2023/2024 Academic Year

Lecturer Contact information

 Name of Lecturers:
Ms. Tenneil Rashford - tenneil.rashford02@uwimona.edu.jm
Ms. Maureen Johnson – mors6510@yahoo.co.uk

 Tel. #: 1 (876) 977-3775

 Office location:
Ms. Tenneil Rashford – Room 4, MSBM (South)
Ms. Maureen Johnson – Western Jamaica Campus

 Class days and times:

M11 – Wed. 4:00pm-4:59pm & Thu. 12pm-1:59pm (Ms. Tenneil Rashford)
M12 – Wed. 11:00am-1:59pm (Ms. Tenneil Rashford)
W11 – Fri. 9:00am-11:59am (Ms. Maureen Johnson)

 Teaching Format: Face-to-Face

 Office/Online Consultation hour:

Ms. Tenneil Rashford – Wed. 5pm-6pm
Ms. Maureen Johnson – To be confirmed.
.

Course Details

▪Course Title & Code: Management of Change – MGMT3065

▪No. of credits: 3

▪Semester- Semester 2

▪Duration of Course:– 13 weeks

▪No. of contact hours: 36 hours

▪Pre-requisites: Organization Behaviour/ MGMT2008
COURSE DESCRIPTION

Individuals and organizations exist in a volatile, uncertain, complex and

ambiguous world. The survival of both depends on their ability to adapt to new
demands and adjust organizational operations accordingly. This environment is
full of risks, uncertainties, challenges and opportunities. The interplay of
human, technological and monetary resources; leadership quality; culture and
politics has an impact on how organizations respond to these uncertainties and
challenges that abound. In today’s world, CHANGE is constant and necessary
to achieve organizational effectiveness. Hence, this course aims to assist
students to develop the necessary practical skills and intervention strategies
which are required to diagnose, plan and implement change effectively at the
individual, group and or organizational levels.

This course is divided into five sections

1) Part one – Introduction to the Management of Change
2) Part two – The Diagnostic Stage of Change
3) Part three – The Planning Stage of Change
4) Part four – The Implementation Stage of Change
5) Part five – The Assessment Stage of Change

RATIONALE
This course directly supports UWI’s strategic vision for its graduates to be
world class critical thinkers and practical problem solvers. The globalised and
competitive marketplace requires an individual to see the following: i) the need
for change at the individual, group, organizational and national levels; and ii)
be proactive, responsive, diagnostic and research-oriented in an effort to cope
with these externalities. These skills will allow the potential
manager/entrepreneur/academic to investigate, design, elicit consensus and
‘buy-in’, implement and manage an effective change process which will, in turn
support the strategic objectives and mission of their organization. The course
therefore sets out to provide students with the necessary theoretical, practical,
analytical and contextual awareness and understanding to effectively drive and
maintain CHANGE and to advance their learning of the Management of
Change.

GENERAL OBJECTIVES

Students who take this course should acquire a sound knowledge of the
principles, concepts and practices of organizational change management and
the capacity to advance his/her knowledge in the area.
At the end of this course, students should be able to:

1. (K) Distinguish and define various theories of change management

2. (K) Identify the internal & external forces that cause change
3. (C) Describe the importance of leadership in the change process
4. (C) Explain the role and importance of culture in organizational change
5. (C) Outline the role of organizational change agents
6. (Ap) Illustrate the use of various change management tools and techniques in
order to:
a. Identify the nature of the environmental change and prescribe
appropriate organizational responses
1. (K) Distinguish and define various theories of change management
2. (K) Identify the internal & external forces that cause change
3. (C) Describe the importance of leadership in the change process
4. (C) Explain the role and importance of culture in organizational change
5. (C) Outline the role of organizational change agents
6. (Ap) Illustrate the use of various change management tools and techniques
in order to:
a. Identify the nature of the environmental change and prescribe
appropriate organizational responses
b. Locate the sources of resistance to change
c. Convert this resistance to support the change process
7. (Ap) Develop change strategies that deal with the basis for effectively
managing organizational transformation
8. (An) Analyse why change processes fail
9. (An) Examine how change processes may be structured to reduce the
likelihood of failure.
10. (E) Design an effective Change Management approach for organisational
change efforts, such as mergers, acquisitions and restructuring.
11. (S & E) Assess the quality of various change management
approaches/processes and revise change strategies necessary to bring out
desired outcomes.
K – Knowledge; C – Comprehension; Ap – Application; An – Analysis; S – Synthesize; E - Evaluate
METHOD OF DELIVERY
The primary course delivery method is formal lectures.

Students are expected to:

 Attend presentation made by the lecturer

 Read the prescribed text, and related articles listed on course outline and
on OurVLE
 Carry out the group research assignment in the market place
 Deliver presentation in class of group research done in the market place
 Do write-up of presentation of group research to lecturer
 Participate in class discussions
 Engage with learning and other recommended course material

Focus on Current Change Management Issues

All students are expected to keep abreast of current developments, particularly

those that relate to the Management of Change course, and be able to discuss
them intelligently. One is encouraged to familiarize yourself with the factors
that impact organizational effectiveness externally and internally from the
national, regional and international levels.

Taking Responsibility
All students are expected to take responsibility for his or her own learning as
well as to actively participate in advancing the learning of every other member
of the class.
COURSE MATERIAL

Prescribed Text
Cameron, E and Green, (2009). Making Sense of Change Management: A
Complete Guide to the Models, Tools & Techniques or Organizational
Change (5th Edition) Published by Kogan Page Publishers

Recommended Supplemental Reading

Cummings & Worley. Organization Development & Change (8th Edition)
Published by Thomson South Western

Other Recommended Readings

The following items, will be made available to students at a cost from the
MSBM Copy Room on request:

Harvard Business Review on Change (1998)

 “Leading Change: Why Transformation Efforts Fail” (John Kotter)

 “Leadership That Gets Results” (Daniel Goleman)

HBR’s 10 Must Read on Change Management, 2011

JOURNALS

Harvard Business Review Academic Research Journals

PEDAGOGY
Kolb’s Learning Model

- Lectures - Discussions - Power Point - Videos - Case Studies

ASSESSMENT

Students’ performance in the course will be evaluated by means of coursework

which accounts for 40% of the total grade and a final examination which
accounts for 60% of the total grade. For the coursework project, students will
be placed in groups by the Lecturer.

▪Coursework – 40 marks Individual assessment

1. Midsemester Examination 20% - Individual Assessment

2. Group Project and Presentation 20% - Group Assessment

▪Final Examination - 60 marks

The final examination will last for 2 hours and will comprise a maximum of 6
questions of which students will be required to do three (3). The questions must
be answered in paragraphs using Standard English. This will account for 60%
of the course grade.
CLASS ATTENDANCE

Students are expected to attend class regularly and to keep abreast of any
changes in lecture schedules, and test dates. Students will be held responsible
for all work covered in the class for which they have enrolled. Failure to attend
class may jeopardize a student’s academic standing.
OFFICE OF SPECIAL STUDENT SERVICES
The University of the West Indies at Mona provides special accommodations for students
with special needs. Services are provided as needs are identified and include assistance for
the hearing impaired and those with physical disabilities. If you have a disability for which
you believe you require services, please contact your respective program coordinator.

Week Schedule

Topics to be covered

K&C

Week 1 • Defining ‘Management of Change’

• The History and Evolution of Change Management •
Theories/Models of change (Academic domain)
Week 2 An

 The Business Environment and Corporate Change (Practitioner

Domain)
 Organisational Classifications
  Overview of the stages of change management – Diagnostic,
Planning, Implementation & Assessment

C & An

 Video & discussion on ‘Who Moved My Cheese” by Spencer

Week 3 Johnson, M.D.
 Internal forces that cause organisational change
 External forces that cause organisational change

An
Week 4
• Levels of organisational change diagnosis
• Methods for diagnosing organisational change
• The role of the change agents
Week 5
• The Change Management Roadmap • Planning for the unexpected

• Relinquishing the status quo (pre-implementation stage)

Week 6 S Resistance to Change
Week 7 Mid-term Break
C, Ap & An
Week 8
 Culture and Change: Important considerations

An & S
Week 9
• Leadership (Utilize HBR articles)
*Watch ‘Invictus’ (Nelson Mandela) movie
Week 10 • Implementation & Assessment of Organizational Change
Week 11 SUBMISSION OF PROJECT
Week 12 GROUP PRESENTATION
Week 13 COURSE REVIEW

Academic Integrity

Cheating
Cheating is any attempt to benefit oneself or another by deceit or fraud. Plagiarism is a form
of cheating. Plagiarism is the unauthorized and unacknowledged use of another person’s
intellectual efforts, ideas and creations under one’s own name howsoever recorded, including
whether formally published or in manuscript or in typescript or other printed or electronically
presented form. Plagiarism includes taking passages, ideas or structures from another work
or author without attribution of such source(s), using the conventions for attributions or
citing used in this University. Since any piece of work submitted by a student must be that
student’s own work, all forms of cheating, including plagiarism, are forbidden (Faculty of
Social Sciences, Graduate Handbook, Appendix a Regulations for Graduate Diploma &
Degrees pg. 156- 169 University of the West indies).

Code of Conduct
1. During the conduct of any class, there shall be no activity which disturbs the
assembly and affects the order of the proceedings. Instructors have the right to require
any student to leave the classroom if she/he is involved in disorderly conduct, or
alternatively instructors have the right to leave the classroom themselves.
2. Cell phones, pagers and alarms of any type shall be turned off during classes. If there
is an emergency for which a student or instructor may need to use the phone, this
shall be indicated at/or just prior to the start of the class in a manner indicated by the
instructor,

(Code of Conduct: Faculty of social sciences undergraduate handbook (pg.175) University of

the West Indies 2013-2014).
Student’s Responsibility

 Attend all classes.

 Obtain a copy of the student handbook and familiarize yourself with code of student
conduct
 Obtain a copy of the course outline from your instructor.
 Read the textbook and other assigned readings prior to the start of class.
 Participate as fully as possible in class discussions.
 Be punctual for class.
 Observe due dates for assignments
 Respect the rights of others.
 Adhere to the highest standards of academic integrity
 Respect university property and the property of others
 Practice good health and safety habits
 Comply with the standards, rules, and regulations of the University

Instructor’s Responsibility

 Be fair and impartial to all students.

 Hold office hours for students to discuss issues and questions relating to the
course
 Ensure that the course is delivered at the highest level of academic standard.
 Ensure that sufficient and relevant material is made available for students.
 To be punctual at all times (except in extenuating circumstances).
 Maintain ongoing consultation with the students to ensure that the course is
meeting the needs of the students at all times.
Group Work

 Students will be assigned to groups when necessary for the purpose

of collaborative learning and engagement
 Faculty member will ensure full participation of each group member
and that each group member makes an equitable contribution to the
work of the group. Each group member will be held accountable for
a specific area of each assigned group project.
 Each group member will independently evaluate the contribution of
his/her group members to the project by filling out the peer
evaluation form provided by the course faculty.
 Fill out the student accountability form provided by the course
faculty.

Examination

A student who does not take an examination in a course for which he or

she is registered is deemed to have failed the examination unless
permission to be absent was granted. A student who on the grounds of
illness or in other special circumstances referred to in examination
Regulation 25, fails to take an examination in a course for which he or she
is registered may be given special consideration by the board of examiner
to take the examination at the next available opportunity, without penalty,
(Faculty of Social Science Student handbook 2013-2014).
Adapted from the Instructional Development Unit template & FSS Grad Course Checklist

Policy on Use of Artificial Intelligence (AI)[1]

In this course, learning is a collaborative endeavour and a joint responsibility of new more
experienced learners. In today's environment there are multiple opportunities for learning.
One new and emerging area lies in the use of tools like ChatGPT, Bing and Bard. Some early
adopters are already using these tools. Others might decline to use these tools because of
uncertainty regarding ethical considerations. Those CANNOT be left behind. In this class we
set out to providing a safe space for everyone to ethically utilise these tools.
In this class, you are welcome to use any large language model (preferably one that is freely
available to all learners, e.g., ChatGPT, Bing and Bard) for any purpose that does not violate
the rules of The University of the West Indies. However, you should note:

1. AI is still evolving, and the owners acknowledge that all large language models
still tend to “hallucinate”, generating incorrect information and fake citation.
Similarly, image generation models can occasionally come up with highly offensive
products. You will be responsible for any inaccurate, biased, offensive, or otherwise
unethical content that you submit, regardless of whether it originated with you or a
foundation model; and your work will be graded accordingly.
 2. You are expected to contextualise your work. Make a clear distinction between
reference to phenomena played out in other parts of the world, developments relating
to Jamaica and the Caribbean, and experiences within your own “reality of
reference”.

3. An agreement to use AI models is not permission to “cut and paste” and pass
on other people’s work as your own.

4. You should acknowledge the use any AI tools in a footnote attached to the
title of every item that you submit. For example, if your Learning Portfolio comprises
five items, you should include five footnotes.

5. If you are found to have used an AI tool without acknowledgement in the

submission, you run the risk that your work will be treated as plagiarism.

6. Having made all these disclaimers, the ethical use of AI is encouraged, as it

may allow you to learn more and submit assignments with higher quality, in less
time.

7. Note however that your instructor reserves the right to use various all available
tools to verify the integrity of your work. In particular, all assignments must be
submitted via TurnitIn©.

8. If anything is unclear to you, please speak to the instructor so that we can be on

the same page.

[1]
This policy was based on: Roberts, T. & VanLeeuwen, C. A. (2023, March 31). AI tools
and teaching and learning – A Canada Caribbean conversation, with Directors and
Coordinators of Centres for Teaching and Learning at the University of West Indies. It was
created with the assistance of Bing and Bard, both powered by “large language models”.