About This Unit
This unit’s focus is on developing the learner’s ability to make sound managerial decisions and affect positive change in their organizations via the application of various leadership styles and techniques. Once the unit is complete, learners should be able to demonstrate that they have read and understood the major theoretical and empirical publications in the discipline. Make sure to provide credit by referencing this in your paper. The project must also convincingly demonstrate the combination of theory and practice.
What You will learn
The purpose of this unit is to provide prospective and recently promoted upper-level managers with a firm understanding of the external and internal demands for change and the variables influencing these forces. The learner will gain knowledge of various approaches, methods, and theoretical approaches for managing change and measuring an organization’s capacity to adapt. The learner will understand the importance of values, culture, attitudes and relationships in shaping responses to change and the human dimensions of transition. In addition, learners will learn about alternative leadership models and theories that are well-suited to the challenges of change, as well as the criteria and procedures for evaluating such theories and models. After completing this lesson, learners should be able to distinguish between Kaizen, breakthrough change/process re-engineering and continuous/incremental change. As a result of this course, the learner will have a firmer grasp of the principles and procedures of managing creativity and innovation, as well as the means of identifying stakeholders in change and the costs and benefits to them in attempt to overcome resistance. Furthermore, the learner will be able to articulate a coherent case for leading change, transactional and transformational leadership among other leadership models pertinent to change. To sum up, learners will have gained a better understanding of the direct and indirect effects of change on other individuals, departments, and organizations, as well as the role and importance of vision in the change process.
This Unit is Suitable for Persons Who
This unit is geared for both newly promoted senior managers and middle managers looking to advance their careers. It is also suitable for learners working toward senior management positions who are aim to develop their capacity for critical analysis and self-reflection. It is useful for l earners who wish to advance from Level 5 to Level 7 who can do so with the help of this stepping stone because credits can be transferred. For the ILM Level 7 Certificate or Diploma in Executive Management, for instance, learners can transfer 12 credits, while for the ILM Level 7 Certificate or Diploma in Strategic Leadership, learners can transfer 6 credits. It’s perfect for anyone hoping to get insight into what it takes to be a senior management, as well as for those who want to take an objective look at how they’ve performed thus far. In addition to helping employees, this is useful for companies that wish to prepare their top executives for future roles and give aspiring top-level managers a means of self-evaluation.
Learning Outcomes
This unit has two learning outcomes. The first learning outcome is to review the causes of change, strategies for change and the effects of change on organisations. This learning outcome is further broken down into three assessment criteria that the learner must fulfil in order to meet the learning outcome. The first assessment criterion is to evaluate the different factors that encourage change in organisations, processes and the products and services they supply. Second is to compare alternative models of change management and critically assess their suitability and effectiveness for bringing about an identified change on the organisation. Third is to assess the potential effects of an identified change on the organisation. The second Learning outcome is to justify an appropriate leadership strategy to enable an identified change. To meet this outcome, the learner will; evaluate the effectiveness of alternative models of leadership in enabling change and justify an appropriate leadership strategy to bring about an identified change in an organisation.
What are the Entry Requirements?
This unit is a qualification for level 6 certification which is available at three different levels: an introductory Award, an intermediate Certificate, and an advanced Diploma. This credential is broken down into smaller pieces called “units,” and each unit is meant to impart a specific body of information or expertise. Learners advance in knowledge and competence as they progress through ILM’s six levels. Before being accepted to level 6, the learner should have a substantial number of credits across multiple types of level 5 certifications. To qualify for an award, a candidate, for instance, must take 6 of the 12 required credits, as well as participate in at least 1 hour of orientation and 3 hours of tutorial support. A minimum of 13 credits, including an introductory session and tutorials totalling at least 3 contact hours, must be completed in order to receive a certificate. As a last step toward graduation, learners need to earn 37 credits, sit through a two-hour orientation, and complete seven hours of tutoring. Credits earned at Level 5 can be carried over to Level 6. However, these eligibility standards are set by legal frameworks. They roughly correspond to managerial levels. They also serve to draw attention to the difficulty of a certification process. Because of this, although while the majority of ILM credentials are vocational in nature and the levels correspond to certain educational instruction, you may need to either skip a level or start at a lower level than you are currently at if you wish to advance in your academic career. One could have a bachelor’s degree in economics, but no experience managing a project or leading a team, necessitating a lower-level vocational certificate even though level 6 is equivalent to the third year of an undergraduate degree.
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Resources Used for the Unit
There are various publications that are provided for learners wanting to pursue this unit. The following are a few of them that are widely used by institutions all over the world.
Alfes, K., Shantz, A. D., Bailey, C., Conway, E., Monks, K., & Fu, N. (2019). Perceived human resource system strength and employee reactions toward change: Revisiting human resource’s remit as change agent. Human Resource Management, 58(3), 239-252.
Brink, T. T. (2020). A mixed-methods case study of communication, influential power and sensemaking as predictors of compliance with change goals in an organisational change context (Master’s thesis, University of Twente).
Cameron, E., & Green, M. (2019). Making sense of change management: A complete guide to the models, tools and techniques of organizational change. Kogan Page Publishers.
Dzwigol, H., Shcherbak, S., Semikina, M., Vinichenko, O., & Vasiuta, V. (2019). Formation of strategic change management system at an enterprise. Academy of Strategic Management Journal, 18, 1-8.
Galli, B. J. (2018). Change management models: A comparative analysis and concerns. IEEE Engineering Management Review, 46(3), 124-132.
Goni, J. I., Tharia, F., & Suryo, N. (2018). An empirical study on relationships amongst success in benchmarking, success in Kaizen, people mindset and organizational dimensions. Benchmarking: An International Journal.
Gopal, G., & Pilkauskaite, E. (2020). Implementing process innovation by integrating continuous improvement and business process re-engineering. In Innovation Management. Edward Elgar Publishing.
Hayes, J. (2022). The theory and practice of change management. Bloomsbury Publishing.
Mansaray, H. E. (2019). The role of leadership style in organisational change management: a literature review. Journal of Human Resource Management, 7(1), 18-31.
Steinebach, C., Langer, Á. I., & Nowak, V. (2022). Resilience and Mindfulness: Concepts and Interventions for Organizations in Times of Change. In Mindful Leadership in Practice (pp. 93-108). Springer, Cham.
