UNIVERSITY COLLEGE DUBLIN Bachelor of Business (Singapore) MANAGEMENT OF ORGANISATIONS (BMGT2002S) STUDY GUIDE BBS27 FT / Singapore Copyright May 2017 Author: Dr. Brona Russell and Mr Param Alahakone This manual was prepared for University College Dublin as a comprehensive support for students completing the above mentioned Degree programme. © This publication may not be reproduced, in whole or in part without permission in from University College Dublin. Module Co-ordinators: Dr. Brona Russell and Mr Param Alahakone Contact details Email: [email protected]: [email protected] TABLE OF CONTENTS PAGE Welcome message 4 INTRODUCTION 5Background details Module aimsProgramme goals MODULE OUTLINE 8Module learning outcomes Themes and topics Learning materials MODULE DELIVERY SCHEDULE 12Session arrangements Student engagementOffice hours arrangements ASSESSMENT DETAILS 15Assignments Module assessment componentsAssignment 1Assignment 2 Group projectExamination GRADING 20University grading policy Grade descriptors for assessment components CONCLUDING COMMENTS 28 APPENDICES 29 Welcome message As your lecturers for the Management of Organisations module, we would like to welcome you to the module. Studying management of organisations is important because it allows us to understand the relationship that exists amongst the different agents in an organisation. The premise of the study of organisational behaviour is that a scientific approach can be applied to the management of workers. Organisational behaviour studies the influence that individuals, groups and structure have on behaviour within organisations. This module is designed to address a broad range of issues that will ensure the successful management of organisations. Studying management of organisations will provide you with an opportunity to reflect on what you have learned from other courses and from your work experience. However, to successfully complete this module, several learning activities (individual and group) must be completed prior to and during the block sessions. These are designed to be engaging and fun and to facilitate a deeper understanding of the key concepts addressed in this module. Should you require clarification on any matter pertaining to the module, please do not hesitate to contact us. Dr. Brona Russell and Mr Param Alahakone Lecturer, BMGT2002S PART 1: INTRODUCTION This Study Guide is designed to provide you with details of the module Management of Organisations BMGT2002S, the learning outcomes, delivery and assessment arrangements. The Study Guide consists of 5 parts. In Part 1, background details to the subject area are provided and the broad aims of the module are set out. Part 2, consists of the module outline. In this part the (a) module learning outcomes, (b) the themes and topics to be explored are explained along with the (c) learning supports to be used. Part 3 gives details of the module delivery arrangements. It sets out the session arrangements and the expectations in relation to your prior preparation and student engagement. Part 4, provides details of the assessment techniques used in this module explaining the assessment components, their rationale. In Part 5, the UCD grading policy and assessment guidelines are explained for each assessment component (i) Assignment 1, (ii) Assignment 2 Group Project and (iii) Examination (closed book). In Part 6, concluding comments are presented Please pay special attention to appendices 1 and 2 of this document. These IMPORTANT DOCUMENTS should be consulted before you commence your studies on this module. Student code of practice – Group workGuidelines for the Late Submission of CourseworkA Briefing Document for Students on Academic Integrity and Plagiarism Background to the Topic Management of organisation (or Organisational Behaviour) centres on human behaviour in Organisations and how it impacts organisational performance. The three determinants of human behaviour in organisations are individuals, groups and structures. The study of organisational behaviour draws on the behavioural sciences such as psychology, social psychology, sociology and anthropology. . The core topics that you will study in this module include attitude development and perception, motivation, diversity, conflict management, negotiation, communication, leadership, power and politics in organisations, group and team structures and processes, organisational culture and change management. As managers and leaders in the field, we draw on our knowledge of these subjects to implement best working practices in all areas, thus ensuring that we attract and retain the most excellent workforce and maximize organisational efficiency and effectiveness. Module Aims The aim of this module is to provide students with an overview of the theory and practice of management in organisations. This module focuses on The individual in the organisation:Groups in the organisationThe structures and systems in organizations On completion of this module, you will be able to understand the theory relating to the management of organisations and apply it in the context of the organisation that you work for and / or the case studies that we will work on during the course. Programme Goals Bachelor of Business Studies (BBS) SingaporePROGRAMME GOALLEARNING OUTCOMEMODULE TITLE: Management of OrganisationsManagement Specific Knowledge Our graduates will be current in management theory and practice.Explain current theoretical underpinnings of business and organization management.Lectures and examinationApply business models and theory to identify and resolve problems in functional and across functional areas.Assignment 2Demonstrate knowledge of and the usefulness of quantitative techniques and controls in the business environment. Business Communication Our graduates will be able to design and deliver a short presentation (oral or written) on a current business topic. Prepare short business presentations (written and oral) on a current topic to key stakeholders. Research and analyze specific business case studies / problems / topics and write a concise report detailing the findings and recommended actions.Assignment 2Locate information sources to facilitate the completion of research projects and the technologies to analyze and interpret the data collected. Assignment 2Personal Development & Reflective Learning Our graduates will be able to reflect on their learning with a view to enhancing personal and professional career pathways.Engage in module-related team activities within and outside class.Assignment 2Explain the essence of organization behaviour pertinent to business managers and how they may apply in the workplace environment. Lectures and examinationGlobal, Multicultural and Diversity Perspectives Our graduates will understand the impact of culture and social developments on business management decisions. Identify the main factors and variables that influence multinational entities’ business operations, planning and competitive positioning.Assignment 1, lectures and examinationRecognize ethical and social responsibility issues in the business environment and know how to apply a process of ethical inquiry.Lectures and examinationExamine ethical and legal implications of managerial decisions and their effect on organizational stakeholders.Lectures and examinationStrategic Thinking Our graduates will be able to critically appraise business developments and advise on strategic business projects. Identify business opportunities/problems and develop alternative solutions, taking account of possible consequences (intended or unintended). Evaluate qualitative and quantitative data from multiple perspectives paying attention to sourcing, biases and logic. Analyze developments in key business sectors and comment critically on a firm operating in the sector. PART 2: MODULE OUTLINE Module Title: Management of Organisations Module Code: BMGT2002S No. of ECTS: 10 Learning Outcomes On completion of this module you should: Be able to demonstrate a comprehensive understanding of the key concepts and principles of organisational behaviourBe able to critically discuss contents of the course material and demonstrate how the course content is applicable in the workplace.Appreciate the role and the importance of people in organisational functioningHave an evaluative frame of reference for differentiating between approaches to managing and leading people in organisations. Module Text: Robbins, P.R. and Judge, T.A. 2016. Essentials of Organisational Behaviour, 13th Edition. Prentice Hall; New Jersey Themes and Topics Organisational behaviour is the systematic study of the impact that individuals, groups and structures have on behaviour within organisations. The rationale for studying OB is to apply it with a view to improving organisational effectiveness and performance. In the first chapter we begin with an introduction to OB. Introduction to organisational behaviour OB is the study of what people do in organisations and how their behaviour affects the organisation’s performance. We will consider the individual in the organisation and the topics we will cover are: Diversity in organisationsJob attitudes and satisfactionMoods, emotions and organisational behaviourPersonality traits and work valuesIndividual perception and decision makingMotivation: basic conceptsMotivation: applied concepts Much of the work we do organisations requires us to work as part of a team or group. A group is two or more individuals who are interdependent and must interact in order to achieve their objectives. Therefore, we will study how humans interact and work together. The topics we will cover are: GroupsTeamsCommunication processLeadershipPower and politicsConflict and negotiations Finally, organisational structure defines the way that work is formally divided, grouped and coordinated. Organisational structure impact how effectively individuals within organisations work together. We will consider the various structures and the challenges they present. In this section we will also consider how cultures emerge in organisations and the impact they have on performance. Finally, we will take a brief look at how change is managed in organisations. Structure and organisational behaviourOrganisational cultureOrganisational change Learning Supports Readings from Prescribed Text: the chapters as assigned for each lecture Other Assigned Readings (essential): Cortina, L.M. (2008) Unseen Injustice: Incivility as a Modern Discrimination in Organisations. Academy of Management Review, 33(1) pp. 273-287Ashkanasy, N. M. & Daus, C. S. (2002) Emotion in the workplace: The new challenge for managers. Academy of Management Executive, 16(1): 76-86.Kennedy, R. B. and Kennedy, D. A. (2004) Using the Myers-Briggs Type Indicator in Career Counselling. Journal of Employment Counselling, 41(1) pp. 38-44Edinger, S. (2013). Three Elements of Great Communication. According to Aristotle Harvard Business ReviewSepalla, E. (2016) To Motivate Employees, Three Things to Do Well., Harvard Business ReviewEdmondson, (2011) Strategies for learning from failure. Harvard Business Review, 89 (4) 48-55.Taskin, L. and Bridoux, F. (2010) Telework: A Challenge to Knowledge Transfer in Organisations. International Journal of Human Resource Management 21(13) pp. 2503-2520Levy, P (2001) When good teams go wrong. Harvard Business Review, 79 (3) 51-59.Katzenback, J R and Smithy, D K (2005). The discipline of teams. Harvard Business Review, 83 (7/8) 162-171.Schoemaker, P., J., H. Krupp, S. and Howland, S. 2013. Strategic Leadership: The Essential Skills. Harvard Business Review. Jan-Feb, 2013Jaques, E (1990) In praise of hierarchy. Harvard Business Review, 68 (1), 127-133.Leonard, B (2011) Managing Virtual Teams. HR Magazine (June 2011) pp. 39-42O’Hara, C. (2014). How to Negotiate with Someone More Powerful than You, Harvard Business ReviewWatkins, M. (2013) What is Organizational Culture? And Why Should We Care?, Harvard Business ReviewKotter, J.P. and Schlesinger, L.A. (2008). Choosing Strategies for Change. Harvard Business Review, (July-August): p.p. 130-139. Students completing the BMGT2002S module are expected to participate in session discussions and learning activities and be familiar with the required readings. Other Useful Sources: Journals and Periodicals Academy of Management Review Academy of Management Journal Administrative Science Quarterly Asia Pacific Journal of Human Resources California Management Review Harvard Business Review Journal of Business Communication Journal of Management Studies Leadership Quarterly Management Today MIT Sloan Management Review Organizational Behaviour and Human Development Process Organizational Dynamics Team Performance Management: An International Journal Databases Business Source Premier Emerald Fulltext PsychoINFO Students completing the Management of Organizations module are expected to participate in session discussions and learning activities and be familiar with recent developments in the business world. To facilitate this, the following source material is useful Business WeekThe EconomistThe Financial TimesThe South China Morning PostThe Straits TimesThe Wall Street JournalFortune Students completing the BMGT2002S module are expected to participate in session discussions and learning activities and be familiar with the required readings. PART 3: MODULE DELIVERY SCHEDULE The module delivery relies on students’ ability to engage in prior preparation, to seek confirmation and clarification as appropriate and to be actively engaged during the sessions. Session Arrangements Each student is expected to attend and be prepared for all sessions. Table 1 below outlines the structure for the sessions: Table 1: Module Delivery Schedule – themes, readings, cases No.Theme /Topic titleText chapters articles/ Readings*Case / exercise1Introduction to organisational behaviour Diversity in organisationsChapters 1, 2, Cortina (2008)Exercise will be distributed in class2Job attitudes and satisfaction Moods, emotions and organisational behaviourChapters 3, 4Exercise will be distributed in class3Personality traits and work values Individual perception and decision makingChapters 5, 6 Exercise will be distributed in class 4Motivation: basic concepts Motivation: applied conceptsChapters 7, 8 Sepalla (2016)Exercise will be distributed in class5Groups Review of first nine chaptersChapters 9 Exercise will be distributed in class6Teams Communication process Chapters 10, 11 Levy (2001) Edinger (2013)Exercise will be distributed in class 7 Leadership Power and politicsChapters 12, 13 Schoemaker et. al. (2013)Exercise will be distributed in class8Conflict and negotiations Structure and organisational behaviour Chapters 14, 15 O’Hara (2014) Jaques (1990)Exercise will be distributed in class 9 Organisational culture Organisational change Chapters 16, 17 Watkins (2013) 10Module review Exam review * Some chapters in the text may be assigned for more than one theme. Schedule: BBS27 FT SgManagement of OrganisationsBrona Russell31-Jul-1704-Aug-1731-Jul-17 Mon 9:30-11:30am 12:30-2:30pm01-Aug-17 Tue 9:00-11:30am 12:30-3.00pm02-Aug-17 Wed 9:30-11:30am 12:30-2:30pm03-Aug-17 Thu 9:00-11:30am 12:30-3.00pm04-Aug-17 Fri 9:30-11:30am 12:30-2:30pmBBS27 FT SgManagement of OrganisationsBrona Russell07-Aug-1711-Aug-1707-Aug-17 Mon 8.30-11.30am 12.30-3.00pm08-Aug-17 Tue 8.30-11.30am 12.30-3.00pm10-Aug-17 Thu 8.30-11.30am 12.30-3.00pm11-Aug-17 Fri 8.30-11.30am 12.30-3.00pmBBS27 FT SgManagement of OrganisationsBrona Russell14-Aug-1718-Aug-1714-Aug-17 Mon 9:30-11:30am 12:30-2:30pm15-Aug-17 Tue 9:00-11:30am 12:30-3.00pm16-Aug-17 Wed 9:30-11:30am 12:30-2:30pm17-Aug-17 Thu 9:00-11:30am 12:30-3.00pm18-Aug-17 Fri 9:30-11:30am 12:30-2:30pm Student Engagement During the sessions, students are expected to be able to discuss issues arising from the assigned chapters and readings for the topics as scheduled above. Session participation is a vital element in the design of this module. Therefore, all students are expected to engage in class discussion and debate in order to facilitate the formation of their critical judgements. To support your learning, Power-Point slides will be available which (on certain occasions) may need to be upgraded / modified during or following the sessions depending on the issues raised. Preparation Required in Advance of Sessions / Seminars In addition to Assignment 1, you are expected to have read the following topics in advance of meeting the module coordinator / course lecturer at the seminars: Chapters one and two of your textbookCortina, L.M. (2008) Unseen Injustice: Incivility as a Modern Discrimination in Organisations. Academy of Management Review, 33(1) pp. 273-287 The readings detailed above have been assigned and students are expected to be fully familiar with them. These readings are an important learning source and supplement the session and text materials. Office Hours We will be available for 30 minutes after class should you wish to meet us individually to discuss any aspect of this module. We can meet before class by appointment. Class Sessions Students are asked to be aware that lecturers provide suitable class material to support student learning. We are aware that some students on occasion may like to record class sessions. Where this is the case, permission must be sought to record the session. This is to make not only the lecturer aware and ask their permission out of courtesy but to ensure classmates are also happy to be recorded. We are grateful for your full support in this regard. PART 4: ASSESSMENT DETAILS Assessment is undertaken to establish the extent of student learning on completing a module and according to Biggs and Tang (2009) it is the senior partner of teaching and learning. This module has three assessment components with specific weightings and marks awarded totalling 100. The purpose of each assessment is as follows: Assessment 1 (Assignment 1) aims to introduce you to a specific topic within Global Logistics, and to consider a real-world business challenge as faced by logistics companies. It is also designed to focus your learning in preparation for the face to face sessions.Assessment 2 (Assignment 2) is designed to provide in-depth knowledge of particular logistics topics through applying theory to a greater depth to practices in Global Logistics via complex case studies.Assessment 3 (The Examination) is the formal examination which aims to get insights on your understanding of issues (theory and practice) addressed in the module. Students are expected to complete all assignments ensuring that they are submitted by the specified date. All submissions must be typed, be well laid out, written in an academic style with appropriate headings (introduction, main part and concluding comments) and sections. Please ensure that all submissions are entirely your own work – for UCD’s policy on plagiarism click on the link below (please see Appendix 2 for further information on Plagiarism and the policy on the Late Submission of Coursework): http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf The weighting assigned for each component is shown in Table 2 below. (* I = Individual; G = Team) Table 2 – Assessment Components Assessment components Weighting Individual / Team* I (a) Assignment One Specification: Participants are required to undertake a pre-assignment in preparation for this course. This pre-assignment requires students to review and study all readings for session one of this course. The reason for this pre-assignment is to ensure that all students are prepared to actively engage with the lecturer and the lecture material from the start of the course. Instructions: Read chapters 1 (Introduction to Organisational Behaviour) and chapter 2 (Diversity in organisations) of your text book Essentials of Organisational Behaviour (Robbins & Judge)Select an organization that you are familiar with. It can be the organization you currently work for or one that you have worked for in the past. It could also be an organisation that a friend or family member works at.Describe the characteristics of the workforce and the level and types of diversity in the organisation.Describe the types of diversity management strategies that the organisation employs. If the organisation does not have a diversity management strategy, explain why this is so and suggest some ideas for designing and implementing such a strategy. Suggested length: 1,000 words (excluding tables, diagrams and appendices) Value of Assignment: 20% of your final mark. Assignment 1 must be submitted in hard copy and via Blackboard. See Assignment 1 deadline in table 2B below. It is the student’s responsibility to retain a copy of any submitted assessment/project work. Please read the Grade Descriptors in the Assignment 1 Grade Descriptor table. (b) Assignment Two Specification: Instructions: You are to select an appropriate organisation that you have access to. This will most likely be the organisation that you have worked for or that you are familiar with. Since this is a group assignment, you must choose an organization that all of you agree on and are comfortable with. The organisation may be a private, a public or a voluntary organisation. You may want to focus on a unit, sub division or even a department within the organisation, particularly if the organisation is very large or operates on an international or global scale. You may disguise the real identity of the organisation by using a fictitious name if you prefer. You must refer to a minimum of four journal articles in your assignment. Hint: you will find a list of journal articles for each chapter in your text book. Introduce the organisation. Give a brief description of its background, vision, mission and strategies. Critically evaluate the following three areas of the organisation. The leader(s) in the organization (business unit or department), in particular the top person i.e. the CEO, Managing Director etc.The performance management systems in the organization (business unit or department).The communications strategies employed by the organization (business unit or department) You should think about the following issues: Using the theories of leadership presented in class and in your text books and readings, describe the style of leadership used within the organisation. How appropriate is this style of leadership? In your opinion has the leadership style contributed to organisational success or has it undermined the organisation ability to perform effectively? Using the theories and models presented in the course critically evaluate the motivation and reward aspects of the organization’s performance management systems? For example, are they effective in encouraging and rewarding excellent performance? Do they encourage competition or collaboration? Describe how your chosen organization’s strategy for communicating important information and for ‘listening’ to organisational members has been designed to meet the needs of the organization. If the strategy has emerged informally over time, describe how this has happened. Using the tools provided in class, critically evaluate the organization’s communications strategy. Is it fit for purpose and does it support the business needs of the organization? Deadline: 26th September 2017 Suggested Length: 2,500-3,000 words (excluding tables, diagrams and appendices) Presentation Format: The assignment must be typed and follow a general report format. Please include a bibliography of any references and literature sources used. You should also complete the Team Agreement Form which can be found in the Orientation folder on the Programme Area on Blackboard and is also included in the appendices at the end of this study guide. Value of Assignment: 30% of your final mark. NOTE: This assignment may be done individually or in group of NO MORE THAN FOUR individuals For group assignments, each student much include one short paragraph at the end of the main assignment, giving details of their input into the overall assignment (This is not included in the word count). All student names and student numbers must clearly printed on the cover sheet of the assignment. Assignment 2 must be submitted in hard copy and via Blackboard. See Assignment 2 deadline in table 2B below. It is the student’s responsibility to retain a copy of any submitted assessment/project work. Please read the Grade Descriptors in the Assignment 1 Grade Descriptor table. (c) Examination: Students will sit a three-hour closed book written examination at the end of the term. The exam will consist of 5 essay questions from which the student must answer ANY 3 questions. Students will be notified well in advance concerning the times, dates and venue for the examination. Value of Examination: 50% of your final mark. General Guidelines for All Assignments: All assignments are compulsory.Assignments must be submitted by the date specified, unless written permission has been given by the Programme Manager.Assignments should be typed using 12 font size, Times New Roman font style and 1.5 line spacing.Course members should familiarize themselves with the University’s policy on the late submission of coursework and on plagiarism.Each assignment should contain a statement that the work submitted is the original work of the author and has not been submitted previously for assessment in this or any other course. In addition all sources used by you must be clearly and appropriately documented. Table 2B – Assignment Deadline Summary Assignment DeadlinesDate Assignment DueAssignment 1 Group 1 – 10th August 2017 Group 2 – 17th August 2017 Group 3 – 24th August 2017 Assignment 2 26th September 2017 Examination 10th October 2017 STUDENT SUPPORT Course members may contact their lecturer directly via email with any academic queries. Responses will normally be made within three working days. Administrative queries should be directed to the APMI Kaplan Programme Manager. The lecturer’s email addresses are: [email protected] and [email protected] . PART 5: GRADING This section of the Study Guide provides students with details of the UCD grading system and also explains criterion referenced grading (UCD Policy). Under criterion referenced grading, students are graded on the quality of their work without reference to other students (norm referenced). For instance, the submission that meets the required guidelines in terms of writing style, analysis, description and / or summary will be awarded according to the standards set out. All students’ work is graded to indicate the standard attained using the criterion referenced approach. Table 3: UCD Grading System GradeDescriptionGrade PointA + A A- Excellent4.2 4.0 3.8B+ B B- Very good3.6 3.4 3.2C+ C C- Good3.0 2.8 2.6D+ D D- Acceptable2.4 2.2 2.0EMarginal1.6FFail (unacceptable, no compensation)1.0GFail (Wholly unacceptable; no compensation)0.4NGFail (Wholly unacceptable; no relevant attempt) 0.0 More specific grade descriptors are set out for your assessment components in the following pages. Table 4 below provides descriptors for the Assignment 1 – please read them prior to submitting your work. NB All students are advised to read the UCD Business School Code of Practice for Group work – see Appendix 1. TABLE 4: Grade Descriptors – Assignment 1 GradeCriteria A A comprehensive, highly-structured, focused and concise response to the assessment task, consistently demonstrating: An extensive and detailed knowledge of the subject matter. A highly-developed ability to apply this knowledge to the set task. Evidence of extensive background reading. Clear, fluent, stimulating and original expression. Excellent presentation (spelling, grammar, graphical) with minimal or no presentation errors. B A thorough and well-organised response to the assessment task, demonstrating: A broad knowledge of the subject matter. Considerable strength in applying that knowledge to the task set. Evidence of substantial background reading. Clear and fluent expression. Quality presentation with few presentation errors. C An adequate and competent response to the assessment task, demonstrating: Adequate but not complete knowledge of the subject matter. Omission of some important subject matter or the appearance of several minor errors. Capacity to apply knowledge appropriately to the task albeit with some errors. Evidence of some background reading. Clear expression with few areas of confusion. Writing of sufficient quality to convey meaning but some lack of fluency and command of suitable vocabulary. Good presentation with some presentation errors. D An acceptable response to the assessment task with: Basic grasp of subject matter, but somewhat lacking in focus and structure. Main points covered but insufficient in detail. Some effort to apply knowledge to the task but only a basic capacity or understanding displayed. Little or no evidence of background reading. Several minor errors or one or more major error. Satisfactory presentation with an acceptable level of presentation errors. E Work display below assignment minimum requirements : Weak introduction of topic Poor understanding of what is required Unable to demonstrate basic essential content to the assessment tasks. Inconsistent grammar, spelling and paragraphing throughout the work Poor referencing F Below assignment minimum requirements : No introduction of topic Incomplete discussion Wrong information used or illogical discussion of the issues. Inconsistent grammar, spelling and paragraphing throughout the work Poor referencing. GBelow assignment minimum requirements : No introduction of topic Incomplete discussion Does not address the questions asked in the assessment. Lots of irrelevant content. Inconsistent grammar, spelling and paragraphing throughout the work Poor referencing NGCompletely irrelevant. Inconsistent grammar, spelling and paragraphing throughout the work Poor referencing. TABLE 5: Grade Descriptors –Assignment 2 Grade Characteristics A Answers to questions are exceptionally clear, well argued and developed, with a definitive statement. Exceptionally critical, relevant and consistent connections are made between arguments, evidence, subtopics, & the questions posed showing excellent analysis. There is an exceptionally clear, logical, mature, and thorough development of subtopics that support the answers with excellent transition b/w paragraph. Excellent summary of topic (with no new information), & all subtopics are presented in proper grammar, spelling and paragraphing, and is error-free. B Proficient introduction that states background information, question, topic and all subtopics in proper order. Thesis is clear and arguable statement of position. Consistent connections made between evidence, subtopics, arguments & showing good analysis. Clear and logical subtopic order that supports the answers with good transitions b/w paragraphs. Good summary of topic, and all subtopics with clear concluding ideas. Answers are clear, with mostly proper grammar, spelling and paragraphing, however, with some minor errors. CAdequate introduction that states topic, and some of the subtopics. Answers are somewhat clear and arguable. Some connections made between evidence, subtopics, arguments & topic showing analysis. Somewhat clear and logical development of subtopics with adequate transitions b/w paragraphs. Adequate summary of topic and some subtopics with some final concluding ideas. Paper has some errors in grammar, spelling and paragraphing. D Weak introduction of topic & subtopics. Answers are weak and lack an arguable position. Limited information on topic with lack of details or accurate evidence. Limited connections made between evidence, subtopics, counterarguments & topic – lack of analysis. Paper lacks clear and logical development of ideas with weak transition b/w ideas and paragraphs. Lack of summary of topic & subtopics with weak concluding ideas. Inconsistent grammar, spelling and paragraphing throughout paper.EThe submission is descriptive, non-analytical, and does not make reference to theory. The submission format is acceptable (structure may have been better) and the source materials used are not detailed.FThe submission does not fully follow the requirements explained in the instructions. For example, there is no reflective part by the group.GThe submission does not follow the assignment instructionsNGNo submission TABLE 6: Grade Descriptors – Formal Closed Book Examination Grade Characteristics A Answers to questions are exceptionally clear, well argued and developed, with a definitive statement. Exceptionally critical, relevant and consistent connections are made between arguments, evidence, subtopics, & the questions posed showing excellent analysis. There is an exceptionally clear, logical, mature, and thorough development of subtopics that support the answers with excellent transition b/w paragraph. Excellent summary of topic (with no new information), & all subtopics are presented in proper grammar, spelling and paragraphing, and is error-free. B Proficient introduction that states background information, question, topic and all subtopics in proper order. Thesis is clear and arguable statement of position. Consistent connections made between evidence, subtopics, arguments & showing good analysis. Clear and logical subtopic order that supports the answers with good transitions b/w paragraphs. Good summary of topic, and all subtopics with clear concluding ideas. Answers are clear, with mostly proper grammar, spelling and paragraphing, however, with some minor errors. CAdequate introduction that states topic, and some of the subtopics. Answers are somewhat clear and arguable. Some connections made between evidence, subtopics, arguments & topic showing analysis. Somewhat clear and logical development of subtopics with adequate transitions b/w paragraphs. Adequate summary of topic and some subtopics with some final concluding ideas. Paper has some errors in grammar, spelling and paragraphing. D Weak introduction of topic & subtopics. Answers are weak and lack an arguable position. Limited information on topic with lack of details or accurate evidence. Limited connections made between evidence, subtopics, counterarguments & topic – lack of analysis. Paper lacks clear and logical development of ideas with weak transition b/w ideas and paragraphs. Lack of summary of topic & subtopics with weak concluding ideas. Inconsistent grammar, spelling and paragraphing throughout paper.EThe answer is descriptive and demonstrates a limited understanding of the question. Factual and conceptual errors in the answer.FThe answer does not fully follow the requirements explained in the instructions. For example, the answer covers only half of the expected topics as explained in the question.GThe answer does not follow the instructions of the question.NGThe submission did not attempt to answer the question. PART 6: CONCLUDING COMMENTS This Study Guide is designed to assist and guide your learning for this module. It is important that you read it regularly and do so in conjunction with the core text, the assigned readings and session materials. Should you need clarification on issues covered, please let me know during the seminar sessions. We hope that you will enjoy the module and wish you good luck with the rest of your study and for the future. Dr. Brona Russell and Mr Param Alahakone May 2017 APPENDIX 1 UCD SCHOOL OF BUSINESS STUDENT CODE OF PRACTICE – TEAM WORK There are many reasons for using team work in higher education such as enhancing student learning, promoting social interaction among students, developing generic skills (including negotiation, delegation and leadership) and the individual students’ strengths and expertise. There is an onus on the team to ensure that individual members provide maximum effort in completing the assigned task/project. There is evidence to suggest that individuals frequently exert less effort on collective tasks than on individual tasks (Williams and Karau, 1991). As the team size increases the Ringlemann Effect emerges: there can be an inverse relationship between the size of the team and effort expended. It is fair to assume that team effectiveness will increase when members work on tasks that are mutually important and when each member believes they are contributing to an end goal. UCD School of Business personnel are obliged to ensure that the operation and management of assigned team-work are consistent with the integrity of the university assessment process. It is also expected that, where the team-work contributes to a module grade, members are awarded grades that accurately reflect their contribution to the completion of the task. This Code of Practice is developed to guide the work of student teams within an academic setting and safeguard the integrity of team-based projects as part of our assessment of student learning outcomes. All Team members (whether assigned or self-selected) are expected to contribute actively and equitably to the completion of the exercise/project.All teams will set out and agree basic ground rules for their team in terms of team communication procedures, performance targets, arranging and organizing meetings, records, progress reports, solving problems, finalizing the project and signing off.Roles (such as leader, convener or facilitator) might be assigned to particular team members to facilitate the working of the team and specific milestones (weekly) agreed.Team membership diversity (cultural, professional etc.) needs to be acknowledged, valued and utilized as appropriate. Team work undertaken by UCD School of Business students is subject to UCD policy on academic programmes. For further details on this policy go to http://www.ucd.ie/registry/academicsecretariat/student_code.pdfUCD promotes an environment upholding the dignity and respect of all students as set out in its policy on Dignity and Respect – University College Dublin is committed to the promotion of an environment for work and study which upholds the dignity and respect of the individual and which supports every individual’s right to study and/or work in an environment which is free of any form of harassment, intimidation or bullying. The university recognizes the right of every individual to such an environment and requires all members of the University community to recognize their responsibilities in this regard. Students are advised to read this policy document – click on: http://www.ucd.ie/equality/policieslegislation/dignity_respect_policy.pdf Any team member who is concerned about a member’s contribution to the team work (and associated activities) must firstly communicate this (at the earliest time possible) to the team members, and they must strive to resolve the problem. If a team member believes that his/her concerns have not been addressed satisfactorily within the team, the matter should be brought to the attention of the module coordinator. The module coordinator/learning support officer (LSO) should strive to resolve the issue at team level. Where this has not been achieved, the Academic Coordinator and/or the School Head of Teaching and Learning will be informed.Should the issues not be resolved, the parties above, taking into consideration the stipulations of this code and the University policy documents to which it refers, will to seek to mediate to find a solution, which is acceptable to team members and which retains the integrity of the team work assessment process. Please note that the contribution of each team member to the assignment must be included in the appendices. APPENDIX 2: TEAM AGREEMENT FOR TEAM X TEAM MEMBERS CONTACT DETAILS MOBILE EMAIL1 2 3 4 5 6 7 INFORMAL COMMUNICATION We have decided MEETINGS We have decided MAKING DECISIONS We have agreed SANCTIONS We hope to work in harmony together. We have different strengths. We accept that this is a team piece of work and we are all responsible for doing our best. However we agree now that If individuals have difficulties in working with the team or on the task, we will try to sort them out promptly by talking with each other We will seek advice – as soon as is possible – from our tutor for those serious problems which we cannot resolve ourselves.SIGNED APPENDIX 3: Two Important Documents You are advised to read the following important documents before you commence your studies on this module: Guidelines for the Late Submission of Coursework This document provides a detailed outline of the rules and regulations surrounding the presentation, submission and marking of assignments. The guidelines provided must be adhered at all times to avoid an unnecessary loss of marks. Further details on www.ucd.ie/registry/academicsecretariat/late_sub.pdf A Briefing Document for Students on Academic Integrity and Plagiarism. The University understands plagiarism to be the inclusion of another person’s writings or ideas or works, in any formally presented work (including essays, theses, examinations, projects, laboratory reports, oral, poster or slide presentations) which form part of the assessment requirements for a module or programme of study, without due acknowledgement either wholly or in part of the original source of the material through appropriate citation. Further details please go to www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means that you have presented information or ideas belonging to someone else falsely as being your own original thoughts on a subject. All assessments/projects submitted must be the result of your own work. The following statement must be included on the cover page of all assignments submitted: I declare that all materials included in this essay/report/project/dissertation is the end result of my own work and that due acknowledgement have been given in the bibliography and references to ALL sources be they printed, electronic or personal. Signed: Student name/s, student number Date: APPENDIX 4: Sample Examination Paper Note to Students: Providing a copy of this paper does not signify that future papers will follow the exact same format.  Biggs, J. and Tang, C. 2009, Teaching for Quality Learning at University, Maidenhead: Open University/McGraw Hill.  As the Overseas Programme modules are worth 10 ECTS they should be graded out of 200 marks. Members of the School of Business Teaching and Learning Committee contributed to the development of this protocol.  Williams, K.D., & Karau, S. J. (1991). Social loafing and social compensation: The effects of expectations of co-worker performance. Journal of Personality and Social Psychology, 61(4), 570-581.
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