|Module Title:||CHANGE, WORK AND DIVERSITY|
Hand in Date:
Instructions on Assessment:
Background of the subject topic
It can be argued that organisations can generate greater effectiveness in a diverse, rapidly changing global environment by encouraging agreement on shared values and by jointly creating visions, goals, and strategies, both internally and externally. Organisations can foster trust, collaboration, equality, participation, shared values, visions, and goals, which can be perceived as core strategic elements of organisational activity in a global field of action. Agreement and commitment can be maintained through dialogue by;
- Focusing on common concerns, identifying shared needs, and conflict resolution amongst the key stakeholders
- Encouraging self-reliance, problem solving and united action by the management practitioners, and
- Sharing important experiences and producing a synergy of perception, intellect and emotion with those who are impacted
In this way organisations can represent a more flexible, inclusive, human way of working, with increased opportunity for leading more satisfying working lives amongst their own employees. Strategic changes of various types and nature have been introduced in this regard and implemented extensively in business organisations in recent times
You have already been asked to complete a range of seminar-based research and reflections on the strategic changes undertaken by QANTAS over the last decade, and the associated change management practices/problems in different contexts.
This particular assignment takes the format of an assessment portfolio, comprising three main parts:
PART 1: A research report, with a word limit of 1,500, on one of the particular QANTAS change program implemented in the recent decades (post 2006). (40%)
More specifically, you need to provide accounts in this report on the following:
- Internal and external contextual factors which influenced the introduction of that particular change programme at QANTAS
- An outline of the management strategy used by the managers and leaders concerned to execute these strategic changes.
- The actual challenges and difficulties experienced by the QANTAS management team in managing these changes.
PART 2: An academic report, of a 2000 word limit, evaluating the implementation and resistance of the change management approach implicated in Part 1, from one of the three stakeholders’ perspectives: QANTAS management team, QANTAS employees concerned, customers and the respective national government (60%)
This report needs to clearly identify:
- Core issues relating to the change itself and associated change management strategy at QANTAS in that context. (These should be outlined against appropriate theoretical frameworks or conceptual discussions, with linkages between theoretical explanation and the practical events to be made explicit).
- Specific concerns and problems drawing from a particular stakeholder’s point of view. (You must demonstrate your awareness of the practical change management issues at QANTAS based on your chosen program).
- Advised approaches/recommendations for overcoming resistance to change, relating to your chosen stakeholder’s concerns and any other anxieties.
Part 3: Seminar-based portfolio evidences
As integral parts of this module learning learning documents need to be produced throughout the semester to help you learn and prepare for this assessment task. They are to be attached as appendixes in this part:
- Portfolio 1 – Slide presentation in class – a summary of the chosen Qantas change management programme, the managerial challenges in implementing changes and the management skills required for dealing with such issues, with clear indication about your own contributions (this is to identify the challenges faced and skills required to manage change, using appropriate theories)
- Portfolio 2 – Slide presentation in class – about QANTAS’ change management practice from one of the stakeholders viewpoint, per the group research findings/presentations, with clear indication about your own contributions
(this is to assess the impact or implications of the change management program under discussion, from a specific point of view )
All the above two portfolio evidences need to be presented on the weeks specified by your tutor
Failing to present the group findings or incompletely presenting those required portfolio evidences will affect your overall marks in a negative way. Missing each of them will be awarded a – 10, with a total of – 20 marks.
For example, if the portfolio work has been awarded an overall mark of 65 for part 1 and 2, but you did not present in class your final mark will then be 45 (65-20) only. If you have achieved 70 for your work on part 1 and 2, but only presented 1 out of the 2 required evidences in part 3, then your overall mark will be 60 (70-10).
Please ensure that you submit your completed assignment on time, per announcement of the UG office
Please note that there will be no EXTENSIONS given unless students discuss their circumstances with their programme leader in advance of the deadline and you may have to begin the personal extenuating circumstances process.
(Some basic instruction if required here)
Important note about ARNA regulations
The regulations specify that students must complete every assessment component contributing to the modules on their programme. This applies to all forms of assessment as defined in the module descriptor. Please note that:
- if any assessment component is not completed, students will be failed in the module even if the module pass mark has been achieved;
- if the requirements for referral specified in section 5 of ARNA1 are met, a resit opportunity will be given;
- if unable to complete an assessment component because of extenuating circumstances, students should follow the procedure described in the Student Guide to Extenuating Circumstances1.
This change was approved by Academic Board on 12 October 2009 in consultation with the Students’ Union. Students should consult their Programme Leader or Guidance Tutor if they have any queries. Independent advice and support is also available from the Students’ Union Advice & Representation Centre (firstname.lastname@example.org) or from a student adviser in Student Services.
1ARNA and the Student Guide to Extenuating Circumstances Affecting Assessed Work are available from http://www.northumbria.ac.uk/sd/central/ar/lts/assess/assproc/assdocstud/
Guidance on Assessment:
The word count is to be declared on the front page of your assignment. The word count does not include title page, contents page, glossary, tables, figures, illustrations, reference list, bibliography and appendices.
Summarising and compressing the information in your assignment into the word limit is one of the skills that students are expected to acquire, and demonstrate as part of the assignment process.
Word limits and penalties for assignments
If the assignment is within +10% of the stated word limit no penalty will apply. However, if the word limit exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted. For example: if the assignment is worth 70% but is above the word limit by more than 10%, a penalty of 7% will be imposed, giving a final mark of 63%.
Time limits and penalties for presentations
The time allocated for the presentation must be adhered to. At the end of this time, the presentation will be stopped and will be marked based on what has been delivered within the time limit.
Submission of Assessment:
All assignments must be submitted via the Undergraduate Programme Office. Each assignment must be accompanied by an Assessed Work Form which must be completed in full. The assignment will not be accepted by the Undergraduate Programme Office unless the form is completed correctly.
Marked assignments will be returned to students. It is advisable to retain a copy of your assignment for you own records. Your mark will be returned on the Assessed Work Form via the Undergraduate Programme Office.
Referencing your work
The APA method of referencing uses the author’s name and the date of the publication. In-text citations give brief details of the work you are referring to in your text. References are listed at the end of the text in alphabetical order by the author’s name. The general format of an electronic journal reference in the APA style is shown below:
Author/s name and initials are listed first, followed by year of publication in brackets. Then there is the title of article and the journal where the article appears, which is in italics. Then state the volume and issue number (in brackets) along with the pages where article can be located. Finally add the date the article was retrieved and then the name of the database, followed by the web address. Wherever possible use the homepage URL rather than the full and extended web address.
For further information on why it is important to reference accurately go to the Referencing and Plagiarism topic in Skills Plus available from the Library website:
You will find other useful help guides on Skills Plus to help you with the skills involved in writing your assessments and preparing for exams.
For further information on the APA style of referencing see the Concise Rules of the APA Style and the APA website http://www.apastyle.org/
Plagiarism and Cheating
Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full bibliography and/or a list of references must be submitted as prescribed in the assessment brief).
Please note that this is intended to be an individual piece of work. Action will be taken where a student is suspected of having cheated or engaged in any dishonest practice. Students are referred to the University regulations on plagiarism and other forms of academic irregularity. Students must not copy or collude with one another or present any information that they themselves have not generated.
(Some basic instruction if required here)
For further information on Plagiarism, see the Referencing and Plagiarism topic on Skills Plus.
(Some basic instruction if required here)
Mapping to Program Goals and Objectives:
This assessment will contribute directly to the following Undergraduate programme goals and objectives. (Insert an ‘X’ in boxes where applicable)
- Knowledgeable about the theory and practice of international business and management Students will be able to:
|X||1.||Demonstrate current knowledge and understanding of the major functional areas of business.|
|X||2.||Demonstrate current knowledge of specialist functional and professional areas of business where such specialisation is informed by relevant QAA benchmarks, professional accreditation requirements and applicable international educational standards.|
|X||3.||Demonstrate, through the application of knowledge to business contexts and scenarios, their abilities of analysis and synthesis.|
- Skilful in the use of personal, professional and managerial techniques and processes
Students will be able to:
|x||1.||Demonstrate the acquisition and application of a range of personal transferable skills in numeracy, literacy, communication and time management.|
|x||2.||Exhibit an understanding of the needs of customers, clients and other important contacts through the demonstration of the awareness of key professional and managerial issues, problem solving and critical thinking.|
|x||3.||Apply managerial and leadership techniques, including negotiation, project management, team building and decision making to business problems appropriate to their level of study.|
- Employable as graduates Students will be able to:
|x||1.||Demonstrate a range of key skills for securing graduate employment, including self presentation e.g. in CVs, interviews and assessment centres.|
|2.||Demonstrate an active awareness of the graduate labour market in order to secure, retain and develop a graduate career.|
|x||3.||Provide evidence of direct engagement with a range of graduate employers and professional bodies..|
- Aware of ethical issues impacting on business and professional practice Students will be able to:
|x||1.||Demonstrate an understanding of UK and international organisations’ approaches to Corporate Social Responsibility and their implications for organisations and individuals.|
|2.||Demonstrate an understanding of the ethical codes of professional bodies and the legal and regulatory contexts in which these operate.|
|x||3.||Demonstrate an understanding of different perspectives towards organisational ethics including shareholder, stakeholder and critical approaches.|
Assessment Criteria (NBS) — HR0277 Change, Work and Diversity
General Assessment Criteria
|Trait||0 – 29||30 – 39||40 – 49||50 – 59||60 – 69||70 – 79||80 – 100|
|Knowledge and Understanding||Majority of work is neither relevant nor accurate.||Performance shows elements of legitimate content.||Legitimate content but relies heavily on the descriptive. Analysis may be unsophisticated.||Knowledge base is generally sound and some critical appreciation shown.||A maturing ability to relate theory and evidence, concepts and ideas is displayed. Critical appreciation is evident.||Impressive knowledge and understanding. Clearly demonstrates critical appreciation. Theory and evidence are invariably related.||Excellent knowledge and appreciation for subject. Fastidious eye for detail.|
|Structure and Alignment||Often inarticulate and can be incomprehensible.||Content is more often than not inappropriate.||Work may contain some use of concepts, but is poorly set out and needs an appropriate focus.||Analysis usually clear but can lack some clarity of focus.||Content is always relevant, generally well focused and organised.||Argument or logical reasoning is always relevant and well sustained.||Assured ability to challenge received wisdom and to sustain argument or logical reasoning under these terms.|
Module Specific Assessment Criteria
|Trait||0 – 29||30 – 39||40 – 49||50 – 59||60 – 69||70 – 79||80 – 100|
|Knowledge and Understanding||Portfolio work shows lacking of proper understanding on the main issues implicated in managing changes in a specific business context. Account on the change scheme under investigation is eclectic and descriptive. No awareness is shown about the complexity in the management intervention in business organizations.||Legitimate ideas have been displayed about change management process but relies heavily on the descriptive. Limited ability to understand the main theoretical issues implicated in the change management. Lack of analysis and insights over the topic issue.
|Knowledge base is sound, a clear and logical structure is discernible and a reasonably good standard of analysis and discussion in the topic area.
Some awareness of personal quality/competency issues in effecting the changes within a specific context as defined
|A very good standard of work containing detailed but appropriately focused discussion. Theoretical concepts have been clarified and effectively applied in the problem situation. The ability to relate theory and evidence, concepts and ideas is displayed in the scenario analysis. Critical appreciation is evident.||Impressive knowledge and understanding about the topic issue. The portfolio work provides high standard knowledge and insights into the change management, with creative use of some relevant theories. Clearly demonstrates critical appreciation.||Excellent work providing a wide range of theoretical and practical evidences on change management in specific business situations. Displayed great level of personal skills in achieving the module learning outcomes. . Fastidious eye for details and explore them with creativeness.|
|Structure and Alignment||Content is outlined in an inappropriate style, without a proper focus. Only basic personal learning skills have been shown in the presentation of work||Good account on the problem situation and effective in explaining the change implementation. Personal learning skills are insufficient in meeting the learning objectives.||Structure of discussion is usually clear but can lack some clarity of focus, with certain personal learning skills being revealed in meeting the module objectives||Factual report is always relevant, and the theoretical discussion has been generally well organized. Displays above average personal learning skills in meeting the objectives outlined||Argument or logical reasoning is relevant and well sustained, with exceptional personal learning skills being displayed. Evident in linking theories to practical issues.||Assured ability to challenge received wisdom and to sustain argument or logical reasoning under these terms, primary and secondary sources of literature have been used in comparative terms, with structured analysis in the portfolio report. Shows independent thinking|
Note: For those assessments or partial assessments based on calculation, multiple choice etc. Marks will be gained on an accumulative basis. In these cases, marks allocated to each section will be made clear.
Students must retain an electronic copy of this assignment and it must be made available within 24 hours of them requesting it be submitted.