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IAM Level 5 Certificate in Managing Change

Qualification handbook May 2013 edition

Published by the IAM

© IAM 2012

Registered charity number 254807

Published 2012 All rights reserved.

This publication may not be reprinted or reproduced, or utilised in any form or by any electronic, mechanical or other means, now known or hereafter invented, including photocopying and recording, or any information storage and retrieval system, without permission in writing from the publishers.

Level 5 Certificate in Managing Change

© 2013 IAM Handbook IAM Level 5 Certificate in Managing Change 3

Contents 1. Introduction to the IAM Level 5 Certificate in Managing Change .................................... 5

Qualification aim .................................................................................................................................. 5

Qualification structure ......................................................................................................................... 5

Rule of combination (RoC) ................................................................................................................... 5

Qualification assessment...................................................................................................................... 5

IAM assessment terminology ............................................................................................................... 6

2. Information for candidates ............................................................................................ 8

Candidate entry requirements ............................................................................................................. 8

Language knowledge ............................................................................................................................ 8

Age restrictions and legal considerations ............................................................................................ 8

Progression ........................................................................................................................................... 8

Replacement documentation ............................................................................................................... 8

Appeals ................................................................................................................................................. 8

Independent candidates ...................................................................................................................... 8

Membership ......................................................................................................................................... 9

Student membership ............................................................................................................................ 9

3. Information for centres ............................................................................................... 11

Obtaining IAM centre and qualification approval ..............................................................................11

Accredited centre status ....................................................................................................................11

Becoming an IAM accredited centre ..................................................................................................11

Equal opportunities ............................................................................................................................11

Resource requirements ......................................................................................................................12

Tutor Conference ...............................................................................................................................12

Registration and certification .............................................................................................................12

Equal access and reasonable adjustments .........................................................................................12

Appeals ...............................................................................................................................................12

4. Plagiarism ................................................................................................................... 13

Guide to Centres, Assessors, Examiners and Candidates ...................................................................13

5. IAM Mandatory units .................................................................................................. 15

501 Manage change ......................................................................................................................... 17


4 IAM Level 5 Certificate in Managing Change Handbook © 2013 IAM

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1. Introduction to the IAM Level 5 Certificate in Managing Change

Qualification aim The IAM Level 5 Certificate in Managing Change deals with how an organisation's internal structure, functions, and processes change over time. You will gain an understanding in the principles of change management, how to plan for change, the implementation of change management plans, and the evaluation of those plans. Qualification accreditation information Accreditation number: 600/8890/4 Review date: 31/08/2015

Qualification structure The IAM Level 5 Certificate in Managing Change is made up of a single mandatory unit. Mandatory units Ofqual ref. Unit no. Unit title GLH Credit M/504/0044 583 Manage change 60 15

Rule of combination (RoC) To achieve the IAM Level 5 Certificate in Managing Change candidates must achieve a minimum of 15 credits. Candidates must complete the mandatory unit, worth a total of 15 credits.

Qualification assessment This qualification is assessed by an individual IAM assignment; the word count for which is 2500-3000 words. The live assignment can be downloaded from the student membership area. Candidates have a choice of assignment but must complete only one. The assignment is marked by the centre and moderated by the IAM.



IAM assessment terminology The table below includes the terminology the IAM uses in all types of assessment at levels 2 to 5. It also includes the Institute’s explanation of the meaning of these terms in the contexts of assessments.

Knowledge/understanding

These are foundation skills. Assessment tasks in this category require candidates to demonstrate their knowledge and understanding of the required subject content. They assess basic learning.

define describe list name outline state

Application

Candidates must show an ability to demonstrate the understanding of the specified knowledge content in practical business contexts.

Assessment tasks in this category require candidates, for example, to: • make a practical decision

• demonstrate the required knowledge, understanding and skills in organisational contexts.

apply calculate create (in an applied context) demonstrate/ demonstrate how design estimate investigate plan prepare propose use

Analysis

Candidates must be able to break down situations, statements, theory and numerical and non-numerical data into components or essential features. For higher level analysis candidates should incorporate relevant concepts and theory into their arguments. Assessment tasks in this category require candidates to:

• select data relevant to tasks

• organise data relevant to tasks

• break down data/texts to their elements

• respond to data/text that contains several elements

analyse / critically analyse clarify compare differentiate between examine explain identify why, how, reasons, characteristics investigate select summarise

Evaluation

The most advanced cognitive skill is that of evaluation. At this level candidates make connections, present judgements, opinions and draw conclusions that are supported by valid reasons and evidence. Evaluation involves reflective thinking. Assessment tasks in this category require candidates to give detailed responses and while doing so:

• provide supported decisions or conclusions

• make a reasoned case

• make comparisons based on valid and relevant reasons and evidence

• set up arguments based on valid reasons and evidence

advise argue for and against compare, contrast and reach a judgement criticise discuss evaluate identify the most important interpret investigate e.g. the effectiveness of justify reason for and against recommend solve summarise …to what extent?



2. Information for candidates

Candidate entry requirements There are no formal entry requirements for this qualification. However, the IAM recommend that candidates should have a level 4 qualification or equivalent work experience in the business administration area.

Language knowledge The IAM recommend a language knowledge equivalent to level 6 ILETS. It is the centre’s responsibility to assess if candidates have the required level of English and if they wish, they could require formal certification.

Age restrictions and legal considerations The level of demand of this qualification is broadly equivalent to the second year of a university bachelor’s degree in the area of business management. Therefore, given the complexity of some of the content we believe that candidates will not have sufficient knowledge or experience below the age of 19.

Progression This qualification leads to further studies in management at level 6 and to higher education.

Replacement documentation In some circumstances candidates will require replacement copies of documents previously issued i.e. notifications of results, transcripts, certificates. For information on how to order replacements please refer to the information section of our website www.instam.org

Appeals Where learners feel that the assessment decision has not been fair, they should have the opportunity to access the normal appeals/complaints procedure of the centre, in the first instance, and if this does not resolve the situation then the IAM’s enquiries and appeals procedures.

Independent candidates Some candidates choose to prepare for IAM examinations by studying as an independent student, with no support from a tuition centre. The IAM does not recommend such a learning strategy because there is evidence to suggest that the quality of learning is greatly enhanced by tutor and peer group support at this level.

If a candidate still wishes to undertake any of the IAM qualifications as an independent student they will need to complete the appropriate registration forms, which can be found on the IAM website, www.instam.org.

Important notice for independent candidates It is important that all candidates are aware that IAM accredited centres are not permitted to provide tutorial or assessment support for independent candidates. If candidates are aware of any breach of these rules, they should immediately notify the IAM on [email protected].



Membership The IAM is the only professional body in the United Kingdom specialising in the promotion of Administrative Management. Our membership includes directors, accountants and company secretaries, people concerned with specialist functions, general managers and executives with operational and administrative responsibilities in both the public and private sector. There are two routes into professional membership of the IAM, based on: • taking IAM professional qualifications • previous experience and knowledge

Both routes have equal status and all members are encouraged to undertake Continuing Professional Development (CPD).

Student membership All IAM Level 5 Certificate in Managing Change candidates registered with the IAM receive student membership of the Institute. This enables them to have access to the student membership area of the IAM website, which includes the course materials. Technician (TInstAM) Associate membership is open to individuals who: • hold a qualification at level 2 or 3 • have been employed for two years or more in any business where their duties involve the

management of business administration or professional administration • have completed ten days’ CPD in the past two years

Technician members of the Institute are eligible to use the designatory letters TInstAM. Upon successful completion of any IAM level 2 or 3 qualification, candidates may apply to become a technician member. Associate (AInstAM) Associate membership is open to individuals who: • have been employed for four years or more in any business where their duties involve the

management of business administration • hold a qualification at level 4 or 5 • have completed twenty days’ CPD in the past three years

Associate members of the Institute are eligible to use the designatory letters AInstAM. Upon successful completion of any IAM level 4 or 5 qualification, candidates may apply to become an associate member. Member (MInstAM) Full membership is open to individuals who: • have been employed for five years or more in any business where their duties involve the

management of business administration • hold a qualification at level 6 • have completed thirty days’ CPD in the past three years

Full members of the Institute are eligible to use the designatory letters MInstAM. Upon successful completion of any IAM level 6 qualification, candidates may apply to become a full member.



Fellow (FInstAM) Fellowship of the IAM is open to full members who: • can demonstrate significant experience or contribution to the fields of business and administrative

management or professional administration, assessed according to IAM Professional Standards • hold a qualification at level 7 or above

Fellows of the Institute are eligible to use the designatory letters FInstAM. On occasion, the IAM will accept applications for direct entry to fellowship when the applicants experience and achievements merit the status of IAM fellow. Companion (CInstAM) Companion is the highest grade attainable and is by invitation only. Only those most senior and experienced Fellows who have made a significant contribution to the institute or have increased the breadth of research and knowledge in business and administrative management, or professional administration, are eligible for this level. Designatory letters can only be used while an associate member, member or fellow is a paid-up member of the IAM.



3. Information for centres

Obtaining IAM centre and qualification approval IAM accredited centres must meet the required criteria and satisfy the IAM that their tutorial staff, learning resources and quality systems comply with IAM quality standards.

Accredited centre status • The potential of a centre to become an IAM accredited centre is assessed by reference to the quality

and availability of appropriate: • academic track record • academic staff • premises • financial status • learning resources • information technology resources • administrative services and examination centre facilities • senior management commitment • marketing capability

In short, a centre seeking accreditation by the IAM is expected to demonstrate that: • it is capable of sustaining an effective system for supporting IAM students • it has appropriate premises • it is committing sufficient academic staff to offer the required level of teaching • it will provide staff with the qualifications and skills necessary for valid and reliable tuition of

candidates • sufficient learning resources are available to support candidates who study at the centre • the teaching is backed up by effective administrative resources and processes • examination accommodation and invigilation facilities meet the IAM’s standards • it complies with the IAM accredited centre code of practice, rules and regulations • the centre will market the IAM programmes with integrity.

Becoming an IAM accredited centre Centres wishing to apply to become an IAM accredited centre are invited to submit a formal application for accreditation.

For further information or to find out more about how to apply to become an accredited IAM centre, please contact the IAM business sales managers on [email protected].

Equal opportunities When accrediting prospective and inspecting existing centres, the IAM will ensure that they: • have equal opportunities policies incorporating processes in line with the above principles and that

these adhere to current equal opportunities legislation • are adhering to their own published equal opportunities policies in practice • comply with the policies and processes set out in the IAM ‘equal access, reasonable adjustments and

special consideration’ policy document

The IAM expects all centre staff to be aware of, and comply with, these policies.



Resource requirements A statement assuring the IAM that the centre has the appropriate accommodation and systems to support the IAM provision. This includes the IT system which must enable the centre to transmit to the IAM systems assessment and other personal data securely. Our sales managers will inspect prospective centre facilities and systems, including teaching rooms, libraries, teaching materials and IT systems in the course of the initial accreditation visit. If the centre is outside the UK, we will ask for photographic evidence of the facilities.

Tutor Conference The IAM holds a centre conference once a year. It is part of the centre accreditation contract that the centre ensures its participation at this event.

Registration and certification It is the responsibility of the centre to ensure that their candidates’ registrations are up-to-date.

Equal access and reasonable adjustments When developing qualifications and designing assessments, the IAM makes every effort to consider the needs of all candidates, including those with disabilities or specific difficulties.

Despite careful design it is possible that some candidates require reasonable adjustments to assessment methods or arrangements in order to ensure that they can access the assessment.

Candidates may apply for special consideration at the time of the assessment because they have been disadvantaged by temporary illness, injury, indisposition or other adverse circumstances.

Appeals Centres must have their own auditable appeals procedure that they must explain to candidates during the induction to the courses.



4. Plagiarism

Guide to Centres, Assessors, Examiners and Candidates

What is plagiarism? Candidates commit plagiarism when they copy, very closely imitate, paraphrase or cut and paste some one else’s work, ideas and/or language and present it as their own.

How could tutors and centres prevent plagiarism in assessments?

First of all tutors should assess if the groups and individuals they teach are likely to commit plagiarism. They should also establish why this could happen, for example for linguistic, cultural reasons or because of simple ignorance or misunderstanding of the concept.

Tutors and centres then should: • explain what plagiarism is and why it is wrong to plagiarise • explain the concept of intellectual property; the ownership of words, concepts, electronic materials,

etc. • develop centre policies to prevent plagiarism • explain the consequences of committing plagiarism • explain the importance of referencing and teach the use of referencing systems • set differentiated, individual assignments for each candidate

What are the consequences of plagiarism? Tutors should explain to candidates that those who commit plagiarism achieve lower academic results than those who do not.



5. IAM Mandatory units

Manage change



501 Manage change

Credit: 15 GLH: 60

Unit aim This unit deals with understanding the principles of change management, how to plan for change, the implementation of change management plans and the evaluation of change.

Learning outcomes This unit has four learning outcomes. The candidate will: 01 Understand the principles of change management 02 Understand how to plan for change 03 Understand the implementation of change management plans 04 Understand the evaluation of change

Mandatory reading Hislop, D. (2009) Knowledge Management in Organizations. Oxford, Oxford University Press

Mullins, L. J. (2010) Management and Organizational Behaviour. 9th edition, Harlow, FT Prentice Hall

Further reading Adair, J. (2009) Leadership and Motivation: The Fifty-fifty Rule and the Eight Key Principles of Motivating Others. Kogan Page Limited

Boddy, D. (2007) Management: An Introduction. 4th edition. Harlow, FT Prentice Hall

Bollinger, A. S. and Smith, R. D. (2001) Managing organizational knowledge as a strategic asset, Journal of Knowledge Management, 5, pages 1-8

Burnes, B. (2004) Managing Change: A Strategic Approach to Organizational Dynamics. 4th edition. Harlow, Prentice Hall

Burns, T. and Stalker, G. M. (1961) The Management of Innovation. London, Tavistock

Davenport, T. H. and Prusak, L. (2000) Working Knowledge: How Organizations Manage what they Know. Boston, Harvard Business School Press

Deakins, D. (1999) Entrepreneurship and Small Firms. 2nd edition. Maidenhead, McGraw Hill Education

Deal, T. E. and Kennedy, A. A. (1982) Corporate Cultures. Massachusetts, Perseus Books

Demarest, M. (1997) Understanding knowledge management. Long Range Planning, 30(3), pages 374-384

Flood, R.L. and Jackson, M.C. (1991) Creative Problem Solving, Total Systems Intervention. New York, John Wiley and Sons Ltd

French, W.L., Kast, F.E. and Rosenzeig, J.E. (1985) Understanding Human Behaviour in Organizations. New York, Harper and Row



Further reading (continued) Grant, R. M. (1999) Toward a knowledge-based theory of the firm. Strategic Management Journal, 17, pages 109-122

Greiner, L. (1998) Surviving the crises of growth. Harvard Business Review

Handy, C. (1994) The Empty Raincoat. London, Random House

Harrison, R. (1972) Understanding your organization's character. Harvard Business Review, 3, pages 119-128

Heny, A. (2011) Understanding Strategic Management. 2nd edition. Oxford, Oxford University Press

Johnson, G. et al. (2011) Exploring Corporate Strategy. 9th edition. Harlow, FT Prentice Hall

Kotter, J. (1996) leading change: why transformation efforts fail. Harvard Business Review For further learning resources, please consult the learning resources section in the Student Members’ Login area of the IAM website.



Outcome 01: Understand the principles of change management

Assessment criteria The candidate can: 1.1 Describe the drivers for change and their likely impact on organisations 1.2 Summarise the impact of the external environment on organisational structures, people

and processes 1.3 Examine the ethical and social implications of change 1.4 Evaluate the nature and function of organisational culture 1.5 Differentiate between the advantages and disadvantages of different models of

organisational change

Amplification of assessment criteria 1.1 Describe the drivers for change and their likely impact on organisations

1.1.1 Explain the use of analytical techniques (SWOT, PESTLE) in a dynamic environment 1.2 Summarise the impact of the external environment on organisational structures, people

and processes 1.2.1 Identify the impact on formal management structures of change-related factors 1.2.2 Identify the impact of the organisational life cycle on formal structures and

products/services 1.3 Examine the ethical and social implications of change

1.3.1 Outline the changing nature of social values, lifestyles and attitudes of customers and stakeholders

1.3.2 Examine potential responses to changes in attitudes of customers and stakeholders 1.4 Evaluate the nature and function of organisational culture

1.4.1 Outline the main classification of culture including the Harrison/Handy types and their relationship with the structure of an organisation e.g. bureaucratic, matrix, clean, etc.

1.5 Differentiate between the advantages and disadvantages of different models of

organisational change 1.5.1 Identify the variables within the context of organisational change including behaviour,

work environment, performance and the effectiveness of leadership 1.5.2 Evaluate the appropriateness of 'top-down' and 'bottom-up' change strategies



Outcome 02: Understand how to plan for change

Assessment criteria The candidate can: 2.1 Identify the stages in the change process 2.2 Evaluate the roles and responsibilities of those involved in managing the process of change 2.3 Describe the requirements of a realistic and achievable change management plan 2.4 Outline the application of project management techniques to the management of change 2.5 Investigate the importance and requirements of a communication strategy for the

management of change

Amplification of assessment criteria 2.1 Identify the stages in the change process

2.1.1 Outline the eight stages in the change management process 2.1.2 Explain the importance of the psychological contract in the management of change 2.1.3 Assess the effect of organisational culture on the interaction and implementation of

leading (transactional and transformational) organisation change 2.2 Evaluate the roles and responsibilities of those involved in managing the process of change

2.2.1 Identify the governance arrangements for the change 2.2.2 Explain the roles, characteristics and limitations of change agents including project

manager, expert, facilitator, champion 2.3 Describe the requirements of a realistic and achievable change management plan

2.3.1 Assess the potential consequences of the imposition of change 2.3.2 Categorize the main types of resistance to change: passive and active; types of

organized and informal conflict 2.4 Outline the application of project management techniques to the management of change

2.4.1 Identify the factors that need to be addressed post-change 2.5 Investigate the importance and requirements of a communication strategy for the

management of change 2.5.1 Describe the different information and communication needs of everyone involved in

or affected by the change 2.5.2 Explain the importance of communication to the success of change implementation



Outcome 03: Understand the implementation of change management plans

Assessment criteria The candidate can: 3.1 Investigate the role and importance of feasibility and pilot tests prior to implementing

change 3.2 Outline the role of contingency management 3.3 Describe the implications for people management during and after the change process 3.4 Measure the costs and benefits of change 3.5 Analyse tools and techniques to manage the implementation of change

Amplification of assessment criteria 3.1 Investigate the role and importance of feasibility and pilot tests prior to implementing

change 3.1.1 Examine the significance of interdependencies within the change management

process and their implications 3.2 Outline the role of contingency management

3.2.1 Explain risk assessment management techniques 3.3 Describe the implications for people management during and after the change process

3.3.1 Explain how to carry out a Training Needs Analysis (TNA) 3.4 Measure the costs and benefits of change

3.4.1 Identify the factors to be taken into account in calculating the cost of change 3.4.2 Explain how to carry out a cost-benefit analysis

3.5 Analyse tools and techniques to manage the implementation of change

3.5.1 Explain the importance of using marketing as a tool to help introduce change positively

3.5.2 Describe the importance of sustaining change post-implementation 3.5.3 Explain the importance of maintaining the agreed timescale in a dynamic

environment



Outcome 04: Understand the evaluation of change

Assessment criteria The candidate can: 4.1 Demonstrate the scope of tools and techniques used for measuring the effects of change 4.2 Describe the tools and techniques used to assess the value and impact of the change 4.3 Assess the role of knowledge management models in context of change management

Amplification of assessment criteria 4.1 Demonstrate the scope of tools and techniques used for measuring the effects of change

4.1.1 Explain how to set measurable evaluation criteria (e.g. business performance, positioning, ROI, risk reduction, cultural improvements, market responsiveness, etc.)

4.1.2 Explain the importance of quantitative outcomes and quality and process outcomes 4.2 Describe the tools and techniques used to assess the value and impact of the change

4.2.1 Identify the definitions and perspectives of knowledge management 4.2.2 Identify the characteristics and implications for practice of the intellectual capital

model 4.3 Assess the role of knowledge management models in context of change management

4.3.1 Examine the relationship between intellectual capital and competitive advantage 4.3.2 Identify the barriers to effective knowledge sharing and ways of overcoming them

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