Organisational Change

Organisational Change Order Description The first thing you need to do is find an organisational change that you could write about. The change could be from a previous or current work situation experienced by you. It might be changes experienced by an organisation known to you (through friends and or family for example) or a change drawn from the literature, case study materials and/or the press (newspapers, etc.). After concluding the case study the second part of the assignment should take the form of a Teaching Note comprising four questions for discussion of the case study together with model answers that demonstrate your analytical abilities and make use of the module content and wider reading to link the main issues in your case to relevant models, concepts and theories Assignment details Overview of Module and Module Descriptor: This module provides an introduction to Organisational Change with a primary focus on introducing students to the theory and practice of the way change occurs in a range of organisations. This includes a strong focus on the reasons for organisational change and the processes by which organisations change. Understanding the pressures on organisations to change, what can be done to improve the effectiveness of change and what responses there can be to change in an organisational setting will provide valuable knowledge for working life in any organisational role. The first thing you need to do is find an organisational change that you could write about. The change could be from a previous or current work situation experienced by you. It might be changes experienced by an organisation known to you (through friends and or family for example) or a change drawn from the literature, case study materials and/or the press (newspapers, etc.). It is expected that in writing about this change however you will draw on multiple sources of information and particular credit will be given for particularly in-depth secondary research, or, if appropriate, ethically non-contentious primary research. Having chosen the change you need to write a description of the change, as in a Case Study (it is recommended that you read a variety of case study examples from the literature before beginning this task). The aim of this should be to outline the nature, scope and extent of the change considered along with key stakeholders, milestones and issues within this. The case should be capable of being read as a standalone narrative of the organisational change under consideration which gives the reader enough information on that change to develop their own understanding and analysis of this. Your case should have a clear and distinct title of no more than 10 words. The case can take a particular focus on the change considered (such as culture, resistance, leadership, etc.) if desired and if it does this should be clearly indicated in the title. After concluding the case study the second part of the assignment should take the form of a Teaching Note comprising four questions for discussion of the case study together with model answers that demonstrate your analytical abilities and make use of the module content and wider reading to link the main issues in your case to relevant models, concepts and theories. A bibliography of all sources used must also be provided. The idea is that you put yourself in the position of a teacher who has set your students the task of reading the case study you have written. You have set the students four questions to answer for an assignment. In order to be able to mark the answers provided by your students consistently, you write some ‘model’ answers or a ‘teaching note’ which reminds you of all the main points you expect to see the students making and the theories, frameworks or models you expect to see the students referring to. It is this teaching note that comprises the second part of your group assignment. The whole assignment (both parts) should not exceed 2,500 words in length, and it is likely that the two parts (the case study and the teaching note) will be approximately the same length although if the case study includes a substantial amount of secondary information, this might be slightly longer. Please ensure that, in total, you do not exceed the 2,500 words maximum. It is not necessary to include an introduction and conclusion around the two parts of this assignment, but the start of the case itself and the teaching note should be clearly indicated and credit will be given for structuring each of these in an appropriate way. Please ensure the assignment is written using either Times New Roman (12) font or Arial (11) font and that it is double line-spaced. The case study and teachers notes should both reflect the module as a whole, it must address these areas of organisational change: - The Nature of Organisational Change - Diagnosing the Need for Change & Getting Started - Power and Politics in Organisational Change - Communication and Change - Motivation and Change - Teams and Change - Developing a Change Plan - Implementing Change Marking Scheme Standard Expected GUIDE FOR GRADES Grading Criteria – Level 2 0-19 A substantial fail indicated by a substantial lack of knowledge and an inability to critically understand the well-established principles of their subject areas. A substantial failure to understand the way in which those principles have developed an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. A substantial lack of knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and a substantial inability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. A substantial failure to appreciate the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. Unable to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. Unable to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. 20-39 A significant fail indicated by a significant lack of knowledge and an inability to critically understand the well-established principles of their subject areas. A significant failure to understand the way in which those principles have developed an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. A significant lack of knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and a significant inability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. A significant failure to appreciate the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. A significant failure to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. A significant failure to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. 40-49 Achievement of the threshold level of attainment at level 2 indicated by a basic knowledge of the underlying concepts and principles associated with their subject area. A basic ability to critically understand the well-established principles of their subject areas. A basic ability to understand the way in which those principles have developed an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. A basic knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and a basic ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. A basic appreciation of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. Unable to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. A basic ability to communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. 50-59 Achievement above the of the threshold level of attainment at level 2 indicated by a satisfactory knowledge of the underlying concepts and principles associated with their subject area. A satisfactory ability to critically understand the well-established principles of their subject areas. A satisfactory ability to understand the way in which those principles have developed an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. A satisfactory knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and a satisfactory ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. A satisfactory appreciation of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. Unable to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. A satisfactory ability to communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. 60-69 Achievement well above the threshold level of attainment at level 2 indicated by a good knowledge of the underlying concepts and principles associated with their subject area. An ability to critically understand the well-established principles of their subject areas. A good ability to understand the way in which those principles have developed an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. A good knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and a good ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. A good appreciation of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. Unable to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. A good ability to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. 70-84 Achievement substantially above the threshold level of attainment at level 2 indicated by a comprehensive knowledge of the underlying concepts and principles associated with their subject area. An excellent ability to critically understand the well-established principles of their subject areas. An excellent ability to understand the way in which those principles have developed an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. An excellent knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and an excellent ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. An excellent appreciation of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. An excellent ability to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. An excellent ability to effectively communicate information, 9 arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. 85-100 Outstanding achievement above the threshold of level 2 indicated by a comprehensive knowledge of the underlying concepts and principles associated with their subject area. An outstanding ability to critically understand the well-established principles of their subject areas. An outstanding ability to understand the way in which those principles have developed an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. An outstanding knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and an outstanding ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. An outstanding appreciation of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. An outstanding ability to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. An outstanding ability to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively.