Write a 5-7 page internal report that assesses specific change factors you have observed within a selected organization to determine a specific change recommendation and the potential benefits that would come with its implementation.
It is important to be able to accurately diagnose the higher priority needs for change in organizations and to develop a high-level process for initiating that change. In this assessment, you will analyze the factors driving change and how these change factors impact an organization of your choice. The emphasis here is not on how to change but on what to change and why.
Do the following:
Choose an organization. This can be where you currently work or an organization with which you are familiar.
Select a change model that best applies to a change needed in your selected organization. If you are unfamiliar with organizational change models, you may choose to use those in the Organizational Change: An Action-Oriented Toolkit text.
Research your selected change model and John Kotter’s 8-step model. Use the Capella University Library to find three to five resources to support your assessment.
After your recent success heading up a staff development initiative, your supervisor’s boss has asked that you devote part of your time each week to supporting a task force that explores opportunities for positive change within the organization. After an initial orientation meeting with the rest of the change task force, you have been asked to create an internal report in which you assess specific change factors that you have observed within the organization to determine a specific change recommendation and the potential benefits that would come with its implementation.
Imagine that you work in any organization you choose in any position you like. For the sake of simplicity, you may choose to imagine your present position at a company where you already work. Whatever your other responsibilities, you are now also tasked with providing change leadership within the organization.
Using Kotter’s 8-step model and one other change model of your choice, write a report in which you analyze aspects of the change needed for your chosen organization. Include the following in your analysis:
Describe a change challenge facing the selected organization to sustain success.
List the factors that are driving change for this selected organization.
Identify the type of change that is needed for the selected organization.
You may find Figure 3.1 in the Mastering the Challenges of Leading Change text useful for this identification.
Assess the organization’s readiness for change and ways to heighten awareness. Use the force field analysis model for this assessment. You may use the Force Field Analysis Template [DOC] to guide your work.
Articulate recommendations for change for the selected organization. These are recommendations you would eventually deliver to the organization’s executive leadership team. Make sure you support your recommendations with research. Remember, the emphasis here is not on how to change but on what to change, and why.
Your analysis should be written coherently to support a central idea, in appropriate APA format, with correct grammar, usage, and mechanics as expected of a business professional.
In your last meeting with the rest of the change task force, it was collectively agreed that your recommendation would take the form of an internal report that could be shared with other stakeholders within the company. This report should be 5–7 pages, so that you have enough space to develop your ideas and provide some academic support. Since you plan to share your report with the rest of the change task force, your supervisor’s boss, and other internal stakeholders, you want this document to be well organized and readable.
Internal Report requirements:
References: Support the analysis in your report with 3–5 academic resources from the Capella University Library. You must use proper APA style to list your references.
Length: 5–7 pages, in addition to the references list.
Written communication: Demonstrate graduate-level writing skills through accurate communication of thoughts that convey the overall goals of the analysis and do not detract from the message.
Formatting: Use APA formatting, including correct in-text citations, proper punctuation, double spacing throughout, proper headings and subheadings, no extra line spaces before headings and subheadings, proper paragraph and block indentation, no bolding, one-inch margins all around, and no bullets.
Font and font size: Times New Roman, 12 point.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through corresponding scoring guide criteria:
Competency 1: Assess the complex and dynamic nature of organizational change.
Describe a change challenge facing the selected organization to sustain success.
List the factors that are driving this selected organization’s change.
Competency 2: Analyze ways in which leaders and managers can effectively initiate, shape, and support organizational change.
Assess the organization’s readiness for change and ways to heighten awareness.
Competency 3: Analyze the processes of change in people, groups, and organizations.
Describes the type of change that is needed for the selected organization.
Articulate recommendations for change for the selected organization.
Competency 5: Communicate effectively in a professional manner.
Communicate in a manner that is scholarly, professional, and consistent with expectations for business professionals.
Faculty will use the scoring guide to review your deliverable as if he or she were your immediate supervisor. Review the scoring guide prior to developing and submitting your assessment.[supanova_question]
– Natural Resources Management Assessment 2 (REPORT) Grading Rubric (60% Course/Module Grade)
– Natural Resources Management Assessment 2 (REPORT) Grading Rubric (60% Course/Module Grade)
Student Name: Provisional Grade:
Marginal Fail (40-49%)
Introductory Section: ( / 15 pts)
*exceptional introduction that grabs interest of reader and engages topic.
**exceptionally clear, arguable, well-developed, and a definitive statement.
*proficient introduction that is interesting and states topic.
**clear and arguable statement of position.
*basic introduction that states topic but lacks interest.
**somewhat clear and arguable.
*weak introduction of topic.
**paper’s purpose is
unclear/aim is weak
*no introduction of topic.
*paper’s purpose or aim is missing.
( / 20 pts)
*Outstanding analysis using frameworks suggested, employing personal insight and
*Solid relevant analysis with clear employment of frameworks.
*Some limited analysis used with an attempt to use frameworks suggested.
*Limited analysis made – frameworks poorly employed.
*No analysis made
– no frameworks employed.
Critical Analysis (esp in final conclusion/prospects section):
( / 20 pts)
*exceptionally critical, relevant and consistent connections made between evidence and brief for assessment.
**Highly appropriate management initiative is identified, very well detailed and very well justified.
*consistent connections made between evidence and brief for assessment.
**An appropriate management initiative is identified, generally well detailed and well justified.
*some connections made between evidence and brief for assessment.
**Management initiative identified has some relevance, there is some attempt to set out key details and some attempt to justify it.
*limited connections made between evidence and brief for assessment.
**A management initiative has been identified but is either of limited relevance with little attempt to detail what it involves or justify it, or it is relevant but little detail has been provided and little attempt to justify it.
*no connections made between evidence and brief for assessment.
**Either no management initiative, or no appropriate management initiative has been identified.
***personal insight and complete analysis.
***good general analysis but lacks personal insight.
***basic general analysis but lacks personal insight.
***very superficial analysis .
***lack of analysis.
Overall Quality of Information and Research:
( / 15 pts)
*paper is exceptionally researched, extremely detailed, and factually accurate.
**Comprehensive and excellent use made of literature and case studies
***information is totally relevant to the subject under consideration.
*information included relates to the main topic.
**Good use made of literature and case studies
***report is clearly researched and includes a variety of scholarly sources.
*information relates to the main topic, few details and/or examples are given.
**some use made of appropriate literature and case studies
***some attempt to research for the report but a limited variety of sources used.
*information has little to do with the assignment brief.
**very limited use made of literature and case studies, or refers to inappropriate literature and case studies
***information has weak connection to the subject matter.
*information nothing to do with the assignment brief.
**no use made of appropriate literature and case studies.
*** research and information provided has no connection to the report topic.
Overall Organization and Structure:
( / 10 pts)
*exceptionally clear, logical, mature, and thorough development with excellent transitions between and within
*clear and logical order that supports arguments made with good transitions between and within
*somewhat clear and logical development with basic transitions between and within paragraphs.
*limited development of ideas with weak transitions between and within paragraphs.
*lacks development of ideas with no transitions between and within paragraphs.
Style, Grammar and Mechanics:
( / 10 pts)
*style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity.
**word choice is specific, purposeful, dynamic and varied.
***sentences are clear, active (subject-verb- object), and to the point.
*control of grammar, usage, and mechanics.
****almost entirely free of spelling, punctuation, and grammatical errors.
*style and voice appropriate to the given audience and purpose.
**word choice is specific and purposeful, and somewhat varied throughout.
***sentences are mostly clear, active, and to the point.
****may contain few spelling, punctuation, and grammar errors.
*style and voice somewhat appropriate to given audience and purpose.
**word choice is often unspecific, generic, redundant, and clichéd.
***sentences are somewhat unclear; excessive use of passive voice.
****contains several spelling, punctuation, and grammar errors which detract from the paper’s readability.
*style and voice inappropriate or do not address given audience, purpose, etc.
**word choice is frequently redundant, clichéd, and unspecific.
***sentences are unclear.
****many spelling, punctuation, and grammar errors making the paper difficult to understand
style and voice inappropriate or do not address given audience, purpose, etc.
**word choice is excessively redundant, clichéd, and unspecific.
***sentences are very unclear.
****so many spelling, punctuation, and grammar errors that the paper
cannot be understood.
Citations and Bibliography:
( / 10 pts)
*conforms to standard rules for formatting and citation of sources are perfect.
*generally, conforms to standard rules for formatting and citation of sources with minor exceptions – contains minor errors.
*frequent errors in standard format.
*limited referencing and/ or /numerous errors
*very limited referencing which does not make use of standard referencing format
or total lack of referencing.[supanova_question]
ASSESSMENT 2 Analysis and Discussion – INCLUDING SCENARIO. Weight: 50% Due date:
ASSESSMENT 2 Analysis and Discussion – INCLUDING SCENARIO.
Weight: 50% Due date: Wednesday 15th September by 5pm.
Word limit: 1500 words
For the purposes of this assessment you will be expected to consider the following scenario:
You are a Registered Nurse working in a Cardiac ward at a large Sydney hospital providing care for the following patient.
Patient Background: Your new patient is David, a 37yr old Aboriginal man with Coronary Heart Disease (CAD) who has just had Coronary Artery Graft (CAGS) surgery. He is a proud Gumbaynggirr man, from the mid-North coast of NSW, and is married with three young children. However, no family members have been able to come and visit him during his hospital stay. David has had very limited engagement with, and experience of, health services, and has never been admitted to hospital before. Everyone he knows that has been admitted to hospital in Sydney has died and never returned to community, which increases his anxiety and sense of isolation.
The Aboriginal Liaison Officer (ALO), who has a busy schedule with patients, has been involved with David’s care since his admission to hospital 10 days ago and checks in with him regularly. Upon discharge, David will be referred to his local Aboriginal Medical Service (AMS) in Grafton for rehabilitation services and follow up. He works full time as a primary school teacher and will not be able to drive or return to work for at least 8 weeks.
In consideration of the assessment, coordination and provision of care that you will provide to David, please answer the following:
Write a brief explanation of what “Closing the Gap” (CTG) policy is and why it was developed with reference to relevant literature and statistics. (Approximately 250 words)
Briefly outline the challenges and/or barriers which have led to the new ‘National Agreement on Closing the Gap’ with reference to relevant literature and statistics. (Approximately 250 words)
Identify and analyse 2 Social Determinants of Health (SDH) that relate to David’s situation. Analyse how these SDH are broadly addressed in the new ‘National Agreement on Closing the Gap’. Refer to current and relevant literature including the new ‘National Agreement on Closing the Gap’ (July, 2020). (Approximately 500 words)
Outline ONE strategy you would implement as a RN to improve health outcomes for David while he is in your care. The strategy should be within the scope of practice for an RN, culturally appropriate, specific and measurable and supported with relevant literature to indicate it is achievable and evidence based. (making a referral to the ALO is not an appropriate strategy here). (Approximately 250 words)
Discuss how and why the ALO and AMS would be involved in David’s care during his hospital stay and on discharge, with reference to relevant literature. (Approximately 250 words, value)[supanova_question]
Assessment Brief Programme: MSc Psychology Module Code: PE7026 Module Title: Biological and
Writing Assignment Help Assessment Brief
Biological and Social Psychology
Submission Time and Date:
To be submitted by 23:59 UK time on 26/09/2021
This coursework accounts for 50% of the total mark for this module
Submission of Assessment
This assignment should be submitted electronically.
It should be submitted online via Turnitin by the given deadline. You will find a Turnitin link on the module’s eLP (Blackboard) site in the Assessment & Submission points > Social Psychology Assessment Submission Points. The link says ‘FINAL Social Assessment’. It must be formatted as a Microsoft word document or a PDF.
Submissions will not be accepted via any other means. If you do not submit your assignment using the designated online assignment submission tool on Blackboard, it will be treated as a non-submission leading to a failed assessment.
It is your responsibility to ensure that your assignment arrives before the submission deadline stated above. See the University policy on late submission of work below.
It is also your responsibility to ensure you have proof from Turnitin confirming your submission. When you successfully submit to Turnitin you will see a screen that states Submission Complete! You will see your submitted assignment after the Submission Complete! screen disappears. You are advised to click the digital receipt icon to download a digital receipt. This receipt is a record and evidence of your submission date and time. This is what you will need to produce if there is any query about your submission (including date and time) and where it was submitted to. Your digital receipt will not be automatically emailed to you. If you do not have this digital receipt from Turnitin assume your work has not been successfully submitted.
Instructions on Assessment:
The issue of prejudice has been a concern of social psychologists for most of its recent history. Various theories have developed around why people are prejudiced and how prejudice can be reduced. This is not merely a theoretical issue because societies around the world find themselves needing to work with diverse groups of people; prejudice between individuals and groups consequently proves a major obstacle to constructive relations. In this assignment you should identify a social problem where prejudice plays a role, identify a theoretical explanation for why the prejudice exists, and devise a theoretically-grounded intervention to help to reduce this prejudice. You should also explain how you would assess if your intervention has been successful. This means the assignment is divided into 5 sections:
Social problem. Identify the social problem you are addressing. For example, you could address the problem of prejudice towards schoolchildren of different nationalities in a classroom setting or you could address the problem of prejudice in residential areas towards people from different ethnic backgrounds. Obviously, racial prejudice is only one type of prejudice that you could look at.
Theoretical explanation. Explain, drawing on social psychological theory, why the prejudice might exist. For example, how do identity threats predict prejudice? Are there problems associated with the groups having different levels of power or access to resources?
Theoretically-grounded intervention. Explain, drawing on social psychological theory, an intervention that might work to reduce prejudice. An intervention means that you identify a variable you want to change (i.e. some aspect of prejudice) and seek to change that variable in some way. For example, you could choose to change explicit or implicit attitudes by having people engage in intergroup contact.
Assessment of success. Identify how you would determine if your intervention has been successful. This is likely to be a measurement you take to indicate a reduction in prejudice or prejudicial behaviour but could potentially be a qualitative assessment by which people may change the way they talk about another group.
Strengths and Limitations. In the final section you should identify why your proposed intervention would be a wise approach yet you should also discuss its limitations. These limitations can refer to, among other things, alternative theoretical positions that might approach the issue differently from the way you have tackled it, alternative methodological approaches, and potential side-effects of your intervention.
The remit of this assignment is deliberately quite broad to allow you to focus on an issue that interests you. The key goal of the assignment is to get you to demonstrate an understanding of social psychological theory and how it can be applied to real world problems.
The assignment can use the above headings to help you structure the report, but it does not have to. Sections 1+2 and 3+4 will likely be of similar length whereas section 5 may be slightly shorter. This is not a prescription regarding the length of each section but simply an observation. The sections are not weighted but are marked as a whole.
Appropriate referencing is required in this report. All references must be in accordance with APA guidelines.
Module Specific Assessment Criteria and Rubric
The Module Learning Outcomes that this assignment assesses can be found on the module specification for this module which can be found on the eLP (Blackboard) site for your module. By satisfying this assignment brief you will have addressed the module learning outcomes.
The assessment criteria (used in conjunction with the marking rubric)
A successful answer should include the following:
A clear definition of the problem to be addressed
Clear links to theoretical perspectives within social psychology
A theoretical foundation for the proposed mechanism of change
A detailed description of the intervention
Clearly specified measures that will be taken to assess the success of the intervention
Understanding of the practical and theoretical strengths and weaknesses of the approach you have taken
The rubric used to mark this assignment is attached at the end of this document.
Programme Learning Outcomes
The programme (level) learning outcomes that this module contributes to can be found in your Programme Handbook/Programme eLP site. By passing this module it means you have contributed to meeting the learning outcomes for the applicable level of your programme.
You are advised to read the guidance for students regarding assessment policies. They are available online here.
LATE SUBMISSION OF WORK
Where coursework is submitted without approval, after the published hand-in deadline, the following penalties will apply.
For coursework submitted up to 1 day (24 hours) after the published hand-in deadline without approval, 10% of the total marks available for the assessment (i.e.100%) shall be deducted from the assessment mark. For clarity: work that is submitted up to 24 hours late that would have scored 65%, 55% or 45% had it been handed in on time will be awarded 55%, 45% or 35% respectively as 10% of the total available marks will have been deducted.
Coursework submitted more than 1 day (24 hours) after the published hand-in deadline without approval will be regarded as not having been completed. A mark of zero will be awarded for the assessment.
These provisions apply to all assessments, including those assessed on a Pass/Fail basis.
The full policy can be found here.
WORD LIMITS AND PENALTIES
The word count is to be declared on the front page of your assignment.
If the assignment is within +10% of the stated word limit no penalty will apply.
Note that the word limit INCLUDES the abstract, the main body of text, in text citations [e.g. (Smith, 2011)], direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] and footnotes.
However, the word limit DOES NOT INCLUDE a title page, contents page, direct quotations from primary or secondary source material arising from qualitative research, tables, figures, illustrations, references list or appendices. If you wish to include appendices, they must be clearly numbered, labelled, and referred to appropriately in the text. The purpose of appendices is to provide context or verification for the marker.
Students must retain an electronic copy of this assignment (including ALL appendices) and it must be made available within 24hours of them requesting it be submitted.
The full Word Limit Policy is available here.
The Assessment Regulations for Taught Awards (ARTA) contain the Regulations and procedures applying to cheating, plagiarism and other forms of academic misconduct. The full policy is available here
You are reminded that plagiarism, collusion and other forms of academic misconduct as referred to in the Academic Misconduct procedure of the assessment regulations are taken very seriously. Assignments in which evidence of plagiarism or other forms of academic misconduct is found may receive a mark of zero.
Avoiding academic misconduct
As Turnitin is also a plagiarism detection tool you are advised to submit a draft version of your assignment to Turnitin to check your work before submitting the final version to Turnitin for marking. Your assessment tutor will give details of how and where to submit a draft assignment. The originality report for your final marked submission will be made available to the marker via Turnitin.
Coverage of Question
Excellent coverage of all aspects of question
Commendable coverage of almost all aspects of question
Satisfactory coverage of most aspects of question
Fails to address some major aspects of the question
Fails to address many major aspects of the question
Knowledge of relevant material
Evidence of extensive independent reading, in addition to guided readings
Evidence of independent reading, in addition to guided readings
Reliance on guided readings
Limited coverage of relevant material
Poor coverage of relevant material
All the material is accurate
Nearly all of the material is accurate
There are some minor factual errors
There are a number of factual errors
There are many major factual errors
All the material is directly relevant for topic and audience
Nearly all of the material is directly relevant for topic and audience
Almost all the material is relevant for topic and audience
Some of the material is not relevant for topic and audience
Much of the material is not relevant for topic and audience
Clarity of Expression
All points are expressed clearly, grammatically and eloquently
Nearly all points are expressed clearly and grammatically
Most points are expressed clearly and grammatically
There are lapses in clarity and grammar
The meaning is difficult to follow
All material is well organised and shows excellent transition
Nearly all of the material is organised and shows good transition
Some of the material is not well organised and shows little transition
Much of the material is not well organised and shows poor transition
The organisation of the material is poor and shows little or no transition
Shows excellent appreciation of the strengths and weaknesses of theories, methodologies and empirical evidence
Shows good appreciation of the strengths and weaknesses of theories, methodologies and empirical evidence
Shows some appreciation of the strengths and weaknesses of theories, methodologies and empirical evidence
There are a number of lapses in meaningful evaluation
There is an absence of meaningful evaluation
Shows outstandingly original contribution, presenting own interpretations, integration of materials and insightful suggestions about future developments of the area.
Shows original contribution, presenting own interpretations , integration of materials or insightful suggestions about future developments of the area
Shows some original contribution, presenting own interpretations or integration of materials or suggestions about future developments of the area
Shows little original contribution, integration of materials or suggestions about future developments of the area
There is an absence of original contribution
The paper is an informative essay, APA formating with a minimum
The paper is an informative essay, APA formating with a minimum of four references. Font size 12 Ariel. Leader Competencies: character, presence, intellect, leads, develops, and achieves.[supanova_question]
Assessment 2: The aim of this assessment is to deepen theoretical understanding
The aim of this assessment is to deepen theoretical understanding and practical skills in analysing, planning, designing, developing and evaluating a training session. Please note that students will NOT be required to actually conduct the training session.
There are three parts to this assessment which amount to a total of 50%
Assessment tasks & weighting
Due date (AEST)
PART A: (0%) however must be submitted on time
Training topic form
Group behavioural contract
Module: How to work in a virtual group
By 5:00pm 16 August (Week 4)
PART B: (40%)
Training needs analysis (10%)
Training session plan (10%)
Training materials (10%)
Participant evaluation form (5%)
Group training reflection (5%)
By 5:00pm 20 September (Week 9)
PART C: (10%)
Group member participation/contribution (10%)
By 5:00pm 27 September (Week 10)
This assessment must include the use of both in-text citations and a reference list
Students are welcome to use either the APA or Harvard referencing system. Please use one and use it consistently throughout
Students are expected to research a minimum of eight academic scholarly sources. Scholarly material includes but is not limited to the theories, ideas and concepts covered in the course. This may be accessed via peer reviewed journal articles as suggested on the instructions under the Part B folder. The articles provided at the end of each relevant chapter may be a useful starting point but please ensure you are using sources which are current (i.e. published within the last 10 years). Students are welcome and encouraged to use older references if they are seminal and important works however the majority should be current. Given that this requirement is quite low, it is highly recommended that you review the scholarly material more comprehensively and read more than the minimum articles. It is recommended that you use the Griffith library catalogue to access scholarly, peer-reviewed journal articles. You may also find Google Scholar useful. Please review the support resource link below for more information on what constitutes scholarly material and how to find it.
Students are also encouraged to research beyond the scholarly literature and to read more widely into industry trends, knowledge or practice. This might be found via industry/trade associations or organsations, through industry publications/articles and also on web pages of the organisation. There are also blogs and websites dedicated to supporting expatriates. Governments around the world often tend to provide support information online. This industry material should be used to supplement but not replace the requirement for academic scholarly articles to be used.
The following documents should contain in-text citations:
Training session plan
Training reflection form
You then have to decide where you are going to include your reference list/s. I want to see that you can produce this list but I am not particularly bound to where it is located. You might choose any of the following:
Produce a separate ‘Reference List’ document which contains all in-text citations used in your entire assessment
Produce a ‘Reference List’ at the end of the PPT which contains all in-text citations used in your entire assessment
Add a reference list at the end of each file which contains all in-text citations used in that particular file. By this I mean, you could have a slide at the end of your PPT which contains a list of all references in the PPT. You would then have a separate one for your TNA results and another separate one for the training reflection for etc. I think options 1 and 2 would be easier to work with.
There are a few useful resources under the GBS Resource Bank tab which provide information on referencing requirements when citing research.
As business professionals in training the word allocations are up to you to determine. Unfortunately, it does not make sense to specify a word limit given the variance in groups who are planning a 60 minute training session and those planning a full day session. Unlike a report or essay which can have easily pre-determined word counts, training materials are much more fluid and setting a specific word count, to which students are held to absolute significance, is not appropriate. Be thorough but concise. Avoid repetition. Here are some general tips that might assist.
TNA questionnaire: The word count will vary depending on the combination and type of qualitative and quantitive questions used. Rather than specifying a word count I have specified that it should take no longer than 10 minutes to complete.
TNA report: The word count will vary depending on the combination and type of qualitative and quantitive questions used. Rather than specifying a word count I have specified an example on how to report each question as per the information under the Part B folder
Session Plan: The word count will vary considerably because there is no one best template to use on this. Again it will depend on the combination and type of activities, tools and engagement used.
Training Sessions PowerPoint slides: The word count will vary considerably because there is no one best template to use on this. Again it will depend on the combination and type of activities, tools and engagement used.
Participant evaluation form: The word count will vary depending on the combination and type of qualitative and quantitive questions used. Rather than specifying a word count I have specified that it should take no longer than 10 minutes to complete.
Except in exceptional circumstances, the mark awarded for Part B will apply to all members of the group. Any major issues in groups should be brought to the attention of the Convenor in a timely manner (i.e. prior to the submission date of the assessment). The marks for Part C will vary depending on a team members contribution and engagement to the assessment. This will be determined by their fellow team members however the Convenor may exercise discretion in the final mark.
Criteria & Marking: The criteria, marking and submission points will be further discussed during lectures and collaborate sessions and will also be provided via the [email protected] site for this course
Resource and support: A number of additional supporting resources will be provided via the [email protected] site for this course. Details of the assessment will also be discussed during lectures and collaborate.[supanova_question]