Module Learning Outcomes

MODULE AIM     The module aims to introduce various aspects of management and functional view of various management roles which impact business and organisational decision-making process.   LEARNING OUTCOMES     Upon the successful completion of this module, the student will be able to:     K1. Understanding of theories and conceptual frameworks regarding the discipline of ‘Management’     K2.       A detailed and critical awareness of a variety of ideas and contexts around Management functions skills   S1.       An ability to identify appropriate solutions to Management issues

 

 

 

ASSESSMENT

 

 

Mode of assessment	Volume	Weighting
Individual Assignment – Report Format	3000 words	100%

 

 

You are working as a Junior Operations Manager in a well-known organisation of your choice. As part of your responsibility, you have been asked to demonstrate the contribution of an operations manager to the growth and development of an organisation. You are to produce a report for the board of directors in response to the following:

 

You need to recommend two management approaches which the organisation could take to ensure its management functions effectively to contribute to the design of the organisation in an emerging or changing environment. The report should cover the following:

 

• How does operations management support the business aims and objective of your organisation?

 

• Investigation into two management approaches to show how the organisation could ensure the business management functions contribute toward the growth and development of the

 

• Analyse the importance of motivation in the workplace business

 

• How does effective communication and teamwork support the business performance?

 

 

 

 

 

 

1.      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.

 

2.      Knowledge and Understanding Skills

 

 

At this level, you should be able to demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study. 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. to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding.

 

3.      Cognitive and Intellectual Skills

 

 

You should be able to present, evaluate and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of your subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical thinking. For example, to examine and break information down into parts, make inferences, compile, compare information. This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? You should provide justification for your arguments and judgements using evidence that you have reflected upon the ideas of others within the subject area and that you are able to make sound judgements and arguments using data and concepts. Where relevant, alternative solutions and recommendations may be proposed.

 

4.      Practical Skills

 

 

At this level, you should be able to apply the basic underlying concepts and principles to evaluate and interpret these within the context of your area of study. 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. 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.

 

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 some personal responsibility. This includes demonstrating that you can communicate the results of your study/work accurately and reliably, and with structured and coherent arguments; that you can initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression;

 

clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation and organisation.

 

Generic Assessment Criteria

 

		irrelevance					the reader
Fail	35 — 39%	Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms	A limited understanding of a narrow range of material	Heavy dependence on description, and/or on paraphrase, is common	Little evidence of coherent argument: lacks development and may be repetitive or thin	Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase	Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or 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 — for compensation consideration.
	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.