Unit rationale, description and aim
The effective management of organisational change is an important factor in achieving sustainable organisational outcomes. To be a skilled change practitioner, students will need to understand the issues that shape organisational change policies, systems and practices, and their implementation internally in an organisation and externally in a community. In this unit, students will develop their knowledge of the strategies, theories and practices of organisational change which contribute to upholding the human dignity of people during change processes. Students will apply their knowledge of organisational change frameworks and models to organisational activities such as diagnosing change problems, changing culture, organisational transformation, restructuring, intervention strategies, managing resistance, and team development in order to achieve objectives of the organisational change processes that can be sustained. Students will develop skills in the design and implementation of sustainable change processes, activities, and solutions.
Building on foundational knowledge and understanding of complex organisational behaviour and contexts, the aim of this unit is to enhance students’ knowledge of organisational change theory and practices and to develop their understanding of the processes and skills necessary to effectively design, manage and implement sustainable change solutions and activities.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Evaluate foundation frameworks, philosophies and t...
Learning Outcome 01
Determine organisational change intervention strat...
Learning Outcome 02
Apply change models to analyse organisational and ...
Learning Outcome 03
Demonstrated the ability to work autonomously and ...
Learning Outcome 04
Apply effective written and oral communication ski...
Learning Outcome 05
Content
Topics will include:
- introduction to organisational change for sustainability
- approaches to organisational change
- change diagnosis tools to identify needs for change
- types of interventions and designing change interventions in organisations at all levels
- planning and implementing change milestones for sustainability
- communication, cross cultural dynamics, and stakeholders’ engagement throughout the change processes
- power, readiness, and resistance to change and respecting human dignity
- sustaining change and managing stakeholders’ needs and diversity
- analysing future trends and issues in managing organisational change
Assessment strategy and rationale
In order to pass this unit, students need to achieve an aggregate mark of at least 50%. Marking will follow rubrics developed to measure the level of achievement of each learning outcome. A final grade will reflect overall performance in the unit.
The assessment strategy supports the progressive development of knowledge and skills in managing organisational change. Students first complete an individual Change Diagnosis Report, which allows them to independently apply critical thinking and change frameworks to analyse and evaluate a real-world organisational change issue. This individual task ensures students build foundational knowledge before collaborating with others.
In the second assessment, students work in groups to co-develop a Change Plan Proposal, including a written report and a presentation. This task requires students to apply and integrate their understanding of change theories and frameworks in a collaborative setting, reflecting workplace dynamics. It also supports the development of teamwork, communication, and ethical decision-making skills. A Peer Evaluation Tool is used to ensure accountability. A Peer Evaluation Tool is used to assess individual contribution and promote fairness and accountability in group work.
All AI-assisted content must be acknowledged, and students are expected to demonstrate original thinking, sound analysis, and academic integrity in their final submission.
Overview of assessments
Change Diagnosis Report: This assess...
Change Diagnosis Report:
This assessment task consists of a 1500-word change diagnostic report. It requires students to apply their critical thinking skills as they analyse, evaluate and diagnose what needs changing in an organisation. Students will apply change processes and change frameworks to real-life scenarios.
Submission Type: Individual
Assessment Method: Report
Artefact: Written Report
45%
Change Plan Proposal: This assessment task...
Change Plan Proposal:
This assessment task consists of a 1250-word written change plan proposal and production of a 5 minutes video or 10 minutes of live presentation to stakeholders. This task requires students to collectively apply and integrate the change theories, models and frameworks to develop efficient and effective solutions to organisational change problems. Students will be required to draw on their applied knowledge, collaborative, critical thinking and communication skills as they consider issues of organisational change in the context of ethical implications and understandings of human dignity and various stakeholders’ needs. Individual members to complete Peer Evaluation Tool.
Submission Type: Group
Assessment Method: Change Plan Proposal
Artefact: Written Report and Visual Presentation
55%
Learning and teaching strategy and rationale
We can use the following that is more generic and explains the modes better: This unit is delivered in both “Attendance” and “Online” modes to accommodate diverse learning needs and preferences, and to maximise effective participation for isolated and/or marginalised groups. The unit is grounded in an active and experiential learning approach to support skill development and application.
Attendance Mode - In weekly attendance mode, students are required to attend a 2-hour face-to-face workshop at a specific campus location. This mode involves required preparatory reading and activities undertaken asynchronously before workshops. Workshops focus on interactive, in-person discussions and activities to maximise engagement and learning outcomes. Students are encouraged to actively contribute to the development of unit content, both individually and collaboratively with peers.
Online Mode - This mode uses an active learning approach, offering flexibility, variety, and asynchronous engagement. Students contribute to weekly discussions, apply concepts to practical situations, engage with peers, and receive timely feedback to support progress and understanding.