MN4W54NI Learning Through Organisations of Management Islington College Assessment 1

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London Metropolitan University | Personal Website of Kevin Mears
COURSEWORK QUESTION PAPER- Re Sit Spring 2023 Semester long
Module Code: MN4W54NI
Module Title: Learning Through Organisations of Management
Module Leader: Ms. Neeta Subedi (Islington College)
Coursework Type: Assessment 1Learning Reflection 1000 words
A 1000 (+/- 10%) words reflective report on personal and professional developments
Coursework Weight: This coursework accounts for 30% of your total module grades.
Submission Date: TBA
When Coursework is given out: TBA
Submission Instructions: Submit the following documents to the RTE department 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 question section.

Warning:

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

© London Metropolitan University 

Individual Written Reflective Report 1000 words- 30%

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

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Section C:  Assessment Strategy 

In this first assignment you are asked to produce an account of your learning in the first six weeks of the semester. In doing so you should consider your experience on this module, the feedback you have received on your portfolio entries and your own reflection on the material covered so far. The Vacancy requirement/ job requirements, completed learning logs and your up- to-date Personal Development Plan (PDP) should be the basis of this reflection. Please also include other sources to support your argument. 

Section D: Submission Requirements 

Table 1: Your academic paper should discuss the following points:
1.What have been the most important insights you had so far?
2.Looking at your learning logs, the PDP and the vacancy requirements please identify 1) what are you good at and 2) what are areas of your work that need improvement?
3.What do you want to do next? – Identify one of the areas of your work that needs improvement and outline 2 or 3 ideas for development.
Please attach your weekly learning logs (for weeks 1 to 6 ,From the provided slides ) and the fortnightly updated Personal Development Plan (PDP) and the other requirements instructed by the lecturer as an appendix.
Please note, it is mandatory that you use academic literature to support your reflection. Please use a minimum of 5 academic references.

Section E: Marking criteria: How you will be evaluated

  • Uses knowledge gathered and captured in learning logs and PDP by linking different topics.
  • Identifies strengths clearly by adding examples and links to the learning log and PDP.
  • 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: Recommended structure

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. 75 to 100 words
Main body Discussion as per Table 1 The discuss must be relevant 
The section must be broken into various heading 
Must incorporate the reflection learning from in-classroom activities and relevant personal experiences
350- 400 words
Conclusion Summary of the overall report 75 to 100 words
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 Must cover up to week 06

Weekly reflection report (200-word count each)-Week 01-06 Reflection2 x PDP
CV, Cover Letter, Proof of Job vacancy, Proof of job portals (5), LinkedIn account and its URL

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

Table Description automatically generated

GSBL UNDERGRADUATE GENERAL 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 documents

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