Images of Managing Change Discussion
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Images of Managing Change Discussion
MAIN
mcgraw hill connect
This week’s lecture and assigned resources provide us with six images of managing change and each of the images is based on differing assumptions. Select two of the images. Evaluate each image and then compare and contrast the role that the images play within the change process.
Week One Lecture
Change is inevitable. Without change we would become static and non–progressive. We face change in our personal lives, our professional lives, and within our communities. Change can be based on need, or change of environment, or the changing level of our maturity and knowledge.
Change within our organizations carries with it a dynamic that evolves as the process progresses. The change stories shared during this week’s lessons helps us to view the variables involved through the stages of change. Why are the change stories important? The stories of change provide us with a look at the dimensions, challenges, and opportunities presented within a certain format. The variables within each change story provide us with tools, techniques, and experience to assist with the development and design of change concepts.
There are many concepts to be mindful of through this first week, but perhaps the most pertinent to our discussions and story review are the variables that define the image of the change manager. Palmer, Dunford, and Akin (2009) define the first variable as the image of managing. Controlling is seen as the representative of the dominant views associated with top-down management. It is based on controlling the activities of the organization. The second image of managing is described as Shaping. Shaping illustrates a more participative style of management. This variable focuses on the players within the organization and the attempt to have them involved in the various stages of change.
The next group of variables focuses on the images of change outcomes of which there are three: intended, partially intended, and unintended. Of course, we are all happy when the intended change is the outcome. Intended change suggests that planned action is prompted by the change manager through defined strategies.
Partially intended change is that gray area between the intended and unintended change processes. It also deals with the intended outcomes of change that require some modification during the implementation process, thus resulting and partially intended change.
And of course, unintended change involves the challenges beyond the control of the change manager that affect the outcome. The challenges can be internal or external, produce success or failure, and may or may not change of scope of the overall project.
Change is something that is either endured or embraced. By understanding the strategies and components of change, the change leader has a better view of the implication of change initiatives for the overall organization. While change is occurring at a single point in time the impact of the change process is ongoing and defines success or failure.
The study of change allows us to understand the variables of success and failure within the change effort. Leemann (2002) explains that managing the chaos of change requires a template of project management techniques to move smoothly through the change process. While this image of change holds a certain expectation of chaos, developing the template will help bridge the gap between setting the goal and achieving the goal
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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