BBA313MidtermAssessment-ActivitybriefandrubricAV-finalversion.pdf

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) B line (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.