General Overview:
This assessment item accounts for 40% of your final grade for this unit.
The review must be 1550 words in length. Two points will be deducted for those essays that are under by 200 words.
The presentation should be 10 minutes in length. To points will be deducted for those presentations that are over or under by 2 minutes.
The review must include 15 academic references, one of which may be the assigned textbook for this course.
On-campus students must write a review of an article from the reading pack and then present the review in class using PowerPoint.
Flex students must write a review of an article from the reading pack
Article
Huber, M., Van Boven, L., McGraw, A.P. and Johnson-Graham, L. 2011.
Whom to help? Immediacy bias in judgements and decisions about humanitarian aid. Organizational Behavior and Human Decision Processes, 115: 283-293.
And then present using PowerPoint during an arranged Zoom session
The review must conform to the APA study guide
Task Description:
Both the written review and the presentation must answer the following questions:
What is the topic of the article?
Based upon the article what do we know about the topic of the article?
Based upon the article is there a gap in the literature or some new development that needs to be explained?
How was the research conducted?
What where the findings?
What are the implications of the article for management practice?
What is your overall evaluation of the article's effectiveness and credibility?
Introduction -Topic, key points and purpose of the presentation is introduced in a clear and interesting way which captures the audience's attention. Topic, key points and purpose of the presentation is introduced in a clear and interesting way. Topic, key points and purpose of the presentation is introduced with clarity. Topic introduced, but the introduction is underdeveloped in terms of key points and/or purpose of presentation. No topic, key points and/or purpose is introduced or the introduction is irrelevant to assessment item.
Knowledge of content The student has a thorough knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has a very good knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has an adequate knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has some knowledge of the content as demonstrated by the student's handling of audience questions and research of the presentation topic. The student has little or no understanding of the content as demonstrated by the student's handling of audience questions and research of the presentation topic.
Organisation of presentation Presents information and ideas in a logical and interesting sequence which the audience can easily follow. The student has a clear voice, is expressive throughout the presentation. Presents information and ideas in a logical sequence which the audience can follow. The student has a clear voice, is expressive at times during the presentation. Presents information and ideas at a reasonable level of logical sequence which the audience finds difficult to follow at times. The student has a clear voice, but is not expressive and/or pronounces some words incorrectly. Presents information and ideas at a basic level of logical sequence which the audience generally finds difficult to follow. The student's voice is: not clear at times; not expressive and/or the student pronounces a number of terms incorrectly. Presents information in a poorly developed and illogical sequence which the audience cannot follow. The student mumbles, incorrectly pronounces terms, is not expressive and cannot be heard by a majority of audience members.
Visual Aids - The visual aids are well designed and confidently used, which effectively support and add impact to the presentation. The visual aids are well designed, confidently used and effectively support the presentation. The visual aids are well designed and effectively support the presentation. The design of the visual aids are satisfactory or the aids are at times unrelated to the message presented. No visual aids are used, the visual aids are poorly designed or they are largely unrelated to the message presented.
Conclusion - Clear and concise summary with effective links to the introduction and body of the presentation. Clear and concise summary of the presentation with links to the introduction and body of the presentation. The conclusion provided links to the introduction and body of the presentation, but was not concise or unclear at times. The conclusion provided some links to the introduction and body of the presentation, but was not concise or unclear. No conclusion or no links established to the introduction and body of the presentation.
Referencing Style Harvard (author-date)