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Identify a work-based activity, incident or event which you have experienced or directly observed, and which represents an occasion for significant personal learning. The chosen occasion should relate to: 1. One of the following topics: motivation and

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A: Assessment Details
Module Title Leadership in Action
Component Number 2
Assessment Type, Word Count & Weighting Individual written assignment
3000 words
75% of module grade

 

B: Learning Outcomes
1.    Critically evaluate key processes and practices in the management of others
2.     Examine and critically evaluate the nature of manager and leadership learning, development and organisational learning

 

C: Assessment Task
 
Identify a work-based activity, incident or event which you have experienced or directly observed, and which represents an occasion for significant personal learning.  The chosen occasion should relate to:
 
1.    One of the following topics: motivation and work design; culture; groups; learning; and also
2.    The management of others
 
Task
Write a critically reflective and theoretically informed account of your chosen activity, incident or event, and the personal learning that you gained from it.
 
Design and justify a personal learning plan which will further build on and develop the personal learning you have identified from your chosen learning incident, in relation to your development as a manager and/or leader and the effective management of others.
 
Your personal learning plan should cover a maximum of twelve months and include at least three specific learning activities.  It should include how you will be able to measure the effectiveness of your learning.
 
 

 

D: Specific Criteria/Guidance
 
There is no one correct way to approach this assessment.  However, please take account of the following guidance.
 

  1. Your work will be marked according to the following criteria (please see the marking rubric below for details of what each element covers in relation to the task):

 
·         Knowledge and understanding of chosen topics and relevant management and learning theories (20%)
·         Critical analysis and interpretation of management theory and practice (20%)
·         Critical reflection, personal and professional evaluation and application (60%)
 

  1. A key element of this assessment is to be able to demonstrate reflective learning.

·         This means not simply describing an experience and what you learned but to deeply and critically reflect on the experience.
·         In particular, you should focus on how you gained the learning, or the processes of learning:
o   What happened at the time?  What did you feel?  What did you think?  What assumptions were you making?  What “mental models” were you using?
o   In what ways, and why, did the experience generate learning at the time?
o   In what ways, and why, has further reflection helped you to develop deeper learning from the experience?
o   Did others contribute to your learning – either at the time or afterwards?
o   In what ways has your knowledge of relevant management theories and practices helped you to make sense of your experience, and develop and deepen your learning and personal/professional practice?
·         Do not just focus on how you have learned to improve your management practice, but consider ways in which your understanding of yourself, and the practice of management and being a manager has changed or developed.
 

  1. You should include some discussion and analysis of your preferred style(s) of learning, drawing on relevant theories of learning.

 

  1. It is usually more effective to aim for an in-depth analysis with a narrow focus, rather than trying to cover many different things.

·         You are not expected to provide a comprehensive account of your management career, nor of theories and practices of learning or your chosen topic.
·         You will be given credit for being able to select appropriate and relevant materials and integrate them effectively.
 

  1. When designing a personal learning plan, make sure that you include specific actions you will take, and when, and consider any resources or support you will need – think SMART.

·         It is recommended that you include a summary of your plan in a table form.
·         You should provide a clear and academically informed justification for your choice of learning and development activities including:
o   How you will extend and develop the learning you have identified from your reflective account and analysis
o   Reference to personal learning preferences
o   Consideration of practical resources and constraints
o   How you will define and measure the success of your planned learning
 
Your paper should refer to and be informed by relevant academic theory, models and literature throughout.
 
.
 

 

E: Key Resources
Including (a minimum of 10) recommended texts and peer-reviewed electronic sources which you expect students to use.
 
Please refer to the recommended and further reading on the module pages specifically Assessment 2. These are summarised below:
 
·         CMI –Understanding  Organisational Culture – this is a very short / useful summary
 
·         Probst, G. & Borzillo, S. (2008) Why communities of practice succeed and why they fail, European Management Journal ,26, 335-347
 
·         Garvin, D.A., Edmondson, A.C., and Gino, F.(2008). Is yours a learning organization?, HBR.
 
·         Berson, Y., Nemanich, L.,A., Waldman, D.,A.,Galvin, B., M., and Keller, R.,T. (2006), Leadership and Organisational Learning: a multiple levels perspective,  The Leadership Quarterly, 17, 577-594
 
·         Eraut.M.,& Hirsh, W., (ND), The Significance of Workplace Learning for Individuals, Groups  and Organisations , SKOPE.
 
The following are key texts which will be frequently referenced throughout the module:
 
·         Beard, C., & Wilson, J. P. (2006). Experiential Learning. (2nd ed.). London, UK: Kogan Page.
·         Buchanan, D.A., & Huczynski, A. A. (2010). Organizational Behaviour. (7th ed.). Harlow, UK: FT Prentice Hall.
·         Burnes, R. (2009). Managing Change. (5th ed.). Harlow, UK: FT Prentice Hall.
·         Cameron, S. (2004). The MBA Handbook: Skills for Mastering Management. (5th ed.). Harlow, UK: FT Prentice Hall.
·         Harrison, R. (2005). Learning and Development. (4th ed.). London, UK: CIPD.
·         Gold, J., Thorpe, R., & Mumford, A. (2010). Leadership and Management Development, (5th ed.). London, UK: CIPD.
·         Murdock, A., & Scott, C. (2002). Personal Effectiveness. (3rd ed.). Oxford, UK: Butterworth Heinemann.
·         Pedlar, M., Burgoyne, J., & Boydell, T. (2007). A Manager’s Guide to Self-Development. (5th ed.). Maidenhead, UK: Prentice Hall.
·         Raelin J. A. (2000). Work Based Learning: the New Frontier of Management Development. Reading, MA: Addison-Wesley.
·         Routledge, C., & Carmichael, J. (2007). Personal Development and Management Skills. London, UK: CIPD.
·         Thomson, A. (2001). Changing Patterns of Management Development. Oxford, UK: Blackwell.
·         Watson, G., & Reissner, S. (Eds.). (2010). Developing Skills for Business Leadership. London, UK: CIPD.
·         Weinstein, K. (2005). Action Learning: a Practical Guide. Aldershot, UK: Gower.
·         Whetton, D., & Cameron, K. D. (2007). Developing Management Skills. (7th ed.). London, UK: Pearson Education.
·         Winstanley, D. (2005). Personal Effectiveness. London, UK: CIPD.
 
 

 

F: Submission Guidance
·         You must submit assessments in Microsoft Word format.
·         The file must be no larger than 40MB.
·         Your writing is expected to conform to Standard English in terms of spelling, syntax and grammar.
·         You must include your Assessment Number (J Number) in the header or footer.
·         Include your word count at the end of the assignment or the front cover.
·         Set up your page for A4 paper in portrait style.
·         The font size must be a minimum of point 12 Calibri (or equivalent) for the body of the assessment and footnotes must be 2 points smaller.
·         Line spacing in the body of the assessment must be 1.5 lines.
·         Number the pages consecutively.
·         Students should submit work before 12 noon on the deadline date electronically via Moodle. Please follow the ‘Turnitin submission’ link on the module space and follow the on-screen instructions, paying particular attention to any specific instructions for each assignment.
·         You must submit your work with the following details written on the first page:
–       Title of your work
–       Module title and code
–       Module Leader and Seminar Tutor (if relevant)
–       Number of words
–       Your student assessment number (J Number)
 
Student work that does not have this information on will not be identifiable after marking has taken place and risks being recorded as a non-submission.
 

 

G: Academic Integrity and Penalties
 
It is your responsibility to ensure that you are familiar with all of the information contained in this brief as failure to do this may impact on your achievement.
Please refer to the various Assessment Guidance below for detailed information on:

 

H: Rubrics and Criteria
 
Please see following rubric.
 
 

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 
 		  
Distinction
 90%+
Evidence of…		  
Distinction
80-89%
Evidence of…		  
Distinction     
 70-79%
Evidence of…

Merit                     60-69%

Evidence of…

  
Pass (strong)    
50-59%
Evidence of…		  
Pass (threshold +)    
 40-49%
Evidence of…		  
Fail
30-39%

Evidence of…

  
Fail
20-29%
Evidence of…		  
Fail
0-19%

Evidence of…
Knowledge
& Understanding
Of learning and relevant management  theory and practice
 
20%
 
·   Range of reading beyond core management texts
 
·   Selection of relevant learning and management, theories
 
·   Understanding of relevant learning and management theories		 as 80-89 &
·   A highly original piece of work which generates an original contribution to theory and/or practice
·   Work could hardly be bettered under parallel conditions		 as 70-79 &
·  Innovative coverage, offering sophisticated and original insights;
·  An original synthesis of disparate material.		 as 60-69 &
·  Extensive, well-referenced research both in breadth & depth.
·  Excellent coverage, offering sophisticated or original insights;
·  A synthesis, possibly, of disparate material.		 as 50- 59 &
·     A range in breadth or depth of well-referenced research
·    An awareness of problems and insights much of which is at, or informed by, the forefront of the discipline/practice.		 as 40-49 &
·     A good range of reading, beyond core and basic texts and including reasonably wide reference to current research at the leading edge of the discipline, with sources appropriately acknowledged according to academic conventions of referencing.
·     A systematic understanding of relevant knowledge;
·     Good identification, selection and sound understanding of key issues;
·     Awareness of current problems and/or new insights;
·     Accuracy in detail.		 ·       A range of reading, beyond core and basic texts and including some reference to current research in the discipline, with sources appropriately acknowledged according to academic conventions of referencing.
·       Adequate understanding of relevant knowledge;
·       Identification, selection and moderate understanding of key issues;
·       Some conceptual awareness enabling critical analysis;
·       Response is appropriate to the question and adequately addresses the range of learning outcomes;
·       Accurate knowledge, but may lack sustained depth or detail.		 ·   The range of reading is limited to core and basic texts;
·   Sources not always explicitly or accurately acknowledged
·   Poor coverage of relevant issues with limited understanding;
·   Identification of some underpinning issues.		 ·   The range of reading is minimal and does not extend beyond basic texts
·   There may be reliance on non-academic sources
·   sources not always explicitly or accurately acknowledged
·   Poor coverage of relevant issues with very limited understanding or significant errors
·   Limited identification of underpinning issues
 
 		 ·       Paucity of relevant material in support of response
·       Sources not always explicitly or accurately acknowledged
·       Minimal coverage of relevant issues
·       Significant errors in understanding
·       Minimal identification of underpinning issues
 
Critical Analysis
& Interpretation
 
20%
 
·   Constructing a coherent argument addressing the task, supported by evidence
 
·   Synthesising different theories and arguments
 
·   Critical evaluation of theories in relation to understanding and interpreting management experience and practice
 
 		 as 80-89 &
·   A highly original approach to the task;
·   Original and sustained analysis and evaluation which generates new insights into management experience and practice
·   Work could hardly be bettered under parallel conditions		 as 70-79 &
·  An innovative approach to the task;
·  Highly creative, insightful, and original interpretations;
·  Impressive, sustained level of analysis and evaluation which generates original insights into management experience and practice
 		 as 60-69 &
·  A cogent argument with awareness of limitations
·  .Imaginative, insightful, original or creative interpretations;
·  Impressive, sustained level of analysis and evaluation.		 as 50- 59 &
·     A convincing command of accepted critical positions;
·    Conceptual understanding that enables the student to propose new hypotheses.		 as 40-49 &
·     Ability to devise and sustain a coherent argument supported by evidence.
·     An ability to deal with complex issues both systematically and creatively, and make sound judgements;
·     Consistent analysis and critical evaluation of current research and advanced scholarship in the discipline;
 		 ·       Ability to devise a coherent argument supported by evidence.
·       Some ability to deal with complex issues both systematically and creatively, and to make sound judgements;
·       Whilst the analysis may be inconsistent, there is adequate critical evaluation of current research and advanced scholarship in the discipline;
 		 ·      The ability to construct an argument is limited.
·      A lack of ability to deal with complex issues;
·      Judgements not all well substantiated;
·      Some attempted evaluation of research and scholarship
 		 ·       Very limited evidence of a coherent argument
·       Analysis is very limited, deriving from limited sources and/or too limited to a single perspective; likely to be largely descriptive
·       Argument or position not made clear
 		 ·       Poor or no structure – self-contradiction or confusion.
·       Analysis is very limited, or non-existent; descriptive or merely recounting arguments from poor or  inappropriate sources
·       Argument or position not made clear
 
Critical
Reflection: Personal &/or Professional Application & Evaluation
 
60%
 
·   Effectively apply relevant management theory to personal management practice and understanding
·   Demonstrate critical reflexive insight, self-awareness and self-evaluation
·   Ability to independently learn by identifying appropriate solutions to improve personal practice
·		 as 80-89 &
·   Exemplary level of critical reflexive analysis and evaluation generating new insights for management practice
·   Work could hardly be bettered under parallel conditions		 as 70-79 &
·  A highly sophisticated synthesis of relevant theory and personal practice
·  Imaginative, creative  or innovative insights informing management practice
 		 as 60-69 &
·  A sophisticated integration between relevant theory and personal practice
·  A very sophisticated critical reflexive analysis and evaluation;
·  Original insights informing personal management practice.
·		 as 50- 59 &
·     Sophisticated reflexive analysis and evaluation generates some new insights and self-knowledge
·     Originality in evaluating personal management practice and identifying solutions or ways to improve personal management practice
·    A well designed personal leaning plan with full and convincing justification of chosen learning activities and methods		 as 40-49 &
·   Ability to learn independently through self-reflection and evaluation to advance the student’s knowledge and understanding, new skills and approaches or perspectives for personal management practice
·   An appropriately designed learning plan (SMART) with clear justification of chosen learning activities and methods
·		 ·   Ability to identify and explore connections between theory and personal practice and understanding
·   Ability to independently learn through self-reflection and evaluation to advance the student’s knowledge and understanding, but limited ability to develop new skills and approaches or perspectives for personal management practice
·   An adequately designed learning plan (most SMART features present) with some justification of chosen learning activities and methods
 		 ·      Connections between theory and practice are superficial
·     Some limited self-evaluation but generating minimal implications for developing professional practice		 ·   Very limited connections made between theory and practice
·   Reflexive analysis and evaluation is very limited; typically descriptive
·   No evidence of effective personal learning		 ·       Little or no connections made between theory and personal practice
·       Reflexive analysis and evaluation is not evident
·       No evidence of personal learning

 

The assessment criteria are used to measure student performance: how well you have fulfilled the specific learning outcomes of the module. The same criteria can apply to each level, because the learning outcomes are graduated by level. The learning outcomes at different levels define the complexity of understanding and skills that you must achieve in that module.
 
 
The criteria offer descriptions of standards of achievement relating to four types of learning outcome, and four separate charts of these appear below:
·         Knowledge and understanding
·         Cognitive skills
·         Practical or professional skills
·         Communication skills.
There are various descriptors under these headings, describing different aspects of understanding or skill. Assessors use the ones that apply to the particular outcomes you should demonstrate: if the learning outcomes of your module do not require (for example) practical skills, then those criteria do not apply.
 
Because not all of the criteria will apply to each module, different departments and faculties in the University may customise these criteria to describe how they apply to your particular area of study or to a particular type of assessment. They may also customise them to show how they interpret and apply them at different levels (4–6). In these cases, they will publish the criteria for you to see. These discipline-specific, task-specific and level-specific criteria will always conform to the institutional criteria set out here: they will specify, not contradict them.		 The University classifies Honours Degrees and awards Foundation Degrees (FD) with Distinction and Merit. A brief summary of the broad characteristics of each class is given here, but you should consult the full grids below to fill out the detail and full range of descriptors. Classifications are made at the point of award, using a formula set out in the Principles and Regulations. Further details and examples may be found on the Registry Services Portal pages.
 

Honours Degrees 1st 2.1 2.2 3rd Fail
Foundation Degrees Distinction Merit Pass Pass Fail
 
Knowledge and
under-standing		 Excellent command of highly relevant, extensively-researched material;
very sound understanding of complexities.		 Clear, sound understanding of subject matter;
breadth and depth of material, accurate and relevant.		 Basic knowledge sound but may be patchy;
reasonable range of source material.		 Limited consistency of depth and accuracy of detail; background material relevant but over-reliant on few sources.
 		 Content may be thin or irrelevant; scant evidence of background investigation.
 
Cognitive skills		 Convincing ability to synthesise a range of views or information and integrate references
sophisticated perception,
critical insight & interpretation;
logical, cogent development of argument.		 Ability to synthesise a range of views or information and incorporate references;
perceptive, thoughtful interpretation; well-reasoned discussion; coherent argument.		 Evidence of drawing information together; ideas tend to be stated rather than developed;
attempt made to argue logically with supporting evidence, although some claims may be unsubstantiated.		 Limited perspective or consideration of alternative views
largely descriptive;
some ability to construct an argument but may lack clarity or conviction, with unsupported assertion.		 Superficial use of information; explanations may be muddled at times;
poorly structured, little logic;
may have unsubstantiated conclusions based on generalisation.
 
Practical or professional skills		 Expert demonstration, and accomplished and innovative application of specialist skills;
very high level of professional competence.		 Good performance; capable and confident application of specialist skills; substantial level of professional competence. Mostly competent and informed application of specialist skills; sound level of professional competence. Sufficient evidence of developing specialist skills; satisfactory level of professional competence. Little evidence of skill development or application; questionable level of professional competence.
 
Communic-ation skills		 Very clear, fluent, sophisticated and confident expression; highly effective vocabulary and style; near perfect spelling, punctuation and syntax. Clear, fluent, confident expression; appropriate vocabulary and style; high standard of accuracy in spelling, punctuation and syntax. Clearly written, coherent expression;
reasonable range of vocabulary and adequate style; overall competence in spelling, punctuation and syntax.		 Expression, vocabulary and style reasonably clear but lack sophistication; inaccuracies in spelling, syntax and punctuation do not usually interfere with meaning. Expression of ideas insufficient to convey clear meaning; inaccurate or unprofessional terminology; many errors in spelling, punctuation and syntax.
 

 
 
 
 

 
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