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<\/a><\/p>\nAssessment 2
\nThe purpose of this assessment is to give you the opportunity to apply the concepts learned in this course
\nto your own organisational life. Specifcally,<\/p>\n
1. you will analyse a specifc incident that you (or someone you observed) could have handled more effectively,
\n2. explain the organisational context within which the incident happened, and
\n3. logically derive from your analysis specifc actions you will take to improve your management practice
\nnext time you encounter a similar event. You should aim to draw on concepts from two to three Units of the course in
\nyour organisational action learning review (OALR).<\/p>\n
Task Name: Organisational action learning review (OALR)<\/h2>\n
Due Date: Friday, Week 12 by 3:00pm Sydney time, submitted via Moodle
\nWeighting: 40%
\nIndividual \/ Group: Individual
\nLength: 7 pages (1 page Executive Summary + 6 pages of Text)
\nFormat
\nWritten Report
\nDetails
\nThe purpose of this assessment is to give you the opportunity to apply the concepts learned in this course
\nto your own organisational life. Specifcally,
\n1. you will analyse a specifc incident that you (or someone you observed) could have handled more
\neffectively,
\n2. explain the organisational context within which the incident happened, and
\n3. logically derive from your analysis specifc actions you will take to improve your management practice
\nnext time you encounter a similar event.
\nYou should aim to draw on concepts from two to three Units of the course in
\nyour organisational action learning review (OALR).
\nPlease present each ALR under the following four headings: Specifc incident: Provide a very brief description of a specifc incident that you (or someone you have observed) could have handled more effectively. Be clear about what was said and done, but don\u2019t get lost in the detail of the event. Include only as much detail as is necessary to
\ncreate a platform for the analysis in the next section of your ALR.
\nSuggested length: Approximately 2\u22123 sentences
\nOrganisational Context: Conduct an analysis of the organisational context.<\/p>\n
Drawing on relevant data,
\ndescribe the external and internal environment of the organisation. This may include an analysis of the
\nchanges in the PESTEL characteristics that have an impact on the way the organisation and employees
\nwithin are behaving (Unit 3), a careful articulation and analysis of the strategy (Unit 3), structure (Unit 3),
\nculture (Unit 4), and various policies and systems (Units 9, 10, or 11) of
\nthe organisation. Grades will not
\nbusiness.unsw.edu.au – CRICOS Code 00098G Published: 22\/1\/2019 | Printed:
\n1\/2\/2019 8 of 16
\nbe given for using lots of different ideas\/concepts, but for presenting a
\ntight and well-argued analysis of
\nthe organisational context. As such, you should draw on relevant data in
\norder to justify your diagnosis.
\nThis data could be from public records, any company documents you have
\naccess to, observations of the
\norganisation, and\/or interviews with managers.
\nSuggested length: Approximately 2 pages
\nAnalysis: Explicitly draw upon relevant course concepts to illuminate why
\nyou (or another) did not think
\nand act as effectively as you might have. Do not provide defnitions for
\nconcepts. Instead, demonstrate
\nyour understanding of relevant concepts by the way you apply them to analyse
\nhow the event was
\nhandled.
\nSuggested length: Approximately 2 pages
\nImprovement planning: Logically derive from your analysis some specifc, conceptually driven actions that
\nyou, personally, will take to manage similar situations more effectively. State how you would evaluate your
\neffectiveness at applying the steps or initiatives you identify. Describe any obstacles that are likely to
\noccur (e.g. emotions, lack of time, insuffcient resources, unsupportive colleagues) and how you will address them.
\nSuggested length: Approximately 2-2.5 pages
\nGuidelines:
\nThe best OALRs are produced in accordance with the following guidelines:
\n\u2022 Focus on a specifc incident. Without a clearly focused beginning, it\u2019s virtually impossible to produce an
\nadequately focused analysis and improvement planning section. ALRs with incidents described in any
\nmore than four to fve lines rarely, if ever, have suffcient focus to be of high quality.
\n\u2022 Focus on concepts. In your analysis section especially and throughout the report, demonstrate your
\nunderstanding of every concept you use by showing: (i) exactly what the concept reveals about why you
\ndid not act as effectively as you might have; and (ii) in your improvement planning section, precisely what
\nyou will do (not just remember or keep in mind) to apply the concept to act more effectively in future.
\n\u2022\u00a0 \u00a0 \u00a0Try to focus on you! Strong ALRs focus on events that you, rather than other people, could have
\nhandled better. While it may be relevant to analyse the actions and reactions of others in the situation,
\nfocus as much as possible on how you contributed to the challenges you encountered (including ways
\nyou might not have brought out the best in others). Also provide concrete plans about how you will act
\nmore constructively next time you encounter a similar predicament.
\n\u2022\u00a0 \u00a0 \u00a0Make your improvement planning section SMARTER+ (Unit 4).
\n\u2022\u00a0 \u00a0 \u00a0In ensuring that your improvement plan is SMARTER+, avoid indicating
\nthis in the form: \u2018My plan is
\nspecifc because \u2026\u2019 Your plan will be SMARTER+ if it makes explicit
\nprecisely what you plan to do, when,
\netc.
\n\u2022\u00a0 \u00a0 \u00a0Be coherent, succinct, and logical. Your review should have a coherent argument or set of points
\npresented within the length limit.
\n\u2022\u00a0 \u00a0 \u00a0Be sure the recommendations in your improvement planning section logically follow from your
\nanalysis. Similarly, the issues raised in your analysis should all be addressed by specifc steps in your
\nimprovement plan.
\nThus:
\n\u2022\u00a0 \u00a0 \u00a0Avoid detailed descriptions and narratives that contain minimal application of relevant concepts.
\n\u2022\u00a0 \u00a0 \u00a0Avoid using the ALR as a place to explore your feelings about work.
\nThis kind of exploration is a usefulexercise that you can do at another time.
\nbusiness.unsw.edu.au<\/a> – CRICOS Code 00098G Published: 22\/1\/2019 | Printed: 1\/2\/2019 9 of 16
\n\u2022\u00a0 \u00a0 \u00a0Whenever you use a course concept to make a point, provide enough descriptive detail or concrete
\nevidence to show that you understand the concept and that it applies in the way you claim.
\n\u2022\u00a0 \u00a0 \u00a0Avoid listing multiple concepts within a sentence. Only use a concept when applying it to make an
\nanalytical point about the event or about an improvement step. If concepts are presented adjacently, they
\nare typically just being listed rather than applied in an adequately evidence-based manner.
\nAn overarching principle to keep in mind is that because good management is evidence-based (see Unit
\n2), it is important to provide evidence for the statements you make in all
\nassignments.<\/p>\n