Organizational Behaviour

Organizational Behaviour Order Description Assignment Task 4 – suggested length 1000 words Using Pfeffer’s model of organizational commitment, evaluate whether the introduction of a group project in an undergraduate module would improve student commitment. Suggest three further changes that the Essex Business School could implement to gain more commitment from our students. For each suggestion, explain why you think this would work, with reference to academic theory, and what result you would anticipate from the changes. Start date: 6th November 2014 Discuss in class: w/c 10th November 2014 Submission: Monday 12th January, 2015 Assignment task 5 – suggested length 500 words Should managers try to control organizational culture? This assignment should present short, concise points for and against. It should be presented in the form of notes that you might use in a formal debate, with references listed to support each point. You do not need to give the full text you might use in a debate, just a list of key points you would discuss, and relevant empirical examples or theories to support the claims. You should include a short paragraph giving a conclusion and taking a position in this debate and explaining why you take that position. Start date: 27th November 2014 Discuss in class: w/c 1st December 2014 Submission: Monday 12th January, 2015 Assignment task 6 – suggested length 600 words To what extent is this image an apt metaphor for the way (a) people, and (b) organizations, tend to relate to technological ‘progress’? Given that not everyone benefits from developments in new technology, which groups of people could the pig represent? Start date: 4th December 2014 Discuss in class: w/c 8th December 2014 Submission: Monday 12th January, 2015 BE410 Coursework Assignment 2014/15 The assessment for BE410 is by coursework only and takes the form of a reflective learning portfolio. This will be structured in two parts, with the first part comprising 15% of the module mark and the second, final submission comprising 85% of the mark. The whole portfolio will combine several separate mini-assignments, each between 500 and 1500 words, to give a total word count for the module of up to 5500 words. The idea of a learning portfolio like this is twofold: - It provides you with an opportunity to demonstrate to us the work that you have done on BE410. This means that you have to show us that you have read and understood not only the readings from classes and lectures, but also some of the supplementary readings. The assignments are related to key class activities, so if you neglect the readings and case studies we provide, you are unlikely to pass. For the highest grades you will also be expected to take your research and reading beyond the reading lists. - It provides you with the opportunity to demonstrate a wide range of different academic skills. This includes your knowledge of the subject, but also your ability to: summarise and explain academic theories; describe empirical examples; apply theory to explain examples; synthesise and combine different bodies of knowledge; reflect upon your personal experience using theory; critically evaluate theories, models and examples on the basis of evidence and consistency; develop and defend your position in an academic debate; conduct research in the library in order to find and analyse appropriate academic materials. Part one will be the first section of the portfolio. This is summative, as it counts for 15% of the module mark, but the main intention is that it should be formative. Students will engage in peer evaluation and feedback as well as receiving feedback from the module team. The intention here is for students to reflect upon their own work, and particularly their written work, by evaluating the work of their colleagues. The formal mark will be given by the teaching team and not through peer assessment. On the basis of the feedback you receive, you will be able to revise and improve this part of the portfolio as it will be included in the second submission as well. This gives you an excellent opportunity to learn from your first attempt and improve you grades. Part two is the final, full submission of the portfolio which is made up several distinct but interconnected assessment tasks that together comprise an on-going log of your work and learning on the module. Assessment task 1 – suggested length 1000 words Explain the main elements of a bureaucracy as Weber describes them. Explain what Robert Merton means by ‘goal displacement’. Is goal displacement an inevitable outcome of the bureaucratic organizing or could this be reduced by managing a bureaucracy more effectively? · Start date: 16th October 2014 · Peer evaluation: w/c 30th October 2014. · First (draft) submission: Monday 3rd November 2014. · Second submission (as part of final portfolio): Monday 12th January, 2015 Assignment task 2 – suggested length 800 words (a) Describe and explain the informal work group dynamics that the Hawthorne researchers discovered in the Bank Wiring Observation Room. (b) Reflecting upon a place where you have worked, or on your work as a student at the University of Essex, compare and contrast your experiences of informal work groups with those discovered in the Bank Wiring Observation Room at Hawthorne. · Start date: 23rd October 2014. · Discuss in class w/c 27th October 2014 · Submission: Monday 12th January, 2015. Assignment Task 3 – suggested length 600 words Would you like to work in a post-bureaucracy like Valve or at Morning Star Tomatoes? If so, why? If not, why not? Your answer should refer to the academic literature on post-bureaucracies and you can refer back to your earlier assignment on bureaucracy to compare and contrast these two forms of organization. · Start date: 30th October 2014 · Discuss in class: w/c 3rd November 2014 · Submission: Monday 12th January, 2015 Assignment Task 4 – suggested length 1000 words Using Pfeffer’s model of organizational commitment, evaluate whether the introduction of a group project in an undergraduate module would improve student commitment. Suggest three further changes that the Essex Business School could implement to gain more commitment from our students. For each suggestion, explain why you think this would work, with reference to academic theory, and what result you would anticipate from the changes. · Start date: 6th November 2014 · Discuss in class: w/c 10th November 2014 · Submission: Monday 12th January, 2015 Assignment task 5 – suggested length 500 words Should managers try to control organizational culture? This assignment should present short, concise points for and against. It should be presented in the form of notes that you might use in a formal debate, with references listed to support each point. You do not need to give the full text you might use in a debate, just a list of key points you would discuss, and relevant empirical examples or theories to support the claims. You should include a short paragraph giving a conclusion and taking a position in this debate and explaining why you take that position. · Start date: 27th November 2014 · Discuss in class: w/c 1st December 2014 · Submission: Monday 12th January, 2015 Assignment task 6 – suggested length 600 words " To what extent is this image an apt metaphor for the way (a) people, and (b) organizations, tend to relate to technological ‘progress’? Given that not everyone benefits from developments in new technology, which groups of people could the pig represent? · · · Start date: 4th December 2014 Discuss in class: w/c 8th December 2014 Submission: Monday 12th January, 2015 Assignment task 7 – suggested length 1000 words Andrew Metcalfe (1992: 627) argues that the curriculum vitae (CV) is a ‘confessional technology of the self’. Explain what Metcalfe means by this and evaluate his arguments in light of your own experiences of education, job-searching and CV writing. · · Start date: 11th December 2014 Submission: Monday 12th January, 2015 The assignment, like others in EBS, will be assessed on four main criteria: comprehension, presentation, research and analysis. These are clearly explained in the following table, along with the expected level of attainment against which you will be assessed in BE410, a UG Level 2 module. A) Comprehension B) Presentation C) Research D) Analysis Evidence of subject knowledge; Communication of ideas, appropriate understanding of structure, referencing. theories and concepts. Evidence of ability to locate, extract and analyse evidence from appropriate sources; evidence of independent learning and study skills. Explanation and evaluation of appropriate argument and evidence. UG Level 1 Introductory level of subject knowledge and understanding. Basic understanding of relevant theories and concepts. Well-structured, coherent and effective communication. Acknowledgement of sources and appropriate referencing. Ability to locate and incorporate appropriate evidence. Appropriate planning, structure, style, etc. Argument based on appropriate examples and evidence. UG Level 2 Evidence of intermediary level of subject knowledge and understanding. Evidence of a developing understanding of the nature and limitations of relevant concepts and theoretical ideas. Ability to present a focused argument with analysis and commentary. Correct referencing incorporating material from a variety of appropriate resources. Ability to locate, extract and integrate evidence from multiple sources. Evidence of developing autonomous study skills. Evidence of analysis and explanation with reference to relevant empirical sources and theoretical concepts. UG Level 3 Evidence of in-depth knowledge and understanding. Critical evaluation of relevant theoretical concepts and ideas. Critical, imaginative evaluation of arguments and ideas. Correct referencing including a wide range of academic resources. Ability to synthesise, integrate and evaluate material from a variety of appropriate sources. Evidence of independent thinking and insight. Evidence of critical analysis and evaluation with reference to relevant theoretical ideas and debates. PGT Specialist subject knowledge and understanding. Critical evaluation, integration and development of relevant concepts and theoretical ideas. Ability to synthesise ideas to form a coherent argument. Evidence of full and accurate referencing including evidence of independent research. Evidence of ability to undertake independent research in order to source appropriate evidence. Advanced level specialist study skills Evidence of critical analysis integrating relevant empirical and theoretical material. 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