Information on individual educational components (ECTS-Course descriptions) per semester

Organisational Development and Change Management

Degree programme International Business Administration
Subject area Business and Management
Type of degree Bachelor
Summer Semester 2024
Course unit title Organisational Development and Change Management
Course unit code 025008042211
Language of instruction English
Type of course unit (compulsory, optional) Elective
Teaching hours per week 2
Year of study 2024
Level of the course / module according to the curriculum
Number of ECTS credits allocated 3
Name of lecturer(s) Marcin WARDASZKO
Requirements and Prerequisites

Successful completion of all courses of the module Human Resources and Organisation.

Course content
  • Causes and drivers of change processes in companies
  • Basics of organisational development
  • Types and models of change processes, definitions, CM versus OE Phase and component models of OE
  • Psychological phase models of how people deal with change
  • Typology of people dealing with change (Adopter Types)
  • Causes, characteristics and dealing with resistance/conflict
  • Innovation, obstacles and support for innovation in organisations
  • Creativity techniques for generating innovation
  • Change processes and phases in the development of start-ups
  • Role and competences of change agents
Learning outcomes

Change processes are a constant feature in the life cycle of companies. The successful management of such operational and organisational upheavals is one of the keys to remaining competitive and successful in all dimensions in the "VUCA environment".

Students will be able to list and exemplarily describe the most important causes and drivers of change processes in companies.

The students are able to describe different types and models of change processes, as well as definitions of CM and OE. They can formulate advantages and disadvantages (as well as opportunities and threats) of different CM and OE approaches for different change situations and discuss similarities and differences of different phase and component models of OE.

Students will be able to reproduce psychological phase models of how people deal with change and outline typologies of people dealing with change (adopter types), as well as the respective types, their frequency of occurrence and important behavioural tips for managers in dealing with the respective types. They are able to plan the staffing of a steering group as well as project teams for change projects based on a case study.

The students are able to list essential causes, characteristics and recommendations for action for dealing with resistance/conflict in change. They can explain causes, characteristics and recommendations for action for resistance/conflict based on their own experienced example of a change situation.

The students can name essential obstacles and support possibilities for innovation in organisations and the phases in the development of start-ups. They know how to practically implement different creativity techniques for generating innovation and they can develop suggestions for promoting innovation in a concrete field of action. The students can formulate tips for company founders on when which decisions regarding organisational and personnel measures need to be clarified depending on the growth phase.

The students can select intervention methods/tools situationally for a simulated change process in a company and assess their probabilities of success comparatively. In doing so, they are able to determine the meaningfulness of various change interventions in relation to psychological phase models of how people deal with change.

The students can examine their own experienced or given case study with different theories and concepts of change management and organisational development.

Planned learning activities and teaching methods

Interactive course with lecture, case studies, exercises in individual and group work, presentations and homework.

Assessment methods and criteria

Pre-assignment, participation during the seminar in the form of contributions and short presentations (individual or group assignments), post-assignment, individual weighting as determined by the instructors, announcement at the beginning of the semester



Recommended or required reading

Crossan, Mary M.; Lane, Henry W.; White, Roderick E. (1999): An Organizational Learning Framework: From Intuition to Institution. In: Academy of Management Review, 24, 3, 522-537.

Cummings, Thomas G.; Worley Christopher G. (2005): Organization Development and Change. Mason: Thomson South-Western.

Hord, Shirley M.; Rutherford, William L.; Huling-Austin, Leslie; Hall, Gene E. (1987): Taking Charge of Change. Baltimore: Association for Supervision and Curriculum Development.

Jorgensen, Hans-Henrik; Bruehl, Oliver; Franke, Neele (2014). Making change work...while the work keeps changing. How change architects lead and manage organizational change. Somers: IBM Institute for Business Value.

Kotter, John P. (1996): Leading Change. Boston: Harvard Business School Press.

Robbins, Stephen P.; Judge, Tim A. (2014): Organizational Behaviour. Boston: Pearson.

Mode of delivery (face-to-face, distance learning)

Classes with compulsory attendance