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Module Descriptors

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Session: 2022/23

Last modified: 10/01/2023 11:32:59

Title of Module: Interpersonal Skills & Change Management

Code: QUAL11003 SCQF Level: 11
(Scottish Credit and Qualifications Framework)		 Credit Points: 10 ECTS: 5
(European Credit Transfer Scheme)
School:School of Computing, Engineering and Physical Sciences
Module Co-ordinator:Dr Nor Azuana Mat  Said

Summary of Module

This is a continuously assessed module with written and oral assignments. 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 interpersonal skills.

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)                   Individual and organisational forces influencing motivation to change. Strategies for initiating, stimulating and facilitating the transformational process, situational variables and their influence on intervention style and techniques. Change-agent skills for successful organisation development programmes.

3)                   Developing skills in self awareness and reflection. Self development through disclosure and feedback. Achievement of objectives including personal growth. Constructive communication, problem solving, constructive conflict management. Dynamics of teams and teambuilding in personal development.

The role of leadership in transforming the vision into application. Identifying and developing leadership skills.

Grauduate Attributes on completon include:

Universal

  • Critical Thinker
  • Ethically-minded
  • Research-minded

Work Ready

  • Problem-Solver
  • Effective Communicator
  • Ambitious

Successful

  • Autonomous
  • Resilient
  • Driven

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Critically analyse and evaluate theories in change management and interpersonal skills

L2. Develop a critical knowledge of effective use of interpersonal skills in leading and managing change.

L3. Apply and critically evaluate appropriate leadership styles and techniques in managing change.

L4. Develop self awareness and reflective practice.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

Gain a critical understanding of the development of principles of change management.

Achieve a detailed knowledge of theories relating to interpersonal skills such as leadership, teambuilding and be able to critically evaluate the effectiveness of

Practice: Applied Knowledge and Understanding SCQF Level 11.

Identify informed approaches to establishing management systems in a range of industrial settings.

Synthesise information and gain a coherent understanding of theories and practices in change management

Develop techniques for self reflection and improving effectiveness of interpersonal skills.

Generic Cognitive skills SCQF Level 11.

Develop and demonstrate an ability to communicate effectively in a variety of professional settings.

Demonstrate an understanding of an issue and develop a creative and sensible solution to an industrial change problem.

Communication, ICT and Numeracy Skills SCQF Level 11.

Gain a full understanding of the process of preparing oral and written reports, using IT.

Develop the ability to self reflect and recognize the impact of behaviour on others.

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,

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:Appropriate knowledge and experience from past studies or work-based learning
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
The Learning & Teaching Strategy for this module is based on the general strategy for the MSc Quality Management.
Classes are delivered on a weekly basis. Lectures will introduce and exemplify key theoretical and critical concepts. Tutorial sessions will be given to further develop students’ understanding. Lectures are interactive as are the tutorials, which often involve role play scenarios. Students will be given sufficient time and support to work on assignments.
For On-Line Learning students, full use will be made of the VLE. That is, all teaching material will be made available on-line and students will be guided through the material. Email and video-conferencing will be used extensively to support students. Synchronous tutorials will be carried out via video conferencing. Group work will be organised and supported through facilities on the VLE such as forums and wikis. Group presentations will be made by video conference and scheduled according to time zones.
Role play will be carried out through observation of on-line pre recorded scenarios.
Case studies are used to enhance learning and give practical insight into change management in the workplace.
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 Delivery11
Tutorial/Synchronous Support Activity7
Independent Study82
100 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Course material, Moodle
essential

Harvard Business Review on Change 12 HBR Authors, Harvard Business School Press –ISBN 0-87584-884-4, 2012
essential

Kotter, JP, 2010, What Leaders Really Do John P Kotter Harvard Business School Press - ISBN 0-87584-897-4
essential

Senior B. and Swailes S., 2016. Organizational Change (5th edn.) Harlow: Pearson Education Limited

The Harvard Business Review

Burnes B, 2004, Managing Change: a strategic approach to Organisational Dynamics, 3rd Prentice Hall
recommended

Hayes J, 2014, The theory and Practice of Change Management, 4th edition,
recommended

Buchanan, D.A. and Huczynski, A.A., 2013. Organizational behaviour. 8th Edition. Pearson education.

Hayes, J., 2018. The theory and practice of change management. Palgrave.

Cummings & Worley, 2014, Organization Development & Change 10th Ed Thomson
essential

Badan (2012) Conflict Management, Euson,
The Change Masters Moss Kanter Thomson 1997
recommended

Todnem R. and Burnes, B. eds., 2013. Organizational change, leadership and ethics: Leading organizations towards sustainability. Routledge.

(**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)

Engagement Requirements

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 BoardEngineering
Assessment Results (Pass/Fail) No
Subject PanelCivil Engineering and Quality Management
ModeratorMichele Cano
External ExaminerA Garad
Accreditation DetailsN/A
Version Number

2.14

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Assessment: (also refer to Assessment Outcomes Grids below)
Group written report worth 60%
Individual presentation worth 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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck markcheck mark600

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck markcheck mark401
Combined Total For All Components100% 1 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
This module is appropriate for all students.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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