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Final Assessment: Case Study Analysis

Written assignment (case, essay) Activity brief BBA313 – Change Management Online campus

Professor: Dr. Angelos Vouldis [email protected]

Description Students will deliver a project compatible with the tradition and objectives of the Red Cross in an underdeveloped country. Students must justify its effectiveness according to key changing factors and apply theories learned in class.

Background

The Red Cross is a strong brand with a history of helping people in underdeveloped countries. However, they have been slow to adapt to changing times – something they have recognized in their new strategy document (http://www.ifrc.org/Global/Publications/general/strategy-2020.pdf).

ELEMENTS TO ADDRESS BY YOUR CASE STUDY

1. An analysis of the organizational structure of the Red Cross unit that will implement the project. (25%)

You need to demonstrate the insights you discovered that describes why there is a problem.

2. Assessing the external conditions (25%)

You must identify the external factors that may affect your

plan for change.

3. Assessing the internal conditions (25%)

You must identify internal factors that may affect your plan for

change.

4. The role of the Change Agent (25%)

Since the Change Agent role is crucial, picking the right Change Agents is a critical step. Describe and analyze the characteristics and skill for the suitable change agent for this project

Format This activity must meet the following formatting requirements:

• Font size 12

• Double-spaced

• 2000 words

• Harvard Referencing System

• pdf only

Goal(s) To identify a group of people that fit the Red Cross’s definition of vulnerable, identify their needs, consider different ways in which their living conditions could be changed and to implement one of those ways as a change project clearly defining how the change will be brought about, measured and achieved.

Due date Date: 19th July 2021 at 14.00h CEST

Weight towards final grade

This activity has a weight of 60% towards the final grade.

Learning outcomes

Outcome 1: understand and apply the competencies and behaviors of an effective change agent.

Outcome 2: assess and evaluate the varying diagnostic tools used to facilitate organizational change

Outcome 3: demonstrate the ability to appraise the ideas and arguments of academics and practitioners to assess the validity of the conclusions reached within the context of change management.

Outcome 4: develop and recommend an appropriate change management plan in accordance with an organization’s mission, processes, systems, organizational structures

Assessment criteria

See Rubric: written assignment, next page

Rubric: written assignment

Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F)

Problem identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions.

The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.

The student reached conclusions, but they were limited and provided minimal direction for decision-making and solutions.

The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.

The student used problem- solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.