Recommended reading:
Mayle, D. (2006) Managing Innovation and Change (3rd Edition) Open
University
Indicative Reading:
Senior, B. and Fleming, J. (2006) Organisational Change. (3rd Edition), FT
Prentice Hall.
Carnell, C.A. (2003) Managing Change in Organizations., (4th Edition). FT
Prentice Hall.
In addition to the reading list given above, students will be directed to
references in the literature (appropriate to their learning) by the tutor
during the delivery of the module.

An ASSIGMT length 3000 WORDS weighted at 100%.
A work-based assignment of 3000 words addressing Learning Outcomes 1-4.
The assignment will consist of an assessment, evaluation and report by the
individual student of the healthcare organisations plans, processes and
practices to invent and innovate in order to improve and maintain services
and standards in the healthcare sector in which it operates.
The objectives of the assignment are to allow the student:
- To achieve knowledge and a critical understanding of the literature
about change in a healthcare delivery system;
- To demonstrate an awareness of the change management
activities, tools and techniques and practices that can be used in a
healthcare organisation;
- To select and justify, to apply and document a formal change
management approach to an identified healthcare scenario, using
appropriate modelling and reporting techniques.

The learning material will include the following topics:
Principles and dimensions of system change - functions and
processes, value analysis and value engineering applied to
healthcare processes;
Process re-design and process improvement `phases of change',
redesign v. re-engineering approaches, project planning,
organisation and structure;Assessing and realising the benefits of change - rapid and
continuous change projects, benchmarking change;
Process analysis and mapping tools and techniques - (e.g. activity
based costing, cycle time analysis, root cause analysis, Pareto
analysis, Ishikawa analysis) and their applications in healthcare;
Managing change projects - organisational culture, empowerment
and team structures, core group and stakeholder roles, and
operational techniques.
Contrasting and comparing total quality management (TQM),
business process re-engineering (BPR) and other methods of change in healthcare organisations

Only available for students on FCET Negotiated Undergraduate awards

SU electronic learning resources and access to off-campus library facilities;
Module information on VLE (e.g. Blackboard);
On-line communication and tele-meeting system (e.g. Dim-dim, MS
Outlook);
Web browser and search engine (e.g. MS Explorer/Google);
Office software for data analysis and document preparation (e.g. MS
Office).

The learning strategy for this module requires students to commit 150
learning hours (including formative assessment). This includes 6 hours of
on-line and/or direct support and 144 hours of research and independent,
self-directed study.
On-line support is given by access to VLE and on-line media (e.g.
Blackboard and Dim-dim) as well as telephone and email. Students have
access to the full range of University learning resources (library and online)
and are encouraged to integrate their work-based experience with
new knowledge and skills developed as the module progresses.

A formative assessment will be made of the students¿ ability to evaluate
and apply the approaches tools and techniques in a situation based on
their own workplace or a close equivalent.
Independent study will involve problem-based learning scenarios/case
studies used to encourage independent research. Students will have
access to a work-place based mentor for guidance in the work-based
component of this module. Contact time will be used for formative reviews
of the work-based learning component of the work.
This module aims to help identify the impact of change on people
(professionals, service providers and clients) in a healthcare environment
and to understand the different perspectives on how change is envisioned and enacted in a healthcare system.