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Kotter’s 8-Step Change Model Chart

consider a past or current professional experience where a culture change was needed.
Using the Organizational Change Chart, outline information about the experience and organization following Kotter’s 8-Step to Change Model as a guiding line.
Kotter’s 8-Step Change Model
Step One: Create Urgency.
Step Two: Form a Powerful Coalition.
Step Three: Create a Vision for Change.
Step Four: Communicate the Vision.
Step Five: Remove Obstacles.
Step Six: Create Short-Term Wins.
Step Seven: Build on the Change.
Step Eight: Anchor the Changes in Corporate Culture.

Sample Solution

duty imposed on an educational institution (herein after referred as EI) is anticipatory and the EI should not wait until adjustments are suggested, but to make sure, wherever possible, that adjustments or alterations to policies, procedures and practices have been made in advance to stop disabled students being at a major disadvantage. No legal defence is available for an EI for its failure to make a reasonable adjustment, and it would be regarded as discrimination under section 21 of the EA 2010. Reasonable adjustments should be made to present academic programmes or practices that offer students with the chance to effectively demonstrate their capabilities. Adjustments should cover a broad range of elements but not restricted to adjustments to teaching and evaluation processes. Reasonable adjustments will be directly related in consideration of the individual student and will include the student in discussion of probable courses of action. What is reasonable for an educational institution will differ on the basis of wide range of factors and will rely upon the individual circumstances. Reasonableness includes the efficacy of initiating specific steps in facilitating the student to surmount the particular disadvantage, for example, health and safety issues, the impact on other students and the relevant financial implication to the EI. Thus, reasonable adjustment implementation intends to stop the disabled student from suffering major disadvantage as a result of their disability and hence to permit them to accomplish their maximum potential but, in explaining ‘reasonableness’, EI are not needed to compromise ‘competence norms’. As per EA (2010), ‘competence standards’ are explained as the ‘medical, academic, or other norms applied for the purpose of assessing whether or not an individual has a specific level of ability or competence’. According to the EHRC (2010) many of the reasonable adjustments that schools are already making for disabled pupils undoubtedly include the use of some auxiliary aids, such as coloured layovers for dyslexic pupils, pen grips, adapted PE equipment, adapted keyboards and computer software.
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