MNG10713 Assessment 2 EssayThe taskEssayLength2000 wo.docx

MNG10713 Assessment 2: Essay
The task:
Essay
Length:
2000 words +/– 10% not including tables, reference list or
appendices
Value:
40%
Date due:
Friday 29th April 2016 (11.59pm QLD time)
Choose one of the following questions:
Either:
1. Today’s workforce and the nature of work itself is changing,
particularly in the climate of globalisation, and the new
technological revolution. As a consequence issues facing HRM
are expected to change dramatically in the next decade'.
Consider this statement and draw upon at least two topics from
the unit to discuss what some of these challenges are and the
specific competencies faced by organisations and HR
professionals to support employees in the contemporary
business environment.
Or,
2. Discuss some of the ways organisations, jobs and careers
have changed over the past 10 years. What changes do you
anticipate over the next 10 years? How might these changes
affect the manager’s job and the skills a manager needs to be

successful? Illustrate with examples from at least two topics
covered in the unit.
Notes for assistance
· There is no fixed way to answer the essay topic. Students are
being tested on their capacity to think critically and integrate
their learning gained in lectures and through their readings and
experience.
· ‘Discuss’ means you need to think about and write about the
different possibilities before you present a point of view. This
is likely to need both description and interpretation.
· Opinion must be supported by carefully selected and
authoritative evidence.
· Students are expected to use at least 10 refereed journal
articles in writing their essay.
A peer-reviewed or refereed journal is a scholarly journal
that requires submitted articles to be subjected to a process of
critical review by experts on the subject, known as referees,
before determining if the article is to be accepted for
publication.
Note: not every academic or scholarly journal is refereed or
peer-reviewed.
Be aware: not all articles contained in a refereed journal are
peer-reviewed!
As a rule of thumb, editorials, short items, book reviews and
letters to the editor are not peer reviewed. Brief commentaries,
short communications and conference papers are not peer-
reviewed either.
· Remember to arrive at a conclusion.

Essay Structure
An academic essay aims to persuade readers of an idea based on
evidence.
· An academic essay should answer a question or task.
· It should have a thesis statement (answer to the question) and
an argument.
· It should try to present or discuss something: develop
a thesis via a set of closely related points by reasoning and
evidence.
· An academic essay should include relevant examples,
supporting evidence and information from academic texts or
credible sources.
Basic steps in writing an essay
Although there are some basic steps to writing an assignment,
essay writing is not a linear process. You might work through
the different stages a number of times in the course of writing
an essay. For example, you may go back to the reading and note
taking stage if you find another useful text, or perhaps to reread
to locate specific information.Possible steps (In no strict order)
Analyse the question and define key terms
Establish a possible thesis/ point of view
Research the topic. Use at least 10 refereed journal articles for
support and evidence.
Take notes from your readings.
Write an essay plan and organise your ideas
Write a first draft to include your introduction, body and
conclusion
Set the draft aside for a day or two, then re-read and make
changes.
Have a friend/parent/colleague read it.
Edit and redraft your essay
Complete or finalise your references and citations
Complete your final draft and hand it in

Essay structure
Your essay will need the following:
An introduction which:
· sets out the context/background of your argument;
· introduces the content of the essay;
· introduces the theoretical perspectives you will be using;
· may define key terms (alternatively you can do the work of
definition in the second paragraph;
· sets out your thesis statement/line of argument/central
contention; and
· explains how the essay will be organised (order of points).
A body containing a number of paragraphs each of which will:
· present a topic sentence or central idea supporting your thesis
statement/line of argument/central contention;
· contain developing sentences which extend on or amplify the
topic sentence;
· give evidence/examples/references which support/relate to
your topic sentence; and
· provide a concluding/linking sentence;
A conclusion which:
· restates your thesis statement/line of argument/central
contention;
· summarises the points and evidence you provided to support
your thesis; and
· may suggest areas for further research/ investigation.
Other points to note:
Remember, if you are citing someone else’s opinion make sure
you include a reference. Referencing is a crucial part of
successful academic writing and is key to your assignments and

research. This is why it is included in the marking criteria.
Referencing Style
· In the Business school we use the Harvard style. There are
many varieties of the Harvard referencing system. We follow
the standards described in the 'Style Manual for Authors,
Editors and Printers' 6th edition, often referred to as the 'AGPS
Manual'. It is also referred to as the 'Snooks manual'. You can
access the Harvard SCU guide at
http://libguides.scu.edu.au/harvard
Formatting
· Times New Roman font 12 with 1.5 line spacing.
A few common errors/issues
· Please use Australian English. The Macquarie Dictionary
should be used to check spelling. Common errors include using
the letter ‘z’ instead of the letter ‘s’, for example in
organisation and deleting the letter ‘u’ in words that end in
‘our’ such as neighbour and colour. The only time non-
Australian English spelling should be used is when referencing
a document title written in non-Australian English such as the
‘World Health Organization Report’ or ‘The Center for
Engineering Research Report’. Remember, spelling checkers
may not be based on an Australian dictionary. (You can set the
Australian language as the dictionary in Word through the
‘Tools’ menu.)
· No colloquial words or phrases. Be precise as possible – no
generalisations.
· Write in the third person unless otherwise directed.
· Avoid slang terms, clichés and colloquial expressions.

· Avoid gender bias and sexist language.
· Avoid emotive language.
· Be direct – use the active rather than the passive voice.
· Be concise.
· Capitalisation: The current trend is to reduce the number of
words given initial capital letters. Unnecessary and
inappropriate capitalisation of words may make your document
appear old-fashioned. Capitals should only be used for the first
letter of the first word of a sentence and for the names of
particular people, places and things (proper nouns). Many
writers confuse names with descriptors or generic expressions
(words and phrases that are general terms rather than specific
names). Use capitals for names only. One way of differentiating
between names and descriptors is to ask yourself whether the
word or phrase names a particular thing or whether it refers to
something in a general sense only. Use capitals if it names a
particular thing and lower case if it is a general reference.
· Quote marks: Use single quote marks throughout your
document not double quote marks.
For Quick Guides about Academic Skills see
http://scu.edu.au/teachinglearning/index.php/5
✪Further guiding principles will be provided in the assignment
resources area on the unit site, as well as a special Blackboard
Collaborate Session.
Marking Criteria
Students will be assessed against the following criteria:

1. Content (35% OR 14/40)
· Demonstrates breadth and depth of research using, at least 10,
refereed journal articles. (You will be taught how to find
refereed journal articles in one of the Online lectures. If you
don’t know how to find them, please make sure you ask).
Inadequate or inaccurate referencing may result in a fail grade
for this assessment item and/or the unit.
· Robust and detailed exposition of at least two topics from the
unit to illustrate your answer.
2. Analysis (45% OR 18/40)
· Creative use of provided study materials (e.g. evidence-based
research and examples, textbook, Study Guide, Readings).
· Well-developed argument addressing the assignment question.
· Application of theories/concepts dealt with in the topic or
subject.
3. Presentation and Style (includes quality of communication
and structure, style standards and referencing conventions)
(20% OR 8/40)
· Creativity in organisation and presentation.
· Clear essay structure: introduction, body, conclusion.
- introduction contains purpose, scope, background,
definition of terms, outline of essay/argument
- body accurately reproduces introduction outline and is
logical sequencing
- conclusion restates essay purpose, summarises main points
and provides recommendations
· Clear, coherent writing style with detailed attention to
spelling, punctuation and grammar.
• Correct formatting of citations using Harvard Style in-text
and in reference list.
• Minimum 1.5 cm line spacing and uniform 2.5 cm margins.
• Less than 10% of essay is direct quotations.
• Within 10% of the word limit.

· Quality of communication (10%)
· Logical structure and organization.
· Clarity & succinctness of writing (including syntax, adherence
to word limit and appropriateness for purpose).
· Structure, style standards and referencing conventions (10%)
· Referencing – follows Harvard style Harvard style for each
information source and integrating quotations.
· Formatting - Correct structure and style.
· Evidence of proofreading.
Please Note:
· It is strongly advised that these assignment instructions be
considered alongside the Assessment 2 Marking Rubric,
Assessment 2 Collaborate Session, Other Resources and
Discussions posted on the Discussion Board.
· Penalties will apply for late submission of the essay.
· The essay must be word-processed using size 12 Times New
Roman font and 1.5 or double line spacing.
· Accuracy in spelling, syntax, citations and referencing
(Harvard style) is essential.
· Students are reminded of the extremely serious view of the
University with regard to plagiarism and are strongly advised to
read the university’s policies on academic integrity and the
penalties associated with academic misconduct (as noted in this
document).

· Assignments must be lodged through Turnitin accompanied by
an ‘Assignment Cover Sheet’.
· Students should keep a copy of work submitted.
· The assignment should reflect the principles of scholarly work
and students must demonstrate that adequate research has been
undertaken.
· The essay must include reference to a minimum of ten (10)
academic journal articles, in addition to other possible
materials.
NB: Please refer to the Assessment 2 marking rubric for a
breakdown and disaggregate of the marking criteria.
Fail
Pass
Credit
Distinction
High Distinction
<50%
50 - 64
65 - 74
75 - 84
85+
<20
20.0 – 25.5
26 – 29.5
30 – 33.5
34+
6
1

MNG10713-2016-1 Assignment 2 Marking Criteria
MNG10713 – Session 1 (2016) Assessment 2 Marking Rubric
Criterion
High Distinction
Distinction
Credit
Pass
Fail
1. Knowledge and understanding
35%
Demonstrates outstanding level of knowledge. Widespread
understanding of relevant concepts and issues.
Two (2) factors from the unit used to illustrate answer.
More than 14 refereed journals.
Demonstrates excellent level of knowledge. Thorough
understanding of relevant concepts and issues.
At least 14 refereed journals.
Demonstrates proficient level of knowledge, and understanding
of relevant concepts and issues.

Demonstrates satisfactory level of knowledge and understanding
of relevant concepts and issues.
Demonstrates insufficient level of knowledge.
Less than two (2) factors from the unit used to illustrate answer.
Less than 10 refereed journals.
2. Analysis
45%
Articulates a strong, logical claim that responds to the
assignment.
Poses exceptional supporting ideas/evidence that flow and make
logical sense.
Logically connects the ideas/evidence with thorough
explanation.
Articulates a logical claim that responds to the assignment.
Poses effective supporting ideas/evidence that flow and make
logical sense.
Logically connects the ideas/evidence with mostly effective
explanation.
Articulates a claim that somewhat responds to the assignment.
Poses effective supporting ideas/evidence most of which flow
and make logical sense. Connects some of the ideas/evidence
with some explanation.
Poses some effective supporting ideas/evidence most of which

flow and make logical sense. Connects some of the
ideas/evidence with some explanation.
Either does not offer a claim that makes sense in response to
the assignment. Possesses either little or no supporting
evidence/ideas which do not flow or make sense.
3. Presentation and style (20%)
3.1 Communication
10%
Exceptional writing skills. Logical progression of
ideas with a clear structure that enhances the analysis.
Sentences are strong and expressive with varied structure. Work
is presented in a professional manner.
Excellent writing skills.
The language is clear and expressive. Concepts are explained
accurately.
The language is to a certain degree clear and expressive, but
could use more sentence variety to make it more
interesting.
Satisfactory writing skills, but stylistically static. At times the
transitions between
ideas are unclear.

Language is unclear and confusing and hard to follow. Concepts
are either not discussed or are presented inaccurately.
3.2. Structure, style standards and referencing conventions
10%
Correct structure, grammar, usage, formatting and style.
Evidence of proofreading.
Bibliography is impeccably written and all bibliographic
requirements are met. Harvard style followed for each
information source and integrating quotations (both paraphrased
and direct quote citations).
Few minor errors in structure, grammar, usage, formatting and
style. Evidence of proofreading.
All bibliographic requirements are met. Harvard style followed
for each information source and integrating quotations.
Some occasional errors in structure, grammar, usage, formatting
and style that do not hinder comprehension. Some degree of
proofreading.
All sources of information are cited; some errors in Harvard
style.
Distracting errors in

structure, grammar, usage, formatting and style. More
proofreading is necessary.
All sources of information are cited; some errors in Harvard
style.
Substantial and consistent errors in structure and style. The
number of errors makes it difficult to read, hinders
comprehension and suggests no proofreading.
Bibliography is weak. No referencing style followed. Failure to
cite sources.
Baqer 2
Decriminalization of Illegal Drugs: Ayes and Nays
The long drawn out “war on illegal drugs” has dismally failed
and the world’s legislators must come to the realization that
illegal drugs must consider decriminalizing the ‘commodity.’
Led by former United Nations Secretary General Kofi Annan,
the “war” has been a tremendous debacle for the international
community and has wreaked tremendous damage in various
nations. According to Annan, even with the tremendous amount
of resources and efforts allocated to eradicating the threat, the
rate of narcotics use has not gone down, and the global
community must consider jettisoning the present methodology
being employed to eliminate this threat (Boyle 1).
Advocates for disengaging from the failed drug policies

promoted by the United States believe that these laws infringe
on personal liberties. Others posit that the allocation of
enormous resources to eradicate this is a mammoth waste of
government funds; the argument is that the monies allocated to
fighting the drug menace is can be used to stimulate economic
activity, and the profits of the drug trade can help in funding
programs by way of taxes and at the same time send drug
traffickers into insolvency and regulate the quality of the drugs
being sold in the new market. Others carry a different
perception on the proposal to legalize narcotics. One school
believes that with the legalization of drugs, long term crime
statistics will decrease. On a more sociological aspect, there are
those that state those counternarcotics laws are a form of
institutionalized bigotry with the goal of maintaining the status
of fringe sectors as a perpetually vulnerable underclass, either
by sending the members of the society to prison, inordinately
dependent, or completely reliant on state welfare assistance.
There are still others inclined to cite the humanitarian aspect,
positing that a number of narcotics have verified medicinal
properties, and these properties should be enough basis to
justify their legitimization.
Though the majority of Americans are in favor of maintaining
the criminal nature of illegal narcotics in all its avenues, the
bulk of the literature of the “anti-legalization” has been written
from the law enforcement viewpoint. Though these also
acknowledge that the war against illegal drugs has somewhat
mixed results, these also believe that legalization of illegal
drugs will have devastating effects on American society.
Legalization of the drug trade will not reduce drug use; it will
drive the usage rate of illegal drugs through the roof. In
addition, youths will be more curious in using narcotics, and
worsen the already destructive effects of narcotics on American
society. The law enforcement viewpoint also proffers that state
backing narcotics abusers would inflict crushing effects on the
economy. Legalized narcotics would lead to a large “bootleg”
market; the drug abusers as well as the inveterate users, once

illicit drugs are legitimized, these would automatically become
straight, solid members of the society. Simply put, all the
declarations of those that advocate for the legalization of
narcotics will never be realized; on the contrary, legalizing the
illegal narcotics “trade” will increase crime rates given that
there will be a rise in the number of addicts and that the black
market will generate higher crime rates (Hartnett 1).
Legalization suggestions often generate fierce debates that
legitimizing narcotics will lead to a dramatic rise in the number
of abusers; however, researchers have found that there is no
direct correlation between legalizing narcotic use and a rise in
the number of users. For example, Argentina’s High Court
decided that it was illegal to mete out punishment for mere
possession of illegal drugs. Though the decision was interpreted
narrowly, the ruling ushered in legislation that would eventually
decriminalize illegal drug possession for personal use. Prior to
the Argentine ruling, Mexico’s legislature adopted a law that
sanctions possession of narcotics for personal use. In addition
to the law, Mexico’s government also increased funding for
treatment as well as prevention programs; individuals that are
arrested in possession of minimal amounts of illegal drugs will
be redirected to avail of treatment which will be mandatorily
applied after the person’s third arrest.
The logic behind the proffer is to refocus the resources of law
enforcement agencies from prosecuting and litigating drug users
and to target street dealers as well as large traffickers and
suppliers. Nevertheless, the law establishes a new threshold for
identifying users and traders, and implements stringent
penalties for low level drug trading, and can imprison
“recreational users. Other countries posit a more holistic
methodology on dealing with transitioning from a penal model
of addressing drug use to a more treatment based approach. For
example, Uruguay, a country that has not legitimized possession
of illegal narcotics for personal use, does not a “quantitative
cut-off” for establishing amounts to determine a “seller” from a
“user,” magistrates in complying with 1974 law examine the

particular factors and evaluate the reasons why the person was
in possession of the narcotics. A number of legal scholars see
this as unilateral; however, such leeway can stop users from
being imprisoned.
However, the country that has adopted the most far-reaching
retooling of their legal jurisprudence on drug possession is
Ecuador. The country’s Ministry of Justice is finishing
legislative proposals that would legalize the use of narcotics on
a personal level and guarantee a sense of proportion with
regards to sentencing in illegal drug cases. In the country’s
basic law, it treats addiction as a “public health issue” and
obligates government entities to establish intervention and
rehabilitative programs. Ecuador is widely known to have one
of the most rigid counter narcotics jurisprudence in the region.
For example, street dealers can face up to 10 to 25 years in
prison; a convicted killer faces a maximum sentence of up to
only 16 years. As a bridge measure prior to the adoption of the
new legal regime, President Rafael Correa reprieved more than
2,000 drug couriers who qualified under the government’s
criterions of being a first-time offender, these were arrested in
possession of carrying 2 kilograms of narcotics, and those
already incarcerated but have completed 10 percent of their
sentences or have been in prison for one year. Though there
has a rising trend for decriminalizing illegal drug use and
possession and the dearth of proof that any amendments to drug
use statutes have any impact on drug use statistics, critics are
anxious that legalization will “send the wrong message.” By
supporting the legalization of a previously prohibited
commodity, youths and children will be motivated to
experiment and can result in an increase in narcotic- oriented
crimes.

In Colombia, the trend is toward “decriminalization.” The
government has moved to re-establish the criminal nature of
possession to stymie the 1994 decision of the Colombian
Constitutional Court that ruled that sanctioning personal use of
narcotics is in violation of the country’s basic law. The Court
allowed Colombians to possess personal stocks of drugs; the
President, Alvaro Uribe, deemed this ruling as contradictory to
the stated goal of the government to eradicate the menace of
illegal drugs in the country (Youngers, Walsh 1).
In the proposal of the Global Commission on Drug Policy, the
group is seeking the sanctioning a number of illegal drugs and
establish monitored drug trading within their own states. The
plan goes above the prior call of the group for the global
community to discard its adherence to the almost century old
US-led battle against illegal drugs. This new call also goes over
the previous call of the group in 2011 to legitimize cannabis.
One of the group’s conveners, former President of Brazil, stated
that the group was seeking the legalization of “as many of the
drugs that are currently illegal as possible, with the
understanding that some drugs may remain too dangerous to
decriminalize.” The scheme comes in an era when a number of
countries, inclusive of a number of Latin American states, are
trying to restructure their respective counternarcotics laws, and
when the US is permitting states to adopt laws that will regulate
narcotics use (Sengupta 1). The irritation of Latin American
governments with the narcotics war is steadily rising. Stern
counternarcotics laws have floundered in their attempts to halt
rising narcotic use rates.
A number of countries are increasingly siding with the position
to decriminalize illegal narcotics as a new methodology in the
“fight against drugs.” These countries hope that with the
adoption of this new approach, consumption rates as well as the
attendant health issues will be effectively addressed. The
approach understands drug addiction as a “public health and
policy issue” compared to the present methodology that treats it
as a concern for the criminal justice system. The objective in

this endeavor is to embolden addicts to seek counseling; in
addition, by motivating abusers to seek help, this will wean
away from this lethal habit and decrease overcrowding in
prisons and will help in redirecting law enforcement agencies in
channeling the bulk of their resources to destroying large-scale
narcotics organizations (Youngers, Walsh, 1).
Though the Global Commission on Drug Policy group calls on
countries to persist in their fight against violent crime
syndicates, the group does not call on nations to legalize all
drugs outright. In addition, the group also calls on states to stop
arresting users and instead establish treatment and interdiction
programs in their place. Nevertheless, the proposal of the group
is expected to run into aggressive and hostile opposition from
global superpowers. The United States and Russia are inclined
to maintain stringent criminal punishments; in fact, a number of
countries in the Middle East, such as Iran, mete out the death
penalty on offenders (Sengupta 1).
The issue here cannot and must not be viewed in terms of
economics and damage individually. The menace of drug use
must be seen through the visors of both damage and economics.
There is a danger of a “slippery slope” here; governments and
vested parties can state that legal efforts against other crimes
are a losing proposition, and then move to legalize the same
with the professed objective of benefiting economically.
However, there is a need to stop applying economics and
implement safeguarding society from a menace, no matter how
beneficial it can be.
Works Cited
Boyle, Catherine. “World leaders slam war on drugs as ‘a
disaster.’” <http://www.cnbc.com/id/101358188
Hartnett, Edmund. “Drug legalization: why it wouldn’t work in
the United States.” The Police Chief 72(3), 2005
Sengupta, Somini. “Coalition urges nations to decriminalize
drugs and drug use.” The New York Times 2014 September 8

Americas
Youngers, Coletta A., Walsh, John M “Drug decriminalization:
a trend takes shape.” Americas Quarterly (2009).
Assessment 1: Online Participation
Activity:
Post a 150-200-word response on the Discussion Board in
MySCU to the ten (10) Discussion Topics listed.
Value:
20%
Date due:
Ongoing. Final posting by Friday 27th May (11.59pm QLD
time)
· Assessment 1 is about ENGAGING so must be completed
throughout the session.
· Write a 150 - 200-word +/-10% response on the MySCU
discussion board to each of the ten (10) topical questions.
Please note some topics give you a choice of two questions.
· The online posts are designed to create engagement with the
materials beyond passive reading alone. Engage with your
fellow classmates!
· Your comment may only be a couple of sentences, but it will
require you to read through the discussion board posts made by
your peers. NB: You do not need to read every other student’s
postings.

· This assessment will help build your critical thinking skills
and engagement with others by creating a community of
learners and practitioners.
Discussion Topic
Question
Topic 1: The evolution of management
A management lecturer once said that for successful
management, studying the present was most important, studying
the past was next and studying the future was least important.
Do you agree/disagree? Why?
OR
Frederick Taylor focused on the need to carefully select, train
and support workers for individual task performance. Henri
Fayol suggested that managers should learn what are now
known as the management functions of planning, organising,
leading and controlling. Max Weber described a bureaucracy as
an ideal form of organisation. What can be learned from these
classical approaches to management?
Topic 2: The environment of management
Choose an organisation you are familiar with and outline some
proactive social responsibility strategies it has or could
potentially implement. What impact might this have on its
performance?
Note:
Ex for Social responsibility stratergy in this case: an shoes
company using wood to make box, when a customer buy a
shoes, so that shose will put in a box and give it to customer->
the social responsibility of shoes company is have to plant tree
cus they are using wood to make those box. If that company
good at social responsibility then more ppl will like or use more
products of that company.

OR
Think back to how things have changed in the past five years, in
terms of the role of the manager; at least, as you perceive it.
Taking the big-picture view, what changes do you see? For
example, is there greater or lesser emphasis on people against
profit, or on technology against entrepreneurship? Keep
these thoughts in mind as you progress through the unit.
Topic 3: Managing change
Why is innovation a key source of competitive advantage?
Identify any other organisational capabilities that might also
result in a competitive advantage?
Note:
Ex for innovation...competitive advantage: iphone vs samsung
compare managing role in the pass and future, managing ppl&
finance
OR
As a manager, how would you deal with resistance to change
when you suspect employee fears of job loss as well founded?
Topic 4: Human resource management
How can organisations develop and maintain a quality
workforce?
Note
Ex: Skill trainning-develope and maintenance-ppl work force
Topic 5: Individual behaviour in organisations
Which of the four components of emotional intelligence do you
consider most important to an effective manager in today’s
world? Why?
OR
What proactive approaches can managers take to combat the

growing stress levels in today’s workplace?
Topic 6: Leading in organisations
When Mary Smith took over as manager of a new product
development team, she was both excited and apprehensive.
Based on the insights of this topic, describe to Mary the
essential implications for her personal leadership development
of the current thinking on charismatic or transformational
leadership.
Note: find out what is the issue.How she can develope herself?
How she can implication?
Topic 7: Motivating employees
Individuals will have differing needs for intrinsic and extrinsic
rewards. The balance between them will also change over time.
What can organisational leaders do to best meet this shifting
balance?
Note: intrinic is about ppl want challengingdont care the reward
and ppl doing for the reward
extrisic is: want reward after work& ppl follow money
Topic 8: Communication in organisations
Former Chrysler CEO Lee Iacocca once said, ‘I only wish I
could find an institute that teaches people how to listen. After
all, a good manager needs to listen at least as much as he needs
to talk, ‘ (Iacocca, L., & Novak, W, 1984). How can you
improve your listening skills? Please share an example of how
differences in shared meaning have affected you.
Note:
Institute that teaches ppl how to listen: passive listeners(listen
and forgot after that). How to listen and fast reart.
Listening skill: remember capable( listen 10 things-> remenber

how much from it)
OR
If you were asked to design a training program to help managers
become better communicators, what would you include in the
program?
Topic 9: Teamwork in organisations
What needs and whose needs can a team serve?
Note: ppl work hard without worry in reward
team serve: whats need-who need? What are role they are
playing in the team work
OR
If you were the leader of a special-purpose team developing a
new computer game and conflicts arose related to power and
status differences among team members, what would you do?
Topic 10: Sustainable operations, managing the value chain, IT
and e-business
Do you think it makes sense for large retail outlets to focus
resources on building their online business at the expense of
their bricks-and-mortar business?
Note:
e-business maintain quality of items and delivery exactly the
same as online example online items vs large rental-buyer can
buy some unique items that purchase online dont have
Note: in each topic choose only 1 question to do not do both of
them

Marking criteria
Level of contribution
Weighting
Grade
No positive contribution
No contribution or rare and insubstantial participation. For
example: a few short statements offered, or simply agreeing
with the positions and contributions of others.
<10
F
Minimal contribution
Participation in attendance but little more; minimal
demonstrated awareness of the flow of discussion. For example:
offering a short opinion with little regard for what has already
been contributed.
10 – 12.5
P
Satisfactory contribution
Good level of participation and some contribution of facts or
opinion but minimal analysis of the facts or justification and
support for the views expressed.
13 – 14.5
C
Good contribution
Significant participation in content and frequency; expresses

views, offers related analysis, supports, argues for but is open
to modifying positions, facilitates some clarification of others’
thoughts.
15 – 16.5
D
Superior contribution
Substantial participation in content and frequency; offers
relevant ideas, has clear and thoughtful views, offers analysis
and interpretation, encourages others’ understanding, initiates
original comments and direction, moves discussion to
conclusion or synthesis.
17+
HD
MNG10713-1-2016 Assessment 1

MNG10713 Assessment 2 EssayThe taskEssayLength2000 wo.docx

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MNG10713 Assessment 2 EssayThe taskEssayLength2000 wo.docx