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Consider an organisational change you have recently experienced (or are experiencing) and apply one of the models of organisational change studied in Topic 3. Explain what led to the success or failure in the implementation.
When studying change, the differentiator is being able to analyse or observe the change through the application of your learning. Your paper should address the following:
- Introduction and background to the change.
- Brief explanation of the organisation, industry, and forces for change.
- Analysis of the change or development.
- Discuss the change model that you have chosen showing its strengths and weaknesses in analysing the change discussed.
- Who (roles, sections and other stakeholders etc.) was involved in the change?
Include a brief definition of change that seems most relevant to your case.
Technological advancements are one of the key drivers that change the way in which teachers and students communicate, learn, search and use information. Such new methods of operations require changes in an organization. Successful change management is essential for an organization's success and survival in the current competitive environment (Todnem By 2005). This report details the changes underwent by Shekon International School in Ludhiana, India. The changes were incorporated in the form of teaching and learning tools which required alterations to the existing school infrastructure for proper integration. The changes were made in accordance with the incremental adaptation model of organizational change. The sections discuss the forces behind the change, people involved, changes incorporated, and the strengths and weaknesses of the organizational change model used.
2. Organization Background
Shekon International School is one of the professionally managed schools in Ludhiana, India that is developed to meet the demand of 21st century educational needs. The curriculum is designed to instill learning and develop a cognitive, aesthetic and effective mind among the learners. The school's objective is to create individuals with analytical and people skills with prudence and creativity. When I worked in the school as a mentor/faculty between 2009 and 2010, I experienced various changes in the school infrastructure as well as the education system. The school follows the IGCSE (International General Certificate of Secondary Education) curriculum and emphasizes on low student-teacher ratio following a K-12 academic system. The classes are divided into three sections based on phases of a child's growth – pre-primary, primary and secondary. It is ranked as one of the great places to work in India in a survey conducted by a popular daily newsmagazine. It employs around 500 staff members with enrollment reaching 5000 students. With the vision to develop 21st-century learning skills, the school required improvements in the infrastructures, mode of education and enhance the quality of content delivered to learners.
3. Drivers for Change
Technology adoption in schools is subject to various factors ranging from teacher's attitude, technical expertise, the value generated from its installation and the consistent changes or updates required for the implemented technology and the inherent unreliability (Zhao & Frank 2003). With the emergence of highly competitive job markets, the focus is shifting from traditional methods involving theoretical lessons to the practical application of the theories taught. Though technology offers a highly sophisticated teaching and training tool, it is unable to encompass reform by itself. It requires a comprehensive and systematic approach to make changes (Moeller & Reitzes 2011). The changes required include the development of teacher's technical expertise as well as the improvement of the 21st-century learning process with portable educational tablets, e-learning with gamification techniques, individual email ids and uninterrupted internet connection. The lack of technology in the academic structure hindered the quality of education and the learning experiences of students. The school required changes in its academic structure with the incorporation of technological tools. This was the leading force to adopt organizational changes in the school infrastructure.
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