Module: Personal and Organisational Change

Module details

  • Module code

  • Module leader

    Yaqub Murray
  • Module Level

  • Module credits

  • Min study time

    150 hours
  • Contact hrs

    60 hours
  • Teaching Period

    Semester 2

Module content

This module introduces students to personal and individual change within organization through theoretical materials, personal reflection, narratives, and experiential learning. Students will have the opportunity to:

Explore theories of personal change and their application to their own lives and organisational careers; Apply learning theory to change processes; Draw critical distinctions between mainstream approaches and theories of personal/individual change and organisational change and development; Critically assess the value of a range of metaphors for explaining the nature of organisation and change; Explore role play, creative demonstration, narrative and improvised theatre to argue, discuss, present and illustrate aspects of change.

Module outcomes

To achieve credit for this module, students must be able to:

  1. Demonstrate critical understanding of a range of mainstream concepts, models and theories of personal and organisational change
  2. Analyse and explain the complex interplay between personal and organizational dimensions of change and transformation
  3. Evaluate the usefulness of learning theory in approaching personal change
  4. Show critical awareness in assessed coursework of the theoretical materials introduced in the module
  5. Demonstrate self-reflection and personal insight, and articulating these with the linguistic competence expected for level 7 


Assessment Description Weighting
Coursework Collaborative Exercise 60%
Coursework Individual Learning Notes 40%

Key texts

  • Babiak, P and Hare, R. (2006) Snakes in Suits: When Psychopaths Go to Work. New York: harper
  • Cunliffe, A. (2009) A Very Short, Fairly Interesting and Reasonably Cheap Book About Management. London: Sage
  • Driver, J. (2006) Ethics: The Fundamentals. London: Wiley Blackwell
  • Grey, C. (2009) A very short, fairly interesting and reasonably cheap book about STUDYING ORGANIZATIONS. London: Sage
  • Grint, K. (2010) Leadership: A Very Short Introduction. London: Sage
  • Jackson, B., and Parry, K. (2011) A Very Short, Fairly Interesting, and Reasonably Cheap Book About Studying Leadership. London: Sage
  • Hughes, M. (2010) Managing Change: A critical perspective. London:CIPD
  • Krasikova, D.V., Green, S.G., and LeBreton, J.M. (2013) Destructive Leadership: A Theoretical Review, Integration and Future Research Agenda. Journal of Management 2013 39:1308 Online version here.
  • Ladkin, D. (2010) Rethinking Leadership: A New Look at Old Leadership Questions. Cheltenham, UK: Edward Elgar
  • McAuley, J., Duberley, J., and Johnson, P. (2007) Organization Theory: Challenges and Perspectives. Prentice Hall
  • Pedler, M., Burgoyne, J., and Boydell, T. (2006) A Manager’s Guide to Self-Development. London: McGraw Hill.
  • Rayner, A D (2011) Space Cannot Be Cut – Why Self-Identity Naturally Includes Neighbourhood. Journal of Integrative Behavioural Psychology, 45: 161-184
  • Rayner, A D, and Murray, Y P. (2013) Leading from the Natural Inclusional Middle: From the Wasteland of Ideological Enmity to the Fertile Ground of a New Political Animal. Best Thinking: August 2013
  • Western, S. (2008) Leadership: A Critical Text. London: Sage
  • Winstanley, D. (2005) Personal Effectiveness: A Guide to Action. CIPD
  • Appelbaum, R. P., and Robinson, W. (eds.) (2005) Critical Globalization Studies. Routledge
  • Robinson, W. (2004). A Theory of Global Capitalism. Johns Hopkins University Press

Supporting texts

This is a cognate module that blends Experiential Learning and engagement with propositional theories in order to extend and deepen the understanding and knowledge that students have of personal and organizational change.  Experiential learning includes cognate, conative and affective dimensions. This naturally inclusional way of learning might be new to some students, possibly unfamiliar, and differently challenging even though it is well established, and now ‘traditional’ in mainstream Business and Management schools with a management education curriculum. At the heart of management learning in organizational life is reflective practice, coupled with personal development (soft skills), and the application of theoretical materials to practical relationships and events.