LEARNING AND RESEARCH BOOK Assignment divided in weekly parts week 1 Task Week2 Task Week3 Task Week 4 Task Week 5 Task

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LEARNING AND RESEARCH BOOK

Assignment divided in weekly parts
week 1 Task
Week2 Task
Week3 Task
Week 4 Task
Week 5 Task

APA REFERENCING STYLE
i will upload my senior assignment but now its specification changed but still some taks match. so you can take help from that material.

 

MGMT11109 Introduction to Management – Activities for students to complete – Week 1

Activity I think I understand  it Definitely Got it – Tick here
Administration

Welcome all students to MGMT11109, this course is a 6 credit point course and each credit point requires 2 hours of activity by students per week.  6cp x 2 hrs = 12 hours per week.

So you need to allocate 12 hours per term week to complete this course for a pass.

If this is done then you are highly likely to pass – if a HD is required then 18 hours should be spent by each student.

I hope you have introduced yourself on the General Discussion forum or to your on-campus group and unit contact.

Please click around moodle and the unit profile (located in the top left of the moodle page) to familiarise yourself with all the technology and teaching tools.

If I am your teaching contact then I can be contacted on email at t.whan@cqu.edu.au or if it is urgent then my mobile which is 0455 161 008.

   
Week One Lecture slides

You will need to pre-read pp. 1-30 of the text and the lecture slides to prepare for week one.  Understanding the format of the ALAPA model (starts on slide 18) for learning employed by the text is very important as is understanding the components of the Competency Values Model (see Lecture Materials – PowerPoint).

If you are a distance student, this week’s activities pp. 22-29 are best integrated with the lecture slides, as a three hour workshop, I believe to keep your study sessions interesting and engaging.  On campus students will have the material delivered in a face to face lecture and tutorial.

Pay particular attention in the Lecture to the Rational Goal Model and Human Relations Model.

CONTINUED NEXT PAGE

   

Activities for Week One

On-Campus students will do these activities at a scheduled tutorial on campus – students in Distance mode (or FLEX mode) employ self-directed study and will complete these activities in their own study time with colleagues, family, friends or discuss with other students doing this course on the General Discussion Forum.

Activity One – Think critically by going public with your reasoning

The task for Week One requires you to develop a management competency.

This competency exercise has three parts and the output should be no more than 500 words in length for all three parts.

Please complete Part One before moving to Part Two and so on.

Part One

Think of a topic or issue or situation that you find very upsetting or frustrating. Do a little “ranting” on that issue. That is, write some very strong and emotional statements about this issue or situation. You might begin with “One thing that makes me furious is __________.” Try to write four or five sentences.

Part Two

Now imagine that you need to “go public” with your feelings and opinions and convince someone else to share at least some of the intensity you feel about this issue.  Write at least three of these arguments down.

Part Three

Is there anything in your ranting that you might convert into an argument, a line of reasoning that another person might find legitimate?

Read and discuss your sentences with a classmate, colleague, family member, friend or discuss with other students doing this course on the General Discussion Forum. Talk about why you each feel that some of your sentences written in Part One are not good raw material for public reasoning but others might be.

 

Write down the main content of your discussions with your classmate, colleague, family member, friend or other student highlighting the grounds that will form clear and compelling arguments when you “go public”.

 

   

Activity Two p.22 of text (Learning from the ALAPA acronym)

Thinking about thinking.  With this exercise on p. 25 talk over the whether the statement is a ground, warrant or claim and seek consensus with other students, friends, family or other students on the forum.

   

Activity Three p.27 of text (Analysis from the ALAPA acronym)

Use the 7-point scale on page 27 to rate the argument one and two on page 28.

 

 

   

Coming Up Next Week – Week Two….

 

How to research and how to provide a citation.  Remember to have with you next week a paper or electronic copy of the

American Psychological Association (APA) abridged guide updated Term 2 2016

 (link provided in moodle for MGMT11109)

 

   

 

MGMT11109 Introduction to Management – Activities for students to complete – Week 2

Activity I think I understand  it Definitely Got it – Tick here
Administration for Week Two

As you know this is a 6 credit point course and each credit point requires 2 hours of activity by students per week.  6cp x 2 hrs = 12 hours per week.

So you need to allocate 12 hours per term week to complete this course for a pass.

If this is done then you are highly likely to pass – if a HD is required then 18 hours should be spent by each student.

I hope you have introduced yourself on the General Discussion forum or to you on-campus group.

Please click around moodle and the course profile (located in the top left of the moodle page) to familiarise yourself with all the technology and teaching tools.

 

   
Learning and Research Book – Assessment One

Please read the forum for further clarification about the Learning and Research Book as your fellow students have asked some excellent questions about the assessment and I will expect that you have read this forum before commencing your assessment.

   
Review the ‘University Research and Information Skills’ link in the ‘Assessment Tasks’.

 

   
Week Two Lecture slides

You will need to pre-read pp. 33-46 of the text to prepare and gain the learning for week two.

Pay particular attention to the Human Relations Model.

 

   

Activities for Week Two

On-Campus students will do these activities at a scheduled tutorial on campus – students in Distance mode (or FLEX mode) employ self-directed study and will complete these activities in their own study time.

Activity One – Using the “American Psychological Association (APA) abridged guide updated Term 2 2016” to provide a citation

The task for Week Two requires you to develop a research skill.

You are to read and understand the peer reviewed journal articles provided in week one and provide a citation for each of the Peer Reviewed Journal Articles provided in week one in accordance with the APA Referencing Style.

Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management (Journal of Education for Business)

Outsmart Your Own Biases (Harvard Business Review)

Fooled by Experience (Harvard Business Review)

 

Activity Two

p. 45 of text (Analysis from the ALAPA acronym)

Use the Johari Window to analyse behaviour

   

Activity Three

pp. 45-46 of text (Practice from the ALAPA acronym)

How to receive feedback

 

   

Activity Four p. 35-36 Anchors and Oars of text (Assessment from the ALAPA acronym)

Understanding self and others

   

Coming Up Next Week – Week Three….

 

Reflective Listening

   

 

MGMT11109 Introduction to Management – Activities for students to complete – Week 3

Activity I think I understand  it Definitely Got it – Tick here
Administration for the Week

As you know this is a 6 credit point course and each credit point requires 2 hours of activity by students per week.  6cp x 2 hrs = 12 hours per week.

If you are on campus then 3 hours are spent on campus and 9 hours on self-directed study and getting your assessments complete.  If you are a distance or flexibly enrolled then you have 12 hours of self-directed study viewing materials on Moodle, interacting with other students on the Discussion Forum and completing assessment.

 

   
Learning and Research Book – Assessment One

Please read the forum for further clarification about the Learning and Research Book as your fellow students have asked some excellent questions about the assessment and I will expect that you have read the Q&A Forum and Discussion Forum before commencing your assessment.  On campus students should review these forums regularly in tutorials.

 

The Learning and Research Book is due is two weeks – you must get started today if you have not already.  My advice is to do the activities each week from the Learning and Research Book.

   
Review the ‘University Research and Information Skills’ link in the ‘Assessment Tasks’.

Are there any questions from the previous week’s tutorial where we covered research skills?  Please post on the forum, ask a question or seek advice from your unit contact.

   
Lecture slides

You will need to pre-read pp. 47-57 of the text to prepare and gain the learning for this week.  Then watch the video (on campus students will attend the face to face lecture).

 

   

Activities for Week Three

On-Campus students will do these activities at a scheduled tutorial on campus – students in Distance mode (or FLEX mode) employ self-directed study and will complete these activities in their own study time.

Activity One – Reflective Listening to improve communication

Objective:  This analysis will help you identify gaps between what you say and what you think, as well as to help you understand why those gaps occur.

Do the following:

1. Identify a difficult conversation that you had with a friend or work colleague involving a problem that you tried to resolve. The conversation may focus on a problem that has since been solved or one that still does not have a usable solution. The key is to find a problem that you were unable to resolve at that time. Try to identify a difficult problem that involved interpersonal difficulties, such as a conflict about how to do an assignment or a disagreement about who should perform different parts of a task.

2. Write down the approach that you initially took to resolve the problem about 200 words.

•           What did you talk about?

•           What ideas did you have?

•           What were the interpersonal communication barriers that hindered your ability to resolve the issue? For example, did one of you have a hidden agenda?

•           Were there status differences that created problems?

•           Were there distractions that kept you from being focused on the conversation?

3. Draw a two column table in MS Word and type the actual conversation that occurred in the right-hand column. You should focus on the words that were actually spoken. If you cannot remember the conversation verbatim, try to remember the key issues that were raised. It should look like this accept your conversation will not be about the weather:

Thoughts and Feelings of the person speaking Conversation
  Person B:  I like the weather today.  At least it is better than yesterday.  I did not feel very well yesterday.
  You: The weather was fine yesterday it is just that we travelled so far.
  Person B: Well I think the reason I was so angry with you last night was because of the weather yesterday.  It was hot.
  You:  You always seem to be upset with me lately.
  And so on….
  And so on…
  And so on….

 

4. On the left-hand side of the page, write down your thoughts and feelings that were unexpressed during the conversation.

5. Read and think about what you have written in your left-hand column. Then provide a 300 word response answering these questions:

•           What was it about the situation that led you to feel the way you felt?

•           What was it about you or the situation that kept you from expressing your thoughts and feelings?

•           What assumptions did you make about the other person?

•           What did you lose from keeping certain thoughts and feelings to yourself?

6. Consider how you might move some of your thoughts and feelings from the left-hand column to the right-hand column. Write down one or two specific ideas (300 words in total).

Sometimes we don’t express our thoughts and feelings because we don’t feel that we have sufficient grounds for the claims that we would like to make—we don’t trust our intuition. But often our reticence is based on a desire to avoid conflict, rather than a lack of solid arguments. Feelings that are not expressed, however, do not simply disappear. In addition to being willing to express our own thoughts and feelings, we need to encourage others to express their thoughts and feelings and we need to listen carefully when they do. Often the best way to minimize conflict is to raise potentially contentious issues early, before they escalate.

 

Activity Two

p. 57 of text (Application from the ALAPA acronym)

Developing your Reflective Listening Skills

   
     
     

Coming Up Next Week – Week Four….

 

Sheldon and the Big Bang Theory

   

MGMT11109 Introduction to Management – Activities for students to complete – Week 4

Activity I think I understand  it Definitely Got it – Tick here
Administration for the Week

As you know this is a 6 credit point course and each credit point requires 2 hours of activity by students per week.  6cp x 2 hrs = 12 hours per week.

If you are on campus then 3 hours are spent on campus and 9 hours on self-directed study and getting your assessments complete.  If you are a distance or flexibly enrolled then you have 12 hours of self-directed study viewing materials on Moodle, interacting with other students on the Discussion Forum and completing assessment.

 

   
Learning and Research Book – Assessment One

Please read the forums for further clarification about the Learning and Research Book as your fellow students have asked some excellent questions about the assessment and I will expect that you have read the Q&A Forum and Discussion Forum before commencing your assessment.  On campus students should review these forums regularly in tutorials.

   
Review the ‘University Research and Information Skills’ link in the ‘Assessment Tasks’.

Are there any questions from the previous week’s tutorial where we covered research skills?  Please post on the forum, ask a question or seek advice from your unit contact.

   
Lecture slides

You will need to read pp. 58-107 of the text to prepare and gain the learning for this week.  Then watch the lecture video (on campus students will attend the face to face lecture).

 

   

Activities for Week Four

On-Campus students will do these activities at a scheduled tutorial on campus – students in Distance mode (or FLEX mode) employ self-directed study and will complete these activities in their own study time.

Activity One – Follow up on the meeting by writing an effective email

Objective:  This analysis will help you produce a professional and well-presented email written as a manager.

Watch this video.

 

https://youtu.be/ueF8xPjIvWU

 

Do the following:

1. Watch the video.  Assume the meeting concluded when the video ended.

2. Read/view all material provided in Week Four

3. Then prepare a professional email which includes To, From and Subject written as Leonard (the one with the glasses and in the beige coat) to Colonel Williams following up the meeting.  Your email should include all elements discussed in the ’10 Rules for Writing Professional Emails’ see below.

https://www.city.ac.uk/__data/assets/pdf_file/0003/234354/Writing-Professional-Emails.pdf

4. The focus on your email should be negotiating the due date for micronisation.

5. The body of your email should include an appropriate signature block and be approximately 100 words.

 

Activity Two

p. 58 of text

   

Activity Three

pp. 67-69 of text

 

   

Coming Up Next Week – Week Five….

 

Doing research for Assessment Two.  Assessment One due next week.

   

 

MGMT11109 Introduction to Management – Activities for students to complete – Week 5

Activity I think I understand  it Definitely Got it – Tick here
Assessment One due on Friday

Your Assessment is due this Friday

   
Learning and Research Book – Assessment One

Please read the forums for further clarification about the Learning and Research Book as your fellow students have asked some excellent questions about the assessment and I will expect that you have read the Q&A Forum and Discussion Forum before commencing your assessment.  On campus students should review these forums regularly in tutorials.

   
Review the ‘University Research and Information Skills’ link in the ‘Assessment Tasks’.

Having completed the readings in this area in the past four weeks will ensure your skills are well developed to undertake this week’s task.

   
Lecture slides

You will need to read pp. 108-143 of the text to prepare and gain the learning for this week.  Then watch the lecture video (on campus students will attend the face to face lecture).

 

   

Activities for Week Five

On-Campus students will do these activities at a scheduled tutorial on campus – students in Distance mode (or FLEX mode) employ self-directed study and will complete these activities in their own study time.

Activity One – Find peer reviewed journals

Objective:  This activity will help you develop your research skills – something that is necessary to demonstrate in assessment two.

 

Do the following:

1. Each week you should have been reviewing the ‘University Research and Information Skills’ resources – found in the link in the ‘Assessment Tasks’.  Use what you have found here to provide a ‘Reading List’ of materials for assessment two.

2. Now prepare a ‘References’ list that could be used to research the Competing Values Framework discussed in the prescribed text for this Unit.  Head up your ‘References’  list and use the format for recording this research in accordance with the APA Guide – link on moodle home page.  Your ‘References’ list should contain (as a minimum) seven peer reviewed journals and the prescribed text for this Unit.

HINT: Read and apply the rules for developing a ‘References’ list in the APA Guide at p. 9.

3. This ‘References’ list needs to contain only peer reviewed scholarly sources and not material found in a google search.  No credit will be given for non peer-reviewed materials presented in assessment Two.  See Guide for Assessment Two.  Remember a ‘References’ list does not contribute to the word count for assessment two.

5. Remember for Assessment Two if you provide seven peer reviewed journals and the prescribed text for this Unit you will score 8/15 for Criteria One – Guide for preparing Assessment Two.  Further sources of similar quality will score higher.  If you have 9 references – then you score 9/15, If you have 10 then you will score 10/15.  And so on – 15 references of the required quality will score you 15/15 for criteria one for Assessment Two.

 

Activity Two

p. 118 of text – Directing your own Data and Information Traffic

   

Activity Three

pp. 126 of text – Errors in the Design?

 

   

   

1 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 MGMT11109 Assessment details for Assessment Task 1 – Written Assessment – Learning and Research Book Task Description Each week you will have a task to develop a management competency and/or research skill ending in week five. You are to record the output in your Learning and Research Book. You will submit this Learning and Research Book in week five. A summary of the weekly tasks is provided below (further detail on the weekly tasks is found in the “WHAT YOU NEED TO DO FOR ASSESSMENT ONE” document on moodle; Week 1 – Thinking critically Week 2 – Demonstrate your skill in preparing a ‘References’ list in the APA referencing style Week 3 – Reflective listening to improve your communication Week 4 – Follow up on the meeting by writing an effective email Week 5 – Demonstrate your skill in deconstructing a basic concept, principle or theory of management Before starting this assessment please thoroughly read this document. Purpose The purpose of this assessment item is to assess your research skills and your understanding of the Unit Learning Outcomes as they relate to the first five weeks of content for this unit in preparation for Assessment Task 2. Resources You will need to have the following documents in order to complete the assessment tasks below. 1. American Psychological Association (APA) abridged guide updated Term 2 2016; 2. The prescribed textbook – you will not be able to complete assessment without access to this resource. It is required you have continuous access to the following text to complete this assessment. Further Details – The Learning and Research Book must have a Title Page, Table of Contents and ‘References’ List. This is an individual assessment task with a maximum word count of 1500 words excluding the Title Page, Table of Contents and the ‘References’ List for week two of the assessment tasks. The Learning and Research Book contains activities that will help you develop your skills as a manager and researcher and help you prepare for the next piece of assessment in this unit. 2 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 But how do I get started? Each week you have a task to develop a management competency and/or research skill. You are to record the output in your Learning and Research Book. You will submit this Learning and Research Book in Week Five. Detailed instructions of the Tasks that form the Learning and Research Book for each week are repeated below. The first thing you need to do is format a title page for your assessment. A title page should have as a minimum your name, student number, Unit Code (found on the Unit Profile), Unit Title (found on the Unit Profile), Assessment Title (found at the top of the first page of this document) and the due date for this assessment (found on the Unit Profile). The next thing you need to do is format a ‘Table of Contents’. The ‘Help’ instructions for the word processing software that you are using should be able to assist with this task. If you need further assistance with formatting a ‘Table of Contents’ can be found by contacting the ‘Academic Learning Centre’ which can be done by finding the link for the ‘Academic Learning Centre’ in the ‘SUPPORT’ tab in moodle on the left hand side of the moodle home page for MGMT11109 – Introduction to Management. Closely following the instructions for each Week/Task below. Complete the Academic integrity Module Quiz Plagiarism means taking and using the thoughts, writings, inventions etc. of another person and using them as your own without acknowledging their source. In your academic writing, you will often need and be expected to draw on the ideas of others and sometimes to quote their exact words or copy their graphics. The important thing to remember is that you must not attempt to pass these borrowed ideas and words off as your own. To avoid plagiarism, you must acknowledge the source of the ideas through an academically acceptable system of referencing. Plagiarism is a form of intellectual dishonesty and in academic work is considered to be cheating. CQUniversity regards plagiarism as a serious offence and it can have serious consequences for you as a student. To understand more about CQUniversity’s attitude to plagiarism and the consequences it may have, refer to CQUniversity’s Policies on Plagiarism procedures and Student misconduct and plagiarism. Please click here to complete the Academic Integrity Module Quiz. https://moodle.cqu.edu.au/course/view.php?id=1497 3 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Week/Task One -Thinking critically This Task has been set so that you develop an understanding of what a peer reviewed journal article is and to get you engaged with scholarly reference literature from the management discipline. You will also start developing your skills to become a critical consumer of others’ work by completing this assessment. Before you start this task I will assume that you have completed all material for week one. I am assuming you have attended your on campus session if you are an on campus student or watched the Lecture presentation if you are a distance or flexibly enrolled student. Completed the Tutorial Activities, read the required area of the prescribed text pp. 1-32, completed reading the Peer Reviewed Journal Articles (students must read) and watched the four weekly Video(s). If you have not done this – then doing this assessment will be a stressful experience. Take the stress out and go back and do this if you have not already. Done. Great. Now please read this journal article– link below. https://moodle.cqu.edu.au/pluginfile.php/942079/mod_resource/content/3/Paradoxical%20Le adership%20and%20the%20Competing%20Values%20Framework.pdf The smart ones among you will already realise that you have done this. You are then ahead of the game. A link to this article was also provided in MGMT11109 Moodle site for Week One in the ‘Peer Reviewed Journal Articles (students must read)’. Please note that this article comes from ‘The Journal of Applied Behavioral Science’. Please note that the word ‘Behavioral’ is not spelt wrong above – as it is an American title and you must include titles with the same spelling in the APA Style Guide. Then complete the following. After reading the article answer this question. Why is an understanding of paradox important to modern managers? In your response you will need to give an understanding of leadership (which is one of the four basic functions of management in an era of increasing ambiguity and complexity) making use of what you have learnt about the ‘Competing Values Framework’ which is a concept or theory of management. You need to write 500 words that demonstrate that you understand the complexity of modern management and why this is a problem today. To start you simply start on the blank page following the ‘Table of Contents’ with the heading ‘Week/Task One – Critical Thinking’. Then enter twice and start writing. Easier said than done. Perhaps the following advice will help. 4 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Do some further research at the library site and find peer reviewed and Scholarly References that back up your thinking. Read widely, not only the text materials for Week One but also materials you find in your research. But how do I actually do research? This is a common question. Perhaps the following advice will help. A good thing to develop your research skills is to check that you can locate the article you just read. To do this go to the library link at the top of the CQU homepage, log in to the library, type in ‘Competing Values Framework’, choose ‘Show only’ ‘Peer-reviewed Journals’ on the right of the library page and see if you can find the article. Click on the link and see if you can locate the full text of ‘The Journal of Applied Behavioral Science’ article. If you have done this successfully then you have located possibly your first ‘Scholarly Reference’ for this Unit. To develop the skill to find appropriate literature at the library (remember to log in at the Library so you can access all materials easily – if you do not log in you will not have access to the peer reviewed journals that you find). But what words do I search on at the Library? This is a common question and you will need to use the language from the article, topics from the text and a bit of creativity. The CQUniversity Library ‘Management’ Guide can also assist. Here is the link http://libguides.library.cqu.edu.au/management There are many tools here to assist. There is also a list of Journals titles that are acceptable scholarly references for this assessment. The ‘University Research and Information Skills’ link to the right will help you. Your 500 word response will need to include in-text references from the research you find. Please see p. 5 of the APA Referencing Style Guide for instructions on ‘How to Reference’ – link below https://www.cqu.edu.au/__data/assets/pdf_file/0016/151126/APA-Abridged-Guide-EdnStudy-Period-2-2016.pdf This task should be written in the third person passive grammatical style. Writing in third person passive style means writing in the grammatical style chosen by the author of the The ‘Journal of Applied Behavioral Science’ article Marc Levine. You basically have to adopt his style. The Academic Learning Centre can assist you with any questions you have about writing in this style. Here is a link to make an appointment with the Academic Learning Centre. Distance or Flexibly enrolled students are able to make appointments along with on campus students. https://www.cqu.edu.au/student-life/services-and-facilities/academic-learning-centre 5 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 The Academic Learning Centre can also be accessed from left hand side of moodle on the MGMT11109 home page. The maximum length of this task is limited to 500 words so you must think carefully about choosing your words while developing your meaning(s) with reference to scholarly sources. 6 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Week/Task Two – Demonstrate your skill in preparing a ‘References’ list in the APA referencing style Take the in-text references that appear in your response to Week/Task One and provide a reference list where all the in-text resources referred to in your 500 word response for Week/Task One are included in the ‘References’ list. Follow the directions for preparing a ‘References’ list from p. 9 of the APA Referencing Style Guide. A link to the guide is provided below. https://www.cqu.edu.au/__data/assets/pdf_file/0016/151126/APA-Abridged-Guide-EdnStudy-Period-2-2016.pdf Begin your ‘References’ list on the next blank page following Week/Task One – Critical Thinking. 7 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Week/Task Three – Reflective Listening to improve communication Before you start this task I will assume that you have completed all material for week three. I am assuming you have attended your on campus session if you are an on campus student or watched the Lecture presentation if you are a distance or flexibly enrolled student. Completed the Tutorial Activities, read the required area of the prescribed text pp. 46-57, completed reading the Peer Reviewed Journal Articles (students must read) and watched the single weekly Video for this week. Then you are ready to go. Do the following: Move to the next blank page and head up your page Week/Task Three – Reflective Listening to improve communication. Identify a difficult conversation that you had with a friend or work colleague in the past involving a problem that you tried to resolve. The conversation should focus on a conflict that has since been solved or one that still does not have a usable solution. Try to identify a difficult problem that involved interpersonal difficulties, such as a conflict about how to do an assignment or a disagreement about who should perform different parts of a task. Write a narrative story of 500 words. In this narrative you are to answer the following questions. Firstly write your story trying to answer the following questions • What did you talk about? • What ideas did you have? • What were the interpersonal communication barriers that hindered your ability to resolve the issue? For example, did one of you have a hidden agenda? • Were there status differences that created problems? • Were there distractions that kept you from being focused on the conversation? Then go on to answer these questions in your story: • What did you not understand about the other person? • How did you display empathy toward the other person? • What assumptions did you make about the other person? • Is there anything that you would do differently? Do not provide responses to the above questions individually. A narrative (story type) style is required. 8 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 This task should be written in the first person narrative style. Writing in first person style means writing from your point of view or perspective. The Academic Learning Centre can assist you with any questions you have about writing in this style. Here is a link to make an appointment with the Academic Learning Centre. Distance or Flexibly enrolled students are able to make appointments along with on campus students. https://www.cqu.edu.au/student-life/services-and-facilities/academic-learning-centre The Academic Learning Centre can also be accessed from left hand side of moodle on the MGMT11109 home page. 9 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Week/Task Four – Follow up on the meeting by writing an effective email The objective of this task is to help you be able to produce a professional and well-presented email written as a manager. Before you start this task I will assume that you have completed all material for the Unit up to week four. Then you are ready to go. Do the following: Move to the next blank page and head up your page Week/Task Four – Follow up on the meeting by writing an effective email. Watch this video. https://youtu.be/ueF8xPjIvWU Do the following: 1. Watch the video above accessed via the hyperlink. Assume the meeting concluded when the video ended. 2. Read/view all material provided in Week Four 3. Then prepare a professional email which includes To, From and Subject, written as Leonard (the one with the glasses and in the beige coat) to Colonel Williams following up the meeting. Your email should include all elements discussed in the ’10 Rules for Writing Professional Emails’ see below. https://www.city.ac.uk/__data/assets/pdf_file/0003/234354/Writing-Professional-Emails.pdf 4. The focus on your email should be negotiating the due date for micronisation. 5. The body of your email should include an appropriate signature block and be approximately 250 words. 10 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Week/Task Five – Demonstrate your skill in deconstructing a basic concept, principle or theory of management Before you start this task I will assume that you have completed all material for the Unit up to week five. Then you are ready to go. Do the following: Move to the next blank page and head up your page Week/Task Five – Demonstrate your skill in deconstructing a basic concept, principle or theory of management Make a list of five concepts, principles or theories of management that you have found interesting in you studies up to week five. The prescribed text from pp. 1-143 is a valuable source of information here. Then list these down the page. You only need a list with five elements. Check with your Unit Contact that your list is correct. They will let you know if the elements on your list are correct. Your Unit Contact is identified in the Unit Contact area of Moodle on the left hand side. Then choose one of these five from your list to write 250 words about what you found interesting. Write 250 words only about one of the concepts, theories or principles on your list. This task should be written in the first person narrative style. Writing in first person style means writing from your point of view or perspective. The Academic Learning Centre can assist you with any questions you have about writing in this style. Here is a link to make an appointment with the Academic Learning Centre. Distance or Flexibly enrolled students are able to make appointments along with on campus students. https://www.cqu.edu.au/student-life/services-and-facilities/academic-learning-centre The Academic Learning Centre can also be accessed from left hand side of moodle on the MGMT11109 home page. 11 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 What marks will I get? This is an individual assessment task with a maximum word count of 1500 words, excluding the Title Page, Table of Contents and ‘References’ list from Week/Task Two. Your mark will be based on the following rubric. The way to read this is to look at a draft of your assessment and mark it against the criteria. For example, if your draft has four references in your ‘References’ list for Week/Task Two then on the criteria that address ‘critical thinking’, you will score within the;  Exceeds Expectations (Distinction) 75 – 84%;  which is between 11.25 and 12.6 marks out of 15; and  provided that you have demonstrated an understanding and awareness of the discipline of management and you have discussed four concepts or principles or theories throughout your Learning and Research Book. Your assessment marker will do all this for you once you submit. I am not asking you to mark your own assessment. But it is a great way to check your assessment and manage your expectations about your mark. 12 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Assessment type: Written Assessment Unit code and name MGMT11109 Assessment details for Assessment Task 1 – Written Assessment – Learning and Research Book – Task/Week One Key Criteria Exceeds Expectations (High Distinction) 85-100% Exceeds Expectations (Distinction) 75 – 84% Meets Expectations (Credit) 65 – 74% Meets Expectations (Pass) 50 – 64% Below Expectations (Fail) below 50% Demonstrates that you have insight and understanding of the basic concepts, principles and theories of management presented in week one to five of the unit (20 marks). Demonstrates a balanced and very high level of detailed knowledge of core concepts by providing a very high level of analysis. An excellent writing style appropriate to the weekly tasks (excluding Week/Task Two) providing a very clear purpose which ensures all areas relevant to the topic are clearly outlined. Demonstrates a balanced and high level of knowledge of core concepts by providing a high level of analysis. A good and appropriate writing style appropriate to the weekly tasks (excluding Week/Task Two); providing a mostly clear purpose which ensures most areas relevant to the topic are clearly outlined. A fair writing style appropriate to the weekly tasks (excluding Week/Task Two) which addresses some points, lacks some detail; ensures some areas relevant to the topic are outlined. Demonstrates a good level of knowledge of some of the core concepts by providing some level of analysis. Demonstrates limited knowledge of core concepts by providing a limited level of analysis. A fair writing style appropriate to the weekly tasks (excluding Week/Task Two) that addresses limited points, lacks detail; of which few areas are outlined. Demonstrates little, if any, knowledge of the core concepts with extremely limited, if any, analysis. Very poor or nonexistent writing style. Student achievement Demonstrates a professional approach to the presentation of the Learning and Research Book – including overall design and logical structure, format and layout, including grammar, expression, punctuation and correct spelling using Australian English (5 marks). The weekly tasks are arranged in an extremely logical, structured and coherent manner. Quality of writing at a very high standard. Paragraphs are coherently connected to each other. Correct grammar, spelling and punctuation. Quality of writing is of a high standard. Paragraphs are mostly well structured. Few grammar, spelling and punctuation mistakes. The weekly tasks are arranged in a fairly logical, structured and coherent manner. Quality of writing is of a good standard. Few grammar, spelling and punctuation mistakes. The weekly tasks are arranged in a logical, somewhat structured and coherent manner. Some problems with sentence structure and presentation Frequent grammar, punctuation and spelling mistakes. Use of inappropriate language. The weekly tasks appear less logical, structured and presents in fairly incoherent manner. Quality of writing is at a very poor standard so barely understandable. Many spelling mistakes. Little or no evidence of proof reading. There is little, if any, coherent structure to the document. Student achievement Demonstrates critical thinking and judgement when asked to provide responses to the assessment tasks considering the external environmental factors that impact on managers (15 marks). Demonstrates a high degree of understanding and awareness of the discipline of management and the concepts, principles and theories by discussing at least five. Utilises five current, appropriate and credible scholarly sources in the ‘References’ list for Week/Task 2. Demonstrates an understanding and awareness of the discipline of management and the concepts, principles and theories by discussing at least four. Utilises four current, appropriate and credible scholarly sources in the ‘References’ list for Week/Task 2. Demonstrates an understanding and awareness of the discipline of management and the concepts, principles and theories by discussing at least three. Utilises three current, appropriate and credible scholarly sources in the ‘References’ list for Week/Task 2. Demonstrates an understanding and awareness of the discipline of management and the concepts, principles and theories by discussing at least two. Utilises one current, appropriate and credible scholarly source in the ‘References’ list for Week/Task 2. Demonstrates a lack of understanding and awareness of the discipline of management and the concepts, principles and theories. Utilises little, if any, current, appropriate and credible sources. 13 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Key Criteria Exceeds Expectations (High Distinction) 85-100% Exceeds Expectations (Distinction) 75 – 84% Meets Expectations (Credit) 65 – 74% Meets Expectations (Pass) 50 – 64% Below Expectations (Fail) below 50% Student achievement Observe strict conformity to the referencing protocol as set out in the CQU American Psychological Association (APA) abridged guide updated Term 2 2016 when preparing the ‘References’ list (10 marks). Demonstrates great skill in application of the APA Style Guide which is error free. Demonstrates great skill in application with only two errors in the application of the APA Style Guide. Demonstrates appropriate skill in application with only three errors in the application of the APA Style Guide. Demonstrates adequate skill in application with some errors in the application of the APA Style Guide. Failed to demonstrate conformity to the APA Guide. 14 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 How will I get my comments to help me improve for assessment two? Your marks will be communicated to you within two weeks from submission (for all students that submit on-time) through the following marking key. The marking key document (completed by the marker) will be returned to you following marking and contain your marks and comments regarding your Learning and Research Book. No less than 300 words comment will be given to help you get a great result for assessment two. Assessment One is marked out of 50 marks = 50% weighting of assessment for this unit. 15 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Student Name: Student No. /20 /15 /10 / 5 Days late: Total: /50 Mark: /50 Grade: MARKER: Date of Final comments: The grade assigned to MGMT11109 ADDITIONAL COMMENTS: MGMT11109 T1 2017 – Introduction to Management Assessment Task 1 – Written Assessment – Learning and Research Book Comments Marks Demonstrate that you have insight and understanding of the basic concepts, principles and theories of management presented in week one to five of the unit (20 marks). Late Penalty where applicable. (please note a deduction of 2.5 marks per day (or 5% of total marks available) is made for every day or part thereof that the assessment is late. Observe strict conformity to the referencing protocol as set out in the CQU American Psychological Association (APA) abridged guide updated Term 2 2016 when preparing the ‘References’ list (10 marks). Assessment 1 (Weighting = 50% of Unit Assessment) Demonstrate a professional approach to the presentation of the Learning and Research Book – including overall design and logical structure, format and layout, including grammar, expression, punctuation and correct spelling using Australian English (5 marks). Demonstrate critical thinking and judgement when asked to provide responses to the assessment tasks considering the external environmental factors that impact on managers (15 marks). CONTENT: PRESENTATION: 16 Tim Whan, Unit Coordinator | SCHOOL OF BUSINESS AND LAW MGMT11109 T2 2017 Here are some important final details on Word length, definition of a Scholarly Reference and how any late penalty is to be applied to keep all students on the same level playing field. What is a Scholarly Reference as defined for this assessment? Scholarly references, defined for this assessment, are primarily peer reviewed journal articles written by academics. A textbook published by an academic publishing house is also defined as an academic reference. Textbooks score less than peer reviewed journal articles for this assessment. You may include the textbook in your reference list for this assessment. A reference list is required for the Learning and Research Book, however, it is excluded from the word count. Should I use a software system to generate my reference list? The answer here is ‘no’. A relatively small number of references are required for this assessment, the use of software system such as EndNote or Microsoft Word will not save time. You are required to create your references manually for this assessment using the American Psychological Association (APA) abridged guide updated Term 2 2016. The link to this document is below. https://www.cqu.edu.au/__data/assets/pdf_file/0016/151126/APA-Abridged-Guide-EdnStudy-Period-2-2016.pdf. If your list is not in accordance with this Guide above your PRESENTATION mark out of five for Criterion Four will be disappointing to you. Late Penalty: A late penalty of 2.5 marks per day will be deducted for each day AND each part day that the assessment is lodged late without a recorded and approved official extension. Students may apply for an extension on the left hand side of moodle under the ‘SUPPORT’ tab prior to the due date. Word Length: A word length of 1500 words is required excluding the Title Page, Table of Contents and ‘References’ list from Week/Task Two. Significantly less than these words will impact on all criteria particularly the PRESENTATION criteria for structure and presentation.

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