STUDENT NAME:

PROGRAMME:

STUDENT NUMBER:

YEAR: 2014 -2015

Module Number: BSP6064

Term: 2014 / 15

GROUP: Cohorts

Module Title: Leadership & Change Management

Tutor Responsible For Marking This Assignment: Mr. Sentissi

Module Leader: Bachir Sentissi

Assignment Hand Out Date: Friday 12th December 2014

Hand In Date: Tuesday 15th January 2015 before 17.00

ASSIGNMENT TITLE: CW - 50% of overall grade

FEEDBACK DATE(Return of assignments to students): One month after submission
SECTION A: SELF ASSESSMENT (TO BE COMPLETED BY THE STUDENT)

In relation to each of the set assessment criteria, please identify the areas in which you feel you
have strengths and those in which you need to improve. Provide evidence to support your selfassessment with reference to the content of your assignment.
STRENGTHS

AREAS FOR IMPROVEMENT

I certify that this assignment is a result of my own work and that all sources have been acknowledged:
Signed:______________________________________________ Date___________________________

SECTION B: TUTOR FEEDBACK (based on assignment criteria, key skills and where appropriate, reference to
professional standards)
STRENGTHS

MARK/GRADE AWARDED
ASSIGNMENT MODERATED BY:

AREAS FOR IMPROVEMENT AND TARGETS FOR

FUTURE ASSIGNMENTS

DATE:

SIGNED
DATE

MODERATORS COMMENTS:

Submission details:

The deadline for submission into registry is on the Hand in Date shown on
the Feedback sheet (1st Page)
Students are to submit one hard copy and one soft copy (on CD) to the
front office on the hand in date
Students must submit before 17.00. Any assessments brought after 17.00
will not be accepted
THE UNIVERSITY'S REGULATIONS CONCERNING CHEATING,
COLLUSION AND PLAGIARISM APPLY TO THIS EXAMINATION

Key Skills: The key skills addressed through this assessment are logical
reasoning, analysis, evaluating, synthesis, learning and study, structure and
consistency.
Harvard Referencing: Complete reference list which MUST conform to the
Harvard System of Referencing must be included at the end of your assignment
and in text citations where appropriate.

Learning Outcomes covered (based on Module Specification):

Evaluate the fundamental differences between leadership and management.

Critically evaluate the strengths and weaknesses of a range of leadership theories.

Analyse the process of creativity, and the role of leadership in its formulation and delivery.

Explain alternative models of change and the role of leadership within them.

Critically evaluate barriers to change and identify effective ways to overcome such barriers.

Identify and evaluate a range of strategies and methods to ensure that change is
successfully implemented and durable.

Identify appropriate tools and techniques to aid the planning, implementing and evaluating
of change.

Evaluate the process of innovation and its management.

Identify successful innovation strategy.

Appreciate the impact of gender and culture on leadership and organizational change.

Fortune India Ltd.

Fortune India Ltd. is a manufacturing company located in Delhi. The company was doing well
from the past thirty years and the people involved in the operations were confident in their
respective areas of operations as they were doing it from quite some time. There was a feeling
among some of the employees that it is becoming a monotonous kind of an affair although the
efficiency has increased due to the fact that the same person is doing the job for quite some time.
A recent change in the policy and procedures of the company has made it possible for the
employees to engage in job rotation. Shyam is in-charge of a manufacturing operation for the
past five years and he has three subordinates directly reporting to him - Vijay, Sameer, Rahul.
Vijay has been working in the same job position for the past twenty years, whereas Sameer from
the past five years and Rahul from the past two years in the same job position.
Shyam, being quite young and dynamic, welcomed the change in the policy and procedures as it
amounts to giving more options to the people who are dynamic and look for more challenges.
Moreover it provides a more holistic perspective about the organisation. Shyam perceived that it
is a win/win situation for both the employees and the organisation. Shyam called a meeting to
discuss the possibility of the adoption of job rotation. As the meeting progressed, Shyam became
aware that out of the three subordinates, two wanted to change to a job rotation schedule,
whereas one is not at all interested for the same. Shyam was in a fit and adjourned the meeting.
After giving a considerable thought to the problem, he was able to crystallize on four alternative
approaches that may be followed to manage this conflict situation:
1. Forget about Job rotation in this unit.
2. Issue the orders that job rotation is mandatory for all the three subordinates with immediate
effect.
3. Respect the feelings of each one and work out an arrangement where job rotation occurs for a
while, is stopped for a while, and so on, thus allowing each person to have his or her way for
some time.
4. Call the meeting again and discuss the pros and cons of the proposed change and that their
interpersonal relationship are very important than any job rotation. Try to develop a consensus for
job rotation.

Questions:
1. Critically analyse the pros and cons of each option and critically evaluate the
level of conflict they will lead to. (30%)
2. In your opinion, which of the four approaches should Shyam choose to follow in
this situation? Or should an alternative approach be taken? Critically defend your
arguments thoroughly. (20%)
3. Describe in detail the different change management phases that should be
adopted in sequence. Critically evaluate the order of phases. (20%)
4. Provide a detailed communication plan to help implement the proposed
organizational changes. Demonstrate how the communication plan will enhance
the engagement and success of the experience (30%)

Assessment Marking Criteria (BSP6064 CW)

First Marker:

Second Marker:

Assessment criteria
Note that in addition to these assignment specific criteria, you should also be aware of the
generic Cardiff Met. Assessment Criteria as outlined in the Student Handbook.
Question 1:
Answer should include the conflict management style presented by each option and level of
dysfunctional working conditions that the company will be faced with. Students should present
on their own words the advantages (if any) as well as the disadvantages (if any) on the short
and long terms

Weight in
percentage

/30

Question 2:
As much as there is no wrong or right answer expected, students should be able to defend
their position using theories from class as well similar examples if applicable
/20
Question 3:
The unfreezing, changing and refreezing stages should be presented in order with a brief
description of the proposed action plan for each one.

/20

Question 4:
Student should highlight the importance of communication in any change management
project and provide the communication plan (audience, message, tool, frequency,)
throughout the life of the project.

/30

Total
/100
General Comments

Marking Scheme
90 - 100

80 - 89

70 - 79

60 - 69

50 - 59

40 - 49

38 - 39

30 - 37
10 - 29
1 - 9

A quite exceptional and outstanding answer, providing insights which would not be
available publicly, and would, with some editing, be publishable. In addition to the
features of the next section, this range is distinguished by superior organisation,
economic use of language and totally comprehensive, given the conditions of the
exercise.
An answer which demonstrates an excellent understanding of the question and of
the complexity of the issues involved. There is a sound basis of relevant factual
knowledge and/or the theoretical issues involved. Most of the important issues are
dealt with in a detailed, specific and systematic way. There is either some measure
of original thinking in the answer or an accurate and comprehensive account is given
in a way which demonstrates understanding, for example by structuring the material
such that it could not have been based just on reproduction of lecture notes and
programme material. Evidence of creativity, critical approach, and wide reading
beyond the core subject matter.
As above but a slightly less consistently excellent level. Alternatively, this range of
mark may be given for an answer which, while not having original insights, gives
comprehensive and accurate coverage of the issues at a high level throughout the
answer, without significant omissions or errors.
An answer which demonstrates a clear understanding of the question and grasp of
the complexity of the issues involved. There is a sound basis of relevant factual
knowledge and/or of theoretical issues involved, with few significant errors. The
issues involved are dealt with in a systematic way. Some of the issues may be
limited in critical approach, but organised to display a comprehensive understanding
and factual information essentially complete.
An answer which demonstrates an understanding of the major or basic issues in the
question. There is a basis of factual knowledge and/or of relevant theoretical issues.
Although some errors may be present, the overall framework of the answer is
sensible and accurate. Most of all the issues may be dealt with at the level of
obviously available programme material given to the student. The answer shows
planning in its construction, with a clear train of thought or development of argument
present. Average competent performance, well presented, demonstrating
understanding of most of the essential issues.
An answer which demonstrates a limited understanding of the major or basic issues
in the question. There is some relevant factual knowledge and/or awareness of
theoretical issues, but it is patchy. A few significant errors may be present. The
answer is not well planned, with little development of argument, and often much
irrelevant material is present. Lacks clarity of expression.
The lower range (40-45) would include an answer where relevant factual knowledge
and/or awareness of theoretical issues is poor and confused, but not absent. Many
significant errors may be present. The answer is poorly planned, with little clear train
of thought or development of argument, and much of the answer may be irrelevant.
An answer which fails to demonstrate any appreciable understanding of the major
issues or basic issues of the question. Relevant factual knowledge and/or
awareness of theoretical issues, if present at all, is very poor and confused and very
limited. Many significant errors may be present. Much or all of the answer may be
irrelevant. Poorly organised and very limited in scope.
Attempts an answer, but relevant factual knowledge and/or awareness of theoretical
issues is very poor and confused, and very limited with many significant errors.
Not clear that an answer is properly attempted. Only a few minor points made at all
relevant to the answer and these may be superficial. Most material is irrelevant or
incorrect.
An answer that is so short or irrelevant that only a few marks are justified. For
example, one or two points may be made which show some peripheral awareness of
certain possibly relevant issues.