Organisational ChangeOrder Description
The first thing you need to do is find an organisational change that you
could write about. The change could be from a previous or current work
situation experienced by you. It might be changes
experienced by an organisation known to you (through friends and or family for
example) or a change drawn from the literature, case study materials and/or the press
(newspapers, etc.).
After concluding the case study the second part of the assignment should take the
form of a Teaching Note comprising four questions for discussion of the case study
together with model answers that demonstrate your analytical abilities and make use
of the module content and wider reading to link the main issues in your case to
relevant models, concepts and theories
Assignment details
Overview of Module and Module Descriptor:
This module provides an introduction to Organisational Change with a primary focus
on introducing students to the theory and practice of the way change occurs in a range
of organisations.
This includes a strong focus on the reasons for organisational change and the
processes by which organisations change.
Understanding the pressures on organisations to change, what can be done to improve
the effectiveness of change and what responses there can be to change in an
organisational setting will provide valuable knowledge for working life in any
organisational role.

The first thing you need to do is find an organisational change that you
could write about. The change could be from a previous or current work
situation experienced by you. It might be changes
experienced by an organisation known to you (through friends and or family for
example) or a change drawn from the literature, case study materials and/or the press
(newspapers, etc.).
It is expected that in writing about this change however you will draw on multiple
sources of information and particular credit will be given for particularly in-depth
secondary research, or, if appropriate, ethically non-contentious primary research.
Having chosen the change you need to write a description of the change, as in a
Case Study (it is recommended that you read a variety of case study examples
from the literature before beginning this task). The aim of this should be to outline
the nature, scope and extent of the change considered along with key stakeholders,
milestones and issues within this. The case should be capable of being read as a standalone
narrative of the organisational change under consideration which gives the
reader enough information on that change to develop their own understanding and
analysis of this.
Your case should have a clear and distinct title of no more than 10 words. The case can
take a particular focus on the change considered (such as culture, resistance,
leadership, etc.) if desired and if it does this should be clearly indicated in the title.

After concluding the case study the second part of the assignment should take the
form of a Teaching Note comprising four questions for discussion of the case study
together with model answers that demonstrate your analytical abilities and make use
of the module content and wider reading to link the main issues in your case to
relevant models, concepts and theories. A bibliography of all sources used must also
be provided. The idea is that you put yourself in the position of a teacher who has set
your students the task of reading the case study you have written. You have set the
students four questions to answer for an assignment. In order to be able to mark the
answers provided by your students consistently, you write some ‘model’ answers or a
‘teaching note’ which reminds you of all the main points you expect to see the
students making and the theories, frameworks or models you expect to see the
students referring to. It is this teaching note that comprises the second part of your
group assignment.
The whole assignment (both parts) should not exceed 2,500 words in length, and
it is likely that the two parts (the case study and the teaching note) will be
approximately the same length although if the case study includes a substantial
amount of secondary information, this might be slightly longer. Please ensure
that, in total, you do not exceed the 2,500 words maximum. It is not necessary to
include an introduction and conclusion around the two parts of this assignment, but
the start of the case itself and the teaching note should be clearly indicated and credit
will be given for structuring each of these in an appropriate way. Please ensure the
assignment is written using either Times New Roman (12) font or Arial (11) font and
that it is double line-spaced.

The case study and teachers notes should both reflect the module as a whole, it must address these areas of organisational change:
– The Nature of Organisational Change
– Diagnosing the Need for Change & Getting Started
– Power and Politics in Organisational Change
– Communication and Change
– Motivation and Change
– Teams and Change
– Developing a Change Plan
– Implementing Change

Marking Scheme
Standard Expected
GUIDE FOR GRADES
Grading Criteria – Level 2
0-19 A substantial fail indicated by a substantial lack of knowledge and an inability to
critically understand the well-established principles of their subject areas. A substantial
failure to understand the way in which those principles have developed an ability to
apply underlying concepts and principles outside the context in which they were first
studied, including, where appropriate, the application of those principles in an
employment context. A substantial lack of knowledge of the main methods of enquiry
in the subject(s) relevant to the named award, and a substantial inability to evaluate
critically the appropriateness of different approaches to solving problems in the field of
study. A substantial failure to appreciate the limits of their knowledge, and how this
influences analyses and interpretations based on that knowledge. Unable to use a range
of established techniques to initiate and undertake critical analysis of information, and
to propose solutions to problems arising from that analysis. Unable to effectively
communicate information, arguments and analysis in a variety of forms to specialist and
non-specialist audiences, and deploy key techniques of the discipline effectively.
20-39 A significant fail indicated by a significant lack of knowledge and an inability to critically
understand the well-established principles of their subject areas. A significant failure to
understand the way in which those principles have developed an ability to apply
underlying concepts and principles outside the context in which they were first studied,
including, where appropriate, the application of those principles in an employment
context. A significant lack of knowledge of the main methods of enquiry in the
subject(s) relevant to the named award, and a significant inability to evaluate critically
the appropriateness of different approaches to solving problems in the field of study. A
significant failure to appreciate the limits of their knowledge, and how this influences
analyses and interpretations based on that knowledge. A significant failure to use a
range of established techniques to initiate and undertake critical analysis of information,
and to propose solutions to problems arising from that analysis. A significant failure to
effectively communicate information, arguments and analysis in a variety of forms to
specialist and non-specialist audiences, and deploy key techniques of the discipline
effectively.
40-49 Achievement of the threshold level of attainment at level 2 indicated by a basic
knowledge of the underlying concepts and principles associated with their subject area.
A basic ability to critically understand the well-established principles of their subject
areas. A basic ability to understand the way in which those principles have developed
an ability to apply underlying concepts and principles outside the context in which they
were first studied, including, where appropriate, the application of those principles in an
employment context. A basic knowledge of the main methods of enquiry in the
subject(s) relevant to the named award, and a basic ability to evaluate critically the
appropriateness of different approaches to solving problems in the field of study. A
basic appreciation of the limits of their knowledge, and how this influences analyses and
interpretations based on that knowledge. Unable to use a range of established
techniques to initiate and undertake critical analysis of information, and to propose
solutions to problems arising from that analysis. A basic ability to communicate
information, arguments and analysis in a variety of forms to specialist and non-specialist
audiences, and deploy key techniques of the discipline effectively.
50-59 Achievement above the of the threshold level of attainment at level 2 indicated by a
satisfactory knowledge of the underlying concepts and principles associated with their
subject area. A satisfactory ability to critically understand the well-established
principles of their subject areas. A satisfactory ability to understand the way in which
those principles have developed an ability to apply underlying concepts and principles
outside the context in which they were first studied, including, where appropriate, the
application of those principles in an employment context. A satisfactory knowledge of
the main methods of enquiry in the subject(s) relevant to the named award, and a
satisfactory ability to evaluate critically the appropriateness of different approaches to
solving problems in the field of study. A satisfactory appreciation of the limits of their
knowledge, and how this influences analyses and interpretations based on that
knowledge. Unable to use a range of established techniques to initiate and undertake
critical analysis of information, and to propose solutions to problems arising from that
analysis. A satisfactory ability to communicate information, arguments and analysis in a
variety of forms to specialist and non-specialist audiences, and deploy key techniques of
the discipline effectively.
60-69 Achievement well above the threshold level of attainment at level 2 indicated by a good
knowledge of the underlying concepts and principles associated with their subject area.
An ability to critically understand the well-established principles of their subject areas.
A good ability to understand the way in which those principles have developed an ability
to apply underlying concepts and principles outside the context in which they were first
studied, including, where appropriate, the application of those principles in an
employment context. A good knowledge of the main methods of enquiry in the
subject(s) relevant to the named award, and a good ability to evaluate critically the
appropriateness of different approaches to solving problems in the field of study. A
good appreciation of the limits of their knowledge, and how this influences analyses and
interpretations based on that knowledge. Unable to use a range of established
techniques to initiate and undertake critical analysis of information, and to propose
solutions to problems arising from that analysis. A good ability to effectively
communicate information, arguments and analysis in a variety of forms to specialist and
non-specialist audiences, and deploy key techniques of the discipline effectively.
70-84 Achievement substantially above the threshold level of attainment at level 2 indicated by
a comprehensive knowledge of the underlying concepts and principles associated with
their subject area. An excellent ability to critically understand the well-established
principles of their subject areas. An excellent ability to understand the way in which
those principles have developed an ability to apply underlying concepts and principles
outside the context in which they were first studied, including, where appropriate, the
application of those principles in an employment context. An excellent knowledge of
the main methods of enquiry in the subject(s) relevant to the named award, and an
excellent ability to evaluate critically the appropriateness of different approaches to
solving problems in the field of study. An excellent appreciation of the limits of their
knowledge, and how this influences analyses and interpretations based on that
knowledge. An excellent ability to use a range of established techniques to initiate and
undertake critical analysis of information, and to propose solutions to problems arising
from that analysis. An excellent ability to effectively communicate information,
9
arguments and analysis in a variety of forms to specialist and non-specialist audiences,
and deploy key techniques of the discipline effectively.
85-100 Outstanding achievement above the threshold of level 2 indicated by a comprehensive
knowledge of the underlying concepts and principles associated with their subject area.
An outstanding ability to critically understand the well-established principles of their
subject areas. An outstanding ability to understand the way in which those principles
have developed an ability to apply underlying concepts and principles outside the
context in which they were first studied, including, where appropriate, the application of
those principles in an employment context. An outstanding knowledge of the main
methods of enquiry in the subject(s) relevant to the named award, and an outstanding
ability to evaluate critically the appropriateness of different approaches to solving
problems in the field of study. An outstanding appreciation of the limits of their
knowledge, and how this influences analyses and interpretations based on that
knowledge. An outstanding ability to use a range of established techniques to initiate
and undertake critical analysis of information, and to propose solutions to problems
arising from that analysis. An outstanding ability to effectively communicate
information, arguments and analysis in a variety of forms to specialist and non-specialist
audiences, and deploy key techniques of the discipline effectively.