21212: ace the presentation, not just read the notes
Your complete guide to University of Technology Sydney's people and organisations unit. See where the marks are, work real practice questions, and study with an AI tutor that knows 21212.
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Sharpen your argument
For Assessment 1, two students defend the same motion ('Organisations should mandate a full return to the office'). The brief says a strong argument balances Aristotle's Rhetorical Triangle. Speaker A says: 'Trust me, offices are just better, anyone who disagrees clearly has not run a real team, and remote workers are basically slacking off.' Speaker B says: 'As someone who managed a hybrid team for three years (credibility), I know how isolating remote work felt for new starters (emotion). UTS Week 6 cites collaboration and faster onboarding as structural benefits of co-location, and the GALLUP 2025 data shows engagement gaps for fully remote juniors (evidence).' Which speaker's argument is stronger, and why?
Recall the framework taught for the debate: Aristotle's Rhetorical Triangle has three appeals, ethos (credibility of the speaker), pathos (emotional connection with the audience), and logos (logic and evidence). A strong argument integrates all three.
Map Speaker A: confidence is not ethos (no relevant credibility is offered), the appeal is an ad hominem attack ('anyone who disagrees has not run a real team') rather than fair pathos, and 'basically slacking off' is an unsupported assertion, not logos.
Eliminate the distractors: A relies on bluster and attack, not the triangle; C is wrong because pathos alone is unbalanced and the unit explicitly teaches balancing all three; D is wrong because the debate is marked on argument quality and use of the framework, not on which side is 'objectively right'.
Therefore Speaker B is stronger: option B correctly identifies that a balanced ethos-pathos-logos argument, without attacking the opponent, is what the assessment rewards.
The weaker choice: Equating a 'strong debater' with the loudest, most aggressive speaker. Forceful delivery and putting down the other side is not ethos and not pathos; it is an ad hominem fallacy. The Rhetorical Triangle rewards credibility, a fair emotional connection, and evidence working together. watch this!
One presentation decides 40% of your grade. All three items (video, transcript, slides) must be uploaded or marks are likely deducted. This whole page is built around that.
Overview
What 21212 is, and where it sits
21212 People and Organisations (P&O) is a 6-credit-point first-year core unit in the UTS Business School, taught out of the Management Department. It explores the relationship between people and the processes that drive organisational success: the origins of the management profession, the role managers and leaders play, and the structures, functions and control systems that successful organisations use in competitive environments. Alongside the theory you build practical skills, working in teams, communicating and persuading, navigating the political and ethical dimensions of organisational life, and thinking critically about what actually sustains organisational performance.
The unit is delivered through pre-recorded lectures plus a compulsory weekly tutorial, and it is unusual in two ways that shape how you study. First, there is no final exam: your marks come from a live in-class debate, structured peer feedback, an individual video presentation, and participation, so the work is continuous and performance-based rather than crammed into one paper. Second, tutorial attendance is a hard hurdle, you must attend at least 80% of tutorials, and missing more than three without approval can fail you, so the unit punishes disengagement more than it punishes a single bad mark.
The conceptual spine runs across the four classic management functions, planning, organising, leading and controlling, framed by the evolution of management theory (classical, behavioural and modern) and finished with innovation and change, HRM, and leadership. The hardest part is not difficulty of content but the subjective, self-driven nature of the assessment: you are judged on how well you argue a position out loud (using Aristotle's Rhetorical Triangle of ethos, pathos and logos), how usefully you give feedback to peers, and how clearly you apply named frameworks in a recorded presentation. Keeping up weekly and turning theory into a persuasive, well-evidenced argument is what separates the grades.
Difficulty & time commitment
Is 21212 hard, and how much time does it take?
21212 is manageable if you keep a weekly rhythm and treat the back half as the main event. Across student reviews the pattern is consistent: it starts gently and steepens, and the heaviest assessment is the part that separates grades.
A read across student reviews and course feedback. See what students say ↓
The difficulty curve and the assessment weighting point the same way: the back half is harder and worth more. Front-loading effort there is the highest-return decision in the unit.
Is this unit for you
Who tends to do well, and who tends to struggle
You will likely do well if
- You show up and engage every week. The unit is built around compulsory tutorials and a hard 80% attendance hurdle, so reliable attendance is half the battle.
- You are comfortable speaking and arguing out loud. Assessment 1 is a live debate and Assessment 3 is a recorded presentation, so you are rewarded for clear, persuasive spoken communication.
- You can apply a framework, not just an opinion. Naming and using the Rhetorical Triangle, the management functions and leadership models is what lifts a debate or video from average to strong.
- You can give and take constructive feedback. Assessment 2 is a real mark for the quality of the feedback you give peers, and the unit emphasises feedback as a core skill.
You may struggle if
- You skip tutorials or fall behind on lectures. With no exam to rescue you, disengagement directly threatens both your participation mark and the 80% attendance hurdle.
- You freeze up presenting or debating live. Two of the three big tasks are spoken (a live debate and a recorded video), so avoiding speaking is hard here.
- You expect to cram. The marks are spread across the whole term in debate prep, feedback and a video you must build over weeks, so there is no single night to cram.
- You rely on aggression or vibes instead of evidence. The debate explicitly rewards balanced ethos, pathos and logos, so unsupported assertions and attacking opponents lose marks.
- Build your debate as a balanced Rhetorical Triangle: establish real credibility (ethos), make a fair and relevant emotional appeal (pathos), and back every claim with named evidence (logos), and never attack the person.
- Make your video presentation framework-led: pick a leadership model (for example the Blake Mouton Grid) and apply it concretely to a scenario, then double-check you have uploaded the video, transcript and slides.
- Give peers genuinely useful, specific feedback (what worked, what to change, and why), because Assessment 2 marks the quality of your feedback, and practising it sharpens your own arguments.
- Draw on the wider readings (Cappelli HBR, the GALLUP workplace report, authentic and contemporary leadership) to add depth and citations the markers reward.
Syllabus
The 11 topics, week by week
The exam-weight marker on each topic shows where the marks concentrate. The amber topics carry the highest exam weight.
W1 · Introduction to the course and the role of managers
Week 1 lecture (1A Introduction, 1B The role of Managers, 1C Assignment overview)What People and Organisations is about and how to be successful in it; the role managers and leaders play in organisational success; an overview of the assessment tasks (debate, feedback and the video presentation).
W2 · Communication and teamwork
Week 2 lecture (2A Communication, 2B Teamwork) + debate and feedback overviewCommunicating effectively in organisations; an overview of the debating process and methods of giving feedback (the foundation for Assessments 1 and 2); the role teams play and strategies for high team performance. Textbook Chapters 15 and 16.
W3 · Evolution of management theory
Week 3 lecture (Classical, Behavioural, Modern) + Cappelli (2020) HBRThree lenses on management: classical management theories, behavioural management theories, and modern management thinking, plus current debates in management theory. Textbook Chapter 2 plus the GALLUP State of the Global Workplace report.
W4 · Planning and decision making
Week 4 lecture (Decision making and Planning; Contemporary challenges; Planning and MBO) + textbook Chapters 5 and 6How managers use information to solve problems and make decisions; the link between decision making and planning; models of planning including Management by Objectives (MBO); contemporary challenges in planning and decision making.
W5 · Debate preparation and the Rhetorical Triangle
Useful resources for Debating; debate and feedback preparation in tutorialsConsolidation week applying Aristotle's Rhetorical Triangle (ethos, pathos, logos) to build persuasive arguments for the in-class debate (Assessment 1) and to structure useful peer feedback (Assessment 2).
W6 · Organisational design and structure
Week 6 lecture (Org structures overview; Formal structures; Return to Office)Why organisations are structured the way they are: an overview of organisational structures, formal structures, and contemporary issues such as the return-to-office debate.
W7 · Innovation and change management
Week 7 lecture (Intro to Innovation; Change process; Change Strategies)Introduction to innovation; the change process; and strategies for managing organisational change.
W8 · Human Resource Management (HRM)
Week 8 lecture (Intro to HRM; HRM and The Law; HRM and Contingency Work) + Assignment 3 overviewIntroduction to the HRM function; HRM and the law; and HRM and contingency (non-standard) work. Includes the Assignment 3 overview and tips for the video presentation.
W9 · Controlling
Week 9 lecture (Introduction to Controlling; Systems of Control; Contemporary Challenges)Why managers use control processes; popular systems of control and how to evaluate them; contemporary challenges in control and the HRM function. Textbook Chapter 11.
W10 · Leading
Week 10 lecture (Intro to Leadership; Leadership styles; Contemporary leadership) + Blake Mouton GridFoundations of effective leadership; leadership models including the Blake Mouton Managerial Grid (concern for people versus concern for production); contemporary leadership and authentic leadership. Essential for the video presentation. Textbook Chapter 12.
W11 · Motivation, and debate and feedback wrap-up
Week 11 material (motivation) + Tutorial Week 11 (Debate and Feedback, leadership theory effectiveness)The role of motivation in organisations; final delivery of the Debate and Feedback assessments; and discussion on the effectiveness of leadership theories. Week 11 material also supports the Assignment 3 submission.
How it's assessed
Assessment structure
| Component | Weight | Format & timing |
|---|---|---|
| Assessment 1: In-class Debate | 30% | Live in-class debate. You argue a management position using Aristotle's Rhetorical Triangle (ethos, pathos, logos) and persuasive argument making. Prepared and rehearsed across the term in tutorials, with debates running through the back half of semester. Across the semester in tutorials (preparation from Weeks 2 to 5; debates run through Weeks 9 to 11). Tutorial attendance is compulsory; this is a live, in-tutorial task. |
| Assessment 2: Giving Feedback | 20% | Structured peer feedback on classmates' debates and contributions. You apply the feedback methods introduced in Week 2 to give constructive, evidence-based feedback to others. Across the semester in tutorials, alongside the debate task. Delivered in your allocated tutorial; depends on attendance. |
| Assessment 3: Individual Video Presentation | 40% | Individual recorded video presentation submitted via Embed Kaltura Media in Canvas. You must upload three items: the video, a transcript, and the slide pack. Applies management and leadership frameworks (for example leadership models) to a scenario. Missing any of the three components risks mark deductions. Towards the end of semester (material supporting it released around Weeks 8 to 11). All three items (video, transcript, slides) must be uploaded or marks are likely deducted. |
| Participation and Engagement | 10% | Ongoing tutorial engagement: preparation, discussion, and contribution across the weekly compulsory tutorials. Across the whole semester. Separate from marks: you must attend at least 80% of tutorials to pass the subject, and missing more than three without coordinator approval may fail you. |
- There is no final exam. A pass requires a weighted average of at least 50% AND attendance at a minimum of 80% of scheduled tutorials; missing more than three tutorials without subject-coordinator approval may result in failing the subject. The exact internal weights are confirmed on the Canvas Assignments page each session.
- No final exam. Assessment is 100% continuous: a live debate, structured peer feedback, an individual video presentation (video + transcript + slides), and participation.
- Calculator policy: No exam and no calculator dependency. Assessment is qualitative (debate, feedback and a video presentation), so there is no formula sheet or calculator policy.
This is a coursework unit. Coursework carries 100% of the grade and the assessment 3: individual video presentation is the single heaviest piece at 40%, so steady work across the semester decides your result more than any one sitting. All three items (video, transcript, slides) must be uploaded or marks are likely deducted.
Final exam timing: There is no final exam in this unit. Assessment is 100% continuous (debate, feedback, video presentation and participation), so no examination period date applies. Confirm the assessment due dates against the Canvas Assignments page and your official timetable.. Confirm the exact date and venue on the official exam timetable.
How to actually pass it
A weekly rhythm, two checklists, and the traps to avoid
The unit rewards consistency over cramming, and practice over re-reading. Here is the loop that works, then what to have nailed before each exam.
The weekly loop
Before the mid-semester checklist
- Stay above the 80% tutorial-attendance line from Week 1; do not bank on catching up, because more than three unapproved absences can fail you.
- Watch every pre-recorded lecture and keep notes you can reuse in your debate and presentation.
- Lock in your debate position early and structure it around ethos, pathos and logos using the debating resources provided.
- Practise giving constructive peer feedback in tutorials, since Assessment 2 is a real mark, not just classroom chat.
- Start the Week 8 Assignment 3 overview and tips early so the video does not become a last-week scramble.
Before the final heaviest topics
- Build the video presentation around named frameworks (for example a leadership model such as the Blake Mouton Grid) applied to a clear scenario, not just opinion.
- Record and upload the video, transcript and slide pack with time to spare, since large video files take longer to upload and missing any item costs marks.
- Rehearse your debate so the argument is balanced (credibility, fair emotional appeal, and evidence) and does not collapse into attacking the other side.
- Use the leadership and motivation material (Weeks 10 and 11) to strengthen the analysis in your presentation.
- Check the Canvas Assignments page for the exact submission instructions, criteria and weights before each task.
The mistakes that cost marks
Treating tutorials as optional. Attendance is a hard hurdle. You must attend at least 80% of tutorials to pass, and more than three unapproved absences can fail you regardless of your assessment marks. Sign in every week.
Confusing a loud debater with a strong one. The debate is graded on Aristotle's Rhetorical Triangle, ethos, pathos and logos working together. Aggression and dismissing the other side is an ad hominem fallacy, not persuasion.
Submitting only the video. Assessment 3 requires three uploads: the video, the transcript, and the slide pack. If you forget the transcript or slides you are likely to have marks deducted, even if the video is good.
Leaving the video to the last day. Video files take much longer to upload than a document, and processing can lag. Record and upload early so a slow upload does not push you past the deadline.
Naming no frameworks. Strong presentations and debates apply the unit's named models (management functions, the Rhetorical Triangle, leadership models like Blake Mouton). Pure opinion without a framework rarely scores well.
Teaching team
Who teaches 21212
The bios below are factual. The star ratings are not ours: they are impressions from students who have taken the unit, so you can hear from people who sat in the lectures.
Troy Sarina
A senior lecturer in the UTS Management department whose research and teaching areas include Human Resource Management, Employment Relations, Negotiation Theory and Labour Law, with prior HR roles at organisations including Qantas and Country Road.
Teaching team as listed in the unit materials reviewed. AskSia does not rate lecturers; star ratings are submitted by students who have taken 21212.
What students say
What students actually say about 21212
Recurring themes from student reviews, paraphrased in our own words.
- Framed as an applied, skills-first management unit (debating, feedback and presenting) rather than a memorise-and-exam subject.
- Students consolidate lecture and textbook content into their own notes to reuse across the debate and video tasks.
- Demand to turn the management-theory weeks (functions, structures, leadership models) into clear, framework-led arguments for the debate and presentation.
- Interest in worked examples of how to balance ethos, pathos and logos when building a persuasive case.
Recurring student opinions, paraphrased and aggregated, not official course information.
Set texts
The prescribed reading
The syllabus references map straight onto these.
Exploring Management, 1st Asia-Pacific Edition
Schermerhorn, J. R., Bachrach, D. G., Woods, P., Junaid, F., McKeown, T. and Jessalyn Co, M. (2022). Wiley. Publisher page
Where it fits
Prerequisites, related units & why it matters
21212 is a first-year core unit in the UTS Business School, taken early in the Bachelor of Business and related degrees. Check MyTimetable and the official UTS Handbook entry for the exact prerequisite, prohibition and program rules for your course.
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FAQ
Frequently asked questions
Is there a final exam in 21212?
No. There is no final exam. Your mark comes entirely from continuous assessment: a live in-class debate, structured peer feedback, an individual video presentation, and participation. Everything is performance- and skill-based rather than a single written paper.
What is the biggest assessment?
The individual video presentation (Assessment 3). You submit it through Embed Kaltura Media in Canvas, and you must upload three separate items: your video, your transcript, and your slide pack. If you do not upload all three, you are likely to lose marks, so build in plenty of time to record and upload.
Do I really have to attend tutorials?
Yes, and it is a hard hurdle. You must attend at least 80% of scheduled tutorials to pass, attendance is taken every class, and it is your responsibility to sign in. Missing more than three tutorials without the subject coordinator's approval may fail you, even if your assessment marks are fine.
What is the debate (Assessment 1) actually testing?
Your ability to make a persuasive argument using Aristotle's Rhetorical Triangle, ethos (your credibility), pathos (connecting with the audience) and logos (logic and evidence). You prepare for it across the term in tutorials, and the unit provides debating examples and resources to study how strong arguments are built.
Is there much maths in this unit?
Essentially none. People and Organisations is a qualitative management unit built on theory, communication and applied case work. The quantitative side of the business core is handled by the companion unit 26134 Responsible Evidence-Based Decisions, not here.
Can I use AI tools like ChatGPT or Grammarly?
Within limits. Grammar, style and spell-checking software such as Grammarly is allowed to improve your writing. Generative AI may be used to explore the assumptions behind questions (the unit points to a Qreframer prompt), but it must not do the thinking or argument for you, and you must follow UTS academic integrity rules. If unsure whether a tool is allowed, ask your subject coordinator.
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