代写 FOUNDATIONS OF MANAGEMENT [MGT1FOM] assignment

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代写 FOUNDATIONS OF MANAGEMENT [MGT1FOM]

1

La Trobe Business School

FOUNDATIONS OF

MANAGEMENT

[MGT1FOM]

Subject Learning Guide

SEMESTER ONE 2016

Subject Coordinator: Ms Nicole El Haber

Instance Coordinators

Melbourne: Kiersten Van Aperen and Rubi

Segura

Table of Contents

SUBJECT DETAILS 3

GENERAL DETAILS 3

ENROLMENT REQUIREMENTS 3

SUBJECT DESCRIPTION 3

SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 3

GRADUATE CAPABILITIES 3

LEARNING ACTIVITY SUMMARY 4

ASSESSMENT AND FEEDBACK SUMMARY 4

STUDENT FEEDBACK ON SUBJECT SURVEY 4

STUDENT FEEDBACK 4

POLICIES, PROCEDURES AND GUIDELINES 5

ACADEMIC INTEGRITY 5

SPECIAL CONSIDERATION 5

EXTENSIONS, LATE SUBMISSIONS AND PENALTIES 5

RESULTS, REVIEWS AND RE‐MARKS 5

LEARNING ACTIVITY DETAILS 6

SCHEDULE OF LEARNING ACTIVITIES 6

SESSION PLAN 6

STUDENT LEARNING UNIT (SL) 8

LEARNING MANAGEMENT SYSTEM (LMS) 8

LIBRARY 8

STUDENT SUPPORT SERVICES 8

PEER LEARNING ADVISERS 8

RESOURCES ‐ COLLEGE/SCHOOL/DISCIPLINE‐SPECIFIC INFORMATION 8

ASSESSMENT AND FEEDBACK DETAILS 9

Subject Details

GENERAL DETAILS

Subject Code: MGT1FOM Subject Title: Foundations of management

Teaching Period: Semester 1 Location(s): Melbourne

Credit Points: 15CP Mode: Blended mode Level: Undergraduate

ENROLMENT REQUIREMENTS

Prerequisites: N/A

Co‐requisites: N/A

Incompatibles: N/A

Assumed Skills & Knowledge: N/A

Special Study Requirements: N/A

STAFF CONTACTS

Role Campus Name Email Telephone Room

Subject Coordinator

Melbourne Nicole El Haber n.elhaber@latrobe.edu.au 03 94793128 MARB

363a

Class Teacher

Melbourne Kiersten Van Aperen k.vanaperen@latrobe.edu.au

Email for an appointment

Class Teacher

Melbourne Rubi Segura R.SeguraCornejo@latrobe.edu.au

Email for an appointment

SUBJECT DESCRIPTION

This subject provides an introduction to the management of organisations. It provides an understanding of the fundamental concepts and

relevant issues relating to the management of firms operating in the modern Australian and global business environment. The relationship

between management theory, practice and organisational performance will be explored within the context of both individual effect and

organisational outcomes.

SUBJECT INTENDED LEARNING OUTCOMES (SILOS)

Upon successful completion of this subject, you should be able to:

1 Explain the intellectual foundation of the study and practice of management, and its evolution since the industrial revolution

Explain, apply and critically evaluate the theories, principles and concepts that guide the effective management of modern

organisations.

3 Explain the framework for the interaction of organisations and the environment

Identify and describe the challenges faced by managers in Australian organisations and suggest effective solutions to address these

problems

GRADUATE CAPABILITIES

The following Graduate Capabilities are evaluated in this subject:

FGC Level of Instruction

a Writing Reinforcement

b Teamwork including leadership and working in groups Introduction

c Inquiry/Research Introduction

d Critical thinking Introduction

e Creative Problem solving Introduction

LEARNING ACTIVITY SUMMARY

Learning Activity: Schedule

Online lectures/activities.

Before attending the weekly 2 hour seminars, students are required to complete all the online learning

activities available on LMS. This includes the online lectures and any associated online materials and

homework tasks.

Weeks 1‐12

Face to face workshops (2 hours per week) Weeks 1‐12

Further information is available at http://www.latrobe.edu.au/timetable/

ASSESSMENT AND FEEDBACK SUMMARY Comments

Assessment Tasks: Due Date % SILOs FGCs Comments

1. Critical reflection exercises

Tuesday 12 th April at

9AM

30% 1,2 a,c,d To be submitted via Turnitin in

the LMS link provided

2. Individual Essay Tuesday 10 th May at

9am

30% 3,4 a,b,c,

To be submitted via Turnitin in

the LMS link provided

3. Final Examination

University

Examination period

40% 1,2,3,

a,d,e Students should check the

University Examination

Timetable

Reading Type Title Author and Year Publisher ISBN

Prescribed Textbook

Foundations of

Management

La Trobe University

(2016)

McGraw Hill

9781308739632

STUDENT FEEDBACK ON SUBJECT SURVEY

The Student Feedback on Subjects (SFS) Survey is part of the quality assurance process that occurs across the university. In this survey you

are invited to tell us about your learning experiences in this subject. Your views will be taken seriously and will assist us to enhance this

subject for the next group of students. The surveys are anonymous and will be distributed prior to the end of the teaching period.

Policies, Procedures and Guidelines

The University has a comprehensive policy framework to which both staff and students must adhere. You should familiarise yourself with

those policies, procedures and guidelines likely to affect you especially the following:

 Academic Integrity

 Academic Progress

 Assessment and Feedback

 Extension to Submission Dates

 Late Submission of Assessment Tasks

 Occupational, Health and Safety [OHS]

 Privacy

 Special Consideration

 Student Charter

 Use of Electronic Mail

The relevant policies, procedures and guidelines can be found on the website at: http://www.latrobe.edu.au/policy/

Academic Integrity

Academic integrity means being honest in academic work and taking responsibility for learning the conventions of scholarship. La Trobe

University views this seriously as evidenced by the following extract:

Academic honesty is a fundamental principle in teaching, learning, research and scholarship. The University requires its

academic staff and students to observe the highest ethical standards in all aspects of academic work and it

demonstrates its commitment to these values by awarding due credit for honestly conducted scholarly work, and by

penalising academic misconduct and all forms of cheating.

Academic Integrity Procedures (2012, p. 1 of 6)

Academic misconduct includes improper referencing, plagiarism, copying and cheating. You should familiarise yourself with your

responsibilities in relation to Academic Integrity and if you have any questions, direct them to your Course Coordinator. Information can be

found on the website at: http://www.latrobe.edu.au/students/learning/academic‐integrity.

For assistance with referencing visit http://www.latrobe.edu.au/students/learning/academic‐integrity/referencing‐help

Special Consideration

Special Consideration is the term used to describe a process that applies an equity measure to ensure that where any temporary adverse

circumstances beyond the control of a student, that impact negatively on that student’s ability to demonstrate their learning achievement for

an assessment task, is taken into account.

Eligibility to apply for Special Consideration does not automatically imply eligibility to receive it. Certain criteria must be satisfied in order to

receive Special Consideration.

Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/special‐consideration

Extensions, Late Submissions and Penalties

There are policies and procedures to guarantee fair, consistent and transparent treatment of late submission of assessment tasks provide

equity around extensions to submission dates and penalties associated with not submitting assessment by the due date and time.

Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/policy/documents/late‐submission‐of‐

assessment‐tasks‐policy.pdf

Submission of special consideration applications for assignments, mid‐semester tests and final examinations should be made online at:

http://www.latrobe.edu.au/special‐consideration

Results, reviews and re‐marks

If you believe your assessment task has been marked incorrectly you may request a review of your marks.

Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/students/exams/results

Learning Activity Details

Schedule of Learning Activities

Session Plan

Wk. Date Topic Assessments due

dates

Resources Information Literacy learning

materials

1 w/b 29 th

February

Introduction Chapter 1: The challenge of

Management. Pages 1‐32

2 w/b 7 th

March

Managing for efficiency

and control: Scientific

Management

Chapter 3: The rise of the factory

System. Pages 33‐55

3 w/b 14 th

March

Managing complexity:

Bureaucracy

Chapter 5: Bureaucracy,

Rationalization and Organisation

Theory. Pages 56‐91

4 w/b 21 st

March

Managing people: The

human relations

movement

Chapter 4: The Human

Organisation. Pages 92‐116

MID SEMESTER BREAK

5 w/b 4 th April Fordism and lean

production

Chapter 6: Emerging

Organisational Forms: Beyond

Fordism. Pages 117‐147

6 w/b 11 th

April

Contingency Theory

Critical Reflection

Exercise due

AVAILABLE ON LMS

Luthans, F. (1973) ‘The contingency

theory of management: a path out

of the jungle’. Business Horizons,

June 16, 62‐72.

Kast, F.E. and J.E. Rosenzweig

(1973) ‘Evolution of Organization

and Management Theory’ in Kast,

F.E. and J.E. Rosenzweig (1973)

Contingency views of Organisation

and Management. USA: Science

Research Associates Inc., 1‐19.

7 w/b18th

April

Changing structure of

work

Chapter 7: Designing

Organisational Structure. Pages

148‐181

8 w/b 25 th

April

Teams

Chapter 11: Effective Team

Management. Pages 182‐213

9 w/b 2 nd May Culture

Chapter 8 and 7: Organisational

Culture, structure and Design:

building blocks of the

organisation & Emerging

Organisational Paradigms:

Postbureacracy, Culture and

Knowledge. Pages 214‐254

10 w/b 9 th May Disadvantaged and

precarious workers

Individual Essay Due

Chapter 2 and 4: Workforce

Diversity in Australia and Equity

and Diversity within

organisations: Putting policy into

practice. Pages 255‐296

11 w/b 16 th

May

The future of work

AVAILABLE ON LMS

12 w/b 23 rd

May

Preparation for exam

No Reading

8
代写 FOUNDATIONS OF MANAGEMENT [MGT1FOM] assignment

Student Learning Unit (SL)

The Student Learning Unit (SL) works closely with teaching staff in the Schools and on the Melbourne and regional campuses to ensure that all

La Trobe students – including those from non‐English‐speaking backgrounds – develop high‐level academic speaking, writing, reading, and

numeracy skills required for successful learning in their courses. For further information, please see the website at:

http://www.latrobe.edu.au/students/learning/

Learning Management System (LMS)

The Learning Management System (LMS) is an Internet based system which allows you access to learning materials and to interact with other

students and teaching staff in activities related to your studies from any location with Internet access. Most subjects have a LMS site into

which you are automatically added as part of your enrolment into the subject.

The LMS can be accessed at: https://www.latrobe.edu.au/lms/login/ by using your Username and Password provided to you on your

Statement of Account. If you are having trouble accessing the LMS or want to find out more about LMS, please see the website at:

http://www.latrobe.edu.au/lms/

Library

The Library has many valuable physical and online learning resources that can help you with your study. On campus students should get to

know the physical Library environment by going on a Library Tour. All students should get familiar with the Library website where online

resources include:

 LibGuides [ http://latrobe.libguides.com/index.php ] – providing specific discipline and subject guides;

 LibSkills [ http://latrobe.libguides.com/libskills ] – to teach you library research and information literacy skills;

 LibChat [ http://www.lib.latrobe.edu.au/ ] ‐ a library discussion forum allowing you to chat with a Librarian;

 Academic Referencing Modules [ http://latrobe.libguides.com/referencingmodules ] – to assist you to understand specific

referencing styles;

 Academic Referencing Tool [ http://www.lib.latrobe.edu.au/referencingtool/non‐flash/index.php ] – providing detailed

referencing examples; and,

 Assignment Calculator [ http://www.latrobe.edu.au/library/assignment‐thesis‐support ] – to assist you in time managing your

assignments and submitting on time.

Student Support Services

If you have special needs due to disability or other factors the Equality and Diversity Centre can provide advice and support. This Centre can

be contacted by telephone on (03) 9479 2900 (Melbourne); (03) 5444 7410 (Bendigo); (02) 6024 9628 (Albury‐Wodonga); National Relay

Service Deaf and Hearing Impaired: T: 133677 (within Australia only). Email: Equality@latrobe.edu.au or refer to the website at:

http://www.latrobe.edu.au/equality/ .

Peer Learning Advisers

Peer Learning Advisers (PLAs) are successful and experienced students who are trained to assist fellow students. PLAs are located in the library

and can assist students with a range of inquiries. For more information refer to the website at: http://www.latrobe.edu.au/library/help‐and‐

training/ask‐a‐pla?src=stu

Resources ‐ College/School/Discipline‐specific information

Assessment and Feedback Details

Assessment Task One : Critical Reflection Due Date % SILOs Assessed

4 Critical Reflection Exercises Tuesday 12 th April at 9am 30% 1,2

Submission Details

Submission via Turnitin on LMS

Grading Criteria and Feedback

Refer to page 9

Description of Task

Please answer all the following questions based on Weeks 2, 3, 4 and 5 and submit your answers through Turnitin by Tuesday 12 th April at

9am. Answers to each question should be around 250‐300 words. Please use your textbook and journal articles to support your answers (2

to 3 references per question including the textbook)

1. On page 41 there is a quote from Bendix that defines "managerial ideology." Dissect the meaning of this quote and state the

meaning of managerial ideology in your own words (as if you were explaining it to someone else). Which of Morgan's metaphors is

most closely associated with this concept? (Please have a look at chapter 3: The rise of the factory system to support your answer)

2. Rational‐bureaucratic organizations are supposed to develop the best means to achieve their goals. Based on your reading of

Chapter 5 (pg 56), what would you say are some of the obstacles to making the "best" decisions about ways to reach a goal or solve

a problem? Do some organizations have a more difficult time with this than others? What kinds of goals or problems do they deal

with? (Please have a look at chapter 5: Bureaucracy, Rationalisation and Organisation theory to support your answer)

3. Do you think the term used by Barnard ‐‐ "common moral purpose" (pg. 103) ‐‐ is a good way to describe what happens in work

organizations? Why or why not? (Please have a look at chapter 4: The Human Organisation to support your answer)

4. The transformation of organizational forms has given rise to a variety of paradoxical demands. For example, organizations want to

achieve both economies of scale and economies of scope; they want to specialize yet be flexible. What do each of these separate

demands mean for organizing and managing? Why they all are desired? How can they peacefully co‐exist? (Please have a look at

Chapter 6 from page 121 onwards: Emerging Organisational Forms: Beyond Fordism to support your answer)

Assessment Task Two: INDIVIDUAL ESSAY Due Date % SILOs Assessed

Individual Essay (1500 words) Tuesday 10 th May at 9am 30% 3,4

Submission Details

Submission via LMS through Turnitin.

Grading Criteria and Feedback

Refer to page 10

Description of Task

Write a response to the following essay question:

‘There is only one best way to manage’.

Discuss, with reference to the key theoretical contributions and academic studies in this area. (At least 5 references to be

included including the textbook)

Assessment Task Three: Exam Due Date % SILOs Assessed

Examination (2 hours) University Examination period 40% 1,2,3,4

Submission Details

Examinations will be held during the University Examination Period

Description of Task

Answer 4 out of 6 essay questions, each worth 10 marks.

Grading Criteria Assessment Task 1: Critical Reflections Exercises (30%)

Criteria Standard Exceeded Standard met Standard not met Marks

Clarity A very clear understanding of

one’s own thinking and

learning processes by

examining openly own

experiences and clearly

articulating and reflecting on

the questions.

An understanding of one’s

own thinking and learning

processes by examining

openly own experiences and

with some articulation and

the reflection on the

questions

No clear understanding of

one’s own thinking and

learning processes by

examining openly own

experiences and no

articulation or reflection on

the questions.

Relevance Consistently relates to the

reflection questions provided

and cites examples from the

required text

Occasionally relates to the

reflection questions provided

and cites some examples

from the required text.

Reflection does not relate to

the questions provided and

provides no examples from

required texts.

Expression Expresses opinions and ideas

in a clear manner with

obvious connection to the

topic.

Opinions and ideas are stated

clearly with occasional lack of

connection to the topic.

Does not express opinions

and ideas clearly and no

connection to the topic.

Comments /30

Grading Criteria Assessment Task 2: Individual Essay (30%)

Criteria Excellent (A 80‐100%) Very Good (B 70‐79%) Good (C 60‐69%) Pass (D 50‐59%) Fail (N 0‐49%) Marks

Writing

Authoritative use of

management concepts in the

essay. Clearly states the

purpose, assertion, arguments

and findings, and supports this

with evidence in a sustained

and logical fashion.

Proficient use of management

concepts in essay and orders

ideas in a structured and

sequenced fashion, aimed at

making a central argument or

assertion.

Competent use of

management concepts in

essay Contains many relevant

ideas, and attempts to

structure them in a coherent

manner.

Limited use of appropriate

management in essay. Contains

some relevant ideas, but is

unable to relate them in an

organised manner.

Contains little or no

meaningful information

relating to the task, and

makes no attempt to

produce an organised

response to the task.

/10

Location, selection and

use of information

(evidence and citation)

Locates, evaluates and

integrates a range of relevant

information (or data) into the

construction of a response to

the task, and uses the discipline

sanctioned Harvard Referencing

Style at

http://www.lib.latrobe.edu.au/

referencing‐tool/harvard to cite

sources in a timely and

appropriate fashion.

Locates and synthesises a

range of relevant information

(or data) to inform the

response to the task, and uses

the discipline sanctioned

Harvard Referencing Style at

http://www.lib.latrobe.edu.a

u/referencing‐tool/harvard to

cite sources in a timely and

appropriate fashion.

Uses a range of prescribed

information sources (or data)

to inform the response to the

task, and uses the discipline

sanctioned Harvard

Referencing Style at

http://www.lib.latrobe.edu.a

u/referencing‐tool/harvard to

cite sources in a timely and

appropriate fashion, but with

some errors.

The response to the task relies

upon a narrow or partially

relevant selection of

information sources (or very

limited data) and uses the

discipline sanctioned Harvard

Referencing Style at

http://www.lib.latrobe.edu.au/r

eferencing‐tool/harvard to cite

sources in a timely and

appropriate fashion, but with

some errors

Irrelevant sources and data

selected to inform the

response to the task, or

used inappropriately, with

little or no attribution.

/10

Critical thinking

Situates the problem or issue

presented in within a

management context or

conceptual framework and

draws supported conclusions

from applying key management

concepts to provide well

justified solutions.

Precisely identifies all relevant

factors of the management

problem presented and

accurately applies

management concepts to

provide a possible solution.

Correctly identifies many

relevant factors of the

management problem

presented and attempts, with

some inaccuracy, to apply

management concepts to

achieve a solution

Correctly identifies some

relevant factors of the

management problem

presented and attempts with

some uncertainty to apply

management concepts to

achieve a feasible solution.

Makes little or no attempt

to separate the elements of

the problem presented or

to relate them to relevant

management concepts.

/10

COMMENTS /30

代写 FOUNDATIONS OF MANAGEMENT [MGT1FOM] assignment