2014_MBL93AR

Module overview _ 2014

CHANGE MANAGEMENT

MBL93AR

IMPORTANT INFORMATION:
This module overview contains important information
about your module.

2014_MBL93AR_doc

CONTENTS
Page
CONTENTS ............................................................................................................................................ 2
1.

INTRODUCTION ........................................................................................................................ 4

2.

PURPOSE, BROAD AND SPECIFIC OUTCOMES FOR THE MODULE................................................. 4

2.1

Purpose ...............................................................................................................................4

2.2

Broad and specific outcomes .................................................................................................5

3.

LECTURER(S) AND CONTACT DETAILS......................................................................................... 5

3.1

Lecturer(s) ...........................................................................................................................5

3.2

Area ....................................................................................................................................6

3.3

University ............................................................................................................................6

4.

MODULE-RELATED RESOURCES ................................................................................................. 6

4.1

Prescribed books ..................................................................................................................6

4.2

Electronic Reserves (e-Reserves) ............................................................................................7

5.

TOPICS.8

5.1

Theories on organisations......8

5.2

Organisations and change..10

5.3

Managing Change..12

5.4

Typologies of change14

6.

STUDY SCHOOL PLAN .............................................................................................................. 16

6.1

Study School ..................................................................................................................... 16

7.

MODULE-SPECIFIC STUDY PLAN ............................................................................................... 16

8.

ASSESSMENT .......................................................................................................................... 16

8.1

Assessment plan ................................................................................................................ 16

8.2

General assignment numbers .............................................................................................. 16

8.3

Submission of assignments ................................................................................................. 17

8.4

Assignments ...................................................................................................................... 17
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8.4.1

Individual Assignment 1:

8.4.2

Individual Assignment 2:.........................19

8.5

Marking guideline/matrix/rubric: ........................................................................................ 21

8.6

Self-assessment questions .................................................................................................. 22

9.

OTHER ASSESSMENT METHODS .............................................................................................. 22

10.

EXAMINATION ........................................................................................................................ 22

11.

FREQUENTLY ASKED QUESTIONS ............................................................................................. 22

12.

SOURCES CONSULTED ............................................................................................................. 23

13.

CONCLUSION .......................................................................................................................... 23

............................................................................................... 18

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1. INTRODUCTION
The change management module is designed to help you gain knowledge on the interdisciplinary,
multiple perspectives approach to managing organisational change. In most organisations, the
magnitude, speed, impact and unpredictability of change are becoming more pronounced than
ever before. Despite the plethora of advice on how to manage change, paradoxically the failure
rate of change initiatives is astronomical. Around the world, managers face different kinds of
challenges. Change has become a fact of life in todays workplace due to the internal and external
forces impacting on organisations. These include globalisation, rightsizing and fast-developing
technologies; shifts in strategies; decentralisation and delayering; a new emphasis on quality or
innovation; the implementation of new team-based and demand-driven projects; and
programmes, modernisation, reinventing, rethinking/restructuring and re-engineering, among
many others. Change is becoming inevitable. To survive and succeed in the contemporary highly
competitive global environment, organisations and individuals need to embrace change. Effective
change management, therefore, provides the strategic dynamics necessary for the organisation to
move from the current to the envisaged business state.

2. PURPOSE, BROAD AND SPECIFIC OUTCOMES FOR THE MODULE

2.1

Purpose

The Change Management module is a component of the Masters in Business Leadership (MBL)
programme. The main purpose of this course is to help students gain a better understanding of
organisational change: how and why organisations change - based on an understanding of
organisational structures, management and behaviour. Describing and discussing the key
approaches to organisational change, and setting these within the broader framework of the
development, operation and behaviour of the organisation and those who populate it, also assist
students to analyse the benefits, applicability and usefulness of the approaches to their respective
organisations and environments. This course addresses both theory and real-life applications.
The first part of the course provides a comprehensive review of organisational theory and
behaviour. Influential contemporary approaches to structuring and managing organisations are
examined and compared. The importance and implications of culture, power and politics are
interrogated. This part of the course highlights the impact of managerial choices in shaping
decisions.
The second part of the course introduces strategy management and change management.
Dominant approaches to strategy; tools and techniques for strategy development and
implementation; prescriptive and analytical schools of strategy; and the relationships between
organisational strategy and organisational change, are discussed. Various change situations in
organisations and constraints are discussed within the context of approaches to strategy and
change. It covers an overview of decisions related to the 4 ps of the marketing mix, i.e. products,
pricing, place and promotion.
The Choice Management Change Management model is examined. The model, comprising
three interlinked processes choice, trajectory and change examines the role of managers in
making choices in managing change.

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2.2

Broad and specific outcomes

Learners will be able to demonstrate a coherent and critical understanding of:

(a)
(b)
(c)
(d)

the phenomenon of organisations in society and the context in which change takes place
theoretical and practical aspects of change management
the relationship between change management and strategic management
the Choice Management Change Management model and the role of managers in
acting in the broader interests of all their stakeholders

Learners will be able to define and critically analyse:

(a) various theories of what organisations are; paradigms on how to conceptualise
organisations within a turbulent and unpredictable environment
(b) alignment of paradigms to the nature of the change experienced as a key analytical tool
(c) change situation diagnosis and ways of facilitating the change process
(d) the nature of strategic choice management change management in organisations
Learners will be able to demonstrate the ability to design an appropriate change management
process based on leadership and management choice.
Learners will be able to develop their own analytical and critical skills as change leaders to align
various paradigms to the nature of the change experienced; and ultimately to demonstrate their
ability to diagnose a change situation and select the best ways of facilitating the change process.

3. LECTURER(S) AND CONTACT DETAILS

3.1

Lecturer(s)

The lecturer for this module is:

Office:
Telephone number:
E-mail address:
Fax number:
Address
Website

Professor Peliwe P Mnguni (Module leader)

UNISA SBL, Cnr. of Janadel and Alexandra Avenues, Midrand
+27 (0)11 652 0374
Mngunpp@unisa.ac.za
+27 (0)11 652 0299
UNISA Graduate School of Business Leadership
Cnr Janadel & Alexandra Avenues, Midrand, 1685
P O Box 392, Unisa 0003
www.sblunisa.ac.za

Lecturers can assist with enquiries of an academic nature only, such as enquiries about the
contents of assignments.
You must provide your student number, contact number and the course code of this module
(MBL93AR) whenever you send us an enquiry.

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3.2

Area

Administrative enquiries (appointments, lecturers availability etc.) concerning this module should
be directed to our administrative support staff.

Name
Telephone number
E-mail address

3.3

HR and Leadership Area

Ms Tintswalo Mathebula
+ 27 11 652 0319
tmathet@unisa.ac.a

University

Unisa Graduate School of Business Leadership, Midrand

The contact points for any enquiries about administrative support are listed below. Remember to
use your student number as reference whenever you contact the SBL staff.
Description of enquiry
Reception / Information Desk
Registrations
Prescribed Books
MBL Programme Administration

Telephone
+27 11 652 0214/48
+27 11 652 0290
+27 11 652 0218
+27 11 652 0239
+27 11 652 0341/2

Library

EDS Support
myUnisa
Finance

+27 11 652 0249

+27 11 652 0358
43582 (SMS)
+27 11 652 0324

E-mail address
Zinhle dlaminz@unisa.ac.za
sblregistrations@unisa.ac.za
Terrance
lebepmt@unisa.ac.za
Princess
pkhambule@unisa.ac.za
Megan
scheema@unisa.ac.za
Lindiwe
ncongle@unisa.ac.za
edssupport@sbleds.ac.za
myUnisaHelp@unisa.ac.za
SBLfinance@unisa.ac.za

4. MODULE-RELATED RESOURCES
4.1

Prescribed books

Burnes, B. 2009. Managing change: strategic approach to organisational dynamics. 5th

edition. Harlow: Pearson Education.

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4.2

Electronic Reserves (e-Reserves)

Andre, M. 2013. Plan do stablise repeat: how to lead change successfully. Management Services,
57(1), Spring: 42-48.
Andrews, J., Cameron, H. & Harris, M. 2008. All change: managers experience in
organisational change in theory and practice. Journal of Organizational Change Management,
21(3): 300318.
Beck, N., Woywode, M. & Bruder, J. 2008. Momentum or deceleration? Theoretical and
methodological reflections on the analysis of organisational change, Academy of Management
Journal, 51(3): 433435
Bordum, A. 2010. The strategic balance in a change management perspective. Society and
Business News, 5(3): 245258.
Burnes, B. & Jackson, P. 2011. Success and failure in organizational change: an exploration of
the role of values. Journal of Change Management, 11(2): 133162.
Euchner, J. 2013. Innovation is change management. Research Technology Management, 56(4),
JulyAugust: 9 -11.
Du Toit, L. 2010. "Organization development in South Africa: an exciting challenge for the
behavioral scientist, Organization Development Journal, 28(4): 5356.
Fourie, D. 2007. Qualities required for change. Journal of Public Administration, 42(3): 347356.
Graetz, F. & Smith, A.C.T. 2010. Managing organizational change: philosophies of
change approach. Journal of Change Management, 10(2): 135154.
Kirsch, C. & Parry, W. 2012. The impact of cross cultural dynamics in change management. Cross
Cultural Management: An International Journal, 19(2): 166195.
Lewis, D., Romanaggi, D. & Chapple, A. 2010. Successfully managing change during uncertain
times. Strategic HR Review, 9(2): 1218.
Louw, L. & Jackson, T. 2008. Managing culture and change in South African organisations: the
way forward for sub-Saharan Africa?Africanus, 38(1): 2942.
Manning, T. 2012. Managing change in hard times. Industrial and Commercial Training,
44(5): 259267.
Mwanza, G.C. 2009. Transformational strategies can change organisations to be effective.
Journal of Contemporary Management, 6: 298309.
Ottinger, R. 2012. Acquire more, fail less: a growth acceleration strategy for a rapidly changing
world. Financial Executive, 28(10), December: 34-38.
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Pardo-Del-Val, M. & Roig-Dobon, S. 2012. Participative management and its influence

on organizational change. Management Decision, 50(10): 18431860.
Ragsdell, G. 2000. Engineering a paradigm shift: a holistic approach to organisational change
management. Journal of Organizational Change Management, 13(2): 104120.
Sales, C. 2006. Organisational
culture
Contemporary Management, 3: 6076.

in

multinational

organizations.

Journal

of

Shin, J., Taylor, S. & Myeong Gu Seo. 2012. Resources for change: the relationships of
organizational inducements and behaviors toward organizational change, Academy of
Management Journal, 55(3): 727748.
Stoltzfu, K., Stohl, C. & Seibold, D.E. 2011. Managing organizational change: paradoxical
problems, solutions and consequences. Journal of Organizational Change Management, 24(3):
349367.
Ticker, T. 2013. Communicating and managing change during extreme weather events:
promising practices for responding to urgent and emergent climate threats. Journal of Business
Continuity and Emergency Planning, 6(4):13-34.
Van Dijk, R. & Van Dick, R. 2009. Navigating organizational change: change leaders,
employee resistance and work-based identities. Journal of Change Management, 9(2): 143
163.
Van Nistelrooij, A. & Sminia, H. 2010. Organization development: whats actually happening,
Journal Change Management, 10(4): 407420.
Vinger, G. & Cilliers, F. 2006. Effective transformational leadership behaviours for
managing challenge. SA Journal of Human Resources Management, 4(2): 19.
Weeks, R. 2008. Nurturing a culture and climate of resilience of the waters of the South African
dual economy. Journal of Contemporary Management, 5: 123136.

5. TOPICS
5.1

Theories on organisations

5.1.1 Tuition period

Time allocation: Before study school 1
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5.1.2 Specific outcomes

Examine the phenomenon of organisations in society.
5.1.3 Self-assessment questions
How is an organisation conceptualised?
The critical question that this topic addresses is how to conceptualise an organisation. If we accept
that change is inevitable and that this course is about organisational change and transformation, it
is critical that we ensure we understand what is meant by an organisation. This topic thus focuses
on various theories of what organisations are and helps students to develop their own theories of
organisation. It deals with paradigms on how to conceptualise organisations and specifically
mentions systems theory as a valuable paradigm in the process.
5.1.4 Learning through activities
Read through chapters 2, 3 and 4 in Burnes, B. 2009. Managing change: strategic approach to
organisational dynamics. 5th edition. Harlow: Pearson Education Limited. These chapters present
the main theories on organisations and also reflect on postmodernist thinking and systems theory,
as current paradigms that assist us in gaining a better understanding of organisations.
5.1.5 Self-assessment
The organisation as a context for change can be considered from various perspectives and as
our concept of change is entangled with our view of its context (i.e. organisations), it is critical for
us to understand our own perspectives on what is meant by organisation. Consider the
various schools of thought on organisations and decide on a theory that you prefer. Summarise
the main points of each of the theories and compare the different theories in terms of how they
apply to an organisation of your choice.
Systems theory allows a particularly popular conceptualisation of an organisation as it
provides solutions to some of the problems presented by a turbulent and unpredictable
environment. Compare how this paradigm relates to other possible paradigms of organisations
and try to define your own theory of organisation.

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5.1.6 Reflection
A traditional view of change is that it is something that happens in or happens to
organisations. However, change is an integral part of modern-day life and can be conceived as a
driving force for the existence of organisations.
The very notion of competitive advantage, for example, requires organisations to be vigilant
regarding changes in their environment. It therefore affords organisations the opportunity to
pursue change. Thus, it could be stated that organisations need change to function optimally and
that change should become as much a part of organisational thinking as leadership, management
and reward systems are. This could have a profound effect on our conceptualisation of
organisations, and change may become the backbone of organisations as they become structured
to allow for the new role of change. Reflect on the impact this could have on the following:
-your perception of an organisation
-your organisation and its future
-the role of change management in the future
5.1.7 Conclusion
To understand change means that we have to understand the context in which change takes
place. In this course, the context is organisations. In addition to this, however, we also have to
realise that we have our own individualised concept of what an organisation is. The paradigm we
subscribe to in terms of what an organisation is or is not, dictates how we may think about leading
change. This topic dealt with our conceptualisations of change and the various theories that were
proposed to help us understand the phenomenon.
5.2

Organisations and change

5.2.1 Tuition period

Time allocation: Before study school 1
5.2.2 Specific outcomes
Design an appropriate change management process. Analyse the nature of change in
organisations. Examine the phenomenon of organisations in society.
5.2.3 Self-assessment questions
The critical issue is to understand the nature of the different environments in which organisations
operate. Effective change cannot take place unless leaders and managers understand how the
environment can trigger change and the consequences of that change. The critical questions are
as follows:
What is the best way to classify the environments that organisations face? How can we describe
the environments of organisations operating in Africa?

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Is it possible to describe an organisations environment objectively or is it largely a subjective

perception?
What are the major forces driving/triggering change in organisations today? Do African
organisations face similar or dissimilar environmental forces and trends? Which forces seem to be
the most pervasive? Why?
How are organisations responding to environmental changes in the 21st century? To what extent
can leaders manage their environments?
5.2.4 Learning through activities
Read the article by Du Toit, L. (2010) on Organisation development in South Africa: an exciting
challenge for the behavioural scientistin Organisation Development Journal, 28(4): 5356. Du
Toit briefly describes the South African situation. From the portrayed picture, it is abundantly clear
that the situation in South Africa today presents many challenges for most South African
managers.
Most change management literature review looks at three main themes in change management,
namely visionary theories of leadership, unsuccessful implementation of change, and successful
implementation of change. The two additional issues Manning (2012) addresses are how to
manage change when you do not have a clear vision and how to manage change when you have a
vision but it is resisted or rejected by job holders. In the prescribed articles, the focus on how
the world is changing and how all organisations are trying to come to terms with managing
organisational change, is debated. Stoltzfus et al. (2011) raise the issue of paradoxical problems,
solutions and consequences in managing organisational change. Read the article All change:
managers experience in organisational change in theory and practice (Andrews 2008). Can
change be managed, given the complexity of changing environments?
5.2.5 Self-assessment
One typology that has been proposed for classifying an organisations external environment is the
PETS model. This model requires a leader to identify the political, economic, technological and
sociocultural factors affecting the organisation.
Think about three organisations (in different industries) with which you are familiar. Using the
PETS model, identify the key external factors influencing the organisation. To what extent do the
organisations face a similar environment?
Do a search on the internet (or use other sources) to determine what the experts believe are the
most significant environmental trends affecting business organisations today. There is much talk
about the pervasiveness of change in the 21st century compared to what organisations faced in
the 20th century. Based on your analysis of various organisations, do you think this is an accurate
observation?

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5.2.6 Reflection
By now you should have realised that organisations operate in multiple environments
simultaneously. You should also have become aware of the level of interdependency among
various elements of an organisations environment. Political changes, for example, can have
profound effects on economic forces, which ultimately affect organisations. Is it always possible to
predict the effect environmental forces will have on an organisation?

An even more important question for reflection is: What are the implications of the nature
of organisational environments for a leader who wants to change his or her organisation?
What does your understanding of the environment suggest about change management in an
African context?
5.2.7 Conclusion
One of the premises of this course is that leaders cannot lead change effectively unless they
understand the environmental forces that drive change. This understanding must take place at a
general level in terms of having a framework for scanning the environment (PETS framework), but
also covers the specific environmental changes/trends affecting organisations today. There are
global trends that could affect all organisations regardless of location; for example, rapid changes
in technology and information systems have had a profound effect on virtually all organisations
across the globe. However, one should understand that the extent of specific effects may be
determined by the local context in which the organisation operates, as well as its internal
environment. In other words, it is important to understand global changes in technology, but one
must eventually focus on the implications of such changes for organisations operating in South
Africa, as well as their effect on the specific nature of the organisations products and services.
5.3

Managing choice (Burnes chapters 11 and 12)

5.3.1 Tuition period

Time allocation: Before study school 1
5.3.2 Specific outcomes
Design an appropriate change management process based on leadership and management choice.
Analyse the nature of choice management change management in organisations. Examine the
phenomenon of organisational change in society.
5.3.3 Self-assessment questions
There are a number of reasons why it is important to understand the different paradigms that
have been developed for understanding and managing change in complex organisations. Change
paradigms determine how we conceptualise change, how we make sense of change, and most
importantly how we try to bring about change in our organisations. We are unable to view change
beyond the confines of our dominant paradigm or worldview. The interventions we choose and
the processes used to effect change are driven by the change paradigm we adopt.
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Some questions for reflection include the following:

What is your critical evaluation of each of the major change paradigms? Do you find one
paradigm more attractive than another? Why?
How has postmodernism as a meta-paradigm shift affected conceptualisation of change
in organisations?
To what extent are change paradigms influenced by national culture?
5.3.4 Learning through activities
In this part of the course, we focus on change paradigms. A paradigm is an encompassing
worldview or cognitive schema incorporating a body of knowledge, theories and principles or
methodologies shared by a community of scholars and/or practitioners. The paradigm is typified
by a ruling perspective or way of thinking.
Read through chapters 11 and 12 in conjunction with chapter 3 in Burnes. Read through the article
on
The impact of cross cultural dynamics on change management (Kirsch 2012). An overview of
the dominant change paradigms is offered; cross-cultural theory and methodology and their
relevance for understanding management and change in Africa are examined; and then proposals
on conceptual and methodological approaches that recognise the cross-cultural content and
hybridisation of post-colonial African societies, are presented.
The other perspective is the strategic choice perspective, embodying the rational-purposive
change paradigm, which maintains that organisations can dominate and even control their
environments through management.
5.3.5 Reflection
By now you should realise that no category is exclusive. Despite efforts to classify change into
narrowly defined paradigms, it is virtually impossible to confine each one to a neat, exclusive
category. Dominant paradigms rooted in positivist, rational and cognitive orientations to change
ignore the complexity and unpredictability of change, as well as chaos theory. Postmodern change
paradigms, by contrast, create an uneasy tension, suggesting that change is best left to happen
without interference and that effort to manage change are at best foolhardy. Somewhere
between these extremes lies the answer to how to facilitate change.
Again, it is important to reflect upon how we understand the very nature of organisations and
their environments. Given the life cycle of organisations and an ever-changing environment,
leaders must develop a framework for working with change. Change is inevitable. The question is
the extent to which we can facilitate change and create organisations capable of living with
change.

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Do you find one or more of the change paradigms more attractive than others? If so, which ones
and why?
5.3.6 Conclusion
This section of the course provides you with an overview of the multiple change paradigms within
which organisational change unfolds. The four primary paradigms can be used as lenses for
understanding and approaching organisational change. The real danger is that we tend to adopt a
primary paradigm that becomes the dominant way in which we understand and approach change
in organisations. In reality, given the complexity of most organisations, leaders must learn to rely
on a number of paradigms to drive sustainable change. The key is making sure the paradigms are
aligned to the nature of the change experienced. Burnes (2009) emphasises the importance of
alignment as a key analytical tool. Ultimately, change leaders have to be able to diagnose a change
situation and select the best ways of facilitating the change process.
5.4

Typologies of change

5.4.1 Tuition period

Time allocation: After study school 1

5.4.2 Specific outcomes
Design an appropriate change management process. Analyse the nature of change in
organisations. Examine the phenomenon of organisations in society.
5.4.3 Self-assessment questions
The diversity of change concepts and typologies is dealt with as part of this topic. The major
change typologies that emerged before the nineties are discussed. In this regard one has to be
clear on whether there are different types of change and whether they differ as regards their
impact on organisations. The critical questions are as follows:
Are all changes the same or can we distinguish between different elements?
Why is it that some changes seem to happen gradually, while there are some changes that impact
on the society or organisation as a whole?
What are the smallest building blocks in an individual and/or organisation that can be changed,
and which concepts are applicable to more pervasive change processes?
Can we distinguish between the content of change and the process of change?
How do organisations change and what is the shape, sequence and process of change? (All these
points will be addressed during this tuition period.)
5.4.4 Learning through activities
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The different kinds of change and ways of categorising change are the focus of this part of the
course. Read chapters 6 to 11 in Burnes. An overview of theoretical foundations regarding the
strategic basis of change is presented in these chapters. You will learn about different
conceptualisations of change and you will get clarity on the difference between process and
content of change. At the end of this part of the course, you will have an idea of how
organisations change.
5.4.5 Self-assessment
After studying the reading material, you should scrutinize the following case studies in Burnes:
case studies 6 and 7.
5.4.6 Reflection
You have been sensitised to the fact that our views of organisations, change and organisational
change are constructionist in nature. Reflecting on your life history, career and current work
situation, what do you think are the critical elements or influences that impacted on your view of
change? How did these cause you to accept or resist change?
Think of a critical change that you would like to make in your own life. Given the course content,
what new insights did you gain into what influences your reaction to this desired change?

Once you have considered an individual level of change, you may also use the cognitive process to
apply it to an organisation of your choice. Can one define change in this system? What are the
various ways in which activities in the organisation are structured as a result of how change is
conceptualised in the organisation? Is your organisation aligned or nonaligned in relation to
change? What are the benefits of this notion? If you do not think your organisation is aligned,
what are the possible reasons for the nonalignment and what can you do to address it?
5.4.7 Conclusion
This section has allowed us to reflect on how individuals change and how this change process is
altered by social and collective contexts. By understanding the inextricable link between the two,
one can devise various ways of managing change.

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6. STUDY SCHOOL PLAN

All study schools are held at SBL at Midrand. Attendance is compulsory and students will be advised
about the dates and venues well in advance. Students are responsible for their own accommodation,
travel arrangements and expenses incurred while attending the study schools. Study schools give
students an opportunity to network with fellow students and to interact with academics.
6.1

Study School

Topic
number

Topic description

Suggested
chapters
from book (Burnes:
2009)

Introduction: Organisation as context for change

Chapters 1 and 2

Change paradigms
Chapters 3, 4 and 5
Organisations and the framework for strategic change
Chapters 6 - 11
Reflections on approaches to organisational change and strategic Chapters 11 and 12
change
in conjunction with
Chapter 3.

3
4

7. MODULE-SPECIFIC STUDY PLAN

Change management is a year module and the program is offered in a blended mode of learning.
Students are expected to read the relevant prescribed study material, case studies and articles before
the study school.
Self-tuition and group work, studying through the prescribed books, reading articles, solving cases, doing
assignments, preparing for the examination and attending and participating in class discussions and
presentations during study schools, all are crucial instructional and learning strategies in this module.

8. ASSESSMENT
8.1

Assessment plan

There are three formal assessments during the year. They comprise:
a
two individual coursework assignments
b
an individual written examination scheduled at the end of the year
These are aimed at verifying the personal comprehension of contents and its practical application.
8.2

General assignment numbers

Assignments are numbered consecutively per module, starting from 01. In addition to the general
assignment number (e.g. 01), each assignment will also have a due date.
8.2.1 Due Dates
A due date is the last date on which the assignment should reach the university. If your assignment is
not registered on the system by the due date, you should contact your programme administrator
immediately.
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The due dates for this module are:

Assignment
01
02

Due date
09/05/2014
08/08/2014

Year mark contribution

Contributes 12% towards final mark
Contributes 12% towards final mark

Type
Essay
Essay

Marks
100
100

VERY IMPORTANT
Please ensure that your assignments reach us on or before the due dates. Penalties will be awarded for
assignments received after the due date:
Assignments received up to 3 days after the due date will incur a 25% penalty.
Assignments received up to 6 days after the due date will incur a 50% penalty.
No assignment received 7 days or more after the due date will be marked. A mark of 0 will be recorded
on the system.

8.3

Submission of assignments

All assignments should be submitted on the accepted electronic platform used by Unisa SBL which
currently is the Electronic Delivery System (eds Online). For detailed information on how to use the eds
online and instructions about assignment submission, please refer to the EDS Guide, which you received
with your study package.
8.4

Assignments

All assignments are individual assignments.

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8.4.1

Individual Assignment 1

DUE DATE: 09/05/2014

Read the case study The transformation of XYZ Construction (Case Study 3) on pages 160 to 163 in the
prescribed book (Burnes, B. 2009. Managing Change: strategic approach to organisational

dynamics. 5th edition. Pearson Education.).

Answer the following questions:

Question 1:
Evaluate and comment upon the extent to which XYZ can be said to have adopted the Culture - Excellence
approach to running its business.
[25 marks]
Question 2:
The transformation of XYZ appears to have taken place with very little resistance or opposition from staff and
managers. Discuss why this should be so.
[25 marks]
Question 3:
To what extent and why do you agree with the following statement: the new managing director has not changed
the culture of XYZ but has merely introduced a new management style.
[25 marks]
Question 4:
Highlight the various issues discussed in the case study The transformation of XYZ Construction and analyse them
in the South African context. Give specific examples in South Africa.
[25 marks]

Technical requirements:
1. The name of the student should appear on the title page of the report. The title page should be
followed by a table of contents.
2. Format:
Length of assignment: 20 -25 A4 pages.
Font: Times New Roman.
Font size: 12.
Line spacing: 1.5.
Alignment: Except for headings, the text should be in justified alignment.
Each page must be numbered.
All sources must be properly referenced. Please follow augmented Harvard referencing style
(for details consult our library staff).
3. Justify the answers to the assignment.
4. Points should be clearly articulated in appropriate, scholarly expressions. Errors like improper
tense, punctuation, unnecessary capitalisation, lack of paragraph structure, misspelled words
and the use of slang should be avoided. Please use your word processors proofreading function
to maintain the suggested writing standards.
5. Students are expected to maintain the highest standards of academic honesty. Cheating and
plagiarism will be considered as acts of academic dishonesty. Assignments may be subjected to
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2014_MBL93AR_doc

a plagiarism check which may be conducted through Turn-it-in software. Plagiarism is

considered to be unethical and unacceptable practice, and will, therefore, not be tolerated.
The School takes a very strong stance on plagiarism and may decide to take disciplinary steps
against students who plagiarise. The university policy for Copyright Infringement and Plagiarism
can be viewed at http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=27715.
You may consult our library staff for the guidelines related to plagiarism and to understand
correct referencing styles.
8.4.2:

Individual Assignment 2

DUE DATE: 08/08/2014

Read case study Oticon the Disorganised Organisation on pages 421 to 424 in the prescribed book
(Burnes, B. 2009. Managing Change: strategic approach to organisational dynamics. 5th edition.
Pearson Education.).
Answer the following questions:
Question 1:
Imagine that you are Lars Kolind. The changes you have made have been far more successful than you
could have imagined. The company is profitable, producing innovative products, and the workforce is
pleased with the new arrangements.
a. What are the advantages and disadvantages of allowing the company to regain a more
formalised structure?
[5 marks]
b. What are the advantages and disadvantages of once again disorganising the company?
[10 marks]
c. Which course of action do you intend to take and why?
[10 marks]
Question 2:
Imagine that you were formerly a senior manager with Oticon and are now one of its most successful
project leaders. Lars Kolind has shared his concerns with you and asked you to produce a report on the
options for future organisation of the company from your perspective. In particular, he wishes you to
address the following questions:
a. What are the advantages and disadvantages of allowing the company to regain a more
formalised structure?
[5 marks]
b. What are the advantages and disadvantages of once again disorganising the company?
[10 marks]
c. Which course of action would you recommend and why?
[10 marks]

Question 3:
Imagine that you are an outside consultant brought in to advise Lars Kolind. He wishes you to address
the following questions:
a. What are the advantages and disadvantages of allowing the company to regain a more
formalised structure?
[5 marks]
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2014_MBL93AR_doc

b. What are the advantages and disadvantages of once again disorganising the company?
[10 marks]
c. Which course of action would you recommend and why?
[10 marks]
Question 4:
Highlight the various issues discussed in the case Oticon the Disorganised Organisation and analyse
them in the African context. Give specific examples in Africa.
[25 marks]

Technical requirements:
6. The name of the student should appear on the title page of the report. The title page should be
followed by a table of contents.
7. Format:
Length of assignment: 20 -25 A4 pages.
Font: Times New Roman.
Font size: 12.
Line spacing: 1.5.
Alignment: Except for headings, the text should be in justified alignment.
Each page must be numbered.
All sources must be properly referenced. Please follow augmented Harvard referencing style
(for details consult our library staff).
Justify the perspectives given in answering the assignment questions. Answer the questions on the basis
of analysis and not on mere presentation of information.
8. Points should be clearly articulated in appropriate, scholarly expressions. Errors like improper
tense, punctuation, unnecessary capitalisation, and lack of paragraph structure, misspelled
words and the use of slang should be avoided. Please use your word processors proofreading
function to maintain the suggested writing standards.
9. Students are expected to maintain the highest standards of academic honesty. Cheating and
plagiarism will be considered as acts of academic dishonesty. Assignments may be subjected to
a plagiarism check which may be conducted through Turn-it-in software. Plagiarism is
considered to be unethical and unacceptable practice, and will, therefore, not be tolerated.
The School takes a very strong stance on plagiarism and may decide to take disciplinary steps
against students who plagiarise. The university policy for Copyright Infringement and Plagiarism
can be viewed at http://www.unisa.ac.za/Default.asp?Cmd=ViewContent&ContentID=27715.
You may consult our library staff for the guidelines related to plagiarism and to understand
correct referencing styles.

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2014_MBL93AR_doc

8.5

Marking guideline/matrix/rubric:

An assignment may be poor, acceptable, good or excellent. A good assignment is a logical, creative and
well-structured document that displays logical and rational processes. Demonstration of original
thinking and the interlinking of theoretical concepts, constructs and frameworks are important.
Appropriate and correct referencing is critical, and we expect you to include a comprehensive list of all
references in annexure. Students are expected to maintain the highest standards of academic honesty.
Cheating and plagiarism will be considered as acts of academic dishonesty. Assignments may be
subjected to a plagiarism check which may be conducted through Turn-it-in software. Plagiarism is
considered to be unethical and unacceptable practice, and will, therefore, not be tolerated. The
Business school may decide to apply some serious grade reductions in final marks or may take
disciplinary steps against students who plagiarise, depending on the nature of the plagiarism.
The following template will be used in the overall assessment of your assignments:
Categories
Poor

Acceptable

Decisions and Solutions

of
Application and integration of Identification
theory
problems
and
issues

Crite
ria

Good

Excellent

Does
not
identify
problems/issues.
Displays
confused
understanding or detection of
inappropriate issues.

Displays basic identification

of problems / issues.
Displays basic understanding.

Displays
hardly
any
understanding of the theory.
Attempts assessment of the
questions but applies nonrelevant theoretical concepts
and constructs.
Hardly any grasp of theory and
context.

Shows
an
elementary
understanding of the theory.
Demonstrates
satisfactory
assessment of the questions,
but
with
superficial
application
of
relevant
theoretical concepts and
constructs.
Limited grasp of theory and
context.

Inappropriate and impractical;

not linked to analysis.

Appropriate
practical.

Considers only
perspective.

Identifies some relevant

viewpoints
from
other
sources.
Identifies the position on the
issue tentatively.

Addresses
some
relevant viewpoints
from other sources.
Identifies position on
the issue aptly.

Weak
conclusions
solutions.

Valid conclusions and

good solutions.

Incorrect
solutions.

conclusions

single

or

and

mostly

or

Identifies not only

the main problem,
but also associated
(subsidiary,
embedded,
or
implicit) issues.
Displays
fair
understanding.
Demonstrates
a
working
understanding of the
theory.
Shows concise and
correct assessment of
the questions, with
an
appropriate
application
of
relevant theoretical
concepts
and
constructs.
Fair grasp of theory
and context.
Appropriate, practical
and insightful.

Demonstrates
in-depth
understanding of main
and
associated
(subsidiary, embedded, or
implicit) problems/issues.
Displays in-depth and
insightful understanding.
Shows a thorough and
outstanding
understanding of the
theory.
Displays concise and
correct assessment of the
questions with a detailed
and profound application
of relevant theoretical
concepts and constructs
Outstanding grasp of
theory and context.

Appropriate,
practical,
insightful,
innovative;
beyond obvious.
Analyses and integrates
relevant viewpoints from
other sources.
Draws support from
relevant other sources.
Strong conclusions and
creative solutions.

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Referencing Technical requirements

2014_MBL93AR_doc

8.6

Did not follow instructions.

Poor grammar and spelling.
Poor structure, flawed style,
little coherence.
Editing is generally of a poor
standard.

Generally
followed
instructions.
Acceptable grammar and
spelling.
Acceptable structure, clear
writing style.
Editing is generally of an
acceptable standard.

No or little referencing;
Incomplete;
errors
in
references
or
missing
references.

Incomplete;
errors
in
references
or
missing
references; inconsistent or
incorrect.

Followed instructions
to a considerable
extent.
Good grammar and
spelling
Good
logical
structure, clear and
engaging
writing
style.
Editing is generally of
a high standard.
Mostly complete and
accurate. Consistent
and
correct
referencing (in-text
or final list).

Excellent following of
instructions.
Outstanding grammar and
spelling.
Excellent logical structure,
clear
and
articulate
writing style.
Excellent standard of
editing.

All references complete

and accurate (both in-text
and final list).

Self-assessment questions

Attempt the TEST YOUR LEARNING exercises and case studies given in each chapter in the prescribed
book.

9. OTHER ASSESSMENT METHODS

There are no assessment methods other than the two formative assessments in the form of the two
individual assignments and the summative assessment in the form of an open book written
examination.

10.EXAMINATION
Open book examinations will be written during October/November. The duration of the
examination is four hours.
The examination will be case based and will have questions related to the case. All
reading material set out in this module overview, together with all material covered at
the study schools, should be studied for the examination.
The examination will test your knowledge of change theory and your ability to integrate
the theory with practice within an organisational context in a coherent way.
The examination paper will consist of:

1. Part A: A compulsory Case Study Analysis (60 marks)

2. Part B: Two essay type questions (20 marks each)
More details about the examination preparation will be provided during the study school
or closer to the examination.
Examination eligibility will be according to the rules and procedures applicable to the MBL. Students will
be required to adhere to the Unisa examination timetable, as well as the designated Unisa examination
centres.

11.FREQUENTLY ASKED QUESTIONS

Please check EDS for MBL 93AR, for all queries under a section called lecturers discussions. The rest will
be discussed throughout the year and during the study schools.
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12.SOURCES CONSULTED
The contribution of colleagues at UNISA Graduate School of Business Leadership in terms of guidance,
advice and critique is acknowledged. The international academic fraternitys contribution in terms of
providing open access to their sources is also acknowledged. The following sources were consulted in
compiling this module overview:
Burnes, B. 2009. Managing change: strategic approach to organisational dynamics. 5th edition.
Pearson Education.
Palmer, I. et al. Managing organizational change: a multiple perspective approach. 2nd edition.
McGraw-Hill International Edition.

13.CONCLUSION
This module presented an overview of multiple change paradigms within which organisational changes
unfold, and delineated the complexity of most organisations; it is key for change leaders to align
paradigms with the nature of change experienced. Change leaders have to be able to diagnose a change
situation and select the best ways of facilitating the change process.

Professor. P Mnguni
GRADUATE SCHOOL OF BUSINESS LEADERSHIP
UNISA

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