In partnership with the University of Suffolk

BABS Assignment

Assignment Brief
Course/Programme: BA Business Studies
Level: 4
Module Title: Personal and Professional Development
Module Leader: David Mwaura
Assignment titles: 1. Task 1-Individual Presentation Paper
2. Task 2-Reflective Journal

Assignment 1 and 2
number:
Weighting: 1. Individual Presentation Paper- 50%
2. Reflective Journal- 50%

Date given out:

Submission date: 1. Individual Presentation Paper- 50% - 7th September 2020
2. Reflective Journal- 50% - 26th October 2020

Eligible for late Yes

submission (3
working days, with
penalty)?
Method of X Reflective Journal- X Power Point Slides with notes-
submission: Online only via Online via Turnitin
Turnitin
Special instructions
for submission (if
any):

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Date for results and
feedback:
Employability skills C1-Reading, selecting, analysing and synthesising information from
assessed: a range of sources
C2-Producing different types of document
C4-Making presentations
LP1-Develop a strategy for using a range of skills to improve own
learning and performance
IT1-Preparing information
IT2-Processing and presenting information
LP2-Review and Critically Reflect on Progress
LP3-Evaluate overall effectiveness of strategy and present
achievements
PS1-Develop a strategy for using skills in problem solving, for a
short-term routine problem and a longer term extended problem.
S1-Plan personal work schedules
S2-Monitor and manage progress on prolonged tasks
S3-Review achievement of objectives and the effectiveness of your
own self-management skills

Learning outcomes LO1: Demonstrate a critical understanding of the

assessed: concepts of reflective learning and personal development
LO2: Appraise the relevance of personal development to
the role of a manager, for one's own and others'
development
LO3: Manage one's own development effectively and
apply newly acquired skills
LO4: Monitor one's own and others' performance through
giving and receiving feedback.
LO5: Assess development needs and identify resources
and opportunities to address them
LO6: Develop your own approach to reflective learning and
continuing professional development.

Referencing: In the main body of your submission you must give credit to authors
on whose research your work is based. Append to your submission a
reference list that indicates the books, articles, etc. that you have read
or quoted in order to complete this assignment (e.g. for books:
surname of author and initials, year of publication, title of book, edition,
publisher: place of publication).
Disclosure: Please include the following statement on the title page of the submitted
assignment, followed by your name:
I declare that this assignment is all my own work and that I have
acknowledged all materials used from the published or unpublished works of
other people. All references have been duly cited.

All assignments must be submitted to Turnitin.

Note: the Turnitin version is the primary submission and acts as a receipt for the student.
Late submission of the electronic version of the assignment will result in a late
penalty mark. Penalties for late submission: Up to 72 hours late, maximum mark of 50%.

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 Over 72 hours late, Refer.
Only the UoS Extenuating Circumstances Panel may grant an extension.
Requests for extensions must be submitted 5 days BEFORE the submission deadline

The grade awarded for this piece of work remains provisional until ratified by LSC
Exam Board.

Assessment criteria: see grading criteria

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Learning Outcomes tested Assessment Criteria to achieve each
(from module descriptor) outcome a student must demonstrate the
ability to:
LO1: Demonstrate a critical  Complete a Reflective Journal that
understanding of the concepts of assesses your learning process in
reflective learning and personal relation to the Employability/Study Skills
development of the module.

LO2: Appraise the relevance of  Recognise the importance of leadership

personal development to the role skills in the development of personal
of a manager, for one's own and managerial effectiveness.
others' development

LO3: Manage one's own  Recognise the importance of taking control

development effectively and of your individual Personal Development
apply newly acquired skills Planning (PDP).
LO4: Monitor one's own and
others' performance through
giving and receiving feedback.
LO5: Assess development needs  Identify your individual strengths and
and identify resources and weaknesses and how you can utilise the
opportunities to address them conversion and matching strategies to take
advantage of available opportunities and
minimise the threats.
LO6: Develop your own approach to  Identify individuals areas for professional
reflective learning and continuing development
professional development.

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 TASKS DESCRIPTION:

BACKGROUND

Effective organisational leadership is a prerequisite for successful organisations in the 21st Century. It is
therefore important that good business managers incorporate effective leadership skills and characteristics
in their behaviour.

TASK 1 Individual
Presentation Paper -50%

Your task is to prepare an Individual Presentation Paper based on your analysis of the leadership style of
your chosen business leader.

Notes for Undertaking the Presentation:

 You are expected to research from credible sources on the role that leadership plays in achieving
the overall success of the organisation.
 Use a range of credible sources for your research and reference your sources according to the
Harvard referencing style.
 Prepare a maximum of 15 PowerPoint slides and notes.
 The PPT Slides will be submitted as a Presentation Paper and should have notes underneath the
slides.
 Apply relevant academic models and theories of leadership in your analysis.

LENGTH

15 Power Point slides and explanation notes up to a maximum of 1000 words.

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 MARKING CRITERIA AND STUDENT FEEDBACK –
ASSIGNMENT (50%)
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.

awardedMarks
available
Marks
Common Assessment Criteria (applied to all parts of the project)

1. Research-informed Literature: Extent of research and/or own 20

reading, selection of credible sources, application of appropriate
referencing conventions.

2. Knowledge and Understanding of Subject: Extent of knowledge 20

and understanding of concepts and underlying principles associated
with the discipline.

3. Analysis: Analysis, evaluation and synthesis; logic, argument and 15

judgement; analytical reflection; organisation of ideas and evidence

4. Practical Application and Deployment: Deployment of methods, 15

materials, tools and techniques; application of concepts; formulation of
innovative and creative solutions to solve problems.

5. Skills for Professional Practice: Attributes in professional practice: 30

individual and collaborative working; deployment of appropriate
media; presentation and organisation.

TOTAL
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 72 Hours Late Submission Penalties (tick %
guidance only until they are confirmed. ) if appropriate)

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 TASK 2- REFLECTIVE
JOURNAL -50%

Prepare a reflective journal that discusses how the completion of the above task and the module, in
general, has contributed to your achievement of the employability and study skills listed on pages 1 and
2 of this Assignment Brief which relate to;
 Communication skills: verbal and written
 Research skills
 The use of ICTs
 Teamwork
 Time and self-management
 Problem-solving skills

 You should consider applying a relevant model in your personal reflection process such as; Kolb’s

Reflective Cycle or Gibbs Reflective Cycle etc.

 Include evidence with examples to support the achievement of these skills.

 Include a plan with objectives to hone these skills in the future

 You can use the first person for this task.

LENGTH
1500 words

FORMATTING AND
LAYOUT
Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using
Harvard referencing throughout is also provided.
4. Research: Research should use reliable and relevant sources of information e.g. academic books and
journals that have been peer reviewed. The research should be extensive.
5. All referencing should be in Harvard style.

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 MARKING CRITERIA AND STUDENT FEEDBACK –
ASSIGNMENT (50%)
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.

awardedMarks
Marks
Common Assessment Criteria (applied to all parts of the project)

availa
ble
1. Research-informed Literature: Extent of research and/or own 15
reading, selection of credible sources, application of appropriate
referencing conventions.

2. Knowledge and Understanding of Subject: Extent of knowledge 15

and understanding of concepts and underlying principles associated
with the discipline.

3. Analysis: Analysis, evaluation and synthesis; logic, argument and 30

judgement; analytical reflection; organisation of ideas and evidence

4. Practical Application and Deployment: Deployment of methods, 30

materials, tools and techniques; application of concepts; formulation of
innovative and creative solutions to solve problems.

5. Skills for Professional Practice: Attributes in professional 10

practice: individual and collaborative working; deployment of
appropriate media; presentation and organisation.

TOTAL

Assignment Mark (Assessment marks are subject to

ratification at the Exam Board. These comments and marks 72 Hours Late Submission
%
are to give feedback on module work and are for guidance Penalties (tick if
only until they are confirmed. ) appropriate)

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GENERIC ASSESSMENT CRITERIA

Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of
the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should
be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance
with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be
able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able to undertake
further training and develop new skills within a structured and managed environment and will havethe qualities and transferable skills necessary for
employment requiring the exercise of some personal responsibility.

Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement with Little or no evidence Poor engagement Engagement with a Engagement withan Engagement with a Engagement with an Exceptional
literature (including of reading and/or with essential limited range of appropriate range of wide range of extensive range of engagement with an
reading, reliance on reading.No evidence mostly relevant and literature, including literature, including relevant and credible extensive range of
referencing, inappropriate of wider credible sources but sources retrieved sources retrieved literature. relevant and credible
academic sources. reading.Reliance on with some reliance independently. Some independently. Consistently literature.High-level
conventions and Views and findings inappropriate on information over-reliance on Selection of relevant accurate application referencing skills
mostly unsupported sources, and/or gained through class texts rather than and credible of referencing. consistently applied.
academic honesty)
and non- indiscriminate use of contact. Some other sources. sources. Generally
authoritative. sources.Heavily omissions and minor Referencingmay soundreferencing,
Referencing reliant on information errors. show with no/very few
conventions used gained through class Referencing minorinaccuracies or inaccuracies or
incoherently or contact. Inconsistent conventions evident inconsistencies. inconsistencies.
largely absent. and weak use of though not always
referencing. applied accurately or
consistently.
Knowledge and Major gaps in Gaps in knowledge Limited knowledge Knowledge of the Competentknowledg Excellentknowledge Exceptional, detailed
understanding knowledge and of the basic and understanding of basic underlying eof the basic and understanding of knowledge and
(Knowledge of the understanding of the underlying concepts the basic underlying concepts and underlying concepts the basic underlying understanding of the
basic underlying basic underlying and principles, with concepts and principles is accurate and principles. concepts and basic underlying
concepts and concepts and flawed or superficial principles within the with a good Exhibits very good principles of the concepts and
principles of a principles of understanding. subject area. Some understanding of the understanding. subject. principles
subject.) thesubject matter. Some significant elements may be field of study but
Inclusion of irrelevant inaccuracies and/or missing. lacks depth and/or
material. Substantial irrelevant material. breadth.
inaccuracies.

Cognitiveand Wholly or almost Largely descriptive Limitedattempt Goodevaluationof Sound evaluationof Excellent Exceptional
intellectual skills wholly descriptive work, with superficial atevaluationof the the underlying the underlying evaluationof the evaluation of the

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
(Evaluate underlying work. Little or no evaluation of the underlying concepts concepts and concepts and underlying concepts underlying concepts
concepts and evaluation of the underlying concepts and principles, principles. Can principles. Can and principles. Can and principles based
principles of a underlying concepts and principles. Weak tending towards interpret qualitative interpret qualitative interpret qualitative evidence.
subject and interpret and principles. interpretation of data, description. and quantitative and quantitative data and quantitative data Outstanding
qualitative and Failure to develop flawed development Can interpret data, with minor accurately. Ability to accurately and with interpretation of
quantitative data in arguments, leading of arguments and qualitative and errors. devise some insight. qualitative and
order to develop to illogical or judgements. quantitative data but An emerging ability argumentsusing Excellent ability to quantitative data.
lines of argument invalidjudgements. Information accepted with some errors. to use evidence to evidence to make devise arguments Exceptional ability to
and make sound Minimal or no use of uncritically, uses Some evidence to support the mostly appropriate using evidence and devise arguments
judgements.) evidence to back up generalised support argument. and valid make appropriate using evidence and
views. statements made emergingarguments Mostly valid judgements. and valid make wholly
with scant and judgements but arguments and judgements. appropriate and valid
evidenceand these may be logical judgements. judgements.
unsubstantiated underdeveloped or
opinions. Ideas with a little
sometimes illogical inconsistency / mis-
and contradictory. interpretation.

Practical skills Limited or no use of Rudimentary An adequate A good and A very good An advanced Exceptional levels of
(Different taught, basic application of taught, awareness and appropriate application of a application of a application and
approaches to methods, materials, basicmethods, mostly appropriate application of basic range of basic range of taught, deployment skills in
solving problems in tools and/or materials, tools application of basic methods, materials, methods, materials, basicmethods, particular practical
particular contexts.) techniques. and/or techniques methods, materials, tools and/or tools and/or materials, tools contexts.Outstanding
Little or no but without tools and/or techniques. techniques. and/or techniques. identification of
appreciation of the consideration and techniques. Clear appreciation of Very good The context of the problems in
context of the competence. Flawed Basic appreciation of the context of the consideration of the application is well particular contexts
application. appreciation of the the context of the application. context of the considered, and and formulation of
Very weakevidence context of the application. Good evidence of application. Very insightful. wholly appropriate,
of different application. Can identify different approaches good evidence of Excellent evidence of thoughtful solutions /
approaches to Weak evidence of problems in to problem-solving in different approaches different approaches different approaches.
problem-solving in different approaches particular contexts particular to problem-solving in to problem-solving in
particular contexts. to problem-solving in and propose basic contextsand particular contexts particular contexts
particular contexts. alternative proposesmostly and proposes and proposes
approaches or appropriate appropriate appropriate
solutions though solutions. solutions. solutions.
there may be errors.
Transferable skills Work is poorly Work is poorly Mostly ordered Mostly coherent, Work is accurate, Work is coherent, Work is accurate,
for life and structured, presented in a presentation and organised and coherent, fluent, very fluent and is exceptionally
professional disorganised, disjointed manner. It structurein which accurate work,in a well-structured and presented coherent, very fluent
practice inaccurate and/or is loosely, and at relevant ideas / suitable structure organised. professionally.Can and presentedwell.
(Communicate the confusingly times incoherently, concepts are and is for the most Can work effectively work effectively Can work effectively
results of their expressed. Very structured, with reasonably part clearly independently and/or independently and/or independently and/or
study/work weakuse of language information and expressed.Work may expressed.Can work as part of a team, as part of a team, as part of a team,
accurately and and/or very ideas often poorly lack coherence effectively with very good with an excellent with an exceptional
reliably, and with inappropriate expressed. Weak and/or accuracy in independently and/or contribution to group contribution to group contribution to group

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
structured and style.Failure to work use of language places.Can work as as part of a team, activities. activities. activities.
coherent effectively individual and/or inappropriate part of a group, with clear Demonstrates very Demonstrates Demonstrates
arguments; the or as part of a group. style.Flawed meeting most contribution to group goodskills for excellentskills for exceptional skills for
qualities needed for Little or no evidence approach to obligations to others activities. employment employment employment
employment of the skills individual or group but perhaps with Demonstrates the requiring the requiring the requiring the
requiring the foremploymentrequiri work, meeting only limited involvement skills for employment exercise of some exercise of some exercise of some
exercise of some ng the exercise of partial obligations to in group activities. requiring the personal personal personal
personal some personal others. Limited Demonstrates the exercise of some responsibility, with responsibility with an responsibility with an
responsibility within responsibility. evidence of the skills basic skills for personal just occasional minor appetite for further appetite for further
a structured and for employment employment responsibility, with weakness. development. development.
managed requiring the requiring the some areas of
environment.) exercise of some exercise of some strength and some of
personal personal minor weakness.
responsibility. responsibility, with
some areas of minor
weakness.

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