MGT2303: Cultivating Employee Engagement Assessment

Assessment 2

Task overview

• Course learning outcome assessed
• CLO1 Explain the dynamics of employee engagement and the value it can provide to both employees and the organisation.
• CLO2 Discuss approaches used to cultivate engaged employee.
• CLO3 Use reflective thinking in relation to one’s own engagement experiences to inform responses to future work experiences.

Task Rationale

This assessment provides opportunities that to critically evaluate personal experiences and preferences to clarify fit with potential employers and opportunities. Developing a few guidelines about ‘how to engage me at work’ will help you to assess your potential fit with career and employment opportunities.

Task description

A piece of reflective writing drawn from the content appearing in Topics 2 to 5 that covers reasons for, and approaches to, cultivating EE. This reflection is designed to help you develop a response to the statement: ‘What I need to be engaged at work’.

Task details

Select a personally significant learning highlight from Topic 2: Why EE is important, Topic 3: Organisational and Global Approaches to EE, Topic 4: The Psychological Climate for EE, and Topic 5: Trust and an Integrated Approach to Facilitating EE.

Reflect on how your weekly learning highlight informs your personal beliefs about the conditions that you need to be a fully engaged employee that contributes towards organisational goals.

1. You will end up with 4 x separate reflections (one per Topic), approximately 500 words each. Use headings to label each reflection.

2. Write in the first person. Write in sentences and paragraphs.

3. Use the following DIEP (describe, interpret, evaluate, plan) approach to reflective writing. 

Describe

Begin by describing the aspect of the learning that you found personally interesting from that week’s Topic. Be objective and deliver the facts.

Examples of starting phrases:

Interpret why that learning highlight appealed to you, i.e., How does this learning insight connect with other things you know, learned, believe or experienced before? How did the insight make you feel? Why is this personally relevant to you?

Examples of starting phrases:

• This idea is relevant to me because…

• This reminded me of the idea that…

• I think this information was valuable because

Make a judgement about the impact that learning highlight will have for you. How useful was this insight for you? Why do you think this might be?

Examples of starting phrases

• I think that the implication of this information is …..

• Having realised the importance of ..., I can now understand…

• This experience will change the way I view ...

• Being able to see… in this way is extremely valuable for my EE because…

This final stage of each of these 4 reflections effectively represent your response to the statement: ‘How to engage me at work’. In this section of each reflection, describe how you could apply what you’ve learned in the future? How might the insight relate to your future professional life? Here, you need to comment on how this insight can inform future tactics you could employ (such as thoughts, actions, suggestions for others) to enhance your capacity to be an engaged employee.

Examples of starting phrases

• This insight (idea) is beneficial to me as my future career requires… 

• In order to further develop my sense of engagement …I will…

• It would be helpful for my supervisor to know …

• It would be helpful for my work colleagues to know…

For inspiration, the following questions may assist you to launch into identify a learning highlight from each Topic that is personally relevant to you. These questions are for inspiration only, you are free to identify any insight from each topic that resonates with you:

Topics 2: Why is important

• Are there external factor(s) that capture an aspect of your personal situation and how it influences your sense of EE?

• What positive associations do you have with EE in terms of your job, wellbeing, or its impact on other work-related attitudes?

• At the organisational level, what things can it do that will make you engaged?

Topic 3: Organisational and Global Approaches

• Due to its size and nature are the organisational drivers that you have experienced more aligned to a hard or soft EE philosophy/a disconnected vs connected organisation?
• Have you only ever experienced EE from a transactional (as opposed to a transformational) perspective? Is flexible and/or remote working something that appeals to you?

How does your culture and cultural heritage align with the identified universal EE drivers’ and culturally universal leadership styles conducive to EE? is EE for you affected by the fact that you work in or have a preference to work in – or volunteer to work in - the non-profit sector?

Topic 4: The Psychological Climate for EE

• What psychological conditions are most important to you?

Topic 5: Trust and an Integrated Approach to Facilitating EE

• What key engagement principles do you find most indicative of how you become engaged at work?

• What makes you trust people at work?

Level 1 - AI Assisted Structure Checking

Description: Students may use Artificial intelligence (AI) tools to organise and check the structure and flow of their Assessment Item. This includes grammar checks, coherence, and flow of arguments but excludes using AI to generate new text and/or new content.

Additional Information Required: Indicate the AI tool(s) used for structure checking at the beginning of the Assessment Item and include the prompts you have used. Save copies of your drafts and content before/after AI was used, to produce upon request.

Example of a reasonable prompt for Level 1

• Proofread this article/paragraph/sentence using Australian English for clarity, grammar and punctuation. Do not change anything. Instead, separately list the suggested changes you would make to my draft.
• Example of inappropriate prompts for Level 1:
• Give me a first draft as the start of a personal reflection about the psychological climate for creating employee engagement.
• Here is a draft of my personal reflections about what I need to feel engaged at work, how can I improve my article so that it makes good reference to theory?

Academic Integrity

Students should be familiar with, and abide by, UniSQ’s policy on Academic Integrity and the definition of Academic Misconduct. Penalties apply to students found to have breached these policies and procedures. Please ensure you have completed the mandatory Academic Integrity training and have familiarised yourself with Academic Integrity at UniSQ.

Individual: This assignment must be all your own work. It is acceptable to discuss course content with others to improve your understanding and clarify requirements, but solutions to assignment questions must be done on your own. 

How will I be assessed Marking Rubric provided in the Assessment 

Submission information

• Resources to complete task
• Available in the Assessment Tab: ‘Marking Rubric – Assessment 2 ‘
• Available on the Course Activity page: Study Books for Topics 2 to 5.
• Referencing/ citations
• For this assessment you will use Harvard referencing.
• As part of the word count, you must include intext citations in the body of your work when identifying content from the course, theories or concepts from credible sources, or when providing statistical insights or commentary/opinion from other credible and scholarly literature.

It must be obvious to the reader as to whom each piece of insight it is being attributed to (via in-text citation).

Include a reference list on the final page which is not included in the word count.

This reflective writing assessment requires students to analyse personal insights drawn from Topics 2 to 5 of the course, focusing on the theme of employee engagement (EE). The task aims to help students identify personal conditions and organisational factors that contribute to their engagement at work and articulate strategies for enhancing that engagement in future professional contexts.

Key Learning Outcomes (CLOs):

1. CLO1: Explain the dynamics of employee engagement and the value it provides to both employees and organisations.

2. CLO2: Discuss effective approaches used to cultivate engaged employees.

3. CLO3: Apply reflective thinking to personal experiences of engagement to inform responses to future work situations.

Task Requirements:

• Students must write four separate reflections (approx. 500 words each) — one for each topic:

  • Topic 2: Why Employee Engagement is Important

  • Topic 3: Organisational and Global Approaches to EE

  • Topic 4: The Psychological Climate for EE

  • Topic 5: Trust and Integrated Approaches to EE

• Each reflection must follow the DIEP model (Describe, Interpret, Evaluate, Plan):

  • Describe: Identify and explain a significant insight from the weekly topic.

  • Interpret: Explain why this insight resonated with you personally or professionally.

  • Evaluate: Assess how valuable the insight is and its impact on your understanding.

  • Plan: Outline how the learning will influence your future professional practice.

• The reflections must be written in the first person, demonstrate critical self-awareness, and link theory to personal experience.

• Students must use Harvard referencing to cite relevant theories, course readings, and scholarly research supporting their reflections.

• AI Use: Only permitted for structure checking (grammar and clarity), not for generating content (Level 1 - AI Assisted Structure Checking).

Academic Mentor’s Step-by-Step Guidance and Approach

The academic mentor guided the student through the assessment by breaking the reflective writing process into structured phases, ensuring alignment with course learning outcomes and reflective depth.

Understanding the Purpose and Structure of the Assessment

The mentor began by explaining that this assessment is not a descriptive essay but a personal reflection grounded in theory.
The goal was to encourage students to connect academic concepts with real-world experiences of engagement, enabling them to articulate “What I need to be engaged at work.”

The mentor provided the DIEP framework as the backbone of reflective writing and discussed how each stage contributes to critical thinking and personal learning.

Topic Selection and Reflection Planning

The student, under mentor guidance, selected one key learning highlight from each of Topics 2–5 based on personal relevance and prior experience.

The mentor advised the student to:

• Review lecture notes, study books, and readings.

• Identify insights that evoked strong agreement, surprise, or curiosity.

• Connect theoretical ideas to personal experiences of motivation, leadership, and organisational culture.

Each topic’s reflection was outlined as follows:

Step 3: Structuring Each Reflection

The mentor guided the student to write each reflection using the DIEP structure, ensuring consistency and academic integrity.

1. Describe:

The student described one concept or theory from the weekly topic.
Example: “The idea that employee engagement directly influences productivity and innovation was the most striking insight from Topic 2.”

2. Interpret:

The student explained why this insight was meaningful.
Example: “This concept resonated with me because I have previously worked in a team where lack of recognition led to disengagement.”

3. Evaluate:

The mentor helped the student assess the usefulness of the insight, encouraging them to link theory with experience.
Example: “Understanding the connection between engagement and motivation has helped me realise why employees need regular feedback to sustain commitment.

4. Plan:

The mentor supported the student in forming actionable strategies for future work engagement.
Example: “In my future role, I will prioritise open communication and request feedback regularly to stay engaged and contribute meaningfully.

Step 4: Incorporating Theory and Scholarly Research

To meet academic standards, the mentor guided the student in integrating theoretical models and evidence from credible sources.
Examples included:

• Kahn’s (1990) Psychological Conditions of Engagement

• Maslach & Leiter’s (1997) Burnout and Engagement Theory

• Schaufeli & Bakker’s (2004) Job Demands-Resources (JD-R) Model

The student was instructed to link personal experiences to these theories and reference them correctly using Harvard referencing style.

Step 5: Drafting and Refining Reflections

The mentor emphasised writing in the first person and maintaining a reflective tone, balancing personal experience with academic reasoning.

The student:

• Drafted each reflection individually.

• Ensured each reflection flowed logically from description to plan.

• Used transitions to maintain coherence across reflections.

• Included in-text citations and a final reference list.

After drafting, the mentor assisted the student in using an AI grammar checker (Level 1) for proofreading, ensuring compliance with acceptable AI use guidelines.

Step 6: Achieving the Assessment Outcomes

Through structured mentoring, the student produced a coherent, reflective portfolio that:

• Demonstrated critical understanding of employee engagement.

• Linked personal experiences with professional theory.

• Developed practical strategies for future engagement at work.

• Showed awareness of trust, motivation, and psychological safety as key engagement drivers.

Each reflection provided evidence of the student’s ability to:

1. Analyse organisational behaviour through the lens of EE theories.

2. Reflect on personal values, workplace experiences, and engagement drivers.

3. Formulate actionable insights for professional development.

Get Expert Help with Your Reflective Writing Assessment 

If you’re working on your MGT2303: Cultivating Employee Engagement Assessment 2, you can explore our expertly written sample solution to understand the structure, tone, and approach required for reflective writing using the DIEP model. This sample is designed to serve as a learning reference guiding you on how to connect theory with personal experience and meet academic requirements effectively.

However, please remember that the sample is for reference and study purposes only. Submitting it as your own work may breach your university’s academic integrity policy and result in penalties.

If you need a plagiarism-free, custom-written assignment solution tailored to your personal learning experience and course guidelines, our team of qualified academic mentors and writers can help. Each custom solution is written from scratch, reflecting your course objectives, theoretical models, and reflective insights ensuring originality, coherence, and alignment with marking rubrics.

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Disclaimer: The sample solution available here is provided for reference and educational purposes only. It should not be submitted as your own work. Always maintain academic integrity by using the sample to guide your writing and understanding.

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