ARAB OPEN UNIVERSITY FACULTY OF BUSINESS STUDIES (MBA) B 716 I MANAGEMENT: PERSPECTIVE AND PRACTICE TUTOR MARKED ASSESSMENT – Fall 2016/17 SEMESTER I B 716 –I- – TMA 01- Fall 2016-2017 Cut-off Date November 7th, 2016 (23.hrs GMT) Semester I Please read these instructions carefully, and contact your tutor if you require any further clarifications. You should submit your completed assignment to your tutor to arrive no later than the Cut-off Date November 7th, 2016 (23.hrs GMT) Please use standard A4 size paper for submitting the hard copy of your TMA01. Your name, personal identifier, course and assignment numbers must appear at the top of each sheet. A soft copy of your TMA01 must be uploaded to the university moodle within the indicated cut-off date. The hard & soft copies must be identical. Please leave wide margins and space at the end of each sheet for tutor comments. It is better to use double spacing so that you can easily handwrite corrections to your drafts and tutors have space to include their feedback on the script. Start each question in the assignment on a new page. Requirements to pass the module The assessment of B716 I comprise of two components: 1. Continuous assessment in the shape of two tutor-marked assignments (TMAs). 2. A final 3-hour written examination. In order to pass the module, you must obtain marks of at least 70% in each of these components. Both components must be passed separately. All assignments must be submitted electronically by the stated deadline. If you fail to submit a TMA, a zero score will be registered. If you fail the continuous assessment on aggregate, i.e., do not achieve 70%, you will be required to retake the module. Your passed TMAs, however, may be 'banked' and (subject to important conditions), if you retake the module you will not be required to submit TMAs you have already passed. In addition, you are required to have gained a satisfactory attendance at the B716 residential school. Failure to undertake this compulsory element of the module will result in an outright fail result for the module, despite other assessment scores achieved. You are required to submit 2 TMAs for the overall continuous assessment component of B716. You have to prepare a TMA at regular intervals throughout the module and submit it to your tutor. For summative purposes, each TMA is marked out of 100. Please use standard A4 size paper for submitting the hard copy of your TMA01. Your name, personal identifier, course and assignment numbers must appear at the top of each sheet. A soft copy of your TMA01 must be uploaded to the university moodle within the indicated cut-off date. The hard & soft copies must be identical. Please leave wide margins and space at the end of each sheet for tutor comments. It is better to use double spacing so that you can easily handwrite corrections to your drafts and tutors have space to include their feedback on the script. Start each question in the assignment on a new page. Completing and sending your assignments When you have completed your TMA01, you must fill in the assignment form (PT3), taking care to fill all information correctly including your personal identifier, course code, section & tutor, and assignment numbers. Each TMA01 and its PT3 form should be uploaded on the AOU branch moodle within the cut-off date. Late submissions require approval from the branch course coordinator and will be subject to grade deductions. All assignments are treated in strict confidence. If you feel that you are unable to meet the cut-off date of the TMA01 because of unusual circumstances, please contact your tutor as soon as possible to discuss a possible extension to the cut-off date. Plagiarism The Arab Open University Definitions of cheating and plagiarism According to the Arab Open University By-laws, "The following acts represent cases of cheating and plagiarism: • Verbatim copying of printed material and submitting them as part of TMAs without proper academic acknowledgement and documentation. • Verbatim copying of material from the Internet, including tables and graphics. • Copying other students' notes or reports. • Using paid or unpaid material prepared for the student by individuals or firms. • Utilization of, or proceeding to utilize, contraband materials or devices in examinations." • When producing academic work, convention dictates that we give credit to other people's work when we cite their theories or research findings. This means stating where concepts and ideas you have used in your TMA come from, if they are not your own original thoughts. Therefore, if you are using others' ideas or quoting from other sources in briefing notes or proposals, you will need to reference these as well. • It is good academic practice to include literary citations and a reference list. Citations can be from multiple sources, including module materials, module readers and set books, academic journals, books, magazines, newspapers and websites. All of them require an appropriate reference.. • Use sources concisely, so that your own thinking is not hidden behind your presentation of other people's views. The basic principles of referencing are that you should give credit to authors whose original work you are using, and that you should give enough information for a reader to be able to find the original source. Failure to give credit to the original author is plagiarism, or academic theft, which is a serious matter. Penalty on plagiarism The following is the standard plagiarism penalty applied across branches as per Article 11 of the university by-laws: 1) Awarding of zero for a TMA wherein more than 20% of the content is plagiarized. 2) Documentation of warning in student record. 3) Failure in the course to dismissal from the University. All University programmes are required to apply penalties that are consistent with the University by laws. Examples of Plagiarism Copying from a single or multiple sources, this is where the student uses one or more of the following as the basis for the whole, or a good part, of the assignment: • Published or unpublished books, articles or reports • The Internet • The media (e.g.TV programmes, radio programmes or newspaper articles) • An essay from an essay bank • A piece of work previously submitted by another student • Copying from a text which is about to be submitted for the same assignment In your research , you should have explored both academic (e.g. journal articles ) and non- academic services (e.g., websites), examining the underlying assumptions of the theory or model you chose. You should have also identified the benefits and challenges, weaknesses and strengths of the models and theories. Different perspectives on change Lewin's (1951) freeze-change-unfreeze model Balogun and Hope Hailey's (2004) iterative process of change N*-step models of change (e.g., the six-step model of change) Dunphy and Stace's (1993) contingency model of change Oakland and Tanner's (2006) organisational change framework Beer and Nohria's (2000) Theory E and Theory O Pettigrew and Whipp's (1993) three-component model Stacey's (1996) critique of the assumptions and actualities of change management Stacey's (2000) bounded instability model Case Objectives: This case describes a newly promoted middle manager in a global, multi-cultural organization who is challenged by a number of factors in the workplace which are impacting her and her team's ability to perform to the expectations of her regional manager. While it would be easy to blame the new manager, deeper analysis in fact reveals that many forces are at work here in addition to her inexperience including communication of strategy and performance objectives, mismanaged team members, cultural inconsistencies, and a lack of leadership direction and/or skill from the very top to her supervising manager. Refer to PDF file Case Study: Growing Managers: Moving from Team Member to Team Leader The PDF attached case document is authorized for educator review use only by Saher El Annan, HE OTHER until November [email protected] or 617.783.7860 QUESTIONS: Question one (Up to 50% Marks): (1250 words +/- 10 %) Explain Richardson management skills and the impact on her team, moreover; evaluate her performance in regard of the case provided. Students should draw on evidence beyond the course material or only on the case study Note: For contextualization, connectivity, and understanding, candidates should have an understanding of in unit I chapter 1, unit II chapter 2 session 2.2 Question 2 (Up to 50 % Marks): (1250 words +/- 10 %) Explain forces are at play in ColorTech's Phoenix office that may be affecting Richardson's ability to lead and motivate her team. Students should draw on evidence beyond the course material or only on the case study Note: For contextualization, reflection, connectivity, understanding, and synthesis, candidates should refer to Unit 1 Chapter 3 session 3.3, Unit II chapter 2 sessions 2.4, 2.5, chapter 3 sessions 4, and 5. "For top marks you will need to show command of academic literature beyond the course material (including appropriate citation and referencing)." Assessment criterion Description Engagement with theory In all TMA submissions students should be engaging with concepts, frameworks, models and theories which are drawn from their work on the relevant units of the module. They should always explain the theory, rather than list bullet points. Bullet points do not demonstrate an understanding of the ideas, but rather display memory only. Students must show you that they have fully grasped and presented the ideas in their terms, not only that they can repeat them. Use of evidence Evidence will inform both the way that students critique theory and how they demonstrate their understanding of it. They should give practical examples from their own experiences and practice, or an organisation they know well, in order to provide strong evidence for their arguments. Likewise, they can offer evidence and illustrations for their arguments from the module materials. They must always link their examples to theory, otherwise it is just description and not analysis. They should attempt to weave the theory and evidence together, rather than having large chunks of text about the theory and then large chunks of text about 'evidence', as the latter inevitably ends up being descriptive rather than analytical and can feel contrived and difficult to write. Level of discussion At Masters level, simple answers and essentially descriptive reports are not adequate. Student TMA submissions should present a level of discussion in which their consideration of evidence and theory takes account of competing positions and elements of contrast, comparison and evaluation. Their work should demonstrate a Masters' level of critical analysis, where appropriate. The dialogue between theory and practice should inform their discussions. They should develop the arguments they are making and situate them in relation to other views and perspectives, which may be supported (or not supported) by the theory. They need to be sure that they answer the question set! General Marks (Up to 20% Deduction) Marks distribution: This assignment will be graded out of 100 marks, which will be allocated to your answer for the three questions. 20% will be deducted based on the following criteria: • 10% for improper referencing (5% in-text referencing and 5% end-text references). • 10% for non-adherence to specified word count. Word count for TMA submissions • The overall word count is 2500 words (+/- 10%) (Excluding References). TMA Objective & Guidance: Please prepare your views to the following questions in light of the information presented in the case. Tutors should organize and lead his/her candidates' responses into the following three categories during TMA review sessions in the classroom. Your answers must defend your point of view. Moreover; candidates are suggested to take into consideration the following: Guidance to Question 1: Students should raise several topics that may be interested when tackling this question. This question is intended to make students start thinking about the meaning of real manager in today's changing environment. Change management and the responsibilities and duties that necessarily follow. One perspective that may help that Richardson's preparations for being a sales manager have been micro-focused on her team members in her new office. She has not given thought to larger questions around her role in the larger organization, or to the company's goals (especially with regard to new acquisitions), or even to her sales staff as more than the sum of the individuals who comprise it. Before Richardson met her team, she needed to understand what the organization expected from her boss, and what her boss expected from her. She needed an understanding of the company's strategy and how the Phoenix office fit into that overall strategy. With this information, she could have understood the key success factors she needed to meet her objectives. Next, Richardson should have made every attempt to gather as much information as possible about her new staff before she met anyone in person. At minimum, she could have obtained past performance reviews and tried to talk to her new boss about the staff. With this information, Richardson could have begun to develop a strategy for her team. Guidance to Question 2: Students should examine, explain, and contribute a thoughtful reflection on motivation theories and ought to provide the most fertile foundational constructs for discussion of this case. Although there are many content and process theories, Victor Vroom's expectancy theory provides a framework that lends itself to creating actionable plans for the parties listed above. According to Vroom, it is not enough that desired consequences are contingent upon appropriate behavior; the worker must believe three things: that the behavior can be done, that the behavior will produce the consequences, and that the consequences are desirable. It will also be helpful to explain that motivation and wellbeing of employees at work as Herzberg advocated the design of jobs so that they can be challenging and more interesting, for example by using employees' talents to a greater degree and giving them more responsibilities. Herzberg called this 'job enrichment' (the opposite of the job design advocated by Taylor's scientific management approach, which suggests that work should be broken down into its simplest and most basic components). Herzberg also distinguished his approach from one in which the number of jobs done by employees is increased (job enlargement) or varied (job rotation) (Pugh and Hickson, 2007). Herzberg proposed seven principles of job enrichment for your reference. Harvard Style - References / bibliography How -to guide Note: It is a requirement that all students include a header/footer of the following information on every single page of the TMA: Name, ID, Course Code, TMA #, Tutor name, section, and semester. • You have to use the Times New Roman Font Size 12 (except for the cover page). • Line spacing should be 1.5 • All pages should be numbered • Keep wide margins for your instructors' comments • Align your text to the left. Don't justify leaving spaces between words Harvard Style Referencing: • There are various ways of setting out references / bibliographies for an assignment. • "Harvard Style" is a generic term for any referencing style which uses in-text references such as (Smith, 1999), and a reference list at the end of the document organized by author name and year of publication. In this guide, we are using a "Harvard Style" which is based on the author-date system for books, articles and "non-books". NOTE: When you write your list of references/bibliography, please keep in mind the following points: • Your bibliography should identify an item (e.g. book, journal article, cassette tape, film, or internet site) in sufficient detail so that others may identify it and consult it. • Your bibliography should appear at the end of your TMA with entries listed alphabetically. • If you have used sources from the Internet, these should be listed in your bibliography. FOR A BOOK The details required in order are: 1. name/s of author/s, editor/s, compiler/s or the institution responsible 2. year of publication 3. title of publication and subtitle if any (all titles must be underlined or italicized) 4. series title and individual volume if any 5. edition, if other than first 6. publisher 7. place of publication 8. page number(s) if applicable • One author Berkman, RI 1994, Find it fast: how to uncover expert information on any subject, Harper Perennial, New York. • Two or more authors: Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn, McGraw Hill, London. Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st century, MacMillan Education Australia, South Melbourne. • Editor(s) Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol. Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute, Alexandria, Va. • Sponsored by institution, corporation or other organization Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia, Barton, A.C.T • Series Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics no.1698, Springer, New York. • Edition Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston. • Chapter or part of a book to which a number of authors have contributed Bernstein, D 1995, 'Transportation planning', in WF Chen (ed.), The civil engineering handbook, CRC Press, Boca Raton. • No author or editor Kempe's engineer's year-book 1992, Morgan-Grampian, London. FOR AN ARTICLE The details required, in order, are: 1. name/s of author/s of the article 2. year of publication 3. title of article, in single quotation marks 4. title of periodical (underlined or italicised) 5. volume number 6. issue (or part) number 7. page number(s) • Journal article Huffman, LM 1996, 'Processing whey protein for use as a food ingredient', Food Technology, vol. 50, no. 2, pp. 49-52 • Newspaper article Simpson, L 1997, 'Tasmania's railway goes private', Australian Financial Review, 13 October, p. 10 FOR A NON- BOOK NON-BOOK The details required are the same as for a book, with the form of the item (eg video recording, tape, computer file, etc.) indicated after the year. Get the facts (and get them organized) 1990, video recording, Appleseed Productions, Williamstown, Vic FORM OF ITEM Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance, California FOR WEB SITES AND OTHER ELECTRONIC SOURCES 􀂄 FOR WEB SITES AND OTHER ELECTRONIC SOURCES • This could include sources from full text compact disk products, electronic journals or other sources from the Internet. • The basic form of the citations follow the principles listed for print sources (see above) 1. name/s of author/s 2. date of publication Note: If you cannot establish the date of publication, use n.d. (no date). 3. title of publication 4. edition, if other than first 5. type of medium, if necessary 6. date item viewed 7. name or site address on internet (if applicable) Weibel, S 1995, 'Metadata: the foundations of resource description', D-lib Magazine, viewed 7 January 1997, . ASTEC 1994, The networked nation, Australian Science, Technology and Engineering Council, Canberra, viewed 7 May 1997, • If no author is given, the title is used as the first element of a citation. Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance, California REFERENCES IN THE TEXT OF YOUR ESSAY FERENCES IN THE TEXT OF YOUR ESSAY • In an author-date style, a textual citation generally requires only the name of the author(s) and the year of publication (and specific page(s) if necessary). • This may appear at the end of a sentence, before the full stop. Examples: It is futile to maintain that the sexes are interchangeable (Moir & Jessel 1991). It is futile to maintain that the sexes are interchangeable (Moir & Jessel 1991, p.94). • Alternatively, the author's surname may be integrated into the text, followed by the year of publication in parentheses. Examples: Moir and Jessel (1991) have shown that it is futile to maintain that the sexes are interchangeable. Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the sexes are interchangeable. • If two or more works by different authors are cited at the same time, separate them with a semicolon • Example: The implications for land degradation have been much debated (Malinowski, Miller & Gupta 1995; Thomson 1999). • If two or more works by the same author are cited at the same time, do not repeat the author's name. Separate the years of publication by a comma • Alternatively, the author's surname may be integrated into the text, followed by the year of publication in parentheses. Example: Subsequent investigation confirmed these results (Watson & Clark 1996, 1998). Public housing remains a neglected area (ACOSS 1997a, 1997b). • If there are more than three authors, list only the first, followed by 'et al.' Example: Other researchers have questioned these findings (Larson et al. 1987). • If you cannot establish the year of publication, use 'n.d.' (no date). Example: Recent advances have been made in this area (Bolton n.d.). • If there is no author or authoring body, cite the work by title, in italics. Example: In military settings, leadership acquires a different significance (Be, know, do: leadership the Army way, 2004).