MGT303 Assessment Brief

Course	: Bachelor of Arts (Hons) Business and Management (Top-Up) (BAMD2 2419A / BAMD2 2520A / BAMD5 2517A / BAMD5 2618A)
Module	: MGT303 Leading and Implementing Organisational Change
MDIS Module Tutor	: Dr K Thomas Abraham
Assessment	: Report
Due Date	: 15 May 2026
Duration / Word Length :	3,000 words
Weighting within Module :	100%

Students are required to complete the AI Declaration Quiz on Canvas prior to submission.

Assignment Submission

Students are required to submit their coursework through CANVAS.

Only assessments submitted through CANVAS will be marked.

Any other submission including submission to your study centre in hard copy will be treated as a non-submission.

Plagiarism/Infringement Statement

All Assessments are subject to the University’s Student Academic Integrity Regulations.

This is an INDIVIDUAL piece of work – If there is evidence that the work is not wholly attributable to you, the University’s Student Academic Integrity Regulations will be applied.

Link to University’s Student Academic Integrity Regulations

The assessment is one piece of work (100% weighted mark).

Summative ‘end’ Assessment:

This will be a report style document that can be created using:

 A Microsoft Word document (with themed sections – each of the subsections listed below)

You are required to write a maximum of 3000 words (and not fewer than 10% of the word limit)

Your Microsoft Word document should analyse and evaluate the application of contemporary change management practices/behaviour and relevance to any large local or international firm. The selected firm should be currently in operation, for at least the past 5 years or more.

Be aware that the organization may not be known to everyone and consequently, it is important to ensure the company is introduced and details of the change / proposed change are explained within the report.

You should also make robust recommendations to highlight how change management improvements could be used within the organization; this should be supported by an ‘action plan’ in your appendices section, to highlight how this would be achieved.

In producing the report, you should ensure you have:

Analyse, i.e. compare, and contrast, the organization’s approach against a range of models and frameworks covered within the module.
Based on your analysis, identify the strengths and weaknesses within the organization and relate this to any approaches in managing and leading change (including the people aspects e.g., creating readiness and overcoming resistance).
Make recommendations by identifying what the organization needs to do in terms of improvements in its practices / behaviors.

Support this with an ‘action plan’ that clearly articulates the short and medium term actions (and define the time span or short and medium term) that are required to enhance the organization’s approach to managing and leading change.

You must utilise a ‘report-style’ document by including the following sections:

Title page with your name, student number, programme of study, module title, module code, module tutor name, and word count.
A contents page with appropriate page numbers.
An introduction (suggested: 10% of words, e.g. 300),

Introduce the company and task and define any terms. o The main body of the report separated by the following sub-headings (Suggested: 260 words per section x 8 sections):

Identify a change initiative within the organization.
Discuss why this change is important.
Analyse, diagnose and justify the need for change (discussing and using appropriate models (e.g. PEST, SWOT, Force Field Analysis).
Critically debate how change readiness will be achieved.
Identify and justify the approach to change (planned / emergent / hybrid).
Evaluate change models, identify and justify a model for change implementation within the organization.
Discuss approaches and make an informed choice around managing change resistance.
Debate ethical and responsible approaches to planning and implementing change.

Summary and Recommendations – identifying any key operational aspects the research has produced – what the organization needs to do to implement any identified ‘change’ – the 3 to 5 recommendations should be supported by an implementation action plan (Suggested: 20% of words, e.g. 600).
Comprehensive list of references which demonstrates your research (these should be in-line with the latest version of the ‘Harvard Referencing’ guidelines).
Appendices (‘Action Plan’ to be included in this section).

Note: All the above elements must appear in the main body of the assessment.

Formative Assessment Support

The summative ‘end’ assessment will be developed using a formative assessment support approach in the form of a mandatory, reflective ‘Learning Log’ to be submitted to the lecturer for review when requested.

This can consist of text updates reflecting on the lectures content and delivery, interactions of students, class activities and a general understanding of what has been taught.

This will be developed and reviewed during the second (2^nd) of the weekly workshop sessions, utilising the ‘Learning Log’ approach to record individual, views / meanings / understandings of the main topical theme areas. This is a scaffolding method which embodies reflective learning from informed information.

The report style narrative recorded using a Microsoft Word document can utilise recorded observations through (but not limited to) written narratives, personal vlogs, reference to or use of recordings of organizational stories (first / third person-based), photos, tables, models etc.

The weekly ‘learning log’ of critically informed views/meanings/understandings are aimed to build confidence in the subject knowledge and its applied application to applied contexts.

This recorded information can then be used by applying this knowledge and understanding to create the ‘Business Case’ for change, summative ‘end’ assessment work, as well as developing varying employability skills.

Word Limit

As per the structure suggestion stated above, a word count must be stated on the title page at the beginning of the report.

Summarising and compressing the information in your assignment into the word limit is one of the skills that students are expected to acquire and demonstrate as part of the assignment process.

The word limit is to be around 3,000 words and does not require an executive summary or abstract. The word count does not include: o Title page

Reference List/Bibliography
Appendices
Appropriate tables, figures, and illustrations

NOTE: in-text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are included in the word count.

Submission of Assessment

Microsoft Word document:

One [1] electronic copy of the work should be submitted via the Canvas module site, through Turnitin submission link as a word document – accessible via the ‘Assessment and Exams’ icon link on the module ‘Home’ page.

This must be before the published deadline stated in this document.

The University’s ‘Generic Marking Assessment Criteria’ (see below pages) will be used to assess the work. o Formal feedback and results will be provided as per university regulations, i.e., 4 weeks after the submission date.

The feedback will be located within the Turnitin platform.

This can be accessed via your individual submission link where you uploaded your work on the Canvas module site.

Note: if marks are released prior to programme assessment boards, students should be aware that they are subject to ratification and may change depending on the outcome of the programme assessment board.

Referencing your work:

In this University the Harvard method of referencing is used.

The Harvard method of referring to publications and of arranging references uses the author’s name and the date of the publication. References are listed at the end of the document in alphabetical order by author’s name. The general format of a journal reference is shown below:

Smith, J. (1999) How to succeed! Journal of Entrepreneurs, 1(2), p. 34-56

Author’s name and initials are listed first, followed by year of publication in brackets. Then there is the title of article and the journal where article appears, which is underlined or in italics. Finally, state the volume and issue Number (in brackets) along with the pages where article can be located. A short guide to Harvard referencing will also be available on the VLE under the module assessment navigation button. Please note that the majority of your references are to come from published academic journals.

Academic Integrity and Misconduct

Your attention is drawn to the University’s stated position on plagiarism.

The Work Of Others, Which Is Included In The Assignment Must Be Attributed To Its Source.

(A full reference list must be submitted as prescribed in the assessment brief)

Please note that this is intended to be an individual piece of work.

Action will be taken where a student is suspected of having plagiarised, colluded, or engaged in any dishonest practice.

Students are referred to the University regulations on plagiarism and other forms of academic irregularity which can be read in the Student Handbook.

Students must not copy or collude with one another or present any information that they themselves have not generated.

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Generic Assessment Criteria – Undergraduate Bachelor’s degree

	Categories
Grade	Relevance	Knowledge	Analysis	Argument and Structure	Critical Evaluation	Presentation	Reference to Literature
86 – 100%	The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85%	The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality
70 – 75%	The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
60 – 69%	Directly relevant to the requirements of the assessment	A substantial knowledge of relevant material, showing a clear grasp of themes,	Good analysis, clear and orderly	Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)	May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to	Well written, with standard spelling and grammar, in a readable style with acceptable format	Critical appraisal of up-to- date and/or appropriate literature. Recognition of different perspectives. Very good use of source
		questions and issues			theory and/or practice.		material. Uses a range of
		therein					sources
	Some attempt to	Adequate knowledge	Some analytical	Some attempt to construct a	Sound work which	Competently written,	Uses a variety of literature
50 –	address the	of a fair range of	treatment, but may	coherent argument, but may	expresses a coherent	with only minor lapses	which includes some recent
59%	requirements of the assessment: may drift	relevant material, with intermittent evidence	be prone to description, or to	suffer loss of focus and consistency, with issues at stake	position only in broad terms and in uncritical	from standard grammar, with	texts and/or appropriate literature, though not
	away from this in less	of an appreciation of	narrative, which	stated only vaguely, or	conformity to one or more	acceptable format	necessarily including a
	focused passages	its significance	lacks clear analytical	theoretical mode(s) couched in	standard views of the		substantive amount beyond
			purpose	simplistic terms	topic		library texts. Competent use of source material.
40 – 49%	Some correlation with the	Basic understanding of the subject but	Largely descriptive or narrative, with	A basic argument is evident, but mainly supported by	Some evidence of a view starting to be	A simple basic style but with significant	Some up-to-date and/or appropriate literature used.
	requirements of the	addressing a limited	little evidence of	assertion and there may be a	formed but mainly	deficiencies in	Goes beyond the material tutor
	assessment but	range of material	analysis	lack of clarity and coherence	derivative.	expression or format	has provided. Limited use of
	there are instances					that may pose obstacles	sources to support a point.
	of irrelevance					for the reader
35 – 39%	Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its	A limited understanding of a narrow range of material	Heavy dependence on description, and/or on paraphrase, is common	Little evidence of coherent argument: lacks development and may be repetitive or thin	Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase	Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by	Barely adequate use of literature. Over reliance on material provided by the tutor.
	vaguest and least					using a simplistic or
	challenging terms					repetitious style
	The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration.
30 –	The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that
34%	some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators.
15-29%	The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14%	The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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University	Management Development Institute of Singapore (MDIS)
Subject	MGT303 Leading and Implementing Organisational Change

MGT303 Leading and Implementing Organisational Change Assessment Brief 2026 | MDIS, Singapore