BE2601 Course Assessments S1 AY 2019-20 (SOFV)

Course Assessments: BE2601 Management Principles, Skills and Competencies
S1, AY19-20
BE2601 MANAGEMENT PRINCIPLES, SKILLS

AND COMPETENCIES
S1, AY19-20
COURSE ASSESSMENTS &
OTHER KEY ESSENTIAL INFORMATION
Prepared by Kumaran Rajaram, PhD
S/No Content Page
1. Course Learning Outcomes 2
2. Course Assessments 2
3. Course Assessment Plan 3
4. Reading and References 4
5. Penalties and Academic Integrity 5-6
5. Further details on Class Assignments and Class Activities 7-9
6. E-Learning Week 9
7. Project Work Report and Group Presentation 10 - 15
8. Ethical Reasoning Assignment (Case-Study) 16 - 17
9. Participation in Active-Learning Activities and

Pre-Class Online Learning 18
____________________________________________________________________________
Instructors: Kumaran Rajaram (Course Coordinator), Ng Sin Ain, How Wee Kiun, Koh Cheng Boon and Alan Goh Page 1
S1, AY19-20
Course Learning Outcomes
This course ensures that the students achieve the following learning outcomes:
• Evaluate issues in business organizations in the dynamic global environment and apply
management principles to develop and propose solutions
• Evaluate how organizations develop and maintain competitive advantage
• Formulate business decisions using various tools and techniques to remain competitive
• Analyze how managers use problem-solving strategies and critical thinking skills in real-life
situations
• Relate how different areas of the business (i.e., Manufacturing/Service, Marketing, Finance
and Human Resource Management) support the vision and mission
• Contextualize how managers implement successful planning
Amongst the above, the following primary managerial soft skills are developed:
• Problem-Solving and Decision Making
• Teamwork & Interpersonal Skills
• Critical Thinking Skills
• Ethical Reasoning Skills
• Interpersonal competencies to motivate self and inspire others
• Communication skills
Course Assessments
Components Weightage Individual/Group

Motivation & Development of Self & Others 15% (*) Individual
Participation in Active-Learning Activities
(7.5%) and Pre-Class Online Learning (7.5%)
Ethical Reasoning 15% (*) Individual
Assignment Report (Case-Study)
Problem Solving and Decision Making 45% (*) Group
Project Work and [30% : Report;
Communication, Teamwork & Interpersonal Skills 15% : Presentation (10%)
Presentation (including Peer Appraisal) including Peer Appraisal
(5%)]
Critical Thinking 25% (*) Individual
Reflective Learning Project – Field Work
Total 100%
(*) – Assessment rubrics will be used.
Learning Design
Flipped-Classroom approach will be adopted:
• 1 hour e/online lesson
S1, AY19-20
1hr of pre-class e/online learning is required before attending the seminar every week. Contents
will be delivered through video recording, animations with voice recording, YouTubes, and
reflection journal. Students are expected to meet the learning objectives of each online lesson in
their reflection journal and e-interactive quizzes to serve as a form of formative self-assessment.
• 3 hours seminar (face-to-face)

Acquisition of management knowledge and the development of managerial skills and
competencies will be facilitated by a variety of in-class activities such as role-play of different
management scenarios, problem-based learning, case-studies, and mini-games.
Assessment Plan
Course Learning Goals & Outcomes Assessment Methods
Ethical Reasoning:
• Describe the business ethical issue(s) Assignment Report (Case-Study)*
• Evaluate the ethical issue(s), report its (Ethical Reasoning
implications and support the judgment Assessment rubric will be used)
• Apply ethical reasoning to develop solutions Students are required to analyze a workplace
• Evaluate the appropriateness and feasibility ethical dilemma and propose a future action
of the proposed solutions plan
Motivation & Development of Self & Others:

• Attempt the pre-class online learning Participation in Active-Learning Activities and
• Demonstrate critical thinking and apply Pre-Class Online Learning*
acquired knowledge in reflection journals (Motivation & Development of Self & Others
• Illustrate understanding of concepts Assessment rubric will be used)
• Participate actively in class by asking Students are required to consistently
relevant questions participate and contribute through the active-
• Contribute through sharing of thoughts learning activities
• Listen to others’ viewpoints and participate
in discussions
Communication; Team Work & Interpersonal

Skills: Project Work (Presentation) and Peer
• Communicate well with others verbally so Evaluation*
that it clearly expresses the intended (Communication,
message and is understandable and useful Teamwork & Interpersonal Skills
to the receiving party Assessment rubrics will be used)
• Develop competencies and skills needed to Students are required to present their proposed
function well in team environments management strategies and practices to
• Demonstrate the importance of interpersonal sustain an organization’s competitiveness while
skills and effectively applying them in team achieving productivity in its business
environments operations. Students are to perform peer
evaluation on the team members’ performance
Problem Solving & Decision Making: Project Work (Report)*

• Identify issues/problems to be improved in (Problem Solving and Decision Making
an organization Assessment rubric will be used)
• Evaluate how business decisions are made Students are required to perform research and
to remain competitive in the global analyze the management strategies and
S1, AY19-20
environment practices to sustain an organization’s

competitiveness while achieving productivity in
its business operations
Critical Thinking: Reflective & Evidenced Based Learning Report

• Identify, summarize and demonstrate the (Field Work)*
issue at hand (Critical Thinking
• Identify, consider other theoretical Assessment rubric will be used)
perspectives that are essential to the Students are required to perform interviews
analysis of the issue
with either managers, workers or anyone else
• Identify, understand, relate, assess and
appreciate how the management theoretical who are relevant to the topic and present their
concepts/frameworks could be effectively findings based on a designated management
applied to resolve issues topic relating it to identified relevant academic
• Identify and consider assumptions and the journals
influence of the context on the issue and the
ability to assesses conclusions, implications
and consequences
*Rubrics will be used to assess the quality of your submissions, which will be posted on NTULearn for
your review.
Note: Peer evaluation will be arranged for group-based assignment report and project work to assess the
level of contribution of the team members
Readings and References
Primary Textbooks:
R,C&C Rajaram, K., Ching, K.W. and Chua R.Y.L. Experiential and Active Learning Handbook for
Management Principles, Skills and Competencies – Nurturing Global Leaders towards
Managerial Excellence, McGraw-Hill, 2016
B&S Bateman, T.S. and Snell, S. A. Management: Leading and Collaborating in a Competitive World,
McGraw-Hill, 11th ed., 2015
(ISBN: 978-1-259-25422-2)
HD31.B328mc 2015 (NTU Business Library)
Other references:
J&G Jones, G.R and George, J.M. Contemporary Management,
McGraw-Hill, 8th ed., 2014
(ISBN: 978-1-259-01179-5)
HD31.J77 2014 (NTU Business Library)
Sch Schermerhorn, J.R, Introduction to Management,

John Wiley, 13th Ed., 2015
(ISBN: 978-1-118-95118-7)
HD31.S326 2015 (NTU Business Library)
WC Williams, C., Principles of Management

South Western/CENGAGE Learning, 7th Ed., 2013
(ISBN-13: 978-1-111-96982-0)
HD31.W722 2013a (NTU Business Library)
S1, AY19-20
R&C Robbins S.P. and Coulter M., Management

Pearson, 12th Ed., 2014
(ISBN 13: 978-0-273-78702-0)
HD31.R636 2014 (NTU Business Library)
Penalties and Academic Integrity
Coursework will be subjected to the penalties and more importantly governed by NTU’s Honor
Code and Academic Integrity, which have been spelt out in the Course Outline and reproduced
here for your reference:
Penalties for assignments
Penalties will be imposed for late submissions that are not supported with valid reasons. A penalty of 5
marks will be imposed for each day (24hr block) that the assignment is submitted late. For example, 65
marks would become 60 marks if the assignment is submitted a day late and 55 marks if it is two days
late. In order to ensure equity, students are reminded to stay within the word limit set for each
assignment. Seminar instructors grading the assignments will stop reading once the word limit has been
reached.
Academic Integrity
Good academic work depends on honesty and ethical behaviour. The quality of your work as a
student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set
of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s
shared values.
As a student, it is important that you recognize your responsibilities in understanding and applying the
principles of academic integrity in all the work you do at NTU. Not knowing what is involved in
maintaining academic integrity does not excuse academic dishonesty. You need to actively equip
yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic
fraud, collusion and cheating. If you are uncertain of the definitions of any of these terms, you should
go to the academic integrity website http://academicintegrity.ntu.edu.sg/ for more information.
And remember, ask your professors when you need any clarification about the requirements of
academic integrity in different courses and programmes.
Refer to the “Student Assignment Declaration Cover Sheet”. You are required to submit the declaration
cover sheet together with coursework assignments. The softcopy of the Student Assignment Declaration
cover sheet will be available via NTULearn at your respective SEM sites, under the folder ‘Course
Information (Course Outline & Course Assessment Document)’
S1, AY19-20
Student Assignment Declaration Cover Sheet
Course Assessment: Ethical Reasoning Assignment / Reflective Learning Report – Field Work / Group
Work Report / Group Work Presentation
This student assignment declaration is to be used as a cover sheet and submitted together with the
assignment submission. The purpose of the sheet is to remind you as a student of the commitment you
have made to complete your assignment(s) with integrity and honesty expected of you as NTU student(s),
as defined in the NTU Honour Code.
Declaration of Academic Integrity

Please tick to indicate that you have read and accepted the following statements. Your assignment will
not be accepted without this declaration.
I confirm that:
1. I have read and understood the University’s Shared Values & Honour Code, including the
information on practices concerning the academic integrity (given in
http://academicintegrity.ntu.edu.sg/a-guide-to-academic-integrity/) and that in the attached
coursework submission I have worked within its expectations
(http://academicintegrity.ntu.edu.sg/shared-values-honour-code/).
2. I am aware that failure to act in accordance with the University’s Shared Values & Honour Code
may lead to the imposition of penalties which may include the requirement to revise and
resubmit an assignment, receiving a lower grade, or receiving an F grade for the assignment;
suspension from the University or termination of my candidature.
3. I consent to the University copying and distributing any or all of my work in any form and using
third parties to verify whether my work contains plagiarised material, and for quality assurance
purposes.
Name Date
(Note: For team work - Write names of all the members. Submit only one form.)
S1, AY19-20
Further details on assignments and class activities
Project Team
You are required to form teams comprising of 4-5 members and let your respective instructor have the
particulars (i.e., FULL names and contact numbers) of the team members by week 4 (send by e-mail to
your respective instructor).
Pre-Class Online Learning

It is expected of you to complete all online learning 24hrs before you attend the 3hrs face-to-face
seminars weekly. All online course materials will be uploaded in your respective seminar sites for your
participation. Your completion of the online weekly is monitored and will account for your pre-online
learning marks as stipulated as per the course assessment breakdown. A class discussion on the e-
reflection journal which is the last activity in the pre-class online learning will be facilitated during the face-
to-face seminar session.
Note: Deadline to complete your Pre-Class Online Learning through NTULearn – 24hrs before each of
the weekly lessons (i.e. for example if your lesson is scheduled on 9 August Tuesday, 0830hrs, then the
deadline of the online lesson completion is by 8 August Monday, 0830hrs. This applies even though your
actual lesson scheduled falls on a public holiday). All participation and completion of the weekly Pre-
Class Online learning records will be referenced based on the deadline of 24hrs before each of the
weekly lessons. Pre-class online learning needs to be strictly completed as per the deadline stipulated.
Delayed completion will affect your performance as coming to class unprepared will affect the quality of
contributions in class, which will cause you to lose marks for the Pre-Class Online Learning coursework
component. Moreover, failure to complete the pre-class online learning within the stipulated timeline of
24hrs prior to your respective lessons recurrently without any valid reasons will cause you to be graded
under “below expectations – rubric score 1 or 2” for the first criteria of ‘Drive to Learn’ depending on your
overall performance.
Active Learning Activities and Case Studies for class discussions

2-3 Active Learning Activities will be facilitated in most of the seminar sessions. You are required to read
the assigned activities and case(s) prior to coming to the seminar. You will work with your team members
and present your work to the class. Further guidelines are as follows:
Guidelines for Class Activities (non-graded)

A. Class Activities and Cases
Instructions:
1. Teams are expected to read the case and activities before coming to class
2. Teams will be allowed to discuss the activities for about 15-20 minutes
3. Teams will be required to present their analysis to share with the rest of the teams
4. Teams may also submit their written work for comments (optional)
5. No marks will be awarded for these exercises
Class Activities and Cases:

• Week 1 : Setting-up a Restaurant – Management Functions and Skills in Application
(Activity 1 – Case Scenario)
: Southwest Airlines (Activity 8 – Video)
: “Who is the Best Manager” (Activity 10 – Group Based Game Activity)
• Week 2 : Business Endeavours in Savoury Snack Industry: Old Chang Kee
(Rajaram K., 2014) (Activity 3 – Case-Study)
: Pike Place Fish Market (Activity 4 – Video)
: Tuition Centre “Excel through Commitment” (Activity 5 – Problem-Based Activity)
S1, AY19-20
• Week 3 : Working Conditions at Wal-Mart (Activity 1 – Case-Study)

: Business Ethics Corporate Social Responsibility (Activity 8 – Video)
: “Good Corporate Social Responsibility Corporations”
(Activity 6 – Problem-Based Activity)
• Week 4 : Tree House Hut (Activity 1 – Case Scenario)
: Douglas Conant string to keep Campbell Soup thriving (Activity 2 – Group Activity)
: Panera Bread (Activity 3 – Video)
• Week 5 : How Samsung became a global technology leader (Activity 1 – Case Study)
: Understanding Toyota’s Success (Activity 3 – Video)
: Survival (Activity 2 – Group Game Activity: Problem-Based Learning)
• Week 6 : Snap shot of the Ready Made Garment (RMG) Industry in one of the Asian
Countries (Country X) (Activity 1 – Case-Scenario)
:“Top of the World” (Activity 8 – Role Play)
• Week 7 : Leading KR Associates International: Flying High as a Business Practitioner
Entrepreneur (Activity 1 – Case-study)
: Japan Airlines CEO (Activity 2 – Video)
• Week 8 : Service Trust Supermarket (Activity 1)
: Excel Soft Cost Ltd (Activity 4 – Problem-Based Activity)
: Small Medium Enterprise (Activity 3 – Problem-Based Activity)
• Week 9 : Giamso International Tours Pte Ltd (Activity 1 – Case-Study)
: Goggle’s HR Philosophy (Activity 3 – Video)
: Open-ended Questions (Activity 4 - Class Discussion)
• Week 10: E-Learning (Lenovo Case, Critical Application Based Questions, Quizzes)
• Week 11: The Planet Starbucks (Activity 1)
: Globalization of an Organization (Activity 3 - Application Based Questions)
: Globalization: Do you know what it is and how it affects you?”
(Activity 6 - Problem-Based Group Activity)
• Week 12: E-Learning (Pixar Case, Critical Application Based Questions, Quizzes)
Note: Please make the assigned article(s) are read before the seminar.
B. Activities Based Learning (Cases, Topic Discussion; Problem-Based Learning Activity; Group
Discussion; Reflective Quiz; Case-Scenario Activity; Game – Refer to the Active Learning Handbook)
Video Clips
Video clips on relevant topics will be shown during some of the lessons. You will be required to participate
in discussions on the issues raised in these videos.
Reading materials
A list of the reading materials are furnished below. You are expected to read these articles in the week
indicated against each of these. You can source these articles through the business library e-journal list.
List of Readings
1. Teresa M. Amabile and Steven J. Kramer. The Power of Small Wins. Harvard Business Review, May
2011, 70-80. [Week 2]
2. Max H. Bazerman and Ann E. Tenbrunsel, Good People Often Let Bad Things Happen. Why?
Harvard Business Review, April 2011, 58-65. [Week 3]
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3. Gretchen Spreitzer and Christine Porath, Creating sustainable Performance. Harvard Business
Review, January-February, 2012, 92-99. [Week 11]
4. Michael D. Watkins, How Managers Become Leaders. Harvard Business Review, June 2012, 64-72.
[Week 7]
5. Rajaram, K. Management “gurus” Peter Ferdinand Drucker & Thomas Peters: Importance of Creative
leadership to sustain competitive and differential advantage, International Journal of Business
Derivatives, July 2011, 276-298. [Week 7]
6. John H., Zenger, Joseph R. Folkman and Scott K. Edinger. Making Yourself Indispensable. Harvard
Business Review, October 2011, 85-92. [Week 12]
[Available from the Business library/Harvard Business Review (e-journals)]
Note: Please make sure to read the assigned article before the seminar.
Attendance and Class Participation

Your attendance in all the seminar sessions is important. Non-attendance will result in missed class
participation and team activities. In order to gain the most out of the seminar-styled lessons, all students
are expected to prepare well by going through the required readings/case studies for each lesson, attend
all classes and participate actively during the sessions.
Make up classes
Make up classes will be arranged as and when necessary, which you will be informed in advance.
However, if there is a clash with the date and time of the proposed make-up class (s), you may plan to
attend any one of the other seminars scheduled for this course. If you plan to attend any other seminar
session, you are required to inform the instructor of the seminar (via e-mail) that you are planning to
attend with a copy of an e-mail sent to the primary (your own) seminar instructor.
Use of NTULearn
Online course materials, handouts, course outline, course assessment documents and all other study
materials will be posted on ‘NTULearn’. Please make sure to check your course site regularly. The
NTULearn system (blackboard) will also be used for interacting with your team members and seminar
instructors. Do ensure that your personal particulars, especially your hand-phone number (if you have
one) are updated in NTULearn. This will allow you to receive urgent messages, e.g. change in timing for
lessons, via SMS from your seminar Instructor.
E-Learning on Week 10 (NBS E-Learning Week)

There will be no physical classes in Week 10, however, students are to self-read the power point slides
and notes uploaded on NTULearn (Blackboard). Students are to self-attempt the case-study and other
exercises that are assigned. Students are to go through the online learning courseware, with recorded
lecture, animations, videos cases, attempt the interactive quizzes and reflection journal. Instructors will
use the discussion board as a platform to communicate and facilitate the topic-related discussions.
Students will be briefed by their seminar instructors prior to Week 10 on how the E-Learning session will
be facilitated.
E-Learning on Week 12 (Group Work Presentation)

There will be no physical classes in Week 12 as it will be used for group work presentations, however,
students are to go through the online learning courseware, with recorded lecture, animations, videos
cases, attempt the interactive quizzes and reflection journal. Instructors will use the discussion board as a
platform to communicate and facilitate the topic-related discussions. Students will be briefed by their
seminar instructors prior to Week 12 on how the E-Learning session will be facilitated.
S1, AY19-20
Project Work (Group) Report

(30% of total grade)
Learning Outcomes:
1. Evaluate and apply the relevant theoretical management concepts and principles to the context of the
question
2. Demonstrate critical thinking, reasoning and evaluative analysis skills by providing supporting
justifications and illustrations
3. Communicate, critique and present the research findings
4. Show creative thinking with the inclusion of novel ideas and recommendations with good supporting
analysis
In today’s dynamic environment of the 21st century, organizations have to learn how to manage and adapt
to changes to deliver quality service to their customers, maintain trust and confidence amongst their
stakeholders.
Perform research to identify and analyze the management strategies and practices of an organization
which exemplify how it manages change, achieve sustainability and competitiveness while achieving
productivity and stability in its business operations. You are required to perform your analysis within any
1-2 of the following scope of elements:
• Types of Strategic Planning involving Long-Term Survival and Growth

• Organization’s Structure and/or Organisation Culture
• Competition in the Global Market
• Effectiveness and Efficiency of the Organizational Controls and Processes
• Leadership
• Quality Management
• Competitive advantage through Human Resource Management
Please note that you are to decide on the appropriateness of the above scope based on the problem that
you have identified from the selected organization. Focusing on any one (1) of the element is adequate.
Alternatively, if your discussion requires a broader scope, it is advisable to keep to a maximum of any 2
elements of the above scope. The time-frame for the case should be examined from its present/current
(i.e. “real-time”) context.
You should have the 4 key criteria and its respective scope (furnished below) addressed in your
discussion supported with relevant justifications/illustrations.
Criteria Scope
Define the Problem • Perform a detailed analysis of the organisation identified using the SWOT
(25%) theoretical framework
• Identify one (1) problem from the SWOT analysis performed
• Describe clearly the problem identified and its root causes
Devise Strategies to • Review and analyze the current strategy put in place for the problem identified
Solve the Problem • Identify and evaluate three (3) possible strategies for solving the problem that
(35%) apply within a specific context (Note: The strategies proposed needs to be new
or improvised from the existing strategies)
• Discuss how the most appropriate and feasible option is selected
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Assess • Develop an action-plan in terms of implementation

Implementation • Briefly state the involvement of at least three (3) stakeholders/beneficiaries
Feasibility * (25%) • Propose how the implementation will be monitored and progress measured
Evaluate Outcomes * • Evaluate the potential outcomes relative to the solution defined with thorough,
(15%) specific considerations of need for further work
[(*) – Only for the most appropriate and feasible option selected]
The organization selected must have a workforce of not less than 100 employees. It may be a Singapore-
based organization or any regional or global organization. The group can elect to conduct the research
through publication or official website search or an interview with the organization. The source/s of the
information and data contained in your research must be provided in your report.
Below are some possible sources for your project but you are not constrained to pick from this list:
• World’s Most Admired Companies – Hay Group partners with Fortune Magazine to pick an annual list.
• Press Releases – Singapore 1000 and Singapore SME 1000 Ranking
• Aon Hewitt’s Best Employers study – annually
• Singapore HR Award, organized annually by Singapore HR Institute
• International Enterprise Singapore, formerly known as Singapore Trade Development Board (TDB)
• Singapore Indian Chamber of Commerce & Industry

a) SICCI-DBS Singapore Indian Entrepreneur Award
b) SICCI-DBS Singapore-India Business Award
c) SICCI-DBS Indian Enterprise Award
• Business Excellence Awards by SPRING such as Singapore Quality Award, Innovation Award, People
Excellence Award
• HRM Awards
Project Work (Group) Submission

Submission date is by 48 hours from the ending time of students’ respective seminar session in
Week 11 through NTULearn (Turnitin).
• All sources are to be cited, properly referenced and used correctly inline to Harvard or APA
referencing style.
• Report is to be organized, concise, and have a clear write-up with proper paragraphing
• Refer to ‘Penalties and Academic Integrity’ of this ‘Course Assessment’ document (p. 6) for the
“Student Assignment Declaration Cover Sheet”. You are required to submit the declaration cover
sheet together with coursework assignments.
• The softcopy of the Student Assignment Declaration cover sheet form will be available via NTULearn
at your respective SEM sites, under the folder ‘Course Information (Course Outline & Course
Assessment Document)’
• Upload the 3,000-word essay to “Turnitin Assignment” for plagiarism check. (Note: Do not use the
lecture site. Use your own seminar group website).
• Submit the final version of your group project work report through NTULearn to “Turnitin Assignment”
of the seminar you belong to. You will work with your group and submit the report as per deadline
advised above.
S1, AY19-20
Project Work (Group) Presentation

The presentation will be scheduled on week 12 during the seminar session.
The following instructions are to assist as a reference guide for the Project work report and Presentation.
Instructions/Guidelines:
Group report (30% of the total marks)
• The Project Work is based on a well analysed and argued written report (group), weighted at
30% and a formal oral presentation (group) of the report, weighted at 15% which includes your
performance on peer evaluation.
• The dates for the oral presentation are scheduled in Week 12 during the Seminar session. Further
specific time slots for the groups and instructions will be advised by the respective tutors upon term
commencement.
• Format: The research report should be written in 3,000 words with Times New Roman font (size 12)
for main text, double-spacing, with a tolerance level of +/- 5% of word count limit.
• There should be a cover page with all group members’ details and an executive summary included,
but the word count excludes these two pages.
• The work presented must make extensive use and application of appropriate theories or concepts
considered within the module and from independent reading of the subject (both textbooks and
academic journals).
• Full reference details (inline to Harvard or APA referencing style) must be included with respect to the
academic literature and all other sources of information used (reference to and use of material from
the internet such as Wikipedia are not acceptable).
• The essay should be presented in an appropriate and professional style with a coherent structure,
logic and connected line of analysis, evaluation and reasoning.
• The report must be submitted in MS words format and not in PDF format.
• Word limit: 3,000 words (with a tolerance level of +/- 5%). The headings, in-text citations and
footnotes are included in the word count. The title page, diagrams, figures, tables, list of references
and appendices are all excluded from the word count. However, please note that tables, diagrams,
figures should only have key pointers within them, i.e. in short phrases. If they comprise of long
sentences, then this is not allowed and the word count within the tables, diagrams or figures will be
counted in. You should state the number of words on the front title page of your report.
S1, AY19-20
Project Work (Report) - Problem Solving and Decision Making Assessment Rubric
Criteria Standards
Below expectation Meets Expectation Above Expectation
(Rubric Score: 1-2) (Rubric Score: 3-4) (Rubric Score: 5-6)
Define the - Not detailed and poorly - Adequately analysed - Detailed and well
problem analysed SWOT for the SWOT for the identified analysed SWOT for the
(25% of overall identified organisation organisation identified organisation
grade)
- Does not identify the - Identifies the problem - Identifies the problem,
problem clearly and moderately and adequately demonstrates the ability to
demonstrates limited demonstrates the ability to clearly and accurately
understanding in the describe the problem and describe the problem
description of the its root causes identified and its root
problem and its root causes
causes
Devise - Does not adequately - Fairly review and analyze - Accurately review and
Strategies to review and analyze the the current strategy put in analyze the current strategy
Solve the current strategy put in place for the problem put in place for the problem
Problem place for the problem identified identified
(35% of overall identified
grade)
- Identifies the possible - Adequately identifies the - Identifies the possible
strategies for solving the possible strategies for strategies well for solving
problem that apply solving the problem that the problem that apply
within a specific context apply within a specific within a specific context
without regard to fit context
- Does not demonstrate - Adequate demonstration - Demonstrates high ability

the ability to evaluate is performed to evaluate to evaluate the strategies
the strategies identified the strategies identified that identified that reflect an in-
and reflect limited reflect a reasonable depth understanding of the
understanding of the understanding of the situation
situation situation
- Does not adequately - Adequately discuss how - Discuss thoroughly and

discuss how the most the most appropriate and clearly how the most
appropriate and feasible feasible option is selected appropriate and feasible
option is selected option is selected
Assess - Does not adequately - Adequately develop an - Clearly develop an action-
Implementation develop an action-plan action-plan in terms of plan in terms of
Feasibility in terms of implementation implementation
(25% of overall implementation
grade)
- Does not examine - Adequate amount of - Clearly assess how well
adequately on how well assessment performed on the stakeholders/
the stakeholders/ stakeholders/beneficiaries’ beneficiaries are involved
beneficiaries are involvement
involved
- Does not or minimally - Satisfactorily propose how - Clearly propose how the
propose how the the implementation will be implementation will be
implementation will be monitored and progress monitored and progress
monitored and progress measured measured
measured
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Evaluate - Evaluate the potential - Evaluate the potential - Evaluate the potential
Outcomes outcomes superficially in outcomes moderately to the outcomes very well relative
(15% of overall terms of the solution solution defined with to the solution defined with
grade) defined with minimal or reasonable considerations thorough, specific
no consideration of need for further work considerations of need for
for further work further work
Group Presentation (10% of the total marks)
Each group is given 10-12 minutes for presentation with 5-10 minutes for question and answer session.
There may be another instructor together with the course tutor as evaluators for the presentation session.
• The group presentation will be based on the group report.
• There should not be any more than 15 slides (excluding the first title page slide and slides with
references included)
• Group Project Work Presentation Slides due: within 12 hours before the commencement time
of your respective seminar session in Week 12
• Each group is allowed to have 4-5 members.
• You are required to treat this as a ‘real-life’ management presentation and come well-prepared both
mentally as well as physically (i.e. appropriate dress-code).
Peer Evaluation (5% worth of the group presentation marks will be based on peer evaluation)
• All must perform the peer evaluation of the team members in their group. This means every student
will evaluate each of the other team members in the group.
• This is a mandatory requirement.
• The peer evaluation needs to be done objectively as the trust and responsibility is bestowed on the
student. Student needs to justify with at least a short phrase or sentence as a qualitative comment
under the remarks column to support the respective quantitative rating provided.
• The assessment rubric for peer evaluation will be able to be accessed via eUreka.
• The deadline to complete the peer evaluation: Week 13, Monday, 11 Nov 19.
S1, AY19-20
Communication Assessment Rubric Criteria
Criteria Standards
Communication Q &A Q &A Q &A
Outcome (27% of - Unsatisfactory - Satisfactory - Very good performance
overall grade) performance during the performance during the during the question and
question and answer question and answer answer session(s)
session(s) session(s)
Situational Factors Teamwork (Referenced Teamwork (Referenced Teamwork (Referenced

(33% of overall to Peer Appraisal) to Peer Appraisal) to Peer Appraisal)
grade) - Minimal quality - Adequate - Quality contributions as
contributions as a team contributions as a team a team player and work
player and unable to player and work with well with others
work well with others others satisfactorily
Design Factors Content (15%) Content (15%) Content (15%)
(40% of overall - Lack of depth in - Exhibits adequate - Exhibits good depth in
grade) content and little insights depth in content and content and insights
are exhibited insights
- Supporting evidence is - Adequate supporting - Strong supporting

absent/or lacking evidence is provided evidence is provided
Structure (5%) Structure (5%) Structure (5%)

- Content of the - Content of the - Content of the
presentation is poorly presentation is presentation is well
organised satisfactorily organised organised
Verbal (10%) Verbal (10%) Verbal (10%)

- Speech rate, volume - Speech rate, volume, - Speech rate, volume,
and tone do not facilitate and tone adequately and tone facilitate good
comprehension. Too facilitate comprehension; Minimal
many gap-fillers comprehension. Some gap fillers
or acceptable level of
gap fillers
Non-Verbal (10%) Non-Verbal (10%) Non-Verbal (10%)
- Eye contact, posture - Eye contact and - Eye contact, posture and
and gestures are posture, gestures make gestures make the
inappropriate and the presentation presentation compelling,
significantly distracting, satisfactory, and and speaker appears
and speaker does not speaker appears polished and confident
come across as adequately confident
confident
Peer Appraisal
(Refer to Teamwork & Interpersonal Skills Rubrics via eUreka)
S1, AY19-20
Assignment Report (Ethical Reasoning)

Individual Assignment
Learning Outcomes:
1. Explain the importance of ethical behaviour and corporate social responsibility in the global
environment
2. Describe the implications of ethical behaviour and corporate social responsibility
3. Apply the concepts and implications of business ethics and ethical systems in decision making
Instructions:
• This individual assignment comprises of 15% of the total marks for the module
• The following are assessed:
o Ethical Sensitivity or Awareness
(1st item in the Ethics Rubrics)
o Ethical Knowledge, Understanding and Judgment
(2nd item in the Ethics Rubrics)
o Ethical Reasoning and Solution
(3rd item in the Ethics Rubrics)
• The report is limited to 800 words (with a tolerance level of +/- 5%)
• There should be a cover page with the essential details included (e.g. name, student ID, etc.), but
the word count excludes this page.
• The headings, in-text citations and footnotes are included in the word count. You should state the
number of words on the front title page of your report.
• It should be typewritten in ‘Times New Roman’ font (size 12), double spaced
• Refer to Assessment Document (p. 6) for the “Student Assignment Declaration Cover Sheet”.
You are required to submit the declaration together with the assignments
• The softcopy of the Student Assignment Declaration cover sheet form will be available via
NTULearn at your respective SEM sites, under the folder ‘Course Information (Course Outline &
Course Assessment Document)’
• Upload the 800-word essay to “Turnitin Assignment” for plagiarism check. (Note: Do not use the
lecture site. Use your own seminar group site)
• Submit the final version of your assignment through NTULearn to “Turnitin Assignment” of the
seminar you belong to. You will work on your own and submit the report within 48 hours from the
ending time of your respective seminar session in Week 5
Unethical acts in Organization(s)
1. Organisation:
• Nike
2. You are required to analyze and describe the situation from an ethics perspective for the identified
organization and report on the following scope as highlighted below:
S1, AY19-20
Criteria Scope
Ethical Sensitivity
or Awareness • Identify and describe at least one (1) business ethical issue in the identified
(20%) organization
Ethical
Knowledge,
Understanding • Critically evaluate the ethical issue with appropriate ethical system(s)
and Judgment
(45%)
Ethical Reasoning
and Solution • Propose viable solution(s) to resolve the issue
(35%) • Evaluate the feasibility of proposed solution(s) after weighing practical constraints
with ethical considerations
Assignment Report (Ethical Reasoning) Assessment Rubric Criteria
Criteria Standards
Ethical Sensitivity - Poor and weak in - Demonstrate adequate - Have a strong ability to
or Awareness identifying and ability to identify and identify and describe the
(20% of overall describing the ethical describe the ethical ethical issue(s)
grade) issue(s) issue(s)
Ethical - Not able to critically - Adequately able to - Able to accurately and

knowledge, evaluate the ethical evaluate the ethical issue critically evaluate the
Understanding issue using appropriate using appropriate ethical ethical issue using
and Judgment ethical system(s) system(s) appropriate ethical
(45% of overall system(s)
grade)
Ethical Reasoning - Unable to propose - Adequately able to - Able to propose a well
and Solution viable solution(s) to propose viable solution(s) thought through and high
(35% of overall resolve the issue to resolve the issue quality viable solution(s)
grade) to resolve the issue
- Weak/or unable to - Fairly able to evaluate the - Accurately able to

evaluate the feasibility of feasibility of proposed evaluate the feasibility of
proposed solution(s) solution(s) after weighing proposed solution(s) after
after weighing ethical ethical considerations weighing ethical
considerations considerations
S1, AY19-20
Participation in Active-Learning Activities and Pre-Class online Learning

Assessment Rubric Criteria
• You will be assessed on your participation and contributions in the assigned active-learning
activities to be facilitated
• The below furnished assessment rubrics will be adopted for the evaluation and assessment
Criteria Standards
Pre-Class online Learning
Drive to Learn (*) - Minimal sharing and - Contributes by sharing - Contributes by sharing
(50% of overall weak reflections satisfactory reflections relevant and high-quality
grade) pertaining to the pre- pertaining to the pre- reflections pertaining to
class online learning class online learning the pre-class online
contents and reflection contents and reflection learning contents and
journal during face-to- journal during face-to- reflection journal during
face sessions face sessions face-to-face sessions
Participation in Active Learning Activities
Knowledge - Illustrates a limited - Illustrates a fair - Illustrates a
Acquisition understanding of the amount of comprehensive
(15% of overall issue of interest understanding of the understanding of key
grade) issue of interest concepts, frameworks and
ideas related to the issue
of interest
Knowledge Sharing - Minimal participation - Show some level of - Participates actively in
(15% of overall and not asking relevant participation by asking class by asking relevant
grade) questions in class relevant questions in questions in class
class
- Does not contributes a - Contributes by sharing - Contributes by sharing

fair amount of a fair amount of highly rich, deep
meaningful thoughts knowledge, meaningful knowledge, enriching
and/or perspectives and thoughts and/or insights and meaningful
sharing superficial perspectives thoughts and/or
knowledge perspectives
Genuine - Pays little attention to - Pays adequate - Pays close attention to
Disclosure of the viewpoints of others attention to the the viewpoints of others
Enthusiasm and and interacts viewpoints of others and and engages meaningfully
Optimism superficially with others interacts adequately with others by providing
(20% of overall with others well thought through
grade) feedback and insights
- Not motivated and - Adequately motivated - Highly motivated and

limited participation and reasonable amount maximum participation
during the group of participation during during group discussions
discussions to make it the group discussions to to make it interesting
interesting make it interesting
(*) Your pre-class online learning participation will be closely monitored weekly. If you fail to complete the pre-class online
learning within the stipulated timeline of 24hrs prior to your respective lessons recurrently without any valid reasons, you will
be automatically graded under “below expectations - rubric score 1 or 2” for the first criteria of ‘Drive to Learn’ depending
on your overall performance.
S1, AY19-20
Reflective & Evidence Based Learning Report

(Field Work)
Learning Outcomes:
1. Evaluate how managers manage business organizations in the dynamic global environment
2. Examine how organizations develop and maintain competitive advantage in the global environment
In this reflective and evidence-based learning report, you are expected to address illustrative issues and
matters drawn from experiences of people you interview relating to management activities. You are
required to work on the following topic for your report:
• Management challenges for the 21st Century
You are expected to conduct research on the topic by (a) search for at least 3 (three) academic articles in
line to the topic identified; (b) interview any 2 (two) people (either managers, workers or anyone else who
are relevant to the topic, etc.) to make sense of the issue. Further to that, search for news reports on the
topic on the internet or elsewhere to support the discussion, if required.
Based on the information collected, you are required to use the critical thinking assessment rubrics as a
guide to prepare a report. The outcome of this report should be a better understanding of the topic
identified in terms of its complexities and relevance, as well as the influence of the larger context (regional
or global context).
Instructions:
• This reflective and evidence based individual assignment comprises of 25% of the total marks for
the module
• The report is limited to 1500 words (with a tolerance level of +/- 5%)
• There should be a cover page with the essential details included (e.g. name, student ID, etc.), but
the word count excludes this page
• The headings, in-text citations and footnotes are included in the word count. The title page,
diagrams, figures, tables, list of references and appendices are all excluded from the word count.
However, please note that tables, diagrams, figures should only have key pointers within them,
i.e. in short phrases. If they comprise of long sentences, then this is not allowed and the word
count within the tables, diagrams or figures will be counted in. You should state the number of
words on the front title page of your report
• It should be typewritten in ‘Times New Roman’ font (size 12), double spaced
• Refer to Course Assessment Document (p. 6) for the “Student Assignment Declaration Cover
Sheet”. You are required to submit the declaration cover sheet together with the assignments
• Refer to Course Assessment Document (p. 23-24) for the “Interview Consent Form”. The
interview consent forms are to be included in the Appendix of the report.
• The softcopy of the Student Assignment Declaration cover sheet and the interview consent form
will be available via NTULearn at your respective SEM sites, under the folder ‘Course Information
(Course Outline & Course Assessment Document)’
• Upload the 1500-word essay to “Turnitin Assignment” for plagiarism check. (Note: Do not use the
lecture site. Use your own seminar group site)
• Submit the final version of your assignment through NTULearn to “Turnitin Assignment” of the
seminar you belong to. You will work on your own and submit the report within 48 hours from the
ending time of your respective seminar session in Week 9
S1, AY19-20
Helpful pointers for the structure of the report and procedure of the interviews:
1. Based on the information derived from the academic articles, draft out the interview questions in
reference to the topic of your research identified. The questions are to address the issue identified.
Identify the interviewees (you may consider your parents, relatives or family friends or anyone appropriate
as potential interviewees) who have adequate experience in managing or management who could be
able to address the questions posed.
2. Spend some quality time to have your interview questions framed or articulated well so that it is easier
and more effective in terms of obtaining relevant and useful information to write your report.
3. You are required to seek consensus from two of the interviewees identified. Use the consent form
furnished in pp. 23-24 to fill in the required details. Have the interviewee(s) briefed on the contents stated
in the consent form. Basically, there are 2 options (1) if the interviewee wishes NOT to reveal his/her
identity in the report, then the name should not appear in the learning report but just in the consent form.
In the learning report, the interviewees’ identity should be stated as for example, ‘interviewee 1’ and/or
‘interviewee 2’ to appear anonymous; (2) if the interviewee does not mind including the name in the
learning report, then it is not an issue. All consent forms are to be furnished in the appendix of the report
and submitted through Turn-it-in through ‘NTULearn’. Before you confirm to have the interview scheduled,
have the consent form signed and acknowledged by the interviewees. No e-mail interview is allowed. All
interviewees are to be done face-to-face. The rationale behind these interviews is to train learners to ask
effective questions and enhance the questioning techniques, i.e. how effectively you could probe and
adapt to re-phrase the questions based on the interviewees’ answers.
4. Evaluate your findings, discuss insights and conclude with supportive justifications and illustrations of
whether what happens in practice bears any resemblance to the theoretical evidence from the academic
journals (for example, Harvard Business Review, Academy of Management Journal, etc.). You are
required to reflect and discuss the insights identified, your interpretation and rationale the variances
between the practice and theory, if any. Finally, you are required to offer your recommendations and
share your key takeaways and learning pointers.
Execution Flow-Chart:
Step 1: Search and read Step 2: Identify one (1) Step 3: Based on the
academic article(s) inline to management challenge and information gathered from
the topic – management gather essential facts the academic articles, draft
challenges relating to that from at least the interview questions
three academic articles
Step 4: Perform the Step 5: Write the report

Interview using the general guide
as advised below
[Note: What are academic articles? – refer to pp. 8-9 under list of readings in this course assessment
document for samples of academic articles. However, you are required to search for your own academic
articles inline to the management challenge that you have identified].
S1, AY19-20
5. A general guide for writing the report. The report should broadly have the following headers:
Introduction
– Identify any one (1) management challenge and provide a general overview of it
Analysis and Discussion
– Present varying theoretical perspectives from at least three (3) academic articles which are essential
to the analysis of the topic
– Present the interview findings. The contents should focus on the major findings of the interview in
respect to management challenge identified.
• Interviewee 1
• Interviewee 2
– Present insights, variances (if any), between the practice (interview findings) versus what is claimed in
evidence from theory (at least 3 academic articles)
(Note: Full transcripts of the interviews and interview consent forms are to be included in the Appendix to
show as documentary proof or evidence and reference)
The duration of interview should be at least 20-30 minutes of length with at least a minimum of 5-7 well
articulated questions. Apparently, more probing questions are encouraged if it helps to address deeper
relevant scope.
Recommendation and Conclusion
– Recommend at least two (2) suggestions to solve or address the management challenge raised
– Key takeaways and learning pointers
References and Bibliography

Appendix
Note: References, bibliography & appendix are not included in word count. Please kindly note that there
is no outright “correct”, “incorrect”, “model” or “standard” answers for this report. The goal of this report is
for you to demonstrate your comprehension of the management topic with the ability to analyze and
present your pointers with realistic views on how management challenges are viewed and could be
tackled. You will be graded according to the Critical Thinking Assessment Rubrics in page 22.
S1, AY19-20
Critical Thinking Assessment Rubric Criteria
The below furnished assessment rubrics will be adopted for the evaluation and assessment for the
reflective and evidence-based learning report (field work)
Criteria Standards
Introduction - Poorly presented - Fairly presented - Well-presented
(20% of overall introduction introduction introduction
grade)
Analysis and - Deals only with a - Addresses theoretical -Addresses relevant and
Discussion single theoretical perspectives fairly but diverse theoretical
(50% of overall perspective and fails to not so much of diverse perspectives very well
grade) discuss other possible theoretical perspectives, especially those salient to
theoretical perspectives, especially those salient the topic;
especially those salient to the topic;
to the topic;
- Fails to present the - Present the interview - Present the interview

interview findings clearly findings with adequate findings with high clarity
clarity
- Weak explanation of - Adequate explanation - High quality explanation

insights, variances (if of insights, variances (if of insights, variances (if
any), between practice any), between practice any), between practice
(interview findings) (interview findings) (interview findings) versus
versus what is claimed versus what is claimed what is claimed in
in evidence from theory in evidence from theory evidence from theory
Recommendation - Weak suggestions - Adequate suggestions - Quality suggestions

and Conclusion recommended recommended recommended
(30% of overall
grade) - Present weak - Present adequate - Present high quality, well
judgment of the issue judgment of the issue thought through judgment
discussed, key take- discussed, key take- of the issue discussed,
away and learning away and learning key take-away and
pointers pointers learning pointers
S1, AY19-20
Interview Consent Form
This is a sample of an interview consent form which has to be completed to seek consensus before the
interviewees are interviewed. The purpose is to ensure the interviewees are taking part in this interview
voluntarily with their consent.
Purpose of the interview: This interview is conducted for academic purpose and the interview inputs will
be strictly used for only this report which is meant to be part of the assignment for the Management
Principles, Skills and Competencies course.
I here, ______________________________ (full name as per registered in interviewees’ IDs/Passport),

agree to be interviewed for the u/m project report. As an interviewee, I am aware that this is based on my
own consensus and is purely voluntary.
Preference to have the interviewee’s identity to be indicated in the report: Yes / No. (Circle one of the
option provided)
(Note: If your choice is ‘No’, please note that the interviewee’s identity will not be indicated in the main
report but substituted with ‘interviewee 1’ or interviewee 2’. But the consent forms with the details will be
submitted to highlight who has been interviewed for the examiners to validate that the interview took
place and who exactly was interviewed)
Yours Sincerely,
____________________________________
Signature of the interviewee
____________________________________
Name of the interviewee
____________________________________
Designation of interviewee
_____________________________________
Organization of the interviewee
_____________________________________
Date of the interview conducted
S1, AY19-20
Re: As the interviewer, I take full responsibility in having the above briefed to my interviewee and address
any clarifications raised. He/she has agreed to take part in the interview having understood the conditions
stated above with voluntary participation and full consensus of having the interview inputs to be included
in the assignment report of BE2601 for academic purposes.
____________________________________
Signature of the interviewer
____________________________________
Name of the Interviewer
____________________________________
Designation of the Interviewer
____________________________________
University / School
____________________________________
Date of the interview conducted

BE2601 Course Assessments S1 AY 2019-20 (SOFV)

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Course Assessments: BE2601 Management Principles, Skills and Competencies

BE2601 MANAGEMENT PRINCIPLES, SKILLS

Prepared by Kumaran Rajaram, PhD

S/No Content Page

1. Course Learning Outcomes 2

3. Course Assessment Plan 3

4. Reading and References 4

5. Penalties and Academic Integrity 5-6

5. Further details on Class Assignments and Class Activities 7-9

7. Project Work Report and Group Presentation 10 - 15

8. Ethical Reasoning Assignment (Case-Study) 16 - 17

9. Participation in Active-Learning Activities and

Course Learning Outcomes

• Evaluate how organizations develop and maintain competitive advantage

• Contextualize how managers implement successful planning

Components Weightage Individual/Group

Flipped-Classroom approach will be adopted:

• 1 hour e/online lesson

• 3 hours seminar (face-to-face)

Course Learning Goals & Outcomes Assessment Methods

Motivation & Development of Self & Others:

Communication; Team Work & Interpersonal

Problem Solving & Decision Making: Project Work (Report)*

environment practices to sustain an organization’s

Critical Thinking: Reflective & Evidenced Based Learning Report

Readings and References

Sch Schermerhorn, J.R, Introduction to Management,

WC Williams, C., Principles of Management

R&C Robbins S.P. and Coulter M., Management

Penalties and Academic Integrity

Penalties for assignments

Student Assignment Declaration Cover Sheet

Declaration of Academic Integrity

Further details on assignments and class activities

Pre-Class Online Learning

Active Learning Activities and Case Studies for class discussions

Guidelines for Class Activities (non-graded)

Class Activities and Cases:

• Week 3 : Working Conditions at Wal-Mart (Activity 1 – Case-Study)

[Available from the Business library/Harvard Business Review (e-journals)]

Attendance and Class Participation

E-Learning on Week 10 (NBS E-Learning Week)

E-Learning on Week 12 (Group Work Presentation)

Project Work (Group) Report

• Types of Strategic Planning involving Long-Term Survival and Growth

Assess • Develop an action-plan in terms of implementation

• Press Releases – Singapore 1000 and Singapore SME 1000 Ranking

• Aon Hewitt’s Best Employers study – annually

• Singapore HR Award, organized annually by Singapore HR Institute

• Singapore Indian Chamber of Commerce & Industry

Project Work (Group) Submission

Project Work (Group) Presentation

Group report (30% of the total marks)

- Does not demonstrate - Adequate demonstration - Demonstrates high ability

- Does not adequately - Adequately discuss how - Discuss thoroughly and

Group Presentation (10% of the total marks)

Communication Assessment Rubric Criteria

Situational Factors Teamwork (Referenced Teamwork (Referenced Teamwork (Referenced

- Supporting evidence is - Adequate supporting - Strong supporting

Structure (5%) Structure (5%) Structure (5%)

Verbal (10%) Verbal (10%) Verbal (10%)

Assignment Report (Ethical Reasoning)