BUS102
Introduction to Management

Culture

Week 4

COMMONWEALTH OF AUSTRALIA

Copyright Regulations 1969

WARNING

This material has been reproduced and communicated
to you by or on behalf of Kaplan Business School
pursuant to Part VB of the Copyright Act 1968 (the

Act).

The material in this communication may be subject to
copyright under the Act. Any further reproduction or
communication of this material by you may be the

subject of copyright protection under the Act.

The lecture material contains content owned by Kaplan
Business School

Do not remove this notice.

Organisational culture

• Culture within organisations reflects the
attitudes, beliefs, values, norms and
expectations that employees have in
common.

• It is otherwise referred to as “what it’s like to
work around here”.

• In this lecture, we will discuss the different
types of organisational culture, how they’re
formed and, perhaps most importantly, how
they can be modified.

Core organisational values

• Every organisational culture is characterised by
where it sits on a continuum of values.

• There are generally six values:

– Sensitivity to the needs of customers and employees.
– Interest in having employees generate new ideas.
– Willingness to take risks.
– The value placed on people.
– Openness of available communication options.
– Friendliness and congeniality of the employees toward

one another.

Source: Martin, 1996

Activity

• Watch the following clip:

• In groups, evaluate the culture on that
factory floor as per the six values on the
previous slide.

• Rate each value as high, low, or medium.

• How does your evaluation compare to the
other groups’ evaluations?

Cultures and sub-cultures

• Organisations, especially larger ones, are
comprised of multiple cultures.

• These are known as sub-cultures.

• An organisation may have one overall dominant
culture but its sub-cultures can still be quite
different from each other.

• For example, the culture in the call centre may
differ from the one in finance. And the culture in
head office may differ from the one in a regional
area.

The role of culture

• Culture serves multiple functions

within organisations and teams:

– It provides a sense of identity.

– It generates commitment to the vision.

– It clarifies and reinforces standards of behaviour.

Four types of culture

Source: Cameron and Quinn, 1999

Activity

• The previous slide introduced you to four types
of culture:

– Clan culture
– Adhocracy culture
– Hierarchy culture
– Market culture

• In groups, think of at least two well-known
companies for each category.

• What evidence do you have that the companies
have that type of culture?

How is culture developed?

• There are several ways in which
organisational culture develops over
time, usually via:

– Symbols
– Slogans
– Stories
– Jargon
– Ceremonies
– Statements of principle

Activity

• Kaplan Business School is like any other
enterprise. It has a culture it is trying to
cultivate among students and staff.

• So, go for a walk around the campus and
find one example for each of the six cultural
components profiled on the previous slide.

• Make sure you return within 6 minutes.

• What did you find?

Culture change

• There are various ways that
organisational culture can change.

• Mergers and acquisitions are one way.
The recruitment of different employees
is another.

• Culture change can also occur via the
intentional efforts of managers.

Culture change

To change an organisation’s culture, managers
generally go through four phases:

1. An honest assessment of what the culture is like.

2. A well-defined notion of the ideal future culture.

3. The identification of gaps between what the culture is
like today and where it needs to be.

4. An action plan of what needs to change in order for
the culture to change.

The model on the next slide provides some guidance
regarding that fourth point.

Culture change

Source: Nous Group, 2017

Activity

• Watch this clip:

• Imagine you have been hired by Amazon
as a management consultant.

• Using the model on the previous slide as a
guide, identify an example for each of the
seven components that could generate
culture change within Amazon.

Summary

• This lecture discussed the values that determine
what an organisational culture is like and how these
can vary depending on sub-cultures.

• We also looked at four types of culture: clan,
adhocracy, market and hierarchy, and the way these
are developed over time via:

– Symbols, slogans, stories, jargon, ceremonies, and
statements of purpose.

• Then, using an industry-led model, we explored how
culture can be changed within organisations.

TUTORIAL

Tutorial – Academic Development

• Understanding marking rubrics –

go to Assessment 1 and review

rubric

• Sentences & grammar activity –

hand out in week 4

Assessment 1

• Assessment 1 support

– Are you on track?

– Questions?

– Drafts

• Due on Monday week 5 at

3:55pm

BUS102
Introduction to Management

Motivation

Week 5

COMMONWEALTH OF AUSTRALIA
Copyright Regulations 1969

WARNING

This material has been reproduced and communicated
to you by or on behalf of Kaplan Business School
pursuant to Part VB of the Copyright Act 1968 (the

Act).

The material in this communication may be subject to
copyright under the Act. Any further reproduction or
communication of this material by you may be the

subject of copyright protection under the Act.

The lecture material contains content owned by Kaplan
Business School

Do not remove this notice.

Motivation
• As seen in the formula below, motivation plays a very

important role in the performance of employees:

Performance Motivation Ability Environment

• The purpose of today’s lecture is to share with you some
of the most popular motivational theories and how they
can be applied in the workplace.

• This will help you to motivate not just employees but
yourself as well.

Maslow’s hierarchy of needs

• Maslow’s hierarchy of needs is based on a pyramid that
ranks a series of needs starting from the most urgent.

• For example, once a lower-level need is satisfied, it is no
longer a motivator, thereby requiring a higher-level need in
order to remain motivated.

Activity

: On the next slide is an illustration of Maslow’s model
as well as a number of work-related examples. In groups,
identify where each example belongs on the hierarchy.

Maslow’s hierarchy of needs
Source: https://www.simplypsychology.org/maslow.html

• Autonomy
• Breaks
• Collaboration
• Delegation
• Job titles
• Passion
• Recognition
• Salary
• Social events
• Stable work
• Training
• Water coolers

Two-factor theory

• This theory was developed by Frederick Herzberg who

found that what satisfies employees can be unrelated to
what dissatisfies them.

• He differentiated between hygiene factors and
motivators. Both are important.

• The absence of hygiene factors is de-motivating but their
presence is not necessarily motivating.

•

Motivators

, in contrast, compel employees to actually work
harder and to be happier.

Hygiene factors

• Examples of hygiene factors include:

– Safety
– Job security
– Working conditions
– Company policies
– Adequate supervision
– Regular wages

• The absence of any of those would lead to de-motivation
but their presence wouldn’t necessarily lead to motivation
(unless they were extraordinary).

Motivators
• Examples of motivators include:

– Achievement
– Recognition
– Promotions
– Additional responsibility
– Autonomy
– Interesting work
– Personal growth

• Each of those go beyond the minimum expectations of
employees and are therefore motivating.

Activity

• Herzberg’s two-factor theory applies not just in the

workplace but in the classroom, too.

• In groups, see if you can identify five hygiene factors and
five motivators from a student perspective.

• For example, a hygiene factor is your chair. Its absence
would be de-motivating but its presence isn’t motivating.

• An example of a motivator could be a funny video
because it’s using entertainment to teach a lesson.

Acquired needs theory

• Developed by Douglas McClelland, this theory states that

people are motivated by three needs:

– The need for achievement
– The need for affiliation
– The need for power

• Everyone possesses a combination of these three needs.

• Some of us, however, are dominant in just one or two.

Acquired needs theory
• This is about ambition and success. It reflects

those who enjoy reaching milestones,
implementing ideas and planning their career.

The need for
achievement

• This is about being liked and accepted. It reflects
those who value collaboration and harmonious
workplace relationships.

The need for
affiliation

• This is about influence and control. It reflects
those who want to change their environment and
to make a difference.

The need for
power

Activity

• Imagine you have three employees:

– Adam is motivated by the need for achievement.
– Anna is motivated by the need for affiliation.
– Peter is motivated by the need for power.

• In groups, come up with a list of three ways that you could
motivate each of those employees.

Reinforcement theory

• Reinforcement theory is based on the premise that people
will modify their behaviour based on what they think the
consequences might be.

• It stems from one of the most famous experiments ever
conducted: Pavlov’s Dog.

• Watch the first 90 seconds of this video to understand what
this means: https://youtu.be/S6AYofQchoM

Reinforcement theory

• From that video you would have noticed two very important
terms: stimulus and response.

• These are key to reinforcement theory because, at work,
employees respond to a range of stimuli, thereby
changing their behaviour for the better.

• These stimuli, and potential responses, can be seen in the
four ways that reinforcement theory is applied in the
workplace.

Reinforcement theory
Positive

reinforcement Positive behaviour followed by positive consequences.

Negative
reinforcement

Positive behaviour followed by removal of negative
consequences.

Punishment Negative behaviour followed by negative consequences.

Extinction Negative behaviour followed by removal of positive consequences.

Activity
• In groups, see if you can identify in which of the four reinforcement

categories the following examples belong:

– Providing an employee with praise for a job well done.
– Giving an employee a demotion for poor performance.
– Ignoring an employee’s annoying behaviour in the hope it will

stop.
– Nagging an employee for an overdue report.
– Creating an ‘Employee of the Month’ award.
– Giving an employee a written warning for unacceptable

behaviour.
– Granting an employee less autonomy due to prior

irresponsibility.
– Ending the probation period early due to strong performance.

Goal-setting theory

• The setting of goals has been widely proven to be

a major motivator for employees.

• There are four reasons why:

– Goals provide direction.
– They energise people.
– They provide a challenge.
– They encourage creative thinking.

Goal-setting theory
• One of the most popular methods of goal-setting is

the SMART acronym, which stands for:

– Specific
– Measurable
– Adaptable
– Realistic
– Time-based

ACTIVITY: Working alone, use the SMART method
to write a goal of your own for this particular subject.
Share your goal with your teammates.

Summary

• In this lecture, we have discussed different motivational

theories, in particular:

– Maslow’s hierarchy of needs
– Two-factor theory
– Acquired needs theory
– Reinforcement theory
– Goal-setting theory

• Remember that theories are only ever important when you
understand how to apply them in the real world.

• Which one of those theories appealed to you the most?

TUTORIAL

Report structure

• Look at the assessment outline:
– What headings are being recommended?
– What is the word count for each section?

• The introduction should outline what the
report is about and how you will discuss
the information, it gives an outline

Report structure

• The Body, analysis or research
outlines:
– The key information that you have found
– Information must be relevant and useful
– Headings must convey meaning that directs

the discussion and keeps the report on track
– You may find more information than the word

count permits, so be selective in what you use

• Conclusion:

− Contains an overview / summary of the
content

− The writer’s interpretation of the content
− May provide answers to the question:

‘What does all this mean?’

Report structure

Illustrating the report

• Rule for using visuals – always think about

what is the purpose
– Emphasise
– Clarify
– Simplify
– Reinforce
– Summarise
– Add interest
– Improve credibility
– Increase coherence

Do not use
visuals to make

your report
‘Look Pretty’

Preparing your Report

• In preparation for assessment 2:

– Open a Word document
– Set up your report framework with all the

required headings
– Review Assessment 2’s outline
– Read the case study

• Next week we will review key theory and
start the report

• BUS102 �Introduction to Management
• COMMONWEALTH OF AUSTRALIA �Copyright Regulations 1969�WARNING

Motivation
Maslow’s hierarchy of needs
Maslow’s hierarchy of needs
Two-factor theory
Hygiene factors
Motivators
Activity
Acquired needs theory
Acquired needs theory
Activity
Reinforcement theory
Reinforcement theory
Reinforcement theory
Activity
Goal-setting theory
Goal-setting theory
Summary
TUTORIAL
Report structure
Report structure
Report structure
Illustrating the report
Preparing your Report

BUS102
Introduction to Management

Individual Differences

Week 7

COMMONWEALTH OF AUSTRALIA

Copyright Regulations 1969

WARNING

This material has been reproduced and communicated
to you by or on behalf of Kaplan Business School
pursuant to Part VB of the Copyright Act 1968 (the

Act).

The material in this communication may be subject to
copyright under the Act. Any further reproduction or
communication of this material by you may be the

subject of copyright protection under the Act.

The lecture material contains content owned by Kaplan
Business School

Do not remove this notice.

Activity

• Let’s begin this class with an activity.

• In groups, see if you agree or disagree with
the following statements:

– Men are stronger leaders than women.

– Older workers don’t learn as quickly.

– People with disabilities

call in sick more often.

– People who work part-time are less committed.

Individual differences

• If you agreed with one or more of those statements,
you have engaged in stereotyping.

• Each of those statements has been proven by
research to be factually incorrect. In the workplace,
these stereotypes are a source of conflict and tension.

• The purpose of this lecture is to explore these in more
detail. In particular:

–

Culture

–

Age

– Gender

–

People with disabilities

Discrimination

• Australian employees are protected by law from
employment-related discrimination.

• This means employers must treat employees fairly
and objectively in regards to:

– Recruitment

– Remuneration

– Promotion

– Training

– Termination

– And every other factor of the workplace

Discrimination

• There are two forms of discrimination.

• Overt discrimination is direct and
intentional. One group is clearly prioritised
over another.

• Covert discrimination is subtle and is
usually conducted by people who do not
even realise they’re discriminating.

Activity

• In groups, categorise each of these
statements as either overt or covert.

– “Construction work is for men; not for women.”

– “This job requires a lot of energy so let’s hire
someone young.”

– “I don’t employ foreigners. They can’t be trusted.”

– “Hiring someone with a disability would make the
rest of the team feel uncomfortable.”

– “My entire team consists of men. I just can’t seem
to find any suitable women.”

Diversity

• Making an effort to build a diverse team
generates many advantages.

• Research indicates these advantages
include:

– Greater creativity

– More innovation

– Better problem solving

– Stronger competitive advantage

Women

• Despite comprising half the Australian workforce, there
are fewer women in management positions here than
in any other developed country.

• Women earn approximately 17% less than men, and
female graduates have a salary that is $2000 less than
male graduates.

• This disparity occurs for a variety of reasons:

– More women are employed part time

– Discrimination and harassment

– Undervaluation of ‘women’s work’

– Women’s unpaid work unrecognised

Activity

• Each group will be allocated one of the following
remedies:

– Affirmative action

– Quotas

– Payroll audits

– Family friendly policies

– Education on unconscious bias

– Transparent measurement of diversity

• Using your smartphone device, find out more
about your allocated remedy and share your
findings with the class.

People with disabilities

• One in five people in Australia has a disability.
That’s more than 2 million individuals.

• You, too, have an 18% chance of becoming
disabled at some stage in your life.

• Disabilities include physical injuries, psychological
conditions, neurological illnesses, intellectual
difficulties, and more.

• People with disabilities are the largest minority
group in Australia.

People with disabilities

• Only about 50% of people with disabilities are able
to find employment.

• This can worsen their low feelings of self-worth.

• Research shows they are as productive as
employees who don’t have disabilities.

• People with disabilities report lower levels of
absenteeism, higher rates of retention, and fewer
workplace accidents.

Activity

• Each group will be allocated one of the following
individuals:

– A construction worker with depression

– A wheelchair-bound employee in an office

– A retail shop assistant with Down Syndrome

– A blind history teacher

– A waiter with anxiety

– A taxi driver with hearing difficulties

• Identify three adjustments you could make in the
workplace to help your employee to belong and to
be successful.

Culture

• Australia is one of the most multicultural

countries in the world. Over 200

languages are spoken here.

• People of varying cultures sometimes

clash because their values, behaviours,

customs, communication styles, and

expectations differ so much.

Culture

• Being ‘culturally aware’ means that you no
longer see your own culture as normal or
better.

• Cultural intelligence is the term that
describes people who are able to understand
those from other cultures and to adapt their
own style to suit.

• This then reduces miscommunication and
conflict.

Culture

Activity

• Working individually, identify where you

belong on each of Hofstede’s dimensions.

• Compare your answers with your group

members. What do you have in common?

What differentiates you?

• Can you see how these differences may

cause tension in the workplace?

Age

• The ageing population means there are more
generations working in Australia than at any
point in history.

• Workplace tensions tend to arise because
generations have different expectations, skill
sets, attitudes, ethics, and motivators.

• As a potential manager, you need to be
flexible enough so that you get the best out of
every generation in your team.

Age

• There are currently five generations working

in Australia:

– Traditionalists: born before 1946

– Baby Boomers: born between 1946 and 1964

– Generation X: born between 1965 and 1980

– Generation Y: born between 1981 and 1995

– Generation Z: born after 1995

Activity
• Each group will be allocated one of those five

generations.

• Your task is to educate the rest of the class
on the following:

– Give an overall description of the generation.

– List key events that influenced that generation
while it was growing up.

– What is that generation like in the workplace?

– How does that generation like to be managed?

Summary

• This lecture has introduced you to some of the
individual differences that exist among employees
in the workplace.

• These are especially prominent in regards to
culture, gender, age and disability.

• There are many others, too, such as sexual
orientation, religion, marital status, and more.

• It is therefore important to value diversity and to be
conscious of overt and covert discrimination.

TUTORIAL

Tutorial – Academic Development

• Tutorial handout – Writing Paragraphs

– Lead-in sentence

– Supporting sentences

– Evidence

• Evaluate your own writing:

– Use assessment 2

Tutorial – Academic Development

• Tutorial handout – Referencing Activity

– Intext

– Reference list

Should be now be working on your second

assessment – due Monday week 9

Page 1 Kaplan Business School Assessment Outline

Assessment 2 Information

Subject Code:

BUS102

Subject Name:

Introduction to Management

Assessment Title:

Individual Self Analysis

Assessment Type:

Report

Word Count:

1200 Words (+/- 10%)

Weighting:

40

%

Total Marks:

40

Submission:

via Turnitin

Due Date:

Week 9

Your Task
To develop a Structured Reflection that analyses and evaluates the three human resource management topics
covered in:

• Week 4 (Culture)
• Week 5 (Motivation)
• Week 7(Individual Differences).

Assessment Description

Human resource management practices utilise many elements including: the culture of an organisation; how
organisation’s motivate and engage their workforce; and what organisation’s do to foster diversity.

Assessment Instructions
All Turnitin Submissions must be in WORD format. Files submitted in PDF’s will not be accepted.

Topic Discussion
Week 4 – Organisational Culture (300 words)
There are 5 examples of different organisational culture listed below..

Toms: https://www.youtube.com/watch?v=ksCGpJPzF9s
Bamboohr: https://www.youtube.com/watch?v=7WH8uxXXe9o
Apple:

Atlassian: https://www.youtube.com/watch?v=tBPbWOoWYlY
Zappos: https://www.youtube.com/watch?v=ifV7Pn-zIxU

Summarise and explain at least
ONE of the core theories of
organisational culture. You should
consider areas such as: core
organisational values, the role of
culture and/or the types of culture.
Compare and contrast the culture
of two of the organisation that you
have just watched
Using relevant theory, discuss the
culture of the organisation that you
have just watched

Week 5 – Motivation (300 words)
You have a motivating employees self-reflection quiz to complete
which is based on McClelland’s Acquired Needs Theory.

Attach a copy of your completed quiz to your assessment. This
then needs to be linked to the assessment

Summarise and explain any ONE of
the theories of motivation covered in
Week 5 (you do not have to select
McClelland’s Acquired Needs
Theory)
Explain what your results
identified about your own motivation
needs. Do you agree or disagree
with the results?

https://www.youtube.com/watch?v=ksCGpJPzF9s

https://www.youtube.com/watch?v=7WH8uxXXe9o

Page 2 Kaplan Business School Assessment Outline

Using the theory that you have
discussed explain what would
motivate you at work and why.

Week 7 – Individual Differences (300 words)
Week 7 will include an activity where you will explore, discuss and
analyse what diversity means for or to you. In small groups of 3 or 4
you will work together to develop a mind map for this analysis.

At the end of class take a photo of your mind map to attach to
your assessment.

Explain what area of diversity you
feel gives you an advantage or
disadvantage in the workplace.
This can be applied to working here
in Australia or working in your own
home country.
Summarise and explain the theory
that you feel best applies to your
discussion.
Propose ideas of what you think
you could do to create an advantage
from your own diversity
characteristics.

To help set out your analysis include the following headings:
Introduction (100 words). Summarise why it is important for an organisation to have good Human
Resource practices and outline how you will discuss the following
Organisational Culture (300 words)
Motivation (300 words)
Individual Differences (300 words)
Conclusion (200 words). Explain what two (2) key points or activities you thought were of the most value
to you and why?
Reference List

Important Study Information
Reference guide: Use a minimum of four references. This must include weekly readings, and other
readings from textbooks and journal articles. Referencing should be in the Harvard style – please refer to
Kaplan’s ‘Harvard Referencing Guide’.

KBS presentation guidelines: Arial, size 11 font, 1.5 spacing

Academic Integrity Policy
KBS values academic integrity. All students must understand the meaning and consequences of
cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.

What is academic integrity and misconduct?
What are the penalties for academic misconduct?
What are the late penalties?
How can I appeal my grade?

Click here for answers to these questions:
http://www.kbs.edu.au/current-students/student-policies/.

Word Limits for Written Assessments
Submissions that exceed the word limit by more than 10% will cease to be marked from the point at which
that limit is exceeded.

Study Assistance
Students may seek study assistance from their local Academic Learning Advisor or refer to the resources

http://www.kbs.edu.au/current-students/student-policies/

Page 3 Kaplan Business School Assessment Outline

on the MyKBS Academic Success Centre page. Click here for this information.

https://elearning.kbs.edu.au/course/view.php?id=1481

Page 4 Kaplan Business School Assessment Outline

Assessment Marking Guide
Criteria HD (High Distinction)

85%-100%
DN (Distinction)

75%-84%
CR (Credit)
74%-65%

P (Pass)
50%-64%

NN (Fail)
0%-49%

Use of
Academic
Theory

(5 Marks)

Theory is correctly described
in the students own well
written words with excellent
references to relevant
scholars.
Up to 5 marks

Theory is impressive showing
sound level of understanding
and referencing is close to the
mark; but the writing style
needs minor improvements.
Up to 4 marks

Theory is compelling showing
some level of understanding,
referencing is consistently
applied and writing style needs
reasonable improvements.

Up to 3.5 marks

Theory is only briefly described;
quotes are excessive with
limited referencing, and the
writing style needs major
improvements.

Up to 3 marks

Theory is either missing or
incorrectly used with
references absent or limited.
The writing style is
challenging.

Up to 2 marks

Organisational
Culture

(10 Marks)

Clearly and succinctly
compares two of the
organisations and clearly
justifies each organisations
culture to the theory
discussed.
Up to 10 marks

A clear comparison of two of
the organisations and justifies
each organisations culture to
the theory discussed.

Up to 8 marks

A limited comparison of the
organisations with a discussion
that links to some of the theory
discussed.

Up to 7 marks

A description of the
organisational culture and brief
discussion of the theory.

Up to 6 marks

Describes some elements of
the organisations culture but
with limited connection to the
theory, showing limited
understanding.

Up to 4.5 marks

Motivation

(10 Marks)

Evidence of completing the
motivation analysis. Critical
analysis of what personally
motivates them with a clear
and concise analysis of the
theory to support their
perspective.
Up to 10 marks

Evidence of completing the
motivation analysis. The areas
of personal motivation are
analysed thoroughly with a
critical application of the theory
to support their discussions.

Up to 8 marks

Evidence of completing the
motivation analysis. The areas
of personal motivation are
discussed with some detail with
an application of the theory.

Up to 7 marks

Evidence of completing the
motivation analysis. Has
described what personally
motivates them in a limited way
and discussed the theory but
without critical analysis.

Up to 6 marks

No evidence of completing the
motivation analysis. Limited
description of the results and
the theory.

Up to 4.5 marks

Individual
Differences
(10 Marks)

Clearly and concisely explains
an area of diversity they are
faced with using excellent
examples. Theory critically
analyses discussions and
supports proposed ideas.
Up to 10 marks

Clearly explains an area of
diversity they are faced with
using appropriate examples.
Theory analyses discussions
and supports proposed ideas.

Up to 8 marks

The student has made a good
effort to link an area of diversity
they are faced with using
examples, but gaps exist with
theory discussion and proposed
ideas.
Up to 7 marks

The student has described
areas of diversity in a broad
context, has limited discussion
or feasible ideas.

Up to 6 marks

The student shows limited
understanding and has vague
connections to the theory.

Up to 4.5 marks

Overall
Structure
(5 Marks)

The introduction clearly and
concisely states the aims and
structure; the conclusion
clearly and concisely explains
2 key points or activities and
their value; KBS Harvard is
used correctly.
Up to 5 marks

The introduction clearly states
the aims and structure; the
conclusion clearly explains 2
key points or activities and
their value; KBS Harvard is
used correctly.

Up to 4 marks

The introduction is very good but
could be more comprehensive;
the conclusion discusses 2 key
points and identifies some value;
referencing is fine, but
inconsistencies exist.

Up to 3.5 marks

The introduction is minimal; the
conclusion has limited
discussion on key points or only
covers 1 point; referencing is
limited. Major improvement is
needed.

Up to 3 marks

The introduction, conclusion
and/or referencing are either
missing or have failed to meet
the minimum KBS standard.

Up to 2 marks

Assessment 2 Information
Subject Code:
Subject Name:
Individual Self Analysis
Assessment Title:
Report
Assessment Type:
Weighting:
Total Marks:
via Turnitin
Submission:
Week 9
Due Date:
• Human resource management practices utilise many elements including: the culture of an organisation; how organisation’s motivate and engage their workforce; and what organisation’s do to foster diversity.

40
BUS102

• 40 %

Word Count:
Introduction to Management