In 14 hours

Midterm 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 critical analysis focus on the core concept of the organization change, how it works, diverse factors which moves organization to change, steps for change, resistance for change, change forces, change management approaches for this specific case study of General Motor (GM).

Background

General Motor established in 1908. That time the company was the sole carmaker dealer in the region, e.g. Michigan, first it was a holding Buick company, till 1920 it was becoming the world largest motor manufacturing company. However, General Motor is a fallen giant. Glory of the past from being a great market leader to bankrupt company General motors has come a long way. In 1980s GM was the top car manufacturer in the USA until the arrival of the Japanese cars. The Japanese sold cheap and better cars. GM failed to realize the change in the industry and technology and constantly lost market share to the Japanese companies.

ELEMENT S TO ADDR ESS BY YO UR C ASE ST UD Y

AN ALYSIS

1. An analysis of the background of change for the G.M. (20%)

You need to identify the change in the environment as described in the case study focus on the external and internal conditions.

2. Selecting the appropriate Change Strategy (20%)

You must describe the four change strategies and how to select

the most appropriate for this case study.

3. Dealing with Costs & Resistances (20%) In the process of change, there will be resistance a cost. The

objective of this task is to develop a specific plan how will reduce

Format This activity must meet the following formatting requirements:

• Font size 12

• Double-spaced

• 1200 words

• Harvard Referencing System

• pdf only

this level of resistance and what it will be the cost for the change

implementation.

4. The role of communication in Times of Change (20%) Every person in the organization must know the objective of the

change. Describe the communicating procedure for change

through the organization.

5. Change in corporate and business culture (20%)

The most challenging thing to do in bringing about change into the organization is to improve the culture of the organization. Describe the actions G.M should address in the culture and create a fresh strategy to succeed in an unattractive industry

Goal(s) To develop in detail the change strategic plan for G.M describing the appropriate actions of the company will be performed with the purpose of involvement techniques is to increase the efficiency and the effectiveness of the organization.

Due date Date: 21st June 2021 at 14.00h CEST

Weight towards final grade

This activity has a weight of 40% 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: compare and contrast four change strategies and effectively apply them within defined contexts and/or specific organizations;

Outcome 5: develop and recommend an appropriate change management plan in accordance with an organization’s mission, processes, systems, organizational structures, job roles and external stimuli;

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.