2019 Subject Outline – PART A

Subject Name People in Organisations

Subject Code LB5205

Study Period SP2, 2019

Study Mode INT

Subject Coordinator Jane Oorschot

Subject Lecturer Lisa Tombalakian

We acknowledge the Traditional Owners of the lands and waters where our University is
located and actively seek to contribute and support the JCU Reconciliation Statement,
which exemplifies respect for Australian Aboriginal and Torres Strait cultures, heritage,
knowledge and the valuing of justice and equity for all Australians.

© Copyright 2019

This publication is copyright. Apart from any fair dealing for the purpose of private
study, research, criticism, or review as permitted under the Copyright Act, no part may
be reproduced by any process or placed in computer memory without written
permission.
Contents
1 Subject Staff Contact Details ................................................................................................................... 2
2 Subject calendar.......................................................................................................................................... 3
2.1 Key dates ................................................................................................................................................13
3 Subject details ........................................................................................................................................... 13
3.1 Subject description.................................................................................................................................13
3.2 Subject Learning Outcomes ...................................................................................................................13
3.3 Learning and teaching in this subject.....................................................................................................14
3.4 Student participation requirements ......................................................................................................14
3.5 Feedback on student learning................................................................................................................14
3.6 Subject resources and special requirements .........................................................................................15
3.7 Student Support .....................................................................................................................................15
4 Assessment details .................................................................................................................................. 16
4.1 Requirements for successful completion of subject ..............................................................................16
4.2 Assessment tasks ...................................................................................................................................16
4.3 JCU assessment policy............................................................................................................................19
4.4 JCU assessment support ........................................................................................................................19
5 Rubrics ........................................................................................................................................................ 20

1 Subject Staff Contact Details

Teaching Consultation
Staff member Room Phone Email
team times*

Subject By
Jane Oorschot 4781 3638 jane.oorschot1@jcu.edu.au
Coordinator appointment

Lecturer & By
Lisa Tombalakian 6709-3888 lisa.tombalakian@jcu.edu.au
Tutor appointment

*Other consultation times by appointment only.

Business Online contact details:

Please email businessonline@jcu.edu.au for support and assistance with all educational technologies.

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2 Subject calendar
Please note, the sequence of some topics may change due to staff availability, resourcing, or due to unforeseen circumstances.

Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment
Independent Study:
 Familiarise yourself with the topics in the
subject  LB5205 Subject Outline
 Note due dates of assessments

 Readings for Topic 1:  Textbook – Chapter 1 – Group

o Identify different human behaviours Understanding Behaviour, Presentation
o Identify links between behaviours and Human Relations, and
performance Performance and Being Reflective Journal
o Be able to discuss ‘human relations’ – Happy Exam
define in 60 seconds  Journal Articles in
Readings (Topic 1) on
subject site
Human Behaviour and its Relationship to
1 15/11/2019 Topic Recording
Performance

Independent Study:
 Readings for Topic 2:
o Discussion Board
o Self-Assessment Exercises
o Case Studies
o Activity 1. Watch the video
(http:www.managementexchange.com/
video/terri-kelly-wl-gores-original-  Textbook – Chapter 2 –
Group
management-model-0) of CEO, Terri Personality, Stress,
Presentation
Kelly, and describe what she believes Learning and Perception
people would find surprising about  Journal Articles in Reflective Journal
management and how they work with Readings (Topic 2) on
Exam
their people at W.L. Gore subject site
o Activity 2. Differentiate between the
learning styles, the biases affecting
perceptions and first impression
management.
o Activity 3. Analyse the biases affecting
perception.

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 Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment

Linkages between Personality

2 22/11/2019 Topic Recording
Dimensions and Personality Profiles

Independent Study:
 Readings for Topic 3:
o Discussion Board
o Self-Assessment Exercises
o Case Studies
o Activity 1. Review the Consortium for
Research on Emotional Intelligence in
Organizations at www.eiconsortium.org
for more information about Emotional
Intelligence  Textbook – Chapter 3 –
o Activity 2. Complete the online MBTI Attitudes, Self-Concept, Group
assessment at Values, and Ethics Presentation
http://www.humanmetrics.com/cgi-
 Journal Articles in Reflective Journal
win/jtypes2.asp to understand you
Readings (Topic 3) on
learning style Exam
subject site
o Activity 3. Develop a model of the
causes of stress and how to control
stress.

The importance of Attitudes, Values and

3 29/11/2019 Topic Recording
Ethics

Independent Study:
 Readings for Topic 4:  Textbook – Chapter 4 –
o Discussion Board Communications, Group
o Topic Recording and Video Emotions and Criticism Presentation
o Self-Assessment Exercises
 Journal Articles in Reflective Journal
o Case Studies
Readings (Topic 4) on
o Activity 1. Review the Facebook website Exam
subject site
at www.facebook.com. Articulate which
level of moral development and global

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 Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment

corporate social responsibility does

Facebook seem to be operating on?
o Activity 2. Enron: What Caused the
Ethical Collapse?
https://www.cengage.com/resource_up
loads/downloads/0324589735_170401.
doc
o Activity 3. Critically review how
personality traits and attitudes, moral
development and the situation affect
ethical behaviour.
o Activity 4. Examine attitudes and
expectations and their influence on
behaviours and performance.
o Activity 5. Examine self-concept,
personal values and moral
development.

The Emotional Aspects of Effective Topic Recording

4 06/12/2019
Communication

Independent Study:
 Readings for Topic 5:
o Discussion Board
o Self-Assessment Exercises
o Case Studies
o Activity 1. Emotional Intelligence
increases with age (LearnJCU)  Textbook – Chapter 5 –
o Activity 2. Differentiate the Dealing with Conflict
communication strategies required in  Journal Articles in Reflective Journal
high-context and low-context cultures. Readings (Topic 5) on Exam
o Activity 3. EQ measures a person’s subject site
ability to emphasize with others. EQ can
be developed. Complete an online EQ
test and summarise your learnings and
how they can be applied.
o Activity 4. Assess the communication
process and the various elements of
effective communication.

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 Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment

o Activity 5. Distinguish the elements of

the communication process, barriers,
and differences.
o Activity 6. Analyse the need to select an
appropriate communication style.

13/12/2019 Topic Recording

5 Dealing with Conflict

Independent Study:
 Readings for Topic 6:
o Discussion Board
o Self-Assessment Exercises
o Case Studies
o Activity 1. Analyse the issues and
solutions presented in the Case Study:
Conflict Management Analysis.
https://grademiners.com/free-
papers/managment/conflict-
management-case-analysis
o Activity 2. Demonstrate understanding
of transactional analysis as a method of  Textbook – Chapter 6 –
understanding behaviour in Leading and Trust Reflective Journal
interpersonal dynamics (itaaworld.org)  Journal Articles in
o Activity 3. Define passive, aggressive Readings (Topic 6) on Exam
and assertive behaviour subject site
o Activity 4. Identify the differences
between passive, aggressive, and
assertive behaviour
o Activity 5. Evaluate conflict
management and meditating conflict
resolutions.
o Activity 6. Analyse when and how to use
the five conflict management styles.

Topic Recording
6 20/12/2019 Leading and Trust

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 Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment

Independent Study:
 Readings for Topic 7:
o Discussion Board
o Topic Recording and Video
o Self-Assessment Exercises
o Case Studies
o Activity 1. Management versus
Leadership Competences (LearnJCU)
o Activity 2. Leadership style preferences
(LearnJCU)
o Activity 3. Define the role leadership
and its effect on behaviour, human
relations and performance.
o Activity 4. Identify what leadership is
and how it affects behaviour, human
relations and performance.
o Activity 4. Evaluate leadership theory
and situational supervisory styles.  Textbook – Chapter 7 –
o Activity 5. Articulate the differences Motivating Performance Reflective Journal
between leadership trait theory,  Journal Articles in
Readings (Topic 7) on Exam
behavioural leadership theories,
contingency leadership theories and subject site
Situational Supervision.
o Activity 6. Demonstrate understanding
of the dimensions of trust.
o Activity 7. Critically assess why the
Johari Window is an important tool in
understanding the dimensions of trust.
http://www.selfawareness.org.uk/news
/understanding-the-johari-window-
model
o Activity 8. An interesting experience on
Johari (LearnJCU).

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 Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment
Topic Recording
7 03/01/2020 Leader’s Role in Motivating Performance

 Readings for Topic 8:

o Discussion Board
o Self-Assessment Exercises
o Case Studies
o Activity 1. Critically review the keynote
speech at the Cupid’s Cup for the
Robert H. Smith School of Business at
the University of Maryland (https:
www.youtube.com/watch?v=C8zI1mcm
EkM). From the video, what are some of
the motivational team themes?
o Activity 2. Analyse motivational theory
and the factors influencing
performance.
o Activity 3. Analyse the differences
between content motivation theories  Textbook – Chapter 8 –
and process motivation theories. Ethical Power and Politics Reflective Journal
o Activity 4. Demonstrate understanding
 Journal Articles in Readings Exam
of the factors that influence increased
(Topic 8) on subject site
performance.
o Activity 5. Review the application of
motivational theory to increase
organisational performance.
o Activity 6. Review the ways to enrich
and design jobs and the linkage to
performance.
o Activity 7. Review job design in practice
by applying the Job Characteristics
Model
(https://www.yourcoach.be/en/employ
ee-motivation-theories/hackman-
oldham-job-characteristics-model.php)

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 Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment

10/01/2020 Ethical Power and Politics and its Impact Topic Recording
8
on Organisational Behaviour
Independent Study:
 Readings for Topic 9:
o Discussion Board
o Topic Recording and Video
o Self-Assessment Exercises
o Case Studies
o Activity 1. Analyse the difference
 Textbook – Chapter 9 –
between unethical and ethical politics
Networking and
with application to specific
Negotiating Reflective Journal
organisations.
o Activity 2. Access the importance of  Journal Articles in Exam
organisational politic and political Readings (Topic 9) on
behaviours. subject site
o Activity 3. Identify techniques to
develop effective human relations with
organisational stakeholders.

9 10/01/2020
Topic Recording
Networking and Negotiating
Independent Study:
 Readings for Topic 10:
o Discussion Board
o Topic Recording and Video
 Textbook – Chapter 10–
o Self-Assessment Exercises
Team Dynamics, Creativity
o Case Studies
and Problem Solving, and
o Activity 1. Explain the requirements for Reflective Journal
Decision Making
effective networking.
o Activity 2. Explain how networking and  Journal Articles in Exam
negotiating affect organisational Readings (Topic 10) on
behaviour and performance. subject site
o Activity 3. Evaluate negotiating and
influencing processes.
o Activity 4. Identify the techniques to
improve networking and negation and

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 Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment
their relationship with organisational
effectiveness.
o Activity 5. Critically review 2-3 Internet
sites that highlight the importance of
networking (for example,
www.negotiatingwomen.com).

Team Dynamics and the Influences of

17/10/2019 Topic Recording
10 Creativity and Problem Solving and
Decision Making
Independent Study:
 Readings for Topic 11:
o Discussion Board
o Topic Recording and Video
o Self-Assessment Exercises
o Case Studies
o Activity 1. Review decision-making
models and the techniques for creating
creative solutions.
o Activity 2. Explain team development  Textbook – Chapter 11–
stages and the role of leadership. Organisational Change
o Activity 3. Articulate the techniques for and Culture Reflective Journal
groups to generate creative alternatives  Journal Articles in Exam
for organisational decision making. Readings (Topic 11) on
o Activity 4. Explain how team dynamics subject site
affect team performance.
o Refer to: https://www.belbin.com/
o https://www.teammanagementsystems
.com/tms-profiles

Topic Recording
11 17/01/2020 Organisational Change and Culture
Independent Study:
 Readings for Topic 12:

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 Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment
o Discussion Board
o Self-Assessment Exercises
o Case Studies
o Activity 1. Analyse overcoming change
resistance.
o Activity 2. Compare and contrast two
contemporary change models.
o Activity 3. Demonstrate understanding
of the relationship between
organisational culture, climate and  Textbook – Chapter 12–
development. Valuing Diversity and
o Activity 4. Review a range of Inclusion Globally
organisational development techniques.  Journal Articles in
o Activity 5. Review an approach to Readings (Topic 12) on
driving organisational change through subject site
cultural change. Refer:
https://www.human-
synergistics.com.au/

Topic Recording
12 24/01/2020 Diversity and the Global Interface
Independent Study:
 Readings for Topic 12:
o Discussion Board
o Topic Recording and Video
o Self-Assessment Exercises
 Textbook – Appendix A–
o Case Studies
Time Career and Etiquette
o Activity 1. Define prejudice and Reflective Journal
Management
discrimination and state common areas
 Textbook – Appendix B – Exam
of employment discrimination in
Applying Human Relations
organisations.
Skills
o Activity 2. Critically access the Hofstede
national culture dimensions and GLOBE
culture dimensions.
o Activity 3. Compare and contrast the
Hofstede national culture dimensions

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 Relationship to
Week/Topic and date Workshop Topic(s) Student Activity Readings/Preparation
assessment
and Project GLOBE. (Refer:
https://globeproject.com/).

Time Career and Etiquette Management

13 24/01/2020 Human Relations Skills
Revision

SW STUDY WEEK (Dec. 23 to 27, 2019)

Exams FINAL EXAMINATIONS (February 8 to 21, 2020)

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2.1 Key dates

Key dates Date

Census date See 2019 Study Period and Census Dates

Last date to withdraw without academic penalty See 2019 Study Period and Census Dates

A1ssessment task 1: Presentation [25%] Due: Friday, Dec. 6, 2019 [Electronic Submission 5:00pm]

Assessment task 2: Reflective Essay [25%] Due: Friday, Jan. 10, 2020 [Electronic Submission 5:00pm]

Assessment task 3: Final exam [50%] Due: During Exam Period

3 Subject details
3.1 Subject description
This subject provides insight into key aspects of the relationship between the individual and the workplace.
Notions of personal and group identity are explored in relation to the changing nature of work and employment
relationships. It takes a holistic approach to human relations, exploring various aspects of managers' behaviour
both privately and at work and identifying their interdependence. The first part of the subject offers an
opportunity to explore some of the psychological dimensions of human behaviour and leadership such as
identity, personal values, motivation, self-esteem, emotional intelligence, and the management of intrapersonal,
interpersonal and group effectiveness. The second part of the subject applies this knowledge to the examination
of some of the current challenges for managers such as changing organisational forms, diversity of the global
workplace, work-life balance, and personal career development.

3.2 Subject Learning Outcomes

Students who successfully complete this subject will be able to:

• develop strategies to analyse and reflect upon human relations issues in contemporary work
environments;
• integrate interpersonal skills to develop a clearer understanding of relevant issues;
• employ critical analysis of key work issues in the new economy such as global integration, workplace
diversity, and the impact of technology
• enable participants to explore and appreciate the impact of these issues on their own individual career
management strategies.

These outcomes will contribute to your overall achievement of course learning outcomes. Your course learning
outcomes can be located in the entry for your course in the electronic JCU Course and Subject Handbook 2019
(click on ‘Course Information’ bar/ select ‘Undergraduate Courses’ or ‘Postgraduate Courses’/ select relevant
course/ scroll down to ‘Academic Requirements for Course Completion’, ‘Course learning outcomes’).

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3.3 Learning and teaching in this subject

The prescribed text Lussier, R. N. (2019) is essential for this subject. Review all course reading materials as part of
your engagement with the subject.

Key subject activities Time Day & Date Room/Location

Lectures Nov. 15, 2019 to Jan. 24, 2020 12 pm to 2 pm Fridays To be determined

Tutorial A Nov 22, 2019 to Jan. 24, 2020 3:00 pm to 5:00 pm Fridays To be determined

Tutorial B Nov 22, 2019 to Jan. 24, 2020 5:00 pm to 7 pm Fridays To be determined

Refer to Subject Outline Part B for links to Class Registration and Timetable information. Subject Outline Part B is
available on the subject site in the Subject Outline menu item.

3.4 Student participation requirements

The JCU Learning, Teaching and Assessment Policy (4.3) indicates that, “a 3 credit point subject will require a 130
hour work load of study-related participation including class attendance over the duration of the study period,
irrespective of mode of delivery”. This work load comprises timetabled hours and other attendance
requirements, as well as personal study hours, including completion of online learning activities and assessment
requirements. Note that “attendance at specified classes will be a mandatory requirement for satisfactory
completion of some subjects” (Learning, Teaching and Assessment Policy, 5.10); and that additional hours may be
required per week for those students in need of English language, numeracy or other learning support.

3.5 Feedback on student learning

This subject uses a combination of approaches to teaching and learning, including both students centred and
teacher directed approaches. The content of the subject is disseminated using a variety of teaching strategies
including workshops, team work, case studies, discussions, simulations, and readings. At the beginning of each
workshop, you will be made aware of the expected learning outcomes, how such outcomes are relevant to the
world of business, and the resources that support the learning outcomes of this subject.

You are expected to be an active participant in the learning process and are encouraged to participate in
workshops and undertake ALL weekly readings. Students are expected to pre-prepare for each class. This requires
pre-reading the relevant text chapters, scanning over PowerPoint and other lecture materials, and preparing
responses to any required activities

Beyond the classroom, individual learning experiences will be greatly enhanced if you collaborate and share ideas
with other students. One easy way to achieve this is to form a study team with minimum 3 to maximum 4 other
students with similar needs and expectations. Your lecturer/Tutor can assist with this.

Students are expected to be active participants in the learning process and are encouraged to participate in the
lectures, workshops/tutorials and undertake weekly chapter/case readings.

Tips on how to get a good grade:

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 • Read the assigned materials (text chapters and other documents) prior to class.
• Make a copy of the PowerPoint slides and add extra notes from the lecture and your own reading. Read
at least two to three referee journal articles for each topic.
• Look for practical examples of PIO principles/concepts in everyday situations Try to relate the concepts
read to a current situation for a practical application of the theory/concepts.
• Actively listen to the lectures, and participate in the discussions and the team activities. If you participate,
you will get a better understanding of the concepts with the added bonus that you will remember the
material more during exam times.
• If you do not understand something, ask. If you are too shy or are intimidated to ask during the lecture or
tutorial, ask after class. Try to remember, there is no such thing as a silly question. If you are confused or
wondering about something presented in class, I can virtually guarantee that others are confused or
wondering about the same thing. So please, ask for clarification – help the class! We all learn from each
other.
• Have the right positive attitude. Your education is an investment in your future.

3.6 Subject resources and special requirements

3.6.1 Prescribed text:

Lussier, R. N. (2019). Human relations in organizations: Applications and skill building

(Eleventh ed.). New York: McGraw-Hill Education.

• Textbooks are available to purchase online through the Co-op Bookshop. The JCU Library has limited copies of all
prescribed textbooks available for 2-day loans.
• Additionally, you can find the most appropriate library subject resources, including dedicated discipline libguides,
relevant databases and access to library services and staff through the Your Library tool, in your LearnJCU subject
site

Further Reading

 The most pertinent journal is the Human Relations journal. Others include:
 Journal of Organizational Behaviour
 Organizational Behaviour and Human Decision Process
 Psychological Review
 Psychology Today
 Journal of Social Psychology
 Journal of Personality and Social Psychology
 Social Research Behaviour
 Training and Management Development Method

3.7 Student Support

Business Online responds to requests for assistance with all learning technology and associated issues. Support is
provided for LearnJCU, Pebble Pad, Blackboard Collaborate, recording presentations, Respondus LockDown
Browser and Monitor, online exams, and other learning technologies. Help and Support is available 7 days a
week, 8.30am - 8.00pm weekdays and emails checked by 3.00pm weekends. Contact:
businessonline@jcu.edu.au

For more student support services and related information look for Student Support Services in the Help and
Support menu item on all CBLG LearnJCU subject sites.

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4 Assessment details
4.1 Requirements for successful completion of subject
 Achieve an overall percentage of 50% or more;
 Submit a credible attempt at all assessment items within this subject. Students who have completed less
than 100% of the assessment will be subject to review by the College Assessment Committee which could
result in an ‘X’ grade (Fail (did not sit for exam/s or did not complete at least 80% of assessment
requirements or deferred exam not granted))
 Demonstrate regular attendance and engagement with the content of this subject in accordance with
student participation requirements as outlined above, including but not limited to any mandatory face to
face attendance or online session participatory attendance.

4.2 Assessment tasks

ASSESSMENT TASK 1: GROUP PRESENTATION

• SLO1: Develop strategies to analyse and reflect upon human relations issues in
contemporary work environments
Aligned subject learning
• SLO2: Integrate interpersonal skills and develop a clearer understanding of relevant
outcomes
issues

Group or individual Group

Weighting 25%
Presentations due Friday, Dec. 6, 2019
Due date
Slideshow and Case Study Analysis: By 5:00 pm.

ASSESSMENT TASK 1: DESCRIPTION

For this assessment you may choose from one of several case studies provided by the Lecturer (refer LearnJCU).
The Case Studies provided are aligned to the subject topics.
 When analysing the Case Study identify the key themes that can be applied to an organisational setting.
 The Case Study analysis will include a brief overview of the case study, the key human relations issues
identified in the case study, a review of the academic literature, and recommendations for improved
human relations outcomes.
 Draw upon models and theories in your review of the academic literature to develop the analysis of the
Case Study.
As part of the presentation process each team is required to submit:

• the team’s PowerPoint slides (in ‘handout format’ 3-4 slides per page); include a link to your presentation
recording
• 1000 word summary of the case study analysis

It is important that you provide a hard copy of presentation slides, as they are used when grading your
presentation. The 1000 word summary of the case study analysis should be submitted to the Assessment
DropBox by the team leader of each group, together with an electronic copy of the presentation slides. A total of
5% penalty will be deducted from the final presentation mark if these items are not submitted on time.

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Submission:
Your team will be scheduled to make a 20-minute presentation. Individual members should participate in at least
5 minutes of the presentation to the class; to get an individual mark. Non-attendance for the 5 minutes
presentation to the class on the day allocated to the team will be considered as not submitted/participated.
A pdf copy of the presentation slides and case analysis (1000 words) to the Assessment DropBox.

Allocate one group member to upload a pdf copy of the presentation slides and the case study analysis (1000
words) to the assessment task 1 dropbox on your LearnJCU subject site.

Return of assessment:

The marked assessment and feedback will be available online through LearnJCU no later than 21 days
after the due date. Comments and feedback will be provided in LearnJCU.

ASSESSMENT TASK 1 RUBRIC: See Section 5 Rubrics

__________________________________________________________________________________________

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ASSESSMENT TASK 2 REFLECTIVE JOURNAL

 SLO 2: integrate interpersonal skills to develop a clearer understanding of relevant

issues
 SLO3: Employ critical analysis of key ‘work’ issues in the new economy such as
Aligned subject learning
global integration, workplace diversity, and the impact of technology
outcomes
 SLO4: Enable participants to explore and appreciate the impact of these issues on
their own individual career management strategies

Group or individual Individual [2,000-2,500 words]

Weighting 25%

Due date January 10, 2020, 5:00pm.

ASSESSMENT TASK 2: DESCRIPTION

Aim
The reflective journal serves as a tool for you to reflect on your learning in this subject and its applicability to you
as a manager and/or leader.
Instructions
The reflective journal provides you with the opportunity to reflect on your learning in this subject and its
applicability to you as a manager and/or leader. In addition, it allows you to think about and comment on your
learning in relation to the concepts, theories and practices presented and discussed in the course. You are
encouraged to think about how what you have learnt in this subject applies to your own experiences or to an
organisation that you are familiar with; and so, to extend application of the course content to various
organisational contexts. This way of thinking encourages deep reflective learning.
There are many topics covered in the course. You are to identify a topic which particularly applies to you and
discuss ways in which the topic you have chosen has provided you with knowledge and understanding that has
enabled you to better understand yourself and your capabilities, and so, enable you to be a better manager
and/or leader. You may want to think about an issue or situation in your life (includes working life) which relates
to that topic and use this scenario to illustrate the topic. This should be a critical assessment of the issue or
situation, so that you can identify what it is that you would like to do/ or could change about the workplace to
improve the situation or resolve the issue.
The topic can be from any session but it CANNOT be the same topic which you used in your presentation!
A good way to think about this assessment task, is to think of the manager and/or leader you are now; the kind of
manager and/or leader you would like to be in a year’s time; and, ultimately, the manager/leader you want to be
in five years’ time. More particularly, think of one aspect you would like to work on, e.g. communication style,
and discuss this time line in relation to that issue. For example, reflect on what you learnt about communication
styles in this subject, think about how this applies to you, and how this understanding can assist you in improving
or enhancing your communication style(s) within the next year, and ultimately, within the next five years.
From this, you should now be able to think about, consider, and see (i.e. reflect upon) what type of manager
and/or leader you are and understand your attitude to work. Also, you should now know what type of manger
you would like to be, or how you can flex your approach to become a better manager and/or leader.
Furthermore, you should now be able to state the things you need to do to create a workplace environment that
values various aspects of human relations.
Practical application to your own work experience or your planned work situation will enhance your capacity to
reflect on your learning and discuss applications. Reflective learning is where you reflect on your learning and
apply it to your own situation to embed and apply the learning. Take careful note of the criteria for assessment.

Submission:

Upload your reflective journal to the assessment task 2 dropbox on your LearnJCU subject site.

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Return of assessment:

The marked assessment and feedback will be available online through LearnJCU no later than 21 days
after the due date. Comments and feedback will be provided in LearnJCU.

ASSESSMENT TASK 2 RUBRIC: See Section 5 Rubrics

____________________________________________________________________________________________

ASSESSMENT TASK 3: EXAMINATION

• SLO1: To enable participants to analyse and reflect upon human relations issues in
contemporary work environments
• SLO2: To improve interpersonal skills and develop a clearer understanding of relevant
Aligned subject learning issues
outcomes • SLO3: To encourage critical analysis of key ‘work’ issues in the new economy such as
global integration, workplace diversity, and the impact of technology

Group or Individual Individual

Weighting 50%

Duration 2 hours

See Special Consideration, Supplementary, Deferred and Special Examinations Policy

ASSESSMENT TASK 4: EXAMINATION DESCRIPTION

Instructions

You are required to complete a two-hour ‘closed book’ exam. Exams MAY consist of a number of questions from
which you MAY have some choice. Examination questions will be multi-faceted covering a number of topics from
the course to ensure you are able to express your overall and in-depth learning from the topics. The Exam will
include a comprehensive Case study. The Case Study questions will invite you to express your knowledge and
learning by analysing the information presented in the case study with a particular emphasis on the application of
academic theory and any associated models.

4.3 JCU assessment policy

Please see the Learn Student Guide web page for general advice on plagiarism, referencing and examinations.
Here, you can also access individual and group assessment task cover sheets. Note that cover sheets are only
required for hard copy submissions.

Subject Outline Part B offers important information about Referencing and Plagiarism, Submission and Return of
Assessment. Please refer to Subject Outline Part B in the ‘Subject Outline’ menu item on your LearnJCU subject
site.

4.4 JCU assessment support

Please see the Current Students web page for links to all student resources and support services to optimise your
academic and personal success.

CBLG: Brisbane | Cairns | External | Singapore | Townsville Page 19 of 23

5 Rubrics
Rubric Grading Criteria: Group Presentation (25%)
Criteria
Introduction (Overview of
Case Study)
Analyse and reflect upon
human relations issues in
contemporary work
environments
Weight: 5%
Content of discussion
Integrate knowledge of case,
identify key human relations
issues, analysis of case,
combined with an
understanding of relevant
academic theory.
Weight: 50%
Closing/ Recommendations
Combine discussion with
appropriate conclusions and
recommendations
Weight: 15%
Presentation & Style
Integrate structure with
clarity of speech,
presentation, body language
and appropriate visual aids
Weight: 20%
Collaborative Effort
Group cooperation,
collaboration and
coordination behaviours to
achieve assessment
objectives
Weight: 10%
CBLG: Brisbane | Cairns | External | Singapore | Townsville
Unsatisfactory 0-49%
Produced work which fails to
demonstrate a rigorous
understanding of human
relations issues and
fundamentals and their
related work environments
Demonstrates a lack of
critical thinking around the
academic theory and fails to
adequately address relevant
concepts and topics around
human relations
Conclusions provide limited
to nil applicability to the
presentation and
recommendations
Displays material and
activities that demonstrates
a lack of literacy and
rudimentary presentation
skills. Does not convey
meaning to participants
Group members did not
collaborate or communicate
well and some members
worked independently. A lack
of cohesion was noted
Pass 50 – 64%
At a minimum identifies and
describes human relations
fundamentals and the
relationship linkages through
to the world of work
Demonstrates basic use of
relevant academic literature
to understand current issues
applicable to human
relations in the workplace
Conclusions provide partial
applicability to the
presentation and its broader
context within human
relations issues in the 21st
century
Utilises rudimentary
presentation skills. Did not
convey specific meaning to
participants with the
material used
Group members worked
together on and off. Group
cohesion and communication
was intermittent
Credit 65 – 74%
Demonstrates a basic ability
to develop and organise
human relations in a logical
manner underpinned by
basic analysis with outcomes
that are evidence supported
Applies critical thinking to
identify human relations
within a context of current
issues in the workplace
Linkages provide broad
relevance to the topic and
the framework around
human relations and the
world of work
Incorporates appropriate
language that generally
conveys meaning to
participants. Writing and
presentations may include
some errors
Group worked together to an
adequate level of
collaboration most of the
time with only a few
occurrences of
uncoordinated efforts
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Distinction 75 – 84%
Exhibits a sound ability to
amplify and organise human
relations content in a logical
and concise manner based
around critical analysis that is
underpinned by
unambiguous evidence in the
workplace
Establishes a sound analytical
approach to critically thinking
about human relations issues
within the work
environment, taking into
context ‘the individual’, ‘the
other’, ‘the organisation’,
and the complexity of the
associated relationships
Conclusions are concise and
link logically to the topic and
discussion. Relevant concepts
are noted and evaluated for
their applicability to the
current presentation and
more broadly as relevant to
human relations issues in the
21st century
Employs appropriate
language and communicates
clearly and concisely with
minimal errors and
appropriate visual aids.
Appropriate
acknowledgement of the
work of others.
Group demonstrated
cohesion and collaboration
to achieve the assessment
objectives. Individuals
contributed to the overall
assessment objectives
High distinction 85 – 100%
Explains advanced human
relations fundamentals in a
critical and accurate manner
that demonstrates advanced
holistic thinking as applied to
human relations in a
workplace setting
Establishes a solid analysis
and evaluation of the human
relations issues as relevant to
the work environment,
taking into context ‘the
individual’, ‘the other’, ‘the
organisation’, and the
complexity of the associated
relationships
Linkages are noted between
the presentations and the
broader concept of holistic
thinking when applied to
human relations in
workplace settings of the21st
century
Presented work and material
is expressed coherently and
concisely with a high level of
clarity and visual effects and
in line with appropriate
referencing and citation of
the work of others.
Group demonstrated good
cohesion and coordination
efforts in the assessment.
Each member contributed in
a valuable way to the overall
assessment objectives
Rubric Grading Criteria: Reflective Journal (2,000-2,500 words) (25%)
Criteria
Reflection on own learning
process
Uses a commonly accepted
reflective practice theory to
explore own learning and
developing understanding
Weight: 30%
Reflectively discuss current
and future capacity as
manager or leader
Shows developing ability to
create an individual career
management strategy based
on current models of best
practice
Weight: 30%
Identification and discussion
of issue
Employs critical analysis
which shows understanding
of key issues in the workplace
Weight: 20%
CBLG: Brisbane | Cairns | External | Singapore | Townsville
Unsatisfactory 0-49%
No clear attempt to:
Use a reflective cycle
Reflect on own learning
Identify value of the learning
experience.
Identify benefits to future
career.
Provide sufficient evidence to
support argument.
No clear attempt to:
- Identify own skill
deficiencies
- Link deficiencies to learning
goals/skill development
- Link to course content
- Developing a capability
development plan
No clear attempt to:
- Identifies an issue/situation
from own working life
- Links issue/situation to
relevant
concept/theory/practice
Pass 50 – 64%
At a minimum mentions all
elements of a High Distinction
response but is significantly
underdeveloped.
At a minimum mentions most
elements of a High Distinction
response but significantly
underdeveloped.
At a minimum mentions most
elements of a High Distinction
response but significantly
underdeveloped.
Credit 65 – 74%
Attempts to include most
elements of a High Distinction
response but would benefit
from more convincing
evidence and/or does not use
a reflective cycle model fully.
Attempts to include most
elements of a High Distinction
response but lacks convincing
evidence and/or does not
fully explain future capacity
development.
Attempts to include most
elements of a High Distinction
response but further
connection to work practice
or theory required.
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Distinction 75 – 84%
All elements of a High
Distinction response are
included, but stronger use of
the reflective cycle is needed.
All elements of a High
Distinction response are
included, but further evidence
of learning goals/skill
development required.
. deficiencies
All elements of a High
Distinction response are
included, but further
discussion of relevant theory
with evidence of wider
reading required.
. relevant
High distinction 85 – 100%
Provides high level insight
into own process of learning
in the subject using a
reflective practice cycle (such
as Gibbs).
Clearly identifies:
- what was learnt
- how it was learnt
- value of the learning
experience
- benefits to future career
Provides sufficient evidence
to support argument.
Evidences high level
understanding of own
strengths and weaknesses as
a manager or leader by:
- Identifying own skill
- Linking deficiencies to
learning goals/skill
development
- Linking to course content
- Developing a capability
development plan
A high level response which
includes all of the following:
- Clearly identifies an
issue/situation from own
working life
- Links issue/situation to
concept/theory/practice

Recommendations to
improve/resolve the
issue/situation
Provides recommendations
that could be implemented in
the workplace based on
current models of best
practice
Weight: 10%
Clarity and Cohesion of
Language and Referencing
Clearly and competently
communicates meaning to
the intended audience
Follows referencing
conventions
Weight: 10%
CBLG: Brisbane | Cairns | External | Singapore | Townsville
No clear attempt to:
- provide a recommendation
- link to theory
- resolve the identified issue
- take contextual workplace
factors into account
- relate to course content
Language issues significantly
impede meaning.
Significantly under or over
length.
Fails to reference properly.
At a minimum mentions most
elements of a High Distinction
response but significantly
underdeveloped.
Language issues may impede
clarity at times, making it
difficult for the reader to
decode.
Minor referencing errors.
Attempts to include most
elements of a High Distinction
response but further
connection to context or
theory required.
Language issues may impede
meaning at times, but
cohesion is not lost.
Minor referencing errors.
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All elements of a High
Distinction response are
included, but further
discussion of relevant theory
with evidence of wider
reading required.
Clarity and cohesion is not
perfect, but does not
significantly impede meaning.
Minor referencing errors.
- Fully discusses issue from a
theoretical and practical
perspective
Provides a high level
recommendation which is:
- clearly linked to theory
- would potentially resolve
the identified issue
- takes contextual workplace
factors into account
- is related to course content
Writing style is clear with no
ambiguity or loss of meaning.
Report length is satisfactory.
Follows referencing
conventions without error.
Subject outline preparation
This subject outline has been prepared by Jane Oorschot for the College of Business, Law and Governance, Division of
Tropical Environments & Societies, James Cook University. Updated July 2019.

Q1. This subject is offered across more than one campus and/or mode Yes ☒ No ☐
and/or teaching period within the one calendar year.

Q2. If yes (Q1), the design of all offerings of this subject ensure the same Yes ☐ No ☐
learning outcomes and assessment types and weightings.

Subject outline reviewer

Name Terrie Paterson

Position Online Learning Developer

Date reviewed 08/07/2019

CBLG: Brisbane | Cairns | External | Singapore | Townsville Page 23 of 23