BIZ102 Understanding People and Organisation
|ASSESSMENT BRIEF 2|
|Subject Code and Title||BIZ102 Understanding People and Organisations|
|Part A – Case Analysis Part B – Presentation|
|Individual/Group||Groups of 4 – 5|
|Length||Part A – Case Analysis (max 1,200 words)|
|Part B – Presentation|
|Learning Outcomes||This assessment addresses the following learning|
|a)||Define various roles, skills, functions and|
|structures in modern global organisations|
|b)||Understand the importance of self-awareness,|
|emotional intelligence, and motivation.|
|c)||Deconstruct the nature of group behaviour and|
|d)||Integrate strategies to effectively interact with|
|others in a professional context|
|e)||Understand own strengths and their application in|
|the business context|
|Submission||Part A: Case Analysis, end of Module 5 (Week 10)|
|Part B: Presentation, end of Module 6 (Week 12)|
|Part A: Case Analysis: 30%|
|Part B: Presentation: 20%|
|Total Marks||100 Marks|
BIZ102 Understanding People And Organisation
In the dynamic 21st Century economy where mobility is often not only possible but integral to a successful career, being able to work in an intercultural and diverse environment is essential. Organisations frequently need their people to develop their capacity to work effectively in diverse teams and resolve or diffuse conflicts and miscommunication quickly and efficiently.
The keys to your ability to work effectively in intercultural and diverse teams are the development of emotional intelligence and awareness of cultural differences. Emotional intelligence enables the ability to consciously examine group and team dynamics in real time
in order to facilitate effective individual and team performance. This assessment aims to develop your understanding of how intercultural and diverse teams function and how you can use this knowledge to help develop intercultural and diverse teams into high performing teams.
For the purpose of this assessment, you and your team have joined LIU Consulting. LIU Consulting specialises in supporting their clients in developing high performing teams throughout their business. Your consulting team has been assigned to Company X and one of their teams currently working on Project X. The team consists of four members Kurt, Nassuro, Luojin and their team leader Chris. The team as a whole has been together for about three months. They are now familiar with each other, but have not had any pressure where they had to perform up until this point.
The team’s client has ‘incentives’ for an early delivery by offering the company as a whole a 100,000 AUD bonus for meeting an earlier deadline. Chris’s boss (the company manager) has confided in Chris that the company could really use the money and needs the team to push for the new deadline but does not want Chris to disclose the financial issue with the team as he fears it will cause them to loose focus and start hunting for other jobs. He has however allowed Chris to offer the team $1,000 bonuses each if they meet the deadline.
There are two recordings available for you from two of their recent meetings. The first one is when the task to bring the deadline forward has been announced and the second touch base meeting where the progress of the team is discussed.
Throughout the financial issue Financial Accounting Assignmentyour team will review the recording through multiple theoretical lenses with the aim of offering deep insight and tailored recommendations for the development of a high performing team within the Company X.
At the end of Module 1 your lecturer will allocate you to a consulting team.
The video recordings of Company X’s team case is located in the Assessment Centre under Assessment 2.
The first part of the assessment is a case analysis where you are required to analyse the team using various concepts covered up to Module 5.
The second part of the assessment is a presentation of the results of the analysis and recommendations to the client. You can choose a form of the presentation based on the strengths of your team members and on your preferences.
PART A Case Analysis
In this part of the assessment, you are required to analyse the team using various concepts covered up to Module 5. Use theoretical knowledge from the module readings and further research. Support your analysis by both theory and practice based references, cited using APA referencing style.
Areas of Analysis
Observe the interactions of the team members during both meetings and analyse their behaviour from the perspective of emotional intelligence.
Consider each of the team members interactions and whether you can see any indicators of what is motivating or driving their behaviour.
Consider each of the team members interactions and analyse whether you can see any indicators of team dynamics inhibiting the team’s performance.
Consider each of the team members interactions and analyse whether you can see potential for miscommunication or differences in approaches to work that may relate to any of the Hofsteade Cultural Dimensions.
Prepare a list of recommendations addressing all areas analysed. The aim is to provide advice to the client on how they could develop the team members and bring the team to a higher level of performance. Identify key risks/challenges associated with your recommendations and the way they could be controlled.
Prepare Business Report summarising the findings of your analysis. Use the standard business report structure including Title Page, Executive Summary, Table of Contents, Analysis, Recommendations, Conclusion and References.
PART B Presentation
One part of your engagement is to prepare a presentation to the client summarising your findings, recommendations, potential risks/challenges associated with them and their potential controls.
You have not received any specifications in terms of how you will present the findings and it is up to you which form of presentation you will choose. You can use for example Prezie, Infographics, Animations, Short Video etc. It is up to your team and the strengths of your team members to decide on the form of your presentation.
The students will agree on the exact form and presentation guidelines with their facilitator.
Learning Rubrics – Part A – Case Analysis
|Fail (Unacceptable)||Pass||Credit||Distinction||High Distinction|
|Research and analysis|
|No research and analysis||Research and analysis||Research and analysis||Research and analysis||presented is clearly|
|Comprehensive research||presented is clearly||communicated, covers|
|presented or research or||presented is clearly||presented is clearly|
|and analysis of each||communicated,||all theoretical topics,|
|analysis presented is||communicated, covers||communicated, covers|
|theoretical concept that is||covers most||shows evidence of|
|unrelated to the||some theoretical topics,||appropriate theoretical|
|backed by practice and||theoretical topics, and||critical examination|
|theoretical and practical||and is backed by limited||topics, and is backed by|
|theory based references.||is backed by||and is backed by|
|concepts covered in this||references from theory||multiple references from|
|references from||multiple references|
|unit.||and practice.||theory and practice.|
|40%||theory and practice.||from theory and|
|Recommendations are||No recommendations||Recommendations made||Recommendations||Recommendations made||Recommendations|
|specific to the team,||made or||are generic with a weak||made have elements||are specific to the case||made are specific to|
|presented clearly and||recommendations made||link to the theoretical||of specificity to the||and the issues faced by||the case and issues|
|supported by the||are generic with no link to||concepts presented in||case team but are||the case team with an||faced by the case team|
|research and analysis||the theoretical concepts||the research and||mostly generic with||implied link to the||and show a clear and|
|presented||presented in the research||analysis.||an implied link to the||theoretical concepts||explicit link to the|
|and analysis.||theoretical concepts||presented in the||theoretical concepts|
|20%||presented in the||research and analysis.||presented in the|
|research and analysis.||research and analysis.|
|No list of challenges/ risks||A list of generic||A list of generic||A list of specific||A comprehensive list of|
|Challenges, risks and their||is communicated||challenges/risks and||challenges/ risks and||challenges/ risks and||specific challenges/|
|controls are clearly||or||their controls is clearly||their controls is||their controls is clearly||risks and their controls|
|identified, articulated and||they are unrelated to the||communicated but||clearly communicated||communicated and||is clearly|
|supported with evidence||theoretical topics covered||unsupported by||and partially||supported by evidence||communicated and|
|20%||in this unit.||supported by||supported by evidence|
|BIZ102_Assessment Brief 2_Group Project_Modules 5&6||Page 4 of 7|
|evidence from theory||evidence from theory||from theory and||from theory and|
|and practice.||and practice.||practice.||practice.|
|Team’s report and|
|Team’s report and group||group discussions show|
|Team’s report and group||Team’s report and group||Team’s report and||discussions show||significant evidence of|
|discussion shows no||group discussions||evidence of effective||effective collaboration|
|Ability to work||collaboration with final||discussions show limited||show some||collaboration on most||on each element of the|
|collaboration with the|
|effectively as a team to||report either being||collaboration with the||elements of the project||project with the report|
|report itself being|
|deliver a consulting||completed by one person||report itself being a||with the report itself||itself being a cohesive|
|project||or significantly disjointed||cohesive piece of||being a cohesive piece of||piece of work with a|
|completed in distributed|
|10%||with no linkages between||work and shows||work with a single||single narrative and|
|the different sections.||contribution by each||narrative and shows||shows equal|
|team member.||contribution by each||contribution by each|
|team member.||team member.|
|Very badly written,||Grammar, spelling,||punctuation,||Adequate grammar,||Excellent grammar,|
|incorrect grammar,||punctuation,||professional writing,||spelling, punctuation,||spelling, punctuation,|
|inappropriate language||professional writing and||and syntax needs||professional writing, and||professional writing,|
|used, no proper structure||syntax needs significant||improvement. The||syntax. The document is||and syntax. The|
|Proper organization,||of the document, badly||improvement. The||document is partially||referenced but some||document is properly|
|professional writing,||organised with no logical||document is very poorly||referenced, reference||referencing is missing.||structured, referenced|
|logical flow of analysis,||flow of the arguments.||referenced. The business||list or in text||The report is properly||with both reference list|
|referencing||The document is missing||report structure has not||referencing is missing.||structured, but could be||and in text references.|
|10%||in text referencing and/or||been followed.||Part of the business||improved.|
|a reference list. The report||report structure is|
|is not structured properly.||missing or could be|
Learning Rubrics – Part B – Presentation
|Assessment||Fail (Unacceptable)||Pass||Credit||Distinction||High Distinction|
|Difficult to understand, no||The concepts||The presentation||The presentation||The presentation|
|logical/clear structure,||presented are||represents a good||represents an effective||represents a clear,|
|Effective||poor flow of ideas,||backed up by some||summary of the case||communication of the||comprehensive and|
|Communication||argument lacks supporting||theory and practice,||study analysis results||case analysis results,||effective|
|of the case||evidence. Very hard to||some valuable||applicable to the||it is concise and||communication of the|
|analysis results||follow the line of||insights are||client. It is backed up||backed up by||results of the analysis|
|reasoning.||provided, overall||by some references to||references from||applicable to the client,|
|30%||advice to the client||theory and practice. It||theory and practice. It||it is easy to follow, very|
|however needs an||is easy to follow with||is engaging, easy to||engaging and backed up|
|improvement.||some minor flaws in||follow with clear line||by references from|
|the line of reasoning.||of reasoning.||theory and practice.|
|There are some errors|
|There are more||in spelling,||There are minor errors|
|errors in spelling,||grammar and||in spelling, grammar||There are no errors in|
|Does not meet minimum||grammar and||punctuation in the||and punctuation in the||spelling, grammar and|
|standard with many errors||punctuation.||presented material.||presented material.||punctuation in the|
|and very weak visual||The material||Too much information||Too much information||presented material.|
|Visual Appeal||appeal. Difficult to read||provided is difficult||is contained||is present on some of||Information is clear and|
|and comprehend. Minimal||to read in some||in the majority of the||the presentation||concise. The form of|
|30%||effort made to make the||parts with too little||presentation material.||material.||presentation is|
|presentation innovative or||or too much||Minimal effort made||Material is not the||innovative, creative,|
|visually appealing.||information.||to make the||most innovative, but||visually appealing and|
|Low quality visual||presentation material||still visually appealing||engaging.|
|appeal.||innovative and||and engaging.|
|BIZ102_Assessment Brief 2_Group Project_Modules 5&6||Page 6 of 7|
|made or recommendations||made are generic||made have elements||made are specific to||made are specific to the|
|Recommendations||made are generic with no||with a weak link to||of specificity to the||the case and the issues||case and issues faced by|
|link to the theoretical||the theoretical||case team but are||faced by the case team||the case team and show|
|20%||concepts presented in the||concepts presented||mostly generic with||with an implied link to||a clear and explicit link|
|research and analysis.||in the research and||an implied link to the||the theoretical||to the theoretical|
|analysis.||theoretical concepts||concepts presented in||concepts presented in|
|presented in the||the research and||the research and|
|research and analysis.||analysis.||analysis.|
|No list of challenges/ risks||A list of generic||A list of generic||A list of specific||A comprehensive list of|
|Challenges, risks||is communicated or||challenges/risk and||challenges/ risks and||challenges/ risks and||specific challenges/ risks|
|they are unrelated to the||their controls s is||their controls is||their controls is clearly||and their controls is|
|and their controls|
|theoretical topics covered||clearly||clearly communicated||communicated and||clearly communicated|
|20%||in this unit.||communicated but||and partially||supported by evidence||and supported by|
|unsupported by||supported by||from theory and||evidence.|
|evidence from||evidence from theory||practice.|
|theory and practice.||and practice.|