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Session: 2022/23
Last modified: 10/01/2023 11:32:35
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Title of Module: Change Management and Leadership |
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Code: QUAL11015 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Computing, Engineering and Physical Sciences |
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| Module Co-ordinator: | Dr Nor Azuana Mat
Said |
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| Summary of Module |
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The module covers the following:
1) Planned change: phases, models and development of change theory including Lewin, action research and comparison with emergent approaches.
2) Applying Change Management to projects.
4) Constructive communication, problem solving, conflict management and resolution, coaching and negotiation skills.
5) Dynamics of teams and teambuilding and the role of HR in a project context.
6) Identifying and developing key project leadership skills.
This is a continuously assessed module. It utilizes integrative assessment with on-going formative assessments based on case studies and presentations relating to their field of study. Practice based learning is utilised through a case study approach.
The assessments and module delivery is designed to encourage the student to undertake reflective practice in terms of their own leadership and interpersonal skills.
Attribute Skills include:
Universal
- Critical Thinker
- Ethically-minded
- Research-minded
Work Ready
- Problem-Solver
- Effective Communicator
- Ambitious
Successful
- Autonomous
- Resilient
- Driven
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Develop a critical knowledge of effective use of interpersonal skills in leading and managing projects.
L2.
Apply and critically evaluate appropriate leadership styles and techniques in managing projects.
L3.
Develop self awareness and reflective practice.
L4.
Develop a critical Understanding of the principles of change management |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
management and its impact on projects.
Achieve a detailed knowledge of theories relating to interpersonal skills such as leadership, teambuilding, negotiation and conflict resolution.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Identify informed approaches to establishing procedures and processes that ensure deviations or project changes are managed effectively
Develop techniques for self reflection and improving effectiveness of interpersonal skills.
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| Generic Cognitive skills |
SCQF Level 11.
Demonstrate an understanding of a project issue and develop a creative and sensible solution. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Develop and demonstrate an ability to communicate effectively in a variety of professional settings.
Gain a full understanding of the process of preparing oral and written reports, using IT. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Work as part of a professional team to analyse information, formulate a solution and present it back to the group.
Prepare, carry out, report on and present solutions to an industrial based problem,
Develop the ability to self reflect and recognize the impact of behaviour on others. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | Appropriate knowledge and experience from past studies or work-based learning |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is in line with the learning and teaching strategy.
Lectures are interactive as are the tutorials, which often involve role play scenarios.
Preparation for coursework assignments include activities such as group meetings, formative assessment and presentations.
DL students will make full use of groupwork and interactive facilities within the VLE. Forums, video conference and chats will be utilised.
lectures and tutorials will be carried out on-line for distance learning and hybrid students.
Research skills are enhanced through independent guided study.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 24 |
| Tutorial/Synchronous Support Activity | 12 |
| Independent Study | 164 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
University of West of Scotland course notes, Moodle and:
Harvard Business review on Change Management, 2011 12 HBR Authors
Harvard Business School Press –ISBN 0-87584-884-4
Kotter, JP (2001) What Leaders Really Do, 2001
Harvard Business School Press - ISBN 0-87584-897-4
The International Journal of Project Management
The Harvard Business Review
Extension Resources
Harrington B (2010), Project Change Management: Applying Change Management to Improving Projects, 3rd Ed Prentice Hall 2000
Burnes B, (2004), Managing Change: a strategic approach to Organisational Dynamics
Group Dynamics Cartwright D & Zander A 3rd Tavistock 1968
Hayes J, (2010)The theory and Practice of Change Management
Cummings and Worley, (2008) Organization Development & Change, 8th Ed, Thomson
H. James Harrington, (2005) "The five pillars of organizational excellence", Handbook of Business Strategy, Vol. 6 Iss: 1, pp.107 - 114
Buchanan, D.A. and Huczynski, A.A., 2013. Organizational behaviour. 8th Edition. Pearson education.
Burnes, B., 2004. Managing change: A strategic approach to organisational dynamics. 6th Edition. Pearson Education.
Senior B. and Swailes S., 2016. Organizational Change (5th edn.) Harlow: Pearson Education Limited
Hayes, J., 2018. The theory and practice of change management. Palgrave.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Engineering |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Civil Engineering and Quality Management |
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| Moderator | Michele Cano |
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| External Examiner | A Garad |
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| Accreditation Details | APM |
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| Version Number | 2.14 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Group Assignment 1 worth 60% |
| individual report 40% |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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This module is appropriate for all students.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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