Homework answers / question archive / Assessment Brief – Newcastle Business School Module Code: HR9405 Module Title: Managing People at Work Distributed on: Submission Time and Date: To be submitted by the date per specification on Assessment on the module BlacBoard site Word Limit: Total of 2500 words Weighting This coursework accounts for 100% of the total mark for this module Submission of Assessment Electronic Management of Assessment (EMA): Please note our assignment is submitted electronically and will be submitted online via Turnitin by the given deadline

Assessment Brief – Newcastle Business School Module Code: HR9405 Module Title: Managing People at Work Distributed on: Submission Time and Date: To be submitted by the date per specification on Assessment on the module BlacBoard site Word Limit: Total of 2500 words Weighting This coursework accounts for 100% of the total mark for this module Submission of Assessment Electronic Management of Assessment (EMA): Please note our assignment is submitted electronically and will be submitted online via Turnitin by the given deadline

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Assessment Brief – Newcastle Business School Module Code: HR9405 Module Title: Managing People at Work Distributed on: Submission Time and Date: To be submitted by the date per specification on Assessment on the module BlacBoard site Word Limit: Total of 2500 words Weighting This coursework accounts for 100% of the total mark for this module Submission of Assessment Electronic Management of Assessment (EMA): Please note our assignment is submitted electronically and will be submitted online via Turnitin by the given deadline. You will find a Turnitin link on the module’s eLP site. Instructions on Assessment: The summative module assessment comprises an Assignment Essay of 2500 words (+/- 10%) consisting of 2 sections: A: Identifying, explaining and illustrating managerial or organisational responses to a contemporary business management issue and challenges, how these impact on organisations and managerial practice, and B: A personal reflective statement, focusing on your own learning journey of personal development during completing relevant seminar tasks, in business and management terms. More specifically, your assessment will include the following sections: (i): 1) Identify a contemporary management issue of business significance; describe, and explore how this poses challenges for managing individuals and organizations in question. This should draw upon ideas and weekly lecture topics from across the module. 2) Research and illustrating with evidences; you need to show both how organizations/managers are actually responding to the challenges, and theoretical frameworks and concepts from the academic sources, as resulted from literature study and your wider reading. 3) Contextualising your discussion with the real life examples; suggesting on how organizations and managers should deal with the issue, and relate your recommendations to existing theories or ideas. (1900 words) (ii): Outline what were the main challenges for you when managing/responding to the Presentation Task from the seminars; how did you develop yourself within a team environment, and how did you explicitly address any challenge in line with your own management values and beliefs, with the theoretical insights generated throughout the semester. (600 words) Page 1 of 4 Assessment Brief – Newcastle Business School ----------------------------------------------------------------------------------------------------------------------------- --------------- Appendices: To include Task 1 documentations Note on Sources With particular reference to the knowledge/theory aspects of the assessment you should utilise good quality sources such as: academic journals, textbooks, books, media outlets, professional publications and government publications are acceptable sources for your work. Generic websites such as wisegeeks, businessballs, tutor2U, Wikipedia and public blog sites are not acceptable sources. Actual quotations should include page number references or full website citation following APA referencing style (see below). Late submission of work Where coursework is submitted without approval, after the published hand-in deadline, the following penalties will apply. For coursework submitted up to 1 working day (24 hours) after the published hand-in deadline without approval, 10% of the total marks available for the assessment (i.e.100%) shall be deducted from the assessment mark. For clarity: a late piece of work that would have scored 65%, 55% or 45% had it been handed in on time will be awarded 55%, 45% or 35% respectively as 10% of the total available marks will have been deducted. The Penalty does not apply to Pass/Fail Modules, i.e. there will be no penalty for late submission if assessments on Pass/Fail are submitted up to 1 working day (24 hours) after the published hand-in deadline. Coursework submitted more than 1 working day (24 hours) after the published hand-in deadline without approval will be regarded as not having been completed. A mark of zero will be awarded for the assessment and the module will be failed, irrespective of the overall module mark. For clarity: if the original hand-in time on working day A is 12noon the 24 hour late submission allowance will end at 12noon on working day B. These provisions apply to all assessments, including those assessed on a Pass/Fail basis. Word limits and penalties If the assignment is within +10% of the stated word limit no penalty will apply. The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include: • Title and Contents page • Glossary • Reference list • Appendices • Bibliography • Quotes from interviews and focus groups. • Appropriate tables, figures and illustrations Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count. If this word count is falsified, students are reminded that under ARNA page 30 Section 3.4 this will be regarded as academic misconduct. Page 2 of 4 Assessment Brief – Newcastle Business School If the word limit of the full assignment exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted. For example: if the assignment is worth 70 marks but is above the word limit by more than 10%, a penalty of 7 marks will be imposed, giving a final mark of 63. Students must retain an electronic copy of this assignment (including ALL appendices) and it must be made available within 24hours of them requesting it be submitted. Note: For those assessments or partial assessments based on calculation, multiple choice etc., marks will be gained on an accumulative basis. In these cases, marks allocated to each section will be made clear. Academic Misconduct The Assessment Regulations for Northumbria Awards (ARNA) contain the Regulations and procedures applying to cheating, plagiarism and other forms of academic misconduct. The full policy is available at: http://www.northumbria.ac.uk/sd/central/ar/qualitysupport/asspolicies/ You are reminded that plagiarism, collusion and other forms of academic misconduct as referred to in the Academic Misconduct procedure of the assessment regulations are taken very seriously by Newcastle Business School. Assignments in which evidence of plagiarism or other forms of academic misconduct is found may receive a mark of zero. Mapping to Programme Goals and Objectives This assessment will contribute directly to the following Undergraduate programme goals and objectives. 1. Knowledgeable about the theory and practice of responsible business and management in an international context Objectives: Students will be able to: x Identify contemporary professional practice in business and management and understand how it is informed by theory and research. x Use knowledge of business and management to solve complex problems related to professional practice, thereby identifying justifiable solutions. x Identify an awareness of the cultural and ethical contexts in which international business operates. 2. Skilful in the use of professional and managerial techniques and processes Objectives: Students will be able to: Demonstrate effective interpersonal communication skills and the ability to work in multicultural teams. 3. Prepared for career and personal progression Objectives: Students will be able to: x 1. Describe evidence of self-reflection as a means of informing personal development planning. Page 3 of 4 Assessment Brief – Newcastle Business School Tutor’s name: Student name: Management essay (2500 words) Poor Student no. Marker: Date marked: Inadequate Adequate Good Very good Excellent Exceptional 0-29 30-39 40-49 50-59 60-69 70-79 80-100 Issue Not clearly identified or does not reflect sufficient breadth Identified but no evidence provided or does not reflect sufficient breadth. Identified, supported by evidence and reflects sufficient breadth, though not very clear. Identified, supported by evidence and reflects sufficient breadth. Identified, reflects sufficient breadth and supported by a range of evidence and literature. Identified, reflects sufficient breadth and supported by a wide range of evidence. Identified, reflects sufficient breadth and supported by comprehensive evidence. Response of organisations managers Little or no understanding Limited understanding Some understanding incorporating knowledge and theory Clear understanding incorporating knowledge and theory Understood and analysed incorporating knowledge and theory supported by relevant literature Understood, analysed, incorporating knowledge and theory from a wide range of literature and considered in a range of contexts Understood and sophisticated analysis draws on appropriate theoretical frameworks across contexts and is supported by excellent range of literature, which has been accurately and critically applied. Discussion of approach and recommendations Little or no discussion and recommendations Limited discussion and recommendations Some discussion and recommendations Clear understanding of approach and appropriate recommendations Discussion of approach supported by evidence. Very good recommendations supported by relevant literature. Thorough discussion of approach supported by excellent range of evidence and clearly thought through recommendations supported by a wide range of literature. Thorough discussion of approach using a wide range of sources and excellent range of evidence. Clearly thought through recommendations supported by excellent range of literature, which has been accurately and critically applied. Reflection upon own values and beliefs is seriously inadequate and there is little/no attempt to outline challenges and what you and your team did and why. Reflection upon own values and beliefs is inadequate and there is little attempt to outline challenges and what you and your team did and why. Reflection upon own values and beliefs is adequate and there is an attempt to outline challenges and what you and your team did and why. Reflection upon own values and beliefs is good and there is a good, clear outline of challenges and what you and your team did and your reasons why. Reflection upon own values and beliefs is very good. There is a very good, very clear outline of challenges. The actions by you and your team are outlined very well and your reasons for actions are supported by literature. Reflection upon own values and beliefs is excellent. There is a very clear outline of challenges. The actions by you and your team are outlined excellently and your reasons for actions are supported by a wide range of literature Reflection upon own values and beliefs is exceptional There is a very clear outline of challenges. The actions by you and your team are outlined excellently and your reasons for actions are supported by excellent range of literature, which has been accurately and critically applied. /100 PART (i) PART (ii) Reflecting on own values and beliefs Page 4 of 4 Top copy – stays in the assignment (as feedback) Yellow – retained by Programme Office Pink – Programme Office receipt HR9405 Management Seminar groups research/Directed Learning Instructions for Students on working as a team In order to provide development reflection and supporting evidence for the assessment, students will be asked to form a ‘Self Managing Team’ or ‘Learning Sets’– please read the following instructions very carefully! Teamwork/Learning Sets The seminar tutor will oversee allocation of each student to a ‘Self Managing Team’, or Learning Set of 4 – 5 students. Students will remain with the group for the duration of semester for most of the group discussion in seminar-based activities. Seminar tutors will act as learning facilitators and advisors throughout the semester. General guidelines will be provided in formal lectures in support of the understanding on team work, individual contribution and personal reflection on such experiences, as implicated in both the assignment report, and your future personal development. Having been allocated to your respective learning set, and undertaken personal as well as group work in seminar 4 and 5, students are advised to read the seminar document and assessment briefing carefully, they will also have opportunity to confirm mutual understanding to the seminar tutor throughout the semester. 1: Academic Research Capability In order to pass the module assessment, students are required to demonstrate capability, i.e. the understanding and application of academic research skills using reliable academic sources from NORA, and fully referencing them using the Harvard system. In your team you are required to demonstrate competence using the NORA provision at Northumbria by identifying and presenting a range of appropriate and up to date referenced academic journal articles, and articles in the press, that highlight: 1 the key ‘people management issues’ facing contemporary managers in the current economic climate 2 a range of key ‘people management skills’ required to address the complex demands of the relevant current management roles and responsibilities, as displayed in their response/reaction to the identified management issue 3 appropriate academic guides and frameworks for: a) assessing current levels of management competence b) providing for the development of ‘people management’ skills at personal level Page 1 As well as the requirement to undertake an academic research as a learning set, and develop personal awareness on the development of management knowledge and skills, the 1 assessment also requires students to derive information from their reading and research on management related issues. What could be an appropriate real management issue? In the context of this module, an appropriate management issue is a specific challenge, problem, dilemma or situation that the manager experienced from their recent past to illustrate, both the nature of the challenge, and how they handled that specific challenge problem, dilemma or situation. The free choice of an example of management issue is an important aspect of developing your personal knowledge and insights in this regard. It identifies a specific past management situation, challenge or problem and describes the interpersonal behaviours/skills used to effectively manage the situation. The research in this regard could provide sufficient information for understanding how the manager(s) concerned have effectively managed and resolved the tasks and fulfilled their responsibilities. 2: Interpersonal and Team Skills Providing evidence for part 2 of the assessment report, i.e. Students are to prepare and present in teams in class (during an allotted seminar in semester 5 – to be advised and agreed by their seminar tutor) on “Conflict management” where each student should be working along the lines of: 2 - manage their time effectively process and evaluate complex information focus on particular interpersonal/team skills evaluate why these skills are important for students and managers provide descriptive evidence of personal development which has occurred as a result of teamwork situations in the classroom and appropriate extra curricula contexts provide practical examples of improved effectiveness demonstrate understanding and application of academic skills by using reliable academic sources from NORA and referencing them using the Harvard system Page - 2 Record of Team Membership (please print clearly) Seminar Group: Tutor _____________________day ______________time_________ Student formal name: ID No. UNN email address 1 2 3 4 5 Date of formal Seminar Presentation ________________________ Page 3 Notes: 3 Beyond the Text: Power-Knowledge Professor Ron Beadle Beyond the Text: Power-Knowledge ? The French philosopher, Michel Foucault, popularised the phrase “Power-Knowledge“ ? Knowledge creates and perpetuates power realised in power relations ? Power/Knowledge is productive, creating techniques through which power is asserted and effective e.g. Psychometric tests / Classification systems Power-Knowledge in Action Would we have this? (2019) Without this (1949)? 2 Disciplinary Power and Normalization Self-Censorship and Disciplinary Power Contemporary organizations can measure more than Taylor dreamt of e.g. Movement, Biometrics, Customer Satisfaction etc. Foucault argued that Self-Discipline is the greatest achievement of power e.g. censoring what we say Does this change how we might think about Jordan Peterson and Personal Pronouns? Trade Unions and Negotiation at Work Professor Ron Beadle Trade Unions and Negotiation at Work ? From the 18th century onward, workers begin to organise together ? Initial aims temporary / sporadic e.g. To resist cuts to wages (Tolpuddle Martyrs 1834) ? Late 19th-early 20th century permanent organizations of workers form ? Strikes and “work-to-rule“ become main weapons of resistance ? By mid 20th century, a major feature of most democracies Trade Unions – Main concepts ? Collective Bargaining – Agreement by employers to negotiate with ‘recognised’ trade unions over terms and conditions of employment ? Union Density – Proportion of a workforce who belong to trade unions ? Bargaining Power – The extent to which union power can alter management plans (e.g. re wage increases) 2 Union decline and other forms of resistance ? Globalisation and changes in employment distribution have reduced union density over the last 40 year ? Bargaining power has reduced over that period ? Across Europe, unions tend to be concentrated in the public sector and ‘old’ manufacturing ? However, resistance is taking different forms e.g. spontaneous strikes at Google, McDonalds, US Hotels 2 Organizational Politics Professor Ron Beadle Organizational Politics Power as Property “Power is a property of the system at rest; politics is the study of power in action“ (Pfeffer, cited in King and Lawson, 445) “Power is a gun. Politics is knowing when to pull the trigger“. On this view, politics is a pervasive, permanent condition of organisational life and inasmuch as people are rewarded for performance, it works well. Organizational Politics as Pathological ? On this view, organizational politics is pathological ? It involves ongoing behaviour aimed at maximizing the power of individuals or groups ? There are plenty of guides which apply political and military theory to organisations and can help managers with their aspirations to become powerful Organizational Politics as Pathological ? Many Problems / negative associations: ? Lack of Trust ? Division in the organisation ? High turnover ? Poor decision-making ? Damage to employees‘ mental health Reactions to Organisational Politics Study by Vigoda of two organizations in Britain and two in Israel - Found high levels of organisational politics in all four - In Britain, employees found this one of the worst aspects of their job - In Israel, workers were unconcerned Vigoda E. (2002) “Reactions to Organizational Politics: A Cross-Cultural Examination in Israel and Britain,” Human Relations 54(11):1483-1518. doi:10.1177/00187267015411004 2 Sources of Power (French and Raven) Professor Ron Beadle Power defined ‘A has power over B to the extent that he can get B to do something that B would not otherwise do’ (Dahl, 1957 cited in King and Lawley 460) The power of actor A over actor B is the amount of resistance on the part of B that can be potentially overcome by A (Emerson, 1962: 32) 2 Sources of Power (French and Raven, 1958) Organisational Coercive Reward Legitimate Threat of harm Promise of benefit Acknowledged authority (ref Weber) Personal Expert Referent Access to valued knowledge/skill Desire to emulate Power and Involvement (Etzioni 1965) Alienated Coercive Utilitarian Calculative Moral x x Normative x 2 Lukes (1974/2005):Power, A Radical View Dimensions of Power: 1. Decision-Making Observable, Constrained e.g. Company Board 2. Agenda Setting Not observable but decipherable e.g. Networks 3. Desire Not observable but intelligible through contrasting values of different social orders 2 Types of power and responses to power Professor Ron Beadle Types of power and responses to power Economic Power - The Marxist view. Power derives from the control by a social class over the means of production. The aristocracy held power when wealth derived from argiculture; the bourgeoisie when wealth derives from capital Resistance to power comes from those it exploits – the proletariat. Types of power and responses to power Social Power – Weber / Gramsci / The Frankfurt School Weber: rational/legal authority dominates industrial civilisation Gramsci and the Frankfurt School: means-end rationality dominated capitalist countries. (1) we think of ourselves as commodities. (2) makes us ‘one dimensional`. As a result we don‘t resist power. Types of power and responses to power Contemporary view of Social Power – Intersectionality Crenshaw (1989) argues that social power and oppressions should not be understood along one dimension – they interersect Everyone carries social identities around class, race, sex, sexuality and others that both empower and oppress e.g. The experience of a white middle class woman and a black working class women will be very different Lack of Resistance to Power Milgram’s Electrocution Experiment (1974) - Majority electrocute strangers under instruction of someone who looked like a scientist – some resisted. Zimbardo’s Stamford Prison Experiment (1971) - Students acting as prison guards began to abuse student ‘prisoners’ - experiment cancelled after six days.