Research Project Focused on Understanding and Supporting Entrepreneurial Action in Practice: Entrepreneurship Dissertation MBS, SL


You will undertake an action research project focused on understanding and supporting entrepreneurial action in practice.

This is an individual project. If possible, it should be based upon your own organization as this will grant you better access to research resources and stakeholders.

You will conduct secondary research to support the development of:

  • A new entrepreneurial proposition for an organization;
  • Or an idea for an entrepreneurial start-up.

The ‘proposition’ could relate to a new product or service; a new way of doing things; a new department; implementation of something that will change the way the organization operates e.g. software and systems; the introduction of a new philosophy relating to human resources, production or quality, etc.

You should provide a strong argument for this opportunity in terms of market justification, exploring relevant issues/context behind the idea, the business model/context of successful innovation, and the size and nature of the opportunity. The evidence for this justification is secondary research and academic literature.

This project needs to provide you with an opportunity to understand and manage how to move from opportunity to idea, to action. This could relate to your study or employability interests and/or current interests within the entrepreneurial management field.

In undertaking the project, students are expected to:

  • Identify an idea or opportunity.
  • Develop a strong case as to why this opportunity or idea is worthy of consideration as a project, particularly in terms of its value to the appropriate community of practice. Appropriate secondary research, academic literature, and the use of metrics should be utilized within this section. Engagement with stakeholders can be demonstrated.
  • Develop a project plan to ensure completion within the identified timescales,
  • Identify the appropriate resources and internal and external support to develop and deliver the project,
  • Demonstrate how you will manage the project in terms of moving from idea to action,
  • Reflect on the project against key themes in the academic and grey (i.e. policy and practice) literature related to being enterprising, the role of the individual in moving an idea from concept to action; and the influence of the entrepreneurial task environment.
MarkLearning Outcomes
1. Entrepreneurial Opportunity· Clear justification of the value of an idea, opportunity, or issue worthy of investigation and subsequent implementation / addressing to the appropriate community of practice/stakeholder group.· Project objectives and scope are realistic in terms of time available and within the researcher’s sphere of influence.·  Project plan developed to ensure completion within identified timescales.· Evidence management of the project from idea/opportunity to action.15%1&5
2. Research Methodology· Demonstrates a clear understanding of research methods from theoretical and practical perspectives, justifying the research approach adopted.· Successful completion of the online ethics training module ‘Introduction to Research and Professional Ethics’.· Ethical approval for the project sought and research undertaken complies with the University’s Research Ethics Policy.10%2&3
3.  Community of Practice·Demonstrates engagement with key stakeholders to identify ideas, opportunities, or issues and to agree on researching and implementing/addressing one where the value can be evidenced.· Demonstrates identification of support and resources to undertake relevant research and to ensure successful implementation of ideas/opportunities or addressing of the issue.10%1
4.  Use of Literature / Sources· Explicit application of the ‘Entrepreneurial Action’ module material and core readings to underpin the research and aid analysis.·Literature review undertaken to identify relevant academic and grey literature to inform research and aid analysis.· Evidence of critical thinking in the application of the literature in practice.20%4
5.  Analysis of the entrepreneurial opportunity/challenge· Clear and coherent analysis of the idea, opportunity, or issue and of the work undertaken. Appropriate use of secondary research and associated metrics.15%2,3 & 5
6. Conclusions & Recommendations· Conclusions clearly summarise the outcomes of the project.· Recommendations identified as appropriate.10%5
7. Reflection on learning/skills to take forward· Critical reflection on your experience of undertaking a major project and how your learning might inform your future practice.· Reflection on the development of entrepreneurial competency skills, providing evidence to support assertions made.· What next – to continue to develop your personal and organizational entrepreneurship?10%4, 5
8. Academic Literacy Skills· Report structure, presentation, and cogency, correct spelling & grammar, appropriate use of tables, diagrams, and appendices.·         Harvard Referencing system correctly applied.10%5
Total Marks100%

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English Assignment UoT, Canada


Writing a character sketch is like painting a portrait of someone; you should include as many important details as you can. You want to give your reader as clear of a picture as you can of the character you are writing about.

Your task is to pick one specific character from Lord of the Flies. As you are reading about (or listening to) your character in the novel, formulate your own images and opinions about him. Use your inference. skills to pick up on things the author, William Golding conveys so that you can conclude/infer things about the character

You will be required to write three paragraphs about the character you select.
1. Write one paragraph describing the person’s physical appearance. Remember that physicality is more than obvious things like height and hair color. What about attitude? How does the character walk, move, smile, etc.? Look for subtle hints the author offers that describe the character; the is where the realty telling information is. It is okay to include the basics, but push yourself to look deeper.
2. Write one paragraph describing the person’s culture, social status, religious beliefs, family life, etc (If the text offers that information.) Just as in real life, “what makes a person tick, is a mirror into true personality. Do you know about his or her childhood or upbringing? Where did this character come from (i.e., country, city, etc.)?
3. Write one paragraph about how the character interacts with others. This is considered his/her relational skills. For example, What kind of relationship is the character capable of having with others? Are they a leader or a follower?
The name of the character you are writing about should be clearly written at the top of the page.
You should include at least one direct quotation from the novel and make references to the novel whenever possible. You will need a Works Cited Page at the end and MLA format is expected You may access the information you find on the internet and use it as a reference, but you must not copy any information directly or you will get a zero (plagiarism).

Character Sketch Rubric
10 The author has created a nad picture of the character they selected. They did not spare any details They haw answered the W 5 and given a dear explanation of each. the perfect author has created a very good picture of the character they selected. They haw waded irerY 1000 deTa. TheY haw answered the 5 Ws and given a good explanation of each. Grammar, punctuation. spelling is near perfect. There may be one of two simple errors.

The author has created a good picture of the character they selected. They haw included some details. We answered the 5 Ws but could haw provided a better explanation of each Grammar. Punctuation. spending has some errors but the reader is still able to understand the point, of the author. is trying to prove

The author has created a basic picture of the character they selected. They missed a lot of important details however They haw not answered the 5 Ws sufficiently There are many errors in grammar, punctuation. spelled, that make it difficult at times for the reader
The author hat rat created a picture of the character they selected They haw missed all important details They have not answered the 5 Ws. There are too many errors in its grammar, punctuation, spelling.

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Cybersecurity Dissertation Proposal: LITSS, Ireland


  1. Why have you chosen your particular topic?
  2. What research methods do you propose to use in your research?
  3. What ethical issues may arise during this research?  How will you approach these issues?
  4. What ethical issues may arise during this research?  How will you approach these issues?
  5. What ethical issues may arise during this research?  How will you approach these issues?
  6. Provide a tentative plan for completion of the research (date/milestones etc), outlining the progress you would hope to make.
  7. Please include a 500-word
  8. Draft research proposal here. Indicate clearly what your practical artefact is going to be.
  9. Outline your preliminary research question(s).
  10. Do you have any publications so far?

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Management of Hazardous Substance


How those guiding principles are applied in these chemical approaches

  1. Globally harmonized system of classification and labelling of chemicals
  2. E-ChemPortal
  3. Responsible Care
  4. Safety Datasheet
  5. Development Planning Control
  6. Licensing Control
  7. ISO IHOOI Environmental Management

CHAPTER 8:  Water Management

  1.  Suggest how we can better manage e-waste using a management approach?

CHAPTER 9: Land Pollution

  1. Find out where do the following soil containment came from how they do affect health and the environment?

CHAPTER: 11 Vector control// Food hygiene

  • Identify 3 methods to fight the spread of Dengue.
  • 2 reasons we should be concerned with the spread of dengue.
  • 1 Fact from the article that surprised you.

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Finance Assignment SUSS, Singapore


The Board has asked you to review the auto-loan model in place in the firm. This model is designed to assess the expected loss related to each transaction underwritten by the firm.

One of the model’s main purposes is to prevent auto thievery via fraud. Key methods of fraud committed on a loan application include income misrepresentation, employment misrepresentation, fake identity, false collateral, and/or of a straw borrower to hide the identity of fraudsters.

  • Illustrate how each of the three (3) common valuation and estimation errors can apply in the case of the firm’s fraud identification model. (15 marks)

Regular portfolio risk analysis and reporting are carried out by the firm on the delinquency rates over its auto loans and on the recovery value of repossessed vehicles. The reports enable the firm to use data to drive decisions. The model provides integrated analytics, allowing business users to conduct nearly infinite variations of portfolio analysis. Analytics provides the ability to continually identify and evaluate risk factors that influence portfolio performance. It allows making adjustments to credit policies and practices to mitigate risks.

  • Indicate at least three (3) concrete examples of information in the auto-loan delinquency report, which can lead to valuable insights for decision. (12 marks)

Emerging technologies are transforming the broader automotive industry. Cars are becoming increasingly connected, with much of their value coming from their electronics, not just their metal. Connected cars are on the verge of providing additional data. Tracking devices can help indicate a vehicle’s location, speed, defaults, driving irregularities, and more. Safety and traffic warning communication, two-way vehicle collision avoidance or vehicle-to-infrastructure lane guiding are getting perfected to make vehicles fully autonomous and self-driving. Other car connection features can involve payments, technographic and infographics (such as identification, demographics, address and utilities/bills paid by the driver).

  • Indicate two (2) impacts on risk assessment in motor financing, derived from the technological developments in the car industry.

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Role that Conflict and or Evil play between the Characters Jack and Ralph: English Assignment SPS, Canada


Final Assessment Choice 1

Lord of the Flies by William Golding
Lord of the Floes explores several themes that focus on many different societal issues. A few of the major themes in this novel are the idea of humanity, savagery and the rules of civilization. Your task is to write a 1,000-1,500 word (approximately 5-8 pages, double spaced) literary analysis essay on one of the following topics.

1.) Discuss the role that conflict and/or evil play between the characters, Jack and Ralph. In your essay, make sure to comment on how these characters are represented by the forces of savagery and civilization.

2.) In the beginning, the story offers a glimmer of hope that the boys will be quickly saved, but soon the story turns in to a disaster, where the boys do their best to survive on an uncivilized, isolated island until they are eventually rescued. Discuss how the story changes over time and how this change greatly impacts the boy’s mentality and overall well-being.

3.)Although many of the characters in the novel have ideas, some good and some bad, there is one character that seems to have more good ideas than the rest — Piggy. He comes up with useful and logical ideas about creating organization and structure among the group and about survival. Despite this, some of the other boys are disrespectful.’ and mean to Piggy. How is Piggy used to advance the major themes in this novel? Consider how the author develops Piggy’s character when creating your essay.

4 The sow’s head and the conch shell are two symbols In the novel. Each represents a certain kind of power. Discuss the symbolism of the sow’s head and/or the conch shell. How is each of their power’s significant? How do their powers differ? How do the symbols control the group or the person using them? Consider whether or not Lord of the Flies is a novel about power Or about something else.


  • You must have a strong opening paragraph and a strong concluding paragraph.
  • You must have a thesis statement. • You must meet the minimum length requirement.
  • Proper MLA format is expected for this literary essay. Failure to do so will result in an automatic zero.
  • You must include a Works Cited page. Failure to include a Works Cited page will result in an automatic zero.
  • Citations are expected to be included in your literary essay and they must be cited properly within the text. You must use a minimum of three citations from the text. Failure to do so will result in an automatic zero.
  • This literary essay must not be in the first person. (Do not use “r in your essay.)
  • Please indicate which essay topic you have chosen to write about by creating a title that reflects such.
  •  A rubric is attached for your reference

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Activities Involved in Money Laundering: Testing Biblography US


Q.1) Define and discuss the process and activities
involved in money laundering

Q.2) Understand the role of AML (Anti-Money Laundering) and the process of tracing hidden assets

Q.3) Discuss real-life examples of money laundering

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Goalsetting Theory: Coursework US



A large population of experienced workers in South Korea are quickly ageing and nearing retirement, leaving talent shortage behind and posing a threat to organizations’ survival and success. These ageing workers over 65 years continue to job-search and remain interested in developing their skills and competencies for current or future jobs. However, organizations have given little attention to their career development, making it a challenge for older workers to receive promotions in their current organizations or have a smooth career transition.

This critical issue of a rapidly increasing ageing population in South Korea has called on researchers to conduct studies that would support the critical need for having career development programs to help the ageing workers.

Drawing on the literature for career coaching, goal-setting, self-efficacy, and job-search behaviour, this article tests hypotheses in a study of 249 participants. The study examines the relationship between older employees’ goal-setting, self-efficacy, and job search mediated by career coaching.

career coaching.

Among the findings are the following (Lim et al., 2019):

  • A positive relationship between career-goal commitment and perceived value of career coaching
  • No direct relationship between career-goal commitment and job-search behaviour, but a significantly positive association mediated by the perceived value of career coaching
  • No relationship between self-efficacy and value of career coaching
  • A significantly positive relationship between self-efficacy and job-search behaviour
  • A significantly positive relationship between the perceived value of career coaching and job-search behaviour

Question 1: Drawing on your prior knowledge and what you know about goal-setting theory, why do you think that career-goal commitment is not enough to affect job search behaviour among the older workers in the South Korean context? Do you think it can be a driving factor in a different context or with a different age group?

Question 2: As noted in the article, intention and endeavour are the main features of self-efficacy that drive job search behaviour. In what way can career coaching contribute to older workers’ self-efficacy? Please explain.

Exercise 2


Vesper et al. (2010) walk the readers through a unique case study of a pharmaceutical experiential course while explaining how each step of Kolb’s experiential learning theory and Vygotsky’s social learning model intersect to foster a rich learning environment for its participants. I thought the step-by-step explanation of the learning cycle brought life to theory, and aptly demonstrated the multidimensionality of adult learning. I’m curious what you thought of the article.

The premise of the case is that “Many pharmaceutical products are temperature-sensitive and must be stored and transported at controlled temperatures” (Vesper et al., p. 229, 2010). The problem the pharmaceutical industry was facing was how to provide a rich learning environment for professionals who were part of the distribution process, and furthermore be able to evaluate the chain in order to be able to ensure the patients were receiving safe products efficiently.


Kolb’s experiential learning theory is “The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience” (Vesper et al., p. 230, 2010).

Vygotsky introduces a social learning model that has two principles. There needs to be a person or a resource that has the ability to provide more information than the learner already knows; Vygotsky refers to this as MKO, which is a more knowledgeable other. Second is that place where learning may progress as a result of MKO support, and this is known as the zone of proximal development.

Question 1:
 In what ways do you believe Kolb’s experiential learning cycle and Vygotsky’s social learning theory complement each other?

Question 2: Reflecting on your own rich experiential learning opportunities, can you describe one learning situation where you have moved through Kolb’s Learning Cycle? Please briefly discuss if you had a mentor or coach and how they helped facilitate your learning.

Exercise 3


While our own educational development and programs are deeply rooted in Western educational theory and practice, Reagan and our other readings for the week remind us that there are many non-Western educational practices that are equally viable and relevant.  We are warned to avoid ethnocentrism “the tendency to view one’s own cultural group as superior to others” (Reagan, 2000, p. 3) when evaluating non-Western educational theories and approaches.  Ethnocentrism amounts to regarding one’s own system of beliefs and societal norms are “correct or normal” and are the standard by which all other cultures, norms, and societies are to be judged.  Reagan further defined two types of ethnocentrism:

  • Cultural ethnocentrism – “when writers and scholars allow common biases, prejudices, and assumptions to colour their work in various ways” (Reagan, 2000, p. 4).  An example of this would be making statements that a lack of formal schooling or lack of Western religion renders a culture as “primitive” or unable to function “normally.”
  • Epistemological ethnocentrism – when the “dominant paradigm in a field of study at any given point in time establishes the parameters within which ‘legitimate’ discourse may take place” (Reagan, 2000, p. 4).  An example would be the rejection of any educational theory that exists outside of the Western “literature” on the subject.

Much of current Western educational theory and practise is based upon a dichotomy of the mind and the body, that they are separate.  Western learning theory is focused on “cognition, information processing, intelligence measures [and] cognitive development” (Merriam, Caffarella, & Baumgartner, 2007, p. 217).  Western educational focus supports learning as an individual pursuit and that learners are autonomous and independent thinkers, rather than community-based and interdependent (Merriam, Caffarella, & Baumgartner, 2007).

Our readings introduced multiple Non-Western perspectives, but four common themes emerged that contrast Western and Non-Western perspectives on learning.  In non-Western learning:

  • There is an emphasis on interdependence rather than independence in learning,
  • Interdependence is linked to the communal nature of learning rather than on isolated/independent learning,
  • Learning is accomplished through a holistic approach that includes mind, body, spirit and emotional components,
  • Learning is informal, integrated into everyday life and is lifelong in nature. (Merriam, Caffarella, & Baumgartner, 2007)

Question 1.     Do you agree with Reagan’s statements on ethnocentrism?  Why or why not?

Question 2.      How would having students who were educated in non-Western educational systems influence how you would teach in a Western educational setting?

Exercise 4:

In this article, Sawchuck discusses the idea of informal learning and work through an examination of contemporary literature from various schools of thought. The author seeks to provide context for their understanding of how society views work and learning to provide the reader with an overview of the subject matter. Throughout the article, Sawchuck challenges the available literature while providing suggestions for future learning and exploration on the topic.

Question 1:Based on your own understanding of learning, how would you describe informal learning? From the article, is there a specific methodology that you would be more interested in exploring if you were to conduct research in this area?

Question2:Have you been influenced more through formal or informal learning in the workplace? How so?

Exercise 5


The authors use the story of Benjamin Button to highlight various elements of learning including informal learning, biological development, physiological development, and cognitive development. It also presents a number of methods and models including the highly influential Piaget Development Model (1972).

One observation I made was different learning models have similarities and learning styles can fall within numerous styles simultaneously. For example, a social cognitive orientation to learning can exist within the context of informal learning, and that same learning experience might also be experiential learning. In other words, one might learn from their social environment in an unstructured informal way while learning through an applied experience all at the same time.

I believe this is why blended learning models have become so prevalent in organizations today where. For example, eLearning can support On the Job Training which might be supported by social interaction with a mentor or coach.

Question 1: Think of a recent time when you observed your social environment and learned something from what others were doing. What did you observe and how did you process that information to learn something new?

Question 2: Thinking about popular culture and media, what examples of a movie, TV show, scene, video, commercial, etc. can you think of that contribute to adult learning and development? Describe the media and summarize what an adult might learn from it.

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Developing a Work Plan to Investigate Whistleblower Allegations of Bribery and Kickbacks: Investigation Assignment


Investigating Allegations of Bribery and Kickbacks
Discuss how you would develop a work plan to investigate whistleblower allegations of bribery and kickbacks.
250 Words
Only use materials provided for references purposes
APA Format


The investigation of bribery and corruption can involve multiple jurisdictions and multiple allegations against large companies with complex organizational structures. Therefore, the investigation plan needs to be well thought out and planned to cover all the allegations and all of the locations that the investigation team is aware of.  The investigation plan must also cover all the potential bribery and corruption schemes to be examined. This plan should include procedures for financial testing, interviewing, public record searches and data analytics.

Special Investigations Part 1

Performing whistle-blower Investigations into allegations of bribery and corruption can be a daunting task that requires the coordination of many special skills and disciplines inside and outside of the organization. These type of investigations are highly sensitive and require extreme professionalism because the stakes can be extremely high for the company officers, board directors and organizations involved.

Special Investigations Part 2-Interviewing

Bill Olsen – Module #6

Module Agenda

  •  The appropriate response to fraud
  •   Planning the fraud investigation
  •  The interview – A conversation with a purpose
  •  The interrogation – Eliciting information that one is attempting to withhold
  •   Other investigative techniques
  •   Communication of findings

The appropriate response to fraud

  • Act fast
  •  Gather the fact
  •  Identify contributing factor
  •  Interview witnesses
  •  Interview the perpetrator
  •  Proper disciplinary action
  •  Educate the organization

The appropriate response to fraud

• Act fast:
➢ Inform the board and management
➢ Make proper notifications
➢ Isolate the suspect
➢ Secure electronic evidence

The appropriate response to fraud

• Gather the facts:
➢ Develop investigation plan
➢ Question relevant personnel
➢ Collect data
➢ Perform financial analysis

Today’s Agenda

 The appropriate response to fraud

  • Planning the fraud investigation
  • The interview – A conversation with a purpose
  •  The interrogation – Eliciting information that one is attempting to withhold
  •  Other investigative techniques
  •  Communication of findings
  • Planning the fraud investigation
  • fraud
    Suspected fraud vs. investigation assertions of➢Predication
    based on reliable information
    Establishing that the fraud allegations are
    ➢By the investigation
    reputation damage and defamation caused

    Planning the fraud investigation
  • Written vs. oral – draft memo of initial
    investigation and obtain a signature if possible.
  • allegations are preferable to support the
    meeting with the whistleblower. Written
    alleged fraud and the bases of the allegations
  • State the nature and factual aspects of the
    are obtained during the investigation

Modify the information if additional indicia

Planning the fraud investigation Things to consider

  • Independence and objectivity
  •  Conflict checks
  •  Background check
  •  Confidentiality
  •  Privilege


Planning the fraud investigation
(cont.)Things to consider

  • Staffing (CFE, CPA)
  •  Technology skills
  •  Industry knowledge
  •  Language skills
  •  Legal
  • Human Resources

Planning the fraud investigation Develop a phased work plan

  •  Public record searches
  •  Computer forensics
  •  Develop interview questions
  •  Develop interview list (proper sequencing)
  •  Identify documents to be reviewed
  •  What needs to be proven
  •  Understanding of the allegations
  •  Understanding of fraudulent schemes
  •  Understanding of underlying processes
  •  Examine motivation of suspects
  •  When did the activity start
  •  How much money is involvedPlanning the fraud investigation Investigative and interviewing– The basics
  •  Evidence preservation and security
  •  Chain of custody
  •  Special issues for computers
  •  Voice mail, e-mail, phone logs, cameras
  •  Limit access to systems once the investigation is knownPlanning the fraud investigation Investigative planning
  •  Alerts suspect to the investigation
  •  Allows suspect time to come up with alibi
  •  Destruction of evidence
  •  Alerts co-conspirators
  •  A lack of coordinated response
  •  Can create legal exposure for client
  •  Can create legal exposure for your organizationPlanning the fraud investigation Consequences of poor planning
    Today’s Agenda
  •  The appropriate response to fraud
  •  Planning the fraud investigation
  •  The interview – A conversation with a purpose
  •  The interrogation – Eliciting information that one is attempting to withhold
  •  Other investigative technique
  •  Communication of findings
  • The appropriate response to fraud
  • Act fast
  • Gather the facts
  •  Identify contributing factors
  •  Interview witnesses
  •  Interview the perpetrator
  •  Proper disciplinary action
  •  Educate the organization

The appropriate response to fraud
• Act fast:
➢ Inform the board and management
➢ Make proper notifications
➢ Isolate the suspect
➢ Secure electronic evidence

The appropriate response to fraud
• Gather the facts:
➢ Develop investigation plan
➢ Question relevant personnel
➢ Collect data
➢ Perform financial analysis

  • Today’s Agenda•
  • The appropriate response to fraud
  •  Planning the fraud investigation
  •  The interview – A conversation with a purpose
  •  The interrogation – Eliciting information that
    one is attempting to withhold
  •  Other investigative techniques
  •  Communication of findings

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Desired Organisational Culture and the Expected Behaviour in Relation: Introduction to Management Assessment RMIT, Australia


Your Task
To design a poster that shows a desired organisational culture and the expected behaviour in relation to how individuals interact with each other and work in teams.
Assessment Description
You have a role in the human resources team for your organisation. You have been asked to design a poster that includes:
1. The desired workplace behaviour to encourage a culture that supports the vision and goals of
your organisation.
2. Behaviour based on expectations for individual relationships.
3. Guidelines in relation to working collaboratively and in teams. A poster is a way of visually representing your ideas and responding to the questions. Posters are increasingly being used in the workplace to provide information in a visual way (graphics, pictures, and text). It should “grab your audience attention” and enable them to understand your responses more easily.
Samples and templates will be made available to assist you in designing your poster. The expectation is
that your poster should fit on ONE (1) A4 page.

Learning Outcomes:
LO1: Critically examine the roles of managers and the organisation of work.
LO3: Discuss the nature of work and the types of commitment to it in societies and organisations.
Assessment Instructions
The Poster:
a. Identifies the rules or codes of behaviour aligned to a positive organisational culture.
b. Explain the expectation of individual behaviour (accountability for personal behaviour).
c. Explain how people are expected to collaborate with each other (teamwork).
d. Throughout the poster will need to refer to relevant at least THREE relevant theories and include FOUR references.
Please refer to the marking criteria to assist as a guideline to help you complete the tasks

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