MGT201 Managing Self And Others Assignment: Exploring Generation Z’s Workplace Challenges, Wellbeing through the PERMA Model, and Effective Leadership Styles
| University | University of Sunderland (UOS) |
| Subject | MGT201 Managing Self and Others |
Bachelor of Arts (Honours) Business and Management (Top-Up) (BAMD2 2520A)
Assignment Tasks and Indicative Contents:
Student could pick from either (a) Gen X, (b) Gen Y, or (c) Gen Z
1. Reflect on three (3) critical issues faced by the chosen group in the workplace, and its implications to one’s wellbeing.
600 words
2. Critically evaluate how the PERMA Model concept:
(a) Positive Emotion
(b) Engagement
(c) Relationships
(d) Meaning
(e) Accomplishment
could create positive psychology in this group – supported by academic references.
600 words
3. Offer recommendations to manage self, and the students’ expectations on their managers, and the workplace, applying the findings above within the PERMA Model.
600 words
4. Critically analyse the different Leadership styles, and its definitions:
(a)Autocratic
(b) Transactional
(c) Transformational
(d) Democratic
(e) Laissez-Faire – supported by academic references.
600 words
5. Propose the different situations to deploy each of the leadership styles above, applying your understanding and justify your answers.
600 words
The essay is worth 100% of the module mark.
The following Learning Outcomes are tested in the assignment.
1. Appraise and evaluate personal and professional qualities and attributes to explain behaviour and its effectiveness.
2. Identify and consider the implications of concepts and practices of effective
management of self and others (specifically human and relational).
3. Apply appropriate people management techniques to the contemporary
employment relationship.
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Word Limit:
The word count must be stated on the front page of your assignment. Summarising and compressing the information in your assignment into the word limit is one of the skills that students are expected to acquire and demonstrate as part of the assignment process.
The word limit is set as 3,000 words and if this is exceeded then the following penalty will have to be applied:
Word Limit Applicable Penalty
| Exceeding Word Limit | Penalty |
|---|---|
| Up to 10% | No penalty – tolerance band (see below) |
| 10.1% – 20% | -5 percentage points |
| 20.1% – 30% | -10 percentage points |
| 30.1% – 40% | -15 percentage points |
| 40.1% – 50% | -20 percentage points |
| More than 50% | Mark of zero |
The word count does not include:
- Title page
- Reference list/Bibliography
- Appendices
- Appropriate tables, figures and illustrations.
Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g., “dib- dab nonsense analysis” (Smith, 2011 p.123)] are included in the word count.
Submission of Assessment:
Students are required to submit their coursework through CANVAS. Only assessments submitted through CANVAS will be marked. Any other submission, including submission to your study centre in hard copy will be treated as a nonsubmission.
- 1 electronic copy of the work should be submitted via the Canvas Turnitin Submission drop box under Assessments section.
- The University’s Generic Marking Criteria attached will be used to assess the work.
- Formal feedback and results will be provided 4 weeks after the submission date on Canvas. Please note that if marks are released prior to assessment boards students should be aware that they are still subject to ratification by the assessment board.
Referencing your work:
In this University the Harvard method of referencing is used.
The Harvard method of referring to publications and of arranging references uses the author’s name and the date of the publication. References are listed at the end of the document in alphabetical order by author’s name. The general format of a journal reference is shown below:
Smith, J. (1999) How to succeed! Journal of Entrepreneurs, 1(2), p. 34-56
Author’s name and initials are listed first, followed by year of publication in brackets. Then there is the title of article and the journal where article appears, which is underlined or in italics. Finally, state the volume and issue Number (in brackets) along with the pages where article can be located.
A short guide to Harvard referencing will also be available on the Canvas site under the module assessment navigation button.
Academic Integrity and Misconduct:
Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE
ATTRIBUTED TO ITS SOURCE (a full reference list must be submitted as prescribed in the assessment brief).
Please note that this is intended to be an individual piece of work. Action will be taken where a student is suspected of having plagiarised or engaged in any dishonest practice. Students are referred to the University regulations on plagiarism and other forms of academic irregularity. Students must not copy or collude with one another or present any information that they themselves have not generated.
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Generic Assessment Criteria – Undergraduate Bachelor’s degree
| Grade | Relevance | Knowledge | Analysis | Argument and Structure | Critical Evaluation | Presentation | Reference to Literature |
|---|---|---|---|---|---|---|---|
| 86–100% | The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. | ||||||
| 76–85% | The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to the Level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality. | ||||||
| 70–75% | The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. | ||||||
| 60–69% | Directly relevant to the requirements of the assessment | A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein | Good analysis, clear and orderly | Generally coherent and logically structured, using an argument and/or theoretical model(s) | May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice | Well written, with standard spelling and grammar, in a readable style with acceptable format | Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources |
| 50–59% | Some attempt to address the requirements of the assessment; may drift away from this in less focused passages | Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance | Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose | Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms | Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic | Competently written, with only minor lapses from standard grammar, with acceptable format | Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material |
| 40–49% | Some correlation with the requirements of the assessment but there are instances of irrelevance | Basic understanding of the subject but addressing a limited range of material | Largely descriptive or narrative, with little evidence of analysis | A basic argument is evident, but mainly supported by assertion and there may be a lack of coherence | Some evidence of a view starting to be formed but mainly derivative | A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader | Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point |
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