refer to the attached files after I confirm the writerUNIT OUTCOMES LO Unit Outcome Assessment Criteria Evidence LO1 Compare ways in which change impacts on an organisation’s strategy and operations Compare organisational examples and assess drivers for change (by using PESTLE and SWOT analysis) and change impact analysis by applying Bohner and Arnold’s process model, to draw recommendations and conclusions for planning effectively for change. Report / Presentation LO2 Evaluate the influences that drivers of change have on organisational behaviour. Evaluate internal and external drivers (PESTLE and SWOT analysis) of change affecting leadership, team and individual behaviours, and evaluate measures taken to minimise negative impacts, and apply Burke-Litwin’s models and theories to critically evaluate organisational response and finally, draw conclusions and recommendations for planning effectively for change. LO3 Determine how barriers to change influence leadership decision making. Explain different barriers to change influencing leadership decision making by applying Edgar Schein’s organisational culture model, self-efficacy perceptions and situational resistance and finally, critically evaluate the use of force field analysis in the context of meeting organisational objectives. Apply a range of leadership approaches to a change initiative. Apply different leadership approaches to deal with change and critically evaluate the effectiveness of leadership framework such as Kotter’s 8step change model and Lewin’s change management. AIM OF ASSIGNMENT: The aim of this unit is to prepare students to anticipate, plan and deliver organisational change. In addition, students will be able to predetermine appropriate and timely interventions required to maximise the benefits and minimise the risk of organisational change. On successful completion of this unit, students will have developed sufficient knowledge and understanding of leadership in the context of organisational change to make an effective and immediate contribution to the way in which an organisation determines and responds to change drivers. Students will also be in a strong position to contribute to change initiatives as well as to consider the strategies required to change resistors. SUBMISSION FORMAT: Part 1: The submission is in the form of an analysis and impact report. This should be written in a concise, formal business style using single spacing and font size 10. You are required to make use of headings, paragraphs and subsections as appropriate, and all work must be supported with research and referenced using the Harvard referencing system. Please also provide a bibliography using the Harvard referencing system. The recommended word limit is 3,500 words, although you will not be penalised for exceeding the total word limit.

In both for-profit and not-for-profit organizations, statistics are critical pieces of information that allow decision makers to steer the organization in directions that are in the organization's best interest. Data is acquired from many sources, some within the organization, and some from outside the organization. The government tracks data on many different aspects of society (including industrial output). The following questions will guide your thinking about the uses of data and information. Select any one of the following starter bullet point sections. Review the important themes within the sub questions of each bullet point. The sub questions are designed to get you thinking about some of the important issues. Your response should provide a succinct synthesis of the key themes in a way that articulates a clear point, position, or conclusion supported by research.  In any business, the quality of decisions is often related to the quality of information. For instance, effective product marketing entails combining the right offering (keeping in mind that products are bundles of attributes and different bundles, or combinations of attributes, will appeal to different prospective buyers) with the right target buyer group. Knowing what constitutes the right offering and the right prospective buyer group usually involves data analysis. In general, using data to shape or guide business decisions entails a progression along the continuum of data ? information ? knowledge. Determine the difference between data, information, and knowledge. Define the point at which data become information and information becomes knowledge. Explain why meaningful and correct data analysis—statistics—is important in using the volumes of available business data. Support your discussion with relevant examples, research, and rationale. Assume you are a marketing analyst working for a manufacturer of ready-to-eat cereal. You are given detailed sales data for the past year and asked to create a report showing the differences between the four sales regions (north, south, east, and west) in terms of sales volume, profitability, and changes in sales volume and profitability; marketing expenditures and changes in marketing expenditures; and per capita sales and marketing expenditures. Evaluate which of the four types of data (nominal, ordinal, interval, and ratio) is the sales data you are working on. Compare specific statistical techniques and charts you could use to depict differences, specifically addressing each of the categories constituting your report. Determine which techniques and charts you would use. Then explain why you believe that the techniques and charts you have chosen would be appropriate. Support your discussion with relevant examples, research, and rationale. You are analyzing the cross-store sales of a grocery store chain. As part of your analysis, you compute two measures of central tendency—mean and median. The mean sales are $358.4 million, and the median sales are $163.1 million (per store). To quantify the average sales per store, evaluate which of the two measures would you use and why. Support your discussion with relevant examples, research, and rationale.