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Describe and analyze the characteristics and skill for the suitable change

Describe and analyze the characteristics and skill for the suitable change

Describe and analyze the characteristics and skill for the suitable change

ACTIVITY BRIEF FOR ASSESSMENT CHOOSE AN ASSESSMENT CATEGORY

ACADEMIC YEAR 2021 – 2022 – CHOOSE A SEMESTER OR TERM

Course BBA313) – Change Management Today (2CH/3ECTS)

Instructor Dr. Angelos Vouldis

Participation in all assessment activities stated in this document is required. An overall course total of 70

points is required to pass the course. Due dates and times are always in Geneva time.

Assessment Choose an assessment category

Description Due date and time

Weight of course total

Task 2.1: Assessing external conditions

Assessment type: Discussion forum

Description: Perform a PEST analysis for the school or university you attend.

For further details of this assessment task, please consult the activity description on the relevant week of the course site.

01/11/2021 14:00 5%

Task 2.2: Assessing internal conditions

Assessment type: Discussion forum

Description: Perform a SWOT analysis for the school or university you attend.

For further details of this assessment task, please consult the activity description on the relevant week of the course site.

08/11/2021 14:00 5%

Main task

Task 2.3: RED CROSS change Management

Assessment type: Written assignment

Description: Students must justify its effectiveness according to key changing factors

See sections below for further details.

15/11/2021 14:00 20%

 

IN STR UCT ION S

Main task

Students will deliver a project compatible with the tradition and objectives of the Red Cross in an underdeveloped country. The company is the RED Cross which on the link you can find a detail case study. Students must justify its effectiveness according to key changing factors and apply theories learned in class.

Background

The Red Cross is a strong brand with a history of helping people in underdeveloped countries. However, they have been slow to adapt to changing times – something they have recognized in their new strategy document

They want to develop a new strategy as they believe that are slow and not performing well

ELEMENTS TO ADDRESS BY YOUR CASE STUDY

1. An analysis of the organisational structure of the Red Cross unit that will implement the project. (25%)

You need to demonstrate the insights you discovered that describes why there is a problem.

You will explain what the Red Cross is what is its aim and also what is the problem that is facing now

words 250

2. Assessing the external conditions (25%)

 

 

 

You must identify the external factors that may affect your plan for change.

You must develop a PEST analysis related to the Red Cross. Using bullet points with valid arguments for your reference. Presenting the related Political, Economical. Sociological, Technological factors which are affecting the specific approach for change. Words are 250

3. Assessing the internal conditions (25%)

You must develop a SWOT analysis related with the specific problem in the strategy. You can use your imagination for developing the SWOT as it is not possible to have all the insight information. Words 250. Try to use coherence and logical arguments which clearly shows the connection with the problem. Again use bullet points for this task.

You must identify internal factors that may affect your plan for change.

4. The role of the Change Agent (25%)

Since the Change Agent role is crucial, picking the right Change Agents is a critical step. Describe and analyse the characteristics and skill for the suitable change

You must develop based on our notes the specific characteristics of the change agent which is related to the specific change management project. Again use bullet points for developing your arguments. Number of the words 250

 

 

FORMAT

Your submission must meet the following formatting requirements:

• Submit one file only.

• Required file format for main submission: PDF.

• Additional file format for additional deliverables: PDF.

• Additional file requirements: None

Other details:

• Font size 12

• Double-spaced

• Number of words: 1000

All refencing and citations require Harvard referencing style.

 

LEARN ING OUT COMES

Outcome 1: understand and apply the competencies and behaviors of an effective change agent.

Outcome 2: assess and evaluate the varying diagnostic tools used to facilitate organizational change

Outcome 3: Demonstrate the ability to appraise the ideas and arguments of academics and practitioners to

assess the validity of the conclusions reached within the context of change management.

Outcome 4:.Develop and recommend an appropriate change management plan in accordance with an

organization’s mission, processes, systems, organizational structures]

 

ASSESSMENT CR IT ER IA

Rubric: written assignment

 

 

 

Criteria Accomplished (A)

Proficient (B)

Partially proficient (C)

Borderline (D)

Fail (F)

Problem identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions.

The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.

The student reached conclusions, but they were limited and provided minimal direction for decision- making and solutions.

The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic

The student used problem-solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

 

 

 

solutions were explored and ruled out.

solution was chosen. Alternatives were identified, explored and ruled out.

considered. Alternatives were not offered.

 

 

AD DIT ION AL INFO RMATION

If required, please add further details of your assessment here (e.g., case study, list of questions, etc.).

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