Organizational Design, Structure, and Change Presentation

Each year Fortune magazine publishes a “Most Admired” list of the top companies in the United States. Firms are rated on these eight dimensions: innovativeness, quality of management, long-term investment value, social responsibility to the community and the environment, people management, quality of products and services, financial soundness, wise use of corporate assets. International companies are rated on a ninth dimension: effectiveness in doing business globally.

For this assignment, select an organization with which you are familiar (you may choose an organization you frequently do business with or one where you currently or have previously worked). Then, choose one of the eight dimensions used to rate top U.S. companies in which the organization appears to be underperforming.

Compose a PowerPoint presentation of 12-15 slides.

Record your 7-10-minute presentation using YouTube Video, Loom, or Zoom. On the title slide of your PowerPoint presentation, provide the link to your YouTube, Loom, or Zoom video recording that you created. Your presentation should address the following:

Identify a major issue the organization is facing and in which of the eight dimensions it is underperforming
Explain the ramifications the underperformance is currently having on the organization. Identify the likely consequence of failure to improve in the selected dimension.
Analyze the relevance of the current organizational structure, design, and culture and their influence on organizational effectiveness, especially in relationship to the dimension in which the organization is struggling. Provide citations to support your analysis.
Determine whether the organization embodies the principles and values of conscious culture and management and its relevance to improving organizational function.
Present a plan to bring about necessary improvement using Kotter’s eight-step change model.
Address possible challenges to the suggested change and your plans for managing those challenges. Explain how different subsystems need to be realigned in order to bring about the change.
Detail any lessons learned and evaluate strategies that you, as a manager, will either avoid or engage in when designing the structure, building culture, and managing change in your organization. Provide citations to support your claims.
Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

Sample Solution

Skilled reading is not only depends on a single skill. In fact a wide range of skills involve with developing efficient reading. In early psychology studies, reading always considers as a complex higher mental activity, which includes thinking, judging, evaluating, imagining, problem solving, and reasoning (Gates, 1949, cited in Hoover & Gough, 1990). In counterpoint, it is also evident in early research that reading certainly involves above listed higher mental processes but if someone cannot able to read, it will be impossible for him to process those (Fries, 1963, cited in Hoover & Gough, 1990). Thus, early language based models, which discussed in earlier section focus on two distinguished levels. One is phonological and decoding level, another is comprehension level (Gough and Tummer, 1986; Hoover and Gough, 1990). In the simple view of reading, comprehension defined as an ability to interpret semantic information based on graphic representation arriving through eyes (Hoover & Gough, 1990). Cain (2010) argued that to become skilled reader the ability to decode individual words of a text and the ability to comprehend the passage both are equally needed. Becoming skilled reader, the importance of non-phonological language abilities (defined as broader language skills, Nation & Snowling, 2004) is also undeniable. Gilion & Dodd, (2005) described broader language skills as metalinguistic abilities. They argued that not only PA, but also other metalinguistic skills for example: morphological, syntactical, semantic and pragmatic awareness are influence to become skilled reader (Gillion, 2015). A number of studies support this point. In one study Nation and Snowling (2004) investigated the relationship between language skills and reading development of 72 typically developing children. They conducted this study in two points of time, at the first point participants were around 8.5 years old and at the second point they were around 13 years old. The study reported that a significant concurrent and longitudinal predictive relationship between broader language skills (vocabulary, semantics and listening comprehension) an

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