Recent Question/Assignment
ASSESSMENT TASK 2
This assessment task will be marked out of 30 and is worth 30% of your total mark for the BUGEN1530 Principles of Responsible Business course.
The task requires you to work both individually and as part of a group in applying the Giving Voice to Values framework to a given scenario. More details are listed below under the heading Task Requirements.
You need to complete both the individual and the group requirements to pass this assessment.
GROUPS AND SCENARIOS
Your lecturer will let you know which group of students you will work with for this assessment task. Your lecturer will assign each group a scenario.
GROUP PRESENTATION DATES
Group presentations will take place in Week 9 and, if required, in Week 10 –your lecturer will inform you of the date and time for your group’s presentation.
TASK REQUIREMENTS
Individually – before working as a group
Read either “Ways of thinking about our Valuesâ€Â, “Giving Voice to Values: A brief introduction†– or both – which are available on the Moodle page.
Read the scenario your group has been assigned.
Prepare a written action plan. Place yourself in the position of the person in your assigned scenario: what should you say, to whom, when and how?
In order to answer these questions consider the following:
• What are the main arguments you are trying to counter? That is, what are the reasons and rationalizations you need to address?
• What is at stake for the key parties (including those who disagree with you)?
• What levers/arguments could you use to influence those with whom you disagree?
• What is your most powerful and persuasive response to the reasons and rationalizations you need to address? To whom should the arguments be made? When and in what context?
Immediately before your group presentation commences you need to submit your individually prepared action plan to your lecturer.
GROUP WORK
Before the presentation date.
1) Contact other members of your group and arrange some times to meet for group work. Your lecturer may suggest that group work takes place during scheduled lecture or tutorial times.
2) During group meetings discuss the scenario your group has been assigned.
3) During group meetings each student will briefly discuss their individually prepared action plan with other members of the group and the other members of the group will verbally give feedback.
4) As a group you will then work together to write a group script, and to allocate roles for your group presentation of the script including how you would work through the dilemmas arising from the scenario.
Again, place yourself in the position of the person in your assigned scenario: what should you say, to whom, when and how? Refer to the bullet points above for questions to consider.
On the presentation date.
On the date allocated for your group presentation, members of your group will role play the scenario using the script prepared by the group.
Your lecturer will ask three students (from other groups) to complete a peer report during your presentation, and these peer reports will be collected by your lecturer as soon as your group presentation has finished. Attached is a Peer Report.
When your group has finished the presentation, your lecturer will ask for the group script to be submitted for assessment. Please make sure you include a cover page with every group member’s name and student number – and the name of your group’s allocated scenario.
After the presentation date.
Within 12 hours of the group presentation you will need to complete a self-assessment report on your work as a member of your team. Attached is a Self- Assessment Report.
The Peer Report and the Self-Assessment Report will not be allocated marks but will be used as a guide to assist your lecturer.
ASSESSMENT
Your lecturer will assess the group script, the content of the presentation and the form of the group’s presentation (marked out of 20). Attached is a Group Assessment Criteria sheet.
Your lecturer will also assess your individually prepared action plan (marked out of 10). Attached is an Individual Assessment Criteria sheet.
INDIVIDUAL ASSESSMENT CRITERIA
SCENARIO (CASE)
TIME AND DATE
NAME
Weighting: A mark out of 2 will be given for each statement below
ACTION PLAN CONTENT
Student identified the types of dilemma raised in the scenario
Student demonstrated recognition of the reasons and rationalizations
Student identified appropriate arguments to be used to counter reasons and rationalizations.
Student’s proposed use of ‘what, to whom, when and how’ was evident in the action plan
Action plan follows a logical structure with appropriate use of headings and minimal reliance on bullet points rather than complete sentences.
LECTURER’S COMMENTS
GROUP ASSESSMENT CRITERIA
SCENARIO (CASE)
TIME AND DATE
GROUP
GROUP MEMBERS
Weighting: A mark out of 2 will be given for each statement below
SCRIPT CONTENT
Students identified the types of dilemma raised in the scenario
Students demonstrated recognition of the reasons and rationalizations
Students identified appropriate arguments to be used to counter reasons and rationalizations
Students proposed use of ‘what, to whom, when and how’ was evident in the script
PRESENTATION CONTENT
Students demonstrated a recognition of the types of dilemmas raised in the scenario
Students demonstrated recognition of the reasons and rationalizations, and used persuasive counter arguments where appropriate
Overall, students used GVV skills effectively
PRESENTATION FORM
The presentation was engaging and challenged others to engage thoughtfully with the issues
The presentation form was inclusive of the majority of the group members
Students used time effectively
LECTURER’S COMMENTS
PEER REPORT
SCENARIO (CASE)
TIME AND DATE
Three randomly selected peers will complete this form, and the peer assessment will be used to assist your lecturer in determining the overall group assessment.
Please rate the statements in the table below according to the following scale:
1. Strongly disagree
2. Disagree
3. Somewhat agree
4. Agree
5. Strongly agree
I felt each type of dilemma arising from the scenario was recognised and considered
I felt reasons and rationalizations were recognised and considered
I felt the group was effective in using persuasion and logic when appropriate
The presentation challenged me to engage thoughtfully with the issues
I felt the presentation demonstrated an understanding of the GVV skills
COMMENTS
If you would like to provide comments please do so here
SELF-ASSESSMENT REPORT
SCENARIO (CASE)
TIME AND DATE
NAME
GROUP MEMBERS
Please rate the statements in the table below according to the following scale:
1. Strongly disagree
2. Disagree
3. Somewhat agree
4. Agree
5. Strongly agree
PRODUCT
The presentation engaged the audience
The presentation challenged other students to engage thoughtfully with the issues
The presentation demonstrated an understanding of the GVV skills
The group script demonstrated an awareness of the issues arising from the scenario
PROCESS
Each group member contributed by preparing and discussing an action plan
Each group member offered feedback on the action plans
The group worked effectively and equitably as a team in discussing the issues arising from the scenario
The group worked effectively and equitably as a team in writing the group script
Group members were responsive to feedback/criticism
The group worked effectively and equitably as a team in the presentation of the group script
SELF-ASSESSMENT
Further comments – is there anything else you think your lecturer needs to know about the preparation and presentation of the scenario?
This assessment task will be marked out of 30 and is worth 30% of your total mark for the BUGEN1530 Principles of Responsible Business course.
The task requires you to work both individually and as part of a group in applying the Giving Voice to Values framework to a given scenario. More details are listed below under the heading Task Requirements.
You need to complete both the individual and the group requirements to pass this assessment.
GROUPS AND SCENARIOS
Your lecturer will let you know which group of students you will work with for this assessment task. Your lecturer will assign each group a scenario.
GROUP PRESENTATION DATES
Group presentations will take place in Week 9 and, if required, in Week 10 –your lecturer will inform you of the date and time for your group’s presentation.
TASK REQUIREMENTS
Individually – before working as a group
Read either “Ways of thinking about our Valuesâ€Â, “Giving Voice to Values: A brief introduction†– or both – which are available on the Moodle page.
Read the scenario your group has been assigned.
Prepare a written action plan. Place yourself in the position of the person in your assigned scenario: what should you say, to whom, when and how?
In order to answer these questions consider the following:
• What are the main arguments you are trying to counter? That is, what are the reasons and rationalizations you need to address?
• What is at stake for the key parties (including those who disagree with you)?
• What levers/arguments could you use to influence those with whom you disagree?
• What is your most powerful and persuasive response to the reasons and rationalizations you need to address? To whom should the arguments be made? When and in what context?
Immediately before your group presentation commences you need to submit your individually prepared action plan to your lecturer.
GROUP WORK
Before the presentation date.
1) Contact other members of your group and arrange some times to meet for group work. Your lecturer may suggest that group work takes place during scheduled lecture or tutorial times.
2) During group meetings discuss the scenario your group has been assigned.
3) During group meetings each student will briefly discuss their individually prepared action plan with other members of the group and the other members of the group will verbally give feedback.
4) As a group you will then work together to write a group script, and to allocate roles for your group presentation of the script including how you would work through the dilemmas arising from the scenario.
Again, place yourself in the position of the person in your assigned scenario: what should you say, to whom, when and how? Refer to the bullet points above for questions to consider.
On the presentation date.
On the date allocated for your group presentation, members of your group will role play the scenario using the script prepared by the group.
Your lecturer will ask three students (from other groups) to complete a peer report during your presentation, and these peer reports will be collected by your lecturer as soon as your group presentation has finished. Attached is a Peer Report.
When your group has finished the presentation, your lecturer will ask for the group script to be submitted for assessment. Please make sure you include a cover page with every group member’s name and student number – and the name of your group’s allocated scenario.
After the presentation date.
Within 12 hours of the group presentation you will need to complete a self-assessment report on your work as a member of your team. Attached is a Self- Assessment Report.
The Peer Report and the Self-Assessment Report will not be allocated marks but will be used as a guide to assist your lecturer.
ASSESSMENT
Your lecturer will assess the group script, the content of the presentation and the form of the group’s presentation (marked out of 20). Attached is a Group Assessment Criteria sheet.
Your lecturer will also assess your individually prepared action plan (marked out of 10). Attached is an Individual Assessment Criteria sheet.
INDIVIDUAL ASSESSMENT CRITERIA
SCENARIO (CASE)
TIME AND DATE
NAME
Weighting: A mark out of 2 will be given for each statement below
ACTION PLAN CONTENT
Student identified the types of dilemma raised in the scenario
Student demonstrated recognition of the reasons and rationalizations
Student identified appropriate arguments to be used to counter reasons and rationalizations.
Student’s proposed use of ‘what, to whom, when and how’ was evident in the action plan
Action plan follows a logical structure with appropriate use of headings and minimal reliance on bullet points rather than complete sentences.
LECTURER’S COMMENTS
GROUP ASSESSMENT CRITERIA
SCENARIO (CASE)
TIME AND DATE
GROUP
GROUP MEMBERS
Weighting: A mark out of 2 will be given for each statement below
SCRIPT CONTENT
Students identified the types of dilemma raised in the scenario
Students demonstrated recognition of the reasons and rationalizations
Students identified appropriate arguments to be used to counter reasons and rationalizations
Students proposed use of ‘what, to whom, when and how’ was evident in the script
PRESENTATION CONTENT
Students demonstrated a recognition of the types of dilemmas raised in the scenario
Students demonstrated recognition of the reasons and rationalizations, and used persuasive counter arguments where appropriate
Overall, students used GVV skills effectively
PRESENTATION FORM
The presentation was engaging and challenged others to engage thoughtfully with the issues
The presentation form was inclusive of the majority of the group members
Students used time effectively
LECTURER’S COMMENTS
PEER REPORT
SCENARIO (CASE)
TIME AND DATE
Three randomly selected peers will complete this form, and the peer assessment will be used to assist your lecturer in determining the overall group assessment.
Please rate the statements in the table below according to the following scale:
1. Strongly disagree
2. Disagree
3. Somewhat agree
4. Agree
5. Strongly agree
I felt each type of dilemma arising from the scenario was recognised and considered
I felt reasons and rationalizations were recognised and considered
I felt the group was effective in using persuasion and logic when appropriate
The presentation challenged me to engage thoughtfully with the issues
I felt the presentation demonstrated an understanding of the GVV skills
COMMENTS
If you would like to provide comments please do so here
SELF-ASSESSMENT REPORT
SCENARIO (CASE)
TIME AND DATE
NAME
GROUP MEMBERS
Please rate the statements in the table below according to the following scale:
1. Strongly disagree
2. Disagree
3. Somewhat agree
4. Agree
5. Strongly agree
PRODUCT
The presentation engaged the audience
The presentation challenged other students to engage thoughtfully with the issues
The presentation demonstrated an understanding of the GVV skills
The group script demonstrated an awareness of the issues arising from the scenario
PROCESS
Each group member contributed by preparing and discussing an action plan
Each group member offered feedback on the action plans
The group worked effectively and equitably as a team in discussing the issues arising from the scenario
The group worked effectively and equitably as a team in writing the group script
Group members were responsive to feedback/criticism
The group worked effectively and equitably as a team in the presentation of the group script
SELF-ASSESSMENT
Further comments – is there anything else you think your lecturer needs to know about the preparation and presentation of the scenario?
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