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. 

2026 10

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  • Term Mode
  • Semester 1Campus Attendance
  • Semester 2Campus Attendance
  • Term Mode
  • Semester 1Campus Attendance
  • Semester 2Campus Attendance
  • Term Mode
  • Semester 1Campus Attendance
  • Term Mode
  • ACU Term 2Online Unscheduled
  • ACU Term 4Online Unscheduled
  • Term Mode
  • Semester 1Campus Attendance
  • Semester 2Campus Attendance

Prerequisites

MGMT213 Organisational Analysis OR HRMG204 Organisational Behaviour

Incompatible

HRMG303 - Organisational Change

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

Evaluate foundation frameworks, philosophies and theories related to organisational change management
Relevant Graduate Capabilities: GC3, GC7, GC11

Determine organisational change intervention strat...

Learning Outcome 02

Determine organisational change intervention strategies in organisations at all levelsapplicable at an individual level, group level or organisational level and address ethical, social, sustainability issues while respecting the dignity of individuals
Relevant Graduate Capabilities: GC2, GC7, GC11

Apply change models to analyse organisational and ...

Learning Outcome 03

Apply change models to analyse organisational and behavioural issues that may affect the identification of organisational change needs, development of change proposals and their implementation leading to organisational sustainability
Relevant Graduate Capabilities: GC2, GC7

Demonstrated the ability to work autonomously and ...

Learning Outcome 04

Demonstrated the ability to work autonomously and with peers to develop practical and sustainable interventions as a response to change in organisational needs
Relevant Graduate Capabilities: GC4

Apply effective written and oral communication ski...

Learning Outcome 05

Apply effective written and oral communication skills individually or in groups
Relevant Graduate Capabilities: GC11, GC12

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 

Weighting

45%

Learning Outcomes LO1, LO2, LO5
Graduate Capabilities GC2, GC3, GC7, GC11

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

Weighting

55%

Learning Outcomes LO3, LO4, LO5
Graduate Capabilities GC2, GC4, GC7, GC11, GC12

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.

Representative texts and references

Representative texts and references

Aitken, K., & von Treuer, K. (2021). Leadership behaviours that foster organisational identification during change. Journal of Organizational Change Management, 34(2), 311–326.

Burnes, B. (2020). The Origins of Lewin’s Three-Step Model of Change. The Journal of Applied Behavioral Science, 56(1), 32–59.

Cimini, C., Boffelli, A., Lagorio, A., Kalchschmidt, M., & Pinto, R. (2021). How do industry 4.0 technologies influence organisational change? An empirical analysis of Italian SMEs. Journal of Manufacturing Technology Management, 32(3), 695–721.

Cloutier, J., & Robert‐Huot, G. (2021). How organizations adapt their HR practices to a changing environment: 11 theoretical dimensions to inform human resource management. Canadian Journal of Administrative Sciences, 38(3), 288–302.

Endrejat, P. C., Klonek, F. E., Müller-Frommeyer, L. C., & Kauffeld, S. (2021). Turning change resistance into readiness: How change agents’ communication shapes recipient reactions. European Management Journal, 39(5), 595–604.

Hayes, J. (2022). The Theory and Practice of Change Management, 6th ed., McMillan.

Kraft, A., Sparr, J., & Peus, C.(2018). Giving and Making Sense About Change: The Back and Forth Between Leaders and Employees. Journal of Business and Psychology, 33(1), 71-87.

O’Reilly, C. A., & Pfeffer, J. (2021). Organizational power and politics: The narcissist’s advantage? Personality and Individual Differences, 182, 111061.

Rosenbaum, D., More, E., & Steane, P. (2017). A longitudinal qualitative case study of change in nonprofits: Suggesting a new approach to the management of change. Journal of Management & Organization, 23(1), 74–91.

Sparr, J. L. (2018). Paradoxes in Organizational Change: The Crucial Role of Leaders’ Sensegiving. Journal of Change Management, 18(2), 162–180.

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