Organisational Theory and Practice - Australia Assignments

LSC UoS BA in Business

Course/Programme:	BA Business
Level:	4
Module Title:	Organisational Theory and Practice
Module Leader:	Dr Rajendra Kumar
Assignment titles:	1. Individual Case Study Analysis
Assignment number:	1
Weighting:	Individual Case Study: 100 %
Date given out:	April 2023
Submission date:	29/05/2023
Eligible for late submission (3 working days, with penalty)?	Yes
Method of submission:	X	Online only	Online and paper copy
Special instructions for submission (if any):
Date for results and feedback:
Employability skills assessed:	C1: Reading, selecting, analyzing and synthesizing information from a range of sources C2: Producing different types of document C3: Participating in discussions C4: Making presentations LP1: Develop a strategy for using a range of skills to improve own learning and performance IT1: Preparing information IT2: Processing and presenting information S1: Plan personal work schedules WWO2: Working towards identified targets
Learning outcomes assessed:	LO1: Understand key concepts and principles of management, including the basic roles, skills, and functions of management LO2: Describe the interactions between the organisational structure, different functions and discuss how to achieve high performance and explain the components and complexities of an organisation’s culture and its impact on the manager LO3: Understand the nature of change in the organisation, leadership and group dynamics in order to explain the management dilemmas faced by managers enhance organisational effectiveness LO4: Evaluate different models and design of organisations and analyse the effects of power, influence and conflict in organisations. LO5: Discuss the various theories of motivation, develop useful guidelines in motivating employees and evaluate the alternative leadership styles to make a decision regarding their appropriate use

TASK DESCRIPTION – (Individual Assignment 100 %)

TASK

“European bank shares volatile after Credit Suisse takeover” , FitzGerald, James, 2023(https://www.bbc.co.uk/news/live/business-65011579 accessed on 20th March 2023)

Choose the organization given below and write a report describing and analyzing the management style of their respective CEOs and comment on their impact on their respective organizations:

CREDIT SUISSE

After undertaking an extensive research on the company, you must identify and state the issues within that company. The topics to be chosen from your module are given below and cover learning outcomes for this module.

For each task given (FROM A to E), you are expected to incorporate at least one appropriate theory/model or recognized practice.

In your conclusion, you are to include at least two recommendations as to how might the company improve the situation in the future.

Analyse and comment on the effectiveness of the managerial style of the CEO using suitable theoretical models and what went wrong with this organisation that it had to be taken over by UBS. (400 words)

Assess the current structure and culture of the organisation and comment on whether the CEO has any role and impact in creating and enforcing them to achieve high performance. (400 words)

Explain the Entrepreneurial Strategy and Corporate Governance policies followed by the CEO of that organisation to enhance the organisational effectiveness and performance. (400 words)

Examine the Leadership style of the CEO of Credit Suisse in managing change. (400 words)

Explain the various types of motivation strategies used at your chosen company and their influence on employees’ performance. (400 words)

Use appropriate corporate examples and literature to justify your research. (250 words)

Based on the discussion and debate what suggestions / recommendations (strategies) would you make to increase organisational performance? (350 words)

PLEASE See page 4 for suggested word count breakdown which add up to 3,000 words

See below for the full explanation of the marking criteria

The Topic/title

Feel free to discuss possibilities with your lecturer.

‘Describe’ means ‘this is what happened’, ‘Analyse’ means ‘this is why it happened’.

Recommendations could relate to the future, or to what others could learn from this situation.

Basic Format:

A title page, a contents page, an introduction, a main section with sub-sections, and a recommendation, conclusion and references. Clear headings are essential. Relevant sources of information should be cited using the Harvard referencing system.

Any areas of doubt need to be raised with your lecturer

The tasks A to F addresses all the learning outcomes.

LENGTH REQUIRED

A maximum of 3000 words not including contents, appendices or list of references.

Introduction -200 words

Task A meets L01-400 words

Task B meets L02-400 words

Task C meets LO3-400 words

Task D meets L04-400 words

Task E meets L05-400 words

Task F- Use of corporate examples and literature-250 words

Task G- Suggestions/ Recommendations-350 words

Task H- Conclusion-200 words

FORMATTING AND LAYOUT

Please note the following when completing your written assignment:

Writing: Written in English in an appropriate business/academic style

Focus: Focus only on the tasks set in the assignment.

Document format: Report

Ensure a clear title, course, and name or ID number is on a cover sheet and a reference using Harvard referencing throughout is also provided.

Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.

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

marking criteria and Student FEEDBACK

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

Common Assessment Criteria Applied	Marks available	Marks Awarded
1. Research-informed Literature Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
Providing evidence of the appropriate reading/ references that form the basis of the insights in your essay.	10

2. Knowledge and Understanding of Subject Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
Demonstrating familiarity with the selected concepts/ models used in your presentation.	20

3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
Demonstrating conceptual insights into the potential values of the selected academic concepts/ models.	20

4. Practical Application and Deployment Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.
Applying your conceptual insights to successfully address the situations faced by your chosen organisation. Making recommendations for future plans and strategies.	30

5. Skills for Professional Practice Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.
Quality of the presentation. Potential effectiveness in terms of getting your messages across to your intended audience.	20
TOTAL	100

Assignment Mark (Assessment marks are subject to ratification at the UoS Assessment Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )

72 Hour Late Submission Penalties (tick if appropriate)

GENERIC ASSESSMENT CRITERIA

Level 4

In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed environment and will havethe qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Level 4	FAIL	MARGINAL FAIL	SATISFACTORY (3^rd / Pass)	GOOD (2.2 / Pass)	VERY GOOD (2.1 / Merit)	EXCELLENT (1^st / Distinction)	EXCEPTIONAL (1^st / Distinction)
Category	0-29%	30-39%	40-49%	50-59%	60-69%	70-84%	85-100%
Engagement with literature (including reading, referencing, academic conventions and academic honesty)	Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and non-authoritative. Referencing conventions used incoherently or largely absent.	Poor engagement with essential reading.No evidence of wider reading.Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing.	Engagement with a limited range of mostly relevant and credible sources but with some reliance on information gained through class contact. Some omissions and minor errors. Referencing conventions evident though not always applied accurately or consistently.	Engagement withan appropriate range of literature, including sources retrieved independently. Some over-reliance on texts rather than other sources. Referencing may show minorinaccuracies or inconsistencies.	Engagement with a wide range of literature, including sources retrieved independently. Selection of relevant and credible sources. Generally sound referencing, with no/very few inaccuracies or inconsistencies.	Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing.	Exceptional engagement with an extensive range of relevant and credible literature.High-level referencing skills consistently applied.
Knowledge and understanding (Knowledge of the basic underlying concepts and principles of a subject.)	Major gaps in knowledge and understanding of the basic underlying concepts and principles of thesubject matter. Inclusion of irrelevant material. Substantial inaccuracies.	Gaps in knowledge of the basic underlying concepts and principles, with flawed or superficial understanding. Some significant inaccuracies and/or irrelevant material.	Limited knowledge and understanding of the basic underlying concepts and principles within the subject area. Some elements may be missing.	Knowledge of the basic underlying concepts and principles is accurate with a good understanding of the field of study but lacks depth and/or breadth.	Competentknowledgeof the basic underlying concepts and principles. Exhibits very good understanding.	Excellentknowledge and understanding of the basic underlying concepts and principles of the subject.	Exceptional, detailed knowledge and understanding of the basic underlying concepts and principles
Cognitiveand intellectual skills (Evaluate underlying concepts and principles of a subject and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements.)	Wholly or almost wholly descriptive work. Little or no evaluation of the underlying concepts and principles. Failure to develop arguments, leading to illogical or invalidjudgements. Minimal or no use of evidence to back up views.	Largely descriptive work, with superficial evaluation of the underlying concepts and principles. Weak interpretation of data, flawed development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidenceand unsubstantiated opinions. Ideas sometimes illogical and contradictory.	Limitedattempt atevaluationof the underlying concepts and principles, tending towards description. Can interpret qualitative and quantitative data but with some errors. Some evidence to supportemergingarguments and judgements but these may be underdeveloped or with a little inconsistency / mis-interpretation.	Goodevaluationof the underlying concepts and principles. Can interpret qualitative and quantitative data, with minor errors. An emerging ability to use evidence to support the argument. Mostly valid arguments and logical judgements.	Sound evaluationof the underlying concepts and principles. Can interpret qualitative and quantitative data accurately. Ability to devise argumentsusing evidence to make mostly appropriate and valid judgements.	Excellent evaluationof the underlying concepts and principles. Can interpret qualitative and quantitative data accurately and with some insight. Excellent ability to devise arguments using evidence and make appropriate and valid judgements.	Exceptional evaluation of the underlying concepts and principles based evidence. Outstanding interpretation of qualitative and quantitative data. Exceptional ability to devise arguments using evidence and make wholly appropriate and valid judgements.
Practical skills (Different approaches to solving problems in particular contexts.)	Limited or no use of taught, basic methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. Very weakevidence of different approaches to problem-solving in particular contexts.	Rudimentary application of taught, basicmethods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application. Weak evidence of different approaches to problem-solving in particular contexts.	An adequate awareness and mostly appropriate application of basic methods, materials, tools and/or techniques. Basic appreciation of the context of the application. Can identify problems in particular contexts and propose basic alternative approaches or solutions though there may be errors.	A good and appropriate application of basic methods, materials, tools and/or techniques. Clear appreciation of the context of the application. Good evidence of different approaches to problem-solving in particular contextsand proposesmostly appropriate solutions.	A very good application of a range of basic methods, materials, tools and/or techniques. Very good consideration of the context of the application. Very good evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.	An advanced application of a range of taught, basicmethods, materials, tools and/or techniques. The context of the application is well considered, and insightful. Excellent evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.	Exceptional levels of application and deployment skills in particular practical contexts.Outstanding identification of problems in particular contexts and formulation of wholly appropriate, thoughtful solutions / different approaches.
Transferable skills for life and professional practice (Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments; the qualities needed for employment requiring the exercise of some personal responsibility within a structured and managed environment.)	Work is poorly structured, disorganised, inaccurate and/or confusingly expressed. Very weakuse of language and/or very inappropriate style.Failure to work effectively individual or as part of a group. Little or no evidence of the skills foremploymentrequiring the exercise of some personal responsibility.	Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style.Flawed approach to individual or group work, meeting only partial obligations to others. Limited evidence of the skills for employment requiring the exercise of some personal responsibility.	Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed.Work may lack coherence and/or accuracy in places.Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities. Demonstrates the basic skills for employment requiring the exercise of some personal responsibility, with some areas of minor weakness.	Mostly coherent, organised and accurate work,in a suitable structure and is for the most part clearly expressed.Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates the skills for employment requiring the exercise of some personal responsibility, with some areas of strength and some of minor weakness.	Work is accurate, coherent, fluent, well-structured and organised. Can work effectively independently and/or as part of a team, with very good contribution to group activities. Demonstrates very goodskills for employment requiring the exercise of some personal responsibility, with just occasional minor weakness.	Work is coherent, very fluent and is presented professionally.Can work effectively independently and/or as part of a team, with an excellent contribution to group activities. Demonstrates excellentskills for employment requiring the exercise of some personal responsibility with an appetite for further development.	Work is accurate, exceptionally coherent, very fluent and presented well. Can work effectively independently and/or as part of a team, with an exceptional contribution to group activities. Demonstrates exceptional skills for employment requiring the exercise of some personal responsibility with an appetite for further development.

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