Organisational Transformation in Practice
Organisational Transformation in Practice
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 leadership and change management within the context of organisational transformation 3 Intellectual, practical, affective and transferable skills Utilise a 7 element framework as a diagnostic tool to evaluate leadership capability in a team or organisation 4 Intellectual, practical, affective and transferable skills Demonstrate an ability to reflect upon one’s own management development journey against the context of employability in global and transformational settings of the future 4. Outline Delivery.
WkLectureSeminar/WorkshopReading 1 Organisational changeAction Learning SetsKets de Vries 2 Personal change Patchwork textKets de Vries Jung 3 Personal change & organisational changePatchwork textKets de Vries James and Arroba http://triadllc. com/publications. html 4 Manager as personPatchwork textKets de Vries Tony Watson 5 Management & leadershipPatchwork textKets de Vries Keith Grint 6 Managing & leading changePatchwork textKets de Vries http://triadllc. com/publications. html 7 Managing & Leading changePatchwork textKets de Vries.
James and Arroba 8 Change agencyPatchwork textKets de Vries James and Arroba 9 Change processesPatchwork textKets de Vries 10 Organisational rolePatchwork textKrantz and Maltz 11 Wheel of changePatchwork textKets de Vries Jung 12 Wheel of changePatchwork textKets de Vries etc 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes.
If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutor Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin.
Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment Students are required to assemble a “patchwork text” (Illes, 2003; Winter, 2003) which relates your current or future workplace role. The patchwork text may be developed or based upon the following: •Kets de Vries (2004) suggests that people are prisoners of their past.
Evaluate and reflect upon how your past might influence your future workplace role and development. •Evaluate and reflect upon a personal experience of change in your workplace •Apply Krantz and Maltz’s (1997) role analysis to your current workplace experience. •Using the “triangle of conflict” (de Vries, 2007), evaluate and reflect upon a major incident of conflict in your life. Consider your learning/ experiences in relation to your future workplace role. •Apply James and Arroba’s (2005) “reading and carrying framework” to critically evaluate and reflect upon how you interact with others.
Consider the implications in relation to your future workplace role. •Conduct and develop a critical self-analysis using Jung’s notion of individuation (Carr, 2002), and relate this to your leadership archetype. •Critically evaluate, and reflect upon your own resilience and relate this your existing and future leadership competencies Guidance Notes for Students (see Smith and Winter, 2003) Your assignment will be assembled gradually during the progress of the module through a series of written tasks, which you will share with each other in small groups.
There are several reasons for this:- •to avoid the last minute rush of having to write the whole assignment at the end of the teaching, when time is short; •to enable you to use a variety of different ways of writing, and thus to increase your opportunity to demonstrate your own particular abilities; •to enable you to give each other early constructive feedback as to how clearly you have presented your ideas and how they might perhaps be developed; •to enable you to write about all aspects of the module content (instead of having to select just a few aspects for a specific essay topic).
Before you submit your assignment, you will be asked to write a final piece, to be added to what you have written already. This is designed to give you the opportunity to revisit (edit and revise) the ideas you have presented in your earlier pieces and to discuss what you have gained from the work as a whole. (This is the only task that will need to be completed after the end of the teaching. ) You MUST use academic theories and concepts to develop your personal reflection and portfolio. Your patchwork text SHOULD meet all the learning outcomes (see below; see mdf) Learning Outcomes (threshold standards):
On successful completion of this module the student will be expected to be able to: Knowledge and understanding Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts Knowledge and understandingDevelop a robust understanding of leadership and change management within the context of organisational transformation Intellectual, practical, affective and transferable skillsUtilise the 7 Element framework as a diagnostic tool to evaluate leadership capability in a team or organisation.
Intellectual, practical, affective and transferable skillsDemonstrate an ability to reflect upon one’s own management development journey against the context of employability in global and transformational settings of the future The sequence of writing tasks which will make up the final assignment is as follows: – Weeks 1- 4 (approx. ) 1Explore how your personal experience impacts upon, and has implications for how you interact with others, adapt and respond to change (Learning outcomes 1 – 4). Weeks 5- 7 (approx. ) 2.
Using your chosen personal experience critically reflect upon and evaluate your own assumptions, values and leadership behaviours. (Learning outcomes 1 and 3). Weeks 8 – 12 (approx. ) 3 Write about an example of your own group experiences from the point of view of one of your fellow group members imagining their experience of your work with her / him (Learning Outcomes 1- 4) Weeks 1 – 12. 4. Use the learning from your personal experience, and group reflection, in relation to your future workplace role (Learning outcomes 1 – 4) 5.
(Final synthesis) A retrospective summary of and commentary on your previous writing, indicating what you have learned which seems to you to be important for your own professional understanding and development (Learning outcomes 1 – 4) Time will be available within the teaching sessions for you to discuss in small groups the writing you have done in response to each of the writing tasks. So you will therefore need to make four or five copies to bring along to the session. The word-limit for the whole assignment is 3,000 words.
There are no specific word-limits for the individual pieces of writing, but you should aim to make sure that there is a balance between them. And you will need to leave at least 500 words for the final task (no. 5 above). Patchwork text references Akister, J. (2005). Using a Patchwork Text to assess family therapy students. Journal of Family Therapy, 27(3), 276-279 Illes K. (2003). The Patchwork Text and Business Education: rethinking the importance of personal reflection and co-operative cultures. Innovations in Education & Teaching International, 40(2), 209-215.
McKenzie J. (2003). The student as an active agent in a disciplinary structure: introducing the Patchwork Text in teaching sociology. Innovations in Education & Teaching International, 40(2), 152-160. Ovens P. (2003). Using the Patchwork Text to develop a critical understanding of science. Innovations in Education & Teaching International, 40(2), 133-143. Parker J. (2003). The Patchwork Text in teaching Greek Tragedy. Innovations in Education & Teaching International, 40(2), 180-193. Quinn J. (2003). Patchwork Text – example one: becoming a science specialist teacher.
Innovations in Education & Teaching International, 40(2), 144-151. Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge: London. Smith L. & Winter R. (2003). Applied epistemology for community nurses: evaluating the impact of the Patchwork Text. Innovations in Education & Teaching International, Volume 40(2), 161-173. Winter, R. (2003). Contextualizing the Patchwork Text: Addressing Problems of Coursework Assessment in Higher Education, Innovations in Education and Teaching International, 40(2), 112-122.
All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet Academic staff CANNOT accept work directly from you.
If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work.
Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students.
However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year).
Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal.
To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module.
We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results.
Assessment Criteria and Marking Standards Patchwork text – assignment guidelines (Jenkins, 2008) •Careful, detailed observation and recollection of events and situations •evidence the interrelationship between leadership behaviours, skills, belief systems, values, identity, vision and purpose (7 elements framework)
•Noticing the various emotional dimensions of events and situations •Independent, critical and evaluative thinking •Recognising and responding to the complexities of events and situations •Effective communication and application of complex concepts and theories (e.g psychoanalytic, psychodynamic, psychotherapeutic) to personal/ inter-personal experiences of events and situations •Demonstrating learning in relation to personal development, effective relations with others and future workplace role.
•Demonstrating the learner outcomes in relation to future workplace effectiveness •Coherent structuring, interlinking and presentation of patchwork text (including grammar, typography and referencing). ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS – LEVEL 3 Generic Learning Outcomes.
(Academic Regulations, Section 2)Assessment criteria by levelMarking standards (by mark band) 70%+60-69%50-59%40-49%30-39%1-29% Characteristics of student achievement per mark band > Achieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of Study Achieves a marginal pass in the module outcome/s related to this GLO at this Level of StudyFails marginally to achieve module outcome/s related to this GLO.
MDF may permit compensation Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Knowledge and UnderstandingLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical.
This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output includes is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ ethics of discipline with considerable originality.
Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ ethics of discipline with some originality. Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ ethics of discipline. Basic knowledge base with some omissions at the level of theoretical/ethical issues.. Restricted ability to discuss theory and/or or solve problems in disciplineLimited knowledge base; limited understanding of discipline/ethical issues.. Difficulty with theory and problem solving in disciplineInadequate knowledge base; lack of understanding of discipline/ethical issues.
Unable to discuss theory or solve problems in discipline. Intellectual (thinking), Practical, Affective and Transferable SkillsLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner.
Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent management of learning, with degree of autonomy/ research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/ team/professional/ problem-solving skills Good management of learning, with consistent self-directed research. Structured and accurate expression. Good academic/ intellectual skills and team/ practical/ prof-essional/problem solving skills Satisfactory management of learning.
Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times Satisfactory team/practical/professional/ problem-solving skillsBasic use of learning resources with little autonomy. Some difficulties with academic/ intellectual skills Some difficulty with structure/ accuracy in expression, but evidence of developing team/ practical/ professional/ problem-solving skillsLimited use of learning resour-ces. Unable to work autonom-ously. Little input to teams. Weak academic/intel-ectual skills.
Still mainly descrip-tive General difficulty with structure/ accur-acy in express-ion. Practical/ professional/ problem-solving skills that are not yet secureInadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. and weak practical/professional skills. No ability to direct own learning A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes 7. Assessment Offences.
You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 – see www. anglia. ac. uk/academicregs) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity.
Plagiarism is theft and constitutes the presentation of another’s work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Introduction Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest.
It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations.
This means we can make sure that we can maintain reliable standards for our academic awards, and students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: •clearly define what being honest in your work and good practice mean, and how you can achieve this; •define ‘assessment offences’, including plagiarism, cheating and collusion; •identify the resources, help and advice available to help you learn the academic skills you need to avoid committing assessment offences; •explain how we expect you to behave; and •describe what happens if we think you have committed an assessment offence.
Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources. To show good academic practice you must: •show you understand the literature; •use research from academics and others in your area of study; •discuss and evaluate ideas and theories; •develop your own independent evaluation of academic issues; and •develop your own arguments. To support your own good practice you will need to develop your:
•skills at studying and getting information (for example, reading, taking notes, research and so on); •skills in looking at an argument and making your own evaluation (for example, having a balanced opinion, using reasoning and argument); •writing skills for essays, reports, dissertations and so on; •referencing skills (how you include your sources of information in your work); and •exam techniques (for example, revising and timing). Achieving good practice is not as complicated as it may appear. You need to do the following. •Know the rules.
•Make sure you reference all of your information sources. Poor practice or dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do. •Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot ‘put it any better’. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from.
You must also reference other people’s performances or art in your own work. It fine to use other people’s performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isn’t your own. Definitions of assessment offences Plagiarism Plagiarism is when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission.
You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: •directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; •using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; •rewording someone else’s work, without referencing them; and •handing in something for assessment which has been produced by another student or person.
It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own.
In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: •agreeing with others to cheat; •getting someone else to produce part or all of your work; •copying the work of another person (with their permission); •submitting work from essay banks; •paying someone to produce work for you; and •allowing another student to copy your own work.
Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: •taking unauthorised material into the examination room; •inventing results (including experiments, research, interviews and observations); •handing your own previously graded work back in;
•getting an examination paper before it is released; •behaving in a way that means other students perform poorly; •pretending to be another student; and •trying to bribe members of staff or examiners. Help to avoid assessment offences Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides.
You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin®UK’ (a software package that detects plagiarism). You can get advice on how to honestly use the work of others in your own work from the library website (www. libweb. anglia. ac. uk/referencing/referencing. htm) and your lecturer and personal tutor.
You will have an opportunity to do a ‘formative’ assignment before you finish and hand in your first ‘summative’ assignment. A ‘formative’ assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a ‘summative’ assignment counts towards the assessment for your course). You will be able to use ‘Turnitin®UK’, a special software package which is used to detect plagiarism.
Turnitin®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin®UK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources which will help you develop your academic skills.
What we expect from you We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see http://web. anglia. ac. uk/anet/students/pdfs/09_student_charter. pdf), it says you have to ‘be aware of the academic rules relating to your studies’.
To make sure that you are aware of the rules, we expect you to agree to: •read this guidance and make sure you thoroughly understand it; •work through ‘PILOT’, the online tutorial available on our library website (http://libweb. anglia. ac.uk/pilot/), which aims to help you learn good practice and has a useful section on plagiarism; •make sure that you are familiar with how to reference (acknowledge other people’s work);
•correctly reference all the sources for the information you have included in your work; •identify information you have downloaded from the internet; •never use someone else’s ideas for a performance, film or TV programme, their artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours; •only hand in your own original work;
•never use another person’s work as if it were your own; and •never let other students use or copy your work. What we will do for you To help you avoid making assessment offences, our staff will: •make sure they are familiar with the guidance on being honest in your work and the Academic Regulations; •tell you clearly about the guidance on being honest in your work and any guidelines on misconduct, and record the dates for future reference; •arrange library information sessions for you;
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