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Organisational Behaviour (MNG82001) Assignment 1 Part C Guidelines and Marking Criteria Title: Assignment 1 Part C – Literature Review Marks: 20 (which is 20% of the unit grade) Due: Prior to 11pm Fri...

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Organisational Behaviour (MNG82001)
Assignment 1 Part C Guidelines and Marking Criteria
Title:    Assignment 1 Part C – Literature Review
Marks:     20 (which is 20% of the unit grade)
Due:     Prior to 11pm Fri 27th April, 2018 (Week 8).
Task:    Undertake a Literature Review (max 1500 words) on – Employee Engagement: what does the literature say?
The review is to focus solely on refereed academic publications (i.e. journal articles).
    Note: students should make themselves fully aware of the penalties that may be applied for cases of Academic Misconduct, such as submitting work that is not their own. Access this document for further information.
Purpose:     As students of Organisational Behaviour it is important that you are able to effectively identify, collate and disseminate credible information on a range of issues that have strong theoretical and/or practical relevance to the field. Such information will often provide the basis for effective planning and decision-making.
Format:     The single document submitted for this assignment is to contain the following components and formatting features:
a) Assignment ‘Coversheet’ (document is in the Assessment Details tab on Blackboard).
) Assignment ‘Coverpage’ - identifying the unit name & code, assignment title, student name & ID, and the word count of the review. This is a document that students develop themselves; i.e. there is no Coverpage template. Note: Reference List content is not included in the word count.
c) Content; i.e. your Literature Review (maximum of 1500 words). Reviews that exceed 1500 words will be returned to the student for editing and resubmission.
i. Develop a ‘catchy’ Title; one that signals the central theme or focus of the review. Thereafter you can include any subheadings that might help to effectively structure the discussion. No Table of Contents is required.
ii. In-text and Reference List skills must be demonstrated (use the School-prefe
ed referencing style).
iii. The report is to include a minimum of six distinct references from academic journals. You may cite your textbook and sources identified in it but they do not contribute towards the reference count. Quoting is only permitted when providing the definition of a concept. Paraphrase all other information that you obtain from your various sources.
d) Reference List.
Adopt the following formatting features for the paper:
· Apply page numbers. Page 1 comes after your coverpage.
· Font style: Times New Roman, 12pt, justified, 1½ line spacing.
· Margins – top and bottom to be 2.54cm. Left and right to be 2.54cm. No page boarders.
· Spelling - if using a Microsoft package, specify Australian English language/grammar when running your spell-check.
· Writing and grammar must conform to the standards of a professional report.
Submitting:     All assignments are to be submitted through ‘Turn-it-in,’ which can be accessed from the ‘Assignment 1’ folder on Blackboard. The link will be activated in week 3 and you can submit the assignment any time up to the due date.
The file you submit should be labelled in the following manner:
Surname, initial, student code, MNG82210, asmt 1c
For example – Gillett, P, 012345, MNG82210, asmt 1c
Feedback:     Students who submit their report by the due date will receive feedback within 2 weeks. This feedback will be in the form of a marking ru
ic and a copy of your report with electronic comments from the marker.
Marking Criteria:
    A. Content
(weight = 25% of marks)
    1) Unsatisfactory. Much of the information on Employee Engagement is inaccurate or the level of detail is insufficient.
2) Pass. The review reflects a basic understanding of EE. Extending the scope of the review will help to demonstrate a deeper level of knowledge.
3) Credit. The review scope is sufficiently
oad and a good understanding of EE is demonstrated. At times the specific focus of your review (what you want to say about EE) is unclear or changes tack.
4) Distinction. The review effectively describes EE and its influence on Organisational outcomes. Further analysis of the key concepts will help to support the particular focus of your review.
5) HD. The review reflects an extremely strong understanding of EE and its influence on Organisational outcomes. Your strong analysis gives the review a unique and purposeful quality.
    B. Writing Quality
(weight = 25% of marks)
    1) Unsatisfactory. The writing is ineffective due to numerous spelling and/or grammatical e
ors.
2) Pass. Proof-read the final document to identify and co
ect minor e
ors in spelling and grammar. Plan for and undertake additional drafts as this will help to improve the quality of your written work.
3) Credit. A good standard of writing is provided (no spelling e
ors) however there is room for improvement in terms of higher-order writing skills (e.g. vocabulary and sentence structure).
4) Distinction. Higher-order writing skills are evident in parts. Greater consistency will improve the overall quality of your work.
5) HD. The quality of writing in the report is exceptional. Well done.
    C. Use of academic Sources
(weight = 25% of marks)
    1) Unsatisfactory. Information which clearly comes from other published sources is not cited or information that is cited makes no meaningful contribution to the discussion.
2) Pass. The information in your review is appropriately cited however too much of it is simply replicated from the original source. Work on developing your paraphrasing skills by contextualising the information; i.e. explicitly link it to the focus of your discussion.
3) Credit. A good effort has been made to synthesise information from different sources to support or explain a particular point. Work on further developing the quality and/or consistency of this strong academic work.
4) Distinction. Information from academic sources are effectively weaved into the discussion, thereby helping to fully describe the EE concept and its influence on Organisational outcomes.
5) HD. In addition to the Distinction qualities, a strong effort has also been made to cite empirical research findings that support and complement the discussion.
    D. Referencing and Formatting
(weight = 25% of marks)
    1) Unsatisfactory. The assignment document is unprofessionally presented and/or the required number of references are not provided.
2) Pass. The assignment document meets a satisfactory standard of presentation but several (at least 2) formatting features have not been adopted and there are e
ors with the referencing style.
3) Credit. Several (at least 2) formatting features have not been adopted or there are e
ors with the referencing style.
4) Distinction. One formatting feature has not been adopted or there is a notable e
or with the referencing style.
5) HD. The assignment document adopts all the required referencing and formatting features and is professionally presented.
    
    U
    P
    C
    D
    HD
    A.
    1
    3
    3.5
    4
    5
    B.
    1
    3
    3.5
    4
    5
    C.
    1
    3
    3.5
    4
    5
    D.
    1
    3
    3.5
    4
    5
1

What is a review of the literature?
A literature review is an account of what has been published on a topic by accredited scholars and researchers. Most often the review forms a key section of a research report or thesis. In this case however, you are asked to write it as a separate assignment.
In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept or question (i.e., Employee Engagement: what does the literature say?).
Besides enlarging your knowledge about the topic, writing a literature review lets you gain and demonstrate skills in two areas
1. information seeking: the ability to scan the literature efficiently, using manual or computerized methods, to identify a set of useful articles
2. critical appraisal: the ability to apply principles of analysis to identify unbiased and valid studies.
Writing a Literature Review
Like all academic writing, a literature review must have an introduction, body, and conclusion.
The introduction should include:
· the nature of the topic under discussion. If the topic is very
oad then it will be important to identify your specific focus.
The body could include relevant paragraphs on:
· definitions in use
· historical background
· cu
ent mainstream versus alternative theoretical or ideological viewpoints, including differing theoretical assumptions
· recent discoveries about the topic from empirical research
· principal questions that are being asked
· general conclusions that are being drawn
· questions for future researchers to address
The conclusion should include:
· A summary of major agreements and disagreements in the literature
Style Tips
A literature review is a piece of discursive prose, not a list describing or summarizing one piece of literature after another. Therefore you want to avoid (as much as possible) simply repeating the research results; for example:
From a survey of 500 public sector workers, Smith and Brown XXXXXXXXXXfound that most (approx. 80%) do not feel engaged at work.
Instead, organise the literature review into sections that present themes or identify trends, including relevant theory. You are not trying to list all the material published, but to synthesise and evaluate some of it according to the guiding concept or question; for example:
Employee engagement is not limited to a specific workplace context. Studies of finance sector workers (Jones & Jones, 2010), non-profit volunteers (Ralph, 2012) and local government employees (Smith & Brown, 2002) all support the position that highly engaged employees are more productive in all types of organisations.


Literature Review example
The following is an excerpt from:
Barnard, M. and Stoll, N. 2010, ‘Organisational Change Management: A rapid literature review’, Centre for Understanding Behaviour Change, University of Bristol, UK.
Resistance to change
Fundamental to the success of organisational change is the acceptance of the change by employees. Within this context, the work of Kubler-Ross (1973), who argued that all humans go through 5 stages of ‘grief’ (denial, anger, bargaining, depression and acceptance) when faced with a loss or change, has been seen as relevant and has been applied to the management of organisational change. Wiggins XXXXXXXXXXuses the model to help guide communication and support during the period of change, which she suggests should be tailored to the stage of change that the employees have reached. For example, after the news of change is delivered, employees need to be given information to tackle their denial. Once the information has sunk in and they experience anger, bargaining and depression hey require various kinds of support. Once employees have begun accepting the situation they need a vision to put their commitment into.
Others take a more individualist approach to studying resistance to change, arguing individuals reactions are highly complex and vary greatly. One advocate of such thinking is Shaul Oreg who proposed that resistance to change is based both on personality
Answered Same Day Apr 23, 2020 MNG82001 Southern Cross University

Solution

Akansha answered on Apr 25 2020
127 Votes
0
Topic- Employee Engagement: A Distinct Competitive Edge for the Organization
Student’s Name-
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Employee Engagement: what does the literature say?
Employee Engagement: A Distinct Competitive Edge for the Organization
Employee engagement is the buzzword in the industry today and is now considered a key factor in any business structure. Earlier it was a challenge to acquire a talented and skilled workforce and to retain them. After the discovery of the principle of employee engagement, it has added another level of responsibility for the organisation and that is to keep the employees engaged; both intellectually and emotionally. It is a challenge for the top rung in an organization to achieve high levels of employee engagement as per Otken Ayse Begum and E
en Gul Selin (2010).
A pioneer in this relatively new subject Kahn (1990), the academic guru on this subject, in his first published paper to this effect, describes employee engagement as the process of stimulating an employee and harnessing his enthusiasm for work, which in turn leads to organization success and positive impact at all levels. Schaufeli and Bakker (2004) called it ‘job engagement’, and further defined it as "a positive, fulfilling, work-related state of mind that is characterized by vigor, dedication, and absorption". This prognosis is in sync with that of Gallup (Harter et al,2002) who co-relates employee engagement and key business metrics like customer satisfaction, productivity, safety, and turnover. An attribute that needs to be focused on with respect to employee engagement is that it works at three levels; intellectual, affective and social.
Mani (2011) in his study defining the drivers of employee engagement, predicted four drivers, namely employee welfare employee growth, empowerment, interpersonal relationships. These drivers once installed and made a part of the regular working practices of the organization show their efficacy only over a period of time. Firstly, Andrewa Ologbo .C & Saudah Sofianb .P(2012) say that adequate level of employee growth or his job enrichment through training and knowledge enhancing skill set, go a long way in the employee investing his self in the business. This system of employee development should be based on a fair system which gives an equal opportunity to every employee to participate in the skill enhancing programs
The second factor is the empowerment which also includes the role of leadership in achieving high engagement level in employees. Leadership should take into account the future plans of the organization and involve the employees actively in that future roadmap. This state of involvement is achieved when there is transparency regarding the company values, principles and practices of the company. The employee should feel empowered enough to not only be a part of the policies decided but should also feel free to express his opinions on the same. His opinions should be heard and given an emphasis, to make him witness his contribution towards the organization objectives. When the leadership is committed and engaged then the effect percolates down further in the organization says Jessic X & Cooper TH (2011). So an empowered leadership promotes employee empowerment and in turn their engagement.
Interpersonal relationships is the third driver that plays a key role in achieving this engagement. It involves respect being given to the employee not only as a person but also in terms of his work, in the form of performance appraisal; concu
ed Kenneth G.W Jr, Bo
y M(2009) and Robert P. (2009). The fourth driver or attribute that affects...
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