Get in Touch

MN4W54NI – Learning Through Organisations of Management – Islington College

London Metropolitan University | Personal Website of Kevin Mears
COURSEWORK: QUESTION PAPER(Re Sit) Spring 2024 Semester long
Module Code: MN4W54NI
Module Title: Learning Through Organisations of Management
Module Leader: Neeta Subedi (Islington College)
Coursework Type: Assessment 2Professional performance episode, reflective practice report.

An Individual reflective report on personal and professional developments
Coursework Weight: This coursework accounts for 70% of your total module grades.
Submission Date: TBA
When Coursework is given out: TBA
Submission Instructions: Submit the following documents at the MST platform in a single file (PDF) before the due date.
1 x Final submission PDF
Final File Name: e.g.  18112074 Darshan Gyawali 
The work will be marked in accordance with the grading criteria mentioned in the question section.

Warning:

London Metropolitan University and Islington College take Plagiarism seriously. Offenders will be dealt with sternly.

Professional performance episode, reflective practice report. – 70 %

Section A : learning outcomes of the assessment

Upon successful completion of this report, students will be able to demonstrate following understandings and skills: 

LO 1. Demonstrate understanding, review, and reflect upon the skills, behaviours and attitudes needed to perform current and/or future roles within the profession and demonstrate an ability to self-organise and communicate information clearly and effectively.

LO 2. Demonstrate understanding of stakeholder feedback and self-review as a source of reflection and further learning and challenges. 

Section B: Module Summary and Description

This Learning Through Organisation module will enhance the students’ understanding of what it means to be a business professional. This module will support the preparation for their future career by encouraging them to develop, put into practice and evidence the skills and behaviours that employers want to see. 

The professional practice approach ensures that as a developing professional the students understand how to learn effectively and efficiently either in the workplace or in a simulated context. They also learn how to use all the resources available to reflect on their progress. This module involves planning, conducting, and reflecting on their own ‘performance episodes*’ and a more general reflection on their overall professional development to date. The written reports and reflections become part of their growth and productivity E-portfolio** which they will maintain throughout their programme.

In addition, they will have the opportunity to test, review and evidence their skills development via the on-line resources provided throughout the programme, which support the general skills required by employers. As such this module aims to,

1. Build understanding of the expected workplace knowledge, skills, competencies and attitudes so that they become intrinsic performance and growth motivators.

2. Ensure the adoption of skills, attitudes and behaviours that improve self-awareness to aid reflective practice.

*A performance episode is defined as an initiative that the students take, made up of tasks, which develops their skills, and which involves both selecting knowledge from the programme and interacting with others. It must be measurable so that they are able to reflect on their professional skills development.

** The growth and productivity E-portfolio is a digital internet-based tool within which they will store all evidence of their learning log and work, feedback from stakeholders, their reflections, and their Individual Development Plan (IDP). It allows them to share their journey with others and to organise elements of it to help them progress further.

Section C: Assessment Strategy 

Imagine you are a professional seeking new job opportunities in your chosen field. In this assignment, you are required to write a report on your professional development based on the jobs you have applied for. The report should outline the skills you have developed and how they would aid you in successfully cracking upcoming job interviews. Additionally, you should identify the skills needed for further improvement based on the specific job requirements.

Section D: Submission Requirements
Table 1. Task Guidelines
A.
 Module Insight: Discuss how this module has helped you in your professional developments. 

B.–  Introduce your professional background and the industry you are targeting for job applications.- Provide an overview of the jobs you have applied for, focusing on two specific job roles.- Detail the skills required for each of the job roles you have selected. – Discuss how the skills you have developed align with the job requirements for the selected roles.     Elaborate on how these skills would enhance your performance in the job and during interviews.– Highlight the skills that require further development to meet the job requirements effectively.- Suggest specific strategies or plans to work on the identified areas for improvement.

Section E: Marking criteria: How you will be evaluated

  • Uses knowledge gathered and captured in the module by linking different topics.
  • Identifies strengths clearly by adding examples. 
  • Demonstrates an understanding of work that needs developing and illustrates what can be done to improve it further.
  • Presents work clearly and accurately using the appropriate personal expression and organisational form (i.e., follows recommended structure, uses third person to refer to information from literature and references sources correctly by using the Harvard Referencing System, learning logs and PDP are attached).

Section F: Suggested Report Format for the final submission.

The essence of a report is that it is designed to deal with the real world. 

Specifically, a report is a clearly structured document that presents information clearly and concisely. Reports should be easy to read and presented professionally. Reports are used to help make decisions or account for actions and use research to make recommendations. 

There are many different types of reports including business reports, scientific lab reports and case study reports. The common feature of all reports is that they are structured into sections with headings. 

Items Description Remarks
Cover page Module code and titleSemester and academic year (Autumn, Spring, Summer)Student name and ID and word count 1 page
Format will be provided by the module lecturer during the assessment briefing session.
Introduction The purpose of the reportGeneral background of the task assigned. 1 paragraph
Main body Discussion as per Table 1 The discussion must be relevant. 
The section must be broken into various headings. 
Must incorporate the reflections and  learnings from in-classroom activities and relevant personal experiences.
Conclusion Summary of the overall report 1 paragraph
Bibliography List of all references 5 to 10 intext references from in classroom learning
5 to 10 intext references from independent research work
Appendixes Evidence of work done for Table 1 -Proof of job vacancy- Screenshot of the -vacancy you have applied for.-Linked in Account: URL and screenshot
-CV and
-Cover letter– customised to job applied

Report formatting

  • Font – Black, Arial, 12
  • Header – Bold
  • Page formatting – 1 inch margin each side
  • Must insert the page number – sample example Page 3 of 10
  • Line spacing – 1.5 
  • Intext citation and Bibliography – Harvard Referencing Method (Compulsory)

Section G : Recommended Academic Sources

Core textbook 

  • Armstrong, M. (2017) How to be an Even Better Manager: A Complete A-Z of Proven Techniques and Essential Skills. 10th edn, London: Kogan Page. 
  • Bolton, G. (2018) Reflective Practice; Writing and Professional Development. 5th edn. London: Sage.  

Other Texts:

  • Durrant, A., Rhodes, G. and Young, D. (2011) Getting started with university-level work-based learning. UK: Middlesex University Press.
  • Owen, J. (2017) The Mindset of Success: Accelerate Your Career from Good Manager to Great Leader. 2nd edn. London: Kogan Page.

Academic Journals

  • Journal of Higher Education, Skills and Work based Learning
  • Journal of Management Learning

Section H: Assessment Grade Description

GSBL UNDERGRADUATEGENERAL GRADE DESCRIPTORS

Level 3 or 4 Level 5 Level 6
General Acquisition of broad knowledgeEvaluate informationUse information to plan, develop and problem solve Generate ideas through analysing conceptsDemonstrate a command of specialised skillsFormulate responses to well defined and abstractAnalyse and evaluate information Critically review, consolidate and extend a body of knowledge using specialised skillsCritically evaluate concepts and evidence from a range of sourcesTransfer and apply skills and exercise significant judgement in a range of situations
70-100 (A) Very goodDemonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluation and critical appraisalUse of a wide variety of appropriate sourcesTransformation of knowledgeIndependent thinking and development of ideasAbility to communication very clearly and effectivelyVery good evidence of preparationVery good organisation, structure and presentation of work – minimal errorsGood references, appropriate sources (quality and quantity). No errors in reference list or citations.  ExcellentAdvanced scholarshipGoes beyond the material providedExcellent link to researchExcellent analysis, synthesis, evaluation and critical appraisalExcellent evidence of preparationComprehensive and critical understanding of the topicExcellent ability to communicate clearly and effectivelyExcellent organisation, structure and presentation of workGood references, appropriate sources (quality and quantity). No errors in reference list or citations. Excellent – Outstanding (for use at far end of range)Outstanding understanding, exploration and insightStrong evidence of originality and development of own ideasDevelop a highly complex argumentOutstanding ability to communicate topics clearly and conciselyAdvanced organisation, structure and presentation of workGood references, appropriate sources (quality and quantity). No errors in reference list or citations.References well utilised and critiqued
60-69 (B) Very goodDemonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluationUse of a wide variety of appropriate sourcesTransformation of knowledgeIndependent thinking and development of ideasAbility to communication clearly and effectivelyVery good evidence of preparationVery good organisation, structure and presentation of work – minimal errorsGood references, appropriate sources (quality and quantity). Minimal or no errors in reference list or citations.  Very goodDemonstration of very good comprehension of the task with evidence of analysis, synthesis, evaluationUse of a wide variety of appropriate sourcesTransformation of knowledgeIndependent thinking and development of ideasAbility to communication clearly and effectivelyVery good evidence of preparationVery good organisation, structure and presentation of work – minimal errorsGood references, appropriate sources (quality and quantity). Minimal or no errors in reference list or citations. Very GoodAdvanced scholarshipGoes beyond the material providedVery good link to researchVery good analysis, synthesis, evaluation and critical appraisalVery good evidence of preparationComprehensive and critical understanding of the topicVery good ability to communicate clearly and effectivelyVery good organisation, structure and presentation of workGood references, appropriate sources (quality and quantity). No errors in reference list or citations.
50-59 © Adequate – SatisfactorySome analysis but limitedSome insight and exploration of ideasSound conclusionsNo significant inaccuracies or omissionsSome analysis, evaluation or synthesis of informationLacking clarity at timesSome evidence of preparationReferencing is sound. Mostly appropriate sources. Numerous errors or inconsistencies  Adequate – SatisfactorySome evidence of thinking independently to develop own ideasEvaluation of relevant theories or literatureReasonable ability to communicate clearly and effectivelyReport information in a structured wayUse of an appropriate formatQuite comprehensive knowledgeSatisfactory evidence of preparationSatisfactory referencing, appropriate sources.Numerous but minor errors in references Adequate- SatisfactoryEvidence of thinking independently to develop own ideasEvaluation of relevant theories or literatureAbility to communicate clearly and effectivelyReport information in a structured wayUse of an appropriate formatReasonably Accurate, quite comprehensive knowledgeSatisfactory evidence of preparationCoherent and well presented – minor errorsSatisfactory referencing, appropriate sources.Minor errors in references 
40-49 (D) All learning outcomes metCompetent (practical)May be incomplete in knowledge (some errors or omissions)Insufficient analysis, evaluation or synthesisLimited application of theories/knowledgeAn awareness of appropriate principles/theories/techniquesIrrelevance to the task at timesDisorganised work with weak standard of presentationNumerous aberrations from the requirements of the taskReferencing is attempted although may be inconsistent, many errors, weak sources   All learning outcomes metCompetent (practical)May be incomplete in knowledge (some errors or omissions)Weak or no analysis, evaluation or synthesisSome application of theories/knowledgeAn awareness of appropriate principles/theories/techniquesIrrelevance to the task at timesDisorganised work with weak standard of presentationAberrations from the requirements of the taskReferencing is attempted although may be inconsistent, many errors, weak sources  All learning outcomes metCompetent (practical)May be incomplete in knowledge (some errors or omissions)Weak or no analysis, evaluation or synthesisSome application of theories/knowledgeAn awareness of appropriate principles/theories/techniquesIrrelevance to the task at timesDisorganised work with weak standard of presentationAberrations from the requirements of the taskReferencing is attempted although may be inconsistent, many errors, weak sources 
Condoned Pass 30-39 (R2/F1) Learning outcomes not metLittle relevant knowledgeLacking structureNumerous errors in structure and formLimited understanding of concepts/theoriesNo appropriate analysis, evaluation or synthesisSignificant inaccuracies/omissionsNot competentLittle or no attempt to use references and if so very weak with errors   Learning outcomes not metLittle relevant knowledgeLacking structureNumerous errors in structure and formLimited understanding of concepts/theoriesNo appropriate analysis, evaluation or synthesisSignificant inaccuracies/omissionsNot competentLittle or no attempt to use references and if so very weak with errors Learning outcomes not metLittle relevant knowledgeLacking structureNumerous errors in structure and formLimited understanding of concepts/theoriesNo appropriate analysis, evaluation or synthesisSignificant inaccuracies/omissionsNot competentLittle or no attempt to use references and if so very weak with errors
Under 30 (R2/F2) Little engagement with the taskNo basic understanding of the subject matterPoor communication (written or verbal)Lacking or no structureSignificant errors in structure and formMany significant inaccuracies/omissions – very little correctLittle or no attempt to use references and if so, very weak with many significant errors Little engagement with the taskNo basic understanding of the subject matterPoor communication (written or verbal)Lacking or no structureSignificant errors in structure and formMany significant inaccuracies/omissions – very little correctLittle or no attempt to use references and if so, very weak with many significant errors Little engagement with the taskNo basic understanding of the subject matterPoor communication (written or verbal)Lacking or no structureSignificant errors in structure and formMany significant inaccuracies/omissions – very little correctLittle or no attempt to use references and if so, very weak with many significant errors
 (0%) No submissionNothing of relevance in the work submitted No submissionNothing of relevance in the work submitted  No submissionNothing of relevance in the work submitted

End of the document

109 Comments

  79. Этот обзорный материал предоставляет информационно насыщенные данные, касающиеся актуальных тем. Мы стремимся сделать информацию доступной и структурированной, чтобы читатели могли легко ориентироваться в наших выводах. Познайте новое с нашим обзором!
    Получить больше информации – https://medalkoblog.ru/

Leave a Reply

Your email address will not be published. Required fields are marked *