21926 Managing Change
The Complete Study & Assessment Guide · Spring 202621926 Overview
- University of Technology Sydney
- Spring 2026
- Management
- Postgraduate, Master of Management and MBA
- Pre-recorded lectures, weekly tutorials
- Group and individual coursework
What the subject is about
Managing Change at the University of Technology Sydney is a postgraduate subject, taken by many students close to the end of a Master of Management or MBA, that builds your capability to lead and manage change in organisations.
- Assessed by A group documentary (25%) with an in-class presentation and Q&A (5%), an individual position paper (20%) and an individual change management folio (50%).
- Hardest step Judging a change model against its assumptions, boundaries and evidence, rather than retelling its stages.
- Do first Learn the menu of models well enough to say what each one assumes and where it stops working.
What you get in the full 21926 Study & Assessment Guide
- 16 chapters, 72 pages — every assessed topic, week by week
- 40 original practice questions, each with a model answer
- 16 worked examples, solved the way 21926 marks
- 19 computed figures, redrawn from the course’s own numbers
- Before-you-submit checklist for the Assessment 2 (40%) — what markers reward, what costs marks
Free on this page: assessment table, chapter map, one worked example, key terms, FAQ. The rest is in the full study & assessment guide.
How 21926 is assessed
| Component | Weight | Format |
|---|---|---|
| Assessment 1A: Audio-Visual Documentary (Group) | 25% | A 5 to 10 minute video by a team of 6 to 7 on one social issue, one focal organisation and one change model from the menu; uploaded through Kaltura or YouTube and submitted as a link. Due Monday 7 September, 11:59pm, and not covered by the 72-hour auto-extension. |
| Assessment 1A: In-Class Presentation and Q&A (Group) | 5% | The team introduces and plays its documentary in its own tutorial in Week 7 or 8, then stays at the front to answer questions, including those of an assigned interpellating team, for 5 to 10 minutes. |
| Assessment 1B: Position Paper (Individual) | 20% | A Word document of 1,500 to 1,700 words, excluding cover page, contents and references, on the documentary’s purpose, the theory and issue, the uses and limits of GenAI and the teamwork behind it. Due Sunday 20 September, 11:59pm, and covered by the 72-hour auto-extension. |
| Assessment 2: Change Management Folio, Part A: Change Management Report (Individual) | 40% | A report to the senior leadership of a real organisation that critiques one model from the menu and proposes your own change approach built on it; up to 2,000 words with a 10% margin (the guide also states 1,500 to 2,000), excluding cover page, contents, poster, references and appendices. Due Monday 2 November, 11:59pm, and covered by the 72-hour auto-extension. |
| Assessment 2: Change Management Folio, Part B: Communication Campaign Tool (Individual) | 10% | A one-page A4 advocacy poster that carries one central change message to a clearly named stakeholder audience and complements the report; submitted with the report. |
Weights come from the Assessment 1 and Assessment 2 guides: 25% for the documentary, 5% for the presentation and Q&A, 20% for the position paper and 50% for the folio, split into 40% for the report and 10% for the poster. Dates match the Canvas task pages. Some pages differ: the Assessment 2 guide gives the report limit as a maximum of 2,000 words plus 10% in one place and as 1,500 to 2,000 words in another, and notes that the subject outline sets 1,500; one copy of its model menu lists appreciative inquiry and a later copy omits it; one Canvas view of the position paper shows 23 September; the schedule lists Assessment 2 in the week of 28 October; and a Week 12 summary slide shows an older task structure. Where details differ, the assessment overview names the Subject Outline as the definitive source.
Assessment structure
What other students are asking about 21926
- Where can I find lecture notes or study guides for 21926 at UTS?
- The 21926 study guide in AskSia Library covers Managing Change in 16 chapters, with the assessment table, a chapter-by-chapter topic map, key terms and a worked example, free to read on this page.
- Is there a final exam in 21926?
- No final exam is listed in the offering this AskSia Library guide is built from; 21926 is assessed by Assessment 1A: Audio-Visual Documentary (Group) 25%, Assessment 1A: In-Class Presentation and Q&A (Group) 5%, Assessment 1B: Position Paper (Individual) 20%, Assessment 2: Change Management Folio, Part A: Change Mana.
- What does 21926 cover on theories, models and frameworks: judging a good theory?
- In AskSia Library's 21926 guide, the Theories, Models and Frameworks: Judging a Good Theory chapter explains what a theory, a model and a framework each do, logical consistency, explanatory power, falsifiability and parsimony, and the subject’s ten principles for evaluating a change theory (Week 1 and the evaluation guide).
- What does 21926 cover on drivers of change and the organisation as an open system?
- In AskSia Library's 21926 guide, the Drivers of Change and the Organisation as an Open System chapter explains open systems and equifinality, internal and external drivers from demographics and technology to institutional upheaval and crises, and the five styles of managing change (Week 2).
- What does 21926 cover on lewin's three-step model and force field analysis?
- In AskSia Library's 21926 guide, the Lewin's Three-Step Model and Force Field Analysis chapter explains unfreezing, changing and refreezing, driving and restraining forces, and the critique of planned change and of the model’s origins (Weeks 2 and 3).
Current 21926 dates
| Date | Item | Control |
|---|---|---|
| Monday 7 September, 11:59pm | Assessment 1A: documentary file due | Not covered by the 72-hour auto-extension; presentations then run in tutorials during Weeks 7 and 8. |
| Sunday 20 September, 11:59pm | Assessment 1B: position paper due | Covered by the 72-hour auto-extension; one Canvas view of the task shows 23 September, so check your own task page. |
| Monday 2 November, 11:59pm | Assessment 2: change management folio due | Covered by the 72-hour auto-extension; the teaching schedule lists Assessment 2 in the week of 28 October. |
Dates are as published in the Assessment 1 and Assessment 2 guides, the Canvas task pages and the teaching schedule for the Spring 2026 offering. Confirm exact deadlines and submission settings in the live LMS.
What 21926 covers
21926 runs over the Spring 2026 session. Weeks 1 and 2 set out what organisational change is, how to judge a theory, what drives change and Lewin’s model; Weeks 3 to 5 add Kotter, Bridges, Lippitt-Knoster, ADKAR, McKinsey’s 7S, the adaptive change model, appreciative inquiry and the institutional view. Week 6 is the Assessment 1 clinic and Weeks 7 and 8 hold the group presentations.
Weeks 9 and 10 turn to resistance, stakeholders, culture and communication, and Week 12 closes with a summary and the Assessment 2 clinic. This guide follows that order and ends with one chapter on each assessment.
What Organisational Change Is and Why It Is Managed
the meaning of organisational change, its four dimensions, the incremental and radical, anticipatory and reactive types, and the case for formal change management (Week 1)Change as a move between states
The first lecture defines organisational change as an organisation moving from its current way of operating to a desired future one, whether by plan or because events force it.
- Organisational change as a move between states
- Content, process, context and object
- Incremental and radical change
- Anticipatory and reactive change
- Internal and external pressure to change
- Why change projects fall short
Theories, Models and Frameworks: Judging a Good Theory
what a theory, a model and a framework each do, logical consistency, explanatory power, falsifiability and parsimony, and the subject’s ten principles for evaluating a change theory (Week 1 and the evaluation guide)What a theory is
Week 1 defines a theory as a general explanation of how factors connect and why events happen, built from linked ideas that evidence could support or contradict.
- Theory, model and framework compared
- Four tests of a good theory
- Constructs, relationships and mechanisms
- Assumptions and boundary conditions
- Testability and usefulness
- Parsimony and scalability
Drivers of Change and the Organisation as an Open System
open systems and equifinality, internal and external drivers from demographics and technology to institutional upheaval and crises, and the five styles of managing change (Week 2)The organisation as an open system
Week 2 treats an organisation as an open system that takes resources from its environment, transforms them and returns goods and services.
- The organisation as an open system
- Feedback, entropy and equifinality
- Environmental drivers of change
- Internal drivers of change
- Five styles of managing change
- Matching a style to the situation
Lewin's Three-Step Model and Force Field Analysis
unfreezing, changing and refreezing, driving and restraining forces, and the critique of planned change and of the model’s origins (Weeks 2 and 3)Three stages of planned change
The model taught in Week 2 under Kurt Lewin’s name moves an organisation through unfreezing, changing and refreezing, likened to melting an ice cube, reshaping it and letting it set.
- Field theory and force field analysis
- Driving and restraining forces
- Unfreezing and readiness
- Changing with support
- Refreezing and sustaining
- Criticisms of planned change
Kotter's Eight-Step Change Model
urgency, guiding coalition, vision, communication, empowerment, short-term wins, consolidation and anchoring, applied to cases and judged against the principles of a good theory (Weeks 3 and 4)A leadership model of planned change
John Kotter’s model, taught in Week 3, sets out eight steps: establish urgency, form a guiding coalition, create a vision and strategy, communicate the vision, empower people to act, generate short-term wins, consolidate gains to produce more change, and anchor the new approach in the culture.
- Kotter and the eight steps
- Setting the platform
- Engaging and enabling the organisation
- Short-term wins and consolidation
- Anchoring change in culture
- Critique against the principles of a good theory
Bridges' Transition Model
change versus transition, endings, the neutral zone and new beginnings, emotional responses to change and the limits of an individual focus (Week 3)Change is not transition
Bridges’ model shifts attention from the organisation to the people inside it.
- Change as an external event
- Transition as an internal process
- Endings and letting go
- The neutral zone as a bridge
- New beginnings and early wins
- Limits of an individual focus
The Lippitt-Knoster Model of Complex Change
vision, consensus, skills, incentives, resources and action plan, the symptom of each missing element, and the model as a diagnostic tool (Weeks 3 and 4)Six conditions for complex change
The Lippitt-Knoster model claims that complex change needs six elements in place at once: a vision of why the change is needed, consensus to go ahead, the skills to carry it out, incentives that answer what is in it for people, the resources to afford and sustain it, and an action plan with clear objectives, milestones, communication and controls.
A predictive, diagnostic model
What sets it apart is that it predicts the problem each gap creates.
- Vision, consensus and skills
- Incentives, resources and the action plan
- The symptom of each missing element
- Using the model as a diagnostic
- Why outcomes overlap
- Power, politics and linear assumptions
ADKAR and Change at the Individual Level
awareness, desire, knowledge, ability and reinforcement, the model’s assumptions, and the problem of scaling individual change to the organisation (Week 4)Change one person at a time
ADKAR, from Jeff Hiatt of the consulting firm Prosci, starts from the view that organisations change only when the people in them do.
- Awareness and desire
- Knowledge and ability
- Reinforcement after go-live
- Diagnosing the first weak gate
- What ADKAR assumes
- Scaling individual change
McKinsey's 7S Framework and Gap Analysis
hard and soft elements, alignment and interdependence, current versus desired state, and an action plan to close the gap (Weeks 4 and 5)Seven elements that must fit
The 7S framework, developed by the consultants Waterman and Peters in the 1980s, holds that strategy, structure, systems, skills, staff, style and shared values must be aligned for an organisation to be effective, and that all seven are interconnected, so a change in one demands change in the rest.
- Strategy, structure and systems
- Skills, staff, style and shared values
- Interdependence of the seven elements
- Current state versus desired state
- Writing the gap action plan
- Questions the framework leaves open
Adaptive Change, Complexity and Appreciative Inquiry
process and support factors of the adaptive change model, complexity theory, and the discover, dream, design and destiny cycle with its critics (Weeks 4 and 5)Change from the person outwards
The adaptive change model, presented in Week 4, treats change as something a person has to adapt to.
- The adaptive change model
- Preparatory and production factors
- Support factors and negative emotions
- Complexity theory of change
- The appreciative inquiry cycle
- Evidence and criticism of appreciative inquiry
The Institutional Perspective of Organisational Change
regulative, normative and cultural-cognitive pillars, legitimacy, alignment, decoupling and an institutional change audit (Week 5)Legitimacy as the missing question
Week 5’s main lecture asks why technically sound changes are sometimes rejected. Drawing on W.
- Institutions and the organisational field
- Regulative, normative and cultural-cognitive pillars
- From legitimacy to change outcomes
- High, mixed and low alignment
- Decoupling and other institutional mechanisms
- Boundary conditions and limitations
Resistance to Change and Readiness for Change
why people resist, active, passive and ceremonial resistance, managing resistance, and change commitment and change efficacy (Week 9)Why people resist
The Week 9 lecture groups the causes of resistance into four families: feeling overwhelmed, a negative reading of the change, fear of the unknown and fear of betrayal.
- Four families of resistance
- Prospect theory and the pain of losing
- Active, passive and ceremonial resistance
- Change commitment and change efficacy
- Measuring readiness
- Responding from individuals to engagement
Stakeholder Analysis and Engagement Planning
stakeholder theory, the power and interest matrix, recommended analysis steps and an engagement and communication plan (Week 9)Who counts as a stakeholder
The Week 9 lecture starts from stakeholder theory: an organisation is a set of relationships with groups that have a legitimate interest in its activities, and it should create value for all of them rather than for shareholders alone.
- Stakeholder theory of the firm
- Five questions for a change initiative
- The power and interest grid
- Six steps of stakeholder analysis
- Action plans and communication plans
- Bias and limits in stakeholder mapping
Communicating Change and Organisational Culture
the communication process, communication gaps, channel and cadence choices, closing the listening loop, and culture as the way things are done (Week 10)Communication as shared meaning
Week 10 treats communication as the transfer of meaning rather than the sending of messages.
- Coding, decoding and grounding
- Overload, distortion and ambiguity
- Who, why, when, how and what
- Channel richness and message complexity
- Trust, timing and closing the listening loop
- Organisational culture and measuring communication
The Social Impact Documentary and Position Paper
Assessment 1: the group documentary and its menu of theories, the in-class presentation and question time, and the individual position paper with its rubricWhat Assessment 1 asked for
Assessment 1, Organisational Change Analysis for Social Impact, combined a group documentary of five to ten minutes, worth 25%, an in-class presentation with questions, worth 5%, and an individual position paper, worth 20%.
- Social issue, focal organisation and menu theory
- Theory as the framework of the documentary
- Balanced evaluation and recommendations
- Question time and the interpellating team
- Position paper structure and word limit
- STAR reflections on GenAI and teamwork
The Change Management Folio: Report and Poster
Assessment 2: critiquing one existing model, building your own approach on it, the report structure, and the advocacy poster with its rubricTwo parts, one argument
Assessment 2 is an individual folio worth 50%: a report of up to 2,000 words to the senior leadership of a real organisation, worth 40%, and a one-page A4 advocacy poster, worth 10%.
- Report and poster as one folio
- The suggested report structure
- Critiquing one existing model
- Building your own approach on the critique
- Evaluating the approach and recommending action
- Poster design, formatting and submission
It asks why organisations are constantly changing, which pressures push them, and how a manager can steer the move from how things are done now to how they should be done.
The teaching is organised as a toolbox of theories, models and frameworks: Lewin’s three steps and force field analysis, Kotter’s eight steps, Bridges’ transition model, the Lippitt-Knoster model, ADKAR, McKinsey’s 7S, the adaptive change model, appreciative inquiry and an institutional perspective of change.
Resistance, stakeholder analysis, culture and communication complete the set.
How the semester runs
Lectures are pre-recorded and tutorials begin in Week 2. Weeks 1 to 5 introduce the models, which tutorials apply to a family business case. Week 6 is a clinic for Assessment 1, and Weeks 7 and 8 are given over to the group presentations.
Weeks 9 and 10 return to resistance, stakeholders, culture and communication, Week 11 is a career planning workshop for Master of Management and MBA students, and Week 12 closes with a summary lecture and a clinic for Assessment 2.
What earns the marks
Every task asks you to apply a model and then judge it.
The rubrics reward critical analysis of an issue, use of a model as the framework for that analysis, a balanced view of what the model explains and what it misses, and clear business writing. The Assessment 2 guide asks for critical evaluation of a model rather than a description of it.
The subject also treats a theory as something to test: is it clear and coherent, can it be falsified, is it parsimonious, and where does it stop working? This guide drills that habit chapter by chapter, using worked examples set in invented organisations so the reasoning transfers to your own task.
Worked example · free
Diagnose a stalled rollout with the Lippitt-Knoster model
- 1Test all six elements against the evidence. Vision and consensus are present, because people agree the change is needed. Resources and the action plan are present, because the plan, budget and timeline exist. Skills and incentives are the two elements the case leaves in doubt.
- 1Read the anxiety as a symptom. The model links a shortage of skills to anxiety: people feel unable to take part in the change, so they fall back on the paper process they can still do well.
- 1Read the reluctance as a second symptom. Officers who see nothing in it for them slow the change and stick to the old way, which is the outcome the model links to missing incentives.
- 1Recommend one response per gap and a check. Run hands-on training with coaching at the counter for skills; recognise early adopters and ease processing targets during the first weeks for incentives. Because the symptoms can overlap, ask officers in a short pulse survey whether anything else, such as an unclear purpose, sits behind the anxiety.
Key terms
- Organisational Change
- The movement of an organisation from its present way of operating to a desired future way, whether the move is planned in advance or forced by events.
- Force Field Analysis
- A diagnostic that sets the forces pushing for a change against the forces holding it back, so that managers can decide which side to strengthen or weaken.
- Unfreezing
- The first stage of Lewin’s model, in which people come to see why current practice cannot continue and become ready to let it go.
- Guiding Coalition
- A team with enough authority and credibility to lead a change effort, which Kotter places second among his eight steps.
- Neutral Zone
- The middle stage of Bridges’ transition model, when people have left the old way but not settled into the new one and often feel uncertain.
- Lippitt-Knoster Model
- A model of complex change naming six conditions, vision, consensus, skills, incentives, resources and an action plan, each with a typical symptom when absent.
- ADKAR
- Prosci’s sequence of five individual outcomes, awareness, desire, knowledge, ability and reinforcement, that a person must reach for a change to hold.
- 7S Framework
- McKinsey’s diagnostic of seven interdependent elements, three hard and four soft, that must be realigned when any one of them changes.
- Institutional Legitimacy
- The acceptance a proposed change gains when it fits the laws, norms and taken-for-granted models of the field an organisation belongs to.
- Decoupling
- A response to institutional pressure in which formal structures are altered while everyday practice continues much as before.
- Change Readiness
- Members’ shared resolve to implement a change combined with their shared belief that, together, they are capable of doing so.
- Power-Interest Matrix
- A grid sorting stakeholders by their power over a change and their interest in it, so each quadrant receives its own engagement approach.
- Appreciative Inquiry
- A strengths-based approach to change that builds on what already works through the stages of discovery, dream, design and destiny.
21926 FAQ
How is Managing Change at UTS assessed?
Through four tasks. A team of six or seven makes a 5 to 10 minute documentary worth 25% and presents it in tutorials for 5%. Each student then writes a position paper worth 20% on the same project. The final task is an individual change management folio worth 50%: a report to a real organisation’s senior leaders (40%) and a one-page advocacy poster (10%).
Which change models can I use in the assessments?
Assessment 1 offers a menu of seven: Lewin, Kotter, Bridges, Lippitt-Knoster, McKinsey’s 7S, ADKAR and the institutional perspective. Assessment 2 offers a similar list; one copy of its guide includes appreciative inquiry and a later copy leaves it out. For the folio you must pick one model you did not use in Assessment 1 and a new organisation, so check the current menu on Canvas before you commit.
How do I critically evaluate a change management model?
Go beyond its stages. Ask what it assumes about people and organisations, what causes what in it, when it should and should not work, whether its claims can be tested, and whether it stays simple without leaving things out. The subject’s own evaluation guide lists ten such principles, and the rubrics reward a balanced judgement of a model’s benefits and limitations in context.
Can I use generative AI in the assessments?
Yes, within limits and with acknowledgement. Assessment 1 asks teams to use tools such as ChatGPT as a learning aid while planning the documentary, and the position paper then evaluates how useful that was; ChatGPT may not be cited as a reference. In Assessment 2, GenAI may support the design of the poster, while you remain responsible for originality, accuracy and the analysis in the report.
What happens if a group member does not contribute?
Raise it with the subject coordinator by email early, with dated evidence, and copy the team. The coordinator gives the member 48 hours to respond and can remove them from the group. If social loafing is reported after submission, every member completes a confidential self and peer evaluation, and individual marks are adjusted using the collated ratings.
What does the change management folio involve?
You choose a contemporary issue that requires real change in a real organisation, critique one existing model from the menu, and propose your own approach that builds on that model’s strengths or answers its limits. The report covers the issue, the proposed change, the critique, your approach, its evaluation and two or three recommendations, and the poster carries one message to one audience.
Do the 72-hour extensions apply to every task?
No. The documentary file is excluded because teams must present it in Weeks 7 and 8, so it must be in by its due date. The position paper and the change management folio are both covered by the 72-hour auto-extension on application. Beyond that window, the folio guide points students to UTS special consideration.
Questions students ask in each 21926 chapter
- What counts as organisational change?
- Any significant move from the way an organisation currently operates to a different way, whether it is planned in advance or forced by events. New leaders or owners, restructures, mergers, new technology, a shift from manual to digital work, culture change and new products or markets are all common forms. Chapter 01 · What Organisational Change Is and Why It Is Managed
- What is the difference between a theory, a model and a framework?
- A theory explains why and how things happen and usually offers testable propositions. A model represents a process in simplified form and often says less about mechanisms. A framework organises what to consider and may not be testable at all. The subject uses the terms loosely, but naming which one you are judging keeps a critique fair. Chapter 02 · Theories, Models and Frameworks: Judging a Good Theory
- Why does the subject treat organisations as open systems?
- Because an organisation depends on its environment for every resource it uses and every customer it serves. A shift outside, such as new regulation or technology, soon becomes pressure inside, and a change in one sub-system affects the others. The view also explains why there are usually several workable paths to a goal. Chapter 03 · Drivers of Change and the Organisation as an Open System
- What are the three stages of Lewin's model?
- Unfreezing creates the motivation and readiness to let go of the current way of working. Changing introduces the new way with information, training and support. Refreezing stabilises it by aligning systems and structures, reinforcing new behaviour, embedding it in culture and watching for any slide back. Chapter 04 · Lewin's Three-Step Model and Force Field Analysis
- What are Kotter's eight steps?
- Establish a sense of urgency, create a guiding coalition, develop a vision and strategy, communicate the vision, empower people to act, generate short-term wins, consolidate gains and produce more change, and anchor the new approach in the culture. The lecture groups the early steps as setting the platform and the remaining steps as engaging and enabling the organisation. Chapter 05 · Kotter's Eight-Step Change Model
- What is the difference between change and transition?
- Change is the external event, such as a new structure, system or location, and it can happen quickly. Transition is what happens in people’s minds as they adjust, and it is usually slower. Bridges argues that managers who plan only the change and assume the transition will follow are often surprised by lingering resistance. Chapter 06 · Bridges' Transition Model
- What are the six elements of the Lippitt-Knoster model?
- Vision, consensus, skills, incentives, resources and an action plan. The model holds that complex change needs all six at the same time, and that when any one is absent the change produces a recognisable problem, which is what makes it useful for diagnosing why a change has stalled. Chapter 07 · The Lippitt-Knoster Model of Complex Change
- What does ADKAR stand for?
- Awareness of the need for change, desire to take part, knowledge of how to change, ability to carry the change out day to day, and reinforcement to sustain it. The lecture presents these as the essential outcomes for achieving and keeping change at the level of the individual, developed by Prosci. Chapter 08 · ADKAR and Change at the Individual Level
- What are the seven S's in McKinsey's framework?
- Strategy, structure and systems, which the slides call the hard elements, and skills, staff, style and shared values, the soft elements. Shared values sit at the centre because they are the beliefs that guide behaviour. The framework’s key claim is that all seven are interconnected and must be aligned. Chapter 09 · McKinsey's 7S Framework and Gap Analysis
- What is the adaptive change model?
- A model developed by Terry Bowles at the University of Melbourne that sees change as adaptive thinking and behaviour. Openness, visualisation and planning prepare the change; action and closure produce it. Social support, the management of negative emotions and inner drive support every stage, and the slides warn that stages can overlap. Chapter 10 · Adaptive Change, Complexity and Appreciative Inquiry
- What is the institutional perspective of change?
- It explains organisational change through the institutional environment: the laws, norms and shared assumptions of the field an organisation belongs to. A change gains legitimacy when it fits those institutions, which makes it more acceptable and easier to implement, although legitimacy alone does not guarantee success. Fit with institutions can therefore make a sound change easier or harder. Chapter 11 · The Institutional Perspective of Organisational Change
- Why do employees resist organisational change?
- The lecture groups the reasons into four families: feeling overwhelmed by the amount or timing of change, negativity about whether the change helps them or is needed, fear of the unknown when expectations are unclear, and fear of betrayal when people distrust how the change is managed or feel their psychological contract is broken. Chapter 12 · Resistance to Change and Readiness for Change
- How do I decide whether a stakeholder has high power?
- Look for three signs the lecture highlights: control over resources the change needs, formal authority over decisions, and the ability to build broad coalitions across the organisation. A group with any of these can shape the outcome even if it says little, so record which source of power you relied on when you place it on the grid. Chapter 13 · Stakeholder Analysis and Engagement Planning
- Why is one announcement not enough to communicate a change?
- Because an announcement can inform people but cannot produce commitment. People need to understand why the change is needed, what will be different, what it means for them and whether they can influence it, and they also read leaders’ decisions and behaviour. That takes a campaign with dialogue, repeated over time, rather than one newsletter. Chapter 14 · Communicating Change and Organisational Culture
- Why did the focal organisation have to be linked to the social issue?
- Because the documentary analysed how the organisation either contributes to the issue or is affected by it, and how a change theory helps or limits its response. An organisation chosen for its fame but unconnected to the issue leaves nothing to analyse, a point the assessment guide makes directly when it asks what such a choice would achieve. Chapter 15 · The Social Impact Documentary and Position Paper
- Can I use the same model or organisation as in Assessment 1?
- No. The Assessment 2 guide requires a model you did not use in Assessment 1 and a new organisation suited to the folio. The organisation must be real, and the issue must call for meaningful organisational change rather than simply describing a problem. Check the current list of models on Canvas, because two versions of the menu differ. Chapter 16 · The Change Management Folio: Report and Poster
How to prepare for the assessments
Build a one-page profile for each model as it is taught: what it says, what it assumes, where it works, where it fails, and one piece of evidence for or against it. By Week 5 you will have a profile for every model on the assessment menus, and the critique sections of both papers become a matter of choosing and deepening one.
Practise each model on a small invented case before you touch your own organisation, so you learn the model rather than the case. Read the rubric before you plan, because it rewards balanced evaluation and clear business writing far more than description. Keep a dated log of your team’s decisions and of how you used GenAI during Assessment 1, since the position paper asks you to reflect on both.
For the folio, start from the limits of the model you chose: your own approach should answer them, and the poster should carry its central message to the audience you name.
Your AI Management tutor for 21926
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