10/2/22, 2:25 PM MBA 687 Module Seven Video Check-In Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531198/View 1/3
MBA 687 Module Seven Video Check-In Guidelines
and Rubric
Overview
In this course, the Learner-Faculty Connect video assignment will be used for reflecon, as well as to discuss your preparedness for
upcoming weeks. This is a private conversaon between you and your instructor, and you are encouraged to explore the concepts
presented.
Prompt
In this mentor-focused video check-in, you will review the Project Guidelines and Rubric, which is due in Module Nine, and have an
asynchronous discussion with your instructor regarding any inial concerns about the same.
You are encouraged to connue reaching out to your instructor so that any concerns and quesons are addressed before the course
project is due. Discuss your progress and concerns with your instructor through this video submission.
Record a short video in the Bongo Q&A tool, sharing your expectaons and understanding of the scenario and corresponding
requirements. Specifically address the following criteria:
Share your thoughts and quesons about the course project, including any quesons or concerns you have regarding:
The role of communicaon in fostering or suppressing change
The role of strategic communicaon in sustaining change
Share what you learned from compleng the Milestone Two assignment and any feedback you received from the instructor,
including any quesons you may have about the same.
Reflect on your personal experience working through the milestones and the process you followed.
How do the topics relate to your career journey?
Include any aspects that stood out, as you prepare to make your final recommendaons in the project submission.
Note: If you have any addional quesons or require addional support from your instructor, let your instructor know.
Are you struggling with any acvity/chapter?
How can faculty help you with the final project?
Guidelines for Submission
Submit this assignment as a 3- to 5-minute video through the Bongo plaorm.
If you are not able to record a video, you should reach out to your instructor and discuss subming the assignment in an alternate
format.
Criteria Exemplary Proficient Needs Improvement Not Evident Value
Final Project
Expectaons and
Understanding
N/A Shares clear
expectaons and
understanding of
course project
Shows progress
toward proficiency,
but with errors or
omissions; areas for
Does not aempt
criterion (0%)
50
Module Seven Video Check-In Rubric
MBA-687-Q1962 Leading Organizational Change 22 TM
https://learn.snhu.edu/d2l/le/content/1144762/navigateContent/1148/Previous?pId=20531165
https://learn.snhu.edu/d2l/le/content/1144762/navigateContent/1148/Next?pId=20531165
https://learn.snhu.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=1144762&type=content&rcode=snhu-147704
https://app.readspeaker.com/cgi-bin/rsent?customerid=9568&url=https%3A%2F%2Flearn.snhu.edu%2Fcontent%2Fenforced%2F1144762-MBA-687-Q1962-OL-TRAD-GR.22TW1%2FMBA_687_Module_Seven_Video_Check-In_Guidelines_and_Rubric.html&lang=en_us&voice=9568&readid=d2l_read_element_1
https://learn.snhu.edu/d2l/home/1144762
10/2/22, 2:25 PM MBA 687 Module Seven Video Check-In Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531198/View 2/3
course project
(100%)
omissions; areas for
improvement may
include sharing clear
expectaons and an
understanding of the
course project (70%)
Learning From
Milestone Two and
Feedback
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
(100%)
Addresses learning
from the Milestone
Two assignment and
feedback clearly
(90%)
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include sharing more
knowledge about
performance
analysis/evaluaon
of the companies
(70%)
Does not aempt
criterion (0%)
25
Personal
Reflecon
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
(100%)
Includes a clear and
relevant personal
reflecon and makes
personal or
professional
connecons to the
course material
(90%)
Shows progress
toward proficiency,
but with errors or
omissions; areas of
improvement may
include connecng
the course material
to personal or
professional
experiences (70%)
Does not aempt
criterion (0%)
25
Total: 100%
10/2/22, 2:25 PM MBA 687 Module Seven Video Check-In Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531198/View 3/3
Reflect in ePortfolio Download Print
Open with docReader
Task: View this topic
Activity Details
https://learn.snhu.edu/d2l/le/content/1144762/navigateContent/1148/Previous?pId=20531165
https://learn.snhu.edu/d2l/le/content/1144762/navigateContent/1148/Next?pId=20531165
javascript:void(0); 10/2/22, 2:26 PM MBA 687 Project Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531188/View 1/15
MBA 687 Project Guidelines and Rubric
Competencies
In this project, you will demonstrate mastery of the following competencies:
Develop a workforce
Propose an operang plan
Jusfy organizaonal change
Scenario
You are an HR consultant, contracted by the VP of an LLC in Wilmington, Delaware, to solve their internal challenges. This U.S.
office is a branch of a larger Singaporean soware soluons organizaon that has a total of 140 employees and generates $1M in
revenue per year. The CEO of this organizaon, headquartered in Singapore, wants to explore new markets in the United States,
gain access to new customers, diversify risk, leverage resources, and increase profits.
Unfortunately, the newly formed U.S. branch has been facing several problems from the beginning.
Employees at the call center and the sales and markeng division are disengaged and emoonally fagued due to
contradictory communicaon between the branchs leadership and the leadership at the Singaporean headquarters.
The branch team members feel frustrated and undervalued as a result of conflicng feedback from their VP and
management team.
Messages from leadership lack consistency, especially regarding policies and pracces related to human resources.
There is no training for team members.
Communicaon problems between the Singaporean headquarters and U.S. branch are resulng in low employee morale.
Overall, the standard operang procedures (SOP) followed successfully at the headquarters in Singapore could not be replicated at
the U.S. branch. As a result, the CEOs vision of successfully furthering expansion into the U.S. market remains unfulfilled.
Your goal as an HR consultant is to create a change management toolkit that includes the following:
A needs assessment or change readiness audit
An organizaonal change management plan
A change management communicaon plan
A leer recommending strategies to ensure that the changes and their benefits are retained
To create the toolkit, you will compile your work from Milestones One and Two. So far, you have completed your change readiness
audit and created a change management plan. Now, you will record and share a presentaon to demonstrate your change
management communicaon plan. This plan should include your recommendaons for workforce development techniques and how
you plan to communicate these to employees and leadership of the U.S. branch, as well as leadership at the Singaporean
headquarters.
It is not enough to implement change successfully; efforts should also be made to sustain the change. You must also write an
execuve leer to the VP of the U.S. branch, recommending strategies and best pracces to ensure that the changes are
implemented and maintained.
Direcons
Change Management Toolkit
MBA-687-Q1962 Leading Organizational Change 22 TM
https://learn.snhu.edu/d2l/le/content/1144762/navigateContent/1070/Previous?pId=20531165
https://learn.snhu.edu/d2l/le/content/1144762/navigateContent/1070/Next?pId=20531165
https://app.readspeaker.com/cgi-bin/rsent?customerid=9568&url=https%3A%2F%2Flearn.snhu.edu%2Fcontent%2Fenforced%2F1144762-MBA-687-Q1962-OL-TRAD-GR.22TW1%2FMBA_687_Project_Guidelines_and_Rubric.html&lang=en_us&voice=9568&readid=d2l_read_element_1
https://learn.snhu.edu/d2l/home/1144762
10/2/22, 2:26 PM MBA 687 Project Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531188/View 2/15
Part One: Change Readiness/Needs Assessment Audit Report
Submit your change readiness report from Milestone One that was created according to the following criteria. Be sure to revise your
report based on feedback you received on your milestone. In this report prepared for the VP, you will discuss the change readiness
of the workforce and leadership, willingness and capabilies for change, and any historical barriers to change from past planned or
unplanned change management experiences.
Use the Employee Engagement Survey, Leaders Self-Evaluaons, Exit Interviews, and Forms of Resistance Grid from the Supporng
Materials secon to assess the change-readiness of employees of the U.S. branch.
Specifically, you must address the following rubric criteria:
1. Based off the Employee Engagement Survey data, create visuals that illustrate areas in need of change, specifically in the
U.S. branch. Your visuals must address the following:
a. Appraisal, job-role stagnaon, and promoon or recognion
b. Apathy or disinterest regarding the vision, mission, and values of the organizaon (Singaporean headquarters and
U.S. branch)
c. Lack of trust in managers, especially senior leaders
d. Impressions about the organizaons (Singaporean headquarters and U.S. branch) atude to inclusion and diversity
e. Jusfy your selecon of data points from the Employee Engagement Survey results
2. Discuss employees confidence in change management pracces.
a. Consider the informaon available through the Employee Engagement Survey and Leaders Self-Evaluaons.
b. Do employees have a high degree of confidence in the organizaons leadership? Explain your reasoning.
c. Explain the urgency for change at the employee and leadership level.
d. Analyze the middle managers (team leads) role in creang an adopon mindset:
How could they serve as a bridge between the senior leaders and the frontline staff?
Are they ready to take ownership of the proposed change? Explain your reasoning.
e. How do leadership styles and power distribuon impact change readiness?
3. Idenfy opportunies to increase change readiness/trust at the U.S. branch:
a. Why are some employees more accepng of change while others might be more resistant?
b. How does the Forms of Resistance Grid explain the common reasons for resistance to change?
Use the Exit Interviews and the Forms of Resistance Grid, to discuss any two forms of resistance from this
list: ambivalence, peer-focused dissent, upward dissent, sabotage, and refusal/exit.
4. Use Hofstede’s cultural dimension model and the Exit Interviews, Employee Engagement Survey, and Leaders Self-
Evaluaons to explain cultural consideraons that may have created difficules for the employees of the U.S. branch to
adjust to the Singaporean headquarters SOPs.
a. Summarize the importance of cultural consideraons using Hofstedes Cultural Dimensions Model in the context of
the U.S. branch and the Singaporean headquarters.
Explain how Hofstede’s model helps analyze cultural differences based on specific evidence and not on pre-
conceived noons about different cultures.
Discuss how differences in specific dimensions of Hofstede’s model may result in misunderstanding and
change management frustraon or failure.
b. Discuss individualism and one other dimension from the list below that might impact the cross-cultural
communicaon and business pracce differences among the U.S. and the Singaporean employees:
Uncertainty avoidance
Power distance
Long-term orientaon
Part Two: Change Management Plan
Submit your change management plan from Milestone Two that was created according to the following criteria. Be sure to revise
your plan based on feedback that you received on your milestone. In this report prepared for the VP, you will detail the strategy to
convince the workforce to implement the changes.
Refer to the Case for Change Guide and other company data, such as the Leaders Self-Evaluaons, the Vision, Mission, and
Strategic Goals document, and the Employee Engagement Survey (all linked below in Supporng Materials). Ensure that the report
details the pre-implementaon and implementaon phases of the change management plan.
Specifically, you must address the following rubric criteria:
10/2/22, 2:26 PM MBA 687 Project Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531188/View 3/15
1. Idenfy two key stakeholders or sponsor roles for the change process from the Singapore headquarters and the U.S. branch.
a. Refer to the Leaders Self-Evaluaons document for addional context.
2. Discuss the significance of each stakeholders role in gaining buy-in, acceptance, and support for change across
departments.
a. How can each stakeholder improve the change iniaves likelihood of success (for example, by acng as opinion
leaders, connectors, counselors, and journalists)?
3. Idenfy strategic goals that align with the change management plan and provide raonale. Consider the following in your
response:
a. Refer to the Vision, Mission, and Strategic Goals document; U.S. Branch Overview; and Leaders Self-Evaluaons.
b. Ensure there is alignment of the change management plan with the strategic goals of the organizaon (Singaporean
headquarters and U.S. branch).
c. Research emerging trends that could influence employees of the U.S. branch.
4. Explain how improvements to organizaonal systems can ensure successful and sustained behavioral change.
a. Refer to the Exit Interviews to idenfy the areas of change.
b. What are the processes, procedures, or policies that need improvement?
c. How will these improvements impact behavioral change of employees at the U.S. branch?
5. Recommend enhancement strategies for team collaboraon.
a. Refer to the Exit Interviews and the Leaders Self-Evaluaons to idenfy the problems of team collaboraon.
b. What are the reasons for the lack of collaboraon between team members across both locaons of the organizaon?
c. How can an individual performer become a team player to improve team collaboraon?
d. How should leadership behavior change to build trust?
6. Determine a change management model that can be used at the U.S. branch and provide jusficaon.
a. Based on your evaluaon of the challenges that the U.S. branch is currently facing, choose from the following change
management models:
Koer’s Change Management Model, Lewins Change Management Model, or the ADKAR Change
Management Model
b. How would you use the model you chose at the U.S. branch?
7. Describe the steps needed to implement the change management model at the U.S. branch. Support your response with
research.
a. How would you migate and remove any roadblocks in the change management process?
b. What are your plans to deal with the impact of planned and/or unplanned changes and any conngencies?
c. What milestones need to be accomplished for change implementaon to succeed?
d. How would you measure success on your plan?
Part Three: Change Management Communicaon Plan and Connuity Strategies
A. Change Management Communicaon Plan Presentaon
Submit a creave and polished PowerPoint presentaon with narraon to share your change management communicaon
plan. The communicaon plan should include your recommendaons for workforce development techniques and how you
plan to communicate these to the U.S. branch employees.
Specifically, you must address the following rubric criteria:
1. Define the audience by performing a target audience analysis. (slides 12)
2. Determine core and audience-specific communicaon objecves and messages, including appropriate tone. You
may include the following informaon (slides 34):
a. Discuss goals of the communicaons campaign. You may consider the following points:
Why is this communicaon campaign needed?
What are the essenal topics to communicate to company leadership?
What do front-line employees need to know as they experience and deal with the impact of change?
How will you convey need and urgency for change? Discuss Whats in It for Me (WIIFM).
Use a story or a graphic to connect with the change vision for success to the communicaon plan.
b. Define and communicate new performance expectaons and what stakeholders need to do to prepare for
change.
3 Recommend two workforce development techniques to support employees’ adaptaon to change and build on
10/2/22, 2:26 PM MBA 687 Project Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531188/View 4/15
3. Recommend two workforce development techniques to support employees adaptaon to change and build on
exisng skills and strengths. Consider the following (slides 56):
a. What do you want the employees of the U.S. branch to do differently?
b. How should the organizaons leadership support employees during the change, through training and
development programs to address the gaps?
4. Determine and review the best delivery channels for each communicaon based on the target audience analysis.
Select a minimum of three channels as part of a mul-prong communicaon strategy. You may include the following
informaon (slides 78):
a. What would be the communicaon meline for delivery of all messages? Create an outline.
b. How oen will the branchs change iniators communicate with this audience?
c. Outline communicaon responsibilies and assignments. Who is responsible for leading communicaons
with this audience?
5. Include your plan for a feedback loop to monitor and manage the communicaon campaign. (slides 910)
a. Determine metrics or key performance indicators (KPIs) to track the success of the communicaon campaign.
b. Outline how the metrics will be implemented and tracked through a feedback loop.
B. Execuve Leer
Write an execuve leer to the VP of the U.S. branch recommending a strategy and best pracces for sustaining the change
efforts. Specifically, you must address the following criteria:
1. Recommend one strategy for evaluang the business impact of change.
a. How can they sustain change efforts through performance management?
2. Recommend two best pracces for ensuring new skills are applied on the job.
a. Include at least one reinforcement technique leadership can use to sustain change.
What to Submit
To complete this project, you must submit the following:
Part One: Change Readiness/Needs Assessment Audit Report
Submit a 2- to 3-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Sources should
be cited according to APA style. Consult the Shapiro Library APA Style Guide for more informaon on citaons.
Part Two: Change Management Plan
Submit a 7- to 9-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Sources should
be cited according to APA style. Consult the Shapiro Library APA Style Guide for more informaon on citaons.
Part Three: Change Management Communicaon Plan and Change Connuity Recommendaons
Change Management Communicaon Plan (Presentaon)
Submit a recorded PowerPoint presentaon with 1012 slides. Sources should be cited according to APA style. Consult the Shapiro
Library APA Style Guide for more informaon on citaons.
Note: Remember to use both on-screen text and narraon or speaker notes in your PowerPoint slides to convey your
informaon effecvely. For example, you can use brief, bulleted lists on the slide and include detailed explanaons in
your narraon or speaker notes. A resource explaining how to add narraon to your presentaon can be found under
Supporng Materials below.
Execuve Leer
Submit 2- to 3-page Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Sources should
be cited according to APA style. Consult the Shapiro Library APA Style Guide for more informaon on citaons.
Supporng Materials
The following resources support your work on the milestone submissions and the project:
1. Case for Change Guide: This document will provide you with instrucons on what to include in the change readiness report.
2. Employee Engagement Surveys: This document presents the results of the most recent employee engagement survey.
3. Exit Interviews: This document presents the views of employees who voluntarily le the company.
4. Forms of Resistance Grid: The infographic presents the forms of resistance that learners can use as a reference to idenfy
forms of resistance in the change readiness report
http://libguides.snhu.edu/apa
http://libguides.snhu.edu/apa
http://libguides.snhu.edu/apa
http://libguides.snhu.edu/apa
https://learn.snhu.edu/content/enforced/1144762-MBA-687-Q1962-OL-TRAD-GR.22TW1/Course%20Documents/MBA%20687%20Milestone%20Two%20Case%20For%20Change%20Guide.docx?_&d2lSessionVal=tvsl8YPYOPXSRpEtwebRkYn2q&ou=1144762
https://learn.snhu.edu/content/enforced/1144762-MBA-687-Q1962-OL-TRAD-GR.22TW1/Course%20Documents/MBA%20687%20Employee%20Engagement%20Surveys.pdf?_&d2lSessionVal=tvsl8YPYOPXSRpEtwebRkYn2q&ou=1144762
https://learn.snhu.edu/content/enforced/1144762-MBA-687-Q1962-OL-TRAD-GR.22TW1/Course%20Documents/MBA%20687%20Exit%20Interviews.pdf?_&d2lSessionVal=tvsl8YPYOPXSRpEtwebRkYn2q&ou=1144762
https://learn.snhu.edu/content/enforced/1144762-MBA-687-Q1962-OL-TRAD-GR.22TW1/Course%20Documents/MBA%20687%20Milestone%20One%20Forms%20of%20Resistance%20Grid.pdf?_&d2lSessionVal=tvsl8YPYOPXSRpEtwebRkYn2q&ou=1144762
10/2/22, 2:26 PM MBA 687 Project Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531188/View 5/15
forms of resistance in the change readiness report.
5. Leaders Self-Evaluaons: This document includes self-evaluaons draed by managers, which is part of the performance
management process.
6. U.S. Branch Overview: This document provides data regarding the U.S. branchs financial posion and structure.
7. Vision, Mission, and Strategic Goals: This will include the CEOs compelling vision as translated by the VP.
Reading: Record a Presentaon
Use this resource to learn how to record your PowerPoint presentaon with narraon and video.
Resource : MBA Research Guide
This Shapiro Library resource will help you find any addional informaon you may need to complete the project.
Website: Hofstede’s Cultural Dimension Model allows the single reproducon of limited parts for use in a thesis or academical
arcles
Criteria Exemplary (100%) Proficient (85%)
Needs Improvement
(55%)
Not Evident (0%) Value
Create Visuals Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Creates visuals that
indicate areas that
need to change and
that jusfy the
selecon of data
points from the
employee
engagement survey
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include creang
visuals that indicate
at least two areas
that need to change,
based on the data
points from the
employee
engagement survey
Does not aempt
criterion
10
Employees’
Confidence
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Discusses
employees
confidence in change
management
pracces, including
whether employees
have a high degree
of willingness and
confidence in the
companys change
management
pracces, the
urgency for change
at the employee and
leadership level, the
middle manager’s
role in creang an
adopon mindset,
and how leadership
styles and power
distribuon impacts
change readiness
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include discussing all
factors related to
employees
confidence in change
management
pracces, such as
their willingness and
confidence in the
change management
pracces, the
urgency for change
at the employee,
team lead, and
leadership level;
describing the
middle managers
role in creang an
adopon mindset,
including how would
Does not aempt
criterion
5
Project Rubric
https://learn.snhu.edu/content/enforced/1144762-MBA-687-Q1962-OL-TRAD-GR.22TW1/Course%20Documents/MBA%20687%20Leaders%20Self%20Evaluations.pdf?_&d2lSessionVal=tvsl8YPYOPXSRpEtwebRkYn2q&ou=1144762
https://learn.snhu.edu/content/enforced/1144762-MBA-687-Q1962-OL-TRAD-GR.22TW1/Course%20Documents/MBA%20687%20US%20Branch%20Overview.pdf?_&d2lSessionVal=tvsl8YPYOPXSRpEtwebRkYn2q&ou=1144762
https://learn.snhu.edu/content/enforced/1144762-MBA-687-Q1962-OL-TRAD-GR.22TW1/Course%20Documents/MBA%20687%20Vision%20Mission%20and%20Strategic%20Goals.pdf?_&d2lSessionVal=tvsl8YPYOPXSRpEtwebRkYn2q&ou=1144762
https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33
https://libguides.snhu.edu/c.php?g=1104736&p=8054577
10/2/22, 2:26 PM MBA 687 Project Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531188/View 6/15
including how would
they serve as a
bridge between the
senior leaders and
the frontline staff
and whether they
are ready to take
ownership of the
proposed change
Opportunies to
Increase Change
Readiness/ Trust
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Discusses
opportunies to
increase change
readiness or trust
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include discussing at
least one
opportunity to
increase change
readiness or trust
Does not aempt
criterion
5
Cultural
Consideraons
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Discusses two
dimensions of
Hofstede’s cultural
dimension model
that might impact
the cross-cultural
communicaon and
business pracce
differences
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include relang
about individualism
or any other chosen
dimension from
Hofstede’s cultural
dimension model
with the company
data
Does not aempt
criterion
5
Key Stakeholders Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Idenfies key
stakeholders or
sponsors for the
change process
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include idenfying at
least one key
stakeholder
Does not aempt
criterion
2
Stakeholders Role
Significance
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Discusses how key
stakeholders or
sponsors can play a
role in ensuring the
success of the
change iniave
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include discussing at
least one instance of
a stakeholder playing
a role in ensuring the
success of the
change iniave
Does not aempt
criterion
3
10/2/22, 2:26 PM MBA 687 Project Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531188/View 7/15
change iniave
Strategic Goals Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Clearly outlines
strategic goals for
the change
management plan
that are aligned to
the organizaons
strategic goals
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include idenfying
goals for the change
management plan
Does not aempt
criterion
5
Improvements to
Organizaonal
Systems
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Explains how
improvements made
to certain
organizaonal
systems or processes
can ensure that
changes are
successfully
implemented and
sustained
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include explaining
how improvements
made to certain
organizaonal
systems or processes
can ensure that
changes are
successfully
implemented and
sustained
Does not aempt
criterion
2
Enhancement
Strategies for
Team
Collaboraon
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Recommends
strategies to improve
team collaboraon
by encouraging
individual performers
to become team
players and building
trust in leadership
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include
recommending at
least one strategy to
encourage
employees to
become team
players, or
recommending at
least one strategy to
build trust in
leadership
Does not aempt
criterion
3
Change
Management
Model
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Selects a change
management model
and explains the
reason for selecon,
its benefits, and how
it will be used
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include selecng a
change management
model and explaining
at least one reason
for the selecon and
its benefits and how
Does not aempt
criterion
5
10/2/22, 2:26 PM MBA 687 Project Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531188/View 8/15
its benefits, and how
the model will be
used
Implementaon
Steps
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Describes the
implementaon
steps for change
management
planning, which
include removal of
roadblocks,
conngency
planning, and
milestones or
measures for the
success of the plan
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include
implementaon
steps for change
management
planning, which
include removal of
roadblocks,
conngency
planning, and
milestones or
measures for the
success of the plan
Does not aempt
criterion
5
Audience Analysis Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Performs a target
audience analysis
and raonally
defines the audience
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include performing
the target audience
analysis and defining
the audience
Does not aempt
criterion
5
Communicaon
Objecves
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Determines
audience-specific
communicaon
objecves including
the reason for
communicaon,
topics for
communicaon,
WIIFM, and new
performance
expectaons; also
uses a story or
graphic in the
communicaon plan
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include determining
audience-specific
communicaon
objecves, including
the reason for
communicaon,
topics for
communicaon,
WIIFM, and new
performance
expectaons
Does not aempt
criterion
5
Workforce
Development
Technique
Exceeds proficiency
in an exceponally
clear, insighul,
sophiscated, or
creave manner
Recommends
workforce
development
techniques including
methods to improve
employee
Shows progress
toward proficiency,
but with errors or
omissions; areas for
improvement may
include
Does not aempt
criterion
5
10/2/22, 2:26 PM MBA 687 Project Guidelines and Rubric – MBA-687-Q1962 Leading Organizational Change 22TW1
https://learn.snhu.edu/d2l/le/content/1144762/viewContent/20531188/View 9/15
employee
engagement and to
support employees
adaptaon to change
through training
include
recommending two
workforce
development
techniques, including
a recommendaon
to improve employee
engagement and for
the company’s
support through
training
Delivery Channel Exceeds proficiency
SHOW MORE…
hw
see instructions in the attachment
Revision
Revision is an essential part of the process of writing. Revision literally means to “see again,” and it focuses on more than editing or proofreading. Revision focuses on issues such as
Strengthening a paper’s argument
Strengthening consideration
and overcoming of opposing views
Strengthening a paper’s organization
Strengthening a paper’s use of sources
Revision.pptx
Revision.pptx – Alternative Formats
For this weeks discussion, you will revise a paragraph of your essay and post it to the forum. Do not focus on grammar, spelling, or citations. Focus on higher order points in writing such as argumentation, organization, and use of sources. You will then identify the revised elements and reflect on why the revision has improved the writing. Be sure to post the before and after revision paragraphs.
For your initial post (300 words minimum):
Revise one paragraph from Week 3 essay. Post the before and after versions of the paragraph.
In a third and separate paragraph answer the following questions:
What did you revise? Why?
How did this improve the paragraph?
What worked well?
What did you learn from writing and revising?
Specify points from your texts that you drew on to make these revisions. Week 3 Assignment
Our Blind Spot about Guns Article by Nicholas Kristof Analysis
Joselyne Sanchez
Keiser University
Lowrie Fawley
English Composition I ENC 1101
October 15, 2022
Our Blind Spot about Guns Article by Nicholas Kristof Analysis
Gun regulation is perhaps one of the most controversial issues in America today. A section of Americans supports regulations, while others oppose them. Recently, there has been a rise in gun-related deaths attributed mainly to the mass shootings that have been on the rise. In his article,
Our blindspot about Guns, Kristof ( 2014) argues that guns, just like cars, should be regulated as this will reduce gun-related deaths by a third.
Kristof (2014) argues that guns, like vehicles, need to be regulated in his article. He further states that since cars have been regulated, the number of deaths linked to cars has dramatically reduced. He argues that if cars meant for transportation can be regulated, how about guns used primarily to kill? He adds that gun related deaths have significantly increased in the past years. He argues that when the question of gun regulation is brought up, people are quick to justify how cars kill people, and the same cars are not confiscated after that. This, he argues, shows how people have a blind spot for gun regulation in America. Kristof argues that regulating guns may not prevent people from killing, but it will reduce the number of deaths caused by guns every year. In a nutshell, Kristof argues that gun restrictions and regulations should be increased, just like cars, to reduce the number of deaths caused by guns.
Kristof (2014) uses comparison and contrasting strategies in his writing. He compares car regulations to gun regulations. He argues that fatality rates have been reduced by 95 percent due to car regulations. He then argues that the same margin would reduce gun-related deaths if guns were regulated like cars. By comparing and contrasting Kristof’s measures and strict regulations on cars have reduced car-related deaths by a considerable margin, Kristof proves that when the same is done on guns, the same effect will be achieved. Another strategy used by Kristof uses cause and effect. He argues that the lack of regulations on gun usage has led to increased gun-related deaths. Therefore guns should be restricted and regulated.
Kristofs writing strategies are very effective. The compare and contrasting strategy are effective because it gives the reader a clear picture of what would happen if guns were regulated. To do this, Kristof gives the statistics of car-related deaths in the 1920s, which by 2014 would have translated to 715,000 deaths. He points out that car deaths have been reduced by more than 95%. Kristof’s use of such raw data gives the reader a more precise picture than generic words such as ‘many’ or ‘a lot.’ He then argues that 10,000 deaths would be saved each year if guns were regulated. The combination of compare and contrast strategy and statistics is more effective and convincing than if the author had just given reasons why guns should be regulated.
I agree with Kristofs argument that gun use should be regulated in America. It makes no sense that cars used primarily for transport are regulated, yet guns for killing are not regulated. ( “Regulate Guns for Safety.” 2014) In recent years, gun deaths have increased because guns are in the hands of the wrong people. Mass shootings in schools and public places are just an example of how guns are in the hands of the wrong people and this needs to be addressed. According to Greene-Collozzi and Silva (2022), approximately 634 firearms were used in 348 mass shootings between 1966-2018. The sheer number of guns used in these mass shootings supports my argument that insufficient gun regulation in America has led to increased mass shootings in the recent past.
In this study, Greene-Collozzi and Silva(2022) examine the guns used in the 348 mass shootings. They examined the type and number of guns used, the legality and attainment strategies, the regulations in place at the time of the shootings, the impact of these shootings on gun regulations and lastly, the impact of these regulations on the casualties. They found out that single handguns were mainly used during mass shootings, though, in some shootings, two to three firearms were used. Secondly, they also established that 70% of the guns used were legally obtained. Lastly, they also established that the existing gun regulations at the time of these mass shootings had little effect on the mass shootings. Only purchasing permits significantly affected the casualties. States which had purchasing permits and registration limits recorded fewer mass shootings. Evidence from this study shows that the majority of gun regulations as they are do little to prevent mass shootings and gun-related violence. These regulations are either ineffective or too few to effect any change. It means that more purchasing permits and registration limits should be implemented throughout the states if any change is to be observed.
In his article, Kristof’s target audience is the government. The government and, more specifically, congress are responsible for implementing laws that regulate the purchase, ownership and use of guns. Kristof (2014) poses a question at the end of the article asking why politicians can’t be reasonable when dealing with guns as they were when regulating cars.
One argument that is often used against gun control and regulation is that gun regulations do not affect criminals but law-abiding citizens. They argue that criminals do not follow these regulations when obtaining guns, but they find ways of obtaining guns illegally. What they fail to recognize is that these criminals often obtain these guns illegally because there are a lot of guns in circulation. If the government tightened gun purchase and registration regulations, fewer guns would be in circulation, making it even harder for criminals to access them. Secondly, not only criminals kill using guns; even law-abiding citizens sometimes kill. Homicide cases are on the rise, and many of those cases are people with no criminal record. Guns should be regulated even if it does not affect the acquisition of guns by criminals.
In conclusion, Kristof (2014) argues that guns should be regulated like cars. The regulations will help reduce gun-related deaths by a third. In addition, mass shootings and homicide cases will reduce if purchase licenses are required for guns and if the number of registrations per month is reduced.
Reference Page
Greene-Colozzi, E. A., & Silva, J. R. (2022). Contextualizing firearms in mass shooting incidents: A study of guns, regulations, and outcomes.
Justice Quarterly,
39(4), 697-721.
Nicholas Kristof, (July 30, 2014). Our Blind Spot About Guns: retrieved from:
https://www.nytimes.com/2014/07/31/opinion/nicholas-kristof-our-blind-spot-about-guns.html
Regulate Guns for Safety.”
New York Times, August 5, 2014, p. A20(L).
Gale In Context: Opposing Viewpoints, link.gale.com/apps/doc/A377335269/OVIC?u=lirn99776&sid=bookmark-OVIC&xid=723e896d. Accessed October 13, 2022. Revision:
The heart of writing.
Revision is not about finding errors; its finding life in our writing
.
Paragraph or Essay Structure
Appropriate title indicates the essays topic.
Paper addresses allrequirements. (see rubric)
Paper is logically organized and flows well.
Do the body paragraphs discuss main purpose and move the story forward.
Each paragraph has a clear topic sentence and moves the essay forward
Effective conclusion does more than simply repeat the introduction.
Sentence Structure:
Review sentence variety and construction as well as word choice and conciseness
Correct all comma splices, run-ons, and fragments. All sentences include complete thoughts, containing a subject and a verb.
Strive for sentence variety. Vary lengths and structure using different beginnings, such as prepositional phrases, transition words, or dependent clauses.
Transition words (therefore, however, in addition, etc.) ensure writing flows smoothly, connecting related thoughts or signaling shifts in ideas.
Sentences are concise. Avoid being wordy.
Language and Tone
Language is appropriate for audience (formal writing)
Point of view is consistent (first person/narrative essay; third person/persuasive essay).
No announcing what essay will do. Do not refer to the essay itself.
Essay does not talk down to reader, or make assumptions (avoid expressions like obviously, as you know, it is clear)
Grammar & Mechanics
Sentences correctly punctuated.
Words are properly capitalized (including I)
No words inadvertently omitted.
Subject and verb of each sentence agree.
Verbs are consistent in tense (past, present, future)
Pronouns properly refer to their antecedents.
Spelling errors corrected including words spell check does not catch (their/there/theyre; its/its)
APA
Paper is properly formatted in APA.
Sources are documented with in-text citations and corresponding reference page.
Common strategies
Read it out loud.
Have someone else read it to you or use a reading program to hear it.
For spelling read it Backwards
Read with a specific goal in mind: Sentences fragments, run ons only
Read for APA only
The best you
The best writing
image2.jpeg
image5.jpeg
image6.png
image3.jpeg
image4.jpeg
image7.jpg
image1.jpeg