busn1012 managing people and...

BUSN1012 Managing People and Organisations

Semester 1, 2015

Topic Coordinator: Dr John Knight

Email: [email protected]

This topic information guide is for reading in conjunction with the Flinders Business School Undergraduate Student Handbook

mailto:[email protected]

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Topic: BUSN1012: Managing People and Organisations

Table of Contents

1. TEACHING STAFF ......................................................................................................... 3

2. TOPIC AIMS, LEARNING OUTCOMES and GRADUATE QUALITIES ............................ 3

3. REQUIRED and RECOMMENDED RESOURCES .......................................................... 4

4. LECTURES and TUTORIALS ......................................................................................... 5

5. ASSESSMENT................................................................................................................ 7

6. STUDENT WORKLOAD ................................................................................................ 10

7. SPECIAL NEEDS .......................................................................................................... 10

8. STUDENT CONSULTATION ......................................................................................... 10

9. SUPPORT WITH ACADEMIC, WRITING AND LANGUAGE SKILLS ............................. 10

10. BEING INFORMED ................................................................................................... 11

11. BUSN1012 Managing People and Organisations FLO (Flinders Learning Online) site . 11

12. COMPUTER LAB ACCESS ....................................................................................... 11

13. GRADE DESCRIPTORS ........................................................................................... 12

14. ACADEMIC INTEGRITY ............................................................................................ 13

15. BUSN1012: Detailed Assignment 1 Guide (Academic Skills Tutorials) ........................ 18

16. BUSN1012: Detailed Assignment 2 Guide (Short Management Report) ...................... 19

17. BUSN1012: Detailed Assignment 3 Guide (Weekly Tutorials) ..................................... 22

18. BUSN1012: Detailed Assignment 4 Guide (Case Study - group) ................................. 23

TUTORIAL WORKBOOK ..................................................................................................... 31

Tutorial 1 (week 2 - managers and management) ................................................................. 32

Tutorial 2 (week 3 - managers and management…cont)....................................................... 33

Tutorial 3 (week 4 – external management environment) ...................................................... 34

Tutorial 4 (week 5 – Social Responsibility and Ethics) .......................................................... 35

Tutorial 5 (week 6 – Guest Lecture and Case Study Analysis) .............................................. 37

Tutorial 6 (week 7 – Foundations of planning) ...................................................................... 39

Tutorial 7 (week 8 – Managing Human Resources) .............................................................. 40

Tutorial 8 (week 9 – Managing change and innovation) ........................................................ 41

Tutorial 9 (week 10 – Leadership and Trust) ......................................................................... 42

Tutorial 10 (week 11 – Communication and Interpersonal skills) ........................................... 43

Tutorial 11 (week 12 – Foundations of Control) .................................................................... 44

Student Learning Centre Study Resources .......................................................................... 45

SLC Lunchtime Seminars .................................................................................................... 45

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1. TEACHING STAFF

Ashokkumar Manoharan

Heather Dawson-Howard

John Knight ([email protected])

Nuha Nizam

Rod Nankivell ([email protected])

Ruth Sims

Sultan Alshathry

Yvonne Yeo

Course related enquiries should initially be directed to your tutor. Please ensure you know your tutor contact details which will be posted by your tutor on the FLO course webpage.

2. TOPIC AIMS, LEARNING OUTCOMES and GRADUATE QUALITIES

Topic aims

This topic introduces students to knowledge and skills required to manage people and organisations in the global economy. It provides an overview of management in the context of organisations and helps develop communication and organisational skills required in the professional workplace. This is a core topic for several degrees.

Topic Learning Outcomes

On successful completion of this topic students should be able to:

understand the basic language of management (LO1)

explain basic management principles and relevant theory (LO2)

relate basic management principles and theory to actual business scenarios (LO3)

demonstrate basic effective (spoken and written) communication skills in an academic context (LO4)

contribute to the effective performance of groups and teams (LO5)

BUSN1012 activities and assessment items are designed to ensure BUSN1012 learning objectives are met. The learning objectives are achieved as follows:

Tutorial activities

1 Academic

skills. tutorials

2 3 4 5

Short In class Group Final exam

management assessment case study

report

LO1 - basic language of management)

LO2 - basic management principles and relevant theory

LO3 - application to actual business scenarios

LO4 – effective comm. skills in academic context

LO5 – effective performance in groups and teams

General academic skill development



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Graduate Qualities

Bachelor degree programs at Flinders aim to develop, along with more program-specific professional competencies, the core qualities listed here. These expected graduate qualities shape the more detailed educational aims and learning outcomes which are specified for each course and topic. Flinders University’s Bachelor degree programs aim to produce graduates:

who are knowledgeable.

who can apply their knowledge.

who communicate effectively

who can work independently

who are collaborative

who value ethical behaviour

who connect across boundaries

In this topic the graduate qualities are addressed during lectures and/or practised during tutorials and/or assessed.

Flinders aims to produce graduates Presented Practised Assessed

- who are knowledgeable

- who can apply their knowledge - who communicate effectively - who can work independently - who are collaborative - who value ethical behaviour

- who connect across boundaries

3. REQUIRED and RECOMMENDED RESOURCES

You will require constant access to the nominated course text:

Robbins S, DeCenzo D, Coulter M and Woods M (2014), Management: the Essentials, 2nd

Edition.

Pearson Australia, Frenchs Forest NSW

This textbook (ISBN: 9781442564015) forms the basis for BUSN1012 topic content. The publisher’s companion website is http://www.pearson.com.au/highered/robbins.You can purchase the textbook at Unibooks or an electronic version from the publisher (http://www.pearson.com.au/9781442564633)

BUSN1012 Workbook (2014)

This workbook is provided to support the weekly tutorials and is able to be accessed and electronically downloaded from FLO.

Recommended resources

Summers J and Smith B (2010), Communication Skills Handbook (3rd.

edition), John Wiley and

Sons Australia Ltd, Milton

Fleet W, Summers J and Smith B (2006), Communication Skills Handbook for Accounting, John

Wiley and Sons Australia Ltd, Milton

These handbooks explain standards and skills which students are expected to use throughout their study at Flinders Business School and are useful for all topics and even after leaving university. They explain guidelines for referencing, writing reports and essays, making presentations, preparing for exams, etc.

http://www.pearson.com.au/highered/robbins

http://www.pearson.com.au/9781442564633

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4. LECTURES and TUTORIALS

Face-to-face contact time for this topic consists of one 1-hour lecture and one 2-hour tutorial per week.

Lecture content

The content of the weekly lectures (and the relevant textbook chapter) is as follows:

Week Start Date Lecture Content Reading Tutorial Content

O Feb 23 – Feb 27

Orientation Week

1 Mar 2 – Mar 6

Topic Introduction Chapter 1 no tutorials

2 Mar 9 – Mar 13

Managers and

management

(Con’t)

Chapter 1 Managers and management

(Adelaide Cup Monday 9/3)

3 Mar 16 – Mar 20

External

management

environment

Chapter 2 (not pp. 56-63)

Managers and management: Using

the Library (see 4.2 below)

4 Mar 23 – Mar 27

Social Responsibility

and Ethics pp. 56-63 External management environment

5 Mar 30 – April 3

Guest Lecture Careers Presentation

Social Responsibility and Ethics (Good Friday 3/4)

6 April 6 – April 10

Foundations of Planning Chapter 4 Case Study Analysis (Easter Monday 6/4)

April 13 –April 26

Mid-semester break - no lectures and only make-up tutorials

7 April 27 – May 1

HRM Chapter 6 Foundations of Planning

8 May 4 – May 8

Managing change

(and innovation) Chapter 7 (pp. 186 -198)

HRM

9 May 11 – May 15

Leadership and trust Chapter 11 Managing change (and innovation)

10 May 18 – May 22

Communication

and interpersonal

skills

Chapter 12 Leadership and trust

11 May 25 – May 29

Foundations of control Chapter 13 Communication and

interpersonal skills

12 June 1 – June 5

Preparing for the

upcoming exam Topic summary Foundations of control

13 June 8 – June 12

Study week- no lectures or tutorials Revision (1- hour tutorial available) (Queens Birthday 8/6)

14 June 15 - June 19

Study week - no lectures or tutorials

June 20 – July 4

Exam Block - Includes Saturday June 20, June 27 and July 4 (mid-year break begins w/c July 6)

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Lectures

The 1-hour lecture per week is presented on Tuesday 12.00-12.50pm in the Education Building (Education 1.01) from Week 1 through to Week 12 of semester one. Students are expected to be familiar with the lecture as part of their preparation for the tutorial.

Video-recording of lectures

Lectures will be recorded and the video-recording of the lecture will be made available on the Flinders Learning Online (FLO) site for the topic. Please note that this topic is not offered in ‘on-line’ (distance) mode. The lecture recording is provided in order to supplement face-to-face lectures (i.e. to allow you to catch up on a missed lecture or for revision). The recordings do not replace face-to-face lectures and while every attempt is made to ensure lectures are recorded, technological failures do occur. Hence, students are reminded not to rely on these recordings.

Lecture slides (Powerpoints)

Lecture slides of each week’s lecture are available on FLO at least 24 hours before the actual lecture. Students wishing to have a hard copy of the slides at the time of the face-to-face lecture should print a copy from FLO.

Tutorials

Multiple 2-hour tutorials per week are offered. Students should enrol in ONE tutorial and attend that tutorial

each week. Changes to tutorial enrolment must be formally approved and actioned through the topic

coordinator. Tutorials start in Week 2 and continue through to (and including) Week 12 of the semester.

Tutorial attendance

Students are expected to attend weekly tutorials and required to attend at least 80% of the tutorials. This

requirement reflects that the course has been designed as an on-campus (and not an on-line) topic.

Students who anticipate that they will be unable to meet the attendance requirement and who can provide

documentary evidence of their inability to do so, should discuss their situation with the Topic Coordinator

before the end of the second week of the semester (Friday 13 March). Arrangements in relation to this

matter will not be negotiated after this date. Note that BUSN1012 has in-class assessments worth 30% of

the final grade. By not attending tutorials students not only compromise their marks for the in-class

assessments and thus their topic grade, but also miss out on the learning obtained from participating in the

tutorials.

Preparation for weekly tutorials

Preparation for tutorials consists of accessing the lecture as well as reading and understanding the relevant

textbook chapter. In addition, some preparation for each week’s tutorial activities is required. In most cases

the preparation consists of reading something, completing a self- assessment test, finding an article, etc.

Actual participation in and completion of activities (which includes discussion and working in groups) will

take place during the tutorials. The BUSN1012 Workbook details for each week what students should do in

preparation for the tutorial and lists (most of) the activities and exercises that will be completed during the

tutorials. The BUSN1012 Workbook can be downloaded from the topic’s FLO site.

There is a 50-minute Library Session in week 3 as shown in the table on the next page. You are expected

to change to/from your tutorial room in the 10 minute transition before/after your library session.

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Class Normal Time Room ‘Go to Library Session’ (Week 3) 16 12:00 -14:00 SSN 1.14 Monday 16/3 13:00 – 14:00

10 14:00 – 16:00 LWCM 2.43 Monday 16/3 14:00 – 15:00

11 14:00 – 16:00 SSS 1.53 Monday 16/3 15:00 – 16:00

13 13:00 – 15:00 SSN 2.40 Tuesday 17/3 14:00 – 15:00

1 15:00 – 17:00 SSN 2.35 Tuesday 17/3 15:00 – 16:00

6 10:00 – 12:00 SSS 1.12 Wednesday 18/3 11:00 – 12:00

1 2 13:00 – 15:00 LWCM 1.04 Wednesday 18/3 14:00 – 15:00

2 16:00 – 18:00 LWCM 2.46 Wednesday 18/3 16:00 – 17:00

7 08:00 – 10:00 SSN 2.40 Thursday 19/3 09:00 – 10:00

8 09:00 – 11:00 SSS 1.54 Thursday 18/3 10:00 – 11:00

15 10:00 – 12:00 SSN 2.35 Thursday 19/3 11:00 – 12:00

3 14:00 – 16:00 SSN 2.39 Thursday 19/3 14:00 – 15:00

9 14:00 – 16:00 SSN 0.08 Thursday 19/3 1500 – 1600

5 12:00 – 14:00 LWCM 2.43 Friday 20/3 13:00 – 14:00

4 14:00 – 16:00 LWCM 2.43 Friday 20/3 14:00 – 15:00

14 16:00 – 18:00 SSS 0.14 Friday 20/3 15:00 – 16:00

5. ASSESSMENT

In order to pass BUSN1012 students must:

Attempt all assessment items (including participation in the tutorials )

Pass the non-graded pass (NGP) academic skills tutorials

Achieve an overall aggregate mark of 50%.

Detailed guides for each assessment item consistent with the information below are available in the BUSN1012 Workbook and on the topic’s FLO site. Assessment items will be discussed during tutorials.

Summary of assessment

Assessment description Due % of grade

1

Compulsory academic skills tutorials

a) Library assignment b) Academic integrity test

Both tutorials o be completed

any time before 5pm on

Sunday, 29th March

Not graded but

Pass required

(NGP)

2

Short management report

a) Version One (5%) b) Version Two (5%)

a) 5pm on Monday 23rd March

b) 5pm on Monday 27th April

10%

3

Weekly tutorial preparation

a) Multiple choice quizzes (10%) b) Participation in tutorial activities (10%)

a) Weekly (during tutorial) b) Weekly (during tutorial)

20%

4

Case study (group)

a) Group presentation ( 10%) b) Group report ( 20%)

a ) Week 7 to 11 (during tutorial)

b) Week 8 to 12 (one week later)

30%

5 Written Examination During exam period 40%

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Assessment 1: Compulsory academic skills tutorials (NGP = non-graded pass). Due: complete online before 5pm on Sunday, 29th March

Students cannot pass BUSN1012 unless they satisfactorily complete the following two assignments:

1a Library Assignment (NGP) It is important for students to be aware of the facilities and services of the Flinders library. By using the library effectively students can significantly enhance their grades in most Flinders topics. This is an on-line tutorial about the use of the university library.

1b Academic Integrity Test (NGP) It is important for all students to understand what academic integrity is and how to avoid academic integrity problems during university study. This is an on-line tutorial about plagiarism, collusion and other academic integrity issues.

Assessment 2: Short management report (10%)

Students write a short report about a management topic. Word length: 750 words plus or minus 10%.

2a Version One of report (5%). Due before 5pm on Monday, 23rd March Students will submit their report in Week 4. The teaching team will mark the report and provide written feedback within 2 weeks of submission. Using the feedback provided, students submit a second version of their report at the start of Week 7.

2b Version Two of report (5%). Due before 5pm on Monday 27th April

Assessment 3: In class Assessment (20%) weekly ongoing

Students must be prepared and ready for each tutorial. In order to encourage appropriate preparation, part of this topic’s assessment is in-class and rewards good preparation.

3a Weekly multiple choice quiz (10%) During each tutorial students will complete Multiple Choice tests that assess their understanding of the lecture and the required textbook chapter for that week’s tutorial topic. By the end of semester students will have completed up to 10 individual multiple choice tests.

3b Participation in tutorial activities (10%) In-class assessment requires attendance. In cases of genuine inability to meet the attendance requirement (and hence to complete in-class assessments) the marks may be reallocated to the final examination (however, we strongly advise against this). Students who anticipate that they will be unable to meet the attendance (and hence in-class assessment) requirement and who can provide documentary evidence of their inability to do so, should discuss their situation with the Topic Coordinator before the end of the second week of the semester (i.e. by Friday 13 March). Arrangements in relation to this matter will not be negotiated after this date.

Assessment 4: Case study (30%) Due: between weeks 7 and 11

During weeks 7 to 11 students in groups will analyse, present and report on a business case study.

4a Group case presentation (10%) Students in groups present a case and will have to be ready to answer questions about the case. Each individual group member is expected to participate and do part of the presentation.

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4b Group case report (20%) One week after the presentation the group will submit a written report about the case. Word length: 1500 words (excluding tables/graphs) plus or minus 10%.

Assessment 5: Written examination (40%)

Students are required to sit a written exam about the topic’s content (including lectures, readings and tutorial activities). The exam will take place during the official exam period; the exact date of the exam is determined by the Flinders University Examinations Office.

Assignment expectations

You should note the following requirements relating to the assignments in this topic:

All written assignments should be submitted electronically through the FLO drop box.

You must keep a copy of the final version of all assignments you submit.

It is strongly recommended that, prior to submitting a written assignment in BUSN1012, students use the text-matching software Turnitin to check whether the text of their assignment is appropriately original (see below).

Late submissions will be penalised (see below).

Assignment extensions are only granted under exceptional circumstances (see below).

Students who anticipate that they will be unable to meet the in-class assessment requirements (as in Assessment 3.1, 3.2, and 4.1) and who can provide relevant documentary evidence of their inability to do so, should discuss their situation with the Topic Coordinator before the end of the second week of the semester (i.e. by Friday 14 March). Arrangements in relation to this matter will not be negotiated after this date.

Failure to submit any or all of the assignments for this topic is deemed to constitute failure to meet the assessment requirements for the purposes of eligibility for supplementary assessment on academic grounds.

Plagiarism and other forms of academic dishonesty are treated as serious offences by the University and are subject to harsh penalties, which may include expulsion from the University. Ensure that you have read and understood the University’s policy on academic dishonesty, as contained in the Student related Policies and Procedures Manual. A copy of the relevant section of the policy is included at the end of this Topic Guide for your convenience. In order to check the academic integrity of your written BUSN1012 assignment you can check your document (prior to submission) by using the text-matching software Turnitin which can be accessed through FLO.

Turnitin – text matching software Students in BUSN1012 are strongly encouraged to (learn to) use text matching software. It provides an individual check prior to formally submitting an assignment. Note that Staff will use Turnitin to check for text matching for all assignments formally submitted for assessment (i.e. not on earlier drafts that may have been submitted to Turnitin by yourself).

Assignment submission Written assignments must be lodged electronically through the BUSN1012 FLO assignment drop-box. The date and time of submission is logged electronically by FLO.

Written assignments must be submitted with a first page cover sheet which includes your name, your student ID, the name of the assignment, the name of the topic (BUSN1012) and the name of your tutor.

By submitting the assignment through FLO you are deemed to acknowledge that the submission is original, that it is your own work and that it (or part of it) has not been submitted for assessment elsewhere.

Late submission of assignments Where no extension has been granted late submissions will attract penalties. Late submission is penalised by 20% of the allocated mark per day or part thereof overdue. Assignments submitted more than 72 hours after the deadline will not be marked.

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Assignment extensions Extensions for assignments may be granted on medical or compassionate grounds in exceptional circumstances. A student must contact the Topic Coordinator in writing prior to the submission deadline to seek such an extension. Documentary evidence supporting the request (e.g. a medical certificate covering a sufficient relevant period prior to the due date) will be required.

6. STUDENT WORKLOAD

Students in this topic are expected to attend all lectures throughout semester, to actively participate in one tutorial each week, to complete all the required reading, to study and access additional resources as required to ensure successful completion of assessment items.

Flinders University expects students to put in two hours of student effort per week for each unit point. This includes time spent in formal classes and individual study time during the specified teaching period (i.e. during the entire semester, including the mid-semester break). Hence, for a 4.5 unit Business topic approximately nine hours of student effort per week is expected.

7. SPECIAL NEEDS

A student with a disability, impairment, or medical condition who seeks reasonable adjustments in the teaching or assessment methods of a topic on the basis of his/her disability may make a request to the Topic Coordinator or the Disability Advisor as soon as practicable after enrolment in the topic. Any such reasonable adjustments must be agreed in writing between the student and the Topic Coordinator and must be in accordance with related University policy.

8. STUDENT CONSULTATION

You may consult with any of the members of the teaching team regarding topic subject matter at the times during their official consultation hours. Consultation times for members of the teaching team will be posted on the BUSN1012 FLO site.

You can consult directly with your tutor during (or around) class time, during consultation time, by email or by prior appointment. If you come to see your tutor and they are not in their office, please leave a note at the School Office (Room 3.07 Law Commerce Building) with your name and contact details; your tutor will then contact you to discuss the matter or make an appointment.

Please note that at the end of semester staff are not allowed to discuss with you the content of your exam script, your exam mark or topic results until final grades have been officially released by the University.

9. SUPPORT WITH ACADEMIC, WRITING AND LANGUAGE SKILLS

You can ask questions of your tutor during tutorials and by email. However, it is important to learn how and where to find different types of support. Hence, make sure you learn about and start to use the following:

Face-to-face support. There is face-to-face help available around campus as follows:

o Student Learning Centre - http://www.flinders.edu.au/current-students/slc/ o Library o Flinders Business School (the Steps-to-Success program) -

www.flinders.edu.au/sabs/business/current_students/sts/

On-line support.

There on-line resources available from the library and, particularly, from the Student Learning Centre. Of

course there are also many electronic resources outside Flinders.

http://www.flinders.edu.au/current-students/slc/

http://www.flinders.edu.au/sabs/business/current_students/sts/

http://www.flinders.edu.au/sabs/business/current_students/sts/

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Hard copy support.

There are many books that offer study support. The recommended text Communication Skills Handbook by Summers and Smith (2010) includes chapters on many useful skills. In addition, the Library and the Student Learning Centre have hand-outs on academic skills

10. BEING INFORMED

For the purposes of this topic you will be deemed to be aware of:

The contents of this Topic Guide and the attached Statement of Assessment Methods (the ‘SAM’).

Tutorial preparation material made available on FLO.

Detailed assessment information made available on FLO.

Announcements. Any important announcements will be posted on the BUSN1012 FLO site. It is therefore important that you check your FLO site on a regular basis.

11. BUSN1012 Managing People and Organisations FLO (Flinders Learning Online) site

The BUSN1012 FLO site is accessible through the iFlinders Student Portal accessible from http://i.flinders.edu.au. Students are expected to login on a regular basis to check topic announcements, materials and discussions. Flinders Learning Online (FLO) provides support for students enrolled in this topic via access to materials through the Internet. Any hand-outs distributed in lectures or tutorials will be available via the FLO site, as well as all topic information, staff details, assessment details and announcements. You are encouraged to enrol in a FLO tutorial in the library. Any technical problems should be referred to library staff. Please note that staff in the Flinders Business School can only provide help with the topic and cannot provide technical support. Students should be aware that the topic coordinator is able to access information about students’ use of the FLO site. For example, a record of which pages were visited, when, for how long and what has been downloaded are maintained for every student enrolled in the topic.

12. COMPUTER LAB ACCESS

Every Flinders student has their own individual account on the university’s computer network. Every student enrolled in a Business topic (including BUSN1012) has access to the Business computer labs. You will need your ‘FAN” in order to log on to the network. Your Flinders Authentication Name (FAN) was sent to you when you first enrolled at Flinders. The FAN consists of the first four letters of your surname followed by four digits and is used for lab access, your central email account and FLO access. If you experience any difficulties with computer network access contact the Computer Support Helpdesk (telephone access is available in the computer labs).

http://i.flinders.edu.au/

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13. GRADE DESCRIPTORS

In line with the University's assessment policies and procedures in relation to grading for topics, the following

notations will be used. Final grade descriptors are taken from the University’s Student Related Policies and

Procedures, under Assessment Policies and Procedures (6.1 Final Grades), which indicate the standards

necessary to achieve each of the final grades.

Grade

(Notation)

Percent

age

Range

Final Grade Descriptor

Pass Level

(P)

50-64 The grade will be awarded where there is evidence that a student has undertaken the required core work for the topic and has demonstrated at least an adequate level of knowledge/understanding/competencies/ skills required for meeting topic objectives and satisfactorily completing essential assessment exercises. The student would normally have attained an adequate knowledge of matter contained in set texts or reading materials, and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools. Pass is the highest grade which can be achieved in a supplementary assessment granted on academic grounds.

Credit (CR) 65-74 The grade will be awarded where there is evidence that a student has undertaken all of the required core work for the topic and additional work in wider areas relevant to the topic, and has demonstrated a sound level of knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a proficient standard. The student would normally have attained a sound knowledge of matter contained in set texts or reading materials and have done wider reading, and demonstrated familiarity with and the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools. Students should have a reasonable opportunity of reaching this grade provided they have completed all course requirements, demonstrated proficiency in the full range of course objectives and shown considerable evidence of a sound capacity to work with the range of relevant subject matter.

Distinction

(DN)

75-84 The grade will be awarded where there is evidence that a student has undertaken all of the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated advanced knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a high standard. The student would normally have attained an advanced knowledge of matter beyond that contained in set texts or reading materials and have done considerable wider reading, and have demonstrated a broad familiarity with and facility at applying a range of major academic debates, approaches, methodologies and conceptual tools. The grade should reflect very high quality work which shows the student generally works at a level which is beyond the requirements of the assessment exercise and is developing a capacity for original and creative thinking.

High

Distinction

(HD)

85-100 The grade will be awarded where there is evidence that a student has undertaken the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated the acquisition of an advanced level of knowledge/understanding/competencies/skills required for meeting topic objectives and passing the range of topic elements at the highest level. The student would normally have attained an in-depth knowledge of matter contained in set texts or reading materials and undertaken extensive wider reading beyond that which is required or expected. The student would have consistently demonstrated a high level of proficiency at applying a range of major academic debates, approaches, methodologies and conceptual tools and combining knowledge of the subject matter of the topic with original and creative thinking. The grade will be awarded in recognition of the highest level of academic achievement expected of a student at a given topic level.

Fail (F) 0-49 The grade will be awarded if a student is unable to demonstrate satisfactory academic

performance in the topic or has failed to complete essential topic elements or required

assessment tasks at an acceptable level, in accordance with topic objectives.

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14. ACADEMIC INTEGRITY

All students and staff have an obligation to understand and respect the rules and practice of academic

integrity. It is therefore expected that students and staff will adhere to high standards of academic integrity.

The policy can be found in the Student Related Policies and Procedures Manual or on the University Web

site: http://www.flinders.edu.au/ppmanual/student/SecC_b.htm

Academic Integrity

Academic integrity means that all work which is presented is produced by the student alone, with all sources and collaboration fully acknowledged. Any failure to meet the requirements of academic integrity in any form of academic work will be regarded as a breach of the requirements of academic integrity and, depending on the circumstances and the nature of the breach, consequences including penalties may be expected to follow. Breaches of academic integrity may include plagiarism, collusion, fabrication, falsification, double submission of work and misconduct in examinations.

Plagiarism

Plagiarism is the use of another person's words or ideas as if they were one's own. It may occur as a result of lack of understanding and/or inexperience about the correct way to acknowledge and reference sources. It may result from poor academic practice, which may include poor note taking, careless downloading of material or failure to take sufficient care in meeting the required standards. It may also occur as a deliberate misuse of the work of others with the intent to deceive. It may include, but is not restricted to:

presenting extracts, without quotation marks and/or without appropriate referencing, from books, articles, theses, other published or unpublished works, films, music, choreography, working papers, seminar or conference papers, internal reports, computer software codes, lecture notes or tapes, numerical calculations, data or work from another student. In such cases, it is not adequate merely to acknowledge the source. This applies to material accessed in hard copy, electronically or in any other medium; close paraphrasing of sentences or whole paragraphs with or without acknowledgement by referencing of the original work; adopting ideas or structures from a source without acknowledgment; using source codes and data from other's work without acknowledgement; arranging for someone else to undertake all or part of a piece of work and presenting that work as one's own; submitting another student's work whether or not it has been previously submitted by that student.

Collusion

Collusion occurs when a student submits work as if it has been done individually when it has been done jointly with one or more other person unless the topic coordinator has indicated that this is acceptable for the specific piece of work in question.

Other breaches of the requirements of academic integrity

Other breaches of the requirements of academic integrity may include:

submission of the same piece of work for more than one topic unless the topic coordinator(s) have indicated that this procedure is acceptable for the specific piece of work in question; providing another student with the means of copying an essay or assignment.

http://www.flinders.edu.au/ppmanual/student/SecC_b.htm

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STATEMENT OF ASSESSMENT METHODS - 2015

Students' attention is drawn to the Student Related Policies and Procedures Manual 2014 (http://www.flinders.edu.au/ppmanual/student.html), which outlines the University’s Assessment Policy.

Topic number and title: BUSN1012 Management, People and Organisations Units: 4.5

Date on which this statement was provided to students: 2 March 2014

Duration of topic: Semester One

School(s) responsible for topic: Flinders Business School

Topic Coordinator: Dr John Knight

Telephone number of Topic Coordinator: 82015797

Expected student workload* (http://www.flinders.edu.au/ppmanual/student/SecC_expected.html ): number of hours per week or in total: 9* hours per week

* Indicative only of the estimated minimum time commitment necessary to achieve an average grade in the topic.

Details of assessable work in the topic: (Optional forms of assessment, where permitted, are also detailed):

Format of

each form of

assessable

work

Proportion of

total marks

Deadline for

submission*

Penalties to be applied if

deadline is not met

Date work is

expected to be

returned to

students

Online academic skills tutorials

1.a. Library assignment

1.b. Academic integrity test

Not

graded

but Pass

required

(NGP)

29 March 5pm 29 March 5pm

Compulsory: Failure to complete

this assignment by the end of the

Semester will result in failure of

the topic*.

Immediately

after

submission.

Short management report

2.a. Version One ( 5%)

2.b. Version Two

(5%)

10%

24 March, 5pm

28

April, 5pm

Late submission is penalised by

20% of the allocated mark per

day or part thereof overdue*.

Assignments submitted more

than 72 hours after the deadline

will not be marked.

2 weeks after

submission

In class assessment

3.a. Multiple choice quizzes (10%)

3.b. Participation in tutorial (10%)

20%

During each

tutorial

Failure to attend and participate

in tutorials will result in zero

marks for each tutorial missed.

Weekly

http://www.flinders.edu.au/ppmanual/student.html

http://www.flinders.edu.au/ppmanual/student/SecC_expected.html

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Format of

each form of

assessable

work

Proportion of

total marks

Deadline for

submission*

Penalties to be applied if

deadline is not met

Date work is

expected to be

returned to

students

Case study (group)

4.a. Group presentation (10%)

4.b. Group report (20%)

30%

Presentation

during weeks 7-

12, and report

due two weeks

after the

presentation.

Failure to complete the

presentation at the scheduled

time will result in failure of this

component. Late submission of

reports is penalised by 20% of

the allocated mark per day or part

thereof overdue*. Assignments

submitted more than 72 hours

after the deadline will not be

marked.

2 weeks after

submission of

reports.

Examination

Written examination 40%

During

examination

period

* Extensions may be granted by a topic coordinator where the following criteria apply:

• the student has made a written request for an extension prior to the due date for the assessment item; • the student has justified the request on the basis of unforeseen individual circumstances that are reasonably

likely to prevent completion of the assessment by the specified due date.

The criteria for successful completion of the topic are as follows: In order to pass BUSN1012

students must participate in at least 80% of the tutorials, attempt all assessment items, pass the

non-graded pass (NGP) academic skills assignments and achieve an overall mark of 50%.

STATEMENT OF ASSESSMENT METHODS – 2015

Alignment of Assessment with Expected Topic Learning Outcomes

On completion of this topic, students will be expected to be

able to:

Assessment items relating to each

Learning Outcome

LO1: - basic language of management A2 A5

LO2: basic management principles and relevant theory A3 A4 A5

LO3: application to actual business scenarios A3 A4 A5

LO4: effective comm. skills in academic context A2 A4

LO5: effective performance in groups and teams A4

General academic skill development A1 A3

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Graduate Qualities

Bachelor degree programs at Flinders aim to develop, along with more program-specific professional

competencies, the core qualities listed here. These expected graduate qualities shape the more

detailed educational aims and learning outcomes which are specified for each course and topic.

Flinders University’s Bachelor degree programs aim to produce graduates:

who are knowledgeable.

who can apply their knowledge.

who communicate effectively

who can work independently

who are collaborative

who value ethical behaviour

who connect across boundaries

In this topic the graduate qualities are addressed during lectures and/or practised during tutorials and/or

assessed.

Flinders aims to produce graduates Presented Practised Assessed

- who are knowledgeable x x

- who can apply their knowledge x x

- who communicate effectively x x x

- who can work independently x x

- who are collaborative x x x

- who value ethical behaviour x x - who connect across boundaries x x

Detection of Breaches of Academic Integrity

Staff may use a range of methods (including electronic means) to assist in the detection of breaches of

academic integrity. In addition, the University makes available for staff and student use the electronic text

matching software application – Turnitin.

Will the electronic text matching software application Turnitin be used? Yes / No

If Yes, students will receive a written statement describing how the software will be used and be advised

about the Flinders Learning Online Academic Integrity site.

Will scaling procedures be used in determining marks for each piece of work or for determining the final

topic grade? Yes / No

Details of scaling procedures:

_ _ _

May assessment exercises be resubmitted after revision for re-marking? No (except for Assessment

Item 2 (Short Management Report Version One) only)

The circumstances under which assessment exercises may be resubmitted, the form this may take and

the maximum mark obtainable are as follows: Assignment 2 (Short Management Report) has two

components each worth 5%. Students are required to submit a Version One and a Version Two of the

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Report. Students can choose to use staff feedback from Version One (5%) and re-submit an improved

Version Two (5%). Students may choose not to re-submit, in which case the mark for Version Two will be

the same as Version One.

Students who believe that their ability to satisfy the assessment requirements for this topic has been or will be affected by medical, compassionate or other special circumstances and who want these circumstances to be taken into consideration in determining the mark for an assessment exercise may apply to the Topic Coordinator of the topic for special consideration. The preferred method of application is: by email

Supplementary assessment for this topic may be approved on the following grounds:

• Medical/Compassionate – a student who is unable to sit or remain for the duration of the original examination due to medical or compassionate reasons may apply for supplementary assessment. If illness or special circumstance prevents the student from sitting or remaining for the duration of the scheduled supplementary examination, or from submitting by the agreed deadline a supplementary assessment exercise, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative mechanism. If illness or special circumstance is demonstrated to persist up to the commencement of the next academic year, then the student will be awarded a result in the topic of WN.

• Academic – a student will be granted supplementary assessment if he/she: achieves an overall result in the topic of between 45 and 49%, (or between 40 and 49% where a student obtains a fail grade in the last 12 units required for completion of a course) or the equivalent where percentage marks are not awarded; has completed all required work for the topic; has met all attendance requirements; and obtains at least a pass level grade in any specific component of assessment (other than an examination) for the topic where this is explicitly stated to be a formal requirement for the successful completion of the course or topic. If illness or special circumstance prevents the student from sitting or remaining for the duration of the scheduled supplementary assessment, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative mechanism. If illness or special circumstance is demonstrated to persist up to the commencement of the next academic year, then the student will be awarded a result in the topic of WN.

A student with a disability, impairment, or medical condition who seeks reasonable adjustments in the teaching or assessment methods of a topic on the basis of his/her disability may make a request to the Topic Coordinator or the Disability Advisor as soon as practicable after enrolment in the topic. Any such reasonable adjustments must be agreed in writing between the student and the Topic Coordinator and must be in accordance with related University policy. A student who is dissatisfied with the response from the Topic Coordinator or with provisions made for reasonable adjustments to teaching or assessment methods may appeal in writing to the Faculty Board.

Dr John Knight

..................................................... 2 March 2015

Signature of Topic Coordinator Date

DVCA: 27.11.12

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15. BUSN1012: Detailed Assignment 1 Guide (Academic Skills Tutorials)

Weighting:

0% of overall mark for the topic, but must be completed at Pass level

Due:

Before 29 March 5pm

Description

Complete the following two on-line assignments designed to encourage academic skill development:

1a Library Assignment (NGP)

This is an on-line tutorial about the use of the university library. It is important for students to be aware of the facilities and services of the Flinders library. By using the library effectively students can significantly enhance their grades in most Flinders topics.

1b Academic Integrity Test (NGP)

This is an on-line tutorial about plagiarism, collusion and other academic integrity issues. It is important for all students to understand what academic integrity is and how to avoid academic integrity problems during university study.

Each of the academic skills tutorials are managed by the Flinders Library, can be accessed through FLO and involve completion of an on-line tutorial and an on-line quiz. If you have completed these tutorials in a previous year or for a previous topic, there is no need to do them again, however you should email a copy of your results to the topic coordinator.

Submission

These two assessments are completed electronically using the library portal for the Library Assignment and for the Academic Integrity Tutorial (both accessible through FLO). The tests are done electronically as part of the assignments. There is no need to submit anything separately to your BUSN1012 tutor or topic coordinator.

Marking

Both of these assignments include an on-line quiz/test at the end of an on-line tutorial. You have to complete these tests at satisfactory (Pass) level. If you don’t achieve a satisfactory score you can re-take the test as often as you want.

For the purpose of a final grade in BUSN1012 you need to have completed the two tests (with a satisfactory Pass score for each) but the scores do not count towards the BUSN1012 overall grade. Hence, these two assignments are awarded an ‘NGP’ (= Non Graded Pass).

If students do not complete one or both of the assignments (or don’t complete them at satisfactory Pass level), then they cannot pass BUSN1012 Management, People and Organisation.

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16. BUSN1012: Detailed Assignment 2 Guide (Short Management Report)

Weighting:

10% of overall mark for the topic (Version One 5%; Version Two 5%)

Due:

Version One (5%) Mon 23 March 5pm (penalties for late submissions) Version Two (5%) Mon 27 April 5pm (penalties for late submissions)

Length:

750 words (plus or minus 10%)

Description

This report is a formative assessment designed to partially address two of the topic’s learning outcomes: LO 1 (‘understand the basic language of management’) and LO 4 (‘demonstrate basic effective communication skills in an academic context’). Using examples, write a 750 word report on some of the ways in which organisations and jobs have changed in the last 10 years. How have these changes affected the manager’s job and the skills a manager needs to be successful? You should search business newspapers and magazines for examples to support your report.

2a Version One of the report (5%)

Due on 23 March with feedback provided within 2 weeks. You can then use the feedback to write an improved second version of the report.

2b Version Two of the report (5%)

Due immediately after the mid-semester break on 27 April. If you do not (want to) hand in a second version of your report, you will be awarded the same mark for Version Two as for Version One.

Guidelines

You are asked to “write a 750 word report”. This means you need to use the format for report writing (which is a style regularly used in the workplace). Include a table of contents; use numbered headings and sub-headings; use bullet-point lists (if relevant); write a brief introduction and also a conclusion. At all times make sure to write clearly so that you get your message across easily. If you are unsure about report writing style, you can find more information in the recommended text Summers and Smith (2010) and also in the Student Learning Centre study guides.

You have to “use information from business pages in newspapers and magazines”. That means you are expected to search for a few relevant business articles in publications such as the Australian Financial Review, Business Review Weekly, Fortune, etc. Of course you will have to reference the articles you use for your assignment in a formal reference list at the end of your report.

Be careful when using material from written sources (such as the textbook, articles, business magazines). Make sure to use your own words. Do not directly copy or quote from books or articles or websites, but paraphrase using your own words.

Make sure you reference all sources you use. Flinders Business School uses Harvard style referencing which means you need to reference in the text (‘in-text referencing’) and also include a reference list. If you are unsure about referencing conventions, contact the Library or the Student Learning Centre for help; in addition, the recommended text by Summers and Smith (2010) is a useful resource as is the Student Learning Centre study guide.

Use good language and writing style in order to communicate your ideas clearly. Being able to communicate well is vital for participating effectively in the workplace.

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To check before submitting

Presentation. Make the report look appropriate and professional (something you are proud of). This means:

o Make sure to use spell-check o Proof read to pick up obvious spelling errors and typos o Use page numbering o Use standard font and font size (e.g. Arial 11 or equivalent) o Avoid colour or coloured font o Use 1.5 line spacing (which is easier to read than single line spacing) but use single line

spacing in the reference list o Include a title page which includes your name and also lists your tutorial and tutor

Limiting the size of your document. Since you need to submit the document electronically, ensure you don’t increase the size of the document unnecessarily. Hence:

o Keep your document as a simple Word document o Avoid pictures, photos, images or graphics o Do not use colour o Do not include attachments

Originality. When you submit an assignment the university expects to receive original work completed by you. Academic integrity is a very important issue within universities and people found to breach academic integrity are penalised (which can mean being precluded from study). Use text-matching software (Turnitin) to assure yourself that your written text does not closely match existing published sources. Access to Turnitin is provided on the BUSN1012 FLO site as well as outside the topic FLO site. Make sure your work is appropriate and do not use sources without paraphrasing. Staff will use Turnitin to check your work after it has been submitted.

How to submit

This assignment should be submitted electronically through the BUSN1012 FLO site. Do not email the assignment to your tutor. If you have any problems submitting, please contact the FLO Help Desk.

Where to go for help with academic, writing and language skills

You can ask questions of your tutor during tutorials and by email. However, it is important to learn how and where to find different types of support. Hence, make sure you learn about and start to use the following:

Face-to-face support. There is face-to-face help available around campus as follows: o Student Learning Centre o Library o Flinders Business School (the Steps-to-Success program).

On-line support There are on-line resources available from the library and the Student Learning Centre. There are also many electronic resources of variable quality outside of Flinders.

Hard copy support. There are many books that offer study support. The recommended text Communication Skills Handbook (3rd ed) by Summers and Smith (2010) includes a chapter on ‘Report writing’ and another on ‘Referencing’

Marking criteria

The marking criteria which will be used to assess your work align with the guidelines above and are listed on the feedback form for this assignment. You will receive a single mark for the report rather than individual marks against each criterion. A copy of the Assignment 2 Feedback Form is included on the next page.

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BUSN1012 Management, People and Organisation

Assignment 2 – Short Management Report Feedback form

Marking criteria

Poor Satisfactory Good

Content (50%)

The report clearly explains the main changes in work and

organisations

Examples are used effectively.

Overall, the report addresses the topic and answers the question

well.

Academic and professional skills (50%)

The report makes effective and correct use of references (in-text as

well as in the reference list).

The report has a clear and effective structure.

The report uses appropriate professional language and reads well.

Presentation of the report is professionally appropriate (e.g.

appropriate font, proof-reading, spell-check, page numbering)

Comments and feedback

Overall mark ………… (out of 5)

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17. BUSN1012: Detailed Assignment 3 Guide (Weekly Tutorials)

Weighting:

20% of overall mark for the topic

Due:

During tutorials

Description

This assessment item is designed to encourage academic skill development and to partially address three learning outcomes: LO 1 (‘understand the basic language of management’), LO 2 (‘explain basic management principles and relevant theory’) and LO 3 (‘relate basic management principles and theory to actual business scenarios’).

BUSN1012 tutorials build on the lectures. They are designed to enable application of the concepts introduced in lectures and to deepen your understanding of those concepts. It is important to be prepared for the tutorials as it is not possible to ‘build on’ or ‘apply’ lecture material if you have not prepared.

Assessment 3 requires attendance at tutorials: In cases of genuine or on-going inability to attend (and hence inability to complete the in-class assessments) students should discuss their situation with the Topic Coordinator. This discussion should take place before the end of the second week of semester (i.e. before Friday 13 March) and students will need to be able to provide appropriate documentary evidence of the inability to attend.

Students who anticipate that they will be unable to meet the attendance (and hence in-class assessment) requirement and who can provide documentary evidence of their inability to do so, should discuss their situation with the Topic Coordinator before the end of the second week of the semester (i.e. by Friday 13 March). Arrangements in relation to this matter will not be negotiated after this date.

3a Weekly multiple choice quiz (10%)

Each week students can expect a Multiple Choice test about the content of the lecture (of the previous week) and the relevant textbook chapter (related to the topic of the tutorial). The quiz is a formative assessment that is meant to ensure students engage with the topic’s materials on an on-going basis. This in turn helps students prepare for the tutorials and become familiar with the language of the topic. The weekly quiz normally consists of 10 questions of a factual or (simple) applied nature.

Guidelines

- In order to be prepared for the Multiple Choice test you will need to have attended the relevant lecture and studied the relevant textbook chapter.

- For each question, identify the correct answer.

- There is no penalty for incorrect answers.

Submission

Weekly in person during the tutorial. Multiple Choice Tests will not be available outside of the tutorials.

Marking

Each week’s Multiple Choice test performance will contribute to an average over the semester.

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3b Participation in tutorial activities (10%)

Description

Each week your tutor will assess student preparedness for and participation in the tutorial.

Guidelines

- Notes and materials will be assessed during the weekly tutorials by the tutor walking around and noting the presence of appropriate materials. The actual notes and materials that you bring along to demonstrate ‘preparation’ may vary between tutorials. After all, the activities in each tutorial will be different. One week you may need to read a short case - and hence will need to take notes about the case to help you in group discussion about the case. Another week you may need to complete a self-assessment task - and hence you will need to bring the notes about your test/scores with you so that you can participate in discussion about results of the test. Thus the appropriate length of written notes and amount of materials will vary between tutorials but need not be extensive and no more than one page of A4 notes are expected. At times you may need to prepare less; at other times you may want to really prepare in depth and do a lot more than one page.

- Notes and materials do not need to be submitted since you need your notes to study and to participate in the tutorial. Hence, notes can be handwritten simply for your own use.

- Notes need to be identifiable and have your name written at the top of the page.

Marking

A score is obtained for each week’s participation. A score of zero, 1 or 2 is assigned by the tutor during the tutorial. Zero is awarded for ‘no participation’, 1 for ‘satisfactory participation’ and 2 for ‘very good participation’. Each week’s score will contribute to an average over the semester.

18. BUSN1012: Detailed Assignment 4 Guide (Case Study - group)

Weighting:

30% of overall mark for the topic

Due:

At tutorials between Week 7 and Week 12. Students in groups (of up to six people) are assigned a small case study. Within your group you study the case, search for additional information, develop the case analysis and answer the case questions. Then, as a group, you need to present your findings (1) orally in a presentation during the tutorial and (2) in written form a week later in a case study report. The case presented during tutorials (and submitted a week later) relates to the topic of that week’s tutorial:

Week Tutorial topic Case presented (where in textbook) Relevant chapter

7 Planning ‘Planning a comeback’ (p114) Ch 4

8 HRM ‘Taking the other path’ (p181) Ch 6

9 Change ‘Continuous Improvement’ (p206) Ch 7

10 Leadership ‘Leading the harvest’ (p313) Ch 11

11 Communication ‘Communicating in a bushfire’ (p344) Ch 12

This assessment item is designed to partially address four of the topic’s learning outcomes: LO2 (‘explain basic management principles and relevant theory’), LO3 (‘relative basic management principles and theory to actual business scenarios’), LO4 (‘demonstrate basic effective communication skills in an academic

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context’) and LO5 (‘contribute to effective performance of groups and teams’).

Guidelines - content

- Each case addresses the tutorial topic of that particular week. The case is not just a story; it is meant to highlight the concepts you study in that particular chapter. Hence, make sure you use the concepts and theory from the relevant textbook chapter throughout the case discussion. Make clear how the theory from the book is (or can be) applied in the case you present. The first (brief) part of the case discussion should provide an overview of the case.

- Explain what is going on; identify the company and industry; set the scene; provide the background. Make sure you don’t spend too long on the case overview/description.

- Spend enough time on this overview to ensure the audience (during the presentation or when reading the report) understands what the case is about.

- The main part of the case discussion should involve analysis. Case analysis is not merely rephrasing the story of the case, so don’t simply repeat or paraphrase the text of the case in the book. Case analysis delves behind the superficial story of the case, presents additional information obtained from further reading, applies relevant theory and is clearly structured.

- You can structure the main part of the case discussion according to the steps in the case study method. The steps normally include (1) an identification and analysis of the specific case issues, (2) identification of alternative solutions, (3) recommending a particular solution and (4) commenting on implementation of the recommended solution. Not all of these steps may be relevant to your case. If you are unsure, ask your tutor for advice.

- The final part of the case discussion should provide answers to the specific case study questions listed at the end of each case. Sometimes you will already have addressed one or more questions during case analysis (i.e. during the main part of the case discussion); other times you may still need to address (some of) the questions. When answering the questions, use the concepts/theories from the relevant chapter.

- Your tutor can guide you as to the structure and expectations for your particular case. If you would like guidance, make sure you prepare a mind map or an outline of your presentation at least two weeks before your presentation/report to enable your tutor to provide meaningful feedback and to give you sufficient time to address tutor comments.

- Use this or a similar structure (i.e. first the introduction, then an overview, then case analysis, then answering the remaining questions and then a conclusion) for both the presentation Assignment 4.1 and the report Assignment 4.2. Keep things simple. Don’t give yourself and your group unnecessary additional work by inventing different structures for the two parts of the assignment.

- While the textbook is the main source of theory students are encouraged to use additional sources. You could check the webpage of the business involved for an update of the issue in the case; you could check newspaper and magazine articles about the company and about the case issue; you could look at journal papers or research books to find out more about concepts and theory relating to your week’s tutorial topic.

- The recommended text by Summers and Smith (2010) offers helpful information in the chapter on ‘Case Analysis’. The Student Learning Centre has a useful hand-out about ‘Answering Case Studies’.

4a Group case study presentation (10%)

Description

- Students in groups present their case during the tutorial. Length of the presentation is 10-15 minutes (i.e. should not be shorter than 10 minutes or longer than 15 minutes).

- Each group presents their case between weeks 7 and 12 (normally one group per week).

- Each individual in the group has to participate and do part of the (oral) presentation and be prepared to answer questions about their case.

- This group presentation is a formative assessment to help students learn to analyse a case, to work in groups and practise presentation skills.

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Guidelines specific to the group presentation

- Make sure your presentation is well-structured and that you use communication media effectively. After all, you are presenting to an audience (the class) and you need to convey the story you want to tell as well as you can. Keep the structure of your presentation very clear and keep the use of visual aids simple.

- It is really important that your presentation presents a coherent line of argument, and that there is integration between the various parts presented by each student. Make sure you spend time with your group members discussing how to ensure good flow of and consistency in the presentation.

- Spend some time thinking about a good end to your presentation. Try not to let your presentation ‘fizz out’ with you having to say “Ehm…. Well, I guess that is it. We are finished….”. Instead do something that creates a flourishing finish. For instance, it is a good idea to list the main points that the audience should take away from your presentation. Also, it is useful to present some further questions or dilemmas about the case so that the audience can get involved and discuss the case further with you. Also, it can be interesting to do or present something at the end that makes the audience remember your presentation as something special.

- Make sure you are well-prepared and that you have practised the presentation in your group. The audience (the class) will want to see a professional and organised presentation that stays within the allocated time. Keeping things simple as that usually makes it easier to look professional and organised.

- All group members should attend and actively participate in the presentation. A group member who does not attend the presentation or does not participate will receive zero marks for the group presentation.

- The teaching team knows that not all students feel comfortable standing up and speaking in front of the class, but it is important for you to practice. Oral presentation is a standard skill required of (business) graduates and professionals. And it is better to practise now (in a formative assessment setting) and gain presentation skills than to wait till you have to give that first important presentation in the workplace!

- The mark awarded to the group presentation is a mark for the presentation and May not be the actual mark awarded to each individual group member.

- The group mark reflects the content, flow, appeal of the group presentation. Individual marks will fluctuate around the group mark to reflect differences in individual presentation skills. Individual presentation skills include appropriate speed/loudness, clarity, confidence, minimal use of notes, etc. Each individual within a group receives a mark either the same as or slightly above or slightly below the group mark. Hence the group mark is very important; it is the standard around which individual marks will fluctuate (slightly).

Marking criteria

The marking criteria which will be used to assess your work align with the guidelines above and are listed on the feedback form for this assignment. Each criterion is equally weighted. As the criteria are interrelated, you will receive a single mark for the presentation rather than marks against each criterion. A copy of the Assignment 4.1 Feedback Form is shown on the next page.

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BUSN1012 Management, People and Organisation Assignment Group Case Study Presentation

Feedback form

Student Name (of all students in the group) Student Number

…………………………………………………… ……………………………

…………………………………………………… ……………………………

…………………………………………………… ……………………………

…………………………………………………… ……………………………

…………………………………………………… ……………………………

…………………………………………………… ……………………………

Marking criteria


Content of presentation The presentation addresses the case and case

issues clearly and effectively

The presentation includes relevant theory and shows how theory applies to the case

The case questions are addressed well and appropriately in the presentation

The case presentation engages the audience and ensured the audience will remember important issues.

Cohesion and flow of presentation The presentation is well-structured and is easy to

understand.

The presentation makes effective use of presentation resources.

The presentation demonstrates effective teamwork including clear integration of components presented by different speakers.

Additional comments and feedback

Overall grade … ……… (out of 10)

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4b Group case study report (20%)

Description

One week after the presentation the group submits a written report about their case. This is one report with the names of all the group members on the title page. Word length: 1500 words (excluding reference list and addenda such as tables/graphs) plus or minus 10%.

Guidelines specific to the written report

- Present the case study in report style.

- Make sure that you submit a report that flows well. There is a danger with group reports that you may submit a set of separate ‘bits’ rather than one coherent report. Do everything you can to ensure avoid submitting a clunky report. Leave enough time for re- writing, editing and formatting.

- Use sources (and reference them). It is normally not possible to write a good case study report without reading and using sources in addition to the case itself and the textbook.

- Take care when using material from written sources (such as the textbook, articles in business magazines, journal papers). Make sure to use your own words. Do not directly copy or quote from books or articles or papers or websites, but paraphrase using your own words.

- Make sure to reference all sources you use. Remember that Flinders Business School uses Harvard style referencing which means you need to reference in the text (‘in-text referencing’) and also include a reference list. If you are unsure about referencing conventions, contact the Library or the Student Learning Centre for help; in addition, the recommended text by Summers and Smith (2010) is a useful resource; you can also use the Student Learning Centre study guide.

- Use good language and good writing style in order to communicate clearly. Being able to communicate well is vital for participating effectively in the workplace. The reader expects a well-written report.

- The mark awarded to the group report is a mark for the report and is not necessarily the individual mark awarded to each group member. Everyone will be asked to assess the contribution made by themselves and by other group members during the process of preparing the Case Study (presentation as well as report). The peer assessment will be used to vary the group report mark for group members who contributed particularly well (to be awarded an individual mark that is higher than the group mark) or who did relatively little (to receive an individual mark lower than the group mark).

Submission of report

The Case Study Report is intended to be submitted to the tutor in hard copy in person during the tutorial one week after the group presentation.

Marking criteria

Marking criteria which will be used to assess your work align with the guidelines above and are listed on the feedback form for this assignment. As the criteria are interrelated, you will receive a single mark for the case study rather than individual marks against each criterion. A copy of the Assignment 4.2 Feedback Form and the Assignment 4 Peer Assessment Form are included on the next pages.

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Assignment 4 – Case Study Report Feedback form

Group/case study

……………………………………………………

Marking criteria


Content of the report The report addresses the case and important issues clearly

and effectively

The report uses appropriate theory to help explain the case

The actual case questions are addressed well, clearly and appropriately.

Report writing skills The report is well-structured and arguments flow logically.

The report makes effective and correct use of references (in- text as well as in the reference list)

The report uses appropriate professional language and reads well (grammar, expression, etc).

Presentation of the report is professionally appropriate (e.g. title page, sections, font size, proof-reading, page-numbering)

Additional comments and feedback

Overall grade ………… (out of 20)

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Assignment 4 Case Study (group) Peer Assessment

Student Name (your own name) Student Number

…………………………………………………… ……………………………

Date ……………………………………………….

Instructions

- On this form (in the table on the next page) provide written feedback to your tutor about the contribution of yourself and of the other members of your group to the work of the Case Study assignment (including the presentation and the report).

- Assess your group members (including yourself) by considering the range of contributions made by everyone. Contributions can include identifying useful (additional) sources, designing the presentation slides, editing the final report, attendance at meetings, leading/coordinating the group. Evaluate group members (including yourself) not only in terms of time spent but also in terms of value to the final outcome.

- In addition to written feedback, also share 100% (or 100 points) among the group members. Did everyone contribute equally or did some do more than others? Ensure that your marks (the share out of 100%) reflect the contribution made by group members. The total in the final column (share of contribution) should add up to 100%.

- These assessments are confidential between the individual completing this form and the tutor (and topic coordinator).

- Submit this form on the day you submit the Case Study Report.

- These peer assessments will be used to finalise individual marks for the Case Study Report. If you do not submit a form, your Case Study Report mark will reflect the assessment of your peers without your input.

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Peer Assessment of my group members’ contributions to the Case Study

Name of group member (including your own name)

Brief description of contribution

(use other side of page where necessary)

Share of 100%

1.

2.

3.

4.

5.

6.

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TUTORIAL WORKBOOK

Topic: BUSN1012: Managing People and Organisations

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Tutorial 1 (week 2 - managers and management)

This week is the first tutorial and will help set the scene for subsequent tutorials. Each tutorial will have a number of activities and they change each time. Many of the activities require group discussion within small tutorial groups. Several types of activities return each week (e.g. due assignment discussion, multiple choice test, discussion of academic skills).

Preparation

Study the content of the lecture and read the relevant (part of the) textbook chapter. Make sure you are ready for the weekly multiple choice test.

In each week’s tutorial you can ask questions about the lecture material and get clarification. If you are unsure about (some of) the content, make notes so that you remember what questions you want to ask.

Read the detailed assignment guides for the Assignment 1, 2 and 3. The assignments will be briefly discussed and questions answered.

Activities

1c Introduction/icebreaking activity

1d Multiple Choice test reviewing Lecture 1 and Chapter 1 in the textbook

1e Q&A about Lecture 1 (Topic Introduction; Managers and Management)

1f Assignments: First discussion of assignments

Assignment 1 Library Assignment and Academic Integrity Tutorial

Assignment 2 Short Management Report

Assignment 3 Weekly Tutorial Preparation

1g Academic Skills:

Finding material and sources for assignments

Working in groups

1h Group work: ‘Lost in Space’ (details provided during the tutorial)

1i Start forming semester-long groups of up to 6 (six)

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Tutorial 2 (week 3 - managers and management…cont)

This week’s tutorial continues discussion of managers and their role. Since the first written assignment is due in Week 4 the Academic Skills segment covers a number of important relevant skills.

Preparation


In each week’s tutorial you can ask questions about the lecture material and get clarification. If you are unsure about (some of) the content, make notes so that you remember what questions you want to ask.

Reflect on whether you know or have you worked for a good manager and what constitutes a ‘good manager’

Page 6: Read the ‘Right or Wrong’ segment in the textbook. Consider the questions at the end of the segment.

Page 18: Complete the ‘How motivated am I to manage’ exercise individually before the tutorial. Start the process of understanding yourself better, particularly in terms of management. Are you interested in being/becoming a manager? Do you think this interest will change?

Activities

2a Multiple Choice test reviewing Lecture 2 and Chapter 1 (including History module) in the textbook

2b Q&A about lecture content (Ch1, Managers and Management)

2c Assignments:

Reminder about the first assignments (Assignment 1, 2 and 3)

Due next week: Assignment 21 Short Management Report – Version One

First discussion of Assignment 4 Case Study (group)

2d Academic Skills:

Finding sources and materials for assignments (reminder)

Referencing

Paraphrasing

Using Turnitin

2e Finalise case study groups

2f Group discussion: ‘What is a good manager?’

2g Group discussion: ‘Right or Wrong – reserved parking spots’, Chapter 1, p6 (textbook)

2h Group discussion: Understanding Yourself: ‘How motivated am I to manage?’ Ch 1, p18

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Tutorial 3 (week 4 – external management environment)

This week focuses on the need for managers to fully understand their organisation’s environment. The Academic Skill of case analysis is discussed and practised.

Preparation


Page 49: Qu4. Prepare to discuss environmental uncertainty

Page 50: Qu1 and 2. Prepare to discuss trends in the environment affecting organisations.

Page 51: Read the case study ‘Healing the Community’ in the textbook before coming to class. During class you will discuss the questions 1, 2 and 3 at the end of the case.

Think of an organisation you know that delivers excellent customer service. Consider how the organisation ensures it is responsive to customers? Also, what would you recommend if the organisation wanted to improve still further?

Make sure you fully understand what is meant by an ‘environmental scan’. Also, identify an organisation that interests you and for which you could do an ‘environmental scan’. (The organisation could be a place of work, the university, or a business in the news). During the tutorial your group will choose an organisation and practice doing an ‘environmental scan’.

Activities

4a Multiple Choice test reviewing Lecture 3 and Chapter 2 (excluding p56-63) in the textbook

4b Q&A about lecture content (Ch 2, The External Management Environment)

4c Getting to know group/team members

4d Academic Skills:

Finding sources and materials for assignments (reminder)

Referencing

Paraphrasing

Using Turnitin

4e Discussion: Environmental Uncertainty, p49, Qu4

4f Discussion: Trends in the environment affecting organisations (p50, Qu1 and 2

4g Assignments:

Discussion of Assignment 4 Case Study (group)

Assigning of assignment case studies to groups

4h Analysing a case… Practicing case analysis (in group): ‘Healing the Community’, p51 all 3 questions

4i Think of an organisation you know that delivers excellent customer service. Consider how the

organisation ensures it is responsive to customers? Also, what would you recommend if the

organisation wanted to improve still further?

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Tutorial 4 (week 5 – Social Responsibility and Ethics)

This week’s tutorial looks at the (legal and moral) obligations for managers to act responsibly and ethically.

Preparation


Read the scenario ‘Ethical management – that feather in your cap’ (below) and reflect on the questions - come prepared to discuss the issues during class.

Read the three scenarios (below) and reflect on them. Reflect on what would you do in each situation and why. Understand the reasoning you use to come up with your decision and come prepared to discuss you decisions in class.

Activities

4a Multiple Choice test reviewing Lecture 4 and Chapter 2 (p56-63) and additional readings

4b Q&A about lecture content (Social responsibility and Ethics)

4c Assignments

Discussion of first feedback: Assignment 2a - Short Management Report – Version One

Reminder…Assignment 3 Weekly Tutorial Preparation to be taken seriously

4d Academic Skills

Holding effective group meetings

Academic integrity (avoiding plagiarism; avoiding collusion; taking pride in one’s own work and

academic achievement)

4e Discussion: ‘Individual ethics’ - What factors influence whether a person behaves ethically or unethically

4f Group discussion: ‘Ethical management – that feather in your cap’…Why do supervisors sometimes

take credit for work that is done by others? What would you do now, if you were John? What should

Dave do? Why?

4g Group discussion: ‘What would you do?

Obtaining answers to a difficult exam

Use of copyrighted software

Use of confidential information

Ethical Management – that feather in your cap

(adapted from Bartol et al, 2011, Chapter 3, Management Exercise 3, p100)

John is an employee in the finance department of a business. His immediate supervisor is Dave. John has noticed certain changes that could be made to improve operations – changes that would require top-level approval to implement. One day John decides to take the initiative and write up an improvement report to submit to the CEO. Before submitting the report John asks Dave to review it. Days later, John learns that his report has been submitted to the CEO. He finds out that Dave has put his own name on the report instead of John’s. To compound the difficulty of the situation, John hears that the CEO is preparing to give a cash reward for the report – to Dave. Discuss why some supervisors take credit that isn’t rightfully theirs. If you were John, what would you do now? What do you think Dave should do?

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Obtaining answers to a difficult chemistry exam (from Bartol et al, 2011, p98)

You are doing a very difficult chemistry topic which you must pass to maintain your scholarship. You are not very good at chemistry and because of a just-below-fail average you will need to receive a mark of 90 or better in the final exam, which is two days away. A cleaner, who is aware of your plight, informs you that he found the master of the chemistry exam in a rubbish bin and has saved it. He will make it available to you for a price, which is high but which you could afford. What would you do and why? Would you -

tell the cleaner ‘thanks, but no thanks’

report the cleaner to the proper officials

buy the exam and use it

not buy the exam myself but would let some of my friends, who are also struggling with the topic, know that it is available

Use of copyrighted software (from Bartol et al, 2011, p99)

You have been working on some financial projections manually for two days now. It seems that each time you think you have them completed your boss shows up with a new assumption or another ‘what if’ question. If only you had a copy of a spreadsheet software program for your personal computer, you could plug in the new assumptions and revise the estimates with ease. Then, a friend offers to let you make a copy of some software that is copyrighted. What would you do? Why? Would you -

accept my friend’s generous offer and make a copy of the software

decline to copy it and keep working manually on the numbers

decide to go out and buy a copy of the software myself (for $300) and hope I would be reimbursed by the company in a month or two

request an extension on the already overdue project

Use of confidential information (based on Schermerhorn et al, p449)

You are general manager of a large construction company. The company is in the process of tendering for a big contract for a major construction project; several competitors are tendering for the same project. One morning you find on your desk a large envelope marked ‘personal’. Inside the envelope are two things: detailed project costings from the main competitor and a note from Peter (one of your own employees) saying ‘This is the real thing!’. You know the information could really help your company prepare the winning bid. What do you do with the information? Would you –

ignore the document

let the competitor know that you received a copy of their costings

let the owners of the major construction project know that you have access to a competitor’s costings

use the extra information

What would you do about Peter? Would you –

pretend nothing has happened

talk to the employee and tell him off

talk to the employee and find out more

talk to the employee and give him a raise

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Tutorial 5 (week 6 – Guest Lecture and Case Study Analysis)

Preparation


Read the Freemantle Ports scenario and come prepared to discuss you thinking in class.

Activities

5a Multiple Choice test reviewing Lecture 5

5b Academic Skills:

Writing a report

5c Assignments

Reminder: Assignment 2 Short Management Report – Version Two due 27 April

Reminder: Assignment 4 Group Case Study; from next tutorial

5d The Case of Fremantle Ports - questions

Why did Fremantle Ports need to change?

Identify the main stakeholders in the case and outline their interests.

Discuss the main barriers to change faced by Sanderson on her arrival as CEO of Fremantle Ports.

What did she do to overcome resistance to change?

Using data from the case study and the port’s website (www.fremantleports.com.au), prepare a

SWOT analysis table for Fremantle Ports.

The Case of Freemantle Ports

Fremantle Ports is a Western Australian Government trading enterprise responsible for strategic management of the Port of Fremantle. The Port of Fremantle operates from two locations: the Inner Harbour at Fremantle and the Outer Harbour, south at Kwinana. The Inner Harbour, opened in 1897, is located at the mouth of the Swan River adjacent to the historic city of Fremantle. The Outer Harbour, 20 kilometres further south on the shores of Cockburn Sound was opened in 1955. Its deepwater bulk port facilities were developed to service the Kwinana industrial area, which expanded rapidly in the 1960s and '70s. The Fremantle Inner Harbour provides modern deep-water facilities for handling container trade, break-bulk vessels, livestock exports and motor vehicle imports. It also accommodates cruise ships and visiting naval vessels.

The Kwinana Outer Harbour is one of Australia's major bulk cargo ports, handling grain, petroleum, liquefied petroleum gas, alumina, mineral sands, fertilisers, sulphur and other bulk commodities. Of Australia's five major capital city ports, Fremantle is the closest to Singapore, which is just four and a half days' journey. It is also well positioned for trade with the Middle East, Africa and Europe. Fremantle is very often a first and last port of call for shipping operating between Australia and overseas destinations, making Fremantle a strategic port for trans-shipment of cargoes as well as direct services.

In the 1990s, Kerry Sanderson was appointed CEO of Fremantle Ports. Her challenge was to transform the port into an efficient and effective customer-focussed operation. Her task was complicated by the legacy of adversarial labour relations in the port where a ‘them against us’ attitude prevailed between managers and the highly-unionised workforce. Fremantle Port’s customers – shipowners and shippers – saw the port as bureaucratic and unresponsive. One customer described the culture as a ‘long-established command-control culture’. The port metamorphosed from a loss-making, inertia-clogged government

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agency to a profitable and innovative organisation. Five years after Sanderson’s arrival following an $11.5 million loss, the port had doubled container trade and posted a $7.5 million profit. In 2002-03 the container trade was three times the level of a decade before and Fremantle Ports recorded an after-tax profit of $12.4 million.

So how was this change achieved? What was different about Sanderson’s management style that gave this port an ‘edge’? In the ‘traditional’ managerial approach, the ‘chain of command’ was instituted with clear lines of authority. Distinct functional divisions evolved. Communication and reporting lines were established. ‘Traditional’ competencies such as decisiveness, results-orientation, strategic thinking, task orientation, assertiveness and bottom-line and customer focus were considered desirable.

Sanderson realised that a new approach to managing required a complex series of interactions between the leader, their followers and the situation, and it was the change in each of these that gave leading and managing the port its special characteristics. Sanderson advocated an ‘inclusive’ style of management – understanding and taking into account the claims of all stakeholders to build competitive advantage. Sanderson became noted for her ability to develop a strategy, map out a vision and articulate it in such a manner that the participants – staff and port customers and the community - felt ‘included’. It was this sense of inclusion of stakeholders that she nurtured from the outset of the changes.

Sanderson noted ‘that the “feel good” work would be ineffective without the strategic framework of corporate planning”. This suggests that contemporary managers require a range of skills, both strategic and interpersonal, to guide their people in an international marketplace. Part of her ‘armoury’ included the concepts of continuous improvement, integrated management systems and long-term corporate planning. In 2003, Fremantle Ports received a bronze award at the Business Excellence Australia awards presentation.

Amongst other things, ‘Inclusivity’ is a term used to describe how executives freely communicate their ideas to better engage and inform the workforce and stakeholders. By using a wider range of sources, Fremantle Ports achieved a greater awareness of the community’s concerns toward the port as well as providing policies that would effectively cultivate stakeholder contributions. Having a greater awareness of community environmental, social or financial priorities provided Fremantle Ports with useful information to be taken into account in strategic planning. Strategies could be created to prevent or rectify negative situations while issues receiving positive feedback could be capitalised upon. Additionally, inclusivity provided a base to become more accountable.

The maritime industry had been characterised by a strongly held culture entrenched over decades. Understanding how this culture developed and was reinforced was crucial when planning and managing change. A century-old tradition of ‘worker versus boss’ was a tough place to improve effectiveness, efficiency and customer focus.

Sanderson noted that the toughest part had been the human toll, admitting that ‘a lot of people have lost jobs in the changes ... changes were achieved by voluntary redundancies but each still represents a loss’. She argued that you do no one a favour by retaining inefficiencies.

Part of the sweeping changes at Fremantle included dramatic restructuring and downsizing of the workforce, over two major reorganisations. Employment numbers were dramatically reduced, with the survivors working under a leaner, flatter management structure. Port services were privatised, sold or streamlined. Other operations such as security and mooring operations were restructured.

Sanderson turned the port around. Today, Fremantle ports is one of Australia’s fastest-growing general-cargo ports and continues to meet the needs of its customers. Fremantle Ports, as a strategic port manager, has won the praise of think tanks such as the Bureau of Industry and Economics and the Australian Quality Council. Fremantle Ports recognises its responsibilities as a key to the state achieving its goals.

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Tutorial 6 (week 7 – Foundations of planning)

This week’s tutorial deals with issues related to organisational goals, plans and strategies. It is also the first week of case presentations by student groups. While it may not be your group’s turn to present a case, but make sure you have read and understand the case prior to the tutorial because you learn more from the case presentation if you are familiar with the case being presented.

Preparation


Page 112: Reflect on the statement ‘…organisations that fail to plan are planning to fail...’

Read the right or wrong vignette(see below) and reflect on the questions

Activities

6a Multiple choice quiz reviewing Lecture 6 and Chapter 4 of the textbook

6b Q&A about lecture content (Ch4, Foundations of Planning)

6c Academic skills

Writing emails

Giving effective presentations

6d Group discussion: ‘Failing to plan’, Ch 4, p112, Qu 4

6e Group discussion: ‘Right or Wrong? – involving employees

6f Group case presentation: ‘Planning a comeback’, p114, Chapter 4

Right or Wrong (from Robbins et al, 2011, Chapter 4, p100)

Involving employees more closely in planning processes means giving them access to all the relevant information. One contentious issue is whether to give staff access to financial information. In recent times many organisations have used open-book management to help employees understand their organisation’s goals, resources and limits. Open-book management means sharing financial information and results with all employees in the organisation. It shows staff the financial health of the organisation and helps them see how they affect its financial performance. The goal of open-book management is to get employees thinking and acting like business owners and to help them appreciate why efficiency is important to organisational success. There are some downsides, however. Managers can find open-book management confronting if they are not used to sharing such information. It creates risks that confidential information about financial results may be leaked. It can also lull staff into a false sense of security about the organisation’s prospects. What do you think? Should managers provide employees with financial information? Why or why not? What ethical and business risks does this create? How could they be managed?

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Tutorial 7 (week 8 – Managing Human Resources)

This week’s tutorial looks at human resource management as a functional area in management that can contribute to the strategic success of the organisation. While only one group presents the case, everyone should make sure they have read and understand the case prior to the tutorial. The learning experience is much greater if you are familiar with the case discussed.

Preparation


Page 157: Read the case at the start of the chapter and consider what knowledge, skills and characteristics would the restaurant owners (Alison and Andrew) look for in potential employees and some of the HRM challenges faced by this business.

Page 180: Reflect on the extent of applicant screening engaged in by (some) organisations that involves looking at your Facebook page and personal blogs. Imagine you are a manager (or team leader).

You need an additional team member for a couple of months in order to complete a project on time. One team member recommends someone who sounds suitable for the job. Reflect on whether you should look for additional candidates or just interview the person that is recommended

Do a job search and select a job that you might be interested in (now or when you complete your degree). Design some interview questions for this job. Bring the job ad and your questions to class.

Activities

7a Multiple choice test reviewing Lecture 7 and Chapter 6 of the textbook

7b Q&A about lecture content (Managing Human Resources)

7c Academic skills

Reading effectively

7d Discussion: Managing HR – just another day at The Beach, Ch6, p157

7e Discussion: Applicant screening and Facebook, Ch 6, p180, Qu 2 - What do you think about the extent

of applicant screening engaged in by (some) organisations? What about screening that involves

looking at your Facebook page and personal blogs? Explain your position

7f Discussion: An extra pair of hands - should you look for additional candidates or just interview the

person that is recommended and why?

7g Discussion: Interview questions

7h Group case presentation: Taking the other path’ (p181) Chapter 6

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Tutorial 8 (week 9 – Managing change and innovation)

This week’s tutorial focuses on change and its implications for individuals and organisations. Note that to enhance your learning experience you read and understand the case to be presented prior to the tutorial.

Preparation


Page 192: Read the segment ‘From the Past to the Present’ of the textbook and make sure you understand the concept of ‘force field analysis’ discussed in the last third of the segment. Identify a situation where you might like to create change (e.g in a workplace or in your study or in your personal life) and prepare (for discussion) a description of the issue and the end-point you would like to achieve.

Page 199: Read the ‘Right or Wrong’ segment in the textbook. Consider the questions at the end of the segment.

Page 204: Understanding Management Practice item 2: Organisations have limits to how much change they can absorb. Write out a checklist of signs you could look for as a manager that might suggest your organisation has exceeded its capacity to change. Bring your list to class for discussion.

Activities

8a Multiple choice test reviewing Lecture 7 and Chapter 7 (p187-199 only) of the textbook

8b Q&A about lecture content (Managing change)

8c Academic Skills

Managing stress

8d During the tutorial practice force field analysis on your own issue or on an interesting issue from

someone in your group

8e Discussion: ‘Force field analysis’

8f Discussion: ‘Right or Wrong? – stress management for employees’, Ch7, p199

8g Discussion: Limits to change, Ch 7, p204, Understanding Management Practice item 2

8h Group case presentation: Continuous Improvement at Heinz

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Tutorial 9 (week 10 – Leadership and Trust)

This week’s tutorial explores the concept of leadership, what makes up a good leader and how to be/become an effective leader. Make sure you read the presenting group case prior to attending class

Preparation


Page 309: ‘Trust building’, Ch 11. Developing your skills. Reflect on what might be the correct approach

Page 312: Understanding the Chapter, Qu3. Prepare to answer the questions

Read ‘right or wrong’ below - consider the questions at the end of the segment

Identify a job which involves (some) team work. Then imagine yourself having just been appointed as team leader. You don’t really know the team members and they have not done this kind of work before. Reflect on the use of Fiedler’s contingency model and how that model might help to work out what might be the appropriate leadership approach to use.

9a Multiple Choice quiz reviewing Lecture 9 and Chapter 11 in the textbook

9b Q&A about lecture content (Leadership and Trust)

9c Academic Skills:

Writing effectively

9d Discussion: developing your ‘trust building’ skills (p309). It is your job to tell them the bad news… How

will you do it? What might be an appropriate leadership approach?

9e Discussion: ‘Followers and the leader’, (p312), Understanding the Chapter, Qu3. What do you think?

Do followers make a difference in whether a leader is effective? Why do you think so?

9f Discussion: ‘Right or Wrong? – bonds between managers and staff’ (from Robbins et al, 2011)

9g Discussion: You have identified an activity that involves (some) team work and you have just been

appointed as team leader. You don’t really know the team members and they have not done this kind

of work before. How might Fiedler’s contingency model help to work out what might be the appropriate

leadership approach to use.

9h Group case presentation: ‘Leading the Harvest’, p313, Chapter 11

Right or Wrong? (from Robbins et al, 2011, Chapter 11, p307)

Working collaboratively to achieve goals which are meaningful and rewarding can create strong bonds between leaders and followers. But can leaders and followers truly be friends? An effective leader can have a strong personal influence on their followers. They can inspire people to see themselves and their place in the world differently. They can stimulate new insights and understandings. They can motivate followers to achieve things they never thought they were capable of. This can mean that followers come to feel very positively towards a leader who helps them to see the best in themselves. At the same time, leaders who invest in their followers may also get to know them very well. They learn about people’s motives and beliefs, goals and aspirations. They learn what people are capable of and can develop a strong respect and personal rapport for those they work with. But is it possible for leaders and followers to develop a friendship? What ethical issues might arise because of this? Is it appropriate? What do you think?

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Tutorial 10 (week 11 – Communication and Interpersonal skills)

This week’s tutorial addresses the important management skills of effective communication.

Preparation

Make sure you come prepared to talk about the case to be presented this week, even if there may not be a group presenting.


Page 330: Prepare answers to the ‘right or wrong’ scenario

Page 342: Qu 2 – ineffective communication…what do you think?

Page 343: Understanding management practice Qu 2…prepare an argument on which is more important for a manager

Page 343: Understanding yourself exercise: How good are my listening skills?

Preparation

10a Multiple Choice quiz reviewing Lecture 10 and Chapter 12 in the textbook

10b Q&A about lecture content (Communication and Interpersonal Skills)

Academic Skills:

10c Analysing a case (review)

10d Discussion: ‘Right or Wrong? – staff access to information’, Ch12, p330…what is your view of the

questions at the end of the segment.

10e Discussion: Page 342: Qu 2. What do you think about the statement ‘Ineffective communication is the

fault of the sender’. Do you agree or disagree? Why?

10f Discussion: Speaking or listening? Ch12, p343, Qu2…Which do you think is more important for a

manager: speaking accurately or listening actively? Why?

10g Page 343: Understanding yourself exercise: How good are my listening skills? Complete this exercise

individually before coming to the tutorial and bring your answers to class to discuss.

10h Group case presentation: ‘Communicating in a bushfire’, p313, Chapter 12 If there is no group

presenting this week this case can still be discussed in class

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Tutorial 11 (week 12 – Foundations of Control)

This week’s tutorial is the final tutorial for BUSN1012 this semester and addresses issues related to controlling the organisation.

Preparation


Work through this list of controls below (based on Bartol et al, 2010, p240-1). Identify whether each one is a feedforward (FF), a concurrent (CC) or a feedback (FB) control:

o Road testing a prototype car before commencing full production o Daily cash flow report o Testing components from suppliers prior to assembling a final product o Ensuring employees are properly trained prior to starting a particular function o Constantly checking woollen material for irregularities as it is being produced o Certification of doctors prior to allowing them to practise o A governor (a mechanical device for automatically controlling engine speed by regulating fuel

flow) that controls the speed of a car or truck o A final check of a report before it is sent to a client o Individual employees checking their work to ensure it is correct before passing it to someone

else o Sampling a batch of pills to ensure the correct amount of proper chemicals is included in

them

Page 366: Qu 1 - How is control linked to planning?

Page 367: Qu3…prepare a response for developing controls to minimise students cheating in exams.

Activities

11a Multiple choice test reviewing Lecture 11 and Chapter 13 of the textbook

11b Q&A about lecture content (Foundations of control)

11c Academic Skills

Preparing for exams

Managing time

Managing stress (review)

Reading effectively (review)

11d Discussion: Identifying FF, CC and FB controls

11e Discussion: Understanding the POLC links, Ch13, p366, Qu1 Do you understand the links between the

various management functions (POLC)? How is control linked to planning? Is control linked to

organising and leading?

11f Discussion: Controlling for cheating in exams, Ch13, p367, Qu3

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Student Learning Centre Study Resources

The Student Learning Centre has a number of publications and guides to assist the development of academic skills.

General Study Skills Academic Writing English Language Skills

Academic Integrity.pdf (PDF 83KB) Academic Writing - Getting Started (PDF

91KB) Abbreviations (PDF 85KB)

Discussion Skills (PDF 100KB) Academic Writing - Improving (PDF 111KB) Active & Passive (PDF 102KB)

Dictionaries and Con_.pdf (PDF 188KB) APA Referencing (PDF 123KB) Articles (PDF 138KB)

Editing & Proofreading (PDF 212KB) Article Review (PDF 83KB) Formal & Informal Language (PDF 88KB)

Handling Resubmissions (PDF 80KB) Case Studies (PDF 81KB) Linking Words & Phrases (PDF 82KB)

Lecture Noting (PDF 207KB) Critiquing Research Articles (PDF 102KB) Prepositions (PDF 67KB)

Listening (PDF 71KB) Harvard Referencing (PDF 144KB) Pronunciation (PDF 70KB)

Reading Scientific Lit (PDF 93KB) Intro's & Conclusions (PDF 59KB) Punctuation (PDF 261KB)

Seminars & Oral Presentations (PDF 96KB)

Lit Review (PDF 146KB) Subject-Verb Agreement (PDF 127KB)

Studying Alone (PDF 75KB) Note System (PDF 134KB) Verbs (PDF 158KB)

Tests & Exams (PDF 72KB) Paragraphs (PDF 96KB) Vocabulary (PDF 173KB)

Time Organisation (PDF 92KB) Paraphrasing & Quoting (PDF 116KB) Writing Style (PDF 154KB)

Turnitin (PDF 877KB) Reflective Writing (PDF 83KB)

Tut's & Seminars (PDF 76KB) Report Writing (PDF 95KB)

Working in Groups (PDF 75KB) Research Proposal (PDF 99KB)

Scientific Lab Report (PDF 84KB)

Writing an Argument (PDF 105KB)

Writing an Essay (PDF 98KB)

Writing Summaries (PDF 108KB)

SLC Lunchtime Seminars

The SLC offers free seminars to help students advance their study skills. The seminars are arranged into four themed

series: Essay Writing, Academic Skills, Maths Skills Booster and Research Skills. Seminars for research students are held on Thursday and are aimed at developing their higher level academic skills. Venue: Lab 4, Central Library (next to the Noel Stockdale Room). Time: Monday to Thursday, 12 - 1pm.

EMAIL: [email protected] WEB: www.flinders.edu.au/SLC OR http://www.flinders.edu.au/current-students/slc/

http://www.flinders.edu.au/slc_files/Documents/Academic%20Integrity.pdf

http://www.flinders.edu.au/slc_files/Documents/Academic%20Integrity.pdf

http://www.flinders.edu.au/fms/documents/Getting%20started%20AW.pdf



http://www.flinders.edu.au/for_current_students_files/Documents/Abbreviations.pdf

http://www.flinders.edu.au/slc_files/Documents/Discussion%20Skills%20for%20Tut%27s%20%26%20Sem.pdf

http://www.flinders.edu.au/fms/documents/Improving%20your%20AW.pdf

http://www.flinders.edu.au/fms/documents/Improving%20your%20AW.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Active%20and%20Passive.pdf

http://www.flinders.edu.au/slc_files/Documents/Dictionaries%20and%20Con_.pdf

http://www.flinders.edu.au/slc_files/Documents/Dictionaries%20and%20Con_.pdf

http://www.flinders.edu.au/fms/documents/APA%20Referencing.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Articles.pdf

http://www.flinders.edu.au/slc_files/Documents/Editing%20%26%20Proofreading.pdf

http://www.flinders.edu.au/slc_files/Documents/Editing%20%26%20Proofreading.pdf

http://www.flinders.edu.au/fms/documents/Artical%20Rev%20%26%20Ann%20Bib.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Formal%20%26%20Informal%20Language.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Formal%20%26%20Informal%20Language.pdf

http://www.flinders.edu.au/slc_files/Documents/Handling%20Resubmissions.pdf

http://www.flinders.edu.au/slc_files/Documents/Handling%20Resubmissions.pdf

http://www.flinders.edu.au/fms/documents/Case%20Studies.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Linking%20words%20%26%20phrases.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Linking%20words%20%26%20phrases.pdf

http://www.flinders.edu.au/slc_files/Documents/Lecture%20noting.pdf

http://www.flinders.edu.au/fms/documents/Critiquing%20Research%20Articles.pdf

http://www.flinders.edu.au/fms/documents/Critiquing%20Research%20Articles.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Prepositions.pdf

http://www.flinders.edu.au/slc_files/Documents/Listening.pdf

http://www.flinders.edu.au/fms/documents/Harvard%20Referencing.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Pronunciation.pdf

http://www.flinders.edu.au/slc_files/Documents/Reading%20Scientific%20Lit.pdf

http://www.flinders.edu.au/fms/documents/Introductions%20%26%20Conclusions.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Punctuation.pdf

http://www.flinders.edu.au/slc_files/Documents/Seminars%20%26%20Oral%20Presentations.pdf



http://www.flinders.edu.au/fms/documents/Literature%20Review.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Subject-verb%20agreement.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Subject-verb%20agreement.pdf

http://www.flinders.edu.au/slc_files/Documents/Studying%20Alone.pdf

http://www.flinders.edu.au/fms/documents/Note%20System.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Verbs.pdf

http://www.flinders.edu.au/slc_files/Documents/Tests%20and%20exams.pdf

http://www.flinders.edu.au/fms/documents/Paragraphs.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Vocabulary.pdf

http://www.flinders.edu.au/slc_files/Documents/Time%20Organisation.pdf

http://www.flinders.edu.au/fms/documents/Paraphrasing%20%26%20quoting.pdf

http://www.flinders.edu.au/for_current_students_files/Documents/Writing%20Style.pdf

http://www.flinders.edu.au/slc_files/Documents/TurnItIn.pdf

http://www.flinders.edu.au/fms/documents/Reflective%20Writing.pdf

http://www.flinders.edu.au/slc_files/Documents/Tut%27s%20%26%20Sem.pdf

http://www.flinders.edu.au/fms/documents/Report%20Writing.pdf

http://www.flinders.edu.au/slc_files/Documents/Working%20in%20Groups.pdf

http://www.flinders.edu.au/fms/documents/Research%20Proposal.pdf

http://www.flinders.edu.au/fms/documents/Sc%20Lab%20Reports.pdf

http://www.flinders.edu.au/fms/documents/Writing%20an%20Argument.pdf

http://www.flinders.edu.au/fms/documents/Writing%20an%20Essay.pdf

http://www.flinders.edu.au/fms/documents/Writing%20Summaries.pdf


http://www.flinders.edu.au/SLC



of 46

Student Learning Centre - Lunchtime Seminars - Semester 1, 2015

MONDAY TUESDAY WEDNESDAY THURSDAY

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

Week 9

Week 10

Attend at least five sessions in the same series and receive a Certificate of Attendance

Maths Skills

Series

Essay Writing Series

Academic Skills Series

Research Series

For Honours & Masters

students

MA

RC

H

16

Introductory Maths

Refresher

17

& Planning

Assignment

18

Use of

Punctuation & Grammar

(Part 1)

19

T Process

Research

23

Straight Lines

24

Integrity &

Referencing

25

Use of

Punctuation & Grammar

(Part 2)

26

Developing a

Research Proposal

AP

RIL

30

Solving &

Rearranging Equations

31

Essay Structure

1

(Part 1)

Writing a Literature

6

Public Holiday

7

Paraphrasing &

Quoting

8

Endnote

(Part 2)

9

Methods of Data

Collection

MID-SEMESTER BREAK

27

Logarithms &

Exponents

28

Editing &

29

Reading Academic

Texts

30

Constructing an

MA

Y

4

Introductory

Statistics

5

Case Studies

6

Endnote

6

Progressing Your

Argument

11

Reading & Interpreting

Statistics

12

Academic Integrity &

Referencing (Repeat)

Endnote

(Repeat)

14

Thesis Writing for the

Humanities & Social

Sciences

18 19

Essay Structure

(Repeat)

20

Exam Preparation

21

Thesis Writing the