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Introduction and Organisational Context

Assignment Brief

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

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)

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:

 

100% Plagiarism Free & Custom Written,
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Sample Answer

Introduction and Organisational Context

Starbucks is a global coffeehouse organisation operating across more than 80 countries, employing over 350,000 partners worldwide. The organisation operates primarily through retail stores, with a mix of company-owned and licensed outlets. Starbucks’ business model relies heavily on frontline employees delivering a consistent customer experience, which makes effective teamwork and group functioning central to organisational success.

From an organisational behaviour perspective, Starbucks is particularly relevant due to its strong emphasis on team-based working, organisational culture, and leadership at store level. Most Starbucks stores operate with small, semi-autonomous teams led by a store manager and supported by shift supervisors. These teams are responsible not only for operational efficiency but also for maintaining service quality, customer satisfaction, and brand identity.

The rationale for selecting Starbucks is that it provides a clear example of how groups and teams are embedded into everyday operations, while also revealing challenges linked to communication, conflict, workload pressures, and leadership consistency.

Use of Groups and Teams at Starbucks

At Starbucks, the primary operational unit is the store team. Each store functions as a self-contained team consisting of baristas, shift supervisors, and a store manager. These teams are responsible for customer service, product preparation, cleanliness, and compliance with company standards.

Teams are designed to be flexible, with members trained across multiple roles. This multi-skilling approach supports operational efficiency and allows teams to adapt quickly to changes in customer demand. Teamworking is reinforced through shared goals such as customer satisfaction scores, sales targets, and store performance metrics.

From an organisational structure perspective, Starbucks adopts a relatively flat hierarchy at store level. This structure is intended to encourage communication, empowerment, and shared responsibility.

Evaluation of the Current Team Approach

Strategy and organisational structure

Starbucks’ strategy focuses on differentiation through customer experience rather than price competition. Team-based working supports this strategy by enabling employees to respond quickly to customer needs and maintain service consistency.

The advantage of this structure is that teams can operate with a degree of autonomy, fostering ownership and engagement. Research suggests that empowered teams are more motivated and committed when they feel trusted and valued by management (Robbins and Judge, 2022).

However, a disadvantage is that store performance can vary significantly depending on leadership quality. Where store managers lack effective leadership skills, teams may experience confusion, low morale, and inconsistent performance.

Communication and conflict

Communication within Starbucks teams is largely informal and continuous, taking place during shifts and handovers. This allows information to flow quickly and supports coordination during busy periods.

Despite this, communication challenges can arise due to shift patterns, part-time contracts, and high staff turnover. These factors can lead to misunderstandings, role ambiguity, and conflict. Conflict may also emerge under pressure during peak trading hours, particularly when workloads are high.

If conflict is not managed effectively, it can damage team cohesion and reduce service quality. According to De Dreu and Gelfand (2018), unresolved task and relationship conflict can significantly reduce team performance in service environments.

Organisational culture

Starbucks promotes a strong organisational culture centred on inclusion, respect, and employee wellbeing. The organisation refers to employees as partners, reinforcing a sense of belonging and shared purpose.

This culture supports teamwork by encouraging collaboration and mutual support. However, there can be a gap between espoused values and lived experience, particularly in stores experiencing understaffing or high pressure. When employees feel the reality of work does not match cultural messaging, trust and engagement can decline.

Leadership

Leadership at Starbucks is decentralised, with store managers playing a critical role in shaping team effectiveness. Transformational leadership behaviours such as coaching, recognition, and support are encouraged.

Effective leaders can build high-performing teams by motivating employees and managing conflict constructively. However, inconsistent leadership capability across stores can undermine team performance. Poor leadership may result in disengagement, high turnover, and reduced customer satisfaction.

Yes, it follows UK university expectations and academic tone.

Yes, both elements are fully covered and clearly structured.

Yes, the reflection can be personalised while keeping the theory.

It is written to be plagiarism free, but always review and adjust where required.

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