Organisational Transformation in Practice

Topics: Leadership, Academia, Academic dishonesty Pages: 30 (7416 words) Published: May 10, 2012
Organisational Transformation in Practice
Department of Accounting and Information Systems
BB315O15S

Academic Year: 2011/ 12
Semester/Trimester: 2

Contents

1. Key Information2
2. Introduction to the Module2
3. Intended Learning Outcomes3
4. Outline Delivery3
4.1 Attendance Requirements4
5. Assessment4
6. Assessment Criteria and Marking Standards8
7. Assessment Offences11
8. Learning Resources11
8.1. Library17
8.2. Other Resources17
9. Module Evaluation18
10. Report on Last Delivery of Module19

1. Key Information

Module/Unit title: Organisational Transformation in Practice

Module Leader: Dr Lloyd D. Gray
Chelmsford, Ashcroft International Business School, MAB301
0845 196 6836
lloyd.gray@anglia.ac.uk

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways:

the Virtual Learning Environment (VLE)
the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue •Anglia Ruskin’s module search engine facility at www.anglia.ac.uk/modules

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www.anglia.ac.uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office MAB301 (all new students will have received a copy as part of their welcome pack).

In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases.

2. Introduction to the Module
This module provides the opportunity for students to personally explore the relationship between personal change and organisational change/ transformation (de Vries and Balazs, 1999). And personally relate to the leadership and organisational challenges of transformational change in organisations.

The module uses different activities to explore the nature of personal change issues required for successful employee engagement in an organisation's change agenda. In the management and leadership field much is written and discussed about the following seven elements: (1) behaviour, (2) knowledge (3) skills / capability (4) belief systems, (5) values, (6) identity, (7) vision/ purpose. Using various methods, students will be encouraged to make sense of each of these ideas, and the interrelationship between them. This will be set against a real/simulated strategic learning context.

Module participants are actively encouraged to reflect upon their own existential experience and development through dynamic relations with others and performing roles. It is hoped the module will lead to students developing profound personal insights and also achieve personal growth. The module uses different activities to enquire into, reflect upon and diagnose personal, group and organizational leadership and transformation.

Students will be able to diagnose where a/ their team or organisation is weak and design interventions that can help to guide significant change or transformation. The student will be equipped with a clear methodology for guiding his or her own development as an achiever or leader of the future. Assessment is by way of portfolio. 3. Intended Learning Outcomes

Learning Outcomes (threshold standards)

On successful completion of this module the student will be expected to be able to: 1 Knowledge and understanding
Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts

2 Knowledge and understanding
Develop a robust understanding of...

References: Adapted from Scott, M, (2000), Academic Misconduct Policy. A model for the FE Sector. (Copyright _ Association of Colleges 2000)
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