ASSESSMENT TASK 3: Social Action Plan – Group Report and Presentation/video
Assessment task 3a Social Action Plan- Group Report
Submit your assignment BOTH
– Electronically via Moodle, AND
– Hard copy in tutorial class
– EMAIL SUBMISSIONS WILL NOT BE ACCEPTED
2000 words (+/- 10%), plus references (Students are required to use the LTU Harvard
Type of assignment
40% of the total marks for this subject
10% Critical thinking and problem solving as a team
10% Personal reflection
5% collaboration and participation
5% Location, selection and use of information
Assessment specific grading criteria in the Subject Learning Guide
– Signed Assignment Cover Sheet (Academic Integrity Student Declaration form) must be attached to hard copy submission
– For electronic submissions: ONLY Microsoft Office document types are accepted
– Font size not smaller than Times New Roman 12
– You MUST keep a duplicate copy of your assignment Assessment task 3b Social Action Presentation or Campaign Video
Week 12 classes. Each group will present their social action plan to the rest of the class.
Format: Live presentation or video campaign
Time: 12 mins (2mins per student, 5 students per group including questions)
Type of assignment
Group Presentation (Individual Presentation mark)
10% of the total marks for this subject
Assignment specific grading criteria in the Subject Learning Guide
Intended learning outcomes:
Demonstrate and justify the use of management skills to solve a contemporary social problem in a dynamic environment.
Communicate effectively through professional oral presentations.
Communicate effectively through structured written argument in a professional report format.
Search for, locate and evaluate discipline specific information.
Demonstrate and reflect on personal views and have an openness to the perspective of others.
Purpose and aims:
The purpose of this assessment is to enable and actively engage students to lead their own action. Along with applying the knowledge and skills gained from learning about local, national and global issues, students will be supported in the development of the necessary skills of problem/opportunity identification and action planning, necessary to be pro-active in making a positive difference in the world. This is also designed to provide an opportunity for students to work collaboratively and respectfully with a range of students from diverse backgrounds.
Each group will have ONE socially-based problem or opportunity which could be a local, national or global issue/opportunity relevant to some aspect of diversity, equity, social inclusion and engagement, which requires a proposal for a solution or offers an opportunity for development that will involve an aspect of social advancement.
As a small group**, you must be able to define the scope of the issue/opportunity through inquiry/research, critically analyse the issue and arguments regarding the nature/importance of the issue; and offer solutions to the issue or a means of realising the opportunity.
** This assessment requires students to actively engage and work collaboratively with a diverse range of students to be able to understand the perspectives of others; therefore, small groups of 5 (groups will be formed in week 2) will be formed by self- selection (with the support of the lecturer) however, you are highly recommended to have a range of disciplines, ages, cultural and linguistic skills as the greater the diversity of your group, the broader the range of ideas that will be available to you. This assessment task provides students an opportunity for inter-cultural learning, which requires a culturally heterogeneous mix of students.
Description of the assessment:
There are TWO parts to the assessment:
Part A: Group action plan on a social issue/opportunity: a written report comprising of 2000 words. (40%)
Part B: Presentation or Campaign Video (10%) In week 12 classes, each group will present the social action plan to the class. Each member of the group will receive an individual mark based on the presentation. Each group must present for 12 minutes in total, including questions.
Students are required at least 4 types of resources in the group social action plan:
1. Minimum of 2 journal articles (students are required to use scholarly and peer-reviewed articles)
2. Newspaper articles
3. Prescribed textbook
Steps in developing the class issue/opportunity:
The lecturer introduces Assessment task 3: the purpose and
requirements of the assessment.
In this session, each student in the class is asked to think about ONE issue/opportunity that they would like to pursue or write about. (students are encouraged look at newspapers, magazines, news reports etc)
One issue/opportunity from each student to be
provided by week 5
Anonymously, each student to write down the
issue/opportunity on a post-it note and place on the whiteboard
Class to discuss the issues/opportunities
presented and identify themes emerging (4 or 5 themes to be identified)
Each group is to brainstorm using butcher paper each of
themes that was identified in week 4 and decide on which
issue/opportunity they would like to work on.
Groups to vote on ONE issue/opportunity by nominating their preferred issue and placing it in the box provided. Lecturer to count the votes.
Lecturer to gather all the suggested
issues/opportunities themes and each class is to
vote ONE issue/opportunity
Examples of Social Issues, problems or opportunities to be addressed in the Social Action Plan
1. Cultural Diversity
3. Indigenous Issues
8. Global warming
10. Drug abuse
12. Genetic engendering
13. Child labour
Template for Social Action Plan
Part A – Written Report
Part A of the Social Action plan needs to include the following:
1. Background to the Issue
This includes, but is not limited to a description of the issue, why it is important, whom it affects, and the costs to society of
inaction. This section should also include a description of the company/group that has been chosen to address the issue.
2. Objectives of the Action Plan
In this section, groups should outline the key objectives of the action plan. In doing so, students should demonstrate
awareness of the viability and practicality of the objectives involved, and the availability of resources to meet the said objectives.
3. Proposed Actions
Each objective should be broken down into a set of implementable action points.
4. Anticipated Outcomes
Each action point from Section 3 above is required to have a set of measurable anticipated outcomes associated with it.
5. Key roles and responsibilities
Given the company/group described under Section 1, the roles and reporting structure should be outlined and described
using an organisational chart. Following this, the key responsibilities, and individuals accountable for each action need to be outlined.
6. Timelines and resources required
The anticipated completion date for each action, and the resources required to complete them are to be described in this section.
7. Key Risks
In this section, groups need to demonstrate that they are aware of any potential risks and downside associated with each of the action points.
8. Evaluation Method
Here students are expected to describe the methods to be used to evaluate the progress of each action point against the stated objectives and anticipated outcomes (Sections 2 and 4 respectively). Groups should also include when the evaluation is going to be undertaken, assuming that the action points will have varying timelines associated with them.
9. Finally, each group is required to summarise the Social Action Plan into the following table, and attach it as an appendix to the report (It does not form part of the word count):
Social Action Plan: Group Name
Social Action plan: Team members:……………………………………………………………………. Description of the Issue:
Part B – Presentation or Campaign Video (Due date: Week 13 classes)
Groups are expected to present their respective Social Action Plan tables to the rest of the class. This needs to be done in an engaging and professional manner, and should be conducted in a PowerPoint presentation and/or Campaign video format.
Each group must present for 12 mins in total, including questions. Each member of the group will need to present for 2 mins and each student will receive an individual mark based on the presentation.
All students will be provided with peer feedback. During presentations/videos, students will be providing feedback using the grading rubric (provided). The feedback will be anonymous, and will be collated and provided back to each group.
Guidelines for the in class- presentation
• Groups of 5 students (some regional classes may define groups of a different size)
• All students are required to present. Each student is responsible to speak for 2 mins
Guidelines for Campaign Video
• Each group member to present for an equal length of time (2 mins)
• The video must be 10 mins in total, with each member of the group presenting. Students who present a video will also have question time in class (2 mins)
• Videos must be uploaded on desktop computer. Please make sure the video link(s) work before class. Failure to do this may result in deduction of marks.
Grading Criteria Assessment Task 3a: Group Social Action Plan (40%)
Criteria Excellent (A 80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Grade Writing
Authoritative use of management/business concepts and terminology in group action plan. Clearly states the purpose, assertion, arguments and findings, and supports this with evidence in a sustained and logical fashion.
Proficient use of management/business terminology in group action plan and orders ideas in a structured and sequenced fashion, aimed at making a central argument or assertion.
Competent use of management/business terminology in group action plan. Contains many relevant ideas, and attempts to structure them in a coherent manner.
Limited use of appropriate management/business terminology in group action plan.
Contains some relevant ideas, but is
unable to relate them in an organised manner.
Contains little or no meaningful information relating to the task, and makes no attempt to produce an organised response to the task.
/10 Location, selection and use of information (evidence and citation) Locates, evaluates and integrates a range of relevant information (or data) into the construction of a response to the task, and uses the discipline sanctioned Harvard Referencing Style at http://www.lib.latrobe.edu.au/r eferencing-tool/harvard to cite sources in a timely and appropriate fashion. Locates and synthesises a range of relevant information (or data) to inform the response to the task, and uses the discipline sanctioned Harvard Referencing Style at http://www.lib.latrobe.edu.au/r eferencing-tool/harvard to cite sources in a timely and appropriate fashion. Uses a range of prescribed information sources (or data) to inform the response to the task, and uses the discipline sanctioned Harvard Referencing Style at http://www.lib.latrobe.edu.au/r eferencing-tool/harvard to cite sources in a timely and appropriate fashion, but with some errors. The response to the task relies upon a narrow or partially relevant selection of information sources (or very limited data) and uses the discipline sanctioned Harvard Referencing Style at http://www.lib.latrobe.edu.au/refer encing-tool/harvard to cite sources in a timely and appropriate fashion, but with some errors Irrelevant sources and data selected to inform the response to the task, or used inappropriately, with little or no attribution. /5 Problem-solving approaches/critical thinking
Situates the problem or issue presented in within a management context or conceptual framework and draws supported conclusions from applying key management concepts to provide well justified solutions.
Precisely identifies all relevant factors of the management problem presented and accurately applies management concepts to provide a possible solution.
Correctly identifies many relevant factors of the management problem presented and attempts, with some inaccuracy, to apply management concepts to achieve a solution
Correctly identifies some relevant factors of the management problem presented and attempts with some uncertainty to apply management concepts to achieve a feasible solution.
Makes little or no attempt to separate the elements of the problem presented or to relate them to relevant management concepts.
/10 Collaboration and participation An integrated contribution to the group social action plan, which reflects critical assimilation of group perspectives, reaching a balanced and well founded conclusion, set of findings or recommendations. A co-ordinated contribution to the group social action plan, which reflects assimilation of group perspectives, reaching a qualified conclusion, set of findings or recommendations. A response to the group social action plan which attempts to accommodate or draw upon the group contribution in a coherent and structured fashion, reaching a tentative conclusion, set of findings or recommendations. A response to the group social action plan, which reflects group contribution, and constructs a less than coherent, but plausible, conclusion, set of findings or recommendations. Response does not account for group social contributions, or is unable to effectively include other points of view to reach a plausible conclusion. /5 Personal reflection
A very clear understanding of one’s own thinking and learning processes by examining openly own experiences and clearly articulating the diversity of opinions within the group.
A clear understanding of one’s own thinking and learning processes by examining openly own experiences and clearly articulating the diversity of opinions within the group.
An understanding of one’s own thinking and learning processes by examining openly own experiences and clearly articulating the diversity of opinions within the group.
No clear understanding of one’s own thinking and learning processes by examining openly own experiences and clearly articulating the diversity of opinions within the group.
No understanding of one’s own thinking and learning processes by examining openly own experiences and clearly articulating the diversity of opinions within the group.
Grading Criteria Assessment Task 3b: Group Action Plan Presentation (10%)
Criteria Excellent (A80-100%) Very Good (B 70-79%) Good (C 60-69%) Pass (D 50-59%) Fail (N 0-49%) Grade Presentation & Engagement
Persuasively defines the conceptual approach to the presentation, structures the presentation and uses clear, powerful and appropriate language for an academic and professional audience.
Coherently and logically structures the presentation and uses clear and appropriate language for an academic and professional audience.
Logically structures the presentation), approaching coherence, and uses some appropriate language for student (or disciplinary) audience.
Attempts to structure the presentation if somewhat incoherently, and uses minimal appropriate language for student (or disciplinary) audience.
Makes no attempt to structure the presentation and does not appropriate language for student (or disciplinary focus).
/3 Questions and Discussion Responds to questions in a precise, persuasive manner with relevance to the presentation and refers to information that goes beyond ideas already presented. Responds to questions in a precise manner with relevance to the presentation and refers to some information that goes beyond ideas already presented. Responds to questions in an appropriate manner and with some relevance to the presentation, and shows knowledge and understanding of the topic Responds to questions in an appropriate and coherent manner, but demonstrates a limited knowledge of the topic Does not respond to questions or does so with little coherence and relevance to the topic. /2 Disciplinary Knowledge
Disciplinary knowledge is clearly presented and uses disciplinary language authoritatively; shows critical understanding of the issue presented and demonstrates depth and accuracy of understanding.
Disciplinary knowledge is clearly presented and uses disciplinary language competently, shows a proficient awareness of the
issue presented and demonstrates accuracy of
Disciplinary knowledge is presented and uses disciplinary language approaching competency, shows an awareness of the issue presented and demonstrates limited content understanding.
Disciplinary knowledge lacks clarity and uses disciplinary language tentatively, shows an awareness of the issue presented and some evidence of gaining new understanding.
Disciplinary knowledge is unclear and does not use the language of the discipline in a sustained fashion, and demonstrates no evidence of gaining new understanding.
/3 Participation and Collaboration An integrated contribution to the response to the task, which reflects critical assimilation of other group perspectives, reaching a balanced and well-founded conclusion, set of findings or recommendations. A co-ordinated contribution to the response to the task, which reflects assimilation of other perspectives, reaching a qualified conclusion, set of findings or recommendations. A response to the task which attempts to accommodate or draw upon each individual contribution in a coherent and structured fashion, reaching a tentative conclusion, set of findings or recommendations. A response to the task, which reflects each individual contribution, and constructs a less than coherent, but plausible, conclusion, set of findings or recommendations. Response does not account for other contributions, or is unable to effectively include other points of view to reach a plausible conclusion. /2
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