Understanding Your Organization’s Change Needs

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Understanding Your Organization’s Change Needs

Applying a

standardized organizational change strategy used by another leader may provide a starting point for establishing a change management process, but it may not necessarily produce positive results. In fact, the uniqueness of the organization and its culture will determine the type of change strategy needed and how and when to implement the change. When initially recognizing the need for organizational change, it is important to not only identify the transformation needed but to consider the specific internal and external stakeholders the change will affect. This is critical because the change management strategy must contain steps that will help you mitigate the influence of stakeholders who may disrupt the success of the change. The strategy should also contain training for continual improvement so that training is an integral part of the change and the change process includes the means for monitoring or measuring the success of the change.

Post an assessment of the role of organizational development in promoting effective change management, including how you would present this key information to stakeholders in a business setting. Your assessment should address the following:

  • Based on your readings this week, what would you say are the two fundamental and critical aspects of organizational development that enable successful organizational change to happen and promote lasting success? Mention the concepts and theories when explaining your position with correct APA citations and references.
  • Discuss how an organization you were a part of introduced a change effort, and explain whether you believe the effort was successful or unsuccessful using the OD and change vernacular. (In this case, you should define success in relation to the acceptance of the change by the employees and whether the organizational change was sustainable, lasting, and met the initial objectives.) Additionally, provide one or two suggestions for things that could be improved for future change projects.
  • If you had to present your findings to a group of key stakeholders, how would you organize this presentation, and what presentation techniques would you employ? Think about a professional presentation that was particularly effective or that spurred several questions. What strategies would you implement to receive and address critical feedback? Share any lessons learned from prior work, life, or seminar presentations that would help you effectively present your assessment and gain buy-in.

Be sure to support your work with a minimum of two specific citations from this week’s Learning Resources and at least one additional scholarly source.

Ali, A., & Ivanov, S. (2015). Change management issues in a large multinational corporation: A study of people and systems. International Journal of Organizational Innovation, 8(1), 24–30.

Note: Retrieved from the Walden University databases.

Andersson, G. (2015). Resisting organizational change. International Journal of Advanced Corporate Learning, 8(1), 48–51. doi:10.3991/ijac.v8i1.4432

Note: Retrieved from the Walden University databases.

Buchanan, D., Claydon, T., & Doyle, M. (1999). Organisation development and change: The legacy of the nineties. Human Resource Management Journal, 9(2), 20–37. doi:10.1111/j.1748-8583.1999.tb00194.x

Note: Retrieved from the Walden University databases.

Cavalcante, S. A. (2014). Designing business model change. International Journal of Innovation Management, 18(2), 1–22. doi:10.1142/S1363919614500182

Note: Retrieved from the Walden University databases.

Cummings, T. G., & Cummings, C. (2014). Appreciating organization development: A comparative essay on divergent perspectives. Human Resource Development Quarterly, 25(2), 141–154. doi:10.1002/hrdq.21186

Note: Retrieved from the Walden University databases.

Dickens, P. M. (2015). Strategic OD and complexity. OD Practitioner, 47(3), 38–43.

Note: Retrieved from the Walden University databases.

French, W. L., & Bell, C. H. (1971). A definition and history of organization development: Some comments. Academy of Management Proceedings, 146–153. doi:10.5465/AMBPP.1971.4980975

Note: Retrieved from the Walden University databases.

Heorhiadi, A., Conbere, J., & Hazelbaker, C. (2014). Virtue vs. virus. OD Practitioner, 46(3), 27–31.

Note: Retrieved from the Walden University databases.

Katz, J. H., & Miller, F. A. (2014). Learning from the journey. OD Practitioner, 46(4), 39–43.

Note: Retrieved from the Walden University databases.

Marshak, R. J. (2015). My journey into dialogic organization development. OD Practitioner, 47(2), 47–52.

Note: Retrieved from the Walden University databases.

Moyce, C. (2015). Resistance is useful. Management Services, 59(2), 34–37.

Note: Retrieved from the Walden University databases.

Pasmore, W. (2014). Deconstructing OD. OD Practitioner, 46(4), 31–34.X

Note: Retrieved from the Walden University databases.

Pfeffer, J. (2013). You’re still the same: Why theories of power hold over time and across contexts. Academy of Management Perspectives, 27(4), 269–280. doi:10.5465/amp.2013.0040

Note: Retrieved from the Walden University databases.

Sanchez, M. (2013). Maturing toward enterprise organization development capability. OD Practitioner, 45(4), 49–54.

Note: Retrieved from the Walden University databases.

Swanson, D. J., & Creed, A. S. (2014). Sharpening the focus of force field analysis. Journal of Change Management, 14(1), 28–47. doi:10.1080/14697017.2013.788052

Note: Retrieved from the Walden University databases.

VanEyde, D., Maes, J. D., Van Eynde, D. L., & Untzeitig, A. L. (2013). OD research and practice in the early 21st century: Reflections in the literature. Organization Development Journal, 31(1), 69–78.

Note: Retrieved from the Walden University databases.

Vedenik, G., & Leber, M. (2015). Change management with the aid of a generic model for restructuring business processes. International Journal of Simulation Modelling (IJSIMM), 14(4), 584–595. doi:10.2507/IJSIMM14(4)2.302

Note: Retrieved from the Walden University databases.

Document: Final Paper Guidelines (PDF)

Optional Resources

Etkin, A. (2014). A new method and metric to evaluate the peer review process of scholarly journals. Publishing Research Quarterly, 30(1), 23–38. doi:10.1007/s12109-013-9339-y

Quinn, R. E. (1996). Deep change: Discovering the leader within. San Francisco, CA: Jossey-Bass.

Quinn, R. E. (2012). The deep change field guide: A personal course to discovering the leader within. San Francisco, CA: Jossey-Bass.

University of Wisconsin: Madison. (2014). Conducting peer reviews. Retrieved from http://writing.wisc.edu/Handbook/PeerReviews.html

CriterionWeightMax PointsSuperior Criteria100.00%Element 1: Theory 120.00%10.00Element 2: Theory 220.00%10.00Element 3: Theory 320.00%10.0020.00%10.0010.00%5.0010.00%5.00Err:508Err:508Student presents a thorough and detailedevaluation of a foundational changemanagement theory in the form of aproperly formatted, APA-complianttaxonomy table that includes the name ofthe theory, date the theory was introduced,theorist/author, and key components of thetheory. Several sources and examplessupport thinking.Student presents a thorough and detailedevaluation of a foundational changemanagement theory in the form of aproperly formatted, APA-complianttaxonomy table that includes the name ofthe theory, date the theory was introduced,theorist/author, and key components of thetheory. Several sources and examplessupport thinking.Student presents a thorough and detailedevaluation of a foundational changemanagement theory in the form of aproperly formatted, APA-complianttaxonomy table that includes the name ofthe theory, date the theory was introduced,theorist/author, and key components of thetheory. Several sources and examplessupport thinking.Element 4: CriticalThinkingWriting exhibits excellent evidence ofthoughtful critical analysis and thinking;careful examination is made ofassumptions and possible biases, withdetailed supporting rationale. Writingsynthesizes the classroom experiences andcontent; analyze patterns or connectionsbetween theory and practice; and drawslogical conclusions based on well-reasoned, superb arguments.Element 5: WrittenDelivery Style &GrammarStudent consistently follows APA writingstyle and basic rules of formal Englishgrammar and written essay style. Studentcommunicates in a cohesive, logical stylein his/her 10-to 15-page evaluation. Thereare no spelling or grammar errors.Element 6: Formaland AppropriateDocumentation ofEvidence, Attributionof Ideas (APACitations)Student demonstrates full adherence toscholarly reference requirements andadheres to APA style with respect to sourceattribution, references, heading andsubheading logic, table of contents andlists of charts, etc. There are no APA errors.
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Excellent CriteriaSatisfactory Criteria95.00%85.00%Student presents a thorough and detailedevaluation of a foundational changemanagement theory in the form of aproperly formatted, APA-complianttaxonomy table that includes the name ofthe theory, date the theory was introduced,theorist/author, and key components of thetheory. Several sources and examplessupport thinking. There are one or twominor errors in table/evaluation.Student presents an evaluation of afoundational change management theory inthe form of a somewhat correctly formatted,APA-compliant taxonomy table thatincludes some details regarding the nameof the theory, date the theory wasintroduced, theorist/author, and keycomponents of the theory. Some sourcesand examples support thinking.Student presents a thorough and detailedevaluation of a foundational changemanagement theory in the form of aproperly formatted, APA-complianttaxonomy table that includes the name ofthe theory, date the theory was introduced,theorist/author, and key components of thetheory. Several sources and examplessupport thinking. There are one or twominor errors in table/evaluation.Student presents an evaluation of afoundational change management theory inthe form of a somewhat correctly formatted,APA-compliant taxonomy table thatincludes some details regarding the nameof the theory, date the theory wasintroduced, theorist/author, and keycomponents of the theory. Some sourcesand examples support thinking.Student presents a thorough and detailedevaluation of a foundational changemanagement theory in the form of aproperly formatted, APA-complianttaxonomy table that includes the name ofthe theory, date the theory was introduced,theorist/author, and key components of thetheory. Several sources and examplessupport thinking. There are one or twominor errors in table/evaluation.Student presents an evaluation of afoundational change management theory inthe form of a somewhat correctly formatted,APA-compliant taxonomy table thatincludes some details regarding the nameof the theory, date the theory wasintroduced, theorist/author, and keycomponents of the theory. Some sourcesand examples support thinking.Writing exhibits excellent evidence ofthoughtful critical analysis and thinking;careful examination is made ofassumptions and possible biases, withdetailed supporting rationale. Writingsynthesizes the classroom experiences andcontent; analyze patterns or connectionsbetween theory and practice; and drawslogical conclusions based on well-reasoned, superb arguments. There are oneor two minor errors in explanation.Writing exhibits some evidence ofthoughtful critical analysis and thinking. Agood examination is made ofassumptionsand possible biases, with some supportingrationale. Writing synthesizes theclassroom experiences and content;analyzes patterns or connections betweentheory and practice; and draws logicalconclusions based on well-reasonedarguments adequately, but not superbly.Student consistently follows APA writingstyle and basic rules of formal Englishgrammar and written essay style. Studentcommunicates in a cohesive, logical stylein his/her 10-to 15-page evaluation. Thereare one or two minor errors in spelling orgrammar.Student mostly follows APA writing styleand basic rules of formal English grammarand written essay style. Student mostlycommunicates in a cohesive, logical stylein his/her 10-to 15-page evaluation. Thereare some errors in spelling or grammar.Student demonstrates full adherence toscholarly reference requirements andadheres to APA style with respect to sourceattribution, references, heading andsubheading logic, table of contents andlists of charts, etc. There are one or twominor errors in APA style or format.Student mostly adheres to scholarlyreference requirements and/or mostlyadheres to APA style with respect to sourceattribution, references, heading andsubheading logic, table of contents andlists of charts, etc. Some errors in APAformat and style are evident.
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Innovations in Change Management

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Innovations in Change Management

Consider how each article relates to trends and

innovations. What research questions or apparent gaps come to mind?

Keeping in mind what you have learned about research design and threats to validity, complete the following:

Post a PowerPoint presentation with a detailed notes section that contains the following:

Incorporation and analysis of the Required Resources from this 2-week unit, including identification of any apparent gaps in the literature

An original research topic related to the week’s literature (the proposed research topic can be related to the general topic for the week or to gaps in the literature for the week, or it can be related to a specific reading for the week)

Background information on the research topic, including identification of principal schools of thought, tendencies in the academic literature, or commonalities that define the academic scholarship regarding your topic

Evaluation of the main concepts with a focus on their application to business/management practice and their impact on positive social change

A minimum of 10 peer-reviewed, scholarly new references

Note: The presentation must be in APA format and must incorporate direct evidence of addressing the Learning Objectives from this 2-week unit. Each of the content slides must include detailed notes/paragraphs with appropriate citation of peer-reviewed, scholarly references.

IN ADDITION, POST AN ANNOTATED BIBLIOGRAPHY OF AT LEAST FIVE ADDITIONAL RESOURCES RELATED TO THE RESEARCH TOPIC SEPARATELY

RESOURCES

Chen, J., & Adamson, C. (2015). Innovation: Integration of random variation and creative synthesis. Academy of Management Review, 40(3), 461–464. doi:10.5465/amr.2014.0438

Colegrove, T. (2015). Editorial board thoughts: Rise of the innovation commons. Information Technology and Libraries, 34(3), 2–5. doi:10.6017/ital.v34i2.8919

Cristina, V. (2013). The importance of an innovative leader in the organization. Annals of the University of Oradea, Economic Science Series, 22(2), 703–709.

Durrance, B. (1997). The evolutionary vision of Dee Hock: From chaos to chaords. Training & Development, 51(4), 24–31.

Euchner, J. (2013). Innovation is change management. Research-Technology Management, 56(4), 10–11. doi:10.5437/08956308X5604002

Feldman, R., & Lemley, M. A. (2015). Do patent licensing demands mean innovation? Iowa Law Review, 101(1), 137–189.

Hsu, Y. (2015). Organizational innovation strategies: The value cocreation strategy (VCS) model. International Journal of Organizational Innovation, 8(2), 6–20.

Leach, A., Wandmacher, R., Ayres, J., & Gobran, T. (2016). Creating an internal change capability: What’s the right organizational model? Outlook. Retrieved from http://www.accenture.com/us-en/outlook/Pages/outlook-online-2013-creating-internal-change-capability-right-organizational-model.aspx

McKinley, W., Latham, S., & Braun, M. (2014). Organizational decline and innovation: Turnarounds and downward spirals. Academy of Management Review, 39(1), 88–110. doi:10.5465/amr.2011.0356

Prammer, K., & Neugebauer, C. (2012). Consulting organizational change cooperation – challenges, issues and solutions in theory and practice. Journal of Management & Change, 29(1), 24–45.

Staren, E. D., & Eckes, C. A. (2013). Optimizing organizational change. Physician Executive, 39(3), 58¬–63.

CriterionWeightMax PointsSuperior Criteria100.00%15.00%30.0015.00%30.0015.00%30.0010.00%20.0015.00%30.0010.00%20.0010.00%20.0010.00%20.00Err:508Err:508Element 1:Incorporation andAnalysis of RequiredReadingsStudent’s presentation incorporates athorough and detailed analysis of theRequired Resources from this 2-week unit,including identification of any apparentgaps in the literature as well as detailednotes under each slide (except the Title andReference slides). Several sources andexamples support thinking.Element 2: OriginalResearch Topic &BackgroundInformationStudent’s presentation incorporates anoriginal research topic related to the week’sliterature, and provides a thorough anddetailed analysis of the principal schools ofthought, tendencies in the academicliterature, or commonalities that define theacademic scholarship regarding the topic.Several sources and examples supportthinking.Element 3: Evaluationof Main Concepts &Impact on PositiveSocial ChangeStudent presents a thorough and detailedevaluation of the main concepts with afocus on their application tobusiness/management practice and theirimpact on positive social change. Severalsources and examples support thinking.Element 4: Minimumof 10 Peer-Reviewed,Scholarly NewReferencesStudent includes a minimum of 10 peer-reviewed, scholarly new references,including correct in-text citations, related tothe proposed research topic.Element 5: CriticalAnalysis inPresentationStudent demonstrates an excellent abilityto engage in scholarly thinking, andpresents a clear and coherent criticalanalysis of the materials for the 2-weekunit. The presentation shows a high degreeof discovery and creativity in assimilating,synthesizing, and framing the resourcesinto a coherent, plausible response.Student demonstrates a clearunderstanding of the weekly topic in theassigned 2-week span.Element 6: Responseto Colleague’sPostingStudent responds to at least twocolleagues, thoroughly addressing how thereadings assigned and posted bycolleagues address the “so what?”questions in the field of changemanagement, how the readings arevaluable to the research in the field, as wellas discusses any important gaps that pointto potential topics, and how he/she wouldextend or explore these gaps.Element 7: WrittenDelivery Style &GrammarStudent consistently follows APA writingstyle and basic rules of formal Englishgrammar and written essay style. Studentcommunicates in a cohesive, logical style.There are no spelling or grammar errors.Element 8: Formaland AppropriateDocumentation ofEvidence, Attributionof Ideas (APACitations)Student demonstrates full adherence toscholarly reference requirements andadheres to APA style with respect to sourceattribution, references, heading andsubheading logic, table of contents andlists of charts, etc. There are no APA errors.
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Excellent CriteriaSatisfactory CriteriaMarginal Criteria95.00%85.00%75.00%Student’s presentation incorporates athorough and detailed analysis of theRequired Resources from this 2-week unit,including identification of any apparentgaps in the literature as well as detailednotes under each slide (except the Title andReference slides). Several sources andexamples support thinking. There are oneor two minor errors in analysis.Student’s presentation incorporates ananalysis of most of the Required Resourcesfrom this 2-week unit and/or some keyinformation is lacking or not fullydeveloped, and may include identificationof any apparent gaps in the literature aswell as detailed notes may be incompleteunder each slide (except the Title andReference slides). Some sources andexamples support thinking.Student’s presentation provides a cursoryor incomplete analysis of the RequiredResources from this 2-week unit and/ordoes not include detailed notes under eachslide (except the Title and Referenceslides). Few sources or examples supportthinking.Student’s presentation incorporates anoriginal research topic related to the week’sliterature, and provides a thorough anddetailed analysis of the principal schools ofthought, tendencies in the academicliterature, or commonalities that define theacademic scholarship regarding the topic.Several sources and examples supportthinking. There are one or two minor errorsin analysis.Student’s presentation incorporates anoriginal research topic related to the week’sliterature, and provides an analysis withsome details regarding the principalschools of thought, tendencies in theacademic literature, or commonalities thatdefine the academic scholarship regardingthe topic. Some sources and examplessupport thinking.Student’s presentation incorporates anoriginal research topic related to the week’sliterature, but provides a cursory orincomplete analysis with vague or missingdetails regarding the principal schools ofthought, tendencies in the academicliterature, or commonalities that define theacademic scholarship regarding the topic.Few sources or examples support thinking.Student presents a thorough and detailedevaluation of the main concepts with afocus on their application tobusiness/management practice and theirimpact on positive social change. Severalsources and examples support thinking.There are one or two minor errors inevaluation.Student presents an evaluation of the mainconcepts with some details on theirapplication to business/managementpractice and their impact on positive socialchange. Some sources and examplessupport thinking.Student presents a cursory or incompleteevaluation of the main concepts with vagueor missing details on their application tobusiness/management practice and/or theirimpact on positive social change. Fewsources and examples support thinking.Student includes a minimum of 10 peer-reviewed, scholarly new references,including correct in-text citations, related tothe proposed research topic. There are oneor two minor errors in the referencecitations and/or References slide.Student includes a minimum of 10 peer-reviewed, scholarly new references;however, some citations and/or Referencesslide entries are incorrectly cited and/or areloosely connect to proposed researchtopic.Student includes fewer than 10 peer-reviewed, scholarly new references and/ormany citations are not peer-reviewed,scholarly references and/or do not relate tothe proposed research topic.Student demonstrates a very good ability toengage in scholarly thinking, and presentsa clear and coherent critical analysis of thematerials for the 2-week unit. Thepresentation shows a high degree ofdiscovery and creativity in assimilating,synthesizing, and framing the resourcesinto a coherent, plausible response.Student demonstrates a very goodunderstanding of the weekly topic in theassigned 2-week span.Student demonstrates some ability toengage in scholarly thinking, and presentsa critical analysis of the materials for the 2-week unit. Student demonstrates someunderstanding of the weekly topic in theassigned 2-week span.Student does not demonstrate the ability toengage in scholarly thinking, and presentsa weak critical analysis of the materials forthe 2-week unit. Student demonstrates avague understanding of the weekly topic inthe assigned 2-week span.Student responds to at least twocolleagues, mostly addressing how thereadings assigned and posted bycolleagues address the “so what?”questions in the field of changemanagement, how the readings arevaluable to the research in the field, as wellas discusses any important gaps that pointto potential topics, and how he/she wouldextend or explore these gaps.Student responds to two colleagues,somewhat addressing how the readingsassigned and posted by colleaguesaddress the “so what?” questions in thefield of change management, how thereadings are valuable to the research in thefield, as well as discusses any importantgaps that point to potential topics, and/orhow he/she would extend or explore thesegaps.Student responds to two colleagues,vaguely addressing how the readingsassigned and posted by colleaguesaddress the “so what?” questions in thefield of change management, how thereadings are valuable to the research in thefield, as well as discusses any importantgaps that point to potential topics, and/orhow he/she would extend or explore thesegaps.Student consistently follows APA writingstyle and basic rules of formal Englishgrammar and written essay style. Studentcommunicates in a cohesive, logical style.There are one or two minor errors inspelling or grammar.Student mostly follows APA writing styleand basic rules of formal English grammarand written essay style. Student mostlycommunicates in a cohesive, logical style.There are some errors in spelling orgrammar.Student does not follow APA writing styleand basic rules of formal English grammarand written essay style and does notcommunicate in a cohesive, logical style.Student demonstrates full adherence toscholarly reference requirements andadheres to APA style with respect to sourceattribution, references, heading andsubheading logic, table of contents andlists of charts, etc. There are one or twominor errors in APA style or format.Student mostly adheres to scholarlyreference requirements and/or mostlyadheres to APA style with respect to sourceattribution, references, heading andsubheading logic, table of contents andlists of charts, etc. Some errors in APAformat and style are evident.Student demonstrates weak or inconsistentadherence scholarly referencerequirements and/or weak or inconsistentadherence to APA style with respect tosource attribution, references, heading andsubheading logic, table of contents andlists of charts, etc. Several errors in APAformat and style are evident.
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Which of the following are cash inflow from net working capital?

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Which of the following are cash inflow from net working capital?

A. increase in accounts payable

B.

Increase in inventory

C. Decrease in accounts receivable

D. Decrease in  fixed assets

 
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financing involves using any possible methods for conserving

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financing involves using any possible methods for conserving

cash.<table><tbody><tr><td> Bootstrapping </td> </tr><tr><td> SBIR </td> </tr><tr><td> Private placement </td> </tr><tr><td>Floor planning</td> </tr></tbody></table>

 
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