Organisational Transformation in Practice free essay sample

A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office MAMBAS (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. Introduction to the Module This module provides the opportunity for students to personally explore the relationship between personal change and organizational change/ transformation (De Varies and Balsas, 1999). And personally relate to the leadership and organizational challenges of transformational change in organizations. The module uses different activities to explore the nature of personal change issues required for successful employee engagement in an organizations change agenda. In the management and leadership field much is written and discussed about the following seven elements: (1 ) behavior, (2) knowledge 3) skills / capability (4) belief systems, (5) values, (6) identity, (7) vision/ purpose. We will write a custom essay sample on Organisational Transformation in Practice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Using various methods, students will be encouraged to make sense of each of these ideas, and the interrelationship between them. This will be set against a real/simulated strategic learning context. Module participants are actively encouraged to reflect upon their own existential experience and development through dynamic relations with others and performing roles. It is hoped the module will lead to students developing profound personal insights and also achieve personal growth. The duel uses different activities to enquire into, reflect upon and diagnose personal, group and organizational leadership and transformation. Students will be able to diagnose where a/ their team or organization is weak and design interventions that can help to guide significant change or transformation. The student will be equipped with a clear methodology for guiding his or her own development as an achiever or leader of the future. Assessment is by way of portfolio. 3. Intended Learning Outcomes Learning Outcomes (threshold standards) On successful completion of this module the student will be expected to be able to: 1 Knowledge and understanding understand the values and leadership behaviors that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts 2 Knowledge and understanding Develop a robust understanding of leadership and change management within the context of organizational transformation 3 Intellectual, practical, affective and transferable skills Utilize a 7 element framework as a diagnostic tool to evaluate leadership capability in a team or Organization 4 Intellectual, practical, affective and transferable skills Demonstrate an ability o reflect upon ones own management development journey against the context of employability in global and transformational settings of the future 4. Outline Delivery Wok Electrochemical/Workshop Reading Organizational change Action Learning Sets Sets De Varies 2 Personal change Patchwork text Sets De Varies Jung 3 Personal change organizational cinematographer text Sets De Varies James and Arroba http://treadmill. Com/publications. HTML 4 Manager as person Patchwork text Sets De Varies Tony Watson 5 Management leadership Patchwork text Sets De Varies Keith Grin 6 Managing leading change Patchwork text Sets De Varies Managing Leading change Patchwork text Sets De Varies James and Arroba 8 Change contemporary text Sets De Varies 9 Change processes Patchwork text Sets De Varies 10 Organizational role Patchwork text Grants and Malta 11 Wheel of change Patchwork text Sets De Varies 12 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (egg: illness), lease contact your Module Tutor Anglia Risking will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EYE nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Risking. Failure to do so is considered to be a breach of national immigration regulations. Anglia Risking, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorized absences by any student visa holders. 5. Assessment Students are required to assemble a patchwork text (Lilies, 2003; Winter, 2003) which relates your current or future workplace role. The patchwork text may be developed or based upon the following: Sets De Varies (2004) suggests that people are prisoners of their past. Evaluate and reflect upon how your past might influence your future workplace role and development. Evaluate and reflect upon a personal experience of change in your workplace Apply Grants and Malts (1997) role analysis to your current workplace experience. Using the triangle of conflict (De Varies, 2007), evaluate and reflect upon a major incident of conflict in your life. Consider your learning/ experiences in relation to your future workplace role. Apply James and Arbors (2005) reading and carrying framework to critically evaluate and reflect upon how you interact with others. Consider the implications in relation to your future workplace role. Conduct and develop a critical self-analysis using Jung notio n of individuation (Carr, 2002), and relate this to your leadership archetype. Critically evaluate, and reflect upon your own resilience and relate this your existing and future leadership competencies Guidance Notes for Students (see Smith and Winter, 2003) Your assignment will be assembled gradually during the progress of the module through a series of written tasks, which you will share with each other in small groups.

Right Against Exploitation Essay Essays

Right Against Exploitation Essay Essays Right Against Exploitation Essay Essay Right Against Exploitation Essay Essay The right against development allows Indian citizens to stand up against any sort of development that he/ she might be traveling through. This cardinal right is described in the fundamental law as: Article 23. Prohibition of traffic in human existences and forced labor. ( 1 ) Traffic in human existences and begar and other similar signifiers of forced labor are prohibited and any dispute of this proviso shall be an offense punishable in conformity with jurisprudence. ( 2 ) Nothing in this article shall forestall the State from enforcing mandatory service for public intents. and in enforcing such service the State shall non do any favoritism on evidences merely of faith. race. caste or category or any of them. Article 24. Prohibition of employment of kids in mills. etc. No kid below the age of 14 old ages shall be employed to work in any mill or mine or engaged in any other risky employment The right against development. given in Articles 23 and 24. provides for two commissariats. viz. the abolishment of trafficking in human existences and Begar ( forced labour ) . [ 30 ] and abolishment of employment of kids below the age of 14 old ages in unsafe occupations like mills and mines. Child labor is considered a gross misdemeanor of the spirit and commissariats of the fundamental law. [ 31 ] Begar. practised in the past by landlords. has been declared a offense and is punishable by jurisprudence. Trafficing in worlds for the intent of slave trade or harlotry is besides prohibited by jurisprudence. An exclusion is made in employment without payment for compulsory services for public intents. Compulsory military muster is covered by this proviso. [ 30 ] Article 23: Right against Exploitation FUNDAMENTAL RIGHTS as per Indian Fundamental lawArticle 23: Right against Exploitation ( 1 ) Everyone has the right to work. to free pick of employment. to merely and favorable conditions of work and to protection against unemployment. ( 2 ) Everyone. without any favoritism. has the right to equal wage for equal work. ( 3 ) Everyone who works has the right to merely and favorable wage guaranting for himself and his household an being worthy of human self-respect. and supplemented. if necessary. by other agencies of societal protection. ( 4 ) Everyone has the right to organize and to fall in trade brotherhoods for the protection of his involvements. Articles 23 and 24 trade with the right against development. Article 23 which prohibits traffic in human existences and mendicant and similar signifiers of forced labor is comparable to the Thirteenth Amendment of the American Constitution get rid ofing bondage or nonvoluntary servitude. At the clip of the acceptance of the Constitution there was barely anything similar bondage or the widespread pattern of forced labor in any portion of India. The National Freedom motion. since the mid-twentiess of this century. had been a beat uping force against such patterns. However. there were many countries of the state where the â€Å"untouchables† were being exploited in several ways by the higher castes and richer categories. For illustration. in parts of Rajasthan in Western India. which was in pre-Independence yearss a bunch of Princely States. at that place existed a pattern under which laborers who worked for a peculiar landlord could non go forth him to seek employment elsewhere without his permission. Very frequently this limitation was so terrible and the labourer’s dependance on the â€Å"master† was so absolute that he was merely a slave in world. The local Torahs had supported such patterns. Evils like the Devadasi system under which adult females were dedicated in the name of faith. to Hindu divinities. graven images. objects of worship. temples and other spiritual establishments. and under which. alternatively of populating a life of dedication. abnegation and piousness. they were the life-long victims of lecherousness and immorality. had been prevalent in certain parts of southern and western India. Traces of such evil imposts and patterns were still at that place in many parts of the state. The Constitution-makers were eager to proclaim a war against them through the Constitution as these patterns would hold no topographic point in the new political and societal construct that was emerging with the coming of independency. The ideal of â€Å"one adult male. one ballot. one value† . equality before jurisprudence and equal protection of Torahs. freedom of profession and the right to travel freely throughout the state all these would hold no significance if â€Å"one man† was subjugated by â€Å"another man† and one’s life was at the clemency of another. Although any signifier of forced labor is an offense punishable under jurisprudence merely as untouchability is an offense. this constitutional warrant is merely against private persons and administrations. An of import exclusion is made in favor of the State which may enforce mandatory service for public intents. Compulsory military service or compulsory work for nation-building programmes may supply illustrations of such service. The State may for case. go through a jurisprudence by which it may oblige every university alumnus to pass six months in small towns instantly after go forthing the university. on literacy work or other societal service among the small town people. Such a jurisprudence. nevertheless. should non do any favoritism on evidences of faith. caste or category. or any of them.