MNGT6371 Managing Change PDF

Systems
Managing
forChange
Change
MNGT6371
Graduate MBA
Certi
(Executive)
cate in Change
Program
Management
AGSM MBA
AGSM
Programs
The ASB is actively monitoring student learning and quality of the student
experience in all its programs. A random selection of completed assessment tasks
may be used for quality assurance, such as to determine the extent to which
program learning goals are being achieved. The information is required for
accreditation purposes, and only aggregated findings will be used to inform
changes aimed at improving the quality of ASB programs. All material used for
such processes will be treated as confidential and will not be related to course grades.
Published in 2013 by
Australian School of Business
The University of New South Wales
Sydney NSW 2052
CRICOS Provider Number: 00098G
This document is copyright. Apart from fair dealing for the purposes of private study, research,
criticism or review, as permitted under the Copyright Act, no part may be reproduced by any
process without written permission. Inquiries should be addressed to the publishers,
Australian School of Business, The University of New South Wales.
Managing Change
Course overview
We welcome ideas to improve these course materials.

Please email suggestions to coursematerials@agsm.edu.au
MC 2013
Contents
Course calendar
Session 3, 2013
1
1
Course outline
Learning resources
The action learning cycle
Online resources
A framework for the study of organisations, people

and their behaviour
Analytical frameworks
360 degree change skills feedback
9
10
12
Summary of key dates for 360 degree feedback
12
Step 1: Introduction to 360 degree feedback
14
Step 2: Complete the Self questionnaire
18
Step 3: Identify colleagues and distribute questionnaires
18
Step 4: Printing your profile report
21
Using the 360 Facilitated website
22
Assessment 23
Assessment submission
23
Summary of requirements
24
Assessment 1 Action learning review
24
Assessment 2 Interview with a change agent
27
Assessment 3 Integrative Change Project
28
Acknowledgements 36
Course leader
36
Previous Course Contributors
36
References 40
Appendices 41
Course calendar
Session 3, 2013
Managing Change
Graduate Diploma in Management (GDM)
Week no.
Week begins
Unit
1 (Intro)
9 September
16 September
23 September
30 September
7 October
Assessment due
(% weighting)
Other activities
Assessment 3 Part 1 (5%)
Assessment 1 (20%)
Workshop 1 (Saturday 12 October)
14 October
21 October
28 October
4 November
10
11 November
10
Assessment 2 (30%)
Workshop 2 (Saturday 16 November)

11
18 November
11
12
25 November
12
13
2 December
Course overview
Assessment 3 Part 2 (45%)
Course outline
Welcome to Managing Change, a course in the MBA (Executive) Program.
This course looks at change on many levels, beginning with a micro focus
on the individual and culminating with a more macro view of the whole
organisational system. It balances practical skill building with a solid
foundation of theoretical understanding.
Program Learning Goals

This course contributes to the development of the MBA (Executive)
Program Learning Goals, which are the qualities, skills and understandings
we want you to have by the completion of your degree, as indicated below:
An in-depth engagement with the relevant disciplinary knowledge in
its interdisciplinary context
Team based skills
Critical and analytical thinking
Decision-making and problem-solving
An ability to manage change.
Program Learning Goals are developed throughout the program of study.
Each course will not necessarily address all Program Goals or develop them
to an equal extent.
The aims of this course are to:
introduce you to selected theories and concepts which underpin the
practice of change management
explore the roles that you and others play in initiating and facilitating
organisations to change
provide you with frameworks for analysing and understanding your own
experience of change in organisations
identify the range of key skills you need to effectively lead and
implement change
assess your own change skills and recognise the special abilities you
have already developed
show how managing change should produce competitive advantage.
This course, Managing Change, consists of 12 units and 2 workshops. The
units are divided into three sections.
Managing Change
Section 1, The Change Agent, explores the roles that you and others play
in facilitating organisations to change. It introduces the role and skills of
the change agent and requires you to complete an assessment of your own
change skills. It also introduces you to the concept of building commitment
to change and explores the vital role that this plays in managing change.
This section includes a workshop where you will be given an opportunity to
develop a number of the change skills we have discussed, such as diagnosis.
Section 2, Change Theory and Method, presents dominant theories and
methods of achieving organisational change. You will use a contingency
approach to analysing the effectiveness of different change leadership styles.
Section 3, Change and Organisations, introduces systems thinking and ways
in which change can be sustained. You will also build on your understanding
of how organisations develop capabilities which other organisations dont
have. Moreover, we come to understand that effective change provides
competitive advantage only when we have the wisdom to understand the
deeper issues associated with change.
Course overview
Workshop 1: Developing your individual skills
Unit 1: Roles of
change agent
Unit 2: Preparation
and diagnosis
Unit 3: Finding
solutions and
assessing readiness
Unit 5: Leading
change thru vision
and management
Change agents
at work
Change theory and

methods
Managing Change
Unit 12: Integration
Unit 4: Building
commitment to
change
Change in
organisations
Unit 6: Types of
change theory and
effectiveness
Unit 7: Research
methods
Unit 8: Action
research
Unit 11: Strategic

change
Unit 10: Building organizational

capabilities for change
Unit 9: Understanding
the organization as a
system
Workshop 2 working with complex change: All units feed into this
Section 1 can be thought of as providing the tools and knowledge to make

change happen, whereas Sections 2 and 3 provide the wisdom to make
change happen successfully.
Managing Change
Learning resources
Learning at a distance may be a new experience for you. While you may
have undertaken several years of secondary and tertiary education, you
may have been involved in programs where you were told what and where
to learn and for how long to study. Much of what you did in these courses
was directed by someone else, such as a teacher or lecturer. You are now
involved in a course which requires you to take more responsibility for your
own learning. In other words, you will need to make choices about how you
will manage your learning.
In order to persist in learning you will need to motivate yourself by goal
setting and linking the work to your own interests. You will need to reflect,
self-evaluate, and monitor your progress. You will also need to seek out
people who can assist you in all of this, people such as your instructor, your
co-workers, your fellow students and a mentor or manager.
You have three major resources to help you learn:
The weekly study guides and the effort you will put into them.

The program design assumes that an instructor reproducing a textbook

on a blackboard in front of a class is the least efficient and least
effective learning technology. You will do much of your learning at
home or at work by working through the learning materials, and by
active discussions with the instructor and other students.
The class meeting with your instructor.

The instructors job is to facilitate your learning by conducting class

discussions, answering questions that might arise for you after you have
done the weeks work, providing insights from his or her own practical
experience and understanding of theory, providing you with extensive
feedback on your assignments and directing traffic in the inevitable
arguments and disagreements that will occur between you and your
co-students in the classroom.
Your co-students.

Your colleagues in the classroom are an invaluable potential source

of learning for you. Their experience in similar and different jobs and
industries and their willingness to question and argue with the course
materials, the instructor and your own views, represent a great learning
opportunity. We encourage you to form learning partnerships or study
groups.
Course overview
The action learning cycle

Managing Change has been designed using the action learning approach.
The action learning approach is based on the assumption that to achieve
change we need to practise new behaviours and skills, receive feedback, see
the consequences of new ways of behaving and thereby integrate new skills
into our way of thinking and behaving. Action learning is, therefore, highly
appropriate in managing change, where the ability to change organisations
and others begins with being able to change yourself.
The experiential approach to learning forms the starting point of the action
learning cycle. The action learning cycle can be represented as follows:
Immersion and Concrete experience
Reflect
Conceptualisation, formulate new understanding,

principles and strategies for action
Implementation, Experiment and practise
Source: Kolb (1984).
From our own experience, we observe and reflect so that we can formulate
new concepts, principles and strategies for action. Finally, we experiment
and practise them in new situations.
Saturday workshops
There are two half-day Saturday workshops in this course. The workshops
allow for discussions of greater depth and breadth. You will need to
complete some preparation work before each workshop.
Workshop 1 (12 October 2013): using group-based exercises we will
discuss and explore issues from the first five units. We will also debrief your
360 degree personal development survey.
Workshop 2 (16 November 2013): using group-based exercises we will
discuss and explore issues from the remaining units. We will also begin to
review the course and discuss your final project.
Managing Change
Online resources
Website
The MBA (Executive) current students website provides administrative
information relating to classes, workshops, exams and venues. The students
website should be referred to for information on policies and relevant forms
required.
eLearning support
To access eLearning@AGSM MBA, go to https://telt.unsw.edu.au/ and
select Login to UNSW Blackboard.
Login to the web Single Sign On (wSSO) using these details:
Username: zNumber
Password: zPass
Should you have any difficulties accessing your course online, contact
eLearning Coordinator on:
Tel: +61 2 9931 9541
Email:
elearning@agsm.edu.au
For after hours supports contact IT Service Centre.

Hours:
MonFri: 8am9am; 5pm8pm
SatSun: 11am2pm
Tel:
+61 2 9385 1333
Email: itservicecentre@unsw.edu.au
AGSM MBA Programs contacts

Student Experience
If you have any administrative queries, they should be addressed to Student
Experience.
Student Experience
AGSM MBA Programs
UNSW SYDNEY NSW 2052
Tel:
+61 2 9931 9400
Fax:
+61 2 9931 9205
Email: studentexperience@agsm.edu.au
Course overview
Additional student resources and support

The University and the Australian School of Business provide a wide range
of support services for students, including:
AGSM manual: Managing Your Learning
ASB Education Development Unit (EDU) (www.business.unsw.edu.
au/edu)
Academic writing, study skills and maths support specifically for ASB,
AGSM and MBT students.
Services include workshops, online and printed resources, and
individual consultations.
EDU Office: Room GO7, Ground Floor, ASB Building (opposite
Student Centre); Ph: +61 2 9385 5584; Email: edu@unsw.edu.au
UNSW Learning Centre (www.lc.unsw.edu.au)
Academic skills support services, including workshops and resources, for
all UNSW students. See website for details.
Library training and search support services http://info.library.unsw.
edu.au
eLearning information elearning@agsm.edu.au
UNSW IT Service Desk Technical support for problems logging in to
websites, downloading documents etc. Library, Level 2;
Ph: +61 2 9385 1333;
Website www.its.unsw.edu.au/support/support_home.html
UNSW Counselling Service (www.counselling.unsw.edu.au)
Free, confidential service for problems of a personal or academic
nature; and workshops on study issues such as Coping With Stress and
Procrastination.
Office: Level 2, Quadrangle East Wing; Ph: +61 2 9385 5418
Student Equity & Disabilities Unit (http://www.studentequity.unsw.
edu.au) Advice regarding equity and diversity issues, and support for
students who have a disability or disadvantage that interferes with their
learning. Office: Ground Floor, John Goodsell Building;
Ph: +61 2 9385 4734
Managing Change
A framework for the study of

organisations, people and their
behaviour
One of the most prolific fields of research within management education
is the organisational behaviour (OB) field. OB is the study of human
behaviour in organisational settings, the human behaviourorganisation
interface, and the organisation itself (Moorhead and Griffin 1998).
Managing change is firmly rooted in the OB literature. That is, most of
what you will read and learn about is the result of the findings of decades of
OB research.
Using this definition of OB, the framework depicted in Figure 1 is
one that we will use to guide our learning. Early units focus on human
behaviour within organisations and how behaviour changes in response
to influences from, for example, change agents. Subsequent units consider
the individualorganisation interface, for example, how we as individuals
respond to organisational change initiatives and how we lead others in
organisational change initiatives. The final units explore change from the
point of view of the whole organisation, looking at how change initiatives
are formulated and implemented in response to strategic objectives and
environmental changes. These units will help you explore the context in
which you behave and work as a change agent in your organisation.
Figure 1 The nature of organisational behaviour
Environment
Human behaviour in
organisational settings
The individual
organisation interface
The organisation
Environment
Course overview
Analytical frameworks
We would also like to introduce you to a common way of describing the
dynamic processes that occur within organisations. This will be useful as
you read the course material and readings, so you understand the way we
tend to describe organisational phenomena.
Much research in the social sciences is concerned with causality, that is,
what are the causes and consequences of a particular factor. For example,
if we were to study absenteeism in your company, we would look for the
causes of absenteeism (e.g. low morale, poor working conditions and job
design) and the consequences of absenteeism (e.g. low productivity and
financial loss). Researchers build models that describe the relationship
between variables. The absenteeism model we have just described is
illustrated in Figure 2.
Figure 2 Analytical framework #1
Causes
Low morale
Poor working conditions
Job design
Factor
Absenteeism
Consequences
Low productivity
Financial loss
The arrows refer to the causality; A causes B which in turn causes C. This
type of model may also be referred to as an inputoutput model. The inputs
in the first half of this example are morale, working conditions and job
design and the output is low productivity and financial loss.
But we all know that organisational life is not as simple as this. One common
reason is that relationships like this do not always hold: it depends on
the circumstances. A common way of depicting this kind of it depends
statement is to introduce a moderator variable. A moderator variable is
introduced when a relationship holds in one setting, but not in another.
In our absenteeism example, the relationship between the causes and
absenteeism may only hold in certain cultures. In other cultures, for example,
some Asian cultures, it may be that absenteeism goes against the cultural
norm, that is, it is unacceptable. However, poor morale, working conditions
and job design are, employees dont take time off. So we would say that
national culture is a moderator variable. This may be depicted as in Figure 3.
Causes
Low morale
Poor working conditions
Job design
Factor
Absenteeism
Consequences
Low productivity
Financial loss
Moderator
Cultural context
10
Managing Change
A moderator that influences relationships in this way is also called a

contingency variable. The effect that A has on B is contingent on X. In our
example, the effect that morale has on absenteeism is contingent on the
cultural context. Contingency theories of organisational life are common.
One major example you will read about in Unit 5 is the contingency
theory of leadership. This theory states that effective leadership style is
contingent on contextual factors. It is argued that a particular style (e.g.
democratic leadership) is only appropriate under certain conditions, that is,
its effectiveness is contingent on those conditions. The idea that effective
change cannot be a one-size-fits-all solution and must take account of the
specific situation runs throughout this course.
A third analytical framework links the consequences back to the causes to
produce a dynamic cycle of cause and effect over time. For example, low
morale can lead to absenteeism which leads to lowered productivity which
further exacerbates the problem of low morale. Loops such as this can be either
reinforcing (as in this case) or balancing where a change in one direction
produces a counter-balancing change in the opposite direction. This analytical
framework is less common in scientific research than the first two, however,
it is gaining popularity. Many of the most complex issues facing us today are
difficult to solve because they involve circular causality of this sort.
absenteeism
low morale
low productivity
Analytical models can become quite complex the more realistic they get.
For simplicity, much research only focuses on one section of a dynamic
process. If we were to create a model that incorporates all aspects of
organisational life, it would get very unwieldy!
The reason we have introduced you to these analytical frameworks at this
stage is for you to start this course with a grounding in how researchers in
OB tend to study and describe organisational life. You will come across
many frameworks which use this type of analytical tool or variations on it.
Course overview
11
360 degree change skills feedback

Summary of key dates for 360 degree feedback
29 August
Pre-course
Initial information provided by Leaderskill Group
20 September
Week 2
All 360 degree feedback questionnaires to be completed and

returned to Leaderskill Group by this date
3 October
Week 4
Instructors access students 360 profiles
7 October
Week 5
Students access their 360 profiles from the 360 Facilitated

website
12 October
Workshop 1
Discussion of 360 degree feedback
In Workshop 1 we will work on a 360 degree feedback questionnaire to

analyse and develop your change skills. A 360 degree feedback instrument
is a tool commonly used in organisations for developmental purposes. It is a
way of finding out how others perceive you at work and gives you high quality
information that you can use to improve your change skills. It is often likened
to holding up a mirror. 360 degree refers to the range of information sources
used in this feedback process. You will get information from those above,
below and beside you in the organisation, as shown in Figure 5.
Figure 5 The 360 degree feedback process
My boss
My peers
How I
see my
skills
My peers
People who
report to me
12
Managing Change
Early Start
The survey begins on 29 August 2013 to allow you extra time to contact
respondents. We recommend you begin as soon as possible to ensure you are
able to include questionnaires from all your chosen respondents.
The 360 degree Change Skills survey we will be using has been developed by
a faculty at AGSM MBA Programs and by Leaderskill Group. It is designed
specifically for change agents who are involved in development through
learning, coaching and MBA programs. Feedback helps the manager to
understand how he or she may be influencing others around them, and
allows them to use this input to focus their learning and measure their
improvement over time.
The 360 degree Change Skills survey is a unique instrument, utilising
feedback as a suggestion for change, not an appraisal of the manager. This
significantly reduces appraisal defensiveness and instead provides usable
information which the manager can readily act upon.
Process
The 360 degree Change Skills survey will be accessed on the Internet. We
will provide Leaderskill Group with a list of participant names and their
email addresses (for use with the AGSM MBA Programs 360 only there is
a strict privacy policy regarding all information).
Leaderskill Group will email you with your student name, password and
details of how to login to the Participant Control Centre.
Through the Participant Control Centre you can:
fill in your self-questionnaire
enter your respondents and email their passwords
monitor the completion of questionnaires and send reminders
print paper questionnaires for respondents who do not have Internet access.
There are four steps to completing the 360 degree feedback survey.
Step 1: Read the section that introduces you to the 360 degree
feedback process.
Step 2: C
omplete the 360 degree questionnaire yourself. This will be
included in your feedback for comparison.
Course overview
13
Step 3: I dentify colleagues from whom you will receive feedback about
your behaviour at work. These colleagues include your boss (two
bosses can be entered), four to six of your direct reports and four
to six of your peers. Once you have entered your colleagues details
you should monitor responses until complete.
Step 4: Y
ou will be able to print your profile report before Workshop 1.
Then read Appendix W1.1 in the Workshop materials which will
help you interpret the report.
Step 1: Introduction to 360 degree feedback

Before you begin to collect feedback we would like to introduce you to the
process we will use. Please read this section carefully to familiarise yourself
with the stages of 360 degree feedback and to prepare yourself for the ethics
of this process and for receiving feedback.
Ethical considerations
In this section we would like you to take note of the ethical considerations
of 360 degree feedback.
In order for this process to be effective and for everybody involved to
be treated fairly and with respect, we suggest the following principles of
appropriate disclosure, avoiding conflicts of interest, informed consent and
confidentiality are observed.
Disclosure: appropriate disclosure of information gathering and storage
processes. The information you and your work colleagues give will not be
disclosed to anybody except you and your Course Instructor. The database
is kept by Leaderskill Group and will not be accessed by anybody other than
you. However, an overall statistic of all students is maintained.
Conflicts of interest: the avoidance of conflicts of interest where
sensitive personal information might be used for purposes other than
the one intended. Your colleagues have invested time in you by giving
their responses. They do this under an agreement of confidentiality,
therefore, when you get your report it is important that you do not use
this information for anything other than your leadership development.
Complaining to others at work about the feedback from your boss, for
example, is not appropriate. Your boss acted in your best interest, and you
should respect that by not using it against him or her.
14
Managing Change
Informed consent: informed consent by all the parties involved. Everybody

who responds to this survey must give their consent for the information
to be used in the way it will be. Make sure they are aware of the format
of the report that you will receive, and get their acceptance of this. This
is particularly important for your boss/bosses whose responses will be
individually identifiable.
Confidentiality: the practice of appropriate confidentiality, and assurances
of this to all participants.
Preparing yourself for feedback

Before you start this process we would like you to consider the way you
might handle the information you receive. It is our reaction to information
which precipitates behaviour change (Locke and Latham 1990) and there
may be some information here which is challenging. If this is the case
there is a danger that your reactions will become defensive and irrational,
and that the associated behaviour change will be destructive rather than
constructive. To try to avoid this and let us spend a moment preparing
ourselves and foreseeing any likely defensive reactions. Ask yourself the
question How will I deal with feedback? Think carefully about the way you
tend to respond to both negative and positive feedback.
Negative feedback: think about the way you might feel if your respondents
suggest a lot of change. A request for change is not in itself negative (it can
be a very good thing), but suppose this is in the area of communication,
when you pride yourself on the fact that you are an excellent communicator,
you might perceive this as negative. Rehearse the emotions you might feel.
A common response to negative feedback is defensiveness. When we get
negative feedback we might prefer, or find it easier, to blame somebody else
rather than accept our own weaknesses. This may alleviate some of the stress
we feel at first, but it does not resolve the issue that we have fundamentally
different perceptions of our behaviour compared to others.
Positive feedback: When you receive positive feedback do you use it to
the full? Do you really hear praise and accept the associated feelings? It
is usually a wonderful feeling to be praised, but many of us either cannot
really hear it or we bask in the glory without building on our strengths.
Building on your strengths could mean making a clear note of what you
do well so that you can try to behave like this more often and in more
situations.
Course overview
15
Exercise 1: Receiving feedback

1. Think of a time when you have received negative feedback. How did
you respond? Is this typical of your response to negative feedback?
a. How might you have responded more constructively?
b. What strategies can you use to avoid being defensive?
16
Managing Change
2. Think of a time when you have received positive feedback. How did
you respond? Is this typical of your response to positive feedback?
a. How might you have responded more constructively?
b. What strategies can you use to build on your strengths?
Course overview
17
Step 2: Complete the Self questionnaire

Leaderskill Group will email you with details of how to log in to the
Participant Control Centre.
You should complete your Self questionnaire as soon as possible. The final
date for submission of all questionnaires (Self, Direct Reports, Peers and
Boss) is Friday, 20 September 2013.
Filling in the questionnaire

Your name will appear at the top of the questionnaire page.
You can scroll up and down the page to review your answers.
Make sure you have 10 minutes of uninterrupted time.
To submit your questionnaire you must click on the Submit button at
the bottom of the screen and wait for the message: Your questionnaire
has been sent successfully.
You must close down your web browser when you finish (this completes
your input and deactivates the Back button).
Should you require further assistance, please contact Student Experience
on phone 02 9931 9400 or, for technical support, contact Leaderskill Group
via email (support@leaderskill.com.au) or phone (02 9449 7737).
Step 3: Identify colleagues and distribute

questionnaires
The next step is to identify work colleagues who will fill in a similar
questionnaire that asks them questions about your leadership behaviour.
These colleagues should be:
your Boss (up to two Bosses can be included)
four to six members of your Direct Reports current direct reports if
possible; if not, recent direct reports or indirect reports who work with
you enough to be able to comment
four to six members of your Peers associates with whom you work, but
who do not report to you.
When selecting colleagues choose people who know you well enough to be
able to respond. Invite both fans and critics!
18
Managing Change
Minimum numbers
The four categories Self, Bosses, Direct Reports and Peers are shown
separately on the profile. You can include just Direct Reports or just Peers,
or you can include both:
to show the Direct Reports category in your profile, you must have
three Direct Reports (to ensure the confidentiality of their responses)
to show the Peer category, you must have three Peers (to ensure the
confidentiality of their responses)
four or more in either category will allow you to see the actual raw
scores for that category
Bosses are optional; their feedback is not anonymous.
If you have only three people in a Direct Reports or Peer category you will
not see the raw scores, only averaged data. You wont be able to see the full
range of responses; you will only get the average of all responses.
You do not have to have colleagues from all of the categories complete
questionnaires. For example, you may have your Boss (you can enter two
Bosses) and four Direct Reports complete questionnaires, but no Peers.
However, we strongly suggest that you get colleagues in all categories to
complete the questionnaire since this ensures a fuller and more accurate
picture of your behaviour at work.
Respondent options
In the absence of enough direct reports, we recommend the following:
use very recent direct reports
use current indirect reports (i.e. the next level down, but no further)
use very recent indirect reports
use dotted line reports
as a last resort, use someone who thinks they are able to respond as if
you were their manager.
If you cant find enough Direct Reports respondents even in this way, then
process with Peers only.
In selecting the Peers you want to respond, the suggestions are much the same
as those for Direct Reports, that is, people who know your style, fans and
critics. Four is sufficient, three is the minimum. And you may have to find
very recent associates. If you cant find three Peers, you can process just with
Direct Reports.
Course overview
19
Note: two or less responses for Direct Reports will not show that category.
The same is true for Peers. It may be possible to combine Direct Reports
and Peer responses. If you are unable to obtain the minimum three in
either category, please contact Leaderskill Group for options so that you
can still receive a profile.
Briefing respondents
Aim to brief your respondents face-to-face, or at least by telephone, so
you can deal with any concerns and questions at once. Before sending the
emails, make sure they know why you are asking them to complete the
questionnaire and that they agree to do so.
Ask each colleague if they are prepared to spend some time on the
questionnaire in order for you to develop your skills. When talking to them
about their participation explain the process and discuss the following:
They have been chosen because they are familiar with you at work.
Their responses will be very valuable to you, but only if they are
totally honest.
Their responses are completely anonymous and confidential and you
will not be able to see the questionnaire they fill in, nor identify their
individual responses on the final report (except for your boss).
Since the responses from your Boss(es) are the only ones which are
individually identifiable, you must make sure this is clear to your Boss(es)
before he or she agrees to participate.
Be prepared for any of the colleagues you approach to say no, in which
case you will need to find somebody else.
Deadline for completion of the questionnaires

All questionnaires must be completed and submitted by 5pm on Friday,
20 September 2013. It is very important to make sure that your colleagues
are aware of the deadline for completing the questionnaire and that they
are confident they can complete it in time.
Thank your colleagues in advance for their time and support of you.
Entering respondents and sending passwords

Once you have chosen your respondents, you need to enter their details
through your 360 Facilitated Participant Control Centre. You will need to
select which category (Boss, Peers or Direct Reports) they are responding
in, and their name and email address.
20
Managing Change
Remember you should have four to six respondents in each of the Direct
Reports and Peer categories (limited feedback will be provided with three
respondents in these categories).
It is your responsibility to ensure that your respondents have completed
the questionnaire by 5pm, Friday, 20 September 2013. Use the Monitor
Respondents page to check their progress and Resend to remind them if
they have not completed the questionnaire.
By clicking on Send Emails, an email will be sent to each of your
respondents, including details of how to log in to the questionnaire, and
their password.
You may add any notes or comments at the beginning of the email
message.
Re-check you have correct email addresses for your Boss/Direct Reports/
Peers.
Send emails only to those people who have agreed to respond, and
emphasise the importance of keeping them entirely confidential.
Monitoring progress and sending reminders

Through your Participant Control Centre, you can check on the progress
of your respondents. The Monitor Respondents page will show you which
of your respondents have completed their questionnaires. You can send
reminders when required.
Step 4: Printing your profile report

You will be able to download your 360 profile directly from your Participant
Control Centre from Monday, 7 October 2013. Adobe Reader 6.0 or
greater is required to print your profile (free download from the Adobe
website). Print a copy to bring to the Workshop. We strongly suggest that
you start reading the material in Workshop 1 (Reading W1.1) before you
spend time interpreting the report. The notes will help you deal with the
personal and sensitive information you have been given. Please complete
Exercise 1 in Reading W1.1 before Workshop 1.
Your instructor will receive a copy of your profile prior to Workshop 1, so if
you feel you would like additional help dealing with the information before
the workshop please contact your instructor. If you simply wish to clarify
some aspect of the report please wait until the workshop.
Course overview
21
Using the 360 Facilitated website

Please do your best to follow the guidelines and everything should go
smoothly...
However, unexpected things can happen around the Internet! Here are
some tips that could save you time just in case!
1. Message: URL not found...
Check that your web link is correct.
2. Message: Name or Password not known
It is almost certain that you or a respondent has typed in their
password, name or survey title incorrectly. Please try again copy and
paste if possible.
3. Message: This page cannot be displayed
This is usually due to a temporary connection problem somewhere
between your computer and the website. Click Refresh or Reload
(and then Retry if necessary).
4. The wrong questionnaire came up for your respondent!
There are various kinds of questionnaire for a survey e.g. Direct
Reports, Peers, Boss and Self (the participant/manager), each displaying
the participants name. The respondent must respond in the right group
to the right participant. Recheck your instructions and password, or email
or telephone Leaderskill Group.
5. Running slow?
There could be a delay anywhere between your computer and the
website. Sometimes you have to wait for a screen to open completely.
When it has, Done will appear at the bottom of your browser.
For further assistance, please email or telephone Leaderskill Group
(support@leaderskill.com.au at any time; or 02 9449 7737, 9am to 5pm
Australian Eastern Standard Time) with as much detail of the problem as
possible (i.e. what you did and whats on the screen) so that they can help.
22
Managing Change
Assessment
The assessment process plays two roles: it provides feedback to you on
your progress, and is a means of testing and grading your performance. All
information on assessment is provided in the Assessments & examinations
section of the AGSM website.
http://www.asb.unsw.edu.au/currentstudents/agsmmba/
academicinformation/assessmentsandexaminations/Pages/default.aspx
Assignments 1, 2 and 3 must address non-overlapping issues. In other
words, there should not be much overlap between these assignments.
Assessment submission
All assessment deadlines are set out in the course timetable. Deadlines on
assessments are final.
All assignments are due at the beginning of your class in the week in which
they fall, with the exception of Assessment 3 Part 2 which is due on a
Monday.
It is not an excuse if you failed to attend a class where instructions or work
were given, or did not consult the relevant sections in course materials
relating to assessment requirements.
All items of assessment, other than final exams, will be returned to students
with a grade and feedback.
Course overview
23
Summary of requirements
In order to pass this course, you must:
Achieve an aggregate (overall) mark of at least 50, and
Achieve a minimum pass grade in the final piece of assessment.
Due:
Week 5
Weight: 20%
Maximum length: 4 pages
Group Project
Due:
Week 8
Weight: 30%
Assessment 3 Integrative Change project:
Part 1 Proposal
Due:
Week 3
Weight: 5%
Part 2 Project Plan final report
Due:
Week 13, Monday, 2 December 2013
Weight: 45%

Due: Week 5
Weight: 20%
The purpose of the action learning review (ALR) is to record a recent event
in which you, or others, were acting in a change agent role, reflect upon its
significance in terms of the concepts you have covered so far in the course
and consider ways of acting more effectively in the future. Choose an event
from your own organisation which involves an attempt to change something,
which can be analysed using relevant course concepts (i.e. not one which
does not relate to the course material), and which can be analysed to assess
the way you, or others, handled the situation. The event can be an example
of either effective or ineffective change management, or both.
24
Managing Change
The review will provide you with the opportunity to consider and articulate
ways of integrating new skills into your daily behaviour. It is a personal
action learning review and, therefore, you should feel free to speak of
personal experience, to admit weakness and vulnerability, and to discuss
mistakes. However, it is not the place to explore your feelings about work.
Your entry must draw on concepts from Units 1, 2, 3 and 4.
You may wish to choose an event which illustrates something learnt in one
particular unit, or something which is relevant to more than one unit. Try
to choose events that have happened very recently, say in the past week.
The more recent the events, the more detail you will remember and the
more salient the analysis will be for you.
Your entry should be presented in essay style, that is, it should have a
coherent argument or set of points that you develop through the essay.
Avoid heavy descriptions of events that have no conceptual analysis or
application of relevant concepts.
The action learning review is an aid to the learning process and follows
a learning cycle. In this cycle there are four stages to learning: reflection,
conceptualisation, implementation and immersion. Reflection involves
pondering events to understand why they occurred and how we would like
the future to unfold. Conceptualisation is about contemplating how we can
apply our theoretical frameworks to achieve objectives that may only have
become apparent while reflecting. Implementation entails acting to try to
influence people and change situations. Immersion involves experiencing
the outcomes of implementing our plans.
The requirements of this assessment are that you:
Observation: provide a description of a specific change event from your own
organisation that you have experienced recently or which is vivid in your
memory. Dont get too lost in the detail of the event, and provide only as
much detail as is necessary for the reader to understand what is important.
Provide as much detail as is necessary to provide a platform for the
analysis in the next section of the review. Your observation should include
consideration of the consequence(s) or lack of consequence(s) of the event.
We suggest that this section comprises roughly 10% of your page count.
Analysis: analyse the change event and its consequence(s) using concepts
from the course material and/or assigned readings. Show that you have read
and understood the relevant concepts. Discuss the insights you obtained
from using the concepts to understand the event. Perhaps use several
concepts, consider the extent to which they apply, outline any inadequacy
of the concepts used for understanding the event that you analyse, and/
or identify the links between the concepts. We suggest that this section
comprises roughly 45% of your page count.
Course overview
25
Improvement planning: based on your analysis, outline an action plan that

you could implement in your own work as a change agent, including:
Descriptions of specific actions, interventions or approaches that would
be more effective in similar situations in the future, and the improved
outcomes you would expect. While observations and analysis can focus
on other people, improvement planning should be about yourself.
Frame your plan as one you would carry out if you were in a similar
situation in the future.
The criteria you would use to evaluate the effectiveness of applying
these actions and interventions and the evaluation processes that you
would use. This step is important because it helps determine how your
actions or approach can be refined.
Likely or possible obstacles to implementing this plan of action (e.g.
lack of time, insufficient resources, unsupportive colleagues), and how
they can be overcome.
The Improvement Planning section should be as thorough as the
Analysis section and we suggest that the two sections are roughly equal in
page count.
In short, the ALR provides you with an opportunity to consider an area in
which you may become more effective, and uses the concepts in the course
material to describe precisely how you will do so.
Note: You will need to write concisely in order to cover all the important
aspects of your personal action learning review within the strict limit
of 4 pages.
Your instructor will assess the learning review in order to determine your
understanding of concepts and your ability to apply them to your working
life. You will be evaluated on your conceptual analysis and application of
course concepts, not on the nature of the events you choose to record.
You may like to refer to the MBA (Executive) book Managing Your Learning
for additional guidance in writing an action learning review. You will also
find a sample ALR with comments from an instructor in Appendix 3. The
sample is for illustration purposes only. If your work too closely mirrors the
sample, then your maximum mark will be a credit.
26
Managing Change

Due:
Week 8
Weight: 30%
Assessment:
Group one report is produced per group
You will be assigned to a group early on the course although an individual
piece of work is acceptable. Interview an experienced change agent about
a recent change project in which they have been involved. Appendix 2
includes a reading which will provide guidelines on how to conduct an
interview. Find someone who you consider to be an experienced change
agent. The change agent you select may be an internal or external
consultant, a line manager or CEO.
Write a report which provides an analysis of the role of this change agent in
the particular organisational change he or she has chosen to discuss. Your
report should make explicit references to theoretical concepts covered in
the course material and readings from Units 1 to 7. You should address the
following:
Describe the change and analyse the roles played by the change agent.
We suggest that this section comprises 15% of the page count.
Analyse and assess the change agents effectiveness in the change
process. What competencies were demonstrated and how did they
influence the success of the change? How effective was the change
agent in influencing people and the organisation, and in helping the
organisation to achieve the goals of the change program? We suggest
that this section comprises 45% of the page count.
Discuss the two most important lessons from the interview that a
member of your group could put into practice in his or her own work.
State why these lessons are important and what is needed to implement
them at work. We suggest that this section comprises 40% of the page
count.
Your report must be no longer than 8 pages.
As interviewing is a critical diagnostic skill, we have four suggestions to
make this exercise more valuable.
Send your questions to the interviewee prior to the interview.
Read the article Interviewing as Qualitative Research from Appendix 2
before conducting the interview. This is a very readable and highly
informative guide.
Course overview
27
You may wish to consider voice recording the interview. This will give
you some data to analyse your interviewing technique (remember to ask
the interviewee for permission). Keep in mind, however, that taping
may inhibit the interviewee.
Ask the interviewee for feedback on your interviewing skills.
An example Assessment 2 is provided. If your work too closely mirrors this
example then your maximum work will be a credit.
All members of the group must participate in the production of a single
assessment. Unless strong evidence based representation is made to the
facilitator, the same mark will be awarded to all members of the group.
Group participation will be assessed using the form in Appendix 3. 5% of
marks for this assessment are from self and peer ratings of participation.
Any fully absent ratings will lead to a class average being awarded.
Assessment 3 Integrative Change Project

Part 1 Project proposal
Due:
Week 3
Weight: 5%
Part 2 Project plan final report

Due:
Week 13, Monday, 2 December 2013
Weight: 45%
Aims
to develop a strategy and a full implementation plan for an
organisational change based on sound diagnosis
to integrate course concepts from a range of units in articulating and
justifying your strategy and implementation plan
to address the challenges and complexities of managing change.
Process
To complete this piece of assessment you will submit a report of a plan for
a change, and the analyses you have undertaken in order to develop your
plan. You will not be required to implement the plan. We are looking for
evidence of ability to apply course concepts to the analysis of a situation
and to develop recommendations for improvement.
28
Managing Change
You might follow a change management process in constructing this

assignment similar to one we will study in Unit 2 of the course the
change process framework (Figure 2.1). This process involves identifying
and scoping an issue, that is, something that needs to be changed. Before
any changes can be implemented a thorough diagnosis of the current state
of the organisation, including identifying the root cause(s) of the issue,
needs to be completed. Then a solution can be proposed and a means of
implementing that solution can be developed. Finally, by way of ensuring
the ongoing success of the implementation(s), some means of monitoring
and evaluating changes need to be identified.
We do not ask that you complete the implementation of a project or
solution, only that you recommend a solution and construct a plan for
how to implement your solution. You will need to actively engage in
the diagnosis stage, i.e. gather information and data that can help you
understand the current state of the organisation. This diagnosis of the
current state of the organisation will help understand why the problem/issue
is occurring. This will most likely involve scoping and diagnosis which is
interactive, in which you will need to talk to people in the organisation and
gather relevant data. At this point you will be analysing the organisations
present and past. You are identifying what is currently an issue and what
events, practices, processes, decisions in the past have led to the current
organisational state. When it comes to implementation planning, in which
you generate a plan for how to improve the situation, you may involve
others to help you develop your implementation plan, but the final plan,
and in particular application of the course concepts in the plan, must be
your own work. This phase is future oriented in that you are developing a
plan for a new and different way of doing things.
Selecting your project

The key points in selecting your project are:
Identify an issue which the organisation would benefit from working
on. Choose something which is not working well now, which is
hindering performance, or which could cause a problem in the future.
Alternatively, you could focus on a change which will lead you to
creating or seizing an opportunity.
The issue should include some degree of challenge e.g. organisational,
political, interpersonal, technological, implementation, but not one
that is realistically impossible to implement.
Ensure that you will have adequate access to the information you will
need in diagnosing the current situation and formulating a plan.
Select a project which has sufficient scope but which is not too broad.
Course overview
29
The following gives more guidance on project scope.

Project scope your project should be one that is feasible to implement
and in which you could play a significant role. It may be a project which
requires the involvement of somebody else/other groups within the
organisation. The project should be a short-to-medium term project (not
one that would take years to implement), with well-defined boundaries, and
one that can be reported within the page limit of 14 pages.
The project should contain some of the real challenges associated with
change. These challenges may include lack of senior management
commitment, resistance at the operational level, competing interests in the
process or outcome, political influences, organisational culture and inertia,
to name just a few.
Choosing your organisation if you choose a large organisation, you might
tackle a change issue within your own area of that organisation, or a change
issue at the organisational level. Be careful, if choosing a challenge at the
organisational level, particularly if you work for a large organisation, that it
is an issue that can be clearly defined. For example, scoping the assignment
as improving human resources management is going to be too broad and
complex for our purposes here. However, you might scope the project as
improving the personal and professional development opportunities for
Direct Reports.
If you choose a small organisation, you have more leeway in dealing with
broader issues. So in this case, obtaining information about, and developing
a plan for dealing with, improvements to client service or Direct Reports
morale will be more manageable if you are considering 1520 people than
if you are considering 100+. For those in large organisations, it is certainly
possible to select a broader issue, but you will probably need to confine your
action plan to your own area. You will also need to address the challenge
the broader organisational context presents to your plan.
You may do the project within your own organisation, or another
organisation of your choice. When choosing your organisation bear in mind
that you should be able to play a significant role in the change. Examples
of appropriate organisations, other than your current employer, are social
clubs, community groups, or religious organisations of which you are an
active member.
Project examples Here are a few ideas of issues that might be suitable
for this assessment. However, do not be restricted by this list. These are
examples only, and your own ideas are preferred.
poor inter-departmental communication and/or collaboration
high turnover or low morale within a group or department
30
Managing Change
high customer complaints about call centre waiting times

declining growth in new customer acquisitions
inadequate strategic planning processes
inappropriate behaviours, norms or values
responding to a new competitor or new technology.
Note that these examples are of issues rather than solutions. You need to
start this assignment by identifying an issue that needs to be addressed. Your
own diagnoses of the current state of the organisation will lead to a solution
about how to address the issue. Therefore, solutions, like implementing a
new IT system, or an organisational restructure, are not appropriate starting
points for this assignment. These may turn out to be appropriate solutions,
but the issue that they address needs to be clearly articulated and analysed
before these solutions can be generated.
Because we require you to complete your own solution generation and
implementation planning you should not select a project which has been
completed or which is in the later stages in your organisation. You may
choose to pick an issue which the organisation has attempted to resolve
through the implementation of a change, but you need to complete
a diagnosis of this issue which might reach different conclusions or
recommend different solutions to those made by the organisation. In this
case your implementation plan will be different to the one followed by
the organisation, and you should not review/assess the implementations
actually made by the organisation.
Planning to get started

Generate a number of ideas for a project (not too wide a range
of alternatives), and discuss them with co-workers, superiors,
subordinates, classmates and your instructor.
Select the most appropriate project given the guidelines above and the
report outline below.
Obtain permission from the appropriate parties within your
organisation to conduct your analyses. You will need to collect
information to help in your diagnosis of the current state so permission
or support from key people is advisable. You might wish to prepare a
brief verbal or written proposal to them which could include:
reference to the requirements of this assignment
the intended outcomes of the project and benefit to the organisation
methodology requirements such as access to records, individuals for
interview
Course overview
31
time frame and resource commitments the idea will be to minimise

disruption to regular work activities.
You may like to identify a manager who will act as a sponsor for the
project. This person can give you feedback on your ideas and analyses,
and help you to identify key issues, sources of information, or obstacles
to your plan.
Writing your report

Part 1. Proposal
You are required to submit a short (two-page) account of your intended
assignment.
Include:
The proposed scope of the project.
Intended outcomes of the project.
Your current role in the organisation and your role in this change
project.
How you will collect the necessary data to make your diagnosis of the
current state of the organisation, your formulation of a strategy, and
your framing a plan for implementing it.
Possible obstacles you might face in collecting/analysing the data and
developing your plan, and ways of overcoming them. This does not
mean obstacles faced by the organisation in implementing a solution,
rather obstacles you will face in completing your diagnosis and
recommendation.
You will receive feedback from your instructor on the appropriateness of
your project scope (e.g. whether it is too narrow or too broad).
Part 2. Final report
Your report needs to show evidence of understanding of concepts across
the whole course, i.e. not just one or two units. You also need to show your
ability to integrate concepts, i.e. use more than one concept to analyse an
issue or develop a strategy, and consider the links between the concepts.
Your report should cover the following:
The issue (we suggest this section contains 10% of the page count)
The scope of your project and how you decided on it.
Justification that the issue chosen is important for the organisation.
Your current role in the organisation and your role in this change project.
32
Managing Change
Identifying change (we suggest this section contains 40% of the page count)
Diagnoses of the current state of the organisation/department which
identify the root cause(s) of the issue.
A clear statement of the problem.
A proposed solution which addresses the issue and problem statement.
Assessment of readiness for change, and of the level of commitment
necessary for the change.
In this section you should provide a balance between reporting on both the
outcomes of your diagnoses and solution generation (content) and the tools
you used to arrive at these outcomes (process).
Your implementation plan (we suggest this section contains 30% of the page
count)
Clear action steps for implementing the strategy.
How you will ensure the action steps are implemented, e.g. building
readiness for change, change leadership, engagement strategies.
Identification of obstacles to your implementation plan and how these
might be overcome.
In this section you should also provide a balance between reporting on the
practices/processes/structure, i.e. the content of the change(s), and the
means of implementing them, i.e. the processes of achieving the change(s).
Change evaluation (we suggest this section contains 20% of the page count)
What you expect the project to achieve, i.e. the intended outcomes of
your change intervention. (This should be clearly related to the issue
and problem statement identified earlier.)
Processes and/or measures to evaluate the success of your project.
Processes for adjusting the strategy and implementation as the change
initiative develops.
Figure 6 represents the shape of the analysis we are looking for in this
report. Note that we will deal with convergent and divergent thinking in
more detail in Unit 3.
Course overview
33
Figure 6 Integrative Change Project The shape of the analytical journey

Integrative Change Project - The shape of the analytical journey
Components of project
Link activities to original issue
Change issue ..
Thinking style
A
Convergent thinking, to define and
narrow issue down to specific
problem
Problem statement ..
Multiple solutions .
Single / few solutions .
Implementation activities ...
B
C
D
Divergent thinking to generate

solutions to problem
Convergent thinking to narrow
range of solutions down to
manageable number
Divergent thinking to assess the
impact of the change on the
organisation, and how to embed
the change in the organisation
At the top of the figure (point A) the lines start far apart from each
other to represent the breadth of scope of the change issue. The change
issue should not be too broad so as to be unfeasible, but it should start
broad enough to be of benefit to the organisation and through diagnostic
processes of convergent thinking become narrower and more defined. You
should arrive at a clearly defined and specific problem statement (point B).
By generating a number of different solutions to that problem statement
you will engage in divergent thinking (point C) and then narrow those
solutions down to the most appropriate one(s) (point D). You will then
generate ideas about how to achieve this/these solution(s) and you may
propose multiple activities to implement (point E). The feedback loop on
the left hand side of Figure 6 going from Point E back to Point A represents
the fact that the activities you recommend implementing have to clearly
address the original change issue.
This is a simplified illustration of the thinking processes you might go
through in constructing and writing your project. Of course there may be
more phases of divergent followed by convergent thinking, i.e. more kinks
or ins and outs than we have here. The purpose of this diagram is to give
you a starting point in understanding what is expected for the report. You
may like to talk to your instructor about your project and how it fits with
the processes illustrated in this diagram.
You should use concepts from across the course in making your diagnoses
and developing your action steps, for example Theory E and Theory O
(Beer and Nohria 2000), action research, systems thinking, organisational
capabilities. You are not expected to use concepts from every unit. Only
include them if they add value to your analyses and your project plan.
34
Managing Change
However, using only the concepts, theories and frameworks from the early
units of the course will limit your analysis.
Assessment criteria
Part 1. Project proposal
This part of the assessment will be graded. Project proposals which meet the
guidelines in Writing your report above will pass but your report will be
graded.
Part 2. Final report
This part of the assessment will be graded using the usual grade categories,
i.e. High Distinction, Distinction, Credit, Pass and Fail. The criteria used to
grade reports are:
effectiveness of addressing the points in Writing your report: Part 2
above
choice of course concepts appropriateness of concepts for issues and
range of concepts across the course
application of course concepts generating insight with concepts rather
than simply describing actions with them
synthesis/integration of course concepts showing links between
concepts and building ideas with multiple concepts
internal flow of report consistency and continuity of points made in
one section with points made in other sections (for example, action
steps address problems raised in the earlier diagnoses of the current
situation)
structure of report organisation, balance, coherence of report
referencing comprehensive and accurate referencing.
Sample Integrative Change Final Project

In Appendix 4 you will find a sample Integrative Change Final Project with
instructors comments at the end. This sample is not intended to show a
perfect project report since all projects are different; rather it gives you an
idea of what a project report might look like. This project was not graded a
High Distinction and as you will see from the instructors comments there
are improvements that could be made. The sample report is for illustrative
purposes only. If your assessment too closely mirrors this sample, then your
maximum grade will be a credit.
Course overview
35
Acknowledgements
Course leader
Professor Chris Jackson BSc (UK), MPhil (UK), PhD (UK)
Professor of Business Psychology, the School of Management in the
Chris Jackson is a Professor of Business Psychology in the School of
Management in the Australian School of Business.
He is a registered Organisational Psychologist in Australia.
Chris has substantial international business experience. He has worked
as a Management Consultant in the UK specialising in selection and
development of people and has developed electronic learning systems for
large corporations. He has also designed personnel selection systems and
advised on the management of change in Australia. He also has substantial
interest in the programming of expert systems which help advise on these
processes.
These interests have continued in his research. Now Chris is very involved
in understanding the processes underlying learning and personality from
biological and cognitive perspectives. His research at the moment is
on developing a hybrid model of learning which represents a new and
compelling way of understanding personality in the workplace. He is
currently developing an on-line psychological research laboratory for
understanding these processes and how they relate to work performance.
Previous Course Contributors

Humphrey Armstrong
Humphrey Armstrong received his BSc in Psychology from The University
of Canterbury in New Zealand, and his MA in Organisational Psychology
from The University of Lancaster in the United Kingdom. He is a member
of the Board of Organisational Psychologists of the Australian Psychological
Society.
After establishing his own consulting practice in 1979, now called Lifelong
Learning Systems, Humphrey linked up with the Australian Institute of
Management. He has subsequently undertaken consulting and development
assignments in a wide range of industries and organisations within
Australia, New Zealand, and in South-East Asia.
Humphrey has had extensive experience with senior management groups,
helping them to analyse environmental threats and opportunities, and
develop clear vision statements and strategic plans for their organisations.
36
Managing Change
Ben Bryant
Ben Bryant completed his MBA at the AGSM in 1990, and is currently
preparing his doctoral thesis at the London Business School. Bens main
research interests are change management, change leadership, work design
and management development. He has recently published some of his
findings on team design and development.
Ben has written a number of educational case studies, which have been
sponsored by IMD in Switzerland, the Centre for Corporate Change, the
NSW Educational Training Foundation, and Zurich Insurance Group. He
has also designed and written senior management development courses in
change management, performance management and marketing change.
Ben has conducted a number of senior executive development programs
in Australia, the UK, Canada and Switzerland. He has taught on the
AGSMs full-time and part-time MBA Programs and in-house management
development programs.
Marcus Cohen
Marcus Cohen graduated from The University of Cape Town in 1982 with
a Bachelor of Arts degree in psychology. After completing postgraduate
business studies through The University of Stellenbosch Graduate School
of Business, Marcus returned to The University of Cape Town to complete
Honours and Master of Arts degrees in industrial and organisational
psychology graduating with distinction.
Marcus had wide-ranging experience in human resource management, with
a focus on personnel management and industrial relations. He published
on a variety of topics in business and delivered a number of conference
papers. Following four years at PricewaterhouseCoopers, Marcus became a
partner at Audrey Page & Associates. His special interests included career
management and organisational change.
Marcus was a writer and instructor on the MBA (Executive) Program from
1993, and also taught on the full-time MBA Program. Sadly Marcus died in
2004.
Dexter Dunphy
Professor Dexter Dunphy was formerly a Professor of Management at the
Australian Graduate School of Management and Executive Director,
Centre for Corporate Change. He is now a Professor at The University of
Technology, Sydney. Dexters main research and consulting interests are in
the management of organisational change and human resource management.
He also has a special interest in comparative management, particularly in
East Asia where he has travelled widely. His research is published in about 60
Course overview
37
articles and 15 books, including the Australian bestsellers (with Doug Stace)
Under New Management: Australian Organisations in Transition (McGrawHill, 1990) and Beyond the Boundaries: Leading and Re-creating the Successful
Enterprise (with Doug Stace, McGraw-Hill, 1994).
Dexter holds the degrees of BA (Hons), DipEd and MEd (Hons) from
Sydney University, and PhD in Sociology from Harvard University.
After receiving his PhD from Harvard University, he held the position of
Assistant Professor there, teaching in both the Graduate School of Business
and the Department of Social Relations.
Rose Trevelyan, BA, PhD

Rose Trevelyan is a lecturer in the organisational behaviour cluster at
the AGSM. After graduating from Cambridge University she completed
her PhD at London Business School where her research focused on the
leadership and group dynamics of academic research scientists. An interest
in leadership, creativity and innovation has continued into her subsequent
research. Rose has worked with a number of major corporations and
consulting firms in the UK and Australia, providing intellectual expertise
and writing case studies on leadership, innovation, organisation design
and human resource management. She has also run executive education
programs on leadership, interpersonal skills and innovation.
Jo Wackrill
Jo Wackrill has been a core member of the team responsible for the
design and development of the AGSMs Graduate Certificate in Change
Management (GCCM). She was the principal writer of Approaches to
Change and Redesigning the Organisation. She tutored on the GCCM from
its inception in July 1995 to 1998 and taught the MBA (Executive) course,
Managing People & Organisations. She was responsible for the adaptation of
this course, Managing Change, for the MBA (Executive) Program.
She has over 12 years experience as a management consultant, initially with
Andersen Consulting in Johannesburg and London, and later with the PA
Consulting Group in London. Since completing her MBA eight years ago,
she has focused specifically on the management of change. Her work has
involved significant organisation redesign, including the implementation of
team-based organisations, change strategy and planning, and BPR.
Jo co-authored a chapter Managing change in a new edition of an
Australian management textbook, Effective Management, which is edited by
Professor Roger Collins from the AGSM. Jo has an MBA from INSEAD in
Fontainebleau, France and a BSc Honours (Computer Science) from the
University of Cape Town, South Africa.
38
Managing Change
Ann Wilson
Ann Wilson is the Educational Developer at the AGSM. Anns
background is as an educationalist, lecturing in the UK and developing,
designing and delivering education and training programs. Ann has taught
at North West London College, and The Open University, in the UK.
She has worked with NSW TAFE, researching instructional design issues,
developing and designing training packages, curriculum development and
researching open learning methodology. Ann has worked as an educational
design consultant for a number of public and private organisations
including State Rail, ICAC, Telstra, Optus, RTA, and has worked with
the MBA (Executive) Program for a number of years. She has lectured in
adult education, written for a number of educational journals and presented
papers at education and training conferences. She has a research interest in
the assessment of adult learning and the design, development and delivery
of online learning. Ann holds the degrees of BA (Hons) in Politics and
Economics from the University of Leicester, Postgraduate Certificate in
Education (Adults) and MA in Adult Education from the University of
London.
Course revisions
Revisions were undertaken in 2001, 2002, 2003, 2004, 2005, 2006,
2007, 2008, 2009, 2010, 2011, 2012 and 2013. Thanks to all organisers,
facilitators and students for their contributions.
Special thanks to Geoff Mortimore who gives so much to course
development.
Course overview
39
References
Beer, M. & Nohria, N. 2000, Cracking the code of change, Harvard
Business Review, vol. 78, no. 3, pp. 133141.
Kolb, D. A. 1984, Experiential learning: Experience as the source of learning
and development, Prentice Hall, New Jersey.
Locke, E. A. & Latham, G. P. 1990, A Theory of goal setting and task
performance, Prentice Hall, Englewood Cliffs, New Jersey.
Moorhead, G. & Griffin, R. W. 1998, Organizational behavior: Managing
people and organizations, Houghton Mifflin, Boston.
40
Managing Change
Appendices
Appendix 1 A
dapted from Bloom, B. S. et al. 1956, Taxonomy Of Educational
Objectives: Handbook 1: Cognitive Domain, Longman, New York.
Appendix 2 A
dapted from Seidman, I. E. 1998, Interviewing as qualitative
research: a guide for researchers in education and the social
services, Teachers College Press, Columbia University, New
York and London, chapter 6.
Appendix 3 Self and peer evaluation form used in Assessment 2
Appendix 4 Sample action learning review
Appendix 5 Interview with a change agent
Appendix 6 Sample Integrative Change Project Report
Appendix 7 Assignment writing
Appendix 8 Referencing in assignments
Appendix 9 Assessment cover sheet
Course overview
41
Appendix 1
Adapted from Bloom, B.S. et al. 1956,

Taxonomy of Educational Objectives: Handbook 1:
Cognitive Domain, Longman, New York.
MBA (Executive) Program unauthorised copying prohibited
Appendix 2
Adapted from Seidman, I.E. 1998,

Interviewing as qualitative research:
A guide for researchers in education and the social services,
Teachers College Press, Columbia University,
New York and London, chapter 6.
Technique isnt everything, but it

is a lot
It is tempting to say that interviewing is an art, a reflection of the
personality of the interviewer, and cannot be taught. This line of thinking
implies that either you are good at it or you are not.But that is only half
true. Researchers can learn techniques and skills of interviewing. What
follows is a discussion of those skills as I have come to understand them
from my own experience of interviewing and that of others.
Listen more, talk less

Listening is the most important skill in interviewing. The hardest work for
most interviewers is to keep quiet and to listen actively. In contrast to many
books about interviewing that concentrate on the types of questions that
interviewers ask, I want to start this chapter by talking about the type of
listening the interviewer must do.
Interviewers must listen on at least three levels. First, they must listen to
what the participant is saying. They must concentrate on the substance
to make sure that they understand it and to assess whether what they
are hearing is as detailed and complete as they would like it to be. They
must concentrate so that they internalise what participants say. Later,
interviewers questions will often flow from this earlier listening.
On a second level, interviewers must listen for what George Steiner (1978)
calls inner voice as opposed to an outer, more public voice. An outer, or
public, voice always reflects an awareness of the audience. It is not untrue;
it is guarded. It is a voice that participants would use if they were talking to
an audience of 300 in an auditorium.
There is language of the outer voice to which interviewers can become
sensitive. For example, whenever I hear participants talk about the
problems they are facing as a challenge or their work as an adventure,
Isense that I am hearing a public voice, and I search for ways to get to the
inner voice. Challenge and adventure convey the positive aspects of
a participants grappling with a difficult experience but not the struggle.
Another word that attracts my attention is fascinate. I often hear that
word on talk-show interviews; it usually works to communicate some sort of
interest while covering up its exact nature. Whenever I hear a participant
use fascinate, I ask for elucidation.By taking participants language
seriously without making them feel defensive about it, interviewers can
encourage a level of thoughtfulness more characteristic of inner voice.
On a third level, interviewers like good teachers in a classroom must
listen while remaining aware of the process as well as the substance. They
must be conscious of time during the interview; they must be aware of
how much has been covered and how much there is yet to go. They must
Appendix 2: Technique isnt everything
be sensitive to the participants energy level and any nonverbal cues he or

she may be offering. Interviewers must listen hard to assess the progress of
the interview and to stay alert for cues about how to move the interview
forward as necessary.
This type of active listening requires concentration and focus beyond what
we usually do in everyday life. It requires that, for a good part of the time,
we quash our normal instinct to talk. At the same time, interviewers must
be ready to say something when a navigational nudge is needed.
In order to facilitate active listening, in addition to tape recording
the interview, interviewers can take notes. These working notes help
interviewers concentrate on what the participant is saying. They also help
to keep interviewers from interrupting the participant by allowing them to
keep track of things that the participant has mentioned and come back to
them when the timing is right.
A good way to gauge listening skills is to transcribe an interview tape.
Separate the interviewers questions from the participants responses by new
paragraphs. Compare the relative length of the participants paragraphs
with the interviewers. If the interviewer is listening well, his or her
paragraphs will be short, relatively infrequently interspersed among longer
paragraphs of the participants responses.
Note the following one-page transcript, for example. It is taken from the
beginning of an interview on the experience of being an instructional
designer.
Managing Change
Interviewer:
Participant:
Interviewer:
Participant:
Interviewer:
Participant:
Interviewer:
Participant:
Could you tell me as much as possible about the details of

your experience at work as an instructional designer presently
or as a grad student working in the area of instructional
design?
The details of instructional design OK.
Your present experience
Yeah.
As an instructional designer.
Umh So something likeyou mean something like
perhaps the last several jobs Ive done?
No, what youre presently doing, like as a student may be
right now or you said you did have a job that youre working
on.
Yeah, well, I have one current, current job umh, the thing
is that when you said current I may or may in any given day,
I may or may not happen to have a job; you know they just,
they just fall out of the sky. You dont really my experience
in getting work has been that no matter what I do to try to
get work I dont see any direct result between those efforts
and getting the jobs, right. On the other hand, I do get jobs.
They just fall out of the sky [laugh]. All I can say about you
know like meteorites. Umh, and they range over a wide, wide
variety of of contact. Umh, [sniffle] it could be teaching
office workers how to use software. Ive done all of those, all
of those kinds of things. Umh, and typically the things start
through the proposal, umh less and less Ive been doing the
actual proposals, but usually Im not ah the actual getting
the business is not my job and somewhere there is a line
between; writing the proposal is part of getting the business
and um so I usually have something to do with writing the
proposal but I dont do a lot of getting the business. Umh
[sniffle] somewhere after the proposal is written or during the
proposal stage Im brought in [sniffle] and I get to do the
work. (Tremblay 1990)
This text is a good example of an interviewers listening hard to a participant.

At the beginning of the interview, the participant is not quite focused. The
interviewer, concentrating on what he is saying, nudges him into the frame of
reference of the interview. Once she has the participant in the right channel,
she listens and lets him talk. Even when the participant pauses for a few
seconds, she does not interrupt.
Patai (1987) describes the process of listening to her Brazilian women
participants as an intense form of concentration and openness to them that
led her to become absorbed in them (p. 12). Although not every interview
takes on the almost magical quality that Patai describes, interest in the
participants experience and a willingness to hold ones own ego in check
are keys to the hard work of listening in an interview that leads to the type
of absorption Patai describes.
Follow up on what the participant says

When interviewers do talk in an interview, they usually ask questions.
The key to asking questions during in-depth interviewing is to let them
follow, as much as possible, from what the participant is saying. Although
the interviewer comes to each interview with a basic question that
establishes the purpose and focus of the interview, it is in response to what
the participant says that the interviewer follows up, asks for clarification,
seeks concrete details, and requests stories. Rather than preparing a
preset interview guide, the interviewers basic work in this approach to
interviewing is to listen actively and to move the interview forward as
much as possible by building on what the participant has begun to share.
Ask questions when you do not understand

It is hard work to understand everything people say.Sometimes the context
is not clear. At other times we do not understand the specific referent
of what someone is saying. In everyday conversation we often let such
things slide by without understanding them. In interviewing such sliding
undermines the process.
The interview structure is cumulative. One interview establishes the
context for the next. Not having understood something in an early
interview, an interviewer might miss the significance of something a
participant says later. Passages in interviews become links to each other in
ways that cannot be foretold. Also, the interviewer who lets a participant
know when he or she does not understand something shows the person that
the interviewer is listening.
Sometimes it is difficult to get the chronology of an experience straight.
It is important for interviewers to understand experiences in the context
of time. A question like, Can you tell me again when that happened? is a
reasonable one. I use the word again so as not to imply to participants that
they are not being clear, thereby making them defensive, but rather, as is
often the case, to suggest that I was just not attentive enough the first time
around.
Sometimes participants use vague words that seem to be communicating
but are not explicit. For example, one community college faculty member
whom I interviewed consistently described his participants by saying, They
4
Managing Change
are very nice. I did not know what he meant by the term nice. In a way it
seemed to trivialise the respect for his students that he had communicated
throughout the interview. I asked him, What is nice? He said,
The students at the private university [where he had previously
taught] were rude, and they were frequently demanding. I dont mean
intellectually demanding. They would say, You didnt say that. You
didnt say you were going to test us on that sort of thing. Our students
at the community college are really nice. I realise this sounds silly;
Iapologise for it. It really sounds crazy to say for some reason we
happen to have the nicest people around that happen to live in this
neighbourhood. Now thats not likely. But we have an attitude on
this campus. There is a kind of mutual respect and I get a lot of this
when our students come back after they have gone somewhere else
There is a different feeling, even though it is a bigger school, and
you really dont know everybody. Uh, nonetheless there is a kind of
community feeling here and there is a lack of what I call a mean spirit
where you are just touchy and aggressive and, uh, inquisitive. Maybe
our students are not that motivated; maybe thats why they are not;
but they are really nice to teach.You almost never have anything you
could call a discipline problem. It just doesnt happen I dont know;
I do like our students. I think it would be absolutely perfect if they
were a little better prepared, but thats not as important as being nice
peopleThey are the kind of people that are pleasant to work with.
(Seidman et al. 1983)
In responding to my request for clarification about his use of the word nice,
the participant went more deeply into the nature of his teaching experience.
By my taking his language seriously, he explored what he meant when he
used the word nice. As the interviewer, I then understood better what, for
him were the complexities implied in his use of the apparently simple word
nice.
Ask to hear more about a subject

When an interviewer wants to hear more about what a participant is saying,
he or she should trust that instinct. Interviewers should ask questions when
they feel unsatisfied with what they have heard. Sometimes they do not
think that they have heard the entire story; other times they may think that
they are getting generalities and they want to hear the details; or they may
just be interested in what the participant is saying and want to hear more.
Sometimes when listening, interviewers begin to feel a vague question
welling up inside them because they sense there is more to the story. In
those instances it is important for them to ask to hear more.
For example, in a study of older women returning to community colleges
(Schatzkamer 1986), one student spoke about her experience in a math
course. The last two-thirds of the technical math course she was taking was
devoted to calculus.
She said, At that point, I capsized. That was beyond the capacities of my
math it was beyond me. So I was obedient. This is something I dont usually
do in school, but I just memorised and did what I was told and followed out
the formulas the way I was told I should and which I regret. I got an A, but I
regret it.
The interviewer, hearing the phrase I regret it, wanted to hear more. She
asked, based on what the participant had said, What do you regret?
The participant responded, I never really understood it, you know. Ididnt
really learn.Im sure there is something lovely there under all that calculus
to be learned and I didnt learn that. Itheoretically learned how to use it as a
tool. By being slavish you know: plugging numbers into formulas and finding
the right formula and stuff; thats not the way math should be learned and
its not really understanding.
By following up on the participants phrase of regret, the interviewer gave
the participant a chance to go a step further in her story. In so doing she
revealed a desire to learn and a potential appreciation for the beauty of
math that increases the readers understanding of her community college
experience and our respect for her as an individual.
Explore, dont probe

In referring to the skill of following up on what participants say, the
literature on interviewing often uses the word probe (see, e.g. Lincoln
andGuba 1985). Ihave never been comfortable with that word. I always
think of a sharp instrument pressing on soft flesh when I hear it. The word
also conveys a sense of the powerful interviewer treating the participant
as an object. I am more comfortable with the notion of exploring with the
participant than with probing into what the participant says.
At the same time, too much and ill-timed exploration of the participants
words can make him or her defensive and shift the meaning-making from
the participant to the interviewer. The interview can become too easily
a vehicle for the interviewers agenda rather than an exploration of the
participants experience. Too little exploration, however, can leave an
interviewer unsure of the participants meaning in the material he or she has
gathered. It can also leave the participant using abstractions and generalities
that are not useful (Hyman et al. 1954).
Managing Change
Listen more, talk less, and ask real questions

Listen more, talk less. I repeat the first law of interviewing here for
emphasis and because it is so easy to forget. When you do ask questions, ask
only real questions. By a real question I mean one to which the interviewer
does not already know or anticipate the response. If interviewers want to
ask a question to which they think they know the response, it would be
better to say what they think, and then to ask the participant what he or
she thinks of the assertion.
Avoid leading questions

A leading question is one that influences the direction the response
will take. Sometimes the lead is in the intonation of the question: The
tone implies an expectation. Sometimes it is in the wording, syntax, and
intonation of the question, as when an interviewer asks, Did you really
mean to do that?. Sometimes the lead is in the conclusion implied by
the question. One interviewer, listening to a participants story about her
family and her early schooling, asked:Your parents pushed you to study,
didnt they? Or in another place, the interviewer asked, How satisfied are
you with your student teaching placement? instead of, for example, What
was your student teaching placement like for you? (For a more extensive
discussion of leading questions, see Patton 1989; Richardson et al. 1965.)
Ask open-ended questions

An open-ended question, unlike a leading question, establishes the territory
to be explored while allowing the participant to take any direction he or
she wants. It does not presume an answer. There are at least two types of
open-ended questions especially relevant to in-depth interviewing. One is
what Spradley (1979) calls the grand tour question (pp. 8687), in which
the interviewer asks the participant to reconstruct a significant segment of
an experience. For example, in interviewing a counsellor, an interviewer
might say, Take me through a day in your work life.Or in working with
a student teacher, an interviewer might ask, Reconstruct your day for me
from the time you wake up to the time you go to bed.
There is also the mini-tour, in which the interviewer asks the participant
to reconstruct the details of a more limited time span or of a particular
experience. For example, an interviewer might ask a vice principal to
reconstruct the details of a particular disciplinary session with a student;
or an interviewer might ask a teacher to talk about the experience of a
particular conference with a parent.
A second type of open-ended question focuses more on the subjective
experience of the participant than on the external structure. For example, a
participant might begin to talk about her experience in a parent conference.

After asking her what happened at the conference, the interviewer might
ask her to talk about what that conference was like for her.
Although there are many approaches to open-ended questioning, when I
am interested in understanding the students subjective experience, I often
find myself asking the question, What was that like for you?. As Schutz
(1967) indicated, it is not possible to experience what the participant
experienced. If we could, then we would be the participant. Perhaps the
closest we can come is to ask the metaphorical question implied in the word
like. When interviewers ask what something was like for participants, they
are giving them the chance to reconstruct their experience according to
their own sense of what was important, unguided by the interviewer.
Follow up, dont interrupt

Avoid interrupting participants when they are talking. Often an interviewer
is more interested in something a participant says than the speaker seems
to be. While the participant continues talking, the interviewer feels
strongly tempted to interrupt to pursue the interesting point. Rather than
doing so, however, the interviewer can jot down the key word and follow
up on it later, when doing so will not interrupt the participants train of
thought. The opportunity may come later in the same interview or even in
a subsequent one (Richardson et al. 1965).
Once, for example, a teacher had been talking early in the second interview
about the frenetic pace of her day and about having no place to hide. At
the time, I was very interested in what she said, but she went right on to
other aspects of her experience. Rather than interrupting her then, Iwrote
down in my working notes the phrases frenetic pace and no place to hide.
Later, when there was a pause in her responses, I returned to those phrases
by saying, A while back you talked about a very frenetic pace. You talked
about coming in the door, teaching your class, walking to your office,
keeping extensive hours, having no place to hide. Would you talk more
about that frenetic pace and having no place to hide? Richardson et al.
term this approach the echo (pp. 157163) [and cautions against its
overuse].
The participant responded by talking about the effect of her community
colleges architecture on her daily life. In order to make the faculty as
accessible as possible to students, the designers of her campus had made
the wall of faculty offices that faced the hallway of glass. The participant
spoke about her frustration with never having a place to go in her building
where she could get some work done without being seen and, most likely,
Managing Change
interrupted. Although she could close the door of her office, she could
never close out those who sought her.
Ask participants to talk to you as if you were someone else

Every interviewer probably develops favourite approaches to participants.
Ihave two to which I return often.The first I use when I sense that I am
hearing a public voice and I am searching for an inner one (see above).
In those situations, I often use what Patton calls role-playing questions
(Patton 1989; also see Spradley 1979). I try to figure out the person with
whom the participant might be most comfortable talking personally. Ithen
try asking the participant to imagine that I am that person.
I might say, If I were your spouse (or your father, or your teacher, or your
friend), what would you say to me? Sometimes this question falls flat. I am
unable to shift the participants frame of reference enough so that he or she
talks to me as though I were someone else. But often, if used sparingly, the
role-playing approach works. The participant takes on a difference voice,
becomes animated in a way that he or she has not been until then, and
both the participant and I enjoy for a few moments the new roles that we
have assumed.
Ask participants to tell a story

I also often ask participants to tell me a story about what they are
discussing. In a sense, everything said in an interview is a story. But if a
participant were talking about, for example, relationships with students, I
might ask for a story about one particular student who stands out in his or
her experience.
Not everybody is comfortable with being asked directly to tell a story. The
request seems to block people who may think they do not tell good stories
or that story telling is something only other people do. Others, however,
suddenly remember a particular incident, become deeply engrossed in
reconstructing it, and tell a wonderful story that conveys their experience as
concretely as anything could.
I will always remember the story a student teacher told when she was
describing the trouble she was having figuring out how to relate to her
students. She had envisioned herself as a friendly older sister to them. One
day she overheard a group of her students telling dirty jokes, and she told
them a mild one.
About a week later, the vice-principal called her to his office to say that
parents were outraged about the joke. The student teacher went on to tell
of a series of meetings with parents in which she had to explain herself. She
described the vice-principals lack of real support during those meetings.

Finally she talked about the sobering realisation that she had not known
where to draw the line with her students. She said, The dirty joke was
horrendous, and I understood that. I understood that I was just trying to be
one of the kids, that I felt close to them I was just being too familiar. I
always thought that teaching was relating to the kids.
Stories such as this, in which the student teacher gave a beginning, middle,
and end to a segment of her experience, drew characters, presented conflict,
and showed how she dealt with it, convey experience in an illuminating and
memorable way. (See Mishler 1986, chapter 4, for an extended discussion of
the power of narratives.) If interviewers continually ask a participant to tell
a story, the technique will wear out quickly. Used sparingly, however, asking
participants to tell stories about particular aspects of their experience can lead
to treasured moments in interviewing.
Keep participants focused and ask for concrete details

Keep participants focused on the subject of the interview. Try to guide
them back to the focus of the interview if they diverge too much. Although
the interviewer must avoid a power struggle, he or she must exercise
enough control of the process so that participants respect the structure and
individual purpose of the interview.
Throughout the interview ask for concrete details of a participants
experience before exploring attitudes and opinions about it. The concrete
details constitute the experience; attitudes and opinions are based on
them.Without the concrete details, the attitudes and opinions can seem
groundless.
Do not take the ebbs and flows of interviewing too

personally
Watch for an ebb and flow in interviews and try not to take it too
personally. In-depth interviewing often surprises participants because they
have seldom had the opportunity to talk at length to someone outside their
family or friends about their experience. As a result, they may become so
engrossed that they say things that they are later surprised they have shared
(Spradley 1979). Interviewers often arrive at a second interview thinking
what a wonderful interview the first was, only to be surprised that now the
participants pull back and are not willing to share as much as before. At
this point, interviewers have to be careful not to press too hard for the type
of sharing they experienced before. A third interview allows participants to
find a zone of sharing within which they are comfortable. They resolve the
issue for themselves.
10
Managing Change
Share experiences on occasion

There are times when an interviewers experience may connect to that
of the participant. Sharing that experience in a frank and personal way
may encourage the participant to continue reconstructing his or her own
in a more inner voice than before. Overused, however, such sharing can
distort an interview and distract participants from their own experience
to the interviewers. I can remember sharing stories of mine that I
thought connected to what the participant was saying and sensing that
the participant was impatient for me to stop talking. (For a somewhat
different perspective on the amount of interaction that is desirable between
interviewer and participants, see Oakley 1981.)
Ask participants to reconstruct, not to remember

Avoid asking participants to rely on their memories. As soon as
interviewers ask if people remember something, impediments to memory
spring up (Tagg 1985). Ask participants, in effect, not to remember their
experience but rather to reconstruct it. Ask directly What happened? or
What was your elementary school experience like? instead of Do you
remember what your elementary school experience was like?
Interviewers can assume that the participants will be able to reconstruct
their experience and thereby avoid many of the impediments to memory
that abound. Reconstruction is based partially on memory and partially
on what the participant now senses is important about the past event. In a
sense, all recall is reconstruction (Thelen 1989). In interviewing, it is better
to go for that reconstruction as directly as possible.
Avoid reinforcing your participants responses

Avoid reinforcing what your participant is saying, either positively
or negatively. A useful training exercise is to transcribe verbatim five
minutes of an early interview. What sometimes becomes clear is that the
interviewer is in the habit of saying uh huh or OK or yes or some other
short affirmative response to almost every statement from the participant.
Sometimes interviewers are hardly aware that they are doing it.
On having such reinforcement called to their attention, many new
interviewers suggest that there is nothing inappropriate about the practice.
They argue that it shows they are listening and being attentive and that
participants appreciate knowing that; it keeps them talking. Often, I think,
it is a relatively benign controlling mechanism that is difficult to give up.
But interviewers who reinforce what they are hearing run the risk of
distorting how the participant responds (Richardson et al. 1965). A more
11
effective and less invasive method is to refer later in an interview to

something participants said earlier. (For a more balanced perspective on
reinforcements, see Richardson et al. 1965.)
Explore laughter
Often a participant will say something and then laugh, sometimes because
what he or she just said is self-evidently funny. At other times, the laughter
may be nervous or ironic, its origin unclear to the interviewer and often
worth exploring. For example, when interviewing a female science teacher,
I asked her how the fact that there were 10 women in her community
college science division of 60 faculty affected her sense of power in the
college. I related the question to Rosabeth Moss Kanters (1977) discussion
of numbers and power in her book, Men and women of the corporation. The
participant responded:
Well, you see this isnt a corporation. I mean, people are not
jockeying for position within, and that would make a tremendous
difference, I think, if we were really competitive with one another or
something, [laugh] it might be a tremendously important factor. But
were not competing for anything. There are very few people who
want to, say, go up to the next step, which is division director. I feel
I could get elected to division director, if I so chose. [Pause] My sex
would not at all interfere. [Pause] It might even be a plus, but, uh,
most people here are not interested, its not a power play situation;
were all retired really [laugh]. (Seidman et al. 1983)
After she finished and I weighed in my mind the juxtaposition of her

laughter with what she was saying, I said, That sounds bitter. In reply,
she spoke about the positive and negative aspects in her experience of not
being in a highly competitive, upwardly mobile faculty. I did not follow up
at that point because I thought doing so might make her defensive. I wrote
in my working notes, laughter? and came back to it later in the interview.
Follow your hunches

Follow your hunches. Trust your instincts. When appropriate, risk saying
what you think or asking the difficult question. Sometimes during an
interview, a question will start to form, perhaps as a vague impression,
then as a real doubt. My experience is that it is important to trust those
responses, to figure out the question that best expresses them, and to ask it.
During one interview with an intern teacher, I became increasingly
uncomfortable. I could not figure out what was bothering me until I realised
that the participant was talking positively about his teaching experience
in a very formal way but with very little energy. His non-verbal language
was contradicting his verbal language. I began to think he was really very
12
Managing Change
unhappy with his teaching, even though he was talking relatively positively
about it.
I was very uncomfortable with this hunch, but finally after we were more
than two-thirds of the way into the second interview, I said to him, You
know, I cant figure this out.You are talking as though you are enjoying
your teaching, but something about the way you are talking makes me think
you are not. Is that fair?
He responded as though I had opened a floodgate. He began to talk about
how angry he was that intern teachers got all the lowest classes. He said
that even though he had solid math preparation, he would not have a
chance to teach upper-level courses for perhaps five more years, because
all course assignments were made on the basis of seniority. Then he talked
about how hard he worked, how little time he had on weekends to be with
his wife, and how little money he was making. As a result of following up
on a hunch, I gained a completely different picture of his experience, and in
the rest of the interview his verbal and non-verbal language coincided.
Use an interview guide cautiously

Some forms of interviewing depend on an interview guide. The interviewers
arrive with preset questions to which they want answers or about which
they want to gather data. In-depth interviewing, however, is not designed
to test hypotheses, gather answers to questions, or corroborate opinions.
Rather, it is designed to ask participants to reconstruct their experience and
to explore their meaning. The questions most used in an in-depth interview
follow from what the participant has said.
Nonetheless, in-depth interviewers may want to develop an interviewing
guide. The basic structure of the interview is the question that establishes
the focus of each interview in the series. However, interviewers never come
into an interview situation as clean slates. They have interests, or they would
not have chosen the research topic they did. In addition, some participants
will require more prompting than others to go forward in the reconstruction
of their experience. Also, over the course of a number of interviews, the
interviewer may notice that several participants have highlighted a particular
issue, and the interviewer may want to know how other participants have
responded to that issue.
For these reasons, in our study of the experience of student teachers
we developed a guide that listed the following areas: student teachers
relationship with mentors, with students, with other student teachers,
with parents, with tracking, testing, and grading. In most cases, student
teachers raised these topics on their own as they talked about their teaching
experience. In those instances when they did not, and if there was an
13
opportunity to do so without interrupting or diverting a participants

reconstructions of his or her own experience, the interviewer referred to the
interview guide and raised an issue that had not been touched upon.
If interviewers decide to use an interviewing guide, they must avoid
manipulating their participants to respond to it. They should ask questions
that reflect areas of interest to them in an open and direct way, perhaps
acknowledging that the question comes more from their own interest than
from what the participant has said. Interviewers must try to avoid imposing
their own interests on the experience of the participants. Interviewers
working with an interview guide must allow for the possibility that what
may interest them or other participants may be of little interest to the
person being interviewed. Interview guides can be useful but must be used
with caution.
Tolerate silence
Interviewers sometimes get impatient and uncomfortable with silence.
They project that discomfort onto their participants. They see pauses as
voids and jump into the interview with a quick question to fill the void.
A useful exercise is to play back an interview tape and record how much
time the interviewer gives the participant to think before he or she jumps
in with a question. My experience is that new interviewers think they are
waiting a considerable time before asking their next question, but when we
go over audio tapes of their interviews, we determine that in reality they
are waiting only a second or two. Thoughtfulness takes time; if interviewers
can learn to tolerate either the silence that sometimes follows a question
or a pause within a participants reconstruction, they may hear things they
would never have heard if they had leapt in with another question to break
the silence. (See Mary-Budd Row 1974, on the effect of how much time
teachers wait for answers to questions on the quality of students responses.)
Conclusion
There is no recipe for the effective question. The truly effective question
flows from an interviewers concentrated listening, engaged interest in what
is being said, and purpose in moving forward. Sometimes an important
question will start out as an ill-defined instinct or hunch, which takes time
to develop and seems risky to ask. Sometimes the effective question reflects
the interviewers own groping for coherence about what is being said and is
asked in a hesitant, unsure manner.
Effective questioning is so context-bound, such a reflection of the
relationship that has developed between the interviewer and the
participant, that to define it further runs the risk of making a human
14
Managing Change
process mechanical. To some extent, the way interviewers are as people will
be the way they are as interviewers. If interviewers are the sort of people
who always have to be talking, who never listen, who demand to be the
centre of attention most of the time, who are really not interested in other
peoples stories, no matter what procedures they follow in interviewing,
those characteristics will probably pervade the interviewing relationship.
The most important personal characteristic interviewers must have is a
genuine interest in other people. They must be deeply aware that other
peoples stories are of worth in and of themselves and because they offer
something to the interviewers experience. With a temperament that finds
interest in others, a person has the foundation upon which to learn the
techniques of interviewing and to practise its skills.
15
References
Hyman, H.H. , Cobb, W.J., Fledman, J.J., Hart, C.W., & Stember, C.H.,
1954, Interviewing in social research, University of Chicago Press, Chicago.
Kanter, R.M. 1977, Men and women of the corporation, Basic Books, New York.
Lincoln, Y.S., & Guba, E.G. 1985, Naturalistic inquiry, Sage, Beverly Hills, CA.
Mishler, E.G. 1986, Researching interviewing, Harvard University Press,
Cambridge, MA.
Oakley, A. 1981, Interviewing women: a contradiction in terms, in
H. Roberts (ed.) Doing feminist research, Routledge and Kegan Paul, Boston,
pp. 3061.
Patai, D. 1987, Ethical problems of personal narratives, or, who should eat
the last piece of cake? International Journal of Oral History, 8(1), pp. 527.
Patton, M.Q. 1989, Qualitative evaluation methods (10th printing), Sage,
Beverley Hills, CA.
Richardson, S.A., Dohrenwend, B.S., & Klien, D. 1965, Interviewing: its
forms and functions, Basic Books, New York.
Row, M.B. 1974, The relationship of wait-time and rewards to the
development of language, logic and fate control: Part II Rewards, Journal
of Research in science teaching, 11(4), pp. 291308.
Seidman, E., Sullivan, P., & Schatzkamer, M. 1983, The work of community
college faculty: a study through in-depth interviews (Final Report to the
National Institute of Education), Washington D.C. (ERIC Document
Reproduction Service No. ED 243 499).
Schutz, A. 1967, The phenomology of the social world (G. Walsh & F.
Lenhert, trans.), Northwestern University Press, Chicago.
Spradley, J.P. 1979, The ethnographic interview, Holt, Rinehart, and
Winston, New York.
Steiner, G. 1978, The distribution of discourse, in On difficulty and other
essays, Oxford University Press, New York, pp. 6194.
Tagg, S.K. 1985, Life story interviews and their interpretations, in
M. Brenner, J. Brown & D. Canter (eds.), The research interview: uses and
approaches, Academic Press, London, pp. 163199.
Thelen, D. 1989, A new approach to understanding human memory offers
a solution to the crisis in the study of history, The Chronicle of Higher
Education, September 27, pp. B1, B3.
Tremblay, B. 1990, The experience of instructional design, unpublished
manuscript, University of Massachusetts, Amherst.
16
Managing Change
Appendix 3
Self and peer evaluation form used in Assessment 2
SELF AND PEER EVALUATION FORM TO BE COMPLETED ON OWN AND

HANDED IN TO FACILITATOR
ASSESSMENT 2 ALL TO CONTRIBUTE
Syndicate Team Number: _____________________________________________________

Name: _____________________________________________________________________
Syndicate Team Members (list by
name, including yourself)
A
Commitment and
Effort
B
Originality and
Initiative
C
Quality and
Reliability
INSTRUCTIONS:
Grade each group member (including yourself) on attributes A, B, and C using a 1 to 5 scale
where:
1. = Did not meet my expectations of a team member. Contributions were well below that
of other team members.
3. = M
et most of my expectation of a team member. Made a fair contribution.
5. = E
xceeded many of my expectations of a team member. Made outstanding contributions.
ATTRIBUTES
A. H
igh commitment to team, cooperative, receptive to criticisms and suggestions, worked
well with others, attended meetings and participated. Effort devoted to teamwork and to
management of the team.
B. Displayed originality and initiative in contributions. Contributions frequently showed
imagination. Contributions had high impact.
C. Reliable, high quality of work output, produced results, got work done on schedule.
Marks will be averaged across the group and students will receive the rounded % equivalent
of the average rating provided. Thus a rating of 4 will provide 4% but a rating of 1 will
provide 1%.
Appendix 4
Simple action learning review
Sample Action Learning Review

Instructors comments
The following comments identify some of the reasons why Louises ALR
received a high mark, and some of the ways in which the ALR could be
improved.
The comments also highlight some important issues in writing an effective
ALR.
Choice of event
The choice of event is appropriate in two ways:
Louise has focused on an episode in her own practice. While it not
one in which she is in a managerial role, it is one in which she is
doing something, i.e. giving feedback that is a central ingredient of a
managers role.
The event is of appropriate scope for this assignment. It is best not
to choose an event or episode where a great deal of contextual detail
needs to be given, or where the issues are too complex to be dealt with
adequately within the page limit.
Focus of the ALR

Louise had focused on a clearly defined central issue about her effectiveness
in giving feedback.
Description section
Louises description of the event in question is concise and to the point.
It does not provide any unnecessary detail, e.g. about the organisations
background, size, turnover etc.
The first section should be just observation. No reflection is required here.
Analysis section
The analysis section demonstrates a clear understanding of emotional
intelligence and self-regulation. Not only has Louise effectively drawn on
these ideas and theories, she has continually linked her analytical points to
the course concepts.
However, the opening paragraph of the Analysis section is quite general
and does not add much value to the analysis of this specific event. Long
descriptions and definitions of concepts are not necessary. It would be
better to use the scarce words to use course concepts in analysing the
specific event.
Appendix 4: Sample Action Learning Review
Also, the range of ideas used in the ALR is relatively narrow. This is
reflected in the rather short references list. By and large, it is good to use
a wider range of relevant ideas from the course, ideally integrating the
ideas. It is obviously not a competition to see how many references you can
make! On the other hand, it is important to demonstrate that you have
understood the relevant ideas and theories in the course, and can apply
them to a real situation.
Also, Louise has made a remark or two about the limitations of the
concepts being used in the analysis. This is a further strength of her
Analysis section.
Balance between the sections

The recommendation in the assessment instructions is that the Analysis
and the Improvement planning sections are roughly equal in page count,
i.e. each about 45% of the total page limit. Louises analysis is about 100
words longer than her Improvement planning section.
It is a common tendency for students to write an analysis that is too long
and this can sometimes prevent them from giving adequate attention to all
the prescribed topics for the improvement plan.
Improvement plan
Louise has drawn on the literature and used some suggestions from the
readings in the development of her improvement plan.
Identifying particular improvement steps/actions

The opening sentences of this section are again marginal in value and
perhaps Louise could have got straight to the point of the improvement
plan, which is to identify different actions that could be taken. When
Louise does this, her improvement plan is specific and she has even noted
some exact phrases that will be used in the future. This is not always
necessary, but adds depth to her plan.
The improvement plan should be developed with the benefit of hindsight
and should list the actions that could have been taken or will be
undertaken in the future so that you can continuously improve, and
hence engage in lifelong learning!
Managing Change
Evaluating effectiveness
An important part of the ALR is stating precisely how you would evaluate
the effectiveness of applying the steps or initiatives suggested in the
improvement plan. This is one of the two most neglected components of
ALR assignments. Louise has done this well, by suggesting a number of ways
of measuring the effectiveness of the initiatives she has recommended.
Obstacles to implementing improvements

A significant omission from Louises Improvement planning section is the
absence of any discussion of obstacles to implementing the steps in the
plan. This is the other most frequently neglected component of an ALR.
Louise looks at obstacles to measuring success, but not at obstacles to
implementing the improved ways of giving feedback.
Focus of the improvement plan

Louise has not reflected on Janes deficiencies in receiving feedback, but has
used the situation to reflect on herself.
It would have been quite easy to analyse this same event from an external
perspective. Such a position allows one to be objective and develop
a comprehensive improvement plan for another person (e.g. Jane).
Some students even go so far as to suggest an improvement plan for an
organisation or another manager that allows them to rectify a deficiency.
What is more difficult and often differentiates between grades given is to
use the ALR as an opportunity to reflect on yourself and your behaviour in
the workplace.
Flow between sections

A well-organised and integrated ALR flows well from section to section.
That means the issues raised in the Analysis section are also dealt with in
the Improvement plan.
In this example Louise has introduced some new ideas about giving
feedback (constructive wording) in the Improvement plan that have
not been referred to in the preceding analysis. The ALR would be more
internally consistent if she had raised this issue about how the feedback was
given in the Analysis section, and then described ways to use constructive
wording more effectively in the Improvement plan.
Appendix 4: Sample Action Learning Review
Referencing
Appropriate referencing is an essential ingredient in an ALR.
Louise refers to the unit when she should be referring to the publication
that was the original source of the idea. She should then generate a list
of these in the References section at the end of the document. Only cite
references you have read.
The References list does not follow the prescribed conventions for
referencing the course. The instructions in MYL says: Note that the item
for the course in the Reference list does not mention a particular unit or
units. The page numbers in the bracketed citations in the text of your
assessment will indicate the units from which the ideas are drawn.
Style
Some students need to carefully check their grammar before handing in
an assignment. Perhaps asking a colleague or friend to proofread materials
before submission will help. Alternatively, reading written work out loud
can identify problems.
There are two ways in which the sample deviates from the prescribed
format.
There is no single indent at the beginning of each paragraph (this is
prescribed)
There is a line break between each paragraph (this not prescribed).
Managing Change
Warning
Do not make your work similar to these examples. You will not achieve more
than a credit if your work is similar.
A change quote
i. The event
An easy to navigate and manage Customer Relationship Management
(CRM) system that integrates customer information and stringent
compliance frameworks are needed for an effective pharmaceutical
organisation. Since 1992, the FLIM database system was ACMEs CRM.
In July 2011, FLIM was replaced with a new CRM, VLOD, to ultimately
improve efficiencies and sustain competitive advantage.
i. Analysis of the VLOD change

At a superficial glance, active management support for VLOD,
participation by employees, some cultural communication and phenomenal
resource support (Abraham, Crawford and Fisher, 1999 in MC 2011, pl-6)
drove the relatively successful change.
I conducted interviews with Kanter, Stein and Jicks (MC 2011, pl13) various internal change agent roles Jim, the change strategist
(Director), Sam, a change implementer and the team leader of the VLOD
implementation project team who needed to make this change happen
and manage the day to day processes and Jemima, a change recipient
(sales representative who needed to adapt to VLOD and was also a
change generator1). I will also reflect on my own experiences as a change
implementer. Figure 1 shows how these change agents positively influenced
organisational change through their own actions and through influencing
the actions of others by adopting different skills at different stage, also
congruent with Kanters (2005) enduring skills for change masters1.
1. Jim sensed the need for a
new CRM because of a
changing external
environment and enlisted
Sam to find a solution
(Sensemaking)
2. Sam gathered various
employees from across ACME
to hear about CRMs from
various vendors. A team
approach selected the best fit
CRM. Focus groups were held
to further improve the chosen
CRM (Sensegiving)
7. I try to support my team

through coaching.
Celebrating accomplishments
and making everyone a hero has
not occurred and will be explored
in Improvement planning
6. Training to the general team

occurred over 2.5 days. It was
technical, hands on and fun and
strongly enlisted the support of
the VLOD super users.
Following training much
persistence and perseverance
occurred with additional training
and technical gliches
Kanters (MC 2011 p. 124) Change agents skills

AND Baloguns roles of
change interpreter (MC
2011 p. 1-17)
5. The VLOD super users had 3

months to play with the new CRM
thereby enhancing their support.
They were backers of the CRM &
their expertise was used during
general training amongst their peers
(Sensegiving)
A Change Quote
3. Jim and I conveyed the

vision to sales & supporting
functional groups of a new
CRM and the opportunity to
understand & share
customers on a different
level (Sensegiving)
4. Sam formed a group of VLOD

super sales users (individually
highly regarded amongst
colleagues). They were trained 3
months prior to VLOD deployment
to general field force
(Sensegiving)
Upon reflection, rigorous diagnosis of this problem was largely absent. A

wide angle diagnostic view of the problem was that the previous CRM was
inefficient and it would be expensive to integrate the mandated compliance
requirements. Jim and Sam shared with me a senior management
SWOT, Value Chain analysis and Why-Why diagram that superficially
identified this problem but these were never communicated with the wider
organisation nor did they involve the employees who ultimately this change
would affect. According to Jim ...as is typical in ACME we see something,
enough people complain about it and we spend a bucket load of money for
a quick fix solution to appease sales. This is reflective of the shadow side
of ACME2. Bolman and Deals (MC 2011, p. 2-15) political and structural
frameworks were adopted, we wanted to calm sales complaints down and
integrate the functions and customer insights Jim. The 5Ws werent used
to generate a clear problem statement and a set of root causes through a
fishbone diagram wasnt utilised. Senior leaders intuition or gut instincts
and superficial application of diagnostic tools drove the diagnosis. However,
as Murningham and Mowen (2002) in MC 2011, p. 3-37 suggest perhaps
they are senior leaders because of their wisdom.
Were fantastic at going into solution mode, its what we do best, Jim*.
Sam mentioned that he conducted a three hour brainstorming session
with a relatively homogenous internal team and an external facilitator.
This facilitator was used to generate creativity and lateral thinking (MC
2011, p. 3-12) and through divergent thinking (MC 2011, p. 3-5), a HowHow diagram was used to generate a solution. Sam, commented if I had
another shot at it, I would involve more sales colleagues as they ultimately
use the end product highlighting that greater group diversity was required
in the solution generation phase (MC 2011, p. 3-13). Sam said after the
three hours we had a laundry list of ideas and we ranked these by voting
on them. Convergent thinking (MC 2011, p. 3-5), with focus groups
containing a cross section of ACME employees and myself resulted in the
top ranked solutions being evaluated through a decision matrix (MC 2011,
p. 3-19), in which various cultural fit questions and functionality items
were accessed. A weighted decision matrix was not used (MC 2011, p.
3-20).
Managing Change
All four change agents explored in this analysis could easily answer all of
Rotems three key indicators for change readiness (1981) in MC 2011, p.
3-25, indicating that this change could be initiated with a high probability
of success (MC 2011, p. 3-26). Further to this, Sam mentioned that he
tried to avoid resistance to change by actively attempting to enrol the
organisation using Waltons model (1995) in MC 2011, p. 3-27 and
gaining commitment from certain managers who would generate a critical
mass (MC 2011, p. 4-3). Sam also asked managers to purposefully enrol
innovators, early adopters and importantly laggards to act as change
champions, the Super VLOD users. As Sam said to me I knew that if I got
them on board then the change was more likely to succeed.
What hasnt occurred with this change is the assessment of group
commitment, review and analysis of the change especially peoples
emotional reaction to change and celebrating success. So much so, that
some of the change recipients are wanting the FLIM back!
iii. Improvement Planning A more considered approach

The macro factors of customer orientation, regulatory compliance
standardisation and competitiveness (Mintzberg. 1979 & Dunphy and
Stace, 1990 in MC 2011, p. 2-22) warrant the conceptualisation of the
diagnostic tools, application of problem solving tools and assessing
readiness of change from various perspectives to initiate and manage any
change that is truly needed. Table 1 explores how I would improve the
change.
Approach
STEP 1
Diagnose if there is a problem
through data collection
Specific Action
- Observe and catch up with people
for a coffee asking open ended
questions about the usability of
FLIM
- Conduct interviews with Business
Unit Managers, functional groups
such as compliance and external
customers to see if there is an issue
- Conduct an online survey asking
people to be candid about FLIM
and opportunities for improvement
- Look and use FLIM myself to
determine its competitive
advantage or not and whether it
could be improved
A Change Quote
Approach
STEP 2
Understand the issue more fully
to clearly identify and define the
problem
STEP 3
Solution generation with a diverse
group
STEP 4
Assess readiness for change
STEP 5
Build commitment to the change
STEP 6
Emotionally help people through
the change
Specific Action
- With a cross functional team
undertake a SWOT analysis and
a value chain analysis. The value
chain analysis is important in this
particular instance because many
functional departments interact
with external customers without
sharing customer information. To
provide detail to the WhyWhy
carry out a fishbone analysis and
this diagram will then provide a
communication tool that is readily
understood and compact allowing
all issues of a topic to be seen and
the vision be realised
- Conduct a series of workshops with
various functional colleagues to
brainstorm blue sky ideas allowing
thinking time and trying to
generate Cognitive type conflict.
Look at other industries for more
divergent thinking
- Use Cohens (2005) in MC 2011,
p. 3-29 model level of enrolment
because its specific and you can
easily determine who you need
to focus on and what level of
commitment is needed
- Use Nadler and Nadlers (MC
2011, p. 4-11) 12 winning hearts
and minds strategies to build
commitment
- Use persuasive language with
champions so that the critical
mass effect starts and convey a
compelling vision of the future state
that there is so much better than
the current state. Dont let people
forget Rotems 3 key indicators of
change readiness
- Use behavioural coping strategies as a
change implementer in MC 2011, p
4-19 & 4-22
Managing Change
References
Kanter, R.M. 2005, Leadership for change: Enduring skills for change
masters. Harvard Business School, Nov 2005
Tate, W. 2005, Working with the shadow side of the organisations.
Developing HR Strategy, May 2005, pp. 22-25
A Change Quote
Dear
Here are my comments on your first assignment, the Action Learning
Review, together with the grade.
FORMATTING
All good but note that you do not have to leave extra spaces between
paragraphs. Your referencing technique is generally good but the
referencing still needs deeper details for it to properly demonstrate your
good understanding of how the course applies to the material.
OBSERVATION
Elegantly written making good use of the space available and sticking to the
key points. I might have been a little clearer as to the problem by the end of
the event and I was not too sure what you mean by the macro factors on
p3.
ANALYSIS
This works well but be careful to interpret your diagrams this should not
be left to the reader.
Nice introduction and use of the process reference to support your work
approach. Moreover you drill down well to talk about the tools used and
how they were partially misused. Also bringing in the Kanter reference sets
the scene well but you might also show greater acknowledgement of biases
and framing of issues.
In some ways the analysis does suffer from a lack of focus this is consistent
with my comment at the end of the event section.
IMPROVEMENT PLANNING
The improvement plan does well to firmly link the course material to
the problem and you do well to have specific actions that should lead to
success. I like how you have provided concrete examples in your table of
what actions should be undertaken. Should you have flexibility?
Why do you change style of reference for Heifetz and Linsky?
Nice use of a table to present solutions but more on obstacles and
measurement of success is needed.
Managing Change
OVERALL
A good piece of work resulting in a credit. Very strong in parts with great
style in presentation but lacks focus through the sections such that it was
not immediately clear why there was a problem and therefore how it could
be addressed. I hope all this is useful to you.
And whilst Tables are effective in summarizing information, remember that
there is a need to interpret it within the text. Do not leave this job to the
reader!
Let me know if you would like to discuss my comments or the grade.
Regards,
A Change Quote
Appendix 5
Interview with a change agent
Interview with a change agent
Change Role
XYZ, the Worlds most multicultural and multilingual television
broadcaster began in the 1970s. Its most recent brand identity was shaped
in 1991. Seventeen years later, not only had the media landscape changed
dramatically but the Australian .publics understanding of multiculturalism
evolved.
Jemima Smithson commenced as the newly appointed Director of
Marketing in 2006__ and was surprised to learn that many staff could
not explain the purpose nor the identity for XYZ. The identity had
organically manifested throughout the years but now there was a need to
create a more contemporary brand expression one that better aligned
with how audiences related to their world. This was not just Jemimas
personal view but one which was generally shared by the executive team,
staff as well as viewers identified in many research programs. Jemima
initially acted in a Change Strategist (Kanter, Stein and Jick 1995) and/
or Change Generator role (Ottaway 1983)and later as Implementor as she
set about devising a plan to orchestrate the change to define and articulate
XYZ s brand position. This was articulated in XYZs Corporate Plan 2007
as two brand-related goals:
1. Stimulate audience interest in XYZ services Express a powerful,
clear, dynamic brand position for XYZ and
2. Foster a positive culture - Instil X YZ s purpose, values and brand
engagement throughout the organisation
Jemima was aware of the complexities with implementing change programs
as per findings by Porras and Robertson (1992), Carr (1996) and Nohria
and Beer (2000)however she felt she was ready to take on the challenge
for these reasons: 1. Her extensive experience in leading branding change
initiatives throughout her career at 3Foxtel and Triple J; 2. Previous change
programs allowed her to build competencies in content, control and process
agendas as per Buchanan and Boddy findings (1992),3. She is an advocate
for Kotters Leading Change(1996) book which she reads annually.
Appendix 5: Interview with a change agent
Change agents effectiveness

Jemimas first task was to garner support from the CEO who was totally
into the idea as there was already a change momentum at XYZ with the
injection of new staff who made up 50% of the 800 strong workforce.
Similarly, the executive team C)consisted of managers who reflected the
face of the modern XYZ ~ ie. half had been U}there for years and the
remainder were new recruits eager to make things happen. At this stage,
our change agent used subversion by networking to achieve her goal while
presenting a change that was based on recognized issues (Martin Clarke
&Mike Meldrum 1999). Another interpretation is Frohrnans study
(1997) where ambitions incorporated a desire to be someone who made a
difference.
Consequently, the scoping process was shared by the leadership team
(who acted as the change demonstrators and patrons) lead by the CEO
but orchestrated by Jemima. cox)It was important to have his public seal
of approval as it made all the difference to the successful outcome, she
commented. Unbeknownst to Jemima, one long-term C executive who felt
that she was the only real ethnic with strong multicultural ties set out to
discredit the project to anyone who would listen. While Jemimas frame of
reference (Bolman and Deal 1997) was coming from a place of energizedmarketing-person-determined-to-make-a-difference, the long term
executive was resisting change potentially feeling a loss of face as she had
been there for years. Jemima chose to take the matter to the CEO who took
action by pulling the renegade exec into line. hindsight, Jemima could have
assessed the shadow side of XYZ (Egan 1994) from the outset and planned
for the resistance. Furthermore, the use of frameworks such as Waltons
(1995) encourages a practitioner to identify innovators on one end through
to laggards at the other. A Force-field analysis (Lewin 1951) could also
be utilized as it analyses differences across the organisation but includes a
wider range of factors such as attitude which is appropriate in this case.
Moving through to the Diagnosis stage, the leadership team recognised it
was time to modernize XYZ but they needed a compass to guide them as to
how. Even though they were confident that they had a solid understanding
of the issue, Jemima cast the net wider by commissioning extensive
research to find out about multiculturalism, media behaviour, and what
people thought of XYZ. The result was great news what the staff and
management of XYZ aspire for the organization aligned with audience
expectation. From the findings, the issue was clarified: We need to person?),
a more exciting and contemporary version of multiculturalism to grow
both as a medium and in influence Jar the good in Australia. The research
revealed observations from audiences which was circulated across marketing
Managing Change
and ad agency teams in order to come up with a creative solution. At

this time, Jemima extended the team by recruiting a Brand Manager to
assist in the implementation. Months of brainstorming followed using
divergent and convergent thinking (Guildford 1950) until the ideas were
filtered down to the one: <>... Diversity, global, inclusive, stories are
the heart of entertainment and education, forward moving, always
searching for more stories. Simultaneously, the executive team splintered
off and conducted sessions with staff about what the XYZ brand meant to
them. A consultative participation approach (Dunphy and Stace 1990)
was adopted to assess and build readiness for change. With the creative
completed, it was time to up the ante on building readiness as this was a
rare and precious opportunity to reenergize the whole organization through
a new rallying cry. XYZ had to incorporate the new expression across the
television network, radio, website, corporate stationery, signage as well
as get various stakeholders excited. Throughout the process, Jemima held
regular informal meetings over coffee with the CEO to provide updates. As
Mintzberg (1979) and Dunphy and Stace (1990) identify there are many
macro factors that may influence organizational effectiveness.... As XYZ is
a public owned entity, Jemima made sure that the CEO prepared ethnic
groups and the Minister of Broadcasting so there would be no surprises. It
was now time to present the modernization of the brand to staff and this is
the area where Jemima excelled as change agent and implementor. Firstly,
she created a Strategy for Building internal engagement with the XYZ
brand - a 9 page report which explained the how, what, where and why
relating to Understanding the Brand idea. The document was initially used
by the leadership team who were encouraged to be positive advocates.
Jemima engaged in sense making and sense giving activities throughout the
process (Balogun 2003). One example of the latter: A series of pre-launch
emails were circulated for staff to join forums to discuss ideas as to how the
new brand could be integrated into their work. Jemimas efforts in building
readiness was meticulous and used elements from frameworks by Armenakis
et at (1993), and Nadler and Nadler (1998). The launch included a week
long extravaganza of events preceded by a visual presentation titled XYZ
Brand Project which explained the Purpose, Objectives, Industry pressure,
Trends, Issues facing XYZ in 5 years if there is no change, Why brand is
important, Research findings, examples of what Audiences Think about
XYZ, What we want to keep about XYZ, What we need to leave behind,
the refreshed logo, Brand Communication action plan. The points listed
above were used by the CEO and Jemima to create readinessan effective
example of using proactive attempts to influence the beliefs, attitudes,
and ultimately behaviour (Coch & French 1948). Data from the research
was fed back to staff so they would have an easier time accepting and
understanding the reasons for change (Cummings and Worley 2005.) In
addition, the presentations were held in the atrium casual area of XYZ 30
times in Sydney and 6 in Melbourne - forums were conducted on relevant

issues such as Multiculturalism, Brands etc. Another example revolves
around a pre-launch concept whereby a biographer documented staff is
personal stories which was collated as part of an internal big beautiful
book. The concept ties in to the new brand expression <> where the
stories were reduced to a few words and appeared on each staffs modernized
business card. This simple exercise engaged 300 out of 800 staff who
use business cards however all had the chance to record their stories for
inclusion in the launch presentation. Jemima believes that this resulted in
high morale and an incredible buzz which is a good indicator of evaluating
the success of the change. Measuring performance will ultimately be
assessed in terms of profits in years to come however initial target was to
instil awareness in the new brand. Research was conducted pre and post the
new brand to fantastic results. It will be followed up with the annual brand
benchmark program which measures awareness as well as a formal employee
opinion survey in January 2009 to substantiate the opinion that the
brand change has been a success. In Summary, Jemima spent a lot of time
managing the organizational environment. Her individual ambition played
a role in her motivation, however, it appears that the credibility gained
through the implementation of the change and the subversion tactics
adopted assisted in a successful outcome. Due to the low level of resistance
for this change, the Dunphy and Stace (1990) strategy Type 1 participative
evolution was utilized by Jemima as systemic adjustment was achieved by
collaborating with staff.
Lessons / Action plan

The two most important lessons from the interview that I could put into
practice in my own work centres around the Building Readiness for Change
area. Referring back to the Change Skills 360 Profile, my direct staff
highlighted improvement is required in two related areas: I. Provide ac/ear
vision of the change and 2. Engage others with the need for change.
These lessons are important for me as they provide ideas as to how 1 can
broaden my skills in this critical area of driving and managing change. I am
in awe of Jemimas ability to switch between the strategist and implementor
roles while adopting both management and leadership styles to ensure
success (Nadler and Tushman 1990). The most impressive aspect of this
project from my perspective was the level of substance contained in the
two reports and presentations Strategy for Building internal engagement
with the XYZ brand and XYZ Brand Project as they allowed Jemima to
communicate not only the vision but all the reasons why the change was
needed and how it was going to be achieved. Its a very powerful strategy
4
Managing Change
in influencing people and reinforces my interpretation of Scheins theory

(1987), the process of research and diagnosis can be used as a powerful
unfreezing intervention tool in its own right.
To implement these lessons at work, I would expand on the learnings
made in my Action Learning Review by focusing on thorough Diagnosis
to ensure adequate execution of Building Readiness for Change. twill start
with a wide angle view in order to resist quick fixes and take into account
my biases and perceptual filters which have affected events in the past. I
can appreciate the benefits of adopting Theory E and the softer Theory 0
simultaneously to bring about change as I recognize that you need a balance
of the two methods.
Once again, I need to consider my intuitive approach with rational analysis
and I am in favour of the Nadler and Nadler (the hearts and minds)
framework for building readiness and commitment to change. Firstly I
would utilise Pfeffers (1992) seven point plan as a thorough method of
determining appropriate course of action when trying to understand the
political landscape. Depending on the scale and breadth of the change
required, I would finetune the 12 stops of the Nadler and Nadler (1998)
process and start by building the support of key power groups in an informal
way targeting essential people at the outset to participate. There are always
staff who gain in times of change so I would offer incentives in the form of
promotions and/or extra responsibilities early in the process to win support
from a small core group.
Although I habitually use role models to encourage innovation or
success, I need to expand my practise by using fair process as a method of
identifying staff whom I may have not considered in the past. For example:
staff different to my personality style (Crom and Bends 1999). Its also
imperative for me to improve my understanding of peoples reaction to
change as sometimes resistance is a benefit (ie. they may have a useful
argument in why change is inappropriate).
At the same time, I would ensure that the leadership team as well as myself
model appropriate behaviour to promote widespread support. At this
stage, I would develop a report with my collaborators similar to the one
that Jemima created for XYZ which would outline in detail the objectives,
vision and implementation plan for the change. This report would be
improved along the way and adapted for different stakeholders. I can
appreciate the benefits of using symbols and language to identify a specific
change as I can see that its an influential strategy. For example: Creativity
can be used here for effect by using specific styles of music, visual image
or logo. Defining points of stability and creating dissatisfaction with the
current state would be reinforced by the report which would eventually
be presented to stakeholders. As per the XYZ example, I would work with

my core team in order to build participation as well as encourage fresh
thinking. Moving through the steps, I would personally be hesitant with
offering straight out incentives as they rarely work (in my experience) bull
wholeheartedly agree with Step 8 of providing people time and opportunity
to disengage from the old. Pizzas and beer around the games area could be
one idea. Step 9 of developing and communicating a clear image of the
future state is an important touchstone and 1 would create a presentation
clearly articulating the vision. I would utilise a variety of forums one
on ones, small meetings, company-wide presentations and initiatives to
engage staff pre, during and post change. Meetings would be reinforced by
the use of internal marketing practises such as well crafted emails, progress
updates via intranet. Depending on the scale of the change, I would make
certain transition plans are prepared in advance and that the information
is accessible to all involved. The final step of collecting and analysing
feedback is an important one which would provide a blueprint for ongoing
issues to be ironed out. Moreover, as my position is on par with others in
the executive team, I will focus on Expertise and Task allocation as my
source of power and adopt Rationality and Consultation as my influence
strategies to ensure a successful outcome Yukl (1998) and Schein (1985).
In conclusion, the abovementioned frameworks complemented by my
practical experience will assist in addressing my need to improve in
Providing a clearer vision and Engaging others with respect to change.
Finally, 1 concur with the observation made by Abraham, Crawford and
Fisher 1999: active management support for change was critical, while
clarity of vision, participation by employees, cultural communication and
resource support were all important.
Managing Change
References
XYZ Branding Update research, July 2008.
XYZ Media Release July 2008 XYZ Brand Resonates with audiences Most
liked television logo.
Managing Change, 2008, Units 17, AGSM MBA Programs Graduate
Certificate in Management.
Armenakis A A, Harris S G & Mossholder K W 1993, Creating readiness
for organisational change, Human Relations, Vol. 46, No. 6, pp 681703.
Clarke M & Meldrum M 1999, Creating Change from below: early lessons of
agents of change, The Leadership & Organization Development Journal,
Vol. 20, No. 2, pp 7080.
Nadler D & Tushman M L 1990, Beyond the charismatic leader: leadership
and organizational change, California Management Review, Winter,
pp 7797.
Nadler D A & Nadler, MB 1998, Winning hearts and minds: overcoming
the obstacles to change in Champions of change: how CEOs and their
companies are mastering the skills of radical change, Jossey-Bass Publishers,
San Francisco, pp 83108.
Chan Kim, W & Mauborgne R 1997, Fair Process Managing in the
Knowledge.
Leaderskill Group 2008, AGSM MBA Managing Change Change Skills
360 Profile.
Many thanks for submitting your second assignment and for giving me the
opportunity of reviewing it. My comments are meant for self-development
so please do take the opportunity to reflect on them.
The change and the roles of the Change Agent

Great choice of change as it is more of an abstract kind of change than a
structural or crisis change which many of the other reports cover. I wonder
though if you should not have drilled Jemimas evidencxxxxxxe for change
being needed as what is commonly known may not in fact be the case. I
think you gloss over this in your assignment.
Although I think you are clear in your writing style, I was left unclear about
what you mean by subversion by networking. What do you specifically
mean by this? Despite reading a few times, I remain a bit puzzled by this.
I was pleased that Jemima then went on to conduct extensive research to
come up with a modernization plan. And of course it is one that most of us
are familiar with.
It seems that this is very much an on-going change in which all major
stakeholders had to be consulted. I wonder how much the change program
had to be adjusted to meet all these differing perspectives.
Finally, I was pleased to see that you report on the ways in which change
can be measured and the importance attached to such measurement.
Lessons learnt
Both the lessons you learn are quite generic, yet you manage to generate
specific action plans resulting from them.
The grade for the Assessment is a Distinction.
You write clearly and present a detailed argument whilst interweaving the
literature in your work in a wise way. Good work! I would in some ways
have liked to see you more critical and less accepting of Jemimas change
program.
Your referencing needs further attention. Remember to reference according to the rules and only include material in your reference list that you
have read.
Let me know if you want to discuss any of my comments or the grade.
Regards,
Managing Change
Appendix 6
Sample Integrative Change Project Report
Sample Integrative Change Project An Information Management Change

Scope
Background
All organisations manage valuable assets, e.g. employees, property, etc. but often fail
to manage information. Even so, the accurate and rapid delivery of information can
lead to fast, accurate decision-making giving an organisation an advantage in the
modern environment. Like others, BGI has systems and processes in place for storing
information; however these have been implemented piece meal with little
consideration of information duplication, resulting in managers being overwhelmed
with (often contradictory) data on which decisions are made.
This piece meal implementation has caused a number of issues where incorrect
document versions have been sent to clients, development teams have used the
incorrect versions of design documents, etc.
The information management programme is intended to benefit all employees in BGI

by introducing a refined document management system and set of processes. As
such, the scope of this change project is all business units of the organisation.
Vision
The vision of the change project is:
BGI will provide an easy to use system for the accurate storage and retrieval
of company documents to all levels of the organisation.
Appendix 6: Sample Integrative Change Project Report
This vision has been agreed by the project sponsor, project manager and Chief
Executive Officer.
Objectives
The key objectives of the change project as defined by the project sponsor are
described below.
1. Identify issues with the current management of documents.
2. Define a solution that improves document management across the
organisation.
3. Undertake the implementation of the technology solution, if relevant.
4. Identify organisational skills gap, and an action plan to address.
In addition the implemented document management system will have the following
characteristics:
Retained information supports business objectives.
Staff and stakeholders can access information they require, subject to security
and utilisation policies.
Ease of use
Industry standards guide implemented decisions.
Data is an asset that has value and is managed accordingly.
The quality, integrity, and sharing of data is managed.
Project team defines the reporting structure and accountabilities of the project
team, including sponsor and project manager.
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Managing Change
Diagnosis
Methodology
The following sections describe the methodology that has been used to diagnose the
issues with document management in BGI.
Interviews
Individual interviews were held with the following key stakeholders to determine
their issues:
Chief Executive Officer
Programme Director
Business Development Director
Development Director
Tax Business Centre Director
From the interviews, it was determined that:
All supported the change
Most had trouble finding the information they wanted and kept personal
stores on their hard disks
Security of information stored is critical
The adopted solution must be easy to use and reliable
All staff survey

As BGI is of relatively small size, a survey was sent to all employees to ascertain their
perceptions of document management. The questionnaire for this survey has been
reproduced at 0 . From this survey, the following was ascertained:
X
Employees cannot easily find the right version of a document to use;
Employees do not generally know how to correctly name a document;
Respondents were unsure the right location to store documents;
The executive teams preferred document storage system (DocStore) is not

used widely by others as it is considered difficult to use.
Overall, there was a high level of dissatisfaction with how documents are looked after
in BGI. More detailed results for this survey are contained in 0 .
X
SWOT
Using the information from interviews and surveys, a SWOT analysis for the current
information management systems that are used in BGI was conducted.
Strengths
Been with the organisation since its
inception.
Opportunities
Organisation accepts the need to change
the status quo
Weaknesses
No naming style for documents
No consistent storage location
Preferred system difficult to use and
hardly used
No formal processes defined
Threats
Incorrect information used for decisions
Outdated information sent to clients
It can be seen that there are no real strengths to the organisation with the current
document management tool and processes; in contrast there are multiple weakness
and very serious threats to the organisation with it. The major opportunity is that the
organisation is keen to replace the current system!
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Managing Change
Fishbone diagram
A fishbone analysis was also undertaken to help diagnose all possible issues that
could affect why document management is an issue, based on the interpretation of
survey results. The diagram below shows this, using Ishikawas (1969) 4Ms for
defining the categories.
Methods
No processes defined
Materials
Impossible to track different
versions of the same
document
No naming standards
No search tool
Not all skilled in tools
Wrong tools used
Inconsistency
Machines
No way of assuring
correct documents
used
Manpower
It can bee seen that there are weaknesses in all aspects of the document management
system. The problem solving stage will aim to address these identified issues.
Use case modelling

The final tool used during the diagnosis phase was the use of use case diagrams to
document the current steps used for the following activities:
Creating a new document;
Creating a new version of an existing document;
Finding an existing document.
These models are reproduced at 0 . It was found that the processes for creating
X
documents and new versions are fundamentally sound, but there needed to be some
education on issues identified by the survey. The process for finding a document will
change with the new system implemented.
Problem definition
Using the diagnosis methodology above, the following problem statements have been
defined:
Issue
There is no naming convention for
documents
Impact
Inconsistent naming increases the chance that
multiple documents on the same issue are
created.
Confusion exists over where to
Employees store documents in manner
store a document
locations, picking a favourite location which
makes it hard for someone else to find the same
information.
Mandated tool is difficult to use and People use alternatives that do not offer version
unpopular
tracking, meaning that there is no record of
document history.
Tracking document versions is
Lack of traceability of document versions.
inconsistent and difficult
Potential loss of historical corporate
information that is critical.
Searching for a document is
Employees waste time trying to find the right
document or give and make do with a close
difficult
alternative, potentially making incorrect
decisions.
Local hard disk (C:) is sometimes
Failure of an employees hard disk will lose
used for storage
valuable corporate information, which could be
catastrophic for the organisation.
People not skilled to use
Employees either fudge the process to get the
appropriate tools
tool to work they want, or avoid using it
altogether.
Assumptions
As configuration manager, my frame of reference (Bolman and Deal 1997) is
influenced towards the issues around the tracking of version history against artefacts
stored. Such a bias may lead to a diagnosis where not all aspects have been
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Managing Change
considered (usability, skill levels, etc). By using a variety of diagnosis tools, plus the
involvement of team members from other parts of the business, the chances of this
occurring should be reduced. Nevertheless, the following assumptions were made:
All staff answered honestly in the survey;
No shadow side (Egan 1994) pertaining to document management exists in

BGI following surveys and interviews;
Project team perceptual biases are minimised by diversity;
Common mistakes made when diagnosing a problem are reproduced below, along
with the mitigating action taken.
Mistake
Mistake symptoms for problems
Ignoring the problem in different parts of
the organisation
Unfinished diagnosis
Failure to clarify purpose
Source: Kubr (1996)
Mitigation
The use of a variety of diagnosis tools
mitigated the risk of this occurring.
The survey to all staff gave them the
opportunity to respond. Note that all parts
of the organisation did respond to the
survey.
The scope of tools used ensures that the
diagnosis is of sufficient scope and is
completed.
The problem has been well-defined by the
executive and project teams.
Solution design
Methodology
Generating
The first phase of solution generation was to define how the problem will be resolved.
A how-how diagram was used for this initial phase, reproduced below.
How?
How?
Continuous improvement
Re-engineer existing
of processes
processes
Improve document
management
Implement document
management system
Define requirements
for system
In order to define the requirements of a document management system, a

brainstorming was held. This is reproduced below, with key requirements identified.
During this brainstorming session, a number of possible technological solutions were

mentioned that met the criteria for a document management system, key requirements
are identified by the use of a symbol. During this session, a number of technology
solutions were defined, which are evaluated below.
Requirements evaluation
The table below evaluates the requirements that were generated during the
brainstorming session; the final column defines whether the requirement is selected
for the solution.
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Managing Change
Area
Easy to use
Requirement
Web-based
Customisable
Training
available
General users
Administrator
Developers
Collaboration
Instant messaging
Shared editing
Team work areas
Cheap
Commercial
solution
Open source
solution
Internally
developed
Search system
All documents
Easy to use
Secure
Restrict access
Different security
roles
Reliable
Comment
Being web-based will make it easy to
administer and deploy.
A customisable solution will allow
BGI to modify it, as requirements
change over the future.
Training for general users should be
available to ensure consistency of use
across the organisation.
The selected administrators will need
to attend appropriate training.
Training for those that undertake
customisations must be available.
Online chatting is a popular pastime,
but is not currently justifiable in a
business context.
The ability for a number of users to
modify the same document should
lead to faster document creation.
Team areas will allow common
documents to be stored, reducing
confusion.
Commercial solutions can be
expensive, but offers better support of
issues experienced.
Open source is an unproven concept
for commercial software.
Developing internally will cost more
in the long-term, and will take
resources away from the primary
business.
All documents in all formats must be
storable. Additionally, multimedia
files (video, pictures, etc) are
desirable.
An easy to use search system using
English search terms is required.
Access to specific areas must be
controlled so not all can access (e.g.
the Executive team area)
Different users will have different
roles (administrator, user, etc.).
As critical data will be stored in this
system, the chosen system must be
reliable.
9
9
9
9
9
8
9
9
9
8
8
9
9
9
9
9
Tools evaluation
The brainstorming session identified three systems that could be used for a document
management system. These are:
Microsoft SharePoint
Documentuum
FileNet
All the tools satisfy the requirements identified above; however the costs are
somewhat different: Documentuum and FileNet both retail at between $50k and $70k,
whereas SharePoint is a free. Additionally, it should be remembered that
Documentuum and FileNet are intended for large organisations, whereas SharePoint
is for small businesses. As such, SharePoint has been chosen as the document
management tool to be implemented.
Use cases
As previously stated, it is believed the current processes are sound so no new use
cases were created. It is envisaged that the processes will be refined over the future,
this is addressed below.
Organisational readiness
Rotem (1981) defined a model to assess change readiness in an organisation; the key
indicators and BGIs position are reproduced below.
Indicator
How significant & important do people
believe the discrepancy is?
How meaningful or valued is the
desired outcome?
Who is taking responsibility for the
10
Position
The survey conducted showed that
employees agree with the discrepancy.
Employees are eager to use a new
document management system.
A project team will undertake the
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Managing Change
Indicator
change?
What are the stakeholders critical
priorities?
Is a solution possible at this time?
Are the change agents sufficiently
skilled?
Position
implementation.
The interviews conducted identified the
critical priorities.
The technology exists and employees are
keen to change from the current system.
The team members have a variety skills,
including project management.
It is considered that BGI is in a high state of readiness for the change, with a high
probability of success.
Implementation plan
Overview
Beer and Nohria (2000) propose that change agents use Theory E for structural
changes to an organisation, and Theory O for changes from the bottom up. As this
change is effectively in two parts, the technology change and the human skills change,
this approach will be used.
The implementation of SharePoint will be managed by the project team and will
consider how the system is implemented in terms of:
Team work area structure
Access rights and security
Look and feel
This initial implementation is intended as a baseline from which the organisation can
grow in the future.
11
11
To support the technology change, there will have to be a change to the document
creation processes. However, in order to make the transition for employees easy, the
current processes will be used. A team will be set up that has responsibility for
driving change to the processes through employee participation and involvement; this
is described in the post implementation review section.
Technology change
Gates (1999) introduced the concept of a digital nervous system, which comprises
the digital processes that closely link every aspect of a companys thoughts and
actions. The components of such a system are shown below:
Basic
operations
Business
reflexes
Digital
Nervous
System
Strategic
thinking
Customer
interaction
Source: Gates (1999)
It is envisaged that the implemented system will contribute to the basic operations,
business reflexes (the speed that the organisation conducts business) and how BGI
interacts with customers to form part of the digital nervous system. As other systems
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Managing Change
(databases, etc) are implemented, these will be integrated as part of the digital nervous
system.
Skills development
Training in the use of SharePoint will be split in to three categories:
General user: normal formal training courses for the use of SharePoint, so
training will be provided to all users by the project team.
Administrator: BGI has two people already skilled in SharePoint

administration. Other employees will be identified to select for SharePoint
administration training as backup.
Developer: For this financial year, it is not anticipated that any employees
will be sent on SharePoint developer training, as it is non-core. This situation
will be reviewed in the next year.
The training plan is retained by the project team.
Project milestones
The project milestones shown in the table below are derived from the project schedule
reproduced in 0 .
X
Milestone
Project roles defined
Security defined
Training strategy defined
Planning complete
Deployment complete
Project completion
Description
All roles within the system defined, as well as
project team roles.
How security is implemented in the system.
How training for employees and administrators will
be conducted.
Achieved, when all the above milestones reached.
When SharePoint has been implemented and is
ready for use.
Following launch, and post-project review.
Date
5 Oct
7 Oct
20 Oct
20 Oct
16 Nov
30 Nov
13
13
Post-implementation review
Six-monthly review
In addition to the standard post-implementation review, six months from the project
go live date, a post-project review will be undertaken. The objective is to compare
the state of the organisation against the intended project objectives. This will
determine whether the project has been successful in creating long term change.
Continuous improvement
Continuous improvement requires a commitment to learning (Garvin 1993) in order
for it to occur. One tool to enable this is Action research (French & Bell 1984), which
is a cyclical research process. It is participatory in that employees may contribute
ideas, solutions, etc. to evolve the action. It is shown diagrammatically below:
Situation
Actions
Options
Group
feedback
Goals &
assumptions
Data
Source: Bennet & Oliver (1992)
In order to support this, an employee contributions section will be created, where

suggestions to improve the process are submitted. A review committee will meet on a
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Managing Change
quarterly basis to review all suggestions for consideration for implementation. The
review committee consists of:
The programme director
The office manager
The SharePoint system owner
Before meeting, any data required will be collated by the system owner. At any point,
the submitter of a suggestion may be asked to attend the committee.
In order to encourage the submission of ideas, it is recommended that a reward and
recognition policy be introduced for the best ideas submitted.
15
15
References
Beer, M. & Nohria, N. 2000, Cracking the code of change, Harvard Business
Review, vol. 78, no. 3, pp. 133-141
Bennet, R. & Oliver, J. 1992, The essentials of action research, Leadership and
Organization Development Journal, vol. 9, no. 3, pp. 8-20
Bolman, L. G. & Deal, T. E. 1997, Integrating frames for effective practice, in
Reframing organizations: artistry, choice and leadership, Jossey-Bass, San Francisco,
chapter 15.
Egan, G. 1994, Working the shadow side: a guide to positive behind the scenes
management, Jossey-Bass, San Francisco
French, W. & Bell, C.H. 1984, Organization development, Prentice Hall, Englewood
Cliffs, New Jersey
Garvin, D. A. 1993, Building a learning organization, Harvard Business Review,
vol. 71, no. 4, pp. 78-92
Gates, W.H. 1999, Business @ the Speed of Thought, Penguin Business, New York
Kubr, M. 1996, Management consulting: a guide to the profession, 3rd edn,
International Labour Office, Geneva
Rotem, A. 1981, Developing creative solutions: Theories, research, and techniques
in Behavioural decision making, ed. R.N. Taylor, chapter 3, Scott, Foresman and
Company, Glenview, Illinois
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Managing Change
Appendix A Project team structure

A.1
Organisation chart
Programme Director
(Project Sponsor)
Configuration Manager
(Project Manager)
A.2
Office Manager
Test Team Leader
(Project Member 1)
(Project Member 2)
Roles & responsibilities
Role
Responsibilities
Accountabilities
Role
Responsibilities
Accountabilities
Role
Responsibilities
Accountabilities
Role
Responsibilities
Accountabilities
Project Sponsor
Provide funding for project
Obtain approval for project proposals
Provide feedback/mentoring to project manager and team where
required
Reports to BGI executive regarding project status
Project Manager
Delivering information management solution for BGI
Maintaining stakeholder relationships
Developing project schedule
Reporting to project sponsor regarding project status
Assigning project activities to team members
Establishing feedback mechanism for BGI staff
Reports to Project Sponsor on matters of budget, resources, time
Project Member 1
Assisting the project manager throughout the project
Stakeholder for BGI operations group
Reports to Project Manager for the project-related activities
Project Member 2
Assisting the project manager throughout the project
Stakeholder for BGI development group
Reports to Project Manager for the project-related activities
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17
Appendix B Questionnaire to all employees

Section A: Document storage
(Please complete all questions by circling the appropriate response)
1
2
Please identify all locations where

you store documents
I store my emails
My emails are stored in
C: drive
Personal
Outlook
Other drive
(please identify)
Business
Outlook data
file
DocStore
Both
Dont know
Section B: Systems awareness

(Please complete all questions, stating how much you agree with the statement made.
There is no right or wrong answer!)
Statement
Strongly Agree
Disagree Strongly
agree
disagree
I can find any document I need
4
easily
I know the right version of a
5
document to use at all times

I know how to name a document I
6
create
I know how to identify a new
7
version of my document
I know the right location to store my
8
document
DocStore is only used to store
9
program code
10 DocStore is very easy to use
Documents stored on C: drive are

11
just as safe as anywhere else

If I accidentally delete a document, I
12
know how to get it back

The document management tools we
13
have are good

My productivity is not hindered by
14
our document management tools

Section C: Your role
15 Please identify which part of the
organisation you work in
Executive
team
Development
team
18
Customer
delivery team
Business
development
team
Operations
Tax business
centre
18
Managing Change
Appendix C Survey results

C.1
Breakdown of respondents
Number of staff sent to:
42
Respondents: 29
% Return:
69%
The table below shows the number of respondents by business group.

Executive
team
Development
team
1
4
9
16
Customer
delivery team
Business dev.
Team
9
9
4
6
Operations
Tax bus.
centre
3
4
3
3
29
42
C.2
Breakdown of responses
Please identify all locations where

you store documents
C: drive
I store my emails
Personal
My emails are stored in
Outlook
Statement
Strongly
agree
Other drive
(please
DocStore
identify)
Business
Both
Outlook data
Dont know
file
Agree
Disagree Strongly
disagree
10
18
21
17
12
16
19
19
10
22
18
21
25
26
4
5
6
7
8
9
10
11
12
13
14
I can find any document I need

easily
I know the right version of a
document to use at all times
I know how to name a document I
create
I know how to identify a new
version of my document
I know the right location to store
my document
DocStore is only used to store
program code
DocStore is very easy to use
Documents stored on C: drive are
just as safe as anywhere else
If I accidentally delete a document,
I know how to get it back
The document management tools
we have are good
My productivity is not hindered by
our document management tools
19
19
Appendix D Use case design

D.1
Creating a new document

Document
need
Controlled
document
Document
author
D.2
Create new
document
Store in document
system
Creating a new version of an existing document

Need to change
a document
Document
author
Checkout of
document system
Make
modifications
Controlled
document
Return to document
system
20
20
Managing Change
D.3
Finding an existing document
Current process
Required
document
Retrieved
document
Determine
storage location
Document
author
Navigate through
storage location
Improved process
Required
document
Retrieved
document
Document
author
Enter search
criteria
21
21
Appendix E Project management

E.1
Project schedule
The Microsoft Project schedule is shown below. The latest version of this is retained
by the project team.
E.1
Risk management
Risk
Loss of project team member
Incorrect requirements defined
Incorrect solution defined
Change provides no gain to the
organisation
No user commitment
22
Mitigation
Having three team members reduces the impact of
losing one. A succession plan for the team has
been defined.
Requirements captured via stakeholder interviews,
staff survey and comparison with industry best
practice.
Solution will meet requirements as defined.
Assessment of the organisation 6 months after
implementation will assess gain. Continuous
improvement process will give opportunity for
long-term gain.
Engagement of users and stakeholders through
project communications and training.
22
Managing Change
Instructors comments
Congratulations on a reasonably full and thorough project report. I hope
the change implementation is going smoothly and proving useful for the
organisation. Here are some comments on your report and suggestions for
how it could be strengthened.
Length You have exceeded the limit for this assignment, and I havent
read beyond the 14-page limit. Always use Appendices with care if the
information is important enough to your report then put it (or summarise
it) in the main text. If the information is marginal in value then consider
leaving it out.
Scope You have outlined a nice clear scope here. The nature of the
project is well defined, and the reach of the project is clear. You have also
provided meaningful justification as to why this project is needed. A good
start. One potential drawback is that the project, being company wide,
could be quite large. It might have been difficult to attend to all the details
within the confines of this assignment. You state later in the report that the
organisation is small which would allay these fears, so some data to support
this might help put the reader at ease that the project is feasible.
The numbered points in the Objectives section are process-oriented
and in a sense are really the overview of your methodology. Perhaps this
information might have been integrated within the methodology section
and you could have saved some page count.
The dot points in the Objectives section are also important as they
identify the evaluation criteria of the project. Perhaps this section might
have been strengthened by specifying the points a little more. For example,
what does managing quality and integrity really mean? Also, since you
have mentioned the evaluation criteria up-front, it would be important to
come back to these elsewhere in the document, for example in the solution
evaluation stage (see below) or at the end of the document in the Postimplementation review section and ensure that you identify how each of
these will be measured.
Diagnosis The diagnosis section is thorough, however more could be
done to pull out some useful insight from the tools you have used. The
information in the SWOT and fishbone tools is useful but doesnt really
help us get to a core issue. You could, for example, say which of the spines
on your fishbone has most impact on the issue in the head of the fish and
then focus the change project on that core issue, or root cause. As a result
we end the diagnosis section with a long list of problem statements, rather
than one clearly defined one, and the change issue is much the same as the
broad problem at the beginning of the paper. Remember that the idea of
the assignment is not to use as many tools, or as much theory, as possible.
Rather it is to use only those concepts that really help you to provide
23
structure for your thoughts so that you may gain insight into the issues. In
this case, the SWOT certainly provides structure, but no new insight. It is
great to see you using a number of diagnostic tools in order to try to get at
the underlying causes of the problem. I think you lost a bit of meaning here
by not integrating the results from the various tools.
It might have been interesting to explore a little more information in
relation to the role that you played as a change agent. For example, how did
you sell the change to the CEO? Which of Espers (1990) competencies did
you employ? How did you plan for and structure your interviews, e.g. did
you use any of Seidmans (1988) tips?
It is interesting to note that the participation rate in the survey was low for
the Executive Team and the Development Team. I am wondering if this
suggests anything about resistance and whether perhaps this might affect
implementation? This is a similar point to the comment above regarding
drawing meaning from your use of course concepts. In this case, it would
have been interesting to see you draw meaning out of the data.
The section on your assumptions is great to see. Again more could be done
to pull out the implications of this for this project, or consider leaving it out
to save page count, if it doesnt really add insight.
Solution generation Because of the lack of clarity in the diagnosis section
the problem being addressed (Improve document management on the
left hand side of the how-how diagram), is quite broad. It would have
been better to pick one of the narrower problem statements identified
earlier, and explore that. A consequence of having a broad issue to solve
here is that you havent really been able to generate multiple solutions to
the issue. The issue as stated is improve document management and the
solutions suggested are all around the properties of a new piece of software.
Another obvious solution to the issue that hasnt been explored here is
better training for employees in the current system, or improving policies
and processes around the existing system. The human element of managing
documents has been overlooked. You identify earlier that a re-engineering
option might also be possible, however you do not mention this again. So it
reads as if you have closed in too early on a technological solution.
Solution evaluation The table on Requirements evaluation is helpful
and thorough. You could tie this to the characteristics of the document
management system that you identified earlier.
Scope Objectives section of the paper? Also, the main criteria used to
make the decision about which software to use is cost. If this is such a key
criteria perhaps it could be stated earlier in this section.
24
Managing Change
Readiness for change the use of Rotem (1981) to assess readiness is clear
and valuable. To strengthen this section even further you could say what
the consequences of this assessment are, i.e. if readiness is high are there
any strategies that you dont need to pay much attention to, or parts of the
change management process which can be skipped? Also, there is nothing
in the report on processes to manage readiness for change, i.e. change
leadership, building commitment to change, Hambrick & Cannellas
(1989) tools for implementing change. Are we to assume that because
change readiness is high at the outset there will be no resistance and no
need to maintain readiness as the change initiative runs its course?
Implementation plan Starting with Beer & Nohria (2000) sets the scene
nicely for this. However it is not clear what the implications of this concept
are for your plan. You say As this change is effectively in two parts this
approach will be used. Which approach? Theory E or Theory O? It isnt
clear how exactly Beer & Nohria (2000) would apply to your discussion on
implementation. Value could be added here by drilling down to pull out
and apply the theory more specifically.
The Gates (1999) model is a nice overview although to an outside
reader, and perhaps more importantly to you as the change agent, it is not
immediately clear what specific action steps will be taken to ensure this all
happens.
Action steps there is some useful information on which action steps need
to be taken, i.e. around skills development. More detail could be provided
on who does what to ensure the new software is used. Id like to see a
clearer breakdown of change agent roles.
Also, there is no consideration of the obstacles to the implementation plan
and action steps. Since marks are assigned for this element, this has been a
costly omission for you.
Project evaluation this section is done quite well. Some suggestions
would be to include specific measurement tools to use in evaluating project
success. How will you compare the state of the organisation against the
intended project objectives?
Use of course concepts The course concepts you have chosen are
appropriate, though there could be a few more across the course, e.g. change
agent competencies, change leadership, systems thinking etc, and they
could be integrated more, rather than used in isolation of each other.
Also, you could use the concepts more to drive your analysis, rather than
putting them in to show youve read them. For example, rather than simply
putting in the Bennet & Oliver (1992) diagram on action research you
could say in the following text how, specifically, you can implement this
model to enable continuous learning. Who takes ownership to make sure
25
this happens? Who is in the group feedback group? What kind of data will
be collected? How will you reach agreement on what the new actions are?
Dont leave the marker to try to fill in the blanks for you. Also ensure there
is internal coherence in the report. This is usually achieved by the writer
ensuring that the links are made, and that the story rather than the theory,
is always at the centre.
So overall its obvious you have put a lot of work into this assignment and
it shows in the progress made in the project. You also demonstrate a sound
knowledge of course concepts and covered a range of theory to support your
approach to this project. At times I did feel that the theory became an end
in itself, rather than a problem-solving tool by which to explore, analyse
and gain insight. While you used a variety of diagnostic tools, I didnt
believe you obtained the best value out of them in terms of answering the
so what, how so, why-why questions. So there are some improvement
areas, but this is a solid, valuable project. More course material would have
been welcome.
Your grade is a credit.
26
Managing Change
Appendix 7
Assignment writing
by James Carlopio & Rose Trevelyan
Assignment writing
Because assessment in this course relies on essay-like assignments, here are
some guidelines in how to write a good essay.
Plan your assignment. This is the essence of the writing process. This is
the point at which you craft or create your assignment. You should start
your outline by considering the assignment requirements. The way you
cut up the assignment question or requirements can suggest a natural
structuring for your essay.
If you think that essay or report writing is an excessively long and laborious
task, it is likely that you are not sufficiently organised beforehand. Your
thinking and creating should be done upfront in the form of a rough plan
leading to an outline. If this is done well, writing the first draft becomes a
matter of simply expanding on the outline and getting it all down on paper.
We must always begin with the end in mind. Therefore, it is critical that
you fully think through your arguments and the flow of the essay before you
begin writing the first draft.
Your outline should flow from the central theme of your assignment.
Remember, your instructor does not want you to describe the content of the
units as he or she has already read them! Your assignment should not be a
description of what happened so far in the course or in the case. It should
be a fully supported argument for a certain point or perspective. It has to be
supportable based on the information in the course materials.
This is the point to ask yourself Why do we care about what I am saying?
What is the relevance, the major point?. Ask yourself, So what? after you
have written your outline. This point or perspective (i.e. your answers to
these questions) is wherein you add value over and above what you have
heard and read in the course. This is where you illustrate what you have
learned by providing evidence that you have thought about the issues
and have something intelligent to say in relation to them. This is your
opportunity to relate it to the real world, to your work experiences, or to
some expected future situation.
Write a first draft of the assignment, following your outline. Do not
worry about anything except getting the content down on paper. At this
point in the process it is perfectly okay to use abbreviations, incomplete
sentences, grammatical nightmares, whatever. Leave all this other stuff
until the next step. For now, concentrate on the specifics, the content,
the data etc.
Edit the first draft. After you have written your complete first draft, it is
time to edit the first draft, concentrating no longer on content but on the
writing process. If you have done the previous steps well, you should have
most of the content issues taken care of by this point. It is now time to
Appendix 7: Assignment Writing
craft your communication attempt. An assignment is an attempt by you to

communicate to the reader(s). You must make the write-up well organised,
well written and well formatted. Look for ways to best communicate to the
audience your ability to appreciate and apply the content.
Style. Everyone has their own writing style. There is no need to try
and write any other way. However, the more time you take to craft the
communication attempt, the more effectively you will make your points.
Even the worlds best writers, in the process of getting the first draft
together, manage to write some clumsy expressions, some passages that do
not hang together, some long-winded or repetitive sentences, and some
grammatical mistakes. Everyone does this; only the best take the time and
effort to change them.
Structure. Titles, sections and subsections can be used to help
communicate the structure you have in your mind to the reader. Be sure to
use sections and subsections to provide structure to the essay.
Present the major theme(s) in the introduction of your essay. Then, in
the main body of the essay, discuss these themes, interweaving the course
content. At the end, come to some kind of conclusion or synthesis, and be
sure to bring it home with discussions of what you have learned and the
implications for you as individuals and as managers.
Flow. Writing that flows and weaves together a coherent argument
involves and captivates the reader. Involve and captivate us, please! For
example, instead of starting two sequential paragraphs or sentences like
this: Weick (1979) said X, Y, Z... On the other hand, Jones (1990) said...,
you should try to say something like: One of the main issues illustrated
was the inherent contradiction between the more traditional view of the
situation, based on the work of Jones (1990), and an analysis taken from a
less mechanistic perspective based on the work of Weick (1979). The essay
that follows this later form will probably use most of the same content as
the former. However, it adds value as it makes a point and focuses, not on
simply reporting from the readings, but on a conceptual argument.
Avoid repetition of words and ideas. You have a strict word limit to each
assignment. Therefore, when you say something, say it once. Do not repeat
an idea two or three times to further illustrate or clarify it. Also, as you
reread your first draft, notice any repetition of words within the same or
neighbouring sentences. A thesaurus is particularly helpful in this regard.
For example, The group thought that the group did well on the group
exercise, yet as individuals the group members did less well. There are too
many groups and the word well is also repeated. Instead, try something
like, The members of the syndicate thought they did well on the exercise
as a group. As individuals, however, they had lower scores.
2
Managing Change
Bullet points. These can be used, but should be used sparingly. Lists do
not allow you to craft an argument. They do not flow or enable you to add
any value as they usually do not say anything; they simply list. If you find
you have lots of points in your list, think about how you can group those
points and discover the important theme that underlies the group. This is
what you should be trying to communicate. Instead of using bullet points
to create a list, use bullet points to separate a few points which all relate
to the same question or issue. After the bullet point title use a sentence to
summarise the point and then elaborate on it. Explain the point further.
Why is this point significant? What insights can you draw from it?
Referencing. Citations are points in the text at which you refer to, or
cite, the work of someone else. The best way to get a sense of how to
use citations is to be aware of them in the course materials and readings.
Citations are important to those of us who mark your assignments, because
they signal that you have done the readings and that you have been able
to understand and apply them. Your assignment should include a reference
section at the end which gives full citations. For more information on this,
please refer to the Managing Your Learning booklet.
Some common problems in assignment writing

Overusing words such as however and thus.
Beginning sentences with the words but or and.
Using abbreviations which are not defined at their first use. If you
are writing about management by objectives (MBO), once you have
defined it, as we just did, you can save some words by using the
abbreviation later on.
Using words that are too unusual. If you try and use certain words to
positively impress your readers with your intelligence, you will probably
have the opposite effect. Your object should be to communicate, not
to try to impress us with your vocabulary. You will impress us when you
communicate successfully.
For more assistance with essay writing you may like to visit the Learning
Centre at The University of New South Wales, which can put you in
contact with a Writing Assistant for help with writing assignments. Its
website address is: http://www.lc.unsw.edu.au
Appendix 7: Assignment Writing
Appendix 8
Referencing in assignments
Referencing in assignments
Below is a digest of advice provided in Managing Your Learning. For further
guidance, I recommend that you read the more detailed advice provided in
Section 8 of Managing Your Learning.
BRACKETED CITATIONS IN THE TEXT

Citing the course
If you are using an idea that is attributable to an AGSM MBA Programs
course rather than to a named author, you need to cite the name of the
course in brackets in the text, with the publication date and a page number
indicating where the idea is to be found.
You can abbreviate the name of the course in bracketed citations, as follows:
(MC 2010, p. 416)
When mentioning the course outside a bracketed citation, you should write
Managerial Skills in full in the first mention, followed by the bracketed
acronym. For example:
An underlying theme in Managing Change (MC) is ....
In subsequent mentions of the course, you can then abbreviate to MC.

Citing an authored publication that you have read
If you are using an idea that is attributable to an authored publication that
you have read (which includes readings at the end of units), you need to
cite:
the name of the author(s) in brackets in the text
the date of the publication
a page number (or numbers) indicating where the idea is to be found.
For example:
(Kanter 2005, p. S)
Citing an authored publication that you have not read

If you are referring to an author and publication that are cited in the course
materials and you have not read the publication, you must cite the author
and publication in one of the following two ways:
As a result of the strong focus on the control agenda (Buchanan &
Boddy 1992, in MC 2010, p. 126) .....
Appendix 8: Referencing in Assignments
Or
Examining the change program in terms of Buchanan and Boddys
three change agendas (1992, in MC 2010, p. 126), the strong focus
on the control agenda resulted in.
In this way you will make clear that you are referencing the course authors
interpretation or summary of Buchanan and Boddys ideas about change
agent agendas.
REFERENCES LIST
The References list at the end of your assignment is the list of all the
books, journal articles and other sources to which you have referred in your
assignment and which you have read. Publications that you have not read
should not appear in your reference list.
Note that, if you have cited a publication that is a reading in the course
materials, details of the publication need to be included in your References
list.
The course If the course has been cited in your assignment, it must be
included in, the References list, as follows.
Managing Change 2011, AGSM MBA Programs, Graduate Diploma in
Management
Note that the References list item for the course does not include Unit or
page numbers. The page numbers in your bracketed citations will indicate
the location of the course ideas that you have used in your assignment
Publications cited in your assignment that you have read Full details of
each of these publications should appear in your References list, following
the referencing conventions illustrated in the References lists at the end of
the units in the course.
Publications that you have not read If, for example, you have drawn on
the course account of Buchanan and Boddys change agent agendas in your
assignment but have not read the publication in which these ideas appear,
the Buchanan and Boddy publication should be cited in the text (following
the guidance above) but should not be included in the References list.
Managing Change
Appendix 9
Assessment cover sheet
Assessment Cover Sheet

GDM
SMY
MBA
Hong Kong GDM/MBA
Fill in all details on this form and submit with your assessment
Student details
Student ID
Name
Course name
Lecturer / Instructor name
Due date
/
Assessment name
Student declaration
I declare that I have read, understood and followed the University Rules in respect of student academic misconduct
outlined in the Student Code of Conduct and Annexure 1 of the Student Misconduct Procedures.
I declare that this assessment item is my own work, except where acknowledged, and has not been submitted for
academic credit previously in whole or in part.
I declare that appropriate citation methodology has been used throughout the assignment in accordance with the UNSW
policy on Academic Misconduct. I have read the policy on plagiarism in the AGSM Student Handbook.
I acknowledge that the assessor of this item may, for assessment purposes:
provide a copy to another staff member of the University.
communicate a copy of this assessment item to a plagiarism checking service (such as Turnitin) which may then
retain a copy of the assessment item on its database for the purpose of future plagiarism checking.
I have retained a copy of this assignment, which I can provide if necessary. By signing this declaration I am agreeing
to the statements and conditions above.
Please complete either the individual OR group assessment declaration below.

Individual assessment declaration:
This assessment item is my own work, except where acknowledged, and is not the result of collaboration with others.
Signature / Student ID
Date
/
Group assessment declaration:

This work is the result of collaboration amongst all members of the group listed below and no others. All members of the
group have contributed to the assessment.
Family name
Given name
Signature / Student ID
NB: If the assessment is submitted electronically please type name/s into the signature field.
0020_AS00662
Issued: 5.03.2012
CRICOS Provider Number: 00098G
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Systems

We welcome ideas to improve these course materials.

The action learning cycle

A framework for the study of organisations, people

Summary of key dates for 360 degree feedback

Step 1: Introduction to 360 degree feedback

Step 2: Complete the Self questionnaire

Step 3: Identify colleagues and distribute questionnaires

Step 4: Printing your profile report

Using the 360 Facilitated website

Assessment 1 Action learning review

Assessment 2 Interview with a change agent

Assessment 3 Integrative Change Project

Previous Course Contributors

Assessment 3 Part 1 (5%)

Workshop 2 (Saturday 16 November)

Assessment 3 Part 2 (45%)

Program Learning Goals

Workshop 1: Developing your individual skills

Change theory and

Unit 12: Integration

Unit 11: Strategic

Unit 10: Building organizational

Section 1 can be thought of as providing the tools and knowledge to make

The program design assumes that an instructor reproducing a textbook

The class meeting with your instructor.

The instructors job is to facilitate your learning by conducting class

Your colleagues in the classroom are an invaluable potential source

The action learning cycle

Conceptualisation, formulate new understanding,

Implementation, Experiment and practise

Source: Kolb (1984).

For after hours supports contact IT Service Centre.

MonFri: 8am9am; 5pm8pm

+61 2 9385 1333

AGSM MBA Programs contacts

Additional student resources and support

A framework for the study of

A moderator that influences relationships in this way is also called a

360 degree change skills feedback

Initial information provided by Leaderskill Group

All 360 degree feedback questionnaires to be completed and

Instructors access students 360 profiles

Students access their 360 profiles from the 360 Facilitated

Discussion of 360 degree feedback

In Workshop 1 we will work on a 360 degree feedback questionnaire to

Step 1: Introduction to 360 degree feedback

Informed consent: informed consent by all the parties involved. Everybody

Preparing yourself for feedback

Exercise 1: Receiving feedback

a. How might you have responded more constructively?

b. What strategies can you use to avoid being defensive?

a. How might you have responded more constructively?

b. What strategies can you use to build on your strengths?

Step 2: Complete the Self questionnaire

Filling in the questionnaire

Step 3: Identify colleagues and distribute

Deadline for completion of the questionnaires

Entering respondents and sending passwords

Monitoring progress and sending reminders

Step 4: Printing your profile report

Using the 360 Facilitated website