21926 Chap.15 The Social Impact Documentary and Position Paper
The Social Impact Documentary and Position Paper
What Assessment 1 asked for
Assessment 1, Organisational Change Analysis for Social Impact, combined a group documentary of five to ten minutes, worth 25%, an in-class presentation with questions, worth 5%, and an individual position paper, worth 20%.
Teams of six or seven chose one social issue affecting the Australian community, a focal organisation linked to it, and one theory from the subject’s menu to frame the whole analysis.
What the rubrics rewarded
The documentary rubric gave the most points to applying the theory as the underlying framework, to a balanced evaluation that weighs opposing views of the theory in context, to clear arguments about how the theory informs organisational action, and to creativity.
Question time was marked equally on content mastery and on communication and team engagement.
The individual paper
The position paper, 1,500 to 1,700 words, revisited the documentary’s purpose, evaluated the theory as applied, and reflected on the uses and limits of GenAI and on teamwork, with STAR suggested as a structure for the reflections.
Although the video was shared, the argument in each paper had to be the student’s own. Every member of a team received the same mark for the documentary and presentation.
What this chapter covers
- 01
Social issue, focal organisation and menu theory
- 02
Theory as the framework of the documentary
- 03
Balanced evaluation and recommendations
- 04
Question time and the interpellating team
- 05
Position paper structure and word limit
- 06
STAR reflections on GenAI and teamwork
Worked example · free
Check how a documentary plan links issue, organisation and theory
- 1Issue to organisation: the cooperative contributes to the issue by no longer training local young people, so the focal organisation is genuinely linked rather than chosen for its profile.
- 1Organisation to theory: ADKAR must frame the analysis, for example by asking whether members lack awareness of the problem, desire to take apprentices back, or the knowledge and ability to supervise them.
- 1Theory evaluated: the plan needs the other side too, since ADKAR centres on individuals and says little about the cooperative’s costs, rules or wider industry, so the documentary should show what the model explains and what it leaves out.
- 1Recommendations: actions should follow from the diagnosis, such as a shared apprenticeship scheme with reinforcement for members who mentor, and should address the gap the model leaves rather than ignore it.
Key terms
- Focal Organisation
- The organisation a documentary or report centres on, chosen because it contributes to, or is shaped by, the issue being analysed.
- Interpellating Team
- A second group in the same tutorial whose assigned role was to question a presenting team about its documentary and give feedback.
- Position Paper
- A short professional argument for a defined audience; here an individual reflection on the documentary’s purpose, theory, GenAI use and teamwork.
- STAR Framework
- Situation, task, action and result: a four-part sequence suggested for structuring reflections on GenAI use and on teamwork.
- Social Loafing
- Contributing less than a fair share to group work; in Assessment 1 a report of it triggered confidential self and peer evaluation.
The Social Impact Documentary and Position Paper FAQ
Why did the focal organisation have to be linked to the social issue?
Because the documentary analysed how the organisation either contributes to the issue or is affected by it, and how a change theory helps or limits its response. An organisation chosen for its fame but unconnected to the issue leaves nothing to analyse, a point the assessment guide makes directly when it asks what such a choice would achieve.
How were marks for the documentary divided?
Across six criteria: critical analysis of the issue (10 points), critical application of the theory as the framework (20), balanced evaluation of the theory against the issue (20), clarity of arguments on the theory’s role in organisational action (20), structure, style and length (10), and creativity and originality (20).
What happened at the in-class presentation?
In Week 7 or 8 each team gave a short welcome, played its video in its own tutorial and then answered questions for five to ten minutes, including those of an assigned interpellating team. Marks were split evenly between content mastery and communication, professionalism and team engagement, and the task was worth 5% of the subject.
Could two members of one team write similar position papers?
They were not expected to. The guide notes that, although the video was shared, interpretive and reflective arguments are very unlikely to coincide, because the critical evaluation of the theory, the issue and their interaction requires each student’s own thinking. The rubric gives 15 of its 100 points to originality and authenticity of argument.
How did the GenAI part of the position paper work?
Teams were asked to use tools such as ChatGPT as learning aids while planning the documentary and to note how useful they were. Each paper then evaluated those uses and limits, optionally through the STAR sequence. The paper did not need transcripts of AI use, and ChatGPT could not be cited as a reference.
Assessment move
Even though Assessment 1 has closed, its skills carry straight into the folio. Rewatch your team’s documentary with the rubric open and score it criterion by criterion, noting where the theory was described rather than used as a frame.
Reread your position paper and mark each sentence of the critical section as either analysis or description; aim to convert at least three descriptive sentences into judgements about the theory in context. Then list the limitations of your Assessment 1 theory that you discovered in practice, because Assessment 2 asks you to choose a different model and build an approach that responds to a model’s weaknesses.
Save that list where you will see it while choosing your folio model.
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