A: Assessment Details

Module Title Leadership in Action

Component Number 2
Individual written assignment
Assessment Type, Word Count & Weighting 3000 words
75% of module grade
Submission Instructions Online submission using Turn It In

Feedback Return Date 4 weeks after submission

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

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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%)

2. 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.

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

4. 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.

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 5. 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.

EXTENSIONS : – If you need to apply for an EXTENSION to the deadline for submission of this
work, please complete the EXTENSION REQUEST FORM (EX1) here:
https://portal.chester.ac.uk/registryservices/Pages/forms.aspx and submit to the School Office
([email protected])

This will be reviewed by the Head of the Department. Individual module tutors do not decide or
allocate extension deadlines. You will be informed of the outcome of that decision by email from
the School Office.

E: Key Resources
Including (a minimum of 10) recommended texts and peer-reviewed electronic sources which you expect students
to use.

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 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.

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F: Submission Guidance

 You must submit assessments in Microsoft Word, Microsoft PowerPoint or PDF 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:

 Academic Integrity
 APA Reference Guide
 Excess Word Count Penalties
 University Generic Marking Criteria
 Late Work Penalties

H: Rubrics and Criteria

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Please see following rubric.

Distinction Distinction Distinction Merit Pass (strong) Pass (threshold +)

90%+ 80-89% 70-79% 60-69% 50-59% 40-49%
Evidence of… Evidence of… Evidence of… Evidence of… Evidence of… Evidence of… Ev
KNOWLEDGE as 80-89 & as 70-79 & as 60-69 & as 50- 59 & as 40-49 &  A range of  T
& UNDERSTANDING  A highly  Innovative  Extensive, well-  A range in  A good range of reading, beyond re
original piece coverage, referenced breadth or reading, beyond core and basic li
Of learning and
of work which offering research both in depth of well- core and basic texts texts and a
relevant
generates an sophisticated breadth & referenced and including including some  S
management
original and original depth. research reasonably wide reference to a
theory and
contribution to insights;  Excellent  An awareness reference to current research o
practice
theory and/or  An original coverage, of problems current research at in the discipline, a
practice synthesis of offering and insights the leading edge of with sources  P
20%
 Work could disparate sophisticated or much of which the discipline, with appropriately o
hardly be material. original insights; is at, or sources acknowledged is
 Range of
reading beyond bettered under  A synthesis, informed by, appropriately according to li
core parallel possibly, of the forefront of acknowledged academic u
management conditions disparate the according to conventions of  Id
texts material. discipline/practi academic referencing. so
ce. conventions of  Adequate u
 Selection of referencing. understanding of is
relevant  A systematic relevant
learning and understanding of knowledge;
management, relevant  Identification,
theories knowledge; selection and
 Good identification, moderate
 Understanding selection and sound understanding of
of relevant understanding of key issues;
learning and key issues;  Some conceptual
management  Awareness of awareness
theories current problems enabling critical
and/or new analysis;
insights;  Response is
 Accuracy in detail. appropriate to
the question and
adequately
addresses the
range of learning
outcomes;
 Accurate
knowledge, but
may lack
sustained depth
or detail.
as 80-89 & as 70-79 & as 60-69 & as 50- 59 & as 40-49 &  Ability to devise a  T
CRITICAL ANALYSIS  A highly  An innovative  A cogent  A convincing  Ability to devise coherent c
& INTERPRETATION original approach to the argument with command of and sustain a argument a
approach to task; awareness of accepted coherent argument supported by li
20% the task;  Highly creative, limitations critical supported by evidence.  A
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 Distinction Distinction Distinction Merit Pass (strong) Pass (threshold +)
90%+ 80-89% 70-79% 60-69% 50-59% 40-49%
Evidence of… Evidence of… Evidence of… Evidence of… Evidence of… Evidence of… Ev
 Original and insightful, and  .Imaginative, positions; evidence.  Some ability to to
 Constructing a sustained original insightful,  Conceptual  An ability to deal deal with c
coherent analysis and interpretations; original or understanding with complex issues complex issues  Ju
argument evaluation  Impressive, creative that enables both systematically both a
addressing the which sustained level interpretations; the student to and creatively, and systematically s
task, supported generates new of analysis and  Impressive, propose new make sound and creatively,  S
by evidence insights into evaluation which sustained level hypotheses. judgements; and to make a
management generates of analysis and  Consistent analysis sound e
 Synthesising experience and original insights evaluation. and critical judgements; re
different practice into evaluation of  Whilst the s
theories and
 Work could management current research analysis may be
arguments
hardly be experience and and advanced inconsistent,
bettered under practice scholarship in the there is adequate
 Critical
evaluation of parallel discipline; critical evaluation
theories in conditions of current
relation to research and
understanding advanced
and scholarship in the
interpreting discipline;
management
experience and
practice

CRITICAL as 80-89 & as 70-79 & as 60-69 & as 50- 59 & as 40-49 &  Ability to identify  C
REFLECTION:  Exemplary level  A highly  A sophisticated  Sophisticated  Ability to learn and explore b
PERSONAL &/OR of critical sophisticated integration reflexive independently connections a
PROFESSIONAL reflexive synthesis of between analysis and through self- between theory s
APPLICATION & analysis and relevant theory relevant theory evaluation reflection and and personal  S
EVALUATION evaluation and personal and personal generates some evaluation to practice and s
generating new practice practice new insights advance the understanding b
60% insights for  Imaginative,  A very and self- student’s  Ability to m
management creative or sophisticated knowledge knowledge and independently im
 Effectively practice innovative critical reflexive  Originality in understanding, new learn through self- d
apply relevant  Work could insights analysis and evaluating skills and reflection and p
management hardly be informing evaluation; personal approaches or evaluation to p
theory to bettered under management  Original insights management perspectives for advance the
personal parallel practice informing practice and personal student’s
management management
conditions personal identifying knowledge and
practice and
management solutions or practice understanding, but
understanding
practice. ways to  An appropriately limited ability to
 Demonstrate
improve designed learning develop new skills
critical
reflexive personal plan (SMART) with and approaches or
insight, self- management clear justification of perspectives for
awareness and practice chosen learning personal
self-evaluation  A well designed activities and management
 Ability to personal methods practice
independently leaning plan  An adequately
learn by with full and designed learning
identifying convincing plan (most SMART
appropriate justification of features present)
solutions to chosen learning with some
improve activities and justification of
personal methods chosen learning
practice activities and
methods

The assessment criteria are used to measure student The University classifies Honours Degrees and awards Foundation
performance: how well you have fulfilled the specific learning summary of the broad characteristics of each class is given here, but
outcomes of the module. The same criteria can apply to each the detail and full range of descriptors. Classifications are made at t
level, because the learning outcomes are graduated by level. Principles and Regulations. Further details and examples may be foun
The learning outcomes at different levels define the complexity
of understanding and skills that you must achieve in that Honours 1st 2.1 2.2
module. Degrees

Foundation Distinction Merit Pass

Degrees
The criteria offer descriptions of standards of achievement Excellent command of Clear, sound Basic knowledg
Knowledge highly relevant, understanding of sound but may
relating to four types of learning outcome, and four separate
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 Distinction Distinction Distinction Merit Pass (strong) Pass (threshold +)
90%+ 80-89% 70-79% 60-69% 50-59% 40-49%
Evidence of… Evidence of… Evidence of… Evidence of… Evidence of… Evidence of… Ev
charts of these appear below: and extensively- subject matter; patchy;
 Knowledge and understanding under- researched material; breadth and depth of reasonable ran
standing very sound material, accurate and source materia
 Cognitive skills understanding of relevant.
 Practical or professional skills complexities.
 Communication skills. Convincing ability to Ability to synthesise a Evidence of dr
There are various descriptors under these headings, describing Cognitive synthesise a range of range of views or information to
skills views or information information and ideas tend to b
different aspects of understanding or skill. Assessors use the and integrate incorporate stated rather t
ones that apply to the particular outcomes you should references references; developed;
demonstrate: if the learning outcomes of your module do not sophisticated perceptive, thoughtful attempt made
require (for example) practical skills, then those criteria do not perception, interpretation; well- argue logically
critical insight & reasoned discussion; supporting evi
apply. interpretation; coherent argument. although some
logical, cogent may be
Because not all of the criteria will apply to each module, development of unsubstantiate
argument.
different departments and faculties in the University may
Expert demonstration, Good performance; Mostly compe
customise these criteria to describe how they apply to your Practical or and accomplished and capable and confident informed appli
particular area of study or to a particular type of assessment. professional innovative application application of of specialist sk
They may also customise them to show how they interpret and skills of specialist skills; specialist skills; sound level of
apply them at different levels (4–6). In these cases, they will very high level of substantial level of professional
professional professional competence.
publish the criteria for you to see. These discipline-specific, competence. competence.
task-specific and level-specific criteria will always conform to Very clear, fluent, Clear, fluent, Clearly written
the institutional criteria set out here: they will specify, not Communic- sophisticated and confident expression; coherent expre
contradict them. ation skills confident expression; appropriate reasonable ran
highly effective vocabulary and style; vocabulary and
vocabulary and style; high standard of adequate style
near perfect spelling, accuracy in spelling, competence in
punctuation and punctuation and spelling, punct
syntax. syntax. and syntax.

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