代寫 MANAGING PEOPLE & ORGANISATIONS assignment

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     代寫 MANAGING PEOPLE & ORGANISATIONS assignment
     
     
     
    21129
     
    MANAGING PEOPLE & ORGANISATIONS
     
     
     代寫 MANAGING PEOPLE & ORGANISATIONS assignment
     
     
     
     
     
     
    ASSESSMENT GUIDELINES & MARKING CRITERIA (AUTUMN 2016)
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
    代寫 MANAGING PEOPLE & ORGANISATIONS assignment
     
     
     
     
     
     
     
     
     
     
     
    1

     
    Contact details for queries
     
    Query Name Email
         
    Tutorial readings, marking guidelines, feedback, Your tutor  
    appeals, remarking, assessment extensions    
    (one week from assessment submission date)    
         
    Tutorial allocations, exam rescheduling, other Nancy Chau mpo@uts.edu.au
    unresolved MPO queries. (MPO Admin  
       
      Support)  
         
    Special considerations, remarking (only after Ace Simpson Ace.simpson@uts.edu.au
    first consulting with your tutor).    
         

     
    The assessment structure in this subject has been designed to develop your understanding, critical thinking and essay writing skills in relation to the objectives set out at the beginning of the subject outline. A summary of the major assessments in this subject is found in the table below.
     
     
    Assessment Type Details Contribution Due date  
    to final grade  
             
               
    Assessment 1 Summary (via 400 words 25% 07/05/2016  
    (Group) Turnitin)     by 9pm  
    Presentation      
          09/05/2016  
      (in tutorial)      
             
               
    Assessment 2 Essay 1500 words 35% 11/06/2016  
    (Individual) Response to 200 words   by 9pm  
      feedback        
      (via Turnitin)        
               
    Final exam Questionnaire Multiple 40% TBA  
        choice      
               

     
    Assessment item 1: Presentation (Group)
     
    Completion of assignment will familiarise you with this course’s performance requirements and feedback process, preparing you for the submission of your second assignment, which carries a higher weighting.
     
     
     
    2

     
    Task
     
    As a group, prepare a presentation (and a written summary) arguing a position in relation to one of the following topics from the first half of the semester:
     
    •       Managing cultures
     
    •       Leadership
     
    •       Managing individuals
     
    •       Managing teams and groups Discuss the following statement:
    The practices in [your chosen topic area] have changed in the post-bureaucratic era.
     
    Note: Your group will be formed at the start of the semester during your tutorial. Each group will consist of 5 – 6 students who will be required to work together and allocate assignment tasks amongst yourselves.
     
    Group Presentation (10/25 marks – 40%)
     
    Assessment of the group presentation will mainly consist of two components – content quality (5 marks) and delivery style (5 marks) . Each student will be required to present the part of the group presentation allocated to him/her by the group. Attendance is compulsory and if you miss your pitch without prior approval from your tutor or the course coordinator then you will be awarded a ZERO mark for this component.
     
    Each group presentation will last for a minimum of six minutes and a maximum of 10 minutes. You must divide the time amongst yourselves in such a manner that each member gets at least one minute and the entire content is presented in a coherent manner. Students are welcome to use a variety of presentation mediums including paper-charts, Powerpoint and Prezi. Reading from palm cards or hand-held devices is discouraged, as it may inhibit the flow of presentation. Content must be of a high quality and presented in a succinct and clear manner whereas delivery style will be assessed based on time management, verbal and non-verbal (expressions and body language) skills and appropriate use of presentation medium.
     
    Written Summary (15/25 marks – 60%)
     
    The summary of 400 words (+/- 10%) (not including your title page or reference list) will be assessed on the basis of written expression, coherence, conceptual arrangement of ideas and formatting.
     
    The summary should include the following sections:
     
    Title page: Include word count, names and student numbers of all group members, contribution percentages of teach team member, a "TEAM LEADER" name and email address for correspondence, name of lecturer and class time.
     
    Introduction: (set the context by presenting your overall topic, take a position and mention selected references you plan to use to demonstrate your overall argument).
     
    Body: Discuss your argument within the context of the literature. Discuss new insights/practices that have emerged and the underlying assumptions of these insights/practices. Compare and contrast the arguments and assumptions embedded in your different source materials (i.e. managerialism vs. Critical Management Studies or stakeholder perspectives). Approach the topic from different perspectives; whose voices are dominant or missing, what are the implications and what are the new emerging questions?
     
     
     
    3

     
    Conclusion: Briefly summarise your argument to draw a concluding thesis statement.
     
    References: Present a reference list with least four references from quality sources, ensure they are formatted according to Harvard UTS conventions and that referencing is consistent throughout the report.
     
    Layout
     
    Your summary should be printed on one side of A4 paper only. Double space your text and use 2.5 centimetre margins. The text should be in a 12-point Times New Roman font and left- justified. Pages should be numbered, with the numbers appearing in the bottom right hand corner of the pages.
     
    Submission
     
    Written summaries should be submitted via Turnitin by 9 PM on Saturday the 7th of May. A group leader should be tasked with uploading the assignment. Each member of the group must sign a group assignment cover sheet indicating the percentage of work each student has contributed to the overall assignment. Group presentations will be made in the tutorial on May 9th.
     
     
    Note: Further guidance on the process and structure of writing an essay is provided with an example on pages 10 to 12 of this guide.
     
    Assessment item 2: Essay (Individual)
     
    Your second assignment will build upon your presentation and will consist of two parts: constructing an essay, and responding to your tutor’s feedback from your group presentation and summary.
     
    Task
     
    Part 1: Essay
     
    Write an academic essay of 1500 words (+/-10%) in which you further develop the arguments of your group presntation by applying them within the context of one of the topics from the second half of the semester:
     
    •       Managing Sustainably: Ethics and Corporate Social Responsibility
     
    •       Globalisation
     
    •       Managing communication
     
    •       Managing knowledge, innovation and change
     
    Discuss the following statement:
     
    Practices of [your chosen topic area for essay one] contribute to managing [your chosen topic area from essay two] in the post-bureaucratic era.
     
    Introduction
     
    Your essay will start with a 200 (+/- 10%) word introduction presenting your overall topic, take a position and explain how you plan to use your selected references to demonstrate your overall argument, providing an overview of the structure of the entire essay.
     
    Body
     
     代寫 MANAGING PEOPLE & ORGANISATIONS assignment
     
    4

     
    (1100 words +/- 10%)
     
    In the body of the essay you are to present the structure of your argument in different paragraphs. Each paragraph should present one main idea of your argument but be linked to the preceding and following paragraphs with appropriate transitions. Discuss new insights/practices that have emerged and the underlying assumptions of these insights/practices. Compare and contrast the arguments and assumptions embedded in your different source materials (i.e. managerialism vs. Critical Management Studies or stakeholder perspectives). Approach the topic from different perspectives; whose voices are dominant or missing, what are the implications and what are the new emerging questions?
     
    Conclusion
     
    Finish your essay with a 200 (+/- 10%) word conclusion summarising your overall argument and explaining how your references have contributed to your position.
     
    References
     
    Select at least six sources from the tutorial readings and prescribed additional readings listed in your Tutorial Guide. Supplement your argument with at least two references from other relevant quality journal articles. Illustrate your arguments by cases from the lectures or relevant reports from reputable media outlets as secondary sources. You may also draw material from the recommended textbook by Clegg, Kornberger and Pitsis (2016). Provide a complete reference list at the end of your essay.
     
    Part 2: Reflective response to Tutor’s Feedback from Assignment 1.

     
    Your second task is to write a response of approximately 200 words (+/-10%), to the feedback your tutor provided for your group presentation. You may want to break your response down into chunks by providing section headings. Explain, how you have used this feedback to improve the argument and presentation of your essay. Part two should be presented on a new page after the reference list from your essay.
     
    Layout
     
    Your essay and reflections should be printed on one side of A4 paper only. Double space your text and use 2.5 centimetre wide margins. The text should be in a 12-point Times New Roman font and left-justified. Pages should be numbered, with the numbers appearing in the bottom right hand corner of the pages.
     
     
    Note: Further guidance on the process and structure of writing an essay is provided with an example on pages 10 to 12 of this guide.
     
    Prescribed readings
     
    Prescribed readings on the foundations of management and organisation studies
     
    Clegg, S.R. & Baumeler, C. 2010, 'Essai: from iron cages to liquid modernity in organization analysis', Organization studies, vol. 31, no. 12, pp. 1713-33.
     
     
     
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    Josserand, E., Teo, S. & Clegg, S.R. 2006, 'From bureaucratic to post-bureaucratic: the difficulties of transition', Journal of Organizational Change Management, vol. 19, no. 1, pp. 54-64.
     
    McKenna, S., Garcia-Lorenzo, L. & Bridgman, T. 2010, 'Managing, managerial control and managerial identity in the post-bureaucratic world', Journal of Management Development, vol. 29, no. 2, pp. 128-36.
     
    Smith, J.H. 1998, 'The enduring legacy of Elton Mayo', Human Relations, vol. 51, no. 3, pp. 221-49. Simpson, A.V., Clegg, S. & Pitsis, T. 2014, '“I used to care but things have changed”: A genealogy of
     
    compassion in organizational theory"', Journal of Management Inquiry, vol. 23, no. 4, pp. 347–59.
     
     
    Prescribed readings on power and post-bureaucracy
     
    Courpasson, D. & Clegg, S.R. 2012, 'The polyarchic bureaucracy: Cooperative resistance in the workplace and the construction of a new political structure of organizations', Research in the Sociology of Organizations, vol. 34, no. 1, pp. 55-79.
     
    Josserand, E., Villesèche, F. & Bardon, T. 2012, 'Being an active member of a corporate alumni network: A critical appraisal', paper presented to the British Academy of Management, Cardiff, UK.
     
    Knights, D. & Roberts, J. 1982, 'The power of organization or the organization of power?', Organization Studies, vol. 3, no. 1, pp. 47-63.
     
    McKenna, S., Garcia-Lorenzo, L., & Bridgman, T. 2010, ‘Managing, managerial control and managerial identity in the post-bureaucratic world’ Journal of Management Development, vol. 29, no. 2, pp. 128 – 136.
     
    Prasad, P. & Prasad, A. 2000, 'Stretching the iron cage: The constitution and implications of routine workplace resistance', Organization Science, vol. 11, no. 4, pp. 387-403.
     
    Simpson, A.V., Clegg, S. & Freeder, D. 2013, 'Power, compassion and organization', Journal of Political Power, vol. 6, no. 3, pp. 385-404.
     
    Zimbardo, P.G., Maslach, C. & Haney, C. 2000, 'Reflections on the Stanford prison experiment: Genesis, transformations, consequences', in T. Blass (ed.), Obedience to authority: Current perspectives on the Milgram paradigm, vol. Mawarh, NJ, Lawrence Erlbraum Associates, pp. 193-237.
     
     
    Prescribed readings on culture
     
    Brewis, J. 2007, 'Culture', in D. Knights & H. Willmott (eds), Introducing organizational behaviour and management, Thomson Learning, London, pp. 344-74.
     
    Fredrickson, B.L. 2003, 'Positive emotions and upward spirals in organizations', in K.S. Cameron, J.E. Dutton & R.E. Quinn (eds), Positive organizational scholarship, Berrett-Khoeler, San Francisco, CA, pp. 163-75.
     
    Igo, T. & Skitmore, M. 2006, ‘Diagnosing the organizational culture of an Australian engineering consultancy using the competing values framework’, Construction Innovation, vol. 6, no. 2, pp. 121
     
    – 139.
     
     
     
     
     
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    Kärreman, D. & Alvesson, M. 2004, 'Cages in tandem: Management control, social identity, and identification in a knowledge-intensive firm', Organization, vol. 11, no. 1, pp. 149-75.
     
    Ogbonna, E. & Wilkinson, B. 2003, 'The false promise of organizational culture change: A case study of middle managers in grocery retailing*', Journal of Management Studies, vol. 40, no. 5, pp. 1151-78.
     
    Rosen, M. 1988, 'You asked for it: Christmas at the bosses' expense', Journal of Management Studies, vol. 25, no. 5, pp. 463-80.
     
    Schein, E.H. 1990, 'Organizational culture', American Psychologist, vol. 45, no. 2, pp. 109-19.
     
    Wray-Bliss, E. 2003, 'Quick fixes, management culture and drug culture: Excellence and ecstasy, bpr and brown', Culture and Organization, vol. 9, no. 3, pp. 161-76.
     
     
    Prescribed readings on leadership
     
    Blake, R.R., Mouton, J.S. & Bidwell, A.C. 1962, 'Managerial grid', Advanced Management-Office Executive, vol 1, no. 9, pp. 12-15.
     
    Bolden, R. & Gosling, J. 2006, 'Leadership competencies: Time to change the tune?', Leadership, vol. 2, no. 2, pp. 147-63.
     
    Browning, B.W. 2007, 'Leadership in desperate times: An analysis of endurance: Shackleton's incredible voyage through the lens of leadership theory', Advances in Developing Human Resources, vol. 9, no. 2, pp. 183-98.
     
    Cameron, K. 2011, 'Responsible leadership as virtuous leadership', Journal of Business Ethics, vol. 98, no. 1, pp. 25-35.
     
    Dutton, J.E., Frost, P., Worline, M.C., Lilius, J.M. & Kanov, J.M. 2002, 'Leading in times of trauma', Harvard Business Review, vol. 80, no. 1, pp. 54-61.
     
    Gabriel, Y. 1997, 'Meeting god: When organizational members come face to face with the supreme leader', Human Relations, vol. 50, no. 4, pp. 315-42.
     
    Herman, S. 2007, 'Leadership training in a “not-leadership” society', Journal of Management Education, vol. 31, no. 2, pp. 151-5.
     
    Meindl, J.R., Ehrlich, S.B. & Dukerich, J.M. 1985, 'The romance of leadership', Administrative Science Quarterly, vol. 30, no. 1, pp. 78-102.
     
    Wray-Bliss, E. 2012, 'Leadership and the deified/demonic: A cultural examination of ceo sanctification',
     
    Business ethics: a European review, vol. 21, no. 4, pp. 434-49.
     
     
    Prescribed readings on human resource management
     
    Almeida, S., Fernando, M. & Sheridan, A. 2012, 'Revealing the screening: Organisational factors influencing the recruitment of immigrant professionals', The International Journal of Human Resource Management, vol. 23, no. 9, pp. 1950-65.
     
    Arrowsmith, J. & Parker, J. 2013, ‘The meaning of ‘employee engagement’ for the values and roles of the HRM function’, The International Journal of Human Resource Management, vol. 24, no. 14, pp. 2692–2712.
     
    Booth, A., Leigh, A. & Varganova, E. 2010, Does racial and ethnic discrimination vary across minority groups? Evidence from a field experiment, Discussion paper Series, DP No. 4947, Institute for the Study of Labor, Bonn.
     
     
     
    7

     
    Guest, D. 2011, ‘Human resource management and performance: still searching for some answers’,
     
    Human Resource Management Journal, vol. 21, no. 1, pp. 3-13.
    Greenwood M. 2013, ‘Ethical analyses of HRM: A review and research agenda’. Journal of Business Ethics vol. 114 no. 2, pp. 355-366.
    Linley, P.A., Harrington, S. & Hill, J.R.W. 2005, 'Selection and development: A new perspective on some old problems', Selection and Development Review, vol. 21, no. 5, pp. 3-6.
    Syed,J. & Pio, E. 2010, ‘Veiled Diversity? Workplace experiences of Muslim Women in Australia’, Asia Pacific Journal of Management, vol. 27, no. 1, pp. 115-137.
     
     
    Prescribed readings on managing individuals
     
    Parashar, S., Dhar, S. & Dhar, U. 2004, 'Perception of values: A study of future professionals', Journal of Human Values, vol. 10, no. 2, pp. 143-52.
     
    Peterson, C. & Seligman, M.E.P. 2004, Character strengths and virtues: A handbook and classification, Oxford University Press, USA, New York.
     
    Roberts, L. M., Spreitzer, G., Dutton, J., Quinn, R., Heaphy, E., & Barker, B. 2005, 'How to play to your strengths', Harvard Business Review, vol. 83, no. 1, pp. 74-80.
    Roberts, L., Dutton, J., Spreitzer, G., Heaphy, E. & Quinn, R. 2005, 'Composing the reflected best- self portrait: Building pathways for becoming extraordinary in work organizations', Academy of Management Review, vol. 30, no. 4, p. 712.
     
    Schwartz, S.H. 1992, 'Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries', Advances in experimental social psychology, vol. 25, no. 1, pp. 1-65.
     
    Sluss, D.M & Ashforth, B.E. 2007, ‘Relational identity and identification: Defining ourselves through work relationships’, Academy of Management Review, vol. 32, no1, pp. 9-32.
    Wrzeniewski, A., McCauley, C., Rozin, P. & Schawartz, B. 1997, 'Jobs, careers, and callings: People's relations to their work', Journal of Research in Personality, vol. 31, pp. 21-33.
     
     
    Prescribed readings on managing teams and groups
     
    Barker, J.R. 1993, 'Tightening the iron cage: Concertive control in self-managing teams', Administrative Science Quarterly, vol. 38, no. 3, pp. 408-37.
     
    Belbin, R.M. 2004, Management teams: why they succeed or fail, Elsevier Butterworth-Heinemann, Oxford.
     
    Dimitroff, R.D., Schmidt, L. & Bond, T. 2005, 'Organizational behavior and disaster: A study of conflict at NASA', Project Management Journal, vol. 36, no. 2, pp. 28-38.
     
    Frey, L.R. 2004, 'The symbolic-interpretive perspective on group dynamics', Small Group Research, vol. 35, no. 3, pp. 277-306.
     
    Losada, M. & Heaphy, E. 2004, 'The role of positivity and connectivity in the performance of business teams', American Behavioral Scientist, vol. 47, no. 6, pp. 740-65.
     
    Smith, D.M. & Edmondson, A.C. 2006, 'Too hot to handle? How to manage relationship conflict',
     
    California Management Review, vol. 49, no. 1, pp. 6-31.
     
    Tuckman, B.W. & Jensen, M.A.C. 1977, 'Stages of small-group development revisited', Group & Organization Management, vol. 2, no. 4, pp. 419-27.
     
     
     
     
     
    8

     
     
     
    Prescribed readings on ethics and CSR
     
    Cameron, K.S., Bright, D. & Caza, A. 2004, 'Exploring the relationships between organizational virtuousness and performance', American Behavioral Scientist, vol. 47, no. 6, pp. 766-90.
     
    Fernando, M., Dharmage, S. & Almeida, S. 2008, 'Ethical ideologies of senior Australian managers: An empirical study', Journal of Business Ethics, vol. 82, no. 1, pp. 145-55.
     
    Schwartz, M. 2000, 'Why ethical codes constitute an unconscionable regression', Journal of Business Ethics, vol. 23, no. 2, pp. 173-84.
     
    Stubbs, W. & Cocklin, C. 2008, 'Conceptualizing a “sustainability business model”', Organization & Environment, vol. 21, no. 2, pp. 103-27.
     
    Sisodia, R.S. 2011, 'Conscious capitalism: A better way to win”', California Management Review, vol. 53, no. 3, pp. 98-108.
     
    Wray-Bliss, E. 2007, 'Ethics in work', in D. Knights & H. Willmott (eds), Introducing organizational behaviour and management, Thomson Learning, pp. 506-33.
     
     
    Prescribed readings on globalisation
     
    Banerjee, S.B. 2008, 'Necrocapitalism', Organization Studies, vol. 29, no. 12, pp. 1541-63.
     
    Chan, J., Pun, N. & Selden, M. 2013, 'The politics of global production: Apple, Foxconn and China's new working class', New Technology, Work and Employment, vol. 28, no. 2, pp. 100-15.
     
    Gold, S., Hahn, R. & Seuring, S. 2013, 'Sustainable supply chain management in “base of the pyramid” food projects—a path to triple bottom line approaches for multinationals?', International Business Review, vol. 22, no. 5, pp. 784-99.
     
    Morgan, G. 2006, 'The ugly face: Organizations as instruments of domination', in, Images of organization, Sage, Thousand Oaks, CA, pp. 291-336.
     
    Rego, A., Clegg, S. & Cunha, M. 2011, 'The positive power of character strengths and virtues for global leaders', in K.S. Cameron & G. Spreitzer (eds), The Oxford Handbook of Positive Organizational Scholarship, Oxford University Press, Oxford, UK.
     
    Zakaria, N., Amelinckx, A. & Wilemon, D. 2004, 'Working together apart? Building a knowledge-sharing culture for global virtual teams', Creativity and Innovation Management, vol. 13, no. 1, pp. 15-29.
     
     
    Prescribed readings on communication
     
    Barry, B. 2007, 'The cringing and the craven: Freedom of expression in, around, and beyond the workplace', Business Ethics Quarterly, vol. 17, no. 2, pp. 263-96.
     
    Jack, G. 2004, 'On speech, critique and protection', Ephemera, vol. 4, no. 2, pp. 121-34.
     
    Klein, N. 2000, 'The branding of learning', in, No logo: Taking aim at the brand bullies, Picador, New York, pp. 87-105.
     
    Watson, T.J. 1995, 'Rhetoric, discourse and argument in organizational sense making: A reflexive tale', Organization Studies, vol. 16, no. 5, pp. 805-21.
     
     
     
     
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    Whitney, D. 1998, ‘Let's change the subject and change our organization: An appreciative inquiry approach to organization change’, Career Development International, vol. 3, no. 7, pp. 314-319.
     
     
    Prescribed readings on knowledge, innovation and change
     
    Birkinshaw, J. & Gibson, C. 2004, 'Building ambidexterity into an organization', MIT Sloan Management Review, vol. 45, pp. 47-55.
     
    Brown, T. 2008, 'Design thinking', Harvard Business Review, vol. 86, no. 6, p. 84.
    Cunha, J.V. & Cunha, M.P. 2001, 'Brave new (paradoxical) world: Structure and improvisation in virtual teams', Strategic Change, vol. 10, no. 6, pp. 337-47.
    Harris, M. 2006, ‘Technology, innovation and post-bureaucracy: the case of the British Library"’, Journal of Organizational Change Management, vol. 19 no. 1, pp.80 - 92
    Josserand, E. 2004, ‘Cooperation within Bureaucracies: Are Communities of Practice an Answer?’, Mgement, vol. 7, no. 3,pp. 307-339.
    Josserand, E., Teo, S. & Clegg, S. 2006, 'From bureaucratic to post- bureaucratic: The difficulties of transition', Journal of Organizational Change Management, vol. 19, no. 1, pp. 54-64.
    Wenger, E.C. & Snyder, W.M. 2000, 'Communities of practice: The organizational frontier', Harvard Business Review, vol. 78, no. 1, pp. 139-46.
    Weick, K.E. & Westley, F. 1999, 'Affirming an oxymoron', in S.R. Clegg, C. Hardy & W.R. Nord (eds),
    Managing organizations: Current issues, Sage, London, pp. 190-208.
     
     
    Please note that most of these articles/readings can be accessed via e-readings by going to the UTS Library website and typing 21129 into the search-bar.
     
    ASSESSMENT AND EXPECTATIONS
     
    A central aim for this subject is to develop your skills in critical and analytical thinking within the context of management and organisations. A fundamental mechanism through which such thinking is developed and demonstrated is through writing: particularly in the format of an extended academic essay.
     
    GUIDANCE ON THE REQUIRED FORMAT OF THE ACADEMIC ESSAYS
     
    An academic essay must have:
     
    1.      An explicit argument that answers a basic premise or question:
     
    An academic essay is not merely a summary of what has already been written on a subject. It is, instead, a presentation of your argument, supported by academic sources, on the specific question set. You should tell the reader in your Introduction very clearly what your answer will be and tell them how your essay is to be structured to present your answer.
     
    For example, if you had been asked a question on whether strong management can prevent fraudulent business practices, your opening sentence might look something like this: ‘In this essay I am going to argue that fraudulent business practices happen because of, not despite, ‘strong management’. I am going to suggest that, in part, the pressure put upon employees by their managers can generate a culture where corners are cut and proper checks and balances are not carried out. I conclude that stronger management,
     
     
     
    10

     
    therefore, may not be the solution to ending corporate fraud’.
     
    2.      An argument that has a clear, logical structure:
     
    Having told the reader in the Introduction explicitly what your answer to the question is, your essay should be logically structured to develop your argument. Organise the main part of your essay into three or four sections. Tell the reader in your Introduction what these sections are, and link these sections to your overall argument. Remind the reader at the start of each new section how the argument is progressing. For further details on developing a critical review and writing assessments see the following links:
     
    •        Critical review: http://www.elssa.uts.edu.au/resources/research/critical.html
     
    •        Guide to writing assessments: http://www.business.uts.edu.au/teaching/guide/guide.pdf
     
    3.      Evidence of substantial and relevant reading:
     
    To pass Assessment 1 your essay must provide at least 6 references and for essay 2 you must provide at least 8, making extensive use of the:
     
    •        the readings/articles listed in the ‘tutorial guidelines and readings’
     
    •        other pertinent references given to you in lectures
     
    •        relevant ideas from the recommended text book.
     
     代寫 MANAGING PEOPLE & ORGANISATIONS assignment
    4.      A Conclusion:
     
    All work needs to have a conclusion that summarises the arguments put forward in your essay and how these arguments have answered the question(s) set. Have conviction in your arguments. Avoid conclusions that end with ‘it depends’ or ‘this needs more research’.
     
    5.      References:
     
    An academic essay must be supported by many references to published academic work. For this subject your main references must be the tutorial readings and additional readings listed in the tutorial guide. Be sure to acknowledge fully any references or quotes you have used using the Harvard UTS reference style: e.g. (Roberts, 1984). Further information on the Harvard UTS reference style is found in the Faculty of Business Guide to Writing Assignments available online: http://www.lib.uts.edu.au/help/referencing/harvard-uts-referencing-guide. Your essay must also have a Reference list, which is an alphabetical list of the full publication details of all the items you have explicitly referenced in your work, referenced according to Harvard UTS conventions (i.e. do not use bullet points for your reference list and ensure that you use a hanging indent – with the first line flush left with the margin and subsequent lines indented the same width as a paragraph indent).
     
     
    Examples of essay introductions/paragraphs
     
     
     
    11

     
    The following sample essay introductory paragraphs were written by Professor Edward Wray Bliss for MPO, and are provided ONLY to illustrate how to write your introduction. These paragraphs are NOT based on the essay questions.
     
    Example 1:
     
    In this essay, I am going to argue that work can certainly be a source of satisfaction and joy for individuals. Indeed, as I demonstrate in Section One, by drawing on Rosen (1988), Clegg et al (2008) and others, managers of modern corporations are explicitly encouraged to design the workplace and motivate employees so that these employees find satisfaction and enjoyment at work. However, work is also a source of dissatisfaction and suffering too and I draw upon Jackall (1988), Knights and Roberts (1982), and Morgan (2006) in Section Two to show the anxiety, subordination and domination that may also describe the experience of work for managerial and non-managerial employees alike. Rather than leave the question here, in Section Three I attempt to explore, conceptually, why work produces such experiences and emotions for individuals. Drawing upon Jackson and Carter (2000) and O’Doherty (2006), I consider the strong link between work and personal identity. Summarising my overall arguments in the Conclusion I illustrate, with the example of Ackroyd and Crowdy (1990), just how complex the relationship between identity, work, and an individual’s striving for satisfaction and personal meaning can be.
     
    Example 2:
     
    In this essay, I am going to argue that it is important to study management and organisation critically for two key reasons. First, it is important to do so because the scope and reach of management and organisation is such that it affects all aspects of our social, economic and cultural life. Second, because the controls that exist at present in large commercial organisations may not be sufficient to prevent negative effects occurring in each of these contexts. In Section One I shall demonstrate the first point with reference both to the role of management and organisation in the current global economic crisis and also through discussing the writings of Morgan (2006) and Klein (2001), explore the effects and outcomes of corporate power in different spheres. In Section Two, I shall use Milgram’s (1974) experiments on obedience and authority and Jackall’s (1988) study of corporate management, to argue that there are processes at work in large organisations that can inhibit employees, and even senior managers, from reflecting upon and being responsible for their organisation’s behaviour. These two points, I suggest, make it imperative that we look critically at management and organisation. In the final section of this essay, I shall consider just what ‘looking critically’ means. I will argue, in opposition to Parker (2002), that being critical in this context is not the same as being ‘against management’, but is instead a commitment to better organisation and better management, a commitment to an idea of organisation where its powerful potential, as envisaged by Knights and Roberts (1982), is realised.
     
     
    Guidelines for submitting assessments using ‘Turnitin’
     
    Your essays must be submitted electronically using the ‘Turnitin’ program on UTSOnline (under the assignment tab on the MPO page) by 9pm on the due date. Essays submitted late will lose an automatic 10 marks per day.
     
     
     
     
    12

     
    Turnitin will also produce a plagiarism report that will be available to your tutor when they mark your work. The report will indicate any passages in your essay that are not original. You are welcome to submit earlier versions of your essay to Turnitin to help you to modify your essay. The second time you submit your essay to the system, however, it will be at least 24 hours before Turinitin will give you your report.
     
    As a guide, if your overall Turnitin score is over 25%, please ensure that you revise your essay. If you do not revise, you could face severe penalties and may be referred to the Dean of Teaching and Learning.
     
    You must not submit anybody else’s essays except your own to Turnitin for any reason. Also, please do not, under any circumstances, think that you can present somebody else’s unreferenced writing in your essay as your own – whether this is from previous student’s essays, material you have found on the web, or elsewhere. The penalties for plagiarism are extremely severe and all cases will be referred to the Dean of Teaching and Learning.
     
     
    GRADING ASSESSMENT
     
    Your assignments will be graded according to the criterion indicated in the marking rubrics on pages 15-18 below. When assessing your essays, each of the criteria considered - along with your understanding of the subject, lectures and readings, and your ability for critical, questioning thought.
     
    In addition to the above instructions and guidelines, your tutors will talk you through the process of assessment and will provide feedback on your two assessment submissions.
     
     
    Grade categories
     
    High Distinction             85 per cent and above
     
    Distinction                        75 per cent to 84 per cent
     
    Credit                                   65 per cent to 74 per cent
     
    Pass                                      50 per cent to 64 per cent
     
    Fail (Z)                                 Less than 50 per cent
     
     
    Please see the UTS Guide to Writing Assignments for full details on these grade categories. All forms of assessment must be attempted and an overall mark of 50% or more must be achieved to pass this course.
     
     
    EXTENSIONS AND LATE ASSIGNMENTS
     
     
     
     
     
    13

     
    Essays submitted after the due time/date will incur late penalties as listed below. Late submissions will not incur the late penalties listed, only if the tutor or Subject Coordinator has granted a formal extension of time. This extension should be approved BEFORE the submission deadline and will only be approved in exceptional circumstances (normally on grounds of ill health or misadventure). Work submitted more than 5 days after the stated submission date will not be accepted for assessment unless the Subject Coordinator, on receipt of a Special Consideration form, has granted a formal extension of time.
     
    The Management Discipline Group has the following policy regarding the late submission of assessments WITHOUT an approved extension:
     
    Late assignments submitted without an extension will accrue a penalty of 10% per day, based on the total value of the assignment. For example, if an assignment is worth 40%, the late penalty will result in a deduction of 4 marks per day the assignment is late. Marks will be deducted as full points off the awarded mark. Late penalties are applied up to a maximum of five (5) days after the due date (i.e. the maximum late penalty is 50%). Assignments submitted more than 5 days late will receive a mark of zero (0).
     
     
    Applying for extensions
     
    If you are unable to submit your assignment on time due to illness or misadventure, and require an extension of less than one week, you should submit your supporting documentation and request an extension by emailing your tutor well before the hand-in deadline of the essay. If you require more than a one-week extension, please submit an application for ‘Special Consideration’ to the Subject Coordinator with relevant supporting documentation attached, prior to the due date of the assessment.
     
    The extension application form is available through the Student Administration Offices or may be downloaded at: http://www.sau.uts.edu.au/forms/index.html
     
     
    REMARKING
     
    To maintain consistency between the tutorials, the subject coordinator moderates the marks prior to releasing the marked scripts back to the students. However, if you have concerns regarding your marked assessment, please email your tutor for an appointment to discuss your concerns. Before meeting with your tutor, you must email your tutor a detailed request explaining precisely which criteria of the grading sheet and elements of feedback you disagree with or have questions on. Your tutors will not be able to discuss your concerns unless such a document has been submitted to them.
     
    If you are unable to come to an agreement about your final assessment mark with your tutor, then you may request an appointment with the co-coordinator, Ace Simpson, to consider whether to have your assignment allocated to another tutor for remarking. Please be aware that remarking your assessment may result in, 1) retaining the same mark, 2) increasing the mark or 3) reducing the mark.
     
     
     
     
     
    14

     
    ASSIGNMENT 1 – GROUP COVER SHEET
     
    21129 –Managing People and Organisations
     
    The group’s name: _______________________________________________
     
    Tutor’s name: _______________________________________________
     
    Class date and time: ______________________________________________
     
    Please have each member of the team read, complete and sign this form. The team must decide if each person contributed fully to the assignment. This includes: attending meetings, providing information as requested, completing tasks as expected, contributing equally to the projects outcomes, and so on.
     
    For example: Let’s say John is a member of the group and he did all the tasks required, contributed equally and fairly, then he would be allocated 100% of the marks. If all group members also contributed equally, then each person is allocated 100% of the final mark. However, let’s say John hardly turned up, rarely responded to the group, and tried to free ride on the groups efforts he would be awarded anywhere between 0% to 99% of the final mark depending on how much effort he contributed. The less effort the lower the percentage of marks allocated to John. If the rest of the group worked hard they would all receive 100% of the mark.

    Team member name and Student ID Role: What did this person % of final Student’s Signature
      do? (sections, roles etc.) mark  
           
           
           
           
           

    Please note that adherence to the UTS policy on plagiarism and truth in writing is mandatory. By placing your name on this sheet you acknowledge that you have read and understood this policy and the penalties involved with plagiarism (which include expulsion from the course or from the degree and UTS depending on severity of plagiarism).
     
     
     
     
     
     
     
     
     
     
    15

     
    21129 MANAGING PEOPLE AND ORGANIZATIONS
     
    ASSIGNMENT 1 MARKING RUBRIC
     
     
     
     
    Performance Unsatisfactory Limited Proficiency   Proficient Highly Proficient  
    Area/ Average Proficiency  
             
    Weighting            
                 
    Argument The topic, main argument & ideas are There is one argument. Main ideas are There is one generally well-focused There is one clear, well-focused There is one clear, well-focused  
    9% not clear. somewhat clear but are not well argument. Main ideas are somewhat argument. Main ideas are mostly clear argument. Main ideas are clear & are  
      developed or supported. clear & developed with the support of & developed with the support of developed with well-supported, detailed  
    2.25 marks     detailed information. detailed information. & accurate information.  
                 
    Organisation Poorly organized OR demonstrates Essay structure is used. Introduction Essay structure is used. Introduction Essay structure is mostly used. Essay structure used. Introduction  
    & Structure serious problems with progression of states the main topic. A conclusion is states the main argument & provides an Introduction states the main argument states the main argument & provides an  
    9% ideas. There is no clear introduction, included. Some signs of logical overview of the paper. The body is & provides an overview of the essay overview of the essay including the  
    structure, or conclusion. Report organization. May have abrupt or generally on topic. A conclusion is including the conclusion. Information in conclusion. The information in the body  
    2.25 marks structure may have been used. illogical shifts & ineffective flow of included. Organisation supports the body is mostly relevant & logically is relevant & logically considers  
        ideas. argument & purpose; sequence of considers different perspectives with different perspectives with effective  
          ideas could be improved. effective transitions. The conclusion transitions. The conclusion synthesizes  
            synthesizes the different perspectives the different perspectives to draw a final  
            to draw a final conclusion.. conclusion.  
                 
    Critique Insufficient reasoning & simplistic Some connections between main ideas, Adequately demonstrates reasonable Generally evaluates information Skillfully evaluates information  
    9% analysis of complex issues, possibly limited clarity & complexity of thought, relationships among ideas, gathered, questions taken-for-granted gathered, questions taken-for-granted  
    assumes managerialist conclusions, possibly assumes managerialist demonstrates some counter factual (especially managerialist) assumptions, (especially managerialist) assumptions,  
    2.25 marks lack of counterfactual thinking. conclusions, lack of counter factual thinking. demonstrates relationships amongst demonstrates relationships amongst  
        thinking.   ideas, considers various (stakeholder) ideas, considers various (stakeholder)  
            perspectives. perspectives  
                 
    Understandin Unsatisfactory understanding & Poor understanding & engagement with Satisfactory understanding & Generally sound understanding & Excellent understanding & engagement  
    g & Content engagement with course materials. course materials. Use of course content engagement with course materials. Use engagement with course materials. Use with course materials. Use of course  
    9% Content unclear; lapses in coherence is somewhat vague OR only loosely of course content is mostly accurate & of course content is accurate, focused, content is accurate, focused, &  
    OR has no relation to writing task; related to the writing task; at times may fairly clear; demonstrates solid but less & consistent; exhibits control in consistent; exhibits control in  
    2.25 marks offers simplistic, undeveloped support be off topic OR too broad with limited accurate reasoning; contains some development of ideas; unified with a development of ideas; unified with a  
      for ideas. Poor use of primary & support. Poor use of primary & appropriate details and/or examples. fresh insight. Excellent use of primary fresh insight. Excellent use of primary  
      secondary sources. secondary sources. Good use of primary & secondary & secondary sources. & secondary sources.  
          sources.      
    Academic Sentences sound awkward, are Sentences are generally well Sentences are generally well Sentences are mostly well constructed All sentences are well constructed &  
    English distractingly repetitive, or are difficult to constructed, but have a similar constructed & have varied structure & & have varied structure & length. have varied structure & length.  
    9% understand. Paragraphs are poorly structure &/or length. Paragraphs are length. Paragraphs are generally well Paragraphs are well structured with Paragraphs are well structured with  
    structured & hence are often too short generally well structured. The author structured. The author makes a few topic, supporting & concluding topic, supporting & concluding  
    2.25 marks or too long. Numerous errors in makes several errors in grammar, errors in grammar, syntax, mechanics, sentences. The author makes no errors sentences. The author makes no errors  
      grammar, &/or spelling that interfere syntax, mechanics, &/or spelling that &/or spelling, but they do not interfere in grammar, mechanics, &/or spelling. in grammar, mechanics, &/or spelling.  
      with understanding. interfere with understanding. with understanding.      

     
     
     
    16


    References Essay is not referenced according to Essay is mostly referenced according to Essay is generally referenced Essay is mostly referenced according to Essay is referenced according to
    8% Harvard UTS conventions, possibly Harvard UTS conventions: (i.e.) many according to Harvard UTS conventions: Harvard UTS conventions: (i.e.) In-text Harvard UTS conventions: (i.e.) In-text
    footnotes are used instead. mistakes with in-text citations. (i.e.) several mistakes with in-text citations are placed in parentheses citations are placed in parentheses
    2 marks   Reference list is incomplete/improperly citations indicating confusion regarding after the sentence or part thereof that after the sentence or part thereof that
        formatted. Possibly some references providing of page numbers, citing of they support; page numbers are only they support; page numbers are only
        missing from list. secondary sources, when to use (and provided for direct quotes; long quotes provided for direct quotes; long quotes
          or &) etc. Reference list is complete, (30 words) are presented as a separate (30 words) are presented as a separate
          properly formatted & presented indented paragraph. Reference list is indented paragraph. Reference list is
          alphabetically with a handing indent. complete, properly formatted & complete, properly formatted &
            presented alphabetically with a hanging presented alphabetically with a hanging
            indent. indent.
    Formatting & Essay looks untidy & does not follow Essay looks fairly neat, but violates Essay looks neat, but violates a few of Essay is neat, professional & mostly Essay is neat, professional & strictly
    presentation formatting guidelines. many assignment formatting guidelines. the assignment formatting guidelines. respects the assessment formatting respects the assessment formatting
    7%       guidelines: within the word limit, printed guidelines: within the word limit, printed
          on single sided A4 paper, has essay on single sided A4 paper, has essay
    1.75 marks       question reproduced at top of first page, question reproduced at top of first page,
            left aligned text, 12 point font, double left aligned text, 12 point font, double
            spacing, 4 cm margins, numbered spacing, 2 to 4 cm margins, numbered
            pages. pages.
    Presentation Presentation was not delivered within Presentation was not delivered within Presentation was delivered within the Presentation was delivered within the An excellent presentation was delivered
    40% the minimum of six minutes and a the minimum of six minutes and a minimum of six minutes and a minimum of six minutes and a within the minimum of six minutes and
    maximum of 10 minutes timeframe. maximum of 10 minutes timeframe. maximum of 10 minutes timeframe. maximum of 10 minutes timeframe. a maximum of 10 minutes timeframe.
    10 marks: Time was not property divided amongst Time was generally property divided Time was generally property divided Time was property divided amongst the Time was property divided amongst the
    the group members. Content was not amongst the group members. Content amongst the group members. Content group members. Content was of a high group members. Content was of an
    Delivery = 5 presented in a coherent manner. was mostly presented in a coherent was mostly presented in a coherent quality & presented in a generally excellent quality & presented in a
    Content was not of a high quality or manner. Content was of an acceptable manner. Content was of an acceptable succinct and clear manner using verbal succinct and clear manner using verbal
    Content = 5 presented in a succinct and clear quality & presented in a generally quality & presented in a generally & non-verbal communication tools. & non-verbal communication tools.
      manner using verbal & non-verbal succinct and clear manner using verbal succinct and clear manner using verbal    
      communication tools. & non-verbal communication tools. & non-verbal communication tools.    
     
    Total: 100% (Grade out of 25)
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
     
    17

     
    21129 MANAGING PEOPLE AND ORGANISATIONS
     
    ASSIGNMENT 2 MARKING RUBRIC

    Performance Unsatisfactory Limited Proficiency   Proficient Highly Proficient  
    Area/ Average Proficiency  
             
    Weighting            
                 
    Argument The topic, main argument & There is one argument. Main ideas There is one generally well-focused There is one clear, well-focused There is one clear, well-focused argument  
    14% ideas are not clear, or minimal are somewhat clear & developed argument. Main ideas are somewhat argument. Main ideas are mostly developed & built upon from essay 1. Main  
    connection to ideas in essay from essay 1 but are not well clear & developed with the support of clear & developed with the support ideas are clearly developed with well-  
    5 marks 1, or over reliance on material developed or supported. detailed information. of detailed information. supported, detailed & accurate information.  
      from essay 1.          
    Organisation Poorly organized OR Essay structure is used. Introduction Essay structure is generally used. Essay structure is mostly used. Essay structure used. Introduction states  
    & Structure demonstrates serious states the main topic. A conclusion is Introduction states the main argument Introduction states the main the main argument & provides an overview  
    14% problems with progression of included. Some signs of logical & provides an overview of the paper. argument & provides an overview of the essay including the conclusion. The  
    ideas. There is no clear organisation. May have abrupt or The body is generally on topic. A of the essay including the information in the body is relevant &  
    5 marks introduction, structure, or illogical shifts & ineffective flow of conclusion is included. Organisation conclusion. The information in the logically considers different perspectives  
      conclusion. Report structure ideas. supports argument & purpose; body is mostly relevant & logically with effective transitions. The conclusion  
      may have been used.   sequence of ideas could be improved. considers different perspectives synthesizes the different perspectives to  
            with effective transitions. The draw a final conclusion.  
            conclusion synthesizes the    
            different perspectives to draw a    
    Critique Insufficient reasoning & Some connections between main Generally demonstrates reasonable Adequately evaluates information Skillfully evaluates information gathered,  
    14% simplistic analysis of complex ideas, limited clarity & complexity of relationships among ideas, gathered, questions taken-for- questions taken-for-granted (especially  
    issues, possibly assumes thought, possibly assumes demonstrates some counter factual granted (especially managerialist) managerialist) assumptions, demonstrates  
    5 marks managerialist conclusions, managerialist conclusions, lack of thinking. assumptions, demonstrates relationships amongst ideas, considers  
      lack of counterfactual thinking. counter factual thinking.   relationships amongst ideas, various (stakeholder) perspectives  
            considers various (stakeholder)    
            perspectives.    
    Understandi Unsatisfactory understanding Poor understanding & engagement Good general understanding & Mostly sound understanding & Excellent understanding & engagement with  
    ng & Content & engagement with course with course materials. Use of course engagement with course materials. Use engagement with course materials. course materials. Use of course content is  
    14% materials. Content unclear; content is somewhat vague OR only of course content is mostly accurate & Use of course content is accurate, accurate, focused, & consistent; exhibits  
    lapses in coherence OR has loosely related to the writing task; at fairly clear; demonstrates solid but less focused, & consistent; exhibits control in development of ideas; unified with  
    5 marks no relation to writing task; times may be off topic OR too broad accurate reasoning; contains some control in development of ideas; a fresh insight. Excellent use of primary &  
      offers simplistic, undeveloped with limited support. Poor use of appropriate details and/or examples. unified with a fresh insight. secondary sources.  
      support for ideas. Poor use of primary & secondary sources. Good use of primary & secondary Excellent use of primary &    
      primary & secondary sources.   sources. secondary sources.    
                 
    Academic Sentences sound awkward, Sentences are generally well Sentences are generally well Sentences are mostly well All sentences are well constructed & have  
    English are distractingly repetitive, or constructed, but have a similar constructed & have varied structure & constructed & have varied varied structure & length. Paragraphs are  
    14% are difficult to understand. structure &/or length. Paragraphs length. Paragraphs are generally well structure & length. Paragraphs are well structured with topic, supporting &  
    Paragraphs are poorly are generally well structured. The structured. The author makes a few well structured with topic, concluding sentences. The author makes no  
    5 marks structured & hence are often author makes several errors in errors in grammar, syntax, mechanics, supporting & concluding errors in grammar, mechanics, &/or spelling.  
      too short or too long. grammar, syntax, mechanics, &/or &/or spelling, but they do not interfere sentences. The author makes no    
      Numerous errors in grammar, spelling that interfere with with understanding. errors in grammar, mechanics,    
      &/or spelling that interfere with understanding.   &/or spelling.    
      understanding.          

     
     
     
     
    18

     
    References Essay is not referenced Essay is mostly referenced according Essay is generally referenced Essay is mostly referenced Essay is referenced according to Harvard
    14% according to Harvard UTS to Harvard UTS conventions: (i.e.) according to Harvard UTS conventions: according to Harvard UTS UTS conventions: (i.e.) In-text citations are
    conventions, possibly many mistakes with in-text citations. (i.e.) several mistakes with in-text conventions: (i.e.) In-text citations placed in parentheses after the sentence or
    5 marks footnotes are used instead. Reference list is citations indicating confusion regarding are placed in parentheses after the part thereof that they support; page
        incomplete/improperly formatted. providing of page numbers, citing of sentence or part thereof that they numbers are only provided for direct quotes;
        Possibly some references missing secondary sources, when to use (and support; page numbers are only long quotes (30 words) are presented as a
        from list. or &) etc. Reference list is complete, provided for direct quotes; long separate indented paragraph. Reference list
          properly formatted & presented quotes (30 words) are presented is complete, properly formatted & presented
          alphabetically with a handing indent. as a separate indented paragraph. alphabetically with a hanging indent.
            Reference list is complete, properly  
            formatted & presented  
            alphabetically with a hanging  
            indent.  
    Formatting & Essay looks untidy & does not Essay looks fairly neat, but violates Essay looks neat, but violates a few of Essay is neat, professional & Essay is neat & professional & strictly
    presentation follow formatting guidelines. many assignment formatting the assignment formatting guidelines. mostly respects the assessment respects the assessment formatting
    8%   guidelines.   formatting guidelines: within the guidelines: within the word limit, printed on
          word limit, printed on single sided single sided A4 paper, has essay question
    2.5 marks       A4 paper, has essay question reproduced at top of first page, left aligned
            reproduced at top of first page, left text, 12 point font, double spacing, 2 to 4 cm
            aligned text, 12 point font, double margins, numbered pages.
            spacing, 4 cm margins, numbered  
            pages.  
    Reflections Minimal reflection & Overall good reflection & application Good reflection & application of Excellent reflection, application of Excellent reflection & application of
    on Essay 1 application of feedback, of feedback, some mistakes repeated feedback, correction of many mistakes feedback & correction of most feedback, no mistakes repeated from 1st
    feedback repeated mistakes from 1st from 1st essay. from 1st essay. mistakes from 1st essay. essay.
    8% essay.        
             
    2.5 marks          
               
    Total: 100% (Grade out of 35)        
               

     
     
     
     
     
    代寫 MANAGING PEOPLE & ORGANISATIONS assignment

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