MGT521 Critical Thinking Writing Rubric

MGT521
Critical Thinking Writing Rubric - Module 12
Exceeds
Expectation
Meets Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
25-30 Points 19-24 Points 13-18 Points 7-12 Points
Requirements Includes all of the
required
components, as
specified in the
assignment.
Includes most of
the required
components, as
specified in the
assignment.
Includes some of
the required
components, as
specified in the
assignment.
Includes few of the

required
components, as
specified in the
assignment.
Content Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or

omissions.
Analysis Provides strong
thought, insight,
and analysis of
concepts and
applications.
Provides adequate
thought, insight,
and analysis of
concepts and
applications.
Provides poor
though, insight,
and analysis of
concepts and
applications.
Provides little or no
thought, insight,
and analysis of
concepts and
applications.
Sources Sources go above
and beyond
required criteria
and are well
chosen to provide
effective

substance and
perspectives on
the issue under
examination.
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Sources meet
required criteria
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Source selection
and integration of
knowledge from
the course is
clearly deficient.
MGT521
Critical Thinking Writing Rubric - Module 12

Mechanics and Writing
5 Points 4 Points 3 Points 1-2 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.
Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure, contains
no errors in
grammar, spelling,
APA style, or APA
citations and
references.
Project is fairly well
organized and
written and is in
proper format as
outlined in the
assignment.
Reasonably good
sentence and
paragraph
structure, may

include a few
minor errors in
grammar, spelling,
APA style, or APA
citations and
references.
Project is poorly
organized and
written and may
not follow proper
format as outlined
in the assignment.
Inconsistent to
inadequate
sentence and
paragraph
development,
and/or includes
numerous or major
errors in grammar,
spelling, APA style,
or APA citations
and references.
Project is not
organized or well
written and is not
in proper format as
outlined in the
assignment. Poor
quality work;
unacceptable in
terms of grammar,
spelling, APA style,
and APA citations

and references.
Total points possible = 130
603
Action Planning Tools
After all is said and done, more is often said than done! – Aesop
or Lou Holz
This section explores a selection of action planning tools that
change agents find
particularly useful (see Table 9.3). Selecting the appropriate
tool is both an art and
science: An art as the story of Waugh at HP illustrated (see
above), and a science as one
analyzes data carefully and makes appropriate selections. In
addition to the tools listed
here, remember to reflect on action planning tools discussed in
other chapters such as
tools for assessing and/or handling: the need for change
(Chapter 3); gap analyses,
readiness for change and the framing of the vision for the
change (Chapter 4); formal
systems and processes (Chapter 5); the political and cultural
dimension of change,
including stakeholder and force field analyses (Chapter 6);
recipients of change (Chapter
7), your own skills and competencies as a change agent
(Chapter 8); and the use of
measurement in the advancement of change (Chapter 10).

Table 9.3 Tools for Action Planning
Table 9.3 Tools for Action Planning
1. To-do list—a checklist of things to do
2. Responsibility charting—who will do what, when, where,
why, and how
3. Contingency planning—consideration of what should be done
when things do
not work as planned on critical issues
4. Flow charting—a way of diagramming the nature of the
existing process you
wish to examine and set out how you propose to change it
5. Design thinking—an approach used to engage others
collectively in creative
problem solving around what needs to change and the design of
the change itself
— a tool that can be used in conjunction with visioning
initiatives
6. Surveys, survey feedback, and appreciative inquiry—
capturing people’s
opinions and tracking their responses, observations, and insights
over time, to
assist in identifying what needs changing, nurturing engagement
and support, and
in tracking progress
7. Project planning and critical path methods —operations
research techniques for
scheduling work. These methods provide deadlines and insight
as to which
activities cannot be delayed to meet those deadlines.

8. Tools that assess forces that affect outcomes and
stakeholders—these
tools are closely related to force field and stakeholder analysis
discussed in
Chapter 6:
a. Commitment charts—an evaluation of the level of
commitment of major
players (against, neutral, let it happen, help it happen, make it
happen)
b. The adoption continuum or awareness, interest, desire,
adoption (AIDA)
analysis—examination of major players and their position on
the AIDA
604
continuum related to the proposed changes
c. Cultural mapping—an approach that provides for a more
detailed
assessment of the cultural context the change is occurring in;
particularly
useful when the goal is cultural change
9. Leverage analysis—determination of methods of influencing
major groups or
players regarding the proposed changes
10. Training and development tools—tools related to the design
and delivery of
educational initiatives that advance employee knowledge and

ability to perform
effectively, given the changes
11. Diverse change approaches—a variety of techniques and
tools that brings
about change and that continues to grow
605
1. To-Do Lists
When managers engage in action planning, they often begin by
outlining in detail the
sequence of steps they will take initially to achieve their goals.
That is, they make a list. A
to-do list, a checklist of things to do, is the simplest and most
common planning tool.
Sometimes this is all the situation requires. As the action
planning becomes more
sophisticated, simple to-do lists will not suffice and
responsibility charting provides more
control.
Chapter 7 • Managing Recipients of Change and Influencing
Internal StakeholdersChapter 9 • Action Planning and
ImplementationAction Planning Tools1. To-Do Lists
Chapter 9:
Action Planning and Implementation
Chapter Overview

Change leaders have a “do it” attitude. Without action, nothing
happens
Action planning involves planning the work and working the
plan. “Right” decisions = approximately right, as you gain
feedback and learn as you go
Action planning sorts out who does what, when, and how and
tracks progress to promote learning and adaptation
Tools to help you manage the process are discussed
Successful change agents effectively engage others in the
journey, develop detailed communication plans and the
transition
Deszca, Ingols & Cawsey, Organizational Change: An Action-
Oriented Toolkit, 4th ed.. © 2020 SAGE Pub.
2
The Change Path Model
Implementation planning that engages and empowers others
Action planning tools
Communications planning
Managing the transition and after-action review
3
Awakening
Chapter 4

Acceleration
Chapter 9
Institutionalization
Chapter 10
Mobilization
Chapters 5 through 8
3 Approaches to Decision Making and
Action Taking
Thinking First
when the issue is clear and the context structured
Seeing First
when many elements have to be combined into creative
solutions, commitment is key and communication across
boundaries is essential. People need to see the whole before
becoming committed.

Doing First
when situation is novel and confusing, complicated
specifications would get in the way and a few simple rules can
help people move forward
4
3 Generic Change StrategiesChange
TypeCharacteristicImplementationPitfallsProgramma tic
ChangeMissions, plans, objectives Training, timelines, steering
committeesLack of focus on behavior, one solution for all,
inflexible solutionsDiscontinuous ChangeInitiated from top,
clear break, reorientationDecrees, structural change, concurrent
implementationPolitical coalitions derail change, weak controls,
stress from the loss of people Emergent ChangeAmbiguous,
incremental and challengingUse of metaphors, experimentation,
and risk takingConfusion over direction, uncertainty, and
possible slow results
5
Working Your Plan
Mobilize commitment to change through joint diagnosis of
business problems
Develop a shared vision of how to organize and manage for
competitiveness

Foster consensus for the new vision, competence to enact it, and
cohesion to move it along
Spread revitalization to all departments without pushing it from
the top
Institutionalize revitalization through formal policies, systems,
and structures
Monitor and adjust strategies in response to problems in the
revitalization process
6
Working Your Plan
Think of a change situation you are familiar with. Return to
Table 9.1 and consider whether it is a:
Programmatic change
Discontinuous change
Emergent change
How well was it handled? Was the appropriate approach or
should it have been handled differently?
7
Steps to Effective Change—Beer et al.’s Six Steps
Mobilize commitment through joint diagnosis

Develop a shared vision
Foster consensus for the new vision, competence to enact it, and
cohesion to move it along
Spread revitalization to all departments without pushing it from
the top
Institutionalize revitalization through formal policies, systems,
and structures
Monitor and adjust strategies as you go
8
Jick’s Ten Commandments
Analyze the organization and its need for change
Create a vision and a common direction
Separate from the past
Create a sense of urgency
Support a strong leader role
Line up political sponsorship
Craft an implementation plan
Develop enabling structures
Communicate, involve people, and be honest
Reinforce and institutionalize change
9

Kotter’s Eight-Stage Process
Establish a sense of urgency
Create a guiding coalition
Develop a vision and strategy
Empower broad-based action
Communicate the change vision
Generate short-term wins
Consolidate gains and produce more change
Anchor new approaches in the culture
10
Lueck’s Seven Steps for Change
Identify the leadership
Focus on results, not activities
Start change at the periphery, then let it spread to other units,
pushing it from the top
Institutionalize success through formal policies, systems, and
structures
Monitor and adjust strategies in response to problems in the
change process

11
“No Plan Survives First Contact”
While it is critical to plan and anticipate, planning is a means
not an end.
Don’t ignore vital emerging information just because it does not
fit with carefully conceived plans.
Contingencies and alternative ways of approaching change are
important contributors to enhanced adaptive capacity.
12
Action Planning Tools
To Do Lists—A checklist of things to do
Responsibility Charting—Who will do what, when, where, why,
and how
Contingency Planning—Consideration of what should be done
when things do not work as planned on critical issues. Tools to
aid with this include decision tree analyses and scenario
analyses
Flow Charting

13
Action Planning Tools (cont.)
Design Thinking
Surveys and Survey Feedback
Project Planning and Critical Path Methods for Scheduling
Tools that assess outcomes and stakeholders (discussed in Ch.
6), including:
Commitment Charts
The Adoption Continuum (AIDA)
Cultural Mapping
14
Action Planning Tools (cont.)
Leverage Analysis
Training and Development Tools
Diverse Change Approaches

15
Responsibility ChartingDecisions or Actions to be
TakenResponsibilities SusanTedSonjaRelevant DatesAction
1RAIFor meeting on Jan 14Action 2RIMay 24Action
3SAADraft Plan by Feb 17
Action by July 22Etc...Coding:
R = Responsibility (not necessarily authority)
A = Approval (right to veto)
S = Support (put resources toward)
I = Inform (to be consulted before action)
16
Project Planning
Organizing task to allow for parallel processes to occur has
been shown to save time.
17
Level of Commitment to Action
Opposed to the Change
Neutral to the Change

Let It Happen (weak support)
Help It Happen
Make It Happen
LOW
HIGH
18
Stage of Adoption
Awareness
Becoming altered to the existence of something new, such as a
product, service, or procedure
Interest
A growing inquisitiveness about the nature and benefits of the
new idea
Desire/Appraisal
Studying strengths and weaknesses of new idea and its
application to their area, followed by small-scale testing
Action/Adoption
Incorporating the new idea as part of the resources the adopter
brings to their job
19

19
Crossing the Adoption Chasm
Innovators
Early Adopters
Early Majority
Late Majority
Laggards
The Chasm or Tipping Point of Support That Needs to be
Crossed
20

Commitment ChartKey PlayersLevel of CommitmentLevel of
Understanding (high, med, low)Opposed
Strongly to Weakly NeutralLet It HappenHelp It HappenMake It
21
Mapping People on the Adoption CurveKey PlayersAware
InterestedDesire for ActionMoving to Action or Adopting the
Etc...
22
Action Planning Checklist
Is the action plan consistent with the analysis, vision, and
objectives?
Is your action plan realistic, given your influence, and the
resources likely to be available to you?
Are you and your team committed, and do have the competence
and credibility to implement the action steps? If not, how will
you address this?
Is the plan time-sequenced in logical order?

Is it clear who will do what, when, where, and how?
What are the milestones and the probability of success at each
step? Have you anticipated secondary consequences of your
actions?
23
Action Planning Checklist (cont.)
Have you anticipated possible secondary consequences and
lagging impacts your plans may have?
Have you developed contingencies for risk areas and for how to
proceed if things go better or differently than anticipated?
Who does your plan rely on? Are they “on-side”? If not, what
will it take to bring them “on-side”?
Does your action plan take into account the concerns of
stakeholders and possible coalitions they might form?
Who (and what) could seriously obstruct the change? How will
you manage them?
24

Communication Needs for Different Phases in the Change
ProcessPre-Approval PhaseDeveloping the Need for Change
PhaseMid Stream Change PhaseConfirming the Change
PhaseCommunication plans to sell top
managementCommunication plans to explain the need for
change, provide a rationale, reassure employees, and clarify the
steps in the change process. Communication plans to inform
people of progress and to obtain feedback on attitudes and
issues, to challenge any misconceptions, and to clarify new
organizational roles, structures, and systems.Communication
plans to inform employees of the success, to celebrate the
change, and to prepare the organization for the next change.
25
Communicating for Change
Message and media redundancy are key for message retention.
Carefully consider the impact and use of social media and how
others affected may use it
Face-to-face communication is most effective
Line authority is effective in communications
The immediate supervisor is key
Opinion leaders need to be identified and used
Employees pick up and retain personally relevant information
more easily than other types of information

26
Influence Strategies for Change
Education and communication
Participation and involvement
Facilitation and support
Negotiation and agreement
Manipulation and co-option
Explicit and implicit coercion
Systemic adjustment
27
Toolkit Exercise 9.2—Action Plans for Influencing Reactions to
Change
Which of the following strategies have you seen used to
overcome resistance to action plans?
Education and communication?
Participation and involvement?
Facilitation and support?
Negotiation and agreement?
Manipulation and co-optation?
Explicit and implicit coercion?

Systemic adjustments?
What were the consequences of the methods?
Which of these methods are you most comfortable with using?
Which do you have the skills to use?
28
Toolkit Exercise 9.3 (cont.)
Additional Lenses on Influence Tactics
Inspirational appeals
Consultation: seeking the participation of others
Relying on the informal system: existing norms and
relationships
Personal appeals: friendship, loyalty
Ingratiation: praise, flattery, friendliness
Rational persuasion: using data
Exchange or reciprocity
Coalition building
Using rules or legitimating tactics
Appeals to higher authorities
- Which of the above have you used? How successful were

they?
- How comfortable are you with each method?
29
Push and Pull Tactics
Push Tactics
Use of facts, logic, and/or pressure (e.g., use of guilt and fear)
to push people toward the change
Pull Tactics
Inspirational appeals and other influence tactics designed to
attract and pull people toward the change
30
Implementation Tactics and SuccessTacticPercentage UseInitial
Adoption RateUltimate Adoption RateTime to Adopt
(months)Intervention16%100%
82%11.2Participation20817119.0Persuasion35654920.0Edict295
13521.5
31

A Checklist for Change: Transition Management
Transition Management: managing the implementation of the
change project
How will the organization continue to operate as it shifts from
one state to the next?
Who will answer questions about the proposed change? What
decision power will they have?
Do the people in charge of the transition have the appropriate
authority to make decisions necessary to ease the change?
Have we developed ways to reduce the anxiety created by the
change and increase the positive excitement over it?
32
A Checklist for Change: Transition Management (cont.)
Have we worked on developing a problem-solving climate
around the change process?
Have we thought through the need to communicate the change?
Who needs to be seen individually? Which groups need to be
seen together? What formal announcement should be made?
Have the people handling the transition thought about how they
will capture the learning from the change process and share it?

Have we thought about how we will measure and celebrate
progress and how we will bring about closure to the project and
capture the learning so it is not lost (after-action review)?
33
What Makes for a Good Action Plan?
It can be done!
Organized as a timed sequence of conditional moves
Responsibility charts: who does what, when, why, how?
Measures and Outcomes are specified
The plan is consistent with analysis and objectives
34
What Makes for a Good Action Plan? (cont.)
Resources are available: money and people
Real “buy in” is there—involvement and public commitment,
coalitions are considered
Early positives exist to help build momentum

Most importantly, you have the Vision and Goals needed to
guide you in the right direction
35
Summary
“Doing it” demands a good plan and a committed team who will
work that plan
Several strategies for approaching change and planning the
work are discussed. Change agents, like good coaches, adjust as
they go
Action planning tools are discussed
Effective action planning and implementation requires careful
attention to communication and transition management
36
Schilling & Hill, 1998
Cycle
Time
Opportunity
Identification
Opportunity
Identification
Concept
Development

Concept
Development
Product Design
Product Design
Process Design
Process Design
Commercial
Production
Commercial
Production
Example 1
Example 2
Cycle Time
Opportunity
Identification
Opportunity
Identification
Concept
Development
Concept
Development
Product Design
Product Design
Process Design
Process Design
Commercial Production
Commercial Production
Example 1
Example 2

The Change Management Process (130 points)
Regulations:
· GRADING EXPECTATIONS :
1. I recommend that you use the grading rubric to shape your
work product (Attached).  
2. With respect to grading, The instructor really looks for 2
things: citations and substance. I encourage you to include cites
and information from scholarly and/or peer-reviewed sources in
addition to the course text (Cawsey, T. F., Deszca, G., & Ingols,
C. (2020). Organizational change: An action-oriented toolkit
(4th ed.). Thousand Oaks, CA: Sage Publishing. ISBN-13:
9781544351407).
Otherwise, my potential for points is reduced. It  indicates you
have read the course materials and searched far and wide for
theories, statistics, and facts to address the issue at hand. I
encourage you to paraphrase these sources. Convert the content
into your own words rather than using direct quotes. This
improves the synthesis of information, and it makes the writing
more closely resemble your own style. 
In addition to scholarly citations, a substantive assignment is
one that not only answers the question but advances the
discussion. Please, do more than is expected.
· The writer must apply APA style guidelines And avoid
plagiarism by using your own words
· Support your submission with:
1. Course material concepts, principles, and theories from the
textbook and Use it in the references (Cawsey, T. F., Deszca,
G., & Ingols, C. (2020). Organizational change: An action-
oriented toolkit (4th ed.). Thousand Oaks, CA: Sage Publishing.
ISBN-13: 9781544351407)
2.  At least Four scholarly, peer-reviewed journal articles.
2.1 Brenkert, G. G. (2019). Mind the gap! The challenges and

limits of (global) business ethics. Journal of Business Ethics,
155(4), 917–930.
2.2 Graaf, G., Hengeveld-Bidmon, E., Carnochan, S., Salomone,
M., & Austin, M. J. (2019). Change communication in public
sector cutback management. Public Organization Review, 19(4),
453-472. https://doi.org/10.1007/s11115-018-0408-8
· Be 7 completed pages in length, which does not include the
title and reference pages, which are never a part of the content
minimum requirements. Organize your paperwith section
headers related to the Critical thinking prompts
The Change Management Process (130 points)
Throughout the years, specifically since the implementation of
Saudi Vision 2030, the Kingdom of Saudi Arabia has
experienced many changes. For this assignment, select an
organization, which you have not written about (thus far) in
MGT521, and address the following:
1. Provide information about the organization’s mission, vision,
values, and industry.
2. Provide details about how the organization has made changes
based upon the pillars of Saudi Vision 2030.
3. Explain what additional changes the organization must make
to further align with the goals and objectives set forth by Saudi
Vision 2030.
4. Explain what changes the organization must make to align
with the needs/changes in the external environment.
5. Based upon the changes noted, as related to Saudi Vision
2030 and environmental changes, explain which tools for action
planning, explored in Table 9.3(Attached), you would utilize to
effectively carry out the change.
6. Explain the critical role of communication during the time of
the change and how you would effectively communicate the
change to all organizational stakeholders.

Very important Note:
To move to exceed standards, I recommend providing research
and/or evidence or examples to show your point here.

MGT521 Critical Thinking Writing Rubric

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