Assessment

Word limit: 3500 words

Task

Answer all the questions below. All answers will be based on your learning to date, including any wider reading you have done.

The questions relate to each other, so be certain to read all five elements of this assessment before you begin.

1) Identify two theoretical concepts of organisational change and explain how each is discussed in the textbook, the academic readings provided in module two and in your wider reading. Go on to write a definition of organisational change using your own words. (c.400 words).

2) Using an organisation you are familiar with (you may use information in the public domain, i.e. from organisational websites and other forms of media to assist you):

• Write a brief introduction about the organisation

• Identify a change that is happening within it.

• Go on to explain how your definition (from section 1 above) is relevant to the change occurring in this organisation. (c.600 words).

3) Draw up a SWOT analysis (see Module 2.3) to assess what has caused the need for the organisational change you identified in section 2 above. In your own words, (but using references to support you) identify and critically evaluate the benefits and drawbacks of using a SWOT analysis to determine the need to change. (c.750 words).

4) Using the textbook, the modules and wider reading, identify, explain and critically assess the role of the change agent in the organisation. (c.750 words).

5) Define problem-centric and dialogic approaches to change. Critically assess the benefits and drawbacks of each of these approaches. Go on to identify which of these approaches you would prefer to use to manage the change you identified in 2a and explain why. (c.1000 words).

N.B. c. = around/about, so c.500 words means around 500 words

Rationale

This assignment has been designed to:

LO 1 Identify and define organisational change

LO 2 Assess and explain reasons for organisational change and explain why these are contested

LO 3 From a range of theoretical perspectives, identify, examine and critically analyse approaches to organisational change, and assess the outcomes.

criteria

Identify two theoretical concepts of organisational change and explain how these are discussed in the textbook, the academic readings provided in module two, and your wider reading; go on to write a definition of organisational change using your own words.

Identification and explanation of theoretical concepts of organisational change are comprehensive, coherent and clearly based on the textbook and related readings, with all references provided. The definition of organisational change reflects the components present in the literature comprehensively and is clearly written from the student's perspective. Identification and explanation of theoretical concepts of organisational change covers most key aspects present in the textbook and readings. References provided in most cases. The definition of organisational change reflects most of the components present in the material and is written coherently in the student's own words.

Identification and explanation of theoretical concepts of organisational change covers some of key aspects present in the textbook and related readings. References are provided in sufficient quantity to support most of the work. The definition of organisational change draws closely on the literature and is clearly paraphrased. Identification and explanation of theoretical concepts of organisational change covers material present in the textbook. Lacks some clarity. Some references are provided. Paraphrasing is attempted when defining organisational change, but phraseology reflects the original too closely. No, inappropriate or limited identification or explanation of theoretical concepts of organisational change is provided. No or very limited definitions of organisational change are given.

2) Using an organisation you are familiar with (you may use information in the public domain, i.e. from organisational websites and other forms of media to assist you): • Write a brief introduction about the organisation • Identify a change that is happeningwithin it. • Go on to explain how your definition (from section 1 above) is relevant to the change occurring in this organisation. (c. 600 words). 10 The student provides rich and comprehensive detail about the organisation that will enable an in-depth further examination. The section is written succinctly, drawing out the main points and issues relating to an internal change. The relevance of the change definition to the change occurrence is clearly set out, assessed and evaluated. The student provides a clear and detailed account of the organisation with descriptions and detail that will enable them to examine the internal change. The relevance of the change definition to the change occurrence is set out logically and consideredcarefully. The student provides a sufficiently detailed account of the organisation enable them to examine the internal change. Provides a sufficient account from which to examine the internal change. The relevance of the change definition to the change occurrence is argued but is limited. Identification of organisation is underdeveloped, inhibiting deeper examination in other sections of this assessment. The relevance of the change definition to the change occurrence is attempted, but the relationship between them is under-developed and not convincing. Identification of organisation is inadequate, insufficient, and unclear. The relevance of the change definition to the change occurrence is very limited and does not reflect the situation.

Using a SWOT analysis (see Module 2.3), assesswhat has caused the need for change in the organisation. In your own words, (but using references to support you) identify and critically evaluate the benefits and drawbacks of using a SWOT analysis to determine the need to change. (c. 750 words). 20 The SWOT analysis is thorough, clearly set out and conclusions are drawn that emanate from the analysis. The critical evaluation clearly demonstrates a high level ability to assess and evaluate the benefits and drawbacks draws on theory and its relation to practice that is original and supported by readings and/or alternative perspectives. The SWOT analysis contains most aspects required and is set out clearly with some conclusions drawn from the analysis. The critical evaluation demonstrates a good level ability to assess and evaluate the use of SWOT, relating theory to practice in a detailed way, using readings and/or alternative perspectives. The SWOT analysis contains many aspects required. There may be some problems with clarity and detail but some conclusions from the analysis are evident. The critical evaluation of SWOT identifies, explains and applies important alternative theoretical concepts but occasionally lacks clarity or accuracy. Critique is limited. The SWOT analysis contains some of the aspects required, but there are some inconsistencies or limitations in the content. A few conclusions drawn from the analysis. The critical evaluation attempts to identify, explain and apply alternative theoretical concepts to assess and evaluate SWOT, but with some limitations, inconsistency and/or inaccuracy. Superficial critique. The SWOT analysis is limited. Although it contains some of the aspects required, there are some inconsistencies or limitations in the content. A few limited conclusions drawn from the analysis. Limited grasp of alternative theoretical concepts; lacking in critical examination.

Using the textbook, the modules and wider reading,identify, explain and critically assess the role of the change agent in the organisation. (c. 750 words). 20 The role of the change agent is explained and supported through textbook and modules, and exceeds this by drawing on wider reading. The critical assessment draws deeply on theoretical perspectives to explore and critically assess the role of the change agent, using practice to illustrate points made. When examining the role of the change agent, is able to interpret the relationship between theory and practice accurately. Offers appropriate and relevant examples to support line of argument. When examining the role of the change agent, is able to identify the relevant relationships between theory and practice. Offers some evaluation, but occasionally lack consistency. When examining the role of the change agent, is able to demonstrate the relationship between theory to practice, but provides limited critique of this. Some consideration of alternative perspectives is provided but tends towards being descriptive rather than critical. Is extremely descriptive. Reproduces information from lectures and readings. The critical assessment is very limited or non-existent. Relationships between theory and practice are underdeveloped and poorly argued.

Define problem-centric and dialogic approaches to change. Critically assess the benefits and drawbacks of each of these approaches. Go on to identify which of these approaches you would prefer to use to manage the change you identified in 2a and explain why. (c. 1000 words). 30 Shows deep critical reflection of and engagement with problem centric and dialogic approaches to change. A strong and reasoned argument, supported by wider reading is made to support the preferred approach. Integrates examples of practice into the line of argument. Shows detailed critical reflection of and engagement with problem centric and dialogic approaches to change. A well-reasoned argument is made to support the preferred approach that draws on the textbook and additional readings. Examples from practice provided to illustrate points made. Shows a degree of critical reflection of and engagement with problem centric and dialogic approaches to change. Relies heavily on the textbook. Notes alternative perspectives and provides examples where necessary to support conclusions. Describes the two approaches and lists the benefits and drawbacks. A preference is identified but justification for this is limited and superficial rather than meaningful. Shows a basic level of engagement with the subject material. Engagement with the two perspectives is minimal, and demonstrated understanding of them is limited. No or little evidence for choice is provided. Shows scant engagement with the subject material.

Academic and professional communication skills:Each response follows a clear structure. Writing style must follow professional literacy: Citations and a final reference list that follows the APA6 guidelines accurately; the quality of writing and presentation: accurate mechanics (spelling, grammar, punctuation etc.); use respectful language to discuss all people; avoid emotive language; employ inclusive, non-sexist language. Minimum of ten (10) citations/references used overall. 10 Structure uses clear and concise topic and linking sentences, and connected paragraphs. Sophisticated level of professional language achieved. Paragraphs succinct with excellent ability with grammar, vocabulary and spelling. Impeccable referencing in APA6. Outstanding presentation. Structure that uses paragraphs and sentences. Extensive use of topic and linking sentences. Leads the reader through the argument in a clear and logical way. Follows guidelines comprehensively. Professional literacy well demonstrated. Substantial ability with grammar, spelling and vocabulary. Ample relevant, accurate referencing using APA6. Clear structure. Adequate use of sentences and paragraphs. Guidelines followed clearly. Level of professional language used. Paragraphs are succinct. Generally good ability with grammar, and spelling; appropriate vocabulary. Significant but limited referencing. Some errors with APA6. Structure is apparent, fair use of topic and linking sentences and paragraphs. Some of the guidelines followed. Only general level of professional language achieved. Adequate level of control over grammar, fair ability with spelling and vocabulary. Referencing lacks specificity with a range of inaccuracies with APA6. No apparent structure. Poor sentence and paragraph construction. Guidelines not followed. Language not professional, inclusive or respectful. Paragraphs off the point. Inadequate ability with grammar, poor vocabulary and spelling. Insufficient and/or significantly inaccurate APA6 referencing.