For those of you who believe in cross-cultural evangelism, describe an evangelistic method or technique that you believe to be useful when reaching out to persons from a culture different than your own. Cite in current APA format a cross cultural evangelism strategy or mission statement from at least 1 evangelistic organization that you at agree or partially agree with. For those of you who do not believe in cross-cultural evangelism, describe why you do not believe in evangelistic outreach across cultural lines. Feel free to reference and cite examples of cross cultural evangelism strategies that you find ineffective or offensive.
DISCUSSION ASSIGNMENT INSTRUCTIONS you must post a thread of at least 300 words in response to the provided prompt. For your threads, you must support your assertions with at least 1 citation in current APA format. Acceptable sources include books, journal articles, .edu or .gov websites, the course textbook, etc. A Wikipedia reference will not count towards your minimum citation count
CLICK HERE TO MAKE YOUR ORDERon Cross-cultural evangelism, describe an evangelistic method or technique that you believe to be useful when reaching out to persons from a culture different than your own
In a 3-5-page, APA-formatted written report, address the following concepts by providing in-depth analysis and details pertaining to implementation and planning:
Following what you learned throughout the class so far and the case study on “Cross-functional knowledge sharing in R&D via co-location: the case of Novartis,” write a 3-5 page paper summarizing your position on the following questions:
What Boundary-Spanning Knowledge Processes in Heterogeneous Collaborations were used in Novartis? Why were they used?
In your opinion, was knowledge facilitated/managed between communities at Novartis?
Was relationship management used? How? Why or why not?
Do you think communities of practice could help an instance like Novartis? How? What should be done? What communities of practice?
What Socio-cultural factors did you identify at Novartis? Did they help in Motivating Workers to Participate in Knowledge Management? with reference and citation (Hislop, D., Bosua, R., & Helms, R. (2018). Knowledge management in organizations: A critical introduction (4th ed.). Oxford University Press Publishing
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HRMT101 – Communication Styles: A Self-Assessment Exercise
(Based on the work of P Case “Teaching for the Cross-Cultural Mind”
Washington, DC, SIETAR, 1981)
Instructions: Please select from each pair of attributes the one which is most typical of your personality. No pair is an either-or proposal. Make your choice as spontaneously as possible. There is no wrong answer.
I like action.
I deal with problems in a systematic way.
I believe that teams are more effective than individuals.
I enjoy innovation very much.
I am more interested in the future than in the past.
I enjoy working with people.
I like to attend well-organized group meetings.
Deadlines are important for me.
I cannot stand procrastination.
I believe that new ideas have to be tested before being used.
I enjoy the stimulation of interaction with others.
I am always looking for new possibilities.
I want to set up my own objectives.
When I start something, I go through until the end.
I basically try to understand other people’s emotions.
I do challenge people around me.
I look forward to receiving feedback on my performance.
I find the step-by-step approach very effective.
I think I am good at reading people.
I like creative problem solving.
I extrapolate and project all the time.
I am sensitive to others’ needs.
Planning is the key to success.
I become impatient with long deliberations.
I am cool under pressure.
I value experience very much.
I listen to people.
People say that I am a fast thinker.
Cooperation is a key word for me.
I use logical methods to test alternatives.
I like to handle several projects at the same time.
I always question myself.
I learn by doing.
I believe that my head rules my heart.
I can predict how others may react to a certain action.
I do not like details.
Analysis should always precede action.
I am able to assess the climate of a group.
I have a tendency to start things and not finish them up.
I perceive myself as decisive.
I search for challenging tasks.
I rely on observation and data.
I can express my feelings openly.
I like to design new projects.
I enjoy reading very much.
I perceive myself as a facilitator.
I like to focus on one issue at a time.
I like to achieve.
I enjoy learning about others.
I like variety.
Facts speak for themselves.
I use my imagination as much as possible.
I am impatient with long, slow assignments.
My mind never stops working.
Key decisions have to be made in a cautious way.
I strongly believe that people need each other to get work done.
I usually make decisions without thinking too much.
Emotions create problems.
I like to be liked by others.
I can put two and two together very quickly.
I try out my new ideas on people.
I believe in the scientific approach.
I like to get things done.
Good relationships are essential.
I am impulsive.
I accept differences in people.
Communicating with people is an end in itself.
I like to be intellectually stimulated.
I like to organize.
I usually jump from one task to another.
Talking and working with people is a creative art.
Self-actualization is a key word for me.
I enjoy playing with ideas.
I dislike wasting my time.
I enjoy doing what I am good at.
I learn by interacting with others.
I find abstractions interesting and enjoyable.
I am patient with details.
I like brief, to the point statements.
I feel confident in myself.
Scoring Sheet for the Communication Styles Assessment
Instructions: Circle the items you have selected and add up the totals for each style (one point per answer). The maximum is 20 per style and your total for the four styles should be 40.Style Circle your answer here Total Score
Focus on the result first; state the conclusion at the outset.
State your best recommendation; do not offer many alternatives.
Be as brief as possible.
Emphasize the practicality of your ideas.
Use visual aids to illustrate your case
Communicating with a Process (PR) oriented person:
Be precise; state the facts.
Organize your discussion in a logical order:
i)background
ii) present situation
iii) outcome
Break down your recommendations.
Include options and alternatives with pros and cons.
Do not rush a process-oriented person.
Outline your proposal.
Communicating with a People (PE) oriented person:
Allow for small talk; do not start the discussion right away.
Stress the relationship between your proposal and the people concerned.
Show how the idea worked well in the past.
Indicate support from well-respected people.
Use an informal writing style.
Communicating with an Idea (I) oriented person:
Allow enough time for discussion.
Do not get impatient when he or she goes off on tangents. Try to relate the discussed topic to a broader concept or idea Stress the uniqueness of the idea or topic at hand.
Emphasize future value or relate the impact of the idea to the future.
If writing, try to stress the key concepts that underlie your recommendation at the outset. Start with an overall statement and work toward the particulars.
How to use this new understanding:
None of us are 100% of only one style, we are a blend of each of the four styles. Furthermore, in some situations (such as high pressure at work) we may tend to prefer one style, while in another situation (like relaxing with friends) we prefer a different approach.
However, when you consider the person you identified at the start – the person you have difficulty connecting with – I would like you to ask yourself if you can answer some simple questions.
One: Does that person fit reasonably strongly into one of these four styles? (If you had to pick one of the four, which best represents that person?)
Two: Is that a different style to your own preferred style?
Three: So why are you surprised that you find it hard to communicate with them?
If we want to gain that person’s full attention, we need to adapt the way we are trying to get through to them!
No, we do not need to change our message. We need to change the way we are expressing it.
Let’s move on to think about some tips on how to do this. As a little test, check out the suggestions for communicating with somebody like yourself, with your preferred communication style – would these seem like good strategies to you?
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Word Limit: 1500 words excluding appendices, figures and tables.
Weight: 20% of overall final grade.
General Details
This is an INDIVIDUAL Assignment. We strongly discourage plagiarism, as it will be penalized as much as possible. However, it is not collusion if you discuss the questions with other students, but you need to submit your own original work. Note that we may request you come in and explain your assignment in person if we feel your assignment is too similar to another students’ work.
This assignment in total has 30 marks that correspond to 20% of your final grade.
Once completed, you will need to submit your ‘Microsoft Word’ document via CloudDeakin. You must submit a single file only that contains a cover page with your name and student ID.
If you are submitting your assignment as a PDF document, please ensure that you are also submitting as a Word document to enable word counting.
Please ensure the Word document is self-contained (i.e. all your tables and figures should be in the word document). You will not need to submit a hardcopy.
Penalties for late submission: The following marking penalties will apply if you submit an assessment task after the due date without an approved extension: 5% will be deducted from available marks for each day up to five days, and work that is submitted more than five days after the due date will not be marked. You will receive 0% for the task. ‘Day’ means working day for paper submissions and calendar day for electronic submissions. The Unit Chair may refuse to accept a late submission where it is unreasonable or impracticable to assess the task after the due date.
For more information about academic misconduct, special consideration, extensions, and assessment feedback, please refer to the document Your rights and responsibilities as a student in this Unit in the first folder next to the Unit Guide of the Resources area in the CloudDeakin unit site.
Building evidence of your experiences, skills and knowledge (Portfolio) – Building a portfolio that evidences your skills, knowledge and experience will provide you with a valuable tool to help you prepare for interviews and to showcase to potential employers. There are a number of tools that you can use to build a portfolio. You are provided with cloud space through OneDrive, or through the Portfolio tool in the Cloud Unit Site, but you can use any storage repository system that you like. Remember that a Portfolio is YOUR tool. You should be able to store your assessment work, reflections, achievements and artefacts in YOUR Portfolio. Once you have completed this assessment piece, add it to your personal Portfolio to use and showcase your learning later, when applying for jobs, or further studies. Curate your work by adding meaningful tags to your artefacts that describe what the artefact represents.
Specific Requirements: Please provide your answers in a Word Document where the page format will be single spaced, 1-inch margins everywhere (top, bottom, left, right) and 12-point Times New Roman font. If you would like to provide references, please use the APA style
References, graphs, figures and tables are not subject to word limit. You are expected to provide at least 4 digits in your answers. You are expected to provide the computer outputs along with your word submissions. You can do this either by adding your excel file as another attachment or simply by copying and pasting the computer outputs in the word file. For the second method, you can either include the computer outputs in the word file directly in each answer or you can create an appendix of computer outputs at the end of your word file and refer to the appendix while answering the questions.
Regression Models using Cross Section Data
Use the data set in DATA_ASSIGNMENT, which includes information on number of medals won by each country in 2012 and 2016 in the Olympic Games held in London and Rio de Janeiro, respectively, and the characteristics of each country. Country ID is the country identifier. Year denotes the year when the Olympics games were held. Real GDP is the Real Gross Domestic Product of country in billions of dollars. Population is the number of people living in country in millions of people. Total Medals in the sum of gold, silver and bronze medals won by country. Host Country is a dummy variable that takes the value 1 if the country is hosting the Olympic Games and takes the value 0 if the country is not hosting the games. Planned Economy is a dummy variable that takes the value 1 if the country is a planned economy (or was a planned economy in the past), and 0 otherwise.
Present the descriptive statistics of the variables RealGDP, Population, Total Medals. Comment on the means and measures of dispersion (standard deviation, skewness, and kurtosis) of the variables.
Estimate the following simple regression model of total medals and real GDP.
TotalMedals=β0+ β1RealGDP+u
Write down the estimated sample regression function and interpret both coefficient estimates.
Now estimate the following simple regression model with a level-log specification.
TotalMedals=β0+ β1log(realGDP)+u
Report your regression results in a sample regression function. Interpret the estimated coefficient of log(realGDP). Provide an explanation of the sign of the slope coefficient.
Now estimate a model that relates the total number of medals to the real GDP and population:
TotalMedals=β0+ β1realGDP+ β2population+u
Report your results in a sample regression function. Everything else constant, what happens to the total medals if a country’s population increases by 10 million (ignore statistical significance for now)? What can you conclude regarding the comparison of the goodness of fit of this regression model versus the regression model in part (ii)?
Now re-estimate the equation in (iv) but using the log of independent variables. That is, estimate the model,
Interpret the coefficient of log(population). Test whether log(population) is statistically significant at 1% level.
Using the estimated model in (v), test whether the coefficient of log(realGDP) is greater than 3 at 5% level of significance.
Add the variable planned economy to the level-log equation in (v) and estimate the following model.
TotalMedals=β0+ β1log(realGDP)+ β2log(population)+ β3plannedeconomy+ u
Interpret the coefficient of planned economy variable. Test whether the coefficient of plannedeconomy is less than 20 at 1% level of significance.
Test the overall significance of the model you estimated in part (vii) at 5% level of significance.
Suppose you want to test whether Host countries win more medals than other countries. Specify a regression model that will enable you to test such a hypothesis using the model in (vii) as a base. Test whether Host countries win more medals than non-host countries at the 5% level of significance.
Using the estimated model in (ix), test whether planned economy and host country variables are jointly significant at the 1% level of significance.
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Write 300 words on discussion and respond to two articles with 200 words each
1)Write 300 words for discussion with 3 peer reviewed references
With so much business being conducted over the Internet (electronic and virtually), why is it important to understand cross-cultural differences in values?
2) Respond to two articles with 200 words each
Article 1
Importance of understanding cross cultural differences in values for online business
The emergence and continuous advancements in online business activities have created strong influence on global economy. Internet pervasiveness with several other factors entices the process of globalizing pursuits. In this regard as client portfolios include global purchasers, it is essential for optimizing purchaser experience. Incorporation of cultural diversity into sales and customer interaction strategies is essential for sustainability and benefits in ecommerce activities to enhance sales potential. Cross cultural variations are related to day to day interactions, use of internet, promotions and advertisements. Entrusting customers is essential for accommodation of online consumers from varied cultural backgrounds (Nam & Kannan, 2020). It is essential for gaining perceptions about cross cultural differences in values as the process. This is essential for maximization of opportunities to interact with international buyers and accommodate concerned cultural priorities appropriately. This assists in overcoming linguistic barriers and utilizes content for marketing suitably. IN terms of daily communication and tone certain cultures expect formal or impersonal ways and others prefer casual content that is easily understood. Following such peculiarities gravitate customers towards business and enhance sales. Understanding such cultural variations assist in prevention of unexpected negative consequences (Srivastava, Singh, & Dhir, 2020). For enhancing efficiency of communication with foreign customers, accommodation of relevant cultural priorities is essential. Cultural variations impact end user security for advancements to buy.
The extent at those purchasers understands sharing personal data and banking differ from one geographical location to another. Online buyers need to feel secure for continuing with specific online business brand or platform. Few nations prefer to use online transactions. Several nations are associated with regulations to utilize social media channels for content marketing activities. Staying familiar with such facts is imperative for management of global customers to pursue online trade activities. This provides scope for reassuring customers in specific ways and encourages purchase activities online. Security for online payment activities is common concern for all customers. To enhance such trust among users it is important to instill trust by incorporation of most used payment methods in given nations (Szkudlarek, Osland, Nardon, & Zander, 2020). Otherwise, implementing unfamiliar payment procedures may enhance security concerns and decreases chances of customers to finalize purchase. These facts indicate that understanding cross cultural differences in values assist online trade to sustain in most typical global markets efficiently.
References
Nam, H., & Kannan, P. (2020). Digital Environment in Global Markets: Cross-Cultural Implications for EvolvingCustomer Journeys. Journal of International Marketing, 28(1), 28-47. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/1069031X19898767
Srivastava, S., Singh, S., & Dhir, S. (2020). Culture and International business research: A review and research agenda. International Business Review, 29(4), 1-10. Retrieved from https://doi.org/10.1016/j.ibusrev.2020.101709
Szkudlarek, B., Osland, J. S., Nardon, L., & Zander, L. (2020). Communication and culture in international business – Moving the field forward. Journal of World Business, 55(6), 1-9. Retrieved from https://doi.org/10.1016/j.jwb.2020.101126
Article 2
Leadership is found in the realm of life where people create meaning with one another and work together to achieve common social and institutional objectives to meet their wants and realize their ideals. Patient-centered leadership includes skills that affect patients and their families. Leadership skills aimed towards nurses, other healthcare professionals, the organization, or the broader healthcare system were included in organization and system-focused leadership. We may accomplish much of the necessary intellectual repositioning by shifting the conceptual register from management to leadership. Making the shift, however, is difficult and requires the application of knowledge from a variety of sources and disciplines. Knowledge of leadership may be put to good use in practice, particularly if it’s backed up by a good set of methodical procedures, such as those found in a good strategy process. (Parvin, 2019).
Leadership development may be investigated on a team or organizational level. Organizational, community, and tourist development, as well as collaborative leadership, are the subjects of interpretative and critical studies. Each one requires a unique set of abilities, but there are some similarities. Theoretical assumptions may be more or less appropriate. It is impossible to make a management choice or perform a managerial action without being affected by assumptions, no matter how good or bad they are. The conversation that follows will concentrate on advanced nurse leadership and will be guided by these four leadership domains. As a professor, I’m faced with the following conundrum: I believe leadership theory is important, but I also know that many students in my courses are skeptical of it. (Willi, 2017).
Much has been said about leadership and its importance in many aspects of life. According to studies, the ideal time to expose youngsters to leadership experiences is around their middle childhood. While religious figures were the most popular role in the qualitative phase, parenting as a leadership role was the most popular in the quantitative phase. Sectarian schools were found to offer reliable data on the ideological leadership viewpoints and important characteristics of Christian youngsters living in the region’s sociopolitical and cultural environment. While the GLOBE research offered valuable insights into the effect of culture on leadership, House points out that one of the study’s main achievements was to demonstrate that leadership qualities such as honesty and intellect are valued throughout cultures. These clergy leaders have been called to serve in congregations throughout the Episcopal Diocese of New York over the last three years with an understanding of the congregation as a system subject to dynamics and forces that affect its capacity to engage and work within the ever-shifting context in which the clergy are called to minister. (Parvin, 2019).
References
Parvin A. (2019). Administration and the board in quality confirmation: experiences from the setting of Khulna University, Bangladesh. Advanced education (00181560). 77(4),739-756. doi:10.1007/s10734-018-0299-1.
Willis S, Clarke S, O’Connor E. (2017). Contextualizing administration: Transformational authority and Management-By-Exception-Active in security basic settings. Diary of Occupational and Organizational Psychology. 90(3),281-305. doi:10.1111/joop.12172
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Assessment -Project Report: respond to the following questions in your brief project report. Refer to the course assessment document and the handout that I posted on the VLE (i.e., Guidelines for Assessment 2) for the format of your report and page and typeface restrictions. Several studies have been conducted in the literature about cross-national income elasticities of demand. Please answer the following questions using both applicable economic concepts from our class and empirical evidence from the literature:
1) Briefly define income elasticity of demand.
2) What can we conclude from the empirical evidence about the income elasticities of demand for health care services across countries?
3) Do you believe better health care is available in the United Arab Emirates than in other developed nations? What indicators would you use to support your answer?
Please make sure to review the following two resources on APA style of citations before you submit your Assessment 2-Project Report assignment. I hope you will find them helpful.
Focus on income elasticity of demand in UAE’shealthcare
The rise of individual incomes and countries’ GDPs has seen individuals, organizations and countries spend more on healthcare (World Health Organization, 2014);a tendency of income elasticity of demand. What is causing this tendency and is healthcare an inferior, normal or luxurious product? Is thisincome elasticity of demand the same within a country and across countries? How does this tendency in the United Arab Emirates (UAE) compare to the rest of the world, especially developed countries?
This essay investigates the above questions, giving recommendations on the way forward for healthcare expenditure in UAE.
Background
Income elasticity of demand is a ratio measurement of how the demand for a product is affected by the change in a people’s income, ceteris paribus. The ratio is calculated as the percentage change in demand to the percentage change in income. For example, if the demand for a product increases by 30% because incomes increase by 10% then the income elasticity of demand is 3 (30%/10%), with such a product being viewed as superior or luxurious because it has a positive income elasticity of demand greater than 1. If it is a positive ratio that is less than one, then this would be a necessity product. Notably, most healthcare services throughout the world consistently fall under this category(Folland and Goodman, 2012). If there was no change in demand because of change in income (zero ratio), then that would be a sticky product such as salt. Inferior products have a negative income elasticity of demand with an increase in income leading to a decrease in demand because of people changing to superior or luxurious products.
Income, priceand cross elasticities of demand show the economic performance of an industry or country, predict consumption trends and inform investors. This is because these elasticities are dependent on market segments as determined by prices, incomes and demographics.
Elasticities of demand aremostly evident when increase in household income leads to purchasing new products that match the new income bracket or when increase in prices lead to less demand. In the health industry, this is reflected by people seeking better healthcare services when they get more incomes or decreased demand for healthcare when prices increase(Ternopil State Medical University, undated). However, healthcare provision is subject to diminishing marginal productivity and diminishing marginal utility with each additional unit of healthcare consumption and additional improvement in health lea…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….. cross-national income elasticities of demand ……………
Briefly describe the second organization you chose (the organization other than the Red Cross). Explain the similarities and differences between the American Red Cross model and the other one you selected in terms of their elements and applications. Explain what recommendations you might make to aid counselors in terms of their selection and/or use of the models.
The Stafford Act specifically points to national agencies’ involvement in crisis responding. These agencies include the American Red Cross and the Salvation Army along with others. The National Organization for Victim Assistance (NOVA) is one of the oldest crisis response agencies; it was originally established to aid crime victims. Professionals at responding organizations have a number of intervention models available to them. Critical Incident Stress Debriefing (CISD) is a model that has been subject to some criticism because the usefulness of a debriefing or a reliving of a crisis is not always appropriate or helpful. More recently, Psychological First Aid was developed by the National Center for PTSD and the National Child Traumatic Stress Network as an evidence-informed modular approach for intervening with children, adolescents, adults, and families in the immediate aftermath of disaster and terrorism. In this Application Assignment, you explore both responding organizations and the crisis intervention models they employ.
To prepare for this assignment:
Review article, “Robert T. Stafford Disaster Relief and Emergency Assistance Act, as amended, and Related Authorities article, “In the Wake of Hurricane Katrina: Delivering Crisis Mental Health Services to Host Communities article, “Preparation, Action, Recovery: A Conceptual Framework for Counselor Preparation and Response in Client Crises article, “Toward a Positive Perspective on Violence Preventions in Schools: Building Connections,” and think about which violence-prevention models would work best with children. Research crisis management organizations’ crisis-intervention models, such as the American Red Cross’s model, and think about how they compare with each other. Review the American Red Cross model and select an additional model with which to compare it in this Assignment.
Think about the recommendations you might make to counselors about choosing a crisis-intervention model
Red Cross and World Vision Crisis Intervention Models
(Course Instructor)
(University Affiliation)
(Student’s Name)
(Date)
Red Cross and World Vision Crisis Intervention Models
When disasters strike they cause various forms of destructions to the critical infrastructure and even loss of life. Mohammadinia, Khorasani-Zavareh & Ardalan (2017) point that occurrence of a disaster can produce a range of physical, psychological, economical and social effects to people of all age groups. In order to avert such effects, it is imperative that first responders engage in immediate response to any crisis in order to relief the victims. However, the effectiveness of any crisis response is dependent on the choice of crisis intervention model adopted by the first responders. The paper will explore Red Cross and World Vision and the crisis intervention models that the two responding organizations employ.
The World Vision
Founded in 1950 by Robert Pierce, The World Vision is a Christian not-for-profit organization which focuses on global relief, development and advocacy, with a dedication on children, families and communities in fight against poverty and injustice (World Vision, 2018). The organization has its global office in Monrovia, CA, U.S, while it has some other regional headquarters across different parts of the continent. In addition to their operations in the United States, the organization has its operations in South and North America, Asia, Africa, Europe, and Middle East.
Comparison of World Vision and American Red Cross Crisis Intervention Models The major goal of any crisis intervention strategy is the resolution of the most pressing problems facing the victims. There are numerous situations that could lead to crisis such as economic situations, family situations, community situations and natural elements. In order to assist first responders in provision of temporary and……………………………………………………………………………………………………
Assessment Guidelines/BSBINN601 Assessment task 1- Project Change Requirement report Introduction (In this section, Discuss about overview of the company) Background to the company A. Analyse the internal and external environments for change and prepare a change requirement report that includes: 1. Identification of strategic change need • Modify the hierarchy of the company to have cross functional teams • Invest in good communication software 2. Review of existing policies and practices • Continuous improvement policy • Recommendation for continuous improvement • Expansion through mergers • Offering new products 3. A PEST analysis to identify external events or trends Political Factor
Monitoring political and legal changes, such as a change in government policy. • Australian Consumer Law (Tasmania) Act 2010 • Fair Trading (Code of Practice for Retail Tenancies) Regulations 1998 • Building Regulations 2016 • WHS policy Economic factor Monitoring economic changes, such as a change in currency value or a potential recession Social Factor Monitoring sociocultural changes, such as an increase of certain cultural groups in an area Technological factor Monitoring technological changes, such as increased or decreased social media interaction with stakeholder’s 4. A SWOT analysis to Identify major operational change requirements. a. Undertaking a SWOT analysis to identify strengths, weaknesses, opportunities and threats to the organisation, and determining change requirements b. Reviewing the organisation and its individual areas, processes, people, technology and structure, and identifying where any gaps exist c. Assessing the organisational structure to determine whether current levels of management, divisions, departments and teams enable the organisation to achieve its objectives Strength Weakness Opportunities Threats B. Develop a change management project plan that outlines the change management strategy that includes: 1. A cost–benefit analysis for high-priority change requirements and opportunities you have identified Detail of strategy change needs Cost Benefits Risk Associated
2. A risk management plan with risk analysis to identify barriers to change 2.1. Identify the Risk 2.2. Analyse risk • Risk Matrix 2.3. Treat Risk 2.4. Monitor and Review 3. Determine resource requirements – human, physical and financial resources ? Human resource • External consultant • Production manger ? Physical resource • Workstation • Computer/technological needs ? Financial resource • Budget required for change 4. A Gantt chart to present time lines and schedules C. Develop a communication or education plan in consultation with managers and other relevant stakeholders: 1. Consultation with relevant individuals to determine how you will promote the benefits of change and minimise loss to the organisation. ? Board of directors ? Middle managers ? External change management consultant ? Staff/employees ? Cross functional team 2. Organise and manage the activities required to deliver the plan, including time lines for implementation. • Using the information in the communication or education plan to determine the best communication method • Arranging suitable times for meetings and communication sessions by liaising with line managers and staff • Determining who needs to know what information and when • Managing the frequency of reports and communications • Reflecting on different groups, including their prior knowledge and level of involvement • Determining activities for each stakeholder group (i.e. those who need to be managed, satisfied, informed and monitored) • Undertaking appropriate activities for each group, such as emailing progress reports to those who need to be kept informed D. Identify and respond to barriers to change as outlined in the risk management plan. This may include developing strategies that will mitigate risks and effectively respond to barriers. • Identifying barriers, such as lack of employee involvement, ineffective communication, poor planning, or unknown current or future state of the organisation • Managing barriers identified in the risk assessment, stakeholder analysis and change management plan • Arranging for counselling and HR involvement where necessary, such as in relation to a redundancy or redeployment • Providing recognition and rewards to promote a sense of achievement • Dealing with conflict and negotiating for a win–win situation • Undertaking appropriate mitigation strategies, such as having a meeting with stakeholders or implementing a recognition and reward system E. Begin the change management process: 1. Implement the interventions and activities as set out in the project plan. a. Team-building exercises b. intergroup development c. process consultation d. surveys e. job redesign f. training and development g. sensitivity training h. career planning 2. Carry out the strategies for embedding the change. • Implementing new policies and procedures • Putting controls in place to reinforce new behaviours, attitudes and practices F. Prepare for the evaluation and review of the plan to achieve objectives and modify the plan where appropriate. This may include conducting a gap analysis and distributing an evaluation form to stakeholders. • Undertaking a gap analysis Assessment Task-2. Role Play/PPT Assessment Task-3. Written Test 1. Explain the three major stages in the change management process. • Identifying opportunities and requirements of the change, which includes discussing internal and external needs for the change, requirements the organisation has for the change, and prioritising the change needs. • Developing a change management strategy and plan, which involves: ? analysing costs, risks and potential barriers ? developing the plan document ? assigning resources so implementation can begin. • Implementing and evaluating the change, including communicating why the change was needed to lessen resistance to it, ensuring change becomes embedded and monitoring the plan. 2. Identify and explain five of the steps used in a communication strategy when communicating and embedding change. Please explain any 5 points given below: • Articulate the strategy, with the aim to educate stakeholders regarding why the change needs to occur, benefits, and potential barriers to the change. • Identify stakeholder audiences by consulting impact, readiness, risk, activity and assignment analyses. Stakeholders should also be analysed to identify what needs to be done to manage resistance. • Conduct stakeholder analysis to analyse the power, interest and impact of different stakeholders. • Analyse and group stakeholders into ‘those to manage’, ‘those to satisfy’, ‘those to inform’ and ‘those to monitor’. • Determine audience needs by considering what the audience already knows, what the audience needs to know, what training is available, who needs written progress reports, effective methods of communication, the accessibility of information, and whether there are any particular needs or disabilities to be aware of. • Determine communication and consultation methods by taking note of which group the stakeholders are in and communicating accordingly; for example, regular, personal contact with those in the ‘manage closely’ group • Ensure managers become change agents by training them to develop change action plans specific to their areas, implementing organisational strategies to manage barriers, or setting up coaching and mentoring initiatives. • Document actions by assigning responsibilities for carrying out and reporting communications activities. 3. Explain how organisational behaviour impacts change strategies 4. Explain five ways the external environmental can impact change strategies. 5. Describe two components of a change management project plan. 6. List four examples of barriers to change and four strategies that can be used to address them. • Providing personal counselling • Providing recognition and rewards • Dealing with conflict • Negotiating for a win–win outcome
Assessment Guidelines/BSBINN601Assessment task 1- Project Change Requirement report Introduction (In this section, Discuss about overview of the company) Background to the company A. Analyse the internal and external environments for change and prepare a change requirement report that includes: 1. Identification of strategic change need • Modify the hierarchy of the company to have cross functional teams • Invest in good communication software 2. Review of existing policies and practices • Continuous improvement policy • Recommendation for continuous improvement • Expansion through mergers • Offering new products 3. A PEST analysis to identify external events or trends Political Factor
Monitoring political and legal changes, such as a change in government policy. • Australian Consumer Law (Tasmania) Act 2010 • Fair Trading (Code of Practice for Retail Tenancies) Regulations 1998 • Building Regulations 2016 • WHS policy Economic factor Monitoring economic changes, such as a change in currency value or a potential recession Social Factor Monitoring sociocultural changes, such as an increase of certain cultural groups in an area Technological factor Monitoring technological changes, such as increased or decreased social media interaction with stakeholder’s 4. A SWOT analysis to Identify major operational change requirements. a. Undertaking a SWOT analysis to identify strengths, weaknesses, opportunities and threats to the organisation, and determining change requirements b. Reviewing the organisation and its individual areas, processes, people, technology and structure, and identifying where any gaps exist c. Assessing the organisational structure to determine whether current levels of management, divisions, departments and teams enable the organisation to achieve its objectives Strength Weakness Opportunities Threats B. Develop a change management project plan that outlines the change management strategy that includes: 1. A cost–benefit analysis for high-priority change requirements and opportunities you have identified Detail of strategy change needs Cost Benefits Risk Associated
2. A risk management plan with risk analysis to identify barriers to change 2.1. Identify the Risk 2.2. Analyse risk • Risk Matrix 2.3. Treat Risk 2.4. Monitor and Review 3. Determine resource requirements – human, physical and financial resources ? Human resource • External consultant • Production manger ? Physical resource • Workstation • Computer/technological needs ? Financial resource • Budget required for change 4. A Gantt chart to present time lines and schedules C. Develop a communication or education plan in consultation with managers and other relevant stakeholders: 1. Consultation with relevant individuals to determine how you will promote the benefits of change and minimise loss to the organisation. ? Board of directors ? Middle managers ? External change management consultant ? Staff/employees ? Cross functional team 2. Organise and manage the activities required to deliver the plan, including time lines for implementation. • Using the information in the communication or education plan to determine the best communication method • Arranging suitable times for meetings and communication sessions by liaising with line managers and staff • Determining who needs to know what information and when • Managing the frequency of reports and communications • Reflecting on different groups, including their prior knowledge and level of involvement • Determining activities for each stakeholder group (i.e. those who need to be managed, satisfied, informed and monitored) • Undertaking appropriate activities for each group, such as emailing progress reports to those who need to be kept informed D. Identify and respond to barriers to change as outlined in the risk management plan. This may include developing strategies that will mitigate risks and effectively respond to barriers. • Identifying barriers, such as lack of employee involvement, ineffective communication, poor planning, or unknown current or future state of the organisation • Managing barriers identified in the risk assessment, stakeholder analysis and change management plan • Arranging for counselling and HR involvement where necessary, such as in relation to a redundancy or redeployment • Providing recognition and rewards to promote a sense of achievement • Dealing with conflict and negotiating for a win–win situation • Undertaking appropriate mitigation strategies, such as having a meeting with stakeholders or implementing a recognition and reward system E. Begin the change management process: 1. Implement the interventions and activities as set out in the project plan. a. Team-building exercises b. intergroup development c. process consultation d. surveys e. job redesign f. training and development g. sensitivity training h. career planning 2. Carry out the strategies for embedding the change. • Implementing new policies and procedures • Putting controls in place to reinforce new behaviours, attitudes and practices F. Prepare for the evaluation and review of the plan to achieve objectives and modify the plan where appropriate. This may include conducting a gap analysis and distributing an evaluation form to stakeholders. • Undertaking a gap analysis Assessment Task-2. Role Play/PPT Assessment Task-3. Written Test 1. Explain the three major stages in the change management process. • Identifying opportunities and requirements of the change, which includes discussing internal and external needs for the change, requirements the organisation has for the change, and prioritising the change needs. • Developing a change management strategy and plan, which involves: ? analysing costs, risks and potential barriers ? developing the plan document ? assigning resources so implementation can begin. • Implementing and evaluating the change, including communicating why the change was needed to lessen resistance to it, ensuring change becomes embedded and monitoring the plan. 2. Identify and explain five of the steps used in a communication strategy when communicating and embedding change. Please explain any 5 points given below: • Articulate the strategy, with the aim to educate stakeholders regarding why the change needs to occur, benefits, and potential barriers to the change. • Identify stakeholder audiences by consulting impact, readiness, risk, activity and assignment analyses. Stakeholders should also be analysed to identify what needs to be done to manage resistance. • Conduct stakeholder analysis to analyse the power, interest and impact of different stakeholders. • Analyse and group stakeholders into ‘those to manage’, ‘those to satisfy’, ‘those to inform’ and ‘those to monitor’. • Determine audience needs by considering what the audience already knows, what the audience needs to know, what training is available, who needs written progress reports, effective methods of communication, the accessibility of information, and whether there are any particular needs or disabilities to be aware of. • Determine communication and consultation methods by taking note of which group the stakeholders are in and communicating accordingly; for example, regular, personal contact with those in the ‘manage closely’ group • Ensure managers become change agents by training them to develop change action plans specific to their areas, implementing organisational strategies to manage barriers, or setting up coaching and mentoring initiatives. • Document actions by assigning responsibilities for carrying out and reporting communications activities. 3. Explain how organisational behaviour impacts change strategies 4. Explain five ways the external environmental can impact change strategies. 5. Describe two components of a change management project plan. 6. List four examples of barriers to change and four strategies that can be used to address them. • Providing personal counselling • Providing recognition and rewards • Dealing with conflict • Negotiating for a win–win outcome