Comparing Freight Rates & Classes1. Motor carrier rate calcula.docx

Comparing Freight Rates & Classes
1. Motor carrier rate calculation
Note: Carriers’ freight rate webpages may not be responsive
from time to time. If you make several unsuccessful attempts to
retrieve freight rates, you may consider trying again another
time. Alternatively, you are encouraged to call the 1-800-####
numbers and contact the carriers’ sales representatives to
request quotes for freight rates.
· Comparison: Briefly compare the operational characteristics
and rate differences between TL and LTL trucking services.
· Lone Star Petrochem, Inc. (LSP) is shipping 1000 lbs.,
packaged chemical products prepaid from Houston, TX (77098),
to Columbus, OH (43085). The products are packed into one
single shipment.
You are asked by the LSP’s VP of logistics to evaluate the
freight rates of this Houston-Columbus transportation. You
need to use FedEx and UPS internet freight services to estimate
potential cost.
FedEx LTL at: http://www.fedex.com/us/freight/main/
UPS LTL at: http://www.ltl.upsfreight.com/
A generic packaging for the LSP shipment will be classified as
the 150 freight class. A better packaging can lead to the 92.5
class. The best packaging method can get the 70 class.
Compare FedEX and UPS total charges at different freight
classes. Which carrier will you choose? Provide sufficient
explanations.

Carrier
UPS
FedEX
Remarks
70 Class
92.5 Class
150 Class
· If additional service options are selected (e.g. hazmat,
notification to consignees, etc.), how the options will impact the
freight charges?
2. Assume that your company is shipping bulk cargo (e.g.
petroleum and petrochemical products) nationwide to your
customers. Develop a plan to obtain shipping rates for potential
modes of transportation and how you intend to allocate the
products into different modes.
3. Assume that your company is shipping general cargo (e.g.
grocery, textile, furniture, appliance, etc.) nationwide to your
customers. Develop a plan to obtain shipping rates for potential
modes of transportation and how you intend to allocate the
products into different modes.

1
Page 1 of 5
BUSM1100 ASSIGNMENT 1 GUIDE: Literature Review
VALUE: 40%
This guide answers frequently asked questions relating to:
1. GETTING ORGANISED
A. Individual assignment
B. Style of the assignment – literature review
C. References
2. APPLYING THEORY
3. ASSIGNMENT SUBMISSION - Electronic and hard copy
Assignment Task: Review literature relevant to the case study:
Genocide in Rwanda:
Leadership, ethics and organisational ‘failure’ in a post-colonial
context. The case
focuses on the organizational factors that played a role in
“failing” to prevent genocide

in Rwanda. In particular, it focuses on the interplay between
key leaders and geo-
political relations.
GETTING ORGANISED
A. Individual assignment
Although the assignment is to be completed individually there
will be
opportunities within small groups in the weekly class to
prepare. When you discuss
and give feedback to each other, it contributes to your skill
development in
integrating literature and theories with the case. This process
provides an
opportunity for you
a. to have the local lecturer and your peers check your
understanding of the
theories required for the assignment, as well as help prepare for
the final end of
year exam.
b. to contribute to discussions relating to diverse economic,
environmental, social
and political contexts to a variety of audiences
c. to work collaboratively
d. to develop an integrated view of human behaviour in the
workplace.

B. STYLE OF THE ASSIGNMENT – Literature Review
1. The assignment states it must be presented as a ‘review [of]
the
literature’. Where do I find information on how to undertake a
‘literature
review?
Many students find that writing a literature review can be a
difficult task. The
literature review must follow a set structure. Information on
writing a literature
review is found in two sites:
(i) the Learning Lab site which also has an on-line tutorial:
(http://emedia.rmit.edu.au/learninglab/content/literature-review-
overview)
The online tutorial shows you how to write a critical
examination of the most
relevant, recent and scholarly research of a topic that is not just
a summary of
the articles you have read.
(ii) Your myRMIT BUSM1100 site also has information in the
Assessment –
Assignment 1 – Electronic Assignment Planner – Step1: is it a
case study? link.

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2. Why is the format (double line-spacing, size 12 font, single
sided,
black/white print) preferred?
The OB lecturers have many assignments to mark. This format
ensures
your assignment is easy to read and grade. With the hard copy,
the single sided allows
for space where comments can be made, if necessary. Black and
white print is cost
effective for the hard copy printing. Applying colour does not
earn you extra marks.
C. REFERENCES
1. Why are ‘academic’ references important to use and not other
general
sites?
As a university student you are studying in an academic
environment, which also
requires you to demonstrate your academic thinking. Academic
references such as
journals and text books are the best source of applying theories,
and well researched
applications of the theories.

a. Journals and e-textbooks are available through the RMIT
Library site.
b. The course guide also lists recommended text books and
journal titles that you
can read as a starting point.
2. The Course Guide does not tell me the minimum number of
references to
apply; it just says to ‘review the literature’. How many
references should I
apply?
The number of references is your choice. However, in order for
you to
achieve the Learning Outcomes (listed in your Course Guide
and the Marking Guide)
we expect the review to apply more than 3 references to
demonstrate your breadth
of reading.
a. You need to show that you have read academic texts and
journals that relate to
a ‘coherent body of knowledge in a particular context’.
b. ‘Coherent’ means that the literature (the body of knowledge
about organisation
leadership) you have reviewed is of a consistent theme
(‘different frameworks of
leadership’) in a particular context (geo-politics), and the
structure of your

review is logically connected.
c. If your references are poor academic quality such as blogs,
Wikipedia,
Businessmate and so on, you will lose marks as this shows you
have not read
relevant academic sources.
d. We would expect as a minimum standard that you will have
read and applied to
your literature review the readings we have supplied to help you
get started in
the week 3 topic on ‘Organisations and Leadership’. If you only
apply the
readings from the week 3 topic you will have shown you have
not undertaken
extra reading, and thus the grade you are awarded will reflect
this.
3. Where do I find the guidelines on how to apply the RMIT
Business
referencing style which I have to apply?
It is important that you apply the correct referencing technique
as you will
lose marks for poor referencing style. Point three of the
Learning Outcomes (in the
Marking Guide) anticipates your assignment ‘expresses ideas,
concepts and
arguments in a logical and coherent written form and in
conformity with

relevant standards of academic writing in assessed contexts’.
Page 3 of 5
‘Conformity with relevant standards of academic writing’ means
that
referencing is applied using the correct technique, which for
this assignment is the
RMIT Business style.
When reading the requirements for the RMIT Business style,
pay particular
attention to the use of Capital letters, commas, full stops and so
on. These are an
important part of using the correct technique.
We have provided several links in myRMIT BUSM1100 to help
you:
a. Assessment –Assignment 1 – Electronic Assignment Planner
– Step3:
references
b. ‘Referencing’ link explains the referencing technique
through interactive
activities;
c. Library – point 5: Referencing
d. External Links – Guidelines for Referencing

APPLYING THEORY ‘Organisations and Leadership’ (Topic 3)
1. How do I ‘examine and illustrate the different frameworks of
leadership
(discussed in detail in Week 3 class) available to understand the
relations
between the leadership approaches and contexts which
influenced the
particular approaches’?
‘Examine and illustrate’ means you will have read (examine)
the academic theories
and frameworks that relate to organisation leadership and
incorporated (illustrate)
these into your review of what you have read. First you must
read books and articles
to help you form an understanding of leadership in
organisations, not in non-business
activities such as sporting clubs or religious organisations.
You also need to understand what the key theories and concepts
are of ‘leadership’ in
organisations.
As a starting point, literature on ‘different frameworks of
leadership’ can be found in:
a. The Topic 3 lecture on ‘Organisations and Leadership’ will
give an overview
of core theories and frameworks.

The information in the lecture and readings are starting points
only…to get
a high mark in the assignment you will be expected to show you
have
researched and applied information from other sources you have
found
yourself.
b. The readings in the BUSM1100 – Course Content - Topic 3 -
Readings
c. The RMIT Library site for academic texts and academic
journals. If you
have trouble sourcing these, please use the ‘Ask a Librarian’
link in the
Library site.
‘…understand the relations between the leadership approaches
and contexts
which influenced the particular approaches’ means you will not
have just
described, restated or rewritten leadership theories.
a. When you read the literature, read carefully the context in
which the article was
written. For example, is it written about leadership in
organisations in a
particular country (e.g. USA, Singapore, UK…) or sector
(finance,
manufacturing, military, logistics…); what year was the article
written (recent or
more than a decade ago…).

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b. Because the case focuses on the interplay between key
leaders and geo-political
relations your review of the literature should also focus on
leadership in geo-
political contexts (geo-political relates to politics, especially to
the foreign policy
of a nation, as influenced by geographical factors).
2. What does ‘In the review, you should also express ideas,
concepts, and arguments
in a logical and coherent written form consistent with academic
standards’ mean?
This means you will write at an academic standard expected of
university
level study. Information in the Assignment Planner (myRMIT
BUSM1100: Assessment
–Assignment 1 – Electronic Assignment Planner) will help you
understand the
standard that is expected.
3. What criteria is being assessed? The Course guide states ‘We

will assess you
and give feedback on your ability to review critically, analyse,
consolidate, and
synthesise knowledge, communication skills to present a clear,
coherent, and
independent exposition’.
Make sure you read the Marking Guide (in myRMIT BUSM1100
–
Assessment -Assignment 1 –Marking Guide) where the learning
outcomes for the
assignment are listed. The learning outcomes form the basis
against which your
assignment will be assessed. The guide also explains what is
expected for you to be
awarded a particular grade (e.g. High Distinction, Distinction
etc.) and some of the
terms are hyperlinked to give detailed explanation on what each
means.
‘…review critically, analyse, consolidate, and synthesise
knowledge’ means you will
have demonstrated your ability to undertake an academic
literature review at an
academic level. You will have considered the different points of
view from within your
readings (the literature), analysed these in relation to each other
and your personal
experiences, and then formed some conclusions.

a. From the readings, what are the theories and concepts that
have common points
of view, what are the differences in the points of view?
b. Then… be ‘critical’ or question what you have read…do you
accept the points of
view, or do you have a different point of view from your
experiences?
‘…communication skills to present a clear, coherent, and
independent exposition’.
This refers to your ability to express in writing (communicate)
the requirements of the
assessment task at a suitable academic level. It also shows to
what level you have
mastered the learning objective of the assessment task.
ves that
are commonly
applied in academic assessment tasks, read
http://enpub.fulton.asu.edu/mcneill/blooms.htm
ASSIGNMENT SUBMISSION - Electronic and hard copy
Information about the process of submitting your assessment for
both the
hard copy and electronic copy is also in the Assignment 1 –
Assignment
Submission folder. Read it very carefully!

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The HARD COPY of the assignment must be submitted by the
due
date in the Assignment box at SIM.
wnloaded from myRMIT
BUSM1100 -
Assessment – Assignment 1) must be attached as the front page.
-
Assessment – Assignment 1- Marking Guide) must be attached
immediately after the cover sheet.
o not submit the assignment in a plastic cover or plastic
sheets as
it will not be marked
You must submit a SOFT COPY of your assignment through the
link in myRMIT
BUSM1100 –Assessment – Assignment 1 - Assignment
submission.
1. What happens if my assignment is submitted after the due
date and time?
Penalties for late submission (Regulation 6.1.1 Student
Discipline Page 4) will be

applied for both the hard copy and soft copy.
The same deadline applies for the soft copy as for the hard
copy. If there is any
dispute about late submission, then we will be take the
submission time and date
recorded when you submit online as the official time and date of
submission.
the mark awarded
will be reduced by 10% for each day (or part of a day) it is late.
marked and will be
awarded zero marks.
2. Avoiding plagiarism: Your electronic assignment is
automatically processed
through an academic software program called Turnitin. Turnitin
checks every
assignment to see if there has been any copying from sources
that have not been
referenced properly, or copying from assignments in previous
semesters, or
copying of assignments from other universities.
a. If your assignment shows a ‘high’ similarity rate this means
that you have either
not used the information from the references in an appropriate

academic way,
or you have made a direct copy without giving the
reference….and marks will be
deducted for these errors.
b. The similarity report shows where the information has come
from so it is easy
for the lecturer marking the assignment to trace the source.
3. Turnitin - Giving feedback about your assignment
Turnitin is also helpful as a form of feedback to you in showing
where improvements in
the way you write and apply references can be made, especially
if there has been a lot
of direct copying of information where paraphrasing could have
been applied.
Organisations and Leadership
Organisational Behaviour
Developed by Dr. Ruth Barton
&
Dr. Margaret Heffernan, OAM
1
Aims of the lecture

RMIT University©2013
2
2
What is leadership?
Define leadership
Approaches to leadership
Mainstream and emerging theories
Leadership styles and behaviours
Competencies of leadership
What is Leadership?

3
3
Leadership
‘A social process in which one individual influences the
behaviour of others without the use or threat of violence’
(Buchanan & Huczynsci, 1985 in Thompson & McHugh, 2009)
‘The acid test of leadership must be its ability to improve
organisational leadership’ (Fiedler, 1967, in Thompson
and McHugh, 2009)
Shared leadership
Leadership is broadly distributed, rather than assigned to one
person, such that people in the tram and organisation lead each
other.
(McShane et al. 2013: 382)

Approaches to Leadership
4
Fairhurst (2007)
4
LEADERSHIP
Individualism
Essence of leadership
Dualistic views of power and influence
Untheorised / exaggerated agency
Competency (Trait) Perspective of Leadership

5
Skills, knowledge, aptitudes
and other
personal characteristics
that lead
to superior performance
5
Self-concept
Drive
Personality
Integrity
Competency
Cognitive ability
Knowledge of the business

Emotional intelligence
Traits and Characteristics
eg Stodgill (1974), Handy (1980)
Limitations:
Assumes that all effective leaders have the same personal
characteristics that are equallyimportant in all situations.
Alternative combinations of competencies may be equally
successful
Views leadership as something within a person
Indicates leadership potential, not leadership performance
6
6

Leadership Styles and Behaviours
McGregor (1960)
Theory X
Theory Y
7
7
Types and Roles
Lewin, Lippitt and White (1939)
Autocratic
Democratic
Laissez –faire
Benne and Sheats (1948)
Task maintenance act
Group maintenance act
8
8
Types and Styles
Blake and Mouton’s (1978) Leadership Grid

9
9
Authentic leadership
Emotional intelligence
Effective
leaders need to act
consistently
with their values,
personality, and
self-concept
Source: McShane et al 2013: 384-385
10
10
Develop own style
Receive feed-back
Being yourself

Reflect
Contingency (Situational) Perspective of Leadership
11
The most appropriate leadership style depends
on the
situation.
Leaders
must be
insightful and flexible,
and adapt behaviours and styles
to the
immediate situation.
11
Leadership substitutes
Path-goal theory

Situational leadership
Fiedler’s Contingency model
Servant leadership
Contingent Leadership
Fiedler’s (1974) Contingency Model
Favourable Unfavourable
12

12
Charismatic Leadership
Applied to a certain quality of an individual
considered extraordinary
treated as endowed with supernatural, superhuman, specifically
exceptional powers or qualities.
qualities are not accessible to the ordinary person
regarded as of divine origin or as exemplary , and the individual
concerned is treated as a “leader”’
(Weber,1968: 241)
13
13
Transformational Leadership
Visioning the new corporate future
Communicating the vision
Implementing the vision
Popular in 1980s and 1990s
(Dunphy and Stace, 1990)
Source: McShane et al. 2013: 393
14
14
Elements

Create a strategic vision
Communicate the vision
Model the vision
Build commitment towards the vision
Paternal Leadership Style
Source: Fulop, L and Linstead, S (2009) : 525
15
15
Paternalism
Dependence on the leader

Personal relationships
Moral leadership
Harmony building
Conflict diffusion
Social distance
Didactic leadership
Subtle, dialogue

Paternal Leadership Tactics
Source: Fulop, L and Linstead, S (2009) : 526
16
16
Paternalism
Centralisation
Non-specific intentions
Secrecy
Protect authority
Selective favours
Non-emotional ties

Differential treatment
Reputation building
Narcissistic Leader
Narcissism
They must be more than they are
Their value as people is dependent upon the image they project
People are objects to be manipulated to get the validation
narcissists need
Source: Fulop and Linstead, 2009
17

17
Post Heroic Leadership
Associated with transformational leadership but with a greater
emphasis on developing subordinates
(Bradford and Cohen, 1984)
Distributed or collective leadership
Heifetz and Laurie (1997)
18
18
Followership
Followership is the role of the group member in supporting (or
not) the leadership role
Leadership prototypicality
(Hogg, 2001)
Social identity and leadership
(Haslam , 2001)
19
19

Implicit Leadership Perspective
People evaluate a leader’s effectiveness in terms of how well
that person fits preconceived beliefs about the features and
behaviours of effective leaders (leadership prototypes)
People tend to inflate the influence of leaders on organisational
events
Followers perceptions about the characteristics and influence of
people they call leaders
Source: McShane et al. 2013: 395- 396
20
20
The Three Levels of Leadership
Source: Scouller, J. (2011)
21
21
Public
Private

Personal
Source: Fulop and Linstead, 2009: 530
Leadership is very much a relational product of the societies in
which organisations operate.
Cultural variables will affect how leaders from different
cultural backgrounds manage in foreign cultures and with
culturally diverse groups.
22
22
References
Fulop, L and Linstead, S (2009) ‘Leadership and Leading’ [Ch.
10], in Linstead, S, Fulop, L and Lilley, S 9eds) Management
and Organization: A critical text, 2nd ed, Palgrave, Houndmills.
McShane, S Olekalns, M and Travaglione, T (2013)
Organisational Behaviour: Emerging knowledge. Global
insights. McGraw Hill, Sydney
Rollinson, D (2005) Organisational Behaviour and Analysis: An
integrated approach, Prentice Hall, Harlow .

Scouller, J. (2011). The Three Levels of Leadership: How to
Develop Your Leadership Presence, Knowhow and Skill,
Management Books
Cirencester: Thompson, P and McHugh, D (2009) Work
Organisations: A critical approach, Palgrave, Houndmills.
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4.4 Genocide in Rwanda : Leadership, ethics and organizational
failure in post-colonial context.
By: Brad S. Long, Jim Grant, Albert J. Mills, Ellen Rudderham-
Gaudet, and Amy Warren.
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Comparing Freight Rates & Classes1. Motor carrier rate calcula.docx

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