UNIVERSITY COLLEGE DUBLIN

Bachelor of Science (Sri Lanka)

MANAGEMENT OF ORGANISATIONS (BMGT3002L)

STUDY GUIDE

B.Sc. 19 PT / Sri Lanka

Copyright February 2017

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Author: Dr. Brona Russell

This manual was prepared for University College Dublin as a comprehensive support for
students completing the above mentioned Degree programme.

This publication may not be reproduced, in whole or in part without permission in from
University College Dublin.

Module Co-ordinators: Dr. Brona Russell

Contact details

Email: brona.russell@ucd.ie

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 TABLE OF CONTENTS

PAGE

Welcome message 4

1. INTRODUCTION 5
a. Background details
b. Module aims
c. Programme goals

2. MODULE OUTLINE 8
a. Module learning outcomes
b. Themes and topics
c. Learning materials

3. MODULE DELIVERY SCHEDULE 13

a. Session arrangements
b. Student engagement
c. Office hours arrangements

4. ASSESSMENT DETAILS 16
a. Assignments
b. Module assessment components
i. Assignment 1
ii. Assignment 2 Group project
iii. Examination

5. GRADING 20
a. University grading policy
b. Grade descriptors for assessment components

6. CONCLUDING COMMENTS 29

APPENDICES 30

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Welcome message

As your lecturer for the Management of Organisations module, I would like to welcome you
to the module. Studying management of organisations is important because it allows us to
understand the relationship that exists amongst the different agents in an organisation. The
premise of the study of organisational behaviour is that a scientific approach can be applied
to the management of workers. Organisational behaviour studies the influence that
individuals, groups and structure have on behaviour within organisations. This module is
designed to address a broad range of issues that will ensure the successful management of
organisations.

Studying management of organisations will provide you with an opportunity to reflect on what
you have learned from other courses and from your work experience. However, to
successfully complete this module, several learning activities (individual and group) must be
completed prior to and during the block sessions. These are designed to be engaging and
fun and to facilitate a deeper understanding of the key concepts addressed in this module.

Should you require clarification on any matter pertaining to the module, please do not
hesitate to contact us.

Dr. Brona Russell

Lecturer, BMGT3002L

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PART 1: INTRODUCTION
This Study Guide is designed to provide you with details of the module Management of
Organisations BMGT3002L, the learning outcomes, delivery and assessment arrangements.
The Study Guide consists of 5 parts. In Part 1, background details to the subject area are
provided and the broad aims of the module are set out. Part 2, consists of the module
outline. In this part the (a) module learning outcomes, (b) the themes and topics to be
explored are explained along with the (c) learning supports to be used. Part 3 gives details of
the module delivery arrangements. It sets out the session arrangements and the
expectations in relation to your prior preparation and student engagement. Part 4, provides
details of the assessment techniques used in this module explaining the assessment
components, their rationale. In Part 5, the UCD grading policy and assessment guidelines
are explained for each assessment component (i) Assignment 1, (ii) Assignment 2 Group
Project and (iii) Examination (closed book). In Part 6, concluding comments are presented

Please pay special attention to appendices 1 and 2 of this document. These IMPORTANT
DOCUMENTS should be consulted before you commence your studies on this module.

1. Student code of practice Group work

2. Guidelines for the Late Submission of Coursework

3. A Briefing Document for Students on Academic Integrity and Plagiarism

a. Background to the Topic

Management of organisation (or Organisational Behaviour) centres on human behaviour in
Organisations and how it impacts organisational performance. The three determinants of
human behaviour in organisations are individuals, groups and structures. The study of
organisational behaviour draws on the behavioural sciences such as psychology, social
psychology, sociology and anthropology. .

The core topics that you will study in this module include attitude development and
perception, motivation, diversity, conflict management, negotiation, communication,
leadership, power and politics in organisations, group and team structures and processes,
organisational culture and change management. As managers and leaders in the field, we
draw on our knowledge of these subjects to implement best working practices in all areas,

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 thus ensuring that we attract and retain the most excellent workforce and maximize
organisational efficiency and effectiveness.

b. Module Aims
The aim of this module is to provide students with an overview of the theory and practice of
management in organisations. This module focuses on

1. The individual in the organisation:

2. Groups in the organisation

3. The structures and systems in organizations

On completion of this module, you will be able to understand the theory relating to the
management of organisations and apply it in the context of the organisation that you work for
and / or the case studies that we will work on during the course.

Programme Goals

Bachelor of Science (BSc) Sri Lanka

PROGRAMME GOAL LEARNING OUTCOME MODULE TITLE:

Management of
Organisations

Management Specific Explain current theoretical underpinnings of Lectures &

Knowledge business and organization management. examination

Our graduates will be Apply business models and theory to identify Assignment 2
current in management and resolve problems in functional and
theory and practice. across functional areas.

Demonstrate knowledge of and the

usefulness of quantitative techniques and
controls in the business environment.

Business Prepare short business presentations (written

Communication and oral) on a current topic to key
stakeholders.
Our graduates will be
able to design and Research and analyze specific business case Assignment 2
deliver a short studies / problems / topics and write a
presentation (oral or concise report detailing the findings and
written) on a current recommended actions.
business topic.
Locate information sources to facilitate the Assignment 2
completion of research projects and the
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Personal Development
& Reflective Learning
Our graduates will be
able to reflect on their
learning with a view to
enhancing personal and
professional career
pathways.
Global, Multicultural
and Diversity
Perspectives
Our graduates will
understand the impact of
culture and social
developments on
business management
decisions.
Strategic Thinking
Our graduates will be
able to critically appraise
business developments
and advise on strategic
business projects.
technologies to analyze and interpret the data
collected.
Engage in module-related team activities Assignment 2 &
within and outside class. class activities
Explain the essence of organization Lectures &
behaviour pertinent to business managers examination
and how they may apply in the workplace
environment.
Identify the main factors and variables that Assignment 1,
influence multinational entities business Lectures and
operations, planning and competitive examination
positioning.
Recognize ethical and social responsibility Lectures and
issues in the business environment and know examination
how to apply a process of ethical inquiry.
Examine ethical and legal implications Lectures and
of managerial decisions and their effect on examination
organizational stakeholders.
Identify business opportunities/problems and
develop alternative solutions, taking account
of possible consequences (intended or
unintended).
Evaluate qualitative and quantitative data
from multiple perspectives paying attention to
sourcing, biases and logic.
Analyze developments in key business
sectors and comment critically on a firm
operating in the sector.
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PART 2: MODULE OUTLINE

Module Title: Management of Organisations

Module Code: BMGT3002L

No. of ECTS: 10

Learning Outcomes

On completion of this module you should:

Be able to demonstrate a comprehensive understanding of the key concepts and

principles of organisational behaviour

Be able to critically discuss contents of the course material and demonstrate how the
course content is applicable in the workplace.

Appreciate the role and the importance of people in organisational functioning

Have an evaluative frame of reference for differentiating between approaches to

managing and leading people in organisations.

Module Text:

Robbins, S. P. and Judge, T. A. (2016) Essentials of Organizational Behavior, 13th Edition.

Pearson. ISBN: 9780133920819

Themes and Topics

Organisational behaviour is the systematic study of the impact that individuals, groups and
structures have on behaviour within organisations. The rationale for studying OB is to apply
it with a view to improving organisational effectiveness and performance. In the first chapter
we begin with an introduction to OB.

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 1. Introduction to organisational behaviour

OB is the study of what people do in organisations and how their behaviour affects the
organisations performance. We will consider the individual in the organisation and the topics
we will cover are:

2. Diversity in organisations

3. Job attitudes and satisfaction

4. Moods, emotions and organisational behaviour

5. Personality traits and work values

6. Individual perception and decision making

7. Motivation: basic concepts

8. Motivation: applied concepts

Much of the work we do organisations requires us to work as part of a team or group. A

group is two or more individuals who are interdependent and must interact in order to
achieve their objectives. Therefore, we will study how humans interact and work together.
The topics we will cover are:

9. Groups

10. Teams

11. Communication process

12. Leadership

13. Power and politics

14. Conflict and negotiations

Finally, organisational structure defines the way that work is formally divided, grouped and
coordinated. Organisational structure impact how effectively individuals within organisations
work together. We will consider the various structures and the challenges they present. In
this section we will also consider how cultures emerge in organisations and the impact they
have on performance. Finally, we will take a brief look at how change is managed in
organisations.

15. Structure and organisational behaviour

16. Organisational culture

17. Organisational change

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Learning Supports

Readings from Prescribed Text: the chapters as assigned for each lecture

Other Assigned Readings (essential):

1. Ashkanasy, N. M. & Daus, C. S. (2002) Emotion in the workplace: The new challenge for
managers. Academy of Management Executive, 16(1): 76-86.

2. Kennedy, R. B. and Kennedy, D. A. (2004) Using the Myers-Briggs Type Indicator in

Career Counselling. Journal of Employment Counselling, 41(1) pp. 38-44

3. Edinger, S. (2013). Three Elements of Great Communication. According to Aristotle

Harvard Business Review

4. Sepalla, E. (2016) To Motivate Employees, Three Things to Do Well., Harvard Business

Review

5. Edmondson, (2011) Strategies for learning from failure. Harvard Business Review, 89 (4)
48-55.

6. Levy, P (2001) When good teams go wrong. Harvard Business Review, 79 (3) 51-59.

7. Katzenback, J R and Smithy, D K (2005). The discipline of teams. Harvard Business

Review, 83 (7/8) 162-171.

8. Schoemaker, P., J., H. Krupp, S. and Howland, S. 2013. Strategic Leadership: The
Essential Skills. Harvard Business Review. Jan-Feb, 2013

9. Jaques, E (1990) In praise of hierarchy. Harvard Business Review, 68 (1), 127-133.

10. OHara, C. (2014). How to Negotiate with Someone More Powerful than You, Harvard
Business Review

11. Watkins, M. (2013) What is Organizational Culture? And Why Should We Care?,
Harvard Business Review

12. Kotter, J.P. and Schlesinger, L.A. (2008). Choosing Strategies for Change. Harvard
Business Review, (July-August): p.p. 130-139.

Students completing the BMGT3002L module are expected to participate in session

discussions and learning activities and be familiar with the required readings.

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Other Useful Sources:

Journals and Periodicals

Academy of Management Review

Academy of Management Journal

Administrative Science Quarterly

Asia Pacific Journal of Human Resources

California Management Review

Harvard Business Review

Journal of Business Communication

Journal of Management Studies

Leadership Quarterly

Management Today

MIT Sloan Management Review

Organizational Behaviour and Human Development Process

Organizational Dynamics

Team Performance Management: An International Journal

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Databases

Business Source Premier

Emerald Fulltext

PsychoINFO

Students completing the Management of Organizations module are expected to participate

in session discussions and learning activities and be familiar with recent developments in the
business world. To facilitate this, the following source material is useful

o Business Week
o The Economist
o The Financial Times
o The South China Morning Post
o The Straits Times
o The Wall Street Journal
o Fortune

Students completing the BMGT3002L module are expected to participate in session

discussions and learning activities and be familiar with the required readings.

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PART 3: MODULE DELIVERY SCHEDULE

The module delivery relies on students ability to engage in prior preparation, to seek
confirmation and clarification as appropriate and to be actively engaged during the sessions.

Session Arrangements

Each student is expected to attend and be prepared for all sessions. Table 1 below outlines
the structure for the sessions:

Table 1: Module Delivery Schedule themes, readings, cases

No Theme /Topic Text chapters articles/ Case /

Readings*
. title exercise

1 1. Introduction to organisational Chapters 1, 2, 3 Exercise will

behaviour be distributed
in class
2. Diversity in organisations

3. Job attitudes and satisfaction

2 4. Moods, emotions and Chapters 4, 5, 6 Exercise will

organisational behaviour be distributed
in class
5. Personality traits and work
values

6. Individual perception and

decision making

3 7. Motivation: basic concepts Chapters 7, 8 Exercise will

be distributed
8. Motivation: applied concepts Sepalla (2016) in class

4 9. Groups Chapters 9, 10, 11 Exercise will

be distributed
10. Teams Levy (2001) in class
11. Communication process Edinger (2013)

5 12. Leadership Chapters 12. 13 Exercise will

be distributed
13. Power and politics Schoemaker et. al. (2013) in class

6 14. Conflict and negotiations Chapters 14, 15 Exercise will

be distributed
Structure and organisational
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 behaviour OHara (2014) in class

7 15. Organisational culture Chapters 16, 17 Exercise will

be distributed
16. Organisational change Jaques (1990) in class
Module review Watkins (2013) Exam Review
* Some chapters in the text may be assigned for more than one theme.

Schedule:

Student Engagement

During the sessions, students are expected to be able to discuss issues arising from the
assigned chapters and readings for the topics as scheduled above.

Session participation is a vital element in the design of this module. Therefore, all students
are expected to engage in class discussion and debate in order to facilitate the formation of
their critical judgements.

To support your learning, Power-Point slides will be available which (on certain occasions)
may need to be upgraded / modified during or following the sessions depending on the
issues raised.

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Preparation Required in Advance of Sessions / Seminars

In addition to Assignment 1, you are expected to have read the following topics in advance of
meeting the module coordinator / course lecturer at the seminars:

Chapters one and two of your textbook

Cortina, L.M. (2008) Unseen Injustice: Incivility as a Modern Discrimination in

Organisations. Academy of Management Review, 33(1) pp. 273-287

The readings detailed above have been assigned and students are expected to be fully
familiar with them. These readings are an important learning source and supplement the
session and text materials.

Office Hours

I will be available for 30 minutes after class should you wish to meet us individually to
discuss any aspect of this module. I can meet before class by appointment.

Recording Class Sessions

Students are asked to be aware that lecturers provide suitable class material to support
student learning. We are aware that some students on occasion may like to record class
sessions. Where this is the case, permission must be sought to record the session. This is to
make not only the lecturer aware and ask their permission out of courtesy but to ensure
classmates are also happy to be recorded. We are grateful for your full support in this
regard.

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PART 4: ASSESSMENT DETAILS
Assessment % I/G

Assignment 1 20 I

Assignment 2 30 G

3-Hour End-of-Term Examination 50 I

(a) Assignment 1 Specification:

Participants are required to undertake a pre-assignment in preparation for this course. This
pre-assignment requires students to review and study all readings for session one of this
course. The reason for this pre-assignment is to ensure that all students are prepared to
actively engage with the lecturer and the lecture material from the start of the course.

Instructions:

1. Read chapters 1 (Introduction to Organisational Behaviour) and chapter 2 (Diversity in

organisations) of your text book Essentials of Organisational Behaviour (Robbins &
Judge)

2. Select an organization that you are familiar with. It can be the organization you currently
work for or one that you have worked for in the past.

3. Observe and describe the levels and types of diversity in the organisation. (Note: you do
not need to present accurate statistics)

4. Describe the types of diversity management strategies that the organisation employs.

5. If the organisation does not have a diversity management strategy, suggest some ideas
for designing and implementing such a strategy. If a diversity management exists in the
organization you may suggest ways to improve it.

Suggested length: 1,000 words (excluding tables, diagrams and appendices)

- Deadline: First day in class (for each group)
- Value of Assignment: 20% of your final mark.
- Submission: This assignment must be submitted in hard copy to the programme
office, and in soft copy via Blackboard.

(b) Assignment 2 Specification:

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Instructions:

You are to select an appropriate organisation that you have access to. This will most likely
be the organisation that you currently work for. Since this is a group assignment, you must
choose an organization that one member of the group works for. The organisation may be a
private, a public or a voluntary organisation. You may want to focus on a unit, sub division or
even a department within the organisation, particularly if the organisation is very large or
operates on an international or global scale. You may disguise the real identity of the
organisation by using a fictitious name if you prefer.

You must refer to a minimum of four journal articles in your assignment. Hint: you will find a
list of journal articles for each chapter in your text book.

Introduce the organisation. Give a brief description of its background, vision, mission and
strategies. Critically evaluate the following three areas of the organisation.

1. The leader(s) in the organization (business unit or department), in particular the top
person i.e. the CEO, Managing director etc.
2. The performance management systems in the organization (business unit or
department).
3. The communications strategies employed by the organization (business unit or
department)

You should think about the following issues:

1. Using the theories of leadership presented in class and in your text books and readings,
describe the style of leadership used within the organisation. How appropriate is this
style of leadership? In your opinion has the leadership style contributed to organisational
success or has it undermined the organisation ability to perform effectively?
2. Using the theories and models presented in the course critically evaluate the motivation
and reward aspects of the organizations performance management systems? For
example, are they effective in encouraging and rewarding excellent performance? Do
they encourage competition or collaboration?
3. Describe how your chosen organizations strategy for communicating important
information and for listening to organisational members has been designed to meet the
needs of the organization. If the strategy has emerged informally over time, describe
how this has happened. Using the tools provided in class, critically evaluate the
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 organizations communications strategy. Is it fit for purpose and does it support the
business needs of the organization?

This assignment is due on the 4th June 2017.

Suggested Length: 2,500-3,000 words (excluding tables, diagrams and appendices)

Presentation Format: The assignment must be typed and follow a general report format.
Please include a bibliography of any references and literature sources used.

You should also complete the Team Agreement Form which can be found in the Orientation
folder on the Programme Area on Blackboard and is also included in the appendices at the
end of this study guide.

Value of Assignment: 30% of your final mark.

NOTE: This assignment may be done individually or in group of THREE FOUR

individuals. It must also be submitted in hard copy to the programme office,
and in soft copy via Blackboard.

For group assignments, each student much include one short paragraph at the end of the
main assignment, giving details of their input into the overall assignment (This is not included
in the word count)

(c) Examination:

Students will sit a three-hour closed book written examination at the end of the term. The
exam will consist of 60 MCQs and one essay question. Students will be notified well in
advance concerning the times, dates and venue for the examination.

MCQ marking: You will get 1 point for every correct answer.

Value of Examination: 50% of your final mark.

General Guidelines for All Assignments:

All assignments are compulsory.

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 Assignments must be submitted by the date specified, unless written permission has
been given by the Programme Manager.
Assignments should be typed using 12 font size, Times New Roman font style and 1.5
line spacing.
Course members should familiarize themselves with the Universitys policy on the late
submission of coursework and on plagiarism.
Each assignment should contain a statement that the work submitted is the original work
of the author and has not been submitted previously for assessment in this or any other
course. In addition all sources used by you must be clearly and appropriately
documented.

Table 2B Assignment Deadline Summary

Assignment Deadlines Date Assignment Due

Group A 21st April 2017

Assignment 1 Group B 6th May 2017

Group C 6th May 2017

Assignment 2 4th June 2017

Student Support

Course members may contact their lecturer directly via email with any academic queries.
The lecturers email address is brona.russell@ucd.ie. Responses will normally be made
within three working days.

Administrative queries should be directed to the APMI Kaplan Programme Manager.

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PART 5: GRADING

This section of the Study Guide provides students with details of the UCD grading system
and also explains criterion referenced grading (UCD Policy). Under criterion referenced
grading, students are graded on the quality of their work without reference to other students
(norm referenced). For instance, the submission that meets the required guidelines in terms
of writing style, analysis, description and / or summary will be awarded according to the
standards set out. All students work is graded to indicate the standard attained using the
criterion referenced approach.

Table 3: UCD Grading System

Grade Description Grade Point

A+ 4.2

A Excellent 4.0

A- 3.8

B+ 3.6

B Very good 3.4

B- 3.2

C+ 3.0

C Good 2.8

C- 2.6

D+ 2.4

D Acceptable 2.2

D- 2.0

E Marginal 1.6

F Fail (unacceptable, no compensation) 1.0

G Fail (Wholly unacceptable; no compensation) 0.4

NG Fail (Wholly unacceptable; no relevant attempt) 0.0

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More specific grade descriptors are set out for your assessment components in the following
pages. Table 4 below provides descriptors for the Assignment 1 please read them prior to
submitting your work.

NB All students are advised to read the UCD Business School Code of Practice for
Group work see Appendix 1.

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 TABLE 4: Grade Descriptors Assignment 1

Grade Criteria

A comprehensive, highly-structured, focused and concise response to the

assessment task, consistently demonstrating:
A
An extensive and detailed knowledge of the subject matter.

A highly-developed ability to apply this knowledge to the set task.

Evidence of extensive background reading.

Clear, fluent, stimulating and original expression.

Excellent presentation (spelling, grammar, graphical) with minimal or no

presentation errors.

A thorough and well-organised response to the assessment task,

demonstrating:
B
A broad knowledge of the subject matter.

Considerable strength in applying that knowledge to the task set.

Evidence of substantial background reading.

Clear and fluent expression.

Quality presentation with few presentation errors.

An adequate and competent response to the assessment task, demonstrating:

C Adequate but not complete knowledge of the subject matter.

Omission of some important subject matter or the appearance of several

minor errors.

Capacity to apply knowledge appropriately to the task albeit with some

errors.

Evidence of some background reading.

Clear expression with few areas of confusion.

Writing of sufficient quality to convey meaning but some lack of fluency and
command of suitable vocabulary.

Good presentation with some presentation errors.

An acceptable response to the assessment task with:

D Basic grasp of subject matter, but somewhat lacking in focus and structure.

Main points covered but insufficient in detail.

Some effort to apply knowledge to the task but only a basic capacity or

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 understanding displayed.

Little or no evidence of background reading.

Several minor errors or one or more major error.

Satisfactory presentation with an acceptable level of presentation errors.

Work display below assignment minimum requirements :

E
Weak introduction of topic
Poor understanding of what is required
Unable to demonstrate basic essential content to the assessment tasks.
Inconsistent grammar, spelling and paragraphing throughout the work
Poor referencing
Below assignment minimum requirements :

F
No introduction of topic
Incomplete discussion
Wrong information used or illogical discussion of the issues.
Inconsistent grammar, spelling and paragraphing throughout the work
Poor referencing.
Below assignment minimum requirements :

G
No introduction of topic
Incomplete discussion
Does not address the questions asked in the assessment.
Lots of irrelevant content.
Inconsistent grammar, spelling and paragraphing throughout the work
Poor referencing
Completely irrelevant.

NG Inconsistent grammar, spelling and paragraphing throughout the work

Poor referencing.

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 TABLE 5: Grade Descriptors Assignment 2

Grade Characteristics

Answers to questions are exceptionally clear, well argued and developed, with a
definitive statement. Exceptionally critical, relevant and consistent connections
A
are made between arguments, evidence, subtopics, & the questions posed
showing excellent analysis. There is an exceptionally clear, logical, mature, and
thorough development of subtopics that support the answers with excellent
transition b/w paragraph. Excellent summary of topic (with no new information),
& all subtopics are presented in proper grammar, spelling and paragraphing,
and is error-free.

Proficient introduction that states background information, question, topic and all
subtopics in proper order. Thesis is clear and arguable statement of position.
B
Consistent connections made between evidence, subtopics, arguments &
showing good analysis. Clear and logical subtopic order that supports the
answers with good transitions b/w paragraphs. Good summary of topic, and all
subtopics with clear concluding ideas. Answers are clear, with mostly proper
grammar, spelling and paragraphing, however, with some minor errors.

Adequate introduction that states topic, and some of the subtopics. Answers are
somewhat clear and arguable. Some connections made between evidence,
subtopics, arguments & topic showing analysis. Somewhat clear and logical

C development of subtopics with adequate transitions b/w paragraphs. Adequate

summary of topic and some subtopics with some final concluding ideas. Paper
has some errors in grammar, spelling and paragraphing.

Weak introduction of topic & subtopics. Answers are weak and lack an arguable
position. Limited information on topic with lack of details or accurate evidence.
D
Limited connections made between evidence, subtopics, counterarguments &
topic lack of analysis. Paper lacks clear and logical development of ideas with
weak transition b/w ideas and paragraphs. Lack of summary of topic &
subtopics with weak concluding ideas. Inconsistent grammar, spelling and
paragraphing throughout paper.

E The submission is descriptive, non-analytical, and does not make reference to

theory. The submission format is acceptable (structure may have been better)
and the source materials used are not detailed.

F The submission does not fully follow the requirements explained in the

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 instructions. For example, there is no reflective part by the group.

G The submission does not follow the assignment instructions

NG No submission

25
 TABLE 6: Grade Descriptors Formal Closed Book Examination

Grade Characteristics

Answers to questions are exceptionally clear, well argued and developed, with a
definitive statement. Exceptionally critical, relevant and consistent connections
A
are made between arguments, evidence, subtopics, & the questions posed
showing excellent analysis. There is an exceptionally clear, logical, mature, and
thorough development of subtopics that support the answers with excellent
transition b/w paragraph. Excellent summary of topic (with no new information),
& all subtopics are presented in proper grammar, spelling and paragraphing,
and is error-free.

Proficient introduction that states background information, question, topic and all
subtopics in proper order. Thesis is clear and arguable statement of position.
B
Consistent connections made between evidence, subtopics, arguments &
showing good analysis. Clear and logical subtopic order that supports the
answers with good transitions b/w paragraphs. Good summary of topic, and all
subtopics with clear concluding ideas. Answers are clear, with mostly proper
grammar, spelling and paragraphing, however, with some minor errors.

Adequate introduction that states topic, and some of the subtopics. Answers are
somewhat clear and arguable. Some connections made between evidence,
subtopics, arguments & topic showing analysis. Somewhat clear and logical

C development of subtopics with adequate transitions b/w paragraphs. Adequate

summary of topic and some subtopics with some final concluding ideas. Paper
has some errors in grammar, spelling and paragraphing.

Weak introduction of topic & subtopics. Answers are weak and lack an arguable
position. Limited information on topic with lack of details or accurate evidence.
D
Limited connections made between evidence, subtopics, counterarguments &
topic lack of analysis. Paper lacks clear and logical development of ideas with
weak transition b/w ideas and paragraphs. Lack of summary of topic &
subtopics with weak concluding ideas. Inconsistent grammar, spelling and
paragraphing throughout paper.

E The answer is descriptive and demonstrates a limited understanding of the

question. Factual and conceptual errors in the answer.

F The answer does not fully follow the requirements explained in the instructions.
For example, the answer covers only half of the expected topics as explained in
26
 the question.

G The answer does not follow the instructions of the question.

NG The submission did not attempt to answer the question.

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 Table 7: Grade Descriptors for MCQ

You will get 1 point for every correct answer.

Grade Criteria

A 42 or more correct answers (out of a total of 60).

B Between 36 and 41 correct answers (out of a total of 60).

C Between 30 and 35 correct answers (out of a total of 60).

D Between 24 and 29 correct answers (out of a total of 60).

E Between 18 and 23 correct answers (out of a total of 60).

F Between 12 and 17 correct answers (out of a total of 60).

G Between 6 and 11 correct answers (out of a total of 60).

NG No submission.

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PART 6: CONCLUDING COMMENTS
This Study Guide is designed to assist and guide your learning for this module. It is
important that you read it regularly and do so in conjunction with the core text, the assigned
readings and session materials. Should you need clarification on issues covered, please let
me know during the seminar sessions.

I hope that you will enjoy the module and wish you good luck with the rest of your study and
for the future.

Brona Russell

December 2016

29
APPENDIX 1

UCD SCHOOL OF BUSINESS

STUDENT CODE OF PRACTICE TEAM WORK1

There are many reasons for using team work in higher education such as enhancing student
learning, promoting social interaction among students, developing generic skills (including
negotiation, delegation and leadership) and the individual students strengths and expertise.
There is an onus on the team to ensure that individual members provide maximum effort in
completing the assigned task/project. There is evidence to suggest that individuals
frequently exert less effort on collective tasks than on individual tasks (Williams and Karau,
1991)2. As the team size increases the Ringlemann Effect emerges: there can be an inverse
relationship between the size of the team and effort expended. It is fair to assume that team
effectiveness will increase when members work on tasks that are mutually important and
when each member believes they are contributing to an end goal.

UCD School of Business personnel are obliged to ensure that the operation and
management of assigned team-work are consistent with the integrity of the university
assessment process. It is also expected that, where the team-work contributes to a module
grade, members are awarded grades that accurately reflect their contribution to the
completion of the task.

This Code of Practice is developed to guide the work of student teams within an academic
setting and safeguard the integrity of team-based projects as part of our assessment of
student learning outcomes.

1. All Team members (whether assigned or self-selected) are expected to contribute

actively and equitably to the completion of the exercise/project.
2. All teams will set out and agree basic ground rules for their team in terms of team
communication procedures, performance targets, arranging and organizing meetings,
records, progress reports, solving problems, finalizing the project and signing off.
3. Roles (such as leader, convener or facilitator) might be assigned to particular team
members to facilitate the working of the team and specific milestones (weekly) agreed.

1Members of the School of Business Teaching and Learning Committee contributed to the
development of this protocol.

2 Williams, K.D., & Karau, S. J. (1991). Social loafing and social compensation: The effects
of expectations of co-worker performance. Journal of Personality and Social Psychology,
61(4), 570-581.
30
4. Team membership diversity (cultural, professional etc.) needs to be acknowledged,
valued and utilized as appropriate.
5. Team work undertaken by UCD School of Business students is subject to UCD policy on
academic programmes. For further details on this policy go to
http://www.ucd.ie/registry/academicsecretariat/student_code.pdf
6. UCD promotes an environment upholding the dignity and respect of all students as set
out in its policy on Dignity and Respect
University College Dublin is committed to the promotion of an environment for work
and study which upholds the dignity and respect of the individual and which supports
every individuals right to study and/or work in an environment which is free of any
form of harassment, intimidation or bullying.

The university recognizes the right of every individual to such an environment and
requires all members of the University community to recognize their responsibilities
in this regard.

Students are advised to read this policy document click on:

http://www.ucd.ie/equality/policieslegislation/dignity_respect_policy.pdf

7. Any team member who is concerned about a members contribution to the team work
(and associated activities) must firstly communicate this (at the earliest time possible) to
the team members, and they must strive to resolve the problem.
8. If a team member believes that his/her concerns have not been addressed satisfactorily
within the team, the matter should be brought to the attention of the module coordinator.
The module coordinator/learning support officer (LSO) should strive to resolve the issue
at team level. Where this has not been achieved, the Academic Coordinator and/or the
School Head of Teaching and Learning will be informed.
9. Should the issues not be resolved, the parties above, taking into consideration the
stipulations of this code and the University policy documents to which it refers, will to
seek to mediate to find a solution, which is acceptable to team members and which
retains the integrity of the team work assessment process.

Please note that the contribution of each team member to the assignment must be
included in the appendices.
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APPENDIX 2: TEAM AGREEMENT FOR TEAM X

TEAM MEMBERS CONTACT DETAILS

MOBILE EMAIL
1
2
3
4
5
INFORMAL COMMUNICATION

We have decided

1)
2)
3)
MEETINGS

We have decided

1)
2)
3)
MAKING DECISIONS

We have agreed

1)
2)
3)
4)
5)
SANCTIONS

We hope to work in harmony together. We have different strengths. We accept that this is a
team piece of work and we are all responsible for doing our best. However we agree now
that

If individuals have difficulties in working with the team or on the task, we will try to
sort them out promptly by talking with each other
We will seek advice - as soon as is possible - from our tutor for those serious
problems which we cannot resolve ourselves.
SIGNED

32
APPENDIX 3: Two Important Documents

You are advised to read the following important documents before you commence your
studies on this module:

1. Guidelines for the Late Submission of Coursework

This document provides a detailed outline of the rules and regulations surrounding the
presentation, submission and marking of assignments. The guidelines provided must be
adhered at all times to avoid an unnecessary loss of marks. Further details on

www.ucd.ie/registry/academicsecretariat/late_sub.pdf

2. A Briefing Document for Students on Academic Integrity and Plagiarism.

The University understands plagiarism to be the inclusion of another persons writings or
ideas or works, in any formally presented work (including essays, theses, examinations,
projects, laboratory reports, oral, poster or slide presentations) which form part of the
assessment requirements for a module or programme of study, without due
acknowledgement either wholly or in part of the original source of the material through
appropriate citation. Further details please go to
www.ucd.ie/registry/academicsecretariat/plag_pol_proc.pdf

Plagiarism is a form of academic dishonesty. In any assignment, plagiarism means that

you have presented information or ideas belonging to someone else falsely as being your
own original thoughts on a subject.

All assessments/projects submitted must be the result of your own work.

The following statement must be included on the cover page of all assignments
submitted:
I declare that all materials included in this essay/report/project/dissertation is the end
result of my own work and that due acknowledgement have been given in the
bibliography and references to ALL sources be they printed, electronic or personal.

Signed: Student name/s, student number

Date:

33
APPENDIX 4: Sample Examination Paper

Note to Students: Providing a copy of this paper does not signify that future papers
will follow the exact same format.

34
Section A: Essay Questions. Answer one (1) question only (40% of the total grade).

1. Effective decision making is critical to organizational success. The emphasis in

organizational decision making is on rational decision making.

a. Compare and contrast rational decision making to decision making under

bounded rationality. (50 points)

and

b. Attribution theory suggests that perceivers try to attribute observed

behaviour to a type of cause, internal or external, and respond accordingly.
Using an example to demonstrate, explain how attribution works. (50 points)

2. Teams are made up of people with different abilities. Organizations depend

heavily on teams to work together to achieve organizational goals, so it essential
that organization know how to foster good teamwork and build strong teams.

a. Describe the factors that make teams effective (or the absence of which
makes a team ineffective). (50 points)

and

b. In your opinion, does conflict enhance or harm a teams performance?

Explain. (50 points)

3. Leaders, managers and employees must all learn to understand the bases of
power and how to use it effectively and appropriately to influence others.

a. Explain the five bases of power and describe the strengths and/or
weaknesses of each. (50 points)

and

b. Power tactics are used to translate power bases into specific actions that
influence others. Describe at least five influencing tactics and explain which
are more effective and why. (50 points)

35
36