ASSESSMENT GUIDE
COMM1170
Organisational Resources
Term 2, 2024
2
Assessment Summary
Assessment Task Weighting Due Date* Learning Outcomes
Assessment 1: Reflective Learning Portfolio 1
A collection of artefacts and reflective commentary from weeks 1-3
20% Week 4 – 11:59 AM Monday 17 June CLO1, CLO2, CLO3,
CLO4, CLO6
Assessment 2: Reflective Learning Portfolio 2
A collection of artefacts and reflective commentary from weeks 4-8
40% Week 9 – 11:59 AM Monday 22 July CLO1, CLO2, CLO3,
CLO4, CLO6
Assessment 3: Business Case Video Presentation
An individual video presenting a business case for your chosen
company, synthesising skills, and frameworks from the course
40% Week 11 – 5:00 PM Friday 9 August CLO1, CLO2, CLO3,
CLO4, CLO5
* Due dates are set at Australian Eastern Standard/Daylight Time (AEST/AEDT). If you are located in a different time-zone, you can use the time and date converter.
Course Learning Outcomes (CLOs)
1. Identify different types of organisation resources and processes to lead organisational change. [PLO 1]
2. Examine suitability and efficacy of an organisation's approach to resource management. [PLO 1, 2]
3. Explain how technology assists in achieving organisational internal strategy. [PLO 1]
4. Explain how financial tools and techniques can be utilised to source, mobilise and manage organisational resources. [PLO 1, 2]
5. Develop novel solutions and assess their feasibility to address organisational problems. [PLO2, PLO7]
6. Reflect on organisational practices and processes to identify opportunities for leadership development. [PLO7]
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Assessment Details
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Due Date Weighting Format Length/Duration Submission
Tutorial attendance and the Reflective Learning Portfolios 1 and 2
Attendance in tutorials is essential for success in COMM1170. It's strongly recommended to select
a tutorial time that fits your schedule without conflicts with other commitments like study or work.
Tutorial attendance is directly linked to the completion of major assessments in this course -
Reflective Learning Portfolios 1 and 2.
The process:
1. Attend and Participate: Attend ONLY your allocated tutorial and actively participate in the
learning activities.
2. Register Attendance: Ensure your attendance is recorded by your tutor.
3. Draft Artefacts: During the tutorial, you will have time to draft the Artefact(s) (key activities
completed under tutor supervision).
4. Submit Drafts: You will be given time to submit the draft Artefact(s) to the Turnitin Dropbox
on Moodle for your allocated tutorial.
5. Submission Requirement: You are NOT permitted to submit an Artefact unless you have
attended the corresponding tutorial.
6. IMPORTANT: Only Artefacts submitted to the Turnitin Dropbox for the tutorial you attended
can be used in your Reflective Learning Portfolios 1 and 2.
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. For COMM1170, 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 more than 5 days late will not be accepted for marking.
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
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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.
Assessment Review of Results
Please read the specific feedback on your assessments in detail, alongside the general feedback
provided by the Course Coordinator. Feedback is optimised if you revisit the assessment question,
your completed work, the general feedback about the assessment provided on Moodle and the
marking rubric. It is prudent to reflect on this information for a period (e.g., a day) as insightful
analysis takes time to consolidate.
If you still have concerns about your grade, please use the specific criteria in the marking rubric, the
assignment instructions, and the marker’s comments to complete the form on the last page of this
guide.
Please send the completed form to comm1170@unsw.edu.au within 4 business days after the
assessment has been returned. Please note that in a review of results, your mark may go up, remain
the same or decrease.
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General Instructions for Reflective Learning Portfolios (RLP)
1 and 2
Purpose
Research shows the habit of reflection can separate extraordinary professionals from mediocre ones.
(Bailey and Rehmen, 2022)
The Reflective Learning Portfolios (RLP) are designed to enhance your engagement, learning, and
capacity for self-leadership through reflection. These assessments are not just collections of
‘evidence’ but opportunities to develop critical skills that will help you succeed in this course and in
your future career. They will also aid in preparing you for your final assessment.
Overview
Both Reflective Learning Portfolios (RLP) 1 and 2 help you reflect on and consolidate your learning
experiences throughout the course. These assessments enable you to critically analyse your
participation and engagement in tutorials and document your learning journey.
Process
Each week you should:
• Complete Asynchronous Work and Attend Lectures: Engage with pre-lecture materials and
attend lectures, taking detailed notes.
• Participate in Tutorials: Attend your tutorial and begin working on your draft Artefacts.
• Submit Draft Artefacts: Submit your draft Artefact in the weekly Turnitin Dropbox on Moodle at
the end of each tutorial. Don’t worry about 100% completion or making it ‘perfect’, as it is for
tracking progress and reflection, NOT for final grading.
• Revise and Refine: Continue updating and refining your Artefacts after tutorials to deepen your
understanding. Your revised and refined Artefact will be marked in the final assessment.
o Tip: Be sure to note any new learnings or “aha!” moments – they’ll be useful in your
reflection.
• Collate and Annotate:
o Collate your Artefacts into your Reflective Learning Portfolio. You might include photos,
screenshots, text, or other relevant evidence from any part of the week’s learning
activities. Highlight any specific areas of progress.
o Add 3 (min) – 5 (max) annotations (75 - 100 words each) per Artefact. Note: Annotations
are personal commentary that should highlight key concepts, make connections, pose
questions, or express thoughts, serving as a record of your understanding, insights, and
reactions to the learning content.
• Reflective Commentary: Reflect on the Artefacts you have presented, focusing on what you knew
before and what you know now. An in-depth guide on different ways to reflecting
comprehensively on these areas is available in the Assessment Hub on Moodle.
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Remember: The quality of your artefacts will affect your grade for this assessment, so it is strongly
recommended that you stay up to date with the asynchronous and lecture materials to ensure your
success.
Be sure to utilize the full marking rubric at the end of this document and the supporting resources
available on Moodle to enhance your learning experience and achieve the best possible results in
your Reflective Learning Portfolio.
Aspect Reflective Learning Portfolio 1
(RLP1)
Reflective Learning Portfolio 2
(RLP2)
Number of
Artefacts
2 3
Artefact
Requirements
Drafted in Week 1-3 tutorials,
revised and refined
One Artefact from each week
Drafted in Week 4-8 tutorials, revised
and refined:
One Artefact from each week
• One Accounting Artefact
(Weeks 4 or 5)
• One Finance Artefact (Weeks 5
or 7
• One additional Artefact from any
week (Weeks 4-8)
Annotations 3 - 5 annotations (75-100 words each) per Artefact
Reflective
Commentary
500 words 750 words
Commentary
Structure
- Context (100 words)
- Experience and problem solving
(200 words)
- Post-tutorial reflections (200
words)
- References
- Context (150 words)
- Experience and problem solving
(300 words)
- Post-tutorial reflections (300
words)
- References
Submission of
Drafts
Weekly, at the end of each tutorial, via Turnitin Dropbox on Moodle
Final
Submission
Week 4 Week 9
Recommended
Tools
PowerPoint, Canva, or similar presentation applications
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Assessment-Specific Details Assessment 1: Reflective Learning Portfolio (RLP) 1
Week 4 – 11:59 AM Monday 17 June 2024
20%
Electronic Portfolio (PDF)
8 pages (including cover page and one reference list page)
Moodle Turnitin
Description of assessment task
You will develop a learning portfolio containing:
o Select and refine TWO Artefacts based on drafts submitted during Weeks 1 - 3 tutorials.
Refer to the rubric for guidance.
o In these two Artefacts, apply concepts from asynchronous (pre-lecture) activities,
lectures, additional readings, independent research, and tutorials.
o Make any relevant annotations on your artefact. 3 (Min) - 5 (Max) annotations (75-100 words
each) per Artefact.
o Include a 500-word reflective commentary to demonstrate your development from the
draft to the final Artefact, incorporating your understanding of the coursework. You
might structure this in the following way:
• Describe the context (100 words)
• Experience and evidence-based problem solving (200 words)
• How and why, you changed the artefacts based on your post-tutorial reflections (200
words)
• References
Submission instructions
• Weekly Draft Submission: Starting in Week 1, work on the Artefacts during your tutorial
and submit the initial draft to Moodle at the end of each tutorial.
- Note: Only artefacts submitted in Week 1 to 3 tutorials with registered attendance can
be used in this Assessment.
• Final Submission in Week 4: Submit RLP1, which includes your two (2) best revised,
refined, and annotated Artefacts from Weeks 1-3, along with a 500-word reflective
commentary.
• One Artefact from each week. No two Artefacts can be from the same week.
• Your 500-word reflective commentary should detail what you have learned, this is
specific to you, throughout the entire process of working on the Artefacts and completing
RLP 1.
• It is recommended to use PowerPoint, Canva or similar presentation applications to develop
your Reflective Learning Portfolio.
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• Your portfolio must show your artefacts, annotations, and reflective commentary clearly, as
in the two examples below:
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Assessment-Specific Details Assessment 2: Reflective Learning Portfolio 2
Week 9 – 11:59 AM Monday 22 July 2024
40%
Electronic portfolio (PDF format)
10 pages (Including cover page and one reference list page)
Moodle Turnitin
Description of assessment task
You will develop a learning portfolio containing:
1) Select three (3) Artefacts from tutorial classes, drafted under tutor supervision and
refined at home:
• One Artefact must be from an accounting topic (Week 4 or Week 5)
• One Artefact must be from a finance topic (Week 5 or Week 7)
• One additional Artefact from any tutorial in Weeks 4 – 8
• One Artefact from each week. No two Artefacts can be from the same week.
2) Reflective commentary and annotations related to the artefacts and coursework,
demonstrating your capacity for self-development:
o Make any relevant annotations on your artefact. 3 (Min) - 5 (Max) annotations (75-100
words each) per Artefact.
o Include a 500-word reflective commentary to demonstrate your development from the
draft to the final Artefact, incorporating your understanding of the coursework. You might
structure this in the following way:
• Describe the context (150 words)
• Experience and evidence-based problem solving (300 words)
• How and why, you changed the artefacts based on your post-tutorial reflections (300
words)
• References
Submission instructions
• Like RLP1, commencing Week 4, work on the Artefacts during your tutorial and submit
the initial draft to Moodle at the end of each tutorial. Select three tutorial outputs from
three unique weeks.
• Final Submission in Week 9: Submit RLP2, which includes your three (3) best revised,
refined, and annotated Artefacts from Weeks 4 - 8, along with the 750-word reflective
commentary.
• Your portfolio must show your artefacts, annotations, and commentary clearly, as in the RLP 1
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examples supplied above.
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Assessment 3: Business Case Video Presentation (BCV)
Week 11 – 5:00 PM Friday 9 August 2024
40%
Video – Individual Presentation
9-10 minutes
Via Moodle
Description of assessment task
You will individually record a video pitch analysing an organisational issue and proposing a
compelling solution. You will present to a managerial audience (including the CEO, CFO and CIO) of
an organisation of your choice. Your proposed solution will be based on thorough analyses using
the tools and strategies you learn throughout the term.
Approach to the assessment task
Week 2: Select an organisation you are interested in. The choice of organisation must meet the
following criteria:
• The organisation is publicly listed on a major stock exchange, e.g., the
NYSE/NASDAQ/FTSE/ASX, etc. This ensures that you can access publicly available
financial information about your organisation.
• The information and evidence about the organisation must be available in the English language.
• No more than two students in the same tutorial can choose the same organisation
and the students choosing the same organisation must choose different issues to
work on for the assessment task.
• The organisation must not be utilised in major class examples, i.e., Netflix.
Week 3: Identify an organisational issue that can be linked to a Human Resources (people)-related
problem. For limited guidance there is a list of possible issues provided on Moodle. You must select and
justify your choice of either:
• An organisational issue that can be linked to a Human Resources (people)-related problem
that is occurring in real-time in the organisation you have chosen OR
• An organisational issue that can be linked to a Human Resources (people)-related problem
that you believe is likely to occur within the next 12 months in your chosen organisation.
• The organisational issue that can be linked to a Human Resources (people)-related problem
must be appropriate for analysis and addressed by considering both technology and capital
resources, as well as any required changes to the organisation’s HR resources.
Your tutor can provide guidance on the suitability of your chosen organisation and associated issue
throughout the term.
Weeks 4-8: During your COMM1170 tutorials, and as you build on your RLP 1 and 2, you will learn
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several useful frameworks, tools and processes that can be used to analyse organisational issues.
You should choose the most relevant/informative one(s) to use for the analysis section of your
presentation:
• Competitive Advantage: 3 strategic approaches (Week 1)
• Resource and Capability analysis (Week 1)
• SWOT analysis (Week 2)
• 5Ws Tool (Weeks 1 and 3)
• As Is–To Be’ Model (Week 3)
• 5 Components of IS analysis (Week 3)
• Budgeting (Week 5)
• Capital Considerations and Business Risk (Week 7)
• TOE feasibility analysis (Week 8)
Week 8-10: The Lectures in these weeks will cover specific examples of organisations at every
stage of the organisational lifecycle and genuine issues faced by these organisations and how
they have tackled them. This will provide you with knowledge and insights to support you in your
own problem-solving process and in formulating recommendations for your chosen organisation.
You should use these lectures to guide you and check for ideas or methods you have not yet
considered in your own analytical and problem-solving process.
In Weeks 9-10, drop-in session times will be available with the COMM1170 teaching team to
ensure you are on track with Assessment 3 and progressing towards delivering your video in
Week 11.
Submission instructions
Upload instructions will be provided on Moodle under the Assessment Hub.
You will submit your Business Case Video Presentation by 5:00 PM Friday 9 August.
Supporting resources and links
• The full marking rubric can be found at the end of this document.
• Library research seminar recordings will be made available early in Term 2.
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Marking Rubrics
Reflective Learning Portfolio 1 (20%)
Criteria Fail Pass Credit Distinction High Distinction Improvement Suggestions
Quality and
number of
artefacts
30%
Minimal or no
acknowledgment of how
the course content and
knowledge impacts the
artefact.
Fails to submit all
artefacts.
Minimal to no attempt to
improve artefact.
Acknowledges impact of
course content and
knowledge, but this is not
represented effectively on
the Artefact.
Connection between the
annotations to the Artefact
is unclear. Lack of
significant improvement of
the Artefact.
Some course content is
missing and/or
misunderstandings of the
course content.
Effectively includes impact
of course content and
knowledge with a clear
connection to the Artefact.
Demonstrates
improvement of the
Artefact.
The correct number of
artefacts but some may be
incomplete or superficial.
Strong understanding of
how the course knowledge
and content has improved
the Artefact.
Additional research
included which has led to
significant improvements
in the Artefact.
Correct number of
Artefacts submitted, but
more detail required
Thorough and quality
Artefacts that clearly link to
the student’s own
perspective. The
demonstrates robust
understanding of course
knowledge and content.
Has leveraged in-depth
research to curate Artefacts
that demonstrate a nuanced
understanding of the subject
matter.
All required artefacts were
submitted and demonstrate
the ability to present
complex concepts clearly
and coherently.
Provide specific examples of
changes made to the
artefacts from draft to final
submission.
Consider the broader
implications of reflection.
Relates
experience and
demonstrates
problem solving
in the reflection
40%
The reflection is overly
descriptive and/or lacks
adequate introspection
to specific issues and
how they were resolved.
Minimal to no
commentary on personal
growth.
May provide irrelevant
examples.
Includes limited reflective
writing.
The connection between
personal experience and
problem solving is weak.
Some examples may be
redundant or irrelevant.
Addresses some of the
how and why questions
within the reflective
practice.
Demonstrates some
connections between
personal experience and
problem solving.
Examples lack detail but
indicate relevance.
Recognises growth in
learning but needs to
explicitly show how this
was implemented and how
the artefact was adapted
as a result of this personal
growth.
Demonstrated ability to
write reflectively. Further,
the reflection effectively
connects personal
experiences with problem-
solving, providing a robust
analysis of the artefact.
The student demonstrates
some critical thinking
when reflecting on options
to solve problems.
Uses examples that are
relevant. More clarity
around how the examples
link is required.
The reflection showcases
a sophisticated integration
of personal experiences
and evidence-based
problem-solving.
The student offers
insightful and innovative
solutions based on
evidence and critical
analysis.
Provide more examples that
link directly to the artefact
and include relevant details
to strengthen the link
between personal
experiences and problem-
solving.
Consider what alternative
approaches might be taken
to enhance depth of
reflection.
Demonstrate how and why
you altered the artefact and
what resulted from this.
Evidence and The reflection lacks Some evidence of use of Evidence that course Integrates evidence from Uses a greater variety of Include relevant and specific
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Academic
Integrity
10%
evidence and/or links to
course resources and
content.
Fails to include
references to sources
that were used.
course resources. May
lack integration or
relevance of evidence.
Limited use of, or issues
with referencing, such as
only including a link to a
website.
materials have been
integrated in both the
reflection and the artefact.
Referencing has
occasional lapses and/or
is incomplete.
the course and external
sources to support
reflections and/or
annotations.
Demonstrates
understanding of the
course materials and other
resources.
References are mostly well
done with some errors or
omissions.
evidence to enhance both
reflections and
annotations.
Demonstrates knowledge
and application of course
content and various
resources.
Excellent referencing in all
instances.
evidence.
Explore additional sources to
broaden your perspective.
For example, use of the
extension readings in the
weekly pre-lecture content.
Use the Harvard referencing
with precision.
Seek guidance on citation
and referencing.
Communication
and Design
20%
Poorly communicates
ideas.
Design lacks usability or
coherence.
Adequately communicated
with some clarity issues.
Demonstrates some
design considerations.
Well-communicated so
that most of the significant
material is clearly
displayed.
Shows an attempt to
organise the material. The
design needs greater
consideration of the user
or audience perspective.
Effectively communicates
an engaging submission
through language and
visual design.
The audience has a
general orientation to
some of the salient
features of the artefact
using annotations and
reflection.
Exceptionally well-
communicated so that the
important aspects of the
artefact, annotations and
reflection are made
obvious.
The layout affords
readability and clarity,
emphasizing important
points.
Considerations of the
audience clearly at the
forefront.
Ensure clear and logical
structure.
Explore creative ways to
enhance visual appeal.
Signpost areas of importance
for your audience (markers).
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Reflective Learning Portfolio 2 (40%)
Criteria Fail Pass Credit Distinction High Distinction Improvement
Suggestions
Integration of
Course
Knowledge
&
Relates
experience and
demonstrates
problem solving
in the reflection
and annotations

30%
Minimal or no
acknowledgment of how
the course content and
knowledge impacts the
artefact.
The reflection is overly
descriptive and/or lacks
adequate introspection to
specific issues and how
they were resolved.
Minimal to no commentary
on personal growth.
May provide irrelevant
examples.
Acknowledges impact of
course content and
knowledge, but this is not
represented effectively on
the Artefact.
Connection between the
annotations to the Artefact
is unclear. Lack of
significant improvement of
the Artefact.
Includes limited reflective
writing.
The connection between
personal experience and
problem solving is weak.
Some examples may be
redundant or irrelevant.
Effectively includes impact
of course content and
knowledge with a clear
connection to the Artefact.
Addresses some of the
how and why questions
within the reflective
practice.
Demonstrates
improvement of the
Artefact and makes some
connections between
personal experience and
problem solving.
Examples lack detail but
indicate relevance.
Recognises growth in
learning but needs to
explicitly show how this was
implemented and how the
artefact was adapted as a
result of this personal
growth.
Strong understanding of
how the course knowledge
and content has improved
the Artefact.
Additional research
included which has led to
significant improvements
in the Artefact.
Demonstrate ability to
write reflectively. Further,
the reflection effectively
connects personal
experiences with problem-
solving, providing a robust
analysis of the artefact.
The student demonstrates
some critical thinking
when reflecting on options
to solve problems.
Uses examples that are
relevant. More clarity around
how the examples link is
required.
Thorough and quality
Artefacts that clearly link to
the student’s own
perspective. Where the
student has leveraged in-
depth research to curate
Artefacts that demonstrate a
nuanced understanding of
the subject matter.
The reflection showcases
a sophisticated integration
of personal experiences
and evidence-based
problem-solving.
The student offers insightful
and innovative solutions
based on evidence and
critical analysis.
Provide specific
examples of changes
made to the artefacts
from draft to final
submission.
Provide more examples
that link directly to the
artefact and include
relevant details to
strengthen the link
between personal
experiences and problem-
solving.
Consider what alternative
approaches might be
taken to enhance depth
of reflection.
Demonstrate how and
why you altered the
artefact and what
resulted from this.
Scholarly
Engagement,
Evidence and
Attribution
10%
The Artefacts lacks
evidence and/or links to
course resources and
content.
Fails to include references to
sources that were used.
Some evidence of use of
course resources. May
lack integration or
relevance of evidence.
Limited use of, or issues
with referencing, such as
only including a link to a
website.
Evidence that course
materials have been
integrated in both the
reflection and the artefact.
Referencing has occasional
lapses and/or is incomplete.
Integrates evidence from
the course and external
sources to support
reflections and/or
annotations.
Demonstrates
understanding of the
course materials and other
resources.
References are mostly well
done with some errors or
omissions.
Uses a greater variety of
evidence to enhance both
reflections and
annotations.
Demonstrates knowledge
and application of course
content and various
resources.
Excellent referencing in all
instances.
Include relevant and
specific evidence.
Explore additional
sources to broaden your
perspective. For example,
use of the extension
readings in the weekly
pre-lecture content.
Use the Harvard
referencing with
precision.
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Seek guidance on
citation and
referencing.
Capital
component
30%
Does not demonstrate
understanding of key
finance concepts.
Has not submitted enough
evidence to assess their
understanding of key
finance concepts.
Fails to identify financial
and business risks.
Demonstrates limited
understanding of key
finance concepts.
Rudimentary coverage of
risk level.
Capital and debt market is
mentioned.
Articulates limited impact
on key personnel in
relation to risk and debt.
Recognises an
organisation has a specific
lifecycle.
Acknowledges a difference
between a debt contract
and an equity contract.
Some discussion of
impact on key personnel in
relation to risk and debt.
Limited worldview of the
implications of funding
and risk in the business
model.
Lacks detail about the
appropriate personnel
required to run or fund the
organisation
Recognises the specific
needs of an organisation
within their lifecycle.
Discusses the difference
between debt and equity
contracts.
Discusses the impact of
capital choices on an
organisations structure
and risk profile. Greater
detail required on key
personnel, future impacts
and plans.
Examines how capital can
be sourced and who
provides it, elaborating on
market participants and
their interactions with the
organisational life cycle.
Includes examples.
Clearly articulates the
nuance between debt and
equity contracts.
Explains how capital
choices impact the
organisation’s structure
and risk profile. Explores
the implications of this
risk, as well as considering
potential future impacts on
key stakeholders and
planning.
Connects the above
considerations to how a
CFO might plan and
communicate an effective
funding model.
Demonstrate
understanding of key
terms and concepts by
using them correctly and
consistently in your work.
Read widely to
comprehend how
discipline specific
language is applied.
Think broadly about
capital within a business
and a society. Consider
the pros and cons in each
instance.
Provide a more
nuanced/rich answer.
Accounting
component
30%
Fails to adequately
demonstrate
understanding of key
finance concepts.
Student has not submitted
enough evidence to assess
their understanding.
Demonstrates limited
understanding or
application of key
accounting concepts.
Minimal content
addressing the role of
direct costing information
in managing organisational
resources.
Identifies cost is involved
Demonstrate some
understanding of
accounting concepts.
The role of overhead
costing information in
managing organisational
resources is discussed.
Greater detail on what is
involved and how it applies
is required.
Explores the role of
costing information in
managing organisational
resources.
Explains how cost is
involved in strategic
decision making but
limited understanding of
how costs drive success or
the downsides to decision
Comprehends, and
articulates, the relationship
between managing and
production of
organisational resources.
Explains implications of
cost fluctuations and their
tangible outcomes.
Connects these outcomes
to operational and
Demonstrate
understanding of key
terms and concepts by
using them correctly and
consistently in your work.
Read widely to
comprehend how
discipline specific
language is applied.
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in decision making.
Student can complete a
budget.
Acknowledges that
Budgeting is the allocation
of scarce resources.
making
Articulates the role of
Budgeting as an essential
communication tool within
an organisation. Outlines
some benefits and
limitations.
strategic decision-making.
Links the role of cost
information and budgeting
to strategic objectives and
what is possible within
funding constraints.
Evaluates each possibility
by analysing key benefits
and limitations.
Try to think broadly about
the role of accounting in
a business setting. Also
consider the pros and
cons of any given
scenario.
Draw links between key
concepts.
21
Business Case Video Presentation (40%)
Criteria % Fail Pass Credit Distinction High Distinction Improvement
Suggestions
Choice and
analysis of
organisational
issue
35% Chosen organisational
issue may not be linked to
HR and is very broad; does
not meet the requirements
set out by the assessment
brief. No evidence of
understanding the issue.
Includes minimal to no
evidence or examples
from the chosen
organisation.
Does not relate sufficiently
to the course content.
Selects a relevant
organisational issue that is
linked to HR. Identifies an
issue at a superficial level.
Minimal engagement with
the issues and a greater
focus on symptoms and/or
outcomes.
Includes some evidence
from the chosen
organisation.
Relates to some of the
course content.
Selects a relevant
organisational issue that is
linked to HR. Identifies an
issue at a superficial level.
Includes the symptoms
and/or outcomes. Deeper
analysis of underlying
causes and/or contributing
factors required.
Applies some evidence from
the chosen organisation.
Demonstrates sufficient
knowledge of the course
content.
Selects a relevant
organisational issue that is
linked to HR. Identifies an
issue but further scrutiny
required. Shows some
recognition of underlying
causes and contributing
factors. Includes the
symptoms and/or
outcomes.
Applies real-world evidence
from the chosen
organisation.
Embeds knowledge gained
from the course.
Selects a highly relevant
organisational issue that is
linked to HR. Accurately
targets the issue. Illustrates
the underlying cause and
contributing factors,
including the symptoms
and/or outcomes.
Integrates real-world
evidence from the chosen
organisation.
Embeds and synthesizes
knowledge gained from the
course.
Make sure you consult
with your tutor about
your chosen org issue
and follow the
guidelines to choose a
relevant issue.
Delve deeper into the
reasons behind the
issues you’re seeing –
think of a headache as an
example. One solution
could be to take Panadol
– this will remove the
headache temporarily,
but is this solving the root
cause of the headache?
Get to the root of the
issue.
Revisit the frameworks
and examples given by
your teachers – what
made those relevant and
interesting?
Feasibility and
effectiveness of
solution
30% Attempts to propose a
solution, but it is not
relevant to the issue at
hand or has no evidence to
support it. May omit to
consider People, Tech,
Capital and Accounting
resources.
Minimal to no attempt to
undertake a feasibility
analysis using the TOE
framework, or does so very
poorly.
Overall, the solution is not
Proposes an adequate
solution without much
evidence behind it. Solution
may not be the best choice
for the chosen issue.
Considers People, Tech,
Capital, and Accounting
resources. Outlines the
relevancy and implications
(or lack thereof) of each to
the issue.
Uses the TOE framework to
evaluate the solution but
evaluation may be inaccurate
Proposes a detailed,
compelling, evidence-backed
solution. Considers People,
Tech, Capital, and Accounting
resources. Outlines the
relevancy and implications
(or lack thereof) of each to
the issue.
Uses the TOE framework to
evaluate the solution.
Identifies superficial gaps or
limitations in the solution.
Proposes a detailed,
compelling, evidence-backed
solution. Considers People,
Tech, Capital, and Accounting
resources. Justifies the
relevancy and implications
(or lack thereof) of each to
the issue.
Demonstrates a structured
approach to solution
feasibility using the TOE
framework.
Identifies potential gaps or
limitations in the solution.
Proposes a highly detailed,
compelling, evidence-backed
solution. Considers People,
Tech, Capital, and Accounting
resources. Justifies the
relevancy and implications
(or lack thereof) of each to
the issue.
Demonstrates a structured
and comprehensive approach
to solution feasibility using
the TOE framework.
Identifies potential gaps or
limitations in the solution.
Think about how your
solution links to the root
cause of the issue.
Look up other examples
of similar issues – maybe
there has already been a
great solution to this issue
in another context that
you can use for
inspiration.
Revisit your lecture and
tutorial content from each
week – how is each
resource relevant to your
21
useful or compelling for the
chosen issue.
or irrelevant.
May identify limited gaps in
the solution.
Provides brief contingency
plans for these limitations.
solution? Make sure you
consider ALL of them. If
you don’t think they’re
relevant, why not? Justify
this!
Really critique your own
solution using TOE – the
best solutions aren’t
about being perfect, but
about being realistic and
mitigating possible
weaknesses.
Structure and
visual
presentation
20% Highly inconsistent
formatting distracts heavily
from main messages. May
be full of formatting and
spelling errors that make
the content hard to
understand.
May have overly busy slides
which make it difficult to
know where to look, or
where information is hard
to follow.
No real structure. Content
is disjointed. It is
challenging for the
audience to follow the main
points.
May not always use
consistent text and visuals to
present information.
Noticeable errors in
formatting and spelling may
be evident.
May have overly busy slides
which make it difficult to
know where to look, or where
information is hard to follow.
The narrative is hard to follow
at times or feels disjointed.
Uses consistent text and
visuals to present key
messages. There may be
some inconsistencies in
formatting and spelling.
Structure is generally clear.
The overall narrative is
generally well-structured so
that the audience can follow
the narrative easily most of
the time.
Mostly uses engaging and
professional text and visuals
to support key messages.
Good attention to detail in
formatting and spelling –
minimal inconsistencies.
Uses a clear, logical structure
that makes the presentation
easy to follow. The overall
narrative is generally well-
structured.
Consistently uses engaging
and professional text and
visuals with excellent use of
colour scheme, space, and
layout to emphasise key
messages. Excellent
attention to detail in
formatting and spelling.
Uses a clear, logical structure
that makes the presentation
easy to follow. Each point
links seamlessly from one to
the next for a fluid narrative.
You do not need complex
formatting, but impactful
formatting.
Reduce clutter and
busyness in favour of
white space and less text
in a clear font.
Use key, relevant images
– skip any visuals that
don’t support your
message.
Include a clear outline and
signpost which stage of
your presentation you’re at
with clear, readable
headings.
Check that all of your font
type and size/colour
schemes are readable and
consistent across all
slides.
Communication
skills and
delivery
15% Speaks as if there is no
audience present. Does not
look at the camera, no
variety in tone, reads from a
script. Does not try to make
Does not communicate much
with the audience in mind –
tends to simply go through
each component without
Communicates ideas in a
way that the audience
generally understands,
though may sometimes
Communicates complex
ideas in a way that the
audience understands.
Maintains good volume and
Communicates complex
ideas succinctly in a way that
the audience understands
and actively enjoys.
Always do a practice run-
through before the final
presentation. Try filming
yourself or practising in a
21
information more
interesting or accessible.
May speak very fast or very
hesitantly, reducing viewer
confidence significantly in
the speaker.
Unprofessional delivery.
May appear not to care
about the audience through
inappropriate use of body
language and tone.
adjusting the information.
Relies heavily on notes. May
read without much
expression. May make errors
and have long, distracting
pauses.
Not particularly engaging.
There is some eye contact
and attempts to connect with
the audience. May come
across as mechanical.
resort to wordy explanation.
Maintains reasonable volume
and pacing, using some
notes for delivery. Some
hesitation and pausing
detracts slightly from the
confidence of the message.
Mostly professional delivery
though not necessarily
engaging throughout.
pacing, perhaps using
minimal dot-point notes for
delivery, and has engaging
flow as if in dialogue with the
audience. Any verbal
hesitation does not reduce
viewer confidence in the
speaker.
Presents with confidence and
professionalism.
Maintains excellent volume
and pacing, unscripted
delivery, and engaging flow
as if in dialogue with the
audience. Any verbal
hesitation comes across as
natural.
Presents with confidence and
professionalism.
mirror.
Videos don’t translate
energy as well as in-
person presentations –
make sure you put extra
energy and expression in
your face and voice.
It's more engaging for
your audience if you speak
naturally – a script is
tempting because it’s
easy, but it is often dull to
listen to
.
21
REVIEW OF RESULTS FORM
NAME:
ZID:
TUTORIAL AND TUTOR NAME:
CRITERIA (FROM MARKING
RUBRIC)
GRADE
RECEIVED
PROPOSED
GRADE
CORRESPONDING CRITERIA FOR PROPOSED
GRADE (COPY AND PASTE DIRECTLY FROM
MARKING RUBRIC)
JUSTIFICATION LINKED TO RUBRIC CRITERIA