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...

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 su
ounding 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
ing 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 occu
ed 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 cu
ent 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, co
ect 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
     XXXXXXXXXX
    <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 XXXXXXXXXXAssessment 3
MNG91215 Ru
ic 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 i
elevant 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 occu
ing. Well-defined summary of the personal transition.
    Content adequately reviews why change is occu
ing.
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 occu
ing.
    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