Organisational Transformation in Practice free essay sample

A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office MAMBAS (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. Introduction to the Module This module provides the opportunity for students to personally explore the relationship between personal change and organizational change/ transformation (De Varies and Balsas, 1999). And personally relate to the leadership and organizational challenges of transformational change in organizations. The module uses different activities to explore the nature of personal change issues required for successful employee engagement in an organizations change agenda. In the management and leadership field much is written and discussed about the following seven elements: (1 ) behavior, (2) knowledge 3) skills / capability (4) belief systems, (5) values, (6) identity, (7) vision/ purpose. We will write a custom essay sample on Organisational Transformation in Practice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Using various methods, students will be encouraged to make sense of each of these ideas, and the interrelationship between them. This will be set against a real/simulated strategic learning context. Module participants are actively encouraged to reflect upon their own existential experience and development through dynamic relations with others and performing roles. It is hoped the module will lead to students developing profound personal insights and also achieve personal growth. The duel uses different activities to enquire into, reflect upon and diagnose personal, group and organizational leadership and transformation. Students will be able to diagnose where a/ their team or organization is weak and design interventions that can help to guide significant change or transformation. The student will be equipped with a clear methodology for guiding his or her own development as an achiever or leader of the future. Assessment is by way of portfolio. 3. Intended Learning Outcomes Learning Outcomes (threshold standards) On successful completion of this module the student will be expected to be able to: 1 Knowledge and understanding understand the values and leadership behaviors that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts 2 Knowledge and understanding Develop a robust understanding of leadership and change management within the context of organizational transformation 3 Intellectual, practical, affective and transferable skills Utilize a 7 element framework as a diagnostic tool to evaluate leadership capability in a team or Organization 4 Intellectual, practical, affective and transferable skills Demonstrate an ability o reflect upon ones own management development journey against the context of employability in global and transformational settings of the future 4. Outline Delivery Wok Electrochemical/Workshop Reading Organizational change Action Learning Sets Sets De Varies 2 Personal change Patchwork text Sets De Varies Jung 3 Personal change organizational cinematographer text Sets De Varies James and Arroba http://treadmill. Com/publications. HTML 4 Manager as person Patchwork text Sets De Varies Tony Watson 5 Management leadership Patchwork text Sets De Varies Keith Grin 6 Managing leading change Patchwork text Sets De Varies Managing Leading change Patchwork text Sets De Varies James and Arroba 8 Change contemporary text Sets De Varies 9 Change processes Patchwork text Sets De Varies 10 Organizational role Patchwork text Grants and Malta 11 Wheel of change Patchwork text Sets De Varies 12 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (egg: illness), lease contact your Module Tutor Anglia Risking will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EYE nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Risking. Failure to do so is considered to be a breach of national immigration regulations. Anglia Risking, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorized absences by any student visa holders. 5. Assessment Students are required to assemble a patchwork text (Lilies, 2003; Winter, 2003) which relates your current or future workplace role. The patchwork text may be developed or based upon the following: Sets De Varies (2004) suggests that people are prisoners of their past. Evaluate and reflect upon how your past might influence your future workplace role and development. Evaluate and reflect upon a personal experience of change in your workplace Apply Grants and Malts (1997) role analysis to your current workplace experience. Using the triangle of conflict (De Varies, 2007), evaluate and reflect upon a major incident of conflict in your life. Consider your learning/ experiences in relation to your future workplace role. Apply James and Arbors (2005) reading and carrying framework to critically evaluate and reflect upon how you interact with others. Consider the implications in relation to your future workplace role. Conduct and develop a critical self-analysis using Jung notio n of individuation (Carr, 2002), and relate this to your leadership archetype. Critically evaluate, and reflect upon your own resilience and relate this your existing and future leadership competencies Guidance Notes for Students (see Smith and Winter, 2003) Your assignment will be assembled gradually during the progress of the module through a series of written tasks, which you will share with each other in small groups.

Finding Time to Write in High School

Finding Time to Write in High School Finding Time to Write in High School Finding Time to Write in High School By Maeve Maddox I am still in high school and therefore (due to AP classes) have little or no time to write.   I have tried to make time to write at least half a page every day (not a continuing story, just whatever comes to mind at the time) and I cannot even find time to do THAT!   I really want to continue my writing and I want to improve, but I just cant find the time. Do you have any suggestions as to what I can do to improve my vocabulary, grammar, writing and my flow of ideas that will not take up too much time? NOTE: This reader is referring to Advanced Placement classes. AP courses are college courses made available to high school students. They are generally considered to be more rigorous than general high school courses and usually require more reading and writing. This note from a young reader made me think of the story about the young man who was in love with a young woman. Her family moved to another town a thousand miles away. Distraught, the young man went to the local sage and told him his sad story. The sage looked at him thoughtfully and then spoke. â€Å"How is it, young man, that you love this young woman and she is a thousand miles away?† Writing is like love. You go the distance. You find the time. High School Students Have More Time Than Adults One of my greatest regrets as I head into my retirement years is that I wasted so much time because of the petrifying notion that I had to wait to get serious about writing until after I’d met all my domestic responsibilities. Women caring for husbands and pre-schoolers, and men working two jobs to keep their children in clothes and school supplies are certainly at a disadvantage if professional writing is their goal. Nevertheless if the desire is strong enough, they’ll steal hours from their sleep to find the time to put words to paper. Unlike an adult caught up in the necessities of providing for the needs of others, a high school AP student has opportunities built into the work day. Every situation differs, I know, but it seems to me that an AP student would find plenty of opportunity to â€Å"improve vocabulary, grammar, writing and flow of ideas† in the process of doing the AP course work. Vocabulary A course in any discipline, even math, can provide vocabulary growth as the student learns the specialized terms of the subject. An AP English course is a gift for the budding writer. It provides the opportunity for close reading of serious literature. Not only will such reading add to the student’s vocabulary, it will do it in a way that cramming on vocabulary lists will never do because the words are presented in context. AP History will not only provide new vocabulary, it will furnish the student’s mind with ideas and information that one day can be distilled into fiction or personal essay writing. Nothing is lost to the writer. That’s where writers have it all over non-writers. Even a tedious wait in a doctor’s office provides material. Grammar Like vocabulary, grammar is better learned from reading than from doing isolated exercises. A common fault that I see in the writing of many young people is the uncertain grasp of prepositions. Many young native English speakers use prepositions as if English were their second language. If they read widely, they’d absorb the idioms. Writing and Flow of Ideas An AP English syllabus I pulled up on the web requires eleven essays. How is this not a built-in opportunity for writing practice? Some of the works of literature being studied for this class are The Canterbury Tales, The Inferno and All Quiet on the Western Front. Like I said, a gift. Courses other than AP English offer plenty of opportunity for improving writing and flow of ideas. For example, not all textbooks are well-written. Some seem designed to put the reader to sleep. Students of writing can read textbooks on any subject not just for information, but for style. They can compare the interesting parts with the soporific ones. What makes the writing slow down? Is it sentence length? Is it unnecessarily erudite vocabulary? What about transitions? What words does the writer use to get from one idea to the next? How could the writing be improved? Make Your Courses Work for You The young writer who set me this question is to be admired for recognizing the fact that writing must be cultivated. My advice, try to stop seeing the AP coursework as an impediment to writing and make it work for you. The practice of writing half a page a day was a great idea. Resume it if at all possible. If all you can find is ten minutes, write a few lines. If nothing else, take the time to write the words â€Å"I am a writer† before you drop off to sleep. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire YouBroadcast vs Broadcasted as Past FormWords That Begin with Q

Contrast the conception of international organizational life explored Essay

Contrast the conception of international organizational life explored in C.F. Amerasinghe's textbook, Principles of the Institutional Law of International Orga - Essay Example One group believes the UN is controlled by the big four and simply a pawn of the United States, because the other three most powerful member states are economically dependent upon the U.S. economy. There is another smaller group which believes quite the same is true of the small member nations controlling the votes. The other main reason for considering the U.N. ineffectual is that it has no teeth and cannot ever be impartial (unless we find a Martian or two to run it). These people mostly believe that the U.N. has outlived it usefulness and should be disbanded. â€Å"Most of the influential members of international organizations have a common cultural background. The style of the United Nations is Western European, as many observers have remarked. The countless shared values, preferences, behavioral patterns and cultural assumptions of this international - and inter-organizational - elite of international organizations’ western or westernized members strongly orient their eventual innovative efforts. On the one hand, these common traits provide an impetus towards innovations, since western cultures prize novelty, dynamism and change. On the other hand, they limit its scope, since only those innovations compatible with the tenets of western cultures are favoured by this group.† (Harari, and Bouza 50) This has the effect of alienating many members and non-members which do not value western culture and who may even see it as the enemy. The U.N. is seldom seen as really impartial, and is viewed by many as the puppet of western imperialism. Even those who see it as essentially good and necessary have doubts. â€Å"Dissatisfaction with the way the UN system and the development experts operate is steadily increasing. Their whole approach to development issues and the style of functioning are being openly questioned. In the eyes of critics, the results achieved are not commensurate with the effort. Development has not lived up to its