MANAGING!PEOPLE!&!ORGANISATIONS

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21129
MANAGING!PEOPLE!&!ORGANISATIONS
ASSESSMENT GUIDELINES’&’MARKING’CRITERIA
(SPRING’2015)
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Contact!details!for!queries
Query Name Email
Tutorial!readings,!marking!guidelines,!feedback,!
appeals,!remarking,!assessment!extensions!
(one!week from!assessment!submission!date)
Your!tutor
Tutorial!allocations,!exam!rescheduling, other!
unresolved!MPO!queries.!
Nancy!Chau
(MPO!Admin!
Support)
mpo@uts.edu.au
Special!considerations,!remarking!(only!after!
first!consulting!with!your tutor).
Ace!Simpson Ace.simpson@uts.edu.au
The!assessment!structure!in!this!subject!has!been!designed!to!develop!your!understanding,!
critical!thinking!and!essay!writing!skills!in!relation!to!the!objectives!set!out!at!the!beginning!of!
the!subject!outline.!A!summary!of!the major!assessments!in!this!subject!is!found!in!the!table!
below.
Assessment Type Details Contribution!
to!final!grade Due!date
Assessment!1 Essay 1200!words 25% 12/9/2015
by!9pm
Assessment!2 Essay
Response!to!
feedback
1700!words
300!words
35% 31/10/2015
by!9pm
Final!exam Questionnaire Multiple!
choice
40% TBA
Assessment!item!1:!Essay!(Individual)
Completion!of!assignment!will familiarise!you!with!this!course’s performance!requirements!and!
feedback!process,!preparing!you!for!the!submission!of!your!second assignment, which!carries!a!
higher!weighting.!!!
Task!!
Write!an!essay!of!1200!words!(+/P 10%)!arguing!a!position!in!relation!to!one of!the!following!
topics!from!the!first!half!of!the!semester:
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• Managing!cultures
• Leadership
• Human!Resource!Management
• Managing!individuals
• Managing!teams!and!groups (this!topic!will!be!covered!in!the!lecture!just!days!before!the!
assignment!due!date,!hence!you!will!need!special!permission!from!your!tutor!to!write!on!
this!topic)
Discuss!the!following!statement:
The$practices$in$[your$chosen$topic$area]$have$changed$in$the$post5bureaucratic$era.$
Essay!Structure:
Introduction
Your!essay!should start!with!a!200!(+/P 10%)!word!introduction presenting!your!overall!topic.!!
State!your!position,!and!explain!how!you!will use!your!selected!references!to!demonstrate!your!
overall!argument.!
Body
(800!words!+/P 10%)
In!the!body!of!the!essay!you!are!to!present!the!structure!of!your!argument!in!different!
paragraphs.!Each!paragraph!should!present!one!main!idea!of!your!argument!but!be!linked!to!the!
preceding!and!following!paragraphs!with!appropriate!transitions.!Discuss!new!insights and!
practices!that!may!have!emerged.!Compare!and!contrast!the!arguments!and!assumptions!
embedded!in!your!different!source!materials!(i.e., managerialism!vs.!critical!management!studies!
or!stakeholder!perspectives).!Approach!the!topic!from!different!perspectives;!whose!voices!are!
dominant!or!missing,!what!are!the!implications!and!what!are!the!new!emerging!questions?!
Conclusion
Finish!your!essay!with!a!200!(+/P 10%)!word conclusion summarising!your!overall!argument!and!
explaining!how!your!references!contributed!to!your!position.!
References
Select!at!least!four primary!sources!from!the!tutorial!readings!and!prescribed!additional!readings!
listed!in!this!syllabus as!the!basis!of!your!argument.!Supplement!your!argument!with!at!least!two!
references!from!other,!relevant,!quality!journal!articles.!!Examples!of!quality!journals!include:!
Academy$of$Management$Review,$Academy$of$Management$Journal,$Organization,$Organization$
Science,$Organization$Studies,$Administrative$Science$Quarterly,$Human$Relations,$Journal$of$
Management$Inquiry$and Journal$of$Business$Ethics.$Illustrate!your!arguments!with!cases!from!
the!lectures!or!relevant!reports!from!reputable!media!outlets!as!secondary!sources.!You!may!
also!draw!material!from!the!recommended!textbook!by!Clegg,!Kornberger!and!Pitsis!(2011).!
Finally,!provide!a!reference!list!of!your!references!according!to!Harvard!UTS!referencing!
conventions. You!may!refer!to!the!following!Harvard!UTS!referencing!guide:!
http://www.lib.uts.edu.au/help/referencing/harvardPutsPreferencingPguide
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Layout
Your!essay!should!be!printed!on!one!side!of!A4!paper!only.!Double!space!your!text and!use!2.5
centimetre!wide!margins. The!text!should!be!in!a!12Ppoint!Times!New!Roman!font!and!leftP
justified. Pages!should!be!numbered,!with!the!numbers!appearing!in!the!bottom!right!hand!
corner!of!the!pages.
Note:!Further!guidance!on!the!process and!structure!of!writing!an!essay!is!provided!with!an!
example!on!pages!9 to!12 of!this!guide.!
Assessment!item!2:!(Individual)
Your!second!assignment will!build!upon!your!first!essay!and!involve!two!parts:!constructing!an!
essay,!and!responding to!your!tutor’s!feedback!from!your!first!essay.!
Task
Part!1:!Essay
Write!an!academic!essay!of!1700!words!(+/P10%)!in!which you!further!develop!the!arguments!of!
your!first!essay by!applying!them!within!the!context!of!one of!the!topics!from!the!second!half!of!
the!semester:
• Managing!Sustainably:!Ethics!and!Corporate!Social!Responsibility
• Globalisation
• Managing!communication
• Managing!knowledge!and!learning!!(this!topic!will!be!covered!in!the!lecture!just!days!
before!the!due!date,!hence!you!will!need!special!permission!from!your!tutor!to!write!on!
this!topic)
• Innovation,!change!and!rationality (this!topic!will!not!be!covered!in!the!lecture!before!the!
due!date,!hence!you!will!need!special!permission!from!your!tutor!to!write!on!this!topic)!
Discuss!the!following!statement:
Practices$of$[your$chosen$topic$area$for$essay$one]$contribute$to$managing$[your$chosen$topic$
area$from$essay$two]$in$the$post5bureaucratic$era.$
You!may!use!some!of!the!same!text!and!references!from!your!first!essay.
References
Select!at!least!six!primary!sources!from!the!tutorial!readings!and!prescribed!additional!readings
for!this!course. Supplement!your!argument!with!at!least!two!references!from!other!relevant!
quality!journal!articles.!Illustrate!your!arguments!by!cases!from!the!lectures!or!relevant!reports!
from!reputable!media outlets!as!secondary!sources.!You!may also!draw!material!from!the!
recommended!textbook!by!Clegg,!Kornberger!and!Pitsis!(2012).!Provide!a!complete!reference!list!
at!the!end!of!your!essay.!
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Part!2:!Reflective!response!to!Tutor’s Feedback!from!Assignment!1.
Your!second!task!is!to!write!a!response of approximately!300!words!(+/P10%),!to!the!feedback!
your!tutor!provided!to!your!first!essay.!You!may want!to!break!your!response!down!into!chunks!
by!providing!section!headings!based!upon!the!marking!rubric!used!to!provide!student!
assignment!feedback.!Explain,!how!you!will!use!this!feedback!to!improve!your!second!essay.!
What!have!you!done!differently?!What!have!you!kept!the!same?!Part!two!should!be!presented!
on!a!new!page!after!the!reference!list!from!your!second!essay.!
Layout
Your!essay!and!reflections!should!be!printed!on!one!side!of!A4!paper!only.!Double!space!your!
text and!use!2!to!4 centimetre!wide!margins.!The!text!should!be!in!a!12Ppoint!Times!New!Roman!
font!and!leftPjustified. Pages!should!be!numbered,!with!the!numbers!appearing!in!the!bottom!
right!hand!corner!of!the!pages.!
Note:!Further!guidance!on!the!process!and!structure!of!writing!an!essay!is!provided!with!an!
example!on!pages!9 to!12 of!this!guide.!
Prescribed!readings
Prescribed’readings on’power’and’postFbureaucracy
Courpasson,!D.!&!Clegg,!S.R.!2012,!’The!polyarchic!bureaucracy:!Cooperative!resistance!in!the!workplace!
and!the!construction!of!a!new!political!structure!of!organizations’,!Research$in$the$Sociology$of$
Organizations,!vol.!34,!no.!1,!pp.!55P79.
Josserand,!E.,!Villesèche,!F.!&!Bardon,!T.!2012,!’Being!an!active!member!of!a!corporate!alumni!network:!A!
critical!appraisal’,!paper!presented!to!the!British$Academy$of$Management,!Cardiff,!UK.
Knights,!D.!&!Roberts,!J.!1982,!’The!power!of!organization!or!the!organization!of!power?’,!Organization$
Studies,!vol.!3,!no.!1, pp.!47P63.
Prasad,!P.!&!Prasad,!A.!2000,!’Stretching!the!iron!cage:!The!constitution!and!implications!of!routine!
workplace!resistance’,!Organization$Science,!vol.!11,!no.!4, pp.!387P403.
Simpson,!A.V.,!Clegg,!S.!&!Freeder,!D.!2013,!’Power,!compassion!and!organization’,!Journal$of$Political$
Power,!vol.!6,!no.!3, pp.!385P404.!
Simpson,!A.V.,!Clegg,!S.!&!Pitsis,!T.!in!press,!’“I!used!to!care!but!things!have!changed”:!A!genealogy!of!
compassion!in!organizational!theory”‘,!Journal$of$Management$Inquiry,$vol. 23, no. 4, pp. 347-
359..
Zimbardo,!P.G.,!Maslach,!C.!&!Haney,!C.!2000,!’Reflections!on!the!Stanford prison!experiment:!Genesis,!
transformations,!consequences’,!in!T.!Blass!(ed.),!Obedience$to$authority:$Current$perspectives$on$
the$Milgram$paradigm,!vol.!Mawarh,!NJ,!Lawrence!Erlbraum!Associates,!pp.!193P237.!
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Prescribed’readings on’culture
Brewis,! J.! 2007,! ‘Culture’,! in! D.! Knights! &! H.! Willmott! (eds),! Introducing organizational$ behaviour$ and$
management,!Thomson!Learning,!London,!pp.!344P74.
Fredrickson,! B.L.! 2003,! ‘Positive! emotions! and! upward! spirals! in! organizations’,! in! K.S.! Cameron,! J.E.!
Dutton!&!R.E.!Quinn! (eds),!Positive$organizational$scholarship,!BerrettPKhoeler,!San!Francisco,!CA,!
pp.!163P75.
Kärreman,! D.! &! Alvesson,! M.! 2004,! ‘Cages! in! tandem:! Management! control,! social! identity,! and!
identification!in!a!knowledgePintensive!firm’,!Organization,!vol.!11,!no.!1, pp.!149P75.
Ogbonna,!E.!&!Wilkinson,!B.! 2003,!’The! false!promise!of!organizational!culture!change:!A!case! study!of!
middle!managers!in!grocery!retailing*’,!Journal$of$Management$Studies,!vol.!40,!no.!5, pp.!1151P78.
Rosen,!M.!1988,!’You!asked!for!it:!Christmas!at!the!bosses’!expense’,!Journal$of$Management$Studies,!vol.!
25,!no.!5, pp.!463P80.
Schein,!E.H.!1990,!’Organizational!culture’,!American$Psychologist,!vol.!45,!no.!2, pp.!109P19.
WrayPBliss,!E.!2003,!’Quick!fixes,!management!culture!and!drug!culture:!Excellence!and!ecstasy,!bpr!and!
brown’,!Culture$and$Organization,!vol.!9,!no.!3, pp.!161P76.
Prescribed’readings’on’leadership
Bolden,!R.!&!Gosling,! J.! 2006,!’Leadership!competencies: Time! to!change! the! tune?’,! Leadership,!vol.! 2,!
no.!2, pp.!147P63.
Browning,!B.W.!2007,!’Leadership!in!desperate! times:!An!analysis!of!endurance:!Shackleton’s!incredible!
voyage! through! the! lens! of! leadership! theory’,!Advances$ in$Developing$Human$ Resources, vol.! 9,!
no.!2, pp.!183P98.
Cameron,!K.!2011,!’Responsible!leadership!as!virtuous!leadership’,!Journal$of$Business$Ethics,!vol.!98,!no.!
1, pp.!25P35.
Dutton,!J.E.,!Frost,!P.,!Worline,!M.C.,!Lilius,!J.M.!&!Kanov,!J.M.!2002,!’Leading!in!times!of!trauma’,!Harvard$
Business$Review,!vol.!80,!no.!1, pp.!54P61.
Gabriel,! Y.! 1997,! ‘Meeting! god:! When! organizational! members! come! face! to! face! with! the! supreme!
leader’,!Human$Relations,!vol.!50,!no.!4, pp.!315P42.
Herman,!S.!2007,!’Leadership! training!in!a!“notPleadership”!society’,!Journal$of$Management$Education,!
vol.!31,!no.!2, pp.!151P5.
Meindl,! J.R.,! Ehrlich,! S.B.! &! Dukerich,! J.M.! 1985,! ‘The! romance! of! leadership’,! Administrative$ Science$
Quarterly,!vol.!30,!no.!1, pp.!78P102.
WrayPBliss,!E.! 2012,! ‘Leadership!and! the! deified/demonic:!A! cultural!examination! of! ceo! sanctification’,!
Business$ethics:$a$European$review,!vol.!21,!no.!4, pp.!434P49.
Prescribed’readings’on’human’resource’management
Almeida, S., Fernando, M. & Sheridan, A. 2012, ‘Revealing the screening: Organisational factors
influencing the recruitment of immigrant professionals’, The International Journal of Human
Resource Management, vol. 23, no. 9, pp. 1950-65.
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Arrowsmith, J. & Parker, J. 2013, ‘The meaning of ‘employee engagement’ for the values and
roles of the HRM function’, The International Journal of Human Resource Management,
vol. 24, no. 14, pp. 2692–2712.
Booth, A., Leigh, A. & Varganova, E. 2010, Does racial and ethnic discrimination vary across
minority groups? Evidence from a field experiment, Discussion paper Series, DP No. 4947,
Institute for the Study of Labor, Bonn.
Guest, D. 2011, ‘Human resource management and performance: still searching for some
answers’, Human Resource Management Journal, vol. 21, no. 1, pp. 3-13.
Greenwood M. 2013, ‘Ethical analyses of HRM: A review and research agenda’. Journal of
Business Ethics vol. 114 no. 2, pp. 355-366.
Linley, P.A., Harrington, S. & Hill, J.R.W. 2005, ‘Selection and development: A new perspective
on some old problems’, Selection and Development Review, vol. 21, no. 5, pp. 3-6.
Syed,J. & Pio, E. 2010, ‘Veiled Diversity? Workplace experiences of Muslim Women in Australia’,
Asia Pacific Journal of Management, vol. 27, no. 1, pp. 115-137.
Prescribed’readings’on’managing’individuals
Fineman,!S.!2006,!’On!being!positive:!Concerns!and!counterpoints’,!Academy$of$Management$Review,!vol.!
31,!no.!2, pp.!270P91.
Reeder,!G.D.,!Pryor,!J.B.,!Wohl,!M.J.!&!Griswell,!M.L.!2005,!’On!attributing!negative!motives!to!others!who!
disagree!with!our!opinions’,!Personality$and$Social$Psychology$Bulletin,!vol.!31,!no.!11, pp.!1498P
510.
Roberts,!L.!M.,!Spreitzer,!G.,!Dutton,!J.,!Quinn,!R.,!Heaphy,!E.,!&!Barker,!B.!2005,!’How!to!play!to!your!
strengths’,!Harvard$Business$Review, vol.!83,!no.!1,!pp.!74P80.
Roberts,!L.,!Dutton,!J.,!Spreitzer,!G.,!Heaphy,!E.!&!Quinn,!R.!2005,!’Composing!the!reflected!bestPself!
portrait:!Building!pathways!for!becoming!extraordinary!in!work!organizations’,!Academy$of$
Management$Review,!vol.!30,!no.!4, p.!712.
Held,!B.S.!2004,!’The!negative!side!of!positive!psychology’,!Journal$of$Humanistic$Psychology,!vol.!44,!no.!
1, pp.!9P46.
Parashar,!S.,!Dhar,!S.!&!Dhar,!U.!2004,!’Perception!of!values:!A!study!of!future!professionals’,!Journal$of$
Human$Values,!vol.!10,!no.!2, pp.!143P52.
Schwartz,!S.H.!1992,!’Universals!in!the!content!and!structure!of!values:!Theoretical!advances!and!
empirical!tests!in!20!countries’,!Advances$in$experimental$social$psychology,!vol.!25,!no.!1, pp.!1P
65.
Sluss,!D.M!&!Ashforth,!B.E.!2007,!‘Relational!identity!and!identification:!Defining!ourselves!through!work!
relationships’,!Academy$of$Management$Review,!vol.!32,!no1,!pp.!9P32.
Wrzeniewski,!A.,!McCauley,!C.,!Rozin,!P.!&!Schawartz,!B.!1997,!’Jobs,!careers,!and!callings:!People’s!
relations!to!their!work’,!Journal$of$Research$in$Personality,!vol.!31,!pp.!21P33.
Prescribed’readings’on’managing’teams and’groups
Barker,! J.R.! 1993,! ‘Tightening! the! iron! cage:! Concertive! control! in! selfPmanaging! teams’,!Administrative$
Science$Quarterly,!vol.!38,!no.!3, pp.!408P37.
Frey,!L.R.!2004,!’The!symbolicPinterpretive!perspective!on!group!dynamics’,!Small$Group$Research,!vol.!35,!
no.!3, pp.!277P306.
Losada,!M.!&! Heaphy,! E.! 2004,! ‘The! role! of! positivity! and! connectivity! in! the! performance! of! business!
teams’,!American$Behavioral$Scientist,!vol.!47,!no.!6, pp.!740P65.
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Smith,! D.M.! &! Edmondson,! A.C.! 2006,! ‘Too! hot! to! handle?! How! to! manage! relationship! conflict’,!
California$Management$Review,!vol.!49,!no.!1, pp.!6P31.
Tuckman,! B.W.! &! Jensen,! M.A.C.! 1977,! ‘Stages! of! smallPgroup! development! revisited’,! Group$ &$
Organization$Management, vol.!2,!no.!4,!pp.!419P27.
Prescribed’readings’on’ethics’and’CSR
Cameron,!K.S.,!Bright,!D.!&!Caza,!A.!2004,!’Exploring!the!relationships!between!organizational!
virtuousness!and!performance’,!American$Behavioral$Scientist,!vol.!47,!no.!6, pp.!766P90.
Fernando,!M.,!Dharmage,!S.!&!Almeida,!S.!2008,!’Ethical!ideologies!of!senior!Australian!managers:!An!
empirical!study’,!Journal$of$Business$Ethics,!vol.!82,!no.!1, pp.!145P55.
Mackey,!J.!2011,!’What!conscious!capitalism!really!is,!California$Management$Review,!vol.!53,!no.!3, pp.!
83P90.
Schwartz,!M.!2000,!’Why!ethical!codes!constitute!an!unconscionable!regression’,!Journal$of$Business$
Ethics,!vol.!23,!no.!2, pp.!173P84.
Sisodia,!R.S.!2011,!’Conscious!capitalism:!A!better!way!to!win”’,!California$Management$Review,!vol.!53,!
no.!3, pp.!98P108.
WrayPBliss,!E.!2007,!’Ethics!in!work’,!in!D.!Knights!&!H.!Willmott!(eds),!Introducing$organizational$
behaviour$and$management,!Thomson!Learning,!pp.!506P33.
Prescribed’readings’on’globalisation
Banerjee,!S.B.!2008,!’Necrocapitalism’,!Organization$Studies,!vol.!29,!no.!12, pp.!1541P63.
Chan,! J.,!Pun,!N.!&!Selden,!M.!2013,!’The!politics!of!global!production:!Apple,!Foxconn!and!China’s!new!
working!class’,!New$Technology,$Work$and$Employment,!vol.!28,!no.!2, pp.!100P15.
Gold,! S.,!Hahn,! R.!&! Seuring,! S.! 2013,! ‘Sustainable! supply! chain!management! in! “base! of! the! pyramid”!
food!projects—a!path!to!triple!bottom!line!approaches!for!multinationals?’,!International$Business$
Review,!vol.!22,!no.!5, pp.!784P99.
Morgan,!G.!2006,!’The!ugly!face:!Organizations!as!instruments!of!domination’,!in,!Images$of$organization,!
Sage,!Thousand!Oaks,!CA,!pp.!291P336.
Rego,!A.,!Clegg,!S.!&!Cunha,!M.! 2011,!’The! positive! power!of!character!strengths!and!virtues! for!global!
leaders’,! in! K.S.! Cameron! &! G.! Spreitzer! (eds),! The$ Oxford$ Handbook$ of$ Positive$ Organizational$
Scholarship,!Oxford!University!Press,!Oxford,!UK.
Zakaria,!N.,!Amelinckx,!A.!&!Wilemon,!D.! 2004,! ‘Working! together!apart?! Building!a!knowledgePsharing!
culture!for!global!virtual!teams’,!Creativity$and$Innovation$Management,!vol.!13,!no.!1, pp.!15P29.
Prescribed’readings’on’communication
Barry,! B.! 2007,! ‘The! cringing! and! the! craven:! Freedom! of! expression! in,! around,! and! beyond! the!
workplace’,!Business$Ethics$Quarterly,!vol.!17,!no.!2, pp.!263P96.
Gagne,!J.F.,!Josserand,!E.!&!Clegg,!S.!2012,!’The!promise!of!seduction,!the!pleasures!or!commitment,!and!
the!prospect!of!resistance!in!organizations’,!Organization$Science,!under!second!review.
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Jack,!G.!2004,!’On!speech,!critique!and!protection’,!Ephemera,!vol.!4,!no.!2, pp.!121P34.
Klein,!N.!2000,!’The!branding!of!learning’,!in,!No$logo:$Taking$aim$at$the$brand$bullies,!Picador,!New!York,!
pp.!87P105.!
Watson,! T.J.! 1995,! ‘Rhetoric,! discourse! and! argument! in! organizational! sense!making:! A! reflexive! tale’,!
Organization$Studies,!vol.!16,!no.!5, pp.!805P21.
Whitney, D. 1998, ‘Let’s change the subject and change our organization: An appreciative inquiry approach
to organization change’, Career Development International, vol. 3, no. 7, pp. 314-319.
Prescribed’readings’on’knowledge’and’learning
Cunha,!J.V.!&!Cunha,!M.P.!2001,!’Brave!new!(paradoxical)!world:!Structure!and!improvisation!in!virtual!
teams’,!Strategic$Change,!vol.!10,!no.!6, pp.!337P47.
Josserand,!E.!2004,!‘Cooperation!within!Bureaucracies:!Are!Communities!of!Practice!an!Answer?’,!
M@n@gement,!vol.!7,!no.!3,pp.!307P339.
Lee,!F.,!Caza,!A.,!Edmondson,!A.!&!Thomke,!S.!2003,!’New!knowledge!creation!in!organizations’,!in!K.S.!
Cameron,!J.E.!Dutton!&!R.E.!Quinn!(eds),!Positive$organizational$scholarship:$Foundations$of$a$new$
discipline,!BerrettPKoehler,!San!Francisco,!CA,!pp.!194P206.
Wenger,!E.C.!&!Snyder,!W.M.!2000,!’Communities!of!practice:!The!organizational!frontier’,!Harvard$
Business$Review,!vol.!78,!no.!1, pp.!139P46.
Weick,!K.E.!&!Westley,!F.!1999,!’Affirming!an!oxymoron’,!in!S.R.!Clegg,!C.!Hardy!&!W.R.!Nord!(eds),!
Managing$organizations:$Current$issues,!Sage,!London,!pp.!190P208.
Prescribed’readings’on’innovation,’change’and’rationality
Birkinshaw, J. & Gibson, C. 2004, ‘Building ambidexterity into an organization’, MIT Sloan
Management Review, vol. 45, pp. 47-55.
Brown, T. 2008, ‘Design thinking’, Harvard Business Review, vol. 86, no. 6, p. 84.
Collins, D. 2006, ‘Assaying the ‘advice industry’’, Culture and Organization, vol. 12, no. 2, pp.
139-52.
Comtois, E., Denis, J.-L. & Langley, A. 2004, ‘Rhetorics of efficiency, fashion and politics hospital
mergers in Quebec’, Management Learning, vol. 35, no. 3, pp. 303-20.
Harris, M. 2006, ‘Technology, innovation and post-bureaucracy: the case of the British Library”’,
Journal of Organizational Change Management, vol. 19 no. 1, pp.80 – 92
Josserand, E., Teo, S. & Clegg, S. 2006, ‘From bureaucratic to post-bureaucratic: The difficulties
of transition’, Journal of Organizational Change Management, vol. 19, no. 1, pp. 54-64.
Morgan, G. & Spicer, A. 2009, ‘Critical approaches to organizational change’, in M. Alvesson, T.
Bridgman & H. Willmott (eds), The oxford handbook of critical management studies, Oxford
University Press, Oxford, pp. 251-266.
WrayBliss, E. 2003, ‘Quick fixes, management culture and drug culture: Excellence and
ecstasy, BPR and brown’, Culture and Organization, vol. 9, no. 3, pp. 161-76.
Please! note! that! most! of! these! articles/readings! can! be! accessed! via! ePreadings by! going! to! the! UTS!
Library!website!and!typing!21129!into!the!searchPbar.!
ASSESSMENT!AND!EXPECTATIONS
A central!aim!for this!subject!is!to develop!your!skills!in!critical!and!analytical!thinking!
10
within!the!context!of!management!and!organisations.!A!fundamental!mechanism!
through!which!such!thinking!is!developed!and!demonstrated!is!through!writing:!
particularly!in!the!format!of!an!extended!academic!essay.
GUIDANCE!ON!THE!REQUIRED!FORMAT!OF!THE!ACADEMIC!ESSAYS
An!academic!essay!must!have:
1. An!explicit!argument!that!answers!a!basic!premise or!question:
An!academic!essay!is!not!merely!a!summary!of!what!has!already!been!written!on!a!
subject.!It!is, instead, a!presentation!of your!argument,!supported!by!academic!sources,!
on!the!specific!question!set.!You!should!tell!the!reader!in!your!Introduction!very!clearly!
what!your!answer!will!be!and!tell!them!how!your!essay!is!to!be!structured!to!present!
your!answer.!
For!example,!if!you!had!been!asked!a!question!on!whether!strong!management!can!
prevent!fraudulent!business!practices,!your!opening!sentence!might!look!something!like!
this:!‘In!this!essay!I!am!going!to!argue!that!fraudulent!business!practices!happen!because!
of,!not!despite,!‘strong!management’.!I!am!going!to!suggest!that,!in!part,!the!pressure!
put!upon!employees!by!their!managers!can!generate!a!culture!where!corners!are!cut!and!
proper!checks!and!balances!are!not!carried!out.!I!conclude!that!stronger!management,!
therefore,!may!not!be!the!solution!to!ending!corporate!fraud’.!
2. An!argument!that!has!a!clear,!logical!structure:!
Having!told!the!reader!in!the!Introduction!explicitly!what!your!answer!to!the!question!is,!
your!essay!should!be!logically!structured!to!develop!your!argument.!Organise!the!main!
part!of!your!essay!into!three or!four sections.!Tell!the!reader!in!your!Introduction!what!
these!sections!are,!and!link!these!sections!to!your!overall!argument.!Remind!the!reader!
at!the!start!of!each!new!section!how!the!argument!is!progressing.!For!further!details!on!
developing!a!critical!review!and!writing!assessments!see!the!following!links:!
• Critical!review:!http://www.elssa.uts.edu.au/resources/research/critical.html!
• Guide!to!writing!assessments:!
http://www.business.uts.edu.au/teaching/guide/guide.pdf!
3. Evidence!of!substantial!and!relevant!reading:!
To!pass!Assessment!1!your!essay!must!provide!at!least!6 references and!for!essay!2!you!
must!provide!at!least!8,!making!extensive!use!of!the:!
• the!readings/articles!listed in!the!‘tutorial!guidelines!and!readings’
• other! pertinent references!given!to!you!in!lectures
• relevant!ideas!from!the!recommended!text!book.
4. A!Conclusion:!
All!work!needs!to!have!a!conclusion!that!summarises!the!arguments!put!forward!in!your!
11
essay!and!how!these!arguments!have!answered!the!question(s) set.!Have!conviction!in!
your!arguments.!!!Avoid!conclusions!that!end!with!‘it!depends’!or!‘this!needs!more!
research’.!
5. References:
An!academic!essay!must!be!supported!by!many!references!to!published!academic!work.!
For!this!subject!your!main!references!must!be!the!tutorial!readings!and!additional!
readings!listed!in!the!tutorial!guide.!Be!sure!to!acknowledge!fully!any!references!or!
quotes!you!have!used!using!the!Harvard!UTS!reference!style:!e.g.!(Roberts,!1984).!Further!
information!on!the!Harvard UTS reference!style!is!found!in!the!Faculty!of!Business!Guide!
to!Writing!Assignments!available!online:!
http://www.lib.uts.edu.au/help/referencing/harvardPutsPreferencingPguide.!Your!essay!
must!also!have!a Reference!list,!which!is!an!alphabetical!list!of!the!full!publication!details!
of!all!the!items!you!have!explicitly!referenced!in!your!work, referenced!according!to!
Harvard!UTS!conventions (i.e.!do!not!use!bullet!points!for!your!reference!list and!ensure!
that!you!use!a!hanging!indent!– with!the!first line!flush!left!with!the!margin!and
subsequent!lines!indented!the!same!width!as!a!paragraph!indent).
Examples!of!essay!introductions/paragraphs
The!following!sample!essay!introductory!paragraphs!were!written!by!Professor!Edward!Wray!
Bliss!for!MPO, and!are!provided!ONLY!to!illustrate!how!to!write!your!introduction.!These!
paragraphs!are!NOT!based!on!the!essay!questions.
Example!1:
In!this!essay,!I!am!going!to!argue!that!work!can!certainly!be!a!source!of!satisfaction!and!joy!for!
individuals.!Indeed,!as!I!demonstrate!in!Section!One,!by!drawing!on!Rosen!(1988),!Clegg!et!al!
(2008)!and!others,!managers!of!modern!corporations!are!explicitly!encouraged!to!design!the!
workplace!and!motivate!employees!so!that!these!employees!find!satisfaction!and!enjoyment!at!
work.!However,!work!is!also!a!source!of!dissatisfaction!and!suffering!too!and!I!draw!upon!Jackall!
(1988),!Knights!and!Roberts!(1982),!and!Morgan!(2006)!in!Section!Two!to!show!the!anxiety,!
subordination!and!domination!that!may!also!describe!the!experience!of!work!for!managerial!and!
nonPmanagerial!employees!alike.!Rather!than!leave!the!question!here,!in!Section!Three!I!attempt!
to!explore,!conceptually,!why!work!produces!such!experiences!and!emotions!for!individuals.!
Drawing!upon!Jackson!and!Carter!(2000)!and!O’Doherty!(2006), I!consider!the!strong!link!
between!work!and!personal!identity.!Summarising!my!overall!arguments!in!the!Conclusion!I!
illustrate,!with!the!example!of!Ackroyd!and!Crowdy!(1990),!just!how!complex!the!relationship!
between!identity,!work,!and!an!individual’s!striving!for!satisfaction!and!personal!meaning!can!be.
12
Example!2:
In!this!essay,!I!am!going!to!argue!that!it!is!important!to!study!management!and!organisation!
critically!for!two!key!reasons.!First,!it!is!important!to!do!so!because!the!scope!and!reach!of!
management!and!organisation!is!such!that!it!affects!all!aspects!of!our!social,!economic!and!
cultural!life.!Second,!because!the!controls!that!exist!at!present!in!large!commercial!organisations!
may!not!be!sufficient!to!prevent!negative!effects!occurring!in!each!of!these!contexts.!In!Section!
One!I!shall!demonstrate!the!first!point!with!reference!both!to!the!role!of!management!and!
organisation!in!the!current!global!economic!crisis!and!also!through!discussing!the!writings!of!
Morgan!(2006)!and!Klein!(2001), explore the!effects!and!outcomes!of!corporate!power!in!
different!spheres.!In!Section!Two,!I!shall!use!Milgram’s!(1974)!experiments!on!obedience!and!
authority!and!Jackall’s!(1988)!study!of!corporate!management,!to!argue!that!there!are!processes!
at!work!in!large!organisations!that!can!inhibit!employees,!and!even!senior!managers,!from!
reflecting!upon!and!being!responsible!for!their!organisation’s!behaviour.!These!two!points,!I!
suggest,!make!it!imperative!that!we!look!critically!at!management!and!organisation.!In!the!final!
section!of!this!essay,!I!shall!consider!just!what!‘looking!critically’!means.!I!will!argue,!in!
opposition!to!Parker!(2002),!that!being!critical!in!this!context!is!not!the!same!as!being!‘against!
management’,!but!is!instead!a!commitment!to!better!organisation!and!better!management,!a!
commitment!to!an!idea!of!organisation!where!its!powerful!potential,!as!envisaged!by!Knights!
and!Roberts!(1982),!is!realised.
Guidelines!for!submitting!assessments!using!‘Turnitin’
Your!essays must!be!submitted!electronically!using the!‘Turnitin’!program on!UTSOnline!
(under!the!assignment!tab!on!the!MPO!page)!by!9pm!on!the!due!date.!Essays!submitted!
late!will!lose!an!automatic!10!marks!per!day.
Turnitin!will also!produce!a!plagiarism!report that!will!be!available!to!your!tutor!when!
they!mark!your!work.!The!report!will indicate!any passages!in!your!essay!that!are!not!
original.!You!are!welcome!to!submit!earlier!versions!of!your!essay!to!Turnitin!to!help!you!
to!modify!your!essay.!The!second!time!you!submit!your!essay!to!the!system,!however,!it!
will!be!at!least!24!hours!before!Turinitin!will!give!you!your!report.!
As!a!guide,!if!your!overall!Turnitin score!is!over!25%,!please!ensure!that!you!revise!your!
essay.!If!you!do!not!revise,!you!could!face!severe!penalties!and!may!be!referred!to!the!
Dean!of!Teaching!and!Learning.
You!must!not!submit!anybody!else’s!essays!except!your!own!to!Turnitin!for!any!reason.!
Also,!please!do!not,!under!any!circumstances,!think!that!you!can!present!somebody!
else’s!unreferenced!writing!in!your!essay!as!your!own!– whether!this!is!from!previous!
student’s!essays,!material!you!have!found!on!the!web,!or!elsewhere.!The!penalties!for!
plagiarism!are!extremely!severe!and!all!cases!will!be!referred!to!the!Dean!of!Teaching!
and!Learning.
13
GRADING!ASSESSMENT
Your!assignments!will!be!graded!according!to!the!criterion!indicated!in!the!marking!rubrics!on!
pages!15P18!below. When!assessing!your!essays, each!of!the!criteria!considered!P along!with!your!
understanding!of!the!subject, lectures!and!readings, and!your!ability!for!critical,!questioning!
thought.!
In!addition!to!the!above!instructions!and!guidelines,!your!tutors!will talk!you!through!the!process!
of!assessment!and!will!provide feedback!on!your!two!assessment!submissions.
Grade!categories
High!Distinction! 85!per!cent!and!above
Distinction! 75!per!cent!to!84!per!cent
Credit! 65!per!cent!to!74!per!cent
Pass 50!per!cent!to!64!per!cent
Fail!(Z) Less!than!50!per!cent!
Please!see!the!UTS!Guide!to!Writing!Assignments!for!full!details!on!these!grade!categories.!All!
forms!of!assessment!must!be!attempted!and!an!overall!mark!of!50%!or!more!must!be!achieved!
to!pass!this!course.
EXTENSIONS!AND!LATE!ASSIGNMENTS
Essays!submitted!after!the!due!time/date!will!incur!late!penalties!as!listed!below.!Late!
submissions!will!not!incur!the!late!penalties!listed,!only if!the!tutor!or!Subject!Coordinator!has!
granted!a!formal!extension!of!time.!This!extension!should!be!approved!BEFORE!the!submission!
deadline!where!possible!and!will!only!be!approved!in!exceptional!circumstances (normally!on!
grounds!of!ill!health!or!misadventure).!Work!submitted!more!than!5!days!after!the!stated!
submission!date!will!not!be!accepted!for!assessment!unless!the!Subject!Coordinator, on!receipt!
of!a!Special!Consideration!form, has!granted!a!formal!extension!of!time.
Late!Penalties
Depending!on!the!circumstances, the!Subject!Coordinator!may!apply!the!following!penalties:!
• Up!to!1!day!late!(after!the!specified!deadline)!10%!late!reduction!
• Up!to!2!days!late:!20%!late!reduction!
• Up!to!3!days!late:!30%!late!reduction
• Up!to!4!days!late:!40%!late!reduction!
• Up!to!5!days!late:!50%!late!reduction!
14
• Over!5!days!late:!NOT!ACCEPTED
The!10%!per!day!penalty!is!applied!to!the!mark!that!would!have!been!received!if!the!submission!
had!been!on!time.!Any!work!submitted!after!5!days!would!need!a!Special!Consideration!
document!to!be!accepted!for!assessment.!Students!cannot!expect!to!receive!verbal!or!written!
feedback!for!late!work.
Applying!for!extensions
If!you!are!unable!to!submit!your!assignment!on!time due!to!illness!or!misadventure,!and!require!
an!extension!of!less!than!one week,!you!should!submit!your!supporting!documentation!and!
request!an!extension!by!emailing!your!tutor!well!before!the!handPin!deadline!of!the!essay.!If!you!
require!more!than!a!onePweek extension, please!submit!an!application!for!‘Special!
Consideration’!with!relevant!supporting!documentation attached, prior!to!the!due!date of!the!
assessment.!
The!extension!application!form!is!available!through!the!Student!Administration!Offices!or!may!be!
downloaded!at:!http://www.sau.uts.edu.au/forms/index.html
REMARKING
To!maintain!consistency!between!the!tutorials,!the!coordinators!moderate!the!marks!prior!to!
releasing!the!marked!scripts!back!to!the!students.!However,!if!you!have!concerns!regarding!your!
marked!assessment,!please!email!your!tutor!for!an!appointment!to!discuss!your!concerns.!
Before!meeting!with!your!tutor,!you!must!email!your!tutor!a!detailed!request!explaining!
precisely!which!criteria!of!the!grading!sheet!and!elements!of!feedback!you!disagree!with or!have!
questions!on.!Your!tutors!will!not!be!able!to!discuss!your!concerns!unless!such!a!document!has!
been!submitted!to!them.!
If!you!are!unable!to!come!to!an!agreement!about!your!final!assessment!mark!with!your!tutor,!
then!you!may!request!an!appointment!with!the!coPcoordinator, Ace!Simpson, to!assess!your!
mark.!Please!be!aware!that!remarking!your!assessment!may!result!in,!1)!retaining!the!same!
mark,!2)!increasing!the!mark!or!3)!reducing!the!mark.
15
21129 MANAGING PEOPLE AND ORGANIZATIONS
ASSIGNMENT 1 MARKING RUBRIC
Performance
Area/
Weighting
Unsatisfactory Limited Proficiency Average Proficiency Proficient Highly Proficient
Argument
16%
The topic, main argument & ideas are
not clear.
There is one argument. Main ideas are
somewhat clear but are not well
developed or supported.
There is one generally well-focused
argument. Main ideas are somewhat
clear & developed with the support of
detailed information.
There is one clear, well-focused
argument. Main ideas are mostly clear
& developed with the support of
detailed information.
There is one clear, well-focused
argument. Main ideas are clear & are
developed with well-supported, detailed
& accurate information.
Organisation
& Structure
16%
Poorly organized OR demonstrates
serious problems with progression of
ideas. There is no clear introduction,
structure, or conclusion. Report
structure may have been used.
Essay structure is used. Introduction
states the main topic. A conclusion is
included. Some signs of logical
organization. May have abrupt or
illogical shifts & ineffective flow of
ideas.
Essay structure is used. Introduction
states the main argument & provides an
overview of the paper. The body is
generally on topic. A conclusion is
included. Organisation supports
argument & purpose; sequence of
ideas could be improved.
Essay structure is mostly used.
Introduction states the main argument
& provides an overview of the essay
including the conclusion. Information in
the body is mostly relevant & logically
considers different perspectives with
effective transitions. The conclusion
synthesizes the different perspectives
to draw a final conclusion..
Essay structure used. Introduction
states the main argument & provides an
overview of the essay including the
conclusion. The information in the body
is relevant & logically considers
different perspectives with effective
transitions. The conclusion synthesizes
the different perspectives to draw a final
conclusion.
Critique
16%
Insufficient reasoning & simplistic
analysis of complex issues, possibly
assumes managerialist conclusions,
lack of counterfactual thinking.
Some connections between main ideas,
limited clarity & complexity of thought,
possibly assumes managerialist
conclusions, lack of counter factual
thinking.
Adequately demonstrates reasonable
relationships among ideas,
demonstrates some counter factual
thinking.
Generally evaluates information
gathered, questions taken-for-granted
(especially managerialist) assumptions,
demonstrates relationships amongst
ideas, considers various (stakeholder)
perspectives.
Skillfully evaluates information
gathered, questions taken-for-granted
(especially managerialist) assumptions,
demonstrates relationships amongst
ideas, considers various (stakeholder)
perspectives
Understandin
g & Content
16%
Unsatisfactory understanding &
engagement with course materials.
Content unclear; lapses in coherence
OR has no relation to writing task;
offers simplistic, undeveloped support
for ideas. Poor use of primary &
secondary sources.
Poor understanding & engagement with
course materials. Use of course content
is somewhat vague OR only loosely
related to the writing task; at times may
be off topic OR too broad with limited
support. Poor use of primary &
secondary sources.
Satisfactory understanding &
engagement with course materials. Use
of course content is mostly accurate &
fairly clear; demonstrates solid but less
accurate reasoning; contains some
appropriate details and/or examples.
Good use of primary & secondary
sources.
Generally sound understanding &
engagement with course materials. Use
of course content is accurate, focused,
& consistent; exhibits control in
development of ideas; unified with a
fresh insight. Excellent use of primary
& secondary sources.
Excellent understanding & engagement
with course materials. Use of course
content is accurate, focused, &
consistent; exhibits control in
development of ideas; unified with a
fresh insight. Excellent use of primary
& secondary sources.
Academic
English
16%
Sentences sound awkward, are
distractingly repetitive, or are difficult to
understand. Paragraphs are poorly
structured & hence are often too short
or too long. Numerous errors in
grammar, &/or spelling that interfere
with understanding.
Sentences are generally well
constructed, but have a similar
structure &/or length. Paragraphs are
generally well structured. The author
makes several errors in grammar,
syntax, mechanics, &/or spelling that
interfere with understanding.
Sentences are generally well
constructed & have varied structure &
length. Paragraphs are generally well
structured. The author makes a few
errors in grammar, syntax, mechanics,
&/or spelling, but they do not interfere
with understanding.
Sentences are mostly well constructed
& have varied structure & length.
Paragraphs are well structured with
topic, supporting & concluding
sentences. The author makes no errors
in grammar, mechanics, &/or spelling.
All sentences are well constructed &
have varied structure & length.
Paragraphs are well structured with
topic, supporting & concluding
sentences. The author makes no errors
in grammar, mechanics, &/or spelling.
16
References
16%
Essay is not referenced according to
Harvard UTS conventions, possibly
footnotes are used instead.
Essay is mostly referenced according to
Harvard UTS conventions: (i.e.) many
mistakes with in-text citations.
Reference list is incomplete/improperly
formatted. Possibly some references
missing from list.
Essay is generally referenced
according to Harvard UTS conventions:
(i.e.) several mistakes with in-text
citations indicating confusion regarding
providing of page numbers, citing of
secondary sources, when to use (and
or &) etc. Reference list is complete,
properly formatted & presented
alphabetically with a handing indent.
Essay is mostly referenced according to
Harvard UTS conventions: (i.e.) In-text
citations are placed in parentheses
after the sentence or part thereof that
they support; page numbers are only
provided for direct quotes; long quotes
(30 words) are presented as a separate
indented paragraph. Reference list is
complete, properly formatted &
presented alphabetically with a hanging
indent.
Essay is referenced according to
Harvard UTS conventions: (i.e.) In-text
citations are placed in parentheses
after the sentence or part thereof that
they support; page numbers are only
provided for direct quotes; long quotes
(30 words) are presented as a separate
indented paragraph. Reference list is
complete, properly formatted &
presented alphabetically with a hanging
indent.
Formatting &
presentation
4%
Essay looks untidy & does not follow
formatting guidelines.
Essay looks fairly neat, but violates
many assignment formatting guidelines.
Essay looks neat, but violates a few of
the assignment formatting guidelines.
Essay is neat, professional & mostly
respects the assessment formatting
guidelines: within the word limit, printed
on single sided A4 paper, has essay
question reproduced at top of first page,
left aligned text, 12 point font, double
spacing, 4 cm margins, numbered
pages.
Essay is neat, professional & strictly
respects the assessment formatting
guidelines: within the word limit, printed
on single sided A4 paper, has essay
question reproduced at top of first page,
left aligned text, 12 point font, double
spacing, 2 to 4 cm margins, numbered
pages.
Total: 100% (Grade out of 25)
18
21129 MANAGING PEOPLE AND ORGANISATIONS
ASSIGNMENT 2 MARKING RUBRIC
Performance
Area/
Weighting
Unsatisfactory Limited Proficiency Average Proficiency Proficient Highly Proficient
Argument
15%
The topic, main argument &
ideas are not clear, or minimal
connection to ideas in essay
1, or over reliance on material
from essay 1.
There is one argument. Main ideas
are somewhat clear & developed
from essay 1 but are not well
developed or supported.
There is one generally well-focused
argument. Main ideas are somewhat
clear & developed with the support of
detailed information.
There is one clear, well-focused
argument. Main ideas are mostly
clear & developed with the support
of detailed information.
There is one clear, well-focused argument
developed & built upon from essay 1. Main
ideas are clearly developed with wellsupported,
detailed & accurate information.
Organisation
& Structure
15%
Poorly organized OR
demonstrates serious
problems with progression of
ideas. There is no clear
introduction, structure, or
conclusion. Report structure
may have been used.
Essay structure is used. Introduction
states the main topic. A conclusion is
included. Some signs of logical
organisation. May have abrupt or
illogical shifts & ineffective flow of
ideas.
Essay structure is generally used.
Introduction states the main argument
& provides an overview of the paper.
The body is generally on topic. A
conclusion is included. Organisation
supports argument & purpose;
sequence of ideas could be improved.
Essay structure is mostly used.
Introduction states the main
argument & provides an overview
of the essay including the
conclusion. The information in the
body is mostly relevant & logically
considers different perspectives
with effective transitions. The
conclusion synthesizes the
different perspectives to draw a
final conclusion.
Essay structure used. Introduction states
the main argument & provides an overview
of the essay including the conclusion. The
information in the body is relevant &
logically considers different perspectives
with effective transitions. The conclusion
synthesizes the different perspectives to
draw a final conclusion.
Critique
15%
Insufficient reasoning &
simplistic analysis of complex
issues, possibly assumes
managerialist conclusions,
lack of counterfactual thinking.
Some connections between main
ideas, limited clarity & complexity of
thought, possibly assumes
managerialist conclusions, lack of
counter factual thinking.
Generally demonstrates reasonable
relationships among ideas,
demonstrates some counter factual
thinking.
Adequately evaluates information
gathered, questions taken-forgranted
(especially managerialist)
assumptions, demonstrates
relationships amongst ideas,
considers various (stakeholder)
perspectives.
Skillfully evaluates information gathered,
questions taken-for-granted (especially
managerialist) assumptions, demonstrates
relationships amongst ideas, considers
various (stakeholder) perspectives
Understandi
ng & Content
15%
Unsatisfactory understanding
& engagement with course
materials. Content unclear;
lapses in coherence OR has
no relation to writing task;
offers simplistic, undeveloped
support for ideas. Poor use of
primary & secondary sources.
Poor understanding & engagement
with course materials. Use of course
content is somewhat vague OR only
loosely related to the writing task; at
times may be off topic OR too broad
with limited support. Poor use of
primary & secondary sources.
Good general understanding &
engagement with course materials. Use
of course content is mostly accurate &
fairly clear; demonstrates solid but less
accurate reasoning; contains some
appropriate details and/or examples.
Good use of primary & secondary
sources.
Mostly sound understanding &
engagement with course materials.
Use of course content is accurate,
focused, & consistent; exhibits
control in development of ideas;
unified with a fresh insight.
Excellent use of primary &
secondary sources.
Excellent understanding & engagement with
course materials. Use of course content is
accurate, focused, & consistent; exhibits
control in development of ideas; unified with
a fresh insight. Excellent use of primary &
secondary sources.
Academic
English
15%
Sentences sound awkward,
are distractingly repetitive, or
are difficult to understand.
Paragraphs are poorly
structured & hence are often
too short or too long.
Numerous errors in grammar,
&/or spelling that interfere with
understanding.
Sentences are generally well
constructed, but have a similar
structure &/or length. Paragraphs
are generally well structured. The
author makes several errors in
grammar, syntax, mechanics, &/or
spelling that interfere with
understanding.
Sentences are generally well
constructed & have varied structure &
length. Paragraphs are generally well
structured. The author makes a few
errors in grammar, syntax, mechanics,
&/or spelling, but they do not interfere
with understanding.
Sentences are mostly well
constructed & have varied
structure & length. Paragraphs are
well structured with topic,
supporting & concluding
sentences. The author makes no
errors in grammar, mechanics,
&/or spelling.
All sentences are well constructed & have
varied structure & length. Paragraphs are
well structured with topic, supporting &
concluding sentences. The author makes no
errors in grammar, mechanics, &/or spelling.
19
References
15%
Essay is not referenced
according to Harvard UTS
conventions, possibly
footnotes are used instead.
Essay is mostly referenced according
to Harvard UTS conventions: (i.e.)
many mistakes with in-text citations.
Reference list is
incomplete/improperly formatted.
Possibly some references missing
from list.
Essay is generally referenced
according to Harvard UTS conventions:
(i.e.) several mistakes with in-text
citations indicating confusion regarding
providing of page numbers, citing of
secondary sources, when to use (and
or &) etc. Reference list is complete,
properly formatted & presented
alphabetically with a handing indent.
Essay is mostly referenced
according to Harvard UTS
conventions: (i.e.) In-text citations
are placed in parentheses after the
sentence or part thereof that they
support; page numbers are only
provided for direct quotes; long
quotes (30 words) are presented
as a separate indented paragraph.
Reference list is complete, properly
formatted & presented
alphabetically with a hanging
indent.
Essay is referenced according to Harvard
UTS conventions: (i.e.) In-text citations are
placed in parentheses after the sentence or
part thereof that they support; page
numbers are only provided for direct quotes;
long quotes (30 words) are presented as a
separate indented paragraph. Reference list
is complete, properly formatted & presented
alphabetically with a hanging indent.
Formatting &
presentation
5%
Essay looks untidy & does not
follow formatting guidelines.
Essay looks fairly neat, but violates
many assignment formatting
guidelines.
Essay looks neat, but violates a few of
the assignment formatting guidelines.
Essay is neat, professional &
mostly respects the assessment
formatting guidelines: within the
word limit, printed on single sided
A4 paper, has essay question
reproduced at top of first page, left
aligned text, 12 point font, double
spacing, 4 cm margins, numbered
pages.
Essay is neat & professional & strictly
respects the assessment formatting
guidelines: within the word limit, printed on
single sided A4 paper, has essay question
reproduced at top of first page, left aligned
text, 12 point font, double spacing, 2 to 4 cm
margins, numbered pages.
Reflections
on Essay 1
feedback
5%
Minimal reflection &
application of feedback,
repeated mistakes from 1st
essay.
Overall good reflection & application
of feedback, some mistakes repeated
from 1st essay.
Good reflection & application of
feedback, correction of many mistakes
from 1st essay.
Excellent reflection, application of
feedback & correction of most
mistakes from 1st essay.
Excellent reflection & application of
feedback, no mistakes repeated from 1st
essay.
Total: 100% (Grade out of 35)

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