Organizational Behaviour

Order Description

Assignment Task 4 – suggested length 1000 words
Using Pfeffer’s model of organizational commitment, evaluate whether the introduction of a group project in an undergraduate module would improve student commitment. Suggest three further changes that the Essex Business School could implement to gain more commitment from our students. For each suggestion, explain why you think this would work, with reference to academic theory, and what result you would anticipate from the changes.
Start date: 6th November 2014
Discuss in class: w/c 10th November 2014
Submission: Monday 12th January, 2015

Assignment task 5 – suggested length 500 words
Should managers try to control organizational culture?
This assignment should present short, concise points for and against. It should be presented in the form of notes that you might use in a formal debate, with references listed to support each point. You do not need to give the full text you might use in a debate, just a list of key points you would discuss, and relevant empirical examples or theories to support the claims. You should include a short paragraph giving a conclusion and taking a position in this debate and explaining why you take that position.
Start date: 27th November 2014
Discuss in class: w/c 1st December 2014
Submission: Monday 12th January, 2015

Assignment task 6 – suggested length 600 words

To what extent is this image an apt metaphor for the way (a) people, and (b) organizations, tend to relate to technological ‘progress’? Given that not everyone benefits from developments in new technology, which groups of people could the pig represent?

Start date: 4th December 2014
Discuss in class: w/c 8th December 2014
Submission: Monday 12th January, 2015

BE410 Coursework Assignment 2014/15
The assessment for BE410 is by coursework only and takes the form of a reflective
learning portfolio. This will be structured in two parts, with the first part comprising 15% of
the module mark and the second, final submission comprising 85% of the mark. The whole
portfolio will combine several separate mini-assignments, each between 500 and 1500
words, to give a total word count for the module of up to 5500 words.
The idea of a learning portfolio like this is twofold:
– It provides you with an opportunity to demonstrate to us the work that you have
done on BE410. This means that you have to show us that you have read and
understood not only the readings from classes and lectures, but also some of the
supplementary readings. The assignments are related to key class activities, so if
you neglect the readings and case studies we provide, you are unlikely to pass. For
the highest grades you will also be expected to take your research and reading
beyond the reading lists.
– It provides you with the opportunity to demonstrate a wide range of different
academic skills. This includes your knowledge of the subject, but also your ability to:
summarise and explain academic theories; describe empirical examples; apply
theory to explain examples; synthesise and combine different bodies of knowledge;
reflect upon your personal experience using theory; critically evaluate theories,
models and examples on the basis of evidence and consistency; develop and
defend your position in an academic debate; conduct research in the library in order
to find and analyse appropriate academic materials.
Part one will be the first section of the portfolio. This is summative, as it counts for 15% of
the module mark, but the main intention is that it should be formative. Students will engage
in peer evaluation and feedback as well as receiving feedback from the module team. The
intention here is for students to reflect upon their own work, and particularly their written
work, by evaluating the work of their colleagues. The formal mark will be given by the
teaching team and not through peer assessment. On the basis of the feedback you
receive, you will be able to revise and improve this part of the portfolio as it will be included
in the second submission as well. This gives you an excellent opportunity to learn from
your first attempt and improve you grades.
Part two is the final, full submission of the portfolio which is made up several distinct but
interconnected assessment tasks that together comprise an on-going log of your work and
learning on the module.
Assessment task 1 – suggested length 1000 words
Explain the main elements of a bureaucracy as Weber describes them.
Explain what Robert Merton means by ‘goal displacement’.
Is goal displacement an inevitable outcome of the bureaucratic organizing or could this be
reduced by managing a bureaucracy more effectively?
· Start date: 16th October 2014
· Peer evaluation: w/c 30th October 2014.
· First (draft) submission: Monday 3rd November 2014.
· Second submission (as part of final portfolio): Monday 12th January, 2015
Assignment task 2 – suggested length 800 words
(a) Describe and explain the informal work group dynamics that the Hawthorne
researchers discovered in the Bank Wiring Observation Room.
(b) Reflecting upon a place where you have worked, or on your work as a student at the
University of Essex, compare and contrast your experiences of informal work groups with
those discovered in the Bank Wiring Observation Room at Hawthorne.
· Start date: 23rd October 2014.
· Discuss in class w/c 27th October 2014
· Submission: Monday 12th January, 2015.
Assignment Task 3 – suggested length 600 words
Would you like to work in a post-bureaucracy like Valve or at Morning Star Tomatoes? If
so, why? If not, why not?
Your answer should refer to the academic literature on post-bureaucracies and you can
refer back to your earlier assignment on bureaucracy to compare and contrast these two
forms of organization.
· Start date: 30th October 2014
· Discuss in class: w/c 3rd November 2014
· Submission: Monday 12th January, 2015
Assignment Task 4 – suggested length 1000 words
Using Pfeffer’s model of organizational commitment, evaluate whether the introduction of a
group project in an undergraduate module would improve student commitment. Suggest
three further changes that the Essex Business School could implement to gain more
commitment from our students. For each suggestion, explain why you think this would
work, with reference to academic theory, and what result you would anticipate from the
changes.
· Start date: 6th November 2014
· Discuss in class: w/c 10th November 2014
· Submission: Monday 12th January, 2015
Assignment task 5 – suggested length 500 words
Should managers try to control organizational culture?
This assignment should present short, concise points for and against. It should be
presented in the form of notes that you might use in a formal debate, with references listed
to support each point. You do not need to give the full text you might use in a debate, just
a list of key points you would discuss, and relevant empirical examples or theories to
support the claims. You should include a short paragraph giving a conclusion and taking a
position in this debate and explaining why you take that position.
· Start date: 27th November 2014
· Discuss in class: w/c 1st December 2014
· Submission: Monday 12th January, 2015
Assignment task 6 – suggested length 600 words
”
To what extent is this image an apt metaphor for the way (a) people, and (b) organizations,
tend to relate to technological ‘progress’? Given that not everyone benefits from
developments in new technology, which groups of people could the pig represent?
·
·
·
Start date: 4th December 2014
Discuss in class: w/c 8th December 2014
Submission: Monday 12th January, 2015
Assignment task 7 – suggested length 1000 words
Andrew Metcalfe (1992: 627) argues that the curriculum vitae (CV) is a ‘confessional
technology of the self’. Explain what Metcalfe means by this and evaluate his arguments in
light of your own experiences of education, job-searching and CV writing.
·
·
Start date: 11th December 2014
Submission: Monday 12th January, 2015
The assignment, like others in EBS, will be assessed on four main criteria:
comprehension, presentation, research and analysis. These are clearly explained in the
following table, along with the expected level of attainment against which you will be
assessed in BE410, a UG Level 2 module.
A) Comprehension
B) Presentation
C) Research
D) Analysis
Evidence of subject knowledge; Communication of ideas,
appropriate understanding of
structure, referencing.
theories and concepts.
Evidence of ability to locate,
extract and analyse evidence
from appropriate sources;
evidence of independent
learning and study skills.
Explanation and
evaluation of
appropriate argument
and evidence.
UG
Level
1
Introductory level of subject
knowledge and understanding.
Basic understanding of relevant
theories and concepts.
Well-structured, coherent
and effective
communication.
Acknowledgement of
sources and appropriate
referencing.
Ability to locate and
incorporate appropriate
evidence. Appropriate
planning, structure, style, etc.
Argument based on
appropriate
examples and
evidence.
UG
Level
2
Evidence of intermediary level
of subject knowledge and
understanding. Evidence of a
developing understanding of
the nature and limitations of
relevant concepts and
theoretical ideas.
Ability to present a focused
argument with analysis and
commentary. Correct
referencing incorporating
material from a variety of
appropriate resources.
Ability to locate, extract and
integrate evidence from
multiple sources. Evidence of
developing autonomous study
skills.
Evidence of analysis
and explanation with
reference to relevant
empirical sources
and theoretical
concepts.
UG
Level
3
Evidence of in-depth
knowledge and understanding.
Critical evaluation of relevant
theoretical concepts and ideas.
Critical, imaginative
evaluation of arguments
and ideas. Correct
referencing including a
wide range of academic
resources.
Ability to synthesise, integrate
and evaluate material from a
variety of appropriate sources.
Evidence of independent
thinking and insight.
Evidence of critical
analysis and
evaluation with
reference to relevant
theoretical ideas and
debates.
PGT
Specialist subject knowledge
and understanding. Critical
evaluation, integration and
development of relevant
concepts and theoretical ideas.
Ability to synthesise ideas
to form a coherent
argument. Evidence of full
and accurate referencing
including evidence of
independent research.
Evidence of ability to
undertake independent research
in order to source appropriate
evidence. Advanced level
specialist study skills
Evidence of critical
analysis integrating
relevant empirical
and theoretical
material.

PLACE THIS ORDER OR A SIMILAR ORDER WITH US TODAY AND GET AN AMAZING DISCOUNT 🙂

Compelling correspondence is essential to the achievement all things considered but since of the changing idea of the present working environments, successful correspondence turns out to be more troublesome, and because of the numerous impediments that will permit beneficiaries to acknowledge the plan of the sender It is restricted. Misguided judgments.In spite of the fact that correspondence inside the association is rarely completely open, numerous straightforward arrangements can be executed to advance the effect of these hindrances.

Concerning specific contextual analysis, two significant correspondence standards, correspondence channel determination and commotion are self-evident. This course presents the standards of correspondence, the act of general correspondence, and different speculations to all the more likely comprehend the correspondence exchanges experienced in regular daily existence. The standards and practices that you learn in this course give the premise to additionally learning and correspondence.

This question has been answered

This course starts with an outline of the correspondence cycle, the method of reasoning and hypothesis. In resulting modules of the course, we will look at explicit use of relational connections in close to home and expert life. These incorporate relational correspondence, bunch correspondence and dynamic, authoritative correspondence in the work environment or relational correspondence. Rule of Business Communication In request to make correspondence viable, it is important to follow a few rules and standards. Seven of them are fundamental and applicable, and these are clear, finished, brief, obliging, right, thought to be, concrete. These standards are frequently called 7C for business correspondence. The subtleties of these correspondence standards are examined underneath: Politeness Principle: When conveying, we should build up a cordial relationship with every individual who sends data to us.

To be inviting and polite is indistinguishable, and politeness requires an insightful and amicable activity against others. Axioms are notable that gracious “pay of graciousness is the main thing to win everything”. Correspondence staff ought to consistently remember this. The accompanying standards may assist with improving courtesy:Preliminary considering correspondence with family All glad families have the mystery of progress. This achievement originates from a strong establishment of closeness and closeness. Indeed, through private correspondence these cozy family connections become all the more intently. Correspondence is the foundation of different affiliations, building solid partners of obedient devotion, improving family way of life, and assisting with accomplishing satisfaction (Gosche, p. 1). In any case, so as to keep up an amicable relationship, a few families experienced tumultuous encounters. Correspondence in the family is an intricate and alluring marvel. Correspondence between families isn’t restricted to single messages between families or verbal correspondence.

It is a unique cycle that oversees force, closeness and limits, cohesiveness and flexibility of route frameworks, and makes pictures, topics, stories, ceremonies, rules, jobs, making implications, making a feeling of family life An intelligent cycle that makes a model. This model has passed ages. Notwithstanding the view as a family and family automatic framework, one of the greatest exploration establishments in between family correspondence centers around a family correspondence model. Family correspondence model (FCP) hypothesis clarifies why families impart in their own specific manner dependent on one another ‘s psychological direction. Early FCP research established in media research is keen on how families handle broad communications data. Family correspondence was perceived as an exceptional scholastic exploration field by the National Communications Association in 1989. Family correspondence researchers were at first impacted by family research, social brain science, and relational hypothesis, before long built up the hypothesis and began research in a family framework zeroed in on a significant job. Until 2001, the primary issue of the Family Communication Research Journal, Family Communication Magazine, was given. Family correspondence is more than the field of correspondence analysts in the family. Examination on family correspondence is normally done by individuals in brain science, humanism, and family research, to give some examples models. However, as the popular family correspondence researcher Leslie Baxter stated, it is the focal point of this intelligent semantic creation measure making the grant of family correspondence special. In the field of in-home correspondence, correspondence is normally not founded on autonomous messages from one sender to one beneficiary, yet dependent on the dynamic interdependency of data shared among families It is conceptualized. The focal point of this methodology is on the shared trait of semantic development inside family frameworks. As such, producing doesn’t happen in vacuum, however it happens in a wide scope of ages and social exchange.

Standards are rules end up being followed when performing work to agree to a given objective. Hierarchical achievement relies significantly upon compelling correspondence. So as to successfully impart, it is important to follow a few standards and rules. Coming up next are rules to guarantee powerful correspondence: clearness: lucidity of data is a significant guideline of correspondence. For beneficiaries to know the message plainly, the messages ought to be sorted out in a basic language. To guarantee that beneficiaries can without much of a stretch comprehend the importance of the message, the sender needs to impart unmistakably and unhesitatingly so the beneficiary can plainly and unquestionably comprehend the data.>

Organizational Behaviour

Sample Answer

Our Services

Secure Checkout

Our Advantages