MNG00703 ORGANISATIONAL CHANGE AND DEVELOPMENT Assessment 3 Reflecting on an organisational change Assessment type Essay Due Date Monday 13 September Length 1500 words (+/- 10%) Weight Consider an...

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MNG00703 ORGANISATIONAL CHANGE AND DEVELOPMENT Assessment 3 Reflecting on an organisational change Assessment type Essay Due Date Monday 13 September Length 1500 words (+/- 10%) Weight Consider an organisational change that you have recently experienced. Write a reflective essay that indicates how you personally transitioned in the change. Reflecting on the content of the unit identify the concepts, theories and tools you feel would be most helpful if you were invited to advise your organisation about how best to manage change. This assessment is designed for you to become reflective in your practice surrounding change, and to provide you with an opportunity to review what you have read and to think about how the many theories, models, techniques and tools can be applied to the management of change. The event or incident or experience in itself is not important – what is important is your reaction to it, and how it has informed your thinking and your learning. The purpose of writing about what you have read and learned is to show that you can see the link between the theories, ideas and approaches you read about, and their relevance to your personal experience. How you organise your writing can help you to understand the content, and then to reflect on the implications for you and your practice. After you have been immersed in reading, it can be tempting to keep your research separate from your reflections of your experience. Instead try making the conscious effort to reflect on the link between your experience and the theory, policies or studies you are reading. Why reflection is useful for managing change Reflecting on our own stories of change not only unites the present with the past, but can be used to link the present with the future. A note on reflective writing Reflective thinking demands that you recognise that you bring valuable knowledge to every experience. It helps you therefore to recognise and clarify the important connections between what you already know and what you are learning. It is a way of helping you to become an active, aware and critical learner. Reflective writing includes four areas of consideration: 1. Report on or describe the issue or experience and explain why it is important. Give your initial response to the experience or issue. 2. Relate the issue/experience to your own experience. 3. Reason about or discuss the issue/experience to demonstrate an understanding. 4. Reconstruct your understanding of the changes that have occurred as result of the experience and your reflection upon it. Suggested content of the reflective essay: · Introduce the topic: describe the context of the incident and the actual incident. · Explain why the incident was critical or significant for you. · Explain your concerns at the time. What you were thinking and feeling? · Mention anything particularly demanding about the situation. · Discuss expert observations and explanations relating to the topic. · Draw on how the theory supports the experience. · Conclude with lessons learned. · Explain how the incident will impact on your understanding of change management. It is strongly recommended that students commence this assessment is Week 1. Please note: 1. A reflective essay weaves two writing styles together - the academic essay and the reflective journal. Assessment will focus on how successfully you have demonstrated a capacity to analyse and reflect on events in order to learn from them. Relevant to the assessment is how much you are able to relate your current theoretical learning to a real life situation. You need to be genuine and honest in your reflections. 2. Reflective writing differs from other kinds of university writing that you may be more familiar with. Reflective writing is meant to encourage you to reveal your personal thoughts about your life experiences in relation to the content you are learning about in the unit.  3. Keep in mind that whilst reflective writing may involve use of the first person point of view, you need to demonstrate scholarship through the integration of unit readings and resources along with your own literature searches.  4. In this assignment you are expected to relate your experience of change to an organisation with which you are familiar. 5. Further guidance on reflective writing will be provided in a special collaborate session. Some guiding questions to consider: · What happened during the event or experience? · And why did it happen? · What was my role in the event? · And why did I adopt that particular role? · What were my feelings during that experience? · And why did I feel that way? · What were my thoughts during that experience? · And why did I think that way? · How do I interpret what I experienced or observed? · What do others say about this situation. Look to the literature for evidence and support. · What might this experience mean in the context of managing change and the unit? · What other perspectives, theories or concepts could be applied to interpret the situation? · How can I learn from this experience? 6. The lectures and myReadings resource list will provide an overview of the key ideas of the unit. However, it is not acceptable to limit your sources just to those provided by the lecturer. It is expected that you will read more widely to identify a range of different positions, and theoretical approaches relevant to the question. Marking Criteria Criterion Weighting 1. Focus of reflection · Learning experiences. · Personalisation. 20% 2. Summary of the present position · Outline of how the experiences have influenced your outlook for the future. 15% 3. Ability to reflect · Describe the initial position or starting point. · Describes the experiences and the effect(s) on the initial position. 15% 4. Use of theories, models, techniques and tools to support your analysis 20% 5. Use of readings and additional research using 8 – 10 relevant sources. 10% 6. Style and structure · Report structure including layout, spacing, correct length 1500 words (+/– 10%) · Grammar, spelling and syntax . · Referencing follows Harvard style both in text and bibliography. 20% Fail Pass Credit Distinction High Distinction 0 - 49 50 - 64 65 – 74 75 - 84 85 - 100<15 15="" –="" 19="" 19.5="" –="" 22.0="" 22.5="" –="" 25="" 25.5+="" multiple="" parts="" of="" the="" assignment="" are="" missing="" or="" incomplete.="" student="" fails="" to="" answer="" the="" question.="" essential="" elements="" are="" imprecise="" or="" absent.="" work="" at="" a="" level="" that="" would="" be="" considered="" basic.="" key="" elements="" are="" presented="" but="" could="" be="" further="" developed="" and="" given="" ore="" depth.="" most="" aspects="" included="" in="" a="" final,="" well-developed="" form.="" the="" assignment="" contains="" all="" required="" elements="" and="" is="" of="" the="" highest="" order.="" 7="" mng00793="" session="" 2="" 2018="" assessment="" 3="" mng91215="" rubric="" for="" assessment="" 3="" assessment="" criterion="" high="" distinction="" distinction="" credit="" pass="" fail="" 1.="" focus="" of="" reflection="" response="" demonstrates="" an="" in-depth="" reflection="" on,="" and="" personalisation="" of,="" the="" theories,="" concepts,="" and/or="" strategies="" presented="" in="" the="" unit="" materials="" to="" date.="" viewpoints="" and="" interpretations="" are="" insightful="" and="" well="" supported.="" substantial="" examples="" to="" support="" analysis.="" response="" demonstrates="" a="" sound="" reflection="" on,="" and="" personalisation="" of,="" the="" theories,="" concepts,="" and/or="" strategies="" presented="" in="" the="" course="" materials="" to="" date.="" viewpoints="" and="" interpretations="" are="" supported.="" appropriate="" examples="" are="" provided,="" as="" applicable.="" response="" demonstrates="" a="" general="" reflection="" on,="" and="" personalisation="" of,="" the="" theories,="" concepts,="" and/or="" strategies="" presented="" in="" the="" course="" materials="" to="" date.="" viewpoints="" and="" interpretations="" are="" supported.="" appropriate="" examples="" are="" provided,="" as="" applicable.="" response="" demonstrates="" a="" minimal="" reflection="" on,="" and="" personalisation="" of,="" the="" theories,="" concepts,="" and/or="" strategies="" presented="" in="" the="" course="" materials="" to="" date.="" viewpoints="" and="" interpretations="" are="" unsupported="" or="" supported="" with="" flawed="" arguments.="" examples,="" when="" applicable,="" are="" not="" provided="" or="" are="" irrelevant="" to="" the="" assignment.="" topic="" coverage="" inadequate.="" omissions="" in="" several="" elements.="" no="" examples="" to="" support="" analysis.="" 2.="" summary="" of="" the="" present="" position="" clear="" and="" focused="" on="" the="" specific="" aspects="" of="" the="" change="" example.="" well-defined="" summary="" of="" the="" personal="" transition.="" content="" effectively="" reviews="" why="" change="" is="" occurring.="" well-defined="" summary="" of="" the="" personal="" transition.="" content="" adequately="" reviews="" why="" change="" is="" occurring.="" adequately="" explains="" the="" personal="" transition.="" content="" is="" vague="" and="" the="" summary="" details="" are="" unclear.="" attempts="" to="" explain="" the="" transition,="" but="" lacks="" detail="" with="" key="" elements="" missing.="" content="" is="" incomplete.="" the="" summary="" details="" are="" a="" random,="" unclear="" collection="" of="" information.="" there="" is="" no="" reference="" as="" to="" why="" transition="" is="" occurring.="" 3.="" ability="" to="" reflect="" critical="" analysis="" of="" self="" and="" own="" behaviour.="" recognition="" of="" the="" role="" of="" emotions="" in="" shaping="" events.="" examination="" and="" appraisal="" of="" a="" range="" of="" perspectives.="" integration="" of="" literature="" properly="" referenced="" evidence="" of="" self-questioning.="" emotions="" placed="" in="" context="" and="" questioned.="" evidence="" of="" standing="" back="" and="" questioning="" the="" event.="" reference="" made="" to="" theory="" or="" literature="" some="" questions="" raised="" but="" not="" answered.="" emotions="" begun="" to="" be="" questioned.="" some="" distance="" from="" the="" event.="" some="" reference="" to="" external="" information="" little="" self-questioning.="" emotions="" explored="" superficially.="" no="" standing="" back="" from="" the="" event.="" no="" external="" information="" considered.="" no="" self-questioning.="" emotions="" not="" explored.="" no="" standing="" back="" from="" the="" event.="" no="" external="" information="" considered.="" 4.="" use="" of="" theories,="" models,="" techniques="" and="" tools="" to="" support="" your="" analysis="" able="" to="" demonstrate="" critical="" thinking="" of="" acquired="" knowledge="" and="" concepts="" of="" the="" highest="" order,="" and="" to="" apply="" them="" to="" a="" wide="" range="" of="" situations="" and="" from="" a="" range="" of="" perspectives.="" able="" to="" demonstrate="" critical="" thinking="" of="" acquired="" knowledge="" and="" concepts="" of="" a="" high="" order,="" and="" to="" apply="" them="" to="" a="" wide="" range="" of="" situations="" and="" from="" a="" range="" of="" perspectives.="" able="" to="" demonstrate="" an="" understanding="" of="" how="" knowledge="" and="" concepts="" can="" be="" applied="" to="" some="" situations,="" demonstrating="" an="" awareness="" of="" different="" perspectives="" able="" to="" describe="" how="" knowledge="" and="" concepts="" can="" be="" applied="" in="" a="" given="" situation,="" but="" not="" acknowledging="" different="" perspectives.="" unable="" to="" describe="" how="" knowledge="" and="" concepts="" can="" be="" applied="" in="" a="" given="" situation="" 5.="" use="" of="" readings="" and="" additional="" research="" response="" shows="" strong="" evidence="" of="" synthesis="" of="" ideas="" presented="" and="" insights="" gained="" in="" the="" unit.="">8 – 10 relevant sources. Response shows sound evidence of synthesis of ideas presented and insights gained in the unit. Logically connects the ideas/ evidence with mostly effective explanation. >8 – 10 relevant sources. Response shows evidence of synthesis of ideas presented and insights gained in the unit. >8 – 10 relevant sources. States and lists what has happened rather than evaluating the relative significance of details. Some claims are merely unsubstantiated ideas or opinion. 8 – 10 relevant sources. Serious failure to provide supporting argument for central issues. Claims are merely unsubstantiated ideas or opinion. < 8 – 10 relevant sources. 6. style and structure writing is clear, concise, and well organised with excellent sentence/ paragraph construction 8="" –="" 10="" relevant="" sources.="" 6.="" style="" and="" structure="" writing="" is="" clear,="" concise,="" and="" well="" organised="" with="" excellent="" sentence/="" paragraph="">
Answered Same DaySep 10, 2020MNG00703Southern Cross University

Answer To: MNG00703 ORGANISATIONAL CHANGE AND DEVELOPMENT Assessment 3 Reflecting on an organisational change...

Sarabjeet answered on Sep 12 2020
147 Votes
Reflection Report
Reflection Report
Student Name
University Name
Unit Name
Unit Code
Contents
Introduction    3
Reflecting on an organizational change    4
Conclusion    7
References    8
Introduction
The main agenda for writing this analysis is a reflective review of the organizational change management. This report includes the self-evaluation of my
personal experience I experience in my professional life. I found that change management to be a very significant and important topic that helps me to understand the need for organizational change and how to successfully implement change. It helps us to get new experiences in life and to provide us with complete knowledge to experience the good or bad changes in our personal lives. It also provides technology, skills, and principles to manage change in a positive way. The study in this course is very helpful for me. Because it helps me understand the principles of change, the methods used to implement change, the challenges of implementing change, and how key organizational changes can be effectively and efficiently implemented in organizations. Even change management research applies to my personal life. Self-awareness and self-management are tools that help me easily cope with changes in my personal life. Therefore, it helps to develop my self-analysis ability to establish and implement programs in my personal and professional life. When I had the opportunity to work with multicultural members of the team, it helped me improve my abilities and even distribute work among team members. Everyone liked the job and even reduced the workload. This Reflective report expresses my own reflection reviews amid the method of learning organizational change management. This report covers perspective of my own experience on change management. To survive in a changing world, one should build up the capability of moving and changing of growing new abilities and skills, as we can say the ability to learn change quickly. This report is part of my coursework and is designed to express my views and experiences on different issues of change. The report also highlights protection from change and its impact on change procedures.
Reflecting on an organizational change
In the current economy, change is inevitable in the organization. It happens consistently and often happens quickly because changes have become a regular part of the organizational elements. Every organization has two jobs right. Ordinary delivery procedures, the company's basic business completion and change activities, resulting in major changes to the business and how it is done. Change externally appears to be changing employees positions, products, places, item delivery process and so on however it really happens first inside management people’s heads. It creates both positive and negative impacts on the organization (Belkhir, 2015).
My entire career has been spent in a very static, slow-moving industry, sometimes marked by traditional business processes and systems. Since effectiveness and accuracy are critical to the end user, it is very difficult to implement any changes, and sometimes it may not happen very quickly and cannot be synchronized with the market. No matter how small the mat1er changes, this industry is extremely risk-averse. In addition, employees of some organizations have a long life and their current employers are the only working life of their adults.
I was an intern at HCA Hospital. HCA Hospital decided to implement changes in the hospital. Today, they are...
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