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Explain the organisational context, describe how groups/teams are currently used in the organisation

Organisational Behaviour Module Assessments 2020-2021

Group Report (60%)

The written group assessment consists of a 2,500 (+/-10%) word report, demonstrating an understanding of key organisational behaviour theories applied to a practical context. This assessment is worth 60% of the overall module assessment and must be submitted through Turnitin.

The report should adhere roughly to a standard report format and be roughly structured based on the outline in the feedback form.

In order to complete this assignment, you will need to form a group of 4-6 students. Select an organisation from the list provided below.

Select an organisation

  • Nike
  • Volkswagen
  • Morrisons
  • NHS Scotland
  • Starbucks
  • UWS
  • Oxfam

Explain the organisational context, describe how groups/teams are currently used in the organisation;

Assess advantages and disadvantages of the current approach in the given context, considering key aspects which explain the success or failure of groups/teams in the selected context, supported by relevant literature on groups/teams and the following aspects of organisational behaviour:

  • strategy and structures,
  • communication and conflict,
  • organisational culture and
  • leadership;

Make a recommendation on how the use of those groups/teams can be improved in that organisation and provide justification for your recommendations.

Submit details of the group’s project management as appendices. (See ‘project management guidance’). There will be a penalty of -5 marks if no indication of project management is submitted.                            

Student Feedback Form — Group Report (1st Diet)/Individual Report (2nd Diet)

Report Title

 

Organisation

 

Student Name

Banner ID

 

 

 

 

 

 

Marking Criteria

%

Mark

Comments

Setting the Context of Organisation:

Quality of description of organisational context and rationale for basis of analysis.

15

 

 

Application of OB theory to the organisational context:

Quality of description and analysis relevant to the organisation and use of groups and teams

30

 

 

Critical evaluation of key aspects of OB:

Extent and quality of application of theoretical concepts for evaluation and recommendation in the organisational context

45

 

 

Academic Professionalism, Citation and Referencing: Quality of writing, appropriateness of style, structure, citation and referencing, quality of sources

10

 

 

Project Management documents: (applies only to group report): Project management documents to account for each individual’s contribution.

 

 

-5 marks if not included

Meeting Deadline & Word Count:

Marks deducted for late submission and/or exceeding word count *

 

 

☐  -5 marks (excess < 20%)

☐  -10 marks (excess > 20%)

☐  -10 marks (late submission)

Overall:

100

0

 

Recommendations for Development:

 

         

Individual reflective essay (40%)

For the individual assessment component students will complete a 750 word (+/-10%) reflective essay using an experience of working in a group, preferably using the group report project for this module, as the basis for reflection. This component is worth 40% of the overall module assessment and must be submitted through TurnItIn.

Students must consult the document ‘Guide to Self-Reflection’ provided and roughly follow the outline set out in the student feedback form. To complete this assessment students will:

  • Demonstrate knowledge of the key theories on learning and reflection and apply one model to guide the reflective work
  • Reflect on the experience of writing the group assessment for this module, according to the selected module of reflective practice and assessing three key behaviours identified in the CIPD professional map. [if you did not complete the group assessment from the outset use a different experience of working with a group for your reflection]
  • Include a brief commentary as to how at least one specific key aspect of individual behaviour from the OB module content impacts on the experience.
  • Outline a plan of action for future development/personal growth based on the learning from the reflection.
  • Complete the peer assessment form provided and include it as an Appendix. (if applicable)

 

Reflective Essay Support/Brief Guideline

  1. What is reflection?:

    Reflection starts with thinking about something and is concerned with exploring your own experiences in order to lead to new understandings and improved

    practice.

    What does being reflective involve?:

    Open to different ideas and seeing things from different angles;
Curious and asking questions;


    Honest with yourself, your uncertainties, what you are doing well or areas you need to improve;


    Analytical and acting on the insights you gain.

    Theoretical Frameworks on Learning & Reflecting:

    Kolb’s Reflective Cycle (1984);
Gibbs’ Reflective Cycle (1988)

    Reflection basics (you will need to do more research on your own)

  1. Guidance on Critical Incidents

A critical incident is an event that had some kind of significance to you. Often times, it is an event or incident which caused you to wonder what happened or how a conflict or concern may have arisen. It may have made you question your thoughts, beliefs, values, attitudes, assumptions or behaviours. It is an event that will have had some impact on your personal and professional learning. For example, in a university setting, a critical incident might include an aspect of your project or group work that either went really well or not well at all. It might be an aspect of work that was particularly challenging or demanding and required considerable effort to cope, an incident that increased your awareness, or challenged your understanding, or involved dealing with conflict, hostility, aggression or criticism

Fook, J., & Cooper, L., cited in (2003) Bachelor of Social Work Fieldwork Manual, Dept. Social Work, School of Primary Health Care, Monash University.

Whipp, J., 2003, `Scaffolding Critical Reflection in Online Discussions`, Journal of Teacher Education, Vol. 54, No. 4, pp. 321-333

  1. CIPD Professional Map

Each of the eight behaviours is described at the first band ofprofessional competence

within the CIPD CPD Map; contra-indicatorsillustrate the negative manifestations of each behaviour.

Curious

Is future-focused, inquisitive and open-minded; seeks out evolving and innovative ways to add value to the organisation.

Decisive thinker

Demonstrates the ability to analyse and understand data and information quickly; Uses

information, insights and knowledge in a structured way to identify options, make recommendations and make robust, defendable decisions.

Skilled influencer

Demonstrates the ability to influence to gain the necessary commitment and support from diverse stakeholders in pursuit of organisation value).

Personally credible

Builds and delivers professionalism through combining commercial and HR expertise to bring value to the organisation, stakeholders and peers.

Collaborative

Works effectively and inclusively with a range of people, both within and outside of the organisation.

Driven to deliver

Demonstrates determination, resourcefulness and purpose to deliver the best results for the organisation and its people.

Courage to challenge

Shows courage and confidence to speak up skilfully, challenging others even when confronted with resistance or unfamiliar circumstances.

Role model

Consistently leads by example; Acts with integrity, impartiality and independence, balancing individual, organisation and legal parameters.

Behaviours, characteristics and contra-indicators adopted fromChartered Institute of Personnel and Development (CIPD) (n/d),available online at:

https://www.cipd.co.uk/learn/career/profession-map

Appendix 3: Student Feedback Form —Reflective Essay 

Student Name:

 

Banner ID:

 

Topic for Report:

 

Marking Criteria

%

Mark

Comments

Theoretical Foundation:

Quality of outline of key theories on learning and reflection

20

 

 

Key Behaviours and Learning:

Discussion of three behaviours (see ‘Guide on Self reflection’) Quality of reflection on own learning and behaviours; application to the student’s skills and attributes

50

 

 

Action plan:

Briefly outlines a concrete plan of action for future behaviour to foster personal growth and continuing professional development

10

 

 

Academic Writing, Resources & Referencing: Clarity, coherence, accuracy, professionalism, appropriateness, quality of sources consulted, citation and referencing standard appropriately acknowledges sources

20

 

 

Peer Assessment Form: completed and included as an appendix (insert table, screenshot, snip&sketch image – whatever works)

 

 

 

Meeting Deadline & Word Count:

Marks only deducted for late submission and/or exceeding word count *

 

 

☐  -5 marks (excess < 20%)

☐  -10 marks (excess > 20%)

☐  -10 marks (late submission)

Overall:

100

 

 

Recommendations for Development:

 


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