C11BC

Management Consultancy

Course Handbook
2022/23

Julian Randall and Tom Pfefferkorn

Julian.Randall@hw.ac.uk
T.Pfefferkorn@hw.ac.uk
1. Introduction

Management Consultancy is a mandatory course on C131-BSA - MSc Analytic and Consultancy programme.

This course is being introduced as part of the MSc in Business Analytics and Consultancy offered by the
Edinburgh Business School. The aim is to develop in students the knowledge and skills used by management
consultants to analyse organisations and produce credible recommendations for change. Rooted in change
management theory, this course explores the role of the management consultant and their impact on
organizational development and transformation. This is an essential part of preparing the students for
employment, equipping them with hard and soft management skills thus improving their employability and
ensuring that they can add value from early stages of employment whether or not they choose to become a
management consultant.

To provide you with a comprehensive, critical overview of the historical, theoretical, and practical dimensions
of managing organizational change and prepare you for a possible career as a change agent or consultant.

This term we are using a new Virtual Learning Environment called Canvas. Please use this link to familiarise
yourself with the working of this new learning platform.

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2. Course Learning Objectives

On completion of this course, you will be able to:

Understanding, Knowledge and Cognitive Skills

• Develop a critical understanding and knowledge of different types of change in organisations and
the cultural implications for behavioural and attitudinal change
• Develop a critical understanding and knowledge of consultancy models and practices
• Develop a critical understanding and knowledge of the role, duties and responsibilities of the
change agent

Scholarship, Enquiry and Research

• Define, explain and critically evaluate comparative performance in different business sectors
• Search for, collect and organise publicly available information on sectors and organisations
• Engage with organisations and collect relevant business data
• Critically analyse business data from different contexts and derive relevant information which
managers can implement
• Develop and present reliable valid conclusions and recommendations and discuss their
implementation with management

Industrial, Commercial and Professional Practice

On completion of the course the student will be able to engage with and analyse organisations within their
business context and deliver credible and feasible conclusions and recommendations to management.

Autonomy, Accountability and Working with Others

• Actively participate in groups working to analyse, diagnose and solve organisational/business

problems
• Enhanced ability to analyse businesses and develop credible arguments and to present them
persuasively to management
• Handle concerns and objections from management

Communication, Numeracy and ITC

• Develop analytical data analysis skills through case study discussions grounded in practical activities
• Develop problem solving and feasible option techniques

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 • Use a range to tools and techniques learned from the course to support and enhance their learning
in other areas of their programme.
• Develop team working skills through the group project
• Practise the presentational skills of a change consultant;

Syllabus

The course will address:

• Types of change in organizations

• Cultural implications for behavioural and attitudinal change
• Step-approach or phases in change programmes
• Quality-led and business process reengineering approaches
• The roles of the internal and external change agents in the organization
• Legal and moral issues influencing change events

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3. The Teaching Team
The School of Social Sciences operates across three of HW’s 5 campus locations giving you the unique
opportunity via our online learning platform to access the sessions offered by faculty members in each
location to suit your circumstances. This course is offered by staff located in Edinburgh.

Campus Role Name Email Virtual Office

Hour (local time*)

Global Course Lead Dr Tom Pfefferkorn T. Pfefferkorn@hw.ac.uk By appointment

Edinburgh

Lecturer Prof Julian Randall Julian.Randall@hw.ac.uk By appointment

Dubai Dubai Lead Dr Annamalai A.Chockalingam@hw.ac.uk By appointment

Chockalingam

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4. Course Structure
This course is divided into 10 modules. Each module is accompanied by one online lectures and supporting
online tutorials and will address a specific subject area.

1. Management consultancy - Introduction

2. Consultants and change - Types of change interventions
3. Popular approaches to consultancy - Fads and fashion
4. The role of the consultant - Getting started
5. Culture, knowledge & learning - Finding out what I need to know
6. Consultancy life-cycles - Doing the business
7. Change interventions - Doing the checks
8. Participative change - Proactive engagement
9. Overview of consultancy - Preparing your essay
10. Your consultancy career - Preparing your CV, interview, and presentation skills

In each module on Canvas, you will find a range of online learning materials and instructions to guide your
progress through a number of tasks and activities to support your learning and to prepare you for lectures
and /or tutorials. In total this course comprises 10 timetabled online lectures in a webinar format. These
lectures are live interactive sessions delivered at the same time each week over the semester. In addition,
you will have the opportunity to attend a number of live face-to face tutorials in weeks 3 to 10 to explore
theories and concepts in more detail. These tutorial sessions are face-to-face on campus. All lectures are
delivered using MS Teams video software. Each module includes a link to the weekly lecture session in Teams.
Edinburgh and Dubai students join the same online lecture delivered by Julian Randall; hence we will have a
mixed lecture classroom with students who are enrolled in Edinburgh and in Dubai respectively. Tutorials run
at a local level in Edinburgh and Dubai separately.

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Studying for this Course

Management consultancy is not a subject that can be learned solely from texts and articles - it is a “live”
subject and one that you need to experience. Consequently, you should come to lectures and tutorials
properly prepared to participate in discussion and activities. Modules in Canvas include all necessary content,
exercises, reading list to support self-directed learning. We recommend working through the modules before
coming to lectures and tutorials to get the most out of these sessions.

It is paramount that you constantly reflect on your own experiences, whatever they may be; work; school;
home or social. Engaging with the subject in this way will help you to understand different underlying
concepts and models.

Please make sure that you have completed all prior learning before engaging online with the tutor and your
group of fellow students. That will involve reading an article; viewing the lecture slides; or watching a video.
The first part of our session together will then involve discussing the questions that have been provided to
accompany the tutorial followed by a summary lecture to draw our session together.

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5. Teaching Schedule
Lectures. There will be 10 timetabled online-live lectures of one hour each. All lectures will be delivered via
MS Teams. Each module includes a link to the weekly lecture session in Teams. All lectures will be recorded
and made available within Canvas.

Tutorials: There are several timetabled tutorials delivered as per the detailed schedule in Section 7. These
will be face-to-face on campus sessions lasting one hour. You will work as a class or in break-out groups to
explore the theories and concepts introduced in that week’s lecture or in materials you will be directed to on
Canvas.

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6. Course Assessment
Assessment on this course is designed to test your achievement of the learning outcomes listed above. You
will be assessed using the following assessment components:

• Individual Presentation Video (30% of course mark) – Present your essay plan in a succinct and
professional fashion. Try to contextualise and reflect on findings drawn from your personal
experience.

• Individual Essay (70% of course mark) – You will be tasked with a 2500-word essay to address
the following questions: Why is evaluation important in internal change agency? How do you
secure it in the long term?

Marking criteria for each assessment are available in the Assessment on this course Canvas Module. These
criteria are used to evaluate your work against the learning outcomes for this course and therefore you
should ensure that you understand the criteria and focus on what matters. Support to complete course
assessment is provided during lectures and tutorials and in the assessment documentation uploaded to
Canvas.

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Video Presentation (30% of course mark)

Students are required to work on a 10-minute video presentation recording about the importance of
evaluation in internal change agency. Your task is to use the knowledge and skills gained throughout this
course to present a comprehensive overview of why and how internal change agents should use evaluation
in change programme.

This is not a live presentation. You will record your presentation via MS Stream video platform. A guide to
record videos is available on Canvas. Your video presentation will be marked by the teaching team and
additional feedback will be provided. This feedback should be used and reflected upon in your essay.

Suggested approach

• Outline the challenge of staff retention during change and the interference costs involved.

• Explain how Strategic integration (Guest, 1989) brings together HRM policies; HR outcomes; and
organizational outcomes (Use Guest’s diagram in Blyton and Turnbull, 1993: 21).

• Indicate how Management by Objectives links organizational objectives; departmental goals; and
individual key tasks (Drucker, 1954) and what this means for devising a company strategy to a
successful change programme.

• Show how linking company strategy to individual outcomes requires standards; training and
development outcomes to be defined clearly and in the relevant company resources.

• Outline the role senior managers have in implementing a successful change programme.

• Outline your plan showing how you will manage this change intervention; the budget required; the
cost benefit-analysis and your recommendations for moving forward with it.

• Explain how the role of the internal change agent can be crucial in evaluating the link between
organizational outcomes and individual development and how you can help develop that role in
their organization (address the HRD list here. Consult any of the HR text books such as Torrington
Human Resource Management or Mullins Management and Organizational Behaviour for detailed
guidance on how to address these aspects and ensuring they are addressed in HR policy, procedure
and practice).

• Close for commitment

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Individual Essay (70% of course mark)

You will be tasked with a 2500-word essay (maximum word count +-10%) to address the following questions:

• Why is evaluation important in internal change agency?

• How do you secure it in the long term?

Where appropriate you should reflect on your own experience of change programmes, both in your work at
the University and in any relevant work experience you may have undertaken.

Support your work with 20-25 references from high-ranked academic journals such as the Journal of
Organizational Change Management or the Journal of Change Management.

Submission of Coursework. An electronic Word file of your individual or group coursework MUST be
submitted to the Assessment Module on CANVAS. No hard copy of your work is required.

Will I get feedback on my coursework? Yes, you will receive general class feedback and individual feedback
to help you improve your performance on the course and help you prepare for the final coursework
submission. Class feedback, highlighting general strengths and weaknesses, will be provided to you during a
lectures and tutorials while individual feedback will be available up to 3 weeks after the assessment is due,
as per HWU policy. Feedback will be released to you via Canvas. You will not receive marks on the final piece
of Coursework until after the Board of Examiners have approved the course results

Late Submissions of coursework. In line with University Policy, any work submitted after the set date and
time will automatically have a penalty applied. The penalty is a reduction by 30% of the mark awarded.
Submission will be accepted up to five working days after the submission deadline - your work will be marked,
the late penalty applied, and you will receive feedback. Coursework submitted after five working days will be
awarded NO grade and you will not be entitled to feedback.

Extensions. No extensions for coursework are permitted unless an extension is given to the whole class (in
exceptional circumstances). The course leader cannot grant individual extensions. If you foresee having
issues submitting by the deadline, please contact your Personal Tutor and apply for Mitigating Circumstances
(MC) via the student portal.

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7. Academic Misconduct
At Heriot-Watt we expect all students to apply the highest standards of academic integrity and honesty in all
aspects of learning and assessment. You must read and adhere to the University’s policy on Academic
Integrity and complete the Academic Integrity Module included in the Canvas course.

To deal with academic misconduct, including activities associated with contract cheating, plagiarism and
collusion, the University has Student Discipline Policy and Procedures that apply to all students of the
University.
The University understands that assessment can be stressful for students, for a wide range of reasons.
Therefore, if you are feeling anxious about your assessment(s), please contact the Student Advice Hub, the
Student Well-Being Services, your Personal Tutor or your course leader for guidance and/or advice. If
there are circumstances out with your control preventing you from effectively engaging with and
completing assessed work, you should seek advice and consider applying for Mitigating Circumstances.
It’s vital that you seek support rather than resorting to cheating. If you are found guilty of academic
misconduct this will be reflected in your final degree transcript and you will be expected to resubmit your
work or resit the course; this may delay progression to the next stage of study and / or delay the award of
your degree.

To gain access to the Assessment on this course you need to complete the
Academic Integrity Module contained within the Canvas Course.

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8. Reading, Preparation and Additional Resources
Within each unit folder in the Canvas Course you will find what will be covered in each lecture and tutorial
and how you can best prepare for these sessions. Each unit folder details the Unit learning outcomes and
topics to be covered. Please read through these carefully before each Seminar. There are clear instructions
for the activities, exercises and tasks you need to complete before each seminar and tutorial. The Detailed
Course Outline in section 7 of this handbook provides a good overview of what to expect.

Any required pre-work involves selected aspects of the online course and readings; if pre-work is indicated
for a seminar or tutorial this should be considered a minimum required level of preparation. If you have time
and would like to do more work beforehand or after a seminar or tutorial, you should work through the
additional activities and readings indicated in the unit folder.

The digital library is available giving access to a full range of resources, including e-books, databases and
journals. Resource lists, subject guides, skills development and online tutorials will also be available to
support your study. If you have any questions, our specialist Librarian (Marion Kennedy, EBS and Psychology,
+44 131 451 3583, m.l.kennedy@hw.ac.uk) will be ready to help with one-to-one advice.

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Core Textbook. The core textbook for this course is available via the HWU library as an e-book:

Randall, J.A., Burnes, B. and Sim, A.J. (2019). Management consultancy: The role of the change agent. London: Red
Globe Press.

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Additional Books (optional)

For further background, those seeking additional sources might find the following books useful:

• Burnes, B. (2017) Managing Change. 7th Edition. Harlow: Pearson Education.

• Burnes, B. & Randall, J.A. (2016). Perspectives on change: What academics, consultants and managers
really think about change. London: Routledge.
• Dawson, P. (2003) Understanding Organizational Change: The Contemporary Experience of People at
Work. London: Sage.
• King, N. & Anderson, N. (2002) Managing Innovation and Change: A Critical Guide for Organizations.
2nd Edition. London: Thomson.
• O’Mahoney, J & Markham, C. (2013) Management Consultancy. Oxford: OUP
• Paton, R. A. & McCalman, J. (2000) Change Management: A Guide to Effective Implementation. 2nd
Edition. London: Sage.
• Randall, J.A. (2004) Managing change/changing managers. London: Routledge.
• Senior, B. (2002) Organisational Change. 2nd Edition. Harlow: Pearson Education.
• Sturdy, A. & Wright, C. (2015) Management as Consultancy. Cambridge: Cambridge University Press.

Additional resources.

e-Business practitioner magazine websites that you might find useful:

• Health & Safety Executive - http://www.hse.gov.uk/legislation/

• Healthy Working Lives - http://www.healthyworkinglives.com/
• Government UK - https://www.gov.uk/browse/employing-people

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Additional reading:

Burnes, B. (2017) Managing Change. 7th Edition. Harlow: Pearson Education.

Burnes, B. & Randall, J.A. (2016). Perspectives on change: What academics, consultants and managers really
think about change. London: Routledge.

Dawson, P. (2003) Understanding Organizational Change: The Contemporary Experience of People at Work.
London: Sage.

King, N. & Anderson, N. (2002) Managing Innovation and Change: A Critical Guide for Organizations. 2nd
Edition. London: Thomson.

O’Mahoney, J & Markham, C. (2013) Management Consultancy. Oxford: OUP

Paton, R. A. & McCalman, J. (2000) Change Management: A Guide to Effective Implementation. 2nd Edition.
London: Sage.

Randall, J.A. (2004) Managing change/changing managers. London: Routledge.

Senior, B. (2002) Organisational Change. 2nd Edition. Harlow: Pearson Education.

Sturdy, A. & Wright, C. (2015) Management as Consultancy. Cambridge: Cambridge University Press.

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Lecture 1 Introduction

Randall, Burnes and Sim (2019). Chapter 1

Additional reading:
Burnes, B. (2017) Managing Change: A Strategic Approach to Organisational Dynamics, 7th ed. Harlow:
Pearson.

Carnall, C. (1999) Managing Change in Organizations, 3rd ed. London: Prentice Hall.

Dawson, P. (2003) Understanding Organizational Change: The Contemporary Experience of People at Work.
London: Sage.

Hayes, J. (2002) The Theory and Practice of Change Management. Basingstoke: Palgrave.

Mabey, C. & Mayon-White, B. (1993) Managing Change, 2nd ed. Paul Chapman: London.

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Lecture 2 Types of Change Intervention

Randall, Burnes and Sim (2019) Chapter 2

Additional reading:
Blyton, P. and Turnbull, P. (1992). Reassessing Human Resource Management. London: Sage.

Burnes, B. (2017) Managing Change. 7th ed. Harlow: Pearson.

Dawson, P. (2003) Understanding Organizational Change: The Contemporary Experience of People at Work.
London: Sage.

Noon, M. (1992). HRM: A Map, Model or Theory. In P. Blyton and P.Turnbull,(eds) Reassessing Human
Resource Management. London: Sage.

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Lecture 3: Popular approaches to consultancy

Randall, Burnes and Sim (2019). Chapters 1 & 2

Additional reading
Collins, D. (2000) Management Fads and Buzzwords: Critical-Practical Perspectives. London: Routledge.

Furnham, A. (2004) Management and Myths: Challenging Business Fads, Fallacies and Fashions, Basingstoke:
Palgrave Macmillan.

Huczynski, A. (1993) Management Gurus: What Makes Them and How to Become One. London: Routledge.

Jackson, B. (2001) Management Gurus and Management Fashions: A Dramatistic Inquiry. London: Routledge.

Micklethwait, J. & Wooldridge, A. (1997) The Witch Doctors: What the Management Gurus are Saying and
How to make Sense of It. London: Mandarin.

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Lecture 4 The Role of the Consultant: Getting started

Randall, Burnes and Sim (2019) Chapters 3 & 4

Additional reading:
Balogun, J. & Jenkins, M. (2003) ‘Re-conceiving Change Management: A Knowledge-Based Perspetive’,
European Management Journal, 21, 2: 247-257.

Burnes, B., Cooper, C. & West, P. (2003) ‘Organisational Learning: The New Management Paradigm’,
Management Decision, 41, 5: 452-462.

Crossan, M. M., Lane, H. W. and White, R. E. (1999) ‘An Organizational Learning Framework: From Intuition
to Institution’, Academy of Management Review, 24, 3: 522-537.

Holmqvist, M. (2003) ‘Intra- and Interorganisational Learning Processes: An Empirical Comparison’,

Scandinavian Journal of Management,

McKinlay, A. (2002) The Limits of Knowledge Management’, New Technology, Work & Employment, 17, 2:
76-88.

Ogbonna, E. & Wilkinson, B. (2003) ‘The False Promise of Organizational Culture Change: A Case Study of
Middle Managers in Grocery Retailing’, Journal of Management Studies, 40, 5: 1151-1178.

Patriotta, G. (2003) ‘Sensemaking on the Shop Floor: Narratives of Knowledge in Organizations’, Journal of
Management Studies, 40, 2: 349-375.

Peters, T. & Waterman, R. (1982) In Search of Excellence: Lessons from America’s Best Run Companies. New
York: Harper & Row.

Senge, P. (1990) The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday
Currency.

Smircich, L. (1983). Concepts of culture and organizational analysis. Administrative Science Quarterly, 28,
339–359.

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Lecture 5 Culture, knowledge and learning

Randall, Burnes and Sim (2019) Chapters 4 & 5

Additional reading:
Beckhard, R. & Harris, R.T. (1987) Organization Transitions, Reading, MA: Addison-Wesley.

Bullock, R.J. & Batten, D. (1985) It’s Just a Phase We’re Going Through: A Review and Synthesis of OD Phase
Analysis, Group & Organization Studies Vol 10 No 4 December 383 – 412.

David, S. (2016) Emotional Agility. Random House, Avery: Penguin.

Davis, Sheldon A. (1967) An Organic Problem-Solving Method of Organizational Change. The Journal of
Applied Behavioral Science 3(1):3-21.

Festinger, L. (1957) A Theory of Cognitive Dissonance, New York, Harper Row.

Greiner, L.E. (1998) Evolution and revolution as organizations grow. Harvard Business Review, May-June
1998, 2-12.

Hawkins, P. and Smith, N., (2006) Coaching, mentoring and organizational consultancy: Supervision and
development. Maidenhead: Open University Press.

Kotter, J.P. (1996) Leading Change, Harvard Business School Press, Boston, MA, USA.

Lewin, K. (1947) Frontiers in Group Dynamics, Human Relations Vol 1 5 – 41.

Louis, M.R. (1980a) Surprise and sense making: what newcomers experience in entering unfamiliar
organizational settings, Administrative Science Quarterly, 25, 226 – 251.

Louis, M.R. (1980b) Career transitions: varieties and commonalities, Academy of Management Review, 5, 329
– 340.

Piderit, S. (2000), “Rethinking resistance and recognising ambivalence: a multi-dimensional view of attitudes
towards an organizational change”, Academy of Management Review, Vol. 25 No. 4, 783-94.

Schein, E.H. (1968) Process Consultation: Lessons for Managers and Consultants, Reading MA: Addison
Wesley.

Schein, E.H. (1985) Organisational Culture and Leadership, Jossey Bass.

Vroom, V. (1964) Work and Motivation, Wiley.

Weick, K.E. (1995) Sensemaking in Organizations, Sage.

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Lecture 6 Consultancy life cycle: Doing the business

Randall, Burnes and Sim (2019). Chapter 6

Additional reading:
Blair, H., Taylor, S. G. & Randle, K. (1998) ‘A Pernicious Panacea: A Critical Evaluation of Business Re-
engineering’, New Technology, Work & Employment, 13, 2: 116-128.

Grint, K. & Willcocks, L. (1995) ‘Business Process Re-engineering in Theory and Practice: Business Paradise
Regained?’, New Technology, Work & Employment, 10, 2: 99-109.

Hagedorn-Rasmussen, P. & Vogelius, P. (2003) ‘What is Value-adding? Contradictions in the Practice of BPR
in a Danish Social Service Administration’, New Technology, Work & Employment, 18, 1: 20-34.

Hammer, M. (1990) ‘Reengineering Work: Don’t Automate, Obliterate’, Harvard Business Review, 68: 104-
112.

Hammer, M. & Champy, J. (1993) Reengineering the Corporation: A Manifesto for Business Revolution.
London: Nicholas Brealey.

Knights, D. & McCabe, D. (1998) ‘What Happens When The Phone Goes Wild? Staff, Stress and Spaces for
Escape in a BPR Regime’, Journal of Management Studies, 35, 2: 163-194.

Louis, M.R. (1980a). Surprise and sense making: What newcomers experience in entering unfamiliar
organizational settings. Administrative Science Quarterly, 25, 226–251.

Nicolini, D., Powell, J., Conville, P. and Martinez-Solano, L. (2008). Managing knowledge in the healthcare
sector: A review. International Journal of Management Reviews, 105(3/4), 245–263.

Randall, J. (2004) Managing Change / Changing Managers. London: Routledge.

Reay, T. and Hinings, C.R. (2009). Managing the rivalry of competing institutional logics. Organization Studies,
30(6), 629–652.

Weick, K.E. (1995) Sensemaking in Organizations. New York: Sage.

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Lecture 7 Change interventions: Doing the checks

Randall, Burnes and Sim (2019) Chapter 7

Additional readings:
Attwood, M. Pedler, M. Pritchard, S. & Wilkinson, D. (2003) Leading Change: A guide to whole systems
working, The Policy Press.

Buchanan, D. & Badham, R. (1999) Power, Politics and Organizational Change: Winning the Turf Game,
London: Sage.

Buchanan, D. & Boddy, D. (1992) The Expertise of the Change Agent: Public Performance and Backstage
Activity, London: Prentice Hall.

Buchanan, D. & Storey, J. (1997) Role taking and role switching in organizational change: the four pluralities
in I McGloughlin & M Harris (eds) Innovation, Organizational Change and Technology, International Thomson,
London, pp 127 – 145.

Kanter, R.M. (1983) The Change Masters: Corporate Entrepreneurs at Work, George Allan & Unwin, London.

Pettigrew, A.M. (1987) Context and action in the transformation of the firm, Journal of Management Studies
Vol 24 No 6 649 – 670.

Peters, T.J. (1978) Symbols, patterns and settings: An optimistic case for getting things done, Organizational
Dynamics 3 – 22.

Schein, E. (1969) Process Consultation, Reading MA.

Stewart, R. (1985) The Reality of Management, London: Pan Books.

Stewart, R. (1991) Managing Today and Tomorrow, Basingstoke: Macmillan.

Wicken, P. (1987) The Road to Nissan, London: Macmillan.

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Lecture 8 Working for participative change

Randall, Burnes and Sim (2019). Chapter 8.

Additional readings:
Argyris, C. and Schon, D. (1974) Theory in practice: Increasing professional effectiveness. San Francisco: Jossey
Bass.

Boxall, P. and Purcell, J. (2003). Strategy and human resource management. Basingstoke: Palgrave

Boyatzis, R. (1982) The competent manager. New York: John Wiley.

Clutterbuck, D. (1992) Everyone needs a mentor: How to foster talent in the organization. 2nd edition London:
Institute of Personnel Management.

Easterby-Smith, M., Burgoyne, J. amd Araujo, L. (1999) Organizational learning and the learning organization.
Developments in theory and practice. London: Sage.

Gilmore, S. and Williams, S. (2009) Human resource management. Oxford: Oxford University Press.

Handy, C. The age of unreason. London: Arrow Books.

Kolb, D.A., Rubin, I.M. and McIntyr, J.M. (1984) Organization Psychology. Englewood Cliffs NJ: Prentice-Hall.

McKinlay, A. (2002). The limits of knowledge management. New Technology, Work and Employment, 17(2),
76 – 88.

Senge, P. (1990). The Fifth Discipline: The art and practice of the learning organization. New York: Currency
Doubleday.

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Lecture 9 Setting it up: Preparing your report

Randall, Burnes and Sim. (2019) Chapter 9

Additional readings:
Argyris, C. (2010). ‘Organisational Traps’, Oxford: Oxford University Press.

Baumhart, R. (1968) An Honest Profit: What Businessmen Say About Ethics in Business, New York: Henry Holt
& Company.

Brown, S. M. & Paton, H. J. (1949) The Categorical Imperative. Philosophical Review, 58 (6), pp 599 – 611.

Campbell, K.S. and Quinn, R.E. (2011). ‘Diagnosing and Changing Organisational Culture’3rd Ed., Englewood
Cliffs: Jossey-Bass.

Carroll, Archie B. (1990) "Principles of Business Ethics: Their Role in Decision Making and an Initial
Consensus", Management Decision, Vol. 28 Vol: 8.

DeGeorge, R. (2011) Business Ethics 7th Edition, New Jersey: Pearson.

Freeman, R.E. (1984) Strategic management: A stakeholder approach, Boston: Ballinger.

Friedman, M. (1970) “The Social Responsibility of Business Is to Increase Its Profits,” New York Times
Magazine (September 13).

Hofstede, G. (1991) Cultures and organizations: Software of the mind, London: McGraw-Hill.

Hollingworth, M. (2008) Strategic Assumptions: the essential (and missing) element of your strategic plan.
Ivey Business Journal, November/December.

Schein, E. H. (1992) Organizational Culture and Leadership: A Dynamic View, 2nd Edition, San Francisco:
Jossey-Bass.

Tyler, T.R. (2011) ‘Why People Cooperate: The Role of Social Motivations’, Princeton University Press.

Velasquez, M. G. (2012) Business Ethics: Concepts and Cases 7th Edition, New Jersey: Pearson.

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Lecture 10 Your career

Randall, Burnes and Sim (2019). Chapter 10

Additional readings:
Burnes, B. and Cooke, B. (2012). The past, present and future of organization development: Taking the long
view. Human Relations, 65(11), 1395–1429.

Heusinkveld, S. and Benders, J. (2005). Contested commodification: Consultancies and their struggle with
new concept development. Human Relations, 58(3), 283–310.

Pettigrew, A.M. (1987). Context and action in the transformation of the firm. Journal of Management Studies,
24(6), 649–670.

Schotter, A.P.J., Mudambi, R., Doz, Y.L. and Gaur, A. (2017). Boundary spanning in global organizations.
Journal of Management Studies, 54(4), 403–421.

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 9. Detailed Course Outline and Schedule
Unit Lecture/s and Inputs and outcomes
Module Week Required Pre-work
related Tutorial/s

Input: The change context; Triggers of change

Read Chapter 1 of the set book Output: Develop a critical understanding of

Lecture 1 Week 1
1 Introduction strategic change; Research data on sectors and
Management organizations
consultancy

Tutorial discussion Week 1 No preparation required.

PowerPoints 10; 29

Input: Fads and fashions of change

Lecture 2 Week 2
2
Consultants Types of change Read Chapter 2 of the set book Output: Develop an understanding of approaches
and change - interventions to change
Types of
change
interventions
Tutorial discussion Week 2
No preparation required
PowerPoint 27

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 Unit Lecture/s and Inputs and outcomes
Module Week Required Pre-work
related Tutorial/s

Input: Company strategic plans and strategic

Lecture 3 integration
Strategic integration and
3 Go through Lecture 3A
change Week 3
Popular Read the article Doyle (2000) Output: Critically evaluate comparative
approaches to performance in different business sectors
consultancy -
Fads and
fashion
Tutorial 1
Review of company Week 3 Read Tutorial sheet 1
strategies

Input: Dealing with ambivalence and resistance

Lecture 4
4 The role of the change Week 4 Go through Lecture 4A Output: Engage with organizations and collect
The role of the agent relevant business data.
consultant -
Getting started

Tutorial 2 Read the article Randall & Procter (2008)

Week 4
Ambiguity and ambivalence Read Tutorial sheet 2

Input: Exploration and evaluation from day 1

5
Culture, Lecture 5
knowledge & Defining and dealing with Week 5 Go through Lecture 5A Output: Introduce participative and successful
learning - culture change
Finding out

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 Unit Lecture/s and Inputs and outcomes
Module Week Required Pre-work
related Tutorial/s

what I need to Tutorial 3 Read the article Bullock & Batten (1985)
Week 5
know Steps and phases Read Tutorial sheet 3

Week 6 is reading week.

There will be no lecture or tutorials during week six which is allocated as a reading week to enable the participants to catch-up which their reading and preparation of their
assignment/presentation

Lecture 6
Setting up your change Week 7 Go through Lecture 6A
6 programme
Consultancy
life-cycles - Input: Standards, targets and goals
Doing the
business Tutorial 4 Read Tutorial sheet 4
Week 7
Training plans Prepare a training plan Output: Draw up correctly worded standards

Input: Developing internal change agents

Lecture 7
7 Running your change Week 8 Go through Lecture 7A Output: Develop training and evaluation in your
Change programme oragnization
interventions -
Doing the
checks
Tutorial 5 Read the article Randall, Burnes & Dawson (2019)
Week 8
The internal change agent Read Tutorial sheet 5

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 Unit Lecture/s and Inputs and outcomes
Module Week Required Pre-work
related Tutorial/s

Input: Participative change strategies

Lecture 8
Go through Lecture 8A
8 Engaging in successful Week 9 Output: Engage and implement successful change
Participative change programmes
change -
Proactive
engagement
Tutorial 6 View video: Leicester Royal Infirmary
Week 9
Participative change Read Tutorial sheet 8

Input: Coping with requests and demands

Lecture 9
Summary of managing Week 10 Go through Lecture 9A Output: Develop a critical understanding of the
change duties and responsibilities of the change agent.
9
Overview of
consultancy -
Preparing your
essay
Tutorial 7
Week 10 Read Tutorial sheet 7
Ethics quiz

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 Unit Lecture/s and Inputs and outcomes
Module Week Required Pre-work
related Tutorial/s

10 Input: Developing your consultancy career

Your
Lecture 10
consultancy Week 11 Bring your CV Output: Preparing your CV, interview and
career - Your CV & interview
Preparing your
presentation skills
CV, interview,
and
presentation Prep-Work
Tutorial
skills Week 11 Prep-Work
Advice and guidance.

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