Business Management 2013
Teaching and learning resources
Sample unit of work:
Managing organisational change
Three sample units of work are available for Business Management 2013:
 Managing organisational change
 Making small-to-medium enterprises work
 Corporate social responsibility.
The Managing organisational change unit of work is provided in this resource. It is not a full unit of
work, and the materials provided are neither prescriptive nor exhaustive.
This unit of work relates to the context of managing organisational change. It demonstrates ways
of teaching and learning in context. Schools may select from a range of contexts or they may
develop contexts suited to student interests, school location and resource availability. Schools are
advised to adapt teaching and learning experiences to suit student interest and the availability of
resources.
Guidelines for sample resources
The sample resources incorporate the objectives described in the dimensions of the syllabus,
include suggestions that schools could choose to follow, and offer flexibility to cater for a wide
variety of students and school contexts. These sample resources demonstrate:
 organisation and development of course content
 teaching and learning supporting the syllabus
 learning experiences that support achievement of the objectives described in the dimensions
 alignment between content, learning experiences and assessment.
Learning experiences
Learning experiences support the educational goals of the subject and align with assessment.
They are student-based activities that:
 provide opportunities to achieve the objectives described in the dimensions of the syllabus
 occur in authentic, relevant and worthwhile contexts
 vary in scope and depth, duration and degree of challenge
 reflect current practice in the wider community
 suit particular student needs, abilities and interests
 allow students to work independently and with others
 encourage students to think and act for themselves.
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Learning experiences should provide a balance and variety of activities across the whole course
and cater for the school’s context, resources and the unique characteristics of each cohort of
students.
Unit title: Managing organisational change
Context
Change management
Dimensions
Knowing and understanding business management
Applying and analysing management strategies
Evaluating and communicating management strategies.
Area of study
Management practices
Human resource management
Focus
Management practices involve
the functions of businesses with a
variety of structure, the impact of
environments on businesses, and
the roles of business managers
as they plan, organise and lead
businesses.
Human resource management
involves managing people,
building motivation, using the
principles of job design and
managing the employment
cycle for efficient practice.
Identified
subject
matter
 Business managers plan,
 Human resource managers




organise, lead and
communicate to achieve
business objectives.
Strategic business
management includes the
analysis of marketing,
operations, finance and
human resources to ensure
the effective and efficient use
of human and physical
resources.
Production efficiency and the
creation of profit are primary
goals of business managers,
but they are not the only
criteria of business success.
Business managers consider
the views of stakeholders,
risks, resources, and the
internal and external
environment as they make
decisions to achieve business
goals and objectives.
Different levels of
management fulfil specific
roles and functions, with
communication between
managers and professional
networks being crucial to
business success.
design and implement
strategies to manage the
employment cycle, including
performance appraisal, to
achieve business objectives.
 The effective management of
human resources requires an
understanding of the theories
of management and
leadership.
 The relative bargaining power
is affected by various factors
such as the extent of
unionisation, government
regulation, and supply and
demand.
 Human resource managers
facilitate communication and
cooperation between
management and employees
to achieve personal and
business goals, which may
differ at times.
Suggested
time
allocation
30 hours; Year 12
Underpinning
practices
The underpinning practices of communication strategies and
management strategies have been integrated into learning
experiences.
Business Management 2013
Sample unit of work: Managing organisational change
Areas of study
selected to suit
the unit title
and context.
Subject matter
identified to suit
the unit title,
context and
focus.
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 6
Learning experiences
Unpacking the knowledge and understanding
 Collect, select and organise a newspaper folio of job advertisements for human
resource management positions and identify and define the skills, experiences and
duties performed by a human resource management department.
 Invite a human resource manager to speak about the duties they perform in an
organisation, and examples of issues they have needed to resolve.
 Analyse and debate the following statement ‘The Human Resource Management
function is there primarily to fulfil corporate objectives, not to meet employee
needs’.
 Design and conduct a survey to determine the significance of a range of factors
which motivate people at work.
 Complete a jigsaw activity to establish an understanding of the employment cycle
 assign each individual within the team one of the following areas: Human
Resource Planning and Needs Analysis, Recruitment, Selection, Induction,
Training and Skills Development and Appraisals and Termination
 each individual is to develop a set of resources (e.g. factsheet, flowchart,
brochure, presentation) which describe and explain their area to present to
their team.
 Develop a comparative table which defines, explains and analyses alternative
human resource selection methods. Use the table to recommend the best
approach for a range of business situations.
 Conduct roleplays for selection interviews or departure proceedings from both
a manager and an employee viewpoint; construct a checklist of key points a
manager should endeavour to follow to maintain good employee relations in
both situations.
 Using knowledge and understanding, brainstorm and identify 10 major changes
that the class believe will affect large-scale organisations in the next 20 years;
analyse how organisations could best prepare themselves to take advantage of
these opportunities.
 Conduct an investigation into individual responses to change through:
 setting up the classroom differently at the beginning of the lesson, e.g. desk
arrangements, teaching position
 noting how the students respond to the changes, e.g. how they verbally respond,
how they work out who they are going to sit next to
 analysing how the activity may reflect how employees could react to changes in
organisations. Analysis could be facilitated by questions such as:
▪ Describe your immediate reaction to the classroom changes? How did you
respond? How did those around you respond? How did you personally feel
about the change?
▪ What factors allowed the class to respond positively to this change?
▪ What factors led to the class responding negatively to this change?
▪ Would you have responded any differently if these changes had been
communicated to you by the teacher before the lesson? How?
▪ What factors do you consider vital for effective change management in the light
of this investigation?
▪ Suggest some strategies managers could employ to overcome employees’
resistance to change.
Business Management 2013
Sample unit of work: Managing organisational change
Learning
experiences
are developed
using the
dimensions
and objectives,
identified
subject matter
and
underpinning
practices.
Underpinning
practices (i.e.
communication
strategies and
management
strategies)
are developed
through
learning
experiences.
Queensland Curriculum & Assessment Authority
February 2015
Page 3 of 6
Learning experiences
Case study — Change management in a large-scale Australian organisation
Students select a large-scale Australian organisation that has had to manage
change. Examples could include:
 Qantas — www.qantas.com.au/
 Rip Curl — www.ripcurl.com.au
 Super Retail Group — www.superretailgroup.com.au
 Suncorp — www.suncorp.com.au
 Commonwealth Bank — www.commonwealthbank.com.au
 Queensland Council of Unions — www.qcu.asn.au
 Aurizon (previously QR National) — www.aurizon.com.au
 Australian Stock Exchange — www.asxgroup.com.au
 Rio Tinto — www.riotinto.com.au
 Leighton — www.leighton.com.au
 Woolworths — www.woolworths.com.au
 Telstra — www.telstra.com.au
 Wesfarmers — www.wesfarmers.com.au
Students carry out a detailed analysis and evaluation of the selected large-scale
organisation by completing the following:
 Prepare a brief overview of the organisation (in a presentation or brochure)
including information such as the organisational structure, what does the
organisation do?, how did the business develop?, who are the main customers?,
who are the key stakeholders?, what is the governance?
 Prepare a mind map or factsheet which provides a picture of the internal
operations of the organisation. The mind map or factsheet should consider factors
such as:
 business objectives
 management structure
 corporate culture
 style of management
 operations management — input, process, output, strategies to optimise
operations
 human resource management — establishment, management, termination,
employee relations, motivation practices
 ethical and socially responsible management.
 Analyse major pressures for change that could have affected the organisation in
recent years. Prepare a roleplay which evaluates, predicts and suggests how the
organisation may have or could have responded to each pressure for change.
 Using the global financial crisis as an example of a pressure for change, evaluate
the management strategies used by the organisation. Recommend possible
changes that the organisation should consider in the future.
 Using Kotter’s theory of management, prepare a report which analyses and
evaluates how effectively the organisation has responded or managed change.
Business Management 2013
Sample unit of work: Managing organisational change
Case study
has been used
to develop
understanding
and turn
subject matter
into authentic
learning
experiences.
A variety of
large-scale
organisations
provide
students with
choice.
Written report
models
Possible
Assessment B.
Queensland Curriculum & Assessment Authority
February 2015
Page 4 of 6
Possible assessments
Two possible assessment ideas are provided here to model the ways in which assessment may
be developed in Business Management. These examples are neither prescriptive nor exhaustive.
Possible Assessment A
Assessment
Feasibility study
 Human resources feasibility study (multimodal
presentation)
Dimensions and
objectives
Knowing and understanding business management
 use business management terms, concepts and
theories
 describe business situations using examples
 explain management processes and strategies.
An assessment
technique is
selected to suit
the inquiry and
the stage of
learning.
Applying and analysing management strategies
 select and organise business information from primary
and secondary sources
 apply knowledge to identify issues in business
situations
 analyse business information and management
strategies, and interpret trends, patterns and
relationships.
Evaluating and communicating management strategies
 evaluate management strategies to formulate
recommendations
 justify recommendations using evidence
 communicate using language conventions to suit
audiences and purposes.
Possible task
Conditions
Conduct a human resources feasibility study for a
possible new local business. Determine the current
human resources situation in this enterprise.
Analyse the needs of the enterprise at the current time
and into the future as the enterprise expands.
Analyse competitors to determine the human resources
of similar organisations. Identify trends, patterns and
relationships.
Evaluate the analyses to determine the best possible
human resources situation for this enterprise. Evaluate
the feasibility of this situation. Formulate
recommendations, justifying these with evidence.
Present the feasibility study as a multimodal presentation
to the class, who will act as the owner of the chosen
small-to-medium enterprise.
The task is
developed
to ensure
students
provide
evidence
of syllabus
objectives.
Determining an
audience and
purpose can
assist students
in selecting
appropriate
language.
Conditions
reflect the
syllabus
guidelines.
5–7 minutes
Business Management 2013
Sample unit of work: Managing organisational change
Queensland Curriculum & Assessment Authority
February 2015
Page 5 of 6
Possible Assessment B
Assessment technique
Extended response to stimulus (written)
Dimensions and
objectives
Knowing and understanding business management
 describe business situations using examples
 explain management processes and strategies.
Applying and analysing management strategies
 apply knowledge to identify issues in business
situations
 analyse business information and management
strategies, and interpret trends, patterns and
relationships.
Objectives
within the
dimensions are
selected to
suit the task.
Evaluating and communicating management strategies
 evaluate management strategies to formulate
recommendations
 justify recommendations using evidence.
Possible task
Read and review the scenario of a business that has
undergone significant change management.
Analyse the change management processes put into
place by the management. Identify any issues that may
have arisen.
Analyse possible competitors to determine different
change management strategies that may have been
used.
Evaluate all findings and provide justified
recommendations.
Present all findings in a written report to management.
Conditions
Written
800–1200 words
Business Management 2013
Sample unit of work: Managing organisational change
Queensland Curriculum & Assessment Authority
February 2015
Page 6 of 6