Businness understanding

MNG10713 Assessment 2: Essay

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)

Choose one of the following questions:

Either:

1. 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.

Or,

2. 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.

Notes for assistance

· There is no fixed way to answer the essay topic. Students are being tested on their capacity to think critically and integrate their learning gained in lectures and through their readings and experience.

· ‘Discuss’ means you need to think about and write about the different possibilities before you present a point of view. This is likely to need both description and interpretation.

· Opinion must be supported by carefully selected and authoritative evidence.

· Students are expected to use at least 10 refereed journal articles in writing their essay.

A peer-reviewed or refereed journal is a scholarly journal that requires submitted articles to be subjected to a process of critical review by experts on the subject, known as referees, before determining if the article is to be accepted for publication.

Note: not every academic or scholarly journal is refereed or peer-reviewed. 

Be aware: not all articles contained in a refereed journal are peer-reviewed!

As a rule of thumb, editorials, short items, book reviews and letters to the editor are not peer reviewed. Brief commentaries, short communications and conference papers are not peer-reviewed either.

· Remember to arrive at a conclusion.

Essay Structure

An academic essay aims to persuade readers of an idea based on evidence.

· An academic essay should answer a question or task.

· It should have a thesis statement (answer to the question) and an argument.

· It should try to present or discuss something: develop a thesis via a set of closely related points by reasoning and evidence.

· An academic essay should include relevant examples, supporting evidence and information from academic texts or credible sources.

Basic steps in writing an essay

Although there are some basic steps to writing an assignment, essay writing is not a linear process. You might work through the different stages a number of times in the course of writing an essay. For example, you may go back to the reading and note taking stage if you find another useful text, or perhaps to reread to locate specific information.

Possible steps (In no strict order)

Analyse the question and define 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

Essay structure

Your essay will need the following:

An introduction which:

· sets out the context/background of your argument;

· introduces the content of the essay;

· introduces the theoretical perspectives you will be using;

· may define key terms (alternatively you can do the work of definition in the second paragraph;

· sets out your thesis statement/line of argument/central contention; and

· explains how the essay will be organised (order of points).

A body containing a number of paragraphs each of which will:

· present a topic sentence or central idea supporting your thesis statement/line of argument/central contention;

· contain developing sentences which extend on or amplify the topic sentence;

· give evidence/examples/references which support/relate to your topic sentence; and

· provide a concluding/linking sentence;

A conclusion which:

· restates your thesis statement/line of argument/central contention;

· summarises the points and evidence you provided to support your thesis; and

· may suggest areas for further research/ investigation.

Other points to note:

Remember, if you are citing someone else’s opinion make sure you include a reference. Referencing is a crucial part of successful academic writing and is key to your assignments and research. This is why it is included in the marking criteria.

Referencing Style

· In the Business school we use the Harvard style. There are many varieties of the Harvard referencing system. We follow the standards described in the 'Style Manual for Authors, Editors and Printers' 6th edition, often referred to as the 'AGPS Manual'. It is also referred to as the 'Snooks manual'. You can access the Harvard SCU guide at http://libguides.scu.edu.au/harvard

Formatting

· Times New Roman font 12 with 1.5 line spacing.

A few common errors/issues

· Please use Australian English. The Macquarie Dictionary should be used to check spelling. Common errors include using the letter ‘z’ instead of the letter ‘s’, for example in organisation and deleting the letter ‘u’ in words that end in ‘our’ such as neighbour and colour. The only time non-Australian English spelling should be used is when referencing a document title written in non-Australian English such as the ‘World Health Organization Report’ or ‘The Center for Engineering Research Report’. Remember, spelling checkers may not be based on an Australian dictionary. (You can set the Australian language as the dictionary in Word through the ‘Tools’ menu.)

· No colloquial words or phrases. Be precise as possible – no generalisations.

· Write in the third person unless otherwise directed.

· Avoid slang terms, clichés and colloquial expressions.

· Avoid gender bias and sexist language.

· Avoid emotive language.

· Be direct – use the active rather than the passive voice.

· Be concise.

· Capitalisation: The current trend is to reduce the number of words given initial capital letters. Unnecessary and inappropriate capitalisation of words may make your document appear old-fashioned. Capitals should only be used for the first letter of the first word of a sentence and for the names of particular people, places and things (proper nouns). Many writers confuse names with descriptors or generic expressions (words and phrases that are general terms rather than specific names). Use capitals for names only. One way of differentiating between names and descriptors is to ask yourself whether the word or phrase names a particular thing or whether it refers to something in a general sense only. Use capitals if it names a particular thing and lower case if it is a general reference.

· Quote marks: Use single quote marks throughout your document not double quote marks.

For Quick Guides about Academic Skills see http://scu.edu.au/teachinglearning/index.php/5

✪Further guiding principles will be provided in the assignment resources area on the unit site, as well as a special Blackboard Collaborate Session.

Marking Criteria

Students will be assessed against the following criteria:

1. Content (35% OR 14/40)

· Demonstrates breadth and depth of research using, at least 10, refereed journal articles. (You will be taught how to find refereed journal articles in one of the Online lectures. If you don’t know how to find them, please make sure you ask). Inadequate or inaccurate referencing may result in a fail grade for this assessment item and/or the unit.

· Robust and detailed exposition of at least two topics from the unit to illustrate your answer.

2. Analysis (45% OR 18/40)

· Creative use of provided study materials (e.g. evidence-based research and examples, textbook, Study Guide, Readings).

· Well-developed argument addressing the assignment question.

· Application of theories/concepts dealt with in the topic or subject.

3. Presentation and Style (includes quality of communication and structure, style standards and referencing conventions) (20% OR 8/40)

· Creativity in organisation and presentation.

· Clear essay structure: introduction, body, conclusion.

- introduction contains purpose, scope, background, definition of terms, outline of essay/argument

- body accurately reproduces introduction outline and is logical sequencing

- conclusion restates essay purpose, summarises main points and provides recommendations

· Clear, coherent writing style with detailed attention to spelling, punctuation and grammar.

• Correct formatting of citations using Harvard Style in-text and in reference list.

• Minimum 1.5 cm line spacing and uniform 2.5 cm margins.

• Less than 10% of essay is direct quotations.

• Within 10% of the word limit.

· Quality of communication (10%)

· Logical structure and organization.

· Clarity & succinctness of writing (including syntax, adherence to word limit and appropriateness for purpose).

· Structure, style standards and referencing conventions (10%)

· Referencing – follows Harvard style Harvard style for each information source and integrating quotations.

· Formatting - Correct structure and style.

· Evidence of proofreading.

Please Note:

· It is strongly advised that these assignment instructions be considered alongside the Assessment 2 Marking Rubric, Assessment 2 Collaborate Session, Other Resources and Discussions posted on the Discussion Board.

· Penalties will apply for late submission of the essay.

· The essay must be word-processed using size 12 Times New Roman font and 1.5 or double line spacing.

· Accuracy in spelling, syntax, citations and referencing (Harvard style) is essential.

· Students are reminded of the extremely serious view of the University with regard to plagiarism and are strongly advised to read the university’s policies on academic integrity and the penalties associated with academic misconduct (as noted in this document).

· Assignments must be lodged through Turnitin accompanied by an ‘Assignment Cover Sheet’.

· Students should keep a copy of work submitted.

· The assignment should reflect the principles of scholarly work and students must demonstrate that adequate research has been undertaken.

· The essay must include reference to a minimum of ten (10) academic journal articles, in addition to other possible materials.

NB: Please refer to the Assessment 2 marking rubric for a breakdown and disaggregate of the marking criteria.

Fail	Pass	Credit	Distinction	High Distinction
<50%	50 - 64	65 - 74	75 - 84	85+
<20	20.0 – 25.5	26 – 29.5	30 – 33.5	34+

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MNG10713-2016-1 Assignment 2 Marking Criteria

MNG10713 – Session 1 (2016) Assessment 2 Marking Rubric

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.