Assessment Details and Submission GuidelinesTrimesterT2 2024Unit CodeHc1052Unit TitleOrganization BehaviourAssessment TypeGroup AssignmentDue Date + time:
October 11, 2024
11.59 pm (Melb / Sydney time)
Purpose of the assessment (with ULO Mapping)1,2,3,4Weight40%Total Marks
Assignment (40 marks)
(if also presentation component, please add here)
Word limit3000 wordsSubmission GuidelinesAll 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 unless otherwise specified.Academic Integrity InformationHolmes Institute is committed to ensuring and upholding academic integrity. All assessments must comply with academic integrity guidelines. Please learn about academic integrity and consult your teachers with any questions. Violating academic integrity is serious and punishable by penalties that range from deduction of marks, failure of the assessment task or unit involved, suspension of course enrolment, or cancellation of course enrolment.PenaltiesAll work must be submitted on Blackboard by the due date and time, along with a completed Assessment Cover Page. Late penalties apply.Your answers must be based on Holmes Institute syllabus of this unit. Outside sources may not amount to more than 10% of any answer and must be correctly referenced in full. Over-reliance on outside sources will be penalisedReference sources must be cited in the text of the report and listed appropriately at the end in a reference list using Holmes Institute Adapted Harvard
Referencing. Penalties are associated with incorrect citation and referencing.
Group Assignment Guidelines and Specifications
Note: The lecture slides may contain the basic key concepts only and students are expected to have read a wide range of scholarly literature to complete the assessment. Students are expected to have undertaken additional research using Google Scholar and ProQuest research database. If you’re in doubt about what is a peer-reviewed article, please ask your tutor in the interactive tutorial sessions or the unit coordinator in the drop-in sessions.
Each group of 4 students will analyse the following exercise and submit a collaborative written report.A group is required to select one of the following topics.
GROUP EXERCISE 1: Strengths-Based Development
Learning Objective: This exercise incorporates many ideas in this unit with the main point reinforcing the fact that each individual is different. Intelligence is a related concept in this situation and identifying other personality traits when deciding the corporation’s course of action.
Learning Objective: Explain why different people are motivated by different things.
Summary: The goal of this exercise is to give students practice aligning individual and organizational goals, and thinking like a manager in managing employee motivation. Identify any business of your interest and imagine that you are the management team. Your company’s business strategy is to provide high-quality customer service and to provide high-quality products. You are not the cheapest store in town, but you expect your employees to create a service-oriented atmosphere that customers will be willing to pay a little extra for. You recognize that your sales staff will be essential to your business’s success, and you want to create a system that motivates them to help create a competitive advantage for your business. Because this is the first store you have opened, you have the opportunity to decide how to best motivate your staff. Market-competitive starting salaries have 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:
What behaviours would you want from your sales staff?What goals would you set for your sales staff, given your answer to Question 1?What type of system would you set up to reward these behaviours?What challenges would you be on the lookout for? How would you proactively address these potential challenges to prevent them from happening?
GROUP EXERCISE 2 – Ethical Decision-Making at Black Diamond Equipment
Learning Objective: Explain the impact of diversity and its benefits in contemporary organisations Summary: Black Diamond Equipment specialises in climbing and skiing equipment. The global company looks for employees who share the company’s attitude, values, and passion toward outdoor sports and ethical values. Black Diamond also promotes fair labour practices, sustainability, and low environmental impact.
Task: A Group of 4 students should answer the following questions:
How can Black Diamond integrate social responsibility into its culture? Provide examples.How does the global nature of the company and its markets influence how it thinks about employee diversity? Provide examples.If you were the CEO of Black Diamond, how would you create a culture of inclusion to help your company realize the benefits of diversity? How can diversity be a source of competitive advantage at Black Diamond?
GROUP EXERCISE 3: Attitudes, Values, and Perceptions
Learning Objective: To explore several concepts discussed in this unit, such as attitudes, values, and perceptions and how they affect behaviors.
Summary: The case begins by outlining a scenario of VPs reporting monthly sales when the president 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. Taylor provides 20 common traits characterizing TOTs, including bragging and bullying. Taylor offers some concrete coping techniques for subordinates of TOTs including putting everything in writing and be a star performer.
Task: A Group of 4 students should answer the following questions:
According to some experts, the sort of behaviour reported here is more prevalent in the business world than in the rest of society. Assuming this is true, why do you suppose that’s the case?How might attitudes, values, and perceptions affect the behaviours illustrated in this case?
Many people think of stress as a simple problem. In reality, however, stress is complex and often misunderstood. Discuss some stress management techniques.
Assignment report structure should be, as follows:
The report must include Holmes cover page with who did what section in the report.Table of ContentsExecutive SummaryAn Introduction and background information of the selected exercise: Briefly introduce the purpose of the report. Within the introductory paragraph, you need to address the key topics you will address in the body paragraphsDetailed analysis of the questions in the selected exercise.Conclusion: The conclusion must briefly summarise the key points in the body paragraphsReference List: Please include all in-text references in the list of references formatted in the ‘Adapted Harvard Referencing’ requirements. A minimum of 10 references is required.
Marking Criteria
Marking CriteriaWeightingKnowledge of the material presented20Use of Evidence10Structure, Synthesis of Research7Written Expression3Total Weight40%
Marking Rubric
Criteria Ratings HD 16 – 20D 14-15CR 12-13PA 10 – 11NN 0 – 9
Knowledge of the
material presented
Has understood and responded to each of the task requirements appropriately.Has understood and responded to most task requirements appropriately.
Has understood
some task requirement and attempted to
respond appropriately.
Limited understanding of the task was evident, but some requirements are missing.No evidence that the
student has understood what is
required in this task.
Max 20marks
HD
8 – 10
D 7CR 6PA 5NN 0 – 4
use of Evidence
Max 10 marks
Uses refined academic research skills to locate credible and authoritative
information/ data. Uses Harvard referencing style and in-text citations with no errors. Evidence from scholarly literature is integrated strongly with to explain and support the analysis. Uses academic research skills to select 8 or more current, credible and authoritative academic
references.
Uses academic research skills to locate credible and authoritative information/ data. Uses Harvard referencing style and intext citations with some errors. Relevant evidence from scholarly literature is linked to explain and support the analysis. Uses academic research skills to select 6 or more current, credible and authoritative academic references.
Uses academic research skills to locate credible information/data. Uses
Harvard referencing style and in-text citations, but with consistent errors. Includes relevant evidence from scholarly literature to explain and support the analysis. Uses academic research skills to select 4 or more current, credible, and authoritative academic references.
Uses general academic research skills to locate information/ data. Inconsistently applies Harvard referencing style. In- text citations and reference list show multiple errors. Includes evidence from scholarly literature to explain and support the analysis, although
links to research may not always be clear. Uses academic research skills to source 3 academic references.
No evidence of any research skills apart from a basic web search. Use of a referencing style and some citations with consistent errors throughout. No evidence of any research findings undertaken or selected
references do not meet the task requirements.
Structure, Synthesis of Research Max
7 arks
HD 7
D 6
CR 4-5
PA 3
NN 0 –2
Cohesive paragraph structure consistently encourages engagement
with the content. New information from
research is synthesized and presented
thematically (topic by topic) to address the assessment questions in an analytical way.
Cohesive paragraph structure supports Engagement with the contents. Uses Discrete paragraphs to present information.
New material from research is structured into themes to address the assessment questions in an analytical way.
Some effort to achieve cohesive
paragraph structure. Ideas are not always presented in discrete paragraphs. Some effort to include new material from research into themes to address the assessment questions in an analytical way.
Has used a report structure to organize information logically. But has presented response composed of a series of discrete paragraphs based on the summary of main ideas from each article. This report reads more like a book report than a piece of analysis.
Limited or no attempt at a report structure.
Information presented randomly or as a series of questions/answers only. No sense of cohesion between ideas. No evidence for synthesis of new ideas from research. No
analysis attempted.
