Assessment 3 Information Subject Code: MBA502 Subject Name: Emotional Intelligence, Cultural Intelligence and Diversity Assessment Title: Assessment 3 Assessment Type: Individual Design of a Professional Workshop Weighting: 40% Total Marks: 40 Submission: Via Turnitin Due Date: Monday of Week 13 Your Task Your task is to create a Professional Workshop. Assessment Description This individual assignment requires students to demonstrate a comprehensive understanding of Learning Outcomes 1 to 5 covering topics between W eeks 1 to12. Assessment Instructions You are an independent consultant and are asked to prepare a Professional Development W orkshop on one of the topics discussed in class during weeks 1 to 12. Develop an Interactive W orkshop based on what you have learned in this subject. 1. Part 1 of the assignment consists of a schedule of the practical activities of the workshop (approximately 1200 words) and is based on topics discussed in class. You can be as creative as you wish in this part as long as you apply practically the chosen topic in the form of a professional workshop. Please take care to consider the following factors when designing your workshop: The inclusion of activities that are relevant and interesting. The appropriate timing allocated to each of those activities. The way in which the topics and activities are integrated. The instructions that ensure the activities are facilitated well. The potential barriers to the successful implementation of the activities. The diversity of activities to suit the varied personalities of the participants. 2. Part 2 consists of final comments (approximately 300 words) summarising what you have hoped to accomplish through the workshop. None of the parts require any referencing. Important Study Information 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 on the MyKBS Academic Success Centre page. Click here for this information. http://www.kbs.edu.au/current-students/student-policies/ https://elearning.kbs.edu.au/course/view.php?id=1481 Assessment Marking Guide Criteria F (Fail) 0%-49% P (Pa.

1. Assessment 3 Information
Subject Code: MBA502
Subject Name: Emotional Intelligence, Cultural Intelligence and
Diversity
Assessment Title: Assessment 3
Assessment Type: Individual Design of a Professional
Workshop
Weighting: 40%
Total Marks: 40
Submission: Via Turnitin
Due Date: Monday of Week 13
Your Task
Your task is to create a Professional Workshop.
Assessment Description
This individual assignment requires students to demonstrate a
comprehensive understanding

2. of Learning Outcomes 1 to 5 covering topics between W eeks 1
to12.
Assessment Instructions
You are an independent consultant and are asked to prepare a
Professional
Development W orkshop on one of the topics discussed in class
during weeks 1 to
12. Develop an Interactive W orkshop based on what you have
learned in this subject.
1. Part 1 of the assignment consists of a schedule of the
practical activities of the workshop
(approximately 1200 words) and is based on topics discussed in
class. You can be as creative
as you wish in this part as long as you apply practically the
chosen topic in the form of a
professional workshop.
Please take care to consider the following factors when
designing your workshop:
The inclusion of activities that are relevant and
interesting.
The appropriate timing allocated to each of those
activities.
The way in which the topics and activities are
integrated.
The instructions that ensure the activities are
facilitated well.
The potential barriers to the successful
implementation of the activities.

3. The diversity of activities to suit the varied
personalities of the participants.
2. Part 2 consists of final comments (approximately 300 words)
summarising what you have
hoped to accomplish through the workshop. None of the parts
require any referencing.
Important Study Information
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?

4. 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 on the MyKBS Academic Success Centre page. Click
here for this information.
http://www.kbs.edu.au/current-students/student-policies/
https://elearning.kbs.edu.au/course/view.php?id=1481
Assessment Marking Guide
Criteria F (Fail)
0%-49%
P (Pass) 50%64% CR (Credit) 65%74 % D (Distinction)

5. 75% - 84%
HD (High Distinction)
85%-100%
Mark
Assessment Content (subject specific) OUT OF 40
Activities are based on
the materials
discussed in class
Activities are not
based on the
materials discussed in
class.
Activities are only
marginally based on the
materials discussed in
class.
Some activities are based
on the materials
discussed in class.
Activities are mostly
based on the materials
discussed in class.
All activities are based on the
materials discussed in class.

6. /5
All activities are a
practical application of
the chosen topic and
are highly interactive
Activities are not a
practical application of
the chosen topic and are
not highly interactive.
Activities are only marginally
a practical application of the
chosen topic and only
moderately interactive.
Some activities are a
practical application of the
chosen topic and
somewhat interactive.
Activities are mostly a
practical application of
the chosen topic and
quite interactive.
All activities are a practical
application of the chosen topic
and highly interactive.
/10
Activities show an
original and creative
approach

7. Activities do not show an
original and creative
approach.
Activities show only a
marginally original and
creative approach.
Some activities show an
original and creative
approach.
Many activities show an
original and creative
approach.
All activities show an original
and creative approach.
/10
Clarity of the activities The instructions are not
clear and the structure
of the workshop is
unconvincing.
Instructions are present but
they are hard to decipher,
and the structure of the
workshop contains many
gaps.
The instructions are
clear enough and the
structure of the

8. workshop is sufficiently
aligned with its
objectives.
The instructions are very
clear and the structure of
the workshop is mostly
aligned with its
objectives.
The instructions are completely
unambiguous and there is no
doubt the workshop will
achieve its desired outcomes.
/10
Final comments The final comments do
not summarise what was
hoped to be
accomplished through
the workshop.
The final comments only
marginally summarise
what was hoped to be
accomplished
through the workshop.
The final comments
satisfactorily summarise
what was hoped to be
accomplished through the
workshop.
The final comments

9. summarise well what was
hoped to be
accomplished through the
workshop.
The final comments are
excellent.
/5
For this assignment, you are asked to analyse and de-construct
four readings and to reconcile them to the four perspectives
discussed in the lectures and in Hirsheim and Klein's (1989)
paper.
Assignment 1 CLO
CLO
Description
Relation to the Assignment
CLO1
Identify different analytical perspectives employed to
understand organisations at the individual, social, structural and
systemic levels.
Addresses this PLO. You are expected to identify all four
analytical perspectives, and to be able to demonstrate your
understanding at the individual, social, structural and systemic
levels through the four given readings.
CL02
Interpret and apply these multiple perspectives to empirically
analyse specific organisations and the contexts in which they
operate.
Addresses this PLO, through interpretation and application by

10. classification and therefore demonstrating your mastery of the
perspectives in different organisational contexts.
CLO3
Draw on different analytical perspectives as the basis for a
multidisciplinary approach towards organisational functionality,
political and social relations.
Addresses this PLO, by building your mastery of the four
analytical perspectives.
CLO4
Evaluate knowledge assumptions and come to recognise their
management implications and practical consequences.
Partially addresses. This assignment builds your skills but not
application.
CLO5
Assess and judge how organisational analysis can be used to
engender solutions to organisational challenges that are socially
responsible.
Partially addresses. This assignment builds your skills but not
application.
The first assignment takes you deeper into how you deconstruct
scholarly literature. You have the opportunity to demonstrate
your ability to critically analyse and organise information.
To do well in this assignment, you must demonstrate a good
understanding of how knowledge is legitimised, i.e. how writers
attempt to convince you of their ideas.
Step 1 - learn the four perspectives
One of your required readings is: Hirschheim, R. and Klein, H.
K. (1989). Four Paradigms of Information Systems
Development. Communications of the ACM, 32(10), pp. 1199-
1216. Further, in Lecture Topic 1 four rationales behind
Organisational Analysis were identified and discussed. Use
these two resources to learn the four perspectives of analysis.
Step 2 - Using your understanding of the four perspectives, de-
construct and classify four scholarly readings by critical

11. analysis
Student Name:
Student ID:
Given Paper 1
Question
In your lectures, four rationales for organisational analysis are
described.
1
Critically discuss the argument presented by the author(s).
Answer hints:
· How do the author(s) try to describe their context? (e.g. how
is the narrative presented?)
2
What is the method - how do the author(s) convince their
readers?
Answer hints:
· What data is relied on?
· How is data collected?
· How is data analysed?
· Are the conclusions open to be challenged?
3
Drawing on your answers from analysing Q (1) and (2),
critically analyse and match your analysis to the rational given
in Lecture 1 for Organisational Analysis
Answer hints:
· What rational is best matched to the paper analysed?

12. · Critically discuss your reasoning
Given Paper 2
Remember, this assignment template shows you how to deal
with a varied range of terminology and how you can organise
and reconcile your understanding.
Students should achieve this assignment using 2000 words as a
maximum.
The four readings you must read, analyse and de-construct are:
Reading
Perspective
Howard, SK, Thompson K, Yang, J & Ma, J 2017, 'Working
the system: Development of a system model of technology
integration to inform learning task design', British Journal of
Educational Technology, vol. 50, no. 1, pp. 326–341.
Which perspective or paradigm was this written and why did
you draw this conclusion?
Almas A G, and Krumsvik R 2008, 'Teaching in Technology-
Rich Classrooms: Is There a Gap between Teachers’ Intentions
and ICT Practices?'Research in Comparative and International
Education, vol. 3 no 2, pp. 103–121.
Which perspective or paradigm was this written and why did
you draw this conclusion?
Haugsbakk, G & Nordkvelle Y 2007, 'The Rhetoric of ICT and
the New Language of Learning: A Critical Analysis of the Use
of ICT in the Curricular Field', European Educational Research
Journal, vol. 6, no. 1, pp. 1–12.
Which perspective or paradigm was this written and why did
you draw this conclusion?
Biesta, G 2005, 'Against learning. Reclaiming a language for
education in an age of learning', Nordic Studies in Education,

13. vol. 25, pp. 54–66.
Which perspective or paradigm was this written and why did
you draw this conclusion?