Title: A critical comparison via use of a Typology of three small-medium sized Community Service Organisations (CSOs)? Here the student is required to compile data that assesses what knowledge/gaps can be located/not located about these organisations. The Typology will be no more than @500 words and will contain 3-5 characteristics of the students choice. Following the Typology, the student is required to provide a short essay style response that details how they demonstrate their effectiveness of each of the chosen characteristics (this can be in relation to purpose or other chosen characteristics) in achieving their organisational objectives. Here the student is required to provide an analysis of how effective each of the organisations is at (for example) what they say they do; how they manage their work; what structures they choose to operate under; what kinds of values/principles they demonstrate. The short essay-style response should be @700 words. Note ?: A Typology (also known as a grid) is a comparative tool – a visual representation that makes a clear comparison between items or types of things for discussion. The following elements are the essential elements for this assignment (Please also take note of the comments regarding knowledge generation and written competence that are located within this L.G.) 1. The use of a Typology as a clear and concise visual summary of 3-5 characteristics which allows for compare/contrast between the differences/similarities in the Board (governance) and/or Management (approach) of each organisation (@500 words). 2. A critical discussion of the material summarised in the typology/grid (via reference to the essential literature and other appropriate resources), as well as; 3. A critical discussion of how each organisation seeks to demonstrate their “effectiveness” in each of the supplied characteristics (via reference to the essential literature and other appropriate resources). Resources: Essential: Hudson, M. 2009, Managing Without Profit: leadership, management and governance in third sector organisations in Australia, UNSW Press, Sydney A minimum of four and a maximum of six academic sources must be used. Essential is use of the Key Unit Text (Hudson). Marking Criteria: This assessment will primarily have three components: elements, knowledge generation and written competence. These components are the things that will vary from one assignment to another. The elements of an assignment are the specific tasks that are required -i.e. what the assignment is about. Knowledge generation addresses the level of depth to which the work has been developed. Written competence is about the quality of the writing. The knowledge generation and written competence components are the same for all assignments in the unit, but are just as important as the elements in terms of assessment. The elements are listed under the specific details for each assignment. Elements: There are 2 parts to this assessment: The first is the inclusion of a Typology/grid that illustrates the components discussed in a clear and concise fashion. The second is an essay-style component that assesses the material found within the Typology/grid in a critical manner. See instructions listed with the assessment task. Knowledge generation: Assignments generally present the opportunity to demonstrate descriptive, analytical and critical knowledge. A high quality assignment should have sound demonstration of all three. Descriptive knowledge: This is the what of the assignment; it is the provision of a clear description of the thing that is being discussed – the topic. For example, in Community Management and Organisations, it might be a particular organisational management style that is being discussed. Good descriptive knowledge will clearly present the details of that style and what it sets out to achieve. Analytical knowledge: This is the how of the assignment and gives and explanation of the relationships between elements of the assignment. In the example of management style, this would be an explanation of the rationale behind the particular management style and the kinds of evidence that are put forward to support it. It would include the theory behind the style. Critical knowledge: This is the why aspect of the assignment. It not only presents the theory behind a thing, but also the nature of the relationships that bring a thing about. Critical knowledge exposes interests, biases, ideological and political positions – relations of power that might exist in relation to a particular thing. For example in the discussion of the management style; who benefits from such an approach; who is advantaged/disadvantaged etc. A passable assignment will often have adequate descriptive knowledge, but not deal with the analysis of the topic adequately and fail to discuss it critically. A creditable assignment may show good description analysis, but fall shot on critical treatment of the topic. An outstanding assignment will show sound levels of all three types of knowledge and put the description and analytical knowledge in context. The absence of critical knowledge is often the difference between credit grades and distinction/high distinction grades. Written competence: Your writing should: Be of consistent in style (not just in terms of referencing and citation – i.e. Harvard Style), but 11 also in terms of voice, i.e. first/second/third person, flow, tone and expression etc. Be appropriately referenced in its use of both in text and end of text referencing/citation. Be clearly written and easy to follow. Be free of syntax (sentence structure) errors, spelling errors, grammatical errors. Be well structured in terms of sections, paragraphs and sentences. Style & Presentation: On every page in header or footer: page numbering, student name, student i.d. You may supply short headings that address the assessment criteria. This can help students to organise thoughts and structure assignments, as well as making it easier for markers to see what you have done. However, as long as the assessment criteria are addressed, students will not be penalised if headings are not used. Avoid using quotes to finish your sentences – i.e. use them to exemplify points rather than to speak for you. Use quotations sparingly – there is no written rule, but aim to use quotes only to make the most important points. Use economy of expression. This means being succinct and concise, brief and clear, avoiding emotive expression. Use 1.5 line spacing, one side of the page only. Use 12 point font, Calibri, Arial or Times New Roman. Keep to the word limit by 10%. Write in essay style (i.e. using correct sentencing and paragraph construction). Do not use dot-points or other lists. Use a level of English expression that does not mask the content. We can only mark what we can read and understand reasonably well. Before you submit your assignment
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