Question: ASSESSMENT TASK INFORMATION: Assignment 2 This document provides you with information about the requirements for your assessment. Detailed instructions and resources are included for completing
ASSESSMENT TASK INFORMATION: Assignment 2 This document provides you with information about the requirements for your assessment. Detailed instructions and resources are included for completing the task. The Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task is included.
Task 1 Example: Context and changes in the industry Start by identifying your selected industry or sector that you will use as the context of your discussions in the assignment. For instance: I am working in the Education and Training Industry, specifically in the Tertiary group Higher Education - that is mainly engaged in providing education and training through universities. identify and reflect upon the main changes in this industry or sector that occurred during the last three to five years. Make sure that you consider changes from various perspectives think about changes in the political, economic, social, technology, natural environment, and legal environment. Identify five to six major changes or issues that impact significantly on your industry or sector. For instance: The main changes in this industry in Australia over the past five years:
Result: Additional Feedback:
| Task overview | |
| Learning objectives as per course specification | On successful completion of this assignment students should be able to:
|
| Course Specification | https://www.unisq.edu.au/course/specification/2023/MGT8033-S1-2023-WEB-TWMBA.html |
| Modules | This assignment addresses Modules 1 and 2. |
| Task description | This assignment requires you to produce a written response to the tasks below. |
| Due Date | 7 April 2023 |
| What you need to do | Task 1: Context and changes Identify the industry or sector that you are working in or that you are interested in. Provide a brief description of this industry or sector to establish the context of your analysis. Specify the main changes in this industry or sector in Australia over the past three to five years. Identify and reflect upon a major change/issue in this context that you will address in this assignment. (See page 6 below for an example of how you should complete this task.) Task 2: Nature and drivers of change Within the context of your chosen industry or sector, critically discuss the nature of organisational change (e.g., evolutionary revolutionary), and the key drivers of change. Note that a critical discussion is required; this means that you have to include research (journal articles, course materials etc.) to support your views and arguments. All ideas/information that you obtained from other sources must be cited in-text and included in a list of references. Only list those sources that you cited in your written work. Make sure that you follow the correct Harvard AGPS method of referencing. Task 3: Models of planned change Outline an appropriate model of planned change for the issue that you identified in your chosen industry or sector. Critically discuss this model of planned change and compare and contrast the model to an alternative potentially appropriate model of planned change. Note that a critical discussion is required; this means that you have to include research (journal articles, course materials etc.) to support your views and arguments. All ideas that you obtained from other sources must be cited in-text and included in a list of references. Only list those sources that you cited in your written work. Make sure that you follow the correct Harvard AGPS method of referencing. Task 4: Intervention style Evaluate and critically reflect on your own preferred approach to facilitate change and how you can enhance your mode of intervention in taking on the role of the change agent. Complete Exercise 6.1: The Intervention Style Indicator (Hayes 2018, pp. 100-105) to analyse and reflect on your own intervention style to identify your preferred approach to facilitating change. Attach a copy of your scoring card as an Appendix to your document. Consider the role or goals of a change agent (Chapter 6 of Hayes 2018), and your intervention style indicator (your preferred mode of intervention). Critically reflect on how you can make the most of your preferred mode of intervention in the role of a change agent. Include research (journal articles, course materials etc.) to support your views and arguments. Written Format
|
| Required research | Research: To ensure the depth and credibility of your work, you need to demonstrate that you have read widely on the topic by including the views of a wide range of theory sources in your critical discussions. Theory sources include scholarly journal articles researched through the USQ Library databases. Please note that you must focus your research on the theory topics and not the context (your chosen industry). For the Context and Changes section, you will need to research the changes occurring in the industry that you chose but dont go into great detail about this please see the example attached. For Tasks 2, 3 and 4 only focus on researching the theory topics. The prescribed text, as well as the course readings, can also be included as theory support. At postgraduate level, it is expected that for this assignment the research include about eight to ten journal articles (excluding the course readings and text). List of References Academic writing and copyright law require that you acknowledge the source when using the ideas of others. In this course, we use the Harvard AGPS Style that requires a list of references (not bibliographies) and in-text citations of sources. Include page numbers in in-text citations for paraphrased material. All ideas/information that you used from your prescribed text and readings, and all other sources, must be cited in-text and included in the list of references. Only list those sources that you cited in your written work. Make sure that you follow the correct Harvard AGPS method of referencing. Please see the USQ Library website for help on how to use the Harvard AGPS method: https://www.unisq.edu.au/library/referencing/harvard-agps-referencing-guide . The Communication Skills Handbook by Summers and Smith (any of the editions) is also a very valuable source of information for referencing and assessment writing in general. Using any persons ideas or work without full and clear referencing and acknowledgement is viewed as Plagiarism, a form of Academic Misconduct for which you can be penalised. Details about Plagiarism and how to avoid it, can be accessed here. |
| Task snapshot | |
| Length | The word count requirement is a total of 2500 (+/-10%) words. If the word count is exceeded, only the first 2750 words of the assignment will be marked, and this will obviously have a negative impact on your overall mark for the assignment. |
| Weighting | 50% |
| Marks | 100 |
| Individual or Group | Individual |
| Formative or Summative | Summative assessment |
| How will I be assessed | The Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task is included. |
| Marks allocation | See Rubric |
| Submission information | |
| Resources available to complete task | USQ Study Support https://www.usq.edu.au/library/study-support References are required and the Harvard AGPS standard of referencing must be used, including in-text referencing. See Harvard AGPS Referencing Guide https://www.unisq.edu.au/library/referencing/harvard-agps-referencing-guide Ensure that your Assignment is fully referenced, including any references to the textbook. Your User Manual should include a List of References using the Harvard AGPS standards. A useful link on referencing is from USQs Library site: http://www.usq.edu.au/library/referencing> Any direct and paraphrased quotes must be referenced using Harvard AGPS style and listed in the List of References. Do not repeat verbatim large portions of information from other sources such as the text or video you must put the ideas/information in your own words. Only use small direct quotes where possible. Questions If you have questions about the assignment, please post them on the Assignment 2 Discussion Forum on Study Desk. Even if you dont have questions, it is important that you follow the discussions on this forum to make sure that you are on the right track with your responses to the case study questions. |
| What you need to submit | Only one document in Microsoft Word (.doc or .docx) can be submitted. Please make sure that you submit the correct file and the final version of your assignment. |
| Submission requirements | Turnitin Turnitin is a detection software and text matching tool used in this course. Plagiarism checking is automatically done when you submit your assignment. An originality/similarity report is automatically created which checks the originality of your assignment. You can access and review the report. Please note that you may submit your assignment as a draft to the submission link for Turnitin check. You will receive a Turnitin report stating your similarity percentage. If your percentage is higher than 20%, you should seriously consider revising your assignment or you may lose marks for potential plagiarism. Please go to the following link for information regarding how to avoid plagiarism. https://www.usq.edu.au/library/referencing/plagiarism NOTE:
|
| |
| Academic Integrity Your time at university is an opportunity to develop the knowledge and the skills you will need to succeed in your chosen profession. Academic integrity is essential in ensuring the quality of your education and development. Academic Integrity means acting with the values of honesty, trust, fairness, and respect in learning, teaching and research. It celebrates the genuine achievements made by yourself and your peers. Breaches of academic integrity undermine your development and the ability of you to work at the level needed after you graduate. Academic Misconduct includes but is not limited to Plagiarism, Collusion, Cheating and Contract Cheating, Impersonation, Misrepresentation and Falsification, Self-Plagiarism and Solicitation. To help maintain the integrity of your work within your degree, USQ has sophisticated detection systems that monitor all assessment for indicators of academic misconduct. When you submit an assessment item, all the details are recorded and can be referred to if we suspect academic misconduct has occurred. Penalties may be applied retrospectively in circumstances where a breach is identified after completion of a course. We understand that when you take on a university study program, you might be in a time poor, high-pressure situation. From time to time the temptation might be there to take short cuts that lead to instances of academic misconduct. If you are ever feeling pressured or the temptation to submit work that is not your own arises, dont do it. Instead, get the free support you need from USQ. Contact your Course Examiner, iconnect or your Library Learning Advisor for free support. | |
| Moderation | All staff who are assessing your work meet to discuss and compare their judgements before marks or grades are finalised. |
| Academic Integrity As a student of the USQ academic community, you are asked to work to uphold the principles of academic integrity during your course of study USQ sets expectations and responsibilities of students, more specifically it states that students adopt an ethical approach to academic work and assessment in accordance with this policy and the USQ Academic Integrity Policy: https://policy.usq.edu.au/documents/13752PL At university, students are expected to demonstrate their own understanding and thinking using the ideas provided by others to support and inform their work, always making due acknowledgement to the source. While we encourage peer learning, it is not appropriate to share assignments with other students unless your assessment piece has been stated as being a group assignment. If you do share your assignment with another student, and they copy part of or all of your assignment for their submission, this is considered collusion, and you may also be reported for academic misconduct. If you are unsure and need further information you can find this at Academic Misconduct: https://policy.usq.edu.au/documents/14727PL |
- Covid-19: travel restrictions/limitations impacts on international students coming to Australia - moving from on-campus lectures to exclusive online delivery;
- Universities financial position has declined since 2010 number of universities in deficit increasing. Direct impact on staff retrenchments while remaining staff carry the burden of increased workload.
- Increase in the demand for executive education and micro-credentials as employees from all industries transition into new roles as result of disruptions caused by Covid-19.
- Demand for courses will change to reflect the post-COVID economy with health, construction and technology-driven courses increasing in popularity while tourism, hospitality and arts-related courses may decline.
- Shift to online learning and live streaming of lectures demand rapid digitisation and create direct competition in online content delivery.
- Likely increase of domestic, mature-age students engaging in post-school education impact on student profile.
| Assignment 2 Rubric |
| Criteria | 85 - 100% | 75 - 84% | 65 - 74% | 50 - 64% | 0 - 49% |
| Task 1: Context and changes Description of the context Identification and description of main changes in the industry/sector | Selection and description showin-depth and advancedunderstanding of the requirements and of thecourse concepts. Identification and description of changes showin-depth and advancedunderstanding of industry/sector and course concepts. Identified a wide range of appropriate changes. | Selection and description showin-depth andadvanced understanding ofthe topic and taskrequirements and of thecourse concepts, with onlyminor lapses. Identification and description of changes show advancedunderstanding of industry/sector and course concepts. Identified a fair range of appropriate changes. | Selection and description showunderstandingof the task requirementsand of the course concepts. Identification and description of changes show understanding of industry/sector and course concepts. Identified a range of appropriate changes. | Selection and description showsomeunderstanding of the taskrequirements and of thecourse concepts, but theyneeded further development. Identification and description of changes show some understanding of industry/sector and course concepts. Identified some appropriate changes although important changes are not described. | Selection and description showlittle or noevidence of understandingof the task requirementsand/or of the courseconcepts. Identification and description of changes show no understanding of industry/sector and course concepts. Did not identify appropriate changes or did not describe changes correctly or sufficiently. |
| Mark out of 10 | 8.5 - 10 | 7.5 8.4 | 6.5 7.4 | 5 6.4 | |
| Task 2: Nature and drivers of change Understanding of the topic Analysis and critical reasoning Academic integrity Communication | Each part of the task consistently showsin-depth and advancedunderstanding of the requirements and of thecourse concepts. Each part of the task shows solid andconsistent evidence ofanalysis and criticalreasoning. There are clearlinks between theory andpractice and use andintegration of relevantacademic literature toprovide strong support forthe statements and theiranalyses. Where astatement is analysed,there are clear, relevant,and comprehensive linksbetween the statement andthe analysis. Academic conventions areconsistently and accuratelyadhered to and there areno referencing errors. Meaning across all parts ofthe assignment is promotedby consistent and accurateuse of grammar, spellingand punctuation and fluentwriting. There are noproofreading errors. All activity responses arepresented in a clear,professional style and toneof writing. | Each part of the task shows in-depth andadvanced understanding ofthe topic and taskrequirements and of thecourse concepts, with onlyminor lapses. Each part of the task shows evidence ofanalysis and criticalreasoning. There are linksbetween theory andpractice and use andintegration of mostlyrelevant academicliterature to support thestatements and theiranalyses. Where astatement is analysed,there are clear, relevant,and comprehensive linksbetween the statement andthe analysis with only someomissions or lapses inlinkages. Academic conventions areconsistently and accuratelyadhered to with just a fewreferencing errors. Meaning across all parts ofthe assignment is apparentwith mostly accurategrammar and spelling andfluent writing. There are one or two proofreading errors. Vocabulary, tone, and styleof writing are appropriateand professional. | Each part of the task shows understandingof the task requirementsand of the course concepts. Each part of the task shows some evidenceof analysis and criticalreasoning? although thesecould have been furtherdeveloped. There are somelinks between theory andpractice and use andintegration of academicliterature that providessome support for thestatements and theiranalyses. ?Where astatement is analysed, thelinks between thestatement and the analysisare usually clear andrelevant, although in someinstances these linkagesneed further fleshing out. Academic conventions areconsistently compliant withonly some minorreferencing errors oromissions. Meaning across all parts ofthe assignment is apparentwith only minor issues withfluency, grammar andspelling Vocabulary, tone and styleof writing are appropriateand generally professional. | Each part of the task shows someunderstanding of the taskrequirements and of thecourse concepts, but theyneeded further development. There is a beginningattempt at critical thinkingand analysis across theparts of the task, although some partstend to be more descriptivethan analytical. An attempt has also been made to link theory to practice but at times the links are not always clear, there are unsupported points, and/orthere is some irrelevant literature used to support the statements and their analyses. Where astatement is analysed, thereis some evidence oflinkages between thestatement and its analysis,but this was sometimeshard to discern orirrelevant. Academic conventions aregenerally adhered to, butwith frequent referencingerrors. Meaning across all parts ofthe assignment is usuallyapparent, although thereare some issues withfluency, grammar and/orspelling errors that cloudmeaning. Vocabulary, style, and tonemeet the requirements ofthe nature of the task withsome inconsistencies. | Each part of the task shows little or noevidence of understandingof the task requirementsand/or of the courseconcepts. The parts of the task show little or noevidence of analysis andcritical reasoning. Thereare few or no links betweentheory and practice andlittle or no use of academicliterature to support thestatements and theiranalyses. There are few orno links between thestatements and theiranalyses. There is little or noevidence of academicconventions and/or thereare consistent referencingerrors. Meaning across all parts ofthe assignment isconsistently unclear as thewriting is disorganised andincoherent and there aremajor spelling andgrammatical errors. Vocabulary, style, and toneare inappropriate for thenature of the task. |
| Mark out of 30 | 25.5 - 30 | 22.5 25.4 | 19.5 22.4 | 15 19.4 | |
| 85 - 100% | 75 - 84% | 65 - 74% | 50 - 64% | 0 - 49% | |
| Task 3: Models of planned change Understanding of the topic Analysis and critical reasoning Academic integrity Communication | Each part of the task consistently showsin-depth and advancedunderstanding of the requirements and of thecourse concepts. Each part of the task shows solid andconsistent evidence ofanalysis and criticalreasoning. There are clearlinks between theory andpractice and use andintegration of relevantacademic literature toprovide strong support forthe statements and theiranalyses. Where astatement is analysed,there are clear, relevant,and comprehensive linksbetween the statement andthe analysis. Academic conventions areconsistently and accuratelyadhered to and there areno referencing errors. Meaning across all parts ofthe assignment is promotedby consistent and accurateuse of grammar, spellingand punctuation and fluentwriting. There are noproofreading errors. All activity responses arepresented in a clear,professional style and toneof writing. | Each part of the task shows in-depth andadvanced understanding ofthe topic and taskrequirements and of thecourse concepts, with onlyminor lapses. Each part of the task shows evidence ofanalysis and criticalreasoning. There are linksbetween theory andpractice and use andintegration of mostlyrelevant academicliterature to support thestatements and theiranalyses. Where astatement is analysed,there are clear, relevant,and comprehensive linksbetween the statement andthe analysis with only someomissions or lapses inlinkages. Academic conventions areconsistently and accuratelyadhered to with just a fewreferencing errors. Meaning across all parts ofthe assignment is apparentwith mostly accurategrammar and spelling andfluent writing. There are one or two proofreading errors. Vocabulary, tone, and styleof writing are appropriateand professional. | Each part of the task shows understandingof the task requirementsand of the course concepts. Each part of the task shows some evidenceof analysis and criticalreasoning?although thesecould have been furtherdeveloped. There are somelinks between theory andpractice and use andintegration of academicliterature that providessome support for thestatements and theiranalyses. ?Where astatement is analysed, thelinks between thestatement and the analysisare usually clear andrelevant, although in someinstances these linkagesneed further fleshing out. Academic conventions areconsistently compliant withonly some minorreferencing errors oromissions. Meaning across all parts ofthe assignment is apparentwith only minor issues withfluency, grammar andspelling Vocabulary, tone and styleof writing are appropriateand generally professional. | Each part of the task shows someunderstanding of the taskrequirements and of thecourse concepts, but theyneeded further development. There is a beginningattempt at critical thinkingand analysis across theparts of the task, although some partstend to be more descriptivethan analytical. An attempt has also been made to link theory to practice but at times the links are not always clear, there are unsupported points, and/or there is some irrelevant literature used to support the statements and their analyses. Where astatement is analysed, thereis some evidence oflinkages between thestatement and its analysis,but this was sometimeshard to discern orirrelevant. Academic conventions aregenerally adhered to, butwith frequent referencingerrors. Meaning across all parts ofthe assignment is usuallyapparent, although thereare some issues withfluency, grammar and/orspelling errors that cloudmeaning. Vocabulary, style, and tonemeet the requirements ofthe nature of the task withsome inconsistencies. | Each part of the task shows little or noevidence of understandingof the task requirementsand/or of the courseconcepts. The parts of the task show little or noevidence of analysis andcritical reasoning. Thereare few or no links betweentheory and practice andlittle or no use of academicliterature to support thestatements and theiranalyses. There are few orno links between thestatements and theiranalyses. There is little or noevidence of academicconventions and/or thereare consistent referencingerrors. Meaning across all parts ofthe assignment isconsistently unclear as thewriting is disorganised andincoherent and there aremajor spelling andgrammatical errors. Vocabulary, style, and toneare inappropriate for thenature of the task. |
| Mark out of 30 | 25.5 - 30 | 22.5 25.4 | 19.5 22.4 | 15 19.4 | |
| 85 - 100% | 75 - 84% | 65 - 74% | 50 - 64% | 0 - 49% | |
| Task 4: Intervention style Understanding of the topic Analysis and critical reasoning Academic integrity Communication | Each part of the task consistently showsin-depth and advancedunderstanding of the requirements and of thecourse concepts. Each part of the task shows solid andconsistent evidence ofanalysis and criticalreasoning. There are clearlinks between theory andpractice and use andintegration of relevantacademic literature toprovide strong support forthe statements and theiranalyses. Where astatement is analysed,there are clear, relevant,and comprehensive linksbetween the statement andthe analysis. Academic conventions areconsistently and accuratelyadhered to and there areno referencing errors. Meaning across all parts ofthe assignment is promotedby consistent and accurateuse of grammar, spellingand punctuation and fluentwriting. There are noproofreading errors. All activity responses arepresented in a clear,professional style and toneof writing. | Each part of the task shows in-depth andadvanced understanding ofthe topic and taskrequirements and of thecourse concepts, with onlyminor lapses. Each part of the task shows evidence ofanalysis and criticalreasoning. There are linksbetween theory andpractice and use andintegration of mostlyrelevant academicliterature to support thestatements and theiranalyses. Where astatement is analysed,there are clear, relevant,and comprehensive linksbetween the statement andthe analysis with only someomissions or lapses inlinkages. Academic conventions areconsistently and accuratelyadhered to with just a fewreferencing errors. Meaning across all parts ofthe assignment is apparentwith mostly accurategrammar and spelling andfluent writing. There are one or two proofreading errors. Vocabulary, tone, and styleof writing are appropriateand professional. | Each part of the task shows understandingof the task requirementsand of the course concepts. Each part of the task shows some evidenceof analysis and criticalreasoning?although thesecould have been furtherdeveloped. There are somelinks between theory andpractice and use andintegration of academicliterature that providessome support for thestatements and theiranalyses. ?Where astatement is analysed, thelinks between thestatement and the analysisare usually clear andrelevant, although in someinstances these linkagesneed further fleshing out. Academic conventions areconsistently compliant withonly some minorreferencing errors oromissions. Meaning across all parts ofthe assignment is apparentwith only minor issues withfluency, grammar andspelling Vocabulary, tone and styleof writing are appropriateand generally professional. | Each part of the task shows someunderstanding of the taskrequirements and of thecourse concepts, but theyneeded further development. There is a beginningattempt at critical thinkingand analysis across theparts of the task, although some partstend to be more descriptivethan analytical. An attempt has also been made to link theory to practice but at times the links are not always clear, there are unsupported points, and/or there is some irrelevant literature used to support the statements and their analyses. Where astatement is analysed, thereis some evidence oflinkages between thestatement and its analysis,but this was sometimeshard to discern orirrelevant. Academic conventions aregenerally adhered to, butwith frequent referencingerrors. Meaning across all parts ofthe assignment is usuallyapparent, although thereare some issues withfluency, grammar and/orspelling errors that cloudmeaning. Vocabulary, style, and tonemeet the requirements ofthe nature of the task withsome inconsistencies. | Each part of the task shows little or noevidence of understandingof the task requirementsand/or of the courseconcepts. The parts of the task show little or noevidence of analysis andcritical reasoning. Thereare few or no links betweentheory and practice andlittle or no use of academicliterature to support thestatements and theiranalyses. There are few orno links between thestatements and theiranalyses. There is little or noevidence of academicconventions and/or thereare consistent referencingerrors. Meaning across all parts ofthe assignment isconsistently unclear as thewriting is disorganised andincoherent and there aremajor spelling andgrammatical errors. Vocabulary, style, and toneare inappropriate for thenature of the task. |
| Reflection | The reflection moves beyond a simple description of the students own preferred approach to facilitate change and how the student can make the most of their preferred mode of intervention in the role of a change agent | The reflection demonstrates a good attempt of the student regarding their own preferred approach to facilitate change and how they can make the most of their preferred mode of intervention in the role of a change agent, however analysis lacks some depth. | Student makes an attempt at reflecting on their own preferred approach to facilitate change and how they can make the most of their preferred mode of intervention in the role of a change agent, but fails to demonstrate depth of analysis. | Reflection does not move beyond description of the students own preferred approach to facilitate change and how the student can make the most of their preferred mode of intervention in the role of a change agent. | There is no indication of reflection of the students own preferred approach to facilitate change and how the student can make the most of their preferred mode of intervention in the role of a change agent. |
| Mark out of 30 | 25.5 - 30 | 22.5 25.4 | 19.5 22.4 | 15 19.4 | |
| Mark out of 100: |
Step by Step Solution
There are 3 Steps involved in it
1 Expert Approved Answer
Step: 1 Unlock
The question is incomplete and seems to be an assignment brief It ou... View full answer
Question Has Been Solved by an Expert!
Get step-by-step solutions from verified subject matter experts
Step: 2 Unlock
Step: 3 Unlock
Study Help