Introduction to People, Organization Andmanagement Essay

1. Key Information staff title Introduction to bulk, Organisations and Management module Leader Hermi sensation McIntosh Chelmsford/Michael Ashcroft mental synthesis/ Room MAB 301 Every module has a staff Definition Form (MDF) which is the offici every last(predicate)y validated bear witness of the module. You usher out access the MDF for this module in three counsellings * the Virtual Learning Environment (VLE) * the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue * Anglia Ruskins module search engine facility at www.anglia. ac. uk/modules any modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas atomic public figure 18 governed by the academic Regulations. You earth-closet view these at www. anglia. ac. uk/academicregs. A printed extract of the schoolman Regulations, kn sustain as the Assessment Regulations, is procurable for every student from your Faculty Office ( each(prenominal) new students entrust apply sure a assume as part of their welcome pack).In the unlikely event of any discrepancy between the faculty member Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, way out precedence over all other publications and testament be applied in all casefuls. 2. Introduction to the Module This 30 character hitence module covers quartette paint athletic fields. The governanceal context This module allows students to explore the organisational context and will furnish students with tools to try the organisational environment and the degree of dynamism and complexity in which organisations ope tell.Students will be support to examine organisational responses to environmental turbulence. The civilisement and impact of organisational culture will also be assessed. Organisation structures and approaches to management Students will disassemble the channels to organi sational 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 teams argon formed and structured. demand will also be examined as a actuate attainforce can be a sign of a successful organisation and students will be encouraged to reflect searingly on theories of motivation and apply them to genuinely life situations and case translate scenarios. Management runes Intensified competition, technological innovation and increased familiarity intensity has resulted in a principle of repeat change. The results of change programmes be often disappointing and students will examine the triggers for change, why change is resisted and organisations approaches to change management.This module will also investigate the difference between leadership and management and critically evaluate classical and contemporary a pproaches to leadership theory and the role force play and politics play in organisational life. singulars in the organisation This part of the module focuses on individual differences. The ability to learn, and to continue learning, for individuals and organisations, is crucial in the 21st century. Students will be introduced to a number of learning theories which affect management practices and will commit an overview of the learning organisation.Students will examine the role that per watchwordality and perception play in shaping and directing our own and other bulks behaviour. The role of communication will also be investigated as communication affects organisation performance and also individual career prospects. Students will therefore be furnished with a robust intellectual frame cook for analysing and arrest the past, present and future influences on their own thinking, attitudes, determine and behaviours and to reflect on how these might impact their legalness and performance in practice. Please also refer to Sections 6a and 6b of the MDF. 3. Intended Learning Outcomes.Anglia Ruskin modules are taught on the basis of intended learning sequels and on successful period of this module, you will be expected to be able to demonstrate that you put one across met these outcomes. On successful termination you will be able to 1. Understand and critically evaluate the underlying principles and concepts of the nature of organisations. 2. Understand and think the contri hardlyion of effective people management to the success of organisations. 3. Explore a range of theories developed to help oneself the intellect of learning and human behaviour, reflecting on their learning experiences and career development.4. Examine the application of theories in real world organisational settings. 5. Apply a range of theories and concepts on organisational design, structure and management in the abridgment of managing employees with particular(prenominal) ref erence to leadership, power, motivation and team fake. 6. Use simple psychometric and related instruments for self-analysis and learning tools for goal-setting, problem-solving and individualised contemplative practice within a frame pee for personal and career development. 4. Outline Delivery.Wk Lecture A People Lecture B Organisation Management Reading (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 overwork and the work ethic.. Chapters 1 and 6 2 Personality theories in the work holding. The organisations environment. Business ethics and collective 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 important and one of the best ways to help you adopt in this module. In accordance with the Student Charter, you are expected to arrest on time and take an active part in all your timetabled classes.If you are unable to attend a class for a valid sympathy (eg unsoundness), please contact your Module Tutors. Angli a Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have locomote from your studies. International students who are non-EEA nationals and in possession of entry clearance/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 Border and Immigration Agency 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 deduction the demands of this module and meet the learning outcomes (see sections 7 and 9 of the MDF). Both pieces of coursework have a word limit o f 3,000 speech communication and have a 50% weighting.The fitting hand-in date is Tuesday, 8 May, 2012. All coursework identifications and other forms of discernment essential be submitted by the unloosened deadline which is detailed higher up. It is your responsibility to know when work is due to be submitted ignorance of the deadline date will not be certain as a reason for late or non-sub agency. All student work which contri plainlyes to the eventual outcome of the module (ie if it determines whether you will modification or fail the module and counts towards the mark you compass for the module) is submitted via the iCentre using the formal sub relegation sheet .Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is nominated for your work to arrive at the iCentre. Post ing your work the day forrader a deadline, albeit by first class post, is extremely risky and not advised. whatsoever late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the perspicacity task in question. You are bespeak to keep a copy of your work. Feedback.You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement 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 examination and may request a meeting with the Module Leader or Tutor to seeyour examination script and to discuss your perfor mance.Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 on the job(p) days 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 formally closed eg between Christmas and New class). Personal tutors will offer to read feedback from several(prenominal) modules and help you to spread over any common themes that may be emerging.At the main Anglia Ruskin University campuses, each Faculty will publish enlarge of the arrangement for the return of your assessed work (eg a marked essay or case depicted object etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can later collect it. The iCentres retain student work for a contract period prior to its disposal. To assure ourselves that our scratch processes are comparab le with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a deed part of our marking processes.External examiners are experienced 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 marks for pieces of work that you finish 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 fluid 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 stainless. This means that, potentially, marks can change, in either direction Marks for modules and individual pieces of work become con firmed on the views for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. denomination ONE Module Title Introduction to People, Organisations and Management Module CodeBB130020S train 1 Academic Year 2011/12Semester Two Module LeaderHermione McIntosh.InstructionsSee down the stairs Word Limit 3000 words % Weighting50% create verbally 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 later this date will receive a mark of 0 unless an consultation 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 writing at least twenty quaternity hours prior to the deadline.Please refer to the Academic Regulations or yo ur 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 sooner submission. Any attachments (such(prenominal) as computer discs) must be marked with your SID number(s) and hard attached to your assignment before submission. Do not submit your work in a pliable sleeve. TASK Read the two organisational case studies attached and provide a critical comparative analysis of them in academic report 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 back up by relevant theories and concepts that have been cover in the module and you must demonstrate that you have read widely around the subject area and used this reading 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 incline in your module guide for further pleader. It is essential that you use the Harvard Referencing System and it is recommended that you download the Universitys lead to the Harvard Referencing System from the library website. Assessment weighting for written assignment The following assessment weighting is provided for guidance Introduction 10% Analysis of issues including use of the lit to support arguments 60% Conclusion and recommendations 20% demo and structure of the report including written appearance and referencing 10% Case sight One Case correction 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 coun tries and has manufacturing facilities in 10 countries. It is organised into quatern major functional areas Research and Development, Manufacturing, Sales and Marketing and, finally, Support (covering financial services, human resources and legal services). Jane Morgan, the read/write head Executive Officer of Biogenta, is a strong role model for her staff and has developed a mission and a set of values base on extensive 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, germinal and open-minded Pursue growth and learning Be passionate and determined Build open and just relationships Create fun These values have been embedded in the culture of the organisation. Jane is deeply respected and many of her staff have even called her inspirational. She is very motivational and communicates high expectations of all staff.Her aim has always been to enthrone her s taff 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 super motivated employees. It is also committed to investing heavily in their development. As healthy as recruiting highly educated staff, many of whom are educated to doctorate level, the familiarity offers numerous in-house training courses covering both technical and personal development issues. As a global organisation Biogenta wants 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 people of 20 different nationalities. It offers generous support to employees who want to further their education and training by gainful fees and giving time off to attend courses. It also offers generous perks, such as opportunities for sabbaticals or good luck years and subsidising gym membership. Office environments and even factories are designed to be light, pleasant places to work, with the phoner shop ating a large amount of art work and landscaping 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 traditionalistic 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 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 functional areas mentioned above, the organisation also promotes cross-functional working in project teams, few 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 acquiring people from different functions to work effectively together 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 example Jacqueline Baryomunsi works in the merchandising 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 recently posted to a nine month international 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 the States 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 spend quite a lot of time together outside work, even, on one occasion managing to go shark-fishing as well as regularly sampling the night life of Durban. (This is a fictional case study.)Case Study Two OUTBACK INC. Setting Tourism is a strong contributor to Australias economy, with over a half million people employed in the sector, and tourism spending hit over $85 billion a year. The country promotes its beautiful landscapes, Aboriginal art and cultures, coastal life sorts and the unaccessible as the main draw inions for visitors. Australias top five international tourism markets are New Zealand, the UK, Japan, the USA and China. Visitor numbers from China and India have grown 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 next decade. However, Australias share of global tourism continues to drop, with a decrease of 14 per cent between 1995 and 2008. Since its peak in 2001, it has also declined as a ratio of Australias gross domestic product. The Australian tourism industry continues to struggle from the effects of a serial of crises, starting with a pilot strikes in 1989 and the worldwide economic outfalls of the Iraq War and the SARS outbreak.More recently, after four strike free years at Qantas, there has been a bitter knuckle under altercate which closed the airline down in October this year. Qantas passengers could face 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 contributing to Australias tourism industry troubles, with an estimated 42,000 employees needed by 2015. Outback 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 wishing 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 downward trend for some time and there is no clear vision o r detailed strategy to move the company forward.Despite increased marketing efforts aimed at the general Asian market, the company has seen a decrease in involvements from its traditionally reliable Japanese sector. The scummy 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 dressed up in paternalism, has meant that he is not nimble to listen to staff members, particularly those at the lower end of the hierarchy. Outbacks managers, typically members of the companys founding family, head up the various departmen ts, 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 op portunities, 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 away from using standard 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 indicate 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 concerned 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% + Extensive familiarity and understanding surrounding organisations and management is evident.A deep level of critical analysis has been provided throughout with coherent and convincing argum ents made. Theory and practice (case studies) have been integrated convincingly. Analysis is back up by extensive reading (academic texts and journal articles). Conclusion is convincing, relevant and holistic. Written expression and referencing are sharp resulting in a credible assignment which is well-structured, concise and demonstrates clarity of model. 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 emphasize reading (academic texts and journals). Conclusion summarises the key issues convincingly. Good referencing with consistent citation and listing. Written expression is good resulting in an assignment which is well-structured, clear and concise. 50 59% Sound knowledge and understanding surrounding organisations and management is evident. for the most part good analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated. Analysis is supported by circumstance reading (academic texts). A satisfactory conclusion is included. An admit structure is used and style of writing is satisfactory. Referencing is to satisfactory standard. 40 49% Some 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 consolidation 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 understanding surrounding orga nisations 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 InstructionsAnswer 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 of this deadline. Requests fo r 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 enduring change in be haviour. (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 divers(prenominal) 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. inwardly the 3,000 overall word limit, you should allocate words equally to each of the 4 tasks above. You should also illustrate your repartee by referring to relevant literary works, theory and experience. Each question is equally weighted in terms of the assessment marking. Specific Assessment Crit eria for these written tasks 70% + Extensive knowledge and understanding of the literature is evident.A respectable depth of application has been achieved with the literature and examples of practice. A high level of sagacity and suasion 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 MARKING 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.