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Assessment Details and Submission Guidelines
Group Assignment(Group Report)Note: Groups of 4 students (Max) must be formed by week 6 and you mustindividually self-enrol into a group in Blackboard. Once a group is formed andentered into Blackboard, no changes are allowed.This is strictly required to be your own original work. Plagiarism will bepenalised. Students must use correct in-text citation conventions in accordancewith the Adapted Harvard Referencing format.
Purpose of theassessment andlinkage to UnitLearningOutcomes (ULO)
This assessment will address the following unit learning outcomes:1. Integrate diverse OB theory and practices in critical analysis of problemsituation and communicate those ideas in a clear and coherent manner.2. Apply problem solving and critical thinking abilities by identifying andanalysing the choices available for developing alternative organisationalbehaviour approaches in the workplace
3,000 words (+/-10%)
Week 10 (24th September, 2021, 11:59 pm)
Holmes InstituteHigher Education
[Late submission penalties accrue at the rate of – 5% per day]
• All work must be submitted on Blackboard by the due date along with acompleted Assignment Cover Page.• The assignment must be in MS Word format, 1.5 spacing, 12-pt Arial fontand 2 cm margins on all four sides of your page with appropriate sectionheadings and page numbers.• Reference sources must be cited in the text of the report, and listedappropriately at the end in a reference list, all using the Adapted Harvardreferencing style (see p. 8).Consult your lecturer if you are unsure or you require clarification onplagiarism.Note: You may not get the assignment submission links unless you areregistered in a group on Blackboard.Note: All students must contribute equally to the assignment or marks will bededucted for students who do not contribute to the assignment. Students whodo not contribute to the assessment will receive a “0” mark.
Assignment SpecificationsRequired Structure/Format of the report• Holmes Institute Cover Page [This is essential and must be completed accurately]• Executive Summary – This should be a concise synopsis of the whole report.• Table of Contents – This should be well formatted with numerical sub headings• Main Body of the report contains Section Headings for each paragraph listed• Sub-sections are numbered.• Appropriate paragraphing must be used.• Introduction – Briefly introduce the purpose of the report. Within the introductoryparagraph, you need to address the key topics you will address in the body paragraphs.• Body Paragraphs – With headings/sub-headings: Please remember to support yourclaims/arguments with in-text scholarly references.• Conclusion – The conclusion must briefly summarise the key points in the bodyparagraphs.• Reference List – Please include all in-text references in the list of references formatted inthe Adapted Harvard Referencing style. A minimum of 10 peer-reviewed academicarticles is required.• The report must be within the 3,000-word limit.3Note: The lecture slides may contain the basic key concepts only and students are expectedto have read a wide range of scholarly literature to complete the assessment. Students areexpected to have undertaken additional research using Google Scholar and ProQuestresearch database. If you’re in doubt about what is a peer-reviewed article, please ask yourtutor in the interactive tutorial sessions or the unit coordinator in the drop-in sessions.Each group of 4 students will select and analyse one of the following exercises and submita collaborative written report.Students’ reports will vary widely. Your writing should reflect an understanding of the basicconcept(s), thorough research, and logic and critical thinking skillsPlease choose One Exercise only from the following:GROUP EXERCISE 1: Strengths-Based DevelopmentLearning Objective: This exercise incorporates many ideas in this unit with the main pointreinforcing the fact that each individual is different. Intelligence is a related concept in thissituation and identifying other personality traits when deciding the corporation’s course ofaction.Summary: When drought threatened the survival of a farming corporation (AuglaizeProvico), CEO Larry Hammond realised that he would have to change the business model.Hammond then implemented strengths-based development to leverage the uniquestrengths and talents of each employee. The strengths approach recognises that everyonehas different talents and natural patterns of thought, feeling, and behaviour. Recognisingand building on those talents with pertinent skills and knowledge creates strengths.Auglaize’s management had previously used a “deficit” development approach, spending alot of time identifying employees’ weaknesses and trying to correct them. This meant that alot of Auglaize’s management was relatively negative. Hammond wanted to change thatapproach. Every employee in the corporation took an assessment to measure and identifyhis or her top five talents, and received at least two consultations on their individualstrengths. This enabled Auglaize to build on what its employees naturally do best.Employees became more engaged, productive, and energised, and the organisation becamemore successful.Task: A Group of 4 students should answer the following questions:1. Do you think it is better to focus on assessing and developing employees’ weaknesses, orto focus on their strengths? Why?2. Why would strengths-based development increase employee engagement? Provideexamples.3. If you were a manager, how might you interact with employees differently if you wereusing strengths-based development rather than deficit-based development?4GROUP EXERCISE 2 – Motivating Your Sales StaffLearning Objective: Explain why different people are motivated by different things.Summary: The goal of this exercise is to give students practice aligning individual andorganisational goals, and thinking like a manager in managing employee motivation.Imagine that you are the management team of a new retail clothing store named Threads.Your company’s business strategy is to provide high-quality customer service and to providehigh-quality products. You are not the cheapest store in town, but you expect youremployees to create a service-oriented atmosphere that customers will be willing to pay alittle extra for. You recognise that your sales staff will be essential to your store’s success,and you want to create a system that motivates them to help create a competitiveadvantage for your business. Because this is the first store you have opened, you have theopportunity to decide how to best motivate your staff. Market-competitive starting salarieshave already been established, but you have decided to allocate 10 percent of the stores’profits to use to motivate your sales staff in any way you see fit.Task: A Group of 4 students should answer the following questions:1. What behaviours would you want from your sales staff?2. What goals would you set for your sales staff, given your answer to Question 1?3. What type of system would you set up to reward these behaviours?4. What challenges would you be on the lookout for? How would you proactively addressthese potential challenges to prevent them from happening?GROUP EXERCISE 3 – Ethical Decision-Making at Black Diamond EquipmentLearning Objective: Explain the impact of diversity and its benefits in contemporaryorganisationsSummary: Black Diamond Equipment specialises in climbing and skiing equipment. Theglobal company looks for employees who share the company’s attitude, values, and passiontoward outdoor sports and ethical values. Black Diamond also promotes fair labourpractices, sustainability, and low environmental impact.Task: A Group of 4 students should answer the following questions:1. How can Black Diamond integrate social responsibility into its culture? Provideexamples.2. How does the global nature of the company and its markets influence how it thinksabout employee diversity? Provide examples.3. If you were the CEO of Black Diamond, how would you create a culture of inclusion tohelp your company realize the benefits of diversity? How can diversity be a source ofcompetitive advantage at Black Diamond?5GROUP EXERCISE 4: Emotional Intelligence at FedExLearning Objective: To explore the significance of emotional intelligence for managers inmodern organisationsSummary: Global shipping company FedEx has a “people first” philosophy and believes thatfor the company to deliver world class customer service, its managers must also have anattitude of service in managing their associates. FedEx recognises that leadership has grownmore complex, and wants to develop leadership capabilities in its managers to manage itschanging workforce. FedEx decided to increase its focus on emotional intelligence in itsleadership development training. The emotional intelligence training and coaching programfocused on showing managers how to manage themselves first and take charge of their ownemotions and behaviours so that they can be effective influencers and role models.Task: A Group of 4 students should answer the following questions:1. Do you think that emotional intelligence would be important for a manager at FedExto have? Explain your answer.2. How does FedEx develop its new leaders’ emotional intelligence?3. What else do you think that FedEx can do to enhance its managers’ emotionalintelligence?GROUP EXERCISE 5: Attitudes, Values, and PerceptionsLearning Objective: To explore several concepts discussed in this unit, such as attitudes,values, and perceptions and how they affect behaviours.Summary: The case begins by outlining a scenario of VPs reporting monthly sales when thepresident of the company throws a chair at a VP reporting low monthly sales results, stating:‘Next time, I won’t miss.’ Consultant Lynn Taylor calls bosses like this Terrible Office Tyrants,or TOTs. Managers who can’t control their power when they’re placed under stress. Taylorprovides 20 common traits characterising TOTs, including bragging and bullying. Tayloroffers some concrete coping techniques for subordinates of TOTs including puttingeverything in writing and be a star performer.Task: A Group of 4 students should answer the following questions:1. According to some experts, the sort of behaviour reported here is more prevalent inthe business world than in the rest of society. Assuming this is true, why do yousuppose that’s the case?2. How might attitudes, values, and perceptions affect the behaviours illustrated in thiscase?3. Many people think of stress as a simple problem. In reality, however, stress iscomplex and often misunderstood. Discuss some stress management techniques.6Marking Rubric
HD8.5 – 10
PA5 – 5.5
NN0 – 4.5
Knowledge of thematerialpresentedMax 10 marks
Has understoodand respondedto each of thetaskrequirementsappropriately.
Hasunderstoodand respondedto most taskrequirementsappropriately.
Has understoodsome taskrequirement andattempted torespondappropriately.
Limitedunderstandingof the task wasevident, butsomerequirementsare missing.
No evidencethat thestudent hasunderstoodwhat isrequired inthis task.
HD8.5 – 10
PA5 – 5.5
NN0 – 4.5
Use of EvidenceMax 10 marks
Uses refinedacademicresearch skillsto locatecredible andauthoritativeinformation/data. UsesHarvardreferencingstyle and in-textcitationswith no errors.Evidence fromscholarlyliterature isintegratedstrongly withto explain andsupport theanalysis.Uses academicresearch skillsto select 8 ormore current,credible andauthoritativeacademicreferences.
Uses academicresearch skillsto locatecredible andauthoritativeinformation/data. UsesHarvardreferencingstyle and intext citationswith someerrors.Relevantevidence fromscholarlyliterature islinked toexplain andsupport theanalysis. Usesacademicresearch skillsto select 6 ormore current,credible andauthoritativeacademicreferences.
Uses academicresearch skills tolocate credibleinformation/data. Uses Harvardreferencing styleand in-textcitations, butwith consistenterrors. Includesrelevantevidence fromscholarlyliterature toexplain andsupport theanalysis. Usesacademicresearch skills toselect 4 or morecurrent, credible,and authoritativeacademicreferences.
Uses generalacademicresearch skillsto locateinformation/data.Inconsistentlyapplies Harvardreferencingstyle. In-textcitations andreference listshow multipleerrors. Includesevidence fromscholarlyliterature toexplain andsupport theanalysis,although linksto researchmay not alwaysbe clear.Uses academicresearch skillsto source 3academicreferences.
No evidenceof anyresearch skillsapart from abasic websearch. Use ofa referencingstyle andsome citationswithconsistenterrorsthroughout.No evidenceof anyresearchfindingsundertaken orselectedreferences donot meet thetaskrequirements.
NN0 – 3
Cohesiveparagraphstructureconsistentlyencouragesengagementwith thecontent. Newinformationfrom research issynthesised andpresentedthematically(topic by topic)to address theassessmentquestions in ananalytical way.
Cohesiveparagraphstructuresupportsengagementwith thecontents. Usesdiscreteparagraphs topresentinformation.New materialfrom researchis structuredinto themes toaddress theassessmentquestions in ananalytical way.
Some effort toachieve cohesiveparagraphstructure. Ideasare not alwayspresented indiscreteparagraphs.Some effort toinclude newmaterial fromresearch intothemes toaddress theassessmentquestions in ananalytical way.
Has used areportstructure toorganiseinformationlogically. Buthas presentedresponsecomposed of aseries ofdiscreteparagraphsbased on thesummary ofmain ideasfrom eacharticle. Thisreport readsmore like abook reportthan a piece ofanalysis.
Limited or noattempt at areportstructure.Informationpresentedrandomly oras a series ofquestions/answers only. Nosense ofcohesionbetweenideas. Noevidence forsynthesis ofnew ideasfrom research.No analysisattempted.
WrittenExpressionMax 3 marks
NN0 – 1
Uses disciplinelanguageappropriate foran academic orprofessionalaudience.Writing is fluentand usesappropriateparagraph/sentence structures.No criticallanguage orgrammaticalerrors.
Includesdisciplinespecificlanguagesufficient for anacademic orprofessionalaudience.Writing isgenerally fluentand usesmostlyappropriateparagraph/sentencestructures.Minor languageor grammaticalerrors usuallydo notinterfere withmeaning.
Some disciplinespecific languageincluded to meetgeneralexpectations ofan academic orprofessionalaudience. Writingis generally clearand mostly usesappropriateparagraph/sentence structures.
Limited use ofdisciplinespecificlanguage whichmay not alwaysmeetexpectations ofan academic orprofessionalaudience.Inconsistentparagraph andsentencestructures.Language andgrammaticalerrors arefrequent.
Limitedvocabulary.Inappropriateor incorrectuse ofdisciplinespecificlanguage.Consistentand numerouserrors inwriting(grammar,paragraph andsentencestructure)make readingdifficult.
Knowledge of the material presented
Use of Evidence
Structure, Synthesis of Research
Holmes Referencing Requirements:Assessment Design – Adapted Harvard ReferencingHolmes will be implementing as a pilot program a revised Harvard approach to referencing. Thefollowing guidelines apply:1. Reference sources in assignments are limited to sources which provide full text accessto the source’s content for lecturers and markers.2. The Reference list should be located on a separate page at the end of the essay andtitled: References.3. It should include the details of all the in-text citations, arranged alphabetically A-Zby author surname. In addition, it MUST include a hyperlink to the full text of thecited reference source.For example;Hawking, P., McCarthy, B. and Stein, A. (2004), Second Wave ERP Education,Journal of Information Systems Education,Fall, http://jise.org/Volume15/n3/JISEv15n3p327.pdf4. All assignments will require additional in-text reference details which will consist ofthe 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.For example;“The company decided to implement a enterprise wide data warehouse businessintelligence strategies (Hawking et al, 2004, p3(4)).”9Non-Adherence to Referencing GuidelinesWhere students do not follow the above guidelines:1. Students who submit assignments which do not comply with the guidelines will beasked to resubmit their assignments.2. Late penalties will apply, as per the Student Handbook each day, after the student/shave been notified of the resubmission requirements.3. Students who comply with guidelines and the citations are “fake” will be reported foracademic misconduct.
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