Describe the overall findings of the Chi-Square in the output, including the cell contributions, based upon the standardized residuals.

300-500 WORDS, APA FORMAT 7TH EDITION OV SCORE CAN’T BE NO MORE THAN 7%

It is frequently presumed that as individuals get older, they become more politically conservative. A political science student wants to verify this postulate. Using secondary data, the student ran a Chi-Square analysis of the age group (18–35, 36–55, 56–80) and self-described political affiliation (liberal, moderate, or conservative). The results of his analysis are provided in the tables below, but the student is having difficultly explaining the results.

  • Describe the overall findings of the Chi-Square in the output, including the cell contributions, based upon the standardized residuals.
  • What conclusions can the student make concerning this postulate?

Case Processing Summary

Cases

Valid

Missing

Total

N

Percent

N

Percent

N

Percent

Political leanings * Age category

60

100.0%

0

0.0%

60

100.0%

Political leanings * Age category Crosstabulation

Age category

young adult

middle aged

older adult

Political leanings

conservative

Count

4

3

11

Expected Count

6.0

6.0

6.0

Standardized Residual

-.8

-1.2

2.0

moderate

Count

4

9

5

Expected Count

6.0

6.0

6.0

Standardized Residual

-.8

1.2

-.4

liberal

Count

12

8

4

Expected Count

8.0

8.0

8.0

Standardized Residual

1.4

.0

-1.4

Total

Count

20

20

20

Expected Count

20.0

20.0

20.0

Chi-Square Tests

Value

df

Asymptotic Significance (2-sided)

Pearson Chi-Square

12.667a

4

.013

Likelihood Ratio

12.350

4

.015

Linear-by-Linear Association

8.016

1

.005

N of Valid Cases

60

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 6.00.

Directional Measures

Value

Asymptotic Standard Errora

Approximate Tb

Approximate Significance

Nominal by Nominal

Lambda

Symmetric

.263

.116

2.070

.038

Political leanings Dependent

.222

.139

1.438

.150

Age category Dependent

.300

.111

2.372

.018

Goodman and Kruskal tau

Political leanings Dependent

.106

.059

.014c

Age category Dependent

.106

.059

.014c

a. Not assuming the null hypothesis.

b. Using the asymptotic standard error assuming the null hypothesis.

c. Based on chi-square approximation

Responses to Other Students: Respond to at least 2 of your fellow classmates with a reply of 100–200 words about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions

Identify and address the differences in the interpersonal skills from the generational differences and how they might be overcome.

Instructions

For this assignment, read the article indicated below that discusses the differences between the generations within the workplace and how to develop interpersonal skills for better employee involvement and interaction with fellow employees. Also, this article identifies how the values are placed upon each generation (Generation Z, Millennials, Generation X, and Baby Boomers) and leads into how to better manage and involve the multiple generations within the workforce.

In order to access the resource below, you must first log into the Student Portal and access the ABI/INFORM COLLECTION database within the Online Library.

Kelly, C., Elizabeth, F., Bharat, M., & Jitendra, M. (2016). Generation gaps: Changes in the workplace due to differing generational values. Advances in Management, 9(5), 1-8.

Note: The birth year range for Baby Boomers in the article differs from the range found in the textbook (p. 41) and the generally accepted range of 1946-1964.

Complete the article review by showing your understanding of the article’s contents by addressing the questions and directives below. Your paper should be a minimum of two pages, not including the title and reference pages. The following are questions and directives to be used in completing the review:

  1. What is the author’s main point?
  2. Who is the author’s intended audience?
  3. Identify and address the differences in the interpersonal skills from the generational differences and how they might be overcome.

Be sure to apply the proper APA format for the content and reference provided.

Describe your treatment recommendations, including the type of treatment modality and whether or not you would refer the client to a medical provider for psychotropic medications.

What is it truly like to have a mental illness? By considering clients’ lived experiences, a social worker becomes more empathetic and therefore better equipped to treat them. In this Discussion, you analyze a case study focused on a depressive disorder or bipolar disorder using the steps of differential diagnosis.

To prepare: View the TED Talk “Depression, the Secret We Share” (TED Conferences, LLC, 2013) and compare the description of Andrew Solomon’s symptoms to the criteria for depressive disorders in the DSM-5. Next review the steps in diagnosis detailed in the Morrison (2014) reading, and then read the case provided by your instructor for this week’s Discussion, considering the client against the various DSM-5 criteria for depressive disorders and bipolar disorders.

Post a 300- to 500-word response in which you address the following:

  • Provide the full DSM-5 diagnosis for the client. For any diagnosis that you choose, be sure to concisely explain how the client fits that diagnostic criteria. Remember, a full diagnosis should include the name of the disorder, ICD-10-CM code, specifiers, severity, medical needs, and the Z codes (other conditions that may be a focus of clinical attention). Keep in mind a diagnosis covers the most recent 12 months.
  • Explain the diagnosis by matching the symptoms identified in the case to the specific criteria for the diagnosis.
  • Recommend a specific evidence-based measurement instrument to validate the diagnosis and assess outcomes of treatment.
  • Describe your treatment recommendations, including the type of treatment modality and whether or not you would refer the client to a medical provider for psychotropic medications.

         CASE of CORNELL

INTAKE DATE: May 2020

IDENTIFYING/DEMOGRAPHIC DATA:

This is a voluntary admission for this 32 year old Black male. This is Cornell first psychiatric hospitalization. Cornell has been married for 13 years and has been separated from his wife for the past three months. He has currently been living with his sister. His family residence is in Nashville, TN where his wife, two daughters and son reside. Cornell graduated high school then attended a technical school for computers.  In the past, Cornell worked for seven years at the front desk of a hotel. For the past three years ,Cornell has been employed at a local print shop. Religious affiliation is Baptist.

CHIEF COMPLAINT/PRESENTING PROBLEM:

“I need to learn to deal with my wife wanting a divorce.”

HISTORY OF PRESENT ILLNESS:

This admission was precipitated by Cornell increased depression with passive suicidal ideation in the past three months prior to admission. He identifies a major stressor of his wife and three children leaving him three months prior to admission. Cornell has had a past history of alcohol binges but rarely drinks now. Cornell was starting vacation from work just prior to admission and recognized that if he did not come to the hospital, he did not know what would happen. Cornell reports that in the past three months since separating from his wife, he has experienced sad mood, fearfulness, and passive suicidal ideation. He denies a specific suicidal plan. Wife reports that during these past three months prior to admission, Cornell made a verbal suicide threat.

Cornell reports he has been increasingly withdrawn/non-communicative. His motivation has decreased and he finds himself “sitting around and not interested in doing chores at home”. He reports decreased concentration at work and increased distractibility. Cornell has experienced increased irritability, decreased self esteem, and feelings of guilt/self blame. There is no change in appetite. Cornell states for many years he doesn’t sleep, having a past history of working double shifts when requested. Cornell reports his normal sleep pattern for many years has been generally three hours of unbroken sleep. He then feels tired and ends up sleeping more than his average pattern.  Wife denies any violence towards her.

Cornell denies suicidal ideation at the present time while on the evaluation unit.

PAST PSYCHIATRIC HISTORY:

Cornell was seen on an outpatient basis by Dr. S, for a period of two months prior to admission. He was being seen for individual counseling because of the marital problems and depression. Dr. S recently referred Cornell for inpatient treatment.

When asked if Cornell ever had these feelings before he remembers in high school his senior year was tough.  He would miss a lot a classes because he could not get out of bed.  He stopped hanging around with his friends.  He remembers feeling down but did not know why.  He lost some weight.  Right after the holidays, he started feeling better, picked up his grades, and graduated successfully.

SUBSTANCE USE HISTORY:

Cornell reports a history of some alcohol binges in the past. He began drinking beer in 2009.  Cornell’s pattern of drinking was to get drunk with his social group approximately twice per month. He denies a history of blackouts. He admits to the alcohol binges in the past.  Cornell rarely drinks now.

PAST MEDICAL HISTORY:

Cornell reports having been involved in a motor vehicle accident with loss of consciousness in 2005. He states he has no memory of the accident.  Cornell had a past history of fractured toes with pins being inserted in the third and fourth digits in his right foot after an accident in which he crushed his foot playing sports. Cornell denies a past history of seizures.

Cornell smokes approximately two packs of cigarettes per day. Cornell is allergic to Codeine.

FAMILY MEDICAL AND PSYCHIATRIC HISTORY:

Father and grandfather have a history of cardiovascular disease.

Cornell reports that while growing up his parents maintained a satisfactory relationship. Father reportedly worked nights and slept during the day. Cornell did not have much contact with his father but now enjoys a close relationship with his father. He states he has always had his parents support.

During Cornell’s school years, he reports he was an underachiever in elementary school. He denies having had a history of discipline problems or hyperactivity. He states he did well in high school and earned grades of A’s and B’s. Cornell played football in HS.

Cornell has been married for 13 years and has recently been separated for the past three months. Cornell and his wife have three children including a daughter, age 12, a daughter, age 8, and a son, age 7. Cornell states he feels very invested as a parent and feels close to his children.

Leisure time activities Cornell has enjoyed in the past include playing softball, skiing, reading, playing poker, and watching football.  His wife has complained that he is doing less of that now.  Cornell states he has several close friends.

CURRENT FAMILY ISSUES AND DYNAMICS:

Wife reports that Cornell’s difficulties began to get worse a few months ago when she decided to move out of the house due to Cornell’s increasing erratic behavior. She moved into her parents’ house and Cornell is living with his sister. Wife states that Cornell has been suffering from mood swings.  At one point, after threats from his wife, Cornell told her that he had gone to a clinic for outpatient rehabilitation, but she did not believe him.

Wife describes Cornell as “extremely depressed” now and says Cornell states, “life is over…I wish I was dead…don’t send the kids over to visit because I don’t want them to find my dead body…everything I touch turns to garbage. Wife adds that Cornell suffers from poor self-esteem and lack of sleep. On the positive side he is a good father, compassionate, creative, and could be an outstanding person.

Wife reports Cornell always had a bad relationship with his mother. Cornell is close to his father who is reported to have an alcohol problem and was allegedly loud and intimidating.

Cornell is currently employed by his wife’s father. Cornell states he has financial problems now due to paying for counseling and child support.

MENTAL STATUS EXAM:

Cornell presents as a casually dressed male who appears his stated age of 32. Posture is relaxed. Facial expressions are appropriate to thought content. Motor activity is appropriate. Speech is clear and there are no speech impediments noted. Thoughts are logical and organized. There is no evidence of delusions or hallucinations, which Cornell denies. Cornell admits to a recent history of passive suicidal ideation without a plan, but denies suicidal or homicidal ideation at the present time.  His wife has observed a history of notable mood swings. No manic-like symptoms are observed at the time of this examination.

On formal mental status examination, Cornell is found to be oriented to three spheres. Fund of knowledge is appropriate to educational level. Recent and remote memory appear intact. Cornell was able to calculate serial 7’s. In response to three wishes, Cornell replied “I wish that my marriage would work out and that my kids would be happy and that someone would give me a million dollars.”

Demonstrates limited ability to put theory into practice Demonstrates an awareness of appropriate principles, theories, evidence and techniques

ASSESSMENT DETAILS

Individual Portfolio (3000 words)

  1. 1-  Identify a multi-national organization. Critically analyse the strategy of the organization utilizing the range of strategy content. Please also identify the competitive advantage of your selected organisation.
  2. 2-  Identify a significant event, challenge, transformation or merger/acquisition that affected the organization. Please make sure you take into consideration the current pandemic and other contemporary drivers of change.
  3. 3-  Analyse how the challenge was managed by the organization, with a focus on leadership, culture, and the human relations aspects of the context.
  4. 4-  Discuss how the organization’s strategy impacted the management of the challenge. Furthermore, critically discuss the impact of the challenge on the organization’s strategy.

Additional information on the assessment:

You are encouraged to search for potential organizations early and ensure that you have access to adequate data sources for completing your report, before you finalize your choice.

This assessment will be graded using the following criteria:

(i) Critical analysis of the strategy of the organization, applying theories and conceptual frameworks covered in the module (30%)

  1. (ii)  Critical application of leadership and management of change models/theories to analyze the context in question (30%)
  2. (iii)  Discussion and synthesis of the strategy and change aspects of the selected challenge; evidence of wider reading critically applied in your analyses (30%)
  3. (iv)  Presentation, structure, grammar and referencing (10%)

The following Learning Outcomes are demonstrated via this assessment Knowledge

1. Discuss the nature and roots of competitive advantage

2. Critically discuss the dilemmas inherent in integrating ethics and social responsibility into organisational strategy

3. Critically evaluate different models/theories and perspectives on leadership and the management of change

4. Discuss the dilemmas inherent in strategy development and change management Thinking skills

5. Appraise the strategic situation of a business or business unit on the basis of complex, incomplete and ambiguous information Subject-based practical skills

6. Determine the appropriate leadership and change management approach for a particular organisational context

7. Appraise strategic proposals and develop contextually appropriate alternatives Skills for life and work (general skills)

8. Communicate effectively on strategy, leadership and change management to both expert and non-expert audiences

Assessment Criteria

GENERIC Command of the Subject DESCRIPTORS

Subject Specific Skills Scholarly and
& Practices Professional Skills &

Attributes

page3image27339840 page3image27340032 page3image27340224 page3image27340416

90-100%

Demonstrates a breadth and depth of substantive knowledge that is excellent and informed by the highest level of scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques

Goes beyond the material displaying exceptional flair in tackling issues identified

Exceptional application of theoretical and technical knowledge to achieve learning outcomes Exceptional professional presentation using an appropriate range of resources and reflecting professional norms

-Work that influences how academics and students think about their discipline through: being original within the discipline; achieving the highest level of compelling, coherent and concise argument attainable within the level of

study; using a full range of high quality sources to inform but not dominate the argument

80-89%

Demonstrates a breadth and depth of substantive knowledge that is comprehensive, accurate, relevant and informed by advanced scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques

Goes beyond the material with excellent conceptualization which is original, innovative and/or insightful

Excellent and original application of theoretical and technical knowledge to achieve the learning outcomes Excellent professional presentation using an appropriate range of resources and reflecting professional norms

Work that has real potential to influence how academics and students may think about the discipline through: being original on the basis of its excellence in the context of the level of study; a compelling, coherent and concise argument; drawing on a full range of high quality sources

70-79%

Informed by a breadth and depth of substantive knowledge that is comprehensive, accurate, relevant with awareness of advanced scholarship

Very good integration of a full range of appropriate principles, theories, evidence and techniques

Goes beyond the material with very good conceptualization, which is often original, innovative and/or insightful

Constantly applies theoretical and technical knowledge to achieve learning outcomes with some originality

Very good professional presentation using an appropriate range of resources and reflecting professional norms

Work that has some potential to influence how academics and students may think about the discipline through: some originality on the basis of its excellence in the context of the level of study; arguments which are coherent, concise, and frequently compelling; drawing on a wide range of high quality sources

60-69%

Demonstrates a breadth and depth of substantive knowledge that is comprehensive and accurate Good integration of a range of appropriate principles, theories, evidence and techniques

Some good insight into the material

Clear evidence of the application of theoretical and technical knowledge to achieve learning outcomes with few obvious flaws Professional presentation using a good range of resources and reflecting professional norms

Work that critically engages with current thinking in the discipline through: clear differentiation between the quality and appropriateness of the sources used; arguments which are coherent and concise and offer robust conclusions; the development of a good analytical model

50-59%

Demonstrates an adequate breadth and depth of substantive knowledge but with only a few errors or omissions

Demonstrates an adequate understanding of a range of appropriate principles, theories, evidence and techniques

Shows some ability to critically engage with the material

Adequate application of theoretical and technical knowledge to achieve learning outcomes although with some obvious flaws

Presentation which adequately reflects relevant professional norms

Work that accurately reports on current thinking in the discipline through: the repetition of, rather critical engagement with, limited sources; adequate differentiation between the quality and appropriateness of sources used; drawing adequate conclusions which do not always fully reflect the complexity of the subject matter; an adequate if unsophisticated analytical model

40-49%

Incomplete breadth and depth of substantive knowledge with some errors or omissions

Demonstrates limited ability to put theory into practice Demonstrates an awareness of appropriate principles, theories, evidence and techniques
Limited and underdeveloped critical engagement with the material

Work that offers a limited understanding of thinking in the discipline through: limited attention – Demonstrates limited technical ability but lacking theoretical and reflective insights Presentation which reflects professional practice in a limited manner

30-39%

Little relevant knowledge which is minimal in its breadth and depth with major errors or omissions Minimal awareness of the appropriate principles, theories, evidence and techniques

Fails to demonstrate sufficient critical engagement with the material

Demonstrates a minimal ability to meet learning outcomes in the grasp of both theory and technical knowledge Presentation which displays little more than cursory attention to professional norms

Work that often misrepresents or misunderstands thinking in the discipline through: minimal attention paid to the quality, range and appropriateness of sources used; poorly informed opinion led work with a minimal evidence base; no real underlying

structure of argument; work that is frequently confused and incoherent

20-29%

Does not demonstrate even a basic understanding of the subject matter
Insufficient awareness of appropriate principles, theories, evidence and techniques

Little evidence of critical engagement with the material

Lacks any real application of skills to meet learning outcomes
Fails to demonstrate any substantive meeting of learning outcomes
No real attention to the disciplinary norms of presentation

Work that fundamentally misrepresents or misunderstands thinking in the discipline through: a lack of attention to the quality, range and appropriateness of sources used; poorly informed opinion-led work rather than evidence based argument; no real underlying structure of argument

10-19%

Demonstrates confusion over the subject matter
Little awareness of appropriate principles, theories, evidence and techniques

No evidence of critical engagement with the material

Fails to demonstrate the use of skills to meet learning outcomes

Fails to demonstrate any substantive meeting of learning outcomes

No real attention to the disciplinary norms of presentation

Work that completely misrepresents or misunderstands thinking in the discipline through: inadequacy of sources used; unsubstantial assertion with no evidence base; failure to structure the argument being presented

0-9%

Demonstrates mainly ignorance of the subject matter by presenting information of minimal relevance

Little or no awareness of appropriate principles, theories, evidence and techniques

Learning outcomes are not met
No real attention to any norms of presentation

Work that completely misrepresents or misunderstands thinking in the discipline through: absence or misuse of sources; work that is confused and incoherent

General Advice Submitting your work

We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines will be expected in employment. However, in our regulations, UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). If you submit twice, once before the deadline and once during the 24 hour late period, then the second submission will be marked and 5% deducted. This rule only applies to coursework. It does not apply to examinations, presentations, performances, practical assessments or viva voce examinations. If you miss these for a genuine reason, then you will need to apply for extenuating circumstances, or accept that you will receive a zero mark. Further information is available in the Assessment & Feedback Policy at https://www.uel.ac.uk/Discover/Governance/Policies- RegulationsCorporate-documents/Student-Policies

Guidance on referencing

Cite Them Right is the standard Harvard referencing style at UEL for all Schools. Cite Them Right is a comprehensive guide that will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of “Cite Them Right: the essential referencing guide” 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded. Further information is available athttps://uelac.sharepoint.com/LibraryandLearningServices/Pages/defa ult.aspx

Turnitin System Failure Best advice: Don’t wait until the last minute to submit your assessments electronically. If you experience a problem submitting your work with Turnitin, you should notify your lecturer/tutor by email immediately. However, deadlines are not extended unless there is a significant systems problem with Turnitin. UEL has specific plans in place to address these issues. If UEL finds that the issue with the system was significant, you will receive an email notifying you of the issue and that you have been given a 24 hour extension. If you don’t receive any email that specifically states you have been given an extension, then the original deadline has not been changed.

Presentation

Your work should be word processed in accordance with the following: • Font size 12 Arial or Times New Roman
• 1.15 line spacing.
• Pages should be numbered

• Your name or student number should not appear anywhere onthe script.

 Identify a significant event, challenge, transformation or merger/acquisition that affected the organization.

ASSESSMENT DETAILS

Individual Portfolio (3000 words)

  1. 1-  Identify a multi-national organization. Critically analyse the strategy of the organization utilizing the range of strategy content. Please also identify the competitive advantage of your selected organisation.
  2. 2-  Identify a significant event, challenge, transformation or merger/acquisition that affected the organization. Please make sure you take into consideration the current pandemic and other contemporary drivers of change.
  3. 3-  Analyse how the challenge was managed by the organization, with a focus on leadership, culture, and the human relations aspects of the context.
  4. 4-  Discuss how the organization’s strategy impacted the management of the challenge. Furthermore, critically discuss the impact of the challenge on the organization’s strategy.

Additional information on the assessment:

You are encouraged to search for potential organizations early and ensure that you have access to adequate data sources for completing your report, before you finalize your choice.

This assessment will be graded using the following criteria:

(i) Critical analysis of the strategy of the organization, applying theories and conceptual frameworks covered in the module (30%)

  1. (ii)  Critical application of leadership and management of change models/theories to analyze the context in question (30%)
  2. (iii)  Discussion and synthesis of the strategy and change aspects of the selected challenge; evidence of wider reading critically applied in your analyses (30%)
  3. (iv)  Presentation, structure, grammar and referencing (10%)

The following Learning Outcomes are demonstrated via this assessment Knowledge

1. Discuss the nature and roots of competitive advantage

2. Critically discuss the dilemmas inherent in integrating ethics and social responsibility into organisational strategy

3. Critically evaluate different models/theories and perspectives on leadership and the management of change

4. Discuss the dilemmas inherent in strategy development and change management Thinking skills

5. Appraise the strategic situation of a business or business unit on the basis of complex, incomplete and ambiguous information Subject-based practical skills

6. Determine the appropriate leadership and change management approach for a particular organisational context

7. Appraise strategic proposals and develop contextually appropriate alternatives Skills for life and work (general skills)

8. Communicate effectively on strategy, leadership and change management to both expert and non-expert audiences

Assessment Criteria

GENERIC Command of the Subject DESCRIPTORS

Subject Specific Skills Scholarly and
& Practices Professional Skills &

Attributes

page3image27339840 page3image27340032 page3image27340224 page3image27340416

90-100%

Demonstrates a breadth and depth of substantive knowledge that is excellent and informed by the highest level of scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques

Goes beyond the material displaying exceptional flair in tackling issues identified

Exceptional application of theoretical and technical knowledge to achieve learning outcomes Exceptional professional presentation using an appropriate range of resources and reflecting professional norms

-Work that influences how academics and students think about their discipline through: being original within the discipline; achieving the highest level of compelling, coherent and concise argument attainable within the level of

study; using a full range of high quality sources to inform but not dominate the argument

80-89%

Demonstrates a breadth and depth of substantive knowledge that is comprehensive, accurate, relevant and informed by advanced scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques

Goes beyond the material with excellent conceptualization which is original, innovative and/or insightful

Excellent and original application of theoretical and technical knowledge to achieve the learning outcomes Excellent professional presentation using an appropriate range of resources and reflecting professional norms

Work that has real potential to influence how academics and students may think about the discipline through: being original on the basis of its excellence in the context of the level of study; a compelling, coherent and concise argument; drawing on a full range of high quality sources

70-79%

Informed by a breadth and depth of substantive knowledge that is comprehensive, accurate, relevant with awareness of advanced scholarship

Very good integration of a full range of appropriate principles, theories, evidence and techniques

Goes beyond the material with very good conceptualization, which is often original, innovative and/or insightful

Constantly applies theoretical and technical knowledge to achieve learning outcomes with some originality

Very good professional presentation using an appropriate range of resources and reflecting professional norms

Work that has some potential to influence how academics and students may think about the discipline through: some originality on the basis of its excellence in the context of the level of study; arguments which are coherent, concise, and frequently compelling; drawing on a wide range of high quality sources

60-69%

Demonstrates a breadth and depth of substantive knowledge that is comprehensive and accurate Good integration of a range of appropriate principles, theories, evidence and techniques

Some good insight into the material

Clear evidence of the application of theoretical and technical knowledge to achieve learning outcomes with few obvious flaws Professional presentation using a good range of resources and reflecting professional norms

Work that critically engages with current thinking in the discipline through: clear differentiation between the quality and appropriateness of the sources used; arguments which are coherent and concise and offer robust conclusions; the development of a good analytical model

50-59%

Demonstrates an adequate breadth and depth of substantive knowledge but with only a few errors or omissions

Demonstrates an adequate understanding of a range of appropriate principles, theories, evidence and techniques

Shows some ability to critically engage with the material

Adequate application of theoretical and technical knowledge to achieve learning outcomes although with some obvious flaws

Presentation which adequately reflects relevant professional norms

Work that accurately reports on current thinking in the discipline through: the repetition of, rather critical engagement with, limited sources; adequate differentiation between the quality and appropriateness of sources used; drawing adequate conclusions which do not always fully reflect the complexity of the subject matter; an adequate if unsophisticated analytical model

40-49%

Incomplete breadth and depth of substantive knowledge with some errors or omissions

Demonstrates limited ability to put theory into practice Demonstrates an awareness of appropriate principles, theories, evidence and techniques
Limited and underdeveloped critical engagement with the material

Work that offers a limited understanding of thinking in the discipline through: limited attention – Demonstrates limited technical ability but lacking theoretical and reflective insights Presentation which reflects professional practice in a limited manner

30-39%

Little relevant knowledge which is minimal in its breadth and depth with major errors or omissions Minimal awareness of the appropriate principles, theories, evidence and techniques

Fails to demonstrate sufficient critical engagement with the material

Demonstrates a minimal ability to meet learning outcomes in the grasp of both theory and technical knowledge Presentation which displays little more than cursory attention to professional norms

Work that often misrepresents or misunderstands thinking in the discipline through: minimal attention paid to the quality, range and appropriateness of sources used; poorly informed opinion led work with a minimal evidence base; no real underlying

structure of argument; work that is frequently confused and incoherent

20-29%

Does not demonstrate even a basic understanding of the subject matter
Insufficient awareness of appropriate principles, theories, evidence and techniques

Little evidence of critical engagement with the material

Lacks any real application of skills to meet learning outcomes
Fails to demonstrate any substantive meeting of learning outcomes
No real attention to the disciplinary norms of presentation

Work that fundamentally misrepresents or misunderstands thinking in the discipline through: a lack of attention to the quality, range and appropriateness of sources used; poorly informed opinion-led work rather than evidence based argument; no real underlying structure of argument

10-19%

Demonstrates confusion over the subject matter
Little awareness of appropriate principles, theories, evidence and techniques

No evidence of critical engagement with the material

Fails to demonstrate the use of skills to meet learning outcomes

Fails to demonstrate any substantive meeting of learning outcomes

No real attention to the disciplinary norms of presentation

Work that completely misrepresents or misunderstands thinking in the discipline through: inadequacy of sources used; unsubstantial assertion with no evidence base; failure to structure the argument being presented

0-9%

Demonstrates mainly ignorance of the subject matter by presenting information of minimal relevance

Little or no awareness of appropriate principles, theories, evidence and techniques

Learning outcomes are not met
No real attention to any norms of presentation

Work that completely misrepresents or misunderstands thinking in the discipline through: absence or misuse of sources; work that is confused and incoherent

General Advice Submitting your work

We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines will be expected in employment. However, in our regulations, UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). If you submit twice, once before the deadline and once during the 24 hour late period, then the second submission will be marked and 5% deducted. This rule only applies to coursework. It does not apply to examinations, presentations, performances, practical assessments or viva voce examinations. If you miss these for a genuine reason, then you will need to apply for extenuating circumstances, or accept that you will receive a zero mark. Further information is available in the Assessment & Feedback Policy at https://www.uel.ac.uk/Discover/Governance/Policies- RegulationsCorporate-documents/Student-Policies

Guidance on referencing

Cite Them Right is the standard Harvard referencing style at UEL for all Schools. Cite Them Right is a comprehensive guide that will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of “Cite Them Right: the essential referencing guide” 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded. Further information is available athttps://uelac.sharepoint.com/LibraryandLearningServices/Pages/defa ult.aspx

Turnitin System Failure Best advice: Don’t wait until the last minute to submit your assessments electronically. If you experience a problem submitting your work with Turnitin, you should notify your lecturer/tutor by email immediately. However, deadlines are not extended unless there is a significant systems problem with Turnitin. UEL has specific plans in place to address these issues. If UEL finds that the issue with the system was significant, you will receive an email notifying you of the issue and that you have been given a 24 hour extension. If you don’t receive any email that specifically states you have been given an extension, then the original deadline has not been changed.

Presentation

Your work should be word processed in accordance with the following: • Font size 12 Arial or Times New Roman
• 1.15 line spacing.
• Pages should be numbered

• Your name or student number should not appear anywhere onthe script.

 Identify a multi-national organization. Critically analyse the strategy of the organization utilizing the range of strategy content.

ASSESSMENT DETAILS

Individual Portfolio (3000 words)

  1. 1-  Identify a multi-national organization. Critically analyse the strategy of the organization utilizing the range of strategy content. Please also identify the competitive advantage of your selected organisation.
  2. 2-  Identify a significant event, challenge, transformation or merger/acquisition that affected the organization. Please make sure you take into consideration the current pandemic and other contemporary drivers of change.
  3. 3-  Analyse how the challenge was managed by the organization, with a focus on leadership, culture, and the human relations aspects of the context.
  4. 4-  Discuss how the organization’s strategy impacted the management of the challenge. Furthermore, critically discuss the impact of the challenge on the organization’s strategy.

Additional information on the assessment:

You are encouraged to search for potential organizations early and ensure that you have access to adequate data sources for completing your report, before you finalize your choice.

This assessment will be graded using the following criteria:

(i) Critical analysis of the strategy of the organization, applying theories and conceptual frameworks covered in the module (30%)

  1. (ii)  Critical application of leadership and management of change models/theories to analyze the context in question (30%)
  2. (iii)  Discussion and synthesis of the strategy and change aspects of the selected challenge; evidence of wider reading critically applied in your analyses (30%)
  3. (iv)  Presentation, structure, grammar and referencing (10%)

The following Learning Outcomes are demonstrated via this assessment Knowledge

1. Discuss the nature and roots of competitive advantage

2. Critically discuss the dilemmas inherent in integrating ethics and social responsibility into organisational strategy

3. Critically evaluate different models/theories and perspectives on leadership and the management of change

4. Discuss the dilemmas inherent in strategy development and change management Thinking skills

5. Appraise the strategic situation of a business or business unit on the basis of complex, incomplete and ambiguous information Subject-based practical skills

6. Determine the appropriate leadership and change management approach for a particular organisational context

7. Appraise strategic proposals and develop contextually appropriate alternatives Skills for life and work (general skills)

8. Communicate effectively on strategy, leadership and change management to both expert and non-expert audiences

Assessment Criteria

GENERIC Command of the Subject DESCRIPTORS

Subject Specific Skills Scholarly and
& Practices Professional Skills &

Attributes

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90-100%

Demonstrates a breadth and depth of substantive knowledge that is excellent and informed by the highest level of scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques

Goes beyond the material displaying exceptional flair in tackling issues identified

Exceptional application of theoretical and technical knowledge to achieve learning outcomes Exceptional professional presentation using an appropriate range of resources and reflecting professional norms

-Work that influences how academics and students think about their discipline through: being original within the discipline; achieving the highest level of compelling, coherent and concise argument attainable within the level of

study; using a full range of high quality sources to inform but not dominate the argument

80-89%

Demonstrates a breadth and depth of substantive knowledge that is comprehensive, accurate, relevant and informed by advanced scholarship Excellent integration of the full range of appropriate principles, theories, evidence and techniques

Goes beyond the material with excellent conceptualization which is original, innovative and/or insightful

Excellent and original application of theoretical and technical knowledge to achieve the learning outcomes Excellent professional presentation using an appropriate range of resources and reflecting professional norms

Work that has real potential to influence how academics and students may think about the discipline through: being original on the basis of its excellence in the context of the level of study; a compelling, coherent and concise argument; drawing on a full range of high quality sources

70-79%

Informed by a breadth and depth of substantive knowledge that is comprehensive, accurate, relevant with awareness of advanced scholarship

Very good integration of a full range of appropriate principles, theories, evidence and techniques

Goes beyond the material with very good conceptualization, which is often original, innovative and/or insightful

Constantly applies theoretical and technical knowledge to achieve learning outcomes with some originality

Very good professional presentation using an appropriate range of resources and reflecting professional norms

Work that has some potential to influence how academics and students may think about the discipline through: some originality on the basis of its excellence in the context of the level of study; arguments which are coherent, concise, and frequently compelling; drawing on a wide range of high quality sources

60-69%

Demonstrates a breadth and depth of substantive knowledge that is comprehensive and accurate Good integration of a range of appropriate principles, theories, evidence and techniques

Some good insight into the material

Clear evidence of the application of theoretical and technical knowledge to achieve learning outcomes with few obvious flaws Professional presentation using a good range of resources and reflecting professional norms

Work that critically engages with current thinking in the discipline through: clear differentiation between the quality and appropriateness of the sources used; arguments which are coherent and concise and offer robust conclusions; the development of a good analytical model

50-59%

Demonstrates an adequate breadth and depth of substantive knowledge but with only a few errors or omissions

Demonstrates an adequate understanding of a range of appropriate principles, theories, evidence and techniques

Shows some ability to critically engage with the material

Adequate application of theoretical and technical knowledge to achieve learning outcomes although with some obvious flaws

Presentation which adequately reflects relevant professional norms

Work that accurately reports on current thinking in the discipline through: the repetition of, rather critical engagement with, limited sources; adequate differentiation between the quality and appropriateness of sources used; drawing adequate conclusions which do not always fully reflect the complexity of the subject matter; an adequate if unsophisticated analytical model

40-49%

Incomplete breadth and depth of substantive knowledge with some errors or omissions

Demonstrates limited ability to put theory into practice Demonstrates an awareness of appropriate principles, theories, evidence and techniques
Limited and underdeveloped critical engagement with the material

Work that offers a limited understanding of thinking in the discipline through: limited attention – Demonstrates limited technical ability but lacking theoretical and reflective insights Presentation which reflects professional practice in a limited manner

30-39%

Little relevant knowledge which is minimal in its breadth and depth with major errors or omissions Minimal awareness of the appropriate principles, theories, evidence and techniques

Fails to demonstrate sufficient critical engagement with the material

Demonstrates a minimal ability to meet learning outcomes in the grasp of both theory and technical knowledge Presentation which displays little more than cursory attention to professional norms

Work that often misrepresents or misunderstands thinking in the discipline through: minimal attention paid to the quality, range and appropriateness of sources used; poorly informed opinion led work with a minimal evidence base; no real underlying

structure of argument; work that is frequently confused and incoherent

20-29%

Does not demonstrate even a basic understanding of the subject matter
Insufficient awareness of appropriate principles, theories, evidence and techniques

Little evidence of critical engagement with the material

Lacks any real application of skills to meet learning outcomes
Fails to demonstrate any substantive meeting of learning outcomes
No real attention to the disciplinary norms of presentation

Work that fundamentally misrepresents or misunderstands thinking in the discipline through: a lack of attention to the quality, range and appropriateness of sources used; poorly informed opinion-led work rather than evidence based argument; no real underlying structure of argument

10-19%

Demonstrates confusion over the subject matter
Little awareness of appropriate principles, theories, evidence and techniques

No evidence of critical engagement with the material

Fails to demonstrate the use of skills to meet learning outcomes

Fails to demonstrate any substantive meeting of learning outcomes

No real attention to the disciplinary norms of presentation

Work that completely misrepresents or misunderstands thinking in the discipline through: inadequacy of sources used; unsubstantial assertion with no evidence base; failure to structure the argument being presented

0-9%

Demonstrates mainly ignorance of the subject matter by presenting information of minimal relevance

Little or no awareness of appropriate principles, theories, evidence and techniques

Learning outcomes are not met
No real attention to any norms of presentation

Work that completely misrepresents or misunderstands thinking in the discipline through: absence or misuse of sources; work that is confused and incoherent

General Advice Submitting your work

We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines will be expected in employment. However, in our regulations, UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). If you submit twice, once before the deadline and once during the 24 hour late period, then the second submission will be marked and 5% deducted. This rule only applies to coursework. It does not apply to examinations, presentations, performances, practical assessments or viva voce examinations. If you miss these for a genuine reason, then you will need to apply for extenuating circumstances, or accept that you will receive a zero mark. Further information is available in the Assessment & Feedback Policy at https://www.uel.ac.uk/Discover/Governance/Policies- RegulationsCorporate-documents/Student-Policies

Guidance on referencing

Cite Them Right is the standard Harvard referencing style at UEL for all Schools. Cite Them Right is a comprehensive guide that will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of “Cite Them Right: the essential referencing guide” 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded. Further information is available athttps://uelac.sharepoint.com/LibraryandLearningServices/Pages/defa ult.aspx

Turnitin System Failure Best advice: Don’t wait until the last minute to submit your assessments electronically. If you experience a problem submitting your work with Turnitin, you should notify your lecturer/tutor by email immediately. However, deadlines are not extended unless there is a significant systems problem with Turnitin. UEL has specific plans in place to address these issues. If UEL finds that the issue with the system was significant, you will receive an email notifying you of the issue and that you have been given a 24 hour extension. If you don’t receive any email that specifically states you have been given an extension, then the original deadline has not been changed.

Presentation

Your work should be word processed in accordance with the following: • Font size 12 Arial or Times New Roman
• 1.15 line spacing.
• Pages should be numbered

• Your name or student number should not appear anywhere onthe script.

Identify the organization you select and provide a summary of it.

Instructions

Course Project: Organizational Behavior Perspectives

The course project has major assignments that will be due in Weeks 3 and 5. It will take more than a week’s effort to adequately complete them. Plan time to start the research and other work for those assignments earlier than the week in which they are due.

Course Project Scenario

Your course project is to identify potential organizational behavior problems and recommend solutions for an organization with which you are familiar. All your weekly, written papers will be course project tasks.

Early in Week 1, identify an organization you would be interested in studying. You will investigate the organizational behavior in this organization and research best practice solutions for any problems you observe. You may select your own organization, the organization of a family member, or an organization that interests you. Be sure to review each week’s assignments before selecting the organization to make sure you can locate necessary information. Contact your instructor early in the week if you need advice on your organizational selection. As much as possible, you should utilize actual research and real data for your project. Occasionally, you may fill in some details with hypothetical information. However, you are expected to provide documentation (e.g., citations) throughout your work.

Each week, you will write on the topics identified in that week’s reading, so note any information you find related to any of the following topics:

  • Systems theory
  • Individual behavior
  • Communication
  • Change
  • Conflict
  • Motivation
  • Groups and teams
  • Making decisions
  • Organizational culture
  • Leadership

Week 1

Assume that the human resources department of your selected organization has received disappointing results on a job motivation survey administered to all employees at all levels. The results indicate that employees reported lower-than-industry-average job motivation, and management is concerned. Employee comments on the survey included the following:

  • My job is so boring!
  • My boss micromanages me but never tells me how I’m doing.
  • I’ve been in my position for fifteen years, but I am never allowed to provide any input about making the work better.

You have been tasked with writing a paper that reviews the theoretical perspectives relevant to the situation in your organization. In particular, you are interested in systems theory and job motivation for this week’s analysis.

Tasks:

Write a paper addressing the following:

  • Summary: Identify the organization you select and provide a summary of it. What is it? What does it do? Cite research from a variety of sources, including the company’s website, social media sites, company blogs, industry and trade sources, and other sources. The summary should include the organization’s products or services, customer or client base, areas of operation or distribution, history, main competition, and current situation (whether it is an industry leader, a start-up, or a well-established corporation).
  • Analysis: Analyze the factors that affect job motivation and the internal and external consequences of low job motivation. At this time, you do not need to propose any solutions. Rather, you are using scholarly literature and data (e.g., observations, discussions, events, outcomes, reports, etc.) from your organization to analyze factors and consequences related to job motivation.

analyze factors and consequences related to job motivation.

Instructions

Course Project: Organizational Behavior Perspectives

The course project has major assignments that will be due in Weeks 3 and 5. It will take more than a week’s effort to adequately complete them. Plan time to start the research and other work for those assignments earlier than the week in which they are due.

Course Project Scenario

Your course project is to identify potential organizational behavior problems and recommend solutions for an organization with which you are familiar. All your weekly, written papers will be course project tasks.

Early in Week 1, identify an organization you would be interested in studying. You will investigate the organizational behavior in this organization and research best practice solutions for any problems you observe. You may select your own organization, the organization of a family member, or an organization that interests you. Be sure to review each week’s assignments before selecting the organization to make sure you can locate necessary information. Contact your instructor early in the week if you need advice on your organizational selection. As much as possible, you should utilize actual research and real data for your project. Occasionally, you may fill in some details with hypothetical information. However, you are expected to provide documentation (e.g., citations) throughout your work.

Each week, you will write on the topics identified in that week’s reading, so note any information you find related to any of the following topics:

  • Systems theory
  • Individual behavior
  • Communication
  • Change
  • Conflict
  • Motivation
  • Groups and teams
  • Making decisions
  • Organizational culture
  • Leadership

Week 1

Assume that the human resources department of your selected organization has received disappointing results on a job motivation survey administered to all employees at all levels. The results indicate that employees reported lower-than-industry-average job motivation, and management is concerned. Employee comments on the survey included the following:

  • My job is so boring!
  • My boss micromanages me but never tells me how I’m doing.
  • I’ve been in my position for fifteen years, but I am never allowed to provide any input about making the work better.

You have been tasked with writing a paper that reviews the theoretical perspectives relevant to the situation in your organization. In particular, you are interested in systems theory and job motivation for this week’s analysis.

Tasks:

Write a paper addressing the following:

  • Summary: Identify the organization you select and provide a summary of it. What is it? What does it do? Cite research from a variety of sources, including the company’s website, social media sites, company blogs, industry and trade sources, and other sources. The summary should include the organization’s products or services, customer or client base, areas of operation or distribution, history, main competition, and current situation (whether it is an industry leader, a start-up, or a well-established corporation).
  • Analysis: Analyze the factors that affect job motivation and the internal and external consequences of low job motivation. At this time, you do not need to propose any solutions. Rather, you are using scholarly literature and data (e.g., observations, discussions, events, outcomes, reports, etc.) from your organization to analyze factors and consequences related to job motivation.

Analyze the factors that affect job motivation and the internal and external consequences of low job motivation.

Instructions

Course Project: Organizational Behavior Perspectives

The course project has major assignments that will be due in Weeks 3 and 5. It will take more than a week’s effort to adequately complete them. Plan time to start the research and other work for those assignments earlier than the week in which they are due.

Course Project Scenario

Your course project is to identify potential organizational behavior problems and recommend solutions for an organization with which you are familiar. All your weekly, written papers will be course project tasks.

Early in Week 1, identify an organization you would be interested in studying. You will investigate the organizational behavior in this organization and research best practice solutions for any problems you observe. You may select your own organization, the organization of a family member, or an organization that interests you. Be sure to review each week’s assignments before selecting the organization to make sure you can locate necessary information. Contact your instructor early in the week if you need advice on your organizational selection. As much as possible, you should utilize actual research and real data for your project. Occasionally, you may fill in some details with hypothetical information. However, you are expected to provide documentation (e.g., citations) throughout your work.

Each week, you will write on the topics identified in that week’s reading, so note any information you find related to any of the following topics:

  • Systems theory
  • Individual behavior
  • Communication
  • Change
  • Conflict
  • Motivation
  • Groups and teams
  • Making decisions
  • Organizational culture
  • Leadership

Week 1

Assume that the human resources department of your selected organization has received disappointing results on a job motivation survey administered to all employees at all levels. The results indicate that employees reported lower-than-industry-average job motivation, and management is concerned. Employee comments on the survey included the following:

  • My job is so boring!
  • My boss micromanages me but never tells me how I’m doing.
  • I’ve been in my position for fifteen years, but I am never allowed to provide any input about making the work better.

You have been tasked with writing a paper that reviews the theoretical perspectives relevant to the situation in your organization. In particular, you are interested in systems theory and job motivation for this week’s analysis.

Tasks:

Write a paper addressing the following:

  • Summary: Identify the organization you select and provide a summary of it. What is it? What does it do? Cite research from a variety of sources, including the company’s website, social media sites, company blogs, industry and trade sources, and other sources. The summary should include the organization’s products or services, customer or client base, areas of operation or distribution, history, main competition, and current situation (whether it is an industry leader, a start-up, or a well-established corporation).
  • Analysis: Analyze the factors that affect job motivation and the internal and external consequences of low job motivation. At this time, you do not need to propose any solutions. Rather, you are using scholarly literature and data (e.g., observations, discussions, events, outcomes, reports, etc.) from your organization to analyze factors and consequences related to job motivation.

Describe which stakeholders are affected by the issues, such as employees, shareholders, local community, society, etc.

For this assignment, you will take on the role of a mid-level organizational manager.  In your current job role, you have noticed that the organizational culture is contributing to some unethical decision making by subordinates and peers. You feel strongly that leadership must be not only made aware of the situation but also given appropriate solutions. To communicate with the CEO and shareholders, you must create a memo.  In the memo, you will explain the issues, as well as offer appropriate solutions.  For help in the format and writing style of a memo use  Good example of a persuasive memo.

In your memo include:

  • Header: with To, From, Date, and Subject
  • Introductory paragraph
  • One to two paragraphs outlining the issues.
  • Three to six paragraphs describing solutions
  • A closing paragraph that summarizes the information.

In the memo:

  • Describe the issues of the current ethical culture
  • Describe which stakeholders are affected by the issues, such as employees, shareholders, local community, society, etc.
  • Formulate a plan to change the ethical culture
  • Convince the CEO and shareholders of the importance of the changes

Memos are a business style of writing rather than academic. You do not need to use in-text citations in the memo. However, your work should be paraphrased rather than quoted. You must include a reference page to demonstrate the use of any resources.