Strategic Management Portfolio: Organizational Design and Strategy

This assignment is a portfolio-based project focused on strategic management, requiring students to integrate knowledge and skills from functional modules. It involves two key components: a Professional Development Plan (PDP) and an Organizational Design Analysis. The PDP necessitates self-assessment using provided tests, critical reflection, and the creation of an action plan to address managerial competence weaknesses. The Organizational Design Analysis task requires students to identify and analyze an organizational deficiency, focusing on the 4Cs (communication, control, collaboration, and coordination), supported by evidence and literature. Students must then propose a redesign or re-engineering solution. The assignment emphasizes evidence-based analysis, significant redesign, and alignment with the student's managerial level. The project also includes providing context of their organization, potentially incorporating SWOT or 5 forces analysis, and the use of change management principles, with a focus on organizational design for strategic effectiveness.

Description
This module provides a vehicle to integrate the knowledge and skills developed
in previously studied functional modules. The module introduces practical
techniques for identifying emerging trends in the business environment, both in
a national and international context. It encourages the use of conceptual
frameworks and practical tools and techniques to improve the quality of
strategic decision-making, and develops the insights and competencies needed
to present strategies and business plans in a persuasive manner.
Learning Outcomes
LO1 Critically evaluate the underlying concepts and theories of strategic
management and the relationship between strategy, stakeholder aspirations
and governance.
LO2 Demonstrate understanding and awareness of current and emerging
Economic, Political, Legal and Cultural factors and critically evaluate those which
will have an impact on strategic management in an international context.
LO3 Formulate business strategies in a systematic way , and develop criteria in
order to evaluate and select those most likely to prove successful for a
particular organisation.
LO4 Develop plans for the implementation of business strategies, presenting
strategic proposals to stakeholders in a persuasive and authoritative manner
Explane:

Dear Students,
I hope you were able to attend the masterclass by my colleague Kevin Croker.
This is an update in light of one of two queries since then.
Please note we do not pre-mark drafts. Therefore please do not email me drafts
asking for comments. Kevin will have gone through what you need to do in the
assessment and you have a local tutor for further support.
Regarding assessment, here is summary of what Kevin will have gone
through, in full, with a few clarifications in light of queries
The assessment is a portfolio, split 30-70 between a professional development
plan and an organisation design analysis issue.
The PDP is different from a personal development plan (ie the one in 7MG001) in
that it is focused on the student as a manager, aligning with the focus of the
module ie what managers need to know, be and do in the management of
strategic aspects of organisations.
The PDP is focused around the “how do you fit the design? series of tests at the
end of each chapter of the 12th edition of the core text. Students need to take
all 13 tests, append the test sheets, with their scores and provide a critical
reflection on what the tests are showing (this reflection is 30% of the PDP).
Students then select around 3 areas of managerial competence that they are
weak in and draw up a viable action plan to develop that.
The project design analysis task is about identifying an organisation(al)
deficiency (or two), which is likely to be centred around the 4Cs of organisation
design (communication, control, collaboration and coordination).
What this means is that virtually 99.9% of organisation failures are caused by
interactions of one or more of these facets being deficient (usually because of
the way the organisation is designed/structured). Student then identify the
literature around that topic (to identify common faults, causes, remedies etc
suggested in published research) and redesign/re-engineer, to overcome that
deficiency(cies). Students can choose a big deficiency or two small ones to
satisfy the requirements.
The above deficiency(ies) must be evidence based. So if you say teams are not
working effectively, show the evidence, if you say communication is an issue,
show the evidence, if you say forecasting and planning processes are ineffective
show the evidence, if you say the procurement function is unreliable, inefficient,
and ineffective, show the evidence, If you say IT systems are hindering business
activity, show the evidence etc. Then explain how/in what way this is caused by
the way the organisation designed/structured.

The redesign needs to be of some significance. These may mean physical
redesign, for example by change from a mechanistic to an organic structure,
going from a functional to a matrix structure etc. It may mean replacing a paper
based information system with an appropriate IT system etc. In the latter for
example it is no good saying the paper system is too cumbersome and a IT
solution will be implemented. There needs to be proper structure of current
system, specfication for the new system, its implementation and related
organisational changes, including reporting mechanisms, communication,
coordination hierarchy etc.
Also note as part of the introduction students will provide a context of their
organisation so essentially students need to provide a pen portrait of what their
organisation is, what it does, how it is currently structured, what features of the
task environment are most impacted by the environment etc. As part of
this students might want to do a SWOT, perhaps a 5 forces analysis, perhaps
look at its structural dimensions, its contingency factors etc. These are not part
of the restructure/re-engineering analysis itself, it is about showing the
organisation in a strategic context and will shed some light on where the
structual weaknesses are and what students intend to do, so these need to go
into the appendices, not the main body. THE PROBLEM OFTEN ARISES HERE AS
MOST STUDENTS THINK THIS ALONE IS SUFFICIENT WHEREAS THIS IS PERHAPS
5% PER DIAGNOSTIC TEST AND THEN ONLY IF RELEVENT TO THE ISSUES and its
outcomes linked to the main body.
Also note, the change management and transformation literature relates to
"how" change should be undertaken, what is good practice, what to avoid, role
and types of leadership ie this is the psychology of change. What students are
looking in this module is the sociology of organisations ie design for strategic
effectiveness.
So students might mention, if appropriate to what they are doing, for example,
that do to "xyz" they will utilise Kotter's 10 step approach but there is no need
to spend time describing what the 10 steps are, or what the Mckinsey 7 steps
are etc. All you need to say is something like " the organisation re-design
constitutes a major transformation (if that is what you are doing) and as part of
the workforce readiness Kotter's 10 steps will be used as best practice. Then go
to the actual redesign.
The others bits are on the assessment brief ie the issues tackled needs to be at
the managerial responsibility level of the student. So if you are a CEO the issues
will be at the organsiation level; if you are a department manager, the issues
will be at the departmental level; if you are a supervior then probably the focus
will be at the team level. Unless exceptionally different, the organisation needs
to be the one they are currently working in or most recently worked in because
this is the only way to have the information needed to do the assignment.

Module Guide - Learning and Teaching
Learning Activities
You will experience a variety of interactive learning activities which will support the achievement of the
module learning outcomes. Learning will involve engagement and activities and includes the use of
blended learning environments. This module incorporates flexible and interactive e-learning
opportunities which will be a feature of learning. You will encounter a number of learning activities
during a variety of formal lectures, seminars and tutorials (online sessions for distance learners). This
module will make use of case studies, problem solving activities , discussions (both structured and
unstructured) and the evaluation of online and documentary resources. Given your level of
organisational experience there will be an emphasis on shared knowledge , developed in dialogue and
based on practice. For those less acquainted with practice issues more emphasis will be placed on
research , case studies and other problem-solving activities. Some of these sessions may be hosted by
guest lecturers from organisations. Throughout the module there will be many formative assessments
through the use of case studies and practical problem solving. You will be expected and directed to read
from a range of sources including academic journals . You will interact and communicate within group
activities enhancing practical leadership skills, including teamwork. You will work autonomously as well
as interactively within group exercises . Both formative and summative tasks will enhance opportunities
for learning.