Course coordinator
Associate Professor Nik Steffens
Course overview
- Study period
- Semester 2, 2024 (22/07/2024 - 18/11/2024)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Psychology School
The aim of this course is to overview the theory and practice of organisational change. Particular attention will be paid to psychological concepts that facilitate an understanding of organisational change at three levels of analysis (ie the individual, the group and the organisation). The course will address issues that arise at different stages of the change management process.
PSYC7464 will provide an overview of the theory, relevant research and applied practice of organisational change. This includes discussion and study of psychological concepts that facilitate an understanding of organisational change at three levels of analysis (i.e., the individual, the group, and the organisation) as well as an overview of issues that arise at different stages of the change management process.
Course requirements
Restrictions
MPsychOrg, MPsychBus or with permission of Director of Organisational Psychology programs
Course contact
Course staff
Lecturer
Associate Professor Nik Steffens
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
All links for online lectures and practicals will be provided via the course blackboard page
Aims and outcomes
- To provide students with a conceptual understanding of prominent theories (from the organisational change literature) and models (from the organisational development literature) of organisational change and development.
- To provide students with a detailed account of change management strategies and techniques that can be directed towards the individual, the group, and the organisation.
- To provide students with an opportunity to develop skills in diagnosing, planning, implementing, and evaluating organisational change interventions.
- To provide students with an awareness of how organisational psychologists can contribute to the management of organisational change, as well as an appreciation of their own abilities as a change agent.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Review and systematically consider key organisational change management theories, principles and practices and apply these content areas to organisational development.
LO2.
Demonstrate familiarity with new and emerging topics and content areas in the field of organisational change.
LO3.
Review and integrate content from theoretical and applied research papers in the field of organisational change to arrive at a conclusion regarding appropriate approach(es) to implement to address organisational problems.
LO4.
Communicate with an audience regarding the theoretical and practical bases of solutions to applied problems.
LO5.
Prepare and deliver a professional, coherent and informed presentation on an organisational change problem and solution.
LO6.
Develop a project proposal on an organisational change problem, to outline critically the process of diagnosis, planning, implementing, and evaluating organisational change interventions.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation |
Organisational Change Diagnosis and Assessment
|
40% |
18/09/2024
Presentations will take place during the scheduled class time |
| Reflection |
Peer Assessment
|
10% |
23/10/2024 |
| Paper/ Report/ Annotation |
Change and Development Project Proposal
|
50% |
23/10/2024 |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Organisational Change Diagnosis and Assessment
- Hurdle
- Mode
- Oral
- Category
- Presentation
- Weight
- 40%
- Due date
18/09/2024
Presentations will take place during the scheduled class time
Task description
Designated groups will develop their own approach to organisational change management through a real life ‘Applied Project’. The aim of the Applied Project assessment is to provide students with an opportunity to develop skills in diagnosing, planning, implementing, and evaluating organisational change interventions. The goal of the Applied Project is the generation of a comprehensive change management plan to address a current organisational challenge. This must be both theoretically based, and practically sound.
As part of the Applied Project, students will have the opportunity to share their progress (e.g., preliminary diagnostic insights, initial hypotheses and plan developments) via a graded class presentation to peers with the aid of PowerPoints slides. Your presentation should be targeted to address an ‘audience group’ that you regard as most helpful for the development of your project, which could include your peers, client, or organisational change specialists. All group members must have a speaking role of some form.
The primary aim of this presentation is to describe progress achieved towards your understanding of the selected organisational challenge, your methods for integrating theoretical models/frameworks into your methodology, and your preliminary thoughts about the design of a relevant organisational change management plan. Students are encouraged to use the presentation to propose any tentative ideas they are interested in receiving feedback on from their peers, prior to their incorporation into the final applied project proposal.
Length: 15-minute presentation delivered in class + 5 minutes of Q&A
Remember:
- It is expected that all group members will have a speaking role of some form.
- You need to email a copy of your presentation slides to the course coordinator by 4pm of the evening prior to your presentation.
Hurdle requirements
This assessment must be passed to pass the courseSubmission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Students unable to present on the day should contact the course coordinator directly.
Peer Assessment
- Hurdle
- Mode
- Written
- Category
- Reflection
- Weight
- 10%
- Due date
23/10/2024
Task description
After completion of the group project, each group member will rate other members of their group on their contribution as a team member to the group project using behavioural anchors. This assessment will be kept completely anonymous and confidential. The peer assessment ratings will be only accessible by the course coordinator.
The assessments will be made upon completion of the final applied project. Completion of this peer assessment, on each of your group members, is a requirement of this course; if you fail to provide peer assessments on others you will not receive marks for the peer assessment yourself.
Hurdle requirements
This assessment must be passed to pass the courseSubmission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Change and Development Project Proposal
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 50%
- Due date
23/10/2024
Task description
The primary aim of this assessment is to generate a comprehensive professional report addressed to your ‘client’, which summarises your analysis of the selected organisational challenge and details your theoretically-grounded approach to the design of an organisational change plan – ‘Organisational Change Management (OCM) Plan’.
Your group is encouraged to develop your own approach to the scope, structure, and presentation of relevant content that is most suited to your context. You are also encouraged to apply feedback from your group presentation, to the development of a comprehensive and innovative approach to the organisational challenge and associated change management process.
The report should give consideration to strategies and considerations for change, frameworks for implementation, and how the intervention could be evaluated.
The assessment is designed to provide you with practice in developing well-justified, effective approaches to organisational development interventions, and communicating these in ways that your client will be receptive to. You may incorporate graphics, empirical literature, or self-sourced organisational data as you deem necessary. Please prepare this report assuming that your client has contracted you to produce this report independent of whether you or other professionals will facilitate delivery of the proposed change plan.
You are not required to produce costings for the proposed activities, nor any detailed appendices (e.g., full communication strategy document), yet you may allude to these for the sake of completeness and provide example input.
A further aim of this assessment is to develop skills in critically reviewing academic literature related to theoretical models of organisational change. This is critical competency to develop to be able to engage in evidence-based practice of organisational change management. Development of the ‘Critical Review’ will inform your consultancy’s preferred theoretical perspective, which can then be applied to the development of the ‘Organisational Change Management Plan’.
To achieve this aim, students are required to develop an academically formatted ‘Critical Review of Organisational Change Model(s)/Framework(s)’ submitted as additional support of the ‘Organisational Change Plan’. You are only required to review the potential utility, (evidential) validity, and practical relevance of only the theoretical models that have informed your development of the ‘Organisational Change Plan’. The ‘Critical Review’ should be written in a form of a critical essay directed towards an intelligent lay audience familiar with principles of research and academic literature (e.g., course staff). Clients would not normally be privy to such documentation and, as such, you may not assume any prior theoretical knowledge of ‘Critical Review’ content in your ‘Organisational Change Management Plan’ (all relevant theoretical concepts must be re-defined in lay terminology).
Word count: 3000 word maximum (excluding tables and figures) for organisational change report plus 500 words maximum (excluding references) for the critical review. The word count must be stated on title page of the submitted report.
Hurdle requirements
This assessment must be passed to pass the courseSubmission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 19.9 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Fails to demonstrate most or all of the basic requirements of the course. |
| 2 (Fail) | 20 - 46.9 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Demonstrates clear deficiencies in understanding and applying fundamental concepts; communicates information or ideas in ways that are frequently incomplete or confusing and give little attention to the conventions of the discipline. |
| 3 (Marginal Fail) | 47 - 49.99 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrates superficial or partial or faulty understanding of the fundamental concepts of the field of study and limited ability to apply these concepts; presents undeveloped or inappropriate or unsupported arguments; communicates information or ideas with lack of clarity and inconsistent adherence to the conventions of the discipline. |
| 4 (Pass) | 50 - 64.9 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrates adequate understanding and application of the fundamental concepts of the field of study; develops routine arguments or decisions and provides acceptable justification; communicates information and ideas adequately in terms of the conventions of the discipline. |
| 5 (Credit) | 65 - 74.9 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrates substantial understanding of fundamental concepts of the field of study and ability to apply these concepts in a variety of contexts; develops or adapts convincing arguments and provides coherent justification; communicates information and ideas clearly and fluently in terms of the conventions of the discipline. |
| 6 (Distinction) | 75 - 84.9 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: As for 5, with frequent evidence of originality in defining and analysing issues or problems and in creating solutions; uses a level, style and means of communication appropriate to the discipline and the audience. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: As for 6, with consistent evidence of substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critically evaluates problems, their solutions and implications. |
Additional course grading information
Any percentage that falls outside the specified grade will be rounded. All assessment items must be passed to pass the course.
Supplementary assessment
Supplementary assessment is available for this course.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
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| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (22 Jul - 28 Jul) |
Workshop |
Workshop 1 Workshop 1 |
Week 2 (29 Jul - 04 Aug) |
Workshop |
Workshop 2 Workshop 2 |
Week 3 (05 Aug - 11 Aug) |
Workshop |
Workshop 3 Workshop 3 |
Week 6 (26 Aug - 01 Sep) |
Workshop |
Workshop 4 Workshop 4 |
Week 8 (09 Sep - 15 Sep) |
Workshop |
Workshop 5 Workshop 5 |
Week 9 (16 Sep - 22 Sep) |
Workshop |
Workshop 6 Workshop 6 |
Week 10 (30 Sep - 06 Oct) |
Workshop |
Workshop 7 Workshop 7 |
Week 11 (07 Oct - 13 Oct) |
Workshop |
Workshop 8 Workshop 8 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
You'll also need to be aware of the following policies and procedures while completing this course:
- Fitness to Practise
School guidelines
Your school has additional guidelines you'll need to follow for this course:
Course guidelines
Students in this course are required to act ethically, legally and professionally at all times. This requirement applies to conduct within the course, and to the management of relationships with colleagues, University staff, external stakeholders, clients and members of the public. All students are expected to apply the principles of respect, integrity and propriety, including self-management, engagement with learning, and participation as part of a learning community, which are professional and postgraduate attributes. For example, this means that students are expected to prepare for each class (e.g., by completing background readings & exercises), actively participate in class participation and activities, and work effectively as a member of a group (e.g., by completing a fair share of group activities). Provisionally registered psychologists are required to abide by their conditions of registration and the provisions of the APS Code of Ethics in their approach to all aspects of the program.