opposite of responsibility assignment

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What are some opposite words for Responsibility assignment matrix ?

Antonyms for responsibility assignment matrix re·spon·si·bil·i·ty as·sign·ment ma·trix, this page is about all possible antonyms and opposite words for the term responsibility assignment matrix ., we couldn't find direct antonyms for the term responsibility assignment matrix ., maybe you were looking for one of these terms.

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opposite of responsibility assignment

Assignment [noun]

Definition of assignment:.

responsibility, task

Synonyms of Assignment:

● Appointment

Opposite/Antonyms of Assignment:

● Unemployment

Sentence/Example of Assignment:

Yariel Valdés González and I faced these challenges while on assignment in South Florida and the Deep South from July 21-Aug.

They’re putting time into decoration just as they would in their physical classroom, and students can interact with the space by, say, clicking on a bookshelf to get a reading assignment.

For now, if the district moves to in-person learning, instruction in Carlsbad will take place on campus five days per week and students may engage in additional independent practices and other assignments at home.

The assignments must also respect the relationships between the elements in the group.

It’s very hard, by the way, to do real random assignment studies of couples therapy.

The assignment was to explore any scenario that showed a marked imbalance of gender or power.

Consent to an assignment may be given by the president of the company, without formal vote by the directors.

A transfer by the lessee of the whole or a part of his interest for a part of the time is a sublease and not an assignment.

An assignment to one who has an insurable interest as relative, creditor and the like, is always valid.

When an assignment of it is made, the assignee may sue in his own name for rent accruing after the assignment.

Words related to Assignment:

● Designation

● Duty assignment

● Reassignment

● Redeployment

● Designating

● Relinquishment

● Transferring

● Transferred

● Disposition

● Termination

● Destination

● Recruitment

● Reallocation

● Classification

● Renunciation

● Apportionment

● Disbursement

● Transferability

● Appropriation

● Headquarters

● Conveyances

● Appropriations

● Development

● Transmittal

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What are the opposite words for assignment ?

The concept of "assignment" can be understood as a task or a duty that one is given to accomplish. When considering antonyms for this word, the opposite of an assignment would be a lack of duty, responsibility, or obligation. Some possible antonyms for "assignment" might include words like freedom, liberty, or leisure, since these concepts are often directly opposed to the idea of being given a task that must be completed. Other antonyms could include laziness, idleness, or neglect, which suggest a deliberate avoidance of duties or responsibilities. Ultimately, the choice of antonym for "assignment" may vary depending on the context and the intended meaning.

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Synonyms for assignment

Hypernyms for assignment

Antonym of the day

opposite of responsibility assignment

Roles and Responsibilities of Managers at Different Levels

General objective of this report is to analysis the Roles and Responsibilities of Managers at Different Levels of the organizational Hierarchy in the Quasem Drycells Limited. Another objective of the paper is to observe the practical use of management in an organization. Report also observe the process of management, hierarchy of management as well responsibilities and skills of managers in Quasem Drycells Limited.

Objectives of the Term Paper

This paper has three specific objectives, which again obtain few sub points. First one is to know the theoretical knowledge of management in the organization.

Another objective of the paper is to observe the practical use of management in an organization. This part we observe the process of management, hierarchy of management as well responsibilities and skills of managers.

Finally, the comparison of theoretical knowledge of management and practical use of management in an organization. It is basically helps us to find out the importance of theory about management in practical life.

Quasem Drycells Ltd: A close Overview

Quasem Dry Cells Limited is the largest dry cell manufacturing & first ISO 9002 certified company in Bangladesh of its kind. The journey started in June 14, 1980, where the company brought a new era of modern battery manufacturing technology in Bangladesh. And now it’s representing as a pioneer company in terms of Dry Cell Manufacturing, where it has successfully established its ‘SUNLITE’ brand as a leader in the dry cell Industry.

Mission & Vision

Their mission is to improve the quality of life people by providing comforts and conveniences at affordable price. To be the most admired and respected family company in the country.

Continue to achieve growth in sales. Ensure attractive return on shareholders funds. Expand their marketing Network all over the country to be nears to the customers for their convenience. Continue to develop their human resources.

There are some objectives of Quasem Drycell. Such as:

Planning & Decision Making

Management Function that involves the process of defining goals, establishing strategic for achieving those goals and developing plans to integrate and coordinate activities. Planning and decision making help maintain managerial effectiveness by serving as guides for future activities. That is, the organization’s goals and plans clearly help managers know how to allocate their time and resources.

Management function that involves the process of determining what tasks are to be done, who is to do them, how the tasks are to be grouped, who reports to whom, and where decisions are to be made. The basic elements of organizing are job design, departmentalization, authority relationships, and span of control, and line and staff roles.

Management function that involves monitoring, subordinates, influencing individuals or teams as they work, selecting the most effective communication channels, or dealing in any way with employee behavior issues.

Management function that involves monitoring actual performance, comparing actual to standard and taking action if necessary. As the organization moves toward its goals, managers must monitor progress to ensure that it is performing so that it arrives at its ‘destination’ at the appointed time. Controlling helps ensure the effectiveness and efficiency needed for successful management.

Different Levels of Managers

Someone who works with and through other people by coordinating their work activities in order to accomplish organizational goals. Managers can be differentiated according to their level in the organization. Although large organizations typically have several levels of management, the most common view considers three basic levels: top, middle and first-line managers.

Managers at or near the top level of the organization who are responsible for making organization-wide decisions and establishing the goals and plans that affect the entire organization. Titles found in this group include president, vice president, and chief executive officer (CEO). Top managers create the organization’s goals, overall strategy, and operating policies.

Middle Managers

Mangers between the top level and first-line level of the organization who manage the work of first-line managers. Middle management is probably the largest group of managers in most organizations. Common middle-management titles include plant manager, operations manager, and division head.

First-line Managers

Managers at the lowest level of the organization who manage the work of non managerial employees who are involved with the production or creation of the organization’s products. Common titles for first-line managers are supervisor, coordinator, and office manager. Positions such as these are often the first held by employees who enter management from the ranks of operating personnel.

Managerial Roles

In carrying out the five major management functions, Mangers perform various roles. A role is a set of expected behaviors. A, manager is expected to serve a number of roles and to be a good role model. First, managers perform a number of interpersonal activities by virtue of their position in the managerial hierarchy. Second, the communications that flow to and from managers make it necessary for them to process information. Third, the fact that a manager is a conduit and communicator means decisions must be made; managers are the key decision makers in organizations. These aspects of managing are referred to as roles, or behaviors associated with the position.

Interpersonal Roles

The roles of figurehead, leader, and liaison, all of which involve dealing with other people.

First, the manager is often asked to serve as a figurehead- taking visitors to dinner, attending ribbon-cutting ceremonies, and the like. These activities are typically more ceremonial and symbolic than substantive.

The manager is also asked to serve as a leader- hiring, training, and motivating employees. A manger who formally or informally shows subordinates how to complete tasks and how to perform under pressure is leading.

Finally, managers can have a liaison role. This role often involves serving as a coordinator or link between people, groups, or organizations. It also involves acknowledging mail, doing external board work, performing other activities that involve outsiders.

The roles of monitor, disseminator, and spokesperson, all of which involve the processing of information

The first informational role is that of monitor, one who actively seeks information that may be of value. The manager questions subordinates, is receptive to unsolicited information, and attempts to be as well informed as possible.

The manager is also a disseminator of information, transmitting relevant information back to others in the workplace. When the roles of monitor and disseminator are viewed together, the manager emerges as a vital link in the organization’s chain of communication.

The spokesperson formally relays information to people outside the unit or outside the organization. Although the roles of spokesperson and figurehead are similar, there is one basic difference between them. When a manger acts as a figurehead, the manager’s presence as a symbol of the organization is what is of interest. In the spokesperson role, however the manager carries information and communicates it to others in a formal sense.

The roles of entrepreneur, disturbance handler, resource allocator, and negotiator, all of which relate primarily to making decisions.

The manager has the role of entrepreneur, the voluntary initiator of change. Basically entrepreneur is a person who engages in the process of planning, organizing, operating, and assuming the risk of a business venture.

Disturbance Handler

A second decisional role is initiated not by the manager but by some other individual or group. The manager responds to her role as disturbance handler by handling such problems as strikes, copyright infringements, or problems in public relations or corporate image.

Resource Allocator

The third decisional role is that of resource allocator. As resource allocator, the manager decides how resources are distributed, and with whom he or she will work most closely. For example, a manager typically allocates the funds in the unit’s operating budget among the unit’s members and projects.

A forth decisional role is that of negotiator. In this role the manager enters into negotiations with other groups or organizations as a representative of the company. For example, managers may negotiate a union contract, an agreement with a consultant or a long-term relationship with a supplier. Negotiators may also be internal to the organization. The manager may, for instance, mediate a dispute between two subordinates or negotiate with another department for additional support.

Managerial Skills

In addition to fulfilling numerous roles, managers also need a number of specific skills if they are to succeed. The most fundamental management skills are technical, interpersonal, conceptual, diagnostic, communication, decision-making, and time-management skills.

Technical Skills

The skills necessary to accomplish or understand the specific kind of work being done in an organization. Technical skills are especially important for first-line managers. These managers spend much of their time training subordinates and answering questions about work-related problems. They must know how to perform the tasks assigned to those they supervise if they are to be effective managers.

Interpersonal Skills

The ability to communicate with, understand, and motivate both individuals and groups. Managers spend considerable time interacting with people both inside and outside the organization. So, the managers need interpersonal skills. As a manager climbs the manager the organizational ladder, he must be able to get along with subordinates, peers, and those at higher levels of the organization. Because of the multitude of roles managers must fulfill, a manager must also be able to work with suppliers, customers, investors, and others outside the organization. Although some managers have succeeded with poor interpersonal skills, a manager who has good interpersonal skills is likely to be more successful.

Conceptual Skills

Conceptual skills depend on the manager’s ability to think in abstract. Managers need the mental capacity to understand the overall workings of organization and its environment, to grasp how all the parts of the organization fit together, and to view the organization in a holistic manner. These conceptual skills allow them to think strategically, to see the ‘big picture’, and to make broad-based decisions that serve the overall organization.

Diagnostic Skills

Successful managers also possess diagnostic skills. Diagnostic skill is the manager’s ability to visualize the most appropriate response to a situation. A physician diagnoses a patient’s illness by analyzing symptoms and determining their probable cause. Similarly, a manager can diagnose and analyze a problem in the organization by studying its symptoms and then developing a solution.

Communication Skills

Communications skills refer to the manager’s abilities both to convey ideas and information effectively to others and to receive ideas and information effectively from others. These skills enable a manager to transmit ideas to subordinates so that they know what is expected, to coordinate work with peers and colleagues so that they work well together properly, and to keep higher-level managers informed about what is going on. In addition, they help the manager listen to what others say and to understand the real meaning behind letters, reports, and other written communication.

Decision-Making Skills

Effective managers also have good decision-making skills. Decision-making skills refer to the manager’s ability to recognize and define problems and opportunities correctly and then to select an appropriate course of action to solve problems and capitalize on opportunities. No manager makes the right decision all the time. However, effective managers make good decisions most of the time. And when they do make a bad decision, they usually recognize their mistake quickly and then make good decisions to recover with as little cost or damage to their organization as possible.

Time-Management Skills

Finally, effective managers usually have good time-management skills. Time-management skills refer to the manager’s ability to prioritize work, to work efficiently, and to delegate appropriately. Managers face many different pressure and challenges. It is too easy for a manager to get bogged down doing work that can easily be postponed or delegated to others. When this happens, unfortunately, more pressing and higher-priority work may get neglected.

Roles and Responsibilities of Quasem Drycells Ltd. Managers

Top level managers of Quasem Drycells Ltd. play the role of Figurehead. They represent the organization outside the organization. They attend different meetings with governments and attending ribbon-cutting ceremonies of the opening day of a new plant.

At Quasem Drycells Ltd top level, mid level and first-line managers play important role as leader. They shows subordinates how to work under pressure and how to complete tasks. Le3desship role is mainly for top and mid managers for their job pattern.

Managers of coordination department of Quasem Drycells Ltd. work as coordinator and link between people, groups, or organization. Thus they play the role of liaison. Other mid managers like H.R.D department, Foreign Purchase, C&F manager also play a vital role of liaison.

Informational Roles

Every managers of Quasem Drycells Ltd. work as a monitor. They actively seek information from subordinates by asking them question, receiving information. The main monitor is performed by sixth monthly, three monthly and monthly meeting between top managers and mid manager.

Managers transmitted information to other departments. Thus managers play the role of disseminator. Mid manager of Quasem Drycells plays the main role of disseminator as they have to fulfill the target and make it done by subordinates. All managers in mid level have to follow these roles strictly.

Basically, top level managers play the role of spokesperson at Quasem Drycells Ltd. They relay information to people outside the unit or outside the organization for further plan. Here the managers not always follow the formal process of spokesperson. Sometimes they provide information in an informal way like through telephone.

Decisional Roles

Top managers of Quasem Drycells are not only the play the role of entrepreneur but also mid managers play a vital role as entrepreneur. Top Managers are encouraged and allowed to come with new ideas for innovation. Thus, managers respond to the role of entrepreneur.

Managers play the role of disturbance handler by handling many problems. They handle the problem in public relations like resolve conflict between two subordinates as well as maintenance of corporate structure. Operation Manager and HRD Manager play this role strictly.

Top managers of Quasem Drycells locate the huge amount of resources in different projects. Then mid managers divide those resources and locate those resources where ever and when ever needed. Especially, managers who are working in finance department play the role of resource allocator. They review and revise budgets request and allocates the fund.

As negotiator most of the managers plays a vital role. What we mainly find out is foreign purchase department, purchase department, C&f department and Tax matters & company affairs department have to negotiate most.

Different department of Quasem Drycells Ltd.

There are twenty departments in Quasem Drycells Ltd. These are

The responsibilities of top managers are-

So here we find no basic differences from theoretical knowledge.

Responsibilities of mid managers at Qusem Drycells are-

First Line Managers

We see that the first line managers of Quasem Drycells have the responsibilities to-

Times Spend In Management Process

Quasem Drycells Ltd. makes a broad plan for one or two years in their board meeting. Then they review the plan half yearly, quarterly and monthly in different meetings. Every manager also makes their monthly, weekly and daily planes. Managers do the planning whenever they get time in a day. Top level managers spend most of the times in planning- decision making and organizing. They also spend time in leading. Mid level managers mainly spend times in organization and leading. They also spend small time in planning and controlling. First-level managers spend many times in leading and controlling. They also spend small times in organizing and planning.

Skills of Managers

In Quasem Drycells not only the first line managers but also the some mid managers need these skills. Especially Operation Manager and IT manager required these skills too much.

Inter personal Skills

In Quasem Drycells we see that both top managers and some mid managers required these skills. Like HRD manager, Foreign Purchase manager, clearing and Forwarding manager, Purchase Manager, Marketing manager need these skills too much.

Conceptual skills

In Quasem Drycells we also see that these skills are for both top and mid managers. They all need this skills too much as they have to understand different situation and different plans.

Quasem Drycells managers also should have these skills to make a right decision. Without this skills top and mid managers can’t make right decision and face a problem situation.

Communication skills

It is for mid managers and mid managers of Quasem Drycells need these skills. Without this skills manager can’t fulfill their target goal or plan.

Decision making Skills

At Quasem Drycells it is important for both top and mid mangers. Because, both two managers have to make decisions in different situation.

Time management Skills

Time management skills are important for all managers. But specially top and mid manager of Quasem Drycells have vast work to perform. They have to face different challenges and have to change decision frequently. So they need more time management skills. Some first line managers of Quasem Drycells have a frame work to do, so they need not worry much about time management.

Analyzing the difference of Management Process

When we collected information from our organization we find some different way that organization follows in their management process.

These differences are described below:

Planning and decision-making

What we have learned from our books is that mainly top managers are involved in planning process, others planning are not too much important. But what we have seen at Quasem Drycells is that with top managers mid managers are planning FOR the organization and some cases mid managers are making the most important planning. Top managers just set the goals and most of the time mid managers proposed that that could be our organizational goals. Top managers just approve the proposal. So here the flow of decision making is higher to lower and as well lower to higher.

Organizing is allocating resources to make the organization effective to achieve the goal of the organization. That’s seems to be a work of top level manager, but at Quasem Drycells organizing is so important for mid level managers because they make their own plan to archive the organizational goal proposed by them and set by top level managers. Top-level sanction resources according to the demand of mid level, and mid level locate resources and other things together.

Leading is the most important and challenging issue in managerial job. In Quasem Drycells leading is not only for the top-level managers but also for every level of management. Managers have to archive the goal set by the top managers. So all levels of managers have to lead and motivate all of his subordinates to reach the goal. They do so because they are also leaded and motivated by top managers. So leading is everywhere in Quasem Drycells.

As we described at phase 2 that controlling system is different from other organization in Quasem Drycells. Because here top managers just monitor and control the mid manager whether the goal is achieved or not by meeting after three month and six months. But to achieve the main organizational goals mid managers mainly observe, control and make corrections in work.

Difference of theoretical and practical knowledge about- different level of management

As we know from our bookish knowledge that there are three levels of manager of an organization. We also find out that Quasem Drycells also have three different level of management as it is an ISO recognized organization. But what we find out here are some differences in the position of managers at different levels. Differences are described below.

From our books we know that CEO, board of directors is the top managers. But at Quasem Drycells top managers are board of directors, M.D, Company secretary, directors and GM of coordination department. So here we get some differences.

Plant manager, Operations manager and division head are defined as mid manager in our academic books. But what we get from our visit is different because here marketing manager, sales manager, and Purchase managers are mid level managers.

First line manager

Academic knowledge says that first line managers are marketing manager, sales manager, and Purchase manager. But by our visit at Quasem Drycells we came to know that its first line managers are assistant managers of those departments and senior officers where assistant managers are not posted.

Analyzing the differences of Managerial Roles

From our theoretical prospective we know managers have to Perform ten basic managerial roles. At Quasem Drycells managers also have to perform those roles but there are many roles behind those. On the other hand some of those roles are not for every one because some groups of managers are assigned to perform specific role. Now we are going to discus where are the differences considering the strategy of Quasem Drycells and basic bookish things.

Interpersonal roles

Basically we don’t find any differences here because top managers like MD, board of Directors have this roles. The top managers always represent the organization and attend the opening ceremony of new plant.

Leading is hiring, training and motivating employees to get the job done by mainly top managers as mention at our books. It’s never for top or mid managers but also for line managers and for even lower level at Quasem Drycells. That means some how most managers are leader.

At Quasem Drycells all managers have liaison roles but in some departments’ liaison roles are too important. H.R.D department and Coordinating Department perform this role.

We know from our bookish knowledge that top managers mainly monitor and collect information. But what we find at our visited organization is that top managers monitor everything its true but monitoring activities are frequently done by mid managers in their daily activity and monthly meetings and gather more information to serve.

As described at monitor role not top level but mid level do the main job of monitor and disseminator. As disseminator role is performed by mid level Quasem Drycells managers can do finish job effectively.

According to books spokesperson is a manager who carries information and communicates it to other in a formal way. But what we find on that office is not at all formal always. Sometimes they provide information in an informal way like through telephone.

It is a managerial role of developing new idea for innovation. At Quasem Drycells all managers have that role. But as it is a manufacturing company so here it has a difference, and that is it has a group of employees for the development of product. It also does research to develop a new product.

Here we find no difference at all because more or less all managers have to work as a disturb handler. General Manager of factory at Quasem Drycells mainly has to face this kind of problems.

Resource allocator

As we know from books managers of Quasem Drycells have the same roles. Here we got no difference at all except a little change implementations of this.

According to book role of negotiator is for all managers. But what we mainly find out is foreign purchase department, purchase department, C&f department and Tax matters & company affairs department have to negotiate most.

Differences between the Responsibilities of different level Managers of Quasem Drycells and theoretical level of managers

Managers of Quasem Drycells have different responsibilities for the company. Responsibilities they have are discussed below.

As we see that the responsibilities of top managers are-

Responsibilities of mid managers at Quasem Drycells are-

So here we find some basic differences between bookish and practical knowledge. Because here mid managers have more responsibilities then we know from academic knowledge.

First Line Managers:

We see that managers of Quasem Drycells have the responsibilities to-

So here is also some differences we can find out because thy have more responsibilities then we know.

Time Management of different level of management

Our collected data about Quasem Drycells shows some differences about time management of different level of managers. Managers of Quasem Drycells manage their time effectively, and what we observe in different level are discussed level wise.

Skills of manager

Manager of different level needs different kinds of skills. Though all kind of skills is important for all but some of these skills are needed for some special group of managers. Now in this part we try to distinguish between theoretical knowledge about skills of managers and practical knowledge we gather from the visit in Quasem Drycells.

Technical skills are important for mainly First line managers, because these managers spend most of their time in training subordinates and dealing with the technical problems. In comparison to Quasem Drycells not only the first line managers but also the some mid managers need these skills. Especially Operation Manager and IT manager required these skills too much.

Interpersonal skills mean the ability to communicate with, understand and motivate both individual and group. This is mainly related with top management, but here at Quasem Drycells we see that both top managers and some mid managers required these skills. Like HRD manager, Foreign Purchase manager, clearing and Forwarding manager, Purchase Manager, Marketing manager need these skills too much.

It is managers ability to understand the over all workings and environment of the organization. It is important for top and some mid managers. In Quasem Drycells we also see that these skills are for both top and mid managers. So here we find no differences.

Top and mid manager’s skills of analysis a situation or problems. Our visited company Quasem Drycells managers also should have these skills to make a right decision. Here we found no basic differences.

Communication skill is the skill of manager to receive information or idea and transmit it to other subordinate. It is for mid managers and mid managers of Quasem Drycells need these skills. So here is no difference with academic knowledge.

It is manager’s ability to define problems or opportunities and select appropriate action to solve problems and capitalize the opportunities. The theoretical speech, and practical things also similar here at Quasem Drycells, because it is important for both top and mid mangers.

Recommendations

Quasem Drycells is an ISO recognized organization and it is well organized as well but it has some draw bakes also. So we like to add some recommendation for the company. Our recommendations are-

The following facts obstructed our endeavors to create a well-organized term paper on managerial roles and skills.

Term paper on Green Nature Business Plan

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Assignment Tutor Online

It is the responsibility of every student

School: Federation Business School

Course Title: Applied Principles for Responsible Business Practice

Course Code: BUGEN 3711

Teaching Location: Malaysia

Credit Points: 15

Semester, Year: S2 2018

Prerequisite(s): Nil

Corequisite(s): Nil

Exclusion(s): Nil.

ASCED Code: 080399

Program Level:

Please note this course is taught by

Prescribed Text

This course will be conducted on the presumption that students have a copy of:

Laasch, O. & Conaway, R. N. (2015). Principles of Responsible Management: Glocal Sustainability, Responsibility, and Ethics. Stamford, USA: Cengage Learning. ISBN 978-1-285-08026-0

Student Responsibility

It is the responsibility of every student to be aware of the requirements for this course, and understand the specific details included in this document.

For full details of programs and school procedures, please refer to the Federation Business School Programs Handbook available at https://federation.edu.au/faculties-and-schools/federation-business-school/student-resources/continuing-students/program-information

Students should be aware of the content of the handbook, particularly:

Special Consideration process and forms

Assignment Coversheet

Submission of tasks and assignments

Unsatisfactory progress – Early Intervention

This course requires a significant commitment outside of formal class contact. The learning tasks in this course include classes, online lecture material, required reading, the preparation of answers to set questions, exercises and problems, and self-study. In addition, students are required to complete assignments and an examination.

The table below is an example of the suggested time allocations for this course.

Attendance and Participation

It is in students’ interest to make every effort to attend all the classes for this course and to complete all preparatory and assessment tasks. All of the tasks are designed to work together to add to your understanding of the course. It is our experience that those students who do not attend classes or carry out the associated activities are more likely to do poorly or to fail the course completely.

Late Submission

Assessment tasks submitted after the due date, without prior approval/arrangement, will be penalised at 10% of the available marks per day. Requests for extension of time must be made with the lecturer concerned and based on Special Consideration guidelines http://policy.federation.edu.au/student_services_and_administration/enrolment/special_consideration/ch01.php

Moderation of Results

Moderation refers to the practice of quality assurance of assessable tasks and marking carried out at any of the School’s Partner Providers’ locations. Moderation addresses the interests of students, staff, the School’s partners and external stakeholders. Moderation seeks to ensure that:

Good practice in assessment is being applied consistently across the institution and its programs;

Student performance is being properly, fairly and consistently judged for all students undertaking the same course of study; and

Standards expected of, and achieved by, students are appropriate, reliable and comparable to good practice at the University and nationally.

Standardisation of assessment may result in a student’s mark being amended. This is your guarantee that your results are comparable to Federation University results in all locations.

Course Evaluation

We welcome feedback as one way to keep improving this course. Students are encouraged to provide course feedback through eVALUate , the University’s online student feedback system . eVALUate will be available to students during Weeks 10 and 11 by the Student Survey dashboard system using FedUni student user names and passwords.

Moodle is used to host course resources for all courses. Students can download lecture and tutorial notes to support class participation. Students login to Moodle at https://moodle.federation.edu.au/login/index.php

Generally, assessments are submitted online through Moodle. Should you need assistance, please use the available resources and support through the drop-down menus in Moodle.

Plagiarism:

Plagiarism is the presentation of the expressed thought or work of another person as though it is one’s own without properly acknowledging that person.

Students must not allow other students to copy their work and must take care to safeguard against this happening. In cases of copying, normally all students involved will be penalised equally; an exception will be if the student can demonstrate the work is their own and they took reasonable care to safeguard against copying.

Plagiarism is a serious offence. Please refer to the following documents:

Statute 6.1: Student Discipline

Regulation 6.1: Student Discipline

Regulation 6.1.1: Plagiarism

Adopted Reference Style:

The link to the library website for more information is: https://federation.edu.au/current-students/learning-and-study/online-help-with/referencing

Learning Outcomes:

K1 Understand different perspectives on the role of business in today’s society;

K2 Recognise the interdependence of ‘people, planet and profits’ and the challenges and opportunities this presents to business;

K3 Identify ethical dilemmas faced by individuals in the context of business decision making;

K4 Appreciate various perspectives on business social responsibility;

K5 Describe key concepts of sustainability and their relevance to business.

S1 Develop business practices that integrate social and environmental commitment with economic performance;

S2 Engage with systems thinking and complexity;

S3 Engage in self-reflection, exploration and transformation;

S4 Develop critical thinking skills and a critical awareness of bias;

S5 Identify and develop opportunities for business to create shared value.

Application of knowledge and skills

A1 Apply responsible business practices in a diverse range of organisational contexts;

A2 Confidently construct and deliver responses to ethical and/or values conflicts in business environments;

A3 Apply research skills in identifying challenges and opportunities for businesses;

A4 Work co-operatively, demonstrating intercultural awareness and understanding;

A5 Integrate social, environmental and economic perspectives into the practical delivery of service.

Course Content:

This course aims to enable students to identify and apply ethical, socially responsible and sustainable business practices. The relationship between business, society and the environment is considered and approaches to develop positive outcomes in each of these areas are explored. Students are challenged to identify, develop and practice personal values in a business context.

Appreciate the interdependence of environment, society and economy;

Further develop personal ethical standards;

Appreciate the effect of individuals’ decisions and actions on others;

Embrace reflective, adaptive and collaborative learning;

Value creative and integrative thinking;

Appreciate the importance and influence of business in creating positive change.

Graduate attributes:

Learning tasks and assessment:.

Students are strongly advised to attempt ALL assessment tasks. Students who do not submit a task(s) or fail a task(s) in the semester will be identified as a ‘student at risk’ of unsatisfactory academic progress (outlined in the School Handbook) and will be directed to the School’s Intervention Program. Students who encounter difficulties or who are otherwise concerned regarding their progress should consult their lecturer.

Assessment criteria set out the details by which performance in each task will be judged. This information will give a clear and explicit understanding of the expected standards to be achieved relative to the marks awarded.

DETAILS OF ASSESSMENT TASKS ARE PRESENTED OVERLEAF.

ASSESSMENT TASK DETAILS

ASSESSMENT TASK 1: Individual Reflection: Sustainability

DUE DATE: End of Week 5 MARKS: 20%

Assessment Details

You are required to reflect on the materials presented in weeks 1, 2 3 and 4 relating to sustainability.

You may choose to reflect on one or more of the themes or ideas that made a significant impact on you, or with which you could identify. In this assessment task, you must demonstrate your understanding of the chosen themes, and that you have considered the implications of these at a personal level and in terms of how you may approach business and your career in the future.

Critical thinking should also be demonstrated in these reflections, that is, you must provide evidence that you have thought independently about the topic rather than simply taken on the views of others.

Examples of reflections and guidance on how to write a good reflection is available on Moodle.

The criteria used to grade this task are on page 14.

For information on the style of writing required, please refer to the guides provided on the course Moodle page.

Information about reflective journals is also on the Moodle page.

1200 quality words – (assignments exceeding the word limit may not be marked and may be returned to the student for re-writing; assignments less than the required length will risk not covering the topic adequately and may result in a fail). References are not included in the word count.

Note: While a Reflective Journal will mainly comprise of your own thoughts and reflections written in ‘your own words’, Federation University Australia rules relating to referencing, citation and acknowledgement must be complied with for any content drawn from other sources.

ASSESSMENT TASK 2: Group Action Plan and Group Presentation

Presentations during Week 8;

GVV case study and role play report due Week 9

TOTAL MARKS: 20%

The task requires you to work both individually and as part of a group in applying the Giving Voice to Values framework to a supplied scenario.

You need to complete both the individual and the group requirements to pass this assessment.

Groups and Scenario allocation

Your lecturer will let you know which group of students you will work with for this assessment task. Each group will be assigned a scenario.

Group Presentation dates

Group presentations will take place in Week 8 at the workshop. You should organise to meet with your group beforehand to rehearse.

INDIVIDUAL ACTION PLAN

To begin with, your task is to prepare a written action plan. This is not assessable but you will have to produce it as evidence of your contribution to the group’s effort.

Read either “Ways of thinking about our Values”, “Giving Voice to Values: A brief introduction” – preferably both – which are available on the Moodle page.

Read the scenario your group has been assigned.

Decide what outcome you think the key character in this case should aim for.

Place yourself in the position of the key person in your assigned scenario: taking into account the concepts of GVV, what should you say, to whom, when and how to reach the best possible outcome?

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 rationalisations you need to address? To whom should the arguments be made? When and in what context?

Individual analyses for all group members must be included in your group report as an appendix.

GROUP PRESENTATION

You will need to:

Contact other members of your group and arrange some times to meet for group work. During group meetings discuss the scenario your group has been assigned.

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 consider and give feedback.

As a group you will then work together to write answers to the above questions, and on that basis prepare a group script, and then 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 key 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 (Week 8):

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 another group to complete a peer report during your presentation, which will be collected by your lecturer at the end of your group presentation. This will be shared with you as part of your assessment feedback.

GROUP ACTION PLAN REPORT (GVV CASE STUDY / ROLE PLAY REPORT)

Group Action Plan Reports must be submitted online during Week 9.

You must include a cover page with every group member’s name and student number, and the name of your group’s allocated scenario.

Your consolidated report for the group should include:

Your individual analysis of the situation, considering the questions above;

Your group script;

Individual analysis for each group member in an appendix. Your group mark is dependent on you providing this.

REQUIREMENTS AND FORMS FOR ASSESSMENT

Group script, presentation content, presentation form

Refer to: Group Assessment Criteria sheet Page 15

Please note that the Peer Report will not be allocated marks, but is designed to be a part of your learning experience in this course. It will also be used as a guide by the lecturer.

Refer to: Peer Report sheet Page 16

ASSESSMENT TASK 3: Business Evaluation / Review – Corporate Social Responsibility

DUE DATE: End of Week 11 MARKS: 20%

This task requires you to write a review of a public domain business considering the issues covered across the course .

This task requires you to write a report on a public domain business addressing the issues covered across the course. Choose at least two elements covered in the course, such as Supply Chain Management, Human Resource Management, Marketing, Philanthropy, Community Engagement etc that are relevant to the business.

You must demonstrate your understanding of the chosen concepts, and how they apply to the business in question. This could be a business you are directly connected with, for example as an employee or as a shareholder, or it could be a company that you just have an interest in. You should ensure you have access to information about the business, such as through its website and media exposure.

In your response, you should also consider and recommend how the business could improve its approach, or if you believe this is not necessary, explain why.

For example you could explore Apple’s management of its supply chain or labour practices and evaluate the strengths and weaknesses in the company’s approach, or you could look at the company that employs you and their approach to corporate social responsibility.

The word limit is 1500 words and should be written as a report. Executive summary, references and appendices are not included in the word count.

As previously, you should think critically when evaluating the information you review.

The criteria used to grade this task is on page 17.

For information on the style of writing required, please refer to the APA guide provided on the course Moodle page.

1500 words – (assignments exceeding the word limit may not be marked and may be returned to the student for re-writing; assignments less than the required length will risk not covering the topic adequately and may result in a fail). Do not include synopsis or references in the word count.

Note : Federation University Australia rules relating to referencing, citation and acknowledgement must be complied with for any content from other sources.

DUE DATE: During Exam Period MARKS: 40%

In the exam, you will be required to demonstrate your understanding of key concepts and analysis. The exam duration will be 2 hours.

Information about the exam will be provided to you before the exam during a revision session and on the Moodle site.

Information will also be provided to guide your preparation and study for the exam.

Content Sequence:

As semesters and contact hours vary between teaching locations, delivery is primarily online with regular workshops. As the University offers many programs in a variety of formats, please contact local lecturers for further information about the schedule. Please note that the sequence and content of lectures and tutorials may need to be changed and the following information should be used as a guide only.

Four 3 hour workshops will be conducted during the course program. These will be face-to-face or online sessions where participants will be expected to prepare content for discussion and participation when they attend. These sessions are compulsory.

Detailed content for each workshop is available in a separate document on Moodle.

Additional Resources:

Relevant videos, lectures, interviews, animations and discussions are available on Moodle. The following additional material may also be useful:

Blowfield, M & Murray, A. (2011) Corporate responsibility (2 nd ed.) Oxford: Oxford University Press

Carson, R., Darling, L & Darling, I. (1962) Silent Spring . Cambridge, Mass: Riverside Press

Crane, A & Matten, D (2010). Business ethics: managing corporate citizenship and sustainability in the age of globalization (3rd ed.) Oxford: Oxford University Press

Friedman, M. (1962). Capitalism and Freedom. Chicago: University of Chicago Press

Galbraith, J.K. (1967). The new industrial state. Boston: Houghton Mifflin

Harding, S (2009). Animate earth (2 nd ed.) Totnes, Devon: Green Books Ltd

Hawken, P. (1993). The ecology of commerce: a declaration of sustainability. New York: Harper Collins

Hawken, P. Lovins, A.B, Lovins, L.H. (2000). Natural Capitalism: creating the next industrial revolution. London. Earthscan

McDonough, W & Braungart, M (2002). Cradle to Cradle: Remaking the way we make things. New York, North Point Press

McKibben, B (2010). Eaarth: Making a life on a tough new planet. Melbourne, VIC: Black Inc

Meadows, D.H., Meadows, D.L. Randers, J. and Brehrens W.W. (1972) The Limits to Growth: A Report for the Club of Rome’s Project on the Predicament of Mankind. New York: Universe Books

Meadows, D.H., Meadows, D.L. Randers, J. (1992). Beyond the Limits: Global Collapse or a Sustainable Future. London: Earthscan Publications

Meadows, D.H., (2009). Thinking in Systems. London: Earthscan Publications

Mollison, B., (2004). Permaculture: A Designer’s Manual. Melbourne TAGARI Publications

Patel, R (2009). Stuffed & Starved: markets, power & the hidden battle for the world food system. Melbourne, VIC: Black Inc

Patel, R (2009). The Value of Nothing: How to reshape market society and redefine democracy. Melbourne, VIC: Black Inc

Porritt, J (2005). Capitalism: as if the world matters. London:Earthscan

Rand, A. (1966). Capitalism: the unknown ideal. New York: New American Library

Senge, P (1990). The Fifth Discipline. Doubleday

Stead, JG & Stead WE (2009). Management for a Small Planet (3rd ed.) Greenleaf Publishing e-

Stern, N. H. (2009). A Blueprint for a Safer Planet: how to manage climate change and create a new era of progress and prosperity. London: Bodley Head

Stern, N. (2010). A Blueprint for a Safer Planet. London: Vintage

http://www.unprme.org

http://unep.org/greeneconomy

http://www.oecd.org/environment/indicators-modelling-outlooks/oecdenvironmentaloutlookto2050theconsequencesofinaction.html

http://www.unpri.org/

http://www.undp.org /

http://www.csiro.au/files/files/plje.pdf

http://earthtrends.wri.org/

http://www.corporateregister.com/

http://www.corpwatch.org/

http://www.eldis.org/

http://www.un.org/sustainabledevelopment/

http://www.transparency.org/

http://www.socialfunds.com/

The link to the library website for more information is:

http://www.federation.edu.au/current-students/assistance,-support-and-services/academic-support/learning-and-study/resources/general-guide-for-the-presentation-of-academic-work

MARKING SHEET TASK 1:

MARKING SHEET TASK 2: GROUP ASSESSMENT

Individual analysis submitted by all group members  YES  NO

Scenario (Case)

Three randomly selected peers will complete this form, and it 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:

Strongly disagree

MARKING SHEET TASK 3: business evaluation/review

41 CFR § 128-1.5004 - Basis for delegations of authority and assignment of responsibilities.

Certain personal property management functions can be performed by an individual only under a specific grant of authority to that individual. Other functions may be performed simply on the basis of general instructions or directions or by virtue of an individual occupying the position to which the responsibility for the function is assigned. In either situation, to eliminate excessive delay and to reduce unnecessary involvement of multiple management levels, it is considered generally desirable to place authority and responsibility for and to exercise property management actions at the lowest organizational unit practical. Accordingly, specific redelegations of the authority vested in the Assistant Attorney General for Administration are made to the heads of bureaus for the personal property management functions listed in § 128–1.5005 below. The authority to prescribe and issue Department-wide policies, regulations, and procedures for personal property management is not redelegated and remains solely within the jurisdiction of the Assistant Attorney General for Administration.

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