UNDERGRADUATE

ASSIGNMENT
SPECIFICATION

Programme: BABS Module Level (3,4,5 or 6): 6

Module: Organisational Behaviour Module code:

Contribution to Overall
Module Assessment (%):
Assignment Title(s):
40% Assignment No(s): 1
Highlight the importance of understanding the term “organisational behaviour” and
effectively enact the necessary innovative applications and polices in today’s
environment in order for an organisation to gain competitive advantage.

Lecturer: Ryan Caruana Internal Verifier:

Hand Out Date: Submission deadline: 14th October 2019 by 23:59

Hrs

Feedback deadline:

Referencing: In the main body of your submission you must give credit to authors on whose research your
work is based. Append to your submission a reference list that indicates the books, articles, etc.
that you have read or quoted in order to complete this assignment (e.g. for books: surname of
author and initials, year of publication, title of book, edition, publisher: place of publication).
Disclosure: Please include the following statement on the title page of the submitted assignment, followed
by your name:

“I declare that this assignment is all my own work and that I have acknowledged all materials
used from the published or unpublished works of other people. All references have been duly
cited.”

Turnitin: All assignments must be submitted to Turnitin unless otherwise instructed by the Lecturer. YES X
Note: the Turnitin version is the primary submission and acts as a receipt for the student. Late
submission of the electronic version of the assignment will result in a late penalty mark. Penalties for NO
late submission: Up to one weeks late, maximum mark of 50%. Over one week late, Refer. Only the
Extenuating Circumstances Panel may grant an extension.

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Learning Outcomes tested Assessment Criteria To achieve each outcome a
(from module syllabus) student must demonstrate the ability to:
• Managers and Managing Discuss and demonstrate the academic knowledge
• The evolution of management theory gained in understanding the phenomena of
• The environment of management organisational behaviour in today’s environment, while
• The Global environment highlighting a number of applications which are available
• Social responsibility and diversity to the decision makers to be proactive in change and
• Organisational Culture organisation behaviour for gaining a competitive
• Groups and Teams advantage in a market segment.
• Organisation conflicts, negotiation, politics and
change
• Globalisation

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 TASK DESCRIPTION – ASSIGNMENT 1
BACKGROUND / INTRODUCTION

Organisational behavior outlines how an organisation is managed and run. It is extremely important,
because organisation is at the core of what makes a company what it is. Additionally, Organisational
behavior looks at how workers influence each other and how an organisation influences and inspire
its workers.

Organisational behavior perceives how staff members, workplace groups and corporate structures
affect workers individually. As a leader, it is important to understand the forces that drive people.
When people work together, relationship forms, and those relationships affect how they respond in
the work environment.

TASKS

Using the knowledge gained in class and through other research, clearly highlight the relevance
of organisational behaviour in today’s environment while describing organisational behaviour
forces that effect the organisation as a whole.

Highlight and indicate what are the challenges in today’s and future environment that need to
be address in order to gain a competitive advantage while addressing change within the
framework of organisational behaviour.

LENGTH REQUIRED

3,000 words. Any deviation from this will be penalised.

FORMATTING AND LAYOUT

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Length: 3,000 words
4. Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre space at
each edge, double spaced and pages numbered.
5. Document format: Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography
using Harvard referencing throughout is also provided.
6. Research: Research should use reliable and relevant sources of information e.g. academic books and journals
that have been peer reviewed. The research should be extensive.

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The use of a range of information sources is expected – academic books, peer reviewed journal articles, professional
articles, press releases and newspaper articles, reliable statistics, company annual reports and other company
information. All referencing should be in Harvard style.

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 MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 1
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks
available for each criterion are shown. Lecturers use a similar format to comment on the achievement of the task(s), including
those areas in which you have performed well and areas that would benefit from development/improvement.

awarded
available

Marks
Marks
Common Assessment Criteria Applied

1. Research-informed Literature 15
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.

Introduction - The objectives of the assignment identified and clarified. [Maximum 200 words]

2. Knowledge and Understanding of Subject 10

Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.

Context and knowledge of Organisational behaviour within an organisation [Maximum 500 words]

3. Analysis 50
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence

Main Body – This should highlight the importance of organisation behaviour within a management contest.
Discuss what affects an organisational behaviour and in what ways organisation behaviour can have an effect on
the holistic organisation.

You are kindly encouraged to highlight examples of various organisation behaviour and discuss knowledge gained
in classroom upon the chosen example.

Highlight and discuss the various topics discussed during organisational behaviour classes in order to gain
competitive advantage, whilst creating a more efficient business organisations. Amongst various topics in
organisational behaviour, your encouraged to speak about team dynamics, values, personalities, motivation,
applied performance practices, leadership settings, organisational culture and change.

[Maximum 1800 words]

4. Practical Application and Deployment 20
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.

Conclusion and recommendations - Ensure your conclusions and recommendations are justified and supported
by facts. They should follow logically the evidence contained in the main body of the assignment. Reaching a
conclusion based on your analysis is important. Don’t be afraid to have an opinion. [Maximum 500 words]

5. Skills for Professional Practice 5

Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.

Overall presentation - This should be coherent, logically organised, and clearly expressed. They should be
accurate in terms of spelling, grammar and punctuation.

Appendices should contain material relevant to supporting the assignment.

Referencing

o Use Harvard referencing style should be strictly followed.

o Ensure your reference list include all citations in the text and others which may not be in the
text (bibliography)
Ensure that your references are coming from quality sources such as articles; textbooks and other
peer-reviewed journals

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Assignment Mark (Assessment marks are subject to ratification at the
Exam Board. These comments and marks are to give feedback on module work Late Submission Penalties (tick if X%
and are for guidance only until they are confirmed. ) appropriate)

GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS

NOTE: The guidance offered below is linked to the five common assessment criteria above.

1. Research-informed Literature
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set.
You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental
and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational
documents, and websites. You should consider the credibility of your sources; academic journals are normally highly
credible sources while websites require careful consideration/selection and should be used sparingly. Any sources
you use should be current and up-to-date, mostly published within the last five years or so, though seminal/important
works in the field may be older. You must provide evidence of your research/own reading throughout your work, using
in-text citations in the main body of your work and a reference list that is alphabetical at the end of your work. Please
use the Harvard referencing system.

2. Knowledge and Understanding of Subject

Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying
principles associated with the subject area. Knowledge relates to the facts, information and skills you have acquired
through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information
(knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories,
etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show
your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge
and understanding; ideally each should be complete and detailed, with comprehensive coverage.

3. Analysis
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and
break information down into parts, make inferences, compile, compare and contrast information. This means not just
describing What! but also justifying: Why? How? When? Who? Where? At all times, you must provide justification for
your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is
crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence
that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid
conclusions are necessary and must be derived from the content of your work. There should be no new information
presented within your conclusion. Where relevant, alternative solutions and recommendations may be proposed.

4. Practical Application and Deployment

You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations or a
particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in
that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which
may be innovative and creative. This is likely to involve, for instance, the use of real world examples and cases, the
application of a model within an organisation and/or benchmarking one organisation against others based on stated
criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.

5. Skills for Professional Practice

Your work must provide evidence of the attributes expected in professional practice. This includes demonstrating
your individual initiative and/or collaborative working. You must communicate effectively in a suitable format, which
may be written and/or oral, for example, essay, management report, presentation. Work should be coherent and well-
structured in presentation and organisation.
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UNDERGRADUATE - COMMON ASSESSMENT AND MARKING CRITERIA
OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

0-29% 30-39%* 40-49% 50-59% 60-69% 70-79% 80-100%

Assessment Criteria
1. Research-informed Little or no evidence Poor evidence of References to a Inclusion of a range Inclusion of a wide A comprehensive Outstanding
of reading. reading and/or of limited range of of research- range of research- range of research knowledge of
Literature Views and findings reliance on mostly relevant informed literature, informed literature, informed literature research-
Extent of research unsupported and inappropriate sources. Some including sources including sources embedded in the informed
and/or own reading, non-authoritative. sources, and/or omissions and retrieved retrieved work. Excellent literature
Referencing indiscriminate use minor errors. independently. independently. selection of relevant embedded in
selection of credible conventions largely of sources. Referencing Referencing Selection of relevant and credible the work.
sources, application of ignored. Referencing conventions evident conventions mostly and credible sources. High-level Outstanding
appropriate referencing conventions used though not always consistently applied. sources. Very good referencing skills, selection of
inconsistently. applied consistently. use of referencing consistently applied. relevant and
conventions conventions, credible
consistently applied. sources. High-
level referencing
skills
consistently and
professionally
applied.
2. Knowledge and Major gaps in Gaps in knowledge, Evidence of basic Knowledge is Knowledge is Excellent knowledge Highly detailed
knowledge and with only superficial knowledge and accurate with a extensive. Exhibits and understanding knowledge and
Understanding of understanding of understanding. understanding of good understanding understanding of of the main understanding
Subject material at this Some significant the relevant of the field of study. the breadth and concepts and key of the main
Extent of knowledge and level. Substantial inaccuracies. concepts and depth of established theories. Clear theories/concep
inaccuracies. underlying views. awareness of ts, and a critical
understanding of principles. challenges to awareness of
concepts and underlying established views the ambiguities
principles associated and the limitations and limitations
of the knowledge of knowledge.
with the discipline. base.

3. Analysis Unsubstantiated Some evidence of Evidence of some Evidence of some Sound, logical, Thoroughly logical Exceptional
generalisations, analytical logical, analytical logical, analytical analytical thinking; work, supported by work; judiciously
Analysis, evaluation and made without use intellectual skills, thinking and some thinking and synthesis and evaluated evidence. selected and
synthesis; logic, of any credible but for the most attempts to synthesis. Can evaluation. Ability High quality evaluated
argument and evidence. Lack of part descriptive. synthesise, albeit analyse new and/or to devise and analysis, developed evidence. Very
logic, leading to Ideas/findings with some abstract data and sustain persuasive independently or high quality
judgement; analytical unsupportable/ sometimes illogical weaknesses. situations without arguments, and to through effective analysis,
reflection; organisation missing conclusions. and contradictory. Some evidence to guidance. review the collaboration. developed
of ideas and evidence Lack of any attempt Generalised support findings/ An emerging reliability, validity & Ability to investigate independently
to analyse, statements made views, but evidence awareness of significance of contradictory or through
synthesise or with scant evidence. not consistently different stances evidence. Ability to information and effective
evaluate. Conclusions lack interpreted. and ability to use communicate ideas identify reasons for collaboration.
relevance. Some relevant evidence to support and evidence contradictions. Ability to
conclusions and the argument. accurately and Strong, persuasive, investigate
recommendations, Valid conclusions convincingly. conclusions, contradictory
where relevant and Sound, convincing justifiable information and
recommendations, conclusions / recommendations. identify reasons
where relevant recommendations. for
contradictions.
Highly
persuasive
conclusions
4. Practical Application Limited or no use of Rudimentary An adequate A good and A very good An advanced Outstanding
methods, materials, application of awareness and appropriate application of a application of a levels of
and Deployment tools and/or methods, materials, mostly appropriate application of range of methods, range of methods, application and
Effective deployment of techniques. tools and/or application of well standard methods, materials, tools materials, tools deployment
appropriate methods, Little or no techniques but established materials, tools and/or techniques. and/or techniques. skills.
appreciation of the without methods, materials, and/or techniques. Very good The context of the Assimilation and
materials, tools and context of the consideration and tools and/or Good appreciation consideration of the application is well development of
techniques; extent of application. competence. techniques. of the context of the context of the considered, with cutting edge
skill demonstrated in the Flawed appreciation Basic appreciation application, with application, with extensive use of processes and
of the context of the of the context of the some use of perceptive use of relevant examples. techniques.
application of concepts application. application. examples, where examples, where Application and
to a variety of processes relevant. relevant. deployment extend
and/or contexts; Evidence of some beyond established
innovation and conventions.
formulation of innovative creativity. Innovation and
and creative solutions to creativity evident
solve problems. throughout.

5. Skills for Professional Communication Media is poorly Can communicate in Can communicate Can communicate Can communicate Can
media is designed and/or not a suitable format effectively in a well, confidently professionally and, communicate
Practice inappropriate or suitable for the but with some room suitable format, but and consistently in a confidently in a with an
Demonstrates attributes misapplied. audience. for improvement. may have minor suitable format. suitable format. exceptionally
expected in professional Little or no evidence Poor independent Can work as part of errors. Can work very well Can work high level of
of autonomy in the or collaborative a team, but with Can work effectively as part of a team, professionally professionalism.
practice including: completion of tasks. initiative. limited involvement as part of a team, with very good within a team, Can work
individual initiative and Work is poorly Work lacks in group activities. with clear contribution to showing leadership exceptionally
collaborative working; structured and/or structure, Work lacks contribution to group activities. skills as appropriate, well and
largely incoherent. organisation, and/or coherence in places group activities. Work is coherent managing conflict professionally
deployment of coherence and could be better Mostly coherent and fluent and is and meeting within a team,
appropriate media to structured. work and is in a well structured and obligations. showing
communicate (including suitable structure. organised. Work is coherent, advanced
very fluent and is leadership skills.
written and oral); clarity presented Work is
and effectiveness in professionally. exceptionally
presentation and coherent, very
fluent and is
organisation. presented
professionally.

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 Student Self Evaluation Form
Student name: Student number:

Programme: Year of
programme

Assignment Title:
This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these
are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates the level of
achievement you feel you have achieved with regard to each of them. Please note that this self-assessment is used as
a developmental tool only and has no impact on the way in which your work will be marked.
Level of Achievement
Common Assessment
Criteria Applied REFER 3rd 2:2 2:1 1st 1st

OUTRIGHT FAIL UNSATISFACTORY SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

1. Research-informed 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%

Literature
o o o o o o o
2. Knowledge and 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
Understanding of
Subject o o o o o o o
3. Analysis 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%

o o o o o o o
4. Practical 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
Application and
Deployment
o o o o o o o
5. Skills for 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
Professional Practice
o o o o o o o

PLEASE COMMENT ON AREAS IN WHICH YOU FEEL PLEASE COMMENT ON AREAS YOU FEEL THAT YOU
THAT YOU HAVE PERFORMED WELL NEED TO DEVELOP

Student’s Name Date

Student’s Signature