| ASSESSMENT 2A & 2B BRIEF | |
| Subject Code and Title | MGT301A : Ethics and Sustainability |
| Assessment | Individual Report |
| Individual/Group | Individual |
| Length | Part A: 750 words (+/ 10%) |
| Part B: 1000 words (+/ 10%) | |
| a) Identify questions of ethics and sustainability and analyse |
|
| how they impact on one’s day-to-day work experience. b) | |
| Apply a range of ethical frameworks and develop a | |
| vocabulary for ethical issues. | |
| b) Demonstrate the ability to apply the various frameworks | |
| that underpin how individuals and organisations make | |
| decisions on complex ethical issues. | |
| c) Analyse the impact of economic, commercial, social and | |
| Learning Outcomes | environmental trends on an organisation’s ethical and |
| sustainability behaviours. | |
| Part A: Due by 11:55pm AEST/AEDT Sunday of module | |
| 3.2 (Week 6) For Intensive (6 week) class by 11:55pm AEST/AEDT Sunday of Module 3.2 (Week 3) |
|
| Submission | Part B: Due by 11:55pm AEST/AEDT Sunday of module |
| 5.1 (Week 9) For Intensive (6 week) class by 11:55pm AEST/AEDT Sunday of Module 5.1 (Week 5) |
|
| Weighting | Part A: 25% |
| Part B: 35% | |
| Total Marks | 100 marks (each part) |
MGT301A Assessment 2 Brief 032021 Page 1 of 10
Context
This assessment provides you with the opportunity to engage with and apply ethical
frameworks to real-world issues.
You will select two different organisations of your choice. For each organisation, you are to
select an ethical issue they are facing and identify ways of dealing with it.
By doing this, you will enhance your ability to ethically address the economic, commercial,
social and environmental issues you will face in the workplace.
You will complete activities in modules 2.2 (week 4) and 4.2 (week 8) that will prepare you
for this assessment task and give you examples of the ethical issues you could choose.
Instructions
In Assessment 2 Part A, you will address the following questions:
➢ What are two different ethical economic, commercial, social, OR environmental
issues that must be managed by two different contemporary organisations?
➢ For EACH iissue identify ONE e of the six ethical frameworks that can help inform
you about how to best manage these issues?
o Structure:
1. Introduction (75 words)
2. Identification of issue 1 (150 words)
3. Ethical framework for addressing issue 1 and justification of
choice (150 words)
4. Identification of issue 2 (150 words)
5. Ethical framework for addressing issue 2 and justification of
choice (150 words)
6. Conclusion (75 words)
7. Reference list (excluded from word count)
MGT301A Assessment 2 Brief 032021 Page 2 of 10
In Assessment 2 Part B, you will address the following question:
➢ How does reflecting about the ethical management of these issues inform
your thinking about your future workplace behaviour?
❖ How might you change your behaviour in the future based on
what you have learned about the two ethical frameworks?
❖ How does your professional ethics influence how you might behave?
❖ How might the behaviour of senior management influence
your behaviour?
❖ How might corporate governance structures influence
your behaviour?
❖ How might the culture of the organisation influence your behaviour?
❖ How can ethical codes of conduct be used by organisations to
create an ethical culture in organisations?
o Structure:
1. Introduction (75 words)
2. Summary of issues and frameworks discussed in Part A (150 words)
3. Reflection on your future workplace behaviour (700 words)
4. Conclusion (75 words)
5. Reference list (excluded from word count).
To complete this assessment, you will need to select two ethical issues and then undertake
library research to identify a relevant ethical framework for each issue. You will then explain
how these theories can be used to identify different ways in which these issues can be
handled ethically. Finally, you will reflect on your thinking and describe how undertaking
this assignment has developed your thinking about your future workplace behaviour.
Both parts to this assessment task should include appropriate academic referencing and a
reference list following APA 7th edition style of referencing. Please see the Academic Skills
page on Blackboard for information on referencing in APA 7th: https://laureateau.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&co
ntent_id=_2498852_1&mode=reset
The Learning Rubric (pp. 4-9) is your guide to how your assessment will be marked. Please
be sure to check this rubric very carefully before submission.
MGT301A Assessment 2 Brief 032021 Page 3 of 10
Submission Instructions
Submit Part A by 11:55pm AEST/AEDT Sunday of Module 3.2 (Week 6) & For Intensive (6
week) class by 11:55pm AEST/AEDT Sunday of Module 3.2 (Week 3) via the Assessment
link in the main navigation menu in MGT301A: Ethics and Sustainability. The learning
facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be
viewed in My Grades.
Submit Part B by 11:55pm AEST/AEDT Sunday of module 5.1 (week 9) & For Intensive (6
week) class by 11:55pm AEST/AEDT Sunday of Module 5.1 (Week 5) via the Assessment
link in the main navigation menu in MGT301A: Ethics and Sustainability. The learning
facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be
viewed in My Grades.
MGT301A Assessment 2 Brief 032021 Page 4 of 10
Learning Rubric: Assessment 2 – Part A
| Assessment | Fail (Unacceptable) | Pass | Credit | Distinction | High Distinction |
| (Functional) | (Proficient) | (Advanced) | (Exceptional) | ||
| Attributes | 0-49% | ||||
| 50-64% | 65-74% | 75 -84% | 85-100% | ||
| Knowledge and | Report does not address | Report addresses the basic | Report addresses most | Report addresses the full | Report addresses the full |
| Understanding | the question, | components of the question, | components of the | components of the | components of the |
| demonstrates limited | demonstrates only a cursory | question, demonstrates | question, demonstrates a | question, demonstrates a | |
| 35% | understanding of the | understanding of the topic | a good understanding of | very good understanding | comprehensive |
| topic with limited/no | and develops the minimum | the topic and develops | of the topic and develops | understanding of the | |
| developed aspects of the | aspects of the task. | most aspects of the task. | all aspects of the task. | topic and develops | |
| task. | Report indicates some | Report t justifies | Report discriminates | thorough and critical | |
| confusion of personal | personal opinion, by | between assertion of | |||
| analysis of the task. | |||||
| Report indicates | Report systematically and | ||||
| opinion and information | utilising evidence and | personal opinion and | |||
| confusion of personal | (substantiated by evidence) | information from | information | critically discriminates | |
| opinion and information | from the research/course | independent research. | (substantiated by robust | between assertion of | |
| (substantiated by | materials. | evidence) from | personal opinion and | ||
| evidence) from the | independent research | information | |||
| research/course | and extended reading. | substantiated by robust | |||
| materials. | evidence from | ||||
| independent research. |
AssignmentTutorOnline
MGT301A Assessment 2 Brief 032021 Page 5 of 10
| Research and | Report | shows little/no | Report | shows | some | Report | shows | Report shows substantial | Report shows exceptional |
| Justification of Ethical | evidence of research or | evidence | of research | or | sufficient | evidence | evidence of research or | evidence of research or | |
| Framework | enquiry. | enquiry. | of | research | or | enquiry. | enquiry and indicates | ||
| enquiry. | serious contemplation of | ||||||||
| 35% | Appropriate ethical | sources and extended | |||||||
| Requires a clearer | Appropriate ethical | Appropriate ethical | |||||||
| identification of | frameworks have been | frameworks have been | reading. Appropriate | ||||||
| appropriate ethical | identified, with a basic | frameworks have been | effectively identified, with | ethical frameworks have | |||||
| frameworks and their | justification to address | proficiently identified, | a critical justification to | been skilfully identified, | |||||
| justification to address | organisation’s issues. Report | with a conscientious | address organisation’s | with an expert | |||||
| organisation’s issues. | shows basic evidence of | justification to address | issues. | justification to address | |||||
| research or enquiry. | organisation’s issues. | organisation’s issues. | |||||||
| Structure and Flow of | Report does not present | Report presents information, | Report presents | Report presents | Report is expertly | ||||
| Ideas | |||||||||
| adequate information, | ideas and evidence | information, ideas and | information and | presented; descriptive, | |||||
| ideas or evidence. | sufficiently, however these | evidence clearly and | arguments in a logical | concise and informative, | |||||
| 20% | Report lacks logical/clear | require further logic and | logically. | and clear way, which is | exceptionally developed | ||||
| structure and flow of | clarity. | Report has a good | well supported by | and well supported by | |||||
| evidence. | evidence. | ||||||||
| ideas, making it difficult | Report has a sufficient | structure, with a good | |||||||
| to understand. | structure, however flow of | flow of ideas. | Report has a very good | Report has an excellent | |||||
| Line of | reasoning | is | ideas are a challenge and can | Line of reasoning is | structure, with a strong | structure, with a strong, | |||
| unclear | and difficult | to | be difficult to understand. | of a good standard | flow of ideas; opinions | clear flow of ideas; | |||
| follow. | Line of | reasoning | is | and easy to follow. | |||||
| and ideas are expressed | engages and sustains the | ||||||||
| in a clear and concise | audience’s interest in the | ||||||||
| passable, | however, | can | |||||||
| sometimes be difficult to | |||||||||
| manner with obvious | topic and the reader can | ||||||||
| connection to topic. | immediately grasp the | ||||||||
| follow and requires clarity. | |||||||||
| Line of reasoning is clear, | relevancy. | ||||||||
| logical and easy to | Line of reasoning is | ||||||||
| follow. | excellent; demonstrating | ||||||||
| a clear, logical flow of | |||||||||
| MGT301A Assessment 2 Brief 032021 |
Page 6 of 10 |
ideas and arguments that
are easy to follow.
| Demonstrates | Demonstrates use of | Demonstrates use of | Demonstrates use of | Demonstrates use of high | ||
| Correct citation of key | inconsistent use of good | credible and relevant | credible and relevant | good quality, credible and | quality, credible and | |
| resources and | quality, credible and | resources to support and | resources to support | relevant resources to | relevant resources to | |
| relevant resources to | develop ideas, however, | and develop ideas. | support and develop | support and develop | ||
| evidence | ||||||
| support and develop | these are not always explicit | Shows good evidence of | arguments and | arguments and position | ||
| ideas. | or well developed. | attempts to source | statements. | statements. | ||
| Does not use sufficient | Uses sufficient | sources, | information. | Shows evidence of wide | Shows evidence of wide | |
| 10% | sources. | however can be | greatly | Includes in-text citations | scope for sourcing | scope for sourcing |
| Does not include correct | improved. | and references from | evidence. | evidence. | ||
| references or in- text | suitable sources; uses | |||||
| Attempts to include | Includes in-text citations | |||||
| citations; does not use | references or in-text | APA 7th style, however | and references from | Includes in-text citations | ||
| APA 7th style. | citations, however these are | may contain minor | suitable sources; uses | and references from | ||
| sometimes insufficient for | citation or referencing | APA 7th style, containing | suitable sources; uses | |||
| research purposes, or | errors. | minimal and or no errors. | APA 7th style, containing | |||
| incorrect; | ||||||
| uses APA 7th style, however | ||||||
| no errors. | ||||||
| may contain some citation or | ||||||
| referencing errors. |
Page 7 of 10
MGT301A Assessment 2 Brief 032021
Learning Rubric: Assessment 2 – Part B
| Assessment | Fail (Unacceptable) | Pass | Credit | Distinction | High Distinction |
| (Functional) | (Proficient) 65- | (Advanced) | (Exceptional) | ||
| Attributes | 049% | ||||
| 50-64% | 74% | 75 -84% | 85-100% | ||
| Knowledge and | Report does not address | Report addresses the | Report addresses most | Report addresses the full | Report addresses the full |
| Understanding | the question, | basic components of the | components of the | components of the | components of the question, |
| demonstrates limited | question, demonstrates | question, | question, demonstrates a | demonstrates a | |
| 35% | understanding of the | only a cursory | demonstrates a good | very good understanding | comprehensive |
| topic with limited/no | understanding of the | understanding of the | of the topic and develops | understanding of the topic | |
| developed aspects of the | topic and develops the | topic and develops | all aspects of the task. | and develops thorough and | |
| task. | minimum aspects of the | most aspects of the | Report discriminates | critical analysis of the task. | |
| task. | task. | ||||
| between assertion of | Report systematically and | ||||
| Report indicates | Report indicates some | Report justifies | |||
| personal opinion and | critically discriminates | ||||
| confusion of personal | confusion of personal | personal opinion, by | information | between assertion of | |
| opinion and information | opinion and information | utilising evidence and | (substantiated by robust | personal opinion and | |
| (substantiated by | (substantiated by | information from | evidence) from | information | |
| evidence) from the | evidence) from the | independent research. | independent research and | substantiated by robust | |
| research/course | research/course | extended reading. | evidence from independent | ||
| materials. | materials. | research. |
MGT301A Assessment 2 Brief 032021 Page 8 of 10
| Reflection | Report demonstrates a | Report demonstrates a | Report adequately | Report thoroughly reflects | Report expertly reflects on |
| limited attempt to reflect | basic attempt to reflect | reflects on the | on the application of | the application of acquired | |
| 35% | on the application of | on the application of | application of | acquired knowledge to | knowledge to future |
| acquired knowledge to | acquired knowledge to | acquired knowledge | future workplace | workplace behaviour, | |
| future workplace | future workplace | to future workplace | behaviour, including an in- | including an in-depth, critical | |
| behaviour, with | behaviour, however, does | behaviour, including a | depth reflection on the | and meticulous reflection on | |
| no/limited attempt to link | not critically reflect on | basic reflection on the | ethical underlying | the ethical underlying | |
| acquired knowledge to | the ethical underlying | ethical underlying | rationale that could lead | rationale that could lead to | |
| future workplace | rationale that could lead | rationale that could | to this behaviour. | this behaviour. | |
| behaviour, or ethical | to this behaviour. | lead to this behaviour. | |||
| frameworks. | |||||
| Structure and Flow of | Report does not present | Report presents | Report presents | Report presents | Report is expertly presented; |
| Ideas | adequate information, | information, ideas and | information, ideas and | information and | descriptive, concise and |
| ideas or evidence. | evidence sufficiently, | evidence clearly and | arguments in a logical and | informative, exceptionally | |
| 20% | Report lacks logical/clear | however these require | logically. | clear way, which is well | developed and well |
| structure and flow of | Report has a good | ||||
| further logic and clarity. | supported by evidence. | supported by evidence. | |||
| ideas, making it difficult | Report has a sufficient | structure, with a good | Report has a very good | Report has an excellent | |
| to understand. | structure, however flow | flow of ideas. | structure, with a strong | structure, with a strong, clear | |
| Line of reasoning is | of ideas are a challenge | Line of reasoning is of | flow of ideas; opinions | flow of ideas; engages and | |
| and can be difficult to | and ideas are expressed in | sustains the audience’s | |||
| unclear and difficult to | a good standard and | ||||
| understand. | a clear and concise | interest in the topic and the | |||
| follow. | easy to follow. | ||||
| Line of reasoning is | manner with obvious | reader can immediately grasp | |||
| connection to topic. | the relevancy. | ||||
| passable, however, can | |||||
| sometimes be difficult to | |||||
| Line of reasoning is clear, | Line of reasoning is | ||||
| follow and requires | logical and easy to follow. | excellent; demonstrating a | |||
| clarity. | clear, logical flow of ideas and | ||||
| arguments that are easy to | |||||
| follow. | |||||
| MGT30 1A Assessment 2 Brief 032021 |
Page 9 of 10 |
| Demonstrates | Demonstrates use of credible and | Demonstrates use of | Demonstrates use of good | Demonstrates use of high | |
| Correct citation of | inconsistent use of | relevant resources to support and | credible and relevant | quality, credible and | quality, credible and |
| key resources and | good quality, credible | develop ideas, however, these are | resources to support | relevant resources to | relevant resources to |
| evidence | and relevant | not always explicit or well | and develop ideas. | support and develop | support and develop |
| resources to support | developed. | Shows good evidence | arguments and | arguments and position | |
| 10% | and develop ideas. | of attempts to source | statements. | statements. | |
| Does not use | Uses sufficient sources, | information. | |||
| sufficient sources. | however can be greatly | Shows evidence of wide | Shows evidence of wide | ||
| Does not include | improved. | Includes in-text | scope for sourcing | scope for sourcing evidence. | |
| correct references or | Attempts to include references or | citations and | evidence. | ||
| in- text citations; does | in-text citations, however these | references from | Includes in-text citations | Includes in-text citations | |
| not use APA 7th style. | are sometimes insufficient for | suitable sources; uses | and references from | and references from | |
| research purposes, or incorrect; | APA 7th style, however | suitable sources; uses APA | suitable sources; uses APA | ||
| uses APA 7th style, however may | may contain minor | 7th style, containing | 7th style, containing no | ||
| contain some citation or | citation or referencing | minimal and or no errors. | errors. | ||
| referencing errors. | |||||
| errors. |
| MGT301A Assessment 2 Brief 032021 | 10 of 10 |
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