Leading Change in Practice
| Module title | Leading Change in Practice |
|---|---|
| Module code | BEM3048A |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Inmaculada Adarves-Yorno (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 100 |
|---|
Module description
This is a repeat module from BEM3048 taught in term 1
This module is a blend of practical workshops, critical inquiry and fieldwork. Students have the opportunity to explore the nuances of change in themselves, organisations and communities. Using experiential and critical reflection students will explore how to become a successful change agent. Throughout the module students are asked to embark on a journey of self-development; they are invited to critically inquire change agents and they are tasked with immersing themselves in fieldwork.
Additional Information: Internationalisation
This is an interactive module that helps students develop their leadership skills which they can later use to lead change in organisations around the globe. Also, a Kenyan change project is discussed in detail as a case study.
Sustainability
Sustainability is a theme that runs throughout the module. The notion of change is underpinned by encouragement for the development of sustainable changes.
External Engagement
Students will have the opportunity to engage with external projects from the community. Also, practitioners and change agents will be invited to a question and answer session with the students.
Employability
Students develop a number of transferable skills which are valued by employers. These include skills in presentation, problem- solving, writing a report, fieldwork, and team working. Each student also has an opportunity to lead and be evaluated by their group. This will help develop their leadership and team management skills, as well as their ability to give and receive constructive criticism. Further, students are able to work on their personal development in this module through setting and monitoring personal goals
Module aims - intentions of the module
Using experiential and critical reflection students will explore how to become a successful change agent. Throughout the module students will embark on a journey of self-development; critically inquire change agents and engage in practical field work.
The aims of the module are structured around 3 sections:
Section 1: Students self-awareness and personal development
Section 2: Exploring and understanding change agents in action
Section 3: Planning, implementing and reflecting upon a change initiative.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. show a capacity for practical leading change;
- 2. demonstrate critical insight into the practical aspects of leading change;
- 3. demonstrate a capacity for understanding the resources, challenges and impact of change agents;
- 4. working with others to achieve goals;
- 5. reflect upon personal resources and challenges as a change agent.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. display skillful, reflexive and a generally well-informed appreciation of what is involved in leading change;
- 7. critically interpret the practice of leading change;
- 8. demonstrate an awareness of a variety of ideas, context and frameworks.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 9. set and monitor personal goals;
- 10. critically appraise own actions through self-awareness;
- 11. reflect on personal strengths and weaknesses;
- 12. give, receive and make use of feedback;
- 13. collaborate and cooperate successfully with others;
- 14. demonstrate good written and oral communication skills;
- 15. show good independent study skills;
- 16. reflect upon lessons learned.
Syllabus plan
Introduction
Section 1: Be the change you want to see in the world
Practical workshops
a. Setting and monitoring personal goals
b. Using and reflecting upon self-awareness tools
c. Seeking, obtaining and reflecting upon peer-evaluation
Section 2: Exploring and understanding change agents in action
Critical enquiry sessions on “resources, challenges and impact of change agents”
a. In organisations
b. In the community
c. In the system
Section 3: Planning, implementing and reflecting upon a change initiative
Three weeks of field work (in groups)
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 25 | 125 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activity | 22 | Weekly 2-hour lecture/workshop/inquiry session |
| Scheduled Learning and Teaching Activity | 3 | 3 x 1-hour tutorial |
| Guided Independent Study | 125 | Preparation for workshops; reading, researching and preparing assignments |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Brief individual report 'reflections on the field work' | 750 words | 1-2, 6-7, 13-16 | Written feedback from peers coordinated by tutor |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Personal development portfolio | 35 | 1,800 words maximum (excluding appendices) | 9-12, 14-16 | Written and verbal feedback from academic tutor |
| Produce an integrative reflective paper on How to lead change | 65 | 2,000 words | 1-8,14-16 | Written feedback from academic tutor |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Personal portfolio (35%) | Personal portfolio, 1,800 words (35%) | 9-12, 14-16 | Referral/Deferral Period |
| Reflective paper (65%) | Reflective paper, 2,000 words (65%) | 1-8,14-16 | Referral/Deferral Period |
Indicative learning resources - Basic reading
Reading list and links available on ELE
Indicative learning resources - Web based and electronic resources
Bornstein, D. (2003) How to Change the World: Social entrepreneurs and the power of new ideas. New York: OxfordUniversity Press.
Hickman, G.R. (2010) Leading Change in Multiple Contexts. Sage Publications Inc. USA
Other Books of Interest:
Van Leenders. C (2011) Ten Tips for Clever Change - Commons attribution, Netherlands
Cooperrider, D., Whitney, D., Starvas, J.(2007) Appreciative Inquiry Handbook: For Leaders of Change. Berrett-Koehler Publishers Inc, USA
Cormack, T. (2007)Be the Change: Action and Reflection from People Transforming our World . Love Books, UK
Nunn, M. (2006) Be the Change: Change the world, Change yourself, Hundreds of Heads Books, LLC, USA
Sawyer, K (2007) Group Genius: The Creative Power of Collaboration, Basic Books USA
Senge, P., Scharmer, C.O., Kaworski, J., Flowers, B.S. (2005) Presence: Exploring Profound Change in People,Organisations and Society. Nicholas Brealey Publishing, UK
Wheatley, M., Frieze, D. (2011) Walk Out Walk On: A Learning Journey into Communities Daring to Live the Future Now, Berrett-Koehler Publishers Inc, USA
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 01/09/2012 |
| Last revision date | 19/08/2020 |
