代写 MANAGING PEOPLE & ORGANISATIONS assignment

100%原创包过,高质代写&免费提供Turnitin报告--24小时客服QQ&微信：120591129

 
 代写 MANAGING PEOPLE & ORGANISATIONS assignment
 
 
 
21129
 
MANAGING PEOPLE & ORGANISATIONS
 
 
 代写 MANAGING PEOPLE & ORGANISATIONS assignment
 
 
 
 
 
 
ASSESSMENT GUIDELINES & MARKING CRITERIA (AUTUMN 2016)
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
代写 MANAGING PEOPLE & ORGANISATIONS assignment
 
 
 
 
 
 
 
 
 
 
 
1

 
Contact details for queries
 

Query	Name	Email
Tutorial readings, marking guidelines, feedback,	Your tutor
appeals, remarking, assessment extensions
(one week from assessment submission date)
Tutorial allocations, exam rescheduling, other	Nancy Chau	mpo@uts.edu.au
unresolved MPO queries.	(MPO Admin
	Support)
Special considerations, remarking (only after	Ace Simpson	Ace.simpson@uts.edu.au
first consulting with your tutor).

 
The assessment structure in this subject has been designed to develop your understanding, critical thinking and essay writing skills in relation to the objectives set out at the beginning of the subject outline. A summary of the major assessments in this subject is found in the table below.
 
 

Assessment	Type	Details	Contribution	Due date
			to final grade
Assessment 1	Summary (via	400 words	25%	07/05/2016
(Group)	Turnitin)			by 9pm
	Presentation
				09/05/2016
	(in tutorial)
Assessment 2	Essay	1500 words	35%	11/06/2016
(Individual)	Response to	200 words		by 9pm
	feedback
	(via Turnitin)
Final exam	Questionnaire	Multiple	40%	TBA
		choice

 
Assessment item 1: Presentation (Group)
 
Completion of assignment will familiarise you with this course’s performance requirements and feedback process, preparing you for the submission of your second assignment, which carries a higher weighting.
 
 
 
2

 
Task
 
As a group, prepare a presentation (and a written summary) arguing a position in relation to one of the following topics from the first half of the semester:
 
•       Managing cultures
 
•       Leadership
 
•       Managing individuals
 
•       Managing teams and groups Discuss the following statement:
The practices in [your chosen topic area] have changed in the post-bureaucratic era.
 
Note: Your group will be formed at the start of the semester during your tutorial. Each group will consist of 5 – 6 students who will be required to work together and allocate assignment tasks amongst yourselves.
 
Group Presentation (10/25 marks – 40%)
 
Assessment of the group presentation will mainly consist of two components – content quality (5 marks) and delivery style (5 marks) . Each student will be required to present the part of the group presentation allocated to him/her by the group. Attendance is compulsory and if you miss your pitch without prior approval from your tutor or the course coordinator then you will be awarded a ZERO mark for this component.
 
Each group presentation will last for a minimum of six minutes and a maximum of 10 minutes. You must divide the time amongst yourselves in such a manner that each member gets at least one minute and the entire content is presented in a coherent manner. Students are welcome to use a variety of presentation mediums including paper-charts, Powerpoint and Prezi. Reading from palm cards or hand-held devices is discouraged, as it may inhibit the flow of presentation. Content must be of a high quality and presented in a succinct and clear manner whereas delivery style will be assessed based on time management, verbal and non-verbal (expressions and body language) skills and appropriate use of presentation medium.
 
Written Summary (15/25 marks – 60%)
 
The summary of 400 words (+/- 10%) (not including your title page or reference list) will be assessed on the basis of written expression, coherence, conceptual arrangement of ideas and formatting.
 
The summary should include the following sections:
 
Title page: Include word count, names and student numbers of all group members, contribution percentages of teach team member, a "TEAM LEADER" name and email address for correspondence, name of lecturer and class time.
 
Introduction: (set the context by presenting your overall topic, take a position and mention selected references you plan to use to demonstrate your overall argument).
 
Body: Discuss your argument within the context of the literature. Discuss new insights/practices that have emerged and the underlying assumptions of these insights/practices. Compare and contrast the arguments and assumptions embedded in your different source materials (i.e. managerialism vs. Critical Management Studies or stakeholder perspectives). Approach the topic from different perspectives; whose voices are dominant or missing, what are the implications and what are the new emerging questions?
 
 
 
3

 
Conclusion: Briefly summarise your argument to draw a concluding thesis statement.
 
References: Present a reference list with least four references from quality sources, ensure they are formatted according to Harvard UTS conventions and that referencing is consistent throughout the report.
 
Layout
 
Your summary should be printed on one side of A4 paper only. Double space your text and use 2.5 centimetre margins. The text should be in a 12-point Times New Roman font and left- justified. Pages should be numbered, with the numbers appearing in the bottom right hand corner of the pages.
 
Submission
 
Written summaries should be submitted via Turnitin by 9 PM on Saturday the 7th of May. A group leader should be tasked with uploading the assignment. Each member of the group must sign a group assignment cover sheet indicating the percentage of work each student has contributed to the overall assignment. Group presentations will be made in the tutorial on May 9th.
 
 
Note: Further guidance on the process and structure of writing an essay is provided with an example on pages 10 to 12 of this guide.
 
Assessment item 2: Essay (Individual)
 
Your second assignment will build upon your presentation and will consist of two parts: constructing an essay, and responding to your tutor’s feedback from your group presentation and summary.
 
Task
 
Part 1: Essay
 
Write an academic essay of 1500 words (+/-10%) in which you further develop the arguments of your group presntation by applying them within the context of one of the topics from the second half of the semester:
 
•       Managing Sustainably: Ethics and Corporate Social Responsibility
 
•       Globalisation
 
•       Managing communication
 
•       Managing knowledge, innovation and change
 
Discuss the following statement:
 
Practices of [your chosen topic area for essay one] contribute to managing [your chosen topic area from essay two] in the post-bureaucratic era.
 
Introduction
 
Your essay will start with a 200 (+/- 10%) word introduction presenting your overall topic, take a position and explain how you plan to use your selected references to demonstrate your overall argument, providing an overview of the structure of the entire essay.
 
Body
 
 代写 MANAGING PEOPLE & ORGANISATIONS assignment
 
4

 
(1100 words +/- 10%)
 
In the body of the essay you are to present the structure of your argument in different paragraphs. Each paragraph should present one main idea of your argument but be linked to the preceding and following paragraphs with appropriate transitions. Discuss new insights/practices that have emerged and the underlying assumptions of these insights/practices. Compare and contrast the arguments and assumptions embedded in your different source materials (i.e. managerialism vs. Critical Management Studies or stakeholder perspectives). Approach the topic from different perspectives; whose voices are dominant or missing, what are the implications and what are the new emerging questions?
 
Conclusion
 
Finish your essay with a 200 (+/- 10%) word conclusion summarising your overall argument and explaining how your references have contributed to your position.
 
References
 
Select at least six sources from the tutorial readings and prescribed additional readings listed in your Tutorial Guide. Supplement your argument with at least two references from other relevant quality journal articles. Illustrate your arguments by cases from the lectures or relevant reports from reputable media outlets as secondary sources. You may also draw material from the recommended textbook by Clegg, Kornberger and Pitsis (2016). Provide a complete reference list at the end of your essay.
 
Part 2: Reflective response to Tutor’s Feedback from Assignment 1.

 
Your second task is to write a response of approximately 200 words (+/-10%), to the feedback your tutor provided for your group presentation. You may want to break your response down into chunks by providing section headings. Explain, how you have used this feedback to improve the argument and presentation of your essay. Part two should be presented on a new page after the reference list from your essay.
 
Layout
 
Your essay and reflections should be printed on one side of A4 paper only. Double space your text and use 2.5 centimetre wide margins. The text should be in a 12-point Times New Roman font and left-justified. Pages should be numbered, with the numbers appearing in the bottom right hand corner of the pages.
 
 
Note: Further guidance on the process and structure of writing an essay is provided with an example on pages 10 to 12 of this guide.
 
Prescribed readings
 
Prescribed readings on the foundations of management and organisation studies
 
Clegg, S.R. & Baumeler, C. 2010, 'Essai: from iron cages to liquid modernity in organization analysis', Organization studies, vol. 31, no. 12, pp. 1713-33.
 
 
 
5

 
Josserand, E., Teo, S. & Clegg, S.R. 2006, 'From bureaucratic to post-bureaucratic: the difficulties of transition', Journal of Organizational Change Management, vol. 19, no. 1, pp. 54-64.
 
McKenna, S., Garcia-Lorenzo, L. & Bridgman, T. 2010, 'Managing, managerial control and managerial identity in the post-bureaucratic world', Journal of Management Development, vol. 29, no. 2, pp. 128-36.
 
Smith, J.H. 1998, 'The enduring legacy of Elton Mayo', Human Relations, vol. 51, no. 3, pp. 221-49. Simpson, A.V., Clegg, S. & Pitsis, T. 2014, '“I used to care but things have changed”: A genealogy of
 
compassion in organizational theory"', Journal of Management Inquiry, vol. 23, no. 4, pp. 347–59.
 
 
Prescribed readings on power and post-bureaucracy
 
Courpasson, D. & Clegg, S.R. 2012, 'The polyarchic bureaucracy: Cooperative resistance in the workplace and the construction of a new political structure of organizations', Research in the Sociology of Organizations, vol. 34, no. 1, pp. 55-79.
 
Josserand, E., Villesèche, F. & Bardon, T. 2012, 'Being an active member of a corporate alumni network: A critical appraisal', paper presented to the British Academy of Management, Cardiff, UK.
 
Knights, D. & Roberts, J. 1982, 'The power of organization or the organization of power?', Organization Studies, vol. 3, no. 1, pp. 47-63.
 
McKenna, S., Garcia-Lorenzo, L., & Bridgman, T. 2010, ‘Managing, managerial control and managerial identity in the post-bureaucratic world’ Journal of Management Development, vol. 29, no. 2, pp. 128 – 136.
 
Prasad, P. & Prasad, A. 2000, 'Stretching the iron cage: The constitution and implications of routine workplace resistance', Organization Science, vol. 11, no. 4, pp. 387-403.
 
Simpson, A.V., Clegg, S. & Freeder, D. 2013, 'Power, compassion and organization', Journal of Political Power, vol. 6, no. 3, pp. 385-404.
 
Zimbardo, P.G., Maslach, C. & Haney, C. 2000, 'Reflections on the Stanford prison experiment: Genesis, transformations, consequences', in T. Blass (ed.), Obedience to authority: Current perspectives on the Milgram paradigm, vol. Mawarh, NJ, Lawrence Erlbraum Associates, pp. 193-237.
 
 
Prescribed readings on culture
 
Brewis, J. 2007, 'Culture', in D. Knights & H. Willmott (eds), Introducing organizational behaviour and management, Thomson Learning, London, pp. 344-74.
 
Fredrickson, B.L. 2003, 'Positive emotions and upward spirals in organizations', in K.S. Cameron, J.E. Dutton & R.E. Quinn (eds), Positive organizational scholarship, Berrett-Khoeler, San Francisco, CA, pp. 163-75.
 
Igo, T. & Skitmore, M. 2006, ‘Diagnosing the organizational culture of an Australian engineering consultancy using the competing values framework’, Construction Innovation, vol. 6, no. 2, pp. 121
 
– 139.
 
 
 
 
 
6

 
Kärreman, D. & Alvesson, M. 2004, 'Cages in tandem: Management control, social identity, and identification in a knowledge-intensive firm', Organization, vol. 11, no. 1, pp. 149-75.
 
Ogbonna, E. & Wilkinson, B. 2003, 'The false promise of organizational culture change: A case study of middle managers in grocery retailing*', Journal of Management Studies, vol. 40, no. 5, pp. 1151-78.
 
Rosen, M. 1988, 'You asked for it: Christmas at the bosses' expense', Journal of Management Studies, vol. 25, no. 5, pp. 463-80.
 
Schein, E.H. 1990, 'Organizational culture', American Psychologist, vol. 45, no. 2, pp. 109-19.
 
Wray-Bliss, E. 2003, 'Quick fixes, management culture and drug culture: Excellence and ecstasy, bpr and brown', Culture and Organization, vol. 9, no. 3, pp. 161-76.
 
 
Prescribed readings on leadership
 
Blake, R.R., Mouton, J.S. & Bidwell, A.C. 1962, 'Managerial grid', Advanced Management-Office Executive, vol 1, no. 9, pp. 12-15.
 
Bolden, R. & Gosling, J. 2006, 'Leadership competencies: Time to change the tune?', Leadership, vol. 2, no. 2, pp. 147-63.
 
Browning, B.W. 2007, 'Leadership in desperate times: An analysis of endurance: Shackleton's incredible voyage through the lens of leadership theory', Advances in Developing Human Resources, vol. 9, no. 2, pp. 183-98.
 
Cameron, K. 2011, 'Responsible leadership as virtuous leadership', Journal of Business Ethics, vol. 98, no. 1, pp. 25-35.
 
Dutton, J.E., Frost, P., Worline, M.C., Lilius, J.M. & Kanov, J.M. 2002, 'Leading in times of trauma', Harvard Business Review, vol. 80, no. 1, pp. 54-61.
 
Gabriel, Y. 1997, 'Meeting god: When organizational members come face to face with the supreme leader', Human Relations, vol. 50, no. 4, pp. 315-42.
 
Herman, S. 2007, 'Leadership training in a “not-leadership” society', Journal of Management Education, vol. 31, no. 2, pp. 151-5.
 
Meindl, J.R., Ehrlich, S.B. & Dukerich, J.M. 1985, 'The romance of leadership', Administrative Science Quarterly, vol. 30, no. 1, pp. 78-102.
 
Wray-Bliss, E. 2012, 'Leadership and the deified/demonic: A cultural examination of ceo sanctification',
 
Business ethics: a European review, vol. 21, no. 4, pp. 434-49.
 
 
Prescribed readings on human resource management
 
Almeida, S., Fernando, M. & Sheridan, A. 2012, 'Revealing the screening: Organisational factors influencing the recruitment of immigrant professionals', The International Journal of Human Resource Management, vol. 23, no. 9, pp. 1950-65.
 
Arrowsmith, J. & Parker, J. 2013, ‘The meaning of ‘employee engagement’ for the values and roles of the HRM function’, The International Journal of Human Resource Management, vol. 24, no. 14, pp. 2692–2712.
 
Booth, A., Leigh, A. & Varganova, E. 2010, Does racial and ethnic discrimination vary across minority groups? Evidence from a field experiment, Discussion paper Series, DP No. 4947, Institute for the Study of Labor, Bonn.
 
 
 
7

 
Guest, D. 2011, ‘Human resource management and performance: still searching for some answers’,
 
Human Resource Management Journal, vol. 21, no. 1, pp. 3-13.
Greenwood M. 2013, ‘Ethical analyses of HRM: A review and research agenda’. Journal of Business Ethics vol. 114 no. 2, pp. 355-366.
Linley, P.A., Harrington, S. & Hill, J.R.W. 2005, 'Selection and development: A new perspective on some old problems', Selection and Development Review, vol. 21, no. 5, pp. 3-6.
Syed,J. & Pio, E. 2010, ‘Veiled Diversity? Workplace experiences of Muslim Women in Australia’, Asia Pacific Journal of Management, vol. 27, no. 1, pp. 115-137.
 
 
Prescribed readings on managing individuals
 
Parashar, S., Dhar, S. & Dhar, U. 2004, 'Perception of values: A study of future professionals', Journal of Human Values, vol. 10, no. 2, pp. 143-52.
 
Peterson, C. & Seligman, M.E.P. 2004, Character strengths and virtues: A handbook and classification, Oxford University Press, USA, New York.
 
Roberts, L. M., Spreitzer, G., Dutton, J., Quinn, R., Heaphy, E., & Barker, B. 2005, 'How to play to your strengths', Harvard Business Review, vol. 83, no. 1, pp. 74-80.
Roberts, L., Dutton, J., Spreitzer, G., Heaphy, E. & Quinn, R. 2005, 'Composing the reflected best- self portrait: Building pathways for becoming extraordinary in work organizations', Academy of Management Review, vol. 30, no. 4, p. 712.
 
Schwartz, S.H. 1992, 'Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries', Advances in experimental social psychology, vol. 25, no. 1, pp. 1-65.
 
Sluss, D.M & Ashforth, B.E. 2007, ‘Relational identity and identification: Defining ourselves through work relationships’, Academy of Management Review, vol. 32, no1, pp. 9-32.
Wrzeniewski, A., McCauley, C., Rozin, P. & Schawartz, B. 1997, 'Jobs, careers, and callings: People's relations to their work', Journal of Research in Personality, vol. 31, pp. 21-33.
 
 
Prescribed readings on managing teams and groups
 
Barker, J.R. 1993, 'Tightening the iron cage: Concertive control in self-managing teams', Administrative Science Quarterly, vol. 38, no. 3, pp. 408-37.
 
Belbin, R.M. 2004, Management teams: why they succeed or fail, Elsevier Butterworth-Heinemann, Oxford.
 
Dimitroff, R.D., Schmidt, L. & Bond, T. 2005, 'Organizational behavior and disaster: A study of conflict at NASA', Project Management Journal, vol. 36, no. 2, pp. 28-38.
 
Frey, L.R. 2004, 'The symbolic-interpretive perspective on group dynamics', Small Group Research, vol. 35, no. 3, pp. 277-306.
 
Losada, M. & Heaphy, E. 2004, 'The role of positivity and connectivity in the performance of business teams', American Behavioral Scientist, vol. 47, no. 6, pp. 740-65.
 
Smith, D.M. & Edmondson, A.C. 2006, 'Too hot to handle? How to manage relationship conflict',
 
California Management Review, vol. 49, no. 1, pp. 6-31.
 
Tuckman, B.W. & Jensen, M.A.C. 1977, 'Stages of small-group development revisited', Group & Organization Management, vol. 2, no. 4, pp. 419-27.
 
 
 
 
 
8

 
 
 
Prescribed readings on ethics and CSR
 
Cameron, K.S., Bright, D. & Caza, A. 2004, 'Exploring the relationships between organizational virtuousness and performance', American Behavioral Scientist, vol. 47, no. 6, pp. 766-90.
 
Fernando, M., Dharmage, S. & Almeida, S. 2008, 'Ethical ideologies of senior Australian managers: An empirical study', Journal of Business Ethics, vol. 82, no. 1, pp. 145-55.
 
Schwartz, M. 2000, 'Why ethical codes constitute an unconscionable regression', Journal of Business Ethics, vol. 23, no. 2, pp. 173-84.
 
Stubbs, W. & Cocklin, C. 2008, 'Conceptualizing a “sustainability business model”', Organization & Environment, vol. 21, no. 2, pp. 103-27.
 
Sisodia, R.S. 2011, 'Conscious capitalism: A better way to win”', California Management Review, vol. 53, no. 3, pp. 98-108.
 
Wray-Bliss, E. 2007, 'Ethics in work', in D. Knights & H. Willmott (eds), Introducing organizational behaviour and management, Thomson Learning, pp. 506-33.
 
 
Prescribed readings on globalisation
 
Banerjee, S.B. 2008, 'Necrocapitalism', Organization Studies, vol. 29, no. 12, pp. 1541-63.
 
Chan, J., Pun, N. & Selden, M. 2013, 'The politics of global production: Apple, Foxconn and China's new working class', New Technology, Work and Employment, vol. 28, no. 2, pp. 100-15.
 
Gold, S., Hahn, R. & Seuring, S. 2013, 'Sustainable supply chain management in “base of the pyramid” food projects—a path to triple bottom line approaches for multinationals?', International Business Review, vol. 22, no. 5, pp. 784-99.
 
Morgan, G. 2006, 'The ugly face: Organizations as instruments of domination', in, Images of organization, Sage, Thousand Oaks, CA, pp. 291-336.
 
Rego, A., Clegg, S. & Cunha, M. 2011, 'The positive power of character strengths and virtues for global leaders', in K.S. Cameron & G. Spreitzer (eds), The Oxford Handbook of Positive Organizational Scholarship, Oxford University Press, Oxford, UK.
 
Zakaria, N., Amelinckx, A. & Wilemon, D. 2004, 'Working together apart? Building a knowledge-sharing culture for global virtual teams', Creativity and Innovation Management, vol. 13, no. 1, pp. 15-29.
 
 
Prescribed readings on communication
 
Barry, B. 2007, 'The cringing and the craven: Freedom of expression in, around, and beyond the workplace', Business Ethics Quarterly, vol. 17, no. 2, pp. 263-96.
 
Jack, G. 2004, 'On speech, critique and protection', Ephemera, vol. 4, no. 2, pp. 121-34.
 
Klein, N. 2000, 'The branding of learning', in, No logo: Taking aim at the brand bullies, Picador, New York, pp. 87-105.
 
Watson, T.J. 1995, 'Rhetoric, discourse and argument in organizational sense making: A reflexive tale', Organization Studies, vol. 16, no. 5, pp. 805-21.
 
 
 
 
9

 
Whitney, D. 1998, ‘Let's change the subject and change our organization: An appreciative inquiry approach to organization change’, Career Development International, vol. 3, no. 7, pp. 314-319.
 
 
Prescribed readings on knowledge, innovation and change
 
Birkinshaw, J. & Gibson, C. 2004, 'Building ambidexterity into an organization', MIT Sloan Management Review, vol. 45, pp. 47-55.
 
Brown, T. 2008, 'Design thinking', Harvard Business Review, vol. 86, no. 6, p. 84.
Cunha, J.V. & Cunha, M.P. 2001, 'Brave new (paradoxical) world: Structure and improvisation in virtual teams', Strategic Change, vol. 10, no. 6, pp. 337-47.
Harris, M. 2006, ‘Technology, innovation and post-bureaucracy: the case of the British Library"’, Journal of Organizational Change Management, vol. 19 no. 1, pp.80 - 92
Josserand, E. 2004, ‘Cooperation within Bureaucracies: Are Communities of Practice an Answer?’, Mgement, vol. 7, no. 3,pp. 307-339.
Josserand, E., Teo, S. & Clegg, S. 2006, 'From bureaucratic to post- bureaucratic: The difficulties of transition', Journal of Organizational Change Management, vol. 19, no. 1, pp. 54-64.
Wenger, E.C. & Snyder, W.M. 2000, 'Communities of practice: The organizational frontier', Harvard Business Review, vol. 78, no. 1, pp. 139-46.
Weick, K.E. & Westley, F. 1999, 'Affirming an oxymoron', in S.R. Clegg, C. Hardy & W.R. Nord (eds),
Managing organizations: Current issues, Sage, London, pp. 190-208.
 
 
Please note that most of these articles/readings can be accessed via e-readings by going to the UTS Library website and typing 21129 into the search-bar.
 
ASSESSMENT AND EXPECTATIONS
 
A central aim for this subject is to develop your skills in critical and analytical thinking within the context of management and organisations. A fundamental mechanism through which such thinking is developed and demonstrated is through writing: particularly in the format of an extended academic essay.
 
GUIDANCE ON THE REQUIRED FORMAT OF THE ACADEMIC ESSAYS
 
An academic essay must have:
 
1.      An explicit argument that answers a basic premise or question:
 
An academic essay is not merely a summary of what has already been written on a subject. It is, instead, a presentation of your argument, supported by academic sources, on the specific question set. You should tell the reader in your Introduction very clearly what your answer will be and tell them how your essay is to be structured to present your answer.
 
For example, if you had been asked a question on whether strong management can prevent fraudulent business practices, your opening sentence might look something like this: ‘In this essay I am going to argue that fraudulent business practices happen because of, not despite, ‘strong management’. I am going to suggest that, in part, the pressure put upon employees by their managers can generate a culture where corners are cut and proper checks and balances are not carried out. I conclude that stronger management,
 
 
 
10

 
therefore, may not be the solution to ending corporate fraud’.
 
2.      An argument that has a clear, logical structure:
 
Having told the reader in the Introduction explicitly what your answer to the question is, your essay should be logically structured to develop your argument. Organise the main part of your essay into three or four sections. Tell the reader in your Introduction what these sections are, and link these sections to your overall argument. Remind the reader at the start of each new section how the argument is progressing. For further details on developing a critical review and writing assessments see the following links:
 
•        Critical review: http://www.elssa.uts.edu.au/resources/research/critical.html
 
•        Guide to writing assessments: http://www.business.uts.edu.au/teaching/guide/guide.pdf
 
3.      Evidence of substantial and relevant reading:
 
To pass Assessment 1 your essay must provide at least 6 references and for essay 2 you must provide at least 8, making extensive use of the:
 
•        the readings/articles listed in the ‘tutorial guidelines and readings’
 
•        other pertinent references given to you in lectures
 
•        relevant ideas from the recommended text book.
 
 代写 MANAGING PEOPLE & ORGANISATIONS assignment
4.      A Conclusion:
 
All work needs to have a conclusion that summarises the arguments put forward in your essay and how these arguments have answered the question(s) set. Have conviction in your arguments. Avoid conclusions that end with ‘it depends’ or ‘this needs more research’.
 
5.      References:
 
An academic essay must be supported by many references to published academic work. For this subject your main references must be the tutorial readings and additional readings listed in the tutorial guide. Be sure to acknowledge fully any references or quotes you have used using the Harvard UTS reference style: e.g. (Roberts, 1984). Further information on the Harvard UTS reference style is found in the Faculty of Business Guide to Writing Assignments available online: http://www.lib.uts.edu.au/help/referencing/harvard-uts-referencing-guide. Your essay must also have a Reference list, which is an alphabetical list of the full publication details of all the items you have explicitly referenced in your work, referenced according to Harvard UTS conventions (i.e. do not use bullet points for your reference list and ensure that you use a hanging indent – with the first line flush left with the margin and subsequent lines indented the same width as a paragraph indent).
 
 
Examples of essay introductions/paragraphs
 
 
 
11

 
The following sample essay introductory paragraphs were written by Professor Edward Wray Bliss for MPO, and are provided ONLY to illustrate how to write your introduction. These paragraphs are NOT based on the essay questions.
 
Example 1:
 
In this essay, I am going to argue that work can certainly be a source of satisfaction and joy for individuals. Indeed, as I demonstrate in Section One, by drawing on Rosen (1988), Clegg et al (2008) and others, managers of modern corporations are explicitly encouraged to design the workplace and motivate employees so that these employees find satisfaction and enjoyment at work. However, work is also a source of dissatisfaction and suffering too and I draw upon Jackall (1988), Knights and Roberts (1982), and Morgan (2006) in Section Two to show the anxiety, subordination and domination that may also describe the experience of work for managerial and non-managerial employees alike. Rather than leave the question here, in Section Three I attempt to explore, conceptually, why work produces such experiences and emotions for individuals. Drawing upon Jackson and Carter (2000) and O’Doherty (2006), I consider the strong link between work and personal identity. Summarising my overall arguments in the Conclusion I illustrate, with the example of Ackroyd and Crowdy (1990), just how complex the relationship between identity, work, and an individual’s striving for satisfaction and personal meaning can be.
 
Example 2:
 
In this essay, I am going to argue that it is important to study management and organisation critically for two key reasons. First, it is important to do so because the scope and reach of management and organisation is such that it affects all aspects of our social, economic and cultural life. Second, because the controls that exist at present in large commercial organisations may not be sufficient to prevent negative effects occurring in each of these contexts. In Section One I shall demonstrate the first point with reference both to the role of management and organisation in the current global economic crisis and also through discussing the writings of Morgan (2006) and Klein (2001), explore the effects and outcomes of corporate power in different spheres. In Section Two, I shall use Milgram’s (1974) experiments on obedience and authority and Jackall’s (1988) study of corporate management, to argue that there are processes at work in large organisations that can inhibit employees, and even senior managers, from reflecting upon and being responsible for their organisation’s behaviour. These two points, I suggest, make it imperative that we look critically at management and organisation. In the final section of this essay, I shall consider just what ‘looking critically’ means. I will argue, in opposition to Parker (2002), that being critical in this context is not the same as being ‘against management’, but is instead a commitment to better organisation and better management, a commitment to an idea of organisation where its powerful potential, as envisaged by Knights and Roberts (1982), is realised.
 
 
Guidelines for submitting assessments using ‘Turnitin’
 
Your essays must be submitted electronically using the ‘Turnitin’ program on UTSOnline (under the assignment tab on the MPO page) by 9pm on the due date. Essays submitted late will lose an automatic 10 marks per day.
 
 
 
 
12

 
Turnitin will also produce a plagiarism report that will be available to your tutor when they mark your work. The report will indicate any passages in your essay that are not original. You are welcome to submit earlier versions of your essay to Turnitin to help you to modify your essay. The second time you submit your essay to the system, however, it will be at least 24 hours before Turinitin will give you your report.
 
As a guide, if your overall Turnitin score is over 25%, please ensure that you revise your essay. If you do not revise, you could face severe penalties and may be referred to the Dean of Teaching and Learning.
 
You must not submit anybody else’s essays except your own to Turnitin for any reason. Also, please do not, under any circumstances, think that you can present somebody else’s unreferenced writing in your essay as your own – whether this is from previous student’s essays, material you have found on the web, or elsewhere. The penalties for plagiarism are extremely severe and all cases will be referred to the Dean of Teaching and Learning.
 
 
GRADING ASSESSMENT
 
Your assignments will be graded according to the criterion indicated in the marking rubrics on pages 15-18 below. When assessing your essays, each of the criteria considered - along with your understanding of the subject, lectures and readings, and your ability for critical, questioning thought.
 
In addition to the above instructions and guidelines, your tutors will talk you through the process of assessment and will provide feedback on your two assessment submissions.
 
 
Grade categories
 
High Distinction             85 per cent and above
 
Distinction                        75 per cent to 84 per cent
 
Credit                                   65 per cent to 74 per cent
 
Pass                                      50 per cent to 64 per cent
 
Fail (Z)                                 Less than 50 per cent
 
 
Please see the UTS Guide to Writing Assignments for full details on these grade categories. All forms of assessment must be attempted and an overall mark of 50% or more must be achieved to pass this course.
 
 
EXTENSIONS AND LATE ASSIGNMENTS
 
 
 
 
 
13

 
Essays submitted after the due time/date will incur late penalties as listed below. Late submissions will not incur the late penalties listed, only if the tutor or Subject Coordinator has granted a formal extension of time. This extension should be approved BEFORE the submission deadline and will only be approved in exceptional circumstances (normally on grounds of ill health or misadventure). Work submitted more than 5 days after the stated submission date will not be accepted for assessment unless the Subject Coordinator, on receipt of a Special Consideration form, has granted a formal extension of time.
 
The Management Discipline Group has the following policy regarding the late submission of assessments WITHOUT an approved extension:
 
Late assignments submitted without an extension will accrue a penalty of 10% per day, based on the total value of the assignment. For example, if an assignment is worth 40%, the late penalty will result in a deduction of 4 marks per day the assignment is late. Marks will be deducted as full points off the awarded mark. Late penalties are applied up to a maximum of five (5) days after the due date (i.e. the maximum late penalty is 50%). Assignments submitted more than 5 days late will receive a mark of zero (0).
 
 
Applying for extensions
 
If you are unable to submit your assignment on time due to illness or misadventure, and require an extension of less than one week, you should submit your supporting documentation and request an extension by emailing your tutor well before the hand-in deadline of the essay. If you require more than a one-week extension, please submit an application for ‘Special Consideration’ to the Subject Coordinator with relevant supporting documentation attached, prior to the due date of the assessment.
 
The extension application form is available through the Student Administration Offices or may be downloaded at: http://www.sau.uts.edu.au/forms/index.html
 
 
REMARKING
 
To maintain consistency between the tutorials, the subject coordinator moderates the marks prior to releasing the marked scripts back to the students. However, if you have concerns regarding your marked assessment, please email your tutor for an appointment to discuss your concerns. Before meeting with your tutor, you must email your tutor a detailed request explaining precisely which criteria of the grading sheet and elements of feedback you disagree with or have questions on. Your tutors will not be able to discuss your concerns unless such a document has been submitted to them.
 
If you are unable to come to an agreement about your final assessment mark with your tutor, then you may request an appointment with the co-coordinator, Ace Simpson, to consider whether to have your assignment allocated to another tutor for remarking. Please be aware that remarking your assessment may result in, 1) retaining the same mark, 2) increasing the mark or 3) reducing the mark.
 
 
 
 
 
14

 
ASSIGNMENT 1 – GROUP COVER SHEET
 
21129 –Managing People and Organisations
 
The group’s name: _______________________________________________
 
Tutor’s name: _______________________________________________
 
Class date and time: ______________________________________________
 
Please have each member of the team read, complete and sign this form. The team must decide if each person contributed fully to the assignment. This includes: attending meetings, providing information as requested, completing tasks as expected, contributing equally to the projects outcomes, and so on.
 
For example: Let’s say John is a member of the group and he did all the tasks required, contributed equally and fairly, then he would be allocated 100% of the marks. If all group members also contributed equally, then each person is allocated 100% of the final mark. However, let’s say John hardly turned up, rarely responded to the group, and tried to free ride on the groups efforts he would be awarded anywhere between 0% to 99% of the final mark depending on how much effort he contributed. The less effort the lower the percentage of marks allocated to John. If the rest of the group worked hard they would all receive 100% of the mark.

Team member name and Student ID	Role: What did this person	% of final	Student’s Signature
	do? (sections, roles etc.)	mark

Please note that adherence to the UTS policy on plagiarism and truth in writing is mandatory. By placing your name on this sheet you acknowledge that you have read and understood this policy and the penalties involved with plagiarism (which include expulsion from the course or from the degree and UTS depending on severity of plagiarism).
 
 
 
 
 
 
 
 
 
 
15

 
21129 MANAGING PEOPLE AND ORGANIZATIONS
 
ASSIGNMENT 1 MARKING RUBRIC
 
 
 
 

Performance	Unsatisfactory	Limited Proficiency		Proficient	Highly Proficient
Area/			Average Proficiency
Weighting
Argument	The topic, main argument & ideas are	There is one argument. Main ideas are	There is one generally well-focused	There is one clear, well-focused	There is one clear, well-focused
9%	not clear.	somewhat clear but are not well	argument. Main ideas are somewhat	argument. Main ideas are mostly clear	argument. Main ideas are clear & are
		developed or supported.	clear & developed with the support of	& developed with the support of	developed with well-supported, detailed
2.25 marks			detailed information.	detailed information.	& accurate information.
Organisation	Poorly organized OR demonstrates	Essay structure is used. Introduction	Essay structure is used. Introduction	Essay structure is mostly used.	Essay structure used. Introduction
& Structure	serious problems with progression of	states the main topic. A conclusion is	states the main argument & provides an	Introduction states the main argument	states the main argument & provides an
9%	ideas. There is no clear introduction,	included. Some signs of logical	overview of the paper. The body is	& provides an overview of the essay	overview of the essay including the
	structure, or conclusion. Report	organization. May have abrupt or	generally on topic. A conclusion is	including the conclusion. Information in	conclusion. The information in the body
2.25 marks	structure may have been used.	illogical shifts & ineffective flow of	included. Organisation supports	the body is mostly relevant & logically	is relevant & logically considers
		ideas.	argument & purpose; sequence of	considers different perspectives with	different perspectives with effective
			ideas could be improved.	effective transitions. The conclusion	transitions. The conclusion synthesizes
				synthesizes the different perspectives	the different perspectives to draw a final
				to draw a final conclusion..	conclusion.
Critique	Insufficient reasoning & simplistic	Some connections between main ideas,	Adequately demonstrates reasonable	Generally evaluates information	Skillfully evaluates information
9%	analysis of complex issues, possibly	limited clarity & complexity of thought,	relationships among ideas,	gathered, questions taken-for-granted	gathered, questions taken-for-granted
	assumes managerialist conclusions,	possibly assumes managerialist	demonstrates some counter factual	(especially managerialist) assumptions,	(especially managerialist) assumptions,
2.25 marks	lack of counterfactual thinking.	conclusions, lack of counter factual	thinking.	demonstrates relationships amongst	demonstrates relationships amongst
		thinking.		ideas, considers various (stakeholder)	ideas, considers various (stakeholder)
				perspectives.	perspectives
Understandin	Unsatisfactory understanding &	Poor understanding & engagement with	Satisfactory understanding &	Generally sound understanding &	Excellent understanding & engagement
g & Content	engagement with course materials.	course materials. Use of course content	engagement with course materials. Use	engagement with course materials. Use	with course materials. Use of course
9%	Content unclear; lapses in coherence	is somewhat vague OR only loosely	of course content is mostly accurate &	of course content is accurate, focused,	content is accurate, focused, &
	OR has no relation to writing task;	related to the writing task; at times may	fairly clear; demonstrates solid but less	& consistent; exhibits control in	consistent; exhibits control in
2.25 marks	offers simplistic, undeveloped support	be off topic OR too broad with limited	accurate reasoning; contains some	development of ideas; unified with a	development of ideas; unified with a
	for ideas. Poor use of primary &	support. Poor use of primary &	appropriate details and/or examples.	fresh insight. Excellent use of primary	fresh insight. Excellent use of primary
	secondary sources.	secondary sources.	Good use of primary & secondary	& secondary sources.	& secondary sources.
			sources.
Academic	Sentences sound awkward, are	Sentences are generally well	Sentences are generally well	Sentences are mostly well constructed	All sentences are well constructed &
English	distractingly repetitive, or are difficult to	constructed, but have a similar	constructed & have varied structure &	& have varied structure & length.	have varied structure & length.
9%	understand. Paragraphs are poorly	structure &/or length. Paragraphs are	length. Paragraphs are generally well	Paragraphs are well structured with	Paragraphs are well structured with
	structured & hence are often too short	generally well structured. The author	structured. The author makes a few	topic, supporting & concluding	topic, supporting & concluding
2.25 marks	or too long. Numerous errors in	makes several errors in grammar,	errors in grammar, syntax, mechanics,	sentences. The author makes no errors	sentences. The author makes no errors
	grammar, &/or spelling that interfere	syntax, mechanics, &/or spelling that	&/or spelling, but they do not interfere	in grammar, mechanics, &/or spelling.	in grammar, mechanics, &/or spelling.
	with understanding.	interfere with understanding.	with understanding.

 
 
 
16

References	Essay is not referenced according to	Essay is mostly referenced according to	Essay is generally referenced	Essay is mostly referenced according to	Essay is referenced according to
8%	Harvard UTS conventions, possibly	Harvard UTS conventions: (i.e.) many	according to Harvard UTS conventions:	Harvard UTS conventions: (i.e.) In-text	Harvard UTS conventions: (i.e.) In-text
	footnotes are used instead.	mistakes with in-text citations.	(i.e.) several mistakes with in-text	citations are placed in parentheses	citations are placed in parentheses
2 marks		Reference list is incomplete/improperly	citations indicating confusion regarding	after the sentence or part thereof that	after the sentence or part thereof that
		formatted. Possibly some references	providing of page numbers, citing of	they support; page numbers are only	they support; page numbers are only
		missing from list.	secondary sources, when to use (and	provided for direct quotes; long quotes	provided for direct quotes; long quotes
			or &) etc. Reference list is complete,	(30 words) are presented as a separate	(30 words) are presented as a separate
			properly formatted & presented	indented paragraph. Reference list is	indented paragraph. Reference list is
			alphabetically with a handing indent.	complete, properly formatted &	complete, properly formatted &
				presented alphabetically with a hanging	presented alphabetically with a hanging
				indent.	indent.
Formatting &	Essay looks untidy & does not follow	Essay looks fairly neat, but violates	Essay looks neat, but violates a few of	Essay is neat, professional & mostly	Essay is neat, professional & strictly
presentation	formatting guidelines.	many assignment formatting guidelines.	the assignment formatting guidelines.	respects the assessment formatting	respects the assessment formatting
7%				guidelines: within the word limit, printed	guidelines: within the word limit, printed
				on single sided A4 paper, has essay	on single sided A4 paper, has essay
1.75 marks				question reproduced at top of first page,	question reproduced at top of first page,
				left aligned text, 12 point font, double	left aligned text, 12 point font, double
				spacing, 4 cm margins, numbered	spacing, 2 to 4 cm margins, numbered
				pages.	pages.
Presentation	Presentation was not delivered within	Presentation was not delivered within	Presentation was delivered within the	Presentation was delivered within the	An excellent presentation was delivered
40%	the minimum of six minutes and a	the minimum of six minutes and a	minimum of six minutes and a	minimum of six minutes and a	within the minimum of six minutes and
	maximum of 10 minutes timeframe.	maximum of 10 minutes timeframe.	maximum of 10 minutes timeframe.	maximum of 10 minutes timeframe.	a maximum of 10 minutes timeframe.
10 marks:	Time was not property divided amongst	Time was generally property divided	Time was generally property divided	Time was property divided amongst the	Time was property divided amongst the
	the group members. Content was not	amongst the group members. Content	amongst the group members. Content	group members. Content was of a high	group members. Content was of an
Delivery = 5	presented in a coherent manner.	was mostly presented in a coherent	was mostly presented in a coherent	quality & presented in a generally	excellent quality & presented in a
	Content was not of a high quality or	manner. Content was of an acceptable	manner. Content was of an acceptable	succinct and clear manner using verbal	succinct and clear manner using verbal
Content = 5	presented in a succinct and clear	quality & presented in a generally	quality & presented in a generally	& non-verbal communication tools.	& non-verbal communication tools.
	manner using verbal & non-verbal	succinct and clear manner using verbal	succinct and clear manner using verbal
	communication tools.	& non-verbal communication tools.	& non-verbal communication tools.

 
Total: 100% (Grade out of 25)
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
17

 
21129 MANAGING PEOPLE AND ORGANISATIONS
 
ASSIGNMENT 2 MARKING RUBRIC

Performance	Unsatisfactory	Limited Proficiency		Proficient	Highly Proficient
Area/			Average Proficiency
Weighting
Argument	The topic, main argument &	There is one argument. Main ideas	There is one generally well-focused	There is one clear, well-focused	There is one clear, well-focused argument
14%	ideas are not clear, or minimal	are somewhat clear & developed	argument. Main ideas are somewhat	argument. Main ideas are mostly	developed & built upon from essay 1. Main
	connection to ideas in essay	from essay 1 but are not well	clear & developed with the support of	clear & developed with the support	ideas are clearly developed with well-
5 marks	1, or over reliance on material	developed or supported.	detailed information.	of detailed information.	supported, detailed & accurate information.
	from essay 1.
Organisation	Poorly organized OR	Essay structure is used. Introduction	Essay structure is generally used.	Essay structure is mostly used.	Essay structure used. Introduction states
& Structure	demonstrates serious	states the main topic. A conclusion is	Introduction states the main argument	Introduction states the main	the main argument & provides an overview
14%	problems with progression of	included. Some signs of logical	& provides an overview of the paper.	argument & provides an overview	of the essay including the conclusion. The
	ideas. There is no clear	organisation. May have abrupt or	The body is generally on topic. A	of the essay including the	information in the body is relevant &
5 marks	introduction, structure, or	illogical shifts & ineffective flow of	conclusion is included. Organisation	conclusion. The information in the	logically considers different perspectives
	conclusion. Report structure	ideas.	supports argument & purpose;	body is mostly relevant & logically	with effective transitions. The conclusion
	may have been used.		sequence of ideas could be improved.	considers different perspectives	synthesizes the different perspectives to
				with effective transitions. The	draw a final conclusion.
				conclusion synthesizes the
				different perspectives to draw a
Critique	Insufficient reasoning &	Some connections between main	Generally demonstrates reasonable	Adequately evaluates information	Skillfully evaluates information gathered,
14%	simplistic analysis of complex	ideas, limited clarity & complexity of	relationships among ideas,	gathered, questions taken-for-	questions taken-for-granted (especially
	issues, possibly assumes	thought, possibly assumes	demonstrates some counter factual	granted (especially managerialist)	managerialist) assumptions, demonstrates
5 marks	managerialist conclusions,	managerialist conclusions, lack of	thinking.	assumptions, demonstrates	relationships amongst ideas, considers
	lack of counterfactual thinking.	counter factual thinking.		relationships amongst ideas,	various (stakeholder) perspectives
				considers various (stakeholder)
				perspectives.
Understandi	Unsatisfactory understanding	Poor understanding & engagement	Good general understanding &	Mostly sound understanding &	Excellent understanding & engagement with
ng & Content	& engagement with course	with course materials. Use of course	engagement with course materials. Use	engagement with course materials.	course materials. Use of course content is
14%	materials. Content unclear;	content is somewhat vague OR only	of course content is mostly accurate &	Use of course content is accurate,	accurate, focused, & consistent; exhibits
	lapses in coherence OR has	loosely related to the writing task; at	fairly clear; demonstrates solid but less	focused, & consistent; exhibits	control in development of ideas; unified with
5 marks	no relation to writing task;	times may be off topic OR too broad	accurate reasoning; contains some	control in development of ideas;	a fresh insight. Excellent use of primary &
	offers simplistic, undeveloped	with limited support. Poor use of	appropriate details and/or examples.	unified with a fresh insight.	secondary sources.
	support for ideas. Poor use of	primary & secondary sources.	Good use of primary & secondary	Excellent use of primary &
	primary & secondary sources.		sources.	secondary sources.
Academic	Sentences sound awkward,	Sentences are generally well	Sentences are generally well	Sentences are mostly well	All sentences are well constructed & have
English	are distractingly repetitive, or	constructed, but have a similar	constructed & have varied structure &	constructed & have varied	varied structure & length. Paragraphs are
14%	are difficult to understand.	structure &/or length. Paragraphs	length. Paragraphs are generally well	structure & length. Paragraphs are	well structured with topic, supporting &
	Paragraphs are poorly	are generally well structured. The	structured. The author makes a few	well structured with topic,	concluding sentences. The author makes no
5 marks	structured & hence are often	author makes several errors in	errors in grammar, syntax, mechanics,	supporting & concluding	errors in grammar, mechanics, &/or spelling.
	too short or too long.	grammar, syntax, mechanics, &/or	&/or spelling, but they do not interfere	sentences. The author makes no
	Numerous errors in grammar,	spelling that interfere with	with understanding.	errors in grammar, mechanics,
	&/or spelling that interfere with	understanding.		&/or spelling.
	understanding.

 
 
 
 
18