Coursework Information Sheet
To be supplied to students when they receive the coursework assignment task
Unit Co-ordinator: Janice Johnson
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Unit Name: Leading and Managing People
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Unit Code: SHR012-6
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Title of Coursework: Assessment 1: Employee Engagement
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% weighting of final unit grade: 60%
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Feedback details
The university policy is that you will receive prompt feedback on your work within 20 working days of the submission date. Exceptionally where this is not achievable (for example due to staff sickness) you will be notified as soon as possible of the revised date and the reasons behind the change.
Submission Date: 3rd November by 12 noon Oman time
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Feedback Date: 1st December 2017
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Details of how to access the feedback:
Individual feedback via BREO Assignments on-line. |
Leading and Managing People (SHR012-6)
Aim: To develop a critical awareness of current factors required for leading and managing people effectively for sustained organisational economic performance, competitiveness and prosperity.
Learning Outcomes:
To be able to
- Demonstrate critical knowledge and understanding around key and contemporary debates about theory and practice in the specific field of employee engagement.
- Evaluate and analyse any given workplace scenario relating to effective people performance and management within the organisational context;
- Diagnose and identify appropriate solutions to any issues or problems that will limit optimum work performance or affect the application and utilisation of worker capability.
Context:
Your Chief Executive Officer (CEO) has just returned from a conference where h/she attended a presentation on engagement. The speakers, from a variety of organisations in the public and private sector, presented case studies detailing the organisational benefits that they had received from the engagement strategies that they had introduced. Although each speaker seemed credible, it appeared that what was meant by the term engagement differed from speaker to speaker. Furthermore, each organisation seemed to measure engagement in a different way and report different outcomes.
Although still very interested in how engagement can benefit your organisation, your CEO has asked you to undertake some research in order to understand what engagement is and whether it really does have the reported benefits of improving performance. H/she would like to know more about what the organisation can do to change levels of engagement.
Your Task:
Within your own organisation (or one with which you are familiar), draw on relevant research evidence and organisational practice to produce a short report of approximately 1600 words addressed to your organisation’s Managing Director/Chief Executive Officer, that:
- Critically analyses the concept of employee engagement;
- Critically analyses the relationship between levels of engagement and organisational performance in your own organisation;
- Makes recommendations to achieve changes to levels of engagement in your organisation.
Assignment Guidance
| Section / Title |
Details / Guidance
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| University coversheet |
Include name, student ID number, unit title and code, assessment title, date of submission. |
| Title page |
Title of your report. Address (to/from) and date the report. |
| Contents Page |
Include page numbers. |
Introduction
(Around 150 words). |
Short introduction to the report setting out what the aims and objectives of the report are, what the report will cover and why. You may want to provide a very brief overview of your organisation at this stage |
Literature Review
(Task 1, around 700 words) |
Using relevant academic literature or practitioner-orientated material for support, briefly analyse the theoretical concept underpinning engagement, explaining what it is and why engagement is such a ‘hot topic’ in management circles. To what extent it is thought to work or not and why it benefits (or not) an organisation. You should make reference to any relevant theory, models, frameworks etc. of engagement and include critical viewpoints. You are also expected to include relevant examples of at least one or two organisations and their engagement strategies.
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Discussion
(Task 2, around 500 words) |
Consider the existence and impact of engagement strategies on your organisation by evaluating how your organisation engages the workforce at different levels and in different ways. How do these strategies help the organisation to perform (achieve its goals and gain competitive advantage)?
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Conclusions and recommendations
(Task 3, around 250 words) |
This section should initially answer your report objectives and draw together the main points from your analysis of literature and other discussion about your organisation. It summarises what has been learned from undertaking this research. It should also begin to weigh up the options available to the organisation and what would impede implementation of further action. It should reach an overall conclusion as to the extent and effectiveness of engagement strategies on your organisation and begins to identify the way forward. No new information should be presented in the conclusions.
Make a considered initial list of no more than four relevant recommendations for improving engagement based upon your conclusions, clearly stating how they can add value to the organisation.
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| Reference List |
A list of the third-party sources you have consulted and which are cited directly in the text. All these sources should be properly identified.
Harvard style (see the Learning Resources website: lrweb.beds.ac.uk/help/guide-to-ref). |
| Appendices |
Lengthy appendices are not necessary and must be discouraged. You may include extra relevant background information (no more than a page) regarding your organisation if not already in the introduction. |
| Word Limit |
1600 words +/- 10% (not including contents page, reference list and appendices)
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| Submission |
Deadline for submission is: 3rd November 2017 by noon Oman time
You should submit your report electronically via BREO Assignments on-line. |
| Assessment Criteria |
As illustrated on pages 4-5.
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| Good Academic Practice |
Please see appendix A at the end of this brief for guidance on this issue. |
Marking Guidelines
Mark Band: 70-100% (Outstanding/Excellent Pass)
Literature Review
This student demonstrates an excellent understanding of the knowledge of alternative definitions of ‘engagement’. The student demonstrates a comprehensive knowledge of the subject matter and a comprehensive analysis which contrasts similar concepts such as ‘involvement’, ‘participation’ and ‘commitment’. Behaviours and evidential signs for engagement such as organisational citizenship and discretionary behaviour have been comprehensively analysed. Differences between engagement, non-engagement and disengagement have been critically analysed. The student undertakes a comprehensive critical review of the research linking engagement with organisational behaviour, problems with identifying cause-effect relationships are comprehensively evaluated with the reality disentangled from the rhetoric. Evidence based argument is demonstrated throughout, illustrating an excellent understanding of theory and/or organisational practice.
Discussion
The evaluation is critical, adopts a strategic and evidence based approach and comprehensively relates theory to practice in assessing application to a specific organisation.
Recommendations
Highly appropriate recommendations have been offered based on comprehensive evaluation and analysis. The recommendations follow logically from the preceding literature, discussion and conclusions. Recommendations are fully capable of implementation in this organisational context.
Presentation and Persuasion
The assignment is of an excellent professional standard. Concepts are expressed with exceptional clarity in a convincing and cogent manner demonstrating highly effective written communication skills. There is extensive and appropriate referencing.
Mark Band: 60-69% (Commendable Pass)
Literature Review
This student demonstrates a good understanding of the knowledge of alternative definitions of ‘engagement’. The student demonstrates a good knowledge of the subject matter and a good analysis which contrasts similar concepts such as ‘involvement’, ‘participation’ and ‘commitment’. Behaviours and evidential signs for engagement such as organisational citizenship and discretionary behaviour have been critically analysed. Differences between engagement, non-engagement and disengagement have been analysed well. The student undertakes a good critical review of the research linking engagement with organisational behaviour. Problems with identifying cause-effect relationships are evaluated well with the reality disentangled from the rhetoric. Evidence based argument is demonstrated illustrating a good understanding of theory and/or organisational practice.
Discussion
The evaluation is quite critical, adopts a strategic and evidence based approach and relates theory to practice in assessing application to a specific organisation.
Recommendations
Appropriate recommendations have been offered based on sound evaluation and analysis. Recommendations are capable of implementation in this organisational context.
Presentation and Persuasion
The assignment is of a good professional standard. Concepts are expressed with clarity in a convincing and cogent manner demonstrating effective written communication skills. There is appropriate referencing from a variety of relevant sources.
Mark Band: 50-59% (Satisfactory Pass)
Literature Review
The student demonstrates a satisfactory understanding of the knowledge of alternative definitions of ‘engagement’. A satisfactory knowledge of the subject matter and a satisfactory analysis which contrasts similar concepts such as ‘involvement’, ‘participation’ and ‘commitment’ is reasonably demonstrated. Satisfactory knowledge and analysis of behaviours and evidential signs for engagement such as organisational citizenship and discretionary behaviour is reasonably demonstrated. The differences between engagement, non-engagement and disengagement are reasonably analysed. The student undertakes a satisfactory but descriptive review of the research linking engagement with organisational behaviour.
Problems with identifying cause-effect relationships are evidenced, though gaps may exist. Attempts have been made to disentangle the reality from the rhetoric. Evidence based argument is reasonably demonstrated illustrating a satisfactory understanding of theory and/or organisational practice.
Discussion
The evaluation is satisfactory, adopts a reasonably strategic and evidence based approach and largely relates theory to practice in assessing application to a specific organisation.
Recommendations
Relevant recommendations have been offered based on some evaluation and analysis. Recommendations are reasonable and may be capable of implementation in this organisational context.
Presentation and Persuasion
The assignment is of an acceptable standard. Concepts are expressed in a clear and systematic manner. There is acceptable, but limited referencing.
Mark Band: 40-49% (Low Pass)
Literature Review
The student demonstrates adequate understanding of the knowledge of alternative definitions of ‘engagement’. Adequate knowledge of the subject matter and adequate attempts at description which may or may not identify similar concepts such as ‘involvement’, ‘participation’ and ‘commitment’ may be demonstrated. Adequate knowledge and analysis of behaviours and evidential signs for engagement such as organisational citizenship and discretionary behaviour may be adequately identified or demonstrated. The differences between engagement, non-engagement and disengagement may be identified or even adequately described. The student undertakes an adequate but highly descriptive review of the research linking engagement with organisational behaviour. Problems with identifying cause-effect relationships are may be evidenced, though significant gaps may exist. Adequate attempts may have been made to disentangle the reality from the rhetoric. Evidence based argument is quite narrowly demonstrated, illustrating adequate to threshold understanding of theory and/or organisational practice.
Discussion
The evaluation is adequate, adopts a descriptive approach and largely relates any theory used to practice in a superficial and descriptive application to a specific organisation.
Recommendations
Some recommendations have been offered but may be loosely based on some evaluation and analysis. Recommendations are adequate and may be just about capable of some attempts at implementation in this organisational context.
Presentation and Persuasion
The assignment is of an adequate standard. Concepts are not always expressed in a clear and systematic manner. There is quite limited referencing.
Mark Band: 35-39 (Marginal Fail) and Mark Band 1-34% (Fail)
Literature Review
The student demonstrates a poor understanding of the knowledge of alternative definitions of ‘engagement’ or may fail to recognise differences. A poor knowledge of the subject matter and a poor analysis which fails to contrast similar concepts (or does so superficially) such as ‘involvement’, ‘participation’ and ‘commitment’ is demonstrated. Student demonstrates poor or no knowledge and analysis of behaviours and evidential signs for engagement such as organisational citizenship and discretionary behaviour and the differences between engagement, non-engagement and disengagement are not evident. The student undertakes a poor critical review of the research linking engagement with organisational behaviour. No attempt or a weak attempt to analyse problems with identifying cause-effect relationships is evident. Weak attempts have been made to disentangle the reality from the rhetoric, if at all. Little if at all any evidence based argument is demonstrated illustrating a weak or non-existent understanding of theory and/or organisational practice.
Discussion
The evaluation lacks a critical perspective, does not have a business focus, evidence based approach and does not relates theory to practice. There has been little attempt made to discuss ‘engagement’ in a meaningful way, if at all.
Recommendations
Inappropriate recommendations have been offered, that may be incapable of implementation, or be unethical. Recommendations (if at all made) are platitudes focused on what “they” should do or should not do, unsupported by any convincing justification or persuasive rationale that might otherwise have led “them”
to believe in whatever is proposed. Recommendations appear to be separated in logic from the preceding material in the report: they are either divorced from the text or are based on some entirely new assumptions and evidence not previously mentioned.
Presentation and Persuasion
The presentation and structure of assessment evidence is unacceptable. There is a failure to express concepts clearly, systematically/or confidently. An inappropriate tone may have been adopted. References have not been supplied, have been used inaccurately, or have not been attributed.
Appendix A: Guidance on Academic Practice -please also see Plagiarism information on the BREO Study Hub site
- Good academic practice
Good academic practice is the use of ideas, research findings and text by a learner in ways that recognise where these represent the knowledge of others. It is important because it enables learners:
- To demonstrate their breadth of reading by identifying and comparing their sources of information;
- To demonstrate an individual understanding of their findings as they learn, by using their words to describe and interpret the ideas of others;
- To develop their own originality by synthesising, commenting on and structuring their argument around the contributions of others;
- To apply their reading and their understanding to a range of subjects and situations in ways that make clear their process and their conclusions.
To do this, learners are required to:
- Recognise the origins of ideas and of statements, where these are not theirs, to recognise the difference between the two, and to deal with each appropriately within their own work;
- Report accurately the findings of their research (primary and secondary);
- Submit work for assessment that represents their individual and independent effort unless otherwise advised in the assessment brief;
- Doing this is good academic practice.
Referencing systems are used to identify where a writer is using the ideas and words of others. They ensure that both writer and reader are able to distinguish accurately between a learner’s own ideas, their interpretation of the ideas and words of others, and their direct use of the ideas and words of others in their own work.
- Academic practice and learning
The University encourages its learners to demonstrate their reading and their research by making appropriate reference in their work to the ideas and words of others.
- Requiring learners to use a referencing system (see http://lrweb.beds.ac.uk/guides/referencing), and expecting learners to use this system fully and accurately as a way of making clear to readers where the ideas and words of others have been used;
- It recognises that learners need to develop their use of referencing systems as part of their learning process, within the subject area(s) they are studying;
- It also recognises that the importance of acknowledging the ideas and words of others as a requirement of good academic practice is new to some of its learners.
In this context, the University outlines the responsibilities of learners as follows.
- The responsibilities of learners
- To identify accurately where they have used in their work the words and/or ideas of others.
- To use referencing systems accurately in that identification.
- To avoid practices that may give rise to academic concern and/or suspicion of academic offence.
- To read this policy, and to attend and make use of the guidance and support offered at induction (or the additional/replacement guidance and support sessions offered for late arriving students).
- To make use of the further guidance and support offered at each study stage in advance of the first deadline for submitted work.
- To seek assistance if they are, for any reason, unable to take advantage of the standard guidance and support offered.
- To complete and sign the assignment coversheet for each piece of work submitted, confirming that they understand this policy and its requirements
- To take full responsibility for work that is submitted in their name
- To bring to the attention of an invigilator any circumstance or event that might be evidence of, or suggest, a breach of academic discipline.
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