MANAGING PEOPLE AND ORGANIZATIONS FINAL

BCOBM112 Managing People and Organizations Task brief & rubrics Professor: Dr. Olga Leontjeva

Task

• An individual task.

• Present the result of your research on training and performance & remuneration challenges facing people managers in contemporary international

organization/s of your choice.

• Expected table of contents:

o A brief description of the company/s (industry, structure, mission, the period of activity analysed).

o Define and describe the challenge the organisation has or ever had in the past.

▪ If the organisation succeeded in overcoming the challenge, identify and evaluate the winning decisions of the managers related to this

success.

▪ If the organisation failed overcoming the challenge, identify and evaluate the wrong decisions of the managers related to this failure.

▪ If the organisation is still experiencing the challenging situation, propose your solutions (identify positive aspects of your proposals as

well as possible drawbacks/risks associated).

• Use relevant vocabulary and concepts covered within the course.

• Use reliable sources of information!

• Format: a .pdf document.

Formalities:

• Wordcount: 1500 words -/+ 10%.

• Cover, Table of Contents, References and Appendix are excluded from the total wordcount.

• Font: Arial 12,5 pts.

• Text alignment: Justified.

• The in-text References and the Bibliography must be in Harvard’s citation style.

Submission: Week 13 – Via Moodle (Turnitin). Sunday 21st January 2024, 23:59.

Weight: This task is 60% of your total grade for this subject.

It assesses the following learning outcomes:

• Outcome 1: Identify employee training needs, as well as methods and tools used to create effective training programs.

• Outcome 2: Identify characteristics of effective performance management and employee reward systems.

Rubrics

Learning Descriptors Fail Below 60% Marginal Fail 60-69% Fair 70-79 % Good 80-89% Exceptional 90-100%

Purpose &
Understanding

KNOWLEDGE &
UNDERSTANDING

30%

Very poor coverage of central

purpose, goals, research

questions or arguments with

little relevant information

evident. Virtually no evidence of

understanding or focus.

Minimal understanding of

purpose of the study; factual

errors evident. Gaps in

knowledge and superficial

understanding. A few lines of

relevant material.

Reasonable understanding and

clearly identifies the purpose,

goals, research questions or

argument.
Reflect partial achievement of

learning outcomes.

A sound grasp of, and clearly

identifies, the purpose, goals,

research questions or argument.

Some wider study beyond the

classroom content shown.

Effectively describes and explains

the central purpose, arguments,

research questions, or goals of

the project; explanation is

focused, detailed and

compelling. Recognition of

alternative forms of evidence

beyond that supplied in the

classroom.

Analytical / Critical
Thinking Skills

CRITICAL THINKING

30 %

Research problems, concepts

or ideas are not clearly

articulated, or its component

elements are not identified

or described. Research

information is poorly

organized, categorized

and/or not examined;

research information is often

inaccurate or incomplete.

Presents little if any analysis

or interpretation;

inaccurately and/or

inappropriately applies

research methods,

techniques, models,

frameworks and/or theories

to the analysis. Presents few

solutions or conclusions;

solutions or conclusions are

often not well supported, are

inaccurate and/or

inconsistent, and are

presented in a vague or

rudimentary manner.

Research problems, concepts

or ideas are not clearly

articulated at times and

confusing. Research

information is badly

organized, categorized,

and/or only superficially

examined; research

information is often

incomplete. Presents limited

analysis or interpretation;

inaccurately and/or

inappropriately applies

research methods,

techniques, models,

frameworks and/or theories

to the analysis. Presents

some solutions or

conclusions but they are

often not well supported, or

logical.

Adequately identifies and

describes (or sketches out)

the research problem,

concept or idea and its

components. Gathers and

examines information

relating to the research

problem, concept, or idea;

presents and appraises

research information with

some minor inconsistencies,

irrelevancies, or omissions.

Generally, applies

appropriate research

methods, techniques,

models, frameworks and/or

theories although with

inaccuracies. Outlines

solutions or conclusions that

are somewhat logical and

consistent with the analysis

and evidence; identifies

and/or lists solutions or

conclusions although not

always clearly.

Formulates a clear

description of the research

problem, concept, or idea,

and specifies major elements

to be examined. Selects

information appropriate to

addressing the research

problem, concept, or idea;

accurately and appropriately

analyses and interprets

relevant research

information. Effectively

applies appropriate research

methods, techniques,

models, frameworks and/or

theories in developing and

justifying multiple solutions

or conclusions; solutions or

conclusions are coherent,

well supported, and

complete.

Effectively formulates a clear

description of the research

problem, concept, or idea,

and specifies major elements

to be examined. Selects and

prioritizes information

appropriate to addressing

the research problem,

concept, or idea; accurately

and appropriately analyzes

and interprets relevant

research information.

Precisely and effectively

applies appropriate research

methods, employs advanced

skills to conduct research.

Uses techniques, models,

frameworks and/or theories

in developing and justifying

multiple solutions or

conclusions; solutions or

conclusions are insightful,

coherent, well supported,

logically consistent and

complete. Displays a mastery

of complex and specialized

areas.

Integration Skills

APPLICATION &
EVALUATION

30 %

Shows little ability to employ

theory and practice across

the functional areas of

business in the assessment

of issues relating to the

research problem, concept,

or idea. Does not recognize

or correctly identify cross-

functional organizational

issues relevant to the

research problem, concept,

or idea. Does not

adequately evaluate the

research problem, concept,

or idea considering relevant

principles, theories, and

practices across the

business functional areas.

Few if any solutions,

recommendations for action,

or conclusions are

presented, and/or they are

not appropriately justified

or supported.

Shows some ability to employ

theory and practice across the

functional areas of business in

the assessment of issues

relating to research

problems, concepts, or idea.

Recognizes organizational

issues relevant to the research

problem, concept or idea but

does not show

understanding. Does not

adequately evaluate the

research problem, concept,

or idea considering relevant

principles, theories, and

practices across the business

functional areas. Some

solutions offered but difficult

to understand.

Recommendations for action,

or conclusions are presented,

but they are often not well

supported, or logical.

Exhibits application of

principles, theories, and

practices across the

functional areas of business

to the analysis of the

research problem, concept

or idea. With some

exceptions, outlines and

describes (or sketches out)

some cross- functional

organizational issues that

are relevant to the research

problem, concept, or idea.

Adequately identifies and

describes (or summarizes)

solutions, recommendations

for action, or conclusions

that are, for the most part,

appropriate, but which need

to be more aligned with

principles and concepts in

the functional areas of

business.

Demonstrates an ability to

integrate and apply

principles, theories, and

practices across the

functional areas of business

to the analysis of the

research problem, concept,

or idea.

Identifies, examines, and

critically evaluates important

cross- functional

organizational issues

associated with the research

problem, concept, or idea.

Clearly justifies solutions,

recommendations for action,

or conclusions based on

analytics and an insightful

synthesis of cross-

disciplinary principles and

concepts in the functional

areas of business.

Demonstrates well-

developed ability to

integrate and apply

principles, theories, and

practices across the

functional areas of business

to the analysis of the

research problem, concept,

or idea. Effectively identifies,

examines, and critically

evaluates important cross-

functional organizational

issues associated with the

research problem, concept,

or idea. Clearly and

effectively justify solutions,

recommendations for

action, or conclusions based

on strong analytics and an

insightful synthesis of cross-

disciplinary principles and

concepts in the functional

areas of business. Can link

thinking across disciplines

and contexts.

Written Communication
Skills

COMMUNICATION

Set 10%

The written project exhibits

multiple errors in grammar,

sentence structure and/or

spelling. Inadequate writing

skills (e.g., weaknesses in

language facility and

mechanics) hinder

readability and contribute to

an ineffective research

project.

The written project exhibits

errors in grammar,

punctuation, and spelling.

The written project comes

across as untidy and not

properly checked for

mistakes. Errors present in

written communication

make readability frustrating.

Written research project

displays good word choice,

language conventions and

mechanics with a few minor

errors in spelling, grammar,

sentence structure and/or

punctuation. Errors do not

represent a major distraction

or obscure meaning.

The readability of the project

is good due to the clarity of

language used. Grammar,

spelling, and punctuation are

without error.

Spelling and grammar

thoroughly checked.

The readability of the project

is enhanced by facility in

language use/word choice.

Excellent mechanics and

syntactic variety. Uses

language conventions

effectively (e.g., spelling,

punctuation, sentence

structure, paragraphing,

grammar, etc.).