Module Title: Strategic International Business Management (RKC) CRN: March 2018 Level: 7 Module Leader/ Assessment set by: Assessment title: Final Assignment Assessed intended learning outcomes: On successful completion of this assessment, you will be able to: Knowledge and Understanding. 1. To comprehensively evaluatetheories ofleadership / motivation / change management and their effective implementation in an international context. 2. To critically appreciate themanagement of diversity in a cross-cultural context. Transferable/Key Skills and other Attributes. 1. Critically analyse and apply key ideas and concepts via comprehensive research relevant both to the subject area and to professional practice in the field. 2. Use terminology associated with the subject area accurately and in a way, which demonstrates sophisticated knowledge and understanding. 3. Develop and enhanceindividually and/or collaborativelyeffective written and/or oral communication skillsfor both specialist and non-specialist audiences. Weighting within module: This assessment is worth 50% of the overall module mark. Task details and instructions: Read the case study at the end of this assignment brief and then complete the following tasks: Write a report explaining why Jan may be encountering the difficulties he is facing and to make recommendations as to how he should proceed, in order to implement this change successfully. Your report should address the following: 1. The people management issues that potentially underpin the difficulties Jan is facing (30 marks) – 900 words. 2. The steps that Jan should take in the short and medium term, to get the launch of the new product back on track (40 marks) – 1200 words. 3. The leadership style(s) that Jan should adopt in this process, including the reasons why (20 marks) – 600 words. 4. Any decisions or support that might be needed at board level to help improve this situation (10 marks) – 300 words. Your answer should be written as a report, with headings and sub-headings. You should draw on and reference theories of leadership and change management* Useful Resources Via the University of Salford Library: Books: · Bridges, W. (2009). Managing Transitions: Making the Most of Change. 3rd edn. London: Nicholas Brealey. · Carnall, C.A (2007). Managing Change in Organisations. 5th edn. Harlow: Prentice Hall. · Hayes, J. (2014). The Theory and Practice of Change Management. 4th edn. Basingstoke: Palgrave Macmillan. Journal Articles: · Brisson-Banks, C.V. (2009). Managing Change and Transitions: A Comparison of Different Models and Their Commonalities. Library Management, 31 (4/5), 241-252. · Kotter, J.P. (1995). Leading Change: Why Transformation Efforts Fail. Harvard Business Review, (73) 2, 59-67. · Schein, E. (2002). The Anxiety of Learning. Harvard Business Review, 80 (3), 100-106. On the Internet: · Prosci’s ADKAR model (a goal-oriented change management model to guide individual and organizational change) – free guides are available to download from: https://www.prosci.com/adkar/adkar-model · ‘Managing Transitions’ by William Bridges: Brief Summary of Key points; · Online interview with Ed Schein’s learning and survival anxieties: https://hbswk.hbs.edu/archive/edgar-schein-the-anxiety-of-learning-the-darker-side-of-organizational-learning · TED Talk by Jenni Cross on 3 myths of behaviour change, which highlights ways in which behaviour may be altered: https://www.youtube.com/watch?v=l5d8GW6GdR0 * There are multiple models of change management to be found within the academic and practitioner literature. Lewin’s field-force analysis and 3-step model of change led the way. Word count Your assessment should be3000 words in total(+ / – 10%). The word count excludes the following: – cover page – contents page – references – tables – diagrams – appendices Marking criteria/scheme: Marks for your assessment will be awarded with reference to the Level 7 grade descriptors. Penalties for exceeding word count/ duration: We expect all students to comply with the indicative word count outlined in the Task Details above. Feedback arrangements: “The purpose of feedback is not to provide students with a benchmark between passing and failing but to identify strengths and where there is room for improvement and development” (Assessment and Feedback for Taught Awards Policy). Feedback will be made available within 3 weeks of submission date. All marks will be ratified at the appropriate Board of Examiners following internal and external moderation. Please note that being dissatisfied with your results does not constitute grounds for an academic appeal. Support arrangements: Academic Misconduct The University takes all forms of academic misconduct seriously. This includes plagiarism, asking someone else to write your assessment for you or taking notes into an exam. You can find out how to avoid academic misconduct here. Assessment Information If you have any questions about assessment rules, you can find out more here. Personal Mitigating Circumstances If personal mitigating circumstances may have affected your ability to complete this assessment, you can find more information about personal mitigating circumstances procedure here.
Stop worrying about assignment deadlines, let us help with this paper!
Smart students don’t copy paste information from all over the web hoping to get a good grade! Watch the video below to learn what they do: