Pearson BTEC HND in Business | My Assignment Tutor

Page 1 of 5 ICON COLLEGE OF TECHNOLOGY AND MANAGEMENTPearson BTEC HND in Business (RQF)Unit 17 Understanding and Leading ChangeScheme of WorkSession: February 2020This unit is aimed at achieving the following learning outcomes:LO1 Compare ways in which change impacts on an organisation’s strategy and operations.LO2 Evaluate the influences that drivers of change have on organisational behaviour.LO3 Determine how barriers to change influence leadership decision making.LO4 Apply a range of leadership approaches to a change initiativeProgramme Title:TNA67 Pearson BTEC HND in BusinessLevel:4Unit number and titleUnit 17Understanding and Leading ChangeUnit TypeOptionalLevel4Unit Level and Credit ValueLevel 515 Credit SessionsLearning OutcomeSession ActivitiesSession1Lecture 2 hoursTutorial 2 hoursTopic: Introduction of theunit.Introduction to the module learning outcomes and the structureof the weekly activities. Unit learning outcome, Syllabus, andAssignment briefing.Discuss and present SoWCollege/classroom rules and regulationsDiscuss on how to submit assignment on VLEAcademic writing skills.Question and answer session.Session 2Lecture 2 hoursTutorial 2 hoursLO1Topic: Change inorganisations and differingviews of change• Change is constant.• What is change in a business context?• Importance of understating change and the ability to manageit.• Different views of change based on position andperception, and its influence on positive and negativeviewpoints.• Types of organisational change – structural and strategic,people and processes.Sample activities:• Group activity – identify examples of change in a chosenbusiness.Discuss why leadership and management need to be aware ofand manage change.• Group debate – does position and perception influence apositive or negative outcome or view?Find examples of different types of organisationalchange.Student presentation and discussion activity – analysedifferent types of organisational change.Question and answer sessionSession 3:Lecture 2 hoursTutorial 2 hoursLO1Topic: Drivers of changeand Change management– dealing with change• Source of drivers for change – PEST/LE andSWOT/TOWS analysis.• Controlled and uncontrolled change.• Predicting change.• Examples of ‘drivers ofchange’.• Planned and emergentchange.• Change impact analysis. Page 2 of 5 • Strategies for change.Sample activities:• Group discussion – the use of PEST/LE and/or SWOT toidentify drivers for change. The difference betweenplanned and emergent change, with examples. How todeal with change.• Small group activity – research and identify differentdrivers of change.• Small group activity – apply PEST/LE and/or SWOTanalysis to given case studies to determine the drivers ofchange.• Student research activity – the application of changeimpact analysis models/tools. Students present feedback onchangeimpact analysis and its benefits.• Academic writing and formative feedback.Session 4:Lecture 2 hoursTutorial 2 hoursLO2Topic: The impact ofchange• General impact of change on businesses.• Psychological impact of change on people.• Impact of change on team dynamics and performances.• How change influences leadership and managementpractices.Sample activities:• Group activity – recap last session and potential impact ofchange on businesses.• Discussion activity – psychological impact of change onpeople.• Group flipchart activity – present back on how leadershipand management change because of business changes.Draft submission of assignment and formative feedbackSession 5:Lecture 2 hoursTutorial 2 hoursLO2Topic: Drivers of changein context and responseto drivers of change• Identifying drivers of change using a PEST/LE analysis.• Identifying drivers of change using SWOT/TOWS analysis.• The use of systems theory to plan for change.• Continuous improvement models to predict and plan forchange.• The Burke-Litwin causal model of change to improveefficiency.Sample activities:• Group activity – create a PEST/LE analysis for a givenorganisation and identify possible drivers of change. Create aSWOT/TOWS analysis for a given organisation and identifypossible drivers ofchange.• Tutor provides different contexts to explore drivers in abusiness context.• Group research and presentation – systems theory,continuous improvement plans, Burke-Litwin causalmodel. Each group to present feedback on one.• Discussion activity – the relevance of the theories inchange management.• Review of case studies to contextualise the theory.Session 6Lecture 2 hoursTutorial 2 hoursLO1 & 2Topic:Assignmentworkshop andacademic writing• Tutor brief on expectation of Assignment 1.• Submission format explained.• Selected pairs re-confirmed.Sample activities:• Brief tutor-led overview of assessmentrequirements.• Open question and answer activity to address generalquestions and concerns.• Review of academic requirements and submission format.• Individual student queries and questions. Page 3 of 5 Session 7Lecture 2 hoursTutorial 2 hoursLO3Topic: Planning forchangeIssue Assignment 2.• Anticipated change and the nature and scope that dictatestype of change response actions.• Pre-emptive and pro-active response.• Responsive or re-activeresponse.• Adaptive and constructive change.• Impact of unnecessary change.Sample activities:• Short activity on mini whiteboards – difference between preemptive and pro-active responses.• Group discussion activity – why should change not just be‘for the sake of change’.Academic writing and formative feedback.Session 8:Lecture 2 hoursTutorial 2 hoursLO3Topic: Barriers andresistance to change• Force field analysis to establish opposition and support forchange in a business context.• Case study reviews to understand the application of theforce field analysis.• Schein’s organisational culture model.• Self-efficiency perceptions and resistance tochange.• Situational resistance to change.Sample activities:• Tutor explanation on force field analysis and its use inchange management.• Pair work – review relevant case studies to examine theapplication of a force field analysis in organisations.• Student research activity – applying Schein’s model todetermining barriers.• Small group peer questioning activity – influence of selfefficiency perceptions on acceptance of change.• Group activity – explore and present back the concept ofsituational resistance to change.Session 9:Lecture 2 hoursTutorial 2 hoursLO3Topics: Leadershipand decision makingduring change• Caution over hasty decisions.• People’s responsiveness to change and leaders’influence.• Appreciating the value of human resources and theirresponse to change.Sample activities:• Discussion activity – impact of re-active decision makingand the impact on people’s behaviours.• Students look at a range of scenarios/examples andprovide alternative ways of dealing with re-activedecision making.• Discussion in pairs – why managers and leaders mustvalue the ‘human’ element during change.Draft submission of assignment and formative feedbsackSession 10Lecture 2 hoursTutorial 2 hoursLO4Topics:Leadershipapproaches to achange initiative.Change theories,concepts and modelsChange theories,concepts and models.Initiating andimplementing change• Situational leadership and change.• Hersey-Blanchard model in relation to specificcontexts.• Kotter’s 8-Step model of change.• Lewin’s 3-Stage Change Managementmodel.Initiating and implementing change• Change through strategic communication.• Change and movement thoughleadership.• Principles of change leadership.• Initiated change vs imposed change• Initiated – more control, more time, plannedprocesses.• Imposed – re-active approach, reduced/negatedopportunities for engagement and buy-in.Sample activities:• Discussion activity – situational leadership in the context ofchange management. Page 4 of 5 • Case studies to apply the different leadership styleswithin the Hersey-Blanchard model.• Matching leadership styles activity – students givenscenarios to respond to and resolve problems as leaders.Discussing their leadership style.• Quiz activity – the steps of Kotter’s 8–Step model.• Group activity – one group given case scenario and haveto apply Kotter’s 8–Step model and one group givenLewin’s Change Management model to apply to givenscenario.• Student review case studies – how are these theoriesused in practice?• Student debate – which is better: initiated change orimposed change?• Academic writing and formative feedback.Session 11-12Assignmentworkshop and re-capReview content and topics for LO3 and LO4.Sample activities:• Group work – raise questions and queries regarding thecovered content to date.• Tutor addresses concerns with reference to previoussessions and resources.Draft submission of assignment and formative feedbackSession 13Study weekSession 14Final Draft submissionFinal Draft Assignment Submission for formative feedback Page 5 of 5Pearson Edexcel Standard Verifier (EE): Dr Reginald ClarkeStandard Verifier (EE): Visit Date: 27-30 April and 4th to 7th May 2020Recommended ResourcesLewis, L. K. (2011) Organizational Change: Creating Change Through Strategic Communication.Chichester: Wiley-Blackwell.Mee-Yan, C-J. and Holbeche, L. (2015) Organizational Development: A Practitioner’s Guide for OD andHR. London: Kogan Page.Northouse, P. G. (2010) Leadership Theory and Practice. 5th Ed. London: SAGE.Pendleton, D. and Furrnham, A. (2012) Leadership: All You Need to Know. London: Palgrave Macmillan.Stanford, N. (2013) Organization Design: Engaging with Change. 2nd Ed. London: Routledge.Burnes, B. (2014) Managing Change. 6th Ed. London: PearsonJournalsJournal of Change ManagementJournal of Organisational Change Management LeadershipPearson Resources:Student Portal: HN GlobalPlease access HN Global for additional resources support and reading for this unit. For furtherguidance and support on presentation skills please refer to the Study Skills Unit on HN Global.Link to:https://www.highernationals.com/

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