Upon the successful completion of this module, the student should be able to demonstrate the ability to:
Additional reading will be recommended by your module lecturer and linked via your module’s Moodle page.
Assessment Component 1 – 100% of Module Marks
Produce a written report applying recognised problem-solving tools and techniques to identify and recommend solutions to a work-based problem.
Write a report of 4,000 words (Section 1 – 2000 words; Section 2 – 2000 words), in which you will apply
recognised problem-solving tools and techniques to identify and propose solutions to a work-based problem. You also need to include an evaluation of possible solutions and a plan to implement the most appropriate solution. Each section would have equal weightings and separate deadlines as mentioned below.
Discuss and agree with your tutor on an appropriate problem to be used for this assignment that may be drawn from your current or past work experiences or another organisation familiar to you.
|1||Define a complex problem in the
workplace including its scope and impact; analyse information on the identified problem using appropriate theoretical models to help inform the decision making process, and propose
a range of alternative solutions to the problem.
|2||Use decision-making techniques to evaluate the range of solutions you have identified in part 1 to distinguish the most appropriate option; develop a plan for implementing the solution; communicate the plan to stakeholders; and assess appropriate monitoring and review techniques to ensure successful implementation of the
Please remember that, in addition to your written work for submission, you are expected to read, research, engage with learning materials and study in your own time.
NOTE: The guidance offered below is linked to the five common assessment criteria. There are no specific percentages allocated to different sections of the report. All grading criteria will be marked across the report as a whole.
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to-date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using in-text citations in the main body of your work and a reference list that is alphabetical at the end of your work. Please use the Harvard referencing system.
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding; ideally, each should be complete and detailed, with comprehensive coverage.
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing What! but also justifying: Why? How? When? Who? Where? At all times, you must provide justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. There should be no new information presented within your conclusion. Where relevant, alternative solutions and recommendations may be proposed.
You should be able to demonstrate how the subject-related concepts and ideas relate to real-world situations or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for instance, the use of real-world examples and cases, the application of a model within an organisation and/or benchmarking one organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.
Your work must provide evidence of the attributes expected in professional practice. This includes demonstrating your individual initiative and/or collaborative working. You must communicate effectively in a suitable format, which may be written and/or oral, for example, essay, management report, presentation. Work should be coherent and well-structured in presentation and organisation.
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.
|Common Assessment Criteria Applied||Marks available||Marks awarded|
|1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
|2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the topics discussed in class. Content and its relevance to the assignment brief.
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence.
|4. Practical Application
Application of concepts, deployment of methods, materials, tools and theories, formulation of innovative and creative solutions to solve problems.
|5. Skills for Professional Practice
Written and presentational quality of the report, deployment of correct layout conventions, style, structure, grammar, spelling, etc.
|Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )||Late Submission Penalties (tick if appropriate)||%|
|Up to one-week late||40 Max|
|Over one week late||Fail|
|Assessment Criteria||OUTRIGHT FAIL||UNSATISFACTORY Y||SATISFACTORY||GOOD||VERY GOOD||EXCELLENT||EXCEPTIONAL|
(equivalent to 0-29%
(equivalent to 30-39%*
(equivalent to 40-49%)
(equivalent to 50-59%)
(equivalent to 60-69%
|DISTINCTION(equivalent to 70-
|DISTINCTION(equivalent to 80-
|1. Research-informed||Little or no evidence of reading. Views and findings
unsupported and non-authoritative. Referencing conventions largely ignored.
|Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources. Referencing conventions used inconsistently.||References to a limited range of most relevant sources. Some omissions and minor errors.
Referencing conventions evident though not always applied consistently.
|Inclusion of a range of research-informed literature, including sources retrieved independently.
Referencing conventions are most consistently applied.
|Inclusion of a wide range of research-informed literature, including sources retrieved independently.
Selection of relevant and credible sources. Very good use of referencing conventions
|A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied.||Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied.|
|Extent of research|
|and/or own reading,|
|selection of credible|
|2. Knowledge and||Major gaps in knowledge and understanding of the material at this level.
knowledge, with only superficial understanding.
Some significant inaccuracies.
|Evidence of basic knowledge and understanding of the relevant concepts and underlying principles.||Knowledge is accurate with a good understanding of the field of study.||Knowledge is extensive. Exhibits understanding of the breadth and depth of established views.||Excellent knowledge and understanding of the main concepts and key theories. Clear awareness of challenges to established views and the limitations of the knowledge base.||Highly detailed knowledge and understanding of the main theories/concepts, and a critical awareness of the ambiguities and limitations of knowledge.|
|Extent of knowledge|
|and understanding of|
|concepts and underlying|
|with the discipline.|
|3. Analysis Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas
|Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate.||Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings are sometimes illogical and contradictory.
Generalised statements made with scant evidence.
Conclusions lack relevance.
|Evidence of some logical, analytical thinking and some attempts to synthesise, albeit with some weaknesses. Some evidence to support findings/ views, but evidence not consistently interpreted.
Some relevant conclusions and recommendations, where relevant
|Evidence of some logical, analytical thinking and synthesis. Can analyse new and/or abstract data and situations
|Sound, logical, analytical thinking; synthesis and evaluation. Ability to devise and sustain persuasive arguments, and to review the reliability, validity & significance of evidence. Ability to communicate ideas and evidence accurately and convincingly.
Sound, convincing conclusions /
|Thoroughly logical work, supported by evaluated evidence. High quality analysis, developed independently or through effective collaboration.
Ability to investigate contradictory information and identify reasons for contradictions.
Strong, persuasive, conclusions, justifiable recommendations.
|Exceptional work; judiciously selected and valuated evidence. Very high quality analysis, Developed independently or through effective collaboration.
Ability to investigate contradictory information and identify reasons for contradictions. Highly persuasive conclusions
|and ability to use|
|evidence to support|
|4. Practical||Limited or no use of methods, materials, tools and/or techniques. Little or no appreciation of the context of the application.||Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence.
Flawed appreciation of the context of the application.
|An adequate awareness and mostly appropriate application of well-established methods, materials, tools and/or techniques.
A basic appreciation of the context of the application.
|A good and appropriate application of standard methods, materials, tools and/or techniques. Good appreciation of the context of the application, with some use of examples, where relevant.||A very good application of a range of methods, materials, tools and/or techniques. Very good consideration of the context of the application, with perceptive use of examples, where relevant.
Evidence of some innovation and creativity.
|An advanced application of a range of methods, materials, tools and/or techniques. The context of the application is well considered, with extensive use of relevant examples.
Application and deployment extend beyond established conventions.
Innovation and creativity
|Outstanding levels of application and deployment skills.
Assimilation and development of cutting edge processes and techniques.
|of appropriate methods,|
|materials, tools and|
|techniques; extent of|
|skill demonstrated in the|
|application of concepts|
|to a variety of processes|
|formulation of innovative|
|and creative solutions to|
|5. Skills for||Communication n media is inappropriate or misapplied. Little or no evidence of
autonomy in the completion of tasks. Work is poorly structured and/or largely incoherent.
|Media is poorly designed and/or not suitable for the audience.
Poor independent or collaborative initiative.
Work lacks structure, organisation, and/or coherence
|Can communicate in a suitable format but with some room for improvement.
Can work as part of a team, but with limited involvement in group activities.
Work lacks coherence in places and could be better structured.
|Can communicate effectively in a suitable format, but may have minor errors.
Can work effectively as part of a team, with a clear contribution to group activities. Mostly coherent work and is in a suitable structure.
|Can communicate well, confidently and consistently in a suitable format. Can work very well as part of a team, with very good contribution to group activities. Work is coherent and fluent and is well structured and organised.||Can communicate professionally and, confidently in a suitable format. Can work professionally within a team, showing leadership skills as appropriate, managing conflict and meeting obligations.
Work is coherent, very fluent and is presented professionally.
|Can communicate with an exceptionally high level of professionalism. Can work exceptionally well and professionally within a team, showing advanced leadership skills. Work is exceptionally coherent, very fluent and is presented professionally.|
|attributes expected in|
|of appropriate media|
|(including written and|
|oral); clarity and|