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Module code/name	MSIN0003 Communication and Behaviour in Organisations
Academic year	2023/24
Term	2
Assessment title	Video Presentation
Individual/group assessment	Individual

Section A: Core information

Submission date	28/03/2025
Submission time	10:00 AM
Assessment is marked out of:	100 marks
% weighting of this assessment within total module mark	40%
Maximum word count/page length/duration	4 minutes and 5 seconds (camera-facing, one-take, self-recorded video)
Footnotes, appendices, tables, figures, diagrams, charts included in/excluded from word count/page length?	Not applicable]
Bibliographies, reference lists included in/excluded from word count/page length?	YES. Appendix excluded from word count.
Penalty for exceeding word count/page length	Penalty for exceeding word count will be a deduction of 10 percentage points, capped at 40% for Levels 4,5, 6, and 50% for Level 7) Refer to Academic Manual Section 3: Module Assessment - 3.13 Word Counts.
Penalty for late submission	Standard UCL penalties apply. Students should refer to https://www.ucl.ac.uk/academic-manual/chapters/chapter-4-assessment-framework-taught-programmes/section-3-module-assessment#3.12
Artificial Intelligence (AI) category	Assistive
Submitting your assessment	On the Moodle link under Assessments tab.

Section B: Assessment Brief and Requirements

Details of the assessment brief. Generic assessment criteria are included in section E. Any additional criteria specific to this assessment are detailed in section F.

Assessment title: “Video Presentation”

The assignment is assessed on two equally weighted criteria: (1) The FORM of the presentation (50%) and (2) The CONTENT of your presentation 50%). The presentation refers to a 4-minute and 5-second camera-facing, self-recorded video presentation of one of the 8 academic articles assigned during Weeks 2–9, also listed in the table on the next page.

· The video must discuss one of the academic articles assigned in weeks 2–9 of MSIN0003. Do not select the article of Week 1, as it is used to illustrate via sample materials different parts of this assignment. Your imagined audience is your course cohort, so aim for a tone that is both intellectually engaging and accessible to your peers taking this course (i.e., assume your viewers have all the knowledge of the lecture and seminar content covered in MSIN0003).

· Only recordings of the student delivering the presentation while facing the camera throughout the presentation without any cuts or recording enhancements (see list of video specifications on the next page) will be granted credit on “FORM”. Recordings containing only the student voice will be granted only a “CONTENT” score, and no score for “FORM.”

Week	Academic Article
1. Social Perception [DO NOT SELECT WEEK1]	The Fundamental Recruitment Error: Candidate-Recruiter Discrepancy in Their Relative Valuation of Innate Talent vs. Hard Work – Xianchi & Kao, 2003. (Organization Science)
2. Personality: The NEO (OCEAN) & contemporary research	Integrating Personality and Social Networks: A Meta-Analysis of Personality, Network Position, and Work Outcomes in Organizations – Fang et al, 2015 (Organization Science)
3. Motivation	The motivational bases of public service – Perry & Wise, 1990 (Public Administration Review)
4. Decision making	Use of Linear Models to Analyze Physicians' Decisions – Wigton 1988 (Medical Decision Making)
5. Negotiations & Persuasion	The negotiation dance: Time, culture, and behavioral sequences in negotiation – Adair & Brett, 2005 (Organization Science)
6. Team Psychology	Cooperative Criticism: When Criticism Enhances Creativity in Brainstorming and Negotiation – Curhan et al., 2021 (Organization Science)
7. Team Structure	Blurred Lines: How the Collectivism Norm Operates Through Perceived Group Diversity to Boost or Harm Group Performance in Himalayan Mountain Climbing – Chatman et al, 2019. (Organization Science)
8. Leadership	Learning to Share: Exploring Temporality in Shared Leadership and Team Learning – Wang et al., 2017 (Small Group Research)
9. Culture & Creativity	Unexpected Interruptions, Idle Time, and Creativity: Evidence from a Natural Experiment – Schweisfurth & Greul, 2023. (Organization Science)

1) FORM of presentation (50%)

· In the presentation, you should demonstrate effective use of the communication skills you have learnt in MSIN0003. To receive a FORM score, you must be visible in the video throughout the duration of presentation (without any of the enhancements listed under video specifications). Use a static slide during the first 5 seconds of the video to list the authors of the article selected, year of publication and the article title. You do not need to restate all these details in your discussion.

Structure (25%). You must be effective in expressing a compelling hook (governing thought), implied question and at least 3 succinct key points. A collection of hooks shared with the

· permission of prior students in MSIN003, is available under the Assessment tab on Moodle.

o To make your hook more engaging while recording, be sure to use props.

o To enhance your attention-evoking hook, you may use lighting, settings, and clothing that align with the theme of the research article. Creativity is encouraged and rewarded.

· Technique (25%). The student has developed presentation skills that show command of pace, nonverbal gestures & posture, looking directly into the camera, audibility, immersion and improvisation skills. Specifically:

o Pacing - Speech content should be proportionally spread across the time allotted. Pauses can be powerful. Rushing through the speech detracts from its message.

o Nonverbal gestures & posture - The speaker has a relaxed but upright stance and experiments with a variety of nonverbal gestures.

o Audibility - The speaker commands capability to use their voice as an effective tool of vocal delivery. They show pitch variation and use sufficient volume to project either through a room or through an audio-visual device.

o Immersion - The speaker has successfully immersed themselves in the given circumstances of their case study and demonstrates empathy with their character.

o Improvisation - Speakers have attained improvisation skills which enable them to deliver their speech conversationally, animatedly and without obviously reading notes or learning a script.  Only glancing for key points or notes is advised.

Tips:

- Be authentic, not theatrical, by mentally visualizing your article context. This cannot be achieved without the preparatory stage above, where you applied yourself to the analysis of your article and its form. Reading off prompts or notes can be distracting to viewers, diminishing the authenticity of your delivery.

- Watch for signals/emotions in your body. Put them to use in words and/or in non-verbal cues (e.g., enthusiasm, voice pitch/volume/timbre, body posture/movement/gestures, etc.)

Video specifications:

a) It is the speaker’s responsibility to ensure their presentation can be seen/heard to the best clarity.

b) Upload the video in MP4 format. To convert to mp4 video format, you can use an open-source converter such as Miro.

c) Record the presentation in one take and a single camera shot. No cuts, edits, copy/pastes allowed. Absolutely no speed alteration is allowed.

d) Do not include video alterations and enhancements of any kind. Examples of which, but not limited to, are annotations, callouts, texts, subtitles, color, special effects, pictures, additional slides.

e) Begin the video with an illustrative slide (shown for 5 seconds), making the entire video length 2 minutes and 5 seconds. This slide should identify the article you will be presenting by the last names of the authors, in this format: Brown & Smith, Organization Science 2024, “This title is an example”

f) Do not include a voice over recording for the illustrative slide. The marker will pause the video if the slide content requires more time to process.

2) CONTENT of presentation (50%)

This section assesses the effectiveness of how well the content of your presentation is delivered.

· Methodology of article (15%). You could state the research question that motivated the authors and/or one key effect/outcome/relationship that they set out to test (e.g., an important/intriguing hypothesis, a conundrum, etc.). It’s helpful to clarify whether the method was quantitative, qualitative or a mix-method research design. Similarly, actual tools used to get the data (e.g., survey, interviews, archival data, interviews, ethnography, etc.), and the size and characteristics of the data used for analysis can edify the listener on the content of your presentation.

For quantitative approaches state the main unit of analysis (employees surveyed,

o experiment participants, firms in the dataset etc.) and how many units have been analysed in the study.

o For qualitative approaches state any characteristics relating to the scope of the data (timeline, setting, characteristics of the subjects interviewed/text-data analyzed, etc.).

· Reflection (30%). Include your own personal perspective on why the article findings are important/useful to you. How does the article inform your knowledge of course content?

o In the last part of your presentation, articulate a “connecting question” that your imaginary audience should consider. Your connecting question must link the article you presented to one of the 4 seminar exercises (Power Failure, Negotiation Exercise, Vampire Pandemics, or Choose a Chef) AND to relate it to EITHER a theoretical framework covered in the lecture OR to a case study discussed during the seminars (i.e., not “both” a theory and a case after deciding on the exercise).

o Provide a brief answer to your connecting question in the last minute of your presentation. An example of a detailed answer key to an illustrative connecting question based on the Week1 article is provided under the Assessment tab here.

o Quality of Connecting Question:

1. Conceptual Depth: The question should invite critical thinking by engaging with core concepts, tensions, or dilemmas in the article and course content.

2. Cross-Week Thinking: Linking the article to earlier or later course content. Students should aim to demonstrate thoughtful cross-week connections and show how the article relates to course content before and/or after the week when the article was assigned.

3. Applicability and Relevance: The question should be clearly tied to course contents in a way that feels purposeful and relevant.

o Quality of Answer:

1. How well the answer connects the article to a relevant seminar exercise.

2. How effectively the answer key links the article to either a seminar case or a theoretical framework from the lecture.

3. “TFAC” structure: Consider the following 4 features for your quick answer. This structure is also encouraged when answering questions on the final exam.

· Theory: Clarify the relevant theory/ frameworks that could be applied to the Facts (below) to resolve the issue and explain how it works.

· Facts: A summary of key facts (contextual evidence, observable elements and/or specific details presented in the seminar exercise, case study, perhaps even in the article) that provide depth and precision for Analysis & Claims (below).

· Analysis & Claims: Interpret the facts through the lens of the selected theory/ frameworks. Present a reasoned argument that explains how the issue unfolds and reveals. Your claims should be logically supported, clearly articulated, showing critical engagement with both the evidence and the theoretical tools.

· Conclusion: what overall conclusion can be drawn.

Section C: Module Learning Outcomes covered in this Assessment

This assessment contributes towards the achievement of the following stated module Learning Outcomes as highlighted below:

· Ability to critically reflect on the appropriate use of concepts and theories

· Concise and precise articulation of ideas, both in-class and in a video-presentation

· Opportunity to reflect on conceptual frameworks and associated practical examples

· Opportunity to practice communication exercises

· Opportunity to identify key features of research articles in top management journals