Assessment and - Microsoft Feb_2012.pdfPSM Program — Assessment and Referencing Guide 2 of 115 WELCOME This Assessment and Referencing Guide (ARG) provides information about the

February 2012

Assessment and

Referencing Guide

PSM Program — Assessment and Referencing Guide

2 of 115

WELCOME

This Assessment and Referencing Guide (ARG) provides information about the Public Sector Management (PSM) Program. It explains the requirements for academic writing and referencing, the assessment process and the specific assignments. The PSM Program is an example of networked delivery. To give the distributed assessment regime more consistency, this document is the standard for assessment and referencing, or in colloquial terms, ‘the ultimate authority’, for participants, facilitators, assessors and managers.

Every effort has been made to ensure that the information is up to date. Should you locate any errors, please notify the National Assessment Centre.

There are many people to assist you, including the facilitators, assessors, your agency sponsor, your fellow participants and, of course, the PSM Program team. Remember, we are here to guide you. Enjoy the learning experience!

ACKNOWLEDGEMENTS

This revised guide was developed from assessor, facilitator, participant and program manager feedback across Australia. Many individuals took valuable time to give considered and constructive input in the interests of improving assessment for participants, facilitators, assessors and managers.

Previous PSM Program participants also contributed through their interpretation of assessment and their efforts to meet or exceed standards.

Manager, National Assessment Centre Public Sector Management Program Australian Public Service Commission


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TABLE OF CONTENTS

SECTION 1 PREPARING FOR THE PUBLIC SECTOR MANAGEMENT PROGRAM ............................. 4

1.1 DISCOVER YOUR LEARNING STYLE ......................................................................................................4

1.2 IF YOU HAVE A DISABILITY ....................................................................................................................4

SECTION 2 INTRODUCTION TO THE PUBLIC SECTOR MANAGEMENT PROGRAM ........................... 5

2.1 PSM PROGRAM STRUCTURE ...............................................................................................................5

2.2 PSM PROGRAM INSTRUCTIONAL DESIGN .............................................................................................7

2.3 EARNING A GRADUATE QUALIFICATION ................................................................................................7

2.4 GRADUATION ......................................................................................................................................7

2.5 ARTICULATION TO A MASTERS DEGREE ................................................................................................7

SECTION 3 ASSESSMENT ........................................................................................................ 8

3.1 KEY RULES OF ASSESSMENT ...............................................................................................................8

3.2 ASSESSMENT DETAILS ..................................................................................................................... 14

3.3 GRADING ......................................................................................................................................... 16

3.4 WORD COUNT ................................................................................................................................. 17

SECTION 4 ASSIGNMENTS FOR UNITS 1- 4 ............................................................................. 18

ASSESSMENT TASKS FOR UNIT 1 ................................................................................................................... 21




SECTION 5 ACADEMIC STUDY: READING, WRITING AND REFERENCING SKILLS ........................ 83

5.1 MOTIVATION AND CONFIDENCE ......................................................................................................... 83

5.2 TIME MANAGEMENT ......................................................................................................................... 84

5.3 CRITICAL THINKING, ANALYSIS AND APPLICATION OF THEORY ............................................................ 84

5.4 READING AND COMPREHENSION ....................................................................................................... 86

5.5 ASSIGNMENT WRITING ..................................................................................................................... 88

5.6 WRITING UP A MAJOR REPORT, SUCH AS YOUR WORK BASED PROJECT ........................................... 94

5.7 REPORTING NUMBERS ..................................................................................................................... 97

5.8 BRIEFINGS ....................................................................................................................................... 98

5.9 POWERPOINT PRESENTATIONS ........................................................................................................ 98

5.10 HOW TO REFERENCE YOUR ASSIGNMENTS ....................................................................................... 99

SECTION 6 REFERENCES .................................................................................................... 115


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SECTION 1 PREPARING FOR THE PUBLIC SECTOR MANAGEMENT PROGRAM

1.1 DISCOVER YOUR LEARNING STYLE

Different people have different ways of going about studying and learning. One way is no better than another; rather it is helpful to know what works best for you, especially when embarking on a major learning program such as this one. A self-paced version of learning styles is introduced here as part of the orientation. It is addressed in more detail in PSM Unit 3.

The acronym VARK stands for four sensory modalities by which people take in and put out information in the learning process. The four are:

visual

aural (or auditory)

read/write

kinaesthetic.

VARK may give you an insight into one of your characteristics – how you learn. To work out what your learning preferences are, there is a short, simple questionnaire. It has been well received because the distinctions between the four modalities – visual, aural etc. – are easily understood and have an intuitive appeal (Fleming 2001).

You can do the VARK questionnaire at the following website: <www.vark-learn.com>.

Make sure you read the instructions to teachers first, so that you know what the questionnaire or inventory is measuring (preferences) and not measuring (strengths or ‘being good at’). Note that, unlike many other questionnaires you may have done, you can choose more than one answer for each question and you can skip questions too.

Score your results by carefully following the instructions on the website. They are a bit complicated, but be persistent! Once you have worked out your modal preferences for learning – either visual, aural, read/write or kinaesthetic – pay careful attention to the learning strategies that are identified for each mode. Neil Fleming puts his advice into practice in an engaging way – one that appeals to and illustrates each of the modalities by using that method to present the learning strategies. These are extremely useful and should be of great value to you as you do this program and any other learning you undertake in future. Devise your own strategy to maximise your learning on the PSM Program by applying what you have learned about your VARK preferences.

1.2 IF YOU HAVE A DISABILITY

If you have a disability that may affect your studies and ability to complete assignments please seek assistance from your PSM Program Manager.

http://www.vark-learn.com/


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SECTION 2 INTRODUCTION TO THE PUBLIC SECTOR MANAGEMENT

PROGRAM

The PSM Program will help you to think analytically and develop the skills to successfully manage in the public sector. Financial management, human resource management, team management, knowledge management, project management and the interactions between them, are all covered in this comprehensive program. The PSM Program equips mid-level to senior managers to meet contemporary and future challenges.

2.1 PSM PROGRAM STRUCTURE

The program structure is based on four units. The units are organised around the ‘Managing Up’, ‘Managing Out’, ‘Managing In, and ‘Managing Down’ framework.

You will progress sequentially from the first unit through to the concluding unit. Each unit comprises between seven and ten topics, each topic being broadly equivalent to one week of study in a conventional university teaching schedule.

The topics in each unit are shown in the ‘road map’ in Figure 2.1.


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Figure 2.1 - The PSM Program roadmap

PSM Program Unit 1

Managing Up: The Framework of Public Sector Management develops an appreciation of the public sector manager’s operating environment. It introduces the key issues and themes to be explored throughout the program.

Introduction and Overview

The Australian political and legal system

Responsible government and administrative review measures for public sector management accountability

Federal-state relations

Political, ethical and organisational accountability

Understanding the recent public sector reforms

Projecting the emerging future

Coordination and the global challenge of ‘Managing Up’

PSM Program Unit 2

Managing Out: The Public Sector in the Community examines the imperative to work collaboratively and to respond to a diverse range of stakeholders including other agencies, other levels of government, clients, interest groups and the media.

The ‘Managing Out’ imperative

Networks, contracts and policy communities

Citizens, clients and stakeholders

Participation and accountability

Whole-of-Government

Managing relationships in a network environment

Network delivery and e-government

Managing the media and public relations

‘Managing Out’ in practice

PSM Program Unit 3

Managing In: Ethics and Career Management in the Public Sector gives a framework for ethical and accountable behaviour, maintaining motivation and managing a career in a dynamic environment.

Understanding personality

Values and ethics

Emotional intelligence

Capability & learning

Career management

Motivation through goal-setting

Personal efficiency, priority management and productivity

Information analysis for problem-solving and decision-making

PSM Program Unit 4

Managing Down: Operational Management in the Public Sector provides the skills to plan, manage, organise and implement to ensure results are delivered and outcomes achieved.

Strategic management

Organisation structure and culture

The learning organisation and knowledge management

The budget cycle and financial management

Strategic human resource management

Performance management

Leadership and teams

Job Satisfaction and motivation

Change management and innovation

Project management


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2.2 PSM PROGRAM INSTRUCTIONAL DESIGN

The Program’s content and exercises are intended to relate to your experience in the workplace. Where possible, the content offers practical tools and strategies that can assist you to better understand your operating environment and navigate it successfully. Contemporary and relevant examples are provided to illustrate the issues or themes canvassed in the topics.

Case studies are used, which are an important strategy for enhancing participant understanding of content. You are also encouraged to develop or find your own case studies relevant to your situation. Case studies are an active learning strategy intended to foster critical thinking and problem-solving. They are useful for conveying the dynamism and complexity of the public sector. Cases cover a broad spectrum of public sector activities, drawn from a number of jurisdictions where such material is available. They enable you to reflect critically on problems, dilemmas or implications relevant to their own workplace.

All topics are supported by ‘required readings’ that expand on core themes, and ‘further readings’ that you can pursue if you wish. Activities and exercises are practical, varied and achievable, and are based on the information covered in the content. They are generally preceded by a brief explanation of the purpose, or benefits of doing the exercise and the specific skills being taught or practised in each.

2.3 EARNING A GRADUATE QUALIFICATION

Earning a graduate certificate demonstrates that you have achieved an educational standard recognised nationally and internationally through the university system. The assessment and accreditation provided by the university partners is designed to reinforce the personal and professional development opportunities of the PSM Program and allows you to progress to further study.

All participants who meet the assessment requirements will be eligible for a Graduate Certificate in Public Sector Management from Flinders University, South Australia.

Academic records are maintained centrally for the duration of the program.

2.4 GRADUATION

Once you have successfully completed all assignments, your PSM Program office will contact you and forward you a Graduation Form for completion. The graduation dates vary in each jurisdiction. Consult your PSM Program office for your graduation ceremony date. The contact details for each jurisdiction’s PSM Program office can be found on the national PSM Program website: www.psmprogram.gov.au.

2.5 ARTICULATION TO A MASTERS DEGREE

PSM Program graduates may be eligible to apply for credit or advanced standing into existing Graduate Diploma, Master, Master (Honours) and Doctorate programs offered by tertiary institutions.

The PSM Program has established learning pathways and further study options with a range of universities around Australia. Please visit the national PSM Program web site for the latest information.

Please note: Universities may require a credit average in the PSM Program for articulation.

http://www.psmprogram.gov.au/


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SECTION 3 ASSESSMENT

3.1 KEY RULES OF ASSESSMENT

This section provides essential information about assessment policy. The policy is designed to be fair and equitable and aims to be flexible while not providing advantage to any individual.

3.1.1 SUBMISSION OF ASSIGNMENTS

The term ‘assignment’ is used here to describe all items you submit for assessment.

The Learning Management System (LMS) has been designed to allow online registration, enable web-based submission and assessment of assignments. A Participant Guide to the LMS can be accessed from the following locations:

National PSM Program website (password protected) http://www.psmprogram.gov.au/

Home page of the LMS - https://www.psmprogram.gov.au/cgi-bin/eam/login.pl

From the time of your online application, you should start receiving automated emails from the LMS. If you do not receive these automated emails check whether they are being stopped by your spam filter or firewall.

It is important to note the following:

All assignments are to be submitted electronically using the LMS before or on the stipulated due date.

It is essential that you follow the instructions as set out in the Participant Guide to the LMS and take the time when prompted to check that you are submitting your assignment in the correct spot.

Not submitting your assignment through the LMS will result in a delay in marking.

Submitting an incomplete assignment will result in a fail.

Submitting your assignment late may incur an academic penalty.

Your PSM Program Manager will distribute a list of submission due dates so you are aware of critical timeframes.

You must always complete and include the Assessment Response Sheet with your assignment.

The Assessment Response Sheet and all parts of the assignment must be uploaded as one file (document) in Word 2003 format. (If you are using Word 2007 please ‘save as’ and choose Word 2003 from the format drop down menu).

Marking turn-around times are usually within three (3) weeks. You will receive an automatic notification email from the LMS when the assessor has returned your result.

http://www.psmprogram.gov.au/

https://www.psmprogram.gov.au/cgi-bin/eam/login.pl


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3.1.2 ASSIGNMENT EXTENSIONS

Extensions are for exceptional circumstances only. Being busy at work is not an exceptional circumstance.

You must apply in writing (preferably email) to your PSM Program office, stating the reason the extension is requested. This request must arrive at least three working days prior to the assignment due date.

Gaining an extension is usually a preferable option to deferring or withdrawing from a unit, but you are cautioned to manage your time so that extensions are not necessary.

You need to consider two issues:

There may be a delay in having your assignment marked and therefore receiving feedback that could be helpful for the next assignment.

A lengthy extension on submitting the final major assignment (Unit 4) may delay your graduation.

3.1.3 LATE ASSIGNMENT SUBMISSION

A fee may be incurred if you submit an assignment late without an extension. In addition, the standard turn-around time for marking the assignment cannot be guaranteed. Transfer penalties may also apply if you transfer to a new course.

An academic penalty may be applied to assignments submitted late. This may involve a deduction of marks on a sliding scale or imposition of a maximum grade of pass. If you believe your circumstances are exceptional, you should consult your PSM Program Manager to discuss your situation. Depending on your jurisdiction, a fee may be incurred. Please discuss this with your Program Manager.

3.1.4 MODERATION AND RE-SUBMISSION

Moderation

All fail and high distinction grades are moderated by an academic moderator, and then confirmed or adjusted. Ten per cent (10%) of all assignments are group moderated to ensure academic standards and consistency is maintained by assessors.

Re-submission

If you fail an assignment, you may apply for permission to submit a new assignment. Applications should be forwarded to your PSM Program Manager in writing with a request for a re-submission. Assignments may not necessarily be upgraded, but if they are, the mark awarded will be no higher than a pass (no more than sixty four per cent [64%]).

A fee may be applied by your jurisdiction.


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3.1.5 IF DISSATISFIED WITH RESULTS (RE-ASSESS)

If you are dissatisfied with your result on an assignment, you can initiate a review of the assessment. To access this process, you must first provide a written outline of the reasons that you consider the mark to be incorrect. This should be forwarded to your PSM Program Manager. The request must be submitted within five (5) working days of the return of the assessed assignment.

Step 1 – Seek additional feedback from the original assessor

The original assessor will review your reasons and may amend the mark or provide the reason that he/she considers the mark to be correct.

Step 2 – Request a reassessment of your assignment

Where you are dissatisfied with the outcome of the review, you may make a written request that the work be re-marked. You must include evidence to support your belief that the grade is wrong or unfair. This will be forwarded to a University Moderator. Where the Moderator decides that a re-mark is justified, he or she will arrange for an independent re-marking of the assessment exercise by a staff member other than the original assessor.

After the second assessor has independently marked the piece of work, the Moderator will review the two marked assignments and decide which mark will be awarded.

Important to Note

In entering this process, you should not assume that your mark will be upgraded. The mark awarded through this process is final. Depending on your jurisdiction a fee may be incurred, please discuss with your PSM Program Manager. Moderated assignments cannot be re-assessed.

3.1.6 ACADEMIC RESULTS

If you submit your assignment on time, your results will be available approximately three (3) weeks after the due date. You will receive an automated email from the LMS stating that your result is available for viewing. Note, assignments submitted well before the due date may not be marked before the due date. See the Participant Guide to the LMS for further information on viewing assessed assignments. Your academic results are confidential. Your PSM Program office may notify your employer of your progress without disclosing marks.

3.1.7 ACADEMIC TRANSCRIPT

At the conclusion of the program, the PSM Program office will provide you with a Flinders University academic transcript.

3.1.8 RECOGNITION OF PRIOR LEARNING/CREDIT TRANSFER

If you have previously completed tertiary postgraduate studies you may wish to request a credit transfer or recognition of prior learning towards the PSM Program.

The graduate certificate conferred by the university partner is a postgraduate award. Work done in an undergraduate degree cannot be counted again as a full component towards a postgraduate qualification. Exemption from assessment (credit) will only be considered if you have entered the PSM Program with a graduate certificate or higher degree, completed within the past ten (10) years.


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Credit may be granted for one unit only, if you have satisfactorily completed university accredited work in a relevant area as part of a postgraduate course. You will need to supply an academic transcript together with curriculum content and assessment methods. If credit is granted for a unit you will not need to complete any assessment for that unit. Under no circumstances will credit be granted for PSM Program Unit 4, which includes the Work Based Project. The Work Based Project is the key assessment item, so if it and the unit are not undertaken by a participant there is no way of assessing if they have achieved the overall objectives of the program.

You must contact your PSM Program Manager to apply for credit transfer. You must provide full details of previous work completed, outline your case for recognition and supply certified copies of your student records (testamur, result transcripts, subject synopsis and assessment requirements).

To seek credit for past work, please complete the Application for Credit Transfer/Exemption from Assessment form at the end of this sub-section and fax or post it to your PSM Program Manager before your course commences. The decision to grant credit or standing is at the discretion of the accrediting university.

The full PSM Program fee will still be payable even if you gain credit towards the PSM Program graduate certificate. Workshop attendance is also recommended.

3.1.9 VALID PERIOD OF REGISTRATION

Your registration will take effect from the time you commence the Program at the Unit 1 workshop. Your registration in the PSM Program will be valid for a maximum of two years. You need to complete the Program workshops and assignments within this period. The time taken to completed assignments within this timeframe may vary between jurisdictions. Please discuss exceptional circumstances preventing you completing the Program within this registration period with your PSM Program Manager.

3.1.10 PLAGIARISM AND ACADEMIC MISCONDUCT

In the public sector there is a clear expectation that staff will behave ethically, fairly and professionally. In the academic world there is also an expectation of academic integrity and professional and ethical behaviour. A breach of this expectation is referred to as academic misconduct and is treated very seriously as it risks harming the reputation of the University as well as the standing of the Graduate Certificate in Public Sector Management.

Specifically, it is academic misconduct for a participant to:

present copied, falsified or improperly obtained data as if it were the result of their own work

submit as their own work, material which is the result of significant assistance from another

person unless such assistance is included in the instructions or guidelines for that work. This is

called collusion

assist another participant in the presentation of that participant’s individual work in a way that is

unacceptable according to the instructions or guidelines for that work. This is also collusion

cheat. Copy or allowing work to be copied, purchasing or obtaining essays or assignments,

making up references or data, or giving secondary sources as if they were primary ones, lying

about medical or other circumstances in order to receive an extension

plagiarise. Plagiarism is knowingly presenting the ideas or words of another person as if they

were one's own

Plagiarism is taken very seriously and will be formally dealt with by the assessing university. The penalty may include being awarded zero marks for the assignment, with or without the opportunity to resubmit another paper.


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Plagiarism can take the following forms: 1. Presenting substantial extracts from books, articles, theses, internet pages, other published or

unpublished works (such as working papers, seminar and conference papers, internal reports) and other participants’ work without clearly indicating the origin of those extracts with quotation marks and references.

2. Using close paraphrasing of sentences or paragraphs without reference to the original work.

3. Quoting directly from a source and failing to insert quotation marks and page number(s) in addition to acknowledging the source.

4. Submitting someone else’s work as your own.

It is important to realise that while plagiarism can be intentional, accidental or careless, it is not acceptable in any form and it is your responsibility to make sure that you do not plagiarise. Ignorance is not a defence and will not prevent the application of a penalty.

Much of your work, however, will involve using the work of others. This is acceptable practice, providing you make it clear where the material has come from. To avoid any charge of academic misconduct it is important that you use the appropriate techniques when making reference to other sources. See Section 5 of this guide for correct referencing techniques. There are also procedures in place to ensure that any duplication of assignments is readily identified.

The following is an extract of information contained on the Flinders University Academic Integrity website (https://flo.flinders.edu.au/webct/urw/lc5116001.tp0/cobaltMainFrame.dowebct):

The keys to avoiding plagiarism are:

taking the correct approach to organising and writing an assignment/essay

expressing yourself in your own words

referencing other sources correctly (including enclosing any copied phrases in quotation marks)

organising your time properly so that you are not tempted to plagiarise or do so carelessly

Some actual examples of what is and is not plagiarism can be found in Section 5.10.4.

https://flo.flinders.edu.au/webct/urw/lc5116001.tp0/cobaltMainFrame.dowebct

http://www.flinders.edu.au/shadomx/apps/fms/fmsdownload.cfm?file_uuid=5656EBDE-BA49-A6E6-FAF4-A1EF1D1CD1F5&siteName=flinders

http://www.flinders.edu.au/shadomx/apps/fms/fmsdownload.cfm?file_uuid=5657DB8E-94E0-9449-0AB9-A4E3587C840C&siteName=flinders

http://www.flinders.edu.au/shadomx/apps/fms/fmsdownload.cfm?file_uuid=5655136E-D566-7DDF-0512-F5B1A6264D5B&siteName=flinders


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PSM PROGRAM

APPLICATION FOR CREDIT TRANSFER/EXEMPTION FROM ASSESSMENT

Name: ...............................................................................................................................................

Participant number: .........................................................................................................................

Address: ...........................................................................................................................................

Telephone: .............................................. (W) .................................................. (H)

Email: ...............................................................................................................................................

Unit for which exemption sought: ..................................................................................................

I am applying for credit on the basis of completing:

Name of qualification:

University:

Subject/topic:

I have attached an academic transcript and evidence of curriculum content and assessment requirements.

Signature .......................................................................... Date ...................................................


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3.2 ASSESSMENT DETAILS

This sub-section provides information on how assessment works in the PSM Program. The next section, Section 4, details the actual assignment tasks required of participants.

3.2.1 PHILOSOPHY

The assessment items in the graduate certificate generally reflect the 30/70 content–process split in which the content selected (30%) is intended to stimulate the learning process (70%). This content–process relationship is a deliberate learning emphasis of the PSM Program.

The Program is a series of discrete units through which a common public sector theme of applied problem-solving is developed. As each unit of the Program covers different aspects of public sector management, these units are assessed by different methods. The assessment strategy provides a coherent, integrated and considered approach to assessment that takes into account the demands and expected outcomes of all units. Overall, the aim is to ensure that each assessment task links to an overall plan of developing participants’ skills across a number of key areas.

Activities in the PSM Program manuals are linked to assessment, where appropriate. Assessment guidelines for all elements ensure consistency in marking and at the same time enable greater diversity in assessment methods to cater for individual participant learning styles. The assessment plan builds from a directive and supportive approach in the earlier units to one that assumes certain essential skills in academic assignments have been developed, and fosters self-mastery and independent learning in later units.

3.2.2 EARNING VERSUS LOSING MARKS

Participants sometimes ask about whether they earn marks/grades or whether they start with a bank of marks (100%) and then assessors take away marks for various errors. The situation is not necessarily either a ‘lose marks’ model or a ‘gain marks’ model. The cognitive process of assessment is much more complex than either of these options imply, particularly in university academic papers which do not generally rely on the competency approach. This competency approach reflects on whether a person can do something with a yes or no answer. There are standard expectations in academic work for correct referencing, grammar and spelling, and presentation. Failure to comply with these requirements will lead to a deduction of marks.

At a post-graduate level, students are expected to demonstrate critical thinking and analysis, and be able to present a convincing argument – qualities which are equally important to public sector managers. Judgements about the extent to which understanding is demonstrated and the quality of analysis and argument are, by their nature, more subjective. A marking criteria sheet is included for each assignment to assist consistency of marking across the standard expectations of understanding, analysis, argument and style and presentation. Assessors will also provide comments about particular elements of each assignment; the section on ‘what the participant would need to do to get a higher mark’ is included to encourage assessors to give useful and constructive feedback.


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3.2.3 MINOR AND MAJOR ASSIGNMENTS

The tasks are divided into minor and major assignments for each unit, with the marking schedule clearly allocated (see schedule in Section 3.3 of this guide). Each unit needs to be completed prior to progressing to the following unit. Each unit is assessed out of 100 marks with marks variously allocated to the assignments and participation in the face-to-face components.

3.2.4 THE RESOURCE ‘TOOL KIT’

To build up your personal resources and to assist in ensuring congruence between the learning strategies, assessment for some of the units will be based on evaluating the resources you have accumulated in that unit. These tasks will be in the form of research reports and reference information that can be retrieved when needed. Developing skills in summarising material, critically evaluating arguments and collecting annotated bibliographies will also assist you in undertaking further study at post-graduate level. It is also very relevant to evidence-based practice and policy. A number of templates are provided to assist you in collecting the resources for your personal ‘tool kit’.

3.2.5 WORKPLACE APPLICATION

Workplace application is assessed as a proportion of the total mark for most of the units, to encourage and reward links between academic learning and workplace practice. It may involve producing material in formats that are common to the public sector environment, or writing specifically about your workplace and how the program material relates to your work. The aim of these assessment tasks is to place learning from the unit into a workplace context, and the transfer of learning.

3.2.6 THE WORK BASED PROJECT

A distinguishing feature of the PSM Program is its focus on relevant theory and the practical application of your learning. The Work Based Project, which is the major assessment item for PSM Program Unit 4, requires you to create, plan, implement and write up a project from your workplace. The aim is to demonstrate ability to ‘add public value’, using the knowledge and skills developed in the program. You will apply the ‘tool kit’ of resources you have collected.

It is worth giving some thought to your Work Based Project in the early stages of the PSM Program.

This final task will also set you up for further self-directed learning at post-graduate level should you wish to undertake further studies.


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3.3 GRADING

The following table provides information on the word count and the percentage weight for each minor and major assignment for units 1 to 4.

Table 3.1 Unit Assessment Word Limit and Mark Weight Percentage

Unit Word limit

Percentage

PSM Unit 1: Managing Up: the Framework of Public Sector Management

Minor assignment – reading report and diagnostic essay 1500 30%

Major assignment – case study on federalism or accountability 2500 65%

PSM Unit 2: Managing Out: the Public Sector in the Community

Minor assignment – key factors 1500 30%

Major assignment – process analysis 2500 65%

PSM Unit 3: Managing In: Ethics and Career Management in the Public Sector

Minor assignment – learning journal 1500 30%

Major assignment – research reading & workplace analytical report 2500 60%

PSM Unit 4: Managing Down: Operational Management in the Public Sector

Minor assignment – project proposal and provisional plan 2500 25%

Major Assignment – work based project report 3500 70%

In addition, for each unit facilitators will award a participation mark based on your preparation for and participation in the face-to-face component of each unit or your contact with the facilitator. The marks awarded by the facilitator represent a percentage of your marks overall, see table 3.2 below.

Table 3.2 Facilitator mark for each unit

Unit Facilitator Mark

PSM Unit 1 Managing Up: the Framework of Public Sector Management 5%

PSM Unit 2 Managing Out: the Public Sector in the Community 5%

PSM Unit 3 Managing In: Ethics and Career Management in the Public Sector 10%

PSM Unit 4 Managing Down: Operational Management in the Public Sector 5%


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The facilitator mark is about your degree of preparation and your engagement with others at the workshops. However, the total available mark is reduced by the corresponding attended days. Have you read the material, prepared the ‘in text’ activities and read all the required readings? These requirements are the minimum. Your engagement in the learning process is particular to your learning style but your contribution will be assessed in the whole group, small group and discussion processes in the workshops. Talk to your facilitator if you have any concerns that your style will inhibit your contributions being noted. The facilitator mark for Unit 3 is higher because of the nature of the content of this unit in which there is more emphasis on interpersonal processes, individual analysis and self-reflection.

Table 3.3 Mark to Grade Conversion

Mark /100 Grade

> = 85 High Distinction (HD)

> = 75 Distinction (D)

> = 65 Credit (C)

> = 50 Pass (P)

< 50 Fail (F)

3.4 WORD COUNT

By convention in academic writing, the word count includes all the content except the main title of the essay/article and the references list. In regard to a report, the word count also excludes the table of contents. In–text quotations of other authors are included, as you have chosen to include such quotations as part of your argument.

If the number and length of quotes seems excessive, then you will be penalised. Quotes should be brief and to the point, not a substitute for one's own work. You should also introduce or comment on the quote to add value to it and show why it has been included. Do not leave quotes to ‘speak for themselves’.

It is worth noting that if you are using the MS Word tool to count your words and you have bullet points included as part of your assignment, that it will include the actual bullet point as a word in itself.

Including quotes shows that you are able to find relevant source material, paraphrasing shows that you understand it.

See the checklist for each assessment item in Section 4 and information on In-Text Referencing in Section 5.10.3 for further details of academic conventions and protocols.


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SECTION 4 ASSIGNMENTS FOR UNITS 1- 4

This section sets out the assignment tasks for each of Unit 1 to Unit 4. The tasks are divided into minor and major assignments for each unit.

The documentation is as follows:

Minor and major assignment question or topic. These provide advice and instructions on assignments. They also contain information sections entitled:

o Notes for Assistance to Participants – which give detailed instructions on how to prepare and write each assignment, and indicate the criteria by which marks will be awarded.

o Consideration for Assessors – you are advised to also read this information, particularly if you want to find out how to earn more marks.

Reading report template

o For some minor assignments, you are required to use a template to compile your reading report.

Assessment response sheets (must be completed by both participants and Assessors):

o You are required to complete your details on the relevant Assessment Response Sheet for the minor and major assignments, and submit the response sheet electronically as page 1 of your assignment.

o You are to include your name and cohort as well as the exact title of each assignment (See header section of each assignment template)

o The checklists at the bottom of the response sheet are mandatory.

o Where an assignment has more than one part (e.g. Part 1 and Part 2) you must submit as one Word 2003 document including the appropriate Assessment Response Sheet.

o The Assessor will provide written feedback and the grade on the Assessment Response Sheet and where indicated, the assessor will also include comments in ‘track changes’ format within the assignment. You will be notified by email that your assignment has been assessed.


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The Marking Criteria Sheet

o For assignments at a post-graduate level, you are expected to demonstrate:

understanding of any theories used and/or issues identified. Higher grades require demonstration of a greater breadth or depth of knowledge.

the capacity to analyse a range of documents and issues, identifying strengths and weaknesses and evaluating others’ arguments, comparing and contrasting different views and evaluating their relative merits.

the capacity to build a convincing argument, using evidence to support your propositions, recognising its limitations and the existence and strength of any counter-arguments. An argument is a claim or conclusion that is justified – the stronger the justification, the higher the marks.

the ability to present written work that is complete, appropriate in style and content, with no spelling or grammatical errors, and engages the reader.

o Marking Criteria sheets that provide more detail on each of these elements have been developed for each assignment. These are included in Section 4.

Note: This section should be read in conjunction with the complete guide, particularly Section 5, on academic reading, writing and referencing.

Further information for all assignment submissions:

Word Limit

Stick to the overall word limit indicated for each assignment (+/- 10%).

The word limit does not include information in the header or footer section, the assignment title, table of contents or your reference list.

Some of the word limits may seem low but distilling material down and conveying it concisely is an important skill. Assessors look for quality not quantity.

References

Make reference to a number and range of academic literature on the topic (required readings, text books, journal articles).

Minor assignments would usually have 5 to 10 references.

Major assignments would usually have approximately 10 references.

The quality of references is more important than the number. Five relevant, analytic references are more useful than 10 which are of limited relevance to your topic or argument.

Appendices

Where you provide case material, description or other relevant supplementary information, this should be included in a clearly labelled appendix. Note that irrelevant appendices detract from the assignment.

Appendices follow the reference list.

Appendices are not included in the word count but are limited to 1000 words.

Assessors are not required to read or comment on appendices but may scan them to gain an overall impression of the additional detail that is available.


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File Naming Conventions and the LMS

Stick to simple text in naming your assignments. Symbols such as ‘fullstops’ used as part of the file name are allocated to ‘file type’ by the LMS resulting in files that are unable to be opened.

The LMS allocates its own ‘identifiers’ to each assignment uploaded, both original and assessed versions are based on the cohort and participant IDs and completely replace the original file name.

The LMS identifiers are based on the unique ID numbers of the cohort, unit, assignment and participant ID as well as whether an assignment is a submission (or return if it has been assessed), and allocates a unique sequential number at the end. Please refer to the following examples:

o 163_4_1_1309_submission_6695

o 195_1_1_1819_submission_6691

o 163_4_1_1309_return_6695

The following example demonstrates the recommended convention for submitting your assignment:

o John Smith Unit 1 Minor

The following is an example of what not to use:

o John Smith Unit 1/Minor .09 This will be allocated to ‘file type’ instead of ‘.doc’


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ASSESSMENT TASKS FOR UNIT 1


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UNIT 1: MANAGING UP: THE FRAMEWORK OF PUBLIC SECTOR MANAGEMENT

MINOR ASSIGNMENT – READING REPORT AND DIAGNOSTIC ESSAY

(1500 words, 30%)

Part 1: Reading Report (500 words, 35 marks)

Prepare a critical reading report (using the reading report template provided) for the following reading:

Wanna, J 2007, ‘Improving federalism: drivers of change, repair options and reform scenarios’, Australian Journal of Public Administration, vol. 66, no. 3, pp. 275 – 279.

Part 2: Diagnostic Essay (1000 words, 65 marks)

Write a critical essay about Federalism on the following topic:

Discussing the outcome of a Roundtable discussion of federalism in Australia, John Wanna reported that "...all three levels of government - Commonwealth, state/territory and local - tended to see federalism as a malaise, not as a source of effective government" (Wanna 2007: 276).

What might be the reasons for this negative view of our system of government? What steps might be taken to overcome it?

Notes for Assistance to Participants

The major assignment for this unit builds on your essay (Part 2 of minor assignment), which in turn builds on the reading report (Part 1 of minor assignment). This repetition has been deliberately designed to ensure participants finish the first unit having gained the necessary academic reading, writing and referencing skills to be effective in the rest of the program.

Part 1: Reading Report

1. The reading report demonstrates how to read material ‘critically’ and make useful notes from the material to use in assignments.

2. The reading report is a process, which should become standard behaviour for you as you read the hundreds of papers required of any effective manager.

3. Use the outline provided. Delete the prompters (words in brackets) from the template headings before you submit.

4. Bulleted or numbered points can be used in the reading report.

5. Please complete your details in both the template and the Assessment Response Sheet. The Assessment Response Sheet should be the first page of your assignment. Assignments submitted without an Assessment Response Sheet may be marked down by the assessor.


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Part 2: Diagnostic Essay

1. The diagnostic essay is designed to ensure you can comply with the protocols of academic writing outlined in Section 5 of this guide and generally required in assignments. This process includes the ability to research and use theory to support your arguments.

2. It is used to ‘diagnose’ your current skill level and show areas for improvement.

3. It is also designed to make sure participants can write a structured piece and do critical analysis using the relevant literature.

4. The diagnostic essay draws on the work you have done for the reading report, showing how to turn notes (from the reading report) into a unified, coherent written assignment (in the essay).

5. In addition, writing the essay constitutes preparation for the major assignment for this unit.

6. What you learn from this process should set you on the right track for subsequent assignments throughout the PSM Program.

Essay Writing - General

With regard to your essay, you need to:

1. Decide what your essay is about and choose a title that conveys this subject to a reader who is unfamiliar with the content.

2. Briefly summarise what the reading is about (this comes from the purpose and argument/finding section of your reading report).

3. Make an argument about the reading you used in the reading report (this comes from the observations and/or evidence sections of the reading report). This is your argument, not the author’s argument.

4. Your argument forms the theme through the introduction, body and conclusion of your essay.

5. Do a critical analysis of the reading. (This comes from the observations and/or evidence sections of the reading report and from the other relevant or related readings section.) See Section 5 of this guide for critical thinking tips.

6. Frame all of the above in a structured essay that has an introduction, body (sections), conclusion and references as per Section 5.10 of this guide. (Headings may be used to make the structure clear).

7. Specify your role/section/agency in the introduction to provide context.

8. Write in paragraphs – do not use dot points or numbered lists in the essay. (Note: one sentence is not a paragraph).

9. Make reference to the academic literature on the topic (text books, journal articles etc).

10. Reference correctly using the instructions in Section 5.10 of this guide.


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Consideration for Assessors

Complete the Marking Criteria Sheet to determine the appropriate grade and range of marks and provide comments on the Assessment Response Sheet that could help the participant to improve.

Part 1: Reading Report

The main focus should be on whether the sections in each box of the template have been interpreted correctly – that is:

The purpose is identified (with a verb), and

Evidence is interpreted correctly as evidence, not as the actual findings or content of the reading and so on.

The key assessment outcome is to advise participants on areas of strength and weakness. It is anticipated that assignments which best endeavour to address the assignment requirements will be awarded a pass mark. Higher marks are awarded for more insightful observations and analysis and more meaningful comparisons with other sources.

Part 2: Diagnostic Essay

The diagnostic essay aims to enable participants to diagnose and enhance their skill level in academic reading, writing and referencing.

Hopefully, areas for improvement can be identified and corrected through the diagnostic essay and will not require significant correction in subsequent assignments.

This item is where participants will learn whether they meet the university standard, so it is important to correct errors at least once and give feedback on the content, the process and structure of essay writing and referencing.

Providing comprehensive comments on the Assessment Response Sheet and ‘track changes’ in the essay will assist the participant in understanding the academic requirements.

Refer participants to the relevant section of this guide if they have failed to meet expectations. At least some critical analysis is needed for a pass, not just description. Higher marks are awarded for more insightful observations and extensive analysis as well as more meaningful comparisons with multiple sources.


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MINOR ASSIGNMENT – ASSESSMENT RESPONSE SHEET FOR READING REPORT AND DIAGNOSTIC ESSAY

Participants – complete your details and submit this sheet with your minor assignment. Your Assessor will provide feedback and your grade on this sheet.

Participant to complete

Participant’s name: State/Territory:

Participant’s email:

Date of submission:

Assessor to complete

Assessor’s name: Mark: /100

Part 1 Reading Report Assessment /35

Purpose:

Argument/Finding:

Evidence:

Observations:

Other relevant or related readings:

Any other general comments (in particular what the participant would need to do to get a higher mark and what has been done well)

Part 2 Diagnostic Essay Assessment /65

Assessors to make comments and corrections in the document using track changes; provide written comments above and place a tick in the relevant column of each row in the Marking Criteria Sheet (see next page). Participants can use this criteria sheet as a guide to the standards for each grade.

Comments (in particular what the participant would need to do to get a higher mark and what was done well)

Participants – see over page for your Assignment Check List and Declaration, which you are required to complete before submitting your assignment.


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ASSIGNMENT CHECKLIST

(Double click the shaded box, select <Checked> in Default Value. Click <OK>

Have you:

Completed the participant details?

Answered all parts of the question? Added analysis and theory?

Used the Reading Report Template?

Added a reference list?

Pages numbered?

Used 12-point font?

Justified the text?

Double-spaced?

Spell checked and grammar checked?

No single sentence paragraphs?

Inserted word count? (Word count excludes reference list and title)

Name, cohort, unit and assignment information should all be included in the header (doing this excludes this information from the word count)

Proofread a hard copy?

Included the Assessment Response and Marking Criteria sheets at the front of your assignment (a single document in word 2003)?

Participants, please complete

PARTICIPANT DECLARATION


I AM AWARE OF THE UNIVERSITY'S POLICY ON ACADEMIC INTEGRITY, AND, EXCEPT WHERE APPROPRIATELY ACKNOWLEDGED, THIS ASSIGNMENT IS MY OWN WORK, HAS BEEN EXPRESSED IN MY OWN WORDS AND HAS NOT PREVIOUSLY BEEN SUBMITTED FOR ASSESSMENT.


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MARKING CRITERIA SHEET FOR DIAGNOSTIC ESSAY

Criterion Fail 0-49

Pass 50-64

Credit 65-74

Distinction 75-84

High Distinction 85-100

Understanding Incorrect or incomplete understanding of key issues and content.

Basic understanding of key issues, content and application but limitations.

Sound understanding of key issues, content and application. Standard range and appropriate choice of sources.

Deeper understanding of key issues, content and application. Awareness of different perspectives and good use of sources.

Nuanced and in-depth understanding of key issues, content and application and examination and integration of different perspectives.

Analysis Confuses fact with opinion and/or little evidence of critical & analytical ability.

Some identification of assumptions and/or limitations of context.

Adequately identifies assumptions & some evidence of critical awareness through recognition of ‘for and against’ positions.

Able to compare, contrast and critique theories and models. Some evaluation of evidence or positions.

Able to critique and evaluate a range of debates, theories and relevant literature. Evidence of synthesis and/or original thought.

Argument Very little or incoherent argument. Does not use evidence or examples in support of views.

Opinions expressed but not fully developed as an argument. Examples and evidence not specifically linked to overall argument or may be misunderstood.

Statement of argument made but not well developed through body of text. Links between examples and evidence and overall argument may not be clear.

Clear statement of argument which is supported by reasonable evidence.

Argument supported by convincing and integrated evidence and/or examples. Clear ‘case’ is built and argument ‘signposted’.

Style & presentation

Does not comply with academic writing, structure and referencing protocols. Does not comply with the required format or style requirements. Language may be unclear or contain significant errors. Lacks a coherent structure.

Complies with academic writing, structure and referencing protocols. Complies with required format or style requirements. May be minor errors in language but meaning clear. Structure demonstrates adequate understanding.

Effective use of academic writing, structure and referencing protocols. Good example of format or style. Language and structure clear and unambiguous.

Meets academic standards to a level of excellence. Excellent example of format or style. Clear and precise use of language and structure to convince reader.

As for D plus high level of engagement of reader through compelling use of language.


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MINOR ASSIGNMENT – READING REPORT TEMPLATE

Participants – use this template for your reading report. Delete the prompters from the template headings (the parts in brackets) before you submit. Also, insert your details in the header of your reading report.

Participant’s name:

Position, section, organisation:

Reading (Full citation required including author, title, date, publication details, page numbers etc. Refer to

Section 5 this guide for correct referencing technique. This section is not included in your word count (Author, Initials, Year, Title, Title of journal, Volume No, Issue No & Pages).

Purpose (What is the author’s aim? For example, is the piece descriptive or does it summarise the literature

or introduce a new argument? Is the author trying to convince, persuade, or inform the reader? Use a verb.)

Argument/Finding (What position did the author take? What were their main points? What are their claims/conclusions?)

Evidence (How does the author support their argument /finding? Question the credibility, logic, or empirical

basis of what the author has written. The weight of evidence is important. Evidence means the foundation for the argument. Do they have facts or just opinions? How many people’s views are represented? Is it just a few anecdotes from a few people or a major representative survey? Are they drawing on other experts or credible

sources?) Page (list the page numbers in the right hand column that relate to the evidence you find)

Observations (What is your assessment of the reading? Write evaluative or judgemental comments. This is where you give your view or ‘critical analysis’. For example, only one side of the case is put forward, or the author’s employment status precludes critical analysis of the issues. Consider whether the author is biased or is promoting a particular ideology. See Section 5 of this guide for further advice).

Other relevant or related readings (Find and provide full citations for at least two other references on

the same subject and comment on how they are relevant. Show how the different sources/references agree or disagree; identify areas of overlap or gaps. Use correct reference format, see Section 5.10 of this guide. (The two citations are not included in your word count but your comments are)).


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MAJOR ASSIGNMENT- ESSAY

There is a choice of topics available for this second assignment. The first topic builds on the first assignment; the second topic enables exploration of different issues.

Option 1. Case Study on Federalism (2500 words, 65%)

Write an essay on Federalism using a case study to support your discussion. The essay should illustrate, explore and expand on some of the issues raised and analysis provided in the Wanna reading (from the minor assignment). The minimum issues you should cover are coordination between and within levels of government and diffusion of power between Commonwealth and other levels of government.

Notes for assistance to participants

1. Include:

i. A definition of ‘federalism’

ii. The impact of High Court decisions and international agreements/agencies if relevant to your case.

2. This case study is about federalism. The case should illustrate coordination (or lack of it, in which case there is conflict and confusion) between levels of government and the question of which level is responsible. Don’t just ‘tell a story’ or describe the case situation. You have to analyse the situation in terms of issues around federalism.

3. It should be about managing relationships between levels of government and within levels. Therefore the case you choose needs to include national, state/territory and, if possible and relevant, local governments.

4. Examples could include health, aged care, water conservation on the Murray river, other services or issues such as homelessness in Western Australia, the NT intervention etc where a range of agencies are involved but people still fall through the cracks, and so on.

5. If possible make your case relevant to your own workplace or political environment; however you can choose any case that illustrates the levels and issues. Questions that might be useful here are how does your job fit into federalism? Do relations between levels of government work well in your area?

6. Where the case is relevant to your work or political environment, identify your role and section/agency. Put this in the introduction – e.g. the writer is employed as X in Y section of Department Z.

7. Some people have the view that we are over governed in Australia with the states being a product of Australia’s history rather than a necessary level of government. However, the states are an irrevocable part of the constitutional makeup of the federation, so acknowledge the advantages of the diffusion of power inherent in the democratic process, as they apply to your case study.

8. If you have a lot of case material and description, it should be summarised and/or appended. The essay should focus on analysis and exploring dilemmas and issues, not case details.


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9. Be precise with evidence and analytical support from the literature (program materials, readings, other references) on the issues.

10. It will not be possible to discuss all the issues in an essay of this size. You need to discuss at least some of those listed in the topic. You may then choose to discuss additional issues. It is better to choose a few issues and discuss and analyse them in depth and detail, rather than skating over the surface of too many issues.

11. The key is to not just describe the case study/situation but analyse it. Describing the case study/situation is like telling a story about what happened. Analysing the case study is questioning the story, asking why things in the story happened the way they did, with what consequences, how could the story have turned out differently, what do other people think about the story, are there different versions of the events in the story and so on. (Refer to Section 5.3 of this guide for more ideas on ‘analysis’).

12. Ensure that your arguments and conclusion are supported with evidence rather than being a product of a particular ideology.

13. Your case should build on your work in the minor assignment by extending and deepening the analysis.

14. Make sure you act on any feedback or corrections from the minor assignment.

15. Use essay format with headings – see Section 5.5.2 of this guide.

16. Use a number and range of references, including reference to the academic literature on the topic (text books, journal articles etc); ten on your list would be a guide.


Discussion of additional issues, other than those in the set topic may attract more marks, so long as the issues are discussed, not simply listed or described and provided there is quality rather than just quantity.


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Option 2 Case Study on Accountability (2500 words, 65%)

Write an essay on Accountability using a case study to support your discussion. The essay should illustrate, explore and expand on some of the issues raised in Topic 4 and the associated readings.

Notes for assistance to participants

1. Include:

i. A definition of ‘accountability’

ii. An identification of the forms of accountability relevant to your case.

2. This case study is about accountability. The case should illustrate accountability (or lack of it) and enable the discussion of forms and techniques of accountability. Don’t just ‘tell a story’ or describe the case situation. You have to analyse the situation in terms of issues around accountability.

3. If possible make your case relevant to your own workplace or political environment; however you can choose any case that illustrates issues of accountability in the public sector.

4. If you have a lot of case material and description, it should be summarised and/or appended. The essay should focus on analysis and exploring dilemmas and issues, not case details.

5. Be precise with evidence and analytical support from the literature (program materials, readings, other references) on the issues.

6. It will not be possible to discuss all the issues in an essay of this size. You need to discuss at least some of those listed in the topic. You may then choose to discuss additional issues. It is better to choose a few issues and discuss and analyse them in depth and detail, rather than skating over the surface of too many issues.

7. The key is to not just describe the case study/situation but analyse it. Describing the case study/situation is like telling a story about what happened. Analysing the case study is questioning the story, asking why things in the story happened the way they did, with what consequences, how could the story have turned out differently, what do other people think about the story, are there different versions of the events in the story and so on. (Refer to Section 5.3 of this guide for more ideas on ‘analysis’).

8. Ensure that your arguments and conclusion are supported with evidence.

9. Use essay format with headings – see Section 5.5.2 of this guide.

10. Use a number and range of references, including reference to the academic literature on the topic (text books, journal articles etc); ten on your list would be a guide.


The case study should show an understanding of the different directions and approaches to accountability in the public sector. Discussion of additional issues, other than those in the set topic may attract more marks, so long as the issues are discussed, not simply listed or described and provided there is quality rather than just quantity.


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PSM UNIT 1: MANAGING UP: THE FRAMEWORK OF PUBLIC SECTOR MANAGEMENT

MAJOR ASSIGNMENT – ASSESSMENT RESPONSE SHEET FOR CASE STUDY

Participants – complete your details and submit with your major assignment. Your assessor will provide feedback and your grade on this sheet.




Date of submission:



Case Study on Federalism OR Accountability

Assessors to make comments and corrections in the document using track changes, provide written comments below and place a tick in the relevant column of each row in the Marking Criteria Sheet (attached). Participants can use this criteria sheet as a guide to the standards for each grade.

Comments (in particular what the participant would need to do to get a higher mark and what has been done well)

Participants – see over page for your Assignment Check List and Declaration, which you are required to complete before submitting your assignment


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Have you:




Pages numbered?

Used 12-point font?

Justified the text?

Double-spaced?


No single sentence paragraphs?

Inserted word count after the Conclusion? (Word count excludes reference list and title)








.


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UNIT 1 MAJOR - MARKING CRITERIA SHEET FOR FEDERALISM OR ACCOUNTABILITY CASE STUDY

Criterion Fail 0-49

Pass 50-64

Credit 65-74

Distinction 75-84


Understanding Incorrect or incomplete understanding of key issues, content and applications.

Basic understanding of key issues, content and application but limitations.

Sound understanding of key issues, content and application. Standard range and appropriate choice of sources.

Deeper understanding of key issues, content and application. Awareness of different perspectives and good use of sources.

Nuanced and in-depth understanding of key issues, content and application and examination and integration of different perspectives.

Analysis Confuses fact with opinion and/or little evidence of critical & analytical ability.

Some analysis shown such as the identification of assumptions and/or limitations of context.

Adequately identifies assumptions & some evidence of critical awareness through recognition of ‘for and against’ positions.

Able to compare, contrast and critique theories and models. Some evaluation of evidence or positions.

Able to critique and evaluate a range of debates, theories and relevant literature. Evidence of synthesis and/or original thought.







Does not comply with academic protocols and format or style requirements. Language may be unclear or contain significant errors. Lacks a coherent structure.

Complies with academic protocols and format or style requirements. May be minor errors in language but meaning clear. Structure demonstrates adequate understanding.

Good example of format or style. Language and structure clear and unambiguous. Structure demonstrates understanding and application.

Excellent application of academic protocols and examples of format or style. Clear and precise use of language and structure to convince reader.



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UNIT 2: MANAGING OUT: THE PUBLIC SECTOR IN THE COMMUNITY

MINOR ASSIGNMENT – ESSAY

Key Factors (1500 words, 30%)

Write an essay in two parts:

1. The managing out imperative has changed the role and responsibilities of middle managers in the public sector. Identify the key factors that have produced a greater emphasis on building relationships within, between and outside government agencies in the Australian public sector. From the factors you have identified choose two on which to conduct a more in-depth analysis.

2. Identify the key differences in how government agencies have changed the way they interact with citizens as a result of the above factors and include how contemporary public policy analysts view these relationships. From the differences you have identified choose two and conduct a more in-depth analysis.


1. The aim of this assignment is to:

Build your understanding of trends in public policy associated with managing out

Develop analytical skills

Equip you to produce coherent and succinct analyses of complex issues.

2. You will need to demonstrate:

Familiarity with core concepts addressed in the unit

Ability to summarise complex issues

Ability to make use of readings and other references

Succinct and clear expression.

3. The skill in the answers to the two parts of the essay is to plan carefully, write concisely and edit your work. Remember the topic is managing out. Keep to this theme throughout your writing.

4. For key factors (part 1) and key differences (part 2): the list cannot be endless. Identify what you consider to be the highest priority or most significant factors and differences. You may list many factors and differences in your notes, but then you must choose a few for inclusion in your assignment and two for in depth analysis. Explain why you consider them to be key?

5. For key differences (part 2): identify and reference the contemporary public policy analysts. Analyse the effects of the differences and their impact on the public sector.

6. In each of your answers to the two parts of the essay be precise and concise. One of the disciplines required is to be able to express complex issues in a limited number of words, see Section 5.4.1 of this guide on how to summarise information.

7. Think about whether this assignment has any bearing on your Work Based Project.


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Structuring your essay:

1. Do not use dot points.

2. Use essay format with headings which act as ‘pointers’ to the content in the subsequent section. Ensure that your essay has a:

- title

- introduction – which outlines the purpose and direction of the essay

- body – in which you respond to the two parts of the question and develop your argument

- conclusion – which summarises your argument and findings

- reference list.

Note the title and reference list are not included in the word count

3. Allocate roughly the same weight to each of the two parts (that is about half of the word limit each, less introduction and conclusion).


Mere identification of the required number of key factors and issues and description of them will not achieve more than a pass. Identification of ‘why’, implications etc with justification and support from references, gives the higher marks.


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PSM UNIT 2: MANAGING OUT: THE PUBLIC SECTOR IN THE COMMUNITY

MINOR ASSIGNMENT – ASSESSMENT RESPONSE SHEET FOR ESSAY

Participants – complete your details and submit this sheet with your minor assignment. Your assessor will provide feedback and your grade on this sheet.




Date of submission:



1. The managing out imperative has changed the role and responsibilities of middle managers in the public sector. Identify the key factors that have produced a greater emphasis on building relationships within, between and outside government agencies in the Australian public sector. From the factors you have identified choose two and conduct a more in depth analysis.

Comments /50

2. Identify the key differences in how government agencies have changed the way they interact with citizens as a result of the above factors, including how contemporary public policy analysts view these relationships. From the differences you have identified choose two and conduct a more in-depth analysis.

Comments /50

General comments (in particular what the participant would need to do to get a higher mark and what has been done well)

Assessors to make comments and corrections in the document using track changes, and provide written comments above. Note up to 5 marks can be deducted for:

lack of proofreading

poor expression

poor presentation

poor or incorrect essay structure

incorrect reference format

not sticking to word limit (+/– 10%). Participants – see over page for your Assignment Check List and Declaration, which you are required to complete before submitting your assignment.


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ASSIGNMENT CHECK LIST


Have you:




Pages numbered?

Used 12-point font?

Justified the text?

Double-spaced?











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UNIT 2 Minor - MARKING CRITERIA SHEET

Criterion Fail 0-49

Pass 50-64

Credit 65-74

Distinction 75-84


Understanding Incorrect or incomplete understanding of the two key areas and applications in each part.

Basic understanding of the two key areas and application in each part but limitations.

Sound understanding of the two key areas and application in each part. Standard range and appropriate choice of sources.

Deeper understanding of the two key areas and application in each part. Awareness of different perspectives and good use of sources.

Nuanced and in-depth understanding of the two key areas in each part with application, examination and integration of different perspectives.

Analysis Little or no analysis of the two key areas in each part. Confuses fact with opinion and/or little evidence of critical & analytical ability.

Some analysis of two key areas in each part. Some identification of assumptions and/or limitations of context.

Adequate analysis of the two key areas in each part. Adequately identifies assumptions & some evidence of critical awareness through recognition of ‘for and against’ positions.

Comprehensive analysis of the two key areas in each part. Able to compare, contrast and critique theories and models. Some evaluation of evidence or positions.

Highly comprehensive analysis of the two key areas in each part. Able to critique and evaluate a range of debates, theories and relevant literature. Evidence of synthesis and/or original thought.







Does not comply with required format or style requirements. Language may be unclear or contain significant errors. Lacks a coherent structure.

Complies with required format or style requirements. May be minor errors in language but meaning clear. Structure demonstrates adequate understanding.

Good example of format or style. Language and structure clear and unambiguous.

Excellent example of format or style. Clear and precise use of language and structure to convince reader.



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UNIT 2: MANAGING OUT: THE PUBLIC SECTOR IN THE COMMUNITY

MAJOR ASSIGNMENT – PROCESS ANALYSIS

Process Analysis (2500 words, 65%)

Analyse a process of ‘managing out’ that has been implemented or changed in the Australian public sector. Your analysis should be presented in one of the following formats:

submission to an inquiry

internal report.

Your analysis should cover the following points:

1. The context, including any relevant (but very brief) historical background leading up to the process being implemented.

2. Process outline, including a brief description of what was actually implemented in terms of managing out with various parties.

3. The challenges and complexity for management, including but not limited to potential risks or problems and why there might be local variations in service delivery in what is supposed to be a coherent and consistent system.

4. Resource implications, including financial, associated with addressing the challenges.

5. Possible management strategies.


1. Think about what managing out really means. Reflect first on your context, any case studies in the manual and the topics in the unit. Add a definition.

2. Your document needs to have the scope to cover all five points.

3. You need to demonstrate an ability to cover the appropriate style, content and analysis.

4. When management strategies are developed they need to take into account the availability of such resources as:

key staff with appropriate competencies

operating funds

capital funds

capital equipment

office space and fittings

telecommunications

other related agency needs

appropriate policies

standard operating procedures.

The existence and extent of these elements determine whether management has properly designed, sequenced and resourced the strategy.


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5. The overall aim is to relate contextual understanding of trends in Australian public policy to a particular process of managing out and enable you to analyse concrete problems entailed in managing out and to explore potential solutions.

6. You will need to demonstrate clear understanding of the relationship between the managing out process and some of the main themes, concepts, problems and resources identified in the unit.

7. You will need to demonstrate ability to apply theoretical and contextual understanding to a concrete example.

8. Choose a process of managing out that gives you scope to raise the issues. It is not the subject of the process that is important – it is analysing and managing the issues associated with the process.

9. Think about whether this assignment has any bearing on your Work Based Project.

10. Avoid lengthy descriptions of the process.

11. Ensure you include a covering letter or minute as a first page of your report or submission to an enquiry, this will be excluded from the word count.

12. You should not use an existing document. This assignment requires you to create the document and use of an existing document constitutes plagiarism.

13. Your role in the process needs to be made clear in your document to give context.

14. The submission to an inquiry or internal report should contain a number of references to the academic literature on the topic (text books, journal articles etc.) and you should follow the reference guidelines in Section 5.10 of this guide and the Style manual for advice on how to treat these different kinds of documents.

15. Ensure that your report has every section of the report format as outlined in Section 5.5.2 of this guide.

1. Cover letter/ memo

2. Title Page

3. Table of Contents

4. Executive Summary

5. Main Body of the report – introduction, body, conclusion, recommendations (use meaningful headings)

6. Reference List

7. Appendices

Elements 4 and 5 above are included in the word count.


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A pass is attained if the five points (outline, context etc.) are covered. Mere description is insufficient for more than a pass. The degree of analysis determines Distinction and High Distinction work.

Higher marks are awarded where the process or case chosen is effectively used to illustrate the challenges of the managing out process. Higher marks are also awarded where resource availability is properly analysed rather than just stating that there aren’t enough resources.

More weight should be given to the content which:

captures the complexity

contains analysis, application and understanding

looks deeply into the issues.

See the Assessment Response Sheet and marking criteria sheet.


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PSM UNIT 2: MANAGING OUT: THE PUBLIC SECTOR IN THE COMMUNITY

MAJOR ASSIGNMENT – ASSESSMENT RESPONSE SHEET FOR PROCESS ANALYSIS Participants – complete your details and submit this sheet with your major assignment. Your assessor will provide feedback and your grade on this sheet.




Date of submission:



Process Analysis Assessment

Assignment is linked to a specific ‘managing out’ process, either implemented or changed, in the Australian public sector (not about managing out in general or theoretical terms)

All 5 parts of the topic are covered

The process or case chosen is effectively used to illustrate the challenges of the managing out process

Captures the complexity and provides analysis, application and understanding

General comments (in particular what the participant would need to do to get a higher mark and what has been done well)

Note up to 5 marks can be deducted for:


poor expression

poor presentation


not sticking to overall word limit (+/– 10%). Assessors to make comments and corrections in the document using track changes, and provide written comments above for each section.



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Have you:




Pages numbered?

Used 12-point font?

Justified the text?

Double-spaced?











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UNIT 2 MAJOR - MARKING CRITERIA SHEET FOR PROCESS ANALYSIS

Criterion Fail 0-49

Pass 50-64

Credit 65-74

Distinction 75-84


Understanding Incorrect or incomplete understanding of the theory, concepts, context and complexity demonstrated in the application to a specific, real ‘managing out’ process.

Basic understanding of the theory, concepts, context and complexity demonstrated in the application to a specific, real ‘managing out’ process but with limitations.

Sound understanding of the theory, concepts, context and complexity demonstrated in the application to a specific, real ‘managing out’ process. Standard range and appropriate choice of sources.

Deeper understanding of the theory, concepts, context and complexity demonstrated in the application to a specific, real ‘managing out’ process. Awareness of different perspectives and good use of sources.

Nuanced and in-depth understanding of the theory, concepts, context and complexity demonstrated in the application to a specific, real ‘managing out’ process and examination and integration of different perspectives.

Analysis Analysis fails to cover all of the five criteria. Confuses fact with opinion and/or little evidence of critical and analytical ability.

Basic analysis covers all five criteria. Some identification of assumptions and/or limitations of context.

Analysis covers all five criteria well. Adequately identifies assumptions & some evidence of critical awareness through recognition of ‘for and against’ positions.

Strong analysis of all five criteria comes through. Able to compare, contrast and critique theories and models. Some evaluation of evidence or positions.

Excellent analysis of all five criteria. Able to critique and evaluate a range of debates, theories and relevant literature. Evidence of synthesis and/or original thought.








Complies with required format or style requirements. May be minor errors in language but meaning clear. Structure demonstrates adequate understanding.

Good example of format or style. Language and structure clear and unambiguous.




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UNIT 3: MANAGING IN: ETHICS & CAREER MANAGEMENT IN THE PUBLIC SECTOR

MINOR ASSIGNMENT – LEARNING JOURNAL

Learning Journal (1500 words, 30%)

This assignment involves you writing a reflective, applied learning journal which is a compilation of six (6) activities taken from the unit. The aim of this assignment is to provide you with the opportunity to explore this unit and its application to you and your workplace in more detail and for you to develop your skills in critical analysis and reflection. It is not simply an exercise in completing a set of activities, but requires you to demonstrate your critical analysis skills in applying these to workplace examples (see Section 5.3).

Write a brief introduction to give coherence (a couple of sentences will be sufficient).

Complete the two compulsory activities (Part A).

Select and complete three other activities from the listed elective activities (Part B).

In addition, you will provide an overall reflection on the unit and your learning (Part C). You must use the activity number and label as a heading for each of your responses in your journal.

PART A: Compulsory Activities

You must complete both of these activities

Topic Activity Task

6 Activity 6.9 Taking responsibility for your career: career audit (Compulsory)

Answer the questions in the audit and append the completed audit to your assignment. Write about your overall audit outcomes and what action, if any, you need to take to further enhance your career. Be specific, give examples and details.

7 Read Section 7.3 Personal strategic planning and goal - setting (Compulsory)

Do the activities in the section and develop some SMART goals. You do not have to report or include the activities and goals, but in your journal reflect on how this process was for you, what came out of it, how you felt about it, and how useful or otherwise it was.


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PART B: Elective Activities

Choose 3 activities from the activity list in the table below. Note that you cannot choose two activities from the same topic:

Unit 3 Manual - Topic Number

Activity Task

1 Activity 1.1 – Managing in your workplace

OR

Answer the set questions

Activity 1.3 Self-reflection Answer the set questions

2 Activity 2.1 Reflecting on MBTI types Discuss what impact your personality type has on your interaction with others.

3 Activity 3.2 Your values Answer the set questions

4 Activity 4.2 Assess and reflect on your self-awareness

OR

Answer the set questions

Activity 4.3 Test your own EI:

Tests available at:

http://www.ihhp.com/quiz.php (free)

www.maetrix.com.au (free)

www.psychtests.com/cgi-bin/tests/emotional_iq_r2.cgihttp://www.emotionaliq.org/MSCEIT.htm (part free, part small fee)

<www.myskillsprofile.com> (fee).

Reflect on the test itself and, more importantly, your result. Outline specific actions you can take to improve EI.

5 Learning styles

OR

Comment on your learning style and how the PSM Program does or doesn’t complement how you learn. How could you change your style or how could the program be changed to suit? How well is your style suited to your workplace?

Activity 5.6 Learning audit

OR

Complete the audit, synthesise and reflect on your results. Append your actual audit.

Activity 5.8 Transfer of learning from PSM Program to workplace

Complete the set questions

8 Do Activities 8.2 GTD, 8.8 Bumph and 8.10 Work organisation

OR

Report and reflect on the results and what you need to do differently to improve your results.

Personal efficiency and priority management Choose one technique from the topic that you do not normally use or which is new to you that will assist you or your team and put it into practice. Reflect on the results. Adopt a critical approach and provide your point of view. Be specific, give examples and details

9 Information analysis Choose one technique from the topic that you wouldn’t normally use or which is new to you and put it into practice. Reflect on the process and results. Adopt a critical approach and provide your point of view. Be specific, give examples and details.

http://www.ihhp.com/quiz.php

http://www.maetrix.com.au/

http://www.psychtests.com/cgi-bin/tests/emotional_iq_r2.cgi



http://www.myskillsprofile.com/


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Part C

Write a 250–500 word self-reflection conclusion focussing on what you have learned from these activities and the unit as a whole. To do this exercise, you might consider questions such as:

what impact this unit had on you

what was the main thing you learned

why you chose particular activities and whether, in hindsight, they helped you achieve your objectives

what aspects of the activities you liked and disliked and why

what you are doing or will do differently as a consequence of the unit

any areas with which you had difficulty

what you can or will pass on to others and how

the value (or otherwise) of structured self-reflection

You must include comment in this section on how this unit will help you execute the Work Based Project. Even if you haven’t identified a work based project yet, consider how ‘Managing in’ will assist you to undertake a project.


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1. Self Reflection – Many of the tasks require critical self reflection. You are best advised to begin your self-reflection at the very start of this unit.

2. Choose your activities carefully - The idea is to complete the tasks progressively. Choose activities in which you are most interested and have the most to learn from, feel strongly about, can pass on to your team etc. There is little point choosing activities from which you have little to learn, or in which you have no interest.

3. It’s personal – This journal requires a high degree of self analysis. Some things may be intensely personal – indicate where that is the case. You may omit sensitive, personal or confidential information if necessary, but please indicate this at the appropriate point. If there proves to be too much omission, or if you feel you cannot explore relevant examples in sufficient detail, consider completing other activities instead. Talk to your PSM Program Manager.

4. It’s about personal and professional development - This assignment is not an academic exercise. It is an exercise in personal development. Therefore the focus is on how well you are able to show self-awareness and how much personal learning and development you demonstrate in areas that you have identified as needing or wanting to develop in yourself.

5. Make sure it is a practical self reflection - This is a practical piece not an academic one so you won’t be making much reference to the literature. You will not get higher marks for including more references in this assignment and, in fact, if your writing is too theoretical/general you are likely to get a lower mark. For example, do not describe what Myers Briggs is – analyse how it is useful to you in your position. What is important is the extent to which you have engaged with the activities, developed insights and applied the topics to yourself, at work, with your team etc. Give practical examples all the way through. However, where you do mention a particular idea, theory etc. it does need to be referenced, with a reference list at the end consistent with the normal rules – see Section 5 of this guide.

6. Make it meaningful - Where you are advised to select and report on your own relevant activities it would be better to report on a smaller number (2–3) in more detail and depth than a larger number (4+) at a shallow, descriptive level.

7. Be honest - This learning journal is designed to elicit what you actually think. You are required to respond from your own point of view. Wide-ranging diversity is expected. Evaluation, honesty and creativity is encouraged. Willingness to enter into a self-reflective mode is essential. ‘Having a go’ is more important than getting a high rating on an inventory or test. Try to be as honest as you can.

8. It’s about you – So, writing in the first person in this assessment is essential.


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Reflective content and application to the participant’s situation is the aim.

Higher marks are awarded for the degree of reflective analysis and the extent to which application is evident from practical examples. Participants who do not write about themselves or give examples and apply the topics to their work will not pass. Theoretical or ‘generic’ discussion and reference to the literature should be minimal, or non-existent. Any brief mentions of a particular theory or concept should be correctly referenced.

Assessment is not about judging participants’ reported levels of EI or personality types. That is, if a participant reports a low emotional intelligence result on a scale and reflects on why this is the case they should attract a higher mark for honesty and insight.

For the highest marks, the emphasis in the 250–500 words self-reflection conclusion should be on the degree of learning achieved and application to the workplace. This insight aspect is the key to the distinction and high distinction levels. There must be some application to the Work Based Project.

The range of responses to the activities is very broad. This is expected and acceptable. Whether participants report positive or negative responses to the activities does not matter. What does matter is that their responses are well explained and substantiated by reasoned thinking, reflection on themselves and practical examples as ‘evidence’.

To summarise, look for demonstration of the following key elements:

logical and relevant choice of activities that make the structure coherent and analytical

application of the concepts to the participant and their workplace through critical analysis of examples used

examples that clearly demonstrate a learning process, self-reflection and personal development.


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PSM UNIT 3: MANAGING IN: ETHICS & CAREER MANAGEMENT IN THE PUBLIC SECTOR

MINOR ASSIGNMENT – ASSESSMENT RESPONSE SHEET FOR LEARNING JOURNAL

Participants – complete your details and submit this sheet with your learning journal assignment. Your assessor will provide feedback and your grade on this sheet.




Date of submission:



LEARNING JOURNAL ASSESSMENT

Completed both of the two compulsory and three elective activities and presented in the required sequence and structure – introduction, activities and self-reflection conclusion

Any other comments (in particular what the participant would need to do to get a higher mark and what has been done well)

Assessors to make comments and corrections in the document using track changes, and provide written comments above for each section.



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Have you:




Pages numbered?

Used 12-point font?

Justified the text?

Double-spaced?


Inserted word count after final of the six activities? (Word count excludes reference list, any appendices and title)





ASSIGNMENT DECLARATION




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UNIT 3 MINOR - MARKING CRITERIA SHEET FOR LEARNING JOURNAL

Criterion Fail 0-49

Pass 50-64

Credit 65-74

Distinction 75-84

High Distinction

85-100

Understanding Incorrect or incomplete completion of activities. Little or no evidence of self-reflection.

Basic understanding of concepts, theories and application to themselves and their workplace but limitations. Some self-reflection.

Sound understanding of concepts & theories and application to their workplace. Standard range and appropriate choice of personal and workplace examples used. Self reflection evident.

Deeper understanding of concepts, theories and application. Awareness of different perspectives comes through clearly in personal and workplace examples. Self reflection clearly demonstrates the learning process undertaken.

Nuanced and in-depth understanding of concepts, theories and application and examination and integration of different perspectives into their personal and workplace examples. High level of self-awareness evident.

Analysis Confuses fact with opinion and/or little evidence of critical & analytical ability. Personal and/or workplace examples used are descriptive and do not demonstrate analytical skills.

Some identification of assumptions and/or limitations of context. Personal and/or workplace examples used move beyond description into basic analysis.

Adequately identifies assumptions & some evidence of critical awareness through recognition of ‘for and against’ positions, as demonstrated in the personal and/or workplace examples.

Able to compare, contrast and critique theories and models and demonstrate their application in the personal and/or workplace examples used. Some evaluation of evidence or positions.

Able to critique and evaluate a range of debates, theories and relevant literature. Evidence of synthesis and/or original thought clearly comes through the personal and/or workplace examples used.

Argument ** Inconsistency in argument. Does not use evidence or examples in support of views.

Opinions expressed but not fully developed as an argument. Examples and evidence not specifically linked to overall concepts or may be misunderstood.

Statement of argument made. Links between examples and evidence and overall argument may not be clear.

Clear & consistent argument which is supported by reasonable evidence.




Complies with required format or style requirements. May be minor errors in language but meaning clear. Structure shows an adequate understanding.

Good example of format or style. Language clear and unambiguous. Structure is coherent.



** Note that this assignment does not lend itself to extensive argument and this element would form only a minor part of the marking.


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MAJOR ASSIGNMENT – RESEARCH READING & WORKPLACE ANALYTICAL REPORT

(2500 words, 60%)

This assignment is in two parts. You must complete and submit both parts of this assessment.

This assignment tests your critical evaluation and analytical skills. The aim of this assignment is for you to demonstrate your understanding of research methods and exercise your critical analysis skills in evaluating and applying the research in your workplace. Before starting this assignment, make sure you understand what is required in evaluating a research article and how to compile a workplace analytical report applying the research to your workplace using the resources and websites provided in the course materials.

Part 1: Research Reading (500 words, 20 marks)

Prepare a critical reading report, using the template supplied, of one of the following research journal articles.

Ekmekci, O & Turley, CL 2008, 'Duplicate, replicate, speculate, or innovate? How health care managers solve problems', S.A.M. Advanced Management Journal, vol. 73, no. 2, p. 4. (Briefcase CD)

Gentry, W, A, Harris, L, S, Baker, B, A & Leslie, JB 2008, 'Managerial skills: what has changed since the late 1980s', Leadership & Organization Development Journal, vol. 29, no. 2, pp. 167 - 81. (Briefcase CD)

Hopkins, WE, Hopkins, SA & Mitchell, BC 2008, 'Ethical consistency in managerial decisions', Ethics & Behavior, vol. 18, no. 1, pp. 26 - 43. (Reading from Topic 3 in Unit 3)

Morehouse, MM 2007, 'An exploration of emotional intelligence across career arenas', Leadership & Organization Development Journal, vol. 28, no. 4, pp. 296 - 307. (Briefcase CD)

Wilgis, M & McConnell, J 2008, 'Concept mapping: an educational strategy to improve graduate nurses' critical thinking skills during a hospital orientation program', The Journal of Continuing Education in Nursing, vol. 39, no. 3, p. 119. (Reading from Topic 3 in Unit 3)

Following are two suggested sources to assist with this task:

A good site for asking questions to help you evaluate a research article. Written for public sector employees who need to use evidence-based or evidence informed practice.

o Research in Practice (RIP) 2008, Evaluating research: a beginner's guide, viewed 6 October 2008, <https://www.psmprogram.gov.au/participants/unit3/An%20introductory%20guide%20to%20evaluating%20research.pdf>.


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A very good source that explains some of the more scholarly or technical aspects of evaluating research.

o Rumrill, P, Fitzgerald, S & Ware, M 2000, Guidelines for evaluating research articles, Work, vol. 14, pp. 257–263, viewed 6 October 2008, <https://www.psmprogram.gov.au/participants/unit3/Other%20Guidelines%20for%20evaluating%20research%20articles.pdf >

Part 2: Workplace Analytical Report – Practical Implications of the Research (2000 words, 80 marks)

Write an analytical evaluation report on the practical implications of the findings of the research journal article you reviewed in the Research Reading in Part 1 (journal article), as it relates specifically to your agency or workgroup. Your report should include feedback, comment or participation by 5-10 other people from your workplace or other work related contacts. To do this well, avoid description or restating the article in detail. Instead, focus on evaluating the relevance and application to your workplace. Use the report format as outlined in Section 5.5.2 of this guide.

Note: submit the Assessment Response Sheet, Part 1 and Part 2, together in one document.


1. Research journal articles report on academic studies, for example where a researcher takes 100 people and coaches them and another 100 people and doesn’t coach them and then sees if those who have been coached have made any improvements compared to those who have not. Or, for example, does a survey of fifty managers and finds out whether they think using a learning styles inventory ‘works’. Or a comparative approach where representatives from ten organisations are interviewed/investigated to see what personality assessment they do and what the business outcomes are.

2. Research is reported in scholarly journals – that is where other academics review and ‘critique’ the research. It is based on evidence rather than just opinion, experience or a single example.

3. You may need to investigate some sources for advice on how to critique an article (see previous page for suggested sources).

4. See notes for assistance to participants as part of the Reading Report assignment for Unit 1. Review the feedback you received on that assignment and incorporate it here.

5. Part 1 and Part 2 are submitted together. It is expected that at this stage of the program you have developed the skills to independently do an effective reading report and use it to develop your evaluation report.

6. When selecting one of the research journal articles, keep in mind that it should have some implications for your workplace; otherwise you will not be able to do Part 2 of the assignment. Ideally, you should choose the topic that both interests you and is relevant to your workplace.

7. For Part 2, where this topic or technique is already applied in your workplace, evaluate existing practice. Where the topic or technique is not applied in your workplace, write about how it could be applied and with what effect.

8. Given that the unit is about self-management, it should be relatively straightforward to relate it to your Work Based Project because the project is a complex process that requires good time management, information analysis, working with a range of personality types, keeping yourself motivated etc.


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9. When you include the 5-10 people (no identity please), refer to the nature of their employment and where they fit in. Your aim is to explore how the topic/technique applies to their workplace, so you should put together some specific questions which will elicit their views. Include these questions as an appendix. Note the input from these people should be summarised and commented on, analysed or interpreted. Their input is only part of the material for your report. Your discussion should not consist simply or mainly of an account of their input.

10. Identify your role and section/agency. Put this in the introduction of your report for Part 2 – e.g. the writer is employed as X in Y section of Department Z.

11. Analysis, evaluation and application are the key components of both Part 1 and Part 2.

12. Your report for Part 2 should canvass other views on the topic or technique in the current, scholarly, research literature in journals, so you will need to have a reasonable reference list.

13. Ensure that your report has every section of the report format as outlined in Section 5.5.2 of this guide.

8. Cover letter/ memo

9. Title Page

10. Table of Contents

11. Executive Summary

12. Main Body of the report – introduction, body, conclusion, recommendations (use meaningful headings)

13. Reference List

14. Appendices

Elements 4 and 5 above are included in the word count.


Mere description without analysis and application does not warrant a pass.

Participants need to do a lot more than simply describe (paraphrase) the research journal article. They need to dissect it and evaluate, analyse or ‘critique’ it in the reading report, and explore its application to their workplace in the evaluation report.

Where the article critiques its own method in any discussion of limitations, the participant should acknowledge this and provide their own additional critique.

Ensure that all aspects of the question are answered.

Higher marks are awarded when the analysis is extensive, with appropriate reference to the details and particular nature of the participant’s workplace that do or don’t make the topic or technique relevant and applicable in their unique context.

Participants may only have a very preliminary idea of their Work Based Project at this stage. However, it is essential that they comment on it in Part 2 of this assignment.


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MAJOR ASSIGNMENT – ASSESSMENT RESPONSE SHEET FOR RESEARCH READING & WORKPLACE ANALYTICAL REPORT

Participants – complete your details and submit this sheet with your major assignment, which includes Part 1 and Part 2 of your assignment. Your Assessor will provide feedback and your grade on this sheet.




Date of submission:



Part 1: Research Reading Assessment /20 Research method (your evaluation of research method)

Credibility (evaluation of author credibility, qualifications and article reference list)

Evidence (evaluation of evidence [data] used in the article)

Findings (summary of the main points found by the research and comments on same)

Application (initial ideas on how this topic relates to your workplace)

General comments (in particular what the participant would need to do to get a higher mark and what has been

done well)



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PART 2: Workplace Evaluation Report Assessment /80

Report format – includes ALL sections of a report as per detailed explanation in Section 5.5.2 of this Guide

Detailed application to workplace

Reference to the wider current, scholarly, literature

Input from 5 -10 other people

Recommendations provide specific detailed action items.

General comments (what the participant needs to do for a higher mark and what has been done well)


Note up to 5 marks can be deducted from the mark for the report in Part 2 for:


poor expression

poor structure

poor presentation


not sticking to word limit (+/– 10%).



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Have you:




Pages numbered?

Used 12-point font?

Justified the text?

Double-spaced?


Inserted word count after Part 2? (Word count excludes reference list and title)









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UNIT 3 MAJOR - MARKING CRITERIA SHEET

Criterion Fail 0-49

Pass 50-64

Credit 65-74

Distinction 75-84


Understanding Incorrect or incomplete understanding of the factors affecting the validity & credibility of the research and how to apply this to their workplace.

Basic understanding of the factors affecting the validity & credibility of the research and how to apply this to their workplace but limitations.

Sound understanding of the factors affecting the validity & credibility of the research and how to apply this to their workplace. Standard range and appropriate choice of examples in application to the workplace.

Deeper understanding of the factors affecting the validity & credibility of the research and how to apply this to their workplace. Awareness of different perspectives comes through clearly in the practical application to the workplace.

Nuanced and in-depth understanding of the factors affecting the validity & credibility of the research and how to apply this to their workplace. Examination and integration of different perspectives into the practical application to the workplace.

Analysis Confuses fact with opinion and/or little evidence of critical & analytical ability. Practical application to the workplace & use of input from others is mainly descriptive and does not demonstrate analytical skills.

Some identification of the assumptions and/or limitations of context & research method. Practical application to the workplace & use of input from others moves beyond description into basic analysis.

Adequately identifies assumptions & some evidence of critical awareness through recognition of the level of rigour in the research, as demonstrated in the practical application to the workplace & use of input from others.

Able to compare, contrast and critique research methods and findings and demonstrate their application in the workplace. Some evaluation of evidence or positions & use of input from others.

Able to critique and evaluate a range of theories, research methods and relevant literature. Evidence of synthesis and/or original thought clearly comes through the practical application to the workplace & use of input from others.

Argument Very little or incoherent argument. Does not use evidence or examples in support of views. Lacking coherent recommendations for action.

Opinions expressed but not fully developed as an argument. Examples and evidence not specifically linked to overall argument or may be misunderstood. Recommendations for action unclear or not fully explained.

Statement of argument made but not well developed through body of text. Links between examples and evidence and overall argument may not be clear. Recommendations for action adequate.

Clear statement of argument which is supported by reasonable evidence. Recommendations for action clear and relevant.

Argument supported by convincing and integrated evidence and/or examples. Clear ‘case’ is built and argument ‘signposted’. Recommendations for action fully developed.



Complies with required format or style requirements. May be minor errors in language but meaning clear. Structure shows an adequate understanding.

Good example of format or style. Language clear and unambiguous. Structure is coherent.




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MAJOR ASSIGNMENT – PART 1: RESEARCH READING TEMPLATE

Participants – use this template for your research reading report. Delete the prompters from the template headings (the parts in brackets) before you submit. Also, insert your details in the header of your research reading report.

Participant’s name:

Position, section, organisation:

Reading (Full citation required including author, title, date, publication details, page numbers etc. in correct

format as per Section 5 of this guide. This section is not counted in the word count)

Research method (Your evaluation of research method issues such as size of the research sample; the

methods used e.g. survey; how general or relevant the results are to other employees, workplaces, industries.)

Credibility of author and sources (Your evaluation of author credibility and qualifications and article’s reference list.)

Evidence (Your evaluation of evidence (data) used in the article.). Page (identify the page numbers

that relate to the evidence you find in the right hand column)

Findings (Summary and your comments on the main points the research found.)

Application (Your initial ideas on how this topic relates to your workplace and Work Based Project.)

Other relevant references on the same topic (This section is not counted in the word count.)

DELETE THE PROMPTERS (IN ITALICS) PRIOR TO SUBMISSION.


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UNIT 4: MANAGING DOWN: OPERATIONAL MANAGEMENT IN THE PUBLIC SECTOR

MINOR ASSIGNMENT – PROJECT PROPOSAL AND PLAN FOR WORK BASED PROJECT

The assessment for the Work Based Project minor assignment is made up of the two documents listed below which are developed in the following order.

1. PROJECT PROPOSAL AND PLAN (2500 words) 25%

Part A: Project Proposal - Prepare a convincing proposal for your Work Based Project using the template provided. The project proposal is a preliminary version of the project plan. You will need to address each of the numbered headings in the template.

This needs to be approved and signed off by your sponsor.

Part B: Project Plan – Once your agency has approved your project proposal, you will prepare a more detailed plan about how you will implement your project. This will include:

A full time/task plan in a table, figure or other structured format (see Unit 4 Topic 10 or other project management techniques)

A full risk assessment

Resources required including personnel and budgeting issues

Any other details from your proposal that you wish to expand on

The Project Proposal and Project Plan are to be submitted as one document.


1. Project report - Upon completion of your project you will write an evaluative report detailing your project and the outcomes. Instructions about the requirements for the report follow on page 78. This will be submitted as per your due date as the Major Assignment.

2. The Work Based Project is an original practical, workplace project about managing down that you must create and implement for PSM Program assessment.

3. Your project should relate to at least one of the Topics One to Nine in Unit 4. It may contain elements that relate to other topics. The purpose of the project is to test your knowledge and ability to apply material from at least one Unit 4 topic to the workplace, in addition to your project management ability (Topic Ten).

4. Your project must demonstrate evidence-based policy and practice drawing on elements from your chosen topic.

5. The project must address a problem, introduce a change, investigate an issue or create a new, innovative solution in your agency in relation to that topic. It is not a research study, although you may engage in research or investigative type activities in the process of addressing your topic and coming up with practical recommendations.


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6. The project should demonstrate that it will ultimately contribute to public value. This is the essential ‘bottom line’ of the project. To establish the real ‘bottom line’ of the project consider the following material in Topic Six of Unit 4:

a. Figure 6.2 demonstrates final outcomes as consequential effects to society

b. Figure 6.3 translates processes to outcomes

7. This does not mean that you need to choose a project which has an immediate impact on the public. In practice, improving the efficiency or effectiveness of processes in your workplace can contribute to public value.

8. Be prepared

a. Before doing your project proposal and plan you need to read all of this section on the Work Based Project including the instructions for the final project report.

b. Consider all aspects of the project before you commence, including feasibility and risk issues.

c. Consider the politics of the project, particularly the outcomes or consequences for your work.

d. Engage your organisation with the project from inception and throughout its development and completion. Your organisation has a significant interest in the project that you will be addressing and it will require consultation and negotiation – in particular, you should ensure that where sensitive issues are involved, the relevant permissions are obtained.

e. Be sure you observe ethical practice in the conduct of your project, for example, by maintaining confidentiality where it is required and by honouring any commitments made to individuals or groups when securing their participation. Some organisations require formal approval for research activities. If any aspect of your project is likely to involve research as defined by your organisation, you will need to outline this in the proposal and also allow additional time for gaining this approval. Note however, this assessment does not require you to do academic research per se.

9. What happens if I fail?

a. If you fail the proposal and plan it will be a reflection of the clarity of your documentation, whether you have written a convincing proposal and provided sufficient detail in your plan, rather than necessarily indicating that the project is not ‘do-able’. Assessors may comment on the viability and potential success of the project based on their experience.

b. You will have the option to resubmit (refer to resubmission policy in Section 3.1.4 of this guide), taking into account the feedback from the assessor. However, as you have already had approval from your agency/sponsor, your project may proceed whether or not you choose to resubmit the plan.

c. Keep in mind, a pass on the project proposal and plan does not guarantee a pass on the project report. The project and the final report depend on the actual execution of the project and your analysis of the process and results.


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10. Choosing a project

a. Choose carefully - Some organisations and/or managers have suggestions about topics that they would like to see addressed. Since you will be spending many hours with your project, it is important to choose a topic that you are motivated to work on and are comfortable with. You must be careful to ensure that what you propose is feasible and achievable given the time and other resources available.

b. Public value - The project must contribute directly or indirectly to public value. It must be clear that the participant is actually going to DO something, for example, solve a problem, make an improvement, bring in a new initiative etc. that will result in improved outcomes, whether immediate or final. A project that is about investigating a particular issue must lead to specific recommendations.

c. Make the most of it - The Work Based Project has been an important component of the PSM Program since inception in the early 1990s. It provides an opportunity for you to demonstrate your ability as well as to ‘give back’ to the organisation which has sponsored you.

d. Address a topic from Unit 4 - The requirement to address one topic from PSM Unit 4 does not mean your project has to be about one of these topics. You are not required to give a comprehensive review of the theory in that particular topic, rather, one of these topics has to be discussed somewhere in your report.

e. Your problem may be related to or set in the context of one of these topics.

f. One of these topics may suggest some solutions to your problem.

g. One of the topics may provide some theories, concepts, techniques, or models to inform aspects of your project management, process or analysis.

11. Common Pitfalls of Work Based Projects

Projects – common pitfalls Possible solutions

Choosing a project that is too big Redefine the task to a more realistic level.

Focus on a significant, manageable component rather than the entire issue.

Use only a self-contained part of the project for assessment, even if the agency wants you to complete the whole exercise for other purposes.

Undertake the project with a group.

Running out of time Right at the proposal stage, draw up a realistic timeline of tasks and completion dates and carefully identify what you have to do to get the job done.

Check that people or resources for your project will be available at the times that you need to complete the project.

Plan to have the project completed with time to spare in case of slippage.

Monitor your progress against the timeline at each stage.


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Keep in regular contact with your manager and discuss options with them.

Projects – common pitfalls Possible solutions

Choosing a project with unclear objectives

Look for practical projects rather than theoretical exercises.

Work back from defined objectives to the information collection, and analysis, and processes you need to achieve them rather than the other way around.

Ask a colleague who has no involvement in the area to check whether the objectives are clear from the project proposal.

Being too involved, lacking critical awareness or strategic insight

Choose a topic which requires you to gather information and learn about the subject matter – don’t just assemble a justification for conclusions you have already decided you want to get accepted.

Early in the project, give a brief presentation to your manager, peers or a total ‘outsider’ seeking feedback.

Keep a strong focus on the key elements rather than the tempting details.

Source: Adapted from PSMC – Assessment handbook 1999.

12. Group projects are limited to two people and the word limits for projects undertaken by two people are doubled. Group projects need to be considered carefully with specific work allocations to each participant, which can be clearly and separately identified. Group arrangements need to be explicitly discussed with your PSM Program Manager, the appointed Assessor and each group member’s sponsor.

13. The project must be original and your own work, created specifically for the PSM Program.

14. Your final project report must show clearly what work you have undertaken. You may use some administrative assistance to do some of the ‘leg work’, however you must essentially design, plan, execute and write up the project yourself. It cannot be delegated to subordinates, research assistants, interns etc. Further, you cannot simply report on an existing project, research or documentation. Presentation of a pre-existing report as if it is your work for this assignment is plagiarism.

15. Presentation - Throughout your Work Based Project, you should be thinking about how you are going to present both the process that you undertook in attempting to address a particular topic in the workplace, and the outcomes of your efforts. As you are preparing the project proposal and provisional plan, you should give consideration to the issues and information that needs to be conveyed to the reader. You may even sketch a preliminary outline of the sections you will include in your Project Report. This may need to be refined over time, as the key issues for discussion emerge from your work.


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Consideration for Assessors when reviewing the proposal and plan

Feasibility – the key issue is the participants’ ability to document the proposal clearly and convincingly as well as provide a sound, detailed plan. Participants must demonstrate a sufficient grasp of the requirements and a viable project in order to pass. A pass should not be awarded if there is any doubt about their grasp of the requirements or the clarity of their project. The scope needs to be reasonable – not too big and not too small. There needs to be a clear recognition of risks and ways of ameliorating them and a realistic timeframe. Comments may be made about the viability of the project and some suggestions for improving the feasibility based on your experience. However, the project has already had approval from the sponsoring agency.

Clarity - The project needs to have very clear aims and objectives, and all parts of the proposal must be consistent as to what exactly the project is attempting. This has probably been the biggest area of difficulty in the past as a consequence of inconsistency between the title, the problem, the aims, objectives and method. The proposal should be explicit about which topic from Unit 4 has been chosen as a focus.

Originality - It must be evident that this is a real project being undertaken in the workforce and specifically identified for the PSM Program.

Public value - The participant needs to have demonstrated how the project will add to public value. It must be clear that the participant is actually going to DO something, for example, solve a problem, make an improvement, bring in a new initiative etc. For a project that is about investigating a particular issue, one of the outcomes must be specific recommendations.

Planning - There should be evidence that the participant has given due thought to the feasibility of activities, the timing, required resources (including their own time) and risks and mitigation.

Presentable – The participant needs to have thought through and explained how the final project, both the process and the outcomes, will be presented to the relevant stakeholders.

See detailed prompts for participants in the TEMPLATE.


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MINOR ASSIGNMENT – ASSESSMENT RESPONSE SHEET FOR PROJECT PROPOSAL AND PLAN FOR WORK BASED PROJECT

Participants – complete your details and attach this sheet to the front of your minor assignment. Your assessor will provide feedback and your grade on this sheet.




Date of submission:



PART A: PROJECT PROPOSAL ASSESSMENT (60 marks)

Title (give your project a title that conveys the problem, issue or area for improvement and the organisation)

1. Introduction, context, and background with specific reference to chosen topic from Unit 4, and to public value (directly or indirectly)

2. Concept

2.1 Aim

2.2 Objectives (tested)

2.3 Stakeholder mapping, including ‘the public’

3. Design – define the limit and scope

4. Proposed approach or method to achieving the aim and objectives (including literature search to establish evidence base). Identify any alternative approaches considered and reasons for choice.

5. Project timetable – at the broadest level

6. Resource schedule – at the broadest level

7. Risk management – at the broadest level

8. Evaluation and dissemination

9. Sources

10. Appendices

Other comments (whether the proposal is related to adding public value, is convincing; the scope of the project; whether in your opinion it is do-able and suggestions for improvement; whether it is significant enough; whether the project produces an end product; and in particular what the participant would need to do to get a higher mark and what has been done well, aspects requiring additional information, suggestions/recommendations for improvement etc.)


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PART B: PROJECT PLAN ASSESSMENT (40 marks)

Project timetable – plan is comprehensive and structured with detailed steps listed and a date (day / month / year) given to each.

Resources, personnel issues and budgets if applicable have been addressed

Risk management – provides sufficient detail and analysis, identifies risk, likelihood, consequences and treatment in a structured format. If your agency has a risk management protocol use it.

Other information provided

Other comments

Assessors make comments and corrections in the document using track changes, and provide written comments above for each section.



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Have you:


Pages numbered?

Used 12-point font?

Justified the text?

Double-spaced?


Inserted word count at the end of your proposal? (Word count excludes reference list and title)




Included the completed sponsor’s declaration (see below)?





SPONSOR’S DECLARATION

I endorse this proposal and will support the participant/s to complete the project and produce a report by the due date.

I understand that I am responsible for indicating the organisation’s agreement with the project objectives before the project report is submitted.

I agree that the project will add to public value, directly or indirectly.

I agree that this project is suitable to meet the requirements of the PSM Program.

Name: .................................................................................. Date: .............................

Position: ......................................................................................................................

Agency/Section or equivalent: .....................................................................................

...................................................................................................................................


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UNIT 4 MINOR - MARKING CRITERIA SHEET

Criterion Fail 0-49

Pass 50-64

Credit 65-74

Distinction 75-84


Understanding Incorrect or incomplete understanding of how the project links to evidence based policy and practice. No demonstrated understanding of the process and/or potential impacts and outcomes.

Basic understanding of how the project links to evidence based policy and practice. Limited understanding of the process and/or potential impacts and outcomes.

Sound understanding of how the project links to evidence based policy and practice. Demonstrates an understanding of the process and potential impacts and outcomes.

Deep understanding of how the project links to evidence based policy and practice. Strong understanding of the process, potential impacts and outcomes. Awareness of different perspectives and how the project process and outcomes may be used comes through clearly.

Nuanced and in-depth understanding of how the project links to evidence based policy and practice. Excellent understanding of the process and the potential impacts and outcomes. Application and examination and integration of different perspectives incorporated.

Analysis Confuses fact with opinion and/or little evidence of critical & analytical ability. Insufficient analysis of evidence, process and outcomes. Project proposal and plan is descriptive with insufficient analysis to demonstrate that it is original, ethical, and feasible and adds public value.

Some identification of assumptions and/or limitations of context. Some analysis of evidence, process and outcomes. Project proposal and plan includes some analysis to demonstrate that it is original, ethical, and feasible and adds public value.

Adequately identifies assumptions & some evidence of critical awareness through recognition of potential ‘for and against’ positions. Sufficient analysis of evidence, process and outcomes. This ensures that the project proposal and plan clearly demonstrates that it is original, ethical, and feasible and adds public value.

Able to compare, contrast and critique potential ways of undertaking the project. A high level of analysis of evidence, process and outcomes. This convinces the reader that project proposal and plan is clearly original, ethical, and feasible and adds public value. Some evaluation of evidence or positions.

Able to critique and evaluate a range of debates, evidence based policy & practice and relevant literature. Deep level of analysis of evidence, process and outcomes. Evidence of synthesis and/or original thought clearly comes through the project proposal and plan that it is ethical, feasible and adds public value.







Does not comply with required format or style requirements. Language may be unclear or contain significant errors. Project proposal and/or plan lacks a coherent and logical structure. No consideration of how the project will be presented.

Complies with required format or style requirements. May be minor errors in language but meaning clear. Structure shows an adequate understanding. Limited consideration of how the project will be presented.

Good example of format or style. Language clear and unambiguous. Structure is coherent. Clear demonstration of how the project will be presented.

Excellent example of format or style. Clear and precise use of language and structure to convince reader. Highly developed ideas of how the project will be presented to different stakeholders.

As for D plus high level of engagement of reader through compelling use of language. Excellent articulation of how the project will be presented to the relevant stakeholders.


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MINOR ASSIGNMENT – TEMPLATE FOR PROJECT PROPOSAL AND PLAN FOR WORK BASED PROJECT

Participants use this template for your project proposal and plan. Insert your details in the header. Complete the template in sufficient detail for your sponsor or manager to approve the project. Delete the prompters from the template headings (the parts in brackets) before submitting.


Phone No: Email:

Title (give your project a title that conveys the problem/issue etc and the organisation)

PART A: Project Proposal

1. Introduction, context and background (the problem, issue, area for improvement etc; with explicit reference to the chosen topic from Unit 4, workplace location and description; your role; the significance of the problem to the organisation or workplace, how the project is linked to public value. This section must be brief. Append any excess description, background, history etc.)

2. Concept

2.1 The aim (a concise statement identifying the topic - problem to be solved, issue to be addressed, change to be implemented etc)

2.2 Objectives (objectives that have been subject to all eight tests in PSM Program Unit 4 Topic Ten with details of each test)

2.3 Stakeholder mapping (see PSM Program Unit 4 Topic Ten; this mapping should include the sponsor and any other person who has approved or had input to the proposal. You should have discussed your Work Based Project idea with your sponsor and Facilitator prior to submitting. The mapping must be more than just a list, it must identify the stakeholder, their interests and influence and your management plan for them in a structured format. It MUST identify the clients/public and the project impact on them)


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3. Design (define and limit the scope of the project, see PSM Program Unit 4 Topic 10)

4. Proposed approach or method for achieving the aim and objectives (how you go about this will depend on your topic, but as a minimum it must include a literature review to provide material for the evidence-base of your chosen topic from Topics 1 to 9 in Unit 4. You may also choose to use the logic of the problem solving cycle, action research, the PDCA cycle, formal project methodologies or some other method or technique relevant to your topic). Identify any alternative approaches considered and the reasons for your final choice.

5. Project timetable (overall plan at the broadest level of the project – you will provide a more detailed timetable in the plan)

6. Resource schedule (at the broadest level - you will provide more detail in the plan)

7. Risk management (at the broadest level - you will provide more detail in the plan)

8. Evaluation and Dissemination strategy or protocols (these protocols should include both

evaluation of how the project was conducted as well as evaluation of the product of the project, e.g. the solution developed by the project. If you have already identified some potential solutions these can be mentioned in the proposal. Evaluation should address time cost and quality using SMART measures where possible. Dissemination of the outcomes and what was learned from the project should also be mentioned)

9. List of sources consulted for the proposal (a project proposal would not normally be referenced in reality, however you must provide a list of sources consulted at the end of the proposal for academic assessment purposes. In-text referencing is not required. It is expected that a project management source would be cited here. The list of sources consulted does not count in the word limit)

10 Appendices (these do not count in the word limit)


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Participants - use this template for your project plan. The assessor will provide your total mark and feedback on the Assessment Response Sheet for the Minor Assignment

PART B: Project Plan

You must address the following in your Project Plan:

1. A full time/task plan in a table, figure or other structured format (see Unit 4 Topic 10 or other project management techniques).

2. A full risk assessment.

3. Resources required including personnel and budgeting issues.

4. Any other details from your proposal that you wish to expand on.

You may use tables, figures, charts and if you have them, templates from your workplace to provide the details required for the project plan.

Insert your information in this template and delete the prompters above in italics.


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MAJOR ASSIGNMENT – WORK BASED PROJECT FINAL REPORT

Work Based Project Final Report (3500 words, 70%)

Write an evaluative report detailing your project and the outcomes.


1. Clearly demonstrate how it is original and how it adds value - The Project Report will present in detail the results of your project. It will document the process that you have followed in undertaking the project, your analysis of the process and, importantly, the outcomes of your project.

a. You need to be very clear about exactly what work you have done, and clearly acknowledge pre-existing organisation resources such as a survey carried out by somebody else, or assistance provided by any project team, and you should follow normal academic referencing protocols in this regard.

b. For the project report, references are not limited to published works. The participant who obtains background information (as opposed to data gathering) for a project through interviews should include a list of interviewees in the references (confidentiality permitting) or at least identify the number of interviewees, roles and focus of the information gathering. Data obtained from non-published sources should also be listed.

c. The report and the reference list must make it very clear what was your work and what was existing work.

2. Presentation and dissemination - It is not an academic requirement to present your Work Based Project orally although some jurisdictions may provide an opportunity for participants to present their work to sponsors, colleagues and other interested stakeholders. Any such presentations may constitute part of the dissemination requirement of the project.

3. Be analytical - Your project report is an analytical report (see Section 5.6 of this guide) intended to report the outcomes of your Work Based Project. Its purpose is not to convey preconceived notions or justify a position.

4. Project and self management - The project is an important exercise in project management and self-management. As you would have learned by successfully completing the PSM Program to date, you must make it a priority. Planning and a regular commitment to work on the project will ensure that you can deliver a good project in the specified timeframe.

5. Keep a diary - Keep notes of your thoughts throughout the project. Some people involved in large projects maintain a journal where they regularly record observations, discussions that they have had, or decisions that they have taken about an aspect of the project. Later when writing up their findings, they use the journal as an aid in recalling details that might otherwise be lost. The themes and patterns that you identify in your information will provide the substantive basis of your project report and the data gathered will provide the evidence to support your solution, as well as your recommendations for further action.


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6. Structure and logic - Your Work Based Project report should have a coherent structure. It is a lengthy report that requires careful development. After all your work in conducting your project, you want your report to present a comprehensive and readable account of your project. If you have broken your project up into stages using the problem-solving logic, (or a similar structured process) this logic provides an initial framework for writing up your project report. Ultimately, you need to settle on a framework that conveys how the aim was achieved: what you did, what the evidence was and what the important outcomes and recommendations are. Seek advice from colleagues about whether the structure you propose makes sense to them. While there will be some variation in the contents of the body of the project report, ensure that your report has every section of the report format as outlined in Section 5.5.2 of this guide.

a. Cover letter/ memo

b. Title Page

c. Table of Contents

d. Executive Summary

e. Main Body of the report – introduction, body, conclusion, recommendations (use meaningful headings)

f. Reference List

g. Appendices

Elements d and e above are included in the word count.

7. Appendices - Your project proposal and plan with the feedback from the assessor must be appended, along with any questionnaire, interview schedule and background etc. Note that Assessors are not required to read or comment on appendices, other than the project plan and project proposal, but may scan them to glean an overall impression of any additional detail that is available.


Mere description of the project will not warrant a grade above a pass. For higher grades it is necessary to demonstrate critical analysis of the process and results of the project and the capacity to make connections between the theories and concepts learned through the PSM Program and the experience of implementing the project.

It is possible to achieve a high grade even if the project did not go according to plan, provided that there is thorough analysis of the reasons and clear identification of learning.


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PSM UNIT 4: MANAGING DOWN: OPERATIONAL MANAGEMENT IN THE PUBLIC SECTOR

MAJOR ASSIGNMENT – ASSESSMENT RESPONSE SHEET FOR WORK BASED PROJECT (with project proposal and plan as appendix)

Participants – complete your details and submit this sheet at the front of your work based project. Your assessor will provide feedback on this sheet.




Date of submission:



Work Based Project Assessment

Report section

Preliminary parts

Letter or memorandum of transmission

Title page

Table of contents

Executive summary or synopsis

Introduction

Method, including information gathering and evidence/literature to support arguments

Outcomes

Evaluation


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Conclusion

Recommendations

References

Appendices

General Comments: (in particular what the participant would need to do to get a higher mark and what has been done well)


Note up to 5 marks can be deducted for:


poor expression

poor structure

poor presentation


not sticking to word limit (+/– 10%).

Participants – see next page for your Assignment Check List and Declaration, which you are required to complete before submitting your assignment.


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Have you:


Added analysis and theory where appropriate?


Pages numbered?

Used 12-point font?

Justified the text?

Double-spaced?


Inserted word count at the end of the Report? (Word count excludes reference list, appendices and title)



Appended the WBP Proposal and Provisional Plan, and the Project Plan?







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UNIT 4 - MARKING CRITERIA SHEET FOR PROJECT REPORT Criterion Fail

0-49 Pass 50-64

Credit 65-74

Distinction 75-84


Understanding Incorrect or incomplete understanding of how the project links to evidence based policy and practice. No demonstrated understanding of the process and/or potential impacts and outcomes.

Basic understanding of how the project links to evidence based policy and practice. Limited understanding of the process and/or potential impacts and outcomes.

Sound understanding of how the project links to evidence based policy and practice. Demonstrates an understanding of the process and potential impacts and outcomes.

Deep understanding of how the project links to evidence based policy and practice. Strong understanding of the process, potential impacts and outcomes. Awareness of different perspectives and how the project process and outcomes may be used comes through clearly.

Nuanced and in-depth understanding of how the project links to evidence based policy and practice. Excellent understanding of the process and the potential impacts and outcomes. Application and examination and integration of different perspectives incorporated.

Analysis Confuses fact with opinion and/or little evidence of critical & analytical ability. Insufficient analysis of evidence, process and outcomes. Project plan and report is descriptive with insufficient analysis to demonstrate that it is original, ethical, and feasible and adds public value.

Some identification of assumptions and/or limitations of context. Some analysis of evidence, process and outcomes. Project plan and report includes some analysis to demonstrate that it is original, ethical, and feasible and adds public value.

Adequately identifies assumptions & some evidence of critical awareness through recognition of potential ‘for and against’ positions. Sufficient analysis of evidence, process and outcomes. This ensures that the project plan and report clearly demonstrates that it is original, ethical, and feasible and adds public value.

Able to compare, contrast and critique potential ways of undertaking the project. A high level of analysis of evidence, process and outcomes. This convinces the reader that the project plan and report is clearly original, ethical, and feasible and adds public value. Some evaluation of evidence or positions.

Able to critique and evaluate a range of debates, evidence based policy & practice and relevant literature. Deep level of analysis of evidence, process and outcomes. Evidence of synthesis and/or original thought clearly comes through the project plan and report that is ethical, feasible and adds public value.







Does not comply with required format or style requirements. Language may be unclear or contain significant errors. Project plan and/or project report lacks a coherent and logical structure. No consideration of how the project will be presented.

Complies with required format or style requirements. May be minor errors in language but meaning clear. Structure shows an adequate understanding. Limited consideration of how the project will be presented.

Good example of format or style. Language clear and unambiguous. Structure is coherent. Clear demonstration of how the project will be presented.

Excellent example of format or style. Clear and precise use of language and structure to convince reader. Highly developed ideas of how the project will be presented to different stakeholders.

As for D plus high level of engagement of reader through compelling use of language. Excellent articulation of how the project will be presented to the relevant stakeholders.


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SECTION 5 ACADEMIC STUDY: READING, WRITING AND REFERENCING

SKILLS

Effective learning is crucial to successfully completing academic tasks. The aim of this section is to introduce you to a number of skills essential to developing as an effective learner. The process of learning is different for each person because we are all individuals with our own motives and preferences for doing things in a certain way. Therefore, you will need to think about what you are doing and how you are doing it throughout your studies and adjust strategies and processes to suit your own personal style and needs. See Section 1 - Discover your Learning Style.

5.1 MOTIVATION AND CONFIDENCE

For many participants, returning to study can be both exciting and daunting. Right now you are probably feeling highly motivated, but a little apprehensive about what is in store and your ability to cope with the demands of academic study. That’s normal! In order to succeed, you need to maintain reasonable levels of motivation and confidence. Here are some tips.

5.1.1 MOTIVATION

You will not feel highly motivated all the time. Indeed, it is normal to have periods where it all seems too difficult or pointless. If you are experiencing feelings of apathy or disillusionment, remembering that this feeling is normal can help. Recognise these feelings for what they are – part of any journey that involves change. One of the advantages of the PSM Program is that you have colleagues in your cohort who are in a similar situation. Think about forming study groups or just keeping each other motivated by keeping in contact by phone, email or face to face meetings over coffee. This strategy has been very effective for participants in the past.

Think of other situations where a commitment to succeeding paid off for you. What did you do then to keep going when things didn’t always go as smoothly as you would have liked? Write down the skills/techniques/attitudes that you employed. Review them at appropriate moments. Also write down how you felt when you achieved your goal. Regularly revisit these feelings and achievements.

Focus on your goals (short, medium, and long-term). Write them down and pin them up where you can see them when you work. Remind yourself why you are doing the PSM Program. Remind yourself how this study will help you realise your goals. Work out an appropriate reward for yourself when you achieve your goals!

If you are unable to motivate yourself and are unsure of where to start, negotiate first with your sponsor and if no resolution can be achieved then call your PSM Program Manager. They have seen this problem before and may be able to assist you to negotiate with your sponsor and/or create pathways to a solution.

5.1.2 CONFIDENCE

You already have lots of skills that can help you succeed. Write down a list of things you do well. Reflect on how your existing talents may help with university study. As time goes on, you might like to categorise your skills, for example, organising, communicating, evaluating and analysing. Keep this list and add to it when new or previously unrecognised talents reveal themselves to you.

Focus on what you have learnt since enrolling in the program, not on what you don’t know. Make a list of everything that you now know that you didn’t know before. Include knowledge, skills, networks, self-esteem and anything else. Remind yourself of how far you have already come. Repeat this exercise regularly.

Do something small that you enjoy and/or find easy when you are not feeling confident or motivated. Also, dividing large tasks into smaller manageable sections helps boost confidence (and motivation); because completing each section shows that you can achieve goals and motivate you to keep going to finish off more sections. For example, you might add one more reference to your reference list or read one more topic in a unit.


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5.2 TIME MANAGEMENT

How effectively you manage your time will impact on your confidence, motivation and, of course, overall success or failure. You will need to develop a personal management plan that takes into account all your commitments (for example, study, leisure, work, sleeping, meals, recreation, family commitments etc).

To develop a personal management plan you will need to do the following:

First draw up daily and weekly timetables or schedules. On it identify all your daily, weekly and long-term fixed commitments, including workshop and assignment due dates. Look at how many weeks you have to do each unit of the program and allocate the topics in the units across the weeks. For example, if there are 10 topics in a unit and you have 10 weeks, aim to do one topic per week.

Once you’ve blocked in your fixed commitments, you should then start to allocate time to study. To do this effectively, you need to become aware of your individual productivity cycle.

Identify periods of peak mental efficiency and motivation. If you are a ‘morning’ person, for example, try to allocate as much time as possible to morning study routines (if it is inevitable that you have to do some study at night, plan on using this time to do less difficult, mechanical or shorter tasks).

Determine whether you work best in short sittings or longer study blocks. Use this knowledge to help plan your study periods. It is difficult to maintain concentration for long periods, so always reward yourself with regular, short breaks where you move around. Drink lots of water when studying.

Allocate time for more flexible, regular activities (for example, relaxation, recreation, house and garden chores). Some of these should be allocated as complete blocks of time. Some can be interspersed with study periods. For example, you can plan to complete several small study tasks as part of an overall goal in a study block. At the completion of each task, take a break by completing a small house or garden chore (e.g. sweeping a path, vacuuming one room) or doing some exercise. This helps refresh you and helps you feel that you are keeping on top of things.

Regularly review and re-evaluate schedules and timetables.

5.3 CRITICAL THINKING, ANALYSIS AND APPLICATION OF THEORY

At university, it is essential that you become a ‘critical thinker’. Critical thinking underpins academic culture and all academic tasks. To think critically, analyse situations and to apply what you learn, requires you to develop the following skills:

An ability to move beyond simply describing, presenting or summarising information. Another way to say this is you need to do more than just paraphrase the program materials and readings or describe a particular situation in your workplace. This demonstrates your understanding of the material, which is a requirement, but will not be sufficient to achieve more than a pass. You need to analyse, evaluate and assess information and arguments. This task means asking lots of ‘why’, ‘how’, ‘to what extent’ questions rather than just ‘what’ and ‘when’ questions.

If you are asked to ‘critique’ or ‘critically discuss’ an issue, process or organisation, adopt a questioning approach. You are doing an evaluation or judgment. Is this how it should be done? Why is it done this way? What are the ideas and intentions underlying this organisation’s approach? Is it effective? Do some of the references give a critique of this aspect that relates to how it is done in your organisation? Look at strengths and weaknesses, pros and cons. Consider whether there is evidence to support a particular view or approach and if so how strong is that evidence.


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In terms of critically analysing theory, ideas, and concepts of what references say, you could ask: Do different references present arguments or reach conclusions which are the same or different from each other? Why? What assumptions are being made? Is there a clear line of reasoning leading to a conclusion? Are there gaps in what one author says compared to another? Do they contradict each other? Are there common themes? Is only one side of the story being presented? Are there alternative explanations?

Here is a simple analogy to further explain what a critique or critical analysis is. Imagine you are a movie critic. You go to the latest movie. When you come out, your job is tell people very briefly what the movie is about (that is describe it) but most of your job is to tell them how good or bad it was and why. Critics do not give a blow-by-blow description of the whole movie. They comment on aspects of it that worked and didn’t work how well it was presented or how entertaining it was. They may compare it to other similar movies to show that it was better or worse and again give reasons. They may also comment on the credentials, perspective, ideology, achievement and performance of the actors, director and producer.

The key is to not just describe the case study/situation/reading but analyse it. Describing it is like telling a story about what happened. Analysing it is like questioning the story, asking why things in the story happened the way they did, with what consequences, how could the story have turned out differently, what do other people think about the story, are there different versions of the events in the story and so on.

In public sector management it is particularly important to analyse the author’s point of view for perceived bias, ideology etc.

An ability to think creatively, which means being alert to new possibilities and perspectives and to bring together existing ideas in different ways.

An ability to problem-solve, that is, to systematically consider possible solutions to a problem and argue convincingly which is the ‘best’ and why.

An ability to apply theory and concepts from the program to your work. This means that you are testing the claims and strength of the theory against your workplace experiences and considering explanations where there is a difference.

This is an academic program, but it is also focused on workplace experience, therefore you need an appropriate balance of theoretical material and practical workplace detail. Again you need to do more than simply describe the theory or describe your work.

In terms of application, relate any description of the organisation or your work to the theory. Do not just describe, summarise or paraphrase the theory. You need to write links between the theory and the situation in your organisation. For example, Robbins et al. (2008) indicate that transformational leadership consists of x, y and z. Mr Jones demonstrated x by … In terms of y he…. As for z, he was ….. OR, at Agency B the culture was promulgated by one-liners, the Secretary and ….. This situation accords with how Robbins et al. (2008) define culture as …..

The overall aim is for you to be able to think through and communicate ideas that are well reasoned, supported, evaluated and/or applied. Obviously, becoming a critical thinker will also be highly beneficial to your success in the workplace.


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5.4 READING AND COMPREHENSION

Academic study requires reading large amounts of material. The key to successfully reading and comprehending such material is to read actively, not passively. Passive readers read every word from start to finish, and then wonder why they don’t remember anything! In contrast, active readers vary their approach depending on their task or goal. For example, they might scan through a reading to find specific information essential to a task. Or they might skim read for an overall picture, using chapter headings or sub-headings to get a general idea about the text. Usually, the task will be to read and think critically. This process requires asking specific questions of the material:

Where does this material fit into the general outline or aims of the program?

What is the author’s overall aim or purpose?

What is the author’s main argument or point of view? Can you put it into your own words?

What main points does the author make to develop this argument?

What are the steps of the argument? Are they presented in a logical order? Does the conclusion follow from the argument or does it appear from ‘left-field’?

Are counter-arguments recognised and refuted?

What information/evidence is given to support these points? How valid/sound is the evidence? Are there alternative explanations of the evidence?

Is there evidence of a particular bias or point of view?

Are there connections with other texts or my experiences?

How can I use this material to support a point I wish to make?

Always read with a highlighter or pen and paper to take notes. Notes might include:

key arguments, points, etc. written in your own words.

referencing details for example name of author, date of publication, title of book, publisher, place of publication, page numbers etc. (see later section on referencing).

relationship of article to other materials or arguments.

usefulness of article to your assignment.

useful quotations (remember to note the page number).

Regarding quotations, it is better to paraphrase material from sources rather than include large chunks quoted directly from the readings, learning materials etc. This way you demonstrate you can interpret and understand the writer’s meaning yourself. Quotations should be restricted to situations where the material uses a particularly catchy, novel, appealing turn of phrase, or where paraphrasing would lose the intent and meaning of the original writer’s words. You should always introduce and then comment on the quotation to integrate it into your writing and add value.


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5.4.1 SUMMARISING INFORMATION

War and Peace was Tolstoy’s greatest novel, chronicling an epic tale of war, romance and intrigue in Tsarist Russia. Woody Allen said, ‘I’ve done a speed-reading course. I read War and Peace in two hours. It’s about love’. This anecdote introduces the main point of this section. Distilling a large volume of information down to one or two key points is an important information analysis capacity, since leaders are expected to be able to grasp the core of complex problems and find underlying reasons for problems. Summarising identifies the main essence or ‘bottom line’ of information.

To summarise properly, you have to think like a journalist. How do you distil one main point from all the information you have gathered and organised? You want your headline (or document title) to attract readers’ attention and communicate the key facts. In the public sector you can’t be as sensational as the Herald Sun, or radio ‘shock jocks’, but the principle is exactly the same. To get to the main point requires evaluating what is more important and what is less important.

This can be difficult to do, but putting yourself in a situation where someone is demanding to know the one most important point can help focus your thinking. There may well be other important points, but these can be presented after the main point or in an appendix. Journalists and their editors have perfected the art of putting the main point up front, in the headline and then giving the details in decreasing order of priority.

When scanning a document to summarise or extract key issues, look for:

o comments about change.

o very large or very small figures.

o disagreement between different comments or ideas.

o the amount of space, number of pages, or volume of text devoted to topics or issue. One writing convention is that a paragraph should be formed around one idea, point or topic – if you are looking for key issues then you should be able to reduce each paragraph down to one main point.

o what isn’t reported – that is there may be a number of platforms or quality indicators in a policy yet in a report on that policy one is not mentioned. For example, in Defence’s 2000 annual report there is a lengthy section devoted to purchasing. Purchasing in Defence was subject to six quality indicators including value for money, open and effective competition, ethics, fair dealing and so on. Defence reports some good results in terms of competition, ethics and fair dealing and industry development. However, the report neglects to mention any results in terms of value for money. This might suggest that value for money is a key issue or indicator that has not been met as well as it should be.

o discrepancies in figures – for example, Centrelink published a two-page summary of its 1999–2000 annual report. The figures are generally positive. However, there was almost $30 million of abnormal items in the figures, which resulted in an operating deficit. This is a large figure that is not mentioned or explained anywhere in the report. Question whether this figure is large in comparison to the budget or whether it is large because it tipped the budget into deficit.

o adjectives or adverbs – for example, improving, less than satisfactory and so on give clues to what the key issues are.


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5.5 ASSIGNMENT WRITING

Academic writing can be a real challenge for some participants when they first begin university or return to study after a long absence. Further, if your professional expertise and existing qualifications are in science, engineering or another ‘technical’ area, you may find the expectations of academic writing in the public sector management discipline to be different from what you are used to. This is because it not only requires a critical and analytical approach to the topic, but a specific format and style of writing.

Managers and professionals must have sound knowledge of measurement and analytical methods but also the ability to communicate effectively. It does not always come naturally to scientific or technical thinkers to communicate well, but being able to do so makes all the difference between success and unrealised potential (Coleman & Stewardson, 2002). It will make or break your success on the assignments in the PSM Program. The skills outlined here are not just applicable to academic life but are basic requirements for good communication skills, vital in all roles in the public sector.

The writing process can seem very difficult. It combines thinking in broad terms about the overall message that you want to convey and more detailed thinking about the structure that will enable you to communicate that message effectively.

Writing is a process that can be learned and, with persistence, improved and perfected. Numerous books and guides have been developed to provide assistance to struggling writers. A variety of good resources focusing on different aspects of writing are also available on the Internet.

First, we’ll examine the process of academic writing, including the approach you should be taking to researching, thinking and planning assignments. Next, we will examine the structure of various assignment formats including academic essays and reports.

5.5.1 THE PROCESS

Take time to understand and analyse the question/task. Ask yourself what you are being asked to do, how the task fits into the aims of the topic and what the Assessor is looking for according to the assessment criteria. Underline topic words (the key points to be addressed), directive words (e.g. evaluate, analyse, discuss) and any limiting or qualifying words (e.g. ‘in Australia’). Make sure you answer every aspect of the question or topic.

Often, assignment tasks are not structured as a question. Try turning the task into a main question/s and sub-questions. Consider which questions demand the most analytical response (usually these are ‘why’, ‘how’, ‘to what extent’, ‘how valid’, ‘what if’ questions). These questions will usually be the ones that you address more fully in an assignment.

Use the questions to guide your reading and research. Read actively looking for answers to the questions you have posed.

After extensive reading, develop a position or argument. Your position should be designed to convince the reader that your conclusions are valid and based on well-supported evidence.

Plan your response. Planning is vital to a successful outcome. Consider:

o what main points (not detail) you need to make to address the topic or answer the questions

o what order of points works best

o how the points work together to support and develop your overall position or argument

o how you will support your main points.


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Effective writing

When writing a document of any format, including assignments for the PSM Program, it is essential to pause and think about the intended reader and what they expect. Identifying and visualising the potential readers and their expectations, interests, level of comprehension, political leanings and so on improves what you convey. The content is only half the story. The process is the other half and part of this is meeting the needs of the reader. Table 5.1 gives some suggestions for producing better documents:

Table 5.1 Producing better documents

Strategies Details

Adopt a formal, objective tone unless otherwise advised

Use the third person for example. This paper argues that…, rather than I am arguing that…

Use active voice wherever you can and make complete sentences

For example, instead of writing the delivery and dissemination of information, write delivering and disseminating information

Also, instead of the information was examined by the committee, it is better to say the committee examined the information

Correct sentences have a subject, verb and object (SVO), preferably in that order. For example, don’t say the analysis of the information, say analysing the information.

Fewer words per line About 10 is a good guide

How many sentences in a paragraph?

A paragraph by definition is more than one sentence. There are no hard and fast rules about how many sentences beyond two. Very long paragraphs can be hard to read.

Keep each paragraph focused One idea or subject per paragraph is the general rule.

Put the main message up front The summary (introduction/synopsis) at the front of a document is extremely valuable to your readers

The document title should headline the main point, like a newspaper headline

Use graphics Icons, diagrams, charts can be more effective than large chunks of text. They also cater to individual information processing styles including visual, auditory, reading and kinaesthetic

Make sentences short Long sentences often have two or more long phrases joined by ‘and’ or ‘but’. Cut the sentence into pieces so that each phrase forms one sentence. Get rid of the 'and' and 'but'

Use simple words in place of ponderous ones

Use words like:

about

because

before

therefore

here

below

Instead of:

in connection with

as a consequence of

prior to

as a direct result

herein

hereunder

Make sure tricky grammar is correct

Use correct plurals/possession/apostrophes e.g. companies is plural of company. The company’s mission is about one company. The organisation’s employees. Many organisations’ employees …

Use ‘its’ correctly – the agency changed its direction – possession – no apostrophe. Where ‘its’ is a contraction of it is then use an apostrophe. e.g. – it’s a difficult challenge for an agency to change embedded culture.

Test the attractiveness of your document

Look at the report, proposal, letter etc. that you have written and ask if this document came to me, would it invite me to read it? More white space can add to readability.

Source: Eastern House 2000; Redway 1995.


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5.5.2 STRUCTURE AND FORMAT OF ASSIGNMENTS

The assessment for the program varies in format. In every case, you should ensure that the work you submit has a clearly defined structure. It is particularly important that your assignments have a heading that clearly indicates the main topic and the organisation or section (where the assignment is about your workplace). The heading should signal the main point of your assignment and which part of the organisation you are dealing with. For example, Moving towards a decentralised organisation structure in Queensland Health mental health services. The Assessors may work across several different units or jurisdictions and they need to know what you are writing about. You do not need to repeat the whole assignment topic.

A good general guide to the structure of any communication is to:

Step 1 – Tell them what you are going to tell them

Step 2 – Tell them

Step 3 – Tell them what you told them.

As you will read next, these steps translate into different sections of a document depending on the actual format. As a general rule you are communicating well by introducing the material to be covered, covering it and then summing up to show how you covered it.

There are variations between the different types of written communication that may be required in the educational or business context. In general, academic assignments in the public sector management discipline consist of the essay and the report. Both these assignments should be written in a series of paragraphs, (that is not dot points or single sentences) unless otherwise indicated in the assignment brief.

The essay

A formal assignment format is the academic essay. An essay is ‘a sustained piece of writing, consisting of a number of paragraphs. The essay is designed to test the writer’s ability to analyse, research, write effectively and, most importantly, develop a sustained logical argument (Tyler et al. 2002:81). Essays often respond to a set question and make use of primary and secondary sources (references) to support the argument that is being advanced.

An academic essay consists of four main parts. These are the introduction, the body, the conclusion and the list of references. Using steps 1 to 3 from above we can see that the introduction is step 1 (tell them what you are going to tell them), the body is step 2 (tell them) and the conclusion is step 3 (tell them what you told them). In other words, the structure of an essay is a beginning a middle and an end, in that order. The beginning describes what you're going to do and why (what's the problem, question, issue etc.) and how you're going to do it. The middle does it. The end sums up with something more than mere repetition, for example. a summary of your main points and some intelligent general observation or pointers for further inquiry.

The sections of the essay can have headings. Headings should function to introduce discrete sections and to facilitate the writing process for the writer to organise their thoughts and the reading process for the reader to know where the essay ‘is going’.


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You do not have a heading that says ‘body’, rather use headings in the body that inform the reader what the main point is in the section that follows. Each part of the essay has a specific function.

The purpose of the introduction (approximately 10% of the word limit) is to:

introduce the topic and any important and relevant concepts to the reader.

indicate the aim or purpose of the assignment.

signal its overall plan or structure – that is, the order of the content to follow.

state your overall position/argument/point of view (this is called a thesis statement).

state what the assignment is about, what it will cover and what your main point, points or argument is; address all parts of the assignment topic.

The purpose of the body is to develop your argument in a logical and coherent manner. It consists of a number of paragraphs, which all have a similar structure. Do not use single sentences as they do not constitute a paragraph. Each paragraph should:

contain only one main point or idea, which is stated in your own words in a topic sentence (usually the first sentence in the paragraph).

develop/support/illustrate/exemplify that main idea or point, using material (quotes, summaries or arguments, statistics) to do so clearly and explicitly. Make it clear who is the author of this material (for example. ‘According to Smith’.) Reference this material (see the referencing guide below). There are likely to be a number of sentences in this part of the paragraph but there is no strict rule. Generally speaking a paragraph that takes up a whole page is likely to be too long and could be developing more than one main idea.

have a concluding sentence that explicitly links the main idea of the paragraph back to the topic/question.

logically follow from the previous paragraph. Use connecting words in the topic sentence to signal the relationship of one paragraph/point to another (for example. ‘in addition’, ‘despite this’, ‘a further issue’).

The purpose of the conclusion is to:

sum up the main points made in the body of the assignment and reach a final conclusion.

bring them together to support your overall argument.

make sure that you have actually answered the assignment question (you actually have to give the answer).

make sure that your argument throughout the assignment supports the conclusion(s) you draw. Never bring any new information, references or ideas into the conclusion.

You can construct a conclusion by looking at each page of your answer and asking yourself – what does this page really say? – put it in one sentence. Write all these sentences into several paragraphs to make the conclusion. Make sure you sum up each part of the assignment. A rough guide is10% of the word limit.


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The function of the reference list in any assignment format is to:

provide full details of the in-text (that is in the assignment) referencing so that readers may find the materials in order to read further, clarify an issue, or check the credibility of the material

guard against plagiarism (see Section 3.1.11 for more about plagiarism)

give authority to your work – that is you are drawing on the work of ‘experts’ or ‘authorities’ to add strength to your case or argument. Therefore, in your assignments you should support all assertions with reference evidence (see later section for details).

The Report

A report, by contrast, is written in a business context and is usually concerned with analysis and problem-solving. According to Tyler et al. (2002:88), there are two main types of business reports:

Informational Reports are usually short reports, often written in the form of a memo or a letter. Short informational reports include routine reports such as regular departmental reports, sales reports, production reports, progress summaries, status reports and so on, as well as irregular reports such as accident reports. Sometimes informational reports are simply forms to be filled in, for example, accident reports for insurance companies.

Analytical Reports are written to investigate or analyse problems or situations, with the aim of providing recommendations designed to solve the problems. Although written in a style that conveys a factual, objective, unbiased tone, these reports are persuasive documents, the report is successful if management adopts and implements the solutions set out in the recommendations.

University assignments could be described as analytical reports with an academic flavour. The report is generally made up of three main parts. These are the preliminary parts, the main body and the supplementary parts. Each part and section within that part is numbered (e.g. 1, 1.1, 1.2 etc.) and has a heading.

The preliminary parts include:

a letter or memorandum of transmission or email (To; From; Subject; Date; Action required).

the title page.

a table of contents.

an executive summary or outline, which briefly tells the reader the findings, conclusions and recommendations of the report. The executive summary (or outline) should contain the ‘essence’ of the report so that a busy executive can just read that section and not have to read the whole report to glean the most important information. They can read the summary and know everything of importance without reading the rest. The executive summary distils and presents essential information from each section in the report. It is not an introduction. The executive summary or outline sums up the whole report in a very concise fashion. It is a separate page that should contain a limited number of paragraphs summarising the main content of each of the main sections of the report. It is not an introduction or preview of what is to come, but rather gives all the key answers in a nutshell.

To prepare your summary, read each section and ask ‘what is this really saying’? This idea is illustrated in Figure 5.1.


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Figure 5.1 Creating an executive summary

Condensing Full Report into

Summary

Introductio

n

Objectives

Analysis

Methodology

Conclusions

Analysis

Source: Zikmund, W.G. 2000, Business Research Methods,

6th ed., Harcourt, Orlando, p. 562

The figure shows that you need to write one sentence to summarise each paragraph in a report. If the report is longer, write one paragraph to summarise each section.

The main body of the report includes:

an introduction.

the body (this is not used as a heading. It is made up of sections with informative headings and paragraphs).

the conclusion.

recommendations – these should be precise, concise action items specifying what, when and who, often in point form. The recommendations should be specific, practical and feasible. Everything that you recommend in this section must have a secure anchor in the preceding sections of the report. Evidence or justification must exist in the body of the report. If you have done a properly designed analysis and report, the same issues or themes will flow through the whole report and in this case when the reader gets to your recommendations they will not be surprised, or be thinking ‘where on earth did that idea come from?’.

final page with author’s signature, name, position and date.

Comments made above for the introduction, body and conclusion of an essay apply to the introduction, body and conclusion of a report.

The supplementary parts contain the reference list, index and any appendices. The appendices come after the reference list.


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5.6 WRITING UP A MAJOR REPORT, SUCH AS YOUR WORK BASED PROJECT

You will need to draw on the full range of skills you have developed throughout the PSM Program to develop a major report such as the Work Based Project. While it is natural to feel a bit daunted about writing up a report, the best approach is just to get started. You will have some raw materials for the report in the form of the project proposal, the project plan and the method that you have been applying in your workplace. What remains is to structure this material into a logical and well-reasoned document that will convey to readers the information that you judge to be the most significant.

As with other aspects of the Work Based Project, you may find the task more manageable if you break the report into steps.

Many writing guides identify key stages to assist with planning, drafting and producing written documents. While there are some variations, generally the stages include:

5.6.1 IDENTIFYING THE PURPOSE

It is important to clearly identify the purpose of the document. By the end of the first paragraph, readers should have a very clear understanding of what your document is about, its purpose and the scope of the issues to be covered. Your document cannot be about everything. It must have clear parameters and a focus. Work out what these are and record them. As you are developing your document, constantly ask yourself whether it is achieving the purpose that you have outlined to your reader.

5.6.2 IDENTIFYING THE AUDIENCE

Good writers write with their audience in mind. They sometimes talk about putting themselves in the shoes of the reader, trying to understand what information the reader needs to understand and relate to regarding the issue under discussion. Audience analysis enables writers to make judgments about the length, content and style of their writing, including how much background information is necessary. It can also help in framing arguments or approaches that will win support from their readers.

Identifying the audience will help you decide how much background and detail to provide about the organisation and the problem that your project has investigated. For example, a stakeholder analysis will have identified those with an interest. You then need to decide who among these will receive a copy of all or part of your report. Having done this, you can plan your report to meet the information needs of a specific audience. What do they already know? What are they likely to be most interested in? What will they do with the information that you present them?

5.6.3 RESEARCHING THE TOPIC

In order to produce high quality reports, it is necessary to use relevant and current information from a variety of both primary and secondary sources (Faculty of Business and Economics 2002). Usually this would involve a review of the academic literature available, including any previous research or studies into the issues under consideration. The literature review is intended to acquaint the researcher with the topic, the parameters of the issue and the methods or approaches that others working in the field have found helpful or instructive. Generally, more recent material is preferable since it should reflect the latest thinking about the issue. It should also provide a guide to earlier studies that have been influential in the discipline or content area. Most subjects have classic or seminal works that were written a long time ago but which are still important and relevant today. All materials and references used in a literature review should be carefully recorded and reflected in the references section of the report.


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5.6.4 PLANNING THE DOCUMENT

The following extract from the Faculty of Business and Economics (2002) contains some useful suggestions for developing the report structure:

Having reviewed, synthesised and interpreted the information, the next step is to prepare the body of your report. (Some people leave the introduction and conclusion until later). This is done by establishing a framework or structure around which you will write. Start off by experimenting with four or five major headings as ‘signposts’ for your thinking. It is in these major sections that you will present the facts, explanations and reasoning that will lead to your conclusions and recommendations. This means that you place related issues into groupings according to common characteristics, taking into account the purpose of your report. Each section heading should clearly indicate its content, should have reader interest and be as brief as possible. You then need to arrange these groupings or headings into a logical sequence. The outlining process often requires a number of revisions, but once you are satisfied with it, you can work on developing the sub-sections under each heading.

5.6.5 WRITING THE FIRST DRAFT

Perhaps the most important consideration when planning to write up a report is to ensure that you have sufficient time to do it. You need time to plan, write, rewrite, edit, proofread hardcopy and format your report. You may wish to get feedback from colleagues on drafts that you have written. All this takes time. Don’t let your good work throughout the project be overwhelmed by leaving inadequate time to prepare your report. Plan for the worst – recognise that you may waste time procrastinating or staring at a blank screen in frustration. Ensure you devote the necessary time, especially for editing, proofreading and formatting.

Most writing guides, and indeed most people who have done large reports, theses etc., recommend that you start writing as early as possible, filling in details and issues as you go rather than leaving it all to the end when time pressures intensify. Writing is an iterative process. It is not necessary to draft your report sequentially. You will ensure the overall coherence of the report during the later, editing stage.

In this first draft, focus on getting your ideas down on paper, on presenting the evidence that supports your analysis and getting a logical flow (Faculty of Business and Economics 2002). Don’t become fixated about getting each sentence perfect before moving to the next section. You can refine the draft later. It is far easier to work with imperfect text than with a blank page. Use the first draft to test out your analysis and review the strengths of your arguments.

In terms of language and tone, this will depend on your audience. However, generally a project report would be written in an objective, rational and unbiased tone (Tyler et al. 2002:97).

5.6.6 EDITING AND PROOFREADING THE DRAFT

Whether you edit your work at the end of a section or when you have a complete draft tends to be a matter of personal taste. Some people find it useful to write a draft, leave it overnight and edit it the next day before developing the next section. Be careful not to fall into the trap of editing and re-editing a section without moving on to the next one!

The purpose of editing is to refine and improve your writing to ensure that your ideas are clearly expressed, logically sequenced and supported by evidence. You may do this a number of times. Once you are satisfied with this, proofread your report, checking for typographical, grammatical or other errors that might detract from the quality of the final product. As you are likely to be heartily sick of the report by this stage, it is advisable to have it reviewed by another person – a colleague or family member who will give you impartial advice and pick up errors that you miss. Be receptive to others’ suggestions. Often they will be far more clear-sighted than someone too close to the subject. Be careful though not to compromise or lose confidence in your analysis. You are, after all, an expert on the topic of your project. Give serious consideration to comments or critiques that are


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offered and if necessary, account for them in your analysis. Your proposals must be able to withstand scrutiny. A strong and persuasive report anticipates opposition and alternative points of view and demonstrates why it represents a superior approach.

5.6.7 EDITING DOCUMENTS: A PRACTICAL GUIDE

This section discusses a very effective method by which you check your writing. Always proofread your work in hard copy. This should be done for all of your PSM Program assignments. A frequent request from Assessors is that participants proofread their assignments more carefully. The method also works if others are writing documents for you. Each step has a clear objective and clear criteria for review. It starts at the broad level and progressively becomes more narrow and detailed. This approach saves time because, for example, detailed corrections don’t get lost if the overall document structure has to be reorganised. The four steps are overview, preview, inview and review.

Step 1 Overview

Flick through the whole document to obtain an overall impression, like you would in a library or bookshop. Check whether the document looks appealing and easy to read, whether there is space between the paragraphs, clear headings, a summary and table of contents at the front, where required.

Step 2 Preview

In this step, you take a somewhat closer look at the document, but don’t actually read all the text. Skim about four lines at a time to check the sequence of content and the balance. Is the structure and order of the content correct, is it balanced, is anything missing?

If the order of the document needs to be changed – for example, section three needs to be swapped with section five or some paragraphs have to be moved, then do this before you start reading the document in detail. Also, if some sections have to be deleted or others ‘beefed up’, follow the same procedure.

Step 3 Inview

Here you read the document carefully at your normal (flowing) reading speed to check for style, factual correctness and logical order. Check that the style flows, the content is accurate, unambiguous and not jargon-filled. Avoid reading very closely and correcting spelling and small errors at this stage.

Step 4 Review

Check for typographical errors including spelling, words missing, words with letters transposed, incorrect words (for example, id instead of is, manger instead of manager) and so on. Is the punctuation correct? Have the pages been numbered? Are the tables, figures etc. numbered correctly?

With this approach you can improve your writing (and your team’s) by establishing a clear process and transparent guidelines for editing, reviewing and proofreading (Redway 1995).


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5.6.8 PREPARING AND SUBMITTING THE FINAL REPORT

The final stage in developing a report is to package it for presentation. You can encourage readership by presenting the report in an attractive fashion. As the Faculty of Business and Economics (2002) notes:

There are various ways of enhancing the visual appeal of your report. Choose a typeface that is easy to read. Use bullet points, italics or boldface for emphasis and use them consistently. Format the report so that it is visually pleasing. Leave plenty of room in the side margins (particularly the left) and at the top and bottom of each page. Include illustrations, tables or graphs, but make certain that they have been adequately explained in the body of the report. Do not incorporate them unless they are relevant to the point you are making.

5.7 REPORTING NUMBERS

Competent managers and professionals must deal with numbers, statistics and financial details even if they are not mathematicians, statisticians or accountants. Individuals who are not confident of their numeracy may ‘turn off’ when presented with a table full of figures. Consider this comment:

… accountants are unable to think of any other possibilities. The very nature of bookkeeping requires that figures are kept in neat columns. … The fact that computers have changed the form of bookkeeping seems to have been lost on accountants (Bentley 1998:113).

Numbers should be presented so that the main message or major point is clear, not obscure. To identify your main message consider the reader or listener. Who are they? What do they need or want to know? What is the main message that you want the information to convey? If you can’t answer this question, how is your audience going to? There is no point in simply presenting lots of numbers and letting the audience struggle to understand their meaning.

When people want information they usually have a specific need. If managers want the current unit cost of delivering a particular service, they do not want a full service cost sheet with comparisons between actual and forecast in columns and rows (Bentley 1998).

Communicating numerical or quantitative information well has much in common with other forms of information:

less is often better.

you may still need to include a lot of details but they don’t all have to be in the one table.

each table should make one main point.

break cumbersome tables into smaller tables.

details should be put in an appendix (if an individual needs to know something they can still find it).


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5.8 BRIEFINGS

Briefings are a significant document in the public sector since they are the principal means by which public sector managers communicate with their minister. Research has shown that the best way to approach a briefing is to view it as the service of delivering information. The person developing the briefing document can work constantly towards meeting the needs of the ‘customer’ – in this case the minister.

To create a superior briefing it is essential to have:

knowledge of the minister’s preferences and an understanding of their needs.

an organisation that can provide a high quality briefing and follow it up.

appreciation of the context and therefore why and how to brief.

good writing skills (Quiney 1992).

To get more practical advice on this aspect of communication, a copy of Quiney’s document can be downloaded from the internet.

5.9 POWERPOINT PRESENTATIONS

In theory, experienced managers and professionals should know how to do good presentations. In practice, how many boring, badly done presentations have you had to sit through?

Here are some pointers:

When using a PowerPoint presentation in seminar rooms, all text must be a minimum size of 24 point font.

In larger presentation venues, (particularly lecture theatres) the minimum is 32 point font.

Don’t have too many dot points per slide – somewhere between 3–7 is appropriate – this depends on how much information is contained in each point.

Never show a slide and say ‘you probably can’t read this down the back’! If they can’t read it down the back, you should not present it.

Don’t show slides and read them verbatim – the audience will be reading the words and looking for you to paraphrase or expand on the bullet points.


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5.10 HOW TO REFERENCE YOUR ASSIGNMENTS

This section looks at the number and type of references you are expected to use in your assignments and then goes on to explain the formal academic process of referencing required in the PSM Program.

5.10.1 NUMBER AND TYPE OF REFERENCES

The number of references may be specified for the assignment tasks. Check in the earlier section where the requirements for each task are laid out in detail. In the event that no set number of references has been specified, consider the following. It would be very rare for a participant to be accused of using too many references. It is much more common for participants to err on the side of too few. The number of references shows how thoroughly you researched the issue or topic and how widely you have canvassed the field of knowledge on a particular subject. Generally speaking participants who gain better marks have sourced references over and above those supplied as readings in the PSM Program and have longer reference lists of better quality.

Caution is required regarding the choice of references. References from peer-reviewed journals or texts have been subject to checking and review and have more credibility that those from un-referred journals, newsletters or commercial websites. GOOGLE scholar (http://scholar.google.com.au/) is a good search engine for retrieving academic materials. If you are using material sourced on the internet, consider the credibility of the source, whether there is any evidence for the basis of claims or if it is mainly assertion.

There is a wealth of information available for you to access and incorporate into your assignment, from your own agency, lead agencies and the research literature. Why is this important? IBM used to talk about the ‘helicopter’ quality which is the ability to rise above your own ‘small’ location, workplace or perspective on an issue and see the bigger picture. Accessing the type of references descried above adds to your helicopter ability. This course is about leadership – leaders also have vision and are able to see beyond their own local perspective. In public sector management, good sources also include reports from various authorities, (e.g. the ANAO, the APSC) reviews, advice to agencies and so on. Further evidence-based practice and evidence-based policy are gaining ground. The reference sources discussed here provide just such evidence.

5.10.2 TECHNIQUE

Referencing is a means of acknowledging the ideas and information gained from reading the works of other people. These acknowledgements are called citations or references. Referencing is an important and necessary part of the writing process, in particular for those who are preparing any form of published or unpublished report, assignment or paper for work, study or general interest purposes. There are several systems of referencing. The one used in the PSM Program is an author–date (or Harvard) style system. It is widely accepted in academic styles of writing. It is also widely used within and outside the public sector. Public sector managers need to be familiar with this method, even if they use another method (such as APA, footnotes etc.) on a day-to-day basis. The author–date system is characterised by:

brief in-text acknowledgement giving the author’s name and year of publication

details of the source in the alphabetical reference list at the end of the chapter or work.

You are required to use the author–date system for your PSM Program assignments (even if you use another method on a day-to-day basis), the details of which are provided here and in the Commonwealth of Australia 2002, Style manual: for authors, editors and printers, sixth edn, John Wiley and Sons Ltd, Australia, ISBN: 0–7016–3648–3. No other system of referencing will be accepted.

http://scholar.google.com.au/


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The following information will be enough to cover most of your referencing needs for the PSM Program. However, you may also need to seek guidance from the Style manual mentioned above. In addition to providing comprehensive referencing information, the manual has special sections on citing government publications and electronic material, which makes it an excellent guide to have within easy reach of your desk.

In assignments, you are required to submit only a reference list of sources you have actually cited in your assignment. That is, you do not list material you have read but not cited (for your information, a broader list is called a bibliography. Most commonly, it contains the sources cited in the work or publication plus additional sources the author thinks may be of interest to the reader). Supply only a reference list and label it as such.

The important principles to remember when citing other material are clarity, consistency, accuracy and completeness.

5.10.3 IN-TEXT REFERENCING

In-text referencing is when you acknowledge – within the text you are writing – the source of an idea, concept, information or a quote you have just mentioned.

You need to reference whenever you use the information and ideas of other authors in your writing and in tables, diagrams and figures. Referencing, or citation as it is also called, is important no matter where the original material came from – books, periodicals, unpublished works, conference papers, electronic sources etc. You can do this directly (by quoting) or by using the author’s concepts in your own words (paraphrasing). Paraphrasing is preferred. Relying on direct quotes as ‘the argument’ is not acceptable. Where your assignment is simply a series of direct quotes cobbled together, expect mediocre results at best. Each and every time a direct quote is cited, you should ‘value-add’ in some way. Why is the quotation included? Why is it important? How is it linked to the assignment task? That is, some of your own input, thoughts, opinions and ideas, should be evident.


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The following situations show you how to reference in - text.

Table 5.2 In-text referencing guide

Situation In-text reference

Author and date

The basic in-text reference using the author–date system consists of the last name of an author and the year of publication of the work, in round brackets.

The initials of the author do not appear in the in-text citation, only in the reference list.

(Callan 1986)

Where the reference is included at the end of a sentence the full stop goes after the reference, not before.

There is consistent evidence that transformational leaders achieve better results (Callan 1986).

Citing the PSM Program Unit manuals. Generally speaking your

reading should be going beyond the materials provided so there should not be an overreliance on the program manuals in your reference list. This may vary depending on the nature of the assessment task. In any case, the manuals are formal published documents and should be cited correctly. Each Unit has different authors.

How to do this is explained below in the instructions for the reference list

Citing the readings supplied as part of the PSM Manuals. You

should make clear where you are citing a supplied reading. This then helps the assessor discern what research you have done over and above the materials supplied.

How to do this is explained below in the instructions for the reference list

If there is more than one author, use an ampersand (&). (Whelan & Kelly 1986)

If reference is made to a specific part of a book or article, indicate the page number. Always give page numbers for quotations.

(Callan 2008:12)

If the reference or quotation extends over more than one page give the span of page numbers.

(Callan 1986:12–13)

Two or more references given together are separated by semicolons. There is consistent evidence that transformational leaders achieve better results (Callan 1986; Humphreys & Ward 1986).

For up to three authors, include all names for each citation. (Clemens, Thewlis & Bottomley 2008)

For more than three authors, (i.e. four or more authors) include only the name of the first author, followed by et al.

In their study, Leeder et al. (1985) suggest that............

If the name of the author appears as part of the sentence in your assignment, give only the year of publication in round brackets. Also, if there is more than one author, an ‘and’ must be used in place of the ampersand in the text.

Crisp (1983) has compared…

In a recent paper, Knight and Hatty (1987) stated that …

When there are several works published in the same year by the same author, they should be distinguished by using lower case letters attached to the publication date.

The same letters should be applied to the corresponding sources in the reference list.

(Carr 1981a, 2009)


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When citing a string of references in the text, it is best to list them in chronological order

Alphabetical order is also acceptable, but adopt a consistent policy throughout the assignment.

There were three experiments (Bonnington 1983; Jacobs 1985; Callow 1986)…

References to works in which the role of an editor is paramount need to reflect this.

Either use (ed. Davis 1974).

Or, if part of your text … edited by Davis (1974).

For personal communications use the form ‘pers. comm.’ And the date.

It is not necessary to provide further details in the list of references.

(John Smith, Director General, pers. comm., 13 May 2009).

To meet the program requirements when referencing personal conversations as part of research if that person’s name needs to be withheld for security or confidentiality reasons.

(Name Withheld, 2008, pers. comm., 10 June). Also add a footnote or asterisk advising that confidentiality or security requirements forbid identification of sources in some cases.

Where there is no publication date or page number that can be reliably established, use n.d. and/or n.p.

(Callan n.d.)

If part of your text …Callan (n.d) argues…

Nava (2008:n.p.)

For works in the process of being published, use the term ‘in press’.

Give as many details as possible in the list of references.

(Yuan, in press) or, if part of your text …Yuan (in press) argues…

Different source types

If the work cited is by an association, corporation, government department etc. and bears no specific author’s name on the title page, cite the name of the organisation.

Well-known acronyms or abbreviations may be used in textual references, but full details should be provided in the reference list:

CSIRO (Commonwealth Scientific and Industrial Research Organisation).

(Department of Health and Aged Care 1998)

(CSIRO 1986)

Government reports often have lengthy titles. A short title for reports of commissions of inquiry etc. may be used providing that the list of references contains a clear reference to the official title.

The Commission of Inquiry into Poverty for example, is better known by the name of its chairman, Professor Henderson and may be cited in the text of your work.

(Henderson Report 1975)

Similarly, when citing an anonymous editorial in a journal, use the name of the journal in italics and the date.

List this under ‘L’ in the list of references

(Lancet 1991)


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Different source types

For a newspaper article, when the author is evident, use the standard form.

Where the author is not evident, provide all the details in the in-text citation. An entry in the reference list is not required.

Smith (1999)

(Canberra Times, 30 October 1999:12)

When referring to a website, the in-text citation consists of the name of the person or organisation responsible for the site, and the site date.

A document within a website is cited as the name of the author, editor or compiler, the date on which the document was created or last revised.

Department of Finance and Administration (30 October 2004)

Jenkins (25 June 2004)

For a CD-ROM, the in-text reference consists of the title in italics and the year of the CD-ROM.

(Pest control in New South Wales 2004)

For films, videos and television and radio productions provide the title and year of production.

Four corners (2003)

References to Australian state and Commonwealth legislation must include the jurisdiction and date. All elements of titles should be italicised. The jurisdiction should be abbreviated and given in roman type, in parentheses and immediately following the title and year. Note that no comma is used before the year.

You include acts in your list of references only if they are significant to an understanding of your work. They should be listed separately under the subheading ‘Legislation’.

Noxious Weeds Act 1993 (NSW)

Social Security Legislation Amendment Act (No. 3) 1992 (Cwlth)

Direct and indirect quotations

In addition to providing identification of your source by including author, date and page number, you must indicate that the words used are those of the author. This is done by placing direct quotations in quotation marks. It is important that you quote the author exactly.

Long quotations – say fifty words or more should be indented. In this case they do not have quotation marks.

You should also use quotation marks and indicate the page number if you closely paraphrase someone else’s writing.

Dyster (1994:126) suggests that changes in the world economy brought into focus ‘how adaptable the Australian economy could be’.

Authors you are citing don’t know your case workplace/organisation/situation, so you cannot simply add a reference to the end of a sentence that describes your case. You have to write a link.

This situation at XYZ agency is similar to that described in Robbins et al. (2001) who indicate that job satisfaction can be low if staff do not feel supported by their supervisor.


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Direct and indirect quotations

If you use material from a source that you have not read, but which is cited in an item that you have read, you must indicate this.

NOTE: It is NOT acceptable to reference Crisp in the body without

mentioning Carter and then put Crisp on your reference list as if you went and found Crisp’s material and read it yourself.

Crisp (1984) cited in Carter (1990:62) states that.........

Only Carter goes on the reference list

Similarly, if you copy or adapt a figure or table from another source, you must acknowledge the original source after the figure or table and the title. This is usually in a smaller italic font. The full details should be provided in the reference list.

If figures from Australian Bureau of Statistics have been used for the purpose of compiling statistical tables or compiling percentages for your own work, this should be acknowledged.

Source: Lawrence 1992, Household expenditure

Figures compiled using statistics from the following ABS publication/s: title/s and catalogue number/s.

Source: Adapted from Commonwealth of Australia 2002, Style Manual


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5.10.4 ENSURING ACADEMIC INTEGRITY

The following examples are taken from the Flinders University Academic Integrity website (with permission) and are designed to illustrate correct and incorrect ways of referencing to ensure that you comply with the expectations of academic integrity. The referencing has been changed to fit the PSMP referencing style guide.

Example 1: Chisholm and Nettheim (2002:4) wrote of the difficulties female lawyers face:

But the values embodied in law, and in legal practice, are not all necessarily desirable. The legal system has been criticized at different times for embodying values that are seen as undesirable. For example, police have sometimes been criticized as being too reluctant to intervene to protect women against family violence; to the extent that this is true, it could be said that the legal system embodies a tradition of indifference to the rights of women to protection against violence. Some critics have suggested that this is not an isolated case and that in various ways the law has failed to do justice to women. To take a startling and shameful example, when women first sought admission to the legal profession, the courts resisted this: although the legislation was in terms of ‘persons’ joining the profession, the (male) judges found themselves able to hold that the word ‘person’ did not include women!

Chisholm, R & Nettheim, G 2002, Understanding Law: an introduction to Australia’s legal system, 6th edition, Butterworths, Sydney, NSW.

The student wrote:

That the law as an institution has been indifferent to the rights of women is unassailable (Chisholm & Nettheim, 2002). Australia’s legal history is testament to the injustices served women in the courts and through the police force. Evidence suggests police, for instance, have been ‘too reluctant to intervene to protect women against family violence’ (Chisholm & Nettheim, 2002). In a society where women had to struggle to linguistic definition to be allowed to even practice as lawyers (Chisholm & Nettheim, 2002) there can be little hope that circumstances will change radically, quickly.

Reference:

Chisholm, R & Nettheim, G. 2002, Understanding Law: an introduction to Australia’s legal system, 6th edition, Butterworths, Sydney, NSW.

This is sloppy referencing because although the source has been cited there are no page numbers. Page numbers are important not only for quotes, but also for paraphrasing, to help your lecturer find where you have taken material from. It’s always important to be able to check the original source.


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Example 2: Charles and Kerr (1988:226-227) wrote about food and power relations:

Men’s authority over women and children find representation in the selection of food that makes up the proper meal, it usually conforms to his tastes, and in the importance attached to the provision of proper meals for men. Children learn of their father’s superior authority along with the food they eat. Their choice is curbed and subordinated to his preferences at the main meal of the day, while at other meals, where he is more often than not absent, they may have more choice and are often freer to take or leave the food that is available in a way that they are not if food is given to them in the form of a proper meal.

Charles, N & Kerr, M 1988, Women, Food and Families, Manchester University Press, Manchester.

The student wrote:

The selection of food eaten at the main meal in the home and the importance given to feeding men ‘proper’ meals indicates men’s authority over their wives and children (Charles and Kerr 1988: 226-227). Main meals normally conform to the father’s tastes rather than the children’s, reinforcing his superiority. Children are given more freedom to choose what and how much they eat when the father is not present, when the food is less likely to be presented in the form of a proper meal. (Charles and Kerr 1988:226-277)

Reference:

Charles, N & Kerr, M 1988, Women, Food and Families, Manchester University Press, Manchester.

This is plagiarism. Although attempts have been made to find alternative wording, and the source has been referenced correctly, the similarities between the two paragraphs are clear.


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Example 3: Allen & Ogilvie (2004:79) wrote the following when discussing the impact of globalisation on nursing education:

Excellence in nursing education requires the preparation of graduates who are both culturally competent and good global citizens. Internationalisation of faculties of nursing therefore needs to occur in a critically conscious manner with an appraisal of the values underlying our mission statements, programs, and activities.

Allen, M & Ogilvie, L 2004, ’Internationalization of higher education: Potential pitfalls for nursing education’, International Nursing Review, vol. 51, no. 2, pp. 73-80.

The student wrote:

In these times of increasing internationalisation, nurse educators should aim to produce nurses who are able to work effectively and sensitively across cultures. According to Allen and Ogilvie, 2004, p. 79), this necessitates a critical re-evaluation of the values implicit in our mission statements, programs and activities.

Reference:

Allen, M & Ogilvie, L 2004, ’Internationalization of higher education: Potential pitfalls for nursing education’, International Nursing Review, vol. 51, no. 2, pp. 73-80.

This is not plagiarism. Allen and Ogilvie’s message has been sufficiently paraphrased. It is very difficult to find alternative words for some nouns, such as ‘mission statements, programs and activities’ without changing the meaning of the noun itself, so this is acceptable.


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Example 4: Neiworth, Anders and Parsons (2001:432) were interested in self-awareness in Tamarins (monkeys), and wrote the following in the Introduction to their article.

The most often cited evidence that some animals possess self-awareness are experiments in which apes appear to recognize themselves in mirrors. Gallup (1970) was the first to expose chimpanzees to a mirror and noted a change in their reactions to the mirror image, with longer exposure to a mirror indicating the image was first perceived as another chimp (i.e., by threats and vocalizations) and later, to one indicating it was perceived as the self (i.e., by visually inspecting inaccessible parts of the body and making faces).

Neiworth, JJ, Anders, SL & Parsons, RR 2001, ‘Tracking responses related to self-recognition: A frequency comparison of responses to mirrors, photographs, and videotapes by Cotton Top Tamarins (Saguinus oedipus)’, Journal of Comparative Psychology, vol.115, no. 4, pp.432–438.

This is from the student’s work:

The most commonly cited evidence of self-awareness in apes are studies in which apes appear to recognize themselves in mirrors. Gallup (1970) was the first person to expose chimpanzees to a mirror. He noted a change in their reactions to the mirror image, with longer exposure to a mirror indicating the image was first perceived as another chimp (i.e., by threats and vocalizations) and later, to one indicating it was perceived as the self (i.e., by visually inspecting inaccessible parts of the body and making faces).

Reference:

Gallup, G.G., Jr. (1970). Chimpanzees: Self-recognition. Science, 167, 86-87.

This is plagiarism. Most of the text is copied without quotation marks and page numbers; some of the other text has only minor changes from the original wording, and the source of the wording and the information about Gallup’s (1970) work is not cited at all.


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Example 5: Steins and Weiner (1999) investigated attitudes towards people who are HIV positive. Participants responded to one of 2 scenarios: one where a person had become infected through needle-sharing or one where the infection occurred owing to a transfusion with infected blood.

Results showed that people were inclined to feel anger toward a person who is responsible for a negative event and pity toward a person who is not responsible. In turn, these emotions influenced people’s behaviour toward the perceived person: Anger decreased prosocial behaviour, whereas pity increased help-giving. People view the cause of HIV infection as internal and controllable in the case of transmission through the use of shared needles, whereas they view the cause as external and uncontrollable in the case of infection by contaminated blood (Steins & Weiner 1999:487-488).

Steins, G & Weiner, B 1999, ‘The influence of perceived responsibility and personality characteristics on the emotional and behavioural reactions to people with AIDS’, The Journal of Social Psychology, vol. 4, pp. 139, 487-495.

This comes from the student’s assignment:

People vary in their reactions to those who are HIV positive, depending on the cause of the infection. If someone is infected through sharing needles, they receive less pity than and help than someone who was infected through a blood transfusion (Steins & Weiner, 1999). This might be because ‘People view the cause of HIV infection as internal and controllable in the case of transmission through the use of shared needles, whereas they view the cause as external and uncontrollable in the case of infection by contaminated blood.’ (Steins & Weiner, 1999:488).

Reference:

Steins, G & Weiner, B (1999). ‘The influence of perceived responsibility and personality characteristics on the emotional and behavioural reactions to people with AIDS’, The Journal of Social Psychology, vol. 4, pp. 139, pp. 487-495.

This is not plagiarism. It is skilled referencing. The student has cited the source of the information, given proper acknowledgement for the quotation, and otherwise used his/her own words.


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5.10.5 REFERENCE LISTS

At the end of your assignments, you must list the references you have used in the assignment (unless the instructions for a particular assignment indicate that a reference list is not required). These references reflect contributions to the intellectual content of your work. You should only include in your list those references actually cited in your assignment. You must include all references mentioned in the assignment, whether paraphrased or not.

Note that there are differences between the way works are cited in the text of your writing and that used in the list of references.

Make sure you record full bibliographic details of sources at the time you use them. This action overcomes the problem of trying to find details like a publisher or date of publication at the last minute when you have completed your draft. You may find it useful to write all the details for each source on cards. It is then easy to shuffle these cards into alphabetical order before producing your final list. A number of word processing/bibliographic databases are also available for this task, e.g. Endnote or Procite.

Books, pamphlets, brochures etc.

When citing a book in a list of references, include the details listed below. The form of punctuation to use between each detail is shown in the example that follows.

author’s surname, initial(s)

year of publication

title of the book (italics, sentence case)

edition (if it is not the first edition)

name of series if book is part of a series (in round brackets)

publisher

city of publication (the state may be given if the city is obscure)

Thus:

Whelan, TM & Kelly, SP 1986, A hard act to follow: being a step-parent in Australia today, Penguin, Ringwood, Vic.


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Referencing from your PSM Program learning materials

1. Your PSM Program Learning Materials contain original text developed specifically for the PSM Program. Each manual should be referenced using the same format as the PSM Program Unit One example below:

Althaus, C & Tiernan A 2005, Managing up: the framework of public sector management, PSM Program 2009, Australian Public Service Commission, Canberra.

Each Unit has different authors and should be cited correctly.

2. The readings reproduced under licence in your PSM Program manuals should be referenced to their original source. Full referencing details of the source of the reproduced articles are given in the PSM Program manuals. You must indicate on the reference list that these were PSM Program supplied. It is acceptable to quote page numbers from the PSM Program manuals only when there are page numbers given for the readings. This is highly unlikely, but there may be the rare case where there are no page numbers as a result of being left out in the production process etc.

Referencing example:

In-text:

Kruk & Bastaja (2002:62)

Smith & Corbett (1998:45)

End reference list:

Kruk, R & Bastaja, A 2002, ‘Emerging directions in public sector management in New South Wales’, Australian Journal of Public Administration, vol. 61, no. 2, June, pp. 62–8 (PSM Manual pp. 52–60 – reproduced under licence, in PSM Program 2009, Managing up: the framework of public sector management).

Smith, RFI & Corbett, DC 1998, ‘Responsiveness without politicisation: finding a balance’, Canberra Bulletin of Public Administration, no. 89, August, pp. 42–53 (PSM Manual pp. 70–87 – reproduced under licence, in PSM Program 2009, Managing up: the framework of public sector management).


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Articles in periodicals (journals/serials/magazines)

When citing articles, the format of the citation will vary according to the nature of the source and the details available. For example, an article in a periodical will be cited differently from an article in an encyclopaedia.

The items of information needed to identify the source are:

author’s surname and initial(s)

year of publication

‘title of the article’ (title in sentence case in quotation marks)

name of the periodical (in title case and italics)

volume (vol.) and number (no.) (if appropriate)

page number (s) (p. or pp.).

The complete reference will appear as:

Baylen, JO 1972, ‘The new journalism in late Victorian Britain’, Australian Journal of Politics and History, vol. 18, no. 2, pp. 367–385.

Knight, RA & Hatty, SE 1987, ‘Theoretical and methodological perspectives on domestic violence: implications for social action’, Australian Journal of Social Issues, vol. 22, no. 3, pp. 452–464.

Newspaper article

If the article has an obvious author, cite as for journals:

McGinness, J 1987, ‘The grand project to give Australia a birthday party’, Times on Sunday, 1 Feb., p. 9.

Article or chapter in an edited book

Dixon, J 1981, ‘The age pension: developments from 1890 to 1978’, in AL Howe (ed.), Towards an older Australia: readings in social gerontology, University of Queensland, St Lucia, Qld, pp. 67–75.


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Electronic or non-print sources

Referencing of electronic sources is probably best shown by examples.

Example of a website:

Australian Public Service Commission 2005, Australian Public Service Commission, Canberra, viewed 23 March 2007, <http://www.apsc.gov.au>.

Example of a document within a website:

Federal–State Relations Committee (FSRC) 1998, Report summary, viewed 23 March 2007, <http://www.parliament.vic.gov.au/fsrc/report3/front/summary.htm >.

Example of a media release:

Howard, J (Prime Minister of Australia) 1999, National approach to problem gambling, media release, 16 December 1999, Office of Prime Minister, Canberra, viewed 23 March 2007, <http://www.aph.gov.au/library/intguide/SP/gambling_ebrief.htm>.

Films, videos, and television and radio productions are reference in the same way. Here is an example of a video recording:

The highwayman: Bill Gates and the superhighway 1995, video recording, ABC Television, 6 March.

Government reports

A standard reference includes: auspice/sponsoring agency, date of publication, title of the report (sentence case, italics), publisher, and city.

Example:

MAB/MIAC 1993, Accountability in the public sector, Management Advisory Board and Management Improvement Advisory Committee, no. 11, June, AGPS, Canberra.

Unpublished report

A standard reference includes: author, year of preparation, title, name of auspicing body, unpublished report, any internal reference number.

Example:

James, AS 1997, Staff survey on attitudes to occupational health and safety, Department of Industry, unpublished report, 97/5124.

Personal communications

Personal communications are not generally included in the reference list, but must be cited in the text.

Example:

(John Smith, Director General, pers. comm., 13 May 2009)

http://www.apsc.gov.au/


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Order in lists of references

Arrange entries in alphabetical order by surname of the author or organisation. All sources are listed in one alphabetical sequence. That is, do not have a separate list for books, journal articles and internet references. Indent the second and subsequent lines one tab space. For an example of what the list should look like, refer to the reference list at the end of this guide.


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SECTION 6 REFERENCES

Bentley, T 1998, Managing information: avoiding overload, Chartered Institute of Management Accountants, London.

Coleman, SY & Stewardson, DJ 2002, ‘Use of measurement and charts to inform management decisions’, Managerial Auditing Journal, vol. 17, no. 1–2, pp. 16–19.

Commonwealth of Australia 2002, Style manual: for authors, editors and printers, sixth edn, John Wiley and Sons Ltd, Canberra.

Eastern House, 2000, Guide for authors and editors, Eastern House, Melbourne.

Faculty of Business and Economics 2002, Q Manual, chapter 7: ‘Report writing’, Monash University, viewed 5 November 2009, <http://www.buseco.monash.edu.au/publications/qmanual/ch-07.html>.

Fleming, N 2001, A guide to learning styles, viewed 13 December 2004, <http://www.vark-earn.com/english/index.asp>.

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Assessment and - Microsoft Feb_2012.pdfPSM Program — Assessment and Referencing Guide 2 of 115 WELCOME This Assessment and Referencing Guide (ARG) provides information about the