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LO1 Demonstrate understanding of the application of theories, concepts and tools that contribute to understanding of management
Assignment Brief
Module Title and Code
Management and Organisational Behaviour
GBMT 4004
Component Number
CW1
Component Weighting
100%
Assignment Title
Component 1 Written Assignment-
Individual Report
Assignment Deadline
Term 2- week 9
Contents
Assessment Details Component 1. 2
Assessment Description Component 1. 2
Assignment Guidelines. 3
Additional Assessment Requirements & Information. 5
Assessment Marking Descriptors. 6
Mitigating Circumstances. 8
Academic Misconduct 8
Marking and Feedback. 9
Assessment Details
Component 1: Written Assignment- (Individual Work)
Assessment Component List all separate components
Weigh- ting (%)
Typical Indicative Assessment Tasks Where the component comprises more than one assessment task
Assessment Type For each component double click in the box to see options. The options equate to the assessment types in table A2
Word Count Approx. word count where applicable
Submission Deadline
Learning Outcomes
Component 1
Written Assignment –
100%
Case Study
Written Assignment
1500 word ( +/- 10%)
Term 2- Week 9 –
LO1, LO2, LO3
Assessment Description
Component 1- Written Assignment- Case Study (Individual written Report)
Submission Format
Report Format – 1500 words (+ or – 10%) - Microsoft word document
Unit Learning Outcomes
LO1 Demonstrate understanding of the application of theories, concepts and tools that contribute to understanding of management
LO2 Understand the difference between the theoretically explained management skills and functions, and applications in real business settings
LO3 Identify individual and team-related employee behaviours exhibited within the workplace
Assignment Guidelines
The most successful business leaders are ones that continuously look for ways and strategies to drive performance, not just through improving employee productivity, but also their workplace experience and job satisfaction. This can be achieved by understanding how employees interact with each other and management, as well as what motivates them. One way to do this is to study the interrelationship between individual employees, teams, and management to identify what sets the most effective workers apart.
Organisational behaviour describes the behavioural dynamics that occur between groups and individuals in an organisational setting. The following five elements are key to studying organisation behaviour: Organisational Culture, Power, Motivation, Teams, and Leadership.
As a newly employed operations manager, you are required to write a paper of 1,500 words. This paper should be aimed at Managers as well as the CEO and should cover the tasks set out below. Your choice of organisation should be agreed with your tutor during tutorials
As a recently employed Operations Manager, you have been requested by the CEO to research into the organisation behaviour and produce a report about what you have observed and how the performance of individuals, teams and the whole organisation can be improved. Choose any organisation (those in work may use their organisation of employment) to research, discuss as a case study and present. The purpose of this report will be to establish the influence that organisational culture, power, motivation, team, and leadership have upon behaviour and performances within the organisation. You are required to apply models, theories and concepts learned to produce and submit a case study.
To complete this report, you should complete the following tasks:
Executive Summary
Contents Page
Define organisation behaviour and highlight how it influences performance within organisations. Briefly introduce your organisation and signpost what will be covered in the report and in what order. Give examples and references to back up your points where necessary (approximately 150 words).
Provide an overview of your organisation’s culture, politics, and power, using models where necessary and give examples how influence tactics can be used to improve organisation behaviour within the organisation (approximately 300 words)
Evaluate how motivational theories and techniques have been applied in your organisation and justify with relevant examples and references. Reflect on how you can apply suitable motivational theories to improve staff performance in your chosen organisation (approximately 350 words)
Identify the types of team arrangements observed in observed in your organisation. Explain with references how teams in your chosen organisation can be made more effective (approximately 250)
Analyse how you could improve the organisation behaviour using path-goal and/or situational leadership approaches (approximately 350)
A conclusion with recommendations on how your organisation could improve the performance of their staff to meet goals (approximately 100 words)
Reference List - Make sure that you use the Harvard Referencing style for all visual and written referenced material. See my UCA Library, Canvas, and unit handbook for further information.
Appendices– These are additional information, that are non-essential to the text, but help the reader to understand your arguments. You may insert tables, photographs, questionnaires, charts, and raw data used in the report.
Other elements not included in the word counts are Executive Summary, Front page, Contents page.
Each student must submit a copy of the business report on Canvas. If you do not, this will be considered as non-submission.
Word count: 1500 word (+/- 10%)
Additional Assessment Requirements & Information
All assignments should be submitted through Turnitin. If you file will not upload, please ensure it is the correct size and if not, you must contact the Admin Team (admin@lcca.org.uk ) BEFORE the assignment Deadline.
Turnitin will review the assignment for levels of plagiarism and Academic Staff when marking will review this. Students who have been deemed as committing an academic offense including plagiarism or collusion will be subject to the Academic Misconduct policy.
Any submissions made after the deadline will be classed as a non-submission unless you have approved mitigating circumstances (see section).
All assignments will be given a mark out of 100. A pass mark will be 40 or above.
Students who fail their first attempt will be offered a re-sit attempt where the mark of the assignment will be capped at 40% at the Board of Examiners.
Students should submit a front cover page stating their name, student ID and all the group members if it is a group work
ASSESSMENT G R A D I N G DESCRIPTORS: LEVEL 4
EXPERIMENTATION & INNOVATION
FAIL
PASS
Threshold Criteria
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
Knowledge of the
Little to no
Low knowledge of the
Competent
Satisfactory
Good knowledge and
Very good knowledge
Excellent knowledge
Exceptional
underlying concepts,
knowledge of the
underlying concepts,
knowledge of the
knowledge of the
understanding of
and understanding of
of underlying and
knowledge of
practices and
underlying concepts,
practical methods
underlying concepts,
underlying concepts,
underlying concepts,
concepts, practical
secondary concepts
underlying and
principles associated
practical methods
and principles of the
practical methods
practical methods
practical methods
methods and
and practical
secondary concepts
with their area of
and principles of the
area of study.
and principles which
and principles, if
and principles
principles
methods and a
and practical
study.
area of study.
is sufficient to deal of
sometimes balanced
showing critical
significantly beyond
sophisticated
methods, and a
the area of study
towards the
insight
what has been
understanding,
sophisticated
descriptive rather
taught.
significantly beyond
understanding,
than the critical or
the threshold
significantly beyond
analytical.
expectation at this
the threshold
level (including
expectation at this
awareness of ethical
level and beyond
issues and
what has been taught
sustainability where
(including awareness
appropriate).
of ethical issues and
sustainability where
appropriate).
Evaluate the
Little to no ability to
Low ability to solve
Competent ability to
Satisfactory ability to
Good problem-
Very good problem-
Excellent problem-
Exceptional problem-
appropriateness of
solve problems
problems and/or
solve problems
solve complex
solving skills,
solving skills with
solving skills with
solving skills with
different approaches
and/or make
make decisions but
related to their area
problems, and
selecting and
clear evaluation and
clear evaluation and
sophisticated
to solving problems
decisions.
with significant
of study by applying a
applying and testing a
justifying their use of
application of
application of
evaluation, selection
related to their area
limitations.
range of methods.
range of appropriate
a wide-range of
appropriate methods
methods
and application of
of study or work
methods and
methods.
methods.
evaluating their use.
RESEARCH & ANALYSIS
FAIL
PASS
Threshold Criteria
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
Shows an ability to evaluate and interpret underlying concepts within the context of the area of study
Little to no evidence of ability to evaluate or interpret underlying concepts to support the area of study
Low evidence of ability to evaluate or interpret underlying concepts to support the area of study
Competent ability to evaluate or interpret underlying concepts and displays the ability to extract relevant points.
Satisfactory ability to evaluate or interpret underlying concepts using established techniques accurately and can critically appraise academic sources.
Good ability to evaluate or interpret underlying concepts using established techniques accurately and can critically evaluate academic sources.
Very good ability to evaluate or interpret range of concepts using established techniques accurately and possesses a well- developed ability to critically evaluate a wide range of sources.
Excellent ability to evaluate or interpret wide range concepts using established techniques accurately and possesses a well- developed ability to critically evaluate a wide range of sources.
Exceptional ability to evaluate a range of concepts using established techniques accurately well beyond the usual range, together with critical evaluation, to advance work or
direct arguments.
Ability to present, evaluate and interpret qualitative and quantitative information, in order to develop lines of argument.
Little to no argument and explanations are difficult to understand and are not supported by qualitative and quantitative information.
Low level argument and explanations are weak and/or poorly constructed, and do not evidence use of qualitative and quantitative information.
Competent argument, with some evaluation and interpretation of qualitative and quantitative information
Satisfactory argument with supporting evidence and has demonstrated the ability to consider and evaluate a range of qualitative and quantitative information.
Good coherent, substantiated arguments, as well as the ability to consider, evaluate and synthesise a range of qualitative and quantitative information.
Very good coherent and well substantiated arguments which systematically considers and critically synthesises qualitative and quantitative information.
Excellent argument which systematically considers and critically synthesises advanced qualitative and quantitative information.
Exceptional argument with advanced critical insight and interpretation of complex qualitative and quantitative information.
Make sound
Little to no sources
Low ability to select
Competent selection,
Satisfactory selection,
Good critical
Very good synthesis
Excellent synthesis of
Exceptional synthesis
judgements in
and judgements
and evaluate reading
evaluation and
evaluation and
selection and
of a broad range of
a broad range of
of a broad range of
accordance with basic
considered with gaps
and research to make
commentary on
commentary on
evaluation of
research, primary
research, primary
research and primary
theories and
in key understanding
judgements in line
reading, research and
reading, research and
research and primary
sources, views and
sources, views and
sources to make
concepts of their
of key theories and
with basic theories
primary sources to
primary sources,
sources, usually
information and
information and
insightful judgements
subject(s) of study.
concepts in their
and concepts of their
make judgements in
sometimes beyond
beyond the set range,
integration to make
integration to make
in line with basic and
subject of study.
subject(s) of study
line with basic
the set range, to
to make judgements
judgements in line
judgements in line
advanced theories
with over-reliance on
theories and concepts
make judgements in
in line with basic
with basic theories
with basic theories
and concepts in their
set sources.
of their subject(s) of
line with basic
theories and
and concepts of their
and concepts of their
subject of study.
study.
theories and
concepts of their
subject(s) of study.
subject(s) of study.
concepts of their
subject(s) of study.
subject(s) of study.
ENGAGING WITH PRACTICE
FAIL
PASS
Threshold Criteria
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
Appropriate
Little to no technical,
Low technical,
Competent technical,
Satisfactory technical,
Good command of
Very good technical,
Excellent technical,
Exceptional technical,
technical, creative or
creative or artistic
creative or artistic
creative or artistic
creative or artistic
highly-developed
creative and/or
creative and/or
creative and/or
artistic skills related
skills in most, or key,
skills related to their
skills required for
skills required for
technical, creative
artistic skills and
artistic skills
artistic skills
to their area of study
areas
area of study.
area of study.
area of study.
and/or artistic skills
finesse in their
or work
selection and
application.
REALISATION & COMMUNICATION
FAIL
PASS
Threshold Criteria
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
Communicate the
Little to no clarity in
Low clarity in the
Competent
Satisfactory
Good communication
Very good
Excellent
Exceptional
results of their
the expression of
expression of ideas
communication of
communication of
of information, ideas,
communication of
communication of
communication of
study/work
ideas and/or unable
and/or unable to
information, ideas,
information, ideas,
problems and
information, ideas,
information, ideas,
information, ideas,
accurately and
to convey meaning
convey clear meaning
problems and
problems and
solutions verbally,
problems and
problems and
problems and
reliably, and with
verbally, visually
verbally, visually
solutions verbally,
solutions verbally,
visually and/or in
solutions verbally,
solutions verbally,
solutions verbally,
structured and
and/or in writing.
and/or in writing.
visually, electronically
visually and/or in
writing.
visually, electronically
visually, electronically
visually, electronically
coherent arguments
and in writing.
writing.
and in writing.
and in writing.
and in writing.
PERSONAL & PROFESSIONAL CONNECTIVITY
FAIL
PASS
Threshold Criteria
0-29%
30-39%
40-49%
50-59%
60-69%
70-79%
80-89%
90-100%
Undertake further
Little to no
Low contribution
Competent
Satisfactory
Good contributions
Very good
Excellent contribution
Exceptional
training and develop
contribution to group
to group activity
contribution to
contribution to group
to group activity
contribution to
to group activity
contribution to group
new skills within a
activity and/or
and/or project
group activity
activity and/or project
and/or project
group activity
and/or project work,
activity and/or
structured and
project work which
work which
and/or project work
work which develops
work, with an
and/or project work,
with teamwork and
project work, with
managed
develops new skills.
develops new
which develops new
new skills.
understanding of
with exceptional
some leadership
teamwork and
environment
skills.
skills.
team roles and the
teamwork and the
taking responsibility
leadership taking
processes for the
processes for the
for the development
responsibility for the
development of
development of new
of new skills.
development of new
new skills.
skills.
skills.
Qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
Little to no ability to manage learning and/or work without supervision.
Low ability to manage learning and/or work without supervision.
Competent ability to manage learning and work with minimal or no supervision.
Satisfactory ability to systematically manage learning, and work without supervision.
Good ability to systematically manage learning, and work without supervision.
Very good ability to systematically manage learning, and work without supervision.
Excellent ability to manage learning on own initiative, and work without supervision.
Exceptional ability to manage learning on own initiative, and work without supervision.
Little to no accurate use of terminology, with limited vocabulary and many errors in spelling, grammar and syntax.
Low accurate use terminology, with many errors in spelling, vocabulary and syntax.
Competent expression and style with appropriate vocabulary and errors in spelling, grammar and syntax which do not affect understanding.
Satisfactory expression and style, with a range of vocabulary and some errors in spelling, grammar and syntax which do not affect understanding.
Good expression and style with appropriate vocabulary with minimal errors in spelling, grammar and syntax.
Very good expression and style with minimal errors in spelling, grammar and syntax.
Excellent expression and style with minimal errors in spelling, grammar and syntax.
Exceptional expression and style with no errors in spelling, grammar and syntax.
Little to no basic numeracy or digital literacy, hardware and software skills.
Low level of basic numeracy or digital literacy, hardware and software skills.
Competent numeracy and digital literacy, hardware and software skills.
Satisfactory numeracy and digital literacy, hardware and software skills.
Good numeracy and digital literacy, hardware and software skills.
Very good numeracy and digital literacy, hardware and software skills.
Excellent numeracy and digital literacy, hardware and software skills.
Exceptional numeracy or digital literacy, hardware and software skills.
Mitigating Circumstances
LCCA and UCA understand that in students’ lives, there can be situations that are unexpected and can impact on your ability to hand in your assignment. LCCA and UCA define these situations as mitigating circumstances, and these are exceptional, short-term events which are outside the student’s controland impact their ability to prepare for, submit or present themselves for an assessment by the given deadline.
If something happens close to your assessment deadline that is hindering your ability to submit, please collect a Mitigating Circumstances from the Admin Team and submit along with appropriate supporting evidence BEFORE the assessment deadline. Any forms submitted after this deadline will require additional evidence.
If approved, you will be given an extension to the assignment deadline without being penalised.
However, LCCA and UCA consider that students who submit or present themselves for assessment are, in doing so, declaring themselves fit to be assessed, and therefore mitigating circumstances will not be accepted.
Academic Misconduct
Academic Misconduct is defined as where a student gains or seeks to gain an advantage in an assessment by unfair or improper means. Academic Misconduct can include the following:
Plagiarism, including self-plagiarism. This is where a student present work which contained unacknowledged published work (words, thoughts, judgements, ideas, structures, images etc.) of another, or presents work that has been previously submitted for another unit or course, or at a different institution. Collusion. This is where a student work for assessment done in collaboration with another person(s) entirely as their own or collaborates with another student(s) on work which is subsequently submitted as entirely of the other students work. Examination Offenses. This is where a student takes unauthorised materials into an exam room, communicates, or attempts to communicate with another student during the exam, fails to comply with invigilators instructions, or breaches other exam regulations. Dishonest Practice. This can include using essay mills, submitting work not completed by yourself, offering bribes, seeking to obtain confidential information, making false declarations and falsifying transcripts and certification or other official documentation.
All assignments are checked for Academic Misconduct and students who have been found to commit an offense will be subject to the Academic Misconduct Policy and or the Student Disciplinary Procedures.
Artificial Intelligence (e.g., Chat GPT)
With reference to the use of AI Technologies, the UCA’s Academic Misconduct Policy defines plagiarism as - where a student presents work for assessment which contains the unacknowledged published or unpublished words, thoughts, judgements, ideas, structures or images of another person or persons. This includes material downloaded from digital sources and material obtained from third parties including online essay mills and AI applications.
To enhance student learning, enable students to explore new ideas and concepts; undertake effective research; and help with assessment planning, the University supports the appropriate use of AI technologies, though students should give serious consideration as to how they may choose to use such technologies within assessments they submit.
If a student uses AI technologies for any part of their assessment - planning, research, or content - they must:
reference the AI tool used and the content obtained;
apply quotation conventions where the text has not been altered;
clearly identify paraphrased or summarised material; and outline the method and information gathered via the AI tool.
explain how the AI content has been reused within the assessment. In such cases, the student will have acted with integrity and academic misconduct will not have been committed.
Although, it is important to acknowledge that grades are determined of by evidence of meeting learning objectives at a particular level of competency, not on repetition of AI generated content. If the University suspects that AI technologies have been used during the assessment process and submission, then it reserves the right to invite the student to attend a viva (oral examination) to explore the student’s understanding of their submission. If evidence of academic misconduct is found, then the case will be addressed in accordance with the University’s Academic Misconduct Policy.
Marking and Feedback
You should expect to receive you marks approximately 4 weeks after the assignment deadline.
To ensure fairness, and parity of marking. All assignments are first marked, and a sample are second marked, and internally verified by a tutor from UCA to ensure the marks are correct and the feedback is appropriate.
The marks also considered by an Internal Exam Board at LCCA to ensure due process has been followed and the Board of Examiners at UCA where marks are ratified.
All marks are PROVISIONAL until ratified by the Board of Examiners.
Your provisional grade and feedback will be made available to you on Turnitin on Canvas. Unless advised otherwise by your tutor.
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