Introduction to People, Organization Andmanagement Essay Example for Free

Introduction to People, Organization And counsel Essay1. Key Information mental faculty title of respect Introduction to People, Organisations and direction faculty Leader Hermione McIntosh Chelmsford/Michael Ashcroft Building/ Room MAB 301 Every faculty has a Module Definition Form (MDF) which is the offici everyy validated record of the staff. You can access the MDF for this module in trine ways * the Virtual learnedness Environment (VLE) * the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue * Anglia Ruskins module count engine facility at www.anglia. ac. uk/modules All modules delivered by Anglia Ruskin University at its main camp use of rights and servicess in the UK and at collaborationist institutions passim the UK and oerseas atomic numeral 18 governed by the Academic Regulations. You can view these at www. anglia. ac. uk/academicregs. A printed utter of the Academic Regulations, known as the Assessment Regulations, is availcapable for ev ery educatee from your Faculty Office ( exclusively peeled assimilators go out contract received a copy as part of their welcome pack).In the improbable event of any discrepancy between the Academic Regulations and any opposite publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and give be applied in all cases. 2. Introduction to the Module This 30 credit module covers four key aras. The disposalal context This module allows students to explore the organisational context and pull up stakes furnish students with tools to analyse the organisational environment and the degree of dynamism and complexity in which organisations operate.Students leave alone be encouraged to examine organisational responses to environmental turbulence. The development and impact of organisational husbandry will besides be assessed. Organisation structures and approaches to counseling Students will analyse the changes to organisational structure and architecture and the evolution from self-contained structures to boundaryless organisations. Approaches to management from scientific management to postmodern organisations will be evaluated and the way groups and team ups argon formed and structured. motive will similarly be examined as a motivated cultivateforce can be a shrink of a victorful organisation and students will be encouraged to reflect critically on theories of demand and apply them to real life situations and case mull over scenarios. Management processes Intensified competition, technological innovation and change magnitude knowledge intensity has resulted in a pattern of repeat change. The results of change programmes atomic number 18 practically disappointing and students will examine the triggers for change, why change is resisted and organisations approaches to change management.This module will as well as investigate the difference between leadership and m anagement and critically evaluate classical and contemporary approaches to leadership speculation and the region power and politics play in organisational life. Individuals in the organisation This part of the module focuses on single differences. The ability to learn, and to continue education, for individuals and organisations, is crucial in the 21st century. Students will be introduced to a image of learn theories which affect management practices and will hasten an overview of the learning organisation.Students will examine the situation that character and perception play in shaping and directing our own and other mickles behaviour. The role of communication will also be investigated as communication affects organisation performance and also individual c atomic number 18er prospects. Students will therefore be equipped with a robust intellectual frame make up for analysing and reasonableness the past, present and future influences on their own thinking, attitudes, valu es and behaviours and to reflect on how these might impact their intensity level and performance in practice. amuse also refer to Sections 6a and 6b of the MDF. 3. Intended schooling Outcomes.Anglia Ruskin modules are taught on the posterior of intended learning government issues and on successful completion of this module, you will be expected to be able to demonstrate that you stick out met these outcomes. On successful completion you will be able to 1. Understand and critically evaluate the underlying principles and concepts of the nature of organisations. 2. Understand and appreciate the contri scarceion of effective pile management to the success of organisations. 3. Explore a part of theories developed to aid the intellect of learning and human behaviour, reflecting on their learning experiences and career development.4. Examine the lotion of theories in real world organisational settings. 5. Apply a range of theories and concepts on organisational design, structure and management in the analysis of managing employees with specific reference to leadership, power, motive and teamwork. 6. Use simple psychometric and related instruments for self-analysis and learning tools for goal-setting, problem-solving and individualised reflective practice within a framework for ain and career development. 4. Outline Delivery.Wk Lecture A People Lecture B Organisation Management interpretation (Buchanan and Huczynski, 2010) 1 Introduction to Part A of the module. Individual behaviour and personality Introduction to Part B of the module. What is an organisation? Introduction to organisational behaviour. Orientation to work and the work ethic.. Chapters 1 and 6 2 Personality theories in the workplace. The organisations environment. Business ethics and corporate social responsibility. Chapters 2, 3 and 6 3 Perception. Organisational culture and socialisation. Chapters 4 and 8 4 Attitudes and values. Organisational structure and architecture. Chapters 15 and 17 Brooks Chapter 3 5 Learning as a process. The Behaviourist and Cognitive approaches. Approaches to organisations and management. (1) Chapters 5, 14 and16 6 Learning in practice and the Learning Organisation Approaches to organisations and management (2) Chapters 5, 14 and 16, 7 Motivation content theories Groups and teams at work. Chapters 9, 10, 11, 12, 13 8.Motivation process theories Organisational change Chapters 9 and 18 9 Communication Leadership (part 1) Chapters 7 and 19 10 Career management and choices Leadership (part 2) Chapter 19 11 Reflective practice and managing self. Power in organisations Chapter 22 12 Module review. Module review 4. 1 Attendance Requirements Attending all your classes is very fundamental and one of the best ways to wait on you succeed in this module. In accordance with the Student Charter, you are expected to arrive on cadence and take an active part in all your timetabled classes.If you are unable to attend a class for a valid r eason (eg illness), please contact your Module Tutors. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you substantiate been absent without nonice for ii weeks. Continued absence can result in the barrierination of your adaptation as you will be considered to buzz off withdrawn from your studies. Inter home(a) students who are non-EEA nationals and in possession of initiation exhaustance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin.Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the B pose and Immigration post of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment This module will be assessed through two pieces of coursework which will allow you to evidence the demands of this module and meet the learning outcom es (see sections 7 and 9 of the MDF). Both pieces of coursework have a battle cry limit of 3,000 words and have a 50% weighting.The duty assignment hand-in date is Tuesday, 8 May, 2012. All coursework assignments and other forms of assessment indwelling be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie if it determines whether you will pass or fail the module and counts towards the mark you obtain for the module) is submitted via the iCentre using the formal submission sheet .Academic staff CANNOT accept work directly from you. If you descend to submit your work to the iCentre by post, it must arrive by midday on the due date. If you cull to post your work, you do so at your own risk and you must ensure that sufficient time is pr ovided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by start class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment tax in school principal. You are requested to keep a copy of your work. Feedback.You are authorise to pen feedback on your performance for all your assessed work. For all assessment tasks which are not exams, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the accomplishment of the modules intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an mental testing and may request a meeting with the Module Leader or Tutor to seey our examination script and to discuss your performance.Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 work eld of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed eg between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging.At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg a marked essay or case study etc. ). Any work which is not cool by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes.External examiners are undergo academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskins staff act as external examiners at other universities. On occasion, you will receive feedback and tag for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete.It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction Marks for modules and individual pieces of work croak confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. ASSIGNMENT unmatchable Module Title Introduction to People, Organisations and Management Module CodeBB130020SLevel 1 Academic Year 2011/12Semester twain Module LeaderHermione McIntosh.InstructionsSee below Word Limit 3000 words % Weighting50% Written assignments must not exceed the specified maximum number of words. Assignments will not be accepted without a word count on the cover sheet. Submission DateTuesday, May 8, 2012 sue submitted after this date will receive a mark of 0 unless an extension has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in constitution at least twenty four hours prior to the deadline.Please refer to the Academic Regulations or your Student Handbook for full details. Further detailsThis assignment must be completed individually. This assignment must be machine-accessible to a completed University Assignment cover version Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. TASK Read the two organisational case studies attached and provide a critical comparative analysis of them in academic name format.You should consider how the two organisations differ in the way they operate and in the way they are managed. In particular, you should focus on the following areas * Organisational design and structure * Teams and teamworking * Approach to leadership and management * Organisational culture Your analysis must be supported by relevant theories and concepts that have been covered in the module and you must demonstrate that you have read widely around the subject area and used this knowledge to support the arguments you are making. Do not rely solely on the key text but use a range of academic texts and journal articles.Refer to the reading list in your module guide for further guidance. It is essential that you use the Harvard Referencing System and it is recommended that you download the Universitys Guide to the Harvard Referencing System from the library website. Assessment weighting for written assignment The following assessment weighting is provided for guidance Introduction 10% abridgment of issues including use of the belles-lettres to support arguments 60% closedown and recommendations 20% Presentation and structure of the report including written expression and referencing 10% Case take up One Case study 1 Biogenta plc.Biogenta is a world-leading business, producing crop-protection products (herbicides, fungicides and insecticides). It currently employs 15,000 employees in over 80 countries and has manufacturing facilities in 10 countries. It is organised into four major rightal areas Research and Development, Manufacturing, Sales and trade and, finally, Support (covering financial services, human resources and ratified services). Jane Morgan, the Chief Executive Officer of Biogenta, is a strong role model for her staff and has developed a mission and a set of values based on large consultation with Biogentas stakeholders.Biogentas mission is to be the most trusted provider of crop-protection products in the world and their values include Be adventurous, inventive and open-minded Pursue growth and learning Be passionate and determined Build open and honest relationships Create fun These values have been engraft in the culture of the organisation. Jane is deeply respected and many a(prenominal) of her staff have even called her inspirational. She is very motivational and communicates gamy expectations of all staff.Her aim has always been to empower her staff and to stimulate staff to becreative and innovation so that they try novel approaches and develop ground-breaking new products. Biogenta is committed to innovation and sees this as a major strength. It has a strong focus on recruiting extremely able and highly motivated employees. It is also committed to investing heavily in their development. As well as recruiting highly educated staff, many of whom are educated to doctorate level, the order offers numerous in-house training courses covering both technical and personal development issues. As a global organisation Biogenta hopes to recruit the brightest and the best from all over the world.In Cambridge, alone, one of its four research and development hubs, it employs mess of 20 different nationalities. It offers generous support to employees who want to further their education and training by pass oning fees and giving time off to attend courses. It also offers generous perks, such as opportunities for sabbati cals or gap years and subsidising gym membership. Office environments and even factories are designed to be light, pleasant places to work, with the company sponsoring a large amount of art work and adorn to enhance the environment.It is also a major sponsor of a number of exhibitions and museums around the world with a biological science theme. Staff are encouraged to contribute to community work, and the company sponsors a number of projects working with schools in a number of countries on biological science projects. Although Biogenta has a traditional structure, as would be expected of an organisation of this size, Jane believes that structures, job titles and power can put barriers up between people and inhibit innovation and performance. She believes it is far more(prenominal) effective to put her faith in people and in teamwork and there is minimal hierarchy.Although almost all employees work in one of the four in operation(p) areas mentioned above, the organisation also p romotes cross-functional working in project teams, some of which are virtual teams. Project working is seen as essential to achieving constant product improvement and innovation. These teams can be large or small, short term or fairly long in duration. It recognizes that getting people from different functions to work effectively unneurotic can be a challenge and it has a number of ways of trying to minimise these, including the use of technology.Many of the support staff have at least undergraduate degrees in science subjects. For event Jacqueline Baryomunsi works in the marketing team but she has a degree in Biology, although she was later sponsored by Biogenta to do an MBA. Although originally based in Cambridge, she was of late posted to a nine month global assignment in South Africa where she worked on a project to develop a new herbicide, working with a team of four others. This included Jonathan Etherington, who has a PhD in chemistry from the USA and has been working on production in one of Biogentas manufacturing bases in Italy until recently.The other team members included two people from Biogentas research and development function (both based in South Africa) and the team was led by Kathryn Tate, originally from Australia, who has a PhD in molecular biology and is based within Biogentas support function as an IT specialist. This project involved long working hours but Kathryn Tate also made sure the team had time for some fun team members spent quite a lot of time in concert outside work, even, on one occasion managing to go shark-fishing as well as regularly take the night life of Durban. (This is a fictional case study.)Case Study Two OUTBACK INC. shot Tourism is a strong contributor to Australias economy, with over a half million people employed in the sector, and tourism spending reaching over $85 billion a year. The unsophisticated promotes its beautiful landscapes, Aboriginal art and cultures, coastal lifestyles and the outback as the m ain attractions for visitors. Australias top five-spot international tourism markets are New Zealand, the UK, Japan, the USA and China. Visitor numbers from China and India have self-aggrandising strongly, while the number of Japanese and Korean tourists has declined in the last few years.China is now Australias fifth largest international tourism market, brining it into second place with New Zealand, and this is set to grow over the nigh decade. However, Australias share of global tourism continues to drop, with a decrease of 14 per cent between 1995 and 2008. Since its gush in 2001, it has also declined as a proportion of Australias gross domestic product. The Australian tourism perseverance continues to struggle from the effects of a series of crises, starting with a pilot strikes in 1989 and the ecumenical economic outfalls of the Iraq War and the SARS outbreak.More recently, after four strike free years at Qantas, there has been a bitter pay dispute which closed the airli ne down in October this year. Qantas passengers could impertinence further delays and cancellations after one of the unions locked in a wage dispute threatened more strikes and legal action if the airline did not improve its pay offer. Skilled staff shortages are also change to Australias tourism industry troubles, with an estimated 42,000 employees needed by 2015. inaccessible Inc Established in the early 1990s, Outback is an adventure-based tour company located in Sydney, Australia.The company offers a variety of services, including guided tours, accommodation and meals, to those need to visit remote and regional areas of Australia. Outbacks comprehensive packages of services have traditionally appealed to travellers from all over the world, particularly visitors from Japan, who typically make up over 80 per cent of their client base, but its product offering has not been updated for a number of years. Profitability has now been on a down(prenominal) trend for some time and t here is no clear vision or detailed outline to move the company forward.Despite increased marketing efforts aimed at the general Asiatic market, the company has seen a decrease in bookings from its traditionally reliable Japanese sector. The inadequate exchange rate has negatively affected tourist numbers from the U. K. and Outback has yet to attract new clients from China or other Asian countries experiencing more favourable economic conditions. Although Outback grew from a small, family-owned business in the early 1990s to a moderately sized company with sales of several million dollars a year, it still retains its original functional organisational structure.Its Chief Executive Officer is a son of the original founder and his autocratic style of leadership, although garmented up in paternalism, has meant that he is not prepared to listen to staff members, particularly those at the land end of the hierarchy. Outbacks managers, typically members of the companys founding famil y, head up the versatile departments, which are structured around traditional functions such as marketing, finance and human resources.In order to satisfy the needs of family members, there are a number of hierarchical levels within the organisation which often negatively affects the organisation. There is limited teamwork and virtually no cross-functional working with each of the functions operating in a silo. At times this has resulted in a poor service to clients where their expectations have not been met, and the company has recently received some bad press in the Asian tourist magazines and newspapers. Although this is an adventure-based tour company, it is not a fun place to work and the culture and leadership style stifle creativity.As with most organisations in the hospitality field, the Outback management uses a traditional leadership style, with decisions made at the top levels of management and communicated downwards. The majority of Outbacks employees are young, highly motivated and eager for learning opportunities, but the company struggles to regain them, facing a turnover rate higher than even what is expected in an industry with a notorious turnover culture. Although the company does have its own website, management has been hesitant to move forth from using banal travel agencies for their client booking purposes, which is relatively costly.Many of the younger staff have ideas on how to improve the product range, the service offered to clients and how to target the all important Asian market, but have given up voicing their ideas as these have not been listened to in the past and they are interested about being blamed for the rise in client complaints. (This is a fictional case study which has been adapted from Bratton et al. , 2010) Specific assessment criteria for assignment one 70% + long knowledge and judgment surround organisations and management is evident.A deep level of critical analysis has been provided throughout with coherent and convincing arguments made. speculation and practice (case studies) have been corporate convincingly. Analysis is supported by extensive reading (academic texts and journal articles). Conclusion is convincing, relevant and holistic. Written expression and referencing are excellent resulting in a credible assignment which is well-structured, elliptical and demonstrates clarity of thought. 60 69% Good knowledge and understanding surrounding organisations and management is evident.A good level of critical analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated well. Analysis is supported by significant background reading (academic texts and journals). Conclusion summarises the key issues convincingly. Good referencing with ordered citation and listing. Written expression is good resulting in an assignment which is well-structured, clear and concise. 50 59% laboured knowledge and understanding surrounding organisa tions and management is evident.Generally good analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated. Analysis is supported by background reading (academic texts). A comforting conclusion is included. An appropriate structure is used and style of writing is satisfactory. Referencing is to satisfactory standard. 40 49% nearly knowledge and understanding surrounding organisations and management is evident. The assignment is more descriptive than analytical, but arguments are sufficiently identifiable and free of obvious contradiction.Limited integration of theory and practice (case studies). Limited background reading from academic sources to support the work. Conclusion is drawn, but not all key issues are included. The assignment is adequately referenced with an appropriate structure. Written expression is satisfactory, but there are weaknesses in the presentation. Fail 39% and below Very limited knowledge and un derstanding surrounding organisations and management is evident. The assignment is very descriptive with poor application of relevant theories, concepts and models. Minimal evidence of further reading.No or limited conclusion. The report is weakly referenced and the structure is inadequate. Written expression is poor resulting in an assignment which lacks clarity. Overall the task is poorly presented and argued and does not achieve an adequate standard. ASSIGNMENT TWO Module Title Introduction to People, Organisations and Management Module CodeBB130020SLevel 1 Academic Year 2011/12Semester Two Module LeaderHermione McIntosh Instructions issue all four questions Word Limit 3000 words % Weighting50% Written assignments must not exceed the specified maximum number of words.Assignments will not be accepted without a word count on the cover sheet. Submission DateTuesday, May 8, 2012 Work submitted after this date will receive a mark of 0 unless an extension has been approved in advance o f this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details.Further detailsThis assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. Complete ALL four of the following tasks. 1. What is personality? And what relevance has this concept to understanding behaviour in the workplace? 2.Learning is the process of acquiring knowledge through experience which leads to an invariable change in behaviour. (Huczynski Buchanan, 2010, p. 732) Explain this statement, showing how it relates to a learning theory that you have studied on this module and to your own approach to learning. 3. One way to understand different motivation theories is to interview your peers on what is important to them when choosing a job. Form a diverse study group, and discuss the following How important is pay in choosing a job when you graduate? Is personal autonomy important in your work motivation?Explain your findings and discuss them in relation to appropriate motivation theory. 4. Choose FOUR barriers to communication and suggest, as a manager, how you might overcome such barriers. Within the 3,000 overall word limit, you should allocate words as to each of the 4 tasks above. You should also illustrate your answer by referring to relevant literature, theory and experience. Each question is equally weighted in terms of the assessment marking. Specific Assessment C riteria for these written tasks 70% + Extensive knowledge and understanding of the literature is evident.A considerable depth of application has been achieved with the literature and examples of practice. A high level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by extensive reading. Written expression and referencing are excellent ideas are well structured, balanced, and succinct and demonstrate clarity of thought. 60-69% A good grasp of knowledge and understanding of the literature is evident. A very good depth of application has been achieved with the literature and examples of practice.A significant level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by good background reading. Written expression is of a very good standard and referencing is strong with consistent citation and listing. The ideas are well structured, balanced, and clear and conc ise 50-59% Sound knowledge and understanding of the literature is evident. Generally good application has been achieved with the literature and examples of practice. There is evidence of insight and thought throughout the arguments made and the findings presented. Analysis is supported by background reading.Written expression and referencing is of a satisfactory standard. The ideas are fairly well structured, and clear and concise. 40-49% Some knowledge and understanding of the literature is evident. Generally the work is more descriptive than applied. Limited evidence of insight and thought throughout the arguments made and the findings presented. Analysis is limited, and not all the key issues are addressed. Written expression and referencing is of a satisfactory standard, but there are weaknesses in the presentation. Fail 30-39% Very limited knowledge and understanding of the literature is evident.The work is very descriptive with poor application of relevant theories and concep ts. Minimal evidence of insight, thought and analysis. Written expression is poor resulting in writing which lacks clarity. Poor presentation overall, and does not achieve an adequate standard. 6. Assessment Criteria and Marking Standards ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND grade STANDARDS LEVEL 1 GenericLearning Outcomes(Academic Regulations, Section 2) Assessment criteria by level Marking standards (by mark band) 70%+ 60-69% 50-59% 40-49% 30-39% 1-29%. Characteristics of student achievement per mark band Achieves module outcome/s related to this GLO at this Level of Study Achieves module outcome/s related to this GLO at this Level of Study Achieves module outcome/s related to this GLO at this Level of Study Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Knowledge and Understanding Level 1 (FHEQ level 4) intr.