Criteria for Grading Organizational Development Proposal A B C F Points Earned Quality of Content (55 pts) Student demonstrated exceptional knowledge of relevant concepts and theories; all statements and opinions were supported by appropriate citations from the literature. 55 - 50 points Student demonstrated satisfactory knowledge of relevant concepts and theories; most statements and opinions were supported by appropriate citations from the literature. 49 - 44 points Student demonstrated less than satisfactory knowledge of relevant concepts and theories; some statements and opinions were not supported by appropriate citations from the literature. 43 - 39 points Student demonstrated unsatisfactory knowledge of relevant concepts and theories; many statements and opinions were not supported by appropriate citations from the literature. 38 - 0 points Comments Quality of Research (20 pts) Student did an exceptional job of integrating course readings with additional research. Student cited more than the required number of references. Sources listed were all scholarly or practitioner journals from the last ten years. 20 - 18 points Student did a satisfactory job of integrating course readings with additional research. Student cited the required number of references. Sources listed were primarily scholarly or practitioner journals from the last ten years. 17 – 16 points Student did a less than satisfactory job of integrating course readings with additional research. Student may not have cited the required number of references. Some sources listed may not have been scholarly or practitioner journals from the last ten years. 15 - 14 points Student did an inadequate job of integrating course readings with additional research. Student did not cite the required number of references. Many of the sources listed were not scholarly or practitioner journals from the last ten years. 13 – 0 points Comments Organization and Mechanics (20 pts) Student presented information in a logical sequence that was very easy to follow. Essay had no major spelling and/or grammar errors. The page length requirement was met. 20 – 18 points Student presented information in a mostly logical sequence that was fairly easy follow. Essay had a few minor spelling and/or grammar errors. The page length requirement was met or may have been slightly exceeded. 17 – 16 points Student presented information in a confusing sequence that was not easy to follow. Essay had several major spelling and/or grammar errors. The page length requirement may not have been met. 15 - 14 points Student presented information in an illogical sequence that was difficult to follow. Essay had many spelling and/or grammar errors. The page length requirement was not met. 13 – 0 points Comments APA formatting (5 pts) All citations, quotations, and references were formatted correctly or contained only one or two minor errors. 5.0 – 4.5 Most citations, quotations, and ref.

1. Criteria for Grading Organizational Development Proposal
A
B
C
F
Points Earned
Quality of Content
(55 pts)
Student demonstrated exceptional knowledge of relevant
concepts and theories; all statements and opinions were
supported by appropriate citations from the literature.
55 - 50 points
Student demonstrated satisfactory knowledge of relevant
concepts and theories; most statements and opinions were
supported by appropriate citations from the literature.
49 - 44 points
Student demonstrated less than satisfactory knowledge of
relevant concepts and theories; some statements and opinions
were not supported by appropriate citations from the literature.
43 - 39 points
Student demonstrated unsatisfactory knowledge of relevant
concepts and theories; many statements and opinions were not
supported by appropriate citations from the literature.
38 - 0 points
Comments

2. Quality of Research
(20 pts)
Student did an exceptional job of integrating course readings
with additional research. Student cited more than the required
number of references. Sources listed were all scholarly or
practitioner journals from the last ten years.
20 - 18 points
Student did a satisfactory job of integrating course readings
with additional research. Student cited the required number of
references. Sources listed were primarily scholarly or
practitioner journals from the last ten years.
17 – 16 points
Student did a less than satisfactory job of integrating course
readings with additional research. Student may not have cited
the required number of references. Some sources listed may not
have been scholarly or practitioner journals from the last ten
years.
15 - 14 points
Student did an inadequate job of integrating course readings
with additional research. Student did not cite the required
number of references. Many of the sources listed were not
scholarly or practitioner journals from the last ten years.
13 – 0 points
Comments
Organization and Mechanics
(20 pts)
Student presented information in a logical sequence that was
very easy to follow. Essay had no major spelling and/or

3. grammar errors. The page length requirement was met.
20 – 18 points
Student presented information in a mostly logical sequence that
was fairly easy follow. Essay had a few minor spelling and/or
grammar errors. The page length requirement was met or may
have been slightly exceeded.
17 – 16 points
Student presented information in a confusing sequence that was
not easy to follow. Essay had several major spelling and/or
grammar errors. The page length requirement may not have
been met.
15 - 14 points
Student presented information in an illogical sequence that was
difficult to follow. Essay had many spelling and/or grammar
errors. The page length requirement was not met.
13 – 0 points
Comments
APA formatting
(5 pts)
All citations, quotations, and references were formatted
correctly or contained only one or two minor errors.
5.0 – 4.5
Most citations, quotations, and references were formatted

4. correctly or contained a few minor errors.
4.4 – 4.0 points
Several citations, quotations, and references were not formatted
correctly or contained major errors.
3.9 – 3.5 points
Many citations, quotations, and references were not formatted
correctly or contained many errors.
3.4 - 0 points
Comments
Total Points Earned
(100 points max)
Overall Comments
2
Community Engagement at ACU is about….

5. Building
connections
ACU community engagement builds genuine connections with
community organisations and the broader
community. It is through our being-in-relationship that we are
able to develop empathic understanding, to
realise the fullness of our dignity, and to flourish as human
beings. Through the development of
respectful relationships and mutually beneficial partnerships,
university and community can experience
positive individual and institutional growth.
ACU community engagement
builds genuine connections with
community through respectful
and mutually beneficial
partnerships.
Acting with
humility
ACU community engagement develops capacity and
sustainability in the community through the virtue of
humility. Humility allows us to look ‘outward’ with a sense of
equality (not superiority or inferiority)
and to work collaboratively with community instead of ‘on’ or
‘for’ community. Humility can help to
minimise the power differentials inherent to some aspects of
community work. Humility is a necessary
precondition for genuine understanding and respect for human
dignity. Humility opens our hearts to the
contributions that those with whom we work bring to our
relationships. Such a humble, non-judgmental,
and non-moralistic approach honours the autonomy, and

6. therefore the dignity, of all involved, so that
together we form our consciences and work in ways that
facilitate personal responsibility and, with it,
human flourishing.
ACU community engagement
acts with humility, looking
‘outward’ with equality to work
collaboratively with community,
not ‘on’ or ‘for’ community.
Developing
understanding
ACU community engagement aims to truly understand the
people we work with. Empathic
understanding involves listening and reflecting with one’s heart
and with one’s intellect in order to come
to a deep emotional and intellectual comprehension of the
beliefs, dispositions, needs, desires, and hopes
of the people we work with, and of how these are shaped by
experiences and environment. Based on such
empathic understanding we can respond in a considered,
compassionate, and respectful manner to
develop meaningful outcomes with community, as community.
ACU community engagement
responds with empathy, aiming to
understand the people we work
with and interact in a considered,
compassionate, and respectful
manner.
Affirming
dignity

7. ACU community engagement recognises the inherent and equal
moral worth and rights of all human
beings who are made in the image and likeness of God.
Honouring the dignity of community members
means working to ensure the protection and provision of
fundamental human rights. It also means
ensuring the development of people’s capacities so that they can
fully realise a sense of meaning, purpose
and self-worth. Such a commitment to dignity translates into a
fundamental orientation towards the
support of those most marginalized and disadvantaged by the
structures and attitudes of contemporary
society. Supporting people’s dignity means working with people
in a holistic manner in a spirit of
humility and collaboration for the common good.
ACU community engagement
recognises the fundamental rights
and worth of all human beings
and is committed to affirming the
dignity of all people in a holistic
manner.
Pursuing
Justice
ACU community engagement works for social justice. Through
developing understanding, affirming
human dignity, acting with humility, and building genuine
connections, our community engagement
works to stand in solidarity with those most in need, wherever
they may be, and to advance the common
good of our societies. This means working for the good of all,
and for just and fair opportunities for
participation in all aspects of society. The common good cannot
be achieved if we ignore those most in

8. need. In ACU community engagement, there exists a
fundamental orientation towards prioritising the
needs of those who experience the most disadvantage and
marginalization.
ACU community engagement
stands in solidarity with the most
disadvantaged and marginalized,
and works to realise a fair and just
society for all.
The University’s Core Curriculum lies at the heart of this
transformation. It’s a key
part of every ACU student’s education - giving students time to
reflect on ways they
can change the world by applying the principles of Catholic
Social Thought.
An ACU education is about integral human
development. Our students are more than
their degree. An ACU education is about
learning to look at the world with empathy
and confidence. It’s learning to listen and
lead. It’s challenging stereotypes, and having
the courage to make an impact.
Community
engagement
and our students
Catholic Social Thought has informed

9. the development of universal
approaches to human rights and
justice in the 20th and 21st centuries.
It is closely aligned with the most
fundamental principles of many of the
world’s religions and has influenced
the codes of practice for many of our
professions.
THE DIGNITY OF THE
HUMAN PERSON
Every person has value, is worthy of
great respect and must be free from
slavery, manipulation and exploitation.
SOLIDARITY
We are one human family whatever our
national, racial, ethnic, economic, and
ideological differences.
THE COMMON GOOD
Everyone should have access to what
they need to live a fulfilling life.
RIGHTS AND RESPONSIBILITIES
Every person has a fundamental right
to those things required for human
decency. Corresponding to these rights
are responsibilities, to one another, to
our families, and to the larger society.
STEWARDSHIP OF THE EARTH
It is our collective responsibility to care
for the world we inhabit.
The Core at ACU is made up of three
units, one of which is a community

10. engagement unit.
Like good stewards
of the manifold
grace of God, serve
one another with
whatever gift each of
you has received.
1 Peter 4:10
acu.edu.au/acuengagement
TYPES OF COMMUNITY ENGAGEMENT AT ACU2
EXAMPLES FROM ACU STUDENTS
Direct community engagement
Students interact with community members through an
existing program offered by ACU and/or an external partner
organisation (e.g., tutoring, serving meals).
ACU Education students
Provided one-on-one tutoring for students from
disadvantaged backgrounds in a homework support
program.
Project-based community engagement
Students (individually or in groups) work on a project with a
tangible outcome for a community organisation (e.g., develop
a website for a community organization, develop a strategic
plan).
ACU Arts students
Mapped available services for homeless Australians, and
developed a directory of resource needs for local support

11. agencies.
Community-based research
Students conduct or contribute to a research project needed
by a community organisation.
ACU Psychology students
Worked with service agencies to understand the benefits of
social skills training for young people with autism.
Advocacy
Students participate in/support one of ACU’s partner
organisations with an ongoing campaign to address a social
issue.
ACU Science students
Supported mental health awareness week by conducting a
mental health awareness event on campus.
Community engagement
student placements
ACU Engagement is committed to
ensuring that all ACU students and
staff have the opportunity to make a
contribution to their community that
is feasible and meaningful to them,
and that meets community needs in
a way that is valuable and respectful.
We assist schools and faculties to link
with our projects and our community
partners to provide meaningful
community engagement placements
that give students the opportunity to
apply the principles of Catholic Social
Thought.

12. ACU Engagement supports four
different types of community
engagement placements1, so that
we can meet the varied needs of our
community partners as well as the
skills and capabilities of our students.
ACU ENGAGEMENT
1 These four categories are based on those developed by DePaul
University (Chicago, US).
2 Not all Schools/degrees utilise all four categories. Students
should check with their Lecturer/Tutor as to which categories
meet the requirements for their course.
NATIONAL
Peter Boyle
[email protected]
ACU Engagement
[email protected]
NSW
Vivien Cinque
[email protected]
ACT
Olivia Merrick
[email protected]
VIC
Jess Innes-Irons
Jessica.Innes-I[email protected]
QLD
Matthew Pink
[email protected]
If you are a community group or organisation interested in
exploring ways ACU
students could assist your community, please contact our

13. national community
engagement manager or your local campus community
engagement team.
Why work at ACU
We’re building a foundation for research excellence, top-tier
teaching and sustained community empowerment that endures
far into the future. Come join us.
A workplace that works well
Good company culture rewards positive actions and decisions.
At ACU, we celebrate your achievements, encourage broad
collaboration, and ensure you maintain that crucial work-life
balance.
We’re a family of academics and professionals working side by
side on a first-name basis. We come together with the common
goal of improving society and communities. And we want to
invest in you along the way.
Helping you reach your potential
Shape your career pathway with our ongoing training and
development opportunities. Every year, you’ll have the chance
to build on your strengths, acquire new skills and broaden your
professional experience.
We also offer specific programs for staff moving into
management positions, equipping them with effective and
dynamic leadership skills.
Join an inclusive workplace
We’re a close-knit community with a shared outlook. Feedback
from staff opinion surveys shows our staff enjoy a collegial
atmosphere and feel a strong alignment with our mission and
values.
We also have an established track record of being recognised as
a leader in gender equality. The Federal Government’s
Workplace Gender Equality Agency (WGEA) awarded us a
citation after assessing our practices that support career
development and the full participation of men and women in the

14. workplace.
In short, we want you to feel like you’re a part of a warm,
welcoming neighbourhood that supports you to excel in your
role, reach your potential and flourish while improving the lives
of others.
At ACU, we understand that fostering an inclusive and
respectful workplace that supports diversity provides an
enriching environment for both our staff and students, and we
actively recruit with this in mind.
The University is committed to diversity and social inclusion in
its employment practices. Applications from Aboriginal and
Torres Strait Islander people, people with disabilities and
people from culturally diverse groups are encouraged.Gender
Equality
ACU's commitment to equality and supporting all of our staff is
aligned with the University's Mission and values. The
University affirms this commitment through progressing the
Gender Equality Strategy 2015-2020.
As a result of its leading workplace practices, ACU has been
recognised as an exceptional employer that supports all staff to
develop in their careers and to reach their potential. On 25
February 2019, the University was awarded a Employer of
Choice for Gender Equality citation for the seventh consecutive
year.
Understand our gender equality strategyEqual Opportunity
Our Equal Opportunity Policy supports our commitment to
ensure our employment and recruitment practices are fair,
equitable and merit based. ACU's Mission expresses our
fundamental concern for social justice and underpins our
strategy to promote an environment for our staff that is free
from discrimination and harassment and provides equal access
to opportunities.
Explore our commitment to equal opportunityAboriginal and
Torres Strait Islander Peoples Employment
At ACU, we understand the importance of implementing
proactive strategies to help redress the disadvantage

15. experienced by Aboriginal and Torres Strait Islander peoples
and our recruitment practices seek to increase employment at all
levels of the University. ACU supports prospective Aboriginal
and Torres Strait Islander employment by encouraging both
mainstream and targeted employment. Through pursuing the
goals of the ACU Aboriginal and Torres Strait Islander Peoples
Employment Strategy 2015-2017, ACU is committed to being a
leading-practice employer that provides a culturally inclusive
space for staff. We aim to improve the employment and
retention of staff and to encourage our staff to pursue
professional development and career opportunities. Read more
about our supports for staff.
Read more about our Aboriginal and Torres Strait Islander
Peoples Employment Strategy
Watch our staff share their storiesDisability
We welcome applications from people with disabilities and are
committed to embedding equal opportunity for people with
disabilities into our policies and practices. Processes and
initiatives are in place to facilitate people with disabilities
gaining employment and reaching their potential in the
University.
These include:
· support and assistance for applicants as required during
recruitment and selection
· recruitment and selection processes based on merit
· ongoing support and assistance, including reasonable
adjustments to the workplace
· the availability of flexible work practices
· opportunities for training and development for all employees.
Do I need to be Catholic?
You absolutely do not have to be Catholic to join ACU.
According to recent staff surveys, around a third of our staff
identified as practising Catholics. We have a great diversity of
different perspectives and viewpoints – and we wouldn’t have it
any other way. In fact, we think that’s one of our greatest
strengths.

16. What’s important to us is that you believe in what we stand for:
the invaluable benefit of a good education, the ongoing pursuit
of knowledge, the dignity of every human person and a passion
for community outreach.
Understand our mission
Our mission and values underpin everything we do. First and
foremost, our primary responsibility is to provide excellent
higher education to our diverse and dispersed student body.
We aim to produce graduates who are highly competent in their
chosen fields, have a strong sense of ethics, deploy highly
developed critical skills, maintain an appreciation of the sacred
in life, and are committed to serving the common good.
But, more than that, we aspire to be a university characterised
by free enquiry and academic integrity. Through fostering and
advancing knowledge in education, health, commerce, the
humanities, science, technology and the creative arts, we seek
to make positive impacts at home and abroad.
We also engage with the social, ethical and religious
dimensions of the questions we encounter during our teaching,
research and service.
Read more about our mission, identity and values
We’re also advocates for environmental sustainability. Read
about what we are doing to reduce our environmental impact by
visiting our sustainability and wellbeing section.
Find out about our commitment to sustainability and wellbeing
ACU in the community
We want you to move forward by giving back. To that end,
we’re dedicated to building deep and lasting connections with
communities and social organisations.
These endeavours are guided by a fundamental concern for
justice, equity and the dignity of all human beings.
Whether you’re a future staff member, current student or
alumnus, we encourage everyone at every level in our
organisation to help disenfranchised communities. It’s

17. important, enriching and invaluable work.
Community Engagement Provider Information Booklet
The purpose of this booklet is to provide essential information
about the Professional Experience Program in particular, the
unit BIPX202 Professional Experience . This booklet is
especially written for organisations that may be hosting our
students for this program.
About Univercity
ACU is the, a public university funded by the Australian
Government and open to students and staff of all beliefs. We
have six campuses in Australia and offer programs throughout
Australia and overseas.
ACU has an established reputation for quality and innovative
teaching and specialist tertiary education in health, education,
business, arts, social sciences, and theology. The students enjoy
the benefits of small, friendly campuses and small class sizes,
and have direct access to highly qualified lecturers and
outstanding student support services. ACU is dedicated to
rigorous intellectual scholarship and the individual’s pursuit of
truth and academic freedom. Its ethos is derived from Christian
values and the Catholic intellectual tradition, and our core
concern is with ethics in all fields of endeavor.
The Peter Faber Business School offers a range of degree

18. programs including: Bachelor of Commerce,
Bachelor of Accounting and Finance, Bachelor of Business
Administration, Bachelor of Information
Technology, Bachelor of Arts/Commerce and Bachelor of
Commerce/Business Administration. These degrees include up
to three Professional Experience units, which together form the
Professional Experience Program.
The Professional Experience Program
The Professional Experience Program is a series of up to three
unique ‘experiential’ units offered to our students.
It allows students to build on their academic experiences
through industry-based learning. Professional Experience is an
integral part of all the degree programs offered at the Peter
Faber School of Business. The positioning of Professional
Experience units in each year of the degree helps students to
understand the realities of the workplace, to put their academic
studies in context, and to enable them to begin professional
work immediately upon completion of their course.
The first Professional Experience unit, Community Engagement
– Building Strength and Capabilities (BIPX202), is a mandatory
core foundation unit for all undergrad students. This unit
provides students with a combination of disciplinary
understanding of the contribution of not for profit enterprises to
the economy and society, in addition to experience in providing
services through structured community engagement in a not-
for-profit organization. Students in this unit will develop
critical employment skills which they will hone in the context
of working in a not for profit organisation. These skills will
include organisation, team work, a service mindset, self-
development and initiative. This unit reinforces the University
Core Curriculum by enabling students to volunteer the
community in a three-way partnership between the student, the
university and participating organisation.
Community Engagement
The mission statement of ACU expresses a commitment to

19. serving the common good with a fundamentalconcern for justice
and equity, and for the dignity of all human beings. The
University Strategic Plan 2009 - 2019 supports the development
of student awareness of social responsibility to the wider
community.
ACU graduates should be professionally competent, and able to
contribute significantly to both their own profession and to the
broader community. Professional Experience A enables students
to complete a voluntary period of Community Engagement in a
not-for-profit organisation. Students provide Community
Engagement by directly assisting the Clients accessing services
or support from not-for-profit
organisations. Professional Experience A endeavours to engage
students to serve the common good and to develop a concern for
social justice and the dignity of all human beings.
Community Engagement is designed to foster students'
awareness of:
· Social justice issues and the economic and social effects of
modern life.
· The responsibility of individuals to the wider community.
· Their personal, ethical and spiritual development.
· The importance of communication skills.
· Skills for successful teamwork.
· The value of reflection on their experiences.
The range and scope of activities undertaken by students for
Community Engagement may include:
· Directly talking with, reading to, spending time with or
directly assisting the clients of hostels, hospitals, nursing homes
etc.
· Directly assisting elderly, disabled clients during excursions
or outings, e.g. shopping, social activities
· Directly assisting children in schools via remedial reading or
some such program

20. · Directly assisting in community centers that provide a variety
clients accessing support and services for the homeless.
· Work directly with the accessing support and services from
various welfare groups and organisations operating in the local
community. How is BIPX202 Professional Experience A
organised?
Students are required to do a total of 40 hours of Community
Engagement in BIPX202.
Students are responsible to seek and arrange a suitable
placement. They are given information about placement seeking
process and techniques, and have access to a database of non-
profit community service organisations that welcome
volunteers. They are encouraged to find one with organisations
that reflect their own interests and concerns.
The process involves:
· Each student and the host organisation complete a Placement
Agreement Form that clarifies the role to be performed by the
student, the attendance pattern of the student, and the
expectations of both parties.
· This form must be submitted for approval to the Professional
Experience Coordinator at least two weeks prior to the student
commencing service with the host organisation and before the
Placement Agreement due date.
· The Placement Provider is requested to designate a person to
act as the Placement Supervisor, who will also be the Contact
Person, for the student.
· The Placement Provider is also requested to provide the
student with suitable activities, facilities, and trainings that are
necessary for the student to complete their Community
Engagement placement.

21. · The service may be completed in a full-time or part-time
capacity depending upon the needs of the Placement Provider(s)
and the student’s availability. However all placement activities
must be completed one week before the Unit Completion date.
· Each Placement Provider is invited to keep an attendance
record of the student and complete a brief Student Performance
Evaluation Form). This form, filled in by the Placement
Supervisor, is used to assess the student’s performance at the
placement. It will be sent directly by the Professional
Experience Coordinator to the Placement Supervisor.
· One week after the completion of the placement, students must
submit their Final Written Assessment, which includes the
Student Performance Evaluation Form. The Placement
Supervisor is therefore kindly requested to fill out this Form
ready for the student to pick up on the last day of the
placement.
· Students are also required to fulfil the assessment
requirements by keeping a daily journal and completing a report
on their experience(s).
· There is to be no payment to the student for the service
performed.
· If work is undertaken in more than one organisation, the
student must complete a separate Placement Agreement Form,
and obtain a separate Student Performance Evaluation Form for
each placement.
· Students have been advised that some Placement Providers
may require students to undergo a background check because of
the high ’duty of care’ or legal requirement that those
organisations have in relation to their clients.
· Should a student or Placement Provider experience any issues,
such as a change of placement dates or illness, they are advised
to immediately contact the Professional Experience
Coordinator.

22. · After completion of a Community Engagement, a student may
wish to retain her or his involvement with that organisation, but
this is entirely a matter between the student and the
participating organisation.
Students are aware and constantly reminded of the need to
maintain strict confidentiality of all information pertaining to
the organisation and its clients.
Insurance Cover
ACU’s Insurance Program with Catholic Church Insurances
Limited provides cover for personal accident and public
liability for students undertaking approved work placements.
The University has arranged the following insurance covers:
· Personal Accident Insurance (worldwide).
· Public Liability Insurance (worldwide except US and Canada).
· Professional Indemnity Insurance (Australia and New
Zealand).
A Placement Confirmation Letter confirming the student's
insurance cover and placement period will be mailed out to the
organisation once the placement is approved. This insurance
cover is valid only for the period for which the placement has
been approved and for unpaid work.
Students undertaking Community Engagement overseas are
required by the University to provide accident and medical
coverage themselves before their Community Engagement will
be endorsed by the University.
2
3
Assessment task 2 Community engagement, skills and
employability

23. Due date: 16th April 23:55 (Sydney time)
Length and/or format: 2000-word Report
Weighting 50%
Learning Outcomes
GA1 demonstrate respect for the dignity of each individual and
for human diversity
GA2 recognise their responsibility to the common good, the
environment and society
GA4 think critically and reflectively
GA5 demonstrate values, knowledge, skills and attitudes
appropriate to the discipline and/or profession
GA8 locate, organise, analyse, synthesise and evaluate
information
GA9 demonstrate effective communication in oral and written
English language and visual media
Purpose
The purpose of this assessment is for students to develop an
understanding of community engagement, the types of
community engagement, the skills required and how to develop
personal and professional abilities from community engagement
that support employability. This assessment has a particular
focus to building understanding of the pillars of community
engagement
• Building connections:
• Acting with humility,
• Developing understanding,
• Affirming dignity,
• Pursuing Justice
And how each of these pillars is achieved with community
engagement and how you achieve each of these and build
personal and professional skills. In this assessment you are
required to consider theoretical and practical aspects of
community engagement and the interactions with both ACU
community engagement and ACU careers. Both of these groups
will be presenting during your on-campus sessions.
You report will draw on materials on LEO, further research and

24. the support materials offered for this unit.
You need to consider the following issues: the common good,
types of community engagement, skills required to engage with
the community and at-risk clients, ethical implications of
community engagement and how community engagement will
assist with your employability.
A suggested(only) structure for your report follows
· Executive Summary (200 words)
· Discussion of community engagement theory (500 words) with
particular reference to the pillars of community engagement
· Building connections:
· Acting with humility,
· Developing understanding,
· Affirming dignity,
· Pursuing Justice
· Description of community engagement types and approaches
including advocacy, community-based research, direct
community engagement and project-based community
engagement (400 words)
· Overview of the skills and challenges of workers and
volunteers in community engaged services (300words)
· Benefits to personal and professional self-development and
employability. theoretical and practical aspects of community
engagement and the interactions with both ACU community
engagement and ACU careers (500 words)
· Conclusion (100 words)
· References (10)
ACU community engagement and ACU careers has been posted
in additional files
You are required to research and use at least 10 scholarly
sources to support your discussion. This will include benchmark

25. data and reports, case studies, business reports and articles. In
addition, websites may be used sparingly if they are of direct
relevance.
How to submit: Via LEO
Return of assignment: Via LEO
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28. Breadcrumb:Table of ContentsCourse ContentWeek
11ProposalProposalPrevious Next
Instructions
This assignment is worth 20% of your final grade and addresses
Course Objectives 1 through 6. It gives you an opportunity to
apply theories and models, identify barriers to change, and
propose appropriate change interventions. You must complete
this assignment individually, without contacting other students,
and you may not use a paper or any part of a paper from a
previous class or from another person. If you have questions
about this assignment, please post them in the Ask the Professor
discussion forum so that everyone can benefit from the answers.
We have discussed a number of organizational development and
change theories and concepts throughout this semester. You will
incorporate some of those theories in your final paper,
showcasing your ability to apply organizational development
principles.
Your Task:

29. Use what you have learned in this course to develop an 8-10
page change process proposal (excluding cover and reference
pages) for your organization. Assume that you will submit this
proposal to the organization for implementation.
For this proposal, identify a problem area of your current
organization (or one in which you have previously worked) that
you believe warrants a change initiative. In your opinion, what
restraining forces are blocking implementation of a change
program? From an internal OD practitioner perspective, what
recommendations can you make to overcome these barriers?
You should apply ideas, concepts, theories, and practices set out
in the course materials as appropriate to the specific
organization that you have selected. Please follow APA
guidelines for citations, quotations, and references, and use at
least eight scholarly resources that are dated within the last ten
years. You are strongly encouraged to use the required and
reserved readings in this course, as well as peer-reviewed
journal articles found through the UMUC library.
Your paper should include the following:
~2 pages: Introduction (Incorporate course objectives 1 – 3)
What is the organization and how did you select it? What is
your relationship with the organization? Using a systems
perspective, include any historical information about the
organization and the organization’s culture that would be
helpful in this context. Identify the organizational issue in need
of change.
~3 pages: Need for Change (Incorporate course objectives 4 – 5)
Describe the change that needs to take place and discuss
internal and external forces that represent obstacles to the
change, supporting your opinion with appropriate citations.
Describe the various kinds of data you would need to gather to
confirm your diagnosis. What level of analysis (organization,
group, or individual job) should be applied to this situation?
~3-5 pages: Proposed

30. Solution
(Incorporate course objective 6)
Create recommendations for a proposed solution. What do you
believe would be an effective intervention? What forces could
be harnessed to promote the change? Who should be included in
the solution’s implementation? What would be considered a
success? What additional approaches could be considered? What
steps would you take to implement the recommended solution.
Be sure to present your findings objectively, without emotion.
Submit your paper electronically via the Assignment folder.
This essay is due April 21, 2019.
AttachmentsOER Project HRMD 650 Organizational
Development Proposal_Grading Rubric_Final.docx(21.01 KB)

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