COMMGMT 3506NA - Managing Conflict and Change III
Ngee Ann Academy - Trimester 1 - 2016
General Course Information
Course Code COMMGMT 3506NA Course Managing Conflict and Change III Coordinating Unit Adelaide Business School Term Trimester 1 Level Undergraduate Location/s Ngee Ann Academy Units 3 Available for Study Abroad and Exchange Y Prerequisites 6 units of COMMGMT courses Course Description This course will introduce students to the theory and practice of negotiation, conflict management and change management in the workplace. Using various models the course will help students to develop an understanding of the importance of structured negotiation as a means of achieving effective organisational outcomes. It will also explore different strategies for dealing with conflict and implementing organisational change and the potential outcomes, both positive and negative, of the chosen strategy.
Course Coordinator: Dr Chris Smith
The full timetable of all activities for this course can be accessed from Course Planner.
First Intensive: Date 0900 – 1000 1000 – 1300 1400 – 1530 1530 – 1700 21 March 2016 Lecture Tutorial Consultation 22 March 2016 Consultation Lecture Tutorial Consultation 23 March 2018 Consultation Consultation 24 March 2016 Consultation Lecture Tutorial Consultation 26 March 2016 Consultation Lecture Tutorial Consultation Second Intensive: Date 0900 - 1000 1000 -1300 1400 - 1530 1530 -1700 25 April 2016 Lecture Tutorial Consultation 26 April 2016 Consultation Lecture Tutorial Consultation 27 April 2016 Consulation Consulation 28 April 2016 Consultation Lecture Tutorial Consultation 29 April 2016 Consultation Lecture Tutorial Consultation
Notes: Consultation times are available for student or lecturer initiated discussions with individuals or groups. They are not compulsory lecture sessions and are based on prior appointments. I.e. they are not ad hoc ‘drop-in’ arrangements.
Course Learning OutcomesBy the end of this course, students should be able to:
1) Diagnose the dynamics of environmental and organizational change.
2) Identify the major processes and practices that underlie successful and unsuccessful change
3) Critically analyse different frameworks and methods of organizational change.
4) Demonstrate an understanding of the causes of conflict in organisations and different mechanism for its management and resolution.
5) Apply conflict management and concepts and theory to real world situations.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s)
There is no prescribed text for this course but readings have been provided. It is expected that students will research and read beyond the material provided. There is a vast literature on change and conflict and using ‘Google Scholar’ and search terms such as ‘change management’; ‘conflict resolution’; ‘negotiation and conflict’; etc. is a good place to start.
International Journal of Conflict Management
Journal of Change Management
Online LearningStudents are encouraged to read widely to enhance their learning of change and conflict. For wider reading, other sources include academic journals. The list below is by no means comprehensive and is offered as a launching point for additional readings. These journals are available through the Barr Smith Library in online databases.
Academy of Management Executive
Academy of Management Journal
Academy of Management Perspectives
Administrative Science Quarterly
(Harvard Business Review – not peer reviewed)
Journal of Applied Psychology
Journal of Change Management
Journal of Organizational Behaviour
Learning & Teaching Activities
Learning & Teaching Modes
This course is taught in intensive mode. Each day there is a three hour lecture and a one and a quarter hour tutorial. Tutorials are an important component of your learning in this course. Students are expected to attend all classes and ensure that they complete the required exercises and assignments before coming to class. Students are encouraged to actively participate in tutorial discussions as a way of developing sound communication skills.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
The University expects full-time students to devote approximately 12 hours a week to each subject they study. The intensive mode of your study means that for each subject you are likely to concentrate your time over the two weeks devoted to the course. However you will need to find time for private study between intensives.
Learning Activities Summary
Session 1 Theories and reflections on conflict
Conflict at national, organizational, group and individual levels is an ever-present human dynamic. In this session we examine the concepts and manifestation of conflict in its various forms.
Bar-Tal, D. (2000) “From Intractable Conflict Through Conflict Resolution to Reconciliation: Psychological Analysis”, Political Psychology, 21(2): 351-65
Thomas, K.W. (1992) “Conflict and conflict management: Reactions and update” Journal of Organizational Behavior, 13(3): 265-274.
Session 2 Conflict in organizations
In this session we consider the organization and the dynamics of various forms of conflict We will debate whether conflict is an inevitable part of organizational life
Flink, C. M. (2015) “Multidimensional conflict and organizational performance”, American Review of Public Administration, 45(2):182-200.
Tjosvold, D. (2008) “The conflict-positive organization: it depends on us” Journal of Organizational Behavior, 29(1), p19-28.
Session 3 Resolution and management of conflict
At individual and managerial level the management of conflict and either its elimination or resolution is something that all members of the organization are involved with.
Ridley-Duff, R. and Bennett, A. (201)1 “Towards mediation: developing a theoretical framework to understand alternative dispute resolution”, Industrial Relations Journal 42(2), p106-123.
Weiss, J. and Hughes, J. (2005) "Want collaboration? Accept and positively manage conflict", Harvard Business Review, March, p93-101.
Session 4 Negotiation – perspectives and practice
Negotiation is a key process by means of which intra and inter-organizational conflicts are settled. There is a vast literature (and consultancy) on this particular approach and we will come to understand and practice it to some extent in this session.
A matter of trust The Economist, Feb15th 2001
Fells, R. (1996) "Preparation for negotiation, issues and processes", Personnel Review, 25(2), p50-60.
Malhotra, D. and Bazerman, M.H. (2007) “Investigative negotiation, Harvard Business Review, September, p72-78.
Session 1 Causal analysis
All change initiatives are made on an explicit or implicit ‘theory’ of the underlying problems. Conflict (discussed last intensive) is a symptom of such problems and hence having the ‘right’ theory is the first step to taking corrective actions that will work.
Guidelines for drawing causal loop diagrams. The Systems Thinker, 3(1):5-6.Quarterly May: 1-9.
Managers would be better off if they did less and thought more, The Economist 17/08/13
Session 2 Models and dynamics of change
In this session we examine the core dynamics underpinning change and change theories. We will engage with the idea that the preferred approach of managers is only a good ‘tool’ in the right environment
Beer, M. and Nohria, N. (2000) Cracking the Code of Change, Harvard Business Review, May-June, 133-141.
Oxman, J. A. Smith, B D. (2003). The limits of structural change, Sloan Management Review, Fall: 77-82.
Session 3 Preparation and diagnosis
There are a variety of reasons why most change initiatives seem to fail and inadequate preparation and conceptualization of the change process and content is high on the list.
Beer, M., Eisenstat, A. & Spector, B. (1990) Why Change Programs Don’t Produce Change, Harvard Business Review, November-December: 158-166.
Inflexible organizations The Economist 2014
Swanson, D.J. & Creed, A.S. (2014) “Sharpening the focus of force field analysis”, Journal of Change Management, 14(1):28-47.
Session 4 The change ‘toolkit’.
Heeding the warnings of previous sessions we will discuss the variety of methods and processes that are available to managers once they have decided to embark on the change journey. We will also pay close attention to the (implicit) assumptions underpinning these methods.
Boaz, N. and Fox, E. A. (2014) Change leader, change thyself. McKinsey Quarterly March 1-11.
Kotter, J. P. (1995) Leading Change: Why Transformation Efforts Fail, Harvard Business Review, March- April, 59-67.
Kotter, JP and Schlesinger, LA. (2008) "Choosing strategies for change" Harvard Business Review, July-August, p130-139.
Lawson, E. and Price, C. (2003). The psychology of change management’ The McKinsey Quarterly Special Edition. p. 30-41.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment item Due date and time Weighting Group assignment 15/04/16 35% Individual assignment 1 20/05/16 65% Total 100%
Assessment Related Requirements
Students must achieve a pass mark of 50% of individual components of the course.
Write a case study about an imaginary organization and the various forms of conflict that exist in that organization. Then write a ‘teaching’ note that explains this using models and theories of conflict.
A case study is a description (much like a story) similar to the cases you will see in class. This description embodies the symptoms and processes that you will later ‘diagnose’ in a ‘teaching note’.
The teaching note is analysis and discusses the case using concepts from the conflict literature and suggests mechanisms for resolution/management based on that literature.
Output: 2000-3000 words (word format document) to be handed in via MyUni by 15/04/16.
Politicians and business leaders are increasingly prone to use words like ‘innovation’, ‘flexibility’ and ‘adaptive’ when referring to organizations. Critically evaluate the concept of the ‘adaptable organization’ (i.e. one that is able to change smoothly and rapidly to meet new requirements in its environment). On the basis of your evaluation what advice would you give to the senior management team of a large corporation who wish for their organisation to become and ‘adaptable organization’?
Output: 2000 words (word format document) to be handed in via MyUni by 20/05/16
Please note that to be eligible for Additional Assessment (previously referred to as Supplementary Examinations) in this course ALL required assessment tasks must be submitted.
For information on Harvard referencing refer to:
- Please note that all requests for extensions should be directed in writing to the Lecturer no later than 48 hours before the due date. Extension requests after this time will only be granted for exceptional circumstances. This does not include poor time management or poor file management.
- Extensions to the due date of individual and group assessment may be granted under special circumstances. An extension request based on illness or on exceptional personal circumstances must include the "Supporting Statement / Certification Form" that is on p. 4 of the Supplementary Assessment application available at:
b. Students applying for an extension based on medical reasons must visit their medical practitioner, with the approved University form, and have the medical practitioner complete it. A normal doctor's certificate will not be accepted.
- All assignments are to be lodged at, or prior to, the due date and time. A late assignment where no extension has been granted will be penalised by a reduction of 5% of the mark given for each day, or part of a day, that it is late.
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- All individual assignments must be attached to an Assignment Cover Sheet that must be signed and dated by the student before submission. Lecturers will withhold students’ results until such time as the student has signed the Assignment Cover Sheet.
- All group assignments must be attached to a Group Assignment Cover Sheet that must be signed and dated by all group members before submission. All team members are expected to contribute approximately equally to a group assignment.
- Students may not submit work for an assignment that has previously been submitted for this course or any other course.
- Markers can refuse to accept assignments that do not have a signed acknowledgement of the University’s Policy on Plagiarism: www.adelaide.edu.au/policies/230/
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.This course is regularly revised and updated in response to student feedback.
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