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

Degree programme: Bachelor International Business Part-time
Type of degree: FH Bachelor´s Degree Programme
Summer Semester 2022

Course unit title Organisational Development and Change Management
Course unit code 025027042007
Language of instruction English
Type of course unit (compulsory, optional) Compulsory optional
Semester when the course unit is delivered Summer Semester 2022
Teaching hours per week 2
Year of study 2022
Number of ECTS credits allocated First Cycle (Bachelor)
Number of ECTS credits allocated 3
Name of lecturer(s) Marcin WARDASZKO

Prerequisites and co-requisites

Basic courses of the module Human Resources and Organisation

Course content

The course outlines change processes in companies that are taking place always faster and more diverse in practice. Topics included: Causes and drivers of change processes in companies Fundamentals of organisational development (OD) Types and models of change processes, definitions, CM versus OD Phase and component models of OD Psychological phase models for dealing with human changes Typology of people dealing with change (adopter types) Causes, characteristics and use of resistance/conflicts Innovation, obstacles and support of innovation in organisations Creativity techniques to support innovation Change processes and phases in the development of startups Role and competencies of change agents

Learning outcomes

Knowledge - Students can list the main causes and driving forces of change processes in companies and describe an example. - Students are able to describe various types and models of change processes, as well as definitions of CM and OD. - Students are able to reproduce at least one psychological phase model of how people deal with change. - Students are able to outline at least one typology of people dealing with change (adopter types), as well as the respective types, their frequency of occurrence and important behavioural tips for managers for dealing with the respective types. - Students are able to list main causes, characteristics and recommendations for handling resistance/conflicts in changing environments. - Students can name key barriers to and support opportunities for innovation in organisations. - Students can name phases in the development of startups. Comprehension - Students are able to formulate advantages and disadvantages (as well as opportunities and threats) of different CM and OD approaches for different change situations. - Students are able to discuss similarities and differences of various phases and component models of OD. - Students are able to explain the causes, characteristics and recommendations for resistance/conflicts with reference to an example of a changing situation they have experienced. Application - Students can carry out various creativity techniques to generate innovation in a practical manner. - Students can plan the composition of a control group and project teams for change projects with reference to a case study. - Students are able to identify a set of proposals for the promotion of innovation in a specific field of activity. - Students are able to formulate advice for entrepreneurs regarding when which decisions need to be clarified in terms of organisation and staff actions depending on the growth phase. Analysis - Students can select situational intervention methods/tools and comparatively estimate their likelihood of success for a change process in an organisation. - Students can reasonably estimate the usefulness of various change interventions in relation to psychological phase models of how people deal with changes (i.e. which methods make sense for which phases and why). - Students can examine an experienced or given case with several theories and concepts of change management and organisational development. - Students can compare and oppose the results of empirical studies and findings of literature on change management and OD to results from the simulation. - Students are able to generate insights of real change processes from the change simulation game and transfer critically describe realistic and non-realistic aspects of the simulation to practical applications. Synthesis - Students are able to design change architecture and appropriate intervention methods/tools based on a simulated change process in a company. Students are able to organise intervention methods in a structure which is logical in terms of time and content and/or optimise existing change architecture. Evaluation - Students are able to reflect on the implementation of recommendations in relation to their own change practice case. They can examine alternative methods for the evaluation of the success of change processes. They can assess and evaluate different solutions in terms of success and implications for their own practice case.

Planned learning activities and teaching methods

Lectures, discussions and educational talks, group and individual work with regard to case work, presentations by students in small groups, OD business game "SysTeamsChange" with reflection, innovation simulation game "Medici Game" with reflection, Practicing creativity techniques for innovation generation.

Assessment methods and criteria

Conceptual paper, written individually: seminar paper with description of a CM-OD practice case, analysis of the case based on theoretical perspectives, deriving reasonable solution proposals and interventions, 50 % of the grade (minimum of 9,000 characters including spaces). Group reflecting report for simulation game "SysTeamsChange": per simulation group 25 % of the grade (minimum of 7,000 characters including spaces). Group work: seminar paper per group, comparison of simulation game and a selected research study on similarities and differences between the study findings and insights from the simulation game, 25 % (minimum of 7,000 characters including spaces). Through participation in the seminar (presentations) up to 25 % bonus points can be achieved and a different piece of group work omitted as a result.



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)

Face-to-face instruction with mandatory attendance