Further information about general assessment criteria, ARNA regulations, referencing and plagiarism can be found on the module’s 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 organisation – Angel Homes Group
You will use the Angel Homes case study. However, the analysis will require you to identify and analyse a management practice issue linked to a topic in the HR0383 module content which is (Organisation culture) if you considered the issues of motivation and engagement.
From this you will be expected to make robust recommendations to improve management practice. You should ensure that you:
- 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 (topic; Organisational culture)
- Carry out a literature review relating to the topic you have chosen – (organisational culture) and associate issue as appropriate
- Critically analyse the organisation’s current practice in relation to the models and frameworks you have discussed in the literature review, as well as the topic you have chosen.
- Based on your analysis, identify the strengths and weaknesses within the organization related to its contemporary management practice.
- Make a robust recommendation, 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
- All of the above elements with the exception of the action plan must appear in the main body of the report.
You must utilize 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
- A recommendations section
- A conclusion
- A comprehensive list of references and bibliography which demonstrates your research (these should be in-line with APA referencing guidelines
- Appendices
Assessment Criteria (NBS)
General Assessment Criteria
| Trait | 0 – 29 | 30 – 39 | 40 – 49 | 50 – 59 | 60 – 69 | 70 – 79 | 80 – 100 |
| Knowledge and Understanding | Poor grasp of topic concepts or of awareness of what concepts are. | Minimal awareness of subject area. | Knowledge is adequate but limited and/or superficial. | Sound comprehension of topic. | Knowledge base is up-to-date and relevant, but also may be broad or deep. | Knowledge and understanding is comprehensive both as to breadth and depth. | Exceptional scholarship for subject. |
| Structure and Alignment | Failure to apply relevant skills. Work is inarticulate and/or incomprehensible. | Communication of knowledge frequently inarticulate and/or irrelevant. | In the most part, description/ assertion rather than argument or logical reasoning is used. Insufficient focus is evident in work presented. | Reasoning and argument are generally relevant but not necessarily extensive. Awareness of concepts and critical appreciation are apparent, but the ability to conceptualize, and/or to apply theory is slightly limited. | Higher order critical appreciation skills are displayed. A significant ability to apply theory, concepts, ideas and their inter-relationship is illustrated. | A mature ability to critically appreciate concepts and their inter-relationship is demonstrated. Clear evidence of independent thought. Presentation of work is fluent, focused and accurate. | Outstanding ability to apply, in the right measure, the skills necessary to achieve highly sophisticated and fluent challenges to received wisdom. |
Module Specific Assessment Criteria
| MODULE HR0383 – Contemporary Organisational Analysis Assessment Criteria
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| Needs improvement to meet standards | Meets Standards
| Exceeds Standards | ||||||||||||||||
| 0 – 29 | 30 – 39 | 40 – 49 | 50 – 59 | 60 – 69 | 70 – 79 | 80 – 100 | ||||||||||||
| Trait | Weight | Mark | ||||||||||||||||
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1) Structuring and clarity of expression |
10% | 0-2 | 3 | 4 | 5 | 6 | 7 | 8-10 |
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| Lack of logical coherent structure. Discussion is unfocussed and difficult to follow. | Structure is basic and lacks coherence at times. Limited and superficial discussion which lacks cohesion with preceding points. | Satisfactory structure in line with assignment requirements. Some limited sensible and logical argument and debate with some links to preceding points. | Clear and coherent structure which provides a foundation for a logical argument. The debate is focused and logical, with clear links to preceding points. | Clear, logical structure in line with the assignment requirements. Sound, logical and consistent argument and debate with reasoned points clearly aligned to preceding points.
| Well defined structure, with rational, consistent and coherent argument. Fully aligned to preceding points. | Logical, structure fully in line with assignment criteria. Sound, rational and articulate argument wholly aligned to preceding points. | ||||||||||||
| (Traits 2-3) Programme Goal 1 Objective 1 – Aquire knowledge of business, management and/or leadership | ||||||||||||||||||
| 2) Identifies appropriate business, management and/or leadership threories, models and/or frameworks
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20% | 0 – 5 | 6 – 7 | 8 – 9 | 10 – 11 | 12 – 13 | 14 – 15 | 16 – 20 | ||||||||||
| The contemporary nature and relevance of the issue researched is not discussed and is not fully grounded within the business, management or leadership literature. Work demonstrates only basic level of reading from academic or practitioner sources. | There is some evidence that the sources referenced are based upon business, management and/or leadership literature, however, this is limited and not fully aligned to the issue within the case study organisation. Reading is from a limited number of academic and/or practitioner sources.
| The theory drawn upon within the study is grounded within the business, management and/or leadership literature and is of relevant to the issue for the case study organsation. Reading is from a range of academic and/or practitionaer sources both seminal and contemporary.
| The theory drawn upon within the study is fully grounded within the business, management and/or leadership literature with some wider reading and research of the contemporary nature of this evident. | The theory drawn upon within the study is fully grounded within the business, management and/or leadership literature with wide reading and research of the contemporary nature of this evident. | The theory drawn upon within the study is clearly grounded within the business, management and/or leadership literature. Evidence of significant wider reading and research of the contemporary nature of this evident.
| The theory drawn upon within the study is clearly grounded within the business, management and leadership literature. Extensive reading and research of the contemporary nature of this evident.
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3) Demonstrates an understanding of the chosen business, management and/or leadership theories, models and/or frameworks
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30%
| 0 – 8 | 9 – 11 | 12 – 14 | 15 – 17 | 18 – 20 | 21 – 23 | 24 – 30 | ||||||||||
| There is limited discussion of identified business, management and/or leadership theories, models and/or frameworks. | There is evidence of some alignment to the business, management and/or leadership literature but the debate is superficial and lacks some appropriate academic underpinning. | There is clear evidence of discussion and analysis of the theoretical perspectives. Some breadth of debate but lacks critical debate at times. Some appropriate academic underpinning demonstrated but there is significant room for improvement. | There is a breadth and depth of discussion and analysis of the theoretical perspectives. With some critical appreciation and debate evident. Room for greater academic underpinning | There is a breadth and depth of dicussion and analysis of the theoretical perspectives with a maturing ability to critically debate the theory. Significant academic underpinning to support the debate is evident. | Literature is discussed, critically reviewed and analysed. A developed ability to engage in academically robust debate is demonstrated. Synthesis of the theoretical perspectives is also evident..
| Literature is debated in an intelligent manner – depth of analysis is evident. Coherent and insightful synthesis of a range of theoretical perspectives is also evident. | ||||||||||||
| (Traits 4-5) Programme Goal 1 Objective 2 – Apply knowledge to business and management contexts | ||||||||||||||||||
| 4) Ability to compare, contrast and contextualise relevant contemporary business, management and/or leadership models and concepts to the case study.
| 20% | 0 – 5 | 6 – 7 | 8 – 9 | 10 – 11 | 12 – 13 | 14 – 15 | 16 – 20 | ||||||||||
| Little or no ability to contextualize the theoretical perspectives to the case study organization. | Minimal and/or superficial ability to contextualize the theoretical perspectives to the case study organization | Some sensible examples demonstrating a developing ability to compare, contrast and contextualize theoretical perspectives to the case study organization. | A range of appropriate examples in which a developed ability to compare and contrast the case study organization against contemporary business, management and/or leadership models and concepts is evident. | A comprehensive range of appropriate examples in which a mature ability to compare and contrast the case study organization against a range of contemporary business, management and/or leadership models and concepts is evident. | A comprehensive range of examples in which a mature and insightful ability to compare and contrast the case study organization against a range of contemporary business, management and/or leadership models and concepts is evident. Some ability to compare market and sector organizations is also evident to extend and enhance the contextualization. | A comprehensive range of examples in which a mature and insightful ability to compare and contrast the case study organization against a range of contemporary business, management and/or leadership models and concepts is evident. A developed ability to compare market and sector organizations is also evident to extend and enhance the contextualization | ||||||||||||
| 5) Identify the key strengths and weaknesses in the organisation, make robust recommendations and develop a supporting action plan | 20% | 0 – 5 | 6 – 7 | 8 – 9 | 10 – 11 | 12 – 13 | 14 – 15 | 16 – 20 | ||||||||||
| Poor identification of strengths and weaknesses. Recommendations limited and/or not aligned to the problems identified within the case or the needs of the case study organization. No action plan. | Minimal identification of of strengths and weaknesses with superficial recommendations which are not closely aligned to the case study organization. Limited or superficial action plan. | Adequate but limited strengths and weaknesses identified. Recommendations aligned to the case but generic/vague. Basic action plan with some consideration of short, medium and long term actions. | Sound identification of strengths and weaknesses. Aligned to analysis. Recommendations clearly aligned to the case study organization and its needs. Some identification of the positive impact of the recommendations with comprehensive action plan. | Comprehensive discussion related to the strengths and weaknesses – fully aligned to the analysis. Recommendations directly aligned to the organizations present needs. With comprehensive action plan detailing clearly short, medium and long term actions. | Excellent, clear, concise yet comprehensive strengths and weaknesses which synthsise the finding of the analysis. Robust and organizationally aligned recommendations related to the current and future needs of the organization. Full action plan detailed.
| Exceptional discussion related to the strengths and weaknesses – non fallacious conclusions drawn with insightful recommendations and comprehensive implementation plan identifying challenges and benefits of the tasks and actions
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| 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.
