(Solved) UMODML-15-3 Assignment Brief -Organisational Change

Module title and code:            UMODML-15-3

Component and type:              A, essay

Assessment title:                        Analyse the implementation of organisational change in a case study of your choice using either “conversational” or a “contextual” conceptual framework. Then, critically reflect on (a) the strengths and weaknesses of your analysis, (b) your own experience/s of organisational change, (c) and how your learning on the module will inform your future practice.

Assessment weighting:            100% of total module mark

Length of assessment[i]:           3,000

Module learning outcomes assessed by this task:

1. Understand and critically evaluate different conceptual frameworks of the management of organisational change.
2. Appreciate the range of approaches to organisational change and the challenges of working with uncertainty.
3. Systematically understand the interrelationship of organisation theory and organisational practice.
4. Reflect critically on the ethical dilemmas and challenges of organisational change.

Completing your assessment

What am I required to do on this assessment?

This assignment incorporates two interrelated elements: analysing organisational change and reflecting on its implications.

First, analyse the implementation of organisational change in a case study of your choice using either a “conversational” or a “contextual” conceptual framework. To do this, you must critically evaluate both the organisational change and the academic ideas (e.g. theories, models, and frameworks) used in your analysis. This element equates to about 2/3rds of your assignment.

• A “conversational” conceptual framework introduces new ways of thinking by engaging with the ongoing organisational interactions that continuously create, re-create, frame, and re-frame understanding and action. In a general sense, this recognises how managing organisational change might need a sense of direction. If you choose a “conversational” framework, you might include academic ideas around resistance, communication, and leadership.
• A “contextual” conceptual framework introduces new ways of thinking by acknowledging how an organisation’s unique situation impacts upon understanding and action in a highly complex and dynamic environment. In a general sense, this recognises how managing organisational change might need a firm grasp of the detail. If you choose a “contextual” framework, you might include academic ideas around culture, substance, and politics.
• Sensemaking would be relevant to both frameworks. As work academic ideas around emotional responses to organisational change.

Second, reflect on the implications of your analysis. To do this, you must respond to three questions.

• What are the strengths and weakness of your analysis (including how a different conceptual framework might have given a different understanding)?
• How has your analysis enabled you to reflect on your own experiences of organisational change?
• How has your learning about organisational change given you new ways to think about your future practice?

In your reflection, you must demonstrate personal learning (e.g. by reflecting on your analysis, own experience/s, and future practice) and should build on academic ideas (e.g. theories, models, and frameworks) and relevant literature used in the previous organisational analysis. This element equates to about 1/3rd of your assignment.

Both elements of the assignment require you to show achievement across all of the marking criteria – demonstrating, in particular, knowledge and understanding of academic ideas, skills of analysis and reflection, critical evaluation of ethical dilemmas and uncertainty in times of organisational change, and coherence and rigour.

In line with UWE Bristol’s Assessment Content Limit Policy (formerly the Word Count Policy), word count includes all text, including (but not limited to): the main body of text (including headings), all citations (both in and out of brackets), text boxes, tables and graphs, figures and diagrams, quotes, lists.