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Assessment Details and Submission Guidelines

Assessment 3: Case Study (Individual)

School

School of Business/School of IT and Engineering

Course Name

Bachelor of Business/Networking/Engineering Technology

Unit Code

BB103

Unit Title

Management Principles

Trimester

T1 2020

Assessment Author

Dr Eijaz Khan

Assessment Type

Individual

Assessment Title

Case Study

Unit Learning Outcomes Addressed:

Explain key management theories that inform contemporary practices

Examine contemporary issues faced by managers in different levels of an organisation

Analyse a management issue and justify recommendations based on new knowledge of management theories

Work effectively with others in diverse management contexts

Weighting

20%

Total Marks

20 marks

Word Limit

1600 words

Release Date

Week 3

Due Date

Week 5 (22 April 2021 at 5pm)

Submission Guidelines

All work must be submitted on Moodle by the due date (as above) along with a completed Assessment Cover Sheet.

The assignment must be in MS Word format, 1.5 spacing, 11-pt Calibri (Body) font and 2 cm margins on all four sides of your page with appropriate section headings.

Reference sources must be cited in the text of the Assessment Task, and listed appropriately at the end in a Reference List using APA 6th edition for the School of Business. See the following resources for Reference Style Guides:

Business Students: https://library.mit.edu.au/referencing/APA and

SITE Students: https://library.mit.edu.au/referencing/IEEE

Extension / Special Consideration

If an extension of time to submit work is required, an Application for Special Consideration and supporting documentation must be submitted online via your Academic Management System (AMS) login: https://online.mit.edu.au/ams.

The Application for Special consideration must be submitted no later than three (3) working days after the due date of the specific piece of assessment or the examination for which you are seeking Special Consideration. In the case of serious illness, loss or bereavement, hardship or trauma students may be granted special consideration.

Academic Misconduct

Academic Misconduct is a serious offence. Depending on the seriousness of the case, penalties can vary from a written warning or zero marks to exclusion from the course or rescinding the degree. Students should make themselves familiar with the full policy and procedure available at: https://www.mit.edu.au/aboutmit/institutepublications/policiesproceduresandguidelines/AcademicIntegrityPolicyAndProcedure. For further information, please refer to the Academic Integrity Section in your Unit Description.

Assessment Cover Sheet

Student ID Number/s:

Student Last name/s:

Student First name/s:

Course:

School:

Unit code:

Unit title:

Due date:

Date submitted:

Campus:

Lecturer’s Name:

Tutor:

Student Declaration

I/We declare and certify that:

the work contained in this assessment is my/our own work/group work, except where acknowledgement of sources is made;

this assessment has not been submitted previously for academic credit in this or any other course;

I/we have read MIT’s Plagiarism and Academic Misconduct Policy and Procedure, and I/we understand the consequences of engaging in plagiarism, collusion and contract cheating;

a copy of the original assignment is retained by me/us and that I/we may be required to submit the original assignment to the Lecturer and/or Unit Co-ordinator upon request;

I/we have not plagiarised the work of others or participated in unauthorised collaboration or contract cheating when preparing this assessment.

MIT ID

Signature

Date

For Assessor Use Only (if not marked on Moodle)

Name:

Position

Date:

Signature:

Marks/Grades:

Assessment Task Description

This is an individual task in which you will be analysing a case study and answering the questions of the case study given by the lecturer. Case studies require you to demonstrate the skills of observation, analysis, problem solving, together with applying theories you have learnt and read about. The first stage of analysing a case study is to observe what is taking place. Then you need to be clear about what kind of task you have been asked to do. Are you being asked to: observe a case and explain what happened? Analyse the case by reference to theories on the topic? Identify major problems and offer solutions?

Gather the information and data required to analyse the case study and answer the questions using various online databases available through the MIT library such as journal articles, periodicals and business reports.

The approximate word limit for this assignment is 1600 words excluding references.

Format: The report should use Calibri Body (Font size 11) as the normal text and have margins of 2.5cm all around. Please use reasonable font sizes for headings.

Submission: Soft copy of the assessment must be submitted via the Assessment Submission link on BB103 Moodle.

Please find the case below

May 2020

Diversity still matters: Inclusion and diversity are at risk in the crisis—but are critical for business recovery, resilience, and reimagination.

Author: Kevin Dolan, Vivian Hunt, Sara Prince, and Sandra Sancier-Sultan

Accessed from https://www.mckinsey.com/featured-insights/diversity-and-inclusion/diversity-still-matters

COVID-19 is confronting companies around the world with a daunting degree of disruption. In the immediate term, some face devastating losses of revenue, dislocations to operations and supply chains, and challenges to liquidity and solvency. Others are coping with enormous unexpected spikes in demand. In the medium term, we can expect material and lasting shifts in customer markets, regulatory environments, and workforce deployments. Leaders and managers will need a great deal of resolve and resilience as they seek to navigate an economically and socially viable path toward a “next normal.”

The lessons from previous crises tell us there is a very real risk that inclusion and diversity (I&D) may now recede as a strategic priority for organizations.1 This may be quite unintentional: companies will focus on their most pressing basic needs—such as urgent measures to adapt to new ways of working; consolidate workforce capacity; and maintain productivity, a sense of connection, and the physical and mental health of their employees.

Yet we would argue that companies pulling back on I&D now may be placing themselves at a disadvantage: they could not only face a backlash from customers and talent now but also, down the line, fail to better position themselves for growth and renewal. Some of the qualities that characterize diverse and inclusive companies—notably innovation and resilience—will be much in need as companies recover from the crisis.2 Indeed, it could help companies to unlock the power of I&D as an enabler of business performance and organizational health and contribute to the wider effort to revive economies and safeguard social cohesion. In this article, we explore what companies can do to ensure that I&D remains a core part of their agendas during the downturn, and beyond.

The benefits of I&D are clear now—and that doesn’t change in a crisis

Our research has repeatedly shown that gender and ethnic diversity, inclusion, and performance go hand in hand. Our latest report, Diversity wins: How inclusion matters, reinforces the business case.3 Over the past five years, the likelihood that diverse companies will out-earn their industry peers has grown. So have the penalties for companies lacking diversity. Another forthcoming McKinsey report, about Latin America, highlights the strong correlation between gender diversity and positive behavior directly related to better organizational health—which, in turn, is associated with better business performance. Similarly, our previous research found that women tend to demonstrate, more often than men, five of the nine types of leadership behavior that improve organizational performance, including talent development. Women also more frequently apply three of the four types of behavior—intellectual stimulation, inspiration, and participative decision making—that most effectively address the global challenges of the future.

The bulk of this research on the business case for diversity was carried out during the past five years, when economic conditions have been mostly favorable. Yet the evidence from past crises shows that diversity can also play an important role in recovery. For example, several reports have shown that in the 2008–09 global financial crisis, banks with a higher share of women on their boards were more stable than their peers. This research also suggests that banks run by women might be less vulnerable in a crisis.4 And we are seeing, right now, that cities and countries with women leaders are thought to be facing the COVID-19 pandemic more successfully than those without them.5 It may be, some researchers conclude, that female leadership has a trust advantage giving women the edge in certain crisis situations.6

The challenge: Why I&D may lose momentum during the COVID-19 crisis

Progress on I&D could slow down during and after the crisis unless companies consciously focus on advancing diversity and fostering inclusion. The importance of such continuity is quite intuitive, but it was not the norm during the 2008–09 financial crisis: although gender-diversity programs were not officially deprioritized, they did not benefit from additional effort or interest, and programs targeting all employees became a higher priority among some of the companies in our sample.7 Early signs, this time around, are not encouraging. One pulse survey of I&D leaders, for example, found that 27 percent of them report that their organizations have put all or most I&D initiatives on hold because of the pandemic.8

Representation at risk. As the crisis makes jobs vulnerable, diverse talent may be most at risk. To be sure, we may see an uptick in the number of jobs and, possibly, in pay for some gendered occupations—such as healthcare providers on the front line of public service.9

But these effects are likely to be offset by job losses in the private sector, where low-skill, low-paying jobs in retailing, leisure, and hospitality may be hard hit.

Furthermore, the crisis will probably intensify existing workplace-automation trends that are already expected to take a greater toll on women and minorities. While previous research from the McKinsey Global Institute has shown that automation has a more or less equal net impact on the jobs of women and men, it will vary greatly across sectors and regions. Pervasive barriers to the development of skills and access to technology must be overcome if women and minorities are to get new job opportunities, especially in the tech sector. Avenues for economic advancement will continue to be a challenge for them. And because they typically work in medium- and lower-paid occupations, and demand for such roles is expected to shrink, they are likely to bear the brunt of the transition.10

We can see this playing out already in the crisis. McKinsey research has found that 39 percent of all jobs held by black Americans—compared with 34 percent by white ones—are now threatened by reductions in hours or pay, temporary furloughs, or permanent layoffs. That is seven million jobs.

Eroding inclusion. A second key risk is that remote-working conditions may erode inclusion. Sending staff home to work, in a bid to stem the spread of COVID-19, risks reinforcing existing exclusive behavior and biases and undermining inclusive workplace cultures. McKinsey research analyzing the lessons of remote working in China—an early mover because it was at the vanguard of efforts to contain the spread of COVID-19—found that teams or whole business units working remotely can quickly become confused and lose clarity. Isolation leads to uncertainty about whom to talk with on specific issues and how and when to approach colleagues, leading to hold-ups and delays. In such a climate, there is a risk of amplifying noninclusive dynamics.

Remote-working norms, particularly videoconferencing, could make it difficult for some personnel, such as LGBTQ+ employees, to avoid publicly sharing aspects of their home lives they might not be comfortable revealing to all of their colleagues. Working from home also may put women and minorities at a disadvantage, given challenges such as broadband access, the availability (or lack) of home-office space, and childcare and home-schooling duties.

The chance: Leveraging I&D in the crisis

These challenges, if unaddressed, could undermine corporate responses to the COVID-19 crisis. Leaders and organizations will need enhanced problem-solving skills and vision to address dislocations in businesses, industries, and regulatory environments. Strategic agility—the ability to spot and seize game changers—is likely to be a mission-critical trait. It is also likely to be stronger in organizations that can draw on the full spectrum of diverse talent available to them.

QUESTIONS

Describe three things that a good leader can do to increase the likelihood of them being successful in managing the current times of uncertainty:

Define the rational choice theory in your own words and what should leaders and managers do in the current pandemic situation.

Define the six steps in the rational decision-making model to manage ‘Inclusion and Diversity/ID’ at this pandemic situation? Discuss each step with an example from the current pandemic situation.                                            

Discuss how you can use the managerial grid as a predictor of managerial effectiveness considering the diverse and unpredictable environment such as the pandemic situation? Use example.

Note: Each answer to be approximately 400 words.

Marking criteria:

Assessment criteria are shown in the following table. Marks are allocated as follows:

Assessment criteria to be met and assessed

Detailed Description of the Assessment Criteria

Breakdown Marks

Criteria 1

Understanding of subject matter and appreciation of issues.

6

Criteria 2

Demonstrated clear and logical organisation of concepts/ theories involved.

6

Criteria 3

Demonstrate sufficient and appropriate real-life information to support the key points, and evidence of insight and originality where appropriate.

6

Criteria 4

Written communication skills: Writing Style; Paraphrasing; Spelling/Grammar; Proof reading

2

Total

20

Using Technology for Assessment

Rationale

Activities

Technological tools selected

reflection on learning

feedback on performance

practice of critical thinking

check for plagiarism

problembased learning

collaborative writing

Moodle

Turnitin

Marking Rubric for Individual Assessment:

Marking Rubric Criteria/ Grades

High Distinction (HD) [Excellent]

80%-100%

Distinction (D) [Very Good]

70%-79%

Credits

(C) [Good]

60%-69%

Pass (P) [Satisfactory]

50%-59%

Fail (N) [Unsatisfactory]

<50%

Criteria 1

Exceptionally clear understanding of subject matter and appreciation of issues

Strong grasp of subject matter and appreciation of key issues

Competent understanding of subject matter and appreciation of most of the main issues

Demonstrates appreciation of subject matter and issues

Evidence of lack of understanding of subject, minimal or inadequate comprehension

Criteria 2

Clearly and logically organised with excellent presentation

Clearly and logically organised with good presentation. Evidence of solid work

Competent organisation and presentation

Often work of this grade demonstrates only basic comprehension or competency. Work of this grade may be poorly structured and presented

Work is often inadequate in depth and breadth and sometimes incomplete or irrelevant; lack of care and thought in organising, presenting and structuring work

Criteria 3

Addresses all of the assessment criteria to a very high standard. Evidence of insight and originality where appropriate

Addresses all the assessment criteria, with several to a high standard

Addresses most of the assessment criteria reasonably well

Addresses most of the assessment criteria adequately but may lack in depth and breadth

Does not address the assessment criteria

Criteria 4

Excellent academic writing with very few errors in structure and logical expression.

Professionally expressed

Very good academic writing with few errors in structure and expression.

Very well expressed with few errors

Good academic writing with some errors in structure and expression.

Expressed well with some grammar errors

Acceptable academic writing with some errors in structure and logical expression.

Acceptably expressed with some spelling or grammar errors

Inadequate academic writing with errors in structure and logical expression.

Expression lacks clarity with lot of spelling or grammar errors

Mark:

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