The course called organisation analysis. I have attached all the documents you may need. Please give it to someone expert in management and have experience with it. I would like to know the cost of it. Fell free to contact anytime for further information.
Thank you. Deadline 12 Oct.
Your assignment consists of two parts: · Part A, a problem-solving case study; and · Part B, a micro-credential (an alternative is provided for students who are offshore). PART A: PROBLEM-SOLVING CASE STUDY (FOR ALL STUDENTS) THE SITUATION The year is 2035 and you are the senior policy advisor in the State Government Department for Jobs, Precincts, and Regions. This department is responsible for jobs and innovation within the state. You have worked your way up to this position, having successfully completed formal management studies that have developed your analytical and critical thinking skills. Among other responsibilities, the Department you serve runs employment programs and is responsible for developing creative solutions that stimulate economic growth. A global pandemic is again sweeping the world. The situation is volatile and changing every hour. The Head of the Department of Jobs, Precincts, and Regions, which is the Department where you work, has been asked by the Premier’s office to staff and manage a quarantine program for travellers returning from overseas. This is a complex task. It involves the recruitment, training, and management of the quarantine program, but the program must also be managed in accordance with official public health advice. The Department of Health is therefore a key stakeholder, yet the operational boundaries of your department and the Department of Health are separate. Successfully managing the quarantine program also involves working closely with border control, which has responsibility for incoming overseas travellers. Yet, border control is a Federal responsibility; again, the operational boundaries of your department and border control are separate. Moreover, Trades Hall (an affiliation of 40 unions), while supporting the government’s slowing down of the economy to date, are pressing the case that only unionised firms be employed to provide quarantine services, and is particularly concerned with the idea of the Government hiring private security firms, which have a reputation for labour law violations and sham contracting. Yet, the Head of the Department, whom you are to advise, is attracted to a mix of providers, some unionised, some non-unionised. While this is a crisis situation, it also presents opportunities. The Head of the Department has connections with job service agencies (agencies that place unemployed people into work) that focus on supporting disadvantaged unemployed people; the Head is keen to provide employment opportunities to organisations that provided supported employment opportunities to disadvantaged workers. YOUR TASK This complex situation has clear parallels with events that took place in 2020, when Covid-19 swept the globe. As the senior policy advisor in the Department responsible for jobs and innovation, the Head of the Department has asked you to research and learn from the events in 2020, in particular the hotel quarantine inquiry. With the above case in mind: Research the 2020 Covid-19 hotel quarantine inquiry (see the resources provided at the end of the assignment). Theoretically analyse the problem by drawing on the neo-humanist perspective, the radical structuralist perspective, and at least one concept / theory discussed between Weeks 6 to 11. Develop theoretically-informed reflections on key organisational errors that were made setting up the quarantine program in 2020 (Devote approximately 25% of your effort and words to this portion of your report). Develop a set of theoretically-informed principles to guide decisions and action by drawing on the neo-humanist perspective, the radical structuralist perspective, and at least one concept / theory discussed between Weeks 6 to 11. This concept / theory may be the same as that which you have used for point 1. These principles must be explicit in your brief to the Head of the Department. (Devote approximately 25% of your effort and words to this portion of your report. Principles are fundamental, guiding rules for action. For example, a principle informed by neo-humanism, might be: “Maximal communication and critique of ideas across groups and boundaries is critical”. A decision-making principle informed by radical structuralism might be: “Opportunities to advance the interests of workers must be seized”. Identify the implications of your principles and provide advice for action. For example, an implication of the principle “Maximal communication and critique of ideas across groups and boundaries is critical” might be, “it is vital that cross-team and departmental collaboration be facilitated; this may make it challenging to make quick decisions, and further thought must be given to this”. (Devote approximately 25% of your effort and words to this portion of your report) Reflect on the limitations of your advice. Your reflections will display an awareness of the limitations of the neo-humanist and radical structuralist perspectives. You may introduce the paradigms of functionalism and social relativism, here, to aid your reflection, if you wish. Your reflections will also be guided by at least one concept / theory discussed between Weeks 6 to 11. The limitations of your advice must be explicit in your brief to the Head of the Department. (Devote approximately 25% of your effort and words to this portion of your report) OTHER INFORMATION There is no template for this assignment, but you may use the bullet points above as a guide, including for your wordcount distribution. It is time to learn to work with ambiguity and find a way to professionally express your ideas in a coherent form. Organisations will not always provide a template for you. If you can structure your own report, this will stand you in good stead for times when you will be asked to share your views without guidance or precedents. RESOURCES TO HELP YOU Theoretical connections and resources · Radical structuralism (Week 4) · Neo-humanism (Week 5) · Revision videos for radical structuralism and neo-humanism (Assignment 1) · Knowledge management and mobilisation (Week 8). Consider, for example: · Explicit v tacit knowledge · Knowledge creation & loss · Making knowledge discoverable and accessible · Learning organisations (Week 9). Consider, for example: · Learning cycles · Higher order learning · Organisational boundaries (Week 10). Consider, for example: · Boundaries of power · Boundaries of competence · Wicked problems when boundaries get in the way · Boundaryless organisations (and management) · Mobilising knowledge across boundaries · Epistemology (Week 6). Consider, for example: · Epistemic vice and epistemic virtue · Thought diversity (Week 7). Consider, for example: · Social construction of thought · Value of diversity of thought · How to achieve diversity of thought · Epistemologies of ignorance (Week 11). Consider, for example: · Strategic ignorance · Paradox of embedded agency REFERENCES The Hirschheim & Klein article, from your first assignment, is compulsory. The Burrell and Morgan text, is also compulsory: · Hirschheim, R. & Klein, H. K. (1989). Four paradigms of information systems development. Communications of the ACM, Vol. 32(10): 1199-1216. · Burrell, G & Morgan, G 1979, Sociological paradigms and organisational analysis, Routledge, USA. (Part 1, Chapters 1–3, pp. 1–37): Burrell & Morgan, Sociological paradigms and organisational analysis (Links to an external site.) You must also reference at least 8 additional scholarly references and 6 media references. These references can include those provided below. We strongly suggest you search more broadly for media references. This is a total of 14 references, as a minimum. RESOURCES Video reference: 1. https://www.abc.net.au/7.30/victorias-hotel-quarantine-inquiry---what-happened/12695282 (Links to an external site.) Journalism and reporting: 1. https://www.theage.com.au/politics/victoria/could-we-develop-a-vaccine-for-politial-memory-loss-urgently-20200925-p55zda.html (Links to an external site.) 2. https://www.afr.com/politics/federal/andrews-union-ties-in-inquiry-spotlight-20200923-p55ybt (Links to an external site.) 3. https://www.theguardian.com/australia-news/2020/sep/25/victoria-may-be-able-to-pursue-security-company-for-cost-of-hotel-quarantine-failures (Links to an external site.) 4. https://theconversation.com/melbournes-hotel-quarantine-bungle-is-disappointing-but-not-surprising-it-was-overseen-by-a-flawed-security-industry-142044 (Links to an external site.) WORD COUNT Your report must comprise 2,250 words +/- 10% PART B: COMPLETION OF "FACT CHECK" MICRO-CREDENTIAL AND REFLECTION The fact check out come This demonstrates to future employers that you are able to: · Identify the qualities required when employing a critical mindset · Identify original and reliable sources of information · List the characteristics of fake news, doctored photos and videos · List the tactics used in the 'fake news' industry · Apply basic fact verification skills · Recognise bias within information sources · Spot characteristics of fake social media accounts · Differentiate between fact-checking and debunking fake news Write a paragraph of 250 words reflecting on: · how members of society attempt to legitimate their views · the role that evidence and scholarly knowledge might play in informing public debate · and, therefore, the importance of having the skills not only to deconstruct lay arguments, but also the scholarly argumentation upon which lay opinions are based. Include this paragraph at the end of Part 1A of your assignment (your problem-solving case study). Keep in mind in the report you need to: -Clarify & respond: Student grasps the purpose of the assignment and fulfils the assignment requirements, taking into account ethical, cultural, social and team (ECST) issues associated with management and organisation. Student demonstrates creativity and independent thought in fulfilling the purpose of the assignment. Student demonstrates a sophisticated understanding of the ethical, cultural, social, and team issues, and explores these in depth. Student ventures beyond the structured guidelines to identify new materials and ideas to fulfil the purpose of the assignment. -This criterion is linked to a learning outcomeFind & generate: Student finds relevant information and generates data/ideas using appropriate methodologies of inquiry. Student engages with prescribed texts in a sophisticated fashion. A wide range of additional information is sourced both creatively and judiciously, demonstrating imagination and conceptual flair. Evidence of mastery of appropriate methodologies of inquiry. - - This criterion is linked to a learning outcomeEvaluate & reflect: Student critiques and determines the credibility of sources, information, data and ideas. Student makes their own research and analytic processes visible and correctly attributes their sources. Student demonstrates sophisticated critical evaluation of sources/information/data and ideas, including their own. Assignment displays sustained and rigorous interrogation of ideas and demonstrates considerable creativity by questioning orthodoxy. Student has attributed their sources using the Harvard referencing style with no errors, and displays awareness of the limitations of their own analytic processes and chosen sources. - Organise & manage: Student organises and structures information & ideas to reveal patterns, themes, and insights. Student has independently developed a structure for their assignment that allows them to organise information and ideas elegantly and in a way that enhances the quality and impact of their specific argumentation. - This criterion is linked to a learning outcomeAnalyse & synthesise: Student analyses information/data critically and synthesises knowledge to produce coherent and contextualised understandings of management and organisation issues. Student displays considerable conceptual flair. Sophisticated and novel insights made possible by highly advanced analysis and synthesis skills. Mastery of abstract concepts demonstrated. Contextualised and nuanced understanding of existing theory and practice concerning management and organisation - This criterion is linked to a learning outcomeCommunicate & apply Student applies their understanding to management and organisation and capably conveys an awareness of the implications of their analysis, heeding ethical, cultural, social and team (ECST) issues. Student displays flair and skill with discipline-specific language. Expression is appropriate for an academic or professional audience and of a fluency and quality that aids clarity and force of argumentation. Multiple, nuanced implications of analysis are explicit, and