8316 – 701 Leading Change in Organisations

The goal of 8316 – 701 Leading Change in Organisations is to help learners develop their ability to make sound managerial decisions and effect positive change in their organisations by utilising various leadership styles and techniques. After completing the unit, students should be able to demonstrate that they have read and comprehended the major theoretical and empirical publications in the discipline. Please give credit by referencing this in your paper. The project must also demonstrate the combination of theory and practice convincingly.

Learning Objectives

The goal of this unit is to give prospective and recently promoted upper-level managers a solid understanding of the external and internal forces driving change, as well as the variables influencing these forces. The learner will gain an understanding of various approaches, methods, and theoretical approaches for managing change and assessing an organization’s adaptability. The learner will comprehend the significance of values, culture, attitudes, and relationships in shaping responses to change, as well as the human aspects of transition. Learners will also learn about alternative leadership models and theories that are well-suited to change challenges, as well as the criteria and procedures for evaluating such theories and models. Learners should be able to differentiate between Kaizen, breakthrough change/process re-engineering, and continuous/incremental change after completing this lesson. As a result of this course, the learner will have a better understanding of the principles and procedures for managing creativity and innovation, as well as how to identify stakeholders in change and the costs and benefits to them to overcome resistance. Furthermore, the learner will be able to articulate a coherent case for leading change, transactional and transformational leadership, and other change leadership models. To summarise, students will have a better understanding of the direct and indirect effects of change on other people, departments, and organisations, as well as the role and significance of vision in the change process.

The unit is suitable for those who:

This unit is designed for newly promoted senior managers as well as middle managers who want to advance their careers. It is also appropriate for learners aspiring to senior management positions who want to improve their critical thinking and self-reflection skills. Earners who want to progress from Level 5 to Level 7 can do so with the help of this stepping stone because credits can be transferred. Learners can transfer 12 credits for the ILM Level 7 Certificate or Diploma in Executive Management, for example, and 6 credits for the ILM Level 7 Certificate or Diploma in Strategic Leadership. It’s ideal for anyone looking to gain insight into what it takes to be in senior management, as well as those looking to assess their performance. This is useful for companies that want to prepare their top executives for future roles and give aspiring top-level managers a means of self-evaluation in addition to helping employees.

Outcomes of learning

There are two learning outcomes for this unit. The first learning outcome is to examine the causes of change, change management strategies, and the effects of change on organisations. This learning outcome is further subdivided into three assessment criteria that must be met by the learner to meet the learning outcome. The first evaluation criterion is to assess the various factors that promote change in organisations, processes, and the products and services they provide. The second step is to compare alternative change management models and critically evaluate their suitability and effectiveness in implementing an identified change in the organisation. The third step is to evaluate the potential impact of an identified change on the organisation. The second Learning Outcome is to justify a suitable leadership strategy to enable an identified change. To achieve this goal, the learner will evaluate the effectiveness of alternative leadership models in facilitating change and justify an appropriate leadership strategy to bring about an identified change in an organisation.

What are the Entry Requirements?

This unit is a prerequisite for level 6 certification, which comes in three levels: an introductory Award, an intermediate Certificate, and an advanced Diploma. This credential is divided into smaller pieces known as “units,” and each unit is designed to impart a specific body of knowledge or expertise. Learners gain knowledge and competence as they progress through the six levels of ILM. Before being accepted to level 6, the learner should have accumulated a significant number of credits from a variety of level 5 certifications. To be eligible for an award, a candidate must, for example, complete 6 of the 12 required credits and participate in at least 1 hour of orientation and 3 hours of tutorial support. To receive a certificate, a minimum of 13 credits, including an introductory session and tutorials totalling at least 3 contact hours, must be completed. As a final requirement for graduation, students must earn 37 credits, attend a two-hour orientation, and complete seven hours of tutoring. Level 5 credits can be carried over to Level 6. However, these eligibility requirements are governed by legal frameworks. They roughly correspond to different levels of management. They also serve to highlight the difficulty of the certification process. As a result, while the majority of ILM credentials are vocational and the levels correspond to specific educational instruction, if you want to advance in your academic career, you may need to skip a level or start at a lower level than you are currently at. Even though a bachelor’s degree in economics is equivalent to the third year of an undergraduate degree, having no experience managing a project or leading a team necessitates a lower-level vocational certificate.

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Reference

Dzwigol, H., Shcherbak, S., Semikina, M., Vinichenko, O., & Vasiuta, V. (2019). Formation of strategic change management system at an enterprise. Academy of Strategic Management Journal, 18, 1-8.

Galli, B. J. (2018). Change management models: A comparative analysis and concerns. IEEE Engineering Management Review, 46(3), 124-132.

Goni, J. I., Tharia, F., & Suryo, N. (2018). An empirical study on relationships amongst success in benchmarking, success in Kaizen, people mindset and organizational dimensions. Benchmarking: An International Journal.

Gopal, G., & Pilkauskaite, E. (2020). Implementing process innovation by integrating continuous improvement and business process re-engineering. In Innovation Management. Edward Elgar Publishing.

Hayes, J. (2022). The theory and practice of change management. Bloomsbury Publishing.

Mansaray, H. E. (2019). The role of leadership style in organisational change management: a literature review. Journal of Human Resource Management, 7(1), 18-31.

Steinebach, C., Langer, Á. I., & Nowak, V. (2022). Resilience and Mindfulness: Concepts and Interventions for Organizations in Times of Change. In Mindful Leadership in Practice (pp. 93-108). Springer, Cham.

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