Examiner(s): Mr. Ahmad Shariah

Version: 1

Module Descriptor
Module Title Module Number JACS Subject Code and % of each subject ASC Category
Leadership and Change Management
GSP6064 N211 7
Level (3 – 8) Credits ECTS Credit Module Value % Taught in Welsh Module Type
6 20 10 1.0 0% Taught
Teaching Period Pre-requisites
Semester 1 None
Module Leader School(s) Campus
Mr. Ahmad Shariah Gulf College Mabaila, Oman
Assessment Methods
Assessment Type Duration/Length of
Assessment Type Weighting of
Assessment Approximate Date of
Submission
WRIT1 – Coursework 3000 words equivalent 50% Mid-Module
EXAM1 – Examination 2 hours (3000 words
equivalent) 50% End of Module
Aim(s)
The aim of this module is to introduce students to the leadership and management of strategic and operational change. As product life cycles shorten, and business, faced with global competition and rapidly changing technology, the need for change and the capability to manage this process effectively, are becoming ever more critical elements in the managerial skill set.
This module will explore the practical and theoretical perspectives on organizational change, including a range of tools and techniques associated with leadership and the change process. It will place particular emphasis on upon the distinction between the management of change and the leadership of change, and why both dimensions are critical for success. It will examine the need for changes, strategies for change and the implementation and evaluation of change initiatives.
Learning Outcomes
On successful completion of this module, the student should be able to:
Critically evaluate the strengths and weaknesses of a range of leadership theories
Evaluate alternative models of change and identify barriers to change and its implementation
Identify cultural and gender issues associated with the leadership and change process
Identify and evaluate a range of strategies and methods to ensure that change is successfully implemented and is sustainable.
Identify appropriate tools and techniques to aid the planning, implementing and evaluation of change.
Learning and Teaching Delivery Methods
Contact Hours 48 hours
Independent study 152 hours
Total 200 hours

Indicative Content
Leadership and management
Leading strategic change
Leading change and managing change
The leadership landscape: approaches and theories
Leadership and gender
Cross-cultural dimensions of leadership
Organisational development and structure
Evaluating the strategic need and direction of change
Strategies and models for change
Identifying and overcoming barriers and resistance to change
Implementing change in different organisational contexts
Tools and techniques of leading and implementing change
Coaching and negotiating in the leadership and change process
Making change durable: monitoring and evaluation
Required and Recommended Reading
Required Reading
Hayes, J. (2014) The Theory and Practice of Change Management, 4th edition, Palgrave Macmillan, London.
Northouse, P. (2012) Leadership: Theory and Practice, Sage Publications

Recommended Reading
Beech, N. and Macintosh, R. (20112) Managing change: enquiry and action. Cambridge University Press.
Buchanan, D and Huczynski, A. (2012) Organixational behaviour. Pearson. London
Burnes, B. (2009) Managing change. FT Prentice Hall.
Mintzberg, H. (2011) Managing. Prentice Hall
Price, D (ed) (2009) The Principles and Practice of Change, Palgrave Macmillan
S Linstead, S Fulop L and Lilley S (2009) Management and Organization – a critical text, Palgrave Macmillan.
Senior, B. and Swailes, S. (2010) Organizational change. FT Prentice Hall, London
Access to Specialist Requirements
None

Gulf College – Faculty of Business and Management Studies – In academic
Affiliation with CARDIFF SCHOOL OF MANAGEMENT

A. Written work
A signed declaration that the work is your own (apart from otherwise referenced acknowledgements) must be included after the reference page of your assignment
Each page must be numbered.
Where appropriate, a contents page, a list of tables/figures and a list of abbreviations should precede your work.
All referencing must adhere to School/Institutional requirements.
A word count must be stated at the end of your work.
Appendices should be kept to the minimum and be of direct relevance to the content of your work.
All tables and figures must be correctly numbered and labelled.

B. Other types of coursework/assignments
Where coursework involves oral presentations, discussions, poster presentations, etc., specific instructions will be provided by your module leader/team.

———————————————————————————————————————————————
Rewrite below part just after the References of your assignment.

WORK DECLARATION

I, [Name of Student], hereby declare that the uploaded Assignment through Turnitin is my own work. I affirm that this has been researched and completed in accordance with the college rules and regulations on plagiarism.
I acknowledge the advice given by the module tutors on proper referencing to avoid plagiarism and the rules on the academic unfair practice.
I acknowledge that I read and understand the plagiarism guide written at the end of this assessment. Any academic misconduct will be handled according to the rules and regulations of the university.

[Name of Student]

General instructions
Assignment must be submitted online through Turnitin before due date. An acknowledgement will be given to you by your teacher upon presentation of the finance clearance. This is your receipt, keep it.

The only circumstance in which assignments can be uploaded late via Turnitin is if a Mitigating Circumstances (MC) form is submitted at the same time. In these circumstances work may be submitted within five (5) working days. Make sure to secure MC form and submit the same to the concerned staff.

Write the number of words used, excluding references, at the end of your assignment. Provide the list of sources you used at the last page of your assignment with proper label ‘References’. You may include diagrams, figures etc. without word penalty. The number of words will be + or – 10% of the total words allowed.
A work declaration must be included just after the reference page of your assignment. This ensures that you prepare your work in good faith. Any form of collusion and/or academic unfair practice will be dealt with according to the pertinent rules and regulations of the partner university. Please read carefully the plagiarism guide.
Assessment Details
This Assignment comprises 50% of the total assessment’s marks. It contains a critical review, analysis and evaluation of leadership and change management theories of a refereed article. These will develop the following skills:
Writing skills: Through the case, students will use their prior knowledge and current level of communication skills in order to match them to a task that is relevant and appropriate to their aptitudes.
Critical and analytical thinking: The assignment enables the students to analyses and evaluate the different leadership styles and theories and change management theories and activities. This skill will eventually help them evaluate options necessary to make decisions in the workplace.
In addition, the assessment will test the following learning outcomes:
Critically evaluate the strengths and weaknesses of a range of leadership theories
Evaluate alternative models of change and identify barriers to change and its implementation
Identify and evaluate a range of strategies and methods to ensure that change is successfully implemented and is sustainable.
Identify appropriate tools and techniques to aid the planning, implementing and evaluation of change.

Assessment Task
Assessment Brief:
Read very carefully the refereed article. You have to produce a 3000-word individual assignment that is based on a critical analysis and critiquing. Assess and evaluate the authors’ opinion, finding and recommendations as written by Bocar and Pasok (2011). Answer the requirements clearly and correctly. To illustrate your points, bring in reliable references to prove and support of your critique. Write the title of the article and name of the authors in the final assignment paper.

Article to Analyse

A country needs leader and for a country to change and develop it needs active political leaders. Change and development of a country is a major function of political activity. Cunningham (2003) remarked that leaders of today cannot be successful without having a broad understanding of the social, political and economic dynamics that influence and are shaped by global competition. Leaders must be aware of the ideologies, political pressures, a shifting economic and social conditions, if they are to provide effective leadership. Effective leadership is characterized by attention on the welfare of the citizens. Lipham (2004) and his colleagues have developed a four-factor theory of leadership. The first is the structured leadership. It indicates taking immediate action on important issues, delegating task to subordinates, stressing organizational goals and monitoring implementation of decisions. This leadership behavior indicates that the leader lets the subordinates know what is expected of them, provides specific guidelines concerning what is to be done and how to do it, sets performance standards, schedules and coordinates work. The second is facilitative leadership. This is a leadership style where the barangay chairmen will obtain and provide required resources, minimize bureaucratic work, offering suggestions for solving problems and scheduling of activities. A facilitative leader sets challenging goals for subordinates, emphasizes excellence in performance and shows confidence in subordinate’s ability to achieve high standards of performance. The third type of leadership role is supportive This means the leader encourages other’s efforts, demonstrates friendliness and collegiality, trusting others with delegated responsibility and enhancing staff morale. A supportive leader is friendly, approachable, and concerned with the needs, status and well-being of subordinates. He/she treats them as equals and frequently goes out of his way to make their work environment pleasant and enjoyable.
The fourth leadership role is participative. It indicates that the leader seeks decisional input and advice, working actively with individuals and groups, involving others in decision making and maintaining willingness to modify preconceived positions. A participative leader consults with subordinates concerning work related matters, solicits their opinions and frequently attempts to use subordinate’s ideas in making decisions.
As evaluated by the chairmen and their subordinates, the most manifested leadership style was the supportive leadership styles. The evaluations made between the barangay chairmen and their subordinates concerning the former’s manifestation in terms of the facilitative leadership style and the participative leadership style differ significantly. While the evaluations made between the barangay chairmen and their subordinates concerning the former’s manifestation in terms of the structured leadership style and the supportive leadership style do not differ significantly.
As a conclusion; In the light of the findings of the study, it can be concluded that although the urban barangay chairmen manifested capabilities in performing their leadership that contributed to the attainment of the goals of the barangays, there were certain areas that they needed to improve on. Also, it can be inferred that for the barangay chairmen, their facilitative and the participative leadership styles should be more emphasized and refined since the perceptions of their subordinates did not coincide with their own perceptions. On the other hand, their structured and supportive leadership styles should be continued and be polished further because the responses of their subordinates supported their own evaluations.
Finally, the researchers recommend that the city government should encourage the barangay chairmen to enact more ordinances to improve socio-economic conditions. Also, they need to initiate an annual review of the goals of the barangay together with their officials to clarify each member’s role in the attainment of the barangay’s objectives. Finally; they need to intensify participation of council members, health workers, and purok presidents in taking actions as issues and problems emerged.
*Reference: Bocar, Anna and Pasok, Prudelen (2011). Leadership style of Urban Barangay Chairmen in Ozamiz City, Global Journal of Human Science, Volume XI, version 1, July 2011.

Assessment Requirements:
Introduction
Write a summary of the article by identifying and explaining the author’s idea and perspective and the participants of the study. Include direct quotes from the article to illustrate your points. Identify and reflect clearly the objectives or key points of your assignment paper.
Content and Analysis
Select theories/concepts of leading and managing change that are applicable to the article with articulated critical understanding.
Make a critical review of the article. Evaluate the strengths and weaknesses of the opinions of the authors and discuss both the positive and negative points based on your overall judgment.
Discuss your own point of view on how change can be implemented based on your evaluation. Relate your critical analysis to any of the theoretical models of change.
Structure and Grammar of the assignment – use of grammar, spelling and punctuations, and meet the assessment requirement; choice of words; thoughts or ideas, clarity and use of sentence structure and coordination.
Conclusion – Draw the conclusion from your analyses and findings.
References – Apply Harvard style of referencing for at least 15 references not older than 2013 from varied sources.

END OF ASSIGNMENT TASK

GSP6064 – Leadership & Change Management
AY: 2019-2020 / Sept. Resit
Marking Scheme

Task
No. Description Marks
Allocated
Introduction
Briefly summarise the article (10 marks)
Objectives of the assignment are reflected (10 marks)
20
Content and Analysis
Selection of theories/concepts of leading and managing change that are applicable to the article with articulated critical understanding (10 marks)
Evaluation of the strengths and weaknesses of the opinions of the authors and discuss both the positive and negative points based on your overall judgment (25 marks)
Discuss your own point of view on how change can be implemented based on your evaluation. Relate your critical analysis to any of the theoretical models of change (20 marks)

55
Structure and Grammar of the assignment
Using of grammar, spelling and punctuations, and meet the assessment requirement; choice of words; thoughts or ideas, clarity and use of sentence structure and coordination

10
Conclusion
Summarising of key points and reasons identified during the critical evaluation
15
Total 100

Plagiarism
Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and submitting them for assessment as though it were one’s own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples of plagiarism are given below:
Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, which quotations have not been clearly identified as such by being placed in quotation marks and acknowledged.
Use of another person’s words or ideas that have been slightly changed or paraphrased to make it look different from the original.
Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography or reference list.
Use of services of essay banks and/or any other agencies.
Use of unacknowledged material downloaded from the Internet.
Re-use of one’s own material except as authorised by the department.

Collusion, which can be defined as when work that has been undertaken by or with others is submitted and passed off as solely as the work of one person. This also applies where the work of one candidate is submitted in the name of another. Where this is done with the knowledge of the originator both parties can be considered to be at fault.  Fabrication of data, making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way.

Plagiarism Detection Software (PDS)
As part of its commitment to quality and the maintenance of academic standards, the University reserves the right to use Plagiarism Detection Software (PDS), including Turnitin. Such software makes no judgment as to whether a piece of work has been plagiarised; it simply highlights sections of text that have been found in other sources.
The use of plagiarism detection software fulfills two functions. The first is to enhance student learning (i.e. as a developmental tool); the second is to guard against and identify unfair practice in assessment.
Further information and guidance can be found in the University’s policy on the Use of Plagiarism Detection Software.

GSP6064 – Leadership & Change Management
AY: 2019-2020 / Sept. Resit
Marking Criteria / Rubrics
Your assessment marks will be based on the following Generic Rubrics:

 0   20  30  40  50  60  70  80  100   No Answer   Very Poor   Poor    Satisfactory    Good    Very Good   Excellent   Outstanding Exceptional

Introduction

a. Brief summary the article and identification of the objectives. (20) No answer given or a totally irrelevant answer. An attempt to answer the basic requirements of the task but lacks clarity; very poor comprehension of the theories and concepts; unable to relate the theories and concepts to other fields of study; unclear discussion of the key terms of the assessment. Poor understanding of the theories and concepts; inability to relate the theories and concepts to other fields of study; poor discussion of the key terms of the assessment. Basic understanding of the theories and concepts; ability to relate the theories and concepts; limited discussion of the key terms needed in the assessment. Good understanding of the theories and concepts; ability to relate the theories and concepts; discussion of the terms needed in the assessment. Very good understanding of the theories and concepts in relation to the assessment; ability to relate the theories and concepts; discussion of the terms needed in the assessment. Excellent understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Outstanding understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Exceptional understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment.
Selection
Selection of theories/concepts of leading and managing change that are applicable to the article with articulated critical understanding (10 marks) No answer given or a totally irrelevant answer. An attempt to model the theory but no originality; no application of knowledge to address the issue; very poor organisation of ideas; no details and evidences Poor modeling of theory with no originality; very limited application of knowledge to address issues; collection of ideas is not organised; very limited details with no relevant evidences Basic modeling of theory with limited originality; limited application of knowledge to address issues; collection of ideas not properly organised; preparation of assessment details supported by limited evidences Good modeling of theory with originality; ability to apply knowledge to address issues; organised collection of ideas; preparation of assessment details supported by evidences. Very good interpretation and modeling of theory and concepts with perception and originality; ability to apply knowledge with evidences to address issues; organised collection of thoughts and ideas; preparation of assessment details supported by relevant evidences Excellent interpretation and modeling of theory and concepts with high degree of perception and originality; ability to apply relevant knowledge with related evidences to address issues; highly organised collection of thoughts and ideas; comprehensive preparation of assessment details supported by relevant evidences Outstanding interpretation and modeling of theory and concepts with high degree of perception and originality; ability to apply relevant knowledge with related evidences to address issues; highly organised collection of thoughts and ideas; comprehensive preparation of assessment details supported by relevant evidences Exceptional interpretation and modeling of theory and concepts with high degree of perception and originality; ability to apply relevant knowledge with related evidences to address issues; highly organised collection of thoughts and ideas; comprehensive preparation of assessment details supported by relevant evidences

Evaluation
Evaluation of the strengths and weaknesses of the opinions of the authors and discuss both the positive and negative points based on your overall judgment (25 marks) No answer given or a totally irrelevant answer. An attempt to judge the case but no originality; appraisal of arguments with no pros and cons; critique of theories with no details; no consideration of evidences to address the issues; no solutions raised in the assessment task Poor judgement of the case with no originality; appraisal of arguments with no pros and cons; critique of theories with no details; very limited consideration of evidences to address the issues; very limited solutions raised in the assessment task Basic judgement of the case with limited originality; appraisal of arguments provides limited pros and cons; critique of theories with limited details; limited consideration of evidences to address the issues; limited solutions raised in the assessment task. Good judgement of the case with originality; appraisal of arguments provides pros and cons; critique of theories with details; consideration of evidences to address the issues; solutions raised in the assessment task. Very good judgement of the case with perception and originality; appraisal of arguments provides valid pros and cons; critique of theories supported by details; consideration of evidences relevant to theories to address the issues; solutions to problems raised in the assessment task. Excellent judgement of the case with high degree of perception and originality; appraisal of arguments provide strong and valid pros and cons; critique of theories and concepts supported by relevant details; consideration of various evidences relevant to theories and concepts to address issues; solutions to problems and issues raised in the assessment task. Outstanding judgement of the case with high degree of perception and originality; appraisal of arguments provide strong and valid pros and cons; critique of theories and concepts supported by relevant details; consideration of various evidences relevant to theories and concepts to address issues; solutions to problems and issues raised in the assessment task. Exceptional judgement of the case with high degree of perception and originality; appraisal of arguments provide strong and valid pros and cons; critique of theories and concepts supported by relevant details; consideration of various evidences relevant to theories and concepts to address issues; solutions to problems and issues raised in the assessment task.
Discussion

Discussion of own point of view on how change can be implemented based on your evaluation. Relate your critical analysis to any of the theoretical models of change (20 marks) No answer given or a totally irrelevant answer. An attempt to answer the basic requirements of the task but lacks clarity; very poor comprehension of the theories and concepts; unable to relate the theories and concepts to other fields of study; unclear discussion of the key terms of the assessment. Poor understanding of the theories and concepts; inability to relate the theories and concepts to other fields of study; poor discussion of the key terms of the assessment. Basic understanding of the theories and concepts; ability to relate the theories and concepts; limited discussion of the key terms needed in the assessment. Good understanding of the theories and concepts; ability to relate the theories and concepts; discussion of the terms needed in the assessment. Very good understanding of the theories and concepts in relation to the assessment; ability to relate the theories and concepts; discussion of the terms needed in the assessment. Excellent understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Outstanding understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment. Exceptional understanding and comprehension of the theories and concepts related to the assessment; ability to relate the theories and concepts to other fields of study; discussion of the key terms needed in the assessment.
Structure and Grammar of the assignment
(10 marks) No answer given or a totally irrelevant answer. Very poor use of grammar, spelling and punctuations; structure does not meet the assessment requirement; limited reasoning of points with poor choice of words; thoughts or ideas with no unity, clarity and use of sentence structure and coordination Major errors on the use of grammar, spelling and punctuations; structure does not meet the basic assessment requirement; limited reasoning of points with inappropriate choice of words; thoughts or ideas with no unity, clarity and use of sentence structure and coordination Visible mistakes on the use of grammar, spelling and punctuations; structure meets assessment requirements with no attention to details; reasoning of points with inappropriate choice of words; thoughts or ideas with highly visible mistakes on unity, clarity and use of sentence structure and coordination Inconsistency on the use of grammar, spelling and punctuations; structure meets assessment requirements with limited attention to details; logic and reasoning of points with inappropriate choice of words; thoughts or ideas with mistakes on unity, clarity and use of sentence structure and coordination Minor inconsistency on the use of grammar, spelling and punctuations; structure that meets assessment requirements with attention to details; degree of logic and reasoning of points with inconsistency on choice of words; thoughts or ideas with unity, clarity and use of sentence structure and coordination Excellent and consistent use of grammar, spelling and punctuations; structure that meets professional and assessment requirements with attention to details; high degree of logic and reasoning of points with appropriate choice of words; thoughts or ideas with unity, clarity and creative use of sentence structure and coordination Outstanding and consistent use of grammar, spelling and punctuations; structure that meets professional and assessment requirements with attention to details; high degree of logic and reasoning of points with appropriate choice of words; thoughts or ideas with unity, clarity and creative use of sentence structure and coordination Exceptional and consistent use of grammar, spelling and punctuations; structure that meets professional and assessment requirements with attention to details; high degree of logic and reasoning of points with appropriate choice of words; thoughts or ideas with unity, clarity and creative use of sentence structure and coordination

Conclusion/ Synthesis (20 marks) No answer given or a totally irrelevant answer. An attempt to summaries the assessment task; very poor synthesis of the assessment task; very weak summary of the points presented; very weak position on the points raised Poor synthesis of the assessment task; weak summary of the points presented; weak position on the points raised Satisfactory synthesis of the assessment task; satisfactory summary of the points presented; unclear position on the points raised Good synthesis of the assessment task; good summary of the points presented; clear position on the points raised Very good synthesis of the points of the assessment task; very good summary of the evidences; strong position on the points raised Excellent synthesis of the main points of the assessment task; excellent summary of the evidences presented; profound position on the main points raised Outstanding synthesis of the main points of the assessment task; outstanding summary of the evidences presented; profound position on the main points raised Exceptional synthesis of the main points of the assessment task; exceptional summary of the evidences presented; profound position on the main points raised

Sample Solution