Posted: October 29th, 2022

Individual Organisational Ethics Problem Solving

Assessment name:

Individual Organisational Ethics Problem Solving

Value:

40%

Assignment due date and submission requirements:

Week 10 Friday 25 March 2022, 1900 hrs (7:00 pm) Singapore Time

Length:

2000 words in total (+/- 10% words)

(exclusive of appendices, references etc.)

Feedback mode:

Feedback will be provided electronically using speed grader in Canvas

Learning objectives assessed:

This assignment assesses Course Learning Objectives (CLO) 1, 2, 3, and 6:

CLO1: Integrate and apply contemporary Ethics & Governance issues in a business context

CLO2: Critically analyse and apply ethics to contemporary business practice

CLO3: Critically analyse key perspectives on corporate social responsibility and their application

CLO6: Effectively communicate ethics and governance concepts and arguments in a logical manner.

Retention of drafts:

Students are required to retain draft versions of their work as they develop their final submission and keep a file of all material that they collect and use to develop their assignments. These materials may be requested after submission as part of our regular integrity checking processes, or if we have reason to believe that the integrity of an assessment may be compromised. In these instances, we may advise students that we have concerns about the provenance of the material that has been submitted. Students may be asked to provide an ‘oral defence’ of their work, if concerns exist about the true authorship of the assessment. We may ask for a re-submission of a new assessment piece.

We do not discourage discussions, but students who base their work on template assignments, e.g. from senior students, should take note that this may result in misconduct proceedings, that could lead to a failure of their assessment task, failure of the course, or even suspension.

Assessment declaration:

By submitting all work for this assessment you have read, understood and agree to the content and expectations of the Assessment declaration. (Links to an external site.)

Assessment task details:
This Assessment provides you with the opportunity to demonstrate your learnings around the interaction between organisational context and the process of ethical decision making.

This semester’s case study is about Carousell, which is a classifieds marketplace. Carousell states that their platform makes selling “as easy as taking a photo, buying as simple as chatting”. Launched in August 2012, Carousell began in Singapore and is now one of the world’s largest Carousell is the leading classifieds group in Greater Southeast Asia. Carousell’s mission to “make second-hand the first choice” has many positive aspects for sustainability

However, it appears students and other parties involved sell their university textbooks, essay notes and even assignments on the basis that they are not writing an entire assignment. Under the section of “IP Infringement, regulated or illegal products and services”, essay and paper mills; homework services are listed.

https://stripe.com/en-sg/restricted-businesses (Links to an external site.)

This has not stopped the sale of university materials, such as essays, lecture notes. In some instances, students have been caught because they have reused previous assignments. The use of assignments constitutes misconduct where students argue that these constitute “templates”. However, some students have not properly understood the appropriate use of “paraphrasing” of readings. Firstly, student reports are used without proper acknowledgement. Secondly, students are replacing or rewriting sentences without attempting to learn concepts, without linking themes in ways that are unique to their own intellectual analysis. These students who misuse assessments that they purchase, are not discovering any concepts that are therefore constrained by what the template assignment contains.

This assessment intends for you to critically make case for how codes of conduct for companies may change due to the overlay of different perspectives of ethics. You are required to research the normative ethics theories covered in this course and to identify on the basis of Carousell’s business model, what their ethical obligations are with regard to the sale of assessments. Students should focus their research on ethics themes that can be drawn on to construct codes for business operations, such as deontology ethics and teleology ethics and virtue ethics. Students are encouraged to draw on the diverse number of theories under each perspective. You are to write your assignment, taking into consideration how an organisation’s code may differ, based on Virtue, Deontological and Teleological ethics perspectives that may inform CSR.

Introduction

Ensure you introduce the concepts explored and what the reader will expect to find. Pay attention to this section as students often do not represent the value-add of their work.

Problem Identification – ethical problem

Students will be accessed on their ability to identify and craft a succinct, incisive and critically engaging statement of the nature of the ethical problem faced.

Research on Business Ethics Theories and CSR Theories

You should reflect on the feedback provided and the skills you gained from Assignment 1, and build your ability to reflect deeply on ethics literature.

Practical Application: Draft Code of Business Practice Codes

1. Students are to re-draft, or to provide an annex to the existing restricted business code, targeting the sale of student assessments or activities that may facilitate cheating.

2. Each amendment must be supported and based on ethics & governance theories and concepts covered in the module. You should cover why the different ethical perspective has resulted in a different ethical position with regard to the business’s obligations around use of its services. You should consider critical comparison with different perspectives.

Body of Report – Justifying the Different Perspectives of Business Practice Codes

Students may consider these points:

1. Businesses may operate regionally, does this need to be considered and how might this be informed by ethics theories?

2. Businesses may not be under any legislative obligation to develop codes for contract cheating. However, does this change when overlaid with an ethics and CSR perspective? If so, which perspective and how do they result in different considerations?

3. Is there a “right or wrong” approach, or does one approach result in a different outcome in terms of CSR?

Conclusions

What are the lessons that business should learn and how should they consider different ethics perspectives.

References

As stated, you are to use only scholarly resources, a minimum of 8 journal papers substantiating your augments. Non-scholarly sources will not contribute to a substantive academic argument.

Students may be guided by the above points, but should not be tempted or drawn into a yes/no set of answers. Markers will grade on your ability to produce well-constructed arguments and flow of argumentative paragraphs, that are sustained with proper in-text citations to relevant readings.

To formulate your argument, you are required to undertake research to locate academic references using online databases (e.g. EBSCO, Proquest, Emerald, Science Direct etc). You must to use at least 8 academic references to support your argument.

This a suggested approach for how you perform your tasks.

Relate to the Problem

Relate to the situation and formulate a collective position on what the problem is. Remember, your role as future managers, or consultants, is to help clients formulate problem statements or to help clients identify organisational problems they are unable to see.

Find and Generate Firstly, as individuals, each carry out a literature survey on one of the ethics theories, e.g. virtue, deontology, utilitarian. As individuals, become well versed in the selected ethics theory.

Synthesise You should work out a process that would address the problem that was identified in the first stage. Bring together the different bodies of theory and your individual ideas. Communicate this to your team members and collectively, identify an approach that would Help the company address the problems.

Organise and Manage Present your solution in a report structure showing the approach taken and the solution, as you would present to an academic audience.

Embark and Clarify As students training to be problems solvers, make sure you engage with your tutors in-class and check at every stage. In the future, in your working life, you will often need to clarify and keep your clients up to date. Do not surprise your clients with a solution they did not want. This is the same as your assignment – do not surprise your tutor with a piece of work that is under-developed.

Communicate Communicate your research and solution in the assignment well.

Rubric
Assessment 2 Organisational Analysis Group Report

Assessment 2 Organisational Analysis Group Report

Criteria

Ratings

Pts

This criterion is linked to a learning outcomeAnalyse and responding to project requirements

Embark & Clarify Respond to or initiate research Define the problem and specify Define purpose

4 to >3.16 Pts

Advanced (HD) and Self Developing

In addition to possessing the level of competence, the work shows evidence of highly original or insightful selection of information. The work demonstrates curiousity in approach to enquiry and critical analysis.

3.16 to >2.76 Pts

Advanced (Dist)

Respond to questions/t asks required by & implicit in a closed inquiry. Competence in choose from several provided structures to clarify questions, terms, requirements, expectations & ECST issues. Evidence of selection of information for relevance and appropriateness to the task.

2.76 to >2.36 Pts

Competent (CR)

Evidence of selection of information for the task but it is not always relevant or fully discussed. Has understood and addressed the task requirements. Able to work independently from highly structured directions and modelling from educator prompted researching,

2.36 to >1.96 Pts

Satisfactory (PA)

Adequate response to the task, but is limited in expression of ideas and selection of information. Shows some understanding of the task but may not have addressed all requirements. Demonstrates ability to improve after structured directions and modelling from educator prompted researching,

1.96 to >0 Pts

Fail

Inadequate response to the task, and limited in expression of ideas and selection of information. Shows inadequate understanding of the task and may not have addressed all requirements. Demonstrates inability to improve after structured directions and modelling from educator prompted researching, Neglecting to follow submission processes, neglecting to submit final report or to Turnitin.

4 pts

This criterion is linked to a learning outcomeAnalyse context of problem and solutions

Find and reflect Research

8 to >6.32 Pts

Advanced (HD) and Self Developing

In addition to possessing the level of competence, a wide variety of source types has been selected to critically improve the response to the task that demonstrates a critical awareness of research concentrations and contributions.

6.32 to >5.52 Pts

Advanced (Dist)

A wide variety of source types has been selected to critically improve the response to the task. Developed competence in collecting and recording appropriate research from self-selected sources where information is not obvious. Reflects insightfully on the research process. Illustrates clarity in the enquiry approach.

5.52 to >4.72 Pts

Competent (CR)

Locates and records data/information from more than the prescribed number of sources. A variety of source types has been selected to improve the response to the task. Demonstrates a satisfactory ability to collect and records appropriate research from self-selected sources. Satisfactory ability to reflect on the research process.

4.72 to >3.92 Pts

Satisfactory (PA)

Locates and records data/information from a prescribed number of sources across a specified range. Able to demonstrate satisfactory reflection on the research process.

3.92 to >0 Pts

Fail

Fails to locate and record data/information from a prescribed number of sources across a specified range. Unable to demonstrate satisfactory original reflection on the research process, including neglecting to submit final report or to Turnitin.

8 pts

This criterion is linked to a learning outcomeIdentify contextual and solution themes

Generate and evaluate

10 to >7.9 Pts

Advanced (HD) and Self Developing

Demonstrate an ability to reflect insightfully to improve own processes used. Evidence of extremely solid, thorough, comprehensive written work. High level of academic integrity. Demonstrates the result of consistent hard work, use of sources and/or independent scholarship. Provides evidence of substantive self-determined criteria directly relevant to aims of the task).

7.9 to >6.9 Pts

Advanced (Dist)

Uses appropriate academic methodologies to search for and select a range of reliable and credible sources. Critically evaluates selected information/data according to specified criteria. Evidence of self-determined criteria directly relevant to aims of the task. Demonstrates a capacity to be discerning about the way in which information is presented

6.9 to >5.9 Pts

Competent (CR)

Uses mostly academic methodologies to search for and select a range of sources. Some evidence of self-determined criteria in addition to specified criteria.

5.9 to >4.9 Pts

Satisfactory (PA)

Some use of academic methodologies to search for sources. Credibility and reliability of selected material may be inconsistent. Evaluates selected information/data using specified criteria. Able to demonstrate satisfactory reflection on the research process.

4.9 to >0 Pts

Fail

Inability to demonstrate use of academic methodologies to search for sources. Does not demonstrate satisfactory credibility nor reliability of selected material. Does not evaluates selected information/data using specified criteria. Unable to demonstrate satisfactory reflection on the research process, including neglecting to submit final report or to Turnitin.

10 pts

This criterion is linked to a learning outcomeDevelop and organise research structure and content

Organise and manage information Team processes and functions

4 to >3.16 Pts

Advanced (HD) and Self Developing

The work is clearly structured and convincingly supported by appropriate evidence, argument or illustration. The work demonstrates a process to development that follow a transparent pattern.

3.16 to >2.76 Pts

Advanced (Dist)

Structure and organisation used to enhance comprehension and conveys information coherently and logically. Alignment of the key idea with the topic and all main ideas outlined logically and clearly.Evidence of self-determination in team processes: negotiation, delegation, cooperation.

2.76 to >2.36 Pts

Competent (CR)

Structure and organisation appropriate to task requirements and information mostly integrated and relevant. Some team processes evident: negotiation, delegation, cooperation.

2.36 to >1.96 Pts

Satisfactory (PA)

Structure and organisation largely appropriate and information is coherent and integrated. Alignment of the key idea with the topic and main ideas generally outlined clearly. Satisfactory evidence of team processes: negotiation, delegation, cooperation.

1.96 to >0 Pts

Fail

Inappropriate structure and organisation and information not always coherent nor integrated. Alignment of the key idea with the topic and main ideas not outlined clearly. Limited evidence of team processes: negotiation, delegation, cooperation. Unable to follow final submission processes, including neglecting to submit final report or to Turnitin.

4 pts

This criterion is linked to a learning outcomeMake the case for the solution. Justification and identify advantages and disadvantages

Analyse and synthesise Critical analysis and use of evidence

10 to >7.9 Pts

Advanced (HD) and Self Developing

Advanced ability to ask emergent, relevant & researchable questions. Material is deployed in a disciplined way and demonstrates a sophisticated comprehension of key issues of debate and is advanced in ability to critically review, analyse, synthesise and apply theoretical and technical body knowledge in a broad and creative way to a range of areas and diverse contexts.

7.9 to >6.9 Pts

Advanced (Dist)

Competent in interpreting several sources of information/ data & synthesise to integrate knowledge into standard formats. Demonstrates a high level of critical analysis and synthesis through the selection, interpretation and integration of multiple sources of information/data.

6.9 to >5.9 Pts

Competent (CR)

Demonstrates critical analysis and synthesis through the selection and integration of a range of information/data. Competent use of theory and generally credible evidence to support arguments and demonstrate individual/team understanding. Uses conceptual skills to express ideas and offer some perspectives.

5.9 to >4.9 Pts

Satisfactory (PA)

Attempts analysis and limited synthesis through the selection sources of information/data. Able to uses given theory and evidence to demonstrate individual/team understanding. Able to use some conceptual skills to express ideas and offer limited perspectives.

4.9 to >0 Pts

Unsatisfactory

Unsatisfactory attempts at analysis and limited synthesis through the selection sources of information/data. Unable to use given theory and evidence to demonstrate individual/team understanding. Unsatisfactory attempt to use some conceptual skills to express ideas and offer limited perspectives. Inability to demonstrate original justification of solution, including neglecting to submit final report or to Turnitin.

10 pts

This criterion is linked to a learning outcomePresent the solution

Communicate and apply Discipline specific language and genre Grammar and spelling Team processes Respond to feedback (ESCT) Provide feedback (ESCT)

4 to >3.16 Pts

Full marks

Student uses discipline specific language & prescribed genre to demonstrate understanding from a stated perspective & for a specified audience. Apply to several similar contexts the knowledge developed & specifies ECST issues. The work demonstrates a constructive approach to feedback.

3.16 to >2.76 Pts

No description

Demonstrated knowledge and understanding of key discipline- specific language and scholarly application. Students use prescribed genre to develop & demonstrate understanding to a pre-specified audience. Provide constructive and supportive feedback to team members to accounting for ethical, social, cultural and team issues (ESCT).

2.76 to >2.36 Pts

No description

Students communicate with each other and relate their understanding throughout set task. Use prescribed genre to develop and demonstrate understanding to a prescribed audience. Demonstrated knowledge of discipline-specific language evident, but not fully utilised to support scholarly discussion. Provide supportive feedback to team members to accounting for ethical, social, cultural and team issues (ESCT).

2.36 to >1.96 Pts

No description

Mostly general vocabulary with ability to use discipline-specific and academic language although with an acceptable level of errors. Able to act as a team member: able to discuss, listen and perform satisfactorily. Satisfactory ability to provide feedback to team members with attempts to account for ethical, social, cultural and team issues (ESCT).

1.96 to >0 Pts

No marks

Mostly general vocabulary with an inability to use discipline-specific and academic language although with some errors. Unable to act as a team member: unsatisfactory attempts to discuss, listen and perform. Unable to provide feedback to team members with unsatisfactory attempts to account for ethical, social, cultural and team issues (ESCT). Inability to demonstrate the originality of the solution, including neglecting to submit the final report to Turnitin.

4 pts

Total points: 40

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