Assessment Brief Level Six Undergraduate CED

Module Code: HRO383

Module Title: Contemporary Management Practice

Distributed on: Hand in Date:

Further information about general assessment criteria, ARNA regulations, referencing and plagiarism
can be found on the modules site on the e-Learning Portal. Students are advised to read and follow
this information.

Instructions on Assessment:

You are required to write a 3000 word (+ 10%) report which critically reviews contemporary
management practice related to a case organisationThe analysis will require you to identify and
analyse a management practice issue linked to one of the topics or themes covered in the HR0383
syllabus. From this you will be expected to make robust recommendations to improve management
practice. You should ensure that you:

1. Identify an issue or area of study in the case organisation that can be explored and analysed
in more depth by drawing on a topic or theme covered in the HR0383 syllabus
2. Carry out a literature review relating to the topic and associate issue as appropriate
3. Critically analyse the organisations current practice in relation to the models and frameworks
you have discussed in the literature review, as well as the topic you have chosen.
4. Based on your analysis, identify the strengths and weaknesses within the organization related
to its contemporary management practice.
5. Make recommendations, identifying what the organisation needs to do to maintain/enhance
and/or improve its practice, this should be supported by an action plan, to be in the
appendices, which clearly articulates the short, medium and long term actions linked to the
recommendations

NB. All of the above elements,with the exception of the action plan,must appear in the main
body of the report. The action plan should appear as an appendix.

You must use a professional report structure

Title page with your name, student number, programme of study, module title, module code and
module tutor name and word count
A contents page with appropriate page numbers
An introduction
The main body of the report separated by sub-headings
Conclusion
Recommendations (can be combined with conclusions)
A comprehensive list of references, which demonstrates your research (these should be in-line
with APA referencing guidelines)
Appendices (including action plan)

Word limits and penalties for assignments

If the assignment is within +10% of the stated word limit no penalty will apply.The word count is to be
declared on the front page of your assignment and the assignment cover sheet. The word count does
not include:

Title & contents page Quotes from interviews/focus groups Reference list
Glossary Appropriate figures & tables Appendices

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Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. dib-dab
nonsense analysis (Smith, 2011 p.123)] are INCLUDED in the word count.

If this word count is falsified, students are reminded that under ARNA page 30 Section 3.4 this will be
regarded as academic misconduct.

If the word limit of the full assignment exceeds the +10% limit, 10% of the mark provisionally awarded
to the assignment will be deducted. For example: if the assignment is worth 70 marks but is above the
word limit by more than 10%, a penalty of 7 marks will be imposed, giving a final mark of 63.

Students are advised that they may be asked to submit an electronic version of their assignment.

Time limits and penalties for presentations

Please see the link below regarding the Policy on late submission of work (and extension requests):

https://www.northumbria.ac.uk/sd/central/ar/qualitysupport/asspolicies/studentguidance

Submission of Assessment:

Electronic Management of Assessment (EMA): Please note if your assignment is submitted

electronically it will be submitted online via Turnitin by the given deadline. You will find a Turnitin link on
the modules eLP site.

You must also keep a copy of your assignment for your own records in case a second copy is
required. The assignment submitted will not be returned to you, so again keep a copy for your own
use.

It is your responsibility as the student to ensure that you are submitting your final and
complete assignment to be marked.

Mapping to Programme Goals and Objectives:

This assessment will contribute directly to the following Undergraduate programme goals and
objectives.

1. Developed and applied knowledge about internationally relevant theory and practice of
business, management and/or leadership

Objectives:

Students will be able to:

x 1. Acquire knowledge of business, management and/or leadership.

2. Apply their knowledge to business and management contexts.

x
3. Conduct contemporary research into business, management and/or leadership issues.

2. Enhanced skills and competencies to enable personal, managerial and/or leadership practice

Objectives:
Students will be able to:

1. Provide evidence of self-reflection and personal development planning.

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2. Demonstrate effective interpersonal communication.

3. Demonstrate the ability to work in a team.

4. Demonstrate critical thinking skills.

3. Demonstrated awareness of ethical issues impacted on leaders and/or managers and

professional practice

Objectives:
Students will be able to:

1. Demonstrate an understanding of the implications of ethical issues for individuals and

organisations.

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Assessment Criteria (NBS)

General Assessment Criteria

Trait 0 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 100
Knowledge and Poor grasp of topic Minimal Knowledge is Sound Knowledge Knowledge and Exceptional
Understanding concepts or of awareness of adequate but comprehension of base is up-to- understanding is scholarship for
awareness of what subject area. limited and/or topic/theme. date and comprehensive subject.
concepts are/were superficial. relevant, but both as to
covered in module. also may be breadth and
broad or deep. depth.
Structure and Failure to apply Communication In the most part, Reasoning and Higher order A mature ability Outstanding
Alignment relevant skills. of knowledge description/ argument are critical to critically ability to apply,
Work is inarticulate frequently assertion rather generally relevant appreciation appreciate in the right
and/or inarticulate than argument but not necessarily skills are concepts and measure, the
incomprehensible. and/or or logical extensive. displayed. A their inter- skills necessary
irrelevant. reasoning is Awareness of significant relationship is to achieve
used. concepts and ability to apply demonstrated. highly
Insufficient critical appreciation theory, Clear evidence sophisticated
focus is evident are apparent, but concepts, ideas of independent and fluent
in work the ability to and their inter- thought. challenges to
presented. conceptualize, relationship is Presentation of received
and/or to apply illustrated. work is fluent, wisdom.
theory is slightly focused and
limited. accurate.

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Module Specific Assessment Criteria

MODULE HR0383 Contemporary Organisational Analysis

Assessment Criteria

Needs improvement to meet Meets Standards Exceeds Standards

standards
0 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 100

Trait Weight Mark

0-2 3 4 5 6 7 8-10
Lack of logical
Structure is Satisfactory Clear and Clear, logical Well defined Logical, structure
1) coherent basic and structure in coherent structure in line structure, with fully in line with
Structuring 10% structure. lacks line with structure with the rational, assignment criteria.
and clarity of Discussion is coherence at assignment which provides assignment consistent and Sound, rational and
expression unfocussed andtimes. requirements. a foundation requirements. coherent articulate argument
difficult to follow.
Limited and Some limited for a logical Sound, logical and argument. wholly aligned to
superficial sensible and argument. consistent Fully aligned preceding points.
discussion logical The debate is argument and to preceding
which lacks argument and focused and debate with points.
cohesion debate with logical, with reasoned points
with some links to clear links to clearly aligned to
preceding preceding preceding preceding points.
points. points. points.
Programme Goal 1 Objective 1 - Aquire knowledge of business, management and/or leadership
0-5 6-7 8-9 10 - 11 12 - 13 14 - 15 16 - 20
2) Identifies The There is The theory The theory The theory drawn The theory The theory drawn
appropriate contemporary some drawn upon drawn upon upon within the drawn upon upon within the
business, 20% nature and evidence that within the within the study is fully within the study is clearly
management relevance of the the sources study is study is fully grounded within the study is clearly grounded within the
and/or issue referenced grounded grounded business, grounded business,
leadership researched is are based within the within the management within the management and
threories, not discussed upon business, business, and/or leadership business, leadership
models and is not fully business, management management literature with wide management literature.
and/or grounded within management and/or and/or reading and and/or Extensive reading
frameworks the business, and/or leadership leadership research of the leadership and research of the

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Assessment Brief Level Six Undergraduate CED

management or leadership literature and literature with contemporary literature. contemporary

leadership literature, is of relevant some wider nature of this Evidence of nature of this
literature. however, this to the issue for reading and evident. significant evident.
Work is limited and the case study research of the wider reading
demonstrates not fully organsation. contemporary and research
only basic level aligned to Reading is nature of this of the
of reading from the issue from a range evident. contemporary
academic or within the of academic nature of this
practitioner case study and/or evident.
sources. organisation. practitionaer
Reading is sources both
from a seminal and
limited contemporary.
number of
academic
and/or
practitioner
sources.
0 8 9 - 11 12 - 14 15 - 17 18 - 20 21 - 23 24 - 30
There is There is clear There is a There is a breadth Literature is Literature is
3) 30% There is limited evidence of evidence of breadth and and depth of discussed, debated in an
Demonstrate discussion of some discussion and depth of dicussion and critically intelligent manner
s an identified alignment to analysis of the discussion and analysis of the reviewed and depth of analysis is
understandin business, the business, theoretical analysis of the theoretical analysed. A evident. Coherent
g of the management management perspectives. theoretical perspectives with a developed and insightful
chosen and/or and/or Some breadth perspectives. maturing ability to ability to synthesis of a
business, leadership leadership of debate but With some critically debate the engage in range of theoretical
management theories, models literature but lacks critical critical theory. Significant academically perspectives is also
and/or and/or the debate is debate at appreciation academic robust debate evident.
leadership frameworks. superficial times. Some and debate underpinning to is
theories, and lacks appropriate evident. support the debate demonstrated.
models some academic Room for is evident. Synthesis of
and/or appropriate underpinning greater the theoretical
frameworks academic demonstrated academic perspectives is
underpinning but there is underpinning. also evident..
. significant
room for
improvement.

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Assessment Brief Level Six Undergraduate CED

(Traits 4-5) Programme Goal 1 Objective 2 Apply knowledge to business and management contexts
0-5 6-7 8-9 10 - 11 12 - 13 14 - 15 16 - 20
4) Ability 20% Little or no Minimal and/or Some sensible A range of A A comprehensive A comprehensive
tocompare, ability to superficial examples appropriate comprehensiv range of range of examples
contrast and contextualize ability to demonstrating examples in e range of examples in in which a mature
contextualise the theoretical contextualize a developing which a appropriate which a mature and insightful ability
relevant perspectives the theoretical ability to developed examples in and insightful to compare and
contemporar to the case perspectives compare ability to which a ability to compare contrast the case
y business, study to the case contrast and compare and mature ability and contrast the study organization
management organization. study contextualize contrast the to compare case study against a range of
and/or organization theoretical case study and contrast organization contemporary
leadership perspectives organization the case study against a range of business,
models and to the case against organization contemporary management
concepts to study contemporary against a business, and/or leadership
the case organization. business, range of management models and
study. management contemporary and/or leadership concepts is evident.
and/or business, models and A developed ability
leadership management concepts is to compare market
models and and/or evident. Some and sector
concepts is leadership ability to compare organizations is
evident. models and market and sector also evident to
concepts is organizations is extend and
evident. also evident to enhance the
extend and contextualization
enhance the
contextualization.
5) Identify the 0-5 6-7 8-9 10 - 11 12 - 13 14 - 15 16 - 20
key strengths 20% Poor Minimal Adequate but Sound Comprehensiv Excellent, clear, Exceptional
and identification of identification of limited identification of e discussion concise yet discussion related
weaknesses strengths and strengths and strengths and strengths and related to the comprehensive to the strengths
in the weaknesses. weaknesses weaknesses weaknesses strengths and strengths and and weaknesses -
organisation, Recommendat with superficial identified. aligned to weaknesses weaknesses non fallacious
make robust ions limited recommendati Recommendat analysis. fully aligned to which synthesise conclusions drawn
recommenda and/or not ons which are ions aligned to Recommendatio the analysis. the finding of the with insightful
tions and aligned to the not closely the case but ns clearly Recommendat analysis. Robust recommendations
develop a problems aligned to the generic/vague. aligned to the ions directly and and comprehensive
supporting identified case study Basic action case study aligned to the organizationally implementation
action plan within the case organization. plan with some organisation and organizations aligned plan identifying

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Assessment Brief Level Six Undergraduate CED

or the needs of Limited or consideration its needs. present recommendations challenges and
the case study superficial of short, Some needs.With related to the benefits of the
organization. action plan. medium and identification of comprehensiv current and future tasks and actions
No action plan. long term the positive e action plan needs of the
actions. impact of the detailing organization. Full
recommendatio clearly short, action plan
ns with medium and detailed.
comprehensive long term
action plan. actions.
Total 100% TOTAL MARK %

Note: For those assessments or partial assessments based on calculation, multiple choice etc. Marks will be gained on an accumulative basis. In these
cases, marks allocated to each section will be made clear.
Students must retain an electronic copy of this assignment and it must be made available within 24 hours
Note: For those assessments or partial assessments based on calculation, multiple choice etc. Marks will be gained on an accumulative basis. In these
cases, marks allocated to each section will be made clear.

Students must retain an electronic copy of this assignment and it must be made available within 24 hours of them requesting it be submitted.

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