Change Management Theories

Unit: Transforming Business Strategies

Lesson 5 of 12 Year Level: Year 12 Subject: Business Class Size: 10 students Duration: 45 minutes

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Learning Objectives

By the end of this lesson, students will be able to:

• Identify and explain two key change management theories relevant to business repositioning.
• Demonstrate understanding of these theories through role-play activities.
• Compare different change management theories and articulate their relevance in real business contexts.

Aligned with Queensland Curriculum Humanities and Social Sciences – Economics and Business Strand (Year 12 content builds on Years 7–10 concepts such as managing change, business adaptation, and strategic decision making).

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Success Criteria

Students will:

• Clearly articulate the main concepts of two change management theories, including their application.
• Actively participate in role-play to demonstrate how these theories operate in a business scenario.
• Produce a comparative analysis presentation (extension activity) showing a thorough understanding of multiple theories.

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Resources

• Dyslexia-friendly written summaries of the change management theories with key concepts highlighted.
• Whiteboard and markers.
• Role-play cards outlining scenarios relevant to each theory.
• Presentation software (optional for extension activity).
• Visual aids summarising each theory in simple diagrams.

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Lesson Breakdown

1. Introduction (5 minutes)

• Begin with a brief recap of what "change management" means in the context of business repositioning.
• Explain the importance of understanding different theories to manage change effectively.
• Share the lesson’s success criteria and explain how each activity helps achieve these outcomes.

2. Teaching Input: Two Change Management Theories (15 minutes)

• Introduce Lewin’s Change Management Model (Unfreeze–Change–Refreeze).
• Use a dyslexia-friendly summary sheet with bold keywords and diagrams.
• Discuss each step with examples of business repositioning scenarios.
• Introduce Kotter’s 8-Step Change Model, focusing on key steps like creating urgency and consolidating gains.
• Use illustrated slides or posters.
• Check understanding through quick questions using oral and written formats for inclusivity.

3. Role-Playing Activity (15 minutes)

• Divide students into pairs or small groups (2–3 students).
• Assign each group a scenario based on one of the theories (Lewin or Kotter).
• Give each group role-play cards: one student acts as a manager leading change, others as employees reacting to the change.
• Groups enact the change process demonstrating their assigned theory.
• Facilitate and support groups, encouraging engagement and scaffolding where needed.

4. Group Debrief & Discussion (5 minutes)

• Each group briefly explains what theory they demonstrated and key points from their role-play.
• Discuss as a class how the different theories might be beneficial in various business contexts.
• Highlight practical relevance and how theory supports successful change management.

5. Extension Activity Outline & Homework (5 minutes)

• Explain the extension task:
• Students individually or in pairs create a short presentation comparing three or more change management theories (Lewin, Kotter, and another theory of their choice).
• The presentation must include theory summaries, examples of applications, and comparisons of strengths and weaknesses.
• Provide clear guidelines and assessment criteria.
• Optionally, offer digital tools and templates for the presentation creation.

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Differentiation Strategies

Learner Needs	Differentiation Approaches
ADHD	Role-play keeps students actively involved; break tasks into short steps, use timers to maintain pace.
Dyslexia	Provide written summaries with highlighted keywords and diagrams; allow oral explanations; supply visual aids.
Advanced learners	Encouraged to research additional change management theories for extension activity.
Learners needing support	Scaffold with guided questions and peer support during role plays; simplified summary sheets.

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Assessment and Feedback

• Formative assessment through observation during role-play and class discussion.
• Informal questioning to gauge understanding of theory concepts.
• Extension activity (presentation) serves as summative assessment of comparative analysis skills.

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Reflection and Follow-up

• After the lesson, reflect on student engagement with theory and role-play activities.
• Use insights to adjust scaffolding and differentiation in future lessons focused on business strategy transformation.

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This lesson plan aligns closely with the Queensland Curriculum’s emphasis on applying economic and business knowledge in real-world contexts, developing critical thinking through explanations and arguments, and catering to diverse learners including those with ADHD and dyslexia. It also incorporates engaging, practical methods like role-play and presentation for active learning and deeper comprehension.