ASSESSMENT GUIDE
COMM5010
Strategy, Marketing & Management
Term 2, 2024
UNSW Business School 1
Assessment Summary
Assessment Task Weighting Due Date* Learning Outcomes
Assessment 1: Individual Briefing
Video + transcript
15% Week 3: 1:00pm Friday 14 June 2024 (AEST) CLO 1, 2, 3, 5, 6, 7
Assessment 2: Organisational Challenge
2a: Group Consulting Report (2500 words)
2b: Individual component of group consulting presentation
(3 minutes per student)
40%
30%
10%
2a: Week 9: 4:00pm Tuesday 23 July 2024 (AEST)
2b: Week 9: in tutorial
CLO 1, 2, 3, 4, 5, 6
Assessment 3: My Future
Individual reflection and plan (< 1000 words)
20% Week 11: 1:00pm Friday 9 August 2024 (AEST) CLO 1, 2, 3, 5, 6, 7
Assessment 4: Engagement
4a: Preparation and participation (min. attendance at 8 tutorials)
4b: Self and peer assessment of contribution to the team
assignment (Assessment 2)
25%
20%
5%
4a: ongoing
4b: Week 10: 1:00pm Friday 2 August 2024 (AEST)
CLO 1, 2, 3, 4, 5, 6, 7
* Due dates are set at Sydney time (AEST/AEDT). If you are located in a different time-zone, you can use the time and date converter.
UNSW Business School 2
Course Learning Outcomes (CLO)
1. Discover how to enhance sustainable strategic success by integrating knowledge on managing people, marketing, organisational strategy,
innovation, data analytics, international business, and business ethics.
2. Solve classic business problems related to managing people, marketing, organisational strategy, innovation, data analytics, international
business, and business ethics.
3. Demonstrate a high level of written and oral communication about the subjects of managing people, marketing, organisational strategy,
innovation, data analytics, international business, and business ethics.
4. Enhance teamwork skills through real-world cases analyses.
5. Consider the ethical elements of business decisions.
6. Identify and assess business problems from varying social and cultural perspectives.
7. Develop the capacity to take initiative and innovate.
The purpose of this course and your UNSW degree is to demonstrate your understanding, knowledge and skills in completion of the Course Learning
Outcomes and the Program Learning Outcomes. This means using your own words to express your ideas, analysis and comprehension of course
concepts. Thus, use of generative AI in creating or translating your work is not permitted unless explicitly stated otherwise. This includes ChatGPT,
Grammarly, translation systems and similar programs.
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Assessment Details
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Due Date Weighting Format Length/Duration Submission
Turnitin
Turnitin is an originality checking and plagiarism prevention tool that enables checking of submitted written work for
improper citation or misappropriated content. Each Turnitin assignment is checked against other students' work, the
Internet and key resources selected by your Course Coordinator.
If you are instructed to submit your assessment via Turnitin, you will find the link to the Turnitin submission in your
Moodle course site. You can submit your assessment well before the deadline and use the Similarity Report to
improve your academic writing skills before submitting your final version.
You can find out more information in the Turnitin information site for students.
Late Submissions
The parameters for late submissions are outlined in the UNSW Assessment Implementation Procedure. If you submit
your assessments after the due date, you will incur penalties for late submission unless you have Special
Consideration (see below). Late submission is 5% per day (including weekends), calculated from the marks allocated
to that assessment (not your grade). Assessments will not be accepted more than 5 days late.
Extensions
You are expected to manage your time to meet assessment due dates. If you do require an extension to your
assessment, please make a request as early as possible before the due date via the special consideration portal on
myUNSW (My Student profile > Special Consideration). You can find more information on Special Consideration and
the application process below. Lecturers and tutors do not have the ability to grant extensions.
Special Consideration
Special consideration is the process for assessing the impact of short-term events beyond your control (exceptional
circumstances), on your performance in a specific assessment task.
What are circumstances beyond my control?
These are exceptional circumstances or situations that may:
• Prevent you from completing a course requirement,
• Keep you from attending an assessment,
• Stop you from submitting an assessment,
• Significantly affect your assessment performance.
Available here is a list of circumstances that may be beyond your control. This is only a list of examples, and your
exact circumstances may not be listed.
You can find more detail and the application form on the Special Consideration site, or in the UNSW Special
Consideration Application and Assessment Information for Students.
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Academic Integrity
Submission of your assessments in Turnitin is taken as indication of your agreement to the following statement. This
electronic consent replaces the assignment cover sheet.
I declare that this assessment item is my own work, except where acknowledged, and has not been
submitted for academic credit elsewhere, and acknowledge that the assessor of this item may, for the
purpose of assessing this item:
Reproduce this assessment item and provide a copy to another member of the University; and/or,
Communicate a copy of this assessment item to a plagiarism checking service (which may then retain a
copy of the assessment item on its database for the purpose of future plagiarism checking).
I/we certify that I/we have read and understood the University Rules in respect of Student Academic
Misconduct.
UNSW Business School 5
Assessment 1: Individual Briefing
Week 3: 4:00pm Friday 14 June 2023 (AEST)
15%
Short video and transcript
4 minutes (+/- 10%)
Video: via Moodle assignment link
Transcript: Via Turnitin on Moodle course site
Description of assessment task
Aim: In this assessment you will need to show that you have considered how the megatrend of
technological change, using the specific example of AI, impacts strategy in your MCOM stream discipline.
Presenting information is a core skill for a graduate. Being able to influence other people’s thinking or being
a thought leader requires rigour and ability to present this for your ‘audience’. Additionally, being able to
predict changes in the workplace and for business is a core skill as a manager. As COMM5010 aims to
equip you for your future beyond university, this presentation is an informed piece (referenced) but spoken
in your own words.
Approach to the assessment task
This is a preparatory assignment and requires you to apply the concepts from Weeks 1 and 2.
You are to produce a 4-minute video that aims to persuade your audience (other MCom students) of your
position. It should follow the steps shown below:
1. Identify and briefly describe a specific example from your discipline/specialisation (e.g. Accounting,
HR Management, Risk Management, etc) where generative AI such as ChatGPT is used as a key
element of business strategy.
For example, AI in accounting can be used to create working papers or newsletters from
ASX announcements. The strategic goal of AI here is to increase efficiency and reduce costs
while building engagement with customers.
2. Demonstrate how you would use AI effectively in the context of the example you described.
a. Write a prompt for ChatGPT that could be used in the example you are presenting.
b. Refine the prompt to improve the output and explain the process. Show how you have edited
and updated the prompt to get a better output from ChatGPT. Screenshots of this process to
include in the video and Appendix.
For example, a prompt might be: “Write a monthly newsletter explaining the benefits of using
an Australian Tax Agent.”
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3. Identify the problems (actual or potential) with overuse of generative AI in this circumstance in your
discipline, including a brief discussion of the ethics/sustainability implications.
Video: The style of this presentation is similar to an ‘elevator pitch’ or TED talk. This means speaking
confidently, accurately and persuasively about the above topics, without use of props, notes and with
minimal (<5) PPT slides. Please make sure that your face is visible throughout the presentation. You can
refer to the marking rubric criteria on Communication if you require guidance on enhancing audience
engagement during your presentation. You may use any type of device/platform and software to create
your recording e.g. mobile phone, Teams/Zoom.
Transcript & Appendix: Auto-transcribe your video then include in-text citations for all references used and
create a reference list in the Harvard referencing style. To demonstrate that you have done your own
research, you must make use of in-text citations that directly correlate to the point at which you place them.
Screenshots of the prompts used and your ‘conversation’ with the AI tool must be included as an appendix
to your transcript document.
Referencing
References must be from reputable sources – Wikipedia or Investopedia etc are not appropriate sources
for academic work as they are not reliable. Any use of these as references will result in an automatic zero
mark for the assessment. Fake references will also result in an automatic fail grade.
Your work cannot be marked if references are omitted. The standard academic rules apply regarding use of
other people’s words, ideas and facts. For details and assistance on Harvard referencing, see
https://student.unsw.edu.au/harvard-referencing
Submission instructions
• Upload i) an accessible video file OR link to your video file AND, ii) your transcript (including
appendix) to Turnitin at the same time.
• Video specifications:
o File size must be less than 200MB for upload to Moodle. Alternatively, upload your video to
YouTube or a SharePoint folder (or similar systems) and post the link as your submission in
Moodle.
o Accepted video file formats: .mov, .mp4, .mpeg. If your video is in a format inaccessible by
the tutor, it cannot be marked.
o Accessibility and permissions: You must check permissions and access to this video. If your
video is inaccessible by the tutor, it cannot be marked.
• Note: Videos are large files which take time to upload. Be aware of the submission deadline and
plan your upload. Check the quality and accessibility or you will incur late penalties.
Supporting resources and links
For supporting resources, please see the following
• Moodle – Week 1 course content: additional resources on Megatrends
• Moodle – Assessment Hub > Assessment Resources: How to write effective AI prompts
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• Use of AI for assessments – https://www.student.unsw.edu.au/assessment/ai
• TED’s secret to great public speaking (clip starts from 4:55) – https://youtu.be/-
FOCpMAww28?si=irbJyxb9ZKnT_7p3&t=295

UNSW Business School 8
Marking rubric for Assessment 1: Self-Reflection Video (Individual—15%)
Criteria % Fail Pass Credit Distinction High Distinction
CONTENT 60%
Critical analysis skills
This criterion is about developing
justifiable and effective conclusions
based on evaluation of relevant
information
25% Presents limited or no reliable
evidence supporting the
recommendations, and some
evidence is missing, incorrect
or irrelevant.
Reviews and presents some
reliable evidence supporting
the conclusions but remains
largely descriptive; some
important evidence is
missing or incorrect.
Reviews and presents most
of the reliable evidence
supporting the conclusions
but requires more critical
analysis and comparison.
Clearly presents and analyses
the appropriate reliable
evidence supporting clear
evaluations and conclusions.
Critically reviews and presents
appropriate reliable evidence with
highly insightful and perceptive
comparisons, evaluations and
support for conclusions.
Key concepts
This criterion relates to your
discussion of the chain of logic
between the megatrend, strategy,
and ethics
15% Discusses two or fewer key
concepts (megatrends,
strategy, and ethics),
demonstrating an incomplete
or very basic understanding of
the concepts addressed.
Discusses all three key
concepts (megatrends,
strategy, and ethics)
demonstrating a basic
understanding but without
making clear links between
them.
Discusses all three key
concepts, demonstrating a
sound understanding of the
concepts and establishing
links between only some of
them.
Discusses all three key
concepts, demonstrating a
solid understanding of the
concepts and drawing
coherent links between all of
them.
Discusses all three key concepts,
demonstrating in-depth
understanding of the concepts
and drawing clear and insightful
links between them.
Application skills
This criterion is about linking key
concepts to a specific business
context and your discipline
20% There is no or limited
application of key concepts to
a business context/ discipline.
Limited or no improvement is
observed in the ability to
generate thoughtful and
reasoned AI output.
The business context /
discipline is generally
connected to key concepts.
A moderate improvement is
observed in generating more
thoughtful and reasoned AI
output.
The business context/
discipline was connected to
key concepts with clear
links.
A substantial improvement
is observed in generating
thoughtful and reasoned AI
output.
The business context/
discipline was connected to
key concepts with clear,
logical and explicit
connections demonstrating
course knowledge.
An outstanding improvement
is observed, with AI output
consistently thoughtful and
well-reasoned.
The business context / discipline
is connected to key concepts with
insightful, logical and meaningful
links.
An exceptional improvement is
observed, with consistently
outstanding, thoughtful, and well-
reasoned output.
COMMUNICATION 40%
Structure and organisation,
including adherence to time limit
10% Presentation is disorganised
and difficult to follow, with no
logical sequence of topics.
Exceeded time limit (over 4
minutes) or was too short.
Presentation has clear
structure and organisation,
material is generally
logically sequenced.
Adheres to the time limit.
Organisation of the
presentation is sound and
material is logically
sequenced.
Adheres to the time limit.
Organisation of the
presentation is thoughtful and
easy to follow including clear
introduction and conclusion
and well-sequenced material.
Adheres to the time limit.
Excellent organisation of the
presentation resulting in a clear
and engaging narrative which
highlights the relevance of, and
connections between, all material
presented.
Adheres to the time limit.
Enthusiasm and impact on
audience awareness
10% Shows little or no interest in
topic presented.
Fails to increase audience
understanding of knowledge
of topic.
Shows mixed or
unsustained interest in the
topic being presented.
Enables audience to achieve
a developing to basic
understanding and
knowledge of some points.
Shows enthusiasm for the
topic presented during most
of the presentation.
Enables audience to achieve
a basic understanding and
awareness of most points.
Shows general enthusiastic
feelings about the topic during
entire presentation.
Enables audience to achieve a
solid understanding and
awareness of most points
Demonstrates engaged
enthusiasm about topic during
entire presentation.
Significantly increases audience
understanding and knowledge of
topic; convinces an audience to
recognise the validity and
importance of the subject.
Continued…
UNSW Business School 9
Criteria % Fail Pass Credit Distinction High Distinction
Delivery: Non-verbal communication
and audience engagement
10% Weaknesses in non-verbal
communication (e.g. little to
no eye contact with audience)
and spoken language (may
include problems with
projection/tone) are
significant barriers to effective
communication of key
messages and distracting for
the audience.
Entire presentation read from
notes or script.
Reasonable use of posture,
gestures and/or eye contact,
and key messages are
communicated clearly but
possibly without
expressiveness and/or over-
reliance on reading from
notes. Presenter appears
somewhat lacking in
confidence and needs to
work on specific areas of
non-verbal communication
to become an engaging
speaker.
Some effective use of
posture, gestures, eye
contact, and/or vocal
expressiveness assists
effective communication.
Some room for
improvement on specific
areas of non-verbal
communication, and
speaker may have some
behaviours which distract
from the message.
Good use of posture, gestures,
eye contact, and vocal
expressiveness. Speaker is
comfortable and the
presentation is interesting and
engaging.
Minimal use of notes.
Excellent use of posture, gestures,
eye contact, and vocal
expressiveness. Speaker appears
confident, maintains audience
attention and presentation is
compelling.
Minimal/little use of notes.
Speaking and language skills 10% Spoken language is unclear
and significantly
compromises the
effectiveness of
communication, making the
central message difficult to
understand e.g. poor use of
grammar, may mumble, talk
too fast or too quietly.
Spoken language is
generally clear but
occasionally features poor
or unclear word choices,
lack of voice projection
and/or variation in tone, and
inappropriate pace.
Spoken language is clearly
projected and easily
understood by listener and
word choices are generally
appropriate with only minor
grammatical errors. Pace
may not always be
appropriate.
Spoken language is clear and
concise, and uses effective
tone, pacing and emphasis to
clarify key message.
Presentation is free of
grammatical errors.
Spoken language is clear concise
and compelling, delivered in an
engaging style and effectively
conveying key message.
Presentation is free of
grammatical errors.
UNSW Business School 10
Assessment 2a: Organisational Challenge – Group Consulting Report
Week 9: 4:00pm Tuesday 23 July 2024 (AEST)
30%
Client Report (group)
2500 words (+/- 10%) – excludes title page, table of contents, list of references, any appendices
Via Turnitin on Moodle course site
Description of assessment task
The aim of this project is to enable you to apply important concepts from the course to an example of
business practice, and to practice your case analysis and report writing skills. The project will help you
improve your skills in consultancy to understand general manager problems, project management, team
dynamics, research, communication, ethical analysis and report writing.
Approach to the assessment task
You will meet a senior manager from our client organisation in Week 2 Lecture or via video where they will
discuss their organisation and identify the megatrends impacting their business, including some specific
challenges ahead. Your job is to consider how they should strategically respond. The premise is to hear
first-hand what senior managers are thinking about and use your course knowledge to understand how
megatrends and NBTs become apparent in the workplace.
Building on knowledge from your previous study and using concepts and theories from this course and
others as appropriate, you will write a ‘consultancy report’ that addresses the following questions:
• What is the most significant NBT for the client, based on a megatrend(s) and the information
provided in their interview?;
• Develop an appropriate strategic response for the organisation to this NBT, including at least 2
goals and actions plans;
• How should the organisation manage the ethical/sustainability considerations from this NBT?
• How might culture at different levels affect how the organisation approaches the NBT?
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Report requirements
Your project report should include the following information in this suggested format:
Visual Executive Summary (Infographic)
You will create an infographic for the client as a visual Executive Summary.
See Moodle Assessment Hub for resources on:
• how to write an Executive Summary to form the basis of your infographic and
• how to create a useful infographic.
The infographic is a visual representation of your Executive Summary. It should provide data on the
NBT, its importance, and how it could improve value for the organisation, in primarily graphic
format. References should be included.
Introduction
What is the purpose of this document?
Organisational description
Using information learned from the client presentation (and subsequent research about the
organisation), this section of your paper should draw on business knowledge to describe the
organisation and its business context.
Relevant megatrends and drivers for the organisation
What trends are impacting trade and investment? What are the drivers and stories that create
these? How are these relevant to the business? Focus on the one megatrend that you believe will
have the most impact on this client.
The NBT
Clearly define and explain the most relevant NBT for the organisation. Link this to industry
understanding and class concepts. Be certain that you clearly specify which aspects of the
organisation will be most influenced by your Next Big Thing.
Recommendations
By this point in the paper, you have described the organisation and its priorities, and clearly
explained a specific, relevant Next Big Thing for your organisation. You have also discussed
relevant ethics/sustainability issues linked to this NBT and explained This section is where you
provide recommendations for organisational response to the Next Big Thing.
First, clearly state the goal or goals your recommendations are aiming to achieve. You may like to
present this goal in SMART format. Second, the specific action steps that you recommend the
organisation should take to achieve those goals should be clearly specified. In presenting your
recommendations, be sure to make a persuasive case for why the organisation should follow your
recommendations given their priorities.
Goals should consist of concrete objectives that your recommendations are intended to achieve.
Concrete objectives are measurable, observable, and countable. You may also choose to present
these in the SMART format (see video explanation of SMART here – How to set SMART goals:
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https://youtu.be/d6o5PyJM3bY ). The goals you present should be clearly related to the elements
of the trend that are relevant for the organisation, and the key priorities of the organisation. It takes
valuable space to clearly specify goals and provide recommendations for achieving each one. As
such, it is recommended that you focus on identifying a small number of important goals (i.e., 1-3)
that your recommendations aim to achieve.
An example of a measurable, observable, and timely goal would be “Over the next 10 years, the
company should aim to double the percentage of employees with over 15 years of industry
experience from its current rate of 10% to 20%. These seasoned staff will help maintain high
product quality and mentor the junior employees.”
Action steps are the behaviours that organisational actors should take to reach the goals specified.
As with the goals, these action steps should be concrete – i.e., they should be measurable,
observable, and countable. In addition, these action steps should be realistic – i.e., they should be
feasible given the organisation’s constraints (i.e., limited time, money, and capabilities).
An example of an appropriate action step would be “We recommend a 5-step plan to recruit 10
experienced experts over the next 5 years (2 per year). This requires changing existing recruiting
practices in the following ways…”
Ethics/Sustainability issues
How should the organisation manage the ethical/sustainability considerations from this NBT?
Cultural issues
How might culture at different levels (global/national/local) affect how the organisation approaches
the NBT?
Client impact
Using a current client (or client type) of the business, explain the impact that implementing your
recommendations will have on the business relationship.
Conclusion
Briefly wrap up your report. Highlight your key recommendations and predicted outcomes.
Reference list
Include your reference list in Harvard format. For details and assistance on Harvard referencing, see
UNSW guide on Harvard referencing https://student.unsw.edu.au/harvard-referencing
You must source and demonstrate the use of a minimum of 4 additional academic articles in
addition to any course materials for this assignment.
Appendices
If you have additional information that is important and relevant but cannot fit within the body of
your report, you may include this in an appendix. Anything included in an appendix must be referred
to in the body of the report.
This should not be a data dump. If you can provide a reliable link or a summary, this will add more
value.
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Referencing
• All materials used in this report must be referenced in Harvard format, including the interview with
the client. You must include in-text referencing and a reference list in Harvard format. Your work
cannot be marked if these are omitted. The standard academic rules apply regarding use of other
people’s words, ideas and facts.
• For details and assistance on Harvard referencing, see UNSW guide on Harvard referencing
https://student.unsw.edu.au/harvard-referencing
• References must be from reputable sources – Wikipedia or Investopedia etc are not appropriate
sources for academic work as they are not reliable. Any use of these as references will result in an
automatic zero mark for the assessment. Fake references will also result in an automatic fail
grade.
• You must source and demonstrate the use of a minimum of at least 4 additional academic articles
in addition to any course materials for this assessment.
Submission instructions
Each team should nominate 1 member who will submit the team’s assessment on their behalf to the
appropriate Turnitin link.
UNSW Business School 14
Marking rubric for Assessment 2a: Organisational Challenge – Group Consulting Report (Group, 30%)
Criteria %  Unsatisfactory Pass  Credit  Distinction  High Distinction 
Demonstrates
knowledge, and
understanding of
megatrends, context
and organisation
25%  Does not clearly identify
megatrend, relevant drivers
appropriate to the organisation.
May not include 4 additional
research papers.
Discusses a megatrend,
environment and the
organisation based on general
knowhow or lacks understanding
of the organisation. Drivers are
buried or not fully considered.
Mainly uses 4 additional
research papers
Discusses a megatrend,
environment and the
organisation with some use of
theory and academic concepts.
Drivers are mentioned and given
some consideration. Uses 4
additional research papers.
Discusses a megatrend,
environment and the
organisation with clear links to
theory. Drivers are clearly
discussed and given
consideration with solid links to
impacts. Uses 4 appropriate
additional research papers.
Discusses a megatrend,
environment and the
organisation with clear, logical
and insightful links to theory.
Drivers are clearly discussed and
given consideration with
insightful links to impacts. Uses
4 highly appropriate additional
research papers.
Critical analysis of
issues facing client,
including
ethics/sustainability,
culture; applying theory
and academic concepts
30%  Limited or no application of
theory or constructive analysis to
the business context.
Ethics/sustainability issues not
addressed. No cultural aspect
explored.
Some application of theory or
data to the business context but
mainly descriptive.
Some mention of
ethics/sustainability issues and
culture but little depth of
analysis.
Theory and analysis of data was
clearly connected to the
business context with clear links
to class learning.
Ethics/sustainability issues and
culture investigated and clearly
linked to business context.
Theory and analysis of data was
connected to the business
context with clear, logical and
explicit connections
demonstrating course
knowledge.
Ethics/sustainability issues and
cultural impact analysed clearly
linked to business context and
course concepts.
Theory and analysis of data is
connected to business context
with insightful, logical and
meaningful links.
Ethics/sustainability issues and
cultural impact connected to
business context with insightful
analysis.
Clear and explicit connections
shown to demonstrate course
knowledge.
Recommends
solution(s) based on
evidence and theory
10%  No or inappropriate
recommendations are made.
There are some
recommendations (too many or
too few), may not be clearly
linked to relevant evidence and
theoretical concepts.
There are relevant market
recommendations, with partial
links to theoretical concepts plus
evidence through support.
The recommendations are
relevant to analysis and well
supported with appropriate links
to theoretical concepts showing
evidence through relevant
support.
The recommendations are
strongly linked to evidence and
highly appropriate links to
theoretical concepts showing
evidence through relevant
support.
Visual Executive
Summary (Infographic)
synthesises report
information to provide a
compelling Executive
summary
10% Lacks enough information to
enable the Executive to act upon.
Contains basic information
generic in nature with omissions
that would leave the Executive
able to present a generic report.
Contains highlights of the
information with some
omissions while the Executive
could present the report, some
details may be absent.
Contains most of the pertinent
information with few
inconsequential omissions and
would enable the Executive to
present confidently without
reading entire report.
Contains all pertinent
information, no omissions and
would enable the Executive to
present confidently without
reading entire report.
Communicates clearly
and concisely
10% Poor grammar, spelling,
punctuation, concepts were not
clear, materials difficult to read -
no tables or figures. Poor
paragraph structure (1-2
sentence paragraphs).
Is outside of the word limit
guidelines.
Some grammatical errors,
sentences were clear and
complete, clear formatting, some
diagrams, but not explained and
only decorative. Poor paragraph
structure (1-2 sentence
paragraphs).
Adheres to word limit guidelines.
Minor grammatical errors,
sentences were clear and
complete, format was used to
aid the audience including
relevant graphics, style and
content are mostly consistent.
Some paragraph structure
problems
Adheres to word limit guidelines.
Free of grammatical errors.
Format was clear. Sentences
were well constructed. Language
was concise. Excellent use of
relevant graphics. Well-
developed paragraphs.
Adheres to word limit guidelines.
Free of grammatical errors.
Format was clear, logical and
consistent. Sentences were well
constructed. Exceptional use of
clearly relevant graphics. Clear
and well-developed paragraphs.
Adheres to word limit guidelines.
Continued…
UNSW Business School 15
Criteria %  Unsatisfactory Pass  Credit  Distinction  High Distinction 
Presents text
professionally and
references sources
accurately
10% Structure is confusing and does
not assist understanding and/or
there was limited or no attempt
at in-text or end of text
referencing.
Structure is generally clear,
logical and assists
comprehension and insight,
greater integration needed. The
Harvard style is consistent
throughout in-text and Reference
list.
Application was incorrect with
some points remaining
unreferenced/unsupported.
Structure is clear, logical and
assists comprehension and
insight with seamless integration
of sections. Both in-text and the
Reference list
was consistent in terms of style
and application of Harvard style.
Integrates sources effectively
into text.
UNSW Business School 16
Assessment 2b: Organisational Challenge – Consulting Report Presentation
(Individual component)
Week 9: during tutorial
10%
In-class presentation
3 minutes per student
Description of assessment task
Being able to succinctly summarise and present the findings of a consulting report is a core professional
skill. Your group has completed a case study and you must present your ideas to an audience that includes
the senior management of the organisation and key potential investors.
Approach to the assessment task
Your group will use your Assessment 2a report as the basis of this presentation. No new information
should be added at this stage.
Each student will present for 3 minutes and will be given an individual grade according to the marking
rubric below. Refer to the marking rubric criteria if you require guidance on enhancing clarity of
communication and audience engagement during your presentation.
Credits: include a slide detailing the contributions of each member, i.e. if one student does the introduction
and another did editing, these should be acknowledged.
Referencing
• All materials used in this presentation must be referenced in Harvard format. You must include in-
text referencing and a reference list in Harvard format. Your work cannot be marked if these are
omitted. The standard academic rules apply regarding use of other people’s words, ideas and facts.
• For details and assistance on Harvard referencing, see UNSW guide on Harvard referencing
https://student.unsw.edu.au/harvard-referencing
• References must be from reputable sources – Wikipedia or Investopedia etc are not appropriate
sources for academic work as they are not reliable. Any use of these as references will result in an
automatic zero mark for the assessment. Fake references will also result in an automatic fail grade.
UNSW Business School 17
Marking rubric for Assessment 2b: Organisational Challenge Consulting Report Presentation (Individual component —30%)
Criteria %  Fail  Pass  Credit  Distinction  High Distinction 
Synthesise report information
to provide a compelling
component of the group
presentation.
This criterion relates to:
- synthesis of course material
and information from the client
organisation (as covered in
their report)
- how the individual’s part of
the group presentation adds
value to the narrative/storyline
and quality of the overall group
presentation
50%  Significant deficiencies in
synthesis and understanding of
topics covered.
Section presented is
incomplete, inaccurate, or not
coherent. Poorly integrated
with the overall presentation,
with no or adverse impact on
its value and narrative.
Minimal to very basic synthesis,
showing a lack of depth in
understanding of topics
presented.
Section presented covers basic
and/or generic information with
omissions. Integrates
adequately with the overall
presentation, contributing
minimally to its value and
narrative.
Basic synthesis and
understanding of topics
presented.
Section presented contains
most of the pertinent
information with some
omissions. Integrates
adequately with the overall
presentation, contributing to its
value and narrative.
Effective synthesis,
demonstrating a solid
understanding of topics
presented.
Section presented contains
most of the pertinent
information with few
inconsequential omissions.
Integrates well with the overall
presentation, contributing to its
value and narrative.
Exceptional synthesis,
demonstrating a deep
understanding of topics
presented.
Section presented contains all
pertinent information.
Integrates seamlessly with the
overall presentation, enhancing
its value and narrative.
Communicates clearly and
concisely
20% Does not express (or explain
where necessary) complex
ideas and information clearly in
language appropriate for the
intended audience and purpose
(using own words where
possible).
Word choice makes meaning
unclear.
Generally, but not consistently,
expresses (and explains where
necessary) complex ideas and
information in language mostly
appropriate for the intended
audience and purpose (using
own words as much as
possible).
Generally expresses and
explains where necessary
complex ideas and information
clearly in language appropriate
for the intended audience and
purpose (using own words as
much as possible).
Expresses (and explains where
necessary) complex ideas,
arguments and information
clearly and concisely in
language appropriate for the
intended audience and purpose
(using own words as
appropriate).
Consistently expresses (and
explains where necessary)
complex ideas, arguments and
information clearly and
concisely in language
appropriate for the intended
audience and purpose (using
own words as appropriate).
Uses fluent, accurate
expression/ grammar.
Engaging the listener as an
individual
30%  Poor eye contact with audience.
A lot of reading.
Poor body language.
Poor visual aids.
Difficult to follow.
Reads from script.
No or little variation of tone or
expression.
Some eye contact with
audience.
Some reading from script.
Some body language to support
message delivery.
Some difficulty to follow.
Some visual aids.
Some variation of tone and
expression to make the
presentation engaging.
Adequate eye contact with
audience.
Good level of interest from
audience.
Adequate body language to
support message delivery.
Engaged audience adequately
with voices.
No script reading.
Good eye contact with
audience.
Good body language to support
message delivery.
High level of interest from
audience.
Have impact on audience.
Some lapses in attention noted.
Engaging audiences with voices
that vary in tones, paces,
intonation, and stresses &
emphases.
Engaging presentation which is
animated and with some
creativity.
Very good eye contact with
audience, and very good body
language to support message
delivery.
Very good visual aids.
Delivered information
engagingly and memorably.
Engaging presentation which
uses energetic expression and
variation in tones, paces,
intonation, and stresses &
emphases.
Engaging and creative
presentation style. Showed
creativity and flair.
UNSW Business School 18
Assessment 3: My Future - Individual reflection and plan
Week 11: 1:00pm Friday 9 August 2024 (AEST)
20%
Individual reflection paper
1000 words (+/- 10%): Format must be 1.5 line spacing, 2.5cm margins, 12 point font
(Times New Roman or Arial), page numbers in footer, title page with
name and zID
Via Turnitin on Moodle course site
Description of assessment task
Having considered the future of work and the course resources, it is now time to consider your own future.
You will reflect on how the material you have covered applies to you personally in the future of your own
work, and develop insights for future action you can take.
Approach to the assessment task
Drawing upon the megatrends, strategy, marketing and management, address the following items:
• Reflect upon what you have learned in this course and how you will utilise this for the future.
• Explain how you will prepare to address the dangers of AI as they apply to your career path in your
specialisation, and in the ideal industry in which you would like to work.
Ensure you draw upon the mandatory reference source linked in Moodle.
You can refer to the marking rubric criteria on Understanding & Reflection for guidance on what you are
expected to include in your reflection paper.
General resources on reflective writing are available in the Assessment Hub on your course Moodle page.
Referencing
• You must use the mandatory resource.
• All materials used in your work must be referenced in Harvard format. You must include in-text
referencing and a reference list in Harvard format. Your work cannot be marked if these are omitted.
The standard academic rules apply regarding use of other people’s words, ideas and facts.
• For details and assistance on Harvard referencing, see UNSW guide on Harvard referencing
https://student.unsw.edu.au/harvard-referencing
• References must be from reputable sources – Wikipedia or Investopedia etc are not appropriate
sources for academic work as they are not reliable. Any use of these as references will result in an
automatic zero mark for the assessment. Fake references will also result in an automatic fail grade.
UNSW Business School 19
Marking rubric for Assessment 3:  Individual reflection and plan (Individual—20%)
Criteria %  Poor Fail  Pass  Credit  Distinction  High Distinction 
UNDERSTANDING &
REFLECTION 65%
Demonstrates
analysis and
understanding of
course concepts and
materials
20% Demonstrates no
understanding of course
concepts or mandatory
resource. Uses outdated or
irrelevant readings or
materials
Describes the content of
the course and mandatory
resource; excessive use of
quotes and/or
demonstrates little
understanding of course
material.
Summarises the content of
the course and mandatory
resource, with some
attempt to make
connections to course
material.
Moves beyond surface
understanding of
mandatory resource and
course material. Identifies
and describes connections
between the resource and
concepts and theories from
the course.
Demonstrates a clear and
deep understanding of the
mandatory resource.
Attempts to make
sophisticated connections
between the resource and
concepts and theories from
the course
Demonstrates a clear, deep
and intelligent
understanding of the
mandatory resource and
selected theories and
concepts. Connections
between these
demonstrate innovative
and sophisticated analysis .
Quality of personal
reflection (e.g.
examining own
experiences to
illustrate) and use of
insights from course
applied to own future
20% No self-reflection. No use
of current course concepts
from workshops or uses
material not from this
session.
Little self-disclosure,
minimal risk in connecting
concepts from class to
personal experiences. Self-
disclosure tends to be
superficial and/or ‘factual’
without self-reflection.
Fails to use course
concepts or links to the
future.
The student seeks to
understand concepts and
experience by somewhat
cautiously examining their
experiences. Describes
course concepts with little
link to the future. Analysis
may be defensive or one-
sided in approach.
The student seeks to
understand concepts and
experience by examining
somewhat cautiously their
experiences.
Asks some probing
questions about self but
does not engage in seeking
to answer these for the
future.
Reflection on occasion
demonstrates an open,
non-defensive ability to
self- appraise considering
both opportunities for
growth and frustrations in
regard to selected area.
Consistently demonstrates
an open, non-defensive
ability to self-appraise
considering both
opportunities for growth
and frustrations in regard
to selected area.
Risks asking probing
questions about self and
seeks to answer these.
Synthesis of
personal reflection
and the mandatory
resource to develop
insights for future
action
25% Assignment purely
personal and anecdotal.
Assignment contains both
personal reflection and
reflection on mandatory
resource but with little or
no synthesis of the two.
Student adopts a ‘tick the
box’ approach – merely
illustrating selected themes
from the mandatory
resource with personal
examples. Little evidence
of meaningful self-
reflection.
Some attempt at using
mandatory resource and
concepts and theories from
the course to engage in
theoretically informed
reflection.
Makes connections
between mandatory
resource, concepts and
theories from the course
and personal reflection.
The student attempts to
analyse the experience to
understanding of self, but
analysis lacks depth.
Analysis is sophisticated
with a balance of theory
and reflection.
Demonstrates insightful
self-reflection, including
analysis of how the
process of reflection
contributes to student
understanding of self,
others and/or course
concepts.
UNSW Business School 20
Criteria %  Poor Fail  Pass  Credit  Distinction  High Distinction 
COMMUNICATION &
FORMAT 35%
Structures logically
and coherently
15% Document is not structured
to meet assignment
outcomes.
Does not present main
argument, ideas and
information logically or
coherently
Poor grammar, spelling,
punctuation, concepts were
not clear, materials difficult
to read - no tables or
figures. Poor paragraph
structure (1-2 sentence
paragraphs).
Is outside of the word limit
guidelines.
Some grammatical errors,
sentences were clear and
complete, clear formatting,
some diagrams, but not
explained and only
decorative. Poor paragraph
structure (1-2 sentence
paragraphs).
Adheres to word limit
guidelines.
Minor grammatical errors,
sentences were clear and
complete, format was used
to aid the audience
including relevant graphics,
style and content are
mostly consistent. Some
paragraph structure
problems
Adheres to word limit
guidelines.
Free of grammatical errors.
Format was clear.
Sentences were well
constructed. Language was
concise. Excellent use of
relevant graphics. Well-
developed paragraphs.
Adheres to word limit
guidelines.
Free of grammatical errors.
Format was clear, logical
and consistent. Sentences
were well constructed.
Exceptional use of clearly
relevant graphics. Clear
and well-developed
paragraphs.
Adheres to word limit
guidelines.
Communicates
clearly and concisely
10% Does not express (or
explain where necessary)
complex ideas and
information clearly in
language appropriate for
the intended audience and
purpose (using own words
where possible).
Uses inaccurate
expression/ grammar
which often makes
meaning unclear.
Does not express (or
explain where necessary)
complex ideas and
information clearly in
language appropriate for
the intended audience and
purpose (using own words
where possible).
Uses informal/
inappropriate language i.e.,
slang, poor sentence
construction (incomplete
sentences).
Word choice makes
meaning unclear.
Generally, but not
consistently, expresses
(and explains where
necessary) complex ideas
and information clearly in
language appropriate for
the intended audience and
purpose (using own words
as much as possible).
May have some informal
language, poor sentence
construction (incomplete
sentences), inappropriate /
informal word choice, such
as “text” language, spelling,
or slang
Generally expresses and
explains where necessary
complex ideas and
information clearly in
language appropriate for
the intended audience and
purpose (using own words
as much as possible).
Some mistakes and rare
use of contractions, no
informal word choice, such
as “text” language, spelling,
or slang; mainly clear
structure
Expresses (and explains
where necessary) complex
ideas, arguments and
information clearly and
concisely in language
appropriate for the
intended audience and
purpose (using own words
as appropriate).
No mistakes and rare use
of contractions, no informal
word choice, such as “text”
language, or slang;
paragraph structure
Consistently expresses
(and explains where
necessary) complex ideas,
arguments and information
clearly and concisely in
language appropriate for
the intended audience and
purpose (using own words
as appropriate).
Uses fluent, accurate
expression/grammar
No mistakes, absence of
contractions, appropriate
tone, well-constructed
paragraphs
Presents
professionally and
references sources
accurately
10% Does not present document
at a professional standard,
e.g.
• Needs editing /
spellchecking
• Style is not appropriate
Not uploaded on time. No
sources cited.
Structure is confusing and
does not assist
understanding and /or
there was limited or no
attempt at in-text or end of
text referencing.
Structure is generally clear,
logical and assists
comprehension and insight,
greater integration needed.
The Harvard style is
consistent throughout in-
text and Reference list.
Application was incorrect
with some points remaining
unreferenced/unsupported.
Structure is clear, logical
and assists comprehension
and insight with seamless
integration of sections.
Both in-text and the
Reference list
was consistent in terms of
style and application of
Harvard style. Integrates
sources effectively into
text.
UNSW Business School 21
Assessment 4a: Engagement – Participation (Individual)
Ongoing
20%
Workshop preparation and active participation
Minimum attendance at 8 workshops to be eligible for marks
Description of assessment task
Preparation for, and active participation in, the Workshops is a vital component of the learning in this
subject and as such students who prepare and participate in the classroom will be rewarded. Participation
may involve taking part in activities such as small group discussion, short informal presentations to the
class, answering questions, class discussion.
Simply attending the Workshops without getting involved in discussion and activities is of little value either
to you or your classmates and will result in a minimal participation mark.
Note: Submission of Assessment 4b Peer and Self evaluation is required before Participation marks can be
added to your final grade.
Marking rubric for Assessment 4a:  Engagement – Participation (Individual—20%)
Unsatisfactory Needs Improvement Satisfactory Good Outstanding
Contribution
Participation
Criteria
Attends less than 8
Workshops. Does
not contribute to
class discussions.
Provides no relevant
comments. Does not
listen or respond to
others’ ideas.
Frequently
unprepared for class
Attends at least 8
Workshops, provides
little by way of
feedback or is an
unwilling participant,
is observed to rarely
speak in small group
discussion and never
voluntarily speaks in
class discussions.
Attends at least 8
Workshops and
participates in activities,
small group and class
discussions at a
minimal level. Some
contribution of facts or
opinion, demonstrates
some or minimal
feedback
Attends at least 8
Workshops and often
actively participates in
activities, small group
and class discussions,
but activity level is
inconsistent across
term. Some good
contribution of facts
or opinion.
Attends at least 8
Workshops and
actively participates in
activities, small group
and class discussions.
Provides good
insights; has clear and
thoughtful views; and
supports and argues
for but is open to
modifying positions,
demonstrates
thoughtful and
thorough preparation
for class (where
appropriate)
Grade
awarded
0 5 10 15 20
UNSW Business School
Assessment 4b: Engagement – Self & Peer Evaluation
Week 10: 1:00pm Friday 2 August 2024 (AEST) – no late submissions or extensions
accepted
5%
Form (template provided in Moodle)
10 – 15 minutes
Via Moodle course site
Description of assessment task
Being able to assess your own skills and performance and that of your team members is an important skill.
You will complete an online survey of your own and your team members’ performance and contribution in
the team assignment.
The assessment/description of contribution for each person should be thoughtful, reasoned and
personalised. Providing very limited feedback or copying the same feedback for each team member is
inappropriate.
The feedback may also be used in conjunction with formal meetings with the teaching staff and team
members, and other evidence to adjust final marks for the group report where students have either taken
on additional work or where students have not contributed sufficiently to the team project.
Note: It is improbable that every group member will contribute perfectly and equally. Thus, simply giving
every member 5/5 will be treated with scepticism.
More information about the process and evaluation criteria are available on Moodle and will be discussed
in the workshops.