HC1052 T2 2021 Organizational Behaviour
HC1052 T2 2021 Organizational Behaviour
Individual Assessment Details and Submission Guidelines
Trimester: T2, 2021
Unit Code: HC1052
Assessment Type: Individual Assessment
Assessment Title: Individual Essay (1500 words excluding references)
Learning Outcomes: To comprehend the theoretical foundations of management and integrate diverse OB theory and practices in critical analysis of problem situation and communicate those ideas in a clear and coherent manner; and to apply problem solving and critical thinking abilities by identifying and analysing the choices available for developing alternative organisational behaviour approaches in the workplace.
Weight: 20 marks
Word Limit: 1500 words
Due date: Week 7 (Friday 3 September, 2021, 11:59 pm)
- All work must be submitted on Blackboard by the due date along with a completed Assignment Cover Page.
- The assignment must be typed in MS Word format, 1.5 spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate headings/sub-headings and page numbers.
- A minimum of six references must be cited in the text of the essay and listed appropriately at the end of the paper in a reference list in the ‘Adapted Harvard Referencing’ Requirements.
Imagine that you are a manager in a local restaurant. There are many restaurants in town, making it a competitive business. You recognise that providing high quality, friendly service and having actively engaged employees is going to make the difference between your restaurant’s success and failure. Your management team decides to first address organisational citizenship and employee engagement as drivers of high-quality customer service.
First, think about what your restaurant can do to enhance the engagement and citizenship behaviours of your employees. Your management team next decides that it will be important to minimise dysfunctional employee behaviours if the restaurant is to succeed. Second, identify some dysfunctional behaviours that should be minimised. Third, think about what your restaurant can do to minimise the occurrence of these destructive behaviours. Fourth, identify your top three suggestions/recommendations for the restaurant to succeed.
Provide Evidence to Support your Responses
So far, you have written your responses about what you have read and learnt. The next step is to find a minimum of six peer-reviewed academic articles from Google Scholar and ProQuest research database which provide evidence/support the main ideas you have determined from your reading.
Note: students who cite relevant peer-reviewed academic articles in the ‘Adaptive Harvard Referencing’ requirements may achieve higher marks than those who do not cite relevant materials in the required referencing requirements. If you’re in doubt about what is a peer-
reviewed academic article please ask your tutor in the interactive tutorial sessions or the unit coordinator in the drop-in sessions.
Write your Response/Comprehension
- Write an introduction (describe the purpose of the essay and the main points you will be covering).
- Compose 3-4 body paragraphs (minimum 300 words each).
- Write a conclusion.
- The document must be typed in MS Word using an appropriate font (e.g. Times New Roman, Helvetica, Cambria or Arial (size 12 pt, 1.5 line spacing and left aligned).
What goes in an introduction?
This paragraph introduces the purpose of your analytical essay. Within the introductory paragraph, you will need to introduce the topic of your essay and highlight the key topics you will address in subsequent paragraphs of this essay.
How do I write body paragraphs?
Each paragraph has one main point or topic. A good paragraph needs a clear topic sentence to state the purpose of this paragraph. Then you will write 3-4 statements elaborating on that point using citations (in-text references) to attribute ideas to journal articles you read. Your analysis should demonstrate critical thinking based on research, not just your opinion. Please paraphrase your ideas from journal articles rather than using quotations.
What goes in a conclusion?
The conclusion is not a restatement of the introduction. Instead, it must briefly summarise the key points in the body paragraphs and leave the reader with a clear message(s).
What about references?
Your list of references do not count towards word limit, but in-text citations do. The referencing format for both the in-text referencing and reference list is the Adapted Harvard Referencing style. Please see the Adapted Harvard referencing style on p. 7 and ProQuest login in the additional resources folder in Blackboard.
|Embark + Clarity||4|
|Find + Generate||3|
|Evaluate + Reflect||3|
|Organise + Manage||3|
|Analyse + Synthesise||3|
|Communicate + Apply||4|
|Embark + Clarity (Addresses the task requirements)||3.5-4 Pts. HD Exceptionally clear understanding and ability to address all task requirements and with clear purpose.||3 Pts. D Strong grasp of understanding and ability to address all task requirements.||2.5 Pts. CR Competent understanding and ability to address all task requirements.||2 Pts. PA Some understanding of the task evident but some requirements are missing.||0-1.9 Pts. NN Lack of understanding of the task requirements and an inability to offer structured directions from researching.||4|
|Find + Generate||3 Pts. HD||2.5 Pts D||2 Pts. CR||1.5 Pts. PA||0-1.4 Pts. NN||3|
|(Evidence of research +|
|Harvard referencing format)||Uses refined academic research skills to locate current, credible, accurate and authoritative data/information. Uses Harvard referencing style and in-text citations with no errors.||Uses academic research skills to locate current, credible and authoritative data/information. Uses Harvard referencing style and in-text citations with minimal errors.||Uses academic research skills to locate current and credible data/information. Uses Harvard referencing style and in-text citations, with some consistent errors.||Uses general academic research skills to locate current data/information. Inconsistently applies Harvard referencing style. In-text citations and reference list show multiple errors.||Does not locate and report data/information from a number of sources across a specified range. The articles sourced do not meet the academic standard required or are not cited or do not have a clear application to the task.|
|Evaluate + Reflect||3 Pts. HD||2.5 Pts. D||2 Pts CR||1.5 Pts. PA||0-1.4 Pts. NN||3|
|(Articles meet task criteria, is|
|current, relevant, accurate and peer-reviewed)||Articles selected relate strongly to the purpose of the task, and meet the academic standard required. Strongly support reflection on the essay topic.||Articles selected relate to the purpose of the task, and meet the academic standard required. Support reflection on the essay topic.||Articles selected generally relate to the purpose of the task and meet the academic standard required. Support some reflection on the essay topic.||Articles selected generally relate to the purpose of the task. The articles may not fully meet the academic standard required. Minimal reflection on the essay topic.||Student has not made connections to the essay topic. Unable to demonstrate satisfactory original reflection on the essay topic.|
|Organise + Manage||3 Pts. HD||2.5 Pts. D||2 Pts. CR||1.5 Pts. PA||0-1.4 Pts. NN||3|
|(Logical structure of|
|information)||Main ideas clearly outlined. Discussion and analysis organised logically. Cohesive structure- consistently encourages reader||Main ideas clearly outlined. Discussion and analysis organised logically. Cohesive structure – supports reader engagement||Main ideas clearly outlined. Information organised mostly logically. Generally||Main ideas outlined but require more description or explanation. Some logical order in the structure but there is limited||Main ideas not clearly defined. Information randomly presented. No sense of cohesion between ideas. Inappropriate structure and organisation and information not always coherent nor integrated.|
|engagement with the content.||with the content.||cohesive structure aids reader understanding of ideas.||linking between ideas and information presented.|
|Analyse + Synthesise (Critical analysis and synthesis of ideas to produce understanding)||3 Pts. HD Analysis, critical personal reflection and evaluation are fully integrated effectively to a high standard of performance.||2.5 Pts. D Analysis and personal reflection are quite well integrated.||2 Pts. CR Some analysis and attempts at personal reflection. Attempts to synthesise ideas to discuss/analyse the essay topic.||1.5 Pts. PA Minimal analysis and personal reflection. Some attempts to discuss/analyse the essay topic. Limited integration or synthesis to show understanding of the essay topic.||0-1.4 Pts. NN Alignment of the key idea with the essay topic and main ideas not outlined clearly. Limited understanding of the essay topic.||3|
|Communicate + Apply||3.5-4 Pts. HD Uses discipline specific language to demonstrate understanding from an academic/professional and personal perspective. Writing is fluent and uses appropriate paragraph/sentence structures.||3 Pts. D Includes discipline specific language. Generally demonstrates understanding from an academic/professional and personal perspective. Some interpretation and application of new knowledge to similar contexts. Writing is generally fluent and uses mostly appropriate paragraph/sentence structures.||2.5 Pts. CR Some discipline specific language. Attempts to demonstrate understanding from both academic/professional and personal perspectives. Attempted interpretation and application of new knowledge. Writing is generally understandable and uses mostly appropriate paragraph/sentence structures.||2 Pts. PA Limited vocabulary with little use of discipline specific language. Demonstrates understanding from one perspective. Minimal interpretation or application of new knowledge. Errors are frequent, often making understanding difficult.||0-1.9 Pts. NN Mostly general vocabulary with an inability to use discipline-specific and academic language. Unable to act as an independent critical thinker. Unsatisfactory attempt to discuss the essay topic. Inability to demonstrate the originality of the solution.||4|
Holmes Referencing Requirements:
Assessment Design – Adapted Harvard Referencing
Holmes will be implementing as a pilot program a revised Harvard approach to referencing. The following guidelines apply:
- Reference sources in assignments are limited to sources which provide full text access to the source’s content for lecturers and markers.
- The Reference list should be located on a separate page at the end of the essay and titled: References.
- It should include the details of all the in-text citations, arranged alphabetically A-Z by author surname. In addition, it MUST include a hyperlink to the full text of the cited reference source.
P Hawking, B McCarthy, A Stein (2004), Second Wave ERP Education, Journal of Information Systems Education, Fall, http://jise.org/Volume15/n3/JISEv15n3p327.pdf
- All assignments will require additional in-text reference details which will consist of the surname of the author/authors or name of the authoring body, year of publication, page number of content, paragraph where the content can be found.
“The company decided to implement a enterprise wide data warehouse business intelligence strategies (Hawking et al, 2004, p3(4)).”
Non Adherence to Referencing Guidelines
Where students do not follow the above guidelines:
- Students who submit assignments which do not comply with the guidelines will be asked to resubmit their assignments.
- Late penalties will apply, as per the Student Handbook each day, after the student/s have been notified of the resubmission requirements.
- Students who comply with guidelines and the citations are “fake” will be reported for academic misconduct.