Assessment Guide MBA 5005 - Managing Human Capital For the assessment of MBA Unit 5005, there are three assessment tasks you have to fulfil in order to complete the unit. Details are given in the unit descriptor and on “Studyboard@VIT”. Some clarification on each assessment: 1. 2. 3. ASSESSMENT 1: Discussion Participation: You will be assessed based on your accessible login on LMS, using the CHAT on the LMS. Also, your interaction through email etc. with faculty and coordinators in Australia will be considered. No assessment is undertaken by any other facilitator. ASSESSMENT 2: Individual Report - Scenario Case Study: You will individually develop and complete three scenario case studies, each with a different deliverable focus (PowerPoint presentation, reports, communication exercises). The scenarios are based around a single organisation and may include reporting student assessment of the impact of introducing performance management; handling economic shock in organisations or crisis management planning. ASSESSMENT 3: Small Group Presentation: In groups of 3-4, you will complete a power point presentation. The presentation is based on a single global organisation and must include human resource turnaround strategies; research informed cultural improvement initiatives; specifying senior executive position requirements and utilising available linked in profiles to identify candidates. Assessment time table: NO. ASSESSMENT NAME DATE OF SUBMISSION Week 2, 3, 4, 5 Due by Sunday, 11:55pm 1 Discussion Participation: 20% weightage 2 Individual Scenario Case Study: 40% weightage Week 4 Due by Friday, 11:55pm 3 Small Group Presentation: 40% weightage Week 6 Due by Friday, 11:55pm 1 Each week our LMS will guide you for that particular week, these all are the course requirement of our MBA programme. For each assessment, our “Studyboard@VIT” will provide details on assessment task and guidelines including how you will be assessed on each assessment task, marking criteria and so on. The Following Instruction strictly applicable all through our MBA Programme; > 1. The assessments are an important part of unit progression and are to be attended to diligently. Hence, no attempt at an assessment means no marks. > 2. No assessment is allowed beyond a time limit as given and announced and therefore, to be submitted in time. Late submission would attract 10%-mark deductions for each day late submission. > 3. Assessment must be followed as per the guidelines provided. For example, if the assessment is on writing report with 2000 words, the word count is important. Where the word count deviates by more than 10%, there will be a 10% mark deduction. > 4. All assessments must be submitted to VIT, Australia and will be checked, marked and provided with feed back. All assessment must be undertaken by VIT, Australia. > 5. Assessment can be submitted only on LMS who will scan the assignments/answer papers and will submit on the same day to VIT, Australia. > 6. The final mark is the weighted assessment marks across the entire unit. > 7. Students are required to achieve at least 40% in each assessment component and an overall mark of 50% to achieve a pass grade in the unit. If a student does not achieve 40% in an assessment and the overall mark for the unit is more than 50%, then a mark of 49% will be recorded for the unit > 8. The authorised agent/ local facilitator can help students understand the various parts of the assessment and also will be appointed as “Invigilator” (supervision only) for the assessment. Note - For all assignments, the preferred layout is in 12-point Calibri, with 1.5 line spacing, 5 centimetres left-hand margins and bold headings. Whenever you use the ideas and arguments of other writers, you must make reference to the writers and their work. By acknowledging the work of others, you avoid plagiarism. The APA style requires a reference list at the end of your assignment. It is arranged in alphabetical order by author surname. For further Enquiry or clarification, you can contact coordinator through emails. Further details on each assessment for MBA 5005 is given in the subsequent pages. 2 Assessment 1 Discussion Participation: Weightage 20% Guidelines > 1. In this class, on line discussion will count towards your overall grade for the course. The purpose of the discussion board is to frame and promote collaborative learning. Active and regular participation is not only important from the lecturer’s point of view but is also important for you in learning the course content and in developing your thoughts and position on various topics. The Assessor will be asses you on the following > 2. You are expected to participate in at least 3 different forums. You should begin at least one thread and provide at least three posts in response to other participants’ threads. Posting should be a minimum of one short paragraph and a maximum of two paragraphs. Word totals for each post should be in the 100-200 words range. > c. Pose new possibilities or opinions not previously voiced. > 3. While on discussion: You agree or disagree explain why with supporting evidence and concepts from the readings or a related experience. Include a reference, link, or citation when appropriate. Discussion and Participation: > a. Are made in a timely fashion, giving others an opportunity to respond. > b. Are thoughtful with appropriate analysis of the content or question asked. > d. Are ideas are expressed clearly, concisely. Uses appropriate vocabulary. Is attentive to spelling and grammar. > e. Spend the time construct creative, challenging and engaging discussion assignments, which promote participation. > 4. While on discussion: Be organized in your thoughts and ideas. Incorporate correlations with the assigned readings or topics. Stay on topic. Provide evidence of critical thinking in your responses or interactions Avoid summarizing. > 5. During the discussion: Contribute to the learning community by being creative in your approaches to topics, being relevant in the presented viewpoints, and attempting to motivate the discussion. > 6. In discussion: Be aware of grammar and sentence mechanics. Use proper etiquette. > 7. Remember that being respectful is critical at all times in the classroom, online and during forum chat discussions. 3 Grading Criteria Assessment Task 1: Forum Discussion (20%) Criteria Excellent (A 80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Context and critical thinking ✓Comments always insightful & constructive ✓Uses appropriate terminology. ✓Comments balanced between general impressions, opinions & specific, thoughtful criticisms, or contributions. ✓Comments mostly insightful & constructive ✓Mostly uses appropriate terminology. ✓Comments are mostly relevant with the discussion ✓Comments are occasionally insightful & constructive. ✓Occasionally use appropriate terminology ✓Comments are occasionally too general or not relevant to the discussion. ✓Comments are sometimes constructive, with occasional signs of insight. ✓Student does not use appropriate terminology. ✓Comments not always relevant to the discussion. ✓Comments are uninformative. ✓Lacking in appropriate terminology. ✓Heavy reliance on opinion & personal taste. Disciplinary Knowledge ✓Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively. ✓Shows critical understanding of the issue presented and demonstrates depth and accuracy of understanding. ✓Disciplinary knowledge is clearly presented and uses disciplinary language competently. ✓Shows a proficient awareness of the issue presented and demonstrates accuracy of understanding. ✓Disciplinary knowledge is presented and uses disciplinary language approaching competency. ✓Shows an awareness of the issue presented and demonstrates limited content understanding ✓Disciplinary knowledge lacks clarity and uses disciplinary language tentatively. ✓Shows an awareness of the issue presented and some evidence of gaining new understanding. ✓Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion. ✓demonstrates no evidence of gaining new understanding. Grammar and Vocabulary ✓Employs excellent discipline-based vocabulary relevant to the context and adheres to grammatical convention. ✓Employs a competent discipline-based vocabulary relevant to the context and adheres to grammatical convention. ✓Employs a developing disciplinary based vocabulary that adheres to the basic rules of grammar. ✓Demonstrates limited disciplinary based vocabulary that adheres to the basic rules of grammar, with a number of errors. ✓The task largely reverts to the use of non-discipline specific vocabulary with grammatical errors that interfere with meaning. Referencing ✓Employs an accurate academic referencing convention citing multiple sources. ✓Employs an accurate academic referencing convention citing multiple sources, with some errors. ✓Employs a basic academic referencing convention appropriate to the discipline, with an adequate number of sources. ✓Employs a basic academic referencing convention appropriate to the discipline with limited sources. ✓Shows unfamiliarity with, and inconsistent application of the conventions of academic referencing with inadequate sources. Timely participation Total marks It is important to check how student has been manage timing and promptness Comments 4 Marks Structure Assessment 2 Individual Scenario Case Study: Weightage 40% Guidelines Students will Individually develop and complete a scenario case studies. This assignment requires that you write a 3,000-word individual report. The scenario is based around a single organisation and may include reporting student assessment of the impact of introducing performance management; handling economic shock in organisations and crisis management planning. This will involve critically assessing the issues presented in the case alongside theory/literature and making recommendations for improvements to the management systems/approaches used by the case study organisation. Recommendations should demonstrate your understanding of best practice concepts in the academic literature and should provide examples of how organisational policy and practices can be revised to improve efficiency and/or effectiveness of operations. Process of the written Assessment: In a scenario case study, you should investigate a business problem, examine the alternative solutions, and propose the most effective solution using supporting evidence. Case study report should be written in appropriate business language so that your analysis and discussion have an objective tone. Your writing should be clear and concise and be in your own words. Use headings to guide the reader and include tables or diagrams that make the case clearer. The scenarios are based around a single organisation selected by the students, where based on the real case, student need to develop and complete a report based on three different areas: > 1. Introducing performance management > 2. Handling economic shock in organisations > 3. Crisis management planning The characteristics of a Scenario Case Study are: A case scenario is a detailed report of a company, industry, person, or a project over a particular time period. Cases are used as a basic tool for group discussion which enables the participating student to take up the roles of key players in actual business situations. The case method describes real management issues in real companies. What to be included in a case scenario? > Introduces the case, including the background and the scenario. > Describes the purpose and the background of the study and the specific questions you are trying to answer. > Describe what you found through your investigations, e.g. the main themes that came out in interviews, responses to questionnaires, significant observations. > Explain the significance of the study and what can be learnt from it. > Note that a case study is a study of a situation so you can’t generalise the results to all other situations. That means your report should focus on what can be learnt about that situation and the individuals involved. > Recommendations provides proposals for future action to solve the problem or improve the situation. Uses of case scenarios strengthen practical thinking as well as allow students to study those specific examples and apply that knowledge to new, though relatable, situations. The effectiveness of this instructional strategy is accomplished through an appropriate situation in which a problem relates to both the interests and experience levels of the involved students. Scenario case studies also provides the opportunity for group brainstorming. How to present a high-quality scenario case study? > Analyse the problem > Provide solution > Reveal real business difficulties > Include specific, quantifiable results > Build suspense, have a satisfying conclusion > Solve a generalizable business problem 5 Grading Criteria Assessment Task 2: Case study (40%) Criteria Excellent (A 80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Argument and Context ✓Excellent, logically developed structure matched to the task. ✓Generates a highly developed, focused, and sustained argument(s) related to the essay topic ✓Uses logically developed structure matched to the task. ✓Generates developed and focused argument(s) related to the essay topic. ✓Uses somewhat logical structure of paragraphs but with errors. ✓Generates few developed and focused argument(s) related to the essay topic. ✓Poor logic in structure of paragraphs. ✓Poor development and focus of argument(s) related to the essay topic. ✓Paragraph structure is not clear, well ordered, or logical. ✓Generates a series of statements or claims without connecting these to form a clear, logical argument. Critical Thinking ✓Classifies multiple perspectives employing and integrating theory very well. ✓Explores relationships between component elements/variables. ✓Integrates perspectives to develop insights. ✓Classifies perspectives employing and integrating some theory. ✓Explores relationships between component elements/variables. ✓Integrates contrasting perspectives to develop insights. ✓Identifies, compares, and contrasts perspectives in a wider context with limited theoretical application. ✓Organises component elements/variables in a given framework. ✓Formulates a response that integrates perspectives ✓Poor comparison and contrast of key perspectives with limited theoretical application. Poor organisation of elements/variables in a given framework. ✓Response does not integrate contra ✓Does not compare and contrast key perspectives. ✓Unable to organise elements/variables in a given framework. ✓Response does not integrate contrasting perspectives on the issues. Disciplinary Knowledge ✓Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively. ✓Shows critical understanding of the issue presented and demonstrates depth and accuracy of understanding. ✓Disciplinary knowledge is clearly presented and uses disciplinary language competently, ✓Shows a proficient awareness of the issue presented and demonstrates accuracy of understanding. ✓Disciplinary knowledge is presented and uses disciplinary language approaching competency, ✓Shows an awareness of the issue presented and demonstrates limited content understanding ✓Disciplinary knowledge lacks clarity and uses disciplinary language tentatively. ✓Shows an awareness of the issue presented and some evidence of gaining new understanding. ✓Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion, ✓Demonstrates no evidence of gaining new understanding. Grammar and Vocabulary ✓Employs excellent discipline-based vocabulary relevant to the context and adheres to grammatical convention. ✓Employs a competent discipline-based vocabulary relevant to the context and adheres to grammatical convention. ✓Employs a developing disciplinary based vocabulary that adheres to the basic rules of grammar. ✓Demonstrates limited disciplinary based vocabulary that adheres to the basic rules of grammar, with a number of errors. ✓The task largely reverts to the use of non-discipline specific vocabulary with grammatical errors that interfere with meaning. Referencing ✓Employs an accurate academic referencing convention citing multiple sources. ✓Employs an accurate academic referencing convention citing multiple sources, with some errors. ✓Employs a basic academic referencing convention appropriate to the discipline, with an adequate number of sources. ✓Employs a basic academic referencing convention appropriate to the discipline with limited sources. ✓Shows unfamiliarity with, and inconsistent application of the conventions of academic referencing with inadequate sources. Total Marks Comments 6 Marks Structure Please take take note for your assignment: > a. Structure the written report: Background information is relevant, Issues are logically ordered, Recommendations clearly relate to the issues. > b. Identify main issues: Prioritise choices, justify and prioritise issues chosen rovide solution > c. Analyse the issues: Each issue is discussed using relevant concepts and principles. Insight is shown in analysing the information. > d. Discuss alternatives: Consider all viable short term and long-term alternatives to solve each issue. Examine the advantages and disadvantages of each alternative. > e. Explain resources: Individuals from the case, time frame and monitoring processes required for the recommendations to be put into practice uild suspense, have a satisfying conclusion. > f. Write clearly and concisely: Arguments are explicit and succinct, appropriate headings are used, grammar and spelling are accurate. 7 Assessment 3 Small Group Presentation - Weightage 40% Guidelines complexity of the real world “messy” problems by learning from the information presented by other teams. In groups of 3-4, students will complete a power point presentation. In this presentation you should investigate a business problem, examine the alternative solutions, and propose the most effective solution using supporting evidence. The presentation should be written in appropriate business language so that your analysis and discussion have an objective tone. Your writing should be clear and concise and be in your own words. Stage Two – Giving the Presentation The presentations have three main objectives: > 1. To give students the opportunity to develop and test their skills of presentation in a supportive environment; Process of the Presentation: > 2. To give students the opportunity to get feedback on the level and depth of their analysis from tutors and peers which will help them to improve the quality of their work for subsequent courseworks; and The presentation is based on a single global organisation selected by the small group of students, where based on the real case, student need to develop and complete a power point presentation with different issues focus as detailed below: > 3. To allow students to develop a deeper insight into the complexity of the real world “messy” problems by learning from the information presented by other teams. > 1. Resource turnaround strategies > 2. Research informed cultural improvement initiatives > 3. Specifying senior executive position requirements and utilising available linked in profiles to identify candidates Stage Three – Improving Your Performance The focus of the presentation stage is to give students feedback which will help them to improve future performance (see below for further details of how the presentation is evaluated) For the presentation, software packages such as PowerPoint or Prezi can be utilised. The presentation should last between 12 and 15 minutes. Presentation structure What are the key stages in the learning and assessment process? Your presentation should have the following structure (max 10 slides or equivalent): Stage One – Working in a Group > Team members (1 slide) The module leader will facilitate the setting up of groups but you as a group need to allocation/select the examined company. Team members will have the responsibility to schedule meetings out-with class time to allocate tasks to individual team members, monitor progress and make arrangements for a rehearsal of the presentation prior to the event. Students must keep a record of all the group meetings. > Outline of the key issues (Q1 above) (2 slide) Stage Two – Giving the Presentation > Conclusion and Recommendation (1 slide) > Introduction of the organisation, background information, outline of the structure (1 slide) > Outline of the key issues (Q2 above) (2 slide) > Outline of the key issues (Q3 above) (2 slide) The presentations have three main objectives: IMPORTANT > 1. To give students the opportunity to develop and test their skills of presentation in a supportive environment; Submission requirements The submission of this coursework includes two steps: > 2. To give students the opportunity to get feedback on the level and depth of their analysis from tutors and peers which will help them to improve the quality of their work for subsequent courseworks; and > 1. Upload the group presentation including voiceover to Turnitin submission link. > 2. Prepare and upload a word document including the text of your presentation and the snapshot of the slides. > 3. To allow students to develop a deeper insight into the 8 Grading Criteria Assessment Task 3: Group Report and Presentation 40%) Criteria Excellent(A 80-100%) Very Good(B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Writing, Argument and Report Structure ✓Excellent logically developed structure matched to the task. ✓Generates a highly developed, focused, and sustained argument(s) related to the report. ✓Uses logically developed structure matched to the task. ✓Generates developed and focused argument(s) related to the report. ✓Uses somewhat logical structure of paragraphs but with errors. ✓Generates few developed and focused argument(s) related to the report ✓Poor logic in structure of paragraphs. ✓Poor development and focus of argument(s) related to the report ✓Paragraph structure is not clear, well ordered, or logical. ✓Generates a series of statements or claims without connecting these to form a clear, logical argument. Disciplinary Knowledge ✓Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively. ✓Shows critical understanding of the issue presented and demonstrates depth and accuracy of understanding. ✓Disciplinary knowledge is clearly presented and uses disciplinary language competently, ✓Shows a proficient awareness of the issue presented and demonstrates accuracy of understanding. ✓Disciplinary knowledge is presented and uses disciplinary language approaching competency, ✓Shows an awareness of the issue presented and demonstrates limited content understanding ✓Disciplinary knowledge lacks clarity and uses disciplinary language tentatively, ✓Shows an awareness of the issue presented and some evidence of gaining new understanding. ✓Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion. ✓Demonstrates no evidence of gaining new understanding. Presentation & Engagement convincing ✓Informative presentation that focuses on supporting its central argument in a convincing and compelling manner. Well-structured presentation ✓Uses clear, powerful appropriate language for student and academic audience ✓Coherently and logically structures the presentation. ✓Uses clear appropriate language for students, academic audience is convincing and compelling ✓Logically structures the presentation - approaching coherence, ✓Uses some appropriate language for student academic audience is somewhat convincing and/or compelling. ✓Attempts to structure the poster and presentation if somewhat incoherently. ✓Uses minimal appropriate language for the audience not convincing or compelling ✓Does not present a coherent and succinct explanation and ideas are not logically organised nor relevant to topic. ✓Does not appropriate language for the audience. Not convincing or compelling. Participation and Collaboration ✓An integrated contribution to the response to the task, which reflects critical assimilation of other group perspectives, reaching a balanced and well-founded conclusion, set of findings or recommendations. ✓A co-ordinated contribution to the response to the task, which reflects assimilation of other perspectives, reaching a qualified conclusion, set of findings or recommendations. ✓A response to the task which attempts to accommodate or draw upon each individual contribution in a coherent and structured fashion, reaching a tentative conclusion, set of findings or recommendations. ✓A response to the task, which reflects each individual contribution, and constructs a less than coherent, but plausible, conclusion, set of findings or recommendations ✓Response does not account for other contributions or is unable to effectively include other points of view to reach a plausible conclusion. Questions and Discussion ✓Responds to questions in a precise, persuasive manner with relevance to the poster presentation and refers to information that goes beyond ideas already presented. ✓Responds to questions in a precise manner with relevance to the poster presentation and refers to some information that goes beyond ideas already presented. ✓Responds to questions in an appropriate manner and with some relevance to the poster presentation, and shows knowledge and understanding of the topic ✓Responds to questions in an appropriate and coherent manner, but demonstrates a limited knowledge of the topic ✓Does not respond to questions or does so with little coherence and relevance to the topic. Total Marks Comments 9 Marks Structure Assessment Guide MBA 5005 - Managing Human Capital For the assessment of MBA Unit 5005, there are three assessment tasks you have to fulfil in order to complete the unit. Details are given in the unit descriptor and on “Studyboard@VIT”. Some clarification on each assessment: 1. 2. 3. ASSESSMENT 1: Discussion Participation: You will be assessed based on your accessible login on LMS, using the CHAT on the LMS. Also, your interaction through email etc. with faculty and coordinators in Australia will be considered. No assessment is undertaken by any other facilitator. ASSESSMENT 2: Individual Report - Scenario Case Study: You will individually develop and complete three scenario case studies, each with a different deliverable focus (PowerPoint presentation, reports, communication exercises). The scenarios are based around a single organisation and may include reporting student assessment of the impact of introducing performance management; handling economic shock in organisations or crisis management planning. ASSESSMENT 3: Small Group Presentation: In groups of 3-4, you will complete a power point presentation. The presentation is based on a single global organisation and must include human resource turnaround strategies; research informed cultural improvement initiatives; specifying senior executive position requirements and utilising available linked in profiles to identify candidates. Assessment time table: NO. ASSESSMENT NAME DATE OF SUBMISSION Week 2, 3, 4, 5 Due by Sunday, 11:55pm 1 Discussion Participation: 20% weightage 2 Individual Scenario Case Study: 40% weightage Week 4 Due by Friday, 11:55pm 3 Small Group Presentation: 40% weightage Week 6 Due by Friday, 11:55pm 1 Each week our LMS will guide you for that particular week, these all are the course requirement of our MBA programme. For each assessment, our “Studyboard@VIT” will provide details on assessment task and guidelines including how you will be assessed on each assessment task, marking criteria and so on. The Following Instruction strictly applicable all through our MBA Programme; > 1. The assessments are an important part of unit progression and are to be attended to diligently. Hence, no attempt at an assessment means no marks. > 2. No assessment is allowed beyond a time limit as given and announced and therefore, to be submitted in time. Late submission would attract 10%-mark deductions for each day late submission. > 3. Assessment must be followed as per the guidelines provided. For example, if the assessment is on writing report with 2000 words, the word count is important. Where the word count deviates by more than 10%, there will be a 10% mark deduction. > 4. All assessments must be submitted to VIT, Australia and will be checked, marked and provided with feed back. All assessment must be undertaken by VIT, Australia. > 5. Assessment can be submitted only on LMS who will scan the assignments/answer papers and will submit on the same day to VIT, Australia. > 6. The final mark is the weighted assessment marks across the entire unit. > 7. Students are required to achieve at least 40% in each assessment component and an overall mark of 50% to achieve a pass grade in the unit. If a student does not achieve 40% in an assessment and the overall mark for the unit is more than 50%, then a mark of 49% will be recorded for the unit > 8. The authorised agent/ local facilitator can help students understand the various parts of the assessment and also will be appointed as “Invigilator” (supervision only) for the assessment. Note - For all assignments, the preferred layout is in 12-point Calibri, with 1.5 line spacing, 5 centimetres left-hand margins and bold headings. Whenever you use the ideas and arguments of other writers, you must make reference to the writers and their work. By acknowledging the work of others, you avoid plagiarism. The APA style requires a reference list at the end of your assignment. It is arranged in alphabetical order by author surname. For further Enquiry or clarification, you can contact coordinator through emails. Further details on each assessment for MBA 5005 is given in the subsequent pages. 2 Assessment 1 Discussion Participation: Weightage 20% Guidelines > 1. In this class, on line discussion will count towards your overall grade for the course. The purpose of the discussion board is to frame and promote collaborative learning. Active and regular participation is not only important from the lecturer’s point of view but is also important for you in learning the course content and in developing your thoughts and position on various topics. The Assessor will be asses you on the following > 2. You are expected to participate in at least 3 different forums. You should begin at least one thread and provide at least three posts in response to other participants’ threads. Posting should be a minimum of one short paragraph and a maximum of two paragraphs. Word totals for each post should be in the 100-200 words range. > c. Pose new possibilities or opinions not previously voiced. > 3. While on discussion: You agree or disagree explain why with supporting evidence and concepts from the readings or a related experience. Include a reference, link, or citation when appropriate. Discussion and Participation: > a. Are made in a timely fashion, giving others an opportunity to respond. > b. Are thoughtful with appropriate analysis of the content or question asked. > d. Are ideas are expressed clearly, concisely. Uses appropriate vocabulary. Is attentive to spelling and grammar. > e. Spend the time construct creative, challenging and engaging discussion assignments, which promote participation. > 4. While on discussion: Be organized in your thoughts and ideas. Incorporate correlations with the assigned readings or topics. Stay on topic. Provide evidence of critical thinking in your responses or interactions Avoid summarizing. > 5. During the discussion: Contribute to the learning community by being creative in your approaches to topics, being relevant in the presented viewpoints, and attempting to motivate the discussion. > 6. In discussion: Be aware of grammar and sentence mechanics. Use proper etiquette. > 7. Remember that being respectful is critical at all times in the classroom, online and during forum chat discussions. 3 Grading Criteria Assessment Task 1: Forum Discussion (20%) Criteria Excellent (A 80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Context and critical thinking ✓Comments always insightful & constructive ✓Uses appropriate terminology. ✓Comments balanced between general impressions, opinions & specific, thoughtful criticisms, or contributions. ✓Comments mostly insightful & constructive ✓Mostly uses appropriate terminology. ✓Comments are mostly relevant with the discussion ✓Comments are occasionally insightful & constructive. ✓Occasionally use appropriate terminology ✓Comments are occasionally too general or not relevant to the discussion. ✓Comments are sometimes constructive, with occasional signs of insight. ✓Student does not use appropriate terminology. ✓Comments not always relevant to the discussion. ✓Comments are uninformative. ✓Lacking in appropriate terminology. ✓Heavy reliance on opinion & personal taste. Disciplinary Knowledge ✓Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively. ✓Shows critical understanding of the issue presented and demonstrates depth and accuracy of understanding. ✓Disciplinary knowledge is clearly presented and uses disciplinary language competently. ✓Shows a proficient awareness of the issue presented and demonstrates accuracy of understanding. ✓Disciplinary knowledge is presented and uses disciplinary language approaching competency. ✓Shows an awareness of the issue presented and demonstrates limited content understanding ✓Disciplinary knowledge lacks clarity and uses disciplinary language tentatively. ✓Shows an awareness of the issue presented and some evidence of gaining new understanding. ✓Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion. ✓demonstrates no evidence of gaining new understanding. Grammar and Vocabulary ✓Employs excellent discipline-based vocabulary relevant to the context and adheres to grammatical convention. ✓Employs a competent discipline-based vocabulary relevant to the context and adheres to grammatical convention. ✓Employs a developing disciplinary based vocabulary that adheres to the basic rules of grammar. ✓Demonstrates limited disciplinary based vocabulary that adheres to the basic rules of grammar, with a number of errors. ✓The task largely reverts to the use of non-discipline specific vocabulary with grammatical errors that interfere with meaning. Referencing ✓Employs an accurate academic referencing convention citing multiple sources. ✓Employs an accurate academic referencing convention citing multiple sources, with some errors. ✓Employs a basic academic referencing convention appropriate to the discipline, with an adequate number of sources. ✓Employs a basic academic referencing convention appropriate to the discipline with limited sources. ✓Shows unfamiliarity with, and inconsistent application of the conventions of academic referencing with inadequate sources. Timely participation Total marks It is important to check how student has been manage timing and promptness Comments 4 Marks Structure Assessment 2 Individual Scenario Case Study: Weightage 40% Guidelines Students will Individually develop and complete a scenario case studies. This assignment requires that you write a 3,000-word individual report. The scenario is based around a single organisation and may include reporting student assessment of the impact of introducing performance management; handling economic shock in organisations and crisis management planning. This will involve critically assessing the issues presented in the case alongside theory/literature and making recommendations for improvements to the management systems/approaches used by the case study organisation. Recommendations should demonstrate your understanding of best practice concepts in the academic literature and should provide examples of how organisational policy and practices can be revised to improve efficiency and/or effectiveness of operations. Process of the written Assessment: In a scenario case study, you should investigate a business problem, examine the alternative solutions, and propose the most effective solution using supporting evidence. Case study report should be written in appropriate business language so that your analysis and discussion have an objective tone. Your writing should be clear and concise and be in your own words. Use headings to guide the reader and include tables or diagrams that make the case clearer. The scenarios are based around a single organisation selected by the students, where based on the real case, student need to develop and complete a report based on three different areas: > 1. Introducing performance management > 2. Handling economic shock in organisations > 3. Crisis management planning The characteristics of a Scenario Case Study are: A case scenario is a detailed report of a company, industry, person, or a project over a particular time period. Cases are used as a basic tool for group discussion which enables the participating student to take up the roles of key players in actual business situations. The case method describes real management issues in real companies. What to be included in a case scenario? > Introduces the case, including the background and the scenario. > Describes the purpose and the background of the study and the specific questions you are trying to answer. > Describe what you found through your investigations, e.g. the main themes that came out in interviews, responses to questionnaires, significant observations. > Explain the significance of the study and what can be learnt from it. > Note that a case study is a study of a situation so you can’t generalise the results to all other situations. That means your report should focus on what can be learnt about that situation and the individuals involved. > Recommendations provides proposals for future action to solve the problem or improve the situation. Uses of case scenarios strengthen practical thinking as well as allow students to study those specific examples and apply that knowledge to new, though relatable, situations. The effectiveness of this instructional strategy is accomplished through an appropriate situation in which a problem relates to both the interests and experience levels of the involved students. Scenario case studies also provides the opportunity for group brainstorming. How to present a high-quality scenario case study? > Analyse the problem > Provide solution > Reveal real business difficulties > Include specific, quantifiable results > Build suspense, have a satisfying conclusion > Solve a generalizable business problem 5 Grading Criteria Assessment Task 2: Case study (40%) Criteria Excellent (A 80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Argument and Context ✓Excellent, logically developed structure matched to the task. ✓Generates a highly developed, focused, and sustained argument(s) related to the essay topic ✓Uses logically developed structure matched to the task. ✓Generates developed and focused argument(s) related to the essay topic. ✓Uses somewhat logical structure of paragraphs but with errors. ✓Generates few developed and focused argument(s) related to the essay topic. ✓Poor logic in structure of paragraphs. ✓Poor development and focus of argument(s) related to the essay topic. ✓Paragraph structure is not clear, well ordered, or logical. ✓Generates a series of statements or claims without connecting these to form a clear, logical argument. Critical Thinking ✓Classifies multiple perspectives employing and integrating theory very well. ✓Explores relationships between component elements/variables. ✓Integrates perspectives to develop insights. ✓Classifies perspectives employing and integrating some theory. ✓Explores relationships between component elements/variables. ✓Integrates contrasting perspectives to develop insights. ✓Identifies, compares, and contrasts perspectives in a wider context with limited theoretical application. ✓Organises component elements/variables in a given framework. ✓Formulates a response that integrates perspectives ✓Poor comparison and contrast of key perspectives with limited theoretical application. Poor organisation of elements/variables in a given framework. ✓Response does not integrate contra ✓Does not compare and contrast key perspectives. ✓Unable to organise elements/variables in a given framework. ✓Response does not integrate contrasting perspectives on the issues. Disciplinary Knowledge ✓Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively. ✓Shows critical understanding of the issue presented and demonstrates depth and accuracy of understanding. ✓Disciplinary knowledge is clearly presented and uses disciplinary language competently, ✓Shows a proficient awareness of the issue presented and demonstrates accuracy of understanding. ✓Disciplinary knowledge is presented and uses disciplinary language approaching competency, ✓Shows an awareness of the issue presented and demonstrates limited content understanding ✓Disciplinary knowledge lacks clarity and uses disciplinary language tentatively. ✓Shows an awareness of the issue presented and some evidence of gaining new understanding. ✓Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion, ✓Demonstrates no evidence of gaining new understanding. Grammar and Vocabulary ✓Employs excellent discipline-based vocabulary relevant to the context and adheres to grammatical convention. ✓Employs a competent discipline-based vocabulary relevant to the context and adheres to grammatical convention. ✓Employs a developing disciplinary based vocabulary that adheres to the basic rules of grammar. ✓Demonstrates limited disciplinary based vocabulary that adheres to the basic rules of grammar, with a number of errors. ✓The task largely reverts to the use of non-discipline specific vocabulary with grammatical errors that interfere with meaning. Referencing ✓Employs an accurate academic referencing convention citing multiple sources. ✓Employs an accurate academic referencing convention citing multiple sources, with some errors. ✓Employs a basic academic referencing convention appropriate to the discipline, with an adequate number of sources. ✓Employs a basic academic referencing convention appropriate to the discipline with limited sources. ✓Shows unfamiliarity with, and inconsistent application of the conventions of academic referencing with inadequate sources. Total Marks Comments 6 Marks Structure Please take take note for your assignment: > a. Structure the written report: Background information is relevant, Issues are logically ordered, Recommendations clearly relate to the issues. > b. Identify main issues: Prioritise choices, justify and prioritise issues chosen rovide solution > c. Analyse the issues: Each issue is discussed using relevant concepts and principles. Insight is shown in analysing the information. > d. Discuss alternatives: Consider all viable short term and long-term alternatives to solve each issue. Examine the advantages and disadvantages of each alternative. > e. Explain resources: Individuals from the case, time frame and monitoring processes required for the recommendations to be put into practice uild suspense, have a satisfying conclusion. > f. Write clearly and concisely: Arguments are explicit and succinct, appropriate headings are used, grammar and spelling are accurate. 7 Assessment 3 Small Group Presentation - Weightage 40% Guidelines complexity of the real world “messy” problems by learning from the information presented by other teams. In groups of 3-4, students will complete a power point presentation. In this presentation you should investigate a business problem, examine the alternative solutions, and propose the most effective solution using supporting evidence. The presentation should be written in appropriate business language so that your analysis and discussion have an objective tone. Your writing should be clear and concise and be in your own words. Stage Two – Giving the Presentation The presentations have three main objectives: > 1. To give students the opportunity to develop and test their skills of presentation in a supportive environment; Process of the Presentation: > 2. To give students the opportunity to get feedback on the level and depth of their analysis from tutors and peers which will help them to improve the quality of their work for subsequent courseworks; and The presentation is based on a single global organisation selected by the small group of students, where based on the real case, student need to develop and complete a power point presentation with different issues focus as detailed below: > 3. To allow students to develop a deeper insight into the complexity of the real world “messy” problems by learning from the information presented by other teams. > 1. Resource turnaround strategies > 2. Research informed cultural improvement initiatives > 3. Specifying senior executive position requirements and utilising available linked in profiles to identify candidates Stage Three – Improving Your Performance The focus of the presentation stage is to give students feedback which will help them to improve future performance (see below for further details of how the presentation is evaluated) For the presentation, software packages such as PowerPoint or Prezi can be utilised. The presentation should last between 12 and 15 minutes. Presentation structure What are the key stages in the learning and assessment process? Your presentation should have the following structure (max 10 slides or equivalent): Stage One – Working in a Group > Team members (1 slide) The module leader will facilitate the setting up of groups but you as a group need to allocation/select the examined company. Team members will have the responsibility to schedule meetings out-with class time to allocate tasks to individual team members, monitor progress and make arrangements for a rehearsal of the presentation prior to the event. Students must keep a record of all the group meetings. > Outline of the key issues (Q1 above) (2 slide) Stage Two – Giving the Presentation > Conclusion and Recommendation (1 slide) > Introduction of the organisation, background information, outline of the structure (1 slide) > Outline of the key issues (Q2 above) (2 slide) > Outline of the key issues (Q3 above) (2 slide) The presentations have three main objectives: IMPORTANT > 1. To give students the opportunity to develop and test their skills of presentation in a supportive environment; Submission requirements The submission of this coursework includes two steps: > 2. To give students the opportunity to get feedback on the level and depth of their analysis from tutors and peers which will help them to improve the quality of their work for subsequent courseworks; and > 1. Upload the group presentation including voiceover to Turnitin submission link. > 2. Prepare and upload a word document including the text of your presentation and the snapshot of the slides. > 3. To allow students to develop a deeper insight into the 8 Grading Criteria Assessment Task 3: Group Report and Presentation 40%) Criteria Excellent(A 80-100%) Very Good(B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Writing, Argument and Report Structure ✓Excellent logically developed structure matched to the task. ✓Generates a highly developed, focused, and sustained argument(s) related to the report. ✓Uses logically developed structure matched to the task. ✓Generates developed and focused argument(s) related to the report. ✓Uses somewhat logical structure of paragraphs but with errors. ✓Generates few developed and focused argument(s) related to the report ✓Poor logic in structure of paragraphs. ✓Poor development and focus of argument(s) related to the report ✓Paragraph structure is not clear, well ordered, or logical. ✓Generates a series of statements or claims without connecting these to form a clear, logical argument. Disciplinary Knowledge ✓Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively. ✓Shows critical understanding of the issue presented and demonstrates depth and accuracy of understanding. ✓Disciplinary knowledge is clearly presented and uses disciplinary language competently, ✓Shows a proficient awareness of the issue presented and demonstrates accuracy of understanding. ✓Disciplinary knowledge is presented and uses disciplinary language approaching competency, ✓Shows an awareness of the issue presented and demonstrates limited content understanding ✓Disciplinary knowledge lacks clarity and uses disciplinary language tentatively, ✓Shows an awareness of the issue presented and some evidence of gaining new understanding. ✓Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion. ✓Demonstrates no evidence of gaining new understanding. Presentation & Engagement convincing ✓Informative presentation that focuses on supporting its central argument in a convincing and compelling manner. Well-structured presentation ✓Uses clear, powerful appropriate language for student and academic audience ✓Coherently and logically structures the presentation. ✓Uses clear appropriate language for students, academic audience is convincing and compelling ✓Logically structures the presentation - approaching coherence, ✓Uses some appropriate language for student academic audience is somewhat convincing and/or compelling. ✓Attempts to structure the poster and presentation if somewhat incoherently. ✓Uses minimal appropriate language for the audience not convincing or compelling ✓Does not present a coherent and succinct explanation and ideas are not logically organised nor relevant to topic. ✓Does not appropriate language for the audience. Not convincing or compelling. Participation and Collaboration ✓An integrated contribution to the response to the task, which reflects critical assimilation of other group perspectives, reaching a balanced and well-founded conclusion, set of findings or recommendations. ✓A co-ordinated contribution to the response to the task, which reflects assimilation of other perspectives, reaching a qualified conclusion, set of findings or recommendations. ✓A response to the task which attempts to accommodate or draw upon each individual contribution in a coherent and structured fashion, reaching a tentative conclusion, set of findings or recommendations. ✓A response to the task, which reflects each individual contribution, and constructs a less than coherent, but plausible, conclusion, set of findings or recommendations ✓Response does not account for other contributions or is unable to effectively include other points of view to reach a plausible conclusion. Questions and Discussion ✓Responds to questions in a precise, persuasive manner with relevance to the poster presentation and refers to information that goes beyond ideas already presented. ✓Responds to questions in a precise manner with relevance to the poster presentation and refers to some information that goes beyond ideas already presented. ✓Responds to questions in an appropriate manner and with some relevance to the poster presentation, and shows knowledge and understanding of the topic ✓Responds to questions in an appropriate and coherent manner, but demonstrates a limited knowledge of the topic ✓Does not respond to questions or does so with little coherence and relevance to the topic. Total Marks Comments 9 Marks Structure 0 ASSESSMENT 2 - CASE STUDY APPLE'S ORGANIZATIONAL CHANGE Dr. Simon Junor MBA-5005 Sheelan Adil Mohammed - 49585 APPLE INC. 1 Table of contents Contents Executive Summary ............................................................................................................ 2 Introduction........................................................................................................................ 2 Human resources management..................................................................................... 2 Importance ..................................................................................................................... 3 Challenges faced by today's business ............................................................................ 3 Apple Company .................................................................................................................. 3 Important keys to organizational excellence .................................................................... 7 Performance management ............................................................................................ 7 Crisis management planning.......................................................................................... 8 Crisis Management and the Role of Human Resources ............................................ 8 Recommendations ..................................................................................................... 9 Findings............................................................................................................................. 10 Conclusion ........................................................................................................................ 11 References ........................................................................................................................ 12 APPLE INC. 2 Executive Summary Apple Inc. is a company that designs, manufactures, and sells personal computers, portable music players, and portable communications devices. The headquarter of Apple Inc. is located in California, a place called Cupertino, and its co-founder is Steven P. Jobs. Unfortunately, he died on October 5, 2011 from a disease called cancer. He is the engine behind the Apple Company, and after his death, there have been a lot of changes in the company. Apple Inc. stands out as one of the world's most successful, innovative, branded worldwide corporations (Kumar & Kumar, 2018). The company designs, manufacture, and sells out-ofstock software and hardware products through various means, such as wholesalers. The company has an operative management and devoted staff to form the ability and excellent customer service. The company also enjoys global market share through its core competencies such as innovation, amazing services, product differentiation, and branding. Apple is currently among the top five best manufacturers of computers in the world. Its mission statement is: "Apple revolutionized the personal computer with the Apple II in the 1970s and reinvented the PC with the Macintosh in the 1980s”. Apple is widely used in innovative and award-winning Mac desktops, laptops, and OS X operating systems (Abdukarimova, 2021). Apple is also leading the digital music insurgency with the market-leading family of portable music players for the iPod and the iTunes. Introduction Human resource management Human resource is one of the factors that an organization depends on for the attainment of its growth and development. People in an organization are as APPLE INC. 3 significant as other material and fiscal resources. Strategies, plans, and procedures are essential to run an organization, but all of these will not work without the organization's members. They plan strategies per their own understanding and knowledge and then instrument them via effective procedures. Human resource management is defined as the management and nature of these people, in which they receive appropriate guidance (Kumar & Kumar, 2018). These people perform individual tasks or collectively contribute to the goals of the organization. People who work to achieve goals can be hired as full-time, part-time, or contract workers. This is the recruitment process and is supervised by the Human Resources Department. Importance Human resource management is very important for an organization because it uses strategic methods to improve performance. Human resource management is also important to balance employee needs, satisfaction levels, implementation of policies/procedures, and achieving the organization's goals (Kwon, 2018). Challenges faced by today's business While attaining its goals, companies must face some obstacles, including market competition that is considered the most challenging, future ambiguity, financial crisis, low performance, technological development, and customer needs (Elfu, 2018). All organizations must face these challenges, among which human resource management plays an important role. Apple Company Apple is a multinational technology company based in Cupertino, California. The company designs, develop and sells electronic products and consumer electronic products such as desktop computers, smartphones, and digital televisions. Steve Job founded Apple in April 1976. Other co-founders include Ronald Wayne and Steve Wozniak. The company has rapidly expanded by APPLE INC. 4 introducing several product lines and sales networks, among the world's largest and best retailers of electronics. Much of the success is due to Steve Job's taskoriented leadership style. As we all know, Steve asked for results even when there seemed to be no hope. To some extent, mandatory leadership enhances the company's growth and stability. A key change was witnessed in April 2011, when Steve Job appointed Tim Cook to succeed him because of his weakness (Abdukarimova, 2021). This is an era of large-scale transformation in Apple's history. This article will explore the impact of leadership changes on companies and the need for other organizations to adopt active change management to achieve positive results. At the beginning of the article, John Dudovskiy briefly introduced Apple's organizational culture when Steve Job was the top boss. Steve Job is known for bringing employees together to achieve goals and complete tasks on time. The article called him a wartime leader. The leader bluntly expressed his criticism but did not reserve. Most employees think that Steve Job is not a good leader because he should not be publicly condemned. However, the fear of public condemnation caused most employees to perform better and deliver results at the end of the day. As a visionary leader, Steve Job focused on building a strong vision that people are willing to participate (Kagay, 2021). This article features Tim Cook, the successor of Steve Job. Unlike his predecessor, Tim Cook is a quiet leader who focuses on creating an environment conducive to performance. The departure of Steve Job means that the company's work culture will suddenly change. Katzenbach (2012) referred to Harrison's (1972) cultural model when exploring leadership changes in 2011. According to the author, the succession of Steve Jobs means that Apple employees and other stakeholders will now embark on a different path toward success. Regarding Harrison's cultural model, the author presents two distinct categories of work culture: culture of power and mission. The author associates the culture of power with Steve Jobs, and the APPLE INC. 5 counterpart is Tim Cook. Both cultures have pros and cons. The company's overall success was attributed to the compelling power culture and leadership strategy of Steve Jobs (Gebregziabher & Katzenbach, 2012). However, the author admits that most employees and stakeholders viewed the style as autocratic. Lack of employee satisfaction and motivation made Apple company a less friendly environment for employees who bothered about harmonious coexistence. The article explores the advantages and disadvantages of Steve Job's leadership style and its impact on the company. According to the author, superb business acumen, high competency level, and exceptional limits in creativity are key traits that made Steve Jobs achieve tremendous performance during his regime. These traits played a big role in supporting the organization's culture. However, the article focuses on a lot of the cons associated with the leadership style. Ideally, the change in leadership when Tim Cook took over made Apple a better place not only for employees but other stakeholders. Moreover, Apple became a better hub for open innovation. The article asserts that most employees were demotivated and had limited interaction with Steve Jobs. The fear of making mistakes can sometimes create excessive tension that led to the same mistakes. Steve Job, unlike Cook, never gave a chance for criticism and participatory decision-making from lower ranks. The employees only implemented refined decisions, which reduced their innovative skills, the key to Apple's success. Jignesh Padhiyar explores the change and impact of the change on the company from a unique dimension. According to the author, the leadership traits of Tim Cook and Steve Jobs were entirely contrasts, and that had a critical impact on the organizational operations following change. In an article entitled, 'Steve Jobs Vs. Tim Cook,' the author asserts that Tim Cook took over when that was deemed fit. Unlike the wartime Steve Jobs, Tim cook made the company's environment gentler (Kim, 2020). As a C.E.O, Steve Jobs is concerned about APPLE INC. 6 everything in the organization. These entailed the interest of the employees and the vision of the organization. Tim believed that employees' interests should not be sidelined in pursuit of organizational excellence. Employees will only facilitate the achievement of the goals but also be part of the strategic growth. Jignesh Padhiyar, the state of marketing understanding, the author explores the era of the two leaders. During the last years of Steve Jobs, Apple was a complete operational and financial chaos. The revenue, innovation, and overall productivity were reduced. When Steve Job become ill, he could not exercise the coercive powers to the level best. Since the employees were used to being pushed to perform tasks, they underperformed when Steve Jobs could no longer make strict follow-ups. Once Tim Cook took power, minimal changes but sensitive took place, leading to massive improvement. In exploring the impact of the leadership change, Tim Cook's regime made a turning point for the company. Ideally, everything changed with the entry of Tim Cook (Kim, 2020). Tim offered simple solutions for a complex problem. Moreover, there were improvements in supply chain management, product design, and cost-saving methods. The article on Apple's disruptive leadership - the title of this article sounds contradictory. The author describes Apple's leadership shifts as an era of positive disorderly management. This work presents the vital key to success of an organizational. These keys refer to the necessary qualities of leadership to establishing a new organizational culture and achieve the best outcomes. Tim Cook's personality is very similar to these key points. The author agrees that Apple's governance change is a superb era of leadership that is transformational. According to the author, several organizational changes are always unsettling (Corsi & Morin, 2015). Despite the positive effects of the upcoming changes, they may have adverse effects if not managed properly. The conclusion of the article APPLE INC. 7 recognizes the need for active change management when addressing these transition challenges. Important keys to organizational excellence Performance management Performance management is an organized technique that can correctly evaluate employees' activities per the organization's mission and objectives. Since Steve Job died in 2011, the new CEO, Tim Cook, has made major changes to how performance management is utilized by Apple "Steve is the CEO in wartime, and Tim is the CEO in peacetime," said a former employee (Apple Press Info Apple Leadership Tim Cook). In other words, Jobs is why Apple survived the recession, and Cook owns a thriving company. Apple's Goal Management program focuses on the organization and hires qualified technical staff. For the next employees, the objective is very clear (Adler, 2018). Apple is known for its ability to recruit people with corporate attitudes and needs. Candidates appreciate all products and services and love the company as much as recruiters. Knowledge management is of the highest importance with Apple. Employees are highly trained. It is common for employees to be away from their desks for training in additional skills. This gives transparency to the organizational strategy to coordinate the employee's day-to-day activities with the companies' objectives. Coaching management for the apple team is evident in its mentoring and good leadership. This is where informal feedback can be seen. If and when performance is not standard, mentors or direct managers can give guidance and advice to correct the discrepancy. The appraisal process is ongoing. However, Apple now conducts formal yearly appraisals with the 360-degree performance appraisal method. This gives measurements that combine information from managers, peers, subordinates, self, and customers. Based on the objectives, tasks, and results of the pre-determined plan approved by the manager and agreed upon by the employee at the time of hire (Adler, 2018). There is high APPLE INC. 8 motivation for a positive review because Apple offers several types of incentives. Those incentives can be salary base pay that is much high than their competitors or training programs. Cook has transformed Steve Job's "one-man" company into a transparent, team working, number 25 on the fortune 500 lists in America company and believes in building a sound relationship. One practice that Apple wants to consider and may be beneficial to the company is rating attributes. It is very uncommon two find two people with the same performance dimensions. Grouping individuals with different distinguished performance teams can lead to the perfect combination of people for particular projects. Electronic businesses go through more changes than others (Lubomirska et al., 2021). Using a behavioral observation scale, Apple would predict which individuals will have a harder time when a change is implemented and can offer additional training to become more confident in the change. Crisis management planning One of the major disruptions to your organization and your ability to move forward is the experience of a series of events that seriously impact your financial condition and your continued effectiveness from a business perspective. Developing an effective crisis management plan will go a long way in responding quickly to important issues in an organized manner (Burns & Marx, 2014). As the director of human resources for Blossom Up, the problem is developing a crisis management plan when our CEO Seth Smith leaves unexpectedly. Crisis Management and the Role of Human Resources Human resources managers must ensure that the strategic plan considers employees' health, safety, and well-being. By cooperating with leaders of other organizations, Human resource can ensure that human capital is considered in all continuity plans of crisis management. The HR manager must work with other key functions of the organization to determine the types of problems that may be APPLE INC. 9 faced by the company due to the CEO's death. Once these areas are resolved and identified, a needs assessment should determine the resources required to continue business operations (Burns & Marx, 2014). Considering the necessary potential resources, a crisis communication plan should be developed, outlining the means of communicating effectively with employees, clients, and shareholders, and appoint a public relations expert for your implementation. The establishment of a crisis management team is responsible for formulating the policies to be followed during the crisis, all options must be considered, and emergency plans proposed. The team will be made up of all department heads, line managers, and human resources representatives. Each member has the responsibility to include a team leader to carry out the activities, HR managers dedicated to solving man-made problems caused by the crisis, CFOs responsible for funding during the crisis, attorneys to provide the necessary legal advice, and media directors will communicate completely censored information to the media. HR will focus on effectively communicating all crisis information (Burns & Marx, 2014). The communication channels used will be special areas of the company intranet, the human resources help center, the employee hotline, daily posting on bulletin boards or email updates, and specifically targeted discussion sites to managers to solve employees' problems. Recommendations The need to create avenues for the grieving process is the top management's responsibility and operations personnel. This is because all need to be proactive and not isolate themselves in offices or behind desks to demonstrate their support and communicate the care environment. Establishing a channel on whatever communication tools is customary in organizations, i.e., bulletin boards, intranet or portal, etc. The senior leadership will be more in tune with the values set for the organization by the deceased, along with the business APPLE INC. 10 strategy they developed as a team. Actively participating in something meaningful may help employees feel they are carrying on the legacy of the departed CEO. Findings The articles used in the case study provide important insights into Apple's leadership change. An important topic discussed in the article is the transformation of Apple's organizational culture. Leadership changes are beneficial to the organization. The transformation from a power culture to a mission culture is undeniably an arduous duty. Nevertheless, Tim Cook completed the work. The survey results illustrates that it is significant for leaders to have effectively change management skills to improve the inevitable organizational changes. Tim Cook's effective leadership makes Apple shareholders hopeful (Jimerson & Fuentes, 2018). They never thought that the company's future would be very bright and understanding, Tim Cook has maintained the needs of his employees and the vision of the organization while realizing success. These articles show that organizational culture is a key component of provisional leadership. It influences the way employees, leaders, and other shareholders interrelate in the workplace. A positive organizational culture is very important for the success of the organization and ensuring smooth organizational coexistence. Facts have shown that Tim Cook has excellent leadership skills, helping build a sustainable culture for Apple. Tim Cook combined his tools to create a strong work culture that embraces employee interests (Burns & Marx, 2014). Also, most articles appreciate Steve Jobs' leadership style efforts. However, most authors believe that this style is not inclusive. The new boss properly managed changes in Apple's leadership; additional stakeholder support made the transition a success. Most articles focus on leadership and organizational change. According to these articles, leadership helps to successful change. An effective leader will always head the organization towards making effective management changes. APPLE INC. 11 According to research by Jignesh Padhiyar, the external forces that surround leaders determine how they manage change. Leaders must also show selfconfidence, and at the same time, show followers' confidence in success. When discussing the Apple case, the article reported that the support of employees and other stakeholders promoted Tim Cook's efforts to implement change. Obviously, from the interpretation, many critics face Tim Cook's problem entering Apple (Corsi & Morin, 2015). Leaders' organizational support and self-confidence are the keys to successful change management. The findings of the article deal with leadership factors and how they affect organizational transformation. The results of the survey applaud Steve Jobs for his efforts to make the company great. The comparative analysis of the article shows the similarities and differences between the two great leaders. Both leaders are visionaries and success-oriented. However, these articles report that they have taken a different approach to success. During the war, Steve Job, regardless of surrounding conditions, insisted on achieving results (Kagay, 2021). In addition, the opponent manipulates the surrounding conditions to the optimal level to improve performance and productivity. Some authors report that it will take about a year for the new leader to stabilize. The most festive aspect is that it recaptured and instilled an organizational culture that elevates Apple to a higher level. Conclusion Many lessons are derived from the articles above. The case study provides insight into the role of leadership in change management. Through research, it is clear that leaders need support in confronting change and achieve ultimate success. The readings provide great insights into transformational leadership. Leaders can use different styles which to bring similar positive changes. The research also revealed the role of internal and external forces in influencing change. As a future leader, I wish to make change management more participatory. Involving key APPLE INC. 12 stakeholders and apply one's unique style of change implementation, as in the case of Tim Cook, is sensitive to effective change. References Abdukarimova, M. (2021). Company overview for 2017-2021: Apple vs. Microsoft. International Journal of Current Science Research and Review, 04(07). https://doi.org/10.47191/ijcsrr/v4-i7-21 Adler, R. W. (2018). Performance management. Strategic Performance Management, 1-6. https://doi.org/10.4324/9781351204033-1 Burns, K. F., & Marx, T. G. (2014). Crisis management planning among tier 2 automobile suppliers: Why suppliers fail to plan. Journal of Contingencies and Crisis Management, 22(2), 108-112. https://doi.org/10.1111/14685973.12046 Corsi, P., & Morin, D. (2015). Sequencing the first segments of Apple's DNA. Sequencing Apple's DNA, 3- 5. https://doi.org/10.1002/9781119261575.ch1 Elfu, B. (2018). Main challenges faced by small businesses owned by recent immigrants. Journal of Small Business and Entrepreneurship Development, 6(1). https://doi.org/10.15640/jsbed.v5n2a1 Gebregziabher, H. F., & Katzenbach, R. (2012). Parametric studies on application of CPRF on semi soft stratified 2012. https://doi.org/10.1061/9780784412121.014 soils. GeoCongress APPLE INC. 13 Jimerson, J. B., & Fuentes, S. Q. (2018). Introduction: The importance of strengthening instructional leadership. Instructional Leadership in the Content Areas, 1-10. https://doi.org/10.4324/9781351263689-1 Kagay, D. J. (2021). Elionor of Sicily as a wartime leader. Elionor of Sicily, 1325– 1375, 145-192. https://doi.org/10.1007/978-3-030-71028-6_7 Kim, H. (2020). Comparison of strategic leadership: Steve Jobs and Tim Cook. Business and Management Studies, 6(3), 17. https://doi.org/10.11114/bms.v6i3.5010 Kumar, D., & Kumar, D. (2018). Human resources management. Sustainable Management of Coal Preparation, 353-367. https://doi.org/10.1016/b9780-12-812632-5.00017-3 Kwon, J. (2018). Analysis of the importance and priority of HRM factors in private security. Korean Security Science Review, 56, 55- 81. https://doi.org/10.36623/kssa.2018.56.3 Lubomirska, A., Eldevik, S., Eikeseth, S., Strømgren, B., & Budzińska, A. (2021). The social referencing observation scale (Soros) for children: Scale development and Interventions. https://doi.org/10.1002/bin.1789 reliability. Behavioral 
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