PGBM 68 assignment, University of Sunderland, Faculty of Business and Law. MSc HRM, MAM, MAIM, MBM, Programmes.

Instructions Extract:

Produce a relevant and feasible personal and professional development plan (using the grid Fig. 1). You should reflect upon how you could develop you professional identities and consider the skills you need to develop: you must produce a rational for each of your choices.

Find the full Personal Development Plan sample for students HERE.

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Module Summary

Module:                   Developing Skills for Business Leadership	Mode:                 Individual
Code:  PGB M68	Weighting:               100 %
Level:   Masters	Learning Outcomes: K 1,2,3,4, and S 1,2,3,4
Module leader:	Moderated by:         Kevin Gallagher
Portfolio  1 (50%): Group task Individual Task Ethical/philanthropic practice or initiative   Portfolio 2 (50%): Personal and Professional Development Plan   Reflection on your personal and professional development	Formative:- Slides and presentation in the class   Summative: Hand in:  2,500 words   Formative: Develop your PDP- grid you must show this to your tutor in class in week commencing 10th Nov.   Summative: Hand in:  2,000 to 2,500 words
Hand – Out: w/c 13.10.
Submission:    To the Library services	By 2.00pm on the day designated

Portfolio 1 (50%)

Ethical/philanthropic practice or initiative

Assignment Aims:

The aims of this assignment are to help you learn by using the skills, competencies and knowledge used within the module. You will be required to work in a group. Your assessment, however, will be individually based.

Instructions

You are initially to work in a group of 4 – 5 people which will address the task below. Your group will present a summary of its findings to other class members when there will be the opportunity for informal feedback from class members and tutors. Using your group’s findings and your own further research and analysis you are then to produce an individual written report according to the attached criteria. Additionally please note; in portfolio 1 you are asked to analyse the working of your group and the processes it engaged with leading up to the group presentation.

Assignment title: Ethical/philanthropic practice or initiative

Scenario

You are to imagine that you and your group have been asked as Management Consultants to devise an initiative to enable an organisation to facilitate a new ethical or philanthropic endeavour. You will need to devise plans that enable the change champions to win the ‘hearts and minds’ of staff working in a multi-national company (you may choose from any type of company as long as they are global/international) with the purpose of promoting the internal or external need to develop practices and policies associated with the company’s ethical or charitable acts. You must include relevant orientation to your particular specialist master’s programme e.g. HR, Marketing, etc. (you can discuss your ideas with your tutor in your seminar).

For this exercise your group should gather some initial research on companies as you need to have a particular organization in mind. You should create a fictional company framework based upon your research of real-life situations and companies. You should include the type of operation, names of countries it is operating in (suggest at least 2 countries with significant differences in culture), and an overview of the organizational structure. You will also need to develop an argument or rationale for the choices you make; appealing to the different reasons for supporting this initiative.

Your group is to keep a Learning Log (you will need this for portfolio 1 of your assessment) whilst it is operational.

For the next part of the exercise you are to devise a strategy to promote ethical/philanthropic practices amongst staff and in particular the company’s key strategic aim to improve stance on these matters. The nature of this endeavour – what sorts of activities it will comprise and the method and timing of its implementation- is up to your group to decide!

Your group is then to present a summary of its campaign to class members and your tutor (in w/c 23^rd Feb.) where informal feedback will be given from the audience. This marks the end of your group collaboration. The individual tasks must then be completed and submitted:

Individual Task:

As an individual you are then to write a 2500 words report which briefly outlines the organization which your group considered, and you should then show the various elements of the ethical/philanthropic practice or initiative. You should say why you have included the elements and how your research, reading and references from module-related topics have influenced your decisions (you have the option to add to or disagree with your group’s findings but should make this clear). Finally you should include a critical evaluation of the strengths and weaknesses of the initiative. You should include both operational and behavioural aspects in your new practice or initiative and include relevant specialist orientation e.g. Marketing, HR, etc.

Your Ethical/philanthropic practice or initiative report has a weighting of 50%

You will be assessed against the following criteria:

• The company background-based research relevant rationale of the issues and choices
• How you have linked your new strategy in your example to:

a) theoretical issues from the module and

b) practical issues relating to the organization.

• Ability to critically analyse own decision-making relating directly to the management of change campaign.
• Your ability to show relevant orientation to your chosen master’s subject, e.g. Marketing, HR, etc.
• Use of references and report structure

Formative assessment:Your presentation element should include:

The presentation should be 15 minutes in length and all students in the group must participate.

Your slide show should consist of the following:

• The nature of the Ethical/philanthropic practice or initiative
  • What is the purpose of your organisation?
  • Why does the change need to take place?
• Indicate the extent, to which the staff in varied locations can make high level decisions,
  • How much power and influence do you advocate each countries operation has and how much at head-office?
• What type of development will be necessary to achieve results?
  • Will staff need to trained to an acceptable standard?
• Indicate the method and timing of the implementation,
  • This may help determine success or failure of the venture
• What cultural difference to you foresee?
  • How can you alleviate possible conflict or cultural miss-understanding
• Financial and economic considerations
  • This is an important consideration as it will have relevant baring on the company’s decision making

These aspects are all up to your group to decide upon and link directly to Portfolio 1and 2

Your group should keep a learning log that will be added to each week and sent to your tutor; please note you will need this document to help you write part of portfolio 1.

Your group is then to present the implementation plan to your tutor and class members (in week commencing 23^rd Feb 2015) where informal feedback will be given from the audience.

Portfolio 2: (50%)Reflection on your personal and professional development

Personal and Professional Development Plan

Produce a relevant and feasible personal and professional development plan (using the grid Fig. 1). You should reflect upon how you could develop you professional identities and consider the skills you need to develop: you must produce a rational for each of your choices.

Reflection on your personal and professional development

Individual Task: Reflection on your personal and professional development

You are to also write a reflective (2000 words, excluding appendices and Fig.1) account of how you have developed over the period covered by the assignment.

1. You should draw on relevant group, interpersonal and learning theories and use your group learning logs (include as appendices) as evidence to assist your analysis. This is an account of how your group operated throughout the research and presentation process included in portfolio 2.
2. You should include your brief review of what you have learned from taking part in the visiting speakers programme and the organisational visits.
3. Reflect upon the skills you have developed and how they may help in your future career, making reference to your Professional/ Personal Development Plan (Portfolio 1).

For MAM, MAIM, MBM and MSc. HRM students this should include how you operated throughout the various stages of the research and presentation process.

You will be assessed against the following criteria:

• Ability to critically analyse the working of your group as it progressed through the various stages of the research and presentation processes
• Produce a relevant PDP and show how you have developed over the period of learning
  • Relevant reflection and analysis of your visiting speakers and organisational visits agenda (this should be orientated to your master’s programme of study, e.g. Marketing, HR
• Ability to reflect on your PDP
• Uses of references and report structure

Fig. 1

Continuous Professional Development Plan

Student Name:	PALS/M68 tutor:	Programme:	Designation:
Covering the period from:	To:	Group name

Planned outcome

Where do I want to be by the end of this period? What do I want to be doing? (This may be evolutionary or ‘more of the same’.)

What do I want/need to learn?	What will I do to achieve this?	What resources or support will I need?	What will be my success criteria?	Target dates for review and completion

Please add to this grid.

Fig. 2 Assignment Feedback:- PALS/M68

Portfolio 1

Student name:	Student number:
Tutor:	Programme:

Criterion	Comment	Grade
Relevance
Knowledge
Analysis
Argument/structure
Critical evaluation
Presentation
Ref to literature
Skill area
Overall feedback
Tutor signature	Portfolio 1 Overall grade

Fig. 3 Assignment Feedback:- PALS/M68

Portfolio 2

Student name:	Student number:
Tutor:	Programme:

Criterion	Comment	Grade
Relevance
Knowledge
Analysis
Argument/structure
Critical evaluation
Presentation
Ref to literature
Skill area
Overall feedback
Tutor signature	Portfolio 2 Overall grade
Overall mark Portfolio 1 and 2

Fig. 4 Group LEARNING LOG

Instructions:

Your group should complete this log on a weekly basis, using additional sheets as required.

Date	Background to Activity/ Experience	What Happened / Outcome?	Reflections on what your Learned	How will you apply the Learning?

Fig.5 ASSIGNMENT: Post graduate Generic Criteria

	Grade	Relevance	Knowledge	Analysis	Argument &Structure	Critical Evaluation	Presentation	Ref.  to Literature
Pass	86 – 100%	The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification.  There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85%	The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
70 – 75%	The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied  At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating  particularly compelling evaluation and elegance of argument, interpretation or discourse.
60 – 69%	Directly relevant to the requirements of the assessment	A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein	Comprehensive analysis – clear and orderly presentation	Well supported, focussed  argument which is clear and logically structured.	Contains  distinctive or independent thinking; and begins to formulate an independent position in relation to theory and/or practice.	Well written, with standard spelling and grammar, in a readable style with acceptable format	Critical appraisal of up-to-date and/or appropriate literature.  Recognition of different perspectives.  Very good use of a wide range of sophisticated  material.
50 – 59%	Some attempt to address the requirements of the assessment: may drift away from this in less focused passages	Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance	Significant analytical treatment which has a clear purpose	Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)	May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice.	Competently written, with only minor lapses from standard grammar, with acceptable format	Uses a good variety of literature which includes recent texts and/or appropriate literature,  including a substantive amount beyond library texts.  Competent use of  material.
40 – 49%	Some correlation with the requirements of the assessment but there is a significant degree of irrelevance	Basic understanding of the subject but addressing a limited range of material	Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose	Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms	Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic	A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader	Evidence of use of appropriate literature which goes beyond that referred to by the  tutor.  Frequently only uses a single source to support a point. Weak use of quotation
Fail	35 – 39%	Relevance to the requirements of the assessment may be very intermittent, & may be reduced to its vaguest & least challenging terms	A limited understanding of a narrow range of material	Largely descriptive or narrative, with little evidence of analysis	A basic argument is evident, but mainly supported by assertion and there may be a  lack of clarity and coherence	Some evidence of a view starting to be formed but mainly derivative.	Lots of deficiencies in expression and presentation; writer  achieves clarity (if at all) only by using a simplistic/ repetitious style	Barely adequate use of literature.  Over reliance on material provided by the tutor.
The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.
30 – 34%	The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied.  The work will be weak in some of the indicators.
15-29%	The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
0-14%	The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

Generic Assessment Criteria – Postgraduate – {to be interpreted according to the level at which you are working & related to the assessment criteria of the module}