49001 Judgment and Decision Making assignment代写

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49001 Judgment and Decision Making

Attendance: 3hpw; distance mode

Subject coordinator

Tom Anderson

Building 11 Level 6

Email: tom.anderson@uts.edu.au

Telephone: (02) 9514 2639

Teaching staff

Tom Anderson

Email: tom.anderson@uts.edu.au

Please do not hesitate to contact Tom should you have any academic questions relating to this subject. Email

enquires will be accepted at any time and will be generally be responded to within 24 hours unless the issue is

complex. It makes some sense to have a subject line that does not suggest that the email is spam. Please provide

adequate subject identification and if your enquiry warrants it personal identification. If your issue is a significant one

possibly requiring some administrative assistance you should also provide your student number. Your student's UTS

email address is the formal address that UTS uses to contact and communicate with you. University rules require

email sent from a student to the University must be sent from the student's UTS email address.

Subject description

This subject develops understanding of rational decision aids in light of modern descriptive theories of judgment,

choice and decision in organisations. The methods of management science, decision analysis and judgment analysis

are presented, and models of individual, group and strategic decision-making are critically assessed.

Drawing on the insights of psychology, sociology and management science, this subject aims to inform you about the

many facets of good judgment associated with decision-making.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

1. Show a well developed awareness of management behaviour, the structure of organisations and the way

decisions are made.

2. Explain the particular difficulties many technical people experience when faced with managerial decision-making

3. Analyse and propose solutions to typical managerial problems/opportunities using rational, analytical decision

modelling.

4. Communicate and explain the dichotomies of decision-making in the presence of hazards and risk.

5. Demonstrate a knowledge of the psychology of judgment and the nature of individual decision-making and be

able to explain the critical importance of psychological factors, personal values and social norms.

6. Recognise the advantages and drawbacks of group decision-making and be able to effectively manage individual

decisions in their domain of expertise as well as more broad ranging group decisions.

7. Exhibit a sound knowledge of key current thinking regarding the sociology of strategic decisions.

Course area UTS: Engineering

Delivery Autumn 2017; standard mode; City

Credit points 6cp

Result type Grade and marks

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Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of the following faculty Course Intended Learning

Outcomes (CILOs) and Engineers Australia (EA) Stage 1 competencies:

Identify constraints, uncertainties and risk of the system (social, cultural, legislative, environmental, business etc.)

(A.3)

Apply systems thinking to understand complex system behaviour including interactions between components and

with other systems (social, cultural, legislative, environmental, business etc.) (A.5)

Apply decision-making methodologies to evaluate solutions for efficiency, effectiveness and sustainability (B.4)

Demonstrate research skills (B.6)

Evaluate model applicability, accuracy and limitations (C.3)

Reflect on personal and professional experiences to engage in independent development beyond formal education

for lifelong learning (D.2)

Communicate effectively in ways appropriate to the discipline, audience and purpose. (E.1)

Contribution to the development of graduate attributes

Engineers Australia Stage 1 competencies

Students enrolled in the Master of Professional Engineering Practice should note that this subject contributes to the

assurance of Engineers Australia Stage 1 competencies: 1.5, 2.4, 3.1, 3.4, 3.5, 3.6.

Teaching and learning strategies

An important part of the subject design is aimed at providing opportunity for students to develop their reasoning skills

as well as their independent learning capacity.

Student learning in the subject is facilitated by a combination of:

1. Active learning tasks to reinforce and consolidate learning. Tasks are scheduled for each teaching session week

(see "Program" below) The tasks include text reading, undertaking self-assessment/evaluation problems and

completing computer based tests. The subject’s Reading Material and Exercises book (RME) is a collection of

resources used for both in-class and out of class learning activities. It contains readings to supplement the set text.

The readings serve to amplify points in the text or illustrate a different emphasis. Included exercises are designed to

encourage thoughtful reading of the text, to allow self-testing of comprehension and to encourage reflection on

implications for industry and real life practice. The coordinator’s sample responses to a reasonable proportion of the

exercises are provided to scaffold engagement by the student, offer immediate feedback and to assist productive

self-assessment of learning.

The assessment regime of the subject requires every student to have some involvement with the learning opportunities

associated with the RME. However, the resource also offers extension subject matter. The RME is particularly

valuable for those students who wish to do more than just study the basics and offers an opportunity to gain a far more

rounded and deeper understanding of judgment and decision making than will be achieved by simply focusing on the

text, assignments and examination preparation.

2. Contact meetings that incorporate:

Blended lectures that aim at providing supplementary explanation and broader real-life context to many of the

theoretical concepts contained in text. Information is drawn from the text and the literature and some synthesis is

attempted. A degree of practicality is introduced through anecdotes, which assists the student make connections to

an industry framework.

Collaborative single sentence response tasks aimed at identifying the level of understanding of important concepts.

Small group collaborative quizzes, discussion exercises and problems.

Collaborative student guided completion of structured decision problems.

Student presentations and peer review and feedback.

Question and answer sessions offering an opportunity to progressively raise queries and to discuss and clarify

concepts regarding text content and assignment tasks.

Student engagement is required in all small group activities embedded in the contact meetings. Many of the activities

promote the benefit of establishing a small out of class study group that meets regularly.

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Both standard and distance mode students have access to an extensive set of digital self-learning resources. These

resources have been developed and organised to assist a student to work through the subject topics and the text in a

measured and comprehensive manner. They may be downloaded or streamed from UTSOnline.

3. Encouraged consultation directly after contact meetings and by out of meeting email correspondence. Questions

raised as part of this consultation will form the basis of every other day announcements that provide advice, guidance

and feedback via UTSOnline. The announcements aim at assisting student learning and motivating continuous

engagement.

4. Completion of three online tests for each of the eight sections in the RME book. When considered in total, these

twenty-four tests provide continuous formative assessment. The tests are designed to assist students to understand

many of the subtilties contained in the text. Computer provided feedback is available on completion of each test. The

tests allow students to immediately become aware of their strengths and weaknesses and to address knowledge

and/or understanding deficiencies. Students may retake the tests multiple times and at any stage of the teaching

session.

5. Assignments that reinforce aspects of theories set out in the text but are also designed and structured to allow

students to reflect on real life application and to develop practical skills.

6. Use of similarity detection software. Each assignment offers at least one opportunity to submit a draft and obtain

similarity feedback. This allows the student to reflect on their success in putting information in their own words and

where necessary to appropriately reference the words of others.

7. Study for the final examination. (An early to mid-session class activity is used to encourage discussion of possible

exam preparation study approaches).

Note: Feedback from Week 1 tasks; Management Setting Tests 1, 2 and 3; Decision Analysis Tests 1, 2 and 3 and a

number self-assessment problems are all available prior to the census date for the teaching session.

Study approach

The subject is offered in a number of different modes. Each learning mode has a separate subject outline. The

learning objectives and content are the same for all modes. There are however some differences in emphasis and in

assignment work as a result of specific constraints presented by the various modes. The Subject Outline for the

specific session of study being undertaken must be read in conjunction with the Supplementary Instructions. Both

documents will be posted on UTSOnline and provide information and advice on many facets of the subject content, its

administration and the student’s obligations. It is mandatory that students obtain, read and comply with the

requirements of both the subject outline and supplementary instructions.

All key subject announcements will be made using UTSOnline. Students are expected to regularly check the

announcements page for information.

Whilst your study approach is a personal choice, do keep in mind that this subject is not one that can be mastered by

some cursory reading and frantic activity prior to the due dates for assignments and reviewing the material a few weeks

prior to the final exam.

49001 Judgment and Decision Making assignment代写

A willingness to take personal responsibility is a key element of successful learning. It is estimated that you should set

aside a minimum total of approximately 9 hours of study time per week (inclusive of any face to face contact)

throughout the session. This is a rough guide only as people learn at different rates and will approach the subject from

different backgrounds and levels of experience and have different ambitions and expectations in regard to outcomes.

To maximise your learning from this subject you should work consistently and progressively throughout all weeks of

the teaching session. The best way to achieve this is to plan your study time at the beginning of the session and make

sure you adhere to the planned schedule. In developing a study schedule please note that you will find that the

information load in each topic is not identical, for example “The Management Setting” exceeds that of the others by a

factor of about two and may need proportionally greater effort and time. "Decision Analysis" requires the

understanding that can only be developed by attempting the set of self-assessment problems. Many of the subject

insights are associated with human behaviour and bias, they often take people considerable time to process and fully

come to terms with and absorb. Also be aware of the assignment due dates as they set time limits for achieving

necessary competence in some aspects of material comprehension and subject objectives. It is also reasonable to

expect assignment deadlines will add a potential work load peak.

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Assessment task 1 aims at encouraging you to immediately commence detailed study of the subject content and to

use the text and the reading material in a thoughtful and productive manner.

The subject is literature based. The approach is very academic in the traditional sense, information is drawn from the

body of knowledge and some synthesis is attempted. A degree of practicality is introduced through anecdotes, which

lightens the experience for the student and assists them make connections to an industry framework.

The contact meetings and available subject resources (refer "Required texts" and "Other resources") focus on students

undertaking conscientious engagement with significant components of a body of knowledge. It is important to

understand the difference between rote learning and the development of expertise. Rote learning merely helps you

retain material in your Short Term Memory. ‘Elaborative rehearsal’ which places the material into your Long Term

Memory is crucial for the development of professional expertise. Elaborative rehearsal requires you to pay attention to

the meaning of the material (understanding) and, in the process, try to relate items with each other and with the

structure of the facts and evidence. Elaborative rehearsal will place the material into ‘schemata’, or structures in your

cognition that relate one item to another, rather than into groups of disjointed facts. This is the underlying basis of

expertise and will enhance easy retrieval during the formal examination and better application of domain knowledge in

stressful industry situations.

The UTSOnline tests and contact meeting activities will aid elaborative rehearsal.

Content (topics)

The list below sets out the seven basic topics of the subject and the appropriate chapters in the textbook and the

Reading Material and Exercises book (RME):

The Management Setting; chapters 1, 2 and 3; RME section 1

Decision Analysis; chapter 4; RME section 2

Multi-attribute Decisions; chapter 5; RME section 3

Engineering and Social Risk; chapter 6; RME section 4

Cognitive Processes; chapter 7; RME section 5

Individual and Group Decisions; chapters 8 and 9; RME sections 6 and 7

Strategic Decisions; chapters 10, 11 and 12; RME section 8

The Reading Material and Exercises book is divided into eight sections. The literature tends to treat individual and

group decisions as separate areas of study however the coordinator, more recently, has taken the view that Group

Decisions can be reasonably considered to be a special or extended case of Individual Decision Making.

Program

Week/Session Dates Description

Week 1 Refer timetable Preparation Week before first contact meeting in Session

Week 2.

Essential:

Read the welcome message and all current announcements

posted on UTSOnline under the announcement navigation button.

Download the 49001 Judgment and Decision Making “Subject

Outline” appicable for your mode of study and the "Supplementary

Instructions” from UTSOnline.

Students must read both the subject outline and the supplementary

instructions diligently before Session Week 2. After reading these

documents students should attempt the short diagnostic test

"Week 1 Test" on UTSOnline.

Obtain the text book “Parkin” it can be purchased from the co-op

bookshop or individual chapters can be legally downloaded

electronically without cost from the Web (details of the availability

of the electronic version of the text are provided on the UTSOnline

subject announcement board).

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Continue to check regularly for new announcements posted on

UTSOnline. The subject announcement page on UTSOnline will

provide a stream of subject information, subject administrative and

assignment advice, content explanation and learning tips. This

resource aims to encourage a continuous and session long

engagement with the subject and its various potential learning

experiences.

Advisable:

The subject is supported by a “Reading Materials & Exercises”

(RME) book and a “Lecture Support Notes” (LSN) book, both books

can be down loaded electronically from UTSOnline. Students

should be generally aware of these two resources and be confident

they can readily access them.

Students should ensure they have a sound understanding of the

assessment requirements.

Important note: The program below sets out the thrust of each of the subject's

contact meetings. The program also offers a suggested plan of

study to allow the conscientious student to master the content of

the curriculum. However, the subject's delivery design is based on

the provision of learning resources (of which the contact meetings

are one such resource) and students should selectively access the

various resources in a manner and time frame that best suits their

own learning style and objectives. Please read carefully the

previous section "Teaching and learning strategies".

Week 2 Refer timetable Meeting: Session Week 2

Pre-reading: Please read Chapter 2 of the text prior to attending

your session.

Topics: (a) Subject overview. (b) Management Setting: the

meeting focus will be on theoretical underpinning.

Week 3 Refer timetable Meeting: Session Week 3

Pre reading: Please read Text Chapter 1 prior to attending your

session.

Topic: Continue Management Setting: the meeting will have a

focus on the reality of management work both from an individual

and an organisational perspective

Post meeting reading: Please read Text Chapter 3 which explores

some of the issues discussed in “Management Setting “ that may

be specific to people with a pre-dominant technical background.

Post meeting activity: Undertake Management Setting Tests 1, 2

and 3 (UTSOnline)

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Week 4 Refer timetable Meeting: Session Week 4

Pre reading: Please read text chapter 4 pages 53 to 64 inclusive.

Topic: Decision Analysis (DA) - expected utility, decision trees, the

complexity of imperfect tests and the application of Bayes theorem.

The session focus will be the use of DA as a modeling tool to

develop deeper understanding of issues associated with a

problem/opportunity and to extract elements of clarifying advice that

should be considered alongside factors which could not be

modelled. The case will be made that DA is particularly useful

when forecasting is important in a decision.

Post meeting activity: Undertake the discussed "Mining

Company" problem without reference to the text or the LSN as

much as possible. Develop an understanding of the principles

behind Bayes theorem by using all three approaches, direct

substitution, probability tree and the block diagram.

Week 5 Refer timetable Meeting: Session Week 5

Pre meeting work: review the “Hinkley Case Study” contained in

the LSN.

Topic: Continue Decision Analysis. The focus of the meeting will

be reinforcing the basics, using the model to consider the likely

influence of actor's perceptions and, the need for and approaches

to, sensitivity analysis.

Post meeting activity: Complete the four self

evaluation/assessment problems provided in the LSN:

"Litigation",

"Manufacturing Plant",

"Cautious Investor" and

"Blue and Green Taxi"

Undertake Decision Analysis Tests 1, 2 and 3 (UTSOnline)

Week 6 Refer timetable Meeting: Session Week 6

Pre reading: Please read Text Chapter 6 pages 85 to 90 inclusive.

Topic: Engineering and Social Risk Analysis. The meeting will

focus on the (attempted) technical rationality that links failure

probability with outcomes.

Week 7 Refer timetable Meeting: Session Week 7

Pre reading: Please complete reading Text Chapter 6 (pages 90 to

96).

Topic: Continue Engineering and Social Risk Analysis. The

session will focus on the lay person's and societal understanding of

risk and the difficulties created by varying perspectives in analyzing

and truly understanding risk.

Post meeting activity: Undertake Engineers and Social Risk

Analysis Tests 1 & 2 (UTSonline)

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Week 8 Refer timetable Meeting: Session Week 8

Pre reading: Please read text Chapter 4 pages 65 to 71 and

Chapter 5.

Topic: Real behavior – probability, prospect theory, choice.

Expected Utility (EU) theory underpins both decision analysis and

the technical construction of risk. However, it is normative and

generally not a good descriptor of real behavior. Prospect theory

modifies EU theory to better take into account human judgment

behaviour and framing effects in particular. This meeting focuses

on the human preference for deterministic rather than probabilistic

inference rules.

Post meeting activity: Undertake Multi Attribute Choice and Other

Rules Tests 1 & 2 (UTSOnline)

Weeks 9 and 10 Refer timetable Meetings: Session Week 9 and Week 10

Over the duration of these two weeks both standard and distance

mode students must study the topic “Strategic Decision Making”.

Read Chapter 10 , Chapter 11 and the discussion of two topics

from Chapter 12, namely “Analysis of interests” on page 195 and

“Good argument” on pages 205/6. The remaining information in

Chapter 12 provides a reasonable overview of typical strategic

management tools but it will not be examined.

Students are also advised to undertake Strategic Decision Test 1, 2

and 3 (UTSOnline)

Standard Mode presentations.

The contact meetings in these two weeks are devoted to standard

mode student presentations. Standard mode students will be

allocated to one meeting (either Week 8 or Week 9) and it is

mandatory to attend. In addition to delivering a group presentation

every individual standard mode student must also complete

separate subject activities during the meeting, these are part of the

standard mode group assessment task.

Week 11 Refer timetable Meeting: Session Week 11

Pre reading: Please read text Chapter 7

Topic: Cognitive processes. The focus of the meeting is on the

psychology of judgment in decision making in particular the use of

situational and problem specific cues. The importance of

psychological factors, personal values and social norms is

highlghted.

Post meeting activity: Undertake Cognitive Processes Tests 1, 2

and 3 (UTSOnline).

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Week 12 Refer timetable Meeting: Session Week 12

Pre reading: Please read text Chapter 8 and 9.

Topic: Individual and group decision making. Quasi-rationality,

image theory and recognition primed decision theory will be

considered. These will form the basis of a discussion of practical

individual/group decision making. The meeting will also discuss a

re-evaluation of the popular textbook “linear, rational reason -

choice model”.

Post meeting activity: Undertake Individual Decisions Tests 1, 2

and 3. Undertake Group Decisions Tests 1, 2 and 3 (UTSOnline).

Possible extension study Extension Topics

Resources for a number of NON-EXAMINABLE topics will be

provided as possible personal interest extension study. The

extension topics allow students to explore the area of decision

making in greater depth than the subject curriculum allows. The

extension topics are not considered by the text, study material is

included in the LSN and is supported by audio files.

Examples include:

Extension Topic 1 - "The Art of Reasoning". A brief introduction to

logic and critical evaluation and the potential that information is

distorted.

Extension Topic 2- "Real Behaviour Part 2 - Probability in Project

Management". An explanation of the original Project Evaluation

Review Technique (PERT) technique which assumes a statistical

(Beta) distribution for activity duration. The technique enables the

calculation of the probablity of scheduled event times being met.

This material relates to the Text's Chapter 4.

Extension Topic 3 - "Multi-Attribute Decisions Forecasting & Policy

Capture". Forecasting explains curve fitting (regression analysis)

using existing data sets as predictors. Policy capture is a complex

technique, multiple regression analysis is used to back-calculate

(capture) a decision maker’s judgment policy as equations and

identify cue weights. The equations can then be used to apply the

decision makers “policy” or predict their response to similar

situations. It is an example of Judgment Analysis. This material

relates to the Text's Chapter 5.

Extension Topic 4 - "Management Setting Part 3 The Development

of Engineering Thinking and the Flaws in Engineering Thinking".

This material loosely relates to the Text's Chapter 3 but the focus is

primarily the subject coorinator's opinion. It concludes with a view

of the frequent difficulties engineers face in understanding some

features encountered in general management.

Additional subject costs

Provided a student is willing to use electronic copies there are no additional subject costs.

At the time of publication the approximate cost of the text was $105. However, free, legal pdf versions of each chapter

can be obtained from the web (details will be provided on the UTSOnline announcement board).

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Electronic versions of both the RME and LSN may be downloaded from UTSOnline by enrolled students without cost.

Assessment

There is a separate Subject Outline for standard mode students and separate one for distance mode students. Ensure

you are using the outline that aligns with your enrolment status, this is particularly important with regard to the

assessment tasks.

1. Tasks

All assessment tasks must be completed and submitted by the stated due dates. Students must submit what has been

completed by the due date independent of whether the work is finished or meets requirements or is to the standard

desired.

All assignments must be typed. It is advisable to keep a copy of your submitted assignment. Great care is taken in

recording and processing submitted assignments, but in the event of an assignment being lost it is the student’s

responsibility to provide an extra copy.

1.1 Standard mode students must complete:

Abstract Assignment: An individual assignment,

Group talk assignment - (Standard mode students only): This is a group assignment, 3 students, requiring extensive

collaboration,

UTSOnline web-based Tests: An individual assignment, and

Formal Examination: An individual task.

A pass in the subject is achieved by gaining a total of 50 marks and at least 40 per cent of the total marks available in

the final examination.

1.2 Distance students must complete:

Abstract Assignment: An individual assignment,

Lecture Reading Material and Exercises - (Distance mode students only): An individual assignment,

UTSOnline web-based Tests: An individual assignment, and

Formal Examination: An individual task.

A pass in the subject is achieved by gaining a total of 50 marks and at least 40 per cent of the total marks available in

the final examination.

2. Submission

All assignments must have a cover sheet with your name, student number, mode of study, subject name and number

and assignment identification clearly shown. For the group assignment, the group number and each student's details

must be provided.

All assignments must be submit as both:

hard copy AND

electronic copy to Turnitin.

For the standard mode group assignment only one student should submit the various components of the assignment.

Students or groups failing to submit both hard and electronic copies will not have their work marked.

2.1 Hard Copy - Standard Mode students:

Standard students must bring their assignment hard copy to class and submit at the beginning of the class meeting.

It is important that you attach a Standard Mode cover sheet to your assignment (a copy is included in Appendix 1 of the

Supplementary Instructions and an electronic copy is available on UTSOnline).

2.2 Hard Copy – Distance Mode students

The distance mode “hard copy” of assignments must be submitted by one of the means below:

by mail (postmarked by the date nominated) to the Distance Mode Officer, UTS: Engineering, Level 6, Building 11,

PO Box 123, BROADWAY NSW 2007 or

by hand (by the date nominated) to the UTS City Campus - Distance Mode Drop Box, located outside the FEIT

Learning Precinct (FLP - Building11, Level 5, Room 300) - Drop Box #33.

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Learning Precinct (FLP - Building11, Level 5, Room 300) - Drop Box #33.

by email (by the date nominated) submit soft copy in PDF format to FEITDistancemode@uts.edu.au. Please

ensure that the soft copy complies with all hard copy requirements (a hard copy will be printed on your behalf).

Please send your submission from your student's UTS email address.

Students enrolled in distance mode must not submit their assignments at a class meeting.

It is important that you attach a Distance Mode cover sheet to your assignment (a copy is included in Appendix 1 of the

Supplementary Instructions and an electronic copy is available on UTSOnline).

3. Extensions

Extensions to due dates will only be granted ahead of time or for illness on the basis of a medical certificate or for

exceptional circumstances outside the control of the student and the extension application is supported by appropriate

evidence. Academic workload related to other subjects, industry work or travel pressures are not normally valid

grounds for extension. No late assessment items will be accepted for marking once marked papers have been returned

to other students.

Late assessment items if accepted may have significant marks deducted. Assignments submitted after the due date

(extended or late) or submitted contrary to the requirements set out in the subject documentation, if assessed will not

receive feedback on performance.

4. Assignment return

Arrangements for the return of Assessment tasks 1 and 2 will be announced on UTSonline. It is intended to return

marked assignments within four weeks of their receipt.

Students may not rewrite or resubmit assignments.

Assessment task 1: Abstract assignment

Objective(s):This assessment task addresses the following subject learning objectives (SLOs):

1, 2, 3, 4, 5, 6 and 7

This assessment task contributes to the development of the following course intended learning

outcomes (CILOs):

A.3, A.5, D.2 and E.1

Type: Report

Weight: 20%

Task: STANDARD and DISTANCE MODE

Write four (4) abstracts:

Write an abstract of 300 words for the four (4) nominated readings in the Reading Material and

Exercises book (RME). The nominated readings for the current study session are listed below.

Under each of the four (4) abstracts, write a 150 word example of how each reading relates to

your work experience, or how they could relate to an imaginary work situation. Students who do

not have any relevant work experience may base the “experience” components on their personal

life experience.

A feature of the assignment is the requirement of strict compliance with the word limits, each

component has a word count tolerance of plus 10%. see Length below.

Autumn 2017 Nominated Readings are:

Reading 1.5 Jackall, R. (1988), Chapter 4, ‘Looking up and looking around’, in Moral Mazes, Oxford

University Press, NY.

Reading 5.2 Hogarth, R.M. (1981) ‘Beyond discrete biases: functional and dysfunctional aspects of

judgemental heuristics’, Psychological Bulletin, 90(2)

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Reading 7.1 McIntyre, R.M. and Salas, E. (1995), ‘Measuring and managing for team performance:

emerging principles from complex environments’ in Guzzo, R.A. and Salas, E. & Ass (eds), Team

Effectiveness and Decision Making in Organizations, Jossey-Bass, San Francisco.

Reading 8.1 Linstone, H. (1984), ‘Our proposed perspectives’ in Linstone, H., Multiple Perspectives

for Decision Making, North Holland, NY.

Length: Total Assignment length = 4 x (300 plus 150) = 1800 words. The word limit for each individual

component must not be exceeded by more than 10%. Accordingly, each abstract must be no more

than 330 words followed by an experience example of no more than 165 words.

Due: Week 6. See submission information under the heading "Assessment" above. Students must submit

what has been completed by the deadline. All students must submit a hard copy and an electronic

copy to Turnitin. Both hard copy and electronic submission to TURNITIN must be received by the due

date. Turnitin Autumn 2017 login information is as follows - Class ID: 14688041 - Name : 49001

Autumn 2017 JDM Sydney - Enrolment Password: capacity. Standard mode students are expected to

submit the assignment at their class meeting during Week 6 (the week 17th to 21st April 2017).

However for student convenience all standard mode assignments will be accepted at either class in

Week 6. Distance assignments must not be submitted at a class session, details of the procedure for

Distance mode submission are contained in "Assessment" above. The Distance mode due date is

21st April 2017.

Criteria

linkages:

Criteria Weight (%) SLOs CILOs

Clearly demonstrated analytical thinking

and a capacity to recognise and prioritise

important ideas from the learned work of

others, shown capacity to understand the

importance of context awareness and the

role of theoretical knowledge in the

workplace. On time submission. (The

specific emphasis placed on individual

subject learning objectives may vary from

session to session).

100 1, 2, 3, 4, 5, 6, 7 A.3, A.5, D.2, E.1

SLOs: subject learning objectives

CILOs: course intended learning outcomes

Further

information:

During the session feedback related to individual student enquiries will be provided beneath the “A1

advice” navigation button on the JDM UTSOnline site.

Individual feedback will be provided on return of assignments. Cohort performance statistics will be

posted on UTSOnline at that time.

Assessment task 2: Group talk assignment (Standard mode students only)

Objective(s):This assessment task addresses the following subject learning objectives (SLOs):

1, 2, 3, 4, 5, 6 and 7

This assessment task contributes to the development of the following course intended learning

outcomes (CILOs):

A.3, A.5, B.6 and E.1

Type: Presentation

Groupwork:Group, group assessed

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Groupwork:Group, group assessed

Weight: 25%

Task: STANDARD MODE

Students must form groups of three for the purpose of this assignment.

The group assignment requires the preparation of a group presentation and a short concise report.

This aspect of the assignment is group assessed. In addition each students will be required to

undertake individual tasks during the presentation session - this is assessed individual (on the basis

of satisfactory/not satisfactory) and may moderate the individual mark achieved.

The Group Talk must relate to one of the seven topics of the subject (refer "Content" above). The

group must pose a single central INTERESTING question. This question is much more important to

the success of the assignment than the topic area. For example you may choose Engineering and

Social Risk and raise the question: “Is it important for decision makers to consider and take account

of their attitude to risk?” Or if you were to choose Decision Analysis you might devise a question such

as “What is the fundamental question that sensitivity analysis answers?”

You must go beyond the textbook and the subject resource material. It is up to you to find references.

You must find recent and relevant peer-reviewed journal article(s) on the subject to base your talk.

Newspaper articles or popular press magazines are not acceptable. There must be some evidence of

appropriate research.

Your task as a Group is to answer your INTERESTING question in a 5 minutes presentation using

evidence obtained from books or peer reviewed journal articles. The talk will be timed and must be no

less than 4 minutes and no more than 6 minutes in duration. It must be supported by a Power Point

presentation. A further assignment deliverable is a typed group report no more than 2 pages in length.

As an individual you will be required to complete tasks during the your groups allocated class

presentation meeting.

Penalties for failure to attend or failure to satisfactorily complete and submit individual tasks :

Failure to attend your group’s talk will result in zero individual marks for this assignment.

Arriving at your allocated presentation meeting late or leaving early, will result in significant

individual marks deducted for this assignment.

Individual tasks must be submitted at the end of your presentation meeting, failure to satisfactorily

complete and submit these tasks will result in three (3) individual marks being deducted for this

assignment.

More detail is provided in "Further information" below.

Length: The group verbal presentation is tightly time contrained. The group report is limited to two pages in

length (conceptually a single sheet of paper printed on both sides). The individual tasks undertaken

during the presentation meeting must be submitted at the end of the meeting.

Due: Not applicable

Components are progressively submitted, see "About submissions" under the heading "Further

information" below

Criteria

linkages:

Criteria Weight (%) SLOs CILOs

19/02/2017 (Autumn 2017) © University of Technology Sydney Page 12 of 19

linkages:

Successful formulation of a relevant

question of interest, application of

research beyond course material and

demonstration of synthesis skills to

address the question in an evidence

based manner. Ability to communicate

effectively and competence in critiquing

the work of peers. On time progressive

delivery of set tasks. (The emphasis of

individual SLO’s may vary depending on

student choice of topic).

100 1, 2, 3, 4, 5, 6, 7 A.3, A.5, B.6, E.1

SLOs: subject learning objectives

CILOs: course intended learning outcomes

Further

information:

(i) About task:

The group must submit a single copy of the written components of the group task. It is essential that

the student number and names of each student contributing to the submitted work are clearly shown

on the top of the 2 page report and on the first slide of the PowerPoint presentation.

Electronic Copies:

Submit the PowerPoint presentation by email to tom.anderson@uts.edu.au. Submit the Word report

to TURNITIN. Students are strongly advised to select a single group member to submit all group

components to avoid duplication and confusion. In particular one group member only should submit

any drafts and the final copy to TURNITIN - the program will identify 100% plagiarism if other group

members make a submission. The PowerPoint presentation is not submitted to Turnitin.

Hard Copies:

Submit a single document which binds together a hard copy of both Word report and PowerPoint

presentation (six slides to a page is acceptable provided all text is legible), at the beginning of your

class on the due week.

Your verbal class presentation:

A computer, data projector and remote slide changer/pointer will be available for student use on the

day of presentation; the PowerPoint files will be preloaded onto the computer. Amended files will not

be accepted on the day of presentation. All members of the group must make an equal contribution to

the verbal presentation (ie about 1 min 45 seconds). An individual member dominating the

presentation time is indicative of poor planning and a lack of proper group rehearsal.

For the duration of the class students must silence their mobile phones and have them out of sight.

Personal computers/tablets must also be put into bags.

Please remember that individual tasks must be completed during the session so there is no

opportunity to mentally rehearse your own speech during the class.

The talk must be:

1. focused, succinct, and tell a coherent story…AND answer the question you posed at the beginning

of your talk. The answer may be pro or con however the presentation must end with a clear definite

conclusion.

2. pitched at the level of your peers, that is it must be understandable by students in the class.

3. delivered in a highly professional manner, each students component to the verbal presentation

must demonstrate significant prior preparation, organisation and practice. Students should not read

from notes or visual aids for any extended length of time. They are expected to communicate with

passion and confidence

4 interesting, explain important concepts, and utilise peer reviewed data or information to address the

posed question

5. stylish in presentation of introduction, evidence, and conclusions…AND answer the question

posed. The power point presentation should not be a reproduction or summary of the groups two

page report. It must be specifically designed to accompany the verbal presentation adding emphasis

and interest to the each speakers words. It needs to be easy to read and easy to understand.

6. structured to clearly demonstrate the group has undertaken sound research. It is up to you to find

appropriate references. You are expected to go beyond the textbook and the subject resource

material. You must find recent and relevant peer-reviewed journal articles on the subject to base your

talk. Newspaper articles or popular press magazines are not acceptable.

7. well referenced, but not overly so; references on individual slides should be indicated as: (Author,

Year). On the last slide of your presentation supply a list of the most relevant references that were

essential to your talk (probably 2 to 3 is enough).

Your Two Page Word Report must be:

1. in an organised format that sets out the question, the evidence and the discussion and the

answer.

2. concise no more than two pages long.

3. well structured and well written and convincing.

4. free of grammatical and typographical errors.

5. well referenced.

(The group provides a single report)

(ii) About submission:

The electronic copy of the PowerPoint presentation must be submitted by email to

tom.anderson@uts.edu.au and is due on Thursday 4th May 2017. You must check your file for

viruses before submitting, any file that has a virus will not be opened and accordingly will not be

accepted. (It is also possible that files with a virus may not reach the instructor as the University

firewalls may reject them).

The in class submission of the group report which shall bind together a hard copy of both the Word

report and PowerPoint presentation is due at your class session in Week 8 (week 8th to 12th May

2017).

The submission of the Word report to Turnitin is due on 11th May 2017.

Each student group will be allocated a presentation week (Week 9 or Week 10) and students must

attend their class for the full duration of their allocated session and present when called upon.

Students are not required to attend during the other week.

No prior notice will be provided as to the order of delivery by the various groups - students must be

present and ready for their group to deliver their talk when requested to do so. PowerPoint file

submissions or amendments on the day of the presentation will not be accepted.

Turnitin Autumn 2017 login information is as follows - Class ID: 14688041 - Name : 49001 Autumn

2017 JDM Sydney - Enrolment Password: capacity

(iii) About feedback

A collated list of selected feedback comments offered to students in the last two sessions will be

provided through UTSOnline.

During the session feedback related to student/group general enquiries will be provided beneath the

“A2 Std Mode advice” navigation button on the JDM UTSOnline site.

As part of the assessment task students must peer review other groups work. A peer review report

package is collated and returned to each group. The feedback package contains four sections, the

assessors feedback, four student reviews that focus on academic content, five student reviews that

concentrate on preparation and performance and seven to ten peer reviews that comment on general

aspects of strengths and weaknesses.

Cohort performance statistics will be posted on UTSOnline.

Assessment task 3: UTSOnline Web-based Tests

Objective(s):This assessment task addresses the following subject learning objectives (SLOs):

1, 2, 3, 4, 5, 6 and 7

This assessment task contributes to the development of the following course intended learning

outcomes (CILOs):

A.3, A.5, B.4 and C.3

Type: Quiz/test

Weight: 5%

Task: STANDARD and DISTANCE MODE

Complete multiple choice tests progressively through the semester. The tests are available on

UTSOnline, there are 22 tests each containing approximately 20 questions.

Due: Not applicable

There is no required schedule for completing the tests however, students are advised the most

productive learning experience will be obtained by completing the tests progressively throughout the

study session. A suggests possible schedule is included in the "Program". A small number of tests

may be closed during the session, a minimum of one weeks advice will be provided on UTSOnline

before any test is closed. The tests may be undertaken multiple times, the progressive points for each

test and the running total for the assessment task is recorded in the gradebook. The final total mark

(out of 5) achieved by students for the tests will be determined on the morning of the final exam.

Criteria: Demonstrated knowledge and understanding of subject content 1.

Criteria

linkages:

Criteria Weight (%) SLOs CILOs

Demonstrated knowledge and

understanding of subject content

100 1, 2, 3, 4, 5, 6, 7 A.3, A.5, B.4, C.3

SLOs: subject learning objectives

CILOs: course intended learning outcomes

Further

information:

The online quizzes are structured to provide feedback directly after individual quiz submission.

Feedback consists of quiz score and identification of correct and incorrect answers. Remember the

quizzes are primarily intended to be a learning aid and students may undertake them multiple times.

Assessment task 4: Formal Examination

Objective(s):This assessment task addresses the following subject learning objectives (SLOs):

1, 2, 3, 4, 5, 6 and 7

This assessment task contributes to the development of the following course intended learning

outcomes (CILOs):

A.3, A.5, B.4 and C.3

Type: Examination

Weight: 50%

Task: STANDARD and DISTANCE MODE

This subject has a centrally conducted FORMAL EXAMINATION. It will be held during the formal

exam period. All students, including distance mode students who live within the Sydney basin, must

attend the exam at UTS. For students who live outside of the Sydney basin, the faculty will organize

for the exam to be held near the student’s place of work or home.

All Distance mode students must refer to the “Rules for Distance Mode Formal Examinations” on:

http://my.feit.uts.edu.au/pages/course/ postgraduate/distance_mode/

RulesforDistanceModeFormalExam.pdf

The duration of the examination is 2 hours plus 10 minutes reading time.

Criteria: Demonstrated knowledge and understanding of subject content 1.

Criteria

linkages:

Criteria Weight (%) SLOs CILOs

Demonstrated knowledge and

understanding of subject content

100 1, 2, 3, 4, 5, 6, 7 A.3, A.5, B.4, C.3

SLOs: subject learning objectives

CILOs: course intended learning outcomes

Further

information:

The Supplementary Instructions provide some advice on how to study for the exam. The Exam will

test your knowledge of the content of the textbook. This is largely ‘declarative’ knowledge (the facts)

rather than ‘procedural’ knowledge (how to do things).

Examination papers from previous semesters or lists of typical questions are not available.

A Sample Exam is included in the supplementary instructions. Whilst the number of questions and

the compulsory/optional aspects of the paper may change, the style of question is representative of

those that could be anticipated. The instructor will not enter into any discussion relating to the

sample exam paper.

Alternate exams, if offered, may vary in format to the sample paper.

Use of plagiarism detection software

Tuurnitin

The subject uses "Turnitin", as a student personal review tool and an electronic assignment plagarism detection

system www.turnitin.com

The Supplementary Intructions (Appendix 3) provide guidance for gaining acess to Turnitin and the JDM Turnitin class.

Please note:

It is not sensible to state a “turnitin similarity %” that is acceptable as this is a relatively coarse measure of lack of

originality. The intent of the turnitin submission requirement is that students use the revision folder(s) to judge the

appropriateness of their work before they submit it to the final folder. The software, understandably, has some difficulty

differentiating between good academic authorship where material is correctly quoted/referenced and plagiarism. It has

been set to also treat reference statements as similarity incidents. Therefore human intervention is necessary to check

an assignment for style and appropriateness. However, for this subject it is reasonable to place an upper bound

requirement that final submissions will not be considered or accepted if the “turnitin similarity %” is greater than 35%.

Students submitting assignments not meeting this requirement will receive zero marks for the assignment – no

assignment resubmissions will be accepted. This does not suggest that a “turnitin similarity %” of 35% is satisfactory

but simply establishes that there is no excuse for submitting an assignment in the former category in this subject. Use

the revision folder(s) to check your work before submitting to the final folder.

Students submitting a hard copy but not an electronic copy to “turnitin” will be deemed to have failed the submission

requirements and will receive zero marks for the assignment.

Even if you get a low “similarity” value on the originality report, your assignment could be identified later for

investigation – Turnitin does not find all types of plagiarism. Also, after you submit your report, if other work is

submitted that matches yours, the system will identify you as the one of the authors to be investigated. Students

should never share assignments electronically with other students, otherwise there is a risk that your work may be

copied and Turnitin will show this as plagiarism. If you are identified as submitting plagiarised work late in the session

all your subject submissions will be further investigated.

Cheating, Plagiarism and Referencing

Any attempt to use or provide unauthorised assistance, materials, information, work prepared by other persons or

found on the Internet in any academic assessment task is considered cheating. A student must not submit substantial

portions of the same academic work more than once without permission of the subject coordinator.

Plagiarism will not be accepted and may be subject to disciplinary action.

The basic principles of appropriate authorship are as follows;

The work you submit must be your own.

You must not copy another student’s work or allow another student to copy your work.

You must acknowledge fully and clearly the ideas of another author within the text of the assignment or report e.g.

Bruck (1991) has noted that …..

Full details of the source must be included in your reference list e.g.

Bruck, J. (1991) ‘Writing in the Electronic Age’, Media Information Australia, No. 61.

If you use the actual words of another author, you must place them in quotation marks and reference the page

number (in this example page 13) e.g. Render andStair (2000:13) argue that “a ‘good’ solution to the right problem

is much better than an ‘optimal’ solution to the wrong problem”.

Again, full details of the source must be included in your references e.g.

Render B. and Stair R. M. (2000) ‘Quantitative Analysis for Management’ Prentice-Hall, Inc, New Jersey p13.

You must list as your reference the actual publication in which you read about a particular article e.g. The in text

reference for reproduced data on ‘seasonality indices for adult impatient days at San Diego Hospital’ would be

Sterk and Shyrock (1987:97) and the full reference in the reference list would be as follows:

Sterk W. E. and Shyrock E.G. ‘Modern Methods improve hospital Forecasting’ Healthcare Financial

Management March 1987 p 97 quoted in Render B. and Stair R. M. (2000) ‘Quantitative Analysis for

Management’ Prentice-Hall, Inc., New Jersey p175.

Web references must include date accessed, e.g. Walker, Janice R. “MLA-style citations of electronic sources.”

http://www.cas.usf.edu/english/walker/mla.html (15 Jan 1996)

Generally no more than about ten precent of your assignment or report should be direct quotations.

Your reference list should not contain any item that is not mentioned in the body of your assignment or report.

Suggested useful resources to assist you in understanding how to reference in academic writing and avoid plagiarism

can be found at http://www.lib.uts.edu.au/help/study-skills

Minimum requirements

A pass in the subject is achieved by gaining a total of 50 marks and at least 40 per cent of the total marks available in

the final examination.

Required texts

The text is essential. The set text is Parkin, J.V. (1996) Management Decisions for Engineers, Thomas Telford,

London.

Note: free, legal pdf versions of each chapter of the text can be obtained from the web (details will be provided on the

UTSOnline announcement board).

The text may be obtained from the Co-op Bookshop refer to http://www.coop-bookshop.com.au - students can order

online arrange to pick the book up from a store or have it mailed or delivered. The Co-op Bookshop has a general

store at 3 Broadway, City Campus as well as specialist stores on the Broadway campus. Refer to the Co-op web site

for further details and opening hours.

The text is also available from some web book sellers.

Other resources

UTSOnline

The subject is supported by UTSOnline http://online.uts.edu.au/webapps/login/

Substantive subject advice will be provided progressively throughout the study session via the subject’s UTSOnline

site. Access to the site will be available to enrolled students at the beginning of the transition week(s). Students

enrolling after the start of the session will experience a delay before access is granted.

The site is intended to be your resource and web interface. Please note that UTS prides itself as a place of learning

and tolerance. The University will take action to protect its reputation in this regard. Student behaviour within the

UTSOnline virtual portal should be in keeping with appropriate behaviour anywhere on the campus. Please be aware

that the University and the lecturer monitor the site and that the software supports extensive traceability of activity.

Supplementary Instructions

The Supplementary Instructions document is posted on UTSOnline, it must be read in conjunction with the study

session specific Subject Outline.

The Reading Material and Exercises (RME) and Lecture Support Notes (LSN) books.

The Reading Material and Exercises book contains a number of readings to supplement the set text. The RME is made

up of copies of journal papers or portions of key books and are written by acknowledged experts in the field. Each

section of the RME starts with a brief introduction to the material and how it relates to management decision-making.

This is followed by statement of the learning objectives of the section. It must be emphasised that the learning

objectives cannot be achieved without working through the material in a measured fashion. The Exercises are

designed to encourage you to read the Text and Readings thoughtfully and the exercises will allow you to test your

comprehension. Sample EXEMPLAR responses to some of the exercises are provided.

The Lecture Support Notes are provided as a resource additional to the Text and the RME. The LSN is the focus of

the blended lecture series associated with the subject.

Electronic copies of the RME and LSN are freely available to all enrolled students on UTSOnline.

Graduate attribute development

For a full list of the faculty's graduate attributes and EA Stage 1 competencies, refer to the Student Guide.

Assessment: faculty procedures and advice

Special Consideration

If you believe your performance in an assessment item or exam has been adversely affected by circumstances

beyond your control, such as a serious illness, loss or bereavement, hardship, trauma, or exceptional employment

demands, you may be eligible to apply for Special Consideration.

Academic integrity

Work submitted electronically may be subject to similarity detection software. Student work must be submitted in a

format able to be assessed by the software (e.g. doc, pdf (text files), rtf, html).

For information about avoiding plagiarism see:

https://avoidingplagiarism.uts.edu.au

www.gsu.uts.edu.au/rules/student/section-16.html#r16.2

Academic liaison officer

Academic liaison officers (ALOs) are academic staff in each faculty who assist students experiencing difficulties in

their studies due to: disability and/or an ongoing health condition; carer responsibilities (e.g. being a primary carer for

small children or a family member with a disability); and pregnancy.

ALOs are responsible for approving adjustments to assessment arrangements for students in these categories.

Students who require adjustments due to disability and/or an ongoing health condition are requested to consult a

disability services officer in the Special Needs Service before speaking to the relevant ALO.

The ALO for undergraduate students is:

Chris Wong

telephone +61 2 9514 4501

The ALO for postgraduate students is:

Associate Professor Rob Jarman

telephone +61 2 9514 2368

Disclaimer

This outline serves as a supplement to the Faculty of Engineering and Information Technology Student Guide. On all

matters not specifically covered in this outline, the requirements specified in the Student Guide apply.

49001 Judgment and Decision Making assignment代写