QUESTION
mm254 assignment
Henley Business School
Undergraduate Assessment Brief
Module code and title |
MM254: Organisational Behaviour |
Module convenor |
Dr Yemisi Bolade-Ogunfodun |
Type of assessment |
☒ Essay ☐ In-class test ☐ Report ☐ Group report ☐ Project ☐ Group presentation ☐ Practical skills exercise ☐ Group portfolio ☐ Other: Click or tap here to enter text. |
Weighting of assessment |
70% of module mark |
Submission deadline |
2pm, Monday 19th April 2021 |
Submission point (Blackboard/Turnitin/Other) |
Turnitin |
Items to be submitted |
One essay |
Individual or group assessment |
☒ Individual ☐ Group |
Module convenor office hours/opportunities for advice and feedback |
Appointments are available by email with the module convenor |
1. What is the Purpose of this Assessment? |
The following table shows which of the module learning outcomes are being assessed in this assignment. Use this table to help you see the connection between this assessment and your learning on the module.
Module Learning Outcomes Being Assessed
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1. Acquire concepts and frameworks that are used to analyse organisations. |
2. Understand and solve some of the problems/crises that tend to arise in organisational contexts. |
3. Develop independent research and writing skills associated with producing longer assessed essays. |
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2. What is the Task for this Assessment? |
Task (attach a separate briefing document if required) |
In this assessment you must write an individual essay in response to one of the questions posted on Blackboard.
The questions will be made available in the second half of the module. There will be a choice of questions.
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3. What is Required of Me in this Assessment? |
Guidelines/Details of how to prepare your submission |
The essay requires you to form a response to the specific question that is asked. Try to avoid simply describing the theory in the area. Instead, use the theory and examples to clearly answer the question.
You are encouraged to use examples to back up your answers. These could be related to organisations that you have researched. You may also draw on your own experience of organisations in your answers.
You should use a bare minimum of 6 academic references in your essay.
Ensure that you identify all relevant aspects of the question and refer to each of these in your answer.
To achieve a top mark, you will need to undertake some detailed reading in addition to exhibiting intellectual flair.
Answers that go beyond the lecture slides and textbook will be rewarded.
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The assessment criteria to be used for marking this piece of work |
Refer to the marking criteria rubric at the end of this document. |
Self-regulation: make sure that you… |
Plan your answer to the question that is asked |
Three key pieces of advice based on the Feedback given to the previous cohort that completed this assignment |
1. Make sure that you answer the question that is asked in its entirety, rather than just writing what you know about the topic. 2. Include a clear introduction to the question, including your answer to it, and a clear conclusion that summarizes your argument. 3. Include a range of theory and examples from the academic literature |
For group work only: |
Elements of Group Working:
☐ Classroom briefing by Module Convenor ☐ Regular meetings of all team members ☐ Record and keep evidence of meetings (agenda/minutes) ☐ Record attendance and member contributions ☐ Team reflection document ☐ Submit Peer Assessment required |
Formatting guidelines |
Essays must be typed (Times New Roman, 12 point font) and double spaced.
There is no need to add your name or student number to submissions |
Word limit/Guidance and penalty applied |
The word limit is 3,000 words. |
Referencing style |
Harvard referencing style should be used. |
Guidance on academic misconduct (including using Turnitin practice area) |
The work you produce must be your own or that of members of your group if it is a group assessment.
You should ensure that the work you produce adheres to the University’s statement on academic integrity and to the regulations regarding academic misconduct (such as plagiarism and cheating). You can find information about this at: http://www.reading.ac.uk/internal/exams/Policies/exa-misconduct.aspx
You are encouraged to put a draft of your work through the Turnitin practice area to satisfy yourself that the work is your own original work. You can find this in your module area on Blackboard. You can seek advice from the Module Convenor or your Programme Administrator. |
4. What Resources Might I Use to Prepare My Work? |
The lecture slides from the relevant theoretical lectures, as well as the textbook, should help you to get started.
Information will be given in a lecture towards the end of the module to help improve your essay writing skills. The slides from this lecture will be posted on Blackboard.
You may find other useful references by searching relevant databases and search tools e.g. Business Source Complete, Goodle scholar
There is a list of potentially useful references available via the online reading list on Blackboard. Most of these should be available at the University Library or electronically. There is also a book about essay writing skills on the reading list that you may find useful.
You can also find past essays from HBS (with grade categories) on Blackboard.
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5. Late Submission Arrangements |
Point of submission: Turnitin Late submission penalty: ☒ The University standard penalties apply ☐ Other: Click or tap here to enter text. |
Plagiarism: ☒ The University’s standard policy on Academic Misconduct applies ☐ Other: Click or tap here to enter text. |
6. Feedback Arrangements |
Timing of feedback: ☒ Within 15 days of submission deadline
☐ When examinations marks are released
☐ Other Click or tap here to enter text. |
Type of feedback:
☒ Mark ☐ Generic feedback ☒ Individual feedback ☒ Comments written on the assessment ☐ Audio feedback ☐ Video feedback ☒ Breakdown of mark ☐ Other: Click or tap here to enter text. |
Location of feedback:
☒ Blackboard ☒ Turnitin ☐ RISIS ☐ Other: Click or tap here to enter text.
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GRADE BANDS |
FIRST CLASS |
2:1 |
2:2 |
3rd (THRESHOLD) |
FAIL |
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ASSESSMENT CRITERIA |
80%+ OUTSTANDING |
70% – 79% EXCELLENT |
60% – 69% VERY GOOD |
50% – 59% GOOD |
40% – 49% SATISFACTORY |
39% and below |
Detail and depth of subject knowledge |
Outstanding knowledge and Understanding evident. Clear evidence of a wide range of relevant reading beyond the standard textbook, lecture material and reading list. |
Excellent knowledge and understanding evident. Clear evidence of a wide range of relevant reading beyond the standard textbook and lecture material. |
Clear knowledge and understanding evident. Clear grasp of the standard academic literature covered in lectures and the the textbook and some evidence of relevant reading beyond this. |
Reasonable knowledge and Understanding. Familiarity with the standard academic material from lectures and the textbook. Not all the material has been considered. |
Some knowledge and Understanding. Some familiarity with the standard academic material from lectures and the textbook. Limited range of material considered. |
Very limited knowledge and understanding. Evidence of study is limited. Very limited use of set reading. Gaps and errors in knowledge of the relevant literature incorrect referencing. |
Relevance of the knowledge to the topic |
A wide range of sources, theories and techniques used are relevant to both the question and the context within the answer. Outstanding insight evident. |
Sources, theories and techniques used are relevant to both the question and the context within the answer, and are brought to bear with insight. |
Sources, theories and techniques used are all relevant to the topic. |
Standard sources, theories and techniques applied. |
Some sources, theories and techniques used but lacking in relevance. |
Irrelevant or inappropriate use of sources, theories and techniques. |
Level of understanding of the knowledge |
Ideas are expressed with outstanding clarity and originality appropriate to the topic. |
Ideas are extremely clearly expressed, showing originality appropriate to the topic. |
Ideas are mainly clearly expressed in the writer’s own words. |
Ideas are not always clearly expressed. Ideas are mainly drawn from the standard literature. |
Many ideas are not clearly expressed. Ideas are limited and drawn from the standard literature. |
Most ideas are not clearly expressed, some are incorrect. Incorrect use of material. |
Critical scrutiny of the evidence/literature |
A very wide range of relevant issues identified and are addressed through outstanding analytical discussion. |
A wide range of relevant issues identified and are extremely well discussed in an analytical manner. |
A good range of relevant issues identified and largely discussed in an analytical manner. |
Some relevant issues identified but some less relevant information may be given too much prominence. |
A small number of relevant issues identified and less relevant issues given too much prominence. |
Limited or no reading demonstrated. Few relevant issues identified. |
Ability to integrate theory, practice and examples within logical arguments |
Evidence from a wide range of authors integrated into the essay with outstanding clarity. Very well balanced and reasoned arguments constructed. Examples are original, relevant and illustrate the point being made. |
Evidence from a wide range of authors has been well integrated into the essay. Well balanced and reasoned arguments constructed. Examples are original, relevant and illustrate the point being made. |
A very good attempt has been made to integrate evidence from a range of authors. Reasonably well balanced and reasoned arguments have been constructed. Examples are relevant and in general illustrate the point. |
There is some integration from a range of authors. There is some balance and reason in the arguments presented. Examples mainly illustrate the point but are only used in contexts drawn from the textbook or lectures. |
Limited integration of authors. Limited balance and reason in arguments presented. Examples not always clearly explained. |
Little or no integration of authors, or integration is unclear. There is limited or no balance / reason in the arguments. Examples are absent or do not illustrate the points being made. |
Reasoning and balance in reaching judgement |
Outstanding balance focussing on two sides of the argument. Arguments backed up with clear reference to a wide range of relevant literature. Arguments contrasted in a highly logical way. The essay very clearly addresses the title as set. |
Balanced, two-sided consideration of the question or topic, based on academic literature. Able to contrast different Arguments. The essay clearly addresses the title as set. |
Two-sided arguments made with some references to academic literature. The essay very largely addresses the title as set. |
Some good efforts to consider two sides of the argument or contrasting approaches, although too dependent on one approach or point of view. The essay may be more descriptive than analytical in places, and the relevance to the essay title is not always clear. |
Limited effort to consider contrasting approaches or points of view. Little analysis and only addresses the title in a limited way. |
A one-sided essay setting out only one point of view or approach to the topic and failing to consider alternative perspectives. Largely opinionated with no real analysis present. Little relevance to the essay title. |
Evidence of original, creative approach and independence |
Evidence outstanding critical judgement, independent thinking and originality in the use of concepts and comparison of ideas. |
Clear evidence of strong critical judgement, independent thinking and originality in the use of concepts and comparison of ideas |
Evidence of evaluation and critical thought in discussion of concepts and ideas |
Synthesis and evaluation is present but somewhat limited by inadequate reading. |
A limited amount of critical judgement and evaluation of evidence. |
Descriptive regurgitation of facts. No originality or engagement with the concepts or ideas. Assertion or prescription used. |
Clarity of Organisation & Structure |
Outstanding structure. Arguments flow logically and are very easy to follow. Introduction and conclusion provide a clear argument. |
Extremely well structured with arguments and paragraphs flowing logically. Helpful introduction which sets out the basis of the essay and a well justified conclusion. |
Mainly well-structured with most arguments and paragraphs flowing logically from one to the next. Very good try at both introduction and conclusion. |
Reasonably well structured – some points not organised logically. Introduction evident but may not clearly set out essay structure. Conclusion evident but may not clearly set out essay arguments and final evaluation. |
Some evidence of structure, but confused in places. introduction and conclusion present but do not synthesise ideas clearly enough. |
My be some structure evident in places but often the link between arguments is not clear and the flow is difficult to follow. Introduction and conclusion unclear or missing |
Fluency, Grammar and spelling |
Outstanding fluency and presentation. Points made are very easy to follow and presented in a highly logical way. |
Very well written. The essay flows well, the points are made in a logical and easy to read way Excellently presented. |
Well written. The answer generally flows well with few disjointed transitions. Well presented. |
Reasonably well written with good spelling and grammar. Limited flow. Individual paragraphs are linked, but overall the essay is disjointed. Largely presented appropriately. |
Satisfactory writing style but contains errors and may be hard to follow in places. |
Significant grammatical errors resulting often in a lack of clarity. Very disjointed flow. Individual paragraphs and sentences do not link. Not appropriately presented. |
References |
Outstanding use of referencing and bibliography in correct format with no errors. |
Full Harvard references and accurate bibliography. |
Referencing is correct. |
References largely correct and presented appropriately. |
Referencing contains significant errors. |
References are not Identified correctly in the text or are absent.
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Note: Student coursework must adhere to the University of Reading policy on Academic Misconduct.
Further information is available at: https://www.reading.ac.uk/exa-misconduct.aspx
Essay plan template
The following five headings may help you to structure your essay. Your plan may use bullet points and should include appropriate references.
- Problem statement
This would be the first part of your introduction if you were to write out a full essay. You should aim to write about 100 words here. Try to respond to the following questions:
- What are the key terms / concepts in the question? How would you define or understand them?
- What is interesting about this question? Why does it matter? How does it relate to the theoretical literature and your experience and / or knowledge of organisations?
- Argument outline
This would be the second part of your introduction in a full essay. It should explain how you plan to answer the question and what your argument is. You should aim to write about 200 words. Try to respond to the following questions:
- What is your response to the question or statement in the essay title?
- If it’s a statement, do you think it’s true or false? Why?
- If it’s a question, what is your answer? Why?
- What sort of theoretical and evidential support will you use to make your argument?
- How will your answer be structured?
- Theory and evidence
This would make up the main body of a full essay. You will need to describe what you have read and relate it to your argument, which was presented in the previous section. You should aim to write about 600 words using bullet points or continuous prose. Try to do the following:
- Break this section down into smaller sections, each covering one main point. Give each section a descriptive subheading. These would make up sections or paragraphs in your final essay.
- Within each section, outline and critically evaluate the theories, empirical evidence and examples that you will use to support your argument.
- Explain how each of these supports your answer.
- Conclusion
This should be your answer to the question or your reaction to the statement based on your argument as outlined in section 2. You should aim to write about 100 words. Try to respond to the following questions:
- What is your answer to the question?
- How does the question engage with the theory?
- How does it relate to the evidence or examples?
- What limitations can you see in the literature or in your answer?
- Reference list
Please list all your sources here, including websites, newspapers and magazines. Use the Harvard citation style. You must have a minimum of 5 academic references (journal articles or books).
MM254 Organizational Behaviour: Individual Essay
Please answer only one of the following questions:
- Can workers in the gig economy still be highly motivated? Explain your answer based on critical analysis and application of relevant theory, evidence, and examples.
- ‘The use of organisational politics is key to a successful career’ Do you agree with this statement? Critically evaluate this statement using theory, evidence, and examples.
- ‘Increasing automation in the workplace will benefit everyone in society.’ Do you agree with this statement? Critically evaluate the statement and explain your answer using theory, evidence, and examples.
- Is authority more effective than power in contemporary organisations? Explain your answer based on critical analysis and application of relevant theory, evidence, and examples.
Notes:
In this assessment, you must write an individual essay in response to one of the questions above. Please note the following guidelines.
- Deadline for submissions: 2pm on Monday 19 April 2021
- Word count: 3,000 words (you may exceed this by 10%)
- Please look at the individual essay assessment brief on Blackboard for more information and tips.
Subject | Essay Writing | Pages | 8 | Style | APA |
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Answer
ORGANIZATIONAL BEHAVIOR: MM 254 ASSIGNMENT
INCREASING AUTOMATION IN THE WORKPLACE WILL BENEFIT EVERYONE IN SOCIETY
From the invention of fire by early man to humankind settling in communities, there have been advancements in technology and machinery used by each individual. Each of these inventions has assisted in better living standards amongst people. As settlements increased, people also sought ways to make agriculture more effective. Therefore, inventors became creative in their inventions, bringing about the Industrial Age. The Industrial Revolution came with equipment that brought rise to factories and machinery that brought about efficiency in work productivity (McKinsey Global Institute, 2018). People advanced in their inventions through the Industrial Age, which came with opposition from people who opposed automation and technological advancements (Vasilescu and Filzmoser, 2020). Therefore, as the world moved through the phases of the Industrial Age, namely, mechanization, automation, digitalization, and the present age of robotics, some people have to date found the encroachment of technology as a menace threatens their livelihoods. Therefore, the opposition has increased, leading to innovations focusing on how everyone will benefit from them. Ultimately, as the Industrial Age transforms workplaces and living amongst people in society through innovations providing benefits to society, others oppose it. Therefore, the question at the back of the mind is whether the advancement of technology and innovation through automation benefits everyone in society?
The advancement in technology and innovation has seen a rise in automation in the workplace. Over the last twenty years, automation has steadily increased in the workplace compared to the last century. However, most employees have embraced automation, while others have leaned towards automation being a menace in society. According to a 2018 research by the McKinsey Global Institute, the increase in automation in the workplace goes beyond the office and has benefited society. There have been attempts over history and presently to oppose automation, but these oppositions are yet to be significant, with automation spreading through the workplace and benefiting everyone in society.
Automation is the key concept in this essay, with evidence supporting its benefits in society over its opposition. According to the McKinsey Global Institute (2018), automation incorporates various technological advancements that foster an easy working relationship amongst employees to achieve the organization’s overall success by reducing employee arbitration to the work process.
Understanding automation presents an interesting point in learning the history of the phases of the Industrial Age into mechanization, automation, digitalization, and robotics and their impact in revolutionizing the workforce while benefiting society. The transformation of the Industrial age presents theories where a section of people opposed advancements in technology and their reasons for it (Harris, 2020). However, understanding the impact of automation and its benefits to society shows the need to embrace automation as the world transitions into the age of automation and artificial intelligence.
In light of the statement, “Increasing automation in the workplace will benefit everyone in society,” I agree that the rise of automation through advancements in innovation and technology has resulted in increased automation in the workplace. This increased automation across organizations globally has seen an increase in output across manufacturing, processing, and service industries that have benefited society. The incorporation of technology through automation has been possible by introducing robotics and systems that are automated (McKinsey Global Institute, 2018). While technological advancements tend to increase automation and artificial intelligence, automation has not crept in silently to disrupt jobs and put people in organizations out of work; rather, automation has been incorporated in business enterprises to reduce specific job functions that the human workforce in organizations may be ineffective to and by doing so mitigate risks involved.
Historically, advancements in technology through the introduction of machinery as far back as the industrial revolution saw an upset in the economies of scale. Workers who were used to farming saw this as a ploy to put them out of work and sought to decentralize the industrial revolution, but that did not stop factories from being set up (Kravchenko and Kyzymenko, 2019). Rather, through the years, people around the world embraced industrialization, and now, in the modern age, a new wave of innovation is creeping into the workplace, a wave of automation. This essay stands out in addressing how historical evidence will set a precedent towards people embracing automation and technological advancements towards the benefits of automation in society while also dispelling the theory that automation is a menace to society.
The essay will provide a brief historical background into the coming of age of technology through the industrial revolution into new-age technology. Following this, there will be a theoretical understanding of the Luddite movement, their influence on embracing change in the industrial age, and how that has affected people’s mindset with the encroachment of technology. Afterward, the paper will seek to provide evidence in the form of examples that show how automation has benefited society. Lastly, the paper will discuss the limitations of automation in society while offering recommendations that will foster technological advancements and change people’s mindset to accept and incorporate automation and artificial intelligence.
As far back as the early man with the invention of fire, humankind has been fascinated with advancements in innovations to better their lives. As fire guaranteed survival, cooked food, and a source of light, human beings have become more innovative over time. With human kind’s societal settlement came agriculture, which sought even more advancement in the rise of the industrial age, where digitalization can be traced back to the Industrial Age.
By far, the industrial age might be the biggest contributor to new age technological advancements through four phases of the industrial revolution. Through the first wave of the industrial revolution, people moved from manual labor and entered factory production. This period contributed to the development of mechanical engineering in the 18th Century, known as the age of mechanization (Kravchenko and Kyzymenko, 2019). The second phase of the Industrial revolution saw a rise in inventions during the 19th Century, known as the age of automation. These inventions saw the first type of “automation” in the advancement of society to have better living standards (Kravchenko and Kyzymenko, 2019). Such inventions included inventions in transportation, textile, electricity, and communication.
Mcfadden (2020) reiterates that inventions in the mid-19th Century and the first half of the 20th Century would spark benefits in society that would provide solutions to sectors that helped advance living standards and a rise in urbanization. Inventions like the Watt’s steam engine in 1775 were the first of their kind that revolutionized evolutions in locomotives, the textile industry, and shipbuilding, where steam was first used to propel ships and later turned to turbines. The telegraph saw a major development in how people communicated. Through the telegraph, more inventions that boosted communication rose from this single invention to incorporate telephone booths, landline phones in offices, mobile phones, smartphones, switchboards, and conference phone calls that have since been developed in the modern-day.
John McAdam’s contribution to transportation through the development of roads has since then advanced in how people travel by road, with an array of road networks from streets, lanes, highways, and expressways being developed (Mcfadden, 2020). Other inventions that sparked innovation and creation in modern age technology include the first electromagnet that saw the rise in electromagnets incorporated in electrical devices, Christopher Sholes’ invention of the typewriter in 1867 that led to the rise of typing technology like computers and tablets, and a move from pen and paper as a way of record keeping. Also, the invention of internal combustion engines provided the incentive for the creation of the diesel engine that revolutionized the locomotive industry, and the invention of the light bulb that revolutionized lighting from kerosene and gas lamps that would explode to more sustainable electrical light bulbs used even today (Mcfadden, 2020). Each of these inventions gave rise to the third phase of the Industrial Age.
Kravchenko and Kyzymenko (2019) explain that the third phase of the Industrial age occurred between the 20th Century’s end and the start of the 21st Century, known as the age of digitalization. Less than seven decades ago, this short period saw advancements in already developed inventions to suit better working environments such as manufacturing companies and business organizations. These expansions came in furtherance in information technologies. Industries such as production saw technologies developed with the introduction of first-generation computers that saw manufacturing, production, and processing companies spark the age of automation (Sima et al., 2020). The first types of robots were developed during this period, where people worked for hand in hand with the robots to help in tasks that people could not do manually. These tasks included the lifting of heavy raw products or increased volume production in processed foods. Through this, jobs were not abolished; rather, advancements in technology boosted work productivity and reduced risks (Tobenkin, 2019). With the introduction of machinery advancements, risks such as accidents at work were reduced, and workflow increased. Besides manufacturing technological advancements, the third phase saw advancement in the type of energy used. Energy sources, especially in factories and industries, moved from traditional coal and fossil fuels to new renewable energy sources. These included biomass, solar, wind, tidal, geothermal, hydro energies, and hybrid engines (Kravchenko and Kyzymenko, 2019). Lastly, the third phase of the Industrial revolution came with progress in smart grid technology. Such smart grid technology developments include electricity regulation where homes and factories had electricity flow without any blackouts.
Kravchenko and Kyzymenko (2019) explain that the last phase of the Industrial Revolution is the age of robotics. The age of robotics has been existent since 2016. In less than a decade, the age of robotics has incorporated new age trends in robotics, automation, and artificial intelligence. Robotics in this present age of automation in the industrial revolution has progressed from heavy, bulky machinery used in manufacturing, production, and processing industries to lighter, more technologically advanced robots working on computerized software with inputted data on how the factory department they are placed in will work towards effective productivity (Sima et al., 2020). Trends in automation have led to an increased in the use of computers in conveying operations in routine activities as well as machinery processes; for example, regulation of oven, refrigerator, and boiler temperatures in factories operating telephone service provider switchboards, navigation, and steering of ships and aircraft, and smart home technology. The age of robotics has seen a rise in artificial intelligence in applications such as Google, Google Assistant, and Siri, monitoring social media activity, and mapping diseases. All these phases of the Industrial revolution have not been possible without resistance, with the most memorable being the Luddite movement that has sparked debate on social change and acceptance of technology change.
Between 1811 and 1817 saw a movement around England by a group of people labeled as the Luddites. The Luddites consisted of cotton weavers from Lancashire, framework knitters from Yorkshire, and croppers based in Midlands took to arms and attacked mills in these areas in England that had been invented as laborsaving machinery. They accused that their hardships as laborers were coming into view because the inventions took income out of their mouths. Their retaliation to the inventions that cost less labor force made the government implement machine smashing into an offense punishable by death. Though this law was enacted, the riots and upspring spread through Yorkshire and Lancashire. Some of the most famous mills that were attacked and labor mills destroyed include William Cartwright’s Rufus mill. The attack on the mills by the Luddites constituted ransacking of property and merchandise on the mills, damaging and smashing of mill windows, and machinery destroyed (Ewert, 2019). The riots ended in 1813 with the hanging of 17 Luddites, but the Luddite name lived on through protests.
The Luddite movement was very much rampant during the Industrial revolution era where people opposed the introduction of the industrial age. As the riots and uprising ended in 1813, people who opposed industrialization took up the movement and moved through their reluctance to embrace industrialization, especially automation (Frey and Rahbari, 2019). However, it can be argued that Luddism was more than just an economic protest.
The Industrial revolution (1850-1950) saw the rise in automation and industrial machinery. This would see opposition from people who had fundamentally earned and honed their craft as farmers during the Agrarian revolution that proceeded this era. Therefore, it was bound that movements such as Luddism were imminent. The Luddites, as much as they protested against the inventions stating that many people were being put out of jobs, did deny that the age of automation was here at that moment, rather argued and protested that industrialization through automation and laborsaving machinery would be used to benefit everyone in society (Ewert, 2019). At the Luddite movement, most occupations were in the labor force, either working in farms or mills and production factories that processed goods directly from agriculture. As an economic protest, the people who gathered as the Luddites saw that most affluent people in society had invested in automation technology that threatened the livelihood of many (Frey and Rahbari, 2019). By their actions of breaking machinery, they were protesting that technology and innovations would benefit one part of the population and all, as society would reap the benefits.
Therefore, looking into the Luddite movement regarding modern age automation and artificial intelligence, there is still rebellion from people in employment. Employees, especially factory workers and other occupations such as bank tellers, have been deemed redundant from automation. Resultantly, automation has affected economies around the world (McKinsey Global Institute, 2018). For example, loggers used to tree felling in forests have been rendered redundant by introducing tractors that scale cliffs and cut down trees. Although this might be true, the resultant fact is that automation has increased the efficiency in industries leading to societal benefits in different industries and job markets that have embraced automation.
Evidence of Benefits of Automation in Society
Uzialko (2019) affirms that through the technological advancements that have brought about automation and artificial intelligence, there has been a registered increase in efficiency. Employees who work in organizations that embrace automation have seen the effectiveness of incorporating technological advancements in the workplace. The increased efficiency brought about increased productivity that has assured people in society cab access goods and services provided by these organizations faster than decades ago. An example of this is the progress in news and content creation through the development of social media monitoring (Vasilescu and Filzmoser, 2020). People in the community can access news feed and alerts at the comfort of their smartphones, computers, and tablets as soon as the news happens, compared to a few decades ago when news would be read in newspapers by people who had access to televisions and radios.
Automation has further benefited society through the reduction of workplace-related injuries. According to a 2016 Australian report by AlphaBeta, there was a registered 11% reduction of workplace-related injuries because of automation in the manufacturing industry. This statistic globally has risen since many manufacturing companies have opted to implement automation services in their companies. Companies like tree logging companies can now access tree felling without the risk of injuries inflicted while workers fall trees (AlphaBeta, 2016). With a reduction in injuries, communities have been safer with a reduced mortality rate because of reduced work-related injuries.
Reduced work-related injuries have increased saving amongst employees. Employees in manufacturing, processing, or production industries can get back home safely without the risk of insurance coverage failing to pay for their medical expenses because of work-related injuries (AlphaBeta, 2016). Therefore, when people are safer, savings increase, leading up to investment in society that encourages more automation. Employees who have seen the benefit of increased savings through automation in workplaces will seek to develop skills and invest in areas where automation has been encouraged; therefore, the societal infrastructure will increase exponentially.
Through automation, health standards are increased in society. The main goal of automation is to increase productivity while reducing human interventions. Some industries deal with hazardous materials and chemical compounds that may be fatal or cause corrosion through diseases such as cancer and skin acid corrosiveness. The innovations in automation have helped reduce that risk in the workplace where machinery, for example, in laboratories incorporating robotics to mix dangerous and legal chemicals hazardous to employees (Harris, 2020). Ultimately, safety is guaranteed, and health standards for the society are raised, as the employees will not expose other members of the community to inhaled or cancerous components.
Lastly, automation has resulted in improved living standards, job creation, and economic growth. Through automation, job creation has been encouraged through the employment of IT-savvy employees. Such positions that may have increased jobs include data analysts’ consultants, artificial intelligence professionals, business development specialists, professionals in digital marketing strategies, and experts in software engineering and information security (Fitzpayne et al., 2019). According to a 2018 report by the McKinsey Global Institute, these new jobs are estimated to be around 97 million new jobs by 2025. Consequently, with new jobs created comes economic growth and improved living standards in society (McKinsey Global Institute, 2018). Ultimately, the incorporation of automation in society guarantees that everyone in society will benefit.
Limitations to Automation in the Workplace
One of the most recognizable negative effects of automation in workplaces is that there will be an increased reduction in jobs for people. According to a 2018 report by the McKinsey Global Institute, the report estimated that by 2025, the number of people globally to be put out of work because of workplace automation incorporation would be at 85 million. As much as the report suggests, an estimated 12 million increase in jobs also because of automation by 2025, those left without jobs and a source of livelihood will suffer trying to fit back into society (McKinsey Global Institute, 2018). Therefore, while other societies thrive, some people in society will suffer.
Secondly, increased automation in the workplace will lead to local economies disrupted and a rise in inequality. An increase in job displacement because of automation has resulted in some local economies benefiting others (Fitzpayne et al., 2019). Those who are left behind in the digitalization era have seen inequality gaps amongst people in society who have embraced (Vasilescu and Filzmoser, 2020). With the goal of overall societal growth, automation will widen the gap between social classes and increase the decline in local economies left behind as technological innovations are adopted.
As history accounts through the Industrial revolution, the digitalization era is here, and it is here to stay. Only by people in society embracing automation and artificial intelligence will they benefit from the larger society (Hauser, 2019). Manyika and Sneader (2018) explain that embracing automation will guarantee economic growth through job creation and increased societal prosperity. Therefore, those who oppose automation and technological advancements will suffer from their reluctance while society moves forward to continue into the digital era embracing and paving the way to more advancement in the future.
Although there are people in society, who fight against automation and its silent encroachment into workplaces; automation, and artificial intelligence has led to important benefits. Looking back to the start of the Industrial revolution, the Luddite movement fought for equality that; for as much as machines were involved in the revolutionizing of industries, the machines should have benefitted the entire society. Modern-day Luddism has led to innovations in technology, resulting in digitalization. Automation has led to the fast-paced growth in society through job creation, improved living standards, increased economic growth, reduced workplace injuries, and better employee savings. Therefore, only by embracing automation and artificial intelligence will the entire global society thrive and succeed collectively through the digital era that has brought with it automation.
REFERENCES
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Ewert, W. (2019). Remember the Luddites! [online] Mind Matters. Available at: https://mindmatters.ai/2019/01/remember-the-luddites/ [Accessed 15 Mar. 2021].
Fitzpayne, A., Mckay, C. and Pollack, E. (2019). Automation and a Changing Economy: The Case for Action. [online] The Aspen Institute. Available at: https://www.aspeninstitute.org/publications/automation-and-a-changing-economy-the-case-for-action/#:~:text=While%20automation%20boosts%20economic%20growth [Accessed 17 Mar. 2021].
Frey, C.B. and Rahbari, E. (2019). Automation and its enemies. [online] VoxEU.org. Available at: https://voxeu.org/article/automation-and-its-enemies [Accessed 15 Mar. 2021].
Harris, S. (2020). Council Post: The Benefits Of Automation In Today’s Workforce. [online] Forbes. Available at: https://www.forbes.com/sites/forbestechcouncil/2020/05/01/the-benefits-of-automation-in-todays-workforce/?sh=4cb545fe1cc8 [Accessed 15 Mar. 2021].
Hauser, L. (2019). Empowering teams for automation. [online] www.adaptavist.com. Available at: https://www.adaptavist.com/blog/empowering-teams-to-embrace-automation [Accessed 17 Mar. 2021].
Kravchenko, A. and Kyzymenko, I. (2019). The Forth Industrial Revolution: New Paradigm of Society Development or Posthumanist Manifesto. Philosophy and Cosmology, [online] 22, pp.120–128. Available at: https://www.researchgate.net/publication/330548626_The_Forth_Industrial_Revolution_New_Paradigm_of_Society_Development_or_Posthumanist_Manifesto [Accessed 15 Mar. 2021].
Manyika, J. and Sneader, K. (2018). AI, automation, and the future of work: Ten things to solve for. [online] McKinsey & Company. Available at: https://www.mckinsey.com/featured-insights/future-of-work/ai-automation-and-the-future-of-work-ten-things-to-solve-for [Accessed 17 Mar. 2021].
Mcfadden, C. (2020). 27+ Industrial Revolution Inventions that Changed the World. [online] interestingengineering.com. Available at: https://interestingengineering.com/27-industrial-revolution-inventions-that-changed-the-world [Accessed 15 Mar. 2021].
McKinsey Global Institute (2018). How will automation affect economies around the world? [online] McKinsey & Company. Available at: https://www.mckinsey.com/featured-insights/future-of-work/how-will-automation-affect-economies-around-the-world [Accessed 16 Mar. 2021].
Sima, V., Gheorghe, I.G., Subić, J. and Nancu, D. (2020). Influences of the Industry 4.0 Revolution on the Human Capital Development and Consumer Behavior: A Systematic Review. Sustainability, [online] 12(10), p.4035. Available at: https://www.mdpi.com/2071-1050/12/10/4035/pdf [Accessed 15 Mar. 2021].
Tobenkin, D. (2019). The Automation Revolution. [online] SHRM. Available at: https://www.shrm.org/hr-today/news/all-things-work/pages/the-automation-revolution.aspx [Accessed 15 Mar. 2021].
Uzialko, A. (2019). Workplace Automation is Everywhere, and It’s Not Just About Robots – businessnewsdaily.com. [online] Business News Daily. Available at: https://www.businessnewsdaily.com/9835-automation-tech-workforce.html#:~:text=Automating%20processes%20saves%20time%20and [Accessed 15 Mar. 2021].
Vasilescu, D.-C. and Filzmoser, M. (2020). Machine invention systems: an (r)evolution of the invention process? AI & SOCIETY, [online] pp.1–9. Available at: https://link.springer.com/article/10.1007/s00146-020-01080-1 [Accessed 15 Mar. 2021].
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