HI6005 T1 2021 MOG
HI6005 Management and Organization in global environment T1 2021
|Assessment Details and Submission Guidelines|
|Unit Title||Management and Organisations in a Global Environment|
|Assessment Type||Group Assignment|
|Assessment Title||Appendix Writing and Group Research Report|
|Purpose of the assessment (with ULO Mapping)||Students are required to research a topic from a list of topics provided based on topics discussed in lectures. The research provided will provide more in-depth evidence of individual research on the topic, not only material which is provided within the lecture content.|
|Weight||40% of the total assessments|
|Total Marks||40 marks for group research paper|
|Word limit||Template for the Appendix, Not more than 3,000 words for the group research paper|
|Due Date||Friday of Week 10 at 5pm|
|Submission Guidelines||All work must be submitted on Blackboard by the due date along with a completed Assignment Cover Page.The assignment must be in MS Word format, no spacing, 12-pt Arial font and 2 cm margins on all four sides of your page with appropriate section headings and page numbers.Reference sources must be cited in the text of the report, and listed appropriately at the end in a reference list using Harvard referencing style.|
Group assignment Specifications HI6005
This assignment aims at ensuring that students have familiarised themselves with a general framework of at least one management related topic. Students will be required to apply relevant theoretical concepts with the use of practical examples in most cases in a written research paper.
Topics and presentation schedule:
Organise yourselves into groups of 4 students.
Please choose from one of the following topics from the list (see below).
Research on the broad topic is a group activity and each student must contribute to that work. Each student in the group will then research, in depth an individual component drawn from the broad research topic. There are two parts in the group assignment:
- Appendix Writing
- Research Report Writing
Group Appendix Writing Guidelines and Specifications
You should form in a group of 4 students. Please use self-enrolment tool in BB. Note that once you do so, your group members are fixed and cannot be changed. The group size should be 4 only. It is essential that every member makes a significant valid academic contribution to the team result.
As you start to work on your group report, you are required to assimilate this Appendix, to be submitted via a link on the UNIT blackboard site in week 10, by Friday 5 pm.
What should be included in the appendix?
- All the group member details-full name, student id numbers, contact phone numbers.
- The topic chosen for your group assignment
- Allocation of the tasks for each member in the group. You may utilise this format for the above:
|Student ID||First Name||Family Name||Contact Phone Number||Allocated Task(s)|
- A Gantt chart showing the working plan towards completion of the group assignment. This chart must have every allocated task, deadlines and dates clearly stated.
[See Gantt chart example, feel free to choose your own style] GANTT CHART example:
- Each student to list at least five references and sources for their chosen part. [Final report must contain these references plus any others that are cited or used].
|Student ID||References||Key theme / Reason for choosing this?|
- All the correspondence towards working on the group assignments must be submitted as part of this assessment, this would include but not limited to emails, WhatsApp messages, USB file exchanges, group discussion, text messages, etc.
- Details of a minimum of five group meetings held to be provided. Each meeting must be documented in the following format
Meeting No. ……: Date …………………. Time ……………………
|Student||ID||Name||Points discussed||If absent state the reason|
|8. Our group expectations are:|
|9. We experienced the following challenges during this assignment:|
|10. At the completion of the assignment we have the following insights:|
Your instructor chooses which communication and collaboration tools are available to your group. If you want to use a tool but don’t find on your group’s page, ask your instructor to enable it.
|File Exchange||Group members and instructors can share files in this area. All members can add and delete files, regardless of who added them.|
|Group Blog||In the group area, all members of a group can create entries for|
|the same blog and build on each entry. All course members can read and comment on a group blog, but they can’t make posts unless they are members of the group. Instructors can choose to grade group blogs. All group members receive the same grade.|
|Group Journal||In the group area, all members of a group can view each other’s entries. Only group members and instructors can view a group journal. Instructors can choose to grade group journals. All group members receive the same grade.|
|Send Email||Group members can email individual members or the entire group.|
You can’t create folders in file exchange. With your group, decide how you want to name files so that they are easier to locate in a long list.
Add a file to the file exchange
Group Tools > File Exchange > Add File
Add a name for file you want to upload. Browse for the file and submit.
You can also delete any file if you wish. On the File Exchange page, select Delete in the file’s menu. But it would be good to keep all the files for any future reference.
All the group members can discuss about the assignment by using Group Blog. Once you are allocated in a group, you can see this function.
Group > Group Tools > Group Blog > Create Blog Entry
|Page 7 of 13 Marking Rubrics|
|80% and above||70%-79%||60%-69%||50%-59%||0- 49%|
|Name, ID, family||Name, ID, family||family name,|
|name, contact||name, contact||contact number||Incomplete/in|
|number,||number||Name, ID, family||entered only||correct|
|Group member||allocated task||entered, unclear||name, contact||for few||information|
|Topic chosen||Clearly||Topic||Topic||Topic||Unclear topic|
|mentioned and||mentioned with||mentioned||mentioned|
|Task allocation||Full chart|
|completed with||Full chart|
|names, ID’s and||individual||Individual||Unclear||Incomplete/in|
|well explained||names, ID’s and||names, ID’s and||discussion of||correct tasks|
|tasks with clarity||tasks explained||tasks explained||tasks||entered|
|GANNT Chart||All components|
|completed,||All components||Most of the||Some||correct|
|explained with||of chart||component||component||components|
|listed five||Less than five||Less than 2|
|references with||Each member||references||references|
|appropriate||listed five||listed by each||listed by each||No references|
|All emails,||All emails,|
|messages, USB||messages, group|
|files, group||discussions, text|
|discussions, text||messages,||All emails and|
|All five meeting||details with|
|details with all||some||Less than four||Inadequate|
|Face to face||the information||information||meeting details||meeting details||No meeting|
|Group||from each of the||with some||listed without||expectations||Unclear or no|
|Challenges||Challenges regarding time, technology, resources, abilities, information well explained||Some challenges explained||Challenges listed without explanation||Brief mention of challenges||Unclear or no Challenges|
|Insights after completion||Well Summarised , well explained insights up to week 8||Insights summarised well||Insights mentioned without adequate discussion||Attempted to mention the insights||No mention of insights|
Group Research Report Guidelines and Specifications
Group Research paper written report – worth 30% of your final grade and must be submitted on Friday of Week 10 at 5pm. The written report should begin with the broad research topic which is then followed by each individual component identified by the individual student who prepared it.
Your report is to be written as a business report. It must include:
- Executive summary
- Table of contents
- Section headings
- Page numbers
- ‘Who did what’ section (use below table as template)
- Reference list at the end of the report
To ensure that all students participate equitably in the group assignment and that students are responsible for the academic integrity of all components of the assignment. You need to complete the following table which identifies which student/students are responsible for the various sections of the assignment.
This table needs to be completed and submitted with the assignment as it is a compulsory component required before any grading is undertaken.
List of Topics (Choose one):
|TOPIC 1 Globalisation General Framework In this topic, you are to research globalisation. The business press bombards us with ideas about ‘The shrinking world’, ‘the flat world’ and ‘the border-less world’ – all catchphrases to describe the impact of globalisation. But are the (trade) borders really collapsing or are we seeing, post GFC, a resurgence in them? What is behind the extreme demonstrations against globalisation at G7 and WTC conferences?|
|Individual Components World 3.0: P Ghemawat’s questioning of whether the world really is as ‘global’ as we are being told it is and his ideas about how it could be globalised more effectively.Anthony Giddens’ ideas on globalisation.The “End of Poverty” movement and the contrary assertion that “Trade NOT aid” is the way to a more globalised world that mitigates against poverty.|
|TOPIC 2 Corporate or Organisational Culture General Framework Discuss why corporate culture is such an important determinant of organisational success. Outline the dimensions commonly used in describing a particular organisation’s culture. Individual Components|
|Each individual should focus on one (or two) of the dimensions and identify a specific organisation noted for its emphasis of that dimension. Describe how that organisation stresses that particular component of organisation culture and comment on whether they have been successful [Note: Individual team members must choose different dimensions and thus outline different actual cases]. TOPIC 3 National Culture General Framework Discuss why an understanding of national culture is important for multi-national or trans-national corporations seeking to operate in a global business environment. Outline the dimensions commonly used in describing national culture. Individual Components Each individual should choose a different country classifying it in terms of the commonly-used dimensions for describing national culture. Choose the countries wisely so that differences can be highlighted. Each member should seek to find specific examples in their country of choice to illustrate the classification they have made.|
|Choose the countries wisely so that differences can be highlighted. Each member should seek to find specific examples in their country of choice to illustrate the classification they have made.|
|TOPIC 4 Management Decision Making: Social Model General Framework There is little doubt that social influences have a significant impact on decision-making behaviour. Social pressures and influences may cause managers to make irrational decisions. Outline, in the general framework, a model of social influence on decision making. Individual Components The individual components of this topic introduce some classic studies as illustrative of the impact of social influences on decision making.|
|Solomon Asch’s classic study into the impact of social conformity on decision making.Stanley Milgram’s classic study of the influence that obedience to an authority figure can have on decision making.Fred Luthans’ study on the influence of information presented in a computer printout in contrast to the same information presented from an ordinary typewriter. Groupthink examples.|
|TOPIC 6 The Hawthorne Studies General Framework The Hawthorne studies had their origins in the Scientific School of Management and constituted a genuine attempt at discovery through research. By today’s standards there were deficiencies in the research which will be highlighted in the individual components of this topic. In your introduction outline the overall context of the Hawthorne studies and in your conclusion, stress the significant outcomes from the studies notwithstanding the acknowledged defects in the research methodology. Individual Components The Illumination Studies: One member of the group chooses this phase of the studies.The Relay Room Experiments: Another member of the group chooses this phase of the studies.The Bank Wiring Experiments: The third member of the group choose this phase.|
|Apart from describing the phase you have chosen, you must identify the specific research methodological weaknesses inherent in that phase.|
|TOPIC 7 Stakeholder Relationship Management and its influence on Management Decision Making General Framework Relationship management is one of the highest-level managerial functions. Use an example to illustrate poor relationship management and the outcome that resulted from it. Outline the four-step approach to stakeholder relationship management. Individual Components Construct an example to illustrate good stakeholder relationship management. Using your example: Define the general external environment of your example, identifying stakeholders within it.Define the specific external environment of your example, identifying stakeholders within it. 3.Discuss how the multi-advocacy approach to stakeholder relationship management would assist managers in decision making which is sensitive to managing stakeholder relationships.|
|TOPIC 8 Organisational Structure General Framework Outline, six key elements commonly used to define the structure of an organisation identifying the management theorist who identified each of these elements. Then outline four factors (contingencies) that are commonly used to define the situation (the organisational environment). Individual Components Each individual should select an example organisation – a real example – and suggest what you believe to be the structure of that organisation in terms of the six key elements that are used to define organisational structure. For your example organisation, you should define their organisational environment in the terms of the four contingency factors and comment on the match (or mis-match) of the organisation to its organisational environment.|
|TOPIC 10 Teams General Framework Discuss the emergence of teams as a key feature of the modern workplace and trace its origins in the context of the changes in thinking associated with the development of schools of management thought. Individual Components Outline Tuckman’s stages in team development identifying the leader’s role at each stage (Use examples).Apply insights from the study of managerial decision making to decision making in teams.Give examples of how the physical structures have been designed to facilitateteamwork.Outline the ways in which managers might promote teamwork.|
|TOPIC 11 Performance Management General Framework Discuss Performance Management in the context of the identifying the relevant School of Management Theory. Identify positives and negatives in the approaches to performance management. Individual Components MBO, Review and Agree, 360-degree Feedback.Compare and contrast strengths and weaknesses of cohesive versus non-cohesive teams and|
|the application to High Performance Organisations. Performance Management from a Control Theory Perspective.The Balanced Scorecard Approach.|
|TOPIC 12 Motivation Overview General Framework Outline the meaning of motivation as it applies in the workplace. Individual Components|
|Discuss this question: Can a manager instill motivation into employees or is motivation a process of drawing out something from employees? Discuss coaching.Provide a map of the various theories of work motivation and explain the map.Discuss John Holland theory of personality and job fit as an explanation of work motivation.Describe the difference between a content theory and a process theory of motivation.|
|TOPIC 13 Motivation: Content Theories General Framework Describe the difference between a content theory and a process theory of motivation citing examples of how some process theories, under criticism, have been reduced to content theories. Individual Components 1. Discuss Maslow’s theory and detail the criticisms that have been levelled against it.|
|Discuss Hertzberg’s theory and detail the criticism that have been levelled against it.Discuss McGregor’s theory of work motivation.Behavioural science research expects to be scrutinized and criticism levelled against it. Summarise with examples from Hofstede’s work through to the theories of motivation.|
|TOPIC 14 Motivation: Process Theories General Framework Provide a map of the various theories of work motivation and explain the map distinguishing the differences between content and process theories of work motivation.|
|Individual Components Discuss McClelland’s work and theories of work motivation.Discuss Goal Setting and its role in work motivation: the ‘Review & Agree’ Process.Discuss Equity Theory using examples.Discuss Expectancy Theory using examples.|
Detailed rubric for the Group Research paper written report
|Executive Summary (4 marks)||Clear evidence of a summary which summaries the entire report||Clear evidence of a summary which summarises the entire report||Some evidence of a summary which summarises the entire report||Limited evidence of a summary of the entire report||No executive summary included|
|Discussion on allocated general framework (8 marks)||Demonstration of outstanding knowledge of the chosen topic and has included significant research which are beyond areas covered within the lecture||Demonstration of very good knowledge of the chosen topic and has included some research beyond areas covered within the lecture notes.||Demonstration of good knowledge of the chosen topic and has included minimal research beyond areas covered within the lecture notes.||Demonstration of satisfactory knowledge of the chosen topic and has included no research beyond areas covered within the lecture notes.||Demonstration of little or no knowledge of the chosen topic and discussion has little or no relevance to the topic chosen.|
|Application of theory on Individual component discussion (8 marks)||Your||Your|
|interpretation of||interpretation of|
|theory is accurate||Your interpretation||theory is||Your|
|and insightful and has included significant research which goes beyond areas covered within the lecture||of theory is accurate and has some insight and included some research which goes beyond areas covered within the||somewhat accurate and has included minimal research which is beyond areas covered within the lecture||interpretation of theory is very general and has included no research which is beyond areas covered within||Your interpretation of theory is missing or not relevant to the|
|notes.||lecture notes.||notes.||the lecture notes.||topic. No|
|Identification of||Identification of the||Identification of||Identification of||identification of|
|the author has||author has been||the author has||the author has||the author had|
|been identified.||identified.||been identified.||been identified.||been given|
|Overall presentation and quality of report (6 marks)||Report is exceptionally structured with clarity, use of paragraphs and subheadings.||Poorly|
|Report is well structured with clarity, use of paragraphs and||Report is somewhat structured with clarity, use of paragraphs and||Report is structured with some clarity, and use of some paragraphs and||presented. Report is not structured with any clarity, and does not use of paragraphs and|
|Referencing (4 marks)||Clear systematic referencing using Harvard style for all sources. At least 6 peer- reviewed references were used from good sources. All in text referencing done correctly and relevant.||Clear systematic referencing using Harvard style for all sources. At least 5 peer-reviewed references were used from good sources. All in text referencing done correctly and relevant||Clear systematic referencing using Harvard style for all sources. At least 4 peer- reviewed references were used from good sources. Most in text referencing done correctly and relevant.||Limited attempt at formatting references. References largely unrelated to the topic area. At least 3 peer- reviewed references were provided. Most in text referencing done correctly and relevant.||Poorly presented, no apparent structure. No use of Harvard referencing style. References were unrelated to the topic area. Only 0 r 1 relevant reference given|