Developing workplace critical thinking

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APPENDIX GA36b

LEVEL 5 ASSESSMENT SPECIFICATION

 

Programme: BA (Hons) Leadership and Management Skills for the Workplace
Module: Developing workplace critical thinking
Module code: BMSW 5101 Contribution to
Overall Module
Assessment (%):		 100%
Lecturer: Dr Gregory Cowan Internal Verifier: Md Kalam
Assignment Title: Part 1– Individual
Business Report
“How do organisational
beliefs, attitudes, and
value systems affect
workplace behaviour?
How will workplace
changes for the post
lockdown business
environment tackle the
new business
challenges, and create
more resilient
businesses in future?”
Part 2- Reflective
Journal
Reflective journal on each
of nine weekly learning
and teaching sessions		 Word count (or
equivalent):		 Assignment Brief,
comprising
Part 1, 2500 word
business report
and
Part 2, 2000 word
reflective Journal
(outlining the
summary of the
learning sessions
from week 1 to
week 9 inclusive)
Total 4,500 words
Submission
deadline:		 To be announced by the
Assessment team
Please refer to the assessments
schedule published on
Students’ Hall in Moodle		 Return date of
provisional marks
& written feedback:		 20 Working days
after submission
deadline
Submission
method:		 All written assessments, where practical and possible, must be submitted via
Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this
assessment specification into Turnitin or it will match many similarities with
other students’ submissions.)

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Alternative submission method (if applicable):
Late submission of the assessment will result in a late penalty mark.
Penalties for late submission: Up to one week late, maximum mark of 40%.
Over one week late, 0%. Only the Extenuating Circumstances Panel may
approve a change to submission dates.
Academic
honesty /
referencing:		 Academic honesty is required. In the main body of your submission you must
give credit to authors on whose research and ideas your work is based. Append
to your submission a reference list that indicates the books, articles, etc. that
you have used, cited or quoted in order to complete this assessment.

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Module Learning Outcomes
(from module syllabus)
• Discriminate and analyse the difference between beliefs, attitudes and values
within a workplace context;
• Critically assess their own beliefs, attitudes and value systems and their
impact on workplace behaviour;
• Apply the critical assessment of an appropriate management theory to evaluate
how someone with different beliefs, attitudes and values might interpret the theory
differently

 

TASK DESCRIPTION

ASSESSMENT TASK-100%- Part 1-50% and Part 2-50%
Part 1- Report (50%)-2,500 words
Produce a 2,500 word (+/- 10%) academic report. Apply academic management models, methods,
and theories to assess the impact of organisational beliefs, attitudes, and value systems on
workplace behaviour.
Identify an organisation of which you have some recent experience and interest in future. If you
have never worked for an organisation, then please choose an extracurricular organisation you are
involved in, or an alternative organisation that you know a lot about, in terms of what happens within
the internal organisation environment (e.g. an organisation your parent/partner works for). If you are
having problems choosing an organisation, please discuss this with your module lecturer.
Having chosen your organisation and reviewed the brief scenario above, you then need to answer
the following questions:
Question
“How do organisational beliefs, attitudes, and value systems affect workplace behaviour?
Also, how will tailoring workplace changes for the post-COVID mindset tackle the challenges
we face now, and create more resilient businesses in the future?”
Task Description/Scenario:
“While there is no silver-bullet solution or perfect working environment, the crisis (2020) offered
opportunities to reshape the workplace and create spaces that were meaningfully centred on the
human experience.” Past pandemics have brought ‘sea changes’ to design in many areas from how
cities are planned to how bathrooms are finished.”
(In regard to design see also the ISIK University research project http://spaceinpandemic.com ).
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“…never before have we seen such an urgency for the corporate office to adapt or fall behind.
Tailoring workplace changes for the post-COVID mindset will tackle the challenges we face now
and create more resiliency for businesses in the future.”
Cerruti, K and Godoski, L 2020 “Five Post-COVID Behaviors(sic) and Attitudes that will Reshape
the Workplace” in Workdesign Magazine [Online] Available:
https://www.workdesign.com/2020/06/five-post-covid-behaviors-and-attitudes-that-will-reshapethe-workplace/ (copy the link into your browser)
Report Details:
Write a business report, fully (Harvard) referenced, and include the following sections:
1. Briefly Introduce the organisation you have chosen to write about
2. Briefly introduce the key management theory or theories that will underpin your report
3. Answer the question by applying the key theory/theories to your chosen organisation
4. Provide a critical evaluation of the theory/theories to assess how someone with different
beliefs, attitudes and values might interpret the theory differently
5. Make recommendations with valid justifications (based on your answer and critique) for
specific organisational changes for the post-COVID mindset in terms of beliefs, attitudes, and
value systems that may help the organisation to tackle the challenges they face now and
create more resiliency for them in the future.
Part 2 (50%)- Reflective Journal- 2,000 words +/- 10%)
Write a reflective learning journal by including the teaching and learning session from week 1 to week 9 with Harvard
References. Your learning journal should focus on learning that took place in weekly lessons and practical exercises.
Ensure that your report and learning Journal:
a) Discriminates between – and analyses the difference between – beliefs, attitudes, and values
within a workplace context.
b) Critically assesses organisation’s own beliefs, attitudes and value systems and their impact
on workplace behaviour.
c) Applies the critical assessment of an appropriate management theory to evaluate how
someone with different beliefs, attitudes and values might interpret the theory differently.
d) Is within the requested word limit of 2,500 words for part 1 and 2,000 words for part 2 (Total-
4,500 +/- 10% words)
e) Uses a suitable report structure (including executive summary) for the part 1
f) Is presented in a professional way
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g) Uses good grammar, spelling, and punctuation
h) Complies with University guidance on referencing: UWTSD Harvard Referencing Guide
– https://uwtsd.ac.uk/media/uwtsd-website/content-assets/documents/library-and-learningresources/infoskills/Harvard-eng_v.1.2.pdf
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GUIDANCE FOR STUDENTS IN THE COMPLETION OF
TASKS

Engagement with Literature Skills
Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You
should provide evidence that you have accessed an appropriate range of sources, which may be academic,
governmental and industrial; these sources may include academic journal articles, textbooks, current news articles,
organisational documents, and websites. You should consider the credibility of your sources; academic journals
are normally highly credible sources while websites require careful consideration/selection and should be
used sparingly. Any sources you use should be current and up-to-date, mostly published within the last five years
or so, though seminal/important works in the field may be older. You must provide evidence of your research/own
reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your
work and a reference list at the end of your work.
Guidance specific to this assessment: There should be at least 15 academic references to support your work from
a variety of valid and reliable sources. A reference list should be provided using Harvard referencing convention.
2. Knowledge and Understanding Skills
At level 5, you should be able to demonstrate: sound knowledge and critical understanding of the well-established
concepts and principles of the subject area and the way in which those principles have developed; knowledge
of the main methods of enquiry in the discipline. Knowledge relates to the facts, information and skills you have
acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and
information (knowledge). This means that you need to select and include in your work the concepts, techniques,
models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc.
meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate
your knowledge and understanding.
Guidance specific to this assessment: You will need to select and include the concepts, techniques, models,
theories, etc. appropriate to the task(s) set and analyse the difference between – beliefs, attitudes, and
values within a workplace context
3. Cognitive and Intellectual Skills
You should be able to critically analyse information, and propose solutions to problems arising from that analysis,
including the critical evaluation of the appropriateness of different approaches to solving problems. Your work must
contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to
examine and break information down into parts, make inferences, compile, compare and contrast information. This
means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? At all times,
you must provide justification/evidence for your arguments and judgements. Evidence that you have reflected upon the
ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work.
Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments
using data and concepts, with an understanding of the limits of knowledge, and how this influences analyses and
interpretations. Sound, valid conclusions are necessary and must be derived from the content of your work.
Where relevant, alternative solutions and recommendations may be proposed.
Guidance specific to this assessment: Critically analyse and evaluate your sources and draw appropriate conclusions
supported by academic references. You should demonstrate your knowledge and understanding of relevant theories and
models associated with critical thinking
4. Practical Skills
At level 5, you should be able to use/deploy a range of established techniques within the discipline, and apply underlying
concepts and principles outside the context in which they were first studied, including, where appropriate, the
application of those principles in an employment context. You should be able to demonstrate how the subject-related
concepts and ideas relate to real world situations and/or a particular context. How do they work in practice? You will
deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate
plans or solutions to solve problems, or to create artefacts, some of which may be creative. This is likely to involve, for
instance, the use of real world artefacts, examples and cases, the application of a model within an organisation and/or
benchmarking one theory or organisation against others based on stated criteria. You should show awareness of
the limitations of concepts and theories when applied in particular contexts.
Guidance specific to this assessment: Give relevant examples of how beliefs, attitudes and values can impact on
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organisational success.
5. Transferable Skills for Life and Professional Practice
Your work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise
of personal responsibility and decision-making. This includes demonstrating: professional development to advance
existing skills and acquire new competences that will enable you to assume significant responsibility within
organisations; that you can initiate and complete tasks and procedures, whether individually and/or collaboratively;
that you can use appropriate media to effectively communicate information, arguments and analysis in a variety of
forms to specialist and non-specialist audiences; fluency of expression; clarity and effectiveness in presentation and
organisation. Work should be coherent and well-structured in presentation and organisation.
Guidance specific to this assessment: Your report should be presented in a clear and coherent format.
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STUDENT FEEDBACK FORM

This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your
mark. The marks available for each category of skill 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.

Generic Assessment Criteria Marks
available		 Marks
awarded
1. Engagement with Literature Skills
Task 1 –05
Task 2 – 05 		10
2. Knowledge and Understanding Skills
Task 1 – 15
Task 2 – 15 		30
3. Cognitive and Intellectual Skills
Task 1 – 15
Task 2 – 15 		30
4. Practical Application Skills
Task 1 –10
Task 2 – 10 		20
5. Transferable Skills for Life and Professional Practice
Task 1 –05
Task 2 – 05 		10

 

Assessment 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 guidance only until they are confirmed. )		 Late Submission Penalties (tick if
appropriate)		 %
Up to 1 week late (40% Max)
Over 1 week late (0%)

 

GENERIC ASSESSMENT CRITERIA

 

Level 5
In accordance with the Framework for Higher Education Qualifications, at the end of Level 5 students will be expected to have developed sound knowledge
and critical understanding of the well-established concepts and principles in their field of study, and of the way in which those principles have developed.
They will have learned to apply those concepts and principles more widely outside the context in which they were first studied, including, where appropriate,
the application of those principles in an employment context. They will have knowledge of the main methods of enquiry in the subject area, and ability to
evaluate critically different approaches to problem solving. They will possess an understanding of the limits of their knowledge, and how this influences their
analyses and interpretations. They will be able to use a range of established techniques to initiate and undertake critical analysis of information, and to
propose solutions to problems arising from that analysis. They will be able to effectively communicate information, arguments and analysis in a variety of
forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. They will be able to undertake further training,
develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. They will have the
qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

 

Level 5 FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass)		 GOOD
(2.2 / Pass)		 VERY GOOD
(2.1 / Merit)		 EXCELLENT
(1st / Distinction)		 EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement
with literature
(including
reading,
referencing,
academic
conventions and
academic
honesty)		 Little or no
evidence of
reading and/or
reliance on
inappropriate
sources.
Views and
findings mostly
unsupported and
non
authoritative.
Referencing
conventions
used
incoherently or
largely absent.		 Poor
engagement
with essential
reading. No
evidence of
wider reading.
Reliance on
inappropriate
sources, and/or
indiscriminate
use of sources.
Heavily reliant
on information
gained through
class contact.
Inconsistent and
weak use of
referencing.		 Engagement
with a limited
range of mostly
relevant and
credible sources.
Some omissions
and minor
errors.
Referencing
conventions
evident though
not always
applied
accurately or
consistently.		 Engagement
with an
appropriate
range of
literature,
including
sources
retrieved
independently.
Some over
reliance on texts.
Referencing may
show minor
inaccuracies or
inconsistencies.		 Engagement
with a wide
range of
literature,
including
sources
retrieved
independently.
Selection of
relevant and
credible sources.
Very good use of
referencing, with
no/very few
inaccuracies or
inconsistencies.		 Engagement
with an
extensive range
of relevant and
credible
literature.
Consistently
accurate
application of
referencing.		 Exceptional
engagement
with an
extensive range
of relevant and
credible
literature. High
level referencing
skills
consistently
applied.
Knowledge
and
understanding
(Sound
knowledge and		 Major gaps in
knowledge with
unsatisfactory,
uncritical
understanding of		 Fragmentary
knowledge, with
only superficial
critical
understanding.		 Limited but
adequate
knowledge and
critical
understanding of		 Knowledge is
reasonably
detailed and
accurate. A good
critical		 Knowledge is
reasonably
extensive.
Exhibits very
competent		 Excellent,
detailed
knowledge and
highly critical
understanding of		 Exceptionally
detailed
knowledge and
outstanding
critical

 

Level 5 FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass)		 GOOD
(2.2 / Pass)		 VERY GOOD
(2.1 / Merit)		 EXCELLENT
(1st / Distinction)		 EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
critical
understanding of
the well
established
concepts and
principles in their
field of study;
knowledge of the
main methods of
enquiry in the
discipline.)		 the subject
matter. Much
irrelevant
material.
Substantial
inaccuracies.
Significantly
flawed
understanding of
the main
methods of
enquiry in the
discipline.		 Some significant
inaccuracies
and/or irrelevant
material.
Incomplete or
partially flawed
understanding of
the main
methods of
enquiry in the
discipline.		 the well
established
concepts and
principles within
the subject area,
with a few gaps
in the selection
of material. A
narrow critical
understanding of
the main
methods of
enquiry.		 understanding of
the well
established
concepts and
principles and
the main
methods of
enquiry, with
minor gaps in
the selection of
material.		 critical
understanding of
the well
established
concepts and
principles of the
subject and the
main methods of
enquiry.
Breadth and
depth of
knowledge.		 the well
established
concepts and
principles of the
subject and the
main methods of
enquiry.		 understanding of
the well
established
concepts and
principles of the
subject and the
main methods of
enquiry. May go
beyond
established
theories.
Cognitive and
intellectual
skills
(Critical
evaluation and
analysis of
concepts and
principles;
argument and
judgement; the
limits of their
knowledge, and
how this
influences their
analyses and
interpretations.)		 Wholly or almost
wholly
descriptive work.
Little or no
critical
evaluation and
analysis of
concepts and
principles.
Failure to
develop
arguments,
leading to
illogical or invalid
judgements.
Unsubstantiated
generalisations
or opinion, made
without use of
any credible
evidence.		 Largely
descriptive work,
with superficial
use of critical
evaluation and
analysis of
concepts and
principles. Weak
development of
arguments and
judgements.
Information
accepted
uncritically, uses
generalised
statements
made with scant
evidence and
unsubstantiated
opinions. Ideas
sometimes
illogical and
contradictory.		 Limited attempt
at critical
evaluation and
analysis of
concepts and
principles,
tending towards
description.
Some evidence
to support
arguments and
judgements but
these may be
underdeveloped,
with a little
inconsistency /
mis
interpretation or
failure to fully
recognise limits
of knowledge.		 Some critical
evaluation and
analysis of
concepts and
principles,
though
descriptive in
parts.
An emerging
awareness the
limits of their
knowledge and
ability to use
evidence to
support the
argument though
with some
tendency to
assert/state
opinion rather
than argue on
the basis of
reason and
evidence.
Mostly valid
arguments and
logical
judgements.		 Sound critical
evaluation and
analysis of
concepts. Is
selective in the
range of
evidence used
and synthesises
rather than
describes. Ability
to devise
arguments that
show awareness
of different
stances, and use
evidence
convincingly, to
support
appropriate and
valid
judgements.		 Excellent critical
evaluation and
analysis of
concepts and
principles
leading to
logical,
evidence-based,
reasoned
arguments and
judgements.
Explicit
recognition of
other stances
and a strong
awareness of
the limits of their
knowledge.
A capacity for
independent
thought and
ability to ‘see
beyond the
question’,
suggesting some
grasp of the
broader field and
wider concepts.		 Outstanding
critical
evaluation and
analysis of
concepts and
principles. Uses
evidence
exceptionally
well to connect
ideas, and
support highly
logical and
persuasive,
arguments and
judgements.
Evidence of
independent
thought and
ability to ‘see
beyond the
question’,
suggesting a
clear grasp of
the broader field
and wider
concepts.
Perceptive
recognition of

 

Level 5 FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass)		 GOOD
(2.2 / Pass)		 VERY GOOD
(2.1 / Merit)		 EXCELLENT
(1st / Distinction)		 EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
the limits of their
knowledge, and
how this
influences their
analyses and
interpretations.
Practical skills
(Apply underlying
concepts and
principles more
widely outside the
context in which
they were first
studied; use a
range of
established
techniques;
propose solutions
to problems
arising from
analysis.)		 Limited or no
use of
established
methods,
materials, tools
and/or
techniques.
Little or no
appreciation of
the context of
the application.
Limited
understanding of
the application of
theory to
practice or
making
appropriate links
between the two.
Very weak
problem-solving
skills outside the
context in which
they were first
studied.		 Rudimentary
application of
established
methods,
materials, tools
and/or
techniques but
without
consideration
and
competence.
Flawed
appreciation of
the context of
the application.
Weak
understanding of
the application of
theory to
practice, with
only occasional
evidence of
making
appropriate links
between the two.
Weak problem
solving skills
outside the
context in which
they were first
studied.		 An adequate
awareness and
mostly
appropriate
application of
established
methods,
materials, tools
and/or
techniques.
Basic
appreciation of
the context of
the application.
Theoretical
knowledge and
understanding
applied in
practice, but not
always making
logical links
between the two.
Can identify
problems and
propose basic
solutions outside
the context in
which they were
first studied.		 A good and
appropriate
application of
established
methods,
materials, tools
and/or
techniques.
Clear
appreciation of
the context of
the application.
Mainly
consistent,
accurate and
logical
application of
theory to
practice, making
appropriate links
between the two.
Can identify
problems and
propose mostly
appropriate
solutions outside
the context in
which they were
first studied.		 A very good
application of a
range of
established
methods,
materials, tools
and/or
techniques.
Very good
consideration of
the context of
the application,
with perceptive
insights.
Consistent,
accurate and
logical
application of
theory to
practice, making
appropriate links
between the two.
Can identify
problems and
propose
appropriate
solutions outside
the context in
which they were
first studied.
Evidence of
some creativity.		 An advanced
application of a
range of
established
methods,
materials, tools
and/or
techniques.
The context of
the application is
well considered,
and insightful.
Consistent,
accurate and
logical
application of
theory to
practice, making
well-developed
links between
the two. Can
identify problems
and propose
excellent,
creative
solutions outside
the context in
which they were
first studied.		 Exceptional
levels of
application and
deployment
skills using
established
methods,
materials, tools
and/or
techniques.
Consistent,
accurate and
logical
application of
theory to
practice, making
highly developed
links between
the two. Can
identify routine
and non-routine
problems and
propose quite
sophisticated,
creative
solutions outside
the context in
which they were
first studied.
Transferable
skills for life		 Communication
medium is		 Communication
medium is poorly		 Can
communicate in		 Can
communicate		 Can
communicate		 Can
communicate		 Can
communicate

 

Level 5 FAIL MARGINAL FAIL SATISFACTORY
(3rd / Pass)		 GOOD
(2.2 / Pass)		 VERY GOOD
(2.1 / Merit)		 EXCELLENT
(1st / Distinction)		 EXCEPTIONAL
(1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
and
professional
practice
(Effectively
communicate in a
variety of forms
to specialist and
non-specialist
audiences; the
qualities and
transferable skills
necessary for
employment
requiring the
exercise of
personal
responsibility and
decision-making.)		 inappropriate or
misapplied.
Work is poorly
structured,
disorganised
and/or
confusingly
expressed. Very
weak use of
language and/or
very
inappropriate
style. Failure to
work effectively
as part of a
group. Little or
no evidence of
the skills for
employment
requiring the
exercise of
personal
responsibility
and decision
making.		 designed and/or
not suitable for
the audience.
Work is poorly
presented in a
disjointed
manner. It is
loosely, and at
times
incoherently,
structured, with
information and
ideas often
poorly
expressed.
Weak use of
language and/or
inappropriate
style. Flawed
approach to
group work,
meeting only
partial
obligations to
others. Limited
evidence of the
skills for
employment
requiring the
exercise of
personal
responsibility
and decision
making.		 a suitable
medium for the
audience but
with some room
for improvement.
Mostly ordered
presentation and
structure in
which relevant
ideas / concepts
are reasonably
expressed. Work
may lack
coherence in
places. Can
work as part of a
group, meeting
most obligations
to others but
perhaps with
limited
involvement in
group activities.
Demonstrates
the basic skills
for employment
requiring the
exercise of
personal
responsibility
and decision
making, with
some areas of
minor weakness.		 effectively in a
suitable medium
for the audience,
but may have
minor errors.
Mostly coherent,
organised work,
in a suitable
structure and is
for the most part
clearly
expressed. Can
work effectively
independently
and/or as part of
a team, with
clear
contribution to
group activities.
Demonstrates
the skills for
employment
requiring the
exercise of
personal
responsibility
and decision
making, with
some areas of
strength and
some of minor
weakness.		 well, confidently
and consistently
in a suitable
medium for the
audience.
Work is
coherent, fluent,
well-structured
and organised.
Can work very
well
autonomously
and/or as part of
a team, with very
good
contribution to
group activities.
Demonstrates
very good skills
for employment
requiring the
exercise of
personal
responsibility
and decision
making, with just
occasional minor
weakness.		 professionally
confidently and
consistently in a
suitable medium
for the audience.
Work is
coherent, very
fluent and is
presented
proficiently. Can
work
autonomously
with initiative.
Where relevant
can work
professionally
within a team,
showing
leadership skills
as appropriate,
and meeting
obligations.
Demonstrates
excellent skills
for employment
requiring the
exercise of
personal
responsibility
and decision
making and an
appetite for
further
development.		 with an
exceptionally
high level of
professionalism,
highly suitable
for the audience.
Work is
exceptionally
coherent, very
fluent and is
presented
professionally.
Can work
exceptionally
well within a
team, showing
leadership skills.
Demonstrates
exceptional skills
for employment
requiring the
exercise of
personal
responsibility
and decision
making and an
appetite for
further
development.

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