Managing people and Organisations

Managing people and Organisations

Assignment – Essay 360 Feedback ______ _ Assignment – Essay Name Student Number Unit Code & Title FBL5010 Managing People and Organisations Campus Mt Lawley (on campus) Class Day & Time Course Lecturer Assignment Essay 360 Feedback Due Date h Submission Blackboard via Turnitin Contents Introduction…………………………………………………………………… …………………………….. .. …..3 Literature Review-What is an Effective Manager?……………………………………… …… . 5 Evaluation of my skills & competencies …………………………………………………………………..9 Plan………………………………………………………………………………………………………………….. …..13 Goal1 -Improving my strategic planning skills…………………………………………… ….. 13 Goal2-Strengthen my assertive skills……………………………………………….. ………….. 13 Goal3-Improve my self-confidence through self-awareness…………………….. ….. 14 Conclusion……………………………………………………………………. ……………………….. ……. ….. 15 Reference List…………………………………………….. ……………………………………………….. ….. 16 Appendices…………………………………………………. ……………………………………………….. ….. 19 Appendix A -MBTIself-assessment ……………. ……………………………………………….. 19 Appendix B-Belbinself-assessment……………………………. ……………………………..20 Appendix C-Thomas-KilmannConflict Mode Instrument (TKI) self-assessment 21 Appendix D-SMART goals to improve my strategic planning skills (Table 1). 22 Appendix E-SMART goals for strengthening my assertive skills (Table 2)…….23 Appendix F-SMART goals for improving my self-confidence (Table 3)……………24 Appendix G-EmotionalIntelligence Self-Assessment ……………………………………… 2 5 Appendix H: 360° Evaluation-HSE Manager …………… …………………………….. …. 33 Appendix I: 360° Evaluation -Quality Manager………………………………….. …… ….. 38 Appendix J: 360° Evaluation-Senior HSE Coordinator……………………… …………. .43 Appendix K: 360° Evaluation-HSE Coordinator- Compliance………………… ……48 Introduction In today’s society it has never been as important to focus on effective management. As Forgie and DeRosa explain: “Leaders at all levels must deliver consistent, sustainable results in leaner organizations and get things done day to day with fewer resources” (2010, p.76). Through this essay I will learn to develop an understanding of my strengths and weaknesses on my path to becoming an effective manager. As De Janasz, Crossman, Campbell and Power explain, “Understanding oneself is key not only to the ability to succeed but also to the ability to work effectively with others” (2014, p.6). This can be reinforced by having a greater sense of self-awareness which is one of Goleman’s five basic traits of emotional intelligence (EQ). As I have worked in the resource sector for almost 20 years, this assessment has highlighted how important it is to develop leadership skills early in a manager’s career as “these competencies are of critical importance, so both formal and on-the-job training should be targeted to first-line managers to ensure they develop these skills” (Forgie & DeRosa, 2010,p.78). This essay will explore skills and competencies of an effective manager within my literature review, followed by an evaluation of my management skills and competencies through four 360 degree assessments by the following personnel: • Health,Safety,and Environmental(HSE) Manager -my manager, • Quality Manager -work peer, • Senior HSE Coordinator (Oil & Gas) – work colleague, and • HSE Coordinator- Compliance – my direct report. I will then analyse my own skills and competenciesrelevant to management through three questionnaires: • Belbin Team Model, • Myers-Briggs Theory Indicator (MBTI), and • Thomas-Kilmann Conflict Model Instrument (TKI). Through my 360• evaluations and questionnaires I will further examine the following areas, as part of further understanding of three key management skills: • Strategic planning, • Assertiveness,and • Self-confidence. Finally, I will develop an action plan for my management development, examining the skills and competencies required so I can become an effective leader. Literature Review- WhatIs an Effective Manager? The mining sector is experiencing a market downturn and there is an increased focus on being more efficient, with strong, effective leadership to manage fewer available resources. As Samson and Daft state “…during turbulent times, managers really have to stay on their toes and use all their skills and competencies to benefit the organisation and its stakeholders – employees, customers,investors, and the community” (2012,p.20). Humanistic Perspective To help understand the connection between effective leadership and human behaviour the humanistic perspective management theory can be applied. This theory was developed in the 20th Century by Mary Parker Follett, who focussed on the importance of the relationship between the worker and the manager. She focussed on human and behavioural skills, over technical or engineering skills. This management theory emphasised that managers should encourage their employees to do their best, “… thus the connection through people, management, organisational structure and function was formed” (Carlopia & Andrewartha, 2012, p.11). In the 1950s Peter Drucker said the success of a business was as a result of an effective manager which as Chong explained, positioned “the manager as the dynamic, life-giving element in every business. Without his (sic) leadership the resources of production remain resources and never become production. In a competitive economy, above all, the quality and performance of the managers determine the success of a business; indeed they determine its survival” (2013, p.62). Leadership Skills Through management theory and its application we can learn to appreciate the importance of an effective manager as the key to a success of an organisation. Therefore it is vital to develop leadership skills, particularly early in a manager’s career. Forgie and DeRosa state that the “…best leaders are able to balance the execution-oriented practices with the interpersonal practices required to build strong relationships” (2010, p. 78). As such, to be an effective manager,it is just as important to execute tasks and projects, have strong interpersonal skills and excellent working relationships. A failure to demonstrate this balance may impact the ability to be promoted. This is reinforced by Samson and Daft, as managers are required to use a range of different types of skills: conceptual/strategic, human and technical. They state that: “… as managers move up the hierarchy, they must develop conceptual skills, or their promotability will be limited” (2014, p.18). To be an effective manager their conceptual/strategJic and human skills must increase, whilst reducing time spent in the technical space. This is explored by Alam, Gale, Brown and Khan, who state that project managers deal with approximately 50% strategic skills, 40% management (human/soft) skills and 10% technical skills in their work (2010, p.497). Not only are these skills and competencies required to perform a manager’s role effectively, but they also help reduce performance issues that may arise as the result of poor management. As cited in Alam et al. (2010) a recent survey found “… 90-95% of its documented performance issues annually are concerned with such soft skills as leadership, teamwork, management and communication, with only the remaining 5- 10% concerned with technical project processes” (p.496-497). It is clear strategic and human skills are the key to leadership success. Generally speaking, first-line managers will be initially promoted as the result of strong technical skills. Through this essay the following leadership skills and competencies will be explored as they are key characteristics to becoming an effective manager: •Strategic. planning •Assertiveness,and •Self-confidence through self-awareness Strategic Planning As cited by Samson and Daft, strategic management can be defined as “The set of decisions and actions used to formulate and implement strategies that will provide a competitively superior fit between an organisation and its environment so as to achieve organisational goals” (2012, p.294). This can be seen in the quickly changing markets due to the ending of the last mining boom in response to a recent reduction in key commodities prices, in particular coal, iron ore, and oil, which are three of Australian’smost significant export earners. As the resources boom has ended, the nation’s export revenue has reduced, projects have been downsized or delayed, and the wider economy has suffered. Consequently, it’s crucial for senior management to be constantly reviewing an organisation’s vision and associated goals in order to stay competitive in the market. Strategic planning is an essential skill of any successful manager. As Forgie and DeRosa explain “… the ability to execute plans and initiatives effectively is the hallmark of an exceptional manager” (2010, p. 77). Human Skills Human skills can be defined as “The ability to work with and through other people and to work effectively as a group member” (Samson & Daft, 2012, p.18). Human or soft skills may include motivation, communication, conflict resolution, leading a team, negotiation, persuasion, delegation, assertiveness, self-confidence and inter-personal relationships. “To be a successful manager means thinking in terms of building teams and networks, becoming a motivator and organisers within a highly interdependent system of people and work” (Samson & Daft, 2012,p.24). Assertiveness Interestingly, although women make up almost half of our nation’s workforce, only a low percentage of them are in senior leadership positions. As cited in Appelbaum, Shapiro, Didus, Luongo and Paz (2013) “The 2009 Catalyst Census showed that women hold 14% of director positions in Canada’s Financial Post 500, an increase of only 1% point in two years”. Additionally, “… only 3% of top executives among Fortune 500 firms are women” (p.110-111). In comparison, recent Australian studies reported by the Sydney Morning Herald (2014) found the percentage of women on Australia’s boards comprising the ASX200 has doubled since 2010 to 17.6%, while in 2015 Business Insider reported that figure had risen to 19.9% (Pash, 2015). To understand why there is such a large discrepancy of gender in senior management positions, research by Tonidandel, Braddy and Fleenor suggested “… women are stereotyped as more communal, affectionate, helpful, sensitive, and nurturing. In contrast, men are stereotyped with agentic traits such as beng assertive, controlling, and forceful” (2012, p.639). As such women are perceived to fail in management roles if they exhibit these stereotypical behaviours. To be an effective manager, it is therefore crucial to exhibit strong assertive skills in management roles. De Janasz et al. define assertiveness as “being able to speak up for personal and employee rights without interfering with the needs of others in your organisation” (2014,p.368). Self-awareness Goleman’s Model of Emotional Intelligence (1995) suggests the best managers are aware of their strengths and weaknesses, and can address their areas of weakness. Based on Goleman’s five emotional intelligence traits, Carlopio & Andrewartha explain self-awareness as knowing “the ability to read and understand your emotions as well as recognise their impact on work performance, relationships, and the like” (2012, p. 96). Part of selfawareness, is having self-confidence, which they define as “a strong and positive sense of self-worth” (Cartopio & Andrewartha, 2012,p.96). De Janasz et al. state “Managers high on self-awareness tend to be superior performers because self-aware managers are in tune with the concerns of others, they are also able to reduce the potential for conflict and are more like to be open to feedback” (2014, p.7). In summary, the success of a business is dependent on well trained leaders who can initiate change and develop, and work within, a lean and agile hierarchy. Evaluation of my skills & competencies Maslow’s Hierarchy of Needs theory outlines five basic motivations and the highest level,self-actualisation allows peopletofocus on personal development. Through my self-assessment and 360° feedback I will evaluate my management skills and competencies using the ThomasKilmann Conflict Mode Instrument (TKI), Belbin Team Roles, and Myers-Briggs Theory Indicator (MBTI) questionnaires. The 360° interviews were also undertaken with work colleagues to help me identify strengths and weaknesses, (refer to Appendix H -K for 360° interview transcripts). Four 3·60° assessments were conducted with the following personnel: •HSE Manager- my manager, •Quality Manager-work peer, •Senior HSE Coordinator (Oil & Gas)- work colleague, and •HSE Coordinator- Compliance – my direct report. Leadership Skills The MBTl is a useful leadership tool to help me understand how my behaviour affects others. My MBTl personality type is ESTJ, (see Appendix A for my MBTI self-assessment), representing: Extravert, Sensing, Thinking and Judging. As McShane, Olekans, and Travaglione (2007) found: “ESTJ is one of the most common types for managers” (p.54). As part of my MBTI assessment I discovered I enjoy organising projects and people and am practical and systematic in my approach. Additionally, I like to enforce rules and have strong principles. Blackford (2010) summarises my leadership strengths as “… decisive, realistic, clear, assertive, systematic” (p.299). As I am Senior HSE Coordinator – Compliance, a large percentage of my role includes conducting out audits, and ensuring our sites meet internal requirements and Australian and international legislative standards. As a result, I felt my MBTI description was accurate as I am highly methodological and “have a clear set of logical standards, systematically follow them and want others to also” (Marcie,1995,p.545). Hirsh states ST’s (Sensng Thinking) like to “solve problems immediately” (1992, p.4). Comparing my Thomas-Kilmann questionnaire, I had a very low “avoiding” (-5%) conflict behavioural approach, in which I like to address the issue so it is not left unresolved, particularly if there is a potential risk to personnel. As a weakness, ESTJ types can be described as: “Forceful in implementing their plans” (Marcie, 1995, p.545). Through my 360° feedback no opportunities for improvement or weaknesses came through this section. I received praise from all four interviewees, stating I did a good job holding people accountable, that I am very empathetic with operations, and my direct manager stated she sees me as her second-incommand and that I demonstrate strong company values. Strategic Skills Through my Belbin self-assessment, my primary preferred team role is “Completer-Finisher”, and my secondary role is “Implementer”, (see Appendix B for my Belbin self-assessment). Belbin defines a completer-finisher as one who is “painstaking, conscientious, anxious, searches out errors and omissions, and delivers on time” (2010, p.22), and implementers as “Disciplined, reliable, conservative, efficient, who turns ideas into practical actions” (2010,p.22). Through my own personal assessment, which was reinforced in my 360° assessments, all stated completed tasks on time, and I did my best with other competing priorities. However three out of four 360° interviews stated there was an opportunity to focus on my team’s HSE Compliance Strategic Management Plan (2014-2016). In the last few years there has been significant growth of the company I work (XXXX), approximately 60% over the past five years, as a result of the resource boom. As a result my Strategic Management Plan had not been a priority due to other work commitments and simply trying to stay on top of day- to-day deliverables. In the past few months I have commenced reviewing our Strategic Plan with the HSE team and setting key goals. This was as a result of making this a priority based on my experience with the MBA course work. Assertiveness Using the TKI self-assessment, I found I have the following interpersonal conflict resolution styles (See Appendix C for my 2015 Thomas-Kilmann selfassessment): •High compromising (80%) •Intermediate competing/forcing (70%) •Intermediate collaborating style (55%) •Moderate accommodating (-35%), and a •Low avoiding approach (-5%) The five different categories of conflict behaviour are different levels of cooperativeness and assertiveness. As stated by Carlopio and Andrewartha (2012) “A cooperative response is intended to satisfy the needs of the other party, whereas an assertive response focuses on the needs of the dominant or initiating party. The cooperativeness dimension reflects the importance of the relationship, whereas the assertiveness dimension reflects the importance of the issue” (p.350). As I have a high compromising interpersonal conflict style, with intermediate levels assertiveness and cooperativeness, I need to be mindful I do not become unassertive or uncooperative when resolving conflicts. Through reading management literature I discovered I should also aim for a high collaborating mode. McShane et al. (2007) states that collaboration “… is the only style that represents a purely win-win orientation. The other four styles represent variations in the win-lose approach” (p.393). Through my 360 degree assessments, one out of four interviewees stated as an opportunity for improvement that I should be more firm/assertive when dealing with our op·erations’ staff. As such, this will be my one of my focus areas to strengthen my management skills. The TKI assisted me to evaluate when I require using competitive approaches, particularly when dealing with internal stakeholders. As part of my role, a situation may arise when dealing with audit actions relating to legislative requirements when the competing/forcing style is appropriate, where I need to stand my ground. As such I need to utilise assertive modes, when I feel personnel and/or the company’sreputation is at risk. Although I had a low avoiding conflict style (-5%), I am not concerned as it is seen to be uncooperative and unassertive which “neglects the interests of both parties by sidestepping the conflict or postponing a solution” (Carlopio & Andrewartha, 2012, p.351). Self-Awareness Through the Belbin profile, my Completer-Finisher weaknesses include being: “Inclined to worry unduly, reluctant to delegate and can be a nitpicker” (Belbin, 2010, p.22), and “a perfectionist” (Belbin, 2010, p.56). Belbin explains an implementer’s weaknesses as being “somewhat inflexible and slow to respond to new possibilities” (2010, p.22). As all four interviewees stated I had good delegation skills that will not be a skill I need to focus on, however I can be mindful this can be a risk of my team role type. As I have perfectionist tendencies when it comes to finishing projects and reports, I sometimes find myself working over-time and put undue pressure and anxiety on myself to finish tasks on time. Additionally, I set high expectations on myself as I find I sometimes become self-conscious when dealing with upper management. In my action plan I want to further develop self-awarenessskills. Technical Skills As reinforced in the literature review,to be an effective manager I need to use a range of different abilities, including strategic, human and technical skills. All my 360 degree feedback stated I have strong technical skills. As discovered,the time spent on technical skills should reduce as I move up in the management hierarchy. As such there will be no further action required to reinforce my technical abilities, however I will maintain my technical knowledge to keep abreast of industry changes. Plan Through the 360 degree feedback process and questionnaires I have evaluated the data to establish my own management development plan to allow me to achieve self-improvement goals. I will:  Improve my strategic planning skills through exposure and working on my HSE Compliance Strategic Plan 2014/2016,  Strengthen my assertive skills, and  Improve my self-confidence through self-awareness when dealing with senior management. Goal 1 -Improving my strategic planning skills This goal is chosen as three out of four of my 360 degree interviewees stated there was an opportunity to focus on my HSE Compliance Strategic Management Plan (2014-2016). Through my personal self- assessment, I also identified this as priority area, as I have spent limited time developing my conceptual skills. I will achieve this goal when I have successfully addressed all identified objectives within the Strategic Plan in a timely fashion. Additionally my Strategic Plan is part of my annual Performance Plan, and as a result I need to ensure it is implemented effectively. I will know when this goal has been addressed when I receive positive feedback in my annual performance assessment. (See Appendix D – SMART goals to improve my strategic planning skills (Table 1). Goal 2-Strengthen my assertive skills I have chosen to focus on raising my assertive leadership skills as one of my key goals to becoming an effective manager. As discovered in the literature review and through my self- evaluation, assertiveness is related to my needs and the needs of others when dealing with conflict resolution. The TKI quiz highlighted that I have intermediate levels of assertiveness and cooperativeness, through a high compromising, and intermediate collaborating interpersonal conflict style. Additionally, one out of four of my 360 degree interviews stated I needed to be more assertive with operations staff. As there are approximately many sites I support that involves liaising with all levels of management, I feel this goal will help resolve conflicts as they arise. As discovered,the key to an effective leader is strong relationships. I will know I have achieved this goal when I have effectively raised my self-awareness through my assertive and conflict resolution skills. I will measure this by conducting the TKI questionnaire after three and six months’ time and evaluate the results (See Appendix E – SMART goals for strengthening my assertive skills (Table 2). Goal 3 -Improve my self-confidence through self-awareness My Belbin profile highlighted my perfectionist tendencies and tendency to worry unnecessarily. As a result I chose to focus on improving my selfconfidence. I wanted to develop strategies to manage this prior to this review, however I have recently learnt having a high self-awareness is a critical skill to being a successful leader, and greater self-awareness will improve my self-confidence. Goleman’s EQ model of Emotional Intelligence for senior leadership roles suggests, the higher the management role, the more emotional intelligence competencies are required (Walton, 2012, p.174). This will foster better working relationships and self-contentment as, “People who their relationships contribute to feeling happy more than 75% of their time” (Walton, 2012, p.174). I will achieve this goal when I feel more confident speaking with senior management and have the ability to articulate my views in a relaxed manner (See Appendix F – SMART goals for improving my selfconfidence (Table 3). Conclusion As most businesses rely on people to deliver a service, human skills are imperative to be an effective leader. Assertiveness and self-awareness/selfconfidence are key characteristics of an effective manager and the most successful professional leaders in today’s economy should possess them. Additionally, through use of technical skills, coupled with the application of strategic skills successful leaders should regularly review the company’s vision and associated organisational goals, to remain competitive in the market. Customer demands for reduced costs, high levels of skills and innovation across the fiercely competitive resource sector mean there are no second chances when tendering for new contracts or maintaining existing ones. When ineffective managers make poor, and ultimately costly decisions, this impacts on performance, reputation, and/or delivery of goods and services. As defined by Peter Drucker, “To be an effective manager in a competitive economy, above all, the quality and performance of the managers determine the success of a business; indeed they determine its survival” (Chong, 2013, p.62). Writing this essay has been highly beneficial to enable me to understand my personal skills and competencies so that I can continue my development through self-reflection and peer feedback. This will enable me to fulfil my potential as an effective manager and continue to be an asset to my team and my employer. Reference List Alam, M.,Gale,A., Brown, M.,& Khan, A. (2010). The importance of human skills in project management professional development. International Journal of Managing Projects in Business, 3(3),495-516. Altmae, S.,Turk,K., & Toomet, 0. (2013). Thomas-Kilmann’s conflict management modes and their relationship to Fiedler’s leadership styles (basing on Estonian organizations), Baltic Journal of Management, 8(1), 45-65. Appelbaum,S. H.,Shapiro, B.T., Didus, K.,Luongo T., & Paz,B. (2013). Upward mobility for women managers: styles and perceptions: part two. Industrial and Commercial Training, 45(2), 110-118. Belbin, R.M. (2010). Team roles at work (2″d ed.). Oxford,UK: ButterworthHeinemann. Belbin, R. M. (2000). Beyond the team. Oxford, UK: Butterworth-Heinemann. Belbin, R.M. (n.d.).The Belbin test: For assessing team roles. Retrieved from https://blackboard.ecu.edu.au/bbcswebdav/pid-3840872-dt-content-rid- 4273131 1/courses!FBL5010.2015.1.METRO/Belbin%20Team%20Rol es%20and%20Self%20Perception%201nventory.pdf Blackford,B. (2010). A qualitative study of the relationship of personality type with career management and career choice preference in a group of bioscience postgraduate students and postdoctoral researchers. International Journal for ResearcherDevelopment, 1(4), 296-313. Carlopio, J.,& Andrewartha, G. (2012). Developing management skills: A comprehensive guide for leaders (5th ed.). Frenchs Forest, NSW: Pearson Australia. Chong, D.(2013).The relevance of management to society: Peter Drucker’s oeuvre from the 1940s and 1950s. Journal of Management History, 19(1),55-72. De Janasz,S.C.,Crossman,J., Campbell,N., & Power,M. (2014). Interpersonal skills in organisations (2″d ed.). North Ryde,NSW: McGraw-Hill Education. Forgie, J.,& DeRosa, D.(2010).Profiles of effectiveness: Differentiators of top performing leaders. Industrial and Commercial Training, 42(2), 76-80. Goleman,D.(1995). Emotional intelligence: Why it can matter more than IQ. London, UK:Bloombury Publishing. Hirsh, S. K. (1992). MBTI team building program: Leader’s resource guide. Palo Alto, CA:Consulting Psychologists Press. Marcie, D.(1995). Organizational behavior: Experience and cases (41 ed.). St. Paul, MN: West Publishing Company. McShane,S., Olekans,M., & Travaglione,T. (2007). Organisational behaviour on the pacific rim (2nd ed.). North Ryde, NSW: McGraw-Hill. Pash,C. (2015).Australian women on boards: ‘Conservative governments are bad for women’. Retrieved from http://www.businessinsider.eom.au/australianwomen-on-boards- conservative-governments-are-bad-for-women-2015-3/ Percentage of women on Australian boards doubles. (2014). Retrieved from htto://www.smh.com.au/business/percentage-of-women-on-australianboards-doubles-20140306-34aus.html Samson, D.,& Daft, R.L. (2012). Fundamentals of management (Fifth Asia Pacific Edition).Victoria,Australia: Cengage Learning. The Thomas-Kilmann Conflict Mode Instrument questionnaire. (n.d.) Retrieved from https://blackboard.ecu.edu.aulbbcswebdav/pid-3628346-dt- content-rid- 4002170 1/courses/FBL5010.2015.1.METRO!Thomas%20Kilman%20 Conflict%20Mode.pdf Tonidandel,S., Braddy,P.W., & Fleenor, J. W. (2012). Relative importance of managerial skills for predicting effectiveness. Journal of Managerial Psychology, 27(6),636-655. Walton, D.(2012).Emotional intelligence- A practical guide. Crows Nest,NSW: Allen & Unwin Pty Ltd. APPENDICES

FBL5010 Essay 360 Feedback Introduction Purpose generally unclear, Incomplete, unfocused, or absent. No reference to the topic or relevance. Purpose readily apparent to the reader. Concisely stated in engaging, and thought provoking manner. The groundwork for the paper is easy to predict because important topics that will be discussed are specifically mentioned. Literature Review Relies on stringing together quotes or close paraphrasing. Failure to support statements with major content omitted. Quotes not integrated properly. Clear examples to support specific topic sentences and to support the overall purpose. Reader gains important insight. Analysis poses novel ways to think of the material. Quoted material well integrated. Depth of coverage without being redundant. Evaluation Conveys little or no evidence of a personal response to the issues raised. Failure to integrate the literature, quizzes and interviews. Conveys extensive evidence of a personal response to the issues raised. Demonstrates personal growth, a professional awareness, proficient reflection and deep thinking of knowledge and concepts. Integrates the concepts into different issues from a wide range of perspectives. Constructs emerging identity. Plan Minimal or no management development plan. Little description of how identified competencies will be learned and an assessment of how they will be known to have been learnt. Clear management development plan specifying skills or competencies on which to focus. Clear description of how identified competencies will be learned and an assessment of how they will be known to have been learnt. Conclusion Little or no indication of synthesizing the information or drawing conclusions based on the literature, quizzes and interviews. No suggestions for future action. Succinct and precise conclusions based on the review of literature, quizzes, and interviews. Suggestions for future action offered. References No research evidence. No references provided. There are virtually no sources that are professionally reliable. Over-reliance on tertiary sources. Spotty documentation of facts in text. Significant research evidence is provided including at least 10 references. Referencing complies with APA6 requirements. References are primarily peer reviewed professional journals or other approved sources demonstrating extensive, in-depth research. Little reliance on tertiary sources. Language Uses language that is unsuitable for the audience and purpose, with little or no awareness of sentence structure. Demonstrates little or no control of the conventions, making comprehension almost impossible. Tone is not professional or appropriate Uses stylistically sophisticated language that is precise and engaging, with notable sense of voice, awareness of audience and purpose, and varied sentence structure. Demonstrates control of the conventions with essentially no errors, even with sophisticated language. Tone is consistently professional and appropriate. Organisation Ideas are not logically organized. Frequently, ideas fail to make sense together. The reader cannot identify a line of reasoning. Subheadings not used. Few or no topic sentences. The ideas are arranged logically to support the purpose. Transitions link paragraphs. It is easy to follow the line of reasoning. Subheadings are used throughout the paper allowing the reader to move easily through the text. Paragraphs have solid topic sentences. Presentation Not presented in a professional manner. No appendices of interviews and quizzes. Presented in a professional manner with an impressive first impression. Appendices cover required information from interviews and quizzes. Note: not all of the above criteria are equally rated. The final mark reflects the way these separate items create the submission as a whole.

INFORMATION LETTER TO PARTICIPANTS FBL5010 Managing People and Organisations 360 DEGREE FEEDBACK You are invited to participate in an interview regarding the management skills and practice of a university student. This information is being collected as part of the requirements of the student’s enrolment in the unit outlined below: Unit Code: FBL5010 Unit Name: Managing People and Organisations Unit Co-ordinator: Dr Janice Redmond School: Business Contact details: 63042153 or j.redmond@ecu.edu.au The purpose of the interview is for the student to better understand their current management skills and practices through discussion with people that they either work with, or who know them best. If you choose to participate you will be asked to participate in a short interview (no greater than 30 minutes) where notes will be taken and your voice may with your permission be recorded for the purpose of accurately transcribing the interview. At the end of the unit all notes will be destroyed and recordings erased. There should be no risks or discomfort associated with this interview. You can terminate the interview at any time and you are not required to answer any question you do not wish to. The information will be used to complete the requirements for the unit noted above, and only the students and the unit coordinator/lecturers will have access to the information. Any information or details will be kept confidential and will only be used for the purposes of the assessment. You will not be identified in any written assignment or presentation of the results. Participation is voluntary. If you choose to participate, you are free to withdraw from further participation at any time without giving a reason and with no negative consequences. If you have any questions or require further information please contact: Dr Janice Redmond School of Business Edith Cowan University j.redmond@ecu.edu.au or 618 63042153 Student Contact details The Unit Coordinator is responsible for the ethical conduct of this project. However, if you have any concerns or complaints about the project and wish to talk to an independent person, you may contact: Research Ethics Officer Phone: 618 63042170 Email: research. ethics@ecu.edu.au CONSENT FORM FBL5010 Managing People and Organisations 360 DEGREE FEEDBACK I have been provided with a copy of the Information Letter, explaining the purpose of the 360 degree feedback process. I have been given the opportunity to ask questions and any question have been answered to my satisfaction. I understand that participation will involve a short interview where notes may be taken and a voice recording may be made. At the end of the unit all notes will be destroyed and recordings will be erased. I understand that the information provided will be kept confidential, will only be used for the purposes of the student’s assignment and I will not be identified in any written material or presentation of the results. I understand that I am free to withdraw at any time without explanation or penalty. I freely agree to participate. ………………………………………………………………………………. Name ……………………………………………………………………………… Signature …………………………………………………………………………….. Date

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