EHR205 Organisational Behaviour Assessment 2: Written Assignment

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Assessment Name: Analytical Report

Due Date: Week 9, by 5.00pm (AEST) Monday 22 October via Turnitin

Length: 2000 words (+/- 10% or penalties will apply). The word count includes in-text citations, but does not include the reference list.

Weighting: 40%

Learning Outcomes: 1 – 4

Description of Task: You are to write an analytical report relating to managing an executive team in an organisational behaviour (OB) context. The task requires you to:

1. Read the case study ‘The Challenge of Working with Executive Teams’ (see below).
2. Choose three specific areas to focus on; one from each category within the Team Effectiveness Model (see model below) i.e., one area from Context, one from Composition and one from

• Searching the literature for relevant concepts and empirical

1. Write a report that provides an in-depth analysis of managing an executive team focusing on the specific areas you have chosen (at ii.) and using relevant literature (identified at ).
2. Provide three clear recommendations (one for each of the three specific areas you chose at ii.) on policies and practices for Andrew to manage the team (see case study below). These recommendations need to be clearly derived from the in-depth analysis (identified in iv) and supported by references.
3. Include a minimum of EIGHT (8) scholarly, peer-reviewed journal articles published in the last 10 years to support all the arguments presented in the report. You may cite the textbook and include articles dated prior to the last 10 years, but this does not count towards the minimum eight scholarly, peer-reviewed journal article references. Do not use other books or textbooks as references. Also, do not use website materials (including dictionaries, encyclopaedias, business magazines available online, and blog posts) as these are not scholarly, peer reviewed sources and should be avoided in academic

 

What is an analytical report?

An analytical report is a report that goes beyond simple summary and description. It requires an in-depth analysis of a focused topic. You will need to conduct a review of the

 

current theory and research. It is recommended that you use the Griffith library catalogue to access scholarly, peer-reviewed journal articles. You may also find Google Scholar useful.

 

Case Study – The Challenge of Working with Executive Teams

When Andrew Sutton, an Organisational Behaviour Consultant, arrived to manage several days of meetings for an executive team, he was unaware of what was ahead of him. The team he would be working with was new to him, and although he had been warned that the team members were having some trouble working together, he knew little of the specific challenges they were facing.

The team itself was in the insurance business. Collectively, its members were responsible for overseeing more than 4000 employees and three-quarters of a billion dollars in revenue. It was a very senior team comprising exceptionally capable individuals; all of them specialists in their respective fields.

With a team of this seniority, managing a business of this size, and with the amount of the members’ collective experience, it could be expected that they would be somewhat coordinated in their approach to making decisions and working together. But this was not the situation.

The session for the first day of meetings was planned to cover the challenges of working together and the team’s collective direction as a company. At the very beginning of the first day the team members were polite but it was clear they were not comfortable with each other. By 10.00 am the agenda had been abandoned after it became obvious that there were some grievances between the team members. People quickly became frustrated, started shouting, and kept bringing up issues from past interactions that revolved around issues of Context including leadership, trust, resources and performance; Composition including abilities, personality, roles, and diversity; and Process including common plan and purpose, goals, and conflict.

From his experience of working with executive teams from different industries, Andrew knew that many things can come in the way of teams functioning well. Andrew realised from facilitating workshops with executives that a group of high-functioning

individuals don’t necessarily become a high-functioning team.

 

 

 

Robbins, S. P., Judge, T. A., Millett, B., & Boyle, M. (2017). Organisational Behaviour. Pearson Australia, Melbourne. (See Chapter 9)

Structure of your Analytical Report

Note: No title page, abstract, executive summary, or TOC required.

Your report should include the following sections (approx. % of word count):

Title (N/A)

Include the topic title – The Challenge of Working with Executive Teams

Introduction (10%)

• This should explain the aim or purpose of the report (ensure the topic is identified) and provide an overview of the report (major arguments/ directions). Use ‘Introduction’ as a subheading.

Critical Analysis of three specific areas; one from each category within the Team Effectiveness Model and relevant to the case study (60%)

• The critical analysis forms the body of report. The analysis must be based on literature, must be referenced and relevant to the case
• Include your own sub headings which relate to each of the three specific areas; one from each category of the Team Effectiveness model, you have chosen to focus on and discuss within this section and relevant to the case study. The subheading should not be Critical

 

Recommendations (20%)

• Provide three clear recommendations (one for each of the three specific areas you chose to focus on) that specifically relate to the arguments presented in the critical analysis and that present policies and practices for Andrew to manage the team (see case study). You must reference relevant literature to support the recommendations. Use ‘Recommendations’ as a
  • Recommendation 1 should address 1 area from Context
  • Recommendation 2 should address 1 area from Composition
  • Recommendation 3 should address 1 area from Process

Conclusion (10%)

• The conclusion should clearly summarise the key points discussed in the report and briefly outline the recommendations made. No new information can be presented. Use ‘Conclusion’ as a

Word Count Provide the assignment word count just below the conclusion.

References (The reference list is not included in word count)

• Provide a reference list consistent with APA ^6th edition (preferred) or Harvard
• This is NOT a bibliography. Do not cite material that you have read, but have not referred to in the body of the
• Ensure sources are cited in-text and in the reference list. Failure to do so can constitute
• Use ‘References’ as a

You have 2000 words (+/- 10%). Your introduction and conclusion should each be around 10% of this (i.e. 200 words each). This means that you have 1200 words to construct your arguments (60%) and 400 words for your meaningful and well-researched recommendations (20%). A well-written report will be clearly structured and integrate information from multiple sources to develop your points.

 

Additional Instructions

Academic Integrity

Plagiarism in assignments is detected using software that highlights text, which is similar or identical to another source. Developing your skills in paraphrasing and integrating information from multiple sources is key to avoiding unintentional

 

plagiarism. Changing a few words or rearranging sentences does not ‘hide’ plagiarism from the software, which still highlights the similar parts of the sentence.

Students are advised to complete the Academic Integrity Tutorial in Week 6. The link for the Academic Integrity Tutorial is available on the unit website. Students who breach the Griffith University’s policy on academic integrity will be reported to the Academic Integrity Management System. Examples of a breach of academic integrity are:

• Paraphrasing a paper from a source text, whether in manuscript, printed or electronic form, without appropriate acknowledgement; and
• Word for word copying, cutting or pasting statements from a single source or multiple sources or piecing together work of others and representing them as original work

For full information, see Institutional Framework for Promoting Academic Integrity Among Students document: http://policies.griffith.edu.au/pdf/Framework%20for%20Promoting%20Academic%20Integri ty.pdf

 

Academic Skills and Research Modules

This assignment requires extensive research and academic skills. All students are advised to complete the Academic Writing Skills and Research Modules in Week 6 in order to help develop these skills and maximise your chances of succeeding at this assignment task. The links for these modules are available under the GBS OUA Library and Learning Resources tab in the left hand menu of the course website.

 

Referencing Requirements

This assignment requires a high standard of compliance to one of the advised referencing styles. Referencing must be consistent with the Griffith University Referencing Tool – type Referencing Tool into the search box on the Griffith home page. Below are some examples of how to reference correctly; refer to the Griffith University referencing tool for complete instructions on how to reference in-text. There are also pdf copies available of both Harvard and APA ^6th Styles under the Assessment 2 Written Assignment folder.

 

Referencing In-Text Examples

In-text referencing can take two forms: first, the reference is used as part of the sentence; second, the reference is provided in parentheses at the end of the sentence (but is

 

still enclosed within the sentence). Notice that references use ‘and’ when used within a sentence, but ‘&’ is used when the reference is in parentheses (see Table 1).

Table 1.

An Example of APA and Harvard In-text Referencing Styles.

 

Referencing Style
	APA 6th Edition	Harvard
Reference forms part of a sentence	Smith, Jones, and Brown (2008) found…	Smith, Jones and Brown (2008) found…
Reference provided in parentheses	Job applicants have been found […] adds value beyond the attributes of the job itself (Smith, Jones, & Brown, 2008).	Job applicants have been found […] adds value beyond the attributes of the job itself (Smith, Jones & Brown 2008).
Note. APA Style uses the Oxford comma; Harvard Style referencing does not.

 

 

Referencing Multiple Authors In-Text

This is an example of how to reference multiple authors in-text. Notice that the references are separated by a semi colon and listed in alphabetical order.

Example of Referencing Multiple Authors:

Some researchers have observed that the concept of disruptive innovation requires further qualification and contextual refinement (Gobbler, 2016; Nagy, Schuessler, & Dubinsky, 2016).

 

Referencing Tips

• The reference list will begin on a new page and have the heading ‘References’.
• Make sure to continue to use Times New Roman (size 12) font and double spacing in the entire document (this includes the reference list).
• References in the reference list should not be
• References in the reference list need to be in strict alphabetical order by first author surname.
• References in the reference list should be formatted with a hanging indent (1 cm), as in the examples

 

• Check the tool for how to reference one, two or multiple authors the first time the reference is used, and how to use the same reference in subsequent
• All referencing (including in-text referencing) must be consistent with ONE style (i.e. do not mix and match APA and Harvard referencing).

 

Reference List Examples

APA ^6th Style – Electronic Journal with doi [Preferred]

Buckridge, M., & Guest, R. (2007). A conversation about pedagogical responses to increased diversity in university classrooms. Higher Education Research & Development, 26(2), 133-146. doi:10.1080/07294360701310771

APA ^6th Style – Electronic Journal Without doi

Herington, C., & Weaven, S. (2008). Action research and reflection on student approaches to learning in large first year university classes. Australian Educational Researcher, 35(3), 111-134. Retrieved from http://www.aare.edu.au/aer/about.htm

Harvard Style– Electronic Journal

Buckridge, M & Guest, R 2007, ‘A conversation about pedagogical responses to increased diversity in university classrooms’, Higher Education Research & Development, vol. 26, no. 2, pp. 133-46, viewed 16 September 2008, via Informaworld database.

Note: Both styles use a hanging indent.

 

 

Instructions for Formatting, Writing Style and Saving the File:

• Use Times New Roman (size 12) font
• Double space entire document
• Insert page numbers (top-right)
• No title page, abstract, executive summary, or TOC required
• Use headings and sub-headings
• Use complete sentences and paragraphs for the entire document
• Paragraphs must consist of several sentences, with linking sentences between the paragraphs.
• Write in third person
• Do not use ‘contractions’, such as can’t or won’t.
• No abbreviations should be used without first spelling out the full name e.g., Organisational Behaviour (OB).

 

·       Avoid using quotes however you can include a maximum of 1 direct quote and it should be referenced in-text with the exact page number.

• Save the file as a .doc or .docx file. Do not save as a PDF
• Save the file as SURNAME_first name_student number_course code for identification purposes (eg: docx).

 

Submission Instructions

All submission folders are located under the Submit Assignment Here tab.

 

Step 1: Submit a DRAFT to Turnitin. Click on the text-matching report – do not just check the % overlap. You need to review the text with the originality report view, so that sentences that are too close to the original source can be revised before submitting.

Step 2: Submit an Electronic Cover Sheet. This MUST be completed before submitting your assignment. You will not be able to submit your FINAL submission without completing the Electronic Cover Sheet first. Do NOT include a printed cover sheet in the assignment submission.

Step 3: Submit FINAL copy to Turnitin to the FINAL submission point or if you have an extension or you are late submitting, submit to the LATE/EXTENSIONS submission point. Step 4: Save the digital receipt of your submission. You will see a digital receipt pop up which gives you the option to save the receipt as a pdf. If you do not get confirmation, resubmit to ensure your assignment was received.

Note 1: Students are expected to keep a copy of their written assignment until a final grade for the course has been awarded.

Note 2: Once the due date has passed you will not be able to see your submission. This is because the FINAL submission link closes on the due date and the LATE/EXTENSIONS link becomes available.

 

Final Tips

• Proof read your
• Check grammar, punctuation, spelling and accuracy of citations. It is a good idea to ask someone to read your report to make sure that sentences are clear and ideas are presented in a logical

 

NOTE: To be eligible to pass this unit, students are required to complete and submit all assessment items, achieve a mark of 50% or more overall, and achieve a mark of at least 40% (i.e., >16) in the final examination.

 

Marking Criteria

Note: Academic Integrity should be evidenced in all aspects of the assessment task.

Criteria	Excellent (85-100%)	Very Good (75-84%)	Good (65-74%)	Satisfactory (50-64%)	Unsatisfactory (0-49%)
Content Knowledge (or literature/ argument) (12 marks)	Demonstrates a balanced and very high level of detailed knowledge of core concepts by providing a very high level of critical analysis. Student provides significant insight into the area of team effectiveness.	Demonstrates a balanced and high level of knowledge of core concepts by providing a high level of critical analysis. Student provides good insight into the area of team effectiveness.	Demonstrates a good level of knowledge of some of the core concepts by providing some level of critical analysis. Student provides some insight into the area of team effectiveness.	Demonstrates limited knowledge of core concepts by providing a limited level of critical analysis. Student provides few insights into the area of team effectiveness.	Demonstrates little, if any, knowledge of the core concepts with extremely limited, if any, critical analysis. Student provides misinformed/ misguided insight into the area of team effectiveness.
Sources/evidence Ability to research and apply key information relevant to an OB topic (8 marks)	Utilises a minimum of 8 scholarly peer reviewed journal sources published in the last 10 years which strongly support the arguments throughout.	Utilises a minimum of 8 scholarly peer reviewed journal sources published in the last 10 years which support the arguments throughout.	Utilises a minimum of 8 scholarly peer reviewed journal sources published in the last 10 years which at times support the arguments throughout.	Utilises a minimum of 8 scholarly peer reviewed journal sources published in the last 10 years which provide limited support to the arguments throughout.	Does not utilise a minimum of 8 scholarly peer reviewed journal sources published in the last 10 years to support arguments throughout.
Recommendations: Ability to analyse the issue/s and make recommendations (8 marks)	Based on the case study, recommendations (min. of 3) have an excellent indication of important issues which organisations need to consider in their operations, are theoretically relevant, logical and actionable, clearly derived from analysis and supported by references.	Based on the case study, a minimum of three recommendations (min. of 3) clearly indicate important issues which organisations need to consider in their operations, are theoretically relevant, logical and actionable, derived from analysis and supported by references.	Based on the case study, a minimum of three recommendations (min. of 3) indicate important issues which organisations need to consider in their operations. Recommendations are not directly related to analysis and theory and not all supported by references.	Based on the case study, recommendations (min. of 3) have only a limited indication of important issues which organisations need to consider in their operations. Recommendations are somewhat supported by theory or analysis and not all supported by references.	Based on the case study, no or very few recommendations and no indication of important issues which organisations need to consider in their operations. Recommendations are unsupported by theory and analysis and/or references.
Organisation or structure (4 marks)	The ideas are arranged in an extremely logical, structured and coherent manner. Transition statements are clearly used as a guide from one section to the next.	The ideas are arranged in a fairly logical, structured and coherent manner. Mostly transition statements are used as a guide from one section to the next.	The ideas are arranged in a logical, some-what structured and coherent manner. Transition statements are used at times as a guide from one section to the next however could be refined.	The ideas appear less logical, structured and presents in fairly incoherent manner. Transition statements are rarely used to guide from one section to the next.	There is little, if any, coherent structure to the document. The document appears very confusing, providing little rationale with limited use of transition statements.

 

 

Criteria	Excellent (85-100%)	Very Good (75-84%)	Good (65-74%)	Satisfactory (50-64%)	Unsatisfactory (0-49%)
Quality of Writing (4 marks)	Quality of writing at a very high standard (i.e., use of a clear and well thought-out introduction providing clear guidance to the document including linked and cohesive paragraphs and a clear and concise concluding summary of the area of interest). Correct grammar, spelling and punctuation.	Quality of writing is of a high standard (i.e., a mostly well thought-out introduction although some minor inconsistencies from the actual document, providing mostly clear guidance through linked and cohesive paragraphs and a mostly clear and concise concluding summary of the area of interest). Few grammar, spelling and punctuation mistakes.	Quality of writing is of a good standard (i.e., an introduction is provided however some areas omitted which are included in the document, providing guidance to the document however some minor inconsistencies in relation to linked paragraphs, a mostly clear and concise concluding summary of the area of interest).. Few grammar, spelling and punctuation mistakes.	Some problems with sentence structure and presentation (i.e., an introduction is included however brief and at times irrelevant to the subject matter, frequent inconsistencies from one paragraph to the next, a summary provide although lacks detail and/or reflects information irrelevant to the actual document). Frequent grammar, punctuation and spelling mistakes. Use of inappropriate language.	Quality of writing is at a very poor standard so barely understandable (i.e., limited or no introduction included, paragraphs not linked or are poorly structured). Many spelling mistakes. Little or no evidence of proof reading.
Referencing: Ability to use APA or Harvard style of referencing (4 marks)	Excellent understanding of how to use in-text citations to support analysis. Referencing in-text and in the reference list has an excellent level of accuracy in its application.	Very good understanding of how to use in-text citations to support analysis. Referencing in-text and in the reference list has a very good level of accuracy in its application.	Good understanding of how to use in-text citations to support analysis. Referencing in-text and in the reference list is somewhat consistent and accurate in its application.	Adequate understanding of how to use in-text citations to support analysis. Several errors with referencing in-text and/or in the reference list. Improvement in application of references and referencing style is needed.	Little or no referencing cited in-text and/or in the reference list, and/or numerous major errors with referencing. Improvement in application of references and referencing style is needed.

 

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