Staffordshire University
Business School
Hand in location: (tick as
appropriate)
STOKE
×
STAFFORD
Assignment Details
Module Title:
Managing People and Performance
Module Code:
BLB 10109-4R
Assignment Title:
Resit
Weight:
100%
Tutors:
Judy Rimmer, Jessey Pswarayi
Word Guideline:
650 words for each essay
Assignment Timetable:
Date Set:
Submission Date:
13 August 2012 by 3pm
Expected Return:
18 September 2012
Learning Outcomes to be Assessed:
On completion, you should be able to:
Reflect on two aspects of People and Management, that is organisational behaviour
and human resource management.
Organisational Behaviour: explain worker behaviour
Human resource management: look at ways in which HR professionals can utilise
human resources most effectively
Assignment set by:
Assignment verified by:
Judy Rimmer
Scrutiny Panel
Assessment Brief:
Students should complete two questions and write them in an essay form from the
following list.
Word Count for each essay: 650 words. After each question, state the number of
words used.
1.
Discuss why the study of the behaviour of people at work is important for
Managers?
2.
Name some of the key activities that Human Resource Managers are
likely to be involved in. Select one of these activities and discuss how it
can make a contribution to the organisation.
3.
With reference to concepts and theories relating to perception, explain
why two people who witness the same event may have a different
interpretation of what happened.
4.
With reference to the key motivation theories (content and process)
explain how Managers can motivate people at work. You should refer to
one content and one process theory.
Academic Misconduct
The Business School takes any cases of academic misconduct, including plagiarism
very seriously. The penalties are severe and can in some cases result in a student not
being allowed to continue their studies. The policy on Academic misconduct can be
found at: http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf
You should hand in one copy of your assignment by the time and date above to the
appropriate ‘hand-in location’ at the Business School Receptions on either the second
floor Brindley Building, B227 or K166, Octagon, Beaconside as specified above. The
Brindley reception is open Monday to Thursday 9.00am to 6.00pm and Friday 9.00am
to 4.30pm. The Octagon reception is open Monday to Thursday 8:45am to 4:30pm and
Friday until 4:00pm. Fill in the Business School front cover (staple together with your
assignment). This must be date stamped. MAKE SURE that you fill in all the relevant
details on this form (these are given above!). One copy of the front sheet, date stamped,
will be returned to you by the Office. This is your receipt, keep it. You can submit
work by post, but you must send it recorded delivery, it must be postmarked two days
before the deadline date and a copy must be kept by you in case it is lost in the post.
Faxed assignments will not be accepted.
If you fail to submit any assessment for a module you will be given a Grade Point N
(Fail due to non-submission) for that module and you will no longer have a guaranteed
re-sit entitlement. Any further attempt entitlement will be at the discretion of the Award
Board.
Assignments must be submitted by the due date. The only circumstance in which
assignments can be submitted late is if an extenuating circumstances form is submitted.
In these circumstances work may be submitted up to 2 weeks late only (this is not
automatic). If the extenuating circumstances are upheld, the assignment will be graded;
otherwise a 0 will be awarded.
Maximum Word Length: 650 words for each essay.
State the number of words used on the assignment front sheet. You may include
diagrams, figures etc. without word penalty. A sliding scale of penalties for excess
length will be imposed according to the amount by which the limit has been exceeded.
1-10%
excess
no penalty
11-20%
excess
10% reduction in the mark
21-30%
excess
20% reduction in the mark
31%+
excess
the work will be capped at a pass i.e. 40% or grade point 4.
NB. None of the above penalties will be used to change your mark which is above the
pass mark, to one that is below the pass mark. Therefore the maximum penalty for
exceeding the word limit will be a reduction to a pass grade.
Assessment Criteria:
Class
1
Grade
Point
15
%
77+
Criteria






Demonstrates a high degree of perception and originality.
Is factually faultless and comprehensive in coverage of the salient points.
Shows complete comprehension of material and exceptional insight in
interpretation/analysis/evaluation.
Evidence of extensive appropriate wider reading and independent research.
Arguments supported by examples/evidence/case law.
Structure/grammar/referencing outstanding.
14
74-76







Demonstrates perception and originality.
Factually sound and comprehensive in coverage of salient points.
Shows considerable understanding of relevant material.
Outstanding interpretation/analysis/evaluation.
Evidence of considerable wider reading and independent research.
Relevant use of examples.
Structure/grammar/referencing outstanding.
13
70-73



Demonstrates some perception and originality.
Is factually sound and covers most salient points.
Shows a high level of understanding of relevant material with excellent
interpretation/analysis/evaluation of the material.
Evidence of considerable wider reading and independent research.
Relevant use of examples/evidence/case law.
Structure/grammar/referencing outstanding.



2.1
12
67-69






11
63-66






10
60-62






A comprehensive answer but with limited insight or originality.
Demonstrates a firm understanding of the material with no significant errors or
inaccuracies.
Interpretation/analysis/evaluation very good.
Relevant use of examples
Evidence of appropriate wider reading and independent research.
Structure/grammar/referencing of a high standard.
A good answer but with little evidence of insight or originality.
Demonstrates a firm understanding of the material with few errors, inaccuracies
or omissions.
Interpretation/analysis/evaluation good.
Relevant use of examples.
Evidence of appropriate wider reading and independent research.
Structure/grammar/referencing of a high standard.
A good answer but with very little evidence of insight or originality.
Demonstrates understanding of the material but may have some errors,
inaccuracies or omissions.
Interpretation/analysis/evaluation generally good.
Use of examples reasonable.
Evidence of appropriate wider reading and independent research.
Structure/grammar/referencing of a good standard.
Class
2.2
Grade
Point
9
%
57-59
Criteria







8
3
Compe
nsatabl
e Fail
53-56

A competent answer but with no evidence of insight or originality.
Demonstrates satisfactory understanding of the material but with some errors,
inaccuracies or omissions.
Interpretation/analysis/evaluation present but not highly developed.
Some use of appropriate examples.
Reliance on lecture notes evident.
Limited evidence of reading beyond basic module texts.
Structure/grammar/referencing of a moderate standard.






A competent answer demonstrating satisfactory understanding of the material
but with errors, inaccuracies or omissions.
Interpretation/analysis/evaluation weak.
Little use of appropriate examples.
Significant reliance on lecture notes.
Only basic texts consulted.
Some statements unsubstantiated.
Structure/grammar/referencing of a moderate/weak standard.
7
50-52







A competent answer demonstrating only a basic understanding.
Material mostly relevant but with errors, inaccuracies and omissions.
Some interpretation/analysis/evaluation but shallow and poorly substantiated.
Limited use of relevant examples.
Significant reliance on lecture notes.
Only basic texts consulted.
Structure/grammar/referencing of a moderate/weak standard.
6
47-49






Mostly relevant answer but with numerous omissions.
Some factual errors and only an adequate understanding of material.
Interpretation/analysis/evaluation shallow and poorly substantiated.
Limited use of relevant examples.
Very few basic texts consulted.
Structure/grammar/referencing flawed.
5
43-46






Mostly relevant answer but with significant omissions and factual errors.
Poor understanding of material.
Interpretation/analysis/evaluation simplistic with little substantiation.
Limited use of relevant examples.
Very little evidence of reading even of basic texts.
Structure/grammar/referencing flawed.
4
40-42






Some relevant material but with major omissions and inaccuracies.
Limited in understanding.
Interpretation/analysis/evaluation weak and unsubstantiated.
Poor use of relevant examples.
Very little evidence of any reading.
Structure/grammar/referencing poor.
3
30-39


Answer has some relevance but with major omissions and/or inaccuracies.
Demonstrates some/partial understanding but lacks material to answer the
question.
Interpretative/analytical/evaluative skills very weak.
No evidence of reading at an appropriate level.
Structure/grammar/referencing poor.
Poor use of examples.




NonCompe
nsatabl
e
Fail
2
20-29







Largely irrelevant.
Only partial understanding of the question.
Very weak interpretative/analytical/evaluative skills.
Lacking in material to answer the question.
Considerable errors and inaccuracies.
Structure/grammar/referencing very poor.
Very poor or non-existent use of examples.
1
1-19






Almost totally irrelevant.
The bulk of the answer is a misunderstanding of the question.
Extremely limited interpretative/analytical/evaluative skills.
Unacceptably brief/or unacceptably verbose.
Mostly inaccurate and erroneous.
Structure/grammar/referencing very poor.
Class
2.2
Grade
Point
9
%
57-59
Criteria







8
3
Compe
nsatabl
e Fail
53-56

A competent answer but with no evidence of insight or originality.
Demonstrates satisfactory understanding of the material but with some errors,
inaccuracies or omissions.
Interpretation/analysis/evaluation present but not highly developed.
Some use of appropriate examples.
Reliance on lecture notes evident.
Limited evidence of reading beyond basic module texts.
Structure/grammar/referencing of a moderate standard.






A competent answer demonstrating satisfactory understanding of the material
but with errors, inaccuracies or omissions.
Interpretation/analysis/evaluation weak.
Little use of appropriate examples.
Significant reliance on lecture notes.
Only basic texts consulted.
Some statements unsubstantiated.
Structure/grammar/referencing of a moderate/weak standard.
7
50-52







A competent answer demonstrating only a basic understanding.
Material mostly relevant but with errors, inaccuracies and omissions.
Some interpretation/analysis/evaluation but shallow and poorly substantiated.
Limited use of relevant examples.
Significant reliance on lecture notes.
Only basic texts consulted.
Structure/grammar/referencing of a moderate/weak standard.
6
47-49






Mostly relevant answer but with numerous omissions.
Some factual errors and only an adequate understanding of material.
Interpretation/analysis/evaluation shallow and poorly substantiated.
Limited use of relevant examples.
Very few basic texts consulted.
Structure/grammar/referencing flawed.
5
43-46






Mostly relevant answer but with significant omissions and factual errors.
Poor understanding of material.
Interpretation/analysis/evaluation simplistic with little substantiation.
Limited use of relevant examples.
Very little evidence of reading even of basic texts.
Structure/grammar/referencing flawed.
4
40-42






Some relevant material but with major omissions and inaccuracies.
Limited in understanding.
Interpretation/analysis/evaluation weak and unsubstantiated.
Poor use of relevant examples.
Very little evidence of any reading.
Structure/grammar/referencing poor.
3
30-39


Answer has some relevance but with major omissions and/or inaccuracies.
Demonstrates some/partial understanding but lacks material to answer the
question.
Interpretative/analytical/evaluative skills very weak.
No evidence of reading at an appropriate level.
Structure/grammar/referencing poor.
Poor use of examples.




NonCompe
nsatabl
e
Fail
2
20-29







Largely irrelevant.
Only partial understanding of the question.
Very weak interpretative/analytical/evaluative skills.
Lacking in material to answer the question.
Considerable errors and inaccuracies.
Structure/grammar/referencing very poor.
Very poor or non-existent use of examples.
1
1-19






Almost totally irrelevant.
The bulk of the answer is a misunderstanding of the question.
Extremely limited interpretative/analytical/evaluative skills.
Unacceptably brief/or unacceptably verbose.
Mostly inaccurate and erroneous.
Structure/grammar/referencing very poor.