MIS20AT MANAGEMENT INFORMATION SYSTEMS

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Question 1                                                                                                                                                                          [25]
The Novel COVID-19, CORONA VIRUS pandemic has been declared a national state of disaster in terms of the Disaster Management Act by the President. This will enable SA’s to have an integrated and coordinated disaster management mechanism that will focus on preventing and reducing the outbreak of this virus. Furthermore, as a Nation, we will also be able to set up emergency, rapid and effective response systems to mitigate the severity of its impact. Schools will be closed from Wednesday, 18 March, and will remain closed until after the Easter Weekend. That alone had a severe impact towards teaching and learning activities at Institutions of higher learning.

  • Briefly discuss the three Management Information Systems (MIS) key resources or elements that will enable the continuation of teaching and learning at Tshwane University of Technology. [15]
  • Briefly discuss the four measures of information quality. [20]

Question 2                                                                                                                                                                    [40]
You’re about to open a business franchise of your choice. Frankly, outline its business model in-depth in terms of the following:

  1. The motto, values and mission statement. [6]
  2. Using Porter’s Five Force model, analyse the relative attractiveness and competitive pressure that the franchise may encounter within the industry. [25]
  3. Using Porter’s three generic strategies give a comprehensive approach on how you can beat the competition and gain competitive advantage within the industry. [9]

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LEADERSHIP AND CHANGE MANAGEMENT

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This will consist of a personal learning log (50% of module mark) and an analysis of an organisational experience/event (50% of module mark).
The objective of the assessment is to determine whether students can understand, and use theory to provide insight into managerial and organisational issues and situations. The assessment is grounded in your own experience. Although knowledge and understanding will be assessed the emphasis is on higher order postgraduate academic skills of analysis, synthesis, evaluation and creativity. We will be assessing how you “make sense” of managerial situations and how effectively you articulate and defend your position. Re-assessment will be based upon a re-working of the content in the original submission.
 

Part 1: Summary of Personal Learning Log (2000 words)

All change starts with the individual – YOU – and it is imperative that you can work with theory and self-insight since both are fundamental parts of the learning process.
Each student will keep a “Process Log” to record thoughts and views, each week as the programme progresses. You need to capture FOUR KEY ELEMENTS OF PERSONAL CHANGE:

  • Thoughts : Ideas that develop and/or change
  • Feelings : Feelings engendered in response to any aspect of the programme/experience
  • Experiences : From both the classroom interaction/engagement and work
  • Reflection : Take time to reflect and gain deeper personal insight

 
It is important to reflect upon how you think and how you feel and how ideas covered in the programme relate to your current and past work experiences and your current learning on the module. Obviously this will not be a “neat and simple” exercise as ideas and thoughts cannot always be easily categorised and some ideas may overlap. However, it is important to capture your ideas whilst they are current (see Process Learning Log booklet) so that you can track how they change/develop over time. You can capture these views in pictures, words, poetry or any way that seems right for you at that point.
A review/summary of your personal reflections will be assessed. The review can be presented in any style or format that you choose (either traditional written rational academic style, or more emotional prose styles such as poetry, pictorial as opposed to text, video etc) but it MUST cover the key elements identified above. It should not be merely a simple critical summary of the content covered on the programme. Its purpose is to identify what you have experienced and how you have felt about it. Please attach your “Process Learning Log” as an appendix with your review.
Assessment criteria

Criteria Actual mark
Creative reflection and critical insight into A B C D E
own leadership and personal development.
Creative in the sense that it paints a picture –
tells a good story – captures the essence in
maybe an innovative, imaginative and
interesting way. Critical in the sense of a deep
reflective interrogation into your own
learning. (35%)
Application of models/theories. Sophisticated A B C D E
use of theory to explore and make sense of
situations and experiences. Critical synthesis
of theory and practice. Working at the
boundary of theory and practice (35%)
Relevant suggestions for future development. A B C D E
(15%)
Presentation – Clear, well-articulated, good A B C D E
scholarship (no plagiarism) and where
appropriate satisfactory referencing. (15%)
Overall grade A B C D E

 

Part 2: Review of an organisational event (2000 words)

This section is designed to test your ability to understand and apply the theories covered in the programme to a real leadership of change situation in your organisation. This will reveal your analytical insights and managerial judgement.
 
The brief is to:
 
Using the literature and drawing upon your own experience, critically reflect on how you make sense of organisations, yours/others leadership approach and the nature of organisational change. Suggest how you might be more effective.
 

  1. Identify and describe a change (current or past) in an organisation in which you have been employed or actively participated. Ideally this should be a change that you have initiated or have been an active participant.
  2. Critically evaluate the change event drawing upon organisational, leadership and change literature.
  3. Reflect on it at a personal level – feelings engendered in response to any aspect of the experience.
  4. Suggest how it might have been improved in practice.

In approaching this assignment, it may be useful to identify and describe organisational situations, particularly the management of change, where you have been a member or leader of a group. In addition to considering the situation rationally and objectively also reflects on your experience at a personal level – feelings engendered in response to any aspect of the experience. Critically evaluate event/incidents drawing upon the organisational, leadership and change literature. Suggest how any events/incidents may have been improved, done differently.
Assessment criteria

Criteria Actual mark
Research and the selection of the appropriate A B C D E
literature. Engagement with appropriate literature.
(30%)
Application of models/theories. Sophisticated use A B C D E
of theory to explore and make sense of situations B C D E
and experiences. Critical synthesis of theory and
practice. Working at the boundary of theory and
practice. (30%)
Reflective approach to experience and learning. A B C D E
Creative insight into own development. (10%)
Managerial conclusions and recommendations A B C D E
which are sensitive and workable. These should
emerge as a natural consequence of the critical
evaluation. (20%)
Ability to communicate using an academic format. A B C D E
Clearly structured, good use of English, coherently
argued, good scholarship (no plagiarism) and fully
referenced.; (10%)
Overall grade A B C D E
 
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HUMAN RESOURCE MANAGEMENT

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Assessment Brief:

  • No. of Words: 4500
  • Referencing Style: Harvard
  • Topic: HRM

Module content

The module considers the theory and practice of the following key aspects of people management:

  • Contemporary issues in managing people
  • Reward
  • International HRM
  • Recruitment and Selection
  • Talent Management
  • Learning and Development
  • Performance Management
  • Bargaining and negotiation

4).  Assignment Brief

The assessment is designed to examine students’ ability to critically examine people management, with a particular focus on the application of theoretical concepts to workplace practice in context.
Formative assessment occurs throughout the module in tutors’ commentary on students’ contribution as individuals and in groups.
The summative assessment is as follows:

PART A – 25% of the total marks

Reflective Log – HRM Skills (1500 words)

Following the skills study units on recruitment interviewing and negotiation skills, reflect upon your learning from the skills-building activities, the feedback you received from peers and tutors, and the relevant literature to answer the following questions:

  • Critically evaluate the development of your skills in selection interviewing and bargaining and negotiation, identifying areas of strength, areas for development, and appropriate means for meeting your development needs
  • Discuss how underpinning theory will influence your practice

Assessment criteria for Part A:

  • Demonstrates critical reflection on the learning acquired during the skills-building study units of the module, including feedback from tutors and peers, and identifies the significance of reflection for personal development
  • Critically evaluates and applies relevant theoretical concepts and knowledge to the development of skills
  • Identifies areas for future skills development and considers how this could be achieved
  • The work is clearly structured, well written, concise and coherent
  • Sources should be cited and referenced using the Harvard system

PART B – 75% of the total marks (3000 words)

In-depth analysis of one or two people management issues in an organisation of your choice
Focusing on your selected issue(s), analyse the causes of the problem(s), examine the options for addressing the issue(s), and make recommendations for the resolution of the issue(s). The people management issues you can select from are:

  • Contemporary issues in managing people
  • Reward
  • International HRM
  • Talent Management
  • Learning and Development
  • Performance Management

Your work should include explicit reference to relevant theoretical frameworks, models, empirical data and legislation to support your analysis, conclusions and recommendations. Please note the following guidance:

  • In your introduction you should state clearly your chosen topic area(s) and the nature of the problem(s) you are addressing
  • Your discussion should be a synthesis of organisational context, discussion which draws on source material, and critical evaluation. Aim to avoid long, descriptive sections explaining the organisation: you can have a description of the organisation in your appendix and refer to this

Assessment criteria for Part B

  • Identifies an appropriate issue/issues
  • Demonstrates critical appreciation of relevant theory and empirical research
  • Draws from relevant sources to analyse and discuss the issue(s) and to inform appropriate recommendations; this demonstrates the application of theory to practice
  • The work is clearly structured, well written, concise and coherent
  • Sources should be cited and referenced using the Harvard system
 
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INTERSECTIONALITY AND WORKPLACE DIVERSITY

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Document Type: Essay (any type)
Subject: Sociology
Citation/Referencing Style: APA
Order Description: Please see assignment requirements below:
This scenario allows you to incorporate the concept of intersectionality as you consider the identities of each participant in this case study.
It takes place at work among a group of fellow employees. As part of this case study, we will take a look at the interaction between a few employees and how these interactions reflect, challenge, or complicate their intersectional identities. To help assess the situation, you will write a response where you consider the approach to take when the behavior of some employees is deemed inappropriate by another employee. What is the importance of each person’s multiple identities in this situation?
Scenario:
You are an employee who overhears conversations among your coworkers. While on break, two male coworkers, Robert and Henry, usually go outside by themselves to talk and smoke a cigarette. Robert is African-American and Henry is Hispanic. One day, Shirley is also outside and overhears bits and pieces of their conversation. Shirley, who is a white woman, is concerned that they regularly have conversations that are inappropriate for the workplace. She says that she overheard these coworkers making crude sexual references about women, sharing images and graphics of a sexist nature on their cell phones.
The matter is brought to the attention of their supervisor, Allen, who is white and male. Allen is also gay. Allen tells Robert and Henry that he is concerned about a potential gender bias in the workplace that makes gender and sexual minorities feel unsafe.
Robert makes a comment to Allen that their conversation was private and that Shirley was not invited into the conversation. He further states that white women are always inserting themselves into other people’s business. He feels that he and Henry are being called out on their behavior because they hold lower paid jobs in the organization.
Shirley replies that as one of the few females in the organization, she is often made to feel unsafe in her work environment and that as the only woman involved in this meeting, she feels as though no one is listening to her point of view.
Assignment:
You have been hired as a consultant to this company and have been asked advice on how to handle the situation.
You will need to incorporate a discussion of intersectionality into your response. Refer to Chapter 14.3 Workplace Identities, Interactions, and Inequalities to inform your response.
In a 500-word (minimum) essay using the concepts that you learned from this week’s readings, analyze the different ways that sexist behavior is handled in the formal and informal bureaucracy. Address the following items in your essay.

  • What are the power dynamics in this situation related to the statuses of racial, gender, and sexual identities?
  • How is each person’s point of view valid?
  • What would you propose as a resolution?

RUBRIC:
This criterion is linked to a Learning Outcome Understanding:
Demonstrate an understanding of how the course concepts of identities, interactions, and inequalities apply to the situation.
Analysis:
Apply concepts from the course material correctly toward resolving the problem.
This criterion is linked to a Learning Outcome Execution:
Write your answer clearly and succinctly using complete sentences and paragraphs and proper grammar. Use citations correctly.

 
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