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UNIVERSITY COLLEGE DUBLIN

Bachelor of Business (Singapore)

MANAGEMENT OF ORGANISATIONS (BMGT2002S)

STUDY GUIDE

BBS27 FT / Singapore

Copyright May 2017

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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]

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mailto:[email protected]

TABLE OF CONTENTS

PAGE

Welcome message 4

1. INTRODUCTION 5a. Background details b. Module aims c. Programme goals

2. MODULE OUTLINE 8a. Module learning outcomesb. Themes and topics c. Learning materials

3. MODULE DELIVERY SCHEDULE 12a. Session arrangements b. Student engagement c. Office hours arrangements

4. ASSESSMENT DETAILS 15a. Assignments b. Module assessment components

i. Assignment 1ii. Assignment 2 Group project iii. Examination

5. GRADING 20a. University grading policy b. Grade descriptors for assessment components

6. CONCLUDING COMMENTS 28

APPENDICES 29

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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

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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.

1. Student code of practice – Group work

2. Guidelines for the Late Submission of Coursework

3. A Briefing Document for Students on Academic Integrity and Plagiarism

a. Background to the TopicManagement 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.

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b. Module AimsThe aim of this module is to provide students with an overview of the theory and practice of

management in organisations. This module focuses on

1. The individual in the organisation:

2. Groups in the organisation

3. The 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) Singapore

PROGRAMME GOAL LEARNING OUTCOME MODULE TITLE: Management of Organisations

Management Specific Knowledge

Our graduates will be current in management theory and practice.

Explain current theoretical underpinnings of business and organization management.

Lectures and examination

Apply business models and theory to identify and resolve problems in functional and across functional areas.

Assignment 2

Demonstrate 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 2

Locate information sources to facilitate the completion of research projects and the technologies to analyze and interpret the data collected.

Assignment 2

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Personal 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 2

Explain the essence of organization behaviour pertinent to business managers and how they may apply in the workplace environment.


Global, 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 examination

Recognize ethical and social responsibility issues in the business environment and know how to apply a process of ethical inquiry.


Examine ethical and legal implications of managerial decisions and their effect on organizational stakeholders.


Strategic 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.

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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 behaviour

Be 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 functioning

Have 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.

1. 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:

2. Diversity in organisations

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3. Job attitudes and satisfaction

4. Moods, emotions and organisational behaviour

5. Personality traits and work values

6. Individual perception and decision making

7. Motivation: basic concepts

8. Motivation: 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:

9. Groups

10. Teams

11. Communication process

12. Leadership

13. Power and politics

14. Conflict 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.

15. Structure and organisational behaviour

16. Organisational culture

17. Organisational change

Learning Supports

Readings from Prescribed Text: the chapters as assigned for each lecture

Other Assigned Readings (essential):

1. Cortina, L.M. (2008) Unseen Injustice: Incivility as a Modern Discrimination in Organisations. Academy of Management Review, 33(1) pp. 273-287

2. Ashkanasy, N. M. & Daus, C. S. (2002) Emotion in the workplace: The new challenge for managers. Academy of Management Executive, 16(1): 76-86.

3. Kennedy, R. B. and Kennedy, D. A. (2004) Using the Myers-Briggs Type Indicator in Career Counselling. Journal of Employment Counselling, 41(1) pp. 38-44

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4. Edinger, S. (2013). Three Elements of Great Communication. According to Aristotle Harvard Business Review

5. Sepalla, E. (2016) To Motivate Employees, Three Things to Do Well., Harvard Business Review

6. Edmondson, (2011) Strategies for learning from failure. Harvard Business Review, 89 (4) 48-55.

7. Taskin, L. and Bridoux, F. (2010) Telework: A Challenge to Knowledge Transfer in Organisations. International Journal of Human Resource Management 21(13) pp. 2503-2520

8. Levy, P (2001) When good teams go wrong. Harvard Business Review, 79 (3) 51-59.

9. Katzenback, J R and Smithy, D K (2005). The discipline of teams. Harvard Business Review, 83 (7/8) 162-171.

10. Schoemaker, P., J., H. Krupp, S. and Howland, S. 2013. Strategic Leadership: The Essential Skills. Harvard Business Review. Jan-Feb, 2013

11. Jaques, E (1990) In praise of hierarchy. Harvard Business Review, 68 (1), 127-133.

12. Leonard, B (2011) Managing Virtual Teams. HR Magazine (June 2011) pp. 39-42

13. O’Hara, C. (2014). How to Negotiate with Someone More Powerful than You, Harvard Business Review

14. Watkins, M. (2013) What is Organizational Culture? And Why Should We Care?, Harvard Business Review

15. Kotter, 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

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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

o Business Week

o The Economist

o The Financial Times

o The South China Morning Post

o The Straits Times

o The Wall Street Journal

o Fortune

Students completing the BMGT2002S module are expected to participate in session

discussions and learning activities and be familiar with the required readings.

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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

title

Text chapters articles/ Readings*

Case / exercise

1 1. Introduction to organisational behaviour

2. Diversity in organisations

Chapters 1, 2,

Cortina (2008)

Exercise will be distributed in class

2 3. Job attitudes and satisfaction

4. Moods, emotions and organisational behaviour

Chapters 3, 4 Exercise will be distributed in class

3 5. Personality traits and work values

6. Individual perception and decision making

Chapters 5, 6 Exercise will be distributed in class

4 7. Motivation: basic concepts

8. Motivation: applied concepts

Chapters 7, 8

Sepalla (2016)


5 9. Groups

Review of first nine chapters

Chapters 9 Exercise will be distributed in class

6 10. Teams

11. Communication process

Chapters 10, 11

Levy (2001)

Edinger (2013)


7 12. Leadership

13. Power and politics

Chapters 12, 13

Schoemaker et. al. (2013)


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8 14. Conflict and negotiations

15. Structure and organisational behaviour

Chapters 14, 15

O’Hara (2014)

Jaques (1990)


9 16. Organisational culture

17. Organisational change

Chapters 16, 17

Watkins (2013)

10 Module review

Exam review

* Some chapters in the text may be assigned for more than one theme.

Schedule:

BBS27 FT Sg

Management of Organisations Brona Russell

31-Jul-17 04-Aug-17

31-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 12:30-2:30pm

BBS27 FT Sg


07-Aug-17

11-Aug-17

07-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 12.30-3.00pm

BBS27 FT Sg


14-Aug-17

18-Aug-17

14-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.

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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 textbook

─ Cortina, 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 SessionsStudents 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.

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PART 4: ASSESSMENT DETAILS

Assessment is undertaken to establish the extent of student learning on completing a

module and according to Biggs and Tang1 (2009) it is the senior partner of teaching and

learning. This module has three assessment components with specific weightings and

marks awarded totalling 1002. 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*

1. Assignment 1 20% I

2. Assignment 2 30% T

3. Examination 50% I

1 Biggs, J. and Tang, C. 2009, Teaching for Quality Learning at University, Maidenhead: Open University/McGraw Hill. 2 As the Overseas Programme modules are worth 10 ECTS they should be graded out of 200 marks.

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(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:

1. Read chapters 1 (Introduction to Organisational Behaviour) and chapter 2 (Diversity in

organisations) of your text book Essentials of Organisational Behaviour (Robbins & Judge)

2. 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.

3. Describe the characteristics of the workforce and the level and types of diversity in the

organisation.

4. 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. 16

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.

1. The leader(s) in the organization (business unit or department), in particular the top

person i.e. the CEO, Managing Director etc.

2. The performance management systems in the organization (business unit or

department).

3. The communications strategies employed by the organization (business unit or

department)

You should think about the following issues:

1. 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?

2. 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?

3. 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)

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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.

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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 Deadlines Date Assignment Due

Assignment 1Group 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]

.

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mailto:[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

Grade Description Grade Point

A +

A

A-

Excellent

4.2

4.0

3.8

B+

B

B-

Very good

3.6

3.4

3.2

C+

C

C-

Good

3.0

2.8

2.6

D+

D

D-

Acceptable

2.4

2.2

2.0

E Marginal 1.6

F Fail (unacceptable, no compensation) 1.0

G Fail (Wholly unacceptable; no compensation) 0.4

NG Fail (Wholly unacceptable; no relevant attempt) 0.0

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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.

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TABLE 4: Grade Descriptors – Assignment 1

Grade Criteria

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.

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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.


Poor referencing.

G

Below assignment minimum requirements :

No introduction of topic

Incomplete discussion

Does not address the questions asked in the assessment.

Lots of irrelevant content.


Poor referencing

NG

Completely irrelevant.


Poor referencing.

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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.

C

Adequate 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.

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E The 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.

F The submission does not fully follow the requirements explained in the

instructions. For example, there is no reflective part by the group.

G The submission does not follow the assignment instructions

NG No submission

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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.

C

Adequate 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.

E The answer is descriptive and demonstrates a limited understanding of the

question. Factual and conceptual errors in the answer.

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F The 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.

G The answer does not follow the instructions of the question.

NG The submission did not attempt to answer the question.

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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

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APPENDIX 1

UCD SCHOOL OF BUSINESS

STUDENT CODE OF PRACTICE – TEAM WORK3

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)4. 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.

1. All Team members (whether assigned or self-selected) are expected to contribute

actively and equitably to the completion of the exercise/project.

2. 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.

3. 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.

4. Team membership diversity (cultural, professional etc.) needs to be acknowledged,

valued and utilized as appropriate.

3Members of the School of Business Teaching and Learning Committee contributed to the development of this protocol.4 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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5. 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.pdf

6. UCD 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

7. 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.

8. 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.

9. 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.

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http://www.ucd.ie/equality/policieslegislation/dignity_respect_policy.pdf

http://www.ucd.ie/registry/academicsecretariat/student_code.pdf

APPENDIX 2: TEAM AGREEMENT FOR TEAM X

TEAM MEMBERS CONTACT DETAILS

1

2

3

4

5

6

7

INFORMAL COMMUNICATION

We have decided

1)2)3)

MEETINGS

We have decided

1)2) 3)

MAKING DECISIONS

We have agreed

1)2) 3) 4) 5)

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

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APPENDIX 3: Two Important Documents

You are advised to read the following important documents before you commence your

studies on this module:

1. Guidelines for the Late Submission of CourseworkThis 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

2. 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:

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http://www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf

http://www.ucd.ie/registry/academicsecretariat/late_sub.pdf

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.

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SEMESTER I EXAMINATION – 2015 Academic Year – 2015/16

Bachelor of Business Studies (Singapore) BBS 47 Part Time

BMGT2002S

Management of Organisations

Professor Thomas Lawton

Professor Brian Fynes

Dr. Antonio Garzón-Vico *

Time Allowed: 3 Hours

Instructions for Candidates

This exam has contains two sections.

Section A: Essay Questions. Answer one (1) question only (30% of the total grade)

Section B: Multiple Choice Questions (70% of the total grade). Answer ALL questions using the Scantron sheet provided and a pencil. You will get 1 point for every correct answer.

Instructions for Invigilators

Scantron sheets must be provided at the start of the exam to each student.

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Section B: Multiple Choice Questions (70% of the total grade). Answer ALL questions using the blank MCQ sheet provided. You will get 1 point for every correct answer.

THREE SAMPLE MCQs 1) Which of the following is not a core topic of organizational behavior?

A) conflict B) resource allocation C) motivation D) work design E) attitude development

2) There is a connection between companies which have ________ and the incorporation of organizational behavior principles.

A) specialized technical processes B) high turnover rates C) superior financial performance D) long-lasting CEO's E) all of the above

3) In order to predict human behavior, it is best to supplement your intuitive opinions with information derived in what fashion?

A) systematic study B) common sense C) direct observation D) organizational theory E) speculation

o O o

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