Hi, please read all the things top to bottom in the attached file. It will give all the Information regarding this assessment. Please make this assignment properly. This is my last chance to pass this unit. I want 75% in this assignment to pass in this unit. Requirements, rubric all the things are in the attached file.
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=""> 8 – 10 relevant sources. 6. style and structure writing is clear, concise, and well organised with excellent sentence/ paragraph construction>15>