代写 Social Action Plan:- BBUS1BUF
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代写 Social Action Plan:- BBUS1BUF
ASSESSMENT TASK 3: Social Action Plan – Group Report and Presentation/video
Assessment task 3a Social Action Plan- Group Report
Due date/
Milestone 1
Milestone 2
Milestone 3
Assignment
submission
Week 11
20 th April,5pm Backgroud,4 Objectives,ActionPlan
4 th May, 5pm Outcome, Timeline & Resources,
18 th May ,5pm Risks Evaluation, References ,Appendix
Submit your assignment BOTH
- Electronically via Moodle, AND
- Hard copy in tutorial class
- EMAIL SUBMISSIONS WILL NOT BE ACCEPTED
Word limit 2000 words (+/- 10%), plus references (Students are required to use the LTU Harvard
Referencing style)
Type of assignment Group assessment
Weighting 40% of the total marks for this subject
10% Critical thinking and problem solving as a team
10% Writing
10% Personal reflection
5% collaboration and participation
5% Location, selection and use of information
Grading criteria: Assessment specific grading criteria in the Subject Learning Guide
Important notes - Signed Assignment Cover Sheet (Academic Integrity Student Declaration form) must
be attached to hard copy submission
- For electronic submissions: ONLY Microsoft Office document types are accepted
- Font size not smaller than Times New Roman 12
- You MUST keep a duplicate copy of your assignment
Assessment task 3b Social Action Presentation or Campaign Video
Due date/
Assignment
submission
Week 12 classes. Each group will present their social action plan to the rest of the class.
Format: Live presentation or video campaign
Time: 12 mins (2mins per student, 5 students per group including questions)
Type of assignment Group Presentation (Individual Presentation mark)
Weighting 10% of the total marks for this subject
Grading criteria: Assignment specific grading criteria in the Subject Learning Guide
Intended learning outcomes:
3 Demonstrate and justify the use of management skills to solve a contemporary social problem in a dynamic environment.
4 Communicate effectively through professional oral presentations.
5 Communicate effectively through structured written argument in a professional report format.
6 Search for, locate and evaluate discipline specific information.
7 Demonstrate and reflect on personal views and have an openness to the perspective of others.
2
Purpose and aims:
The purpose of this assessment is to enable and actively engage students to lead their own action. Along with applying the
knowledge and skills gained from learning about local, national and global issues, students will be supported in the development
of the necessary skills of problem/opportunity identification and action planning, necessary to be pro-active in making a positive
difference in the world. This is also designed to provide an opportunity for students to work collaboratively and respectfully with
a range of students from diverse backgrounds.
Each class will collaborate together to define ONE socially-based problem or opportunity which could be a local, national or
global issue/opportunity relevant to some aspect of diversity, equity, social inclusion and engagement, which requires a
proposal for a solution or offers an opportunity for development that will involve an aspect of social advancement.
As a small group**, you must be able to define the scope of the issue/opportunity through inquiry/research, critically analyse
the issue and arguments regarding the nature/importance of the issue; and offer solutions to the issue or a means of realising
the opportunity.
3
** This assessment requires students to actively engage and work collaboratively with a diverse range of students to be able to
understand the perspectives of others; therefore, small groups of 5 (groups will be formed in week 2) will be formed by self-
selection (with the support of the lecturer) however, you are highly recommended to have a range of disciplines, ages, cultural
and linguistic skills as the greater the diversity of your group, the broader the range of ideas that will be available to you. This
assessment task provides students an opportunity for inter-cultural learning, which requires a culturally heterogeneous mix of
students.
Description of the assessment:
There are TWO parts to the assessment:
Part A: Group action plan on a social issue/opportunity: a written report comprising of 2000 words. (40%)
Part B: Presentation or Campaign Video (10%) In week 12 classes, each group will present the social action plan to the class.
Each member of the group will receive an individual mark based on the presentation. Each group must present for 12 minutes in
total, including questions.
Students are required at least 4 types of resources in the group social action plan:
1. Minimum of 2 journal articles (students are required to use scholarly and peer-reviewed articles)
2. Newspaper articles
3. Prescribed textbook
4. Website
Steps in developing the class issue/opportunity:
Week Action required Outcome
4 The lecturer introduces Assessment task 3: the purpose and
requirements of the assessment.
In this session, each student in the class is asked to think
about ONE issue/opportunity that they would like to pursue
or write about. (students are encouraged look at
newspapers, magazines, news reports etc)
One issue/opportunity from each student to be
provided by week 5
5 Anonymously, each student to write down the
issue/opportunity on a post-it note and place on the
whiteboard
Class to discuss the issues/opportunities
presented and identify themes emerging (4 or 5
themes to be identified)
6 Each group is to brainstorm using butcher paper each of
themes that was identified in week 4 and decide on which
issue/opportunity they would like to work on.
Groups to vote on ONE issue/opportunity by nominating
their preferred issue and placing it in the box provided.
Lecturer to count the votes.
Lecturer to gather all the suggested
issues/opportunities themes and each class is to
vote ONE issue/opportunity
Examples of Social Issues, problems or opportunities to be addressed in the Social Action Plan
代写 Social Action Plan:- BBUS1BUF
1. Cultural Diversity
2. Gender
3. Indigenous Issues
4. Euthanasia
5. Cyber-Bullying
6. Obesity
7. Self-image
8. Global warming
9. Globalisation
10. Drug abuse
11. Homelessness
12. Genetic engendering
13. Child labour
14. Animal rights
4
Template for Social Action Plan
Part A – Written Report
Part A of the Social Action plan needs to include the following:
1. Background to the Issue
This includes, but is not limited to a description of the issue, why it is important, whom it affects, and the costs to society of
inaction. This section should also include a description of the company/group that has been chosen to address the issue.
2. Objectives of the Action Plan
In this section, groups should outline the key objectives of the action plan. In doing so, students should demonstrate
awareness of the viability and practicality of the objectives involved, and the availability of resources to meet the said
objectives.
3. Proposed Actions
Each objective should be broken down into a set of implementable action points.
4. Anticipated Outcomes
Each action point from Section 3 above is required to have a set of measurable anticipated outcomes associated with it.
5 Timelines and resources required
The anticipated completion date for each action, and the resources required to complete them are to be described in this
section.
6. Key Risks
In this section, groups need to demonstrate that they are aware of any potential risks and downside associated with each of
the action points.
7. Evaluation Method
Here students are expected to describe the methods to be used to evaluate the progress of each action point against the
stated objectives and anticipated outcomes (Sections 2 and 4 respectively). Groups should also include when the evaluation
is going to be undertaken, assuming that the action points will have varying timelines associated with them.
8. Finally, each group is required to summarise the Social Action Plan into the following table, and attach it as an appendix to
the report (It does not form part of the word count):
5
Social Action Plan: Group Name
Social Action plan: Team members:…………………………………………………………………….
Description of the Issue:
Objective 1:
Proposed
Actions
Anticipated
Outcomes
Key
Responsibilities
Timelines and
Resources
Required
Key Risks Evaluation
Method
1.
2.
3.
Objective 2:
Proposed
Actions
Anticipated
Outcomes
Key
Responsibilities
Timelines and
Resources
Required
Key Risks Evaluation
Method
1.
2.
3.
Part B – Presentation or Campaign Video (Due date: Week 13 classes)
Groups are expected to present their respective Social Action Plan tables to the rest of the class. This needs to be done in an
engaging and professional manner, and should be conducted in a PowerPoint presentation and/or Campaign video format.
Each group must present for 12 mins in total, including questions. Each member of the group will need to present for 2 mins and
each student will receive an individual mark based on the presentation.
All students will be provided with peer feedback. During presentations/videos, students will be providing feedback using the
grading rubric (provided). The feedback will be anonymous, and will be collated and provided back to each group.
Guidelines for the in class- presentation
• Groups of 5 students (some regional classes may define groups of a different size)
• All students are required to present. Each student is responsible to speak for 2 mins
Guidelines for Campaign Video
• Each group member to present for an equal length of time (2 mins)
• The video must be 10 mins in total, with each member of the group presenting. Students who present a video will also have
question time in class (2 mins)
• Videos must be uploaded on desktop computer. Please make sure the video link(s) work before class. Failure to do this may
result in deduction of marks.
Grading Criteria Assessment Task 3a: Group Social Action Plan (40%)
Criteria Excellent (A 80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Grade
Writing Authoritative use of
management/business concepts
and terminology in group action
plan. Clearly states the purpose,
assertion, arguments and
findings, and supports this with
evidence in a sustained and
logical fashion.
Proficient use of
management/business
terminology in group action
plan and orders ideas in a
structured and sequenced
fashion, aimed at making a
central argument or assertion.
Competent use of
management/business
terminology in group action
plan. Contains many relevant
ideas, and attempts to structure
them in a coherent manner.
Limited use of appropriate
management/business terminology
in group action plan.
Contains some relevant ideas, but is
unable to relate them in an
organised manner.
Contains little or no meaningful
information relating to the task,
and makes no attempt to
produce an organised response
to the task.
/10
Location, selection and
use of information
(evidence and citation)
Locates, evaluates and
integrates a range of relevant
information (or data) into the
construction of a response to
the task, and uses the discipline
sanctioned Harvard Referencing
Style at
http://www.lib.latrobe.edu.au/r
eferencing-tool/harvard to cite
sources in a timely and
appropriate fashion.
Locates and synthesises a range
of relevant information (or data)
to inform the response to the
task, and uses the discipline
sanctioned Harvard Referencing
Style at
http://www.lib.latrobe.edu.au/r
eferencing-tool/harvard to cite
sources in a timely and
appropriate fashion.
Uses a range of prescribed
information sources (or data) to
inform the response to the task,
and uses the discipline
sanctioned Harvard Referencing
Style at
http://www.lib.latrobe.edu.au/r
eferencing-tool/harvard to cite
sources in a timely and
appropriate fashion, but with
some errors.
The response to the task relies upon
a narrow or partially relevant
selection of information sources (or
very limited data) and uses the
discipline sanctioned Harvard
Referencing Style at
http://www.lib.latrobe.edu.au/refer
encing-tool/harvard to cite sources
in a timely and appropriate fashion,
but with some errors
Irrelevant sources and data
selected to inform the response
to the task, or used
inappropriately, with little or no
attribution.
/5
Problem-solving
approaches/critical
thinking
Situates the problem or issue
presented in within a
management context or
conceptual framework and
draws supported conclusions
from applying key management
concepts to provide well
justified solutions.
Precisely identifies all relevant
factors of the management
problem presented and
accurately applies management
concepts to provide a possible
solution.
Correctly identifies many
relevant factors of the
management problem
presented and attempts, with
some inaccuracy, to apply
management concepts to
achieve a solution
Correctly identifies some relevant
factors of the management problem
presented and attempts with some
uncertainty to apply management
concepts to achieve a feasible
solution.
Makes little or no attempt to
separate the elements of the
problem presented or to relate
them to relevant management
concepts.
/10
Collaboration and
participation
An integrated contribution to
the group social action plan,
which reflects critical
assimilation of group
perspectives, reaching a
balanced and well founded
conclusion, set of findings or
recommendations.
A co-ordinated contribution to
the group social action plan,
which reflects assimilation of
group perspectives, reaching a
qualified conclusion, set of
findings or recommendations.
A response to the group social
action plan which attempts to
accommodate or draw upon the
group contribution in a coherent
and structured fashion, reaching
a tentative conclusion, set of
findings or recommendations.
A response to the group social
action plan, which reflects group
contribution, and constructs a less
than coherent, but plausible,
conclusion, set of findings or
recommendations.
Response does not account for
group social contributions, or is
unable to effectively include
other points of view to reach a
plausible conclusion.
/5
Personal reflection A very clear understanding of
one’s own thinking and learning
processes by examining openly
own experiences and clearly
articulating the diversity of
opinions within the group.
A clear understanding of one’s
own thinking and learning
processes by examining openly
own experiences and clearly
articulating the diversity of
opinions within the group.
An understanding of one’s own
thinking and learning processes
by examining openly own
experiences and clearly
articulating the diversity of
opinions within the group.
No clear understanding of one’s own
thinking and learning processes by
examining openly own experiences
and clearly articulating the diversity
of opinions within the group.
No understanding of one’s own
thinking and learning processes
by examining openly own
experiences and clearly
articulating the diversity of
opinions within the group.
/10
COMMENTS /40
Grading Criteria Assessment Task 3b: Group Action Plan Presentation (10%)
Criteria Excellent (A80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Grade
Presentation &
Engagement
Persuasively defines the
conceptual approach to the
presentation, structures the
presentation and uses clear,
powerful and appropriate
language for an academic and
professional audience.
Coherently and logically
structures the presentation and
uses clear and appropriate
language for an academic and
professional audience.
Logically structures the
presentation), approaching
coherence, and uses some
appropriate language for
student (or disciplinary)
audience.
Attempts to structure the
presentation if somewhat
incoherently, and uses minimal
appropriate language for
student (or disciplinary)
audience.
Makes no attempt to
structure the presentation
and does not appropriate
language for student (or
disciplinary focus).
/3
Questions and Discussion Responds to questions in a
precise, persuasive manner
with relevance to the
presentation and refers to
information that goes beyond
ideas already presented.
Responds to questions in a
precise manner with relevance
to the presentation and refers
to some information that goes
beyond ideas already presented.
Responds to questions in an
appropriate manner and with
some relevance to the
presentation, and shows
knowledge and understanding
of the topic
Responds to questions in an
appropriate and coherent
manner, but demonstrates a
limited knowledge of the topic
Does not respond to
questions or does so with
little coherence and
relevance to the topic.
/2
Disciplinary Knowledge Disciplinary knowledge is
clearly presented and uses
disciplinary language
authoritatively; shows critical
understanding of the issue
presented and demonstrates
depth and accuracy of
understanding.
Disciplinary knowledge is clearly
presented and uses disciplinary
language competently, shows a
proficient awareness of the
issue presented and
demonstrates accuracy of
understanding.
Disciplinary knowledge is
presented and uses disciplinary
language approaching
competency, shows an
awareness of the issue
presented and demonstrates
limited content understanding.
Disciplinary knowledge lacks
clarity and uses disciplinary
language tentatively, shows an
awareness of the issue
presented and some evidence
of gaining new understanding.
Disciplinary knowledge is
unclear and does not use
the language of the
discipline in a sustained
fashion, and demonstrates
no evidence of gaining new
understanding.
/3
Participation and
Collaboration
An integrated contribution to
the response to the task,
which reflects critical
assimilation of other group
perspectives, reaching a
balanced and well-founded
conclusion, set of findings or
recommendations.
A co-ordinated contribution to
the response to the task, which
reflects assimilation of other
perspectives, reaching a
qualified conclusion, set of
findings or recommendations.
A response to the task which
attempts to accommodate or
draw upon each individual
contribution in a coherent and
structured fashion, reaching a
tentative conclusion, set of
findings or recommendations.
A response to the task, which
reflects each individual
contribution, and constructs a
less than coherent, but
plausible, conclusion, set of
findings or recommendations.
Response does not account
for other contributions, or
is unable to effectively
include other points of view
to reach a plausible
conclusion.
/2
COMMENTS /10
代写 Social Action Plan:- BBUS1BUF
