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.

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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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