Module Number: BMP6004
Module Name: Learning and Development
Year/Trimester: 2021-21/Semester 2
Module Tutor/s: Dr Umair S. Choksi/Boz Tunstall
Assessment Number
1
Assessment Type (and weighting)
Individual Essay – 50%
(2500 words)
Assessment Name
The role of organisational learning in improving
organisational performance
Assessment Submission Date
Saturday 05 February 2022 at 23:59
Learning Outcomes Assessed:
LO1: Evaluate the importance of organisational Learning and Development.
LO2: Critically appraise Learning Development theories, models and practices.
Assignment Brief:
The purpose of this assignment is to use theories and models to critically analyse the role of organisational learning in improving organisational performance.
Secondary Research Requirement at Level HE6 – It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Reference List should include three refereed academic journals and four academic books.
Additional Submission Instructions:
You are required to submit a soft copy via “Turn-it-in UK” on the module Moodle page. The software will allow you to check your work against other material on the internet. It will also compare your work against other students work.
You will be able to upload drafts of your written work into turn-it-in as many times as you wish before the deadline.
You will not be able to overwrite the final submission after the deadline. You can only submit a single file.
Specific Assessment Criteria: (See Page 3 for General Assessment Criteria)
Excellent (70%+): Students will provide an in-depth analysis the role of organisational learning in improving organisational performance, demonstrating excellent critical reasoning skills. Focused and justified recommendations will be made as to how advantages/challenges identified in the analysis may be overcome or utilised. Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be excellent.
Very Good (60 – 69%): Students will provide a comprehensive analysis of the role of organisational learning in improving organisational performance, demonstrating very good critical reasoning skills. Focused and justified recommendations will be made as to how advantages/challenges identified in the analysis may be overcome or utilised. Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be very good.
Good (50 – 59%): Students will provide a good analysis of the role of organisational learning in improving organisational performance, demonstrating good critical reasoning skills. Focused and justified recommendations will be made as to how advantages/challenges identified in the analysis may be overcome or utilised. Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be good.
Satisfactory (40-49%): Students will provide a satisfactory analysis of the role of organisational learning in improving organisational perfromance, demonstrating excellent critical reasoning skills. Focused and justified recommendations will be made as to how advantages/challenges identified in the analysis may be overcome or utilised Research demonstrating use of a range of current secondary research sources will be evident. Academic style and referencing will be fair.
Unsatisfactory (1-39%): Students who do not meet the requirements of a pass grade (40% or above) will not successfully complete the assessment activity. There are deficiencies or omissions in the level of discussion and scope of the literature relating to the study of Learning & Development. There is incomplete presentation, inaccurate citing and referencing showing limited research and study skills. The written style lacks fluency and comprehension. There is a poor grasp of the theoretical and conceptual frameworks and models. The work shows little or no analysis of the key issues, concepts and frameworks relating to International HRM. There is poor integration of these areas in relation to the question set.
GenGeneral Assessment Criteria – Level HE6
%
Relevance
Knowledge
Argument/Analysis
Structure
Presentation
Written English
Research/Referencing
Class I
(Exceptional
Quality)
85-100%
Directly relevant to title. Expertly addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an exceptional knowledge/understanding of theory and practice for this level. Demonstrates the ability to expertly identify and critically appraise the most important issues, themes and questions. Demonstrates originality in conceptual understanding.
Makes exceptional use of appropriate arguments and/or theoretical models.
Presents an exceptional critical evaluation of the material results in clear, logical and insightful conclusions. Demonstrates distinctive or independent thinking.
Coherently articulated and logically structured.
An appropriate format is used.
The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).
An exceptionally well written answer with standard spelling and grammar.
Style is clear, resourceful and academic.
Sources accurately cited in the text.
An extensive range of contemporary and relevant references cited in the reference list in the correct style.
Class I
(Excellent
Quality)
70-84%
Directly relevant to title. Addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an excellent knowledge/understanding of theory and practice for this level.
Demonstrates the ability to identify and critically appraise the most important issues, themes and questions.
Makes creative use of appropriate arguments and/or theoretical models. Demonstrates some distinctive or independent thinking.
Presents an excellent critical evaluation of the material results in clear, logical and illuminating conclusions.
Coherently articulated and logically structured.
An appropriate format is used.
The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP).
An excellently written
answer with standard spelling and grammar.
Style is clear, resourceful and academic.
Sources accurately cited in the text.
A wide range of contemporary and relevant references cited in the reference list in the correct style.
Class II/i
(Very Good Quality)
60-69%
Directly relevant to title. Addresses most of the assumptions of the title and/or the requirements of the brief.
Demonstrates a very good knowledge/understanding of theory and practice for this level. Demonstrates the ability to identify and critically appraise key issues, themes and questions.
Uses sound arguments or theoretical models. Presents a sound critical evaluation of the material resulting in clear and logical conclusions.
Logically constructed in the main.
An appropriate format is used.
The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP.
A very well written answer with standard spelling and grammar. Style is clear and academic.
Sources accurately cited in the text and a wide range of appropriate references cited in reference list in the correct style.
Class II/ii
(Good Quality)
50-59%
Generally addresses the title/brief, but sometimes considers irrelevant issues.
Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and critical appraisal of some key issues, themes and questions.
Presents largely coherent arguments. Evidence of attempted analysis and critical evaluation, with some descriptive or narrative passages. Conclusions are fairly clear and logical.
For the most part coherently articulated and logically structured. An acceptable format is used.
The presentational style & layout is correct for the type of assignment. Inclusion of FTP but lacks selectivity.
Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.
Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.
Class III
(Satisfactory Quality)
40-49%
Some degree of irrelevance to the title/brief.
Superficial consideration of the issues.
Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to critically appraise some key issues, themes and questions.
Presents basic arguments, but focus and consistency lacking in places. Issues are vaguely stated.
Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.
Adequate attempt at articulation and logical structure.
An acceptable format is used.
The presentational style & layout is largely correct for the type of assignment.
Inappropriate use of FTP or not used where clearly needed to aid understanding.
Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and is non-academic in a number of places.
Some relevant sources cited.
Some weaknesses in referencing technique.
Borderline
Fail
35-39%
Significant degree of irrelevance to the title/brief.
Only the most obvious issues are addressed at a superficial level and in unchallenging terms.
Demonstrates weaknesses in knowledge of theory and practice for this level. Key issues and themes not identified or appraised.
Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.
Poorly structured.
Lack of articulation.
Format deficient.
For the type of assignment the presentational style &/or layout is lacking.
FTP ignored in text or not used where clearly needed.
Deficiencies in spelling and grammar makes reading difficult.
Simplistic or repetitious style impairs clarity.
Style is non-academic.
Limited sources and weak referencing.
Fail
<34%
Relevance to the title/brief is intermittent or missing.
The topic is reduced to its vaguest and least challenging terms.
Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding.
Inadequate arguments and no analysis.
Descriptive or narrative in style with no evidence of critique.
Conclusions are sparse.
Unstructured.
Lack of articulation. Format deficient
For the type of assignment the presentational style &/or layout is lacking.
FTP as above.
Poorly written with numerous deficiencies in grammar, spelling and expression.
Style is non-academic.
An absence of academic sources and poor referencing technique.
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