第二篇论文的要求(1)

UWBS038g Assessment Briefing for Students Academic Year: 2013/14 Module code: Subject Area: Semester 1 4HR001 HRM Module title: Managing Individuals at Work Dr Whyeda Gill-McLure Module Leader: Academic Year: 2013/2014 Module code: Subject Area: Semester 1 4HR001 HRM Module title: Managing Individuals at Work Dr Whyeda Gill-McLure Module Leader: Assessment 2: Case Study Scenario Component / Element You are a Senior Manager of a retail store, employing 100 staff overall. The 2 Weighting: store has not performed well over the last 18 months due to the recession and the general economic climate. As a result, profits are down compared to the figures of the last five years. In an attempt to turn the business round you have been asked by the company Director to improve team working. The rationale for this approach is to improve the service and boost sales by improving relationships between the teams. Previously, team working was poor and there was little cooperation between the different departments and within departments. Your brief is to find out what the current problems are and to help staff to improve the situation . Answer the questions below drawing on the theories of Tuckman (1965) and Belbin (1981, 1993) and others in your answers. 50 % The 100 staffs are divided into several different roles: Doer, information, coordinator, supervisor, promoters,condensation,innovators and perfectionist.Team communication and coordination between members stressed, mutual trust, open communication, interpersonal harmony, so as to improve their sense of belonging and a sense of pride, greatly stimulated the enthusiasm of employees, enhance the cohesion of the internal. “Belbin concludes that groups composed entirely of clever people,or of people with similar personalities,display a number of negative results and lack creativity”(Mullins 2005 ,chapter 5,page 556).The economic recession makes it more important than ever for organizations to compete successfully if they are to remain in business. Successful teams are essential for this. Managers need to understand how to improve group performance. This essay will examine the main features of groups by outlining the theories of group cohesiveness and effectiveness. 1. What are the central features of an effective work team? 2. What advice would you give to a manager who is concerned about making the team effective as quickly as possible? 3. What are some of the obstacles to team working? Students should deal with issues of team development and the various ways to influence group cohesiveness. They should look at issues impacting on group cohesiveness and performance. These include Membership (size, compatibility, permanence)

Assessment Brief  Present your answers to the assignment in essay format  Include evidence that both supports and refutes your issue  Read round the topic and include a range of academic sources  Present a logical set of arguments in a well structured and systematic manner  The essay must be fully referenced using the Harvard Referencing System  Refer to the attached performance criteria so that you are clear about what is assessed in relation to this essay.

Important requirements

Mode of Working: Individual Presentation Format: Case study Grade required to pass: 40% Assessment limits 1000-1200 words Hand in date: 13 December 2013 Resit date: Will appear on WOLF Assessment should be marked for the attention of: Your Tutor Method of submission: Electronic submission via WOLF Note: Always clearly state your student number when submitting work but do not indicate your name. Always keep a copy of your work. Always keep a file of working papers (e.g. photocopied articles) that support the sources used in your work.

The following detail is important when: Preparing for your assessment Checking your work before submission

When interpreting your grade and feedback after marking. (Note that your work will not be returned to you so always keep a copy of your work for this purpose.)

Learning Outcomes Tested (Insert detail)    Understand how to develop successful individuals and teams Recognition of conflict in the work place and the application of strategies to resolve these problems Show an understanding of the need for group cohesiveness Assessment Criteria (Insert detail)    Demonstrate your knowledge and understanding of a range theories in relation to team formation, and working in teams in order to present a balanced discussion of the issues raised in the question Develop a sound analysis based on the evidence in the case study Demonstrate wider reading evidenced by references from a range of relevant sources Performance descriptors (by grade) (Insert detail) Please see below

4HR001 Assessment Criteria and Performance Descriptors (A to F.) Assessment criteria A (70-100%) Work of an outstanding, excellent and very good standard. Identification and full understanding of issues in the assessment. Full answers to all questions/task. Excellent examples used to illustrate response. Evidence of independent thinking. Attempts to relate appropriate theory and other relevant issues. B (60-69%) Work of a good standard. C (50-59%) Work of a competent standard. D (40-49%) Work of a satisfactory standard to pass. E (30-39%) Work of an unsatisfactory standard * F (0-29%) No learning outcomes fully met. Superficial treatment of issues. Content not relevant to topic set. Material merely repeats taught input. Lacks understanding of basic theory/concepts. Possible use of extensive quoted passages. F (0-29%) No learning outcomes fully met. Understanding Of Key concepts and issues Very good understanding of the issues. Engages directly with the question. All main points and important issues of the question/task covered. Generally sound understanding of basic theory and concepts. Content relevant to the question/task. Competently deals with main issues. Some evidence of understanding of basic concepts/issues. Content in the main relevant but limited or little application of theory. No or very Inadequate demonstration of knowledge or understanding of key concepts, theories or practice. Reflecting on, interpreting and presenting information Excellent identification and summary of major points, including all aspects of the issue. Demonstrates good use of materials. Clear grasp of main theories. Very good identification and summary of major points, covering most aspects of the issue. Good application of theory to the topic/issues Competent identification and summary of major points, including main aspects of the issue. Sound use of material relevant to the topic/issues. Material is relevant but largely repeats taught input without any further development. Work tends to be uncritical in the material used and generally overly descriptive No evidence of independent thinking. Wholly Descriptive. No evidence of application of theory. No evidence of Reflection or Interpretation of materials. Level of research and range of additional material used. Evidence of wide reading with research sources clearly and properly referenced. Excellent application of researched material to the topic/issues. Evidence of reading around the topic beyond basic texts. Uses a good range of sources well referenced. Evidence of reading of recommended texts. Solid attempt at referencing. Limited reading only. Some attempt at referencing. Sources usually given but not systematically or consistently. Material merely repeats taught input. Too little evidence of reading, from class notes or outside. Limited supporting materials used/ those used in class. Little/no attempt to address the assignment brief or learning outcomes or to engage with module materials. No evidence of reading or supporting material. Very poor grasp of grammar. Poor structure. Writing competence Excellent writing style, virtually free from grammatical and spelling errors. Generally good use of grammar, punctuation and spelling. Ideas clearly explained. Appropriate style/format used. Grammatically competent but some minor spelling errors or clumsiness in expression. Errors in grammar, punctuation and/or spelling. Clumsiness of expression but does not prevent argument emerging. Serious errors frequently enough to impede/prevent understanding by reader. * For E – this suggests that there is enough evidence of a sufficient grasp of learning outcomes to suggest that the student may be able to retrieve the module on resubmission.

To help you further: 

Refer to the WOLF topic for contact details of your module leader/tutor, tutorial inputs, recommended reading and other sources, etc. Resit details will also appear on WOLF.

The University’s Learning Information Services offer support and guidance to help you with your studies and develop your academic skills http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

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DON’T FORGET

Do clearly state your student number when submitting work but do not indicate your name.

Always keep a copy of your work. Always keep a file of working papers (containing, for instance, working notes, copied journal article and early drafts of your work, etc.) that show the development of your work and the sources you have used. You may need to show this to tutor at some point so notes should be clear and written in English. This is an important requirement. There may be circumstances where it is difficult to arrive at a mark for your work. If this is so you may be asked to submit your file within 3 working days and possibly meet with your tutor to answer questions on your submission. Explanation of submission requirements and further guidance

 Assessments are subject to a word limit to ensure consistency of approach

across all modules. Your work should not exceed the limit indicated (excluding references and appendices). Do not feel that you have to “achieve” this word count in your work. What is important is that the work satisfies the stated learning outcomes which are articulated through the assessment criteria (see following page).

 Care is taken to ensure that work has been marked correctly. Checks are

conducted by both a second lecturer and an independent expert from outside the University on batches of work.

 Your work will not be returned to you but you will receive detailed feedback

explaining how your mark has been arrived at and how your work could have been improved upon.

 Always use the Harvard style referencing system. The University’s Learning

Information Services have produced a series of guides covering a range of topics to support your studies and develop your academic skills including a guide to Harvard referencing

http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

 Expensive or elaborate bindings and covers for submissions are not required in

most instances. (Refer to guidelines however in the case of dissertations).  The Business School has a policy of anonymous marking of individual

assessments which applies to most modules. You should not identify yourself directly in the work you submit and you may need to use phrases such as “the author of this assignment ….”in the detail of your submission. Avoid academic misconduct

Warning: Collusion, plagiarism and cheating are very serious offences that can result in a student being expelled from the University. The Business School has a policy of actively identifying students who engage in academic misconduct of this nature and routinely applying detection techniques including the use of sophisticated software packages.

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Avoid Collusion. The Business School encourages group working, however to avoid collusion always work on your own when completing individual

assessments. Do not let fellow students have access to your work at any stage and do not be tempted to access the work of others. Refer to your module tutor if you do not understand or you need further guidance.

Avoid Plagiarism. You must use available and relevant literature to

demonstrate your knowledge of a subject, however to avoid plagiarism you must take great care to acknowledge it properly. Plagiarism is the act of stealing someone else's work and passing it off as your own. This includes incorporating either unattributed direct quotation(s) or substantial paraphrasing from the work of another/others. For this reason it is important that you cite all the sources whose work you have drawn on and reference them fully in accordance with the Harvard referencing standard. (This includes citing any work that you may have submitted yourself previously). Extensive direct

quotations in assessed work is ill advised because it represents a poor writing style, and it could lead to omission errors and a plagiarism offence could be committed accidentally.

Avoid the temptation to “commission” work or to cheat in other ways. There are temptations on the internet for you to take “short cuts”. Do not be tempted to either commission work to be completed on your behalf or search for completed past academic work.

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When you submit your work you will be required to sign an important declaration that the submission is your own work, any material you have used has been

acknowledged and referenced, you have not allowed another student to have access to your work, the work has not been submitted previously, etc.