Assignment for kim woods

kenji takada

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Assessment 2: essay

MNG10713

MNG10713-2016-1 Assessment 2

The Task

The task: Essay

Length: 2000 words +/– 10% not including tables, reference list or appendices

Value: 40%

Date due: Friday 29th April 2016 (11.59pm QLD time)

A minimum of ten (10) refereed journals is expected.

MNG10713-2016-1 Assessment 2

Choose one of the following questions: Either:

Today’s workforce and the nature of work itself is changing, particularly in the climate of globalisation, and the new technological revolution. As a consequence issues facing HRM are expected to change dramatically in the next decade'. Consider this statement and draw upon at least two topics from the unit to discuss what some of these challenges are and the specific competencies faced by organisations and HR professionals to support employees in the contemporary business environment.

MNG10713-2016-1 Assessment 2

Or,

Discuss some of the ways organisations, jobs and careers have changed over the past 10 years. What changes do you anticipate over the next 10 years? How might these changes affect the manager’s job and the skills a manager needs to be successful? Illustrate with examples from at least two topics covered in the unit.

MNG10713-2016-1 Assessment 2

PREPARING AN ESSAY

Analyse the question and define the key terms.

Establish a possible thesis/ point of view

Research the topic. Use at least 10 refereed journal articles for support and evidence.

Take notes from your readings.

Write an essay plan and organise your ideas

Write a first draft to include your introduction, body and conclusion

Set the draft aside for a day or two, then re-read and make changes.

Have a friend/parent/colleague read it.

Edit and redraft your essay

Complete or finalise your references and citations. Complete your final draft and hand it in.

MNG10713-2016-1 Assessment 2

Marking Rubric

MNG10713-2016-1 Assessment 2

Editing and polishing your work

1. Your argument

Does your introduction have a clear and succinct thesis statement?

Does the thesis statement answer the question?

Do your points develop logically and contribute to your overall position?

Does your conclusion restate your argument?

MNG10713-2016-1 Assessment 2

2. Structure

Ensure structure is logical, flowing, and signposted and develops the argument.

MNG10713-2016-1 Assessment 2

Introduction

The body – containing a number of paragraphs

A conclusion

MNG10713-2016-1 Assessment 2

3. Paragraphing

Use of topic sentences and paragraph development.

Take particular care with your topic sentences.

Look at the middle parts of the paragraphs.

Check that your paragraphs are not too long or short.

Check your linking sentences.

Are they conveying the development of your ideas?

Will your reader be able to see how your material corresponds to your argument, and how it relates back to the research question?

MNG10713-2016-1 Assessment 2

4. Expression

Clear, concise, grammatically correct prose.

Variety in sentence openings and structures.

Check your sentences for flow.

Just like paragraphs, sentences should be the right length: not too long, and not too short.

When editing your sentences, pay particular attention to the amount of clauses.

If you can, try to put your most important point at the beginning of the sentence, rather than at the end.

MNG10713-2016-1 Assessment 2

Presentation

Check that you have met the specific requirements for the task

Always number your pages.

Use a readable font size, e.g. 12 point type.

Use space and a half or double spacing for your final draft.

Check headings and sub-headings for spelling and consistency.

Allow appropriate margins at sides, top and bottom of pages.

Use spaces between paragraphs, or indented first line of paragraphs.

MNG10713-2016-1 Assessment 2

Academic writing style

Avoid using contractions.

Avoid abbreviations.

Vary the language you use.

If you are presenting a list make sure you have told the reader what it is you are listing.

Use gender-neutral language.

If you use acronyms, give in full first, acronym in brackets after, and use the acronym thereafter.

Avoid colloquialisms or slang.

Numbers 1-10 should be written as words.

Avoid stating absolutes.

MNG10713-2016-1 Assessment 2

Punctuation

Check your use of common punctuation marks such as comma (,), colon (:), apostrophe (’) and semi-colon (;).

Be consistent in your use of quote marks: double or single?

Spelling

Use computer spell-checks, but proofread aloud, reading exactly what you have written (rather than what you think you have written) to identify common errors.

Cross-check the spelling of authors’ names and specific terms.

MNG10713-2016-1 Assessment 2

5. Proofreading

You are looking for spelling mistakes, typos, missing and repeated words.

Use punctuation and capitalisation consistently, and check over your references.

Techniques and strategies

Read aloud

Read for one thing at a time

Use the ‘find’ and ‘replace’ functions in Word

Do small chunks with frequent breaks

Allow time between drafting and proofreading where possible

MNG10713-2016-1 Assessment 2

6. Checklist

Use a Style Manual

Use a Dictionary

MNG10713-2016-1 Assessment 2

Referencing

MNG10713-2016-1 Assessment 2

What makes a reference ?

There are two parts to a reference:

1. The citation in your assignment

2. The complete reference in your reference A-Z list

MNG10713-2016-1 Assessment 2

Use HARVARD style for citations and bibliography/reference list.

Indent and single-line space long quotes (no quotation marks are necessary).

Give page numbers for all in-text direct quotations.

Put quote marks around short, direct quotations.

Use exact spelling, grammar and punctuation of direct quotations, as in the original.

Review quotations for relevance.

Arrange the bibliography in alphabetical order, according to authors' surnames.

Give page numbers for articles and chapters in edited volumes listed in the bibliography.

Check the reference list for accuracy.

Use Turnitin to as a tool to help you check to accuracy of your quotes and references by submitting your drafts through Turnitin in before your final submission.

MNG10713-2016-1 Assessment 2

SCU Library

SCU Library Home> Student Support > Referencing Guides > (Try this neat referencing tool from Griffith University) > School of Business and Tourism > Harvard Referencing LibGuide pdf

MNG10713-2016-1 Assessment 2

Note Well

The Reference list appears at the end of the document on a separate page

Do not number references

Do not identify what is a book and/or journal

Include ALL authors – not just et al.

References cited in text must appear in the Reference list and vice versa.

Use only the initial(s) of the author’s given name, not the full name.

If the Reference list includes 2 or more entries by the same author(s), list them in chronological order with the earliest first.

Arrange Reference entries in one alphabetical sequence by the surname of the first author or organisation name·

Italicise book titles, journal names and website titles

& NOT “and”

Remember punctuation

MNG10713-2016-1 Assessment 2

SCU Academic Skills

Remember the SCU Academic Skills team supports students' learning and critical thinking skills as well as the development of academic literacy, numeracy and integrity. They have an extended suite of strategies to support all award coursework students. These strategies include online resources, workshops, one-to-one consultations, email review of assignments and Peer Assisted Student Sessions (PASS).

For further information go to : http://scu.edu.au/teachinglearning/index.php/2/

MNG10713-2016-1 Assessment 2

Criterion

High Distinction

Distinction

Credit

Pass

Fail

1. Knowledge and understanding

35%

Demonstrates outstanding level of knowledge. Widespread understanding of relevant concepts and issues.

Two (2) factors from the unit used to illustrate answer.

More than 14 refereed journals.

Demonstrates excellent level of knowledge. Thorough understanding of relevant concepts and issues.

Two (2) factors from the unit used to illustrate answer.

At least 14 refereed journals.

Demonstrates proficient level of knowledge, and understanding of relevant concepts and issues.

Two (2) factors from the unit used to illustrate answer.

At least 12 refereed journals.

Demonstrates satisfactory level of knowledge and understanding of relevant concepts and issues.

Two (2) factors from the unit used to illustrate answer.

At least 10 refereed journals.

Demonstrates insufficient level of knowledge.

Less than two (2) factors from the unit used to illustrate answer.

Less than 10 refereed journals.

2. Analysis

45%

Articulates a strong, logical claim that responds to the assignment.

Poses exceptional supporting ideas/evidence that flow and make logical sense.

Logically connects the ideas/evidence with thorough explanation.

Articulates a logical claim that responds to the assignment.

Poses effective supporting ideas/evidence that flow and make logical sense.

Logically connects the ideas/evidence with mostly effective explanation.

Articulates a claim that somewhat responds to the assignment.

Poses effective supporting ideas/evidence most of which flow and make logical sense. Connects some of the ideas/evidence with some explanation.

Poses some effective supporting ideas/evidence most of which flow and make logical sense. Connects some of the ideas/evidence with some explanation.

Either does not offer a claim that makes sense in response to the assignment. Possesses either little or no supporting evidence/ideas which do not flow or make sense.

3. Presentation and style (20%)

3.1 Communication

10%

Exceptional writing skills. Logical progression of

ideas with a clear structure that enhances the analysis.

Sentences are strong and expressive with varied structure. Work is presented in a professional manner.

Excellent writing skills.

The language is clear and expressive. Concepts are explained accurately.

The language is to a certain degree clear and expressive, but could use more sentence variety to make it more

interesting.

Satisfactory writing skills, but stylistically static. At times the transitions between

ideas are unclear.

Language is unclear and confusing and hard to follow. Concepts are either not discussed or are presented inaccurately.

3.2. Structure, style standards and referencing conventions

10%

Correct structure, grammar, usage, formatting and style. Evidence of proofreading.

Bibliography is impeccably written and all bibliographic requirements are met. Harvard style followed for each information source and integrating quotations (both paraphrased and direct quote citations).

Few minor errors in structure, grammar, usage, formatting and style. Evidence of proofreading.

All bibliographic requirements are met. Harvard style followed for each information source and integrating quotations.

Some occasional errors in structure, grammar, usage, formatting and style that do not hinder comprehension. Some degree of proofreading.

All sources of information are cited; some errors in Harvard style.

Distracting errors in

structure, grammar, usage, formatting and style. More proofreading is necessary.

All sources of information are cited; some errors in Harvard style.

Substantial and consistent errors in structure and style. The number of errors makes it difficult to read, hinders comprehension and suggests no proofreading.

Bibliography is weak. No referencing style followed. Failure to cite sources.