Assignment Brief Academic Year 2022-23
Internal approval: Mihaela Vasiliu 20/09/2022
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| Assignment task |
| CONTEXT LPHY is a local charity who aim to support the best Hospice care for local people. This is done primarily through the gift of at least £1m per year to an NHS Hospice, enabling the provision of additional services such as Hospice at Home and Day Hospice, as well as a Listening Service for the recently bereaved. The Charity has big plans to double the number of shops (currently 9 plus online) and increase fundraising by £2m so that additional community services can be funded. This will be achieved through the development of a better skilled team and new ways of working. As part of this, the organisation has reviewed its values – Professionalism, Agility, Community, Team. The Charity is staffed by approx. 50 people with help from over 400 volunteers who work in the hospice, the retail shops, head office and fundraising. It is, however, an organisation of two halves. Retail Accounts for nearly 2/3rd of the staff but generates only 1/3rd of the profit. The high staff ratio (usually 1 full time manager and 1 part time assistant manager per shop) results in very low margins, even for Charity retail. During the pandemic the Charity took the opportunity to restructure resulting in 8 voluntary redundancies from those who felt the planned changes to T&Cs and working methods were unnecessary. The estate is now split into 2 – the large furniture showroom and online team are managed as one unit, and the rest of the shops are overseen by the area manager. Shop managers line manage their assistant managers and, in the larger shops, weekend sales staff. Due to working patterns, shop managers usually work only 1 day a week with their direct reports. This is the first line management role for many. In the past, retail has felt like a poor relation to fundraising, there is a sensitivity about changes / decisions originating from Head Office. Although the current Senior Management Team have pushed the concept of “one team”, this sense of division was highlighted during the pandemic when all the retail staff (apart from the online team) were furloughed as the shops were closed. |
| Module code and title: |
MG630 – Change and Organisational Development |
Module leader: | Pia Carnegie |
| Assignment No. and type: |
PR1: 10 Minute (Individual or Paired) Presentation + 5 minutes for questions. |
Assessment weighting: |
40% |
| Submission time and date: |
Presentation: During ClassTime ppt slides to be submitted on BB by 14:00 on 31st March 2023 |
Target feedback time and date: |
2 Weeks |
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| Most of the shops do not have computers but emails can be read on the touch screen till system. Unfortunately, many staff have forgotten their work email address and are using personal email and phones for work purposes. The Charity is about to invest heavily in a new IT structure at Head Office having provided a fully costed business case to the Board, detailing significant benefits in terms of cost savings and increased productivity. There are several vacancies that are proving difficult to fill with a lack of suitable candidates. There is a suspicion that the current rate of pay (barely above National Minimum Wage) is not attractive, and a couple of recent hires have been less than successful. Retail staff also account for nearly all sick leave – in fact 5 people account for 105 days of the 270 days sickness in the first half of this financial year. Sickness levels are causing additional stress on an already stretched team and it has been necessary on occasion to close some shops due to lack of cover – this is not sustainable. Each shop has its own targets for takings, lottery ticket sales and sign-ups for Gift Aid. Sales are ok but some shops are down on budgets and lagging behind previous years. Online has a new manager who inherited few written instructions, seems unfocused and lost in the admin. So far online has failed to generate the sales expected. Non – Retail (Fundraising/ Finance /Admin) The pandemic brought the weaknesses in the fundraising model to the fore – a reliance on community events left the Charity vulnerable as lockdown cut off major sources of income. The decision was taken to invest in higher skilled (and more expensive) staff with experience in specialised areas of fundraising – individual giving / grants & trusts / in memory giving. This restructure resulted in a number of voluntary redundancies and new hires. The lower paid and lower skilled community and events team were replaced by 2 managers supported by volunteers. The strategy has proved financially successful and the income during the pandemic far exceeded initial forecasts. However, 2 out of the 3 new hires have already left (one was a poor cultural fit and the other was offered more money to work elsewhere). The lifting of restrictions and the increasing confidence of the public means that community events are back on the calendar. Previous events included an annual Beer Festival and a Gala Dinner, both of which were resource heavy and profit light; characterised by a lack of organisation and last- minute panic. SMT are keen to ensure that any future events give a better ROI and are less stressful for all concerned! The office has remained open throughout the pandemic, as fundraising and admin staff worked from home. A hybrid model of working has been adopted but whilst popular with staff, there are indications it may not be as productive as it could be. All the staff (apart from SMT) are part time, and there isn’t a single day when the whole office is actually working. On the plus side there is almost no sickness absence. There are also some tensions within Head Office – especially between fundraising and marketing. The latter object to last minute demands whilst trying to balance the needs of the whole organisation. The former complain that marketing “isn’t agile” enough. Meetings frequently over-run and generally fail to resolve things. Even minor issues are escalated very quickly to CEO level. Whilst most staff had their salaries adjusted (upwards) as part of the restructure, a small number of long serving staff are paid above the market rates for the role as a result of uncapped annual pay rises over several years. The Senior Management Team, however, have not had a pay rise in 2 ½ years and recent adverts for similar Charity roles show salaries up to 25% above what they are currently paid. Care needs to be taken; supporters do not like the idea of their donations going on anywhere other than hospice services and some volunteers feel that staff shouldn’t be paid at all. |
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| On another note, the last Head of HR left the Charity almost a year before the COVID pandemic, leaving behind a bank of detailed and well written, but largely unread, policies and processes. The performance management process was used for a couple of years but then fell into abeyance. Complaints about it largely revolve around the length – a full 8 pages – and the need to get formal feedback from a variety of people in the organisation prior to the annual appraisal. On closer investigation it is obvious that there were issues with the quality of feedback with a small number of individuals taking offence at things that were written about them. In the end some line managers spent a good deal of time writing feedback that was so couched and caveated as to be impenetrable. There is an acceptance at Senior Management Team level that some form of PM is needed because “it’s best practice” but with no consensus about what form it should take or even what it should be achieving. There is also a view among some staff that a formal PM system isn’t needed at all as the local targets are sufficient… |
| This assignment has been designed to provide you with an opportunity to demonstrate your achievement of the following module learning outcomes: |
| LO 1: Understand the strategic and operational importance of change in organisations |
| LO 2: Critically evaluate change management theory, strategies and tactical options including organisation development |
| Task requirements |
| You have been hired by LPHY to do some work around how the company has been affected by the VUCA environment in which they operate in. Before LPHY commissions a report from you (CW1), they wish for you to offer them some insight as to how change management might help them, and what strategies/tactical options are available to see them through this difficult time. As an Individual or in a Pair, you are to: 1. Argue the strategic and operational importance of change for LPHY 2. Identify, apply and evaluate an appropriate change management model that you would advise LPH engage with 3. Identify the role that Organisational Development will play in the future success of the business. Please see Tasks requirements below for further instructions. – Individual or group presentation (pair: 2 students). Students may select their own groups. – The presentations schedule will be posted on Blackboard; – Time allocation: 10 minutes maximum presentation time, 5 minutes allowed for questions – Both members of the group should participate in the preparation of the presentation and participate on the day of presentation (non- attendance will be considered as ‘non-submission’). Both members should be familiar with the full contents of the presentation and be ready to answer questions. |
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| – Use PowerPoint for your presentation – slides to be uploaded on BB by only a member of the team/group, in order to avoid getting a 100% Turnitin similarity for both members (Slide 1 to include names and student IDs of both group members) – The final slide of your presentation to include a brief groupwork log detailing specific member responsibilities, activities and participation. – It is fine to bring along any notes or further information you might want to refer to support question handling but try to maintain eye contact during the presentation itself. |
| Referencing and research requirements |
| Please reference your work according to the Harvard style as defined in Cite Them Right Online (http://www.citethemrightonline.com). This information is also available in book form: Pears, R. and Shields, G. (2019) Cite them right: the essential reference guide. 11th ed. Basingstoke: Palgrave Macmillan. Copies are available via the University library. Minimum requirements: – 10 references – Mixed academically credible sources for example: Core Textbooks, Journals, News Articles, Professional Bodies, Professional and Credible Videos, Professional and Credible Podcasts References older than 10 years must be supported by a more recent reference. |
| How your work will be assessed |
| Your work will be assessed against the assessment criteria which have been provided at the end of this brief. As this is a group report, a record of individual contribution must be submitted as part of the assignment for all members of the group which details the role played in the creation of the assignment and includes a record of all communications engaged with. These criteria have been designed specifically for this assignment and are intended to measure the extent to which you have demonstrated your achievement of its associated learning outcomes (see above). They have been aligned with the institutional grade descriptor appropriate for your level. The assessment criteria provide a basis for fair and consistent marking and indicate what is expected of you in this assignment. It is strongly recommended that you engage with them while you are working on the assignment and use them in combination with any feedback you receive once your work has been marked to help you plan for future learning and development. |
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| Submission details |
| • Your presentation will take place at the time and location specified in the Announcements section of your Blackboard module shell. Please be sure to check this information carefully, as missing your scheduled time will be considered a non-submission. • You are also required to submit your presentation file electronically. Please use the relevant submission point in the Submit your work area in your Blackboard module shell at the time and date specified above. • Please ensure that your work has been saved in an appropriate file format. PowerPoint is expected and only one individual (if presenting as a pair) must submit a copy of the file. • You can submit your work as many times as you like before the submission date. If you do submit your work more than once, your earlier submission will be replaced by the most recent version. • Once you have submitted your work, you will receive a digital receipt as proof of submission, which will be sent to your forwarded e-mail address (provided you have set this up). Please keep this receipt for future reference, along with the original electronic copy of your assignment. • You are reminded of the University’s regulations on academic misconduct, which can be viewed on the University website: https://www.bucks.ac.uk/current-students/registry-helpdesk-and-academic advice/academic-integrity-and-misconduct. In submitting your assignment, you are acknowledging that you have read and understood these regulations • Please also note that work that is submitted up to 10 working days beyond the submission date will be considered a late submission. Late submissions will be marked and the actual mark recorded, but will be capped at the pass mark (typically 40%), provided that the work is of a passing standard. Work submitted after this period will not be marked and will be treated as a non-submission. |
| Before you submit |
| • Please use the provided checklist below to make sure you are ‘fit to submit’ your work • We recommend you use this checklist as soon as you get this assignment brief to help you plan your work |
| Fit to Submit: Assignment Checklist |
| This brief assignment checklist is designed to help you avoid some of the most common mistakes students make in their coursework. Have you read the assignment brief? If not, do so now! |
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| In it you will find details of the assessment task, word count, the assessment criteria your work is marked against, and the learning outcomes – the basis for the assessment strategy in each module. Students often lose marks by forgetting some of the more straightforward elements of their assignments. We recommend that you “tick off” each of the points below as you prepare your work for submission. If you need any help, ask your tutor and/or visit https://bucks.ac.uk/students/academicadvice/assessment-and-examination Have you read and understood the assessment criteria? Have you met the learning outcomes? You will lose marks and your work may even be failed if you have not. Have you demonstrated you can think and write critically in the completed work? This means you have supported your arguments/explanations appropriately e.g. using relevant academic sources and you have offered discussion points which extends your own or others’ viewpoints to make reasoned conclusions/judgements. Have you maintained an appropriate tone throughout your work? Is your work formal, focused, developed and clear? Have you checked that the referencing in your assignment is in line with your programme requirements? Have you proof-read your work and used spellcheck software to check your spelling and grammar? Have you checked the presentation of your work is as specified by your tutor, for example, are font size, colour, style, line spacing and margins as the tutor specified? Have you kept to the word count (or equivalent)? If you are not sure, check with your tutor. Can you confirm that the work submitted is your own and maintains academic integrity? |
Assignment Brief Academic Year 2022-23
Internal approval: Mihaela Vasiliu 20/09/2022
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| Fail | Fail | Pass | Pass | Pass | Pass | Pass | |
| 0-34 (F) – Fail |
35-39 E – Marginal fail |
40-49 (D) | 50-59 (C) | 60-69 (B) | 70-79 (A) | 80-100 (A+) | |
| Not successful | Below required standard |
Satisfactory | Good | Very Good | Excellent | Outstanding | |
| Knowledge and understanding 30% |
The work demonstrates a limited and/or substantially inaccurate or no understanding of key aspects of what constitutes a VUCA environment and how and where LPHY sits within it. Examples of coherent and detailed knowledge around change and organisational development is missing. No consideration given to the importance of corporate strategy and/or tactical options available to LPHY. Recent research is missing to support work. |
The work demonstrates insufficient understanding of key aspects of a VUCA environment and how and where LPHY sits within it. Some coherent and detailed knowledge around change and organisational development. Passing consideration given to the importance of corporate strategy and/or tactical options available to LPHY. Recent research is limited to support work. |
The work demonstrates a basic yet systematic understanding of key aspects of a VUCA environment and how and where LPHY sits within it. Some coherent and detailed knowledge around change and organisational development with links to the importance of corporate strategy and/or tactical options available to LPHY. There is limited engagement with recent research to support work. |
The work demonstrates a sound breadth and depth of systematic understanding of a VUCA environment and how and where LPHY sits within it. There is some coherent and detailed links with change and organisational development, as well as the impact these have on corporate strategy and/or tactical options available to LPHY. There is good engagement with recent research from a limited range of sources to support work. |
The work demonstrates a sophisticated and critical systematic understanding of a VUCA environment and how and where LPHY sits within it. There are coherent and detailed links with change and organisational development. The impact on corporate strategy and/or tactical options available to LPHY well documented and supported overall by very good engagement with recent research from a good range of sources to support work. |
The work demonstrates a highly accomplished systematic understanding of a VUCA environment and how and where LPHY sits within it. Excellent identification of change and organisational development, and demonstration of its impact on corporate strategy and/or tactical options available to LPHY, beyond what has been taught. The supported overall by very good engagement knowledge is supported by recent research from an excellent range of sources to support work. |
The work demonstrates an exceptional systematic understanding of key aspects of a VUCA environment and how and LPHY sits within it. Outstanding identification of change and organisational development, and its impact on corporate strategy and/or tactical options available to LPHY. The work is coherent and detailed, demonstrating knowledge well beyond what has been taught, all of which is informed by recent research from an excellent range of sources to support work. |
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| Analysis and criticality 30% |
The work demonstrates a limited or no ability of analysis and enquiry. Conceptual understanding of change management is limited thus the work does not: • devise and sustain arguments how corporate strategy and/or tactical options available to LPHY are affected by the current VUCA environment. • describe and comment upon aspects of current research and scholarship, with little or no appreciation of the uncertainty, ambiguity, and limits of knowledge; • use relevant and appropriate sources resulting in few if any scholarly reviews. |
The work demonstrates an insufficient ability of analysis and enquiry. Conceptual understanding of change management is evident and enables the work to partially demonstrate: • use of theory and corporate models to devise and sustain arguments, and solve problems around how corporate strategy and/or tactical options available to LPHY are affected by the current VUCA environment. • the ability to describe and comment upon aspects of current research and scholarship, albeit with only a developing appreciation of the uncertainty, ambiguity, and limits of knowledge; There is a limited range of independently selected relevant and appropriate scholarly sources. |
The work demonstrates a sufficient analysis and enquiry. A basic yet sufficient Conceptual understanding of change management is evident that enables the work to demonstrate: • use of theory and corporate models to devise and sustain arguments and solve problems in relation to how corporate strategy and/or tactical options available to are affected by the current VUCA environment. • the ability to describe and comment upon aspects of current research and scholarship, with a sufficient appreciation of the uncertainty, ambiguity, and limits of knowledge; • use a sufficient range of independently selected relevant and appropriate scholarly sources. |
The work demonstrates a sound ability of analysis and enquiry. A sound conceptual understanding of change management is evident that enables the work to demonstrate: • use of theory and corporate models to devise and sustain arguments and solve problems, in relation to how corporate strategy and/or tactical options available to LPHY are affected by the current VUCA environment. • the ability to describe and comment upon aspects of current research and scholarship, with a sound appreciation of the uncertainty, ambiguity, and limits of knowledge; • use of a sound range of independently selected relevant and appropriate scholarly sources. |
The work demonstrates a sophisticated ability of analysis. A sophisticated conceptual understanding of change management is evident that enables the work to demonstrate: • use of theory and corporate models to devise and sustain arguments and solve problems, in relation to how corporate strategy and/or tactical options available to LPHY are affected by the current VUCA environment. • the ability to describe, synthesise and critique aspects of current research and scholarship, with a sophisticated appreciation of the uncertainty, ambiguity, and limits of knowledge • use of a sophisticated range of independently selected relevant and appropriate scholarly sources. |
The work demonstrates a highly accomplished ability of analysis and enquiry. A highly accomplished conceptual understanding of change management is evident that enables the work to demonstrate: • use of theory and corporate models to devise and sustain arguments and solve problems, in relation to how corporate strategy and/or tactical options available to LPHY are affected by the current VUCA environment, and how this has influenced business approaches to planned and unplanned change • the ability to describe, synthesise and critique all relevant aspects of current research and scholarship, with a nuanced appreciation of the uncertainty, ambiguity, and limits of knowledge; • use of a highly accomplished range of independently selected relevant and appropriate scholarly sources. |
The work demonstrates an exceptional ability of analysis and enquiry. A superior conceptual understanding of change management is evident that enables the work to demonstrate: • use of ideas and techniques to devise and sustain arguments and/or solve problems, in relation to how corporate strategy and/or tactical options available to LPHY are affected by the current VUCA environment, and how this has influenced business approaches to planned and unplanned change • the ability to describe, synthesise and critique all relevant aspects of current research and scholarship, with a highly nuanced appreciation of the uncertainty, ambiguity, and limits of knowledge; • use of a superior range of independently selected relevant and appropriate scholarly sources. |
| Application and Practice 20% |
Work demonstrates a limited or no ability to select appropriate change management theories and corporate models to develop and apply knowledge and understanding in the |
Work demonstrates an insufficient ability to select and apply appropriate change management theories and corporate models to develop and apply knowledge and understanding in the |
Work demonstrates a sufficient ability to select and apply appropriate change management theories and corporate models to develop and apply knowledge and understanding in the |
Work demonstrates an ability to select and apply in a consistent and informed manner appropriate change management theories and corporate models to develop and apply knowledge and |
Work demonstrates an ability to select and apply in a capable and effective manner appropriate change management theories and corporate models to develop and apply knowledge and |
Work demonstrates an ability to select and apply in a highly accomplished manner appropriate change management theories and corporate models to develop and apply knowledge and |
Work demonstrates an ability to select and apply in a highly accomplished and innovative manner appropriate change management theories and corporate models to develop and apply |
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| context of LPHY’s operational situation. Presentation of research and findings is not clear or effective, or interpretation of information (i.e. statistics) ineffective and/or incomplete. Recommendations are missing. |
context of LPHY’s operational situation. Presentation of research and findings is often not clear or effective, or only in a limited range of formats, and gathering, processing and interpretation of data ineffective and/or inefficient. Recommendations are inappropriate for LPHY. |
context of LPHY’s operational situation. Presents research and findings in several formats, and gathers, processes and interpret data efficiently. Recommendations have been made that are somewhat appropriate but unfocused, not taking into consideration key areas of note identified within the presentation. |
understanding in the context of LPHY’s operational situation. Consistently presents research and findings effectively and appropriately, in many formats, and gathers, process and interpret data efficiently and effectively, making good use of the appendices. Recommendations have been made that are appropriate but gives limited consideration to the key areas of note identified within the presentation and no consideration given to the possible implementation challenges of these. |
understanding in the context of LPHY’s operational situation. Consistently presents thorough research and findings perceptively and appropriately, in a wide range of formats, and gathers, process and interpret a wide range of complex data efficiently and effectively, making very good use of the appendices. Recommendations have been made that are appropriate, take into consideration key areas of note identified within the presentation, and give good consideration to the possible implementation challenges of these. |
understanding in the context of LPHY’s operational situation. Consistently presents thorough research and findings perceptively, convincingly, and appropriately, in wide range of formats, and gathers, processes and interpret a wide range of complex data efficiently and effectively, making excellent use of the appendices. Recommendations have been made that are appropriate, take into consideration key areas of note identified within the presentation, and give excellent consideration to the possible implementation challenges of these. Minimal costing considerations have been provided. |
knowledge and understanding in the context of LPHY’s operational situation. Consistently presents thorough research and findings perceptively authoritatively, and appropriately, in wide range of formats, and gather, process and interpret a wide range of complex data efficiently and effectively, making outstanding use of the appendices. Recommendations have been made that are appropriate, take into consideration key areas of note identified within the presentation, and give excellent consideration to the possible implementation challenges of these. Detailed costing considerations have been provided. |
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| Transferable skills 20% This should include evidence of: • Question handling • Clarity of slides and attention to detail • Written (PowerPoint), verbal and electronic communication • Personal (Group) motivation, organisation, and time-management |
Not able to respond to questions, not able to consult any supporting information Overall sloppy presentation on slides, lacking careful spell and grammar checks. Work demonstrates limited or no ability to: -communicate information, ideas, problems and solutions accurately and reliably utilising relevant communication skills (level of written communication) |
Some attempt made to respond to questions, but limited understanding shown of the issues. Patchy attention to detail. Work demonstrates insufficient ability to: -communicate information, ideas, problems and solutions accurately and reliably utilising relevant communication skills (level of written communication) |
Waffle and padding evident, not familiar with the entirety of issues facing the company. More thought needed to be given to clarity of presentation and spell and grammar checks. Work demonstrates a sufficient ability to: -communicate information, ideas, problems and solutions accurately and reliably utilising relevant communication skills (level of written communication) |
Some questions handled better than others but some confidence inspired. Slides mostly clear with very few errors Work demonstrates a Consistent and confident ability to: -communicate information, ideas, problems and solutions accurately and reliably utilising relevant communication skills (level of written communication) |
Mostly good question handling, some supporting evidence available to consult, inspired confidence. Clear visuals and carefully spell and grammar checked Work demonstrates a Highly proficient ability to: -communicate information, ideas, problems and solutions accurately and reliably utilising relevant communication skills (level of written communication) |
Fluent question handling, drawing on additional supporting information; very familiar with all issues facing the company. Very clear visuals and carefully spell and grammar checked Work demonstrates a Highly accomplished ability to: -communicate information, ideas, problems and solutions accurately and reliably utilising relevant communication skills |
Task completed with a high degree of accuracy, coordination, and proficiency. Excellent use of English.. All responses fully backed up with evidence of wider reading and research. Work demonstrates a exceptional ability to: -communicate information, ideas, problems and solutions accurately and reliably utilising relevant communication skills (level of written communication) |
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| – Present to a professional standard Fewer than 10 appropriate references present and Harvard Referencing system not followed. |
-Presents to a professional standard Fewer than 10 appropriate references present and Harvard Referencing system not followed. |
– Present to a professional standard A minimum of 10 appropriate references are present and Harvard Referencing system sometimes followed. |
– Presents to a professional standard More than 10 appropriate references present and Harvard Referencing system sometimes followed. |
– Presents to a professional standard More than 10 appropriate references present and Harvard Referencing system often followed. |
– Presents to a professional standard More than 10 appropriate references present and Harvard Referencing system always followed. |
– Presents to a professional standard More than 10 appropriate references present and Harvard Referencing system always followed. |