Organisation Behaviour

Organisation Behaviour 21/22 (May)
Assignment Brief Academic Year 2021-2022

Module code
and title
GMDGBS203
Organisation Behaviour
Module leader Irma Fabular
Assignment
number and type
Assignment components –
Poster Presentation
(Group)
Written Assignment (Individual)
Assessment
weighting
Poster Presentation: 20%
Written Assignment: 80%
Total Marks: 100 percent
Submission Date
and time
Poster – Week 4, in-class
presentation
Written assignment – Monday,
13 June 2022, 14.00 hours
Target feedback
date and time
3 weeks from submission TBC

 

Learning Outcomes
LO1 Acquire concepts and frameworks that are used to analyse organisations.
LO2 Understand and solve some of the problems/crises that tend to arise in organisational context.
LO3 Develop independent research and writing skills associated with producing longer assessed essays.
LO4 Develop teamwork, problem solving and presentation skills in tutorials.

 

Assignment Task
This assessment requires students to analyse one specific change that may be experienced by a business
organisation, choosing from a selection of change topics listed below. Before selecting a topic, preliminary
research needs to be undertaken to gain an understanding of the issues presented by organisational change.
Students need to inform their lecturer of their chosen change topic.
Change topics –
1. Change in use of technology
2. Change in leadership or top management
3. Innovation
4. Change in work practices
5. Change in recruitment strategies
Students need to undertake research of the causes that may trigger the change selected, organisational and
individual responses to change, and recommend feasible corporate strategies to implement the change
successfully.
Concepts which are relevant to include in the discussions are triggers of change, organisational culture,
leadership, motivation, organisational and individual responses to change, among others. Discussions should
include feasible strategies to effectively implement the change selected; these recommendations must be
evidence-based with examples of corporate or industry practices.
Students need to demonstrate their knowledge of business functions, applying theories and concepts discussed in
the module, and show their understanding of these concepts through a skilfully presented piece of writing.

Organisation Behaviour 21/22 (May)

Assignment Requirements
There are two components to this assessment, a 3000-word individual written assessment and a group poster
presentation
. Both components of the assessment will be marked, with 80% individual mark for the written
assessment and 20% group mark for the poster presentation.
Written Assessment (Individual)
The written assessment should include a full discussion of the assignment topic, as described in a prior section of
this brief. The written assessment should include a contents page, executive summary, introduction, discussions
and analysis, conclusions and recommendations, and a list of references.
Poster Presentation (Group)
The poster and its presentation will be completed in small groups of 4 students, with group membership based on
the change topic selected. Each small group must complete their presentation in 10 minutes, each member of the
group required to speak for 2 minutes, with 2 minutes Q&A after all members of the group have spoken.
Presentation times will be strictly observed, failure to present on date specified will be considered non
submission.
When presenting, each group must use a 1-slide poster which has been created by the group for purposes of this
assessment.
Note: Both components of the assignment will assess LO1, LO2, LO3 and LO4.

 

Submission Requirements
Both components of the assessment must be submitted through Turnitin found in the module site Organisation
Behaviour, accessible through Moodle, by the dates and times indicated below. The group poster used in the
presentations must be attached (in jpeg format) as an appendix to the individual written submission.
The in-class poster presentation will be completed on
Week 4, w/c 6th June 2022. Failure to present on the
date/time allocated will be considered a non-submission for this part of the assessment.
The 3000-word individual written assessment must be submitted by
Monday, 13th June 2022, 14.00. Assignment
must be written in MS Word, using either 12 font Times New Roman or 11 font Arial.
Turnitin submissions prior to final submission dates will be considered a draft and may still be changed/modified
before the final date of submission.
Work submitted up to three working days after the submission date will be accepted and marked, but the mark
will be capped at the pass mark of 40% unless student can evidence a valid reason for late submission, see
Extenuating Circumstances Policy. Work submitted after three days from submission date with no valid reason for
late submission will not be marked.
For late submission policies, refer to the Student Handbook found in this page
http://uosstudenthandbook.learningservices.online/
Feedback and marks for this assessment will be available three weeks from final submission date (TBC).

Core Textbooks
Buchanan, D.A. and Huczyinski, A.A. (2019) Organizational Behaviour, 10th edition, Harlow: Pearson.
Mullins, L.J. and McLean, J.E. (2019)
Organisational Behaviour in the Workplace, 12th edition. Harlow: Pearson
Education Limited.

Organisation Behaviour 21/22 (May)
Marking Criteria
The following criteria will be applied when marking this assessment. Carefully consider each criterion to ensure that
work submitted achieves the desired mark.

Level 5
In accordance with the FHEQ, at the end of Level 5 students will be expected to have developed sound knowledge and critical
understanding of the well-established concepts and principles in their field of study and will have learned to apply those
concepts and principles more widely outside the context in which they were first studied. They will have knowledge of the
main methods of enquiry in the subject area, and ability to critically evaluate different approaches to problem solving. They
will possess an understanding of the limits of their knowledge, and how this influences their analyses and interpretations.
They will be able to effectively communicate information, arguments and analysis in a variety of forms to specialist and non
specialist audiences and deploy key techniques of the discipline effectively.
Assessment category
Knowledge and
critical
understanding of
well-established
concepts and
principles of the
subject(s)
Cognitive and
intellectual skills
Application of theory
to practice (for
courses with a
professional practice
element)
Reading and
referencing
Presentation, style
and structure
Work that
significantly
exceeds the
specified word limit
may be penalised
Pass mark, demonstrating achievement of all associated learning outcomes 90%-100% Excellent work
showing flawless
understanding of the
established concepts
and principles of the
subject(s).
Insightful application
of excellent critical,
analytical and
evaluative skills to
demonstrate
exceptional ability to
express arguments
fully supported
relevant evidence.
Shows outstanding
independent thinking
through its original
expression, and
evidences both self
awareness and a
deep and
comprehensive
understanding of the
subjects’ key stances
and knowledge
boundaries.
Sophisticated
application of theory to
practice, demonstrating
insightful selection of
theory and flawless
application to practice
Insightful and effective
use of a carefully
selected range of
relevant reading,
including research
informed literature
where relevant.
Consistently accurate
application of
referencing.
Exemplary
presentation of work
that is fluent and
flawless throughout.
80%-89%
8989%
High quality work
showing fluent
understanding of the
established concepts
and principles of the
subject(s).
Use of excellent
critical, analytical and
evaluative skills in
order to develop
highly logical and
coherent judgements
/ arguments,
supported by a range
of relevant evidence.
Evidence of
independent thinking
and creativity.
Critiques a variety of
stances meaningfully,
and effectively
Excellent application of
theory to practice, with
all links fully
appropriate and
meaningfully applied.
Consistent and
balanced engagement
with a refined range of
relevant reading,
including research
informed literature
where relevant.
Consistently accurate
application of
referencing.
Highly effective
presentation of work
that is coherently
structured and clearly
expressed
throughout.

Organisation Behaviour 21/22 (May)

expresses the limits
of their knowledge.
70% – 79% Commendable work
showing detailed
understanding of the
established concepts
and principles of the
subject(s).
Use of effective
critical, analytical and
evaluative skills in
order to develop
logical and coherent
judgements /
arguments,
supported by a range
of relevant evidence.
Clear evidence of
originality. Explicit
discussion of other
stances and a strong
awareness of the
limits of their
knowledge.
Effective application of
theory to practice, with
the student making
highly appropriate and
carefully expressed
links between the two.
Consistent engagement
with a wide range of
relevant reading,
including research
informed literature
where relevant.
Consistently accurate
application of
referencing.
Well-formed
presentation of work
that is coherently
structured and clearly
expressed
throughout.
Level 5 Knowledge and
critical
understanding
Cognitive and
intellectual skills
Application of theory
to practice
Reading and
referencing
Presentation, style
and structure
Pass mark, demonstrating achievement of all associated learning outcomes 60% – 69% Work of solid quality
showing competent
and consistent
understanding of the
established concepts
and principles of the
subject(s).
Use of sound critical,
analytical and
evaluative skills in
order to develop
logical and coherent
Sound application of
theory to practice, with
the student making
appropriate, well
developed and
articulated links
between the two.
Engagement with a
wide range of relevant
reading. Sound
application of
referencing, with no
inaccuracies or
inconsistencies.
Competent
presentation of work
in terms of structure
and clarity of
expression.
50% – 59% Adequate work
showing
understanding of the
established concepts
and principles of the
subject(s), but lacking
depth and breadth.
Evidence of use of
evaluation and critical
analysis to support
the development of
logical and coherent
judgements /
arguments,
supported by relevant
evidence. An
awareness of other
stances and of the
limits of their
knowledge.
Consistent and accurate
application of theory to
practice, with the
student making
appropriate links
between the two.
Engagement with an
appropriate range of
reading beyond
essential texts.
Referencing may show
minor inaccuracies or
inconsistencies.
Work is structured in
a largely coherent
manner and is for the
most part clearly
expressed.
40% – 49% Simple factual
approach showing
limited understanding
of the established
concepts and
principles of the
subject(s). Narrow or
misguided selection of
material, with
elements missing or
inaccurate.
Limited and
inconsistent use of
evaluation and critical
analysis to support
emerging judgements
or arguments,
although not always
logical or coherent
and with inaccuracies.
Limited awareness of
other stances and the
limits of their
knowledge.
Relevant theoretical
knowledge and
understanding applied
in practice, but with
students not always
making logical links
between the two.
Evidence of reading,
largely confined to
essential texts, but
mainly reliant on taught
elements. Referencing
may show inaccuracies
and/or inconsistencies.
Ordered presentation
in which relevant
ideas / concepts are
reasonably
expressed.

Organisation Behaviour 21/22 (May)

Level 5 Knowledge and
critical
understanding
Cognitive and
intellectual skills
Application of theory
to practice
Reading and
referencing
Presentation, style
and structure
Marginal fail 35% – 39% Weak work showing
limited but
fragmentary
understanding of the
established concepts
and principles of the
subject(s), for
example through
inaccuracies,
inclusion of irrelevant
material and/or
absence of
appropriate
information.
Largely descriptive
work, with very little
effort made to use
evaluation and critical
analysis to develop
judgements or
arguments.
Information accepted
uncritically, with
unsubstantiated
opinions evident.
Limited understanding
of the application of
theory to practice, with
the student often not
making appropriate
links between the two.
Poor engagement with
essential texts and no
evidence of wider
reading. Heavily reliant
on taught elements.
Inconsistent and weak
use of referencing.
Work is loosely, and
at times incoherently,
structured, with
information and ideas
often poorly
expressed.
Fail 20% – 34% Unsatisfactory work
showing weak and
flawed understanding
of the established
concepts and
principles of the
subject(s), for
example through
serious inaccuracies,
inclusion of a
significant amount of
irrelevant material
and/or absence of
appropriate
information.
Descriptive work with
no effort made to use
evaluation or critical
analysis to develop
judgements or
arguments. Views
expressed are often
illogical, invalid or
irrelevant. Minimal or
no use of evidence to
back up views.
Weak understanding of
the application of
theory to practice, with
only occasional
evidence of the student
making appropriate
links between the two.
Limited evidence of
reading and/or reliance
on inappropriate
sources. Limited
engagement with
taught elements. Very
poor use of referencing.
Work is poorly
presented in a
disjointed and
incoherent manner.
Information and ideas
are very poorly
expressed, with weak
English and/or
inappropriate style.
< 20% Highly unsatisfactory
work showing major
gaps in understanding
of the established
concepts and
principles of the
subject(s). Inclusion
of largely irrelevant
material, absence of
appropriate
information and
significant
inaccuracies.
Work is largely
irrelevant or
inaccurate,
characterised by
descriptive text and
unsubstantiated
generalisations.
Minimal or no use of
evidence to back up
views.
Very weak theoretical
knowledge and
understanding, with no
evidence of appropriate
application in practice.
No evidence of reading
or engagement with
taught elements.
Absent or incoherent
referencing.
Work is extremely
disorganised, with
much of the content
confusingly
expressed. Very poor
English and/or very
inappropriate style.