People and Global Organisations – UMODPX-15-M
\nThe assessment brief is for the module “People and Global Organisations” with code UMODPX-15-M in the Faculty of Business and Law. It is a portfolio assessment consisting of two parts – Part 1 and Part 2. Part 1 requires students to write a 200-word reflective summary on each of the topics covered in the module (from week 3 to week 11) and a final 200-word reflective note on the overall experience of the module. Part 2 is a 2000-word critical analysis of a case study using at least two topics from the module. The assessment is worth 100% of the total module mark and must be submitted electronically in Word format via Blackboard by 14:00 on 5th May 2023. There is a 5-day late submission window, and marks and feedback are due on 2nd June 2023. The assessment is designed to assess the module’s learning outcomes, including the ability to critically evaluate theories, apply theoretical frameworks in a global context, and propose evidence-based recommendations for contemporary people issues in international organisations.Part 1:<\/p>\n
In the first seminar, we discussed the key themes of the module and our expectations. We explored how globalization and the rise of global organizations have transformed the way we work, and the importance of understanding the dynamics of power, culture, and diversity within these organizations. We also discussed the key debates and discussions around these topics, such as the impact of globalization on local cultures, the role of leaders in shaping organizational culture, and the challenges of managing diversity in global organizations.<\/p>\n
In the second seminar, we focused on the topic of culture, exploring how culture shapes our beliefs, values, and behaviors, and how it affects organizational practices and processes. We discussed the different dimensions of culture, such as national culture, organizational culture, and subcultures, and the challenges of managing cultural differences in global organizations. We also explored the role of culture in shaping leadership styles and the importance of developing cultural intelligence to navigate cultural differences effectively.<\/p>\n
In the third seminar, we discussed the topic of leadership, exploring the different approaches to leadership, such as transformational, transactional, and servant leadership, and the role of leadership in shaping organizational culture and performance. We also discussed the challenges of leading in global organizations and the importance of developing cross-cultural leadership skills to manage diverse teams effectively.<\/p>\n
Part 2:<\/p>\n
For my final essay, I plan to analyze the case study of Google’s diversity crisis, focusing on the topics of diversity and change. I will examine how Google’s approach to diversity and inclusion has evolved over time and the impact of the James Damore memo on the company’s diversity efforts. I will also explore the challenges of managing diversity in global organizations, such as the role of cultural differences in shaping attitudes towards diversity and the importance of developing inclusive organizational cultures. Finally, I will analyze the strategies that Google has adopted to address its diversity crisis, such as unconscious bias training, hiring goals, and diversity metrics, and evaluate their effectiveness in promoting diversity and inclusion within the company.<\/p>\n
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\nAssessment Brief
\nSubmission and feedback dates
\nSubmission deadline: Before 14:00 on 05\/05\/2023
\nIs eligible for 5 calendar day late submission window
\nMarks and Feedback due on: The marking deadline is the 02\/06\/2023
\nN.B. all times are 24-hour clock, current local time (at time of submission) in the UK
\nSubmission details
\nModule title and code: People and Global Organisations – UMODPX-15-M
\nComponent and type: Portfolio – Component A
\nAssessment title: Multiple elements building towards a summative executive summary.
\nAssessment weighting: 100% of total module mark
\nSize or length of assessment: Minimum 4,000 words
\nModule learning outcomes assessed by this task:
\n1. Appraise theory and research to critically evaluate the theories associated with people
\nand organisations, to better understand the complexity of relationships in multi-national
\norganisational environments
\n2. Apply a range of theoretical frameworks, concepts and research relating to the disciplines
\nof both Human Resource Management and Organisation Studies in a global context to
\ndevelop informed argument
\n3. Demonstrate critical insight into how different and multiple perspectives can be used to
\nanalyse contemporary people issues in international organisations and propose evidence based recommendations
\nCompleting your assessment
\nWhat am I required to do on this assessment?
\nPeople and Global Organisations has one submission assessment which forms Component
\nA. There are 2 parts to this submission. To pass the module students need a mark of 50% or
\nhigher.
\nThis module encourages students to engage critically and in some depth with academic and
\nnon-academic literature, and to evaluate the way that this literature can be applied to a
\nreal-life case study.
\nPart 1: A 200-word summary (reflective note) of each topic from PAGO to be completed each
\nweek (from week 3 to week 11) plus a final 200-word reflective note on the overall
\nexperience of the module and submitted together with Part 2 at the end of the module.
\nLength: the maximum word-count for this part is 2500 words, assuming that some students
\nmight need more space for reflection in some weeks.
\nPart 2: choose at least two topics from this module, critically discuss them and then link
\nthem to the case study in the form of an individual written assignment.
\nLength: 2000 words (max).
\nNote that examiners will stop reading your essay when they reach to the point of 2,000
\nwritten text. So, please, do not exceed the word-limit, it will not help you achieve a higher
\ngrade; and it might imply a lower grade, since in that case, parts of your ideas will not be
\nread and assessed.
\nPart 1 and part 2 together should constitute a submission of min 4,000 words.
\nElectronic submission via Blackboard by 5
\nth May 2023. You must submit in Word format
\nand both Part 1 and Part 2 should be included as 1 document. Part 1 should be included as
\nan appendix.
\n1. Part 1
\nPart 1 should be completed each week. After each seminar, starting from week 3, you will
\nwrite approximately 200 words on the topic that was covered that week, addressing one or
\nmore of the following:
\n1. A reflective summary of the topic and its key debates and discussions at the seminar,
\nand\/or
\n2. A reflective summary of how you plan to integrate this topic into your final essay,
\nand\/or
\n3. A reflective summary of the core reading of the week and\/or the key ideas of the
\nlecture
\nIn this way, at the end of week 11 you will have a set of 9 reflective notes of 200 words,
\nwhich means that you will have approximately 1,800 words all together. At that point, you
\ncan write a final 200-word reflective note on the overall assessment of the module. This
\nmight take different forms, answering different questions: did this module meet my
\nexpectations? Can we apply these ideas to cases in real life? Why have I chosen these topics
\nand not other? Can I see links between topics? How could I use these topics in the essay?
\nWith this final addition you will have completed part 1 with approximately 2,000 words
\n(with a maximum total word count for Part 1 being 2500 words). Part 1 should be included
\nas an appendix to your essay (Part 2). Part 1 will not be formally marked. Yet, if reflective
\nnotes are missing or they are of poor quality (i.e., there are no reflections that directly
\ndiscuss the module material), this can result a penalty of -10% in the final grade (-1 per each
\nreflective note). This weekly task will help you develop your understanding of the topics and
\nplan for your essay. Therefore, Part 1 helps you to prepare for Part 2.
\n2. Part 2
\nThis is a 2000-word critical analysis of a case study using your knowledge and understanding
\nof the topics and academic theories that we have covered. You must choose at least two
\ntopics from the topics we have covered throughout the term, so as to discuss and analyse
\nthe case. When we say \u2018at least two\u2019, this means that two concepts is the minimum that we
\nexpect, and that we would like to see more than two. Three, four or five topics (depending
\non your preferred structure) is our suggestion; yet, our advice is to avoid choosing many
\nconcepts for your analysis if you do not feel confident that you can clearly combine many
\nideas from different topics in a short essay of 2,000 words. The restriction here is that you
\nmust include at least 1 topic from Organisation Studies and 1 topic from HRM.
\nYou must choose at least ONE topic from the following:
\n\u25aa Culture
\n\u25aa Leadership
\n\u25aa Power and Politics
\n\u25aa Change
\nYou must also choose at least ONE topic from the following:
\n\u25aa International Strategic Human Resource Management
\n\u25aa Resourcing
\n\u25aa Learning
\n\u25aa Diversity
\n\u25aa Working Ethically
\nYou may choose your third, fourth of fifth topic from either of these lists. Again, our advice
\nis that you should not choose more than five topics \u2013 just because there is always the risk of
\nbeing overloaded with much reading and of using many concepts that cannot be coherently
\nused in a short essay of 2,000 words. Use your time wisely, try to focus on certain texts and
\nideas and avoid the possibility of pressing yourself more than is needed. Effective use of
\ntopics and time-management goes hand in hand with successful academic writing.
\nThe case study: \u2018The Lidl International Career Opportunity: From Dream to Nightmare in 8
\nweeks\u2019 By Matt Bladowski and Rosemary A. McGowan. (find it at the reading list)
\nThis is our basic case study: students should discuss only the case of Lidl, by using this case
\nstudy. Of course, in your effort to support your analysis, you are encouraged to do your
\nresearch and find additional (academic and non-academic) sources about Lidl.
\nIn your effort to tackle the essay question, you need to briefly define and explain key
\nconcepts and ideas that are related to the topics you have chosen for the analysis, offer
\ncomparative points among the academic articles which discuss these concepts and ideas,
\noffer your critical analysis of these ideas (with the help of additional literature), and then
\nrelate your remarks and conclusions to the case study. Therefore, you are invited to find
\nsupplementary academic and non-academic sources to support your argument and
\nnarration. Your own research is essential for this task. Note that there will be supplementary
\nmaterial and guidance for the completion of this assignment uploaded in Blackboard.
\nRemember that the module leader will explain possible structures and different \u201clogics\u201d of
\nargumentation at the seminars of week 5 and the final lecture at week 11. A document with
\ntwo proposed structures together with checklist for the preparation of the assignment will
\nbe sent to students and will be uploaded to Blackboard by the module leader.
\nRemember to use citations (following Harvard style of referencing, see below) when you
\nrefer to others\u2019 ideas and not yours. Remember to read the marking criteria (See below).
\nUse the critical \u201cI\u201d (in both parts 1 & 2) when is need, when you refer to your ideas or critical
\nremarks or comparative points of yours. Also remember that quotations can be powerful
\ntools to support your arguments, as long as they are brief and characteristic. Long
\nquotations need to be avoided; if you decide that you really need a long quotation, then
\nspend a few words to explain its relevance.
\nRemember that we value quality over quantity. This means that you can write a satisfactory
\nor even an excellent essay by using 5-7 sources. The aim of the assignment is that you can
\nshow that you can clearly, and following a step-by-step and coherent mode of
\nargumentation, show that you have a deep understanding of key ideas. Yet, in the academic
\nwriting in this kind of modules, it is not enough to analyse a theory or compare two
\ntheories. What is also needed is to link theoretical analysis with descriptions of a real case
\nstudy.
\nRemember that this is an open question. Use your imagination and critical thinking in order
\nto relate generic ideas and theories (that we have explained throughout the term) to the
\ncase study. Clarity, consistency, precision and step-by-step analysis are what we are looking
\nfor. Though there might be inconsistent, or not well-informed approaches, there is not one
\nand single right or optimal answer, that is, there is no single correct way to tackle the task of
\nthe assignment or to structure it; so, we are inviting students to critically reflect on
\nacademic and non-academic sources in their own original way.
\nNote that references to the current pandemic, if needed, should be brief and relevant. In
\nany case, students are invited to avoid unnecessary extended parts on Covid-19, they can
\npossibly harm the flow of the argument, and this is a frequent mistake.
\nWhat do I do if I am concerned about completing this assessment?
\nUWE Bristol offer a range of Assessment Support Options that you can explore through this
\nlink, and both Academic Support and Wellbeing Support are available.
\nFor further information, please see the Academic Survival Guide
\n1. In line with UWE Bristol\u2019s Assessment Content Limit Policy (formerly the Word Count
\nPolicy), word count includes all text, including (but not limited to): the main body of
\ntext (including headings), all citations (both in and out of brackets), text boxes, tables
\nand graphs, figures and diagrams, quotes, lists.
\n2. UWE Bristol\u2019s UWE\u2019s Assessment Offences Policy requires that you submit work that
\nis entirely your own and reflects your own learning, so it is important to:
\n\u2022 Ensure you reference all sources used, using the UWE Harvard\/OSCOLA
\nsystem and the guidance available on UWE\u2019s Study Skills referencing pages.
\n\u2022 Avoid copying and pasting any work into this assessment, including your own
\nprevious assessments, work from other students or internet sources
\n\u2022 Develop your own style, arguments and wording, so avoid copying sources
\nand changing individual words but keeping, essentially, the same sentences
\nand\/or structures from other sources
\n\u2022 Never give your work to others who may copy it
\n\u2022 If an individual assessment, develop your own work and preparation, and do
\nnot allow anyone to make amends on your work (including proof-readers,
\nwho may highlight issues but not edit the work) and
\nWhen submitting your work, you will be required to confirm that the work is your
\nown, and text-matching software and other methods are routinely used to check
\nsubmissions against other submissions to the university and internet sources. Details
\nof what constitutes plagiarism and how to avoid it can be found on UWE\u2019s Study
\nSkills pages about avoiding plagiarism.
\nMarks and Feedback
\nYour assessment will be marked according to the following marking criteria.
\nYou can use these to evaluate your own work before you submit.
\nCriterion
\nUnderstanding of the<\/p>\n","protected":false},"excerpt":{"rendered":"
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