Organisational Behaviour

1

Assessment Details and Submission Guidelines
Trimester T2 2021
Unit Code HC1052
Unit Title Organisational Behaviour
Assessment Type Group Assignment
(Group Report)
Note: Groups of 4 students (Max) must be formed by week 6 and you must
individually self-enrol into a group in Blackboard. Once a group is formed and
entered into Blackboard, no changes are allowed.
This is strictly required to be your own original work. Plagiarism will be
penalised. Students must use correct in-text citation conventions in accordance
with the Adapted Harvard Referencing format.
Assessment Title Group Report
Purpose of the
assessment and
linkage to Unit
Learning
Outcomes (ULO)
This assessment will address the following unit learning outcomes:
1. Integrate diverse OB theory and practices in critical analysis of problem
situation and communicate those ideas in a clear and coherent manner.
2. Apply problem solving and critical thinking abilities by identifying and
analysing the choices available for developing alternative organisational
behaviour approaches in the workplace
Assessment
Weight
Group Report
30%
Word limit 3,000 words (+/-10%)
Due Date Week 10 (24th September, 2021, 11:59 pm)
Holmes Institute
Higher Education

2

[Late submission penalties accrue at the rate of – 5% per day]
Submission
Guidelines
• All work must be submitted on Blackboard by the due date along with a
completed Assignment Cover Page.
• The assignment must be in MS Word format, 1.5 spacing, 12-pt Arial font
and 2 cm margins on all four sides of your page with appropriate section
headings and page numbers.
• Reference sources must be cited in the text of the report, and listed
appropriately at the end in a reference list, all using the Adapted Harvard
referencing style (see p. 8).
Consult your lecturer if you are unsure or you require clarification on
plagiarism.
Note: You may not get the assignment submission links unless you are
registered in a group on Blackboard.
Note: All students must contribute equally to the assignment or marks will be
deducted for students who do not contribute to the assignment. Students who
do not contribute to the assessment will receive a “0” mark.

Assignment Specifications
Required Structure/Format of the report
• Holmes Institute Cover Page [This is essential and must be completed accurately]
• Executive Summary – This should be a concise synopsis of the whole report.
• Table of Contents – This should be well formatted with numerical sub headings
• Main Body of the report contains Section Headings for each paragraph listed
• Sub-sections are numbered.
• Appropriate paragraphing must be used.
• Introduction – Briefly introduce the purpose of the report. Within the introductory
paragraph, you need to address the key topics you will address in the body paragraphs.
• Body Paragraphs – With headings/sub-headings: Please remember to support your
claims/arguments with in-text scholarly references.
• Conclusion – The conclusion must briefly summarise the key points in the body
paragraphs.
• Reference List – Please include all in-text references in the list of references formatted in
the Adapted Harvard Referencing style. A minimum of 10 peer-reviewed academic
articles is required.
• The report must be within the 3,000-word limit.
3
Note: The lecture slides may contain the basic key concepts only and students are expected
to have read a wide range of scholarly literature to complete the assessment. Students are
expected to have undertaken additional research using Google Scholar and ProQuest
research database. If you’re in doubt about what is a peer-reviewed article, please ask your
tutor in the interactive tutorial sessions or the unit coordinator in the drop-in sessions.
Each group of 4 students will select and analyse one of the following exercises and submit
a collaborative written report.
Students’ reports will vary widely. Your writing should reflect an understanding of the basic
concept(s), thorough research, and logic and critical thinking skills
Please choose One Exercise only from the following:
GROUP EXERCISE 1: Strengths-Based Development
Learning Objective: This exercise incorporates many ideas in this unit with the main point
reinforcing the fact that each individual is different. Intelligence is a related concept in this
situation and identifying other personality traits when deciding the corporation’s course of
action.
Summary: When drought threatened the survival of a farming corporation (Auglaize
Provico), CEO Larry Hammond realised that he would have to change the business model.
Hammond then implemented strengths-based development to leverage the unique
strengths and talents of each employee. The strengths approach recognises that everyone
has different talents and natural patterns of thought, feeling, and behaviour. Recognising
and building on those talents with pertinent skills and knowledge creates strengths.
Auglaize’s management had previously used a “deficit” development approach, spending a
lot of time identifying employees’ weaknesses and trying to correct them. This meant that a
lot of Auglaize’s management was relatively negative. Hammond wanted to change that
approach. Every employee in the corporation took an assessment to measure and identify
his or her top five talents, and received at least two consultations on their individual
strengths. This enabled Auglaize to build on what its employees naturally do best.
Employees became more engaged, productive, and energised, and the organisation became
more successful.
Task: A Group of 4 students should answer the following questions:
1. Do you think it is better to focus on assessing and developing employees’ weaknesses, or
to focus on their strengths? Why?
2. Why would strengths-based development increase employee engagement? Provide
examples.
3. If you were a manager, how might you interact with employees differently if you were
using strengths-based development rather than deficit-based development?
4
GROUP EXERCISE 2 – Motivating Your Sales Staff
Learning Objective: Explain why different people are motivated by different things.
Summary: The goal of this exercise is to give students practice aligning individual and
organisational goals, and thinking like a manager in managing employee motivation.
Imagine that you are the management team of a new retail clothing store named Threads.
Your company’s business strategy is to provide high-quality customer service and to provide
high-quality products. You are not the cheapest store in town, but you expect your
employees to create a service-oriented atmosphere that customers will be willing to pay a
little extra for. You recognise that your sales staff will be essential to your store’s success,
and you want to create a system that motivates them to help create a competitive
advantage for your business. Because this is the first store you have opened, you have the
opportunity to decide how to best motivate your staff. Market-competitive starting salaries
have already been established, but you have decided to allocate 10 percent of the stores’
profits to use to motivate your sales staff in any way you see fit.
Task: A Group of 4 students should answer the following questions:
1. What behaviours would you want from your sales staff?
2. What goals would you set for your sales staff, given your answer to Question 1?
3. What type of system would you set up to reward these behaviours?
4. What challenges would you be on the lookout for? How would you proactively address
these potential challenges to prevent them from happening?
GROUP EXERCISE 3 – Ethical Decision-Making at Black Diamond Equipment
Learning Objective: Explain the impact of diversity and its benefits in contemporary
organisations
Summary: Black Diamond Equipment specialises in climbing and skiing equipment. The
global company looks for employees who share the company’s attitude, values, and passion
toward outdoor sports and ethical values. Black Diamond also promotes fair labour
practices, sustainability, and low environmental impact.
Task: A Group of 4 students should answer the following questions:
1. How can Black Diamond integrate social responsibility into its culture? Provide
examples.
2. How does the global nature of the company and its markets influence how it thinks
about employee diversity? Provide examples.
3. If you were the CEO of Black Diamond, how would you create a culture of inclusion to
help your company realize the benefits of diversity? How can diversity be a source of
competitive advantage at Black Diamond?
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GROUP EXERCISE 4: Emotional Intelligence at FedEx
Learning Objective: To explore the significance of emotional intelligence for managers in
modern organisations
Summary: Global shipping company FedEx has a “people first” philosophy and believes that
for the company to deliver world class customer service, its managers must also have an
attitude of service in managing their associates. FedEx recognises that leadership has grown
more complex, and wants to develop leadership capabilities in its managers to manage its
changing workforce. FedEx decided to increase its focus on emotional intelligence in its
leadership development training. The emotional intelligence training and coaching program
focused on showing managers how to manage themselves first and take charge of their own
emotions and behaviours so that they can be effective influencers and role models.
Task: A Group of 4 students should answer the following questions:
1. Do you think that emotional intelligence would be important for a manager at FedEx
to have? Explain your answer.
2. How does FedEx develop its new leaders’ emotional intelligence?
3. What else do you think that FedEx can do to enhance its managers’ emotional
intelligence?
GROUP EXERCISE 5: Attitudes, Values, and Perceptions
Learning Objective: To explore several concepts discussed in this unit, such as attitudes,
values, and perceptions and how they affect behaviours.
Summary: The case begins by outlining a scenario of VPs reporting monthly sales when the
president of the company throws a chair at a VP reporting low monthly sales results, stating:
‘Next time, I won’t miss.’ Consultant Lynn Taylor calls bosses like this Terrible Office Tyrants,
or TOTs. Managers who can’t control their power when they’re placed under stress. Taylor
provides 20 common traits characterising TOTs, including bragging and bullying. Taylor
offers some concrete coping techniques for subordinates of TOTs including putting
everything in writing and be a star performer.
Task: A Group of 4 students should answer the following questions:
1. According to some experts, the sort of behaviour reported here is more prevalent in
the business world than in the rest of society. Assuming this is true, why do you
suppose that’s the case?
2. How might attitudes, values, and perceptions affect the behaviours illustrated in this
case?
3. Many people think of stress as a simple problem. In reality, however, stress is
complex and often misunderstood. Discuss some stress management techniques.
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Marking Rubric

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Criteria Ratings
HD
8.5 – 10
D
7-8
CR
6-6.5
PA
5 – 5.5
NN
0 – 4.5
Knowledge of the
material
presented
Max 10 marks
Has understood
and responded
to each of the
task
requirements
appropriately.
Has
understood
and responded
to most task
requirements
appropriately.
Has understood
some task
requirement and
attempted to
respond
appropriately.
Limited
understanding
of the task was
evident, but
some
requirements
are missing.
No evidence
that the
student has
understood
what is
required in
this task.
HD
8.5 – 10
D
7-8
CR
6-6.5
PA
5 – 5.5
NN
0 – 4.5
Use of Evidence
Max 10 marks
Uses refined
academic
research skills
to locate
credible and
authoritative
information/
data. Uses
Harvard
referencing
style and in-text
citations
with no errors.
Evidence from
scholarly
literature is
integrated
strongly with
to explain and
support the
analysis.
Uses academic
research skills
to select 8 or
more current,
credible and
authoritative
academic
references.
Uses academic
research skills
to locate
credible and
authoritative
information/
data. Uses
Harvard
referencing
style and in
text citations
with some
errors.
Relevant
evidence from
scholarly
literature is
linked to
explain and
support the
analysis. Uses
academic
research skills
to select 6 or
more current,
credible and
authoritative
academic
references.
Uses academic
research skills to
locate credible
information/data
. Uses Harvard
referencing style
and in-text
citations, but
with consistent
errors. Includes
relevant
evidence from
scholarly
literature to
explain and
support the
analysis. Uses
academic
research skills to
select 4 or more
current, credible,
and authoritative
academic
references.
Uses general
academic
research skills
to locate
information/
data.
Inconsistently
applies Harvard
referencing
style. In-text
citations and
reference list
show multiple
errors. Includes
evidence from
scholarly
literature to
explain and
support the
analysis,
although links
to research
may not always
be clear.
Uses academic
research skills
to source 3
academic
references.
No evidence
of any
research skills
apart from a
basic web
search. Use of
a referencing
style and
some citations
with
consistent
errors
throughout.
No evidence
of any
research
findings
undertaken or
selected
references do
not meet the
task
requirements.

7

Structure,
Synthesis of
Research
Max7marks
HD
6.5 -7
D 6 CR
4-5
PA
3.5
NN
0 – 3
Cohesive
paragraph
structure
consistently
encourages
engagement
with the
content. New
information
from research is
synthesised and
presented
thematically
(topic by topic)
to address the
assessment
questions in an
analytical way.
Cohesive
paragraph
structure
supports
engagement
with the
contents. Uses
discrete
paragraphs to
present
information.
New material
from research
is structured
into themes to
address the
assessment
questions in an
analytical way.
Some effort to
achieve cohesive
paragraph
structure. Ideas
are not always
presented in
discrete
paragraphs.
Some effort to
include new
material from
research into
themes to
address the
assessment
questions in an
analytical way.
Has used a
report
structure to
organise
information
logically. But
has presented
response
composed of a
series of
discrete
paragraphs
based on the
summary of
main ideas
from each
article. This
report reads
more like a
book report
than a piece of
analysis.
Limited or no
attempt at a
report
structure.
Information
presented
randomly or
as a series of
questions/ans
wers only. No
sense of
cohesion
between
ideas. No
evidence for
synthesis of
new ideas
from research.
No analysis
attempted.
Written
Expression
Max 3 marks
HD
3
D
2.5
CR
2
PA
1.5
NN
0 – 1
Uses discipline
language
appropriate for
an academic or
professional
audience.
Writing is fluent
and uses
appropriate
paragraph/sent
ence structures.
No critical
language or
grammatical
errors.
Includes
discipline
specific
language
sufficient for an
academic or
professional
audience.
Writing is
generally fluent
and uses
mostly
appropriate
paragraph/sent
ence
structures.
Minor language
or grammatical
errors usually
do not
interfere with
meaning.
Some discipline
specific language
included to meet
general
expectations of
an academic or
professional
audience. Writing
is generally clear
and mostly uses
appropriate
paragraph/sente
nce structures.
Limited use of
discipline
specific
language which
may not always
meet
expectations of
an academic or
professional
audience.
Inconsistent
paragraph and
sentence
structures.
Language and
grammatical
errors are
frequent.
Limited
vocabulary.
Inappropriate
or incorrect
use of
discipline
specific
language.
Consistent
and numerous
errors in
writing
(grammar,
paragraph and
sentence
structure)
make reading
difficult.

8
Marking Criteria

Marking Criteria Weighting
Knowledge of the material presented 10
Use of Evidence 10
Structure, Synthesis of Research 7
Written Expression 3
Total Weight 30%

Holmes Referencing Requirements:
Assessment Design – Adapted Harvard Referencing
Holmes will be implementing as a pilot program a revised Harvard approach to referencing. The
following guidelines apply:
1. Reference sources in assignments are limited to sources which provide full text access
to the source’s content for lecturers and markers.
2. The Reference list should be located on a separate page at the end of the essay and
titled: References.
3. It should include the details of all the in-text citations, arranged alphabetically A-Z
by author surname. In addition, it MUST include a hyperlink to the full text of the
cited reference source.
For example;
Hawking, P., McCarthy, B. and Stein, A. (2004), Second Wave ERP Education,
Journal of Information Systems Education,
Fall, http://jise.org/Volume15/n3/JISEv15n3p327.pdf
4. All assignments will require additional in-text reference details which will consist of
the surname of the author/authors or name of the authoring body, year of publication,
page number of content, paragraph where the content can be found.
For example;
“The company decided to implement a enterprise wide data warehouse business
intelligence strategies (Hawking et al, 2004, p3(4)).”
9
Non-Adherence to Referencing Guidelines
Where students do not follow the above guidelines:
1. Students who submit assignments which do not comply with the guidelines will be
asked to resubmit their assignments.
2. Late penalties will apply, as per the Student Handbook each day, after the student/s
have been notified of the resubmission requirements.
3. Students who comply with guidelines and the citations are “fake” will be reported for
academic misconduct.

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