Students can identify and describe trigger factors for changes processes, relate them to the corporate context and critically reflect on their own understanding of change and role as “change agents”. They can describe different scopes for action in designing change processes and are aware of their limitations. Students are familiar with various approaches which can help to initiate, monitor and sustainably anchor change processes, and can describe their structure and impact. They have developed a critical appreciation of different approaches in terms of their applicability and can make reasoned decisions when selecting models and tools suitable for given situations. Students are capable of analysing resistance to change at an individual and group level, and can assess its likely impact in order to plan future action and make adaptations to ongoing projects as necessary. Students reflect on their own roles as project leaders and are aware of their strengths and weaknesses as they relate to this role. They understand the influence of the corporate context and specific specialised tasks on the leadership function. Students are capable of adapting their leadership style to different situations and have an understanding not only of theoretical fundamentals, but also of concrete methods for leading staff. |
