MSC Management- Personal Effectiveness

BPP Coursework Cover Sheet

Please use the table below as your cover sheet for the 1^st page of the submission. The sheet should be before the cover/title page of your submission.

	Programme	MSc Management

	Module name	Personal Effectiveness
		Personal Effectiveness

	Schedule Term

	Student Reference Number (SRN)

	Report/Assignment Title

	Date of Submission
	(Please attach the confirmation of any
	extension received)

Declaration of Original Work:

I hereby declare that I have read and understood BPP’s regulations on plagiarism and that this is my original work, researched, undertaken, completed and submitted in accordance with the requirements of BPP School of Business and Technology.

The word count, excluding contents table, bibliography and appendices, is ___ words.

Student Reference Number: Date:

By submitting this coursework you agree to all rules and regulations of BPP regarding assessments and awards for programmes. Please note, submission is your declaration you are fit to sit.

BPP University reserves the right to use all submitted work for educational purposes and may request that work be published for a wider audience.

BPP School of Business and Technology

General Assessment Guidance

• Your summative assessment for this module is made up of this Coursework submission which accounts for 100% of the marks.

• Please note late submissions will not be marked.

• You are required to submit all elements of your assessment via Turnitin online access. Only submissions made via the specified mode will be accepted and hard copies or any other digital form of submissions (like via email or pen drive etc.) will not be accepted.

• For coursework, the submission word limit is 2500 words. You must comply with the word count guidelines. You may submit LESS than 2500 words but not more. Word Count guidelines can be found on the Assessment tab for your module.

• Do not put your name or contact details anywhere on your submission. You should only put your student registration number (SRN) which will ensure your submission is recognised in the marking process.

• A total of 100 marks are available for this module assessment, and you are required to achieve minimum 50% to pass this module.

• You are required to use only Harvard Referencing System in your submission. Any content which is already published by other author(s) and is not referenced will be considered as a case of plagiarism.

You can find further information on Harvard Referencing in the online library. You can use the following link to access this information: http://bpp.libguides.com/Home/StudySupport

• BPP University has a strict policy regarding authenticity of assessments. In proven instances of plagiarism or collusion, severe punishment will be imposed on offenders. You are advised to read the rules and regulations regarding plagiarism and collusion in the GARs and MOPP which are available on The Hub in the Academic registry section (found via Help & Support).

You should include a completed copy of the Assignment Cover sheet. Any submission without this completed Assignment Cover sheet may be considered invalid and not marked.

Assessment Brief

The required submission for this assignment is a 2500 words “Personal Effectiveness Report”. Your report will analyse a business leader’s personal effectiveness skills, evaluate your own learning style, and compare and contrast strategies for self-improvement.

Students are required to complete Three tasks:

1. Analyse key competencies of a global business leader

2. Evaluate your own Learning Style

3. Compare/contrast two strategies for improving your skills

The Learning Outcomes that you have to meet in order to pass this assessment are:

(LO1) Critically evaluate how people learn for professional development.

(LO2) Appraise the key skills and behaviours required to be effective in a professional context.

(LO3) Demonstrate understanding of a range of methods of supporting personal effectiveness in a professional environment.

Your Personal Effectiveness Report should contain the following:

Introduction

You should begin by introducing the concept of personal effectiveness.

You should also give a brief overview of tasks 1, 2 and 3.

TASK 1: Case Study Review

Analyse key skills and behaviours of global business leaders

1) Analyse ONE to TWO positive skills and behaviours of global business leaders. You will need to:

• Identify the skill or behaviour

• Use a case study from the Hub or your own personal research to give an example of how a business leader uses it

• Analyse why the skill or behaviour is beneficial

2) Analyse ONE to TWO negative skills and behaviours of global business leaders. You will need to:

• Identify the skill or behaviour

• Use a case study from the Hub or your own personal research to give an example of how a business leader uses it

• Analyse why the skill or behaviour is detrimental

3) You must apply AT LEAST ONE of the following frameworks of personal effectiveness:

Covey’s 7 Habits of Highly Successful People

The CMI Code of Conduct

To support your analysis, you must refer to the case studies and use additional reading resources from this module. You should also include ideas from articles on wider leadership concepts and personal effectiveness from the online library.

(This task meets LO2)

(Total marks for Task 1: 30% weighting)

TASK 2: Evaluation of Learning Style

1) You are required to identify your own learning style. You can do this by completing Honey and

Mumford’s learning styles questionnaire (or other suitable test).

The results of the questionnaire must be attached as an appendix or inserted as a table.

2) Examine your main learning style and appraise its strengths and limitations.

3) Evaluate how useful the learning styles framework is to develop your personal effectiveness.

You should support this evaluation with references to additional reading resources from this module. You should also include ideas from articles in the online library.

(This task meets LO1)

(Total marks for Task 2: 30% weighting)

TASK 3: Comparison of Methods of Improving Skills

1) Following your analysis of the key skills and behaviours of business leaders, identify TWO of the key skills that you need to develop to improve your employability and personal effectiveness in the workplace. Briefly assess your current level of performance in these two skills.

For ONE of the identified skills, compare and contrast TWO different methods that you could use to successfully improve your skills. Indicate which is your preferred method and justify your decision, making reference to your preferred learning style.

You should support this comparison with references to additional reading resources from this module. You should also include ideas from articles in the online library.

(This task meets LO3)

(Total marks for Task 3: 30% weighting)

Conclusion

Provide a conclusion drawing on the three tasks.

Give an overall conclusion on whether you have the necessary skills to be personally effective.

Structure

Your business report should contain the following:

• BPP assignment cover sheet (including SRN and word count)

• Business report title page

• Contents page

• Introduction (250 words)

• Task 1 – Case Study Review (800 words)

• Task 2 – Evaluation of Learning Style (600 words)

• Task 3 – Comparison of Methods for Improving Skills (600 words)

• Conclusion (250 words)

• References (Correct Harvard Referencing applied throughout, including in-text citation and reference list)

• Appendices

• Glossary (optional)

*(Total marks for introduction, conclusion and structure: 10% weighting)

Use of evidence in the report

Your report must contain evidence that you have read and understood the theories, models, additional reading and case studies in Personal Effectiveness on the Hub, and supplement this with reference to your own personal research in the online library.

Which forms of evidence must be in the report

• In-text citations and a bibliography: there must be frequent citations throughout your assignment; they should be supported by a reference list

• Links to theoretical frameworks: there must be at least one framework applied in Task 1

• References to the case studies: in the Case Study Review there must be references to the case studies which can be found in the Apply section of every topic on the Hub

• References to additional reading and your own personal research: throughout your assignment there must be frequent references to the articles and videos in the Additional Reading and Videos section, and personal research you have carried out outside the Hub in the online library

Marking Guide

Assignment	Fail (0-39%)	Low Fail (40-49%)	Pass (50-59%)	Merit (60-69%)	Distinction (70-100%)
Assignment	Fail (0-39%)	Low Fail (40-49%)	Pass (50-59%)	Merit (60-69%)	Distinction (70-100%)
task
Task 1	Guidelines:
(30% weighting,	• Identification of positive and negative skills/behaviours of a business leader
LO2)	• Link to case studies
	• Evaluation of benefits and limitations of skills/behaviours
	• Application of theory
	Weak and often implicit knowledge of	Limited and increasingly explicit knowledge	Satisfactory knowledge of business leaders’	Good knowledge of business leaders’	Excellent knowledge of business leaders’ skills
	business leaders’ skills and behaviours	of business leaders’ skills and behaviours.	skills and behaviours. Adequate use of	skills and behaviours. Good use of	and behaviours. Excellent use of evidence with
	with significant gaps in understanding.	Limited use of evidence to support	evidence to support argumentation.	evidence to support argumentation with	extensive and original personal research into
	Limited use of evidence supported by	argumentation. Limited evaluation	Satisfactory evaluation supported by well-	some personal research into broader	broader topics. Excellent evaluation supported
	some evidence. Weak evaluation	supported by a broad evidence base. Begins	reasoned arguments. Explicitly analyses	topics. Good evaluation supported by	by original, imaginative and coherent arguments.
	supported by a broad evidence base.	to analyse theory of effective skills and	theory of effective skills and behaviours.	original and imaginative arguments.	Deeply explores and applies theory with clear
	No theory is present.	behaviours.		Explores and analyses theory with	originality and autonomy.
				considerable originality.
Task 2	Guidelines:
(30% weighting,	• Identification of one main learning style and its strengths and limitations
LO1)	• Evaluation of learning style in comparison to personal experiences


	Weak and often implicit knowledge of	Limited and increasingly explicit knowledge	Satisfactory knowledge of learning styles	Good and clear knowledge of learning	Excellent knowledge of learning styles with
	learning styles with some omissions	of learning styles with limited explanation of	with adequate explanation of strengths and	styles with good explanation of strengths	excellent, original explanation of strengths and
	and weak explanation of strengths	strengths and limitations. Limited critical	limitations. Satisfactory critical evaluation of	and limitations. Good critical evaluation	limitations. Outstanding critical evaluation of
	and limitations. Weak or absent	evaluation of learning style in relation to	learning style in relation to personal	of learning style in relation to personal	learning style in relation to personal experiences.
	critical evaluation of learning style in	personal experiences.	experiences.	experiences.
	relation to personal experiences.
Task 3	Guidelines:
(30% weighting,	• Two methods of developing skills, linked to limitation of learning style in Task 2
LO3)	• Comparison between methods with focus on personal effectiveness in the workplace

	Weak and often implicit knowledge of	Limited and increasingly explicit knowledge	Satisfactory knowledge of methods to	Good understanding of methods to	Excellent understanding of methods of self-
	methods of self-development. Weak	of methods of self-development. Limited	improve personal effectiveness. Satisfactory	improve personal effectiveness. Good	development. Excellent comparison and contrast
	comparison and contrast between	comparison and contrast between methods	comparison and contrast between methods	comparison and contrast between	between methods to improve personal
	methods to improve personal	to improve personal effectiveness.	to improve personal effectiveness.	methods to improve personal	effectiveness.
	effectiveness.			effectiveness.

Presentation	Guidelines:
(10% weighting)	• Clear structure and layout
	• Writing style: professional and concise
	• Appropriate Harvard referencing: range and credibility of the sources use and correct application of Harvard referencing style throughout report and appendices


Inadequate references but may	Limited references with errors or	Satisfactory with full and appropriate	Good with precise, full and appropriate	Excellent with precise, full and appropriate
contain inconsistencies, errors or	inconsistencies.	references.	references.	references.
omissions. Limited structure and	Limited structure and expression.	Satisfactory structured layout and mainly	Well-structured layout and professional	Outstanding structured layout and professional
expression.		accurate expression.	and accurate expression.	and accurate expression.

Appendix A – General Grading Criteria (Level 7)

Criterion

0-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-100%

Fail

Low Fail

Pass

Merit

Distinction

Knowledge

Inadequate and often

Weak and often implicit

Limited and increasingly

Satisfactory knowledge

Good knowledge base,

Excellent information and

Outstanding information

base

implicit knowledge

knowledge base with

explicit knowledge base that

base; explores and

exploring and analysing the

knowledge base which

and knowledge base which

base with some

some omissions and/or

begins to explore and

explicitly analyses the

discipline, its theory and

deeply explores and

deeply and extensively

omissions and/or lack

lack of theory of

analyse the theory and

discipline, its theory and

ethical issues with

analyses the discipline, its

explores, critiques and

of theory of discipline

discipline and its ethical

ethical issues of the

ethical issues with some

considerable originality and

theory and ethical issues

analyses the discipline, its

and its ethical

dimension

discipline.

originality, detail and

autonomy.

with clear originality and

theory and ethical issues

dimension.

autonomy. explores and

autonomy.

with clear originality,

explicitly analyses the

innovation and autonomy.

discipline, its theory and

ethical issues with some

originality, detail and

autonomy.

Understanding

Inadequate

Weak introduction to a

Limited knowledge base;

Satisfactory appreciation

Good and clear

Thorough and deep

Thorough, balanced and

of Knowledge

introduction to a basic

basic appreciation of a

Some appreciation of a

of and explicit links to a

understanding of, and

knowledge and

deep knowledge and

appreciation of a wider

wider field with some

wider field.

explicit links to, some

understanding of the topic

basic wider field with clarity

field with little or no

clarity and precision to

aspects of a wider field.

and explicit evidence of the

Understanding

and precision to the

Emerging application of

clarity and precision to

the thoughts and

wider contexts of the topic

thoughts and practices

thoughts and practices at

Application of current and

the thoughts and

practices related to the

with coherence and the

related to the required

the forefront of the

emerging thoughts and

practices related to the

required discipline

ability to synthesise

discipline indicated.

discipline.

practices from the

required discipline

indicated.

appropriate principles by

discipline.

indicated.

reference to appropriate

primary sources.

primary sources with no

and

Excellent and detailed

areas of weakness.

usage of recent emerging

Outstanding and extensive

Knowledge

thought at the forefront of

usage of recent emerging

the discipline and/or

thought at the forefront of

practices from a range of

the discipline and/or

appropriate disciplines.

practices from a range of

appropriate disciplines.

Organisation &

Inadequate use of

Weak use of learning

Limited management of

Satisfactory management

Good management of

Excellent management of

Outstanding management

self direction

learning resources

resources and input to

learning resources with

of learning resources

learning resources

learning resources using a

of learning resources using

with some self-

team work. Some lack

consistent self-direction.

complemented by self-

complemented by assured

range of tools,

a full range of current and

direction. Some input

of structure/accuracy in

Structured and mainly

direction/exploration.

self-direction/exploration.

complemented by assured

emerging tools,

Skills

to team work.

expression.

accurate expression.

Structured/ accurate

An exemplar of

self-direction/exploration.

complemented by assured

expression.

structured/accurate

An exemplar of

self-direction/exploration.

Cognitive

expression.

structured/accurate

An exemplar of

expression.

structured/accurate

expression.

Criterion

0-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-100%

Fail

Low Fail

Pass

Merit

Distinction

Academic skills

Inadequate academic/

Weak

Limited

Satisfactory

Good academic/intellectual

Excellent

Outstanding

intellectual skills with

academic/intellectual

academic/intellectual skills.

academic/intellectual

skills. Demonstrates

academic/intellectual skills.

academic/intellectual

some difficulties.

skills with few

Original work with personal

skills. Wholly original work

intellectual originality and

Demonstrates intellectual

skills. Demonstrates

Largely imitative and

difficulties. Largely

reflection and broad

with good reflection and

imagination

originality, integrity,

intellectual originality,

descriptive. Some

original work with some

evidence-based critique.

solid, well-reasoned

coherence and

integrity, coherence,

difficulty with

evidence of reflection

Solid structure and accuracy

judgements forming from

imagination.

creativity and imagination

structure and accuracy

and critique. Structure

in expression.

evidence-based critique.

working consistently in the

in expression, but

and accuracy in

Practical/professional skills

Consistent structure and

higher cognitive domains

developing

expression beginning to

evident.

accuracy in expression.

to a professional standard.

practical/professional

emerge.

Practical/professional

skills.

skills established.

Referencing

Inadequate references

Weak references and

Limited and full and

Satisfactory with precise,

Good with precise, full and

Excellent with precise, full

Outstanding with precise,

and notes but may

notes with minor or

appropriate references and

full and appropriate

appropriate references and

and appropriate references

full and appropriate

contain

insignificant errors or

notes with minor or

references and notes.

notes at a high standard.

and notes at near-

references and notes at

inconsistencies, errors

omissions.

insignificant errors

publishing standard.

or omissions.

Numerical skills

Inadequate numeric

Weak numeric analysis

Limited numeric analysis

Satisfactory numeric

Good numeric analysis that

Excellent numeric analysis

Outstanding numeric

analysis that is mostly

that is complete and

that is complete and mostly

analysis that is complete

is complete and free from

that is complete and free

analysis that is complete

complete but contains

mostly free from

free from errors with

and mostly free from

errors with application of

from errors with

and free from errors with

errors with significant

significant or critical

relevant and effective

errors with fluent and

methods that may be

application of methods

effect, or methods that

errors with appropriate

application of methods.

appropriate application of

insightful or original.

that will be insightful and

are applied

application of methods.

methods.

original.

original and may lead to

inappropriately.

new knowledge.

Personal

Inadequate use of a

Weak use of a wide

Limited, clear evidence of

Satisfactory and

Good evidence of an

Excellent evidence of an

Outstanding evidence of

research skills

range of personal

considerable personal

substantial research and

innovative or original use of

innovative or original use

an innovative and original

research which is

research and the use of a

evidence of an innovative

extensive personal research

of extensive personal

use of extensive personal

largely critically

critically evaluated for

diverse range of appropriate

use of a wide range of

which has been thoroughly

research which has been

evaluated for key

key conceptual issues

sources but may contain

personal research with

evaluated conceptually.

thoroughly critically

conceptual issues

and is largely consistent

problems with consistency

clear and consistent

evaluated both

evaluated, conceptually

although this may not

throughout.

in the conceptual

conceptual evaluation.

conceptually and

and methodologically with

be consistent

evaluation.

methodologically.

deep reflection.

throughout.

Ability to adapt

Inadequate

Weak identification of

Limited identification of a

Satisfactory identification

Good identification of a

Excellent identification of a

Outstanding identification

Practice

to external

identification of

external expectations

range of external

of a wide range of external

wide range of external

full range of external

of a full range of external

expectations

external expectations

and variable adaptation

expectations and adaptation

expectations and frequent

expectations and

and simple adaptation

of own performance

adaptation of own

established cyclical

of own performance

accordingly.

accordingly based on a

performance accordingly

recognition, adaptation and

recognition, adaptation

accordingly.

reflective account.

based on a reflective

reflection of own

and reflection of own

and

account.

performance.

Professional

Ability to

Inadequate analysis of

Weak analysis of

Limited analysis of

Satisfactory self-analysis

Good self-analysis of own

Excellent self-analysis of

Outstanding self-analysis

the context of

performance of self

performance of self and

of own and others

and others performance.

own and others

of own and others

understand

own

and others and

others and suggests

performance. Plans and

Plans and documents

performance. Fully

suggests some

improvements through

improvements and may

documents improvements

performance reviews and

reflective of own

performance in

improvements.

action planning and/or

evidence a coaching

and may evidence a

improvements and will

performance. Plans and

performance. Extensively

Performance,

skills

others

risk management.

approach.

mentoring approach.

evidence a mentoring or

documents performance

plans and documents

coaching approach as

reviews and improvements

performance reviews and

required.

and will evidence a

improvements and will

mentoring or coaching

evidence multiple

approach as required.

mentoring or coaching

approaches as required.

Criterion

0-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-100%

Fail

Low Fail

Pass

Merit

Distinction

Ability to

Inadequate

Weak and growing

Limited and strong evidence

Satisfactory and varied

Good planning, undertaking

Excellent undertaking of

Outstanding undertaking

undertake

undertaking of

evidence of undertaking

of planning and undertaking

evidence of planning and

and analysis of complex

complex and non-routine

of complex and non-

complex and

complex and non-

complex and non-routine

undertaking complex and

and non-routine

performance tasks at a

routine performance tasks

routine performance

performance tasks.

non-routine performance

performance tasks at a high

semi-professional level.

at a professional level.

non-routine

tasks with some

tasks. Has an awareness

tasks.

level.

tasks

awareness of planning.

of planning and

management of tasks.

Ability to work

Interacts on an

Weak, consistent

Limited interaction within a

Satisfactory interaction

Good interaction on almost

Excellent interaction on all

Interacts in an outstanding

within a team

inadequate level

interaction within a

team, giving and receiving

within a team, giving and

all levels within a team,

levels within a team, giving

and professional capacity

within a team, giving

team, giving and

information and ideas on a

receiving information and

giving and receiving

and receiving information

within a team, giving and

and/or receiving

receiving information

consistent basis and

ideas on a consistent basis

information and ideas on a

and ideas on a consistent

receiving information and

information and ideas.

and ideas and modifies

modifies responses where

and modifies responses

consistent basis and

basis and modifies

ideas on a consistent and

May modify responses

responses where

appropriate. Identifies

where appropriate. May

modifies responses where

responses where

considered basis and

where appropriate.

appropriate.

position in a team.

take a leadership role

appropriate. Has an

modifies responses where

within a team.

established leadership role

appropriate. Has an

within a team.

within a team or may be

established leadership role

the leader of several

within a team or may be

teams.

the leader of several

teams.

Awareness of

Inadequate awareness

Weak and growing

Limited awareness of

Satisfactory awareness

Good awareness and

Excellent awareness and

Outstanding awareness,

personal

of personal

consistent awareness of

personal responsibility and

and demonstration of

demonstration of personal

sensitivity and

responsibilities

responsibility and

personal responsibility

professional codes of

personal responsibility

responsibility and

demonstration of personal

professional codes of

and professional codes

conduct. Begins to critically

and professional codes of

professional codes of

responsibility and

and ability to

conduct.

of conduct.

analyse professional

conduct. Thorough critical

conduct. Meaningful critical

conduct. Deep and

professional codes of

work within

practice.

analysis of professional

meaningful critical analysis

conduct. Deep and

professional

practice and codes.

of professional practice

meaningful critical analysis

codes of

and codes.

of professional practice

conduct

and codes.

Assessment of

Inadequate

Weak assessment of

Limited assessment of own

Satisfactory assessment of

Good assessment of own

Excellent assessment of all

Outstanding assessment

own

assessment of own

own capabilities using

capabilities using a range of

own capabilities using a

and others capabilities

stakeholder’s capabilities

of all stakeholder’s

capabilities

capabilities using

justification criteria set

justification criteria set by

diverse range of

using a diverse range of

using a diverse and

capabilities using a diverse

simple justification

by self-and others,

self-and others, taking the

justification criteria set by

critiqued range of

and critiqued range of

criteria set by self-

taking the wider needs

wider needs of the context

self-and others, taking the

justification criteria set by

and/or others with

of the context into

into account.

wider needs of the context

self-and others, taking the

some evidence of

account.

into account.

wider needs of the context

skills

taking the wider needs

into account.

account.

of the context into

enabling

Use of feedback

Inadequate use of

Weak use of feedback

Limited and regular use of

Satisfactory and

Good and consistent use of

Excellent and consistent

Outstanding and

feedback to adapt own

to adapt own actions to

feedback to adapt own

consistent use of feedback

feedback to adapt own

use of feedback and feed-

consistent use of feedback

and

actions to reach a

reach a desired aim and

actions to reach a desired

to adapt own actions to

actions to reach a desired

forwards to adapt own

and feed-forwards to

impact.

regular review of impact

risk. Takes some calculated

aim and reviews impact

a desired aim and reviews

Personal

and risk.

risk.

and risk. Takes calculated

impact and risk. Has a

risk.

strategic view of project(s)

and manages calculated

risk.

Criterion

0-29%

30-39%

40-49%

50-59%

60-69%

70-79%

80-100%

Fail

Low Fail

Pass

Merit

Distinction

Development of

Inadequate, simple

Weak ability to adapt

Limited interpersonal and

Satisfactory interpersonal

Good interpersonal and

Excellent interpersonal and

Outstanding interpersonal

interpersonal

adaptation of

interpersonal and

communication skills

and communication skills

communication skills

and communication skills

and

interpersonal and

communication skills to

adapted to a wide range of

evidenced at a high level

evidenced at a semi-

evidenced at a near-

evidenced at a

communication skills

a range of situations

situations and audiences

and adapted to a wide

professional level and

communication

to a situation and/or

and audiences and with

and with emerging degrees

range of situations and

adapted to suit all

skills

audience.

some degree of

of complexity.

audiences and with high

situations and audiences

complexity.

degrees of complexity.

and with high degrees of

and with near-professional

and with professional

complexity.

degrees of complexity.

Personal Effectiveness

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