OrganisationalBehaviourandGlobalStrategy HR7002
- Subject Code :
HR7002
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HR7002OrganisationalBehaviourandGlobalStrategy |
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AssessmentGuide SubmissionDeadline:08thMay,2025 04:00PM UK Time |
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Term2 |
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CourseLeader
Dr.FaisalUrRehmanfurrehman@uel.ac.uk020 8223 3000 Office hours:Monday1300-1500 Friday1300-1500 Room: USS |
ModuleTeam
1.NimishJuvekar 2.MarshallChigbogwumchigbogwu@uel.ac.uk020 8223 7740 |
ASSESSMENTDETAILS
IndividualPortfolio(3,000words)PLUS/MINUS10%
Identify a multi-national organization. Investigate and critically analyse the strategy of the organization utilizing the range of strategy content including the nature of the organizational culture.
Identify a significant event, challenge, transformation or merger/acquisition that affected the organization. Please make sure you take into consideration the current pandemic and other contemporary drivers of change.
Analyse how the challenge was managed by the organization, with a focus on leadership, culture, and the human relations aspects of the context.Applyanytheory,modelofchangeorstrategyasdiscussedin lecture and practiced in seminar and include the companys competitive advantage (John Kay, VRIO, etc).
Discuss how the organizations strategy and/or change management impacted the management of the Furthermore, critically discuss the impact of the challenge on the organizations strategy. Some examples you might like to explore: Did policy change? HR? Technology? Communications? Logistics?
Communicate effectively the strategic response of the organization to the external change or impact and addat least three (3) of your own
recommendations.
AdditionalinformationontheAssessment:
Youareencouragedto searchforpotentialorganizationsearlyandensurethat youhaveaccess to adequate data sources for completing your report, before you finalize your choice.
*Please note the list of forbidden companies. You must not choose any of the companieslistedoryouwillhave toredoandresubmitatalowermark.Pleaseseelist in your Moodle under Assessment Guide.
Thisassessmentwillbegradedusingthefollowingcriteria:
Criticalanalysisofthestrategyoftheorganization,applyingtheoriesand conceptual frameworks covered in the module (30%)
Criticalapplicationofleadershipandmanagementofchangemodels/theoriesto analyze the context in question (30%)
Discussion and synthesis of the strategy and change aspects of the selected challenge; evidence of wider reading criticallyapplied in youranalyses(30%)
Presentation,structure,grammarandreferencing(10%)
ThefollowingLearningOutcomesaredemonstratedviathisassessmentKnowledge(Thebelowiswhat learning outcomes are engaged, not the instructions, which are above).
Criticallydiscussthedilemmasinherentinintegratingethicsandsocialresponsibilityinto organisational strategy
Criticallyevaluatedifferentmodels/theoriesandperspectivesontheorganization, leadership and the management of change
Discussthedilemmasoradvantagesinherentinstrategydevelopmentandchange managementThinking skills
AppraisethestrategicsituationofabusinesssinternalSubject-based practicalskills
AppraisestrategicproposalsanddevelopcontextuallyappropriatealternativesSkillsforlife and work(general skills)
Communicateeffectivelyonstrategy,leadershipandchangemanagementtobothexpertand non-expertaudiences
AssessmentCriteria
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GENERIC DESCRIPTORS |
Commandofthe Subject |
SubjectSpecificSkills & Practices |
Scholarly and ProfessionalSkills& Attributes |
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90-100% |
Demonstrates a breadth and depth of substantive knowledge that is excellent and informed by the highest level ofscholarshipExcellent integration of the full range of appropriate principles,theories,evidence and techniques Goes beyond the material displayingexceptionalflairin tackling issues identified |
Exceptional application of theoretical and technicalknowledge to achieve learning outcomes Exceptional professional presentation using anappropriaterange of resources and reflecting professionalnorms |
-Work that influences how academics and studentsthinkabout their discipline through: being original within the discipline; achieving the highest level of compelling,coherent and concise argument attainable withinthelevelof |
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study; using a full range of high quality sources to informbutnotdominatethe argument |
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80-89% |
Demonstrates a breadth and depth of substantive knowledge that is comprehensive, accurate, relevant and informed by advanced scholarship Excellent integration of the full range of appropriate principles,theories,evidence and techniques Goes beyond the material with excellent conceptualizationwhichis original,innovativeand/or insightful |
Excellentandoriginal application of theoretical and technical knowledge to achieve the learning outcomes Excellentprofessional presentation using anappropriaterange of resources and reflecting professional norms |
Work that has real potentialtoinfluence how academics and students may think about the discipline through: being original on the basis of its excellence in the context of the level of study; a compelling,coherent and concise argument; drawing on a full range of highqualitysources |
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70-79% |
Informedbyabreadthand depth of substantive knowledge that is comprehensive, accurate, relevantwithawarenessof advanced scholarship Very good integration of a full range of appropriate principles,theories,evidence and techniques Goes beyond the material with very good conceptualization,whichis often original, innovative and/or insightful |
Constantly applies theoretical and technicalknowledge to achieve learning outcomeswithsome originality Very good professional presentation using anappropriaterange of resources and reflecting professional norms |
Work that has some potentialtoinfluence how academics and students may think about the discipline through: some originality on the basisofitsexcellence in the context of the level of study; arguments which are coherent, concise, and frequently compelling; drawing on a wide range of highqualitysources |
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60-69% |
Demonstratesabreadthand depth of substantive knowledge that is comprehensiveandaccurate Good integration of a range of appropriate principles, theories, evidence and techniques Somegoodinsightintothe material |
Clearevidenceofthe application of theoretical and technical knowledge to achieve learning outcomes with few obvious flaws Professional presentation using a good range of resources and reflecting professional norms |
Work that critically engageswithcurrent thinking in the discipline through: clear differentiation between the quality and appropriateness of the sources used; argumentswhichare coherentandconcise and offer robust conclusions; the development of a good analytical model |
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50-59% |
Demonstratesanadequate breadth and depth of substantiveknowledgebut with only a few errors or omissions Demonstrates an adequate understandingofarangeof appropriate principles, theories, evidence and techniques Shows some ability to criticallyengagewiththe material |
Adequateapplication of theoretical and technical knowledge to achieve learning outcomes although with some obvious flaws Presentation which adequately reflects relevantprofessional norms |
Workthataccurately reports on current thinking in the discipline through: the repetition of, rather critical engagement with, limited sources; adequate differentiation between the quality and appropriateness of sources used; drawing adequate conclusionswhichdo not always fully reflect the complexity of the subject matter; an adequate if unsophisticated analyticalmodel |
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40-49% |
Incomplete breadth and depth of substantive knowledgewithsomeerrors or omissions |
Demonstrates limitedabilitytoput theory into practice Demonstrates an awareness of appropriate principles, theories, evidence and techniques Limited and underdeveloped criticalengagement with the material |
Work that offers a limited understanding of thinking in the discipline through: limited attention - Demonstrates limited technical ability but lacking theoretical and reflective insights Presentation which reflectsprofessional practice in a limited manner |
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30-39% |
Little relevant knowledge which is minimal in its breadth and depth with majorerrorsoromissions Minimalawarenessofthe appropriate principles, theories, evidence and techniques Fails to demonstrate sufficientcriticalengagement with the material |
Demonstrates a minimal ability to meet learning outcomes in the graspofboththeory and technical knowledge Presentation which displays little more than cursory attention to professional norms |
Work that often misrepresents or misunderstands thinking in the discipline through: minimal attention paid to the quality, range and appropriateness of sources used; poorly informedopinionled work with a minimal evidencebase;no real underlying |
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structure of argument;workthat is frequently confusedand incoherent |
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20-29% |
Doesnotdemonstrateevena basic understanding of the subject matter Insufficientawarenessof appropriate principles, theories, evidence and techniques Littleevidenceofcritical engagement with the material |
Lacks any real applicationofskills to meet learning outcomes Failstodemonstrate any substantive meeting of learning outcomes Norealattentionto the disciplinary norms of presentation |
Work that fundamentally misrepresents or misunderstands thinking in the discipline through: a lack of attention to the quality, range andappropriateness of sources used; poorly informed opinion-led work ratherthanevidence based argument; no real underlying structureof argument |
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10-19% |
Demonstratesconfusionover the subject matter Little awareness of appropriateprinciples, theories,evidenceand techniques Noevidenceofcritical engagement with the material |
Failstodemonstrate the use of skills to meet learning outcomes Failstodemonstrate any substantive meeting of learning outcomes Norealattentionto the disciplinary norms of presentation |
Work that completely misrepresents or misunderstands thinking in the discipline through: inadequacy of sources used; unsubstantial assertion with no evidence base; failure to structure theargumentbeing presented |
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0-9% |
Demonstrates mainly ignoranceofthesubject matter by presenting information of minimal relevance Littleornoawarenessof appropriate principles, theories, evidence and techniques |
Learningoutcomes are not met Norealattentionto any norms of presentation |
Work that completely misrepresents or misunderstands thinking in the discipline through: absenceormisuseof sources; work thatis confused and incoherent |
General Advice Submittingyourwork
Westronglysuggestthatyoutrytosubmit allcourseworkbythedeadlineset as meeting deadlines will be expected in employment.https://www.uel.ac.uk/Discover/Governance/Policies-RegulationsCorporate-documents/Student-Policies
Guidanceonreferencing
Cite Them Right is the standard Harvard referencing style at UEL for all Schools. Cite Them Right is a comprehensive guide that will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of Cite Them Right: the essential referencing
guide 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded. Further information is available at https://uelac.sharepoint.com/LibraryandLearningServices/Pages/defa ult.aspx
Turnitin System Failure Best advice: Dont wait until the last minute to submit your assessments electronically. If you experience a problem submitting your work with Turnitin, you should notify your lecturer/tutor by email immediately. However, deadlinesarenotextendedunlessthereisasignificant systemsproblemwithTurnitin. UEL has specific plans in place to address these issues. If UEL finds that the issue with the system was significant, you will receive an email notifying you of the issue. If you dont receive any emailthat specifically states you havebeengivenanextension,then the original deadline has not been changed.
Presentation
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Feedbackand returnofwork
You will receive detailed feedback on your submitted work via Turnitin and Grademark. You will receive a provisional mark for your work within 15 working days of submission. You will also have tutorial time to discuss your assessed work with the Module Leader, and an assessment clinic will be included in the timetable of the course.
