Academic Year 2023-2024 Semester 2

Course Coordinator Dr. Kumaran RAJARAM

Course Code BE2601 / BE2602
Course Title Management Principles, Competencies, and Skills
Pre-requisites AB1601 (Organizational Behaviour and Design)
No of AUs 4/3
Contact Hours 3 hrs/week

Course Aims
Management Principles, Skills, and Competencies is a comprehensive introductory course on the
management process from a manager’s perspective, with particular emphasis on the skills,
competencies, techniques, and knowledge needed to successfully manage an organization. This
course explores the basic concepts and processes of management. You will examine the
fundamental roles and processes of planning, leading, organizing, and controlling that comprise the
manager’s role. It focuses on the entire organization from a short- and long-term perspective for
strategic vision, setting objectives, crafting a strategy, and implementing it. This course will enable
you to develop short and long-range plans to effectively accomplish organizational goals. You
will develop skills related to the manager’s function as required in today’s competitive
environment.
This course examines the logic and working of organizations. It also investigates how organizations
develop and maintain competitive advantage within a changing business environment influenced by
political, economic, social, technological, legal, and environmental [PESTLE] factors. The course
content is organized around the four ‘pillars’ of management viz. planning, organizing, leading, and
control [POLC] for systematic understanding of management-related challenges and applying
conceptual tools and techniques in analyzing, evaluating, and addressing management issues1. This
course is for undergraduate students to be equipped with fundamental management principles
their application aspects, and the essential managerial skills to be a future-ready business leader.

Intended Learning Outcomes (ILO)

By the end of this course, you should be able to:

1. Evaluate issues in business organizations in the dynamic global environment and apply
management principles to develop and propose solutions

2. Evaluate the ethical issue(s), report its implications, and apply ethical reasoning to develop
solutions

3. Evaluate how organizations develop and maintain competitive advantage

4. Formulate business decisions using various tools and techniques to remain competitive
5. Analyze how managers use problem-solving strategies and critical thinking skills in real-life
situations
6. Relate how different areas of the business (i.e., Manufacturing/Service, Marketing, Finance, and
Human Resource Management) support the vision and mission
7. Contextualize how managers implement successful planning

1 Several topics (e.g., motivation, team dynamics, conflict & negotiation, strategic management, and organizational culture) will
not be covered in this course to avoid potential overlaps with year 1 ‘Organizational Behavior’ and year 3 Strategic Management
modules.

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 Amongst the above, you will develop the following managerial soft skills:
a. Problem-Solving and Decision-Making
b. Teamwork & Interpersonal Skills
c. Critical Thinking Skills
d. Ethical Reasoning Skills
e. Interpersonal competencies to motivate self and inspire others
f. Communication skills

Course Content

• Introduction to Management and Managing Business Operations

• Organizational Environment: External & Internal
• Ethics & Corporate Social Responsibility
• Planning for Business Operations I
• Planning for Business Operations II
• Decision Making, Creativity & Innovation
• Leading
• Controlling
• Human Resources Management
• Organizing: Building a Dynamic Organization
• Globalization and the Manager
• Quality Management

Assessment (includes both continuous and summative assessment)

Component ILO NBS Learning Weighting Team/ Assessment
Tested Goal Individual rubrics
Class Participation 1,2,3,4,5,6, 7 Motivation and 15% Individual Appendix 1
Development of
Self and Others

Ethical Reasoning 2 Ethical Reasoning 15% Individual Appendix 2

Report Skills

Group 1,3,4,5,6, 7 Communication, 15% Individual Appendix 3

Presentation Teamwork & /Team
Interpersonal (Group - Appendix 4
Skills 5% /
Individual –
10%)
Project Work 1,3,4,5,6, 7 Problem 30% Team Appendix 5
Report Solving &
Decision- Appendix 4
making
Skills
Field Work Report 1,4 Critical Thinking 25% Individual Appendix 6
Skills
Total 100%

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Formative feedback

Formative feedback is also given for ethical assignments through the assessment rubrics for you to
reflect on how you have performed in your continuous assessment. For group and fieldwork reports,
you are given formative feedback through consultations. As for the group presentation, formative
feedback is given after your group presentation as a form of reflection. For the active-learning
participation, immediate feedback is given during lessons.

Learning and Teaching Approach

3hrs of seminar approach will be adopted. All seminar sessions will meet for three hours every week.
The course comprises 11 three-hour seminar-styled sessions (including week 12 for group
presentation), 1 three-hour e-lesson (weeks 10 – NBS E-Learning Week) from teaching weeks 1 – 12,
and 2 three-hour introduction and course review lecture in weeks 1 and 13 respectively.
Learning is made relevant by applying theoretical frameworks and concepts directly and explicitly to
real-life issues and problems. This is achieved through:

Approach How does this approach support students in achieving the learning
outcomes?
(a) Online Learning To provide grounding in theories and conceptual frameworks.
I.Active Learning Activities: For example, group/ individual
(b) Seminar-Styled
exercises in the form of case-study discussion sessions to
Session
facilitate critical thinking and the application of theories to
real-life situations.
II. Experiential Learning Activities: For example, problem-
based activities, management-related games, scenario-based
group exercises, role-play, and interactive topic debate
sessions, to relate theory to experience.
and other forms of teaching/learning activities. Other
pedagogies include the use of self-assessments, simulations,
and video vignettes to assist relate and better
comprehending the relevant theories and concepts to
reinforce and internalize learning.

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Reading and References
Primary Textbooks:
R, C&C Rajaram, K., Ching, K.W. and Chua R.Y.L. Experiential and Active Learning Handbook –
Nurturing Global Leaders towards Managerial Excellence, McGraw-Hill, 2021
R&E Rajaram, K and Eugene ST, Street Smart Strategies for Time Mastery, Candid Creative
Publishing, 2020
B&K Bateman, T.S. and Konopaske, R. Management: Leading and Collaborating in a
Competitive World, McGraw-Hill, 15th ed., 2023
R Rajaram, K., Leading and Transforming Organizations – Navigating the Future,
Routledge, U.K., 2023

Other references:
G&J Gareth R. Jones and Jennifer M. George. Contemporary Management, 11th Edition,
McGraw Hill, 2020

B&S Bateman, T.S. and Snell, S. A. Management: Leading and Collaborating in a Competitive
World, McGraw-Hill, 13th ed., 2019
G, C&B Gido, Clements, Baker. Successful Project Management, 7th Edition, Cengage, 2018

J&G Jones, G.R and George, J.M. Contemporary Management, McGraw-Hill, 8th
Edition, 2014 (ISBN: 978-1-259-01179-5)
HD31.J77 2014 (NTU Business Library)

Sch Schermerhorn, J.R, Introduction to Management, John Wiley, 13th

Edition, 2015 (ISBN: 978-1-118-95118-7)
HD31.S326 2015 (NTU Business Library)

WC Williams, C., Principles of Management, South Western/CENGAGE Learning, 7th

Edition, 2013 (ISBN-13: 978-1-111-96982-0)
HD31.W722 2013a (NTU Business Library)

R&C Robbins S.P. and Coulter M., Management, Pearson, 12th Edition, 2014
(ISBN 13: 978-0-273-78702-0)
HD31.R636 2014 (NTU Business Library)

Video Enron: The Smartest Guys in the Room

HD9052.U54 E59 (NTU Business Library)

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Course Policies and Student Responsibilities

Penalties for assignments

Penalties will be imposed for late submissions that are not supported by valid reasons. A penalty of 5
marks will be imposed for each day (24hr block) that the assignment is submitted late. For example, 65
marks would become 60 marks if the assignment is submitted a day late and 55 marks if it is two
days late. To ensure equity, you are reminded to stay within the word limit set for each assignment.
Seminar instructors grading the assignments will stop reading once the word limit has been
reached.

Use of NTULearn
Online course materials, handouts, course outline, course assessment documents, and all other study
materials will be posted on ‘NTULearn’. Please make sure to check your course site regularly. The
NTULearn system (blackboard) will also be used for interacting with your team members and seminar
instructors. Ensure that your particulars, especially your hand-phone number (if you have one) are
updated in NTULearn. This will allow you to receive urgent messages, e.g. change in timing for
lessons, via SMS
Attendance from your
and Class seminar instructor.
Participation
Your attendance in all the seminar sessions is important. Non-attendance will result in missed class
participation and team activities. To gain the most out of the seminar-styled lessons, you are
expected to prepare well by going through the required readings/videos/case studies for each
lesson, attending all classes, and participating actively during the sessions.

Makeup classes
Make-up classes will be arranged as and when necessary, which you will be informed of in advance.
However, if there is a clash with the date and time of the proposed make-up class (s), you may plan
to attend any one of the other seminars scheduled for this course. If you plan to attend any other
seminar session, you are required to inform the instructor of the seminar (via e-mail) that you are
planning to attend with a copy of an e-mail sent to the primary (your own) seminar instructor.

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Group Presentation

For the group presentation, all members of a team are required to be present. If a student is unable to
be present due to official or compassionate reasons, supporting evidence needs to be provided. Non-
presence without any valid reasons may result in a failing grade being awarded to the student.
Substitute arrangement(s) may need to be made to fulfill the essential requirements.

Academic Integrity

Good academic work depends on honesty and ethical behavior. The quality of your work as a
student relies on adhering to the principles of academic integrity and the NTU Honour Code, a set
of values shared by the whole university community. Truth, Trust, and Justice are at the core of
NTU’s shared values.

As a student, you must recognize your responsibilities in understanding and applying the principles
of academic integrity in all the work you do at NTU. Not knowing what is involved in maintaining
academic integrity does not excuse academic dishonesty. You need to actively equip yourself
with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud,
collusion, and cheating. If you are uncertain of the definitions of any of these terms, you
should go to the academic integrity website for more information. Consult your instructor(s) if
you need any clarification about the requirement of academic integrity in the course.

Refer to the ‘Course Assessment’ document (p. 6) for the “Student Assignment Declaration Cover
Sheet”. You are required to submit the declaration cover sheet together with coursework
assignments. The softcopy of the Student Assignment Declaration cover sheet will be available via
NTULearn at your respective SEM sites, under the folder ‘Course Information (Course Outline &
Course Assessment Document)’

Declaration of Generative AI

Please refer to the Guidelines and Declaration Form at the end of this document for the use of GAI
in the coursework assignments.

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Course Instructors
Instructor(s) Office Phone E-mail
Location
Kumaran Rajaram (Dr.) ABS-05-003 (65) 67905649 RKumaran@ntu.edu.sg
Koh Cheng Boon (Dr.) ABS-05-010 (65) 65927917 ChengBoonKoh@ntu.edu.sg
Ng Sin Ain (Mr.) NA (65) 97552899 sang@ntu.edu.sg
Chua Yong Leng, Richard (Mr.) NA (65) 97768021 YLChua@ntu.edu.sg
Ryo Leong (Mr.) NA (65) 96608626 Ngaifong.leong@ntu.edu.sg
Jomay Wan (Ms.) NA (65) 96335986 jomaywan@ntu.edu.sg
Lam Chow Loon (Mr.) NA (65) 98433752 lamchowloon@ntu.edu.sg

Lecture and Seminar Schedules

Class Session Start End Venue

Type ID Day Time Time ID Occupancy Instructors
(*)
Seminar 1 Mon 0930 1220 S4-SR20 All Teaching Kumaran Rajaram
Weeks except
10 (**) & 13
Seminar 2 Mon 1430 1720 S4-SR20 All Teaching Kumaran Rajaram
Weeks except
10 (**) & 13
Seminar 3 Tue 1430 1720 S3-SR1 All Teaching Kumaran Rajaram
Weeks except
10 (**) & 13
Seminar 4 Wed 0930 1220 S4-SR5 All Teaching Wan Yuke Kuan
Weeks except Jomay
10 (**) & 13
Seminar 5 Tue 0930 1220 LHS- All Teaching Koh Cheng Boon
TR+52 Weeks except
10 (**) & 13
Seminar 6 Tue 1430 1720 S4-SR18 All Teaching Koh Cheng Boon
Weeks except
10 (**) & 13
Seminar 7 Wed 0930 1220 S4-SR13 All Teaching Chua Yong Leng,
Weeks except Richard
10 (**) & 13
Seminar 8 Thu 0930 1220 S3-SR8 All Teaching Ryo Leong
Weeks except
10 (**) & 13
Seminar 9 Thu 1430 1720 S4-SR17 All Teaching Ryo Leong
Weeks except
10 (**) & 13
Seminar 10 Thu 1830 2120 S3-SR2 All Teaching Ng Sin Ain
Weeks except
10 (**) & 13
Seminar 11 Fri 0930 1220 S4-SR11 All Teaching Lam Chow Loon
Weeks except
10 (**) & 13
(**) Week 10 is scheduled to be E-Learning Week. Lessons will be facilitated online without
instructors’ presence virtually. Announcements will be made through ‘NTULearn’ and instructors will
also brief you on further details in lesson 9.

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Dates to take note of
Weeks Dates Description
1 15-19 Jan Introductory E-Course Brief
5 12-16 Feb Public Holiday – 10 Feb (Sat) and 11 Feb (Sun) is Chinese New Year. 12
Feb (Mon) will be a public holiday. This week is declared as Home Based
Learning by the University. This lesson will be conducted via virtual
mode, via Zoom instead of in-class physical face-to-face lesson.
5 12-16 Feb Submit the ethical reasoning assignment report within 48 hours from the
ending time of your respective seminar session in week 5
9 18-22 Mar Submit the reflective learning fieldwork project report within 48 hours
from the ending time of your respective seminar session in week 9
10 25-29 Mar Public Holiday – on 29 Mar (Fri) is a Good Friday. As week 10 is e-
learning, there should be no effect across all classes.
11 01-05 Apr Project work report due: within 48 hours from the ending time of your
respective seminar session in week 11
12 08-12 Apr Public Holiday – on 10 April (Wed) is Hari Raya Puasa.
12 08-12 Apr Group project work presentation slides are due: within 12 hours before
the commencement time of your respective seminar session in week 12
13 15-19 Apr Review E-Lecture and E-Course End Brief
Note: Seminar Instructors are to arrange with their respective seminar groups for the make-up
seminar(s) on the day(s) where lessons fall on a Public Holiday(s).

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Proposed Weekly Schedule
Weeks Topic Learning Outcomes Readings
(ILO)
1 Introductory Opening E-
(15-19 Jan) Course Brief
Q&A during the respective
seminar session
1 Introduction Course ILO 1, 3 B&K: Ch. 1 & J&G: Ch. 1
(15-19 Jan) • Overview of the
course
• What is Lesson 1 ILO
Management?
• Why study 1. Describe the
management? historical context of
• Classical modern
Management management
Approaches
• Managing in the 21st 2. Explain how
Century
managers work
with people and
other resources to
achieve
organizational
goals
Managing Business 3. Explain how to B&K: Ch. 1 & J&G: Ch. 1
Operations manage operations
• Functions of efficiently and Lesson Notes, Quizzes
management effectively (Activity 16, R, C&C –
• Management levels Handbook, pp.40), and
and skills Video Animations
4. Evaluate the
• Efficiency &
challenges in
Effectiveness for Class Activity [Refer to R,
managing people and
Business C&C – Handbook: Part One
other resources to
Performance (Foundations of
accomplish
organizational goals Management, Topic 1:
efficiently and Managing Performance
effectively and Business Operations) ]
Case-Scenario: Shangri-La
Hotel (Activity 15)

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 2 Organizational Course ILO 3 B&K: Ch. 2
(22-26 Jan) Environment: External &
Internal Lesson Notes, Quizzes
• The macro- Lesson 2 ILO (Activity 12, R, C&C –
environment 1. Explain how Handbook, pp.90), and
• The competitive external and internal Video Animations
environment environments impact
• Culture and the the functioning of an Class Activity [Refer to R, C&C
internal environment organization – Handbook: Part One
(Foundations of Management,
2. Evaluate how Topic 2: The External and
external and internal Internal Environments)]
environments impact Case study: Sheng Siong
the operation of an Supermarket (Activity 1)
organization

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 3 Ethics & Corporate Social Course ILO 2 B&K: Ch. 5
(29 Jan – Responsibility
02 Feb) • Ethical systems Lesson Notes, Quizzes
• Business ethics Lesson 3 ILO (Activity 16, R, C&C –
• Ethical decision 1. Explain the Handbook, pp.486), and
making Video Animations
Corporate social responsibility importance of ethical
behaviour and
corporate social Class Activity [Refer to
responsibility in the R, C&C – Handbook:
global environment Part Six (Ethics, CSR &
Quality Management,
2. Describe the Topic 13: Ethics & CSR)]
implications of ethical Case Study: Working in
behaviour and Walmart (Activity 2)
corporate social
responsibility
Brief on Individual
3. Apply the concepts Ethical Reasoning
and implications of Assignment
business ethics and
ethical systems in
decision making
4 Planning for Business Course ILO 1,7,6 B&K: Ch. 4
(05–09 Feb) Operations
• Planning fundamentals Lesson 4 ILO Lesson Notes, Quizzes
• Levels of planning 1. Explain how planning (Activity 9, R, C&C –
provides managers and Handbook, pp.121), and
its members with a clear Video Animations
map to follow their
future actions Class Activity [Refer to
R, C&C Handbook: Part
2. Explain how planning Two (Planning:
facilitates managers to Delivering Strategic
achieve their future Value, Topic 3: Planning
organizational goals for Business
Operations)]
Case-Scenario: Tree
House Hut (Activity 3)

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 5 Effective Manager and Course ILO 1,4, 5 G, C&B: Ch. 10
(12-16 Feb) Project Management
Home- • Responsibilities Lesson 5 ILO
Based of the Project Lesson Notes and Video
Learning Manager 1. Discuss three Animations
• Skills and responsibilities of a
Virtual Abilities of project manager Class Activity [Refer to R,
Project
Lesson Manager C&C – Handbook: Part
(via Zoom) • Project Four (Leading:
Manager 2. Identify, explain, and Mobilizing People, Topic
Competence practice at least three 9: Effective Manager &
• Effective skills and abilities a Project Management)]
Delegation project manager should
have Case-Study: DBS Bank
(Activity 3)
3. Describe and take
actions to develop Individual Assignment:
project manager Unethical Acts in
competence Organization (s)
(Refer to the ‘Course
4. Discuss and practice Assessment’ document)
effective delegation
NOT FOR CLASS
DISCUSSION
[Submit your report within
48 hours of your respective
seminar session. Refer to
the submission guidelines in
the Course Assessment
document.]

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 6 Decision Making, Creativity Course ILO 4 B&K: Ch. 3, J&G: Ch. 7
(19-23 Feb) & Innovation
• Nature of Lesson 6 ILO Lesson Notes, Quizzes
managerial decision 1. Explain the processes (Activity 13, R, C&C –
making Handbook, pp.404), and
by which decisions are
• Steps in the
decision-making made in organizations Video Animations
process
• Barriers to 2. Describe the kinds Class Activity [Refer to
effective decision of decisions you are NTULearn SEM Site, Lesson
making expected to make as a 6 Folder – To be uploaded by
• Individual and group manager the respective SEM
decision making instructor], Asian Business
1. 3. Relate how Case Centre Case-study:
various decisions Singapore Airlines – An
are made and iconic Asian Brand Decision-
t h e implications Making in a challenging time,
of the outcome crisis and beyond (NOT to be
of the decisions distributed, circulated, or
disseminated. Only for
classroom learning purpose)

Brief on (1) Group

Project Report and (2)
Individual Reflective
Learning Project Report

7 Leading Course ILO 4,5 B&K: Ch. 12 J &G: Ch. 14

(26 Feb-01 • Key concepts
Mar) of leadership Lesson Notes, Quizzes
• Managers as leaders Lesson 7 ILO (Activity 13, R, C&C –
2. Explain why some Handbook, pp.299), and
leaders are more Video Animations
successful than others
Class Activity [Refer to
3. Explain why NTULearn SEM Site, Lesson
effective leadership 7 Folder – To be uploaded by
behavior should vary the respective SEM
from situation to instructor], Asian Business
situation Case Centre Case-study:
Alibaba Group Holding
4. Evaluate the Limited: Why and how does
application of varying leadership matters to its
strategies for effective growth, success and to
leadersbehaviorioinfor sustain its future (NOT to be
different situations distributed, circulated, or
disseminated. Only for
5. Explain the classroom learning purpose)
link between
cultural Instructor-led Q & A Session
intelligence and on Group Project Report and
leadership Individual Reflective
Learning Project Report

Recess week (04 – 08 Mar)

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 8 Controlling Course ILO 1, 4 B&K: Ch. 16 J &G: Ch. 11
(11-15 Mar) • Organizational
controls Lesson 8 ILO Lesson notes, Quizzes
• Types of controls (Activity 13, R, C&C –
1. Explain how
• Impacts of controls Handbook, pp.433), and
controlling process
• Implications for
helps managers monitor Video Animations
organizations
and regulate whether
the system is working Class Activity [Refer to R,
efficiently and C&C – Handbook: Part Five
effectively (Controlling: Learning and
Changing, Topic 11:
2. Evaluate the Managerial Control)]
application of the
controlling process to Case-Scenario: HKK Pte Ltd
real-life challenges to (Activity 8)
monitor and regulate
an organizational
system's effectiveness
and efficiency

9 Human Capital Course ILO 1,4, 5 B&K: Ch. 10, 11; J &G: Ch. 7
(18-22 Mar) Management,
Organizational Lesson 9 ILO Lesson Notes, Quizzes
Learning, and 1. 1. Describe the (Activity 8, R, C&C –
Workforce Diversity Strategic Human Handbook, pp.251), and
• Strategic Capital Management Video Animations
Human and Planning Process
Capital Class Activity [Refer to R,
Management
and Planning 2. Discuss the C&C – Handbook: Part Three
Process elements of creating a (Organising, Building a
• Learning Organisation learning organization Dynamic Organisation) Topic
• Training and 7: Strategic HRM,
development 3. Explain the Organizational Learning and
• Workforce diversity components of the Managing Diversity)]
human resource
management system Case-Study: Google LLC
(Activity 2)
4. Relate from a
practical dimension Individual Field Work
the competitive Report
advantage, challenges [Submit your report
of workforce diversity, within 48 hours of your
and cultivating a respective seminar
diverse workforce session. Refer to the
submission guidelines in
the Course Assessment
document]

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 10 Organizing: Building a Course ILO 1, 3 B&K: Ch. 8
(25-29 Mar) Dynamic Organization
Lesson 10 ILO
• Fundamentals Online Activities
* (E- of organizing 1. Explain why
(Student-led):
Learning • Types of organizational
1. E- Lecture
Week) organizational structure is necessary
2. E-Learning Courseware
structures to pursue a business
[Power Point slides,
• Implications strategy
videos, question &
for
Organizations 2. Describe how answer segment, case-
differentiation and study and critical/
integration influence application-based
an organization’s questions, reflective and
structure open-ended questions,
peer-discussion forum,
3. Explain the various
charts gallery, timed
factors that
assessment]
determine the
organizational design
choices that
managers make
4. Explain practical
implications and
challenges that arise in
determining the
organizational design
and structure

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 11 Globalization and the Course ILO 1,6,5 B&K: Ch. 6, J&G: Ch.6
(1-5 Apr) Manager
• Why does Lesson Notes, Quizzes
globalization Lesson 11 ILO (Activity 18, R, C&C –
matter? 1. Explain the strategies Handbook, pp.187), and
• International Political organizations use to Video Animations
& Economic compete in the global
factors and market Class Activity [Refer to
globalization NTULearn SEM Site, Lesson
• Global strategy 2. Describe the skills 11 Folder – To be uploaded
& culture knowledge managers by the respective SEM
o Entry mode need to manage instructor], Asian Business
o Challenges in globally Case Centre Case-study:
managing Starbucks: Creating the
across 3. Describe the Ambience and Rekindling
borders correct strategies and people’s thirst by bringing
• Trade skills required for the brew to the world (NOT
organizations and
global competition to to be distributed, circulated,
globalization
be an effective or disseminated. Only for
manager classroom learning purpose)
internationally
Group Project Report
[Submit your report
within 48 hours of your
respective seminar
session. Refer to the
submission guidelines in
the Course Assessment
document]

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 12 Quality Management Course ILO 1,3 B&S: Ch. 9 (pp. 309-319)
(8-12 Apr) • Importance of
quality Online Activities
management Lesson 12 ILO (Student-led):
• Total quality 1. Explain why quality 1. E- Lecture
management management is 2. E-Learning Courseware
• Quality [Power Point slides,
critical for
management
standards organizational videos, question &
• National quality success answer segment, case-
awards (Australia, study, and
Europe, Singapore, 2. Evaluate why critical/application-based
and USA) employee satisfaction questions, reflective and
and engagement are open-ended questions,
critical for an peer-discussion forum,
organization charts gallery, timed
assessment]
3. Demonstrate
understanding of the Group Project
practical challenges in Presentation [Refer
achieving to ‘Assessment
organizational Document’ for
success and relating detailed instructions,
to the importance of i.e. Assessment
employee satisfaction Criteria, submission
and engagement. deadline, and
instructions]
13 E-Course Review
(15-19 Apr)

(*) E-Learning week: Students are to go through the online learning courseware, with recorded lectures, animations,
and video cases, and participate in the forum discussion as prescribed by their instructor. Instructors will use the
discussion board as a platform to communicate and facilitate topic-related discussions.

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Appendix 1: Assessment Criteria for Class Participation

Criteria Standards
Below expectation Meets Expectation Above Expectation
(Rubric Score: 1-2) (Rubric Score: 3-4) (Rubric Score: 5-6)
Drive to Learn - Not motivated, - Adequately motivated, - Highly motivated,
and Genuine limited participation reasonable amount of participates actively in a
Disclosure of and not asking participation by asking class by asking relevant and
Enthusiasm and relevant and quality- relevant and quality- quality-inclined questions
Optimism inclined questions inclined questions
(35% of overall
grade) - Pays little attention - Pays adequate attention - Pays close attention to
to the viewpoints of to the viewpoints of the viewpoints of others
others and interacts others and interacts and engages meaningfully
superficially with adequately with others with others by providing
others well-thought-through
feedback and insights
Knowledge - Does not contribute - Contributes by sharing a - Contributes by sharing
Sharing and meaningful thoughts fair amount of knowledge highly rich, deep
Critique (35% of and share superficial and meaningful thoughts knowledge, enriching
overall grade) knowledge insights, and meaningful
thoughts
Knowledge - Illustrates a limited - Illustrates a fair amount - Illustrates a
Acquisition (30% understanding of key of understanding of key comprehensive
of overall grade) concepts and ideas concepts and ideas to understanding of key
related to the issue the issue of interest concepts and ideas
of interest related to the issue of
interest

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Appendix 2: Assessment Criteria for Ethical Reasoning Assignment Report

Criteria Standards
Below expectation Meets Expectation Above Expectation
(Rubric Score: 1-2) (Rubric Score: 3-4) (Rubric Score: 5-6)
Ethical Sensitivity - Poor and weak in - Demonstrate adequate - Have a strong ability to
or Awareness identifying and ability to identify and identify and describe the
(20% of overall describing the describe the ethical ethical issue(s)
grade) ethical issue(s) issue(s)
Ethical - Not able to critically - Adequately able to - Able to accurately and
knowledge, evaluate the ethical evaluate the ethical issue critically evaluate the
Understanding, issue using appropriate using appropriate ethical ethical issue using
and Judgment ethical system(s) system(s) appropriate ethical
(45% of overall system(s)
grade)
Ethical Reasoning - Unable to propose - Adequately able to - Able to propose a well-
and Solution viable solution(s) to propose viable solution(s) thought-through and
(35% of overall resolve the issue to resolve the issue high quality viable
grade) solution(s) to resolve
the issue
- Weak/or unable to - Fairly able to evaluate
evaluate the feasibility the feasibility of proposed - Accurately able to
of proposed solution(s) solution(s) after weighing evaluate the feasibility of
after weighing ethical ethical considerations proposed solution(s)
considerations after weighing ethical
considerations

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Appendix 3: Assessment Criteria for Group Presentation (assessed individually, including Peer Appraisal)

Criteria Standards
Below expectation Meets Expectation Above Expectation
(Rubric Score: 1-2) (Rubric Score: 3-4) (Rubric Score: 5-6)
Group Assessment
Communication Q &A Q &A Q &A
Outcome (30% of - Unsatisfactory - Satisfactory - Very good
overall grade) performance during performance during performance during the
(Assessed as a the question and the question and question and answer
Group) answer session(s) answer session(s) session(s)
Individual Assessment
Design Factors Content (25%) Content (25%) Content (25%)
(70% of overall - Lack of depth in - Exhibits adequate - Exhibits good depth in
grade) content and few insights depth in content content and insights
(Assessed are exhibited and insights
individually)
- Supporting evidence is - Adequate - Strong supporting
absent/or lacking supporting evidence evidence is provided
is provided

Structure (15%) Structure (15%) Structure (15%)

- Content of the - Content of the - Content of the
presentation is presentation is presentation is
poorly organized satisfactorily organized well organized

Verbal (15%) Verbal (15%) Verbal (15%)

- Speech rate, volume, - Speech rate, volume, - Speech rate, volume,
and tone do not and tone adequately and tone facilitate good
facilitate facilitate comprehension;
comprehension. Too comprehension. Some Minimal gap fillers
many gap-fillers or acceptable level of
gap fillers

Non-Verbal (15%) Non-Verbal (15%) Non-Verbal (15%)

- Eye contact, posture, - Eye contact and - Eye contact, posture,
and gestures are posture, gestures make and gestures make the
inappropriate and the presentation presentation compelling,
significantly satisfactory, and t h e and the speaker appears
distracting, and the speaker appears polished and confident
speaker does not adequately confident
come across as
confident

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Peer Appraisal (Refer to Teamwork & Interpersonal Skills Rubrics via eUreka)
Each team member in the group is evaluated individually by their groupmates and poor evaluation by
your peers collectively will affect one’s overall score. Your instructor has no way to assess the contribution
of each student to the completion of various group-based assignments. Hence, each student is required
to rate the contribution of other group members. All evaluations are held in confidence so no student
will know how other group members rate his/her contribution. You are to evaluate other group members
fairly and objectively. Your peer evaluation will not be graded but will be used as a control mechanism to
assess the fair and equal contributions of all group members. In any case, if your peers collectively provide
feedback on inequity in terms of group contributions or minimal involvement on a particular team
member, then that team member may be marked down on his/her grade allocated after appropriate
investigation and/or based on the instructor’s overall discretion on the situation after considering all
required inputs. It is compulsory for you to perform your peer evaluation.
(Note: you are required to do only one peer appraisal taking into consideration the performance of your
peers for both the group report and group presentation)

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Appendix 4: Assessment Criteria for Peer Appraisal (Teamwork & Interpersonal Skills)

Traits Performance

Scant Substantially Developed

Roles and
Unclear about his/her role; refuses to Always fulfills responsibilities; performs his/her
Responsibility
take a role in the group; insists to work role within the group with enthusiasm and
individually and has limited coordination demonstrates a willingness to work
or communication with others. collaboratively.
Evaluation:
Scant 1 2 3 4 5 6 Substantially Developed
Scant Substantially Developed
Communication Modes of communication are not Modes of communication are appropriate and
appropriate, causing confusion and maintain timely communication and
miscommunication among team correspondence with team members.
members.
Evaluation:
Scant 1 2 3 4 5 6 Substantially Developed
Scant Substantially Developed
Conflict Does not recognize conflicts or is Consistently resolves conflicts by facilitating
Resolution unwilling to resolve conflicts. open discussion and compromise.

Evaluation:
Scant 1 2 3 4 5 6 Substantially Developed
Scant Substantially Developed
Contributions
Largely disinterested in working in a Actively attends and participates in all
group and refuses to participate; activities and provides a meaningful
observes passively or is unwilling to contribution in articulating ideas and opinions.
share information with other team
members.
Evaluation:
Scant 1 2 3 4 5 6 Substantially Developed
Scant Substantially Developed
Relationship
Rarely listens to others and does not Engages in respectful relationships with all other
acknowledge the opinions that differ members of the team. Embraces and accepts
from his/her own. diverse points of view without prejudice.
Evaluation:
Scant 1 2 3 4 5 6 Substantially Developed

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Appendix 5: Assessment Criteria for Group Project Work Report

Criteria Standards
Below expectation Meets Expectation Above Expectation
(Rubric Score: 1-2) (Rubric Score: 3-4) (Rubric Score: 5-6)
Define the - Not detailed and - Adequately analyzed - Detailed and well-
problem poorly analyzed theoretical framework analyzed theoretical
(25% of overall theoretical framework for for the identified framework for the
grade) the identified organization identified organization
organization

- Does not identify - Identifies the problem - Identifies the problem,

the problem clearly moderately and a n d demonstrates the
and demonstrates adequately demonstrates ability to clearly and
limited the ability to describe the accurately describe the
understanding in the problem and its root problem identified and its
description of the causes root causes
problem and its root
Devise causes
- Does not adequately - Fairly review and analyze - Accurately review and
Strategies to review and analyze the the current strategy put in analyze the current
Solve the current strategy put in place for the problem strategy put in place for
Problem place for the problem identified the problem identified
(35% of overall identified
grade)
- Identifies the possible - Adequately identifies - Identifies the possible
strategies for solving the the possible strategies for strategies well for solving
problem that applies solving the problem that the problem that applies
within a specific context applies within a specific within a specific context
without regard to fit context

- Does not - Adequate demonstration - Demonstrates a high

demonstrate the is performed to evaluate ability to evaluate the
ability to evaluate the the strategies identified strategies identified that
strategies identified that reflect a reasonable reflect an in-depth
and reflects a limited understanding of the understanding of the
understanding of the situation situation
situation

- Does not adequately - Adequately discuss how

discuss how the most the most appropriate and - Discuss thoroughly and
appropriate and feasible option is selected clearly how the most
feasible option is appropriate and feasible
selected option is selected

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Assess - Does not adequately - Adequately develop an - develop an action- plan in
Implementation develop an action plan action plan in terms of terms of implementation
Feasibility (25% in terms of implementation
of overall grade) implementation
- assess how well the
- Does not examine - Adequate amount of stakeholders/
adequately how well assessment performed on beneficiaries are involved
the stakeholders/ stakeholders/beneficiaries
beneficiaries are ’ involvement
involved
- propose how the
- Does not or minimally - Satisfactorily propose how implementation will be
propose how the the implementation will be monitored and progress
implementation will be monitored and progress measured
monitored and measured
progress measured

Evaluate - Evaluate the - Evaluate the potential - Evaluate the potential

Outcomes (15% potential outcomes outcomes moderately outcomes very well
of overall grade) superficially in terms to the solution defined relative to the solution
of the solution defined with reasonable defined with thorough,
with minimal or no considerations for specific considerations of
consideration of the further work the need for further work
need for further work

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Appendix 6: Assessment Criteria for Reflective & Evidence-Based Learning Report (Field Work)

Criteria Standards
Below expectation Meets Expectation Above Expectation
(Rubric Score: 1-2) (Rubric Score: 3-4) (Rubric Score: 5-6)
Introduction - Poorly presented - Fairly presented - Well-presented
(20% of overall introduction introduction introduction
grade)
Analysis and - Deals only with limited - Addresses theoretical -Addresses relevant and
Discussion theoretical evidence and evidence fairly but not diverse theoretical
(50% of overall fails to discuss other so much of diverse evidence and discussions
grade) possible theoretical theoretical discussions, very well especially those
discussions, especially especially those salient salient to the topic;
those salient to the to the topic;
topic;

- Weak explanation of - Adequate explanation - High-quality explanation

analysis, insights, and of analysis, insights, and of analysis, insights, and
perspectives perspectives perspectives

Recommendation - Weak suggestions - Adequate suggestions - Quality suggestions

and Conclusion recommended recommended recommended
(30% of overall
grade) - Present weak - Present adequate - Present high-quality,
judgment of the issue judgment of the issue well-thought-through
discussed as concluding discussed as concluding judgment of the issue
thoughts thoughts discussed as concluding
thoughts

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 Guidelines for the usage and declaration of GAI in the BE2601/2 Course

Where use of GAI assistance, you need to do the following:

• Declaration of the extent of the use (the production of more than 30% of the entire submission – is
not permitted);
• a footnote or in-text reference in the submission indicating any text paraphrase or significant fact
or idea that originated with the GAI assistant; and
• provisions for also submitting a digital paper trail that allows verification. *

*On the Digital Paper Trail:

You will be required, besides submitting the final work in the NTULearn facility, to also submit the paper
trail as a Word document or documents, as a separate document with Appendix 1 with the declaration
for this purpose under NTULearn. The file should be labelled as ‘Appendix 1-Paper Trail-Declaration of
GAI Usage’. There will be a separate link created by your instructors via Turn-it-In via NTULearn for this
submission for each of your coursework assignments. You only need to submit if you have used GAI. If
you have not, then no submissions are required.

This digital paper trail must be maintained for later reference, at least until the end of the Academic Year
following the semester in which the relevant assignment is submitted. This is to preserve the potential
evidence in case there is a later complaint or suspicion relating to academic integrity violations regarding
that submission, or for further investigation by the school or other schools or the university when other
academic integrity matters are raised regarding the same student, and it is deemed desirable to cross-
check conduct in earlier courses.

The extent of use is permitted as follows:

• use of GAI to assist in generating key ideas only (the final write-up to be your work, and the paper
trail to be submitted must include the prompts given to the GAI assistant and the GAI output)
• use of GAI to assist in generating a first text after key detailed prompts by you have been entered
(here, you must submit initial prompts, the GAI generated first text, and must refine the work on your
own and the submission must be of your own work); and/or
• use of GAI to refine syntax and grammar for correct language submission only (here, you must draft
before GAI use for language refinement must also be submitted as the paper trail).

Submission of Digital Paper Trail

A second section in the NTULearn assignment facility will be opened where you must submit the
foregoing paper trail under your own name at about the same time that the assignment is submitted.

Non-compliance with Paper Trail Requirements

You should note that failure to submit this paper trail fully or in a timely fashion may lead to a
presumption that you had an improper intention or purpose in such failures in any relevant academic
integrity proceeding regarding that assignment submission. It may even, on its own, be an independent
academic integrity violation if found to be deliberate.

Declaration and Acknowledgement of GAI Use

You must sign and submit with the assignment/project write-up a declaration regarding such use as
contained in Appendix 1. In addition, you must provide footnote or in-text references in the submission
indicating any text paraphrase or significant fact or idea that originated with the GAI assistant.

In all of these, the declaration must be honest and correct.

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Appendix 1:

Declaration on Use of GAI (Generative Artificial Intelligence) Assistance in relation to

Assignment/Project (to be submitted individually even for group projects)

I __________________________________________________________ (student name),

__________________@e.ntu.edu.sg (NTU email) honestly and sincerely make the following declaration
in relation to the following course submission:

1. Name of course:
2. Course Code:
3. Instructor:
4. Title of Assignment/Project Submission:

In relation to the foregoing, I hereby declare that fully and properly in accordance with the
Assignment/Project Instructions I have (check where appropriate):

i. Used GAI as permitted to assist in generating key ideas only. ☐

ii. Used GAI as permitted to assist in generating a first text only. ☐

And/or
iii. Used GAI to refine syntax and grammar for correct language submission only.

☐
Or
iv. As it is not permitted: Not used GAI assistance in any way in the development or generation of this
assignment or project.
☐

I also declare that I have:

a. Fully and honestly submitted the digital paper trail required under the assignment/project instructions;
and that
b. Wherever GAI assistance has been employed in the submission in word or paraphrase or inclusion of
a significant idea or fact suggested by the GAI assistant, I have acknowledged this by a footnote; and that,
c. Apart from the foregoing notices, the submission is wholly my own work.

_____________________________ ________________

Student Name & Signature Date

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