1
Module name
People and Organisational Management
Module code
MAN4POM
Assignment
1
Level
4
Programme start month and year
October 2018
Assignment due time and date
10.00 a.m. (UK time), Tuesday 13 November 2018
Pass mark
40
Word count
1,500
Submission details
For this assignment, you are required to submit:
• a report as a Word (or similar) file.
Please refer to the assignment guidance in the assignment area of the module for further guidance on the file types accepted by Turnitin.
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Learning outcomes
Code
Description
LO1
Identify the concepts and principles associated with people and organisational management in the context of construction and the built environment.
LO2
Describe the theory, models and practice underlying the management of people in organisations and discuss the differences between leadership and management.
LO3
Explain the factors that influence organisational structures and systems, the people management processes employed and the impact of management upon people’s behaviour in organisations.
LO4
Apply knowledge, theories and skills to a range of practical situations, presenting and interpreting qualitative and quantitative data effectively.
Scenario
For this assignment, you are required to select an appropriate organisation of your choice to use as a case study. This can be an organisation you work for or one with which you are familiar.
You work for an external leadership and management consultancy firm that has been asked by your case study organisation to carry out a review of the way its Senior Team functions. This to assess whether it operates in the most effective way possible given current business conditions, and what changes, if any, it needs to make. You have been asked to support this review by preparing a report about leadership and management in the Senior Team at your case study organisation.
Task
Write a report about leadership and management in your case study organisation. Your report should include:
a. an explanation, using appropriate theories, of the key differences between Leadership and Management.
b. an analysis, using supporting theories and examples from your case study organisation, of whether the Senior Team either lead or manage.
c. a summary of the external environment for your case study organisation using the PESTEL framework.
d. an explanation of what realistic changes you would propose to the existing leadership and/or management styles, in order to operate more effectively given the current external environment.
e. an outline of the key features of the case study organisation as an appendix.
Additional guidance
Within your report, it is important to include (among other elements):
• Correct use of the ‘command’ terms in the task.
• A completed PESTLE framework for your case study organisation.
• Use of theories and examples regarding the difference between Leadership and Management.
• Understanding and analysis of leadership and management styles.
• Support all key areas of discussion with evidence from wider reading, your own experience and module resources.
• Reference in accordance with The UCEM Guide to Referencing and Citation.
Please do not include any confidential or commercially sensitive information in your report.
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Your work should be presented as a Report (see ‘How to structure your UCEM report’ located in Section 8 of the Study Skills section on the VLE) and therefore include:
• Executive Summary
• Main Body
• Conclusions
• Specific and realistic recommendations
• Referencing
• Appropriate appendices.
Possible research sources
• UCEM study material
• Module webinars
• Mullins (2013 or 2016) Management and Organisational Behaviour, London: Pearson
• People Management homepage www.peoplemanagement.co.uk/
• Google Scholar https://scholar.google.co.uk/scholar?as_vis=1&q=Management+%26+Organisational+behaviour&hl=en&as_sdt=1,5
• Mindtools www.mindtools.com/
Reference list and bibliography
You should include a reference list with a minimum of five separate relevant and appropriate sources that you have written about and directly cited within your work.
A bibliography of uncited sources is not required.
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Guidance for students
This guidance is designed to help you to do as well as possible in your assessments by explaining how the person marking your work will be judging it. This should ensure you are aware of what they are looking for when you prepare your assessment. When you receive feedback on your assessment, the guide should also help you to see where you gained marks and how you could have improved your mark.
Every assessment will have a brief. The assessment marking guide should be read alongside the assessment brief. In the brief you will be told what you have to produce. So, for example, you might be asked to:
• select an example of a building you are familiar with;
• provide a report on a particular aspect of that building for an identified client;
• make recommendations for the client on the identified aspect of the building.
The assessment criteria marking grid will enable you to make judgments about how you should approach this assessment at this academic level.
It is recommended that you read the assessment grid before attempting each assessment and keep in mind what will help you to achieve the highest marks as you work on the assessment. Once you have finished you should review the assessment before submitting it, to check you have done what is required to achieve the highest marks to the best of your ability.
When you receive your feedback from your tutor you should clearly be able to see which categories you lost/gained marks in. The feedback should provide you with more detail on the extent to which you have achieved each of the criteria, as well as with recommendations about how to improve your performance going forward (where relevant).
Further information to support you with this assignment is available within the study materials for this module on the UCEM VLE. If you have any questions about this assignment please contact your Module Tutor or Module Leader via the VLE.
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LEVEL 4 ASSESSMENT CRITERIA MARKING GUIDE
Weight -ing %
1. COMMUNICATION
15
0–2
Inadequate
3–4
Limited
5
Below threshold
6–7
Threshold
8
Good
9
Very good
10–11
Excellent
12–15
Outstanding
Relevance to task
• The relevance of the information provided to the context of the task
• The way the needs of the intended audience have been addressed.
Irrelevant and addresses neither the task nor the needs of the intended audience.
Largely irrelevant and does not effectively address the task or the needs of the intended audience.
Partially relevant and attempts to address the task and the needs of the intended audience with significant irrelevance or omissions.
Sufficiently relevant to the task and the needs of the intended audience to meet the learning outcomes.
Mostly relevant to the task and the needs of the intended audience, with some minor irrelevance or omissions.
Consistently relevant to the task and focussed on the requirements of the intended audience.
Highly relevant to the task and precisely focussed on the requirements of the intended audience.
Completely relevant to the task and fully focussed on the requirements of the intended audience.
Structure and presentation
• Organisation and presentation of ideas
A lack of structure beyond a loosely connected list of points.
Largely unstructured and does not have a clear logical flow.
Inconsistent structure and logical flow.
Adequate structure and logical flow.
Reasonable structure and logical flow.
Capable structure and logical flow.
Advanced structure and logical flow.
Proficient structure and logical flow.
• Format appropriate to the intended audience and/or industry protocols
• How structure and presentation enable communication.
Presentation format is inappropriate and communication is obstructed.
Presentation format is ineffective and communication is hindered.
Presentation format is confused and communication is only partially effective.
Presentation format is satisfactory and communication is sufficient to meet the learning outcomes.
Presentation format is appropriate and communication is clear.
Presentation format is effective and communication is sound.
Presentation format is sophisticated and communication is articulate.
Presentation format is innovative and communication is insightful.
Grammar
• Selection of words, sentence construction, spelling and punctuation.
Use of grammar is deficient and meaning is obstructed.
Significant grammatical errors and meaning lacks clarity.
Several grammatical errors and meaning conveyed insufficiently clearly.
Notwithstanding some minor errors and oversights, grammar and clarity of meaning are sufficient to meet the learning outcomes.
Grammar usage is fair and conveys meaning clearly.
Grammar usage is capable and conveys meaning effectively.
Grammar usage is advanced and conveys meaning precisely.
Grammar using is exceptional and conveys meaning eloquently.
2. KNOWLEDGE AND UNDERSTANDING
35
0–6
Inadequate
7–10
Limited
11–13
Below threshold
14–17
Threshold
8–20
Good
21–24
Very good
25–27
Excellent
28–35
Outstanding
Awareness of the key principles of the area of study
Little significant awareness of the subject matter.
Incomplete awareness of the subject matter.
Some awareness of the subject matter with significant omissions.
General awareness of key elements of the subject matter.
Reasonable awareness of the key elements of the subject matter.
Sound awareness of the subject matter.
Comprehensive awareness of the subject matter.
Full awareness of the subject matter.
• Demonstration of knowledge and understanding of the underlying concepts and principles associated with the area of study.
Misrepresented or misunderstood knowledge and understanding of the underlying concepts and principles associated with the area of study.
Ineffective knowledge and understanding of the underlying concepts and principles associated with the area of study.
Inconsistent and confused knowledge and understanding of the underlying concepts and principles associated with the area of study.
Basic knowledge and understanding of the underlying concepts and principles associated with the area of study, sufficient to meet the learning outcomes.
Clear knowledge and understanding of the underlying concepts and principles associated with the area of study.
Effective knowledge and understanding of the underlying concepts and principles associated with the area of study.
Sophisticated knowledge and understanding of the underlying concepts and principles associated with the area of study.
Very advanced knowledge and understanding of the underlying concepts and principles associated with the area of study.
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3. USE AND APPLICATION OF SOURCE MATERIAL
30
0–5
Inadequate
6–8
Limited
9–11
Below threshold
12–14
Threshold
15–17
Good
18–20
Very good
21–23
Excellent
24–30
Outstanding
Application of UCEM Harvard referencing style
A minimal number of sources have been referenced. The referencing system is applied incoherently.
Referencing is unsatisfactory due to significant omissions, inaccuracies or inconsistencies in the application of the referencing system.
Referencing is insufficient due to several omissions, inaccuracies or inconsistencies in the application of the referencing system.
Referencing is sufficiently complete, accurate and consistent in the application of the referencing system to meet the learning outcomes.
Referencing is competent with mostly complete, accurate and consistent application of the referencing system.
Referencing is effective with complete, accurate and consistent application of the referencing system with few errors.
Referencing is comprehensive with complete, accurate and consistent application of the referencing system with minimal errors.
Referencing is comprehensive and applied faultlessly.
Source materials
• Selection of course materials
Minimal and incoherent selection of course materials.
Ineffective selection of course materials with significant omissions.
Inconsistent and inaccurate selection of course materials.
Adequate selection of course materials.
Competent selection of course materials.
Capable selection of course materials.
Sophisticated selection of course materials.
Innovative selection of course materials.
• Additional research
Additional research is minimal.
Additional research is incomplete and unsatisfactory.
Additional research is insufficient.
Additional research is basic.
Additional research is reasonable.
Additional research is sound.
Additional research is advanced.
Additional research is proficient.
• Use of industry practice and personal experience.
Industry practice and personal experience omitted or irrelevant.
Limited and incomplete reference to industry practice and personal experience.
Simple reference to industry practice and personal experience.
Satisfactory reference to industry practice and personal experience.
Clear reference to industry practice and personal experience.
Effective reference to industry practice and personal experience.
Perceptive reference to industry practice and personal experience.
Insightful reference to industry practice and personal experience.
Application of source materials to task
Source materials are used inadequately and applied incoherently. The assessed work is not informed or improved by the source materials.
Source materials are used ineffectively and applied unsatisfactorily. The assessed work is informed and improved in a limited manner by the source materials.
Source materials are used inconsistently and applied partially. The assessed work is informed and improved in a simple manner by the source materials.
Source materials are used satisfactorily and applied adequately. The assessed work is informed and improved in a basic manner by the source materials, sufficient to meet the learning outcomes.
Source materials are used competently and applied clearly. The assessed work is informed and improved in a reasonable manner by the source materials.
Source materials are used capably and applied consistently. The assessed work is informed and improved in a consistent manner by the source materials.
Source materials are used perceptively and applied accurately. The assessed work is informed and improved in a comprehensive manner by the source materials.
Source materials are used innovatively and applied insightfully. The assessed work is informed and improved in an exceptional manner by the source materials.
4. Interpretation
20
0–3
Inadequate
4–5
Limited
6–7
Below threshold
8–9
Threshold
10–11
Good
12–13
Very good
14–15
Excellent
16–20
Outstanding
Data presentation and interpretation
Data presentation and interpretation is superficial, deficient or minimal.
Data presentation and interpretation is shallow ineffective or incomplete.
Data presentation and interpretation is insubstantial, inaccurate or inconsistent.
Data presentation and interpretation is adequate and of sufficient depth to meet the learning outcomes.
Data presentation and interpretation is substantial clear and competent.
Data presentation and interpretation is thorough, effective and consistent.
Data presentation and interpretation is rigorous, accurate and comprehensive.
Data presentation and interpretation is profound, proficient and very advanced.
Alternative approaches to solving problems
Alternative approaches to solving problems are incoherent and deficient.
Alternative approaches to solving problems are unsatisfactory and ineffective.
Alternative approaches to solving problems are confused and inaccurate.
Alternative approaches to solving problems are satisfactory and sufficient to meet the learning outcomes.
Alternative approaches to solving problems are clear and reasonable.
Alternative approaches to solving problems are consistent and effective.
Alternative approaches to solving problems are advanced and sophisticated.
Alternative approaches to solving problems are ambitious and exceptional.
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Technical ability
(where appropriate)
•Quality of drawings
Drawings are incorrect or omitted.
Drawings are incomplete or with significant omissions.
Drawings are inaccurate and only partially completed.
Drawings are completed at a basic level sufficient to meet the learning outcomes.
Drawings are completed at a competent level.
Drawings are completed capably.
Drawings are completed accurately.
Drawings are completed to an exceptionally high standard.
•Accuracy of calculations
Calculations are incorrect or omitted.
Calculations are incomplete with significant omissions.
Calculations are inaccurate and only partially completed.
Calculations are completed at a basic level sufficient to meet the learning outcomes.
Calculations are completed at a competent level.
Calculations are completed capably.
Calculations are completed accurately.
Calculations are completed to an exceptionally high standard.
•Appropriate selection and application of information.
Selection of information is incorrect or minimal. Information is applied inadequately or incoherently to the task.
Selection of information is incomplete with significant omissions. Information is applied ineffectively or unsatisfactorily to the task.
Selection of information is inconsistent and partial. Information is applied inaccurately to the task.
Selection of information is satisfactory and sufficient to meet the learning outcomes. Information is applied adequately to the task.
Selection of information is clear and reasonable. Information is applied competently to the task.
Selection of information is consistent and effective.
Information is applied capably to the task.
Selection of information is accurate and comprehensive. Information is applied perceptively to the task.
Selection of information is proficient and insightful. Information is applied innovatively to the task.
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Submission of assignments
All assignments must be submitted online in the module area of the VLE. The assignment submission link opens 21 days before the due date. Please refer to the information provided in the ‘Coursework preparation’ week for submission guidance.
NOTE: Postal submissions will not be accepted.
Word count and overwriting
You may incur a reduction in your mark for communication (up to 15% of the total mark – see assessment criteria marking guide above) if you exceed the upper value of a word range, or if you exceed 10% of the stated word count. You must state the total number of words used at the end of your assignment.
The following table outlines the inclusions and exclusions in the word count of the most common features of assessed pieces of work.
Included
Excluded
Introduction
Executive summary/abstract
Main body
Title page/front cover
Footnotes/endnotes
Contents List
In text citations
Calculations
Words in tables
Drawings/Images
Conclusion
List of references
Recommendations
Bibliography
Headings and titles, except for those explicitly excluded
Appendices
Warning
Plagiarising someone else’s work, whether copying from the internet, UCEM study materials, a textbook, a fellow student or elsewhere, is a serious offence. Before you submit your work for assessment, you must check it to ensure that you have fully cited within the text all the sources of information you have used and that all your sources are listed in a reference section at the end of your submission. Quoted text must not be excessive in length. You will find guidance on correct citing and referencing in The Harvard System – The UCEM Guide to Referencing and Citation in the ‘Study skills’ section on the VLE.
Be aware that your work will be checked using anti-plagiarism software. If plagiarism is identified, this will result in a severe penalty ranging from loss of all or part of the mark to exclusion from your programme.
Note: Please use the assignment referencing link to check the originality of your work before submitting it.