Faculty of Arts, Business and Social Sciences – Assessment Brief for Students –

2021/22
Module code and title
5MG001 The Professional Manager and Leadership
Module leader
William Hayward
Diet First attempt

Assessment type Coursework

Submission date TBC

Submission method Submission through Canvas

Assessment limits 15 minute presentation 2000 words +/- 10% for essay

Assessment weighting 100%

Assessment brief (if appropriate, please refer to module assessment briefing document)

For this assessment you must submit a 15-minute recording of a presentation and a 2000-word essay.
You must submit both to pass. The presentation and the essay are both worth 50% of your overall
grade.

Your recorded presentation is on the impact of leadership and management styles on conflict
management within professional teams.

You can use powerpoint or other presentation software to design your presentation.

The first 1500 words of your essay should explore what drives organizational change and how HR can
positively impact the success rate of a change initiative. For the final 500 words of your essay, you
should reflect on how this module has shaped and possibly changed your view on what effective
leadership looks like.

Assessment Criteria (The actual assessment components for this assignment)

Criteria Weighting (If applicable)
Level of secondary research 40%

Coherent analysis and critique of ideas discussed 40%

Critical reflection on personal views on the subject matter 10%

Academic writing, presentation, and Harvard Referencing 10%

Postgraduate
Pass mark
50%
Undergraduate
40%
Other (PSRB or subject specific)
Performance descriptors in use;
 University of Wolverhampton Yes  No

 Professional or Statutory Body Yes  No

 Module specific Yes  No

 Other (specify below) Yes  No


Return of assessments
(Instructions for return / NA. Feedback returned in Canvas
collection of assessments)

This assessment is testing Module Learning outcomes Tick if tested here

LO1 Demonstrate an understanding of leadership and management approaches Ö

and the impact they have on the formation and development of successful
teams
LO2 Understand drivers for organisational change and the impact of human Ö
resource resilience on the success rate of change initiatives
LO3 Understand the value of reflective practice and the development of a reflective Ö
culture to improve personal and organisational performance

Additional information for students

The University’s Learning Information Services have produced a series of guides covering a range of
topics to support your studies, and develop your academic skills including a guide to academic
referencing [Link]

Your module guide and course handbook contain additional and important information regarding;
 The required referencing style for your assignment.*
Whilst many modules require referencing in accordance with the Harvard Referencing
convention, some modules – for example those within the School of Law – require Oxford
Referencing. Please familiarise yourself with the requirements of your module.

 Submission of your work

 Marking, feedback and moderation in accordance with the University of Wolverhampton
Assessment Handbook
 Extensions on submission dates *
 Additional support *
 Academic conduct with regards to cheating, collusion or plagiarism *
 Links to appropriate sources of relevant information *

* Further information regarding these and other policies can be accessed through your student portal on [Link].

Always keep a copy of your work and a file of working papers

The requirement to keep a file of working papers is important. There may be circumstances where it is
difficult to arrive at a mark for your work. If this is the case, you may be asked to submit your file and
possibly meet with your tutor to answer questions on your submission.

When you submit your work you will be required to sign an important declaration confirming that:
 The submission is your own work
 Any material you have used has been acknowledged and appropriately referenced
 You have not allowed another student to have access to your work
 The work has not been submitted previously.
The following information is important when:
 Preparing for your assignment
 Checking your work before you submit it
 Interpreting feedback on your work after marking.

Module Learning Outcomes

Module Learning Outcomes are specific to this module, and are set when the module was validated.

Assessment Criteria
The module Learning Outcomes tested by this assignment, and precise criteria against which your work
will be marked are outlined in your assessment brief.

Performance Descriptors
Performance descriptors indicate how marks will be arrived at against each of the assessment criteria. The
descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated.
To help you further:
 Re-sit opportunities are available for students who are unable to take the first sit opportunity, or who
need to re take any component.
 Refer to the VLE topic for contact details of your module leader / tutor, tutorial inputs, recommended
reading and other sources, etc. Resit details will also appear on the VLE module topic.
 The University’s Learning Information Services offer support and guidance to help you with your studies
and develop your academic skills [Link]
Level Descriptors
The following table shows the SEEC (2016) level descriptors. These descriptors are aligned with the England, Wales and Northern Ireland (EWNI) Credit
Level Descriptors, which are summarised in the first row.
Summary
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
EWNI Summary Apply knowledge and Develop a rigorous Generate ideas Critically review, Display mastery of a Make a significant and
credit level skills in a range of approach to the through the analysis consolidate and complex and original contribution
complex activities acquisition of a broad of concepts at an extend a systematic specialised area of to a specialised field
descriptors
demonstrating knowledge base; abstract level with a and coherent body of knowledge and skills, of inquiry,
comprehension of employ a range of command of knowledge, utilising employing advanced demonstrating a
relevant theories; specialised skills; specialised skills and specialised skills skills to conduct command of
access and analyse evaluate information, the formulation of across an area of research, or methodological issues
information using it to plan and responses to well- study; critically advanced technical or and engaging in
independently and develop investigative defined and abstract evaluate concepts professional activity, critical dialogue with
make reasoned strategies and to problems; analyse and evidence from a accepting peers and accepting
judgements, selecting determine solutions and evaluate range of sources; accountability for full accountability for
from a considerable to a variety of information; exercise transfer and apply related decision- outcomes.
choice of procedures unpredictable significant judgement diagnostic and making, including use
in familiar and problems; and across a broad range creative skills and of supervision.
unfamiliar contexts operate in a range of of functions; and exercise significant
and direct own varied and specific accept responsibility judgement in a range
activities, with some contexts, taking for determining and of situations; and
responsibility for the responsibility for the achieving personal accept accountability
output of others. nature and quality of and/or group for determining and
outputs. outcomes. achieving personal
and/or group
outcomes.
Setting
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Operational Context Operates in Operates in a range Operates in situations Operates in complex Operates in complex Operates in complex
predictable and of varied but of varying complexity and unpredictable and unpredictable and unpredictable
defined contexts that predictable contexts and predictability contexts, requiring and/or specialised and/or specialised
require the use of that require the use requiring the selection and contexts, requiring contexts at the
given techniques and of a specified range application of a wide application from a selection and forefront of
information sources. of techniques and range of techniques range of largely application from a knowledge.
information sources. and information standard techniques wide range of
sources. and information advanced techniques
sources. and information
sources.
Autonomy and Acts largely under Acts with limited Acts with limited Acts with minimal Acts with initiative in Acts autonomously
responsibility for direction or autonomy, under supervision and supervision or decision-making and and with initiative,
actions supervision, within direction or direction within direction within accessing support often in a professional
defined guidelines. supervision, within defined guidelines, agreed guidelines, within professional or capacity with
Takes responsibility defined guidelines. accepting taking responsibility given guidelines, responsibility for self
for initiating and Takes responsibility responsibility for for accessing support accepting full and often others.
completing tasks and for the nature and achieving personal and accepting accountability for
procedures. quality of outputs. and/or group accountability for outcomes.
outcomes and/or determining and
outputs. achieving personal
and/or group
outcomes.
Knowledge and Understanding
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Knowledge and Has an understanding Has a broad Has detailed Has a systematic Has a deep and Works with
understanding of defined areas of understanding of the knowledge of well- understanding of the systematic theoretical/research
the knowledge base. knowledge base and established theories knowledge base and understanding within knowledge at the
Demonstrates an its terminology or and concepts. its inter-relationship a specialised field of forefront of the
awareness of current discourse. Demonstrates an with other fields of study and its discipline.
areas of debate in the Appreciates that awareness of study. Demonstrates interrelationship with Demonstrates a
field of study areas of this different ideas, current other relevant comprehensive
knowledge base are contexts and understanding of disciplines. understanding of
open to ongoing frameworks and some specialist areas Demonstrates an techniques and
debate and recognises those in depth. understanding of methodologies
reformulation. areas where the current theoretical applicable to the
knowledge base is and methodological discipline.
most/least secure. approaches and how
these affect the way
the knowledge base
is interpreted.
Cognitive Skills
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Conceptualisation Relates principles and Identifies principles Identifies, analyses Works with ideas at a Uses ideas at a high Develops ideas at a
and critical thinking concepts to and concepts and communicates level of abstraction, level of abstraction. high level of
underlying underlying principles and arguing from Develops critical abstraction.
theoretical theoretical concepts, recognising competing responses to existing Develops theoretical
frameworks and frameworks and competing perspectives. theoretical discourses,
approaches. approaches, perspectives. Identifies the discourses, methodologies or
identifying their possibility of new methodologies or practices, critically
strengths and concepts within practices and analysing their
weaknesses. existing knowledge suggests new development and
frameworks and concepts or application.
approaches. approaches.
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Problem solving, Carries out defined Identifies a well- Undertakes research Demonstrates Designs and Acts independently
research and investigative defined focus for to provide new confidence and undertakes and with originality in
enquiry strategies and enquiry, plans and information and/or flexibility in substantial problem solving.
communicates results undertakes explores new or identifying and investigations to Develops or adapts
effectively in a given investigative existing data to defining complex address significant appropriate advanced
format. strategies using a identify patterns and problems. areas of theory methodological
limited and defined relationships. Identifies, selects and and/or practice. approaches and
range of methods, Uses appropriate uses investigative Selects appropriate critically evaluates
collects data from a theoretical models to strategies and advanced their effectiveness.
variety of sources, judge the significance techniques to methodological
and communicates of the data collected, undertake a critical approaches and
results effectively in recognising the analysis, evaluating critically evaluates
an appropriate limitations of the the outcomes. their effectiveness.
format. enquiry.
Synthesis and Collects information Collects information Collects and Applies knowledge in Flexibly and Synthesises and
creativity to inform a choice of from a variety of synthesises unfamiliar contexts, creatively applies applies new
solutions to standard authoritative sources information to inform synthesising ideas or knowledge in approaches, in a
problems in familiar to inform a choice of a choice of solutions information to unfamiliar contexts, manner that can
contexts. solutions to standard to problems in generate novel synthesises ideas or contribute to the
problems in familiar unfamiliar contexts. solutions. information in development of
contexts. Achieves a body of innovative ways, and methodology or
work or practice that generates understanding in that
is coherent and transformative discipline or practice.
resolved. solutions.
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Analysis and Analyses a range of Judges the reliability Analyses a range of Analyses new, novel Undertakes analysis Undertakes
evaluation information using of data and information, and/or abstract data of complex, independent analysis
pre-defined information using comparing using an appropriate incomplete or or evaluation,
principles, pre-defined alternative methods range of established contradictory managing complexity,
frameworks or techniques and/or and techniques. subject-specific evidence/data and incompleteness of
criteria. criteria. Selects appropriate techniques. Judges judges the data or contradictions
techniques/criteria the reliability, validity appropriateness of in areas of knowledge.
for evaluation and and significance of the enquiry
discriminates evidence to support methodologies used.
between the relative conclusions and/or Recognises and
relevance and recommendations. argues for alternative
significance of Suggests reasons for approaches.
data/evidence contradictory
collected. data/results.
Performance and Practice
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Adaptation to Undertakes a given Locates own role in Identifies external Identifies external Autonomously adapts Autonomously adapts
context and clearly defined relation to specified expectations and expectations and performance to performance to
role. and externally adapts own adapts own multiple contexts. contexts requiring
defined parameters. performance performance professional outputs.
accordingly. accordingly.
Performance Undertakes given Undertakes Undertakes complex Seeks and applies Autonomously Has technical
performance tasks performance tasks and non-routine new techniques and implements and mastery, performs
that may be complex. that may be complex performance tasks. processes to own evaluates smoothly with
and non-routine, Analyses performance and improvements to precision and
engaging in self- performance of self identifies how these performance, effectiveness, can
reflection. and others and might be evaluated. drawing on adapt or develop skills
suggests innovative or sectoral and procedures for
improvements. best practice. new situations.
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Team and Adapts own Works effectively Interacts effectively Works effectively Works effectively Leads and/or works
organisational behaviour to meet with others and within a team, giving within a team, with multiple teams effectively with often
working obligations to others. recognises the and receiving supports or is as leader or member. multiple teams in
factors that affect information and proactive in Clarifies tasks and multiple roles.
team performance. ideas and modifying leadership, make appropriate use Manages the
responses where negotiates in a of the capacities of capacities of members
appropriate. professional context team members, to achieve outcomes,
Recognises and and manages conflict. resolving likely handling conflict with
ameliorates Proactively seeks to conflict situations confidence.
situations likely to resolve conflict. before they arise.
lead to conflict.
Ethical awareness Has an awareness of Demonstrates Is aware of personal Is aware of personal Incorporates a critical Analyses and
and application the ethical issues in awareness of ethical responsibility and responsibility and ethical dimension to manages ethical
the main areas of issues and is able to professional codes of professional codes of their practice, dilemmas and works
study. discuss these in conduct. conduct and managing the pro-actively with
relation to personal incorporates this into implications of ethical others to formulate
beliefs and values. their practice. dilemmas. Works and implement
proactively with solutions.
others to formulate
solutions.
Personal and Enabling Skills
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Personal evaluation Assesses own Is aware of own Assesses own Takes responsibility Uses personal Reflects on own and
and development capabilities against capabilities in key capabilities using for own learning and reflection to analyse others’ functioning in
given criteria. areas and engages in justifiable criteria set development using self and own actions. order to improve
Engages in guided development activity by self and others, reflection and Makes connections practice.
development activity. through guided self- taking the wider feedback to analyse between known and Is independent and
direction. needs of the context own capabilities, unknown areas, to self-critical as a
into account. appraises alternatives allow for adaptation learner.
Uses feedback to and plans and and change. Guides and supports
adapt own actions to implements actions.
the learning of others
reach a desired aim and manages own
and reviews impact. professional
development.
Level 3 Level 4 Level 5 Level 6 Level 7 Level 8
Interpersonal and Uses interpersonal Uses interpersonal Adapts interpersonal Sets criteria for, and Identifies, evaluates Displays consultancy
communication and communication and communication and communication is effective in, and maintains skills. Communicates
skills skills to clarify tasks skills to clarify tasks skills to a range of professional and capabilities and complex or
and communicate and identify and situations, audiences interpersonal qualities to support contentious
outcomes in narrowly rectify issues in a and degrees of communication in a effective information clearly
defined contexts. range of contexts. complexity. wide range of communication in a and effectively to the
situations. range of complex and target audience.
specialised contexts.
University of Wolverhampton Mark Descriptors
Undergraduate
Marking band Work demonstrates:
90-100%  exceptional originality and/or independent thought
Exceptional  a breadth of knowledge and understanding beyond the taught material
 no errors
 exceptional problem-solving and/or analytical and/or creativity skills
80-89%  outstanding level of originality and/or independent thought
Outstanding  a breadth of knowledge and understanding beyond the taught material
 very few errors
 outstanding problem-solving and/or analytical and/or creativity skills
70-79%  excellent level of originality and/or independent thought
Excellent  a breadth of knowledge and understanding beyond the taught material
 a few minor errors
 excellent problem-solving and/or analytical and/or creativity skills
60-69%  originality and independent thought in the way that material has been presented
Very good  very good breadth of knowledge and understanding that aligns with the key concepts
introduced by the taught material
 a few minor errors
 very good problem-solving and/or analytical and/or creativity skills
50-59%  some originality and evidence of independent thought in the way that material has
Good been presented
 good breadth of knowledge and understanding that draws on key elements of the
taught materials
 clear presentation, but with a few errors
 good problem-solving and/or analytical and/or creativity skills
40-49%  basic, possibly derivative, presentation of material
Sufficient  sufficient breadth of knowledge and understanding to address the assessment criteria /
learning outcomes at a threshold level
 some errors in the work
 sufficient problem-solving and/or analytical and/or creativity skills
30-39%  poor presentation of material
Insufficient  several errors in the work
 insufficient breadth of knowledge and understanding that misses and/or
misunderstands many elements of the taught materials
 some assessment criteria / learning outcomes not met at the threshold level
0-29%  very poor presentation of material for assessment
Poor  multiple errors in the work
 poor breadth of knowledge and understanding that fails to draw upon most elements
of the taught materials
 majority, or all, assessment criteria / learning outcomes not met at the threshold level
Postgraduate
Marking band Work demonstrates:
90-100%  outstanding originality and/or independent thought that could be considered for
Outstanding dissemination to the broader discipline (e.g. through publication in a journal)
 engagement in a focused academic debate, which presents a range of evidence
underpinning a deep understanding of all the issues studied
 challenges to current theory and/or practice
 no errors
 outstanding problem-solving and/or analytical and/or creativity skills
80-89%  excellent level of originality and/or independent thought with the potential for
Excellent dissemination to the broader discipline
 engagement in an academic debate which presents clear evidence of a considered
understanding of the professional issues studied, the approach adopted and the
position taken
 enhancements to current theory and/or practice
 very few errors
 excellent problem-solving and/or analytical and/or creativity skills
70-79%  analysis and critique of concepts, models of key authors, rival theories, and major
Very good debates together with some evidence of synthesis
 the complexity of the context in which the work is situated
 differing perspectives and interpretations
 a few minor errors
 very good problem-solving and/or analytical and/or creativity skills
60-69%  capacity to express views based on sound argument and solid evidence in an articulate
Good and concise way
 effective engagement in a critical dialogue relating to professional practice
 willingness to question and to explore issues and to synthesise theoretical perspectives
and practical application
 a few minor errors
 good problem-solving and/or analytical and/or creativity skills
50-59%  evidence of engagement with pertinent issues
Sufficient  presentation of key authors and debates
 evidence of suitable basic reading
 clear presentation, but requiring stronger presentation of synthesis or evaluation
 sufficient problem-solving and/or analytical and/or creativity skills
40-49%  little evidence of an ability to apply the principles of the module to a wider context
Insufficient  an overly descriptive account demonstrating only minimal interpretation, and very
limited evidence of analysis, synthesis or evaluation
 lack of counterarguments and/or alternative frames of reference
 insufficient problem-solving and/or analytical and/or creativity skills
0-39%  fundamental misconceptions of the content
Poor  little or no understanding of relevant theory and/or practice
 no evidence of independent thought or criticality
 a descriptive form of presentation