Case Study Power Point Assignment
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Description / paper instructions
NO DRAFT OR SUMMARY IS NEEDED!
For the final assignment in this course you will prepare a PowerPoint presentation and presentation script that you might use to share with your organizations formal and informal leaders to prepare for engaging in an organizational change process. The Belmont Abbey teaching case will serve as the vehicle for illustrating your concepts. In your presentation, you will be expected to incorporate graphical displays of information and systems diagrams to explain the organizational dynamics of the case.
What You Need to Know
Deeper Learning Through Teaching
The following short articles highlight the power of explaining concepts to others and responding to their anticipated questions. Teaching as an authentic practice exercise is nearly as effective as actually teaching others. The Feynman Technique is simple and intuitive. If you apply it regularly throughout your doctoral program, it will become second nature.
Farman Street. (n.d.). The Feynman technique: The best way to learn anything [Blog post]. Retrieved from https://fs.blog/2012/04/feynman-technique/Rusczyk, R. (2013). Learning through teaching. Retrieved from https://artofproblemsolving.com/news/articles/learning-through-teaching
Two notable quotes from the readings above:
Your ideas will never be more effective than your ability to make others comprehend them (Ruscyzk, 2013, para. 1).
…Richard Feynman understood the difference between knowing something and knowing the name of something… (Farnum Street, n.d., para.3).
A Synopsis of Systems Thinking
This is a classic introduction to systems thinking that is easier to understand if you already have some background about systems. Often it is helpful to revisit
recently learned concepts in a different format to help integrate and consolidate knowledge. When you read the Kim article below at this point in the course,
after having studied systems thinking and archetypes as well as a change process that draws heavily upon systems thinking, it should seem familiar and
reinforce your learning about systems thinking at the same time. The goal is for you to continue to increase your understanding of systems thinking concepts
and tools and to gain facility in applying systems thinking to problems of practice in organizations.
Kim, D. H. (1999). Introduction to systems thinking [PDF]. Retrieved from https://thesystemsthinker.com/introduction-to-systems-thinking/Prepare: Case Study
PREPARE: CASE STUDY
Case in Practice
Read the following to prepare for this week’s assignment, Teaching Case Study: Belmont Abbey.
Anderson, R., & Roberto, M. A. (2016). Belmont Abbey College: Strategy formulation in turbulent times. Boston, MA: Harvard Business Publishing.
TEACHING CASE STUDY: BELMONT ABBEY
For this assignment, youll prepare a PowerPoint presentation and presentation script.
If you have not yet done so, read the following teaching case:
Anderson, R., & Roberto, M. A. (2016). Belmont Abbey College: Strategy formulation in turbulent times. Boston, MA: Harvard Business Publishing.
Review the Guidelines for Effective PowerPoint Presentations [PPTX].
The PowerPoint slides should follow the presentation standard guidelines specified in the above. Your slides must include graphical displays of information
and system diagrams to explain the organizational dynamics of the case to your students. Your slides should also incorporate information provided in the
The script will be your teaching narrative that includes explanations of each slide that will enable your students to understand the concepts. Use the feedback
on your assignment in Week 7 to clearly and accurately address all components of the lesson. Anticipate questions and areas of confusion as you complete
your assignment, so your plans are comprehensive and learner focused. Include graphics as appropriate, and incorporate information provided in the case.
Assume that you are a formal or informal leader in your organization. You, along with your supervisor (or the rest of your leadership team) are engaged in a
study of your organizations challenges and strategic position with the intention of developing and implementing a series of improvement initiatives. You have
shared some of the ideas in this course in casual conversation with others on the team and stimulated their interest. As a result, you have been asked to
present the courses concepts to everyone on the team so they, too, can begin to broaden and deepen their thinking organizational learning, change, and
You decide to use a teaching case, Belmont Abbey, to help your team develop an understanding of the key course concepts. For this task youll develop a set
of teaching materials in the form of a PowerPoint presentation and corresponding script that convey the course concepts. Using examples from the case, youll enable your team to develop understanding of systems thinking, systems archetypes, and change and action research inquiry processes. In developing
these teaching materials, you will be synthesizing course concepts and gaining a deeper understanding of their application to problems of practice.
Create a PowerPoint presentation and corresponding script (or speaker’s notes) that consists of the following bolded components:
Introduce the case.
Preliminary Introduction of the Case: Summarize the case for your team. Provide a synopsis of the Belmont Abbey case that enables the intended audience to understand the case, including events, stakeholders, and challenges that will be analyzed.
Use disciplines of learning organizations to analyze problems of practice.
Disciplines: Apply the lens of the four core disciplines (personal mastery, mental models, team learning, shared vision) to the case, and provide an analysis of the extent to which the discipline(s) reveals organizational dynamics and contributes either to organizational learning or to the organizations problems.
Analyze the organizational disabilities and systems archetypes present in the case.
Systems Archetypes: Explain and map at least one example of a systems archetype can be seen in the case. Include at least one systems map as part of your presentation.
Recommend change management strategies for the organization based on the case.
Critical-Thinking Tools: Prior to suggesting change management strategies, demonstrate critical thinking tools to identify assumptions the stakeholders in the case may have made, and develop a set of questions you would ask to help the stakeholders in the case uncover their assumptions and clarify the steps needed for future progress. Reference Paul and Elder’s Critical Thinking: Tools for Taking Charge of Your Learning and Your Life text in your comments.
Four-Stage Change Process: Describe and explain how the four-stage process could be used by the Belmont Abbey leaders to improve the strategic planning process that enhances the chances of success for one of the colleges initiatives. Explain how your set of questions would help uncover stakeholder assumptions and clarify steps needed for future progress. Refer to Stroh’s Thinking for Social Change text.
Propose an inquiry model to plan for next phase of organizational improvement.
Inquiry Cycle: Demonstrate and explain how an inquiry model such as ARPP/action research could be use by the college leadership to plan the next phase of improvement or change.
Recommendations: Provide a set of specific practical recommendations about how the president should proceed. Demonstrate how your recommendations align with the colleges mission, vision, and values.
Questions: Conclude with at least 3 discussion questions you would pose to help uncover team members assumptions and facilitate their inquiry into and understanding of the key concepts you have presented.
Length of Presentation: As needed to support the assignment requirements.
References: As needed to support your analysis. Include a references list slide at the end of your PowerPoint presentation.
Presentation Script: This may be provided either as speaker’s notes or as a separate script.
APA Style and Format: Be sure to use proper APA citation style throughout your presentation.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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