ASSIGNMENT INSTRUCTIONS

Assessment Practical - Viva

Assessment code: 010
Academic Year: 2023/2024
Trimester: 1
Module Title: Undergraduate Major Project (Leadership in Practice)
Module Code: MOD009210
Level: 6
Module Leader: Anne Conneally
Weighting: 30%
Time Limit: 7 minutes per student
Assessed Learning 1. Understand the conceptual and theoretical underpinnings of
Outcomes Leadership and their application to the modern workplace

2. Knowledge and Understanding Collect, organise, interpret,

and synthesise information from a variety of appropriate
resources, acting autonomously, with minimal supervision

3. Knowledge and Understanding Identify, select and justify the

use of appropriate techniques, methods and development
strategies

5. Intellectual, practical, affective and transferrable skills

Communicate effectively in a form appropriate to the topic and
produce detailed and coherent work.

Assessment date: Please refer to the deadline on the VLE

ADDITIONAL INFORMATION
• This is an individual assignment.
• No extensions are available for this assessment.
• Exceptional Circumstances: The deadline for submission of Exceptional
Circumstances in relation to this assignment is no later than five working days after
the submission date of this work. Students will need to provide evidence to support
their EC claim. Please contact the Director of Studies Team - [email protected].
See rules 6.112 – 6.141:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
 Please note:
• You must upload a list of your academic sources onto the VLE 24 hours before
you deliver your viva.
• Use Harvard referencing to acknowledge the sources

TASK

You will attend a 7-minute viva, where you will discuss your knowledge and
understanding on the conceptual and theoretical underpinnings of leadership. You
will include reference to an organisation within your sector. You will acknowledge
and apply the Curtin Leadership Framework to your answer.

As part of the assessment task, you will:

• Choose an organisation specific to your area of study;

• Thoroughly research the organisation’s approach towards leadership. You
will focus on the leadership techniques, methods and the development
strategies the organisation puts into practice. You will apply the Curtin
Leadership Framework to your discussions. You are required to focus on only
1 quadrant of the framework

As an example, the flow of the viva may follow the below format:

You will introduce yourself to your tutor and you will state your VLE number

▪ Introduce the organisation, its function, a rationale as to the choice of

organisation and its contribution to society
▪ Comment on the conceptual and theoretical underpinnings of leadership.
▪ You will apply the Curtin Leadership Framework to the organisation under
discussion
▪ Consistently refer to references and authors throughout the viva
▪ Close the viva

In order for this viva to be successful, the student must engage in a

thorough literature review on the leadership concept under discussion. This
would typically involve the reading and synthesising of at least 14-18
academic sources.

Additional Resources: Examples of organisations specific to your sector are available

on the VLE. These are as a reference point only, and thus it is not an expectation
that they feature as your chosen organisation for your assessment task.
ASSESSMENT CRITERIA

LO1: Knowledge and Understanding 40

Understand the conceptual and theoretical underpinning of marks
leadership and their application to the modern world

LO2 25
Knowledge and Understanding marks
Collect, organise, interpret and synthesise information from
a variety of appropriate resources, acting autonomously, with
minimal supervision
LO3: Knowledge and Understanding Identify, select and 25
justify the use of appropriate techniques, methods and marks
development strategies

LO5: Intellectual 10
practical, affective and transferrable skills Communicate marks
effectively in a form appropriate to the topic and produce
detailed and coherent work.

READING REQUIREMENT

You are expected to use the below textbook to inform your approach towards
understanding, critiquing, analysing and synthesising your academic material:
Cottrell, S., 2017. Critical thinking skills effective analysis, argument and
reflection. London: Palgrave Macmillan.The reading list below will act as a guide
towards engaging with the literature review process
ADDITIONAL READING RESOURCES:
Text Books
Armstrong, M. (2015) Armstrong’s handbook of performance management: an
evidence-based guide to developing high performance. Fifth edition. London:
Kogan Page
Askeland, H., Espedal, G., Jelstad Løvaas, B. and Sirris, S., (2020). Understanding
Values Work: Institutional Perspectives in Organizations and Leadership. Cham:
Springer Nature.

Deal, T. E. and Kennedy, A.A., (1982). Corporate Cultures: the rites and rituals of
corporate life, Harmondsworth, Penguin
Dinandt, P., and Westley, R., (2021). Business leadership under fire: nine steps to
rescue and transform organizations. [e-book] 1st ed. London: London Publishing
Partnership

Dwyer, S., (2023). People Behave Badly: Stanford Social Innovation Review.
Stanford: Stanford Social Innovation Review, Stanford University.21 (2) pp.89-91

Franco, M., (2020). Digital Leadership: A New Leadership Style for the 21st
Century. [e-book] London: IntechOpen

Hayes, J., (2014). The Theory and Practice of Change Management (4th Ed).
London, Palgrave Macmillan

Johannessen, J., (2020). Knowledge management for leadership and

communication: AI, innovation and the digital economy. [e-book] Bingley, England:
Emerald Publishing.

Kellerman, B., (2018). Professionalizing Leadership. New York: Oxford University

Press.
Northouse, P.G. (2021) Leadership: theory and practice. 9th ed,. Los Angles: SAGE
Northouse, P.G., (2015). Introduction to leadership: concepts and practice. [e-
book] Thousand Oaks: SAGE Publications Inc.

Ong, M., Ashford, S.J. and Bindl, U.K., (2023). The power of reflection for would‐
be leaders: Investigating individual work reflection and its impact on leadership in
teams. Journal of Organizational Behaviour, 44 (1), pp.19-41.

Parker, P., Hall, D.T., Kram, K.E. and Wasserman, I.C., (2018). Peer Coaching at
Work: Principles and Practices. [e-book] Redwood City: Stanford University Press.

Rees, G. and French, R., (2016). Leading, managing and developing people. 5th ed.
London: Chartered Institute of Personnel and Development (CIPD)

Rees, W.D. and Porter, C., (2015). Skills of management and leadership: managing
people in organisations. Basingstoke: Palgrave Macmillan

Seijts, G.H. and MacMillan, K., (2017). Leadership in practice theory and cases in
leadership character. London: Routledge.

Tipuric, D., (2022). The Enactment of Strategic Leadership: A Critical Perspective.

[e-book] Cham: Springer Nature

Trompenaars, F. & Hampden-Turner., (2003). Riding The Waves of Culture:

Understanding Cultural Diversity in Business, London-UK, Nicholas Brealey
Publishing, 2nd Edition

Waldman, D.A. and O'Reilly, C.A., (2020). Leadership for organizations. [e-book]
1st ed. Los Angeles, California: SAGE
Watson, G and Reisser, S. (2014). Developing skills for business leadership. 2nd ed.
London: Chartered Institute of Personnel and Development (CIPD)

E-Journals:
Group and Organisation Management
Human Resource Management
International Journal of Human resource Management
Journal of Leadership in Organizations
Journal of Management
Leadership Quarterly
Personnel Review
Work, Employment and Society
Marking Grid:
Table 1
The work will be assessed in an integrative manner as indicated in the marking rubric, that is consistent with Anglia Ruskin University generic
assessment criteria and marking standards
Criteria / 0-29%: 30-39%: 40-49%: 50-59%: 60-69%: 70-79%: 80-89%: 90-100%:
Grade Absent or deficient Adequate Sound Good analysis- Excellent Outstanding Exceptional
evidence of Little evidence knowledge, knowledge, consistent use analysis-high analysis-Work analysis -Work
knowledge, Absent or of knowledge. use of use of of scholarly level of pushes the pushes the
deficient evidence of Little evidence scholarly scholarly conventions. intellectual boundaries of boundaries of
academic/ or use of conventions conventions Good rigour and the discipline. the discipline.
expressive/ scholarly inconsistent. inconsistent. Academic/ consistency. Outstanding Exceptional
professional skills. conventions. Adequate Sound Expressive/ Excellent Academic/ Academic/
academic/ academic/ Professional academic/ Expressive/ Expressive/
expressive/ expressive/ skills. expressive/ professional professional
professional professional professional skills and skills and
skills. skills. skills creativity creativity
LO1: There is deficient or Limited Adequate Sound Good Excellent
Knowledge no reference to reference to reference to reference to reference to reference to Outstanding Exceptional
and leadership. leadership. leadership leadership the concepts the concepts reference to reference to
Understanding Deficient or no Limited concepts and concepts and and and the conceptual the conceptual
Understand the knowledge of knowledge of theoretical theoretical theoretical theoretical and and
conceptual and leadership concepts. leadership underpinnings. underpinnings. underpinnings underpinnings theoretical theoretical
theoretical Deficient or no concepts. Adequate Sound of leadership. of leadership. underpinnings underpinnings
underpinning of relation to leadership Limited knowledge and knowledge Good Excellent of leadership. of leadership.
leadership and in the modern world. discussion on ability to apply base and knowledge and knowledge and Outstanding Exceptional
their Deficient or no leadership in theoretical ability to apply ability to apply ability to apply knowledge and knowledge and
application to knowledge or the modern underpinnings theoretical theoretical theoretical ability to apply ability to apply
the modern understanding of world. Limitedof leadership underpinnings underpinnings underpinnings theoretical theoretical
world leadership. Major or overall to sector of leadership to sector to sector underpinnings underpinnings
total inability to understanding under to sector under under to sector to sector
express theory is of leadership.discussion. under discussion. A discussion. under under
observed. Difficulty with
Restricted discussion. good The Curtin discussion. discussion.
theory is ability to A sound understanding Leadership The Curtin The Curtin
expressed. express theory understanding of the area Frame work is Leadership Leadership
beyond an of the area under review presented and Frame work is Framework is
The Curtin adequate under review is observed applied in an presented and present and
Leadership approach is observed The Curtin excellent applied in an applied in an
Frame work is The Curtin Leadership manner outstanding exceptional
present but The Curtin Leadership Frame work is manner manner
limited. Leadership Frame work is presented and
Framework is presented and applied in a
presented in applied in a good manner
an adequate sound manner
manner

40 Marks 0-11 12-15 16-19 20-23 24-27 28-31 32-35 36-40

LO2 Deficient or no Limited Adequate Sound Good evidence Excellent Outstanding Exceptional
Knowledge evidence of the evidence of evidence of evidence of of the evidence of evidence of evidence of
and collection, the collection, the collection, the collection, collection, the the collection, the collection, the collection,
Understanding organisation or organisation or organisation organisation organisation the the the
Collect, synthesis of synthesis of and synthesis and synthesis and synthesis organisation organisation organisation
organise, information from a information of information of information of information and synthesis and synthesis and synthesis
interpret and variety of resources. from a variety from a variety from a variety from a variety of information of information of information
synthesise Deficient or inability of resources. of resources. of resources. of resources. from a variety from a variety from a variety
information to discuss without Sound means Good means of resources. of resources. of resources.
from a variety intervention. Little to Limited ability Adequate towards towards Excellent Outstanding Exceptional
of appropriate no knowledge base to deliver means towards delivering delivering means towards means towards means towards
resources, without delivering without without delivering delivering delivering
acting intervention. without intervention intervention. without without without
autonomously, Limited intervention Sound Good intervention. intervention. intervention.
with minimal knowledge Adequate knowledge knowledge Excellent Outstanding Exceptional
supervision base knowledge base base Knowledge information information
base base base base
25 marks 0-7 8-9 10-12 13-14 15-17 18-19 20-22 23-25
LO3: Deficient or no Limited Adequate Sound Good evidence Excellent Outstanding Exceptional
Knowledge evidence of any evidence of evidence of evidence of of any evidence of evidence of evidence of
and identified, selected any identified, any identified, any identified, identified, any identified, any identified, any identified,
Understanding or justified use of selected and selected and selected and selected and selected and selected and selected and
Identify, select appropriate justified use of justified use of justified use of justified use of justified use of justified use of justified use of
and justify the techniques, methods appropriate appropriate appropriate appropriate appropriate appropriate appropriate
use of and development techniques, techniques, techniques, techniques, technique, techniques, techniques,
appropriate strategies. methods and methods and methods and methods and methods and methods and methods and
techniques, Little to no evidence development development development development development development development
methods and of knowledge base strategies. strategies. strategies. strategies. strategies. strategies. strategies.
development Limited to no Adequate Sound Good Excellent Outstanding Exceptional
strategies evidence of knowledge knowledge knowledge knowledge knowledge knowledge
knowledge base base base. base. base base.
base Employee Focus on Focus on Employee Employee Employee
Limited Engagement is employee employee engagement engagement engagement,
reference to present in an engagement is engagement is and coaching and coaching coaching and
employee adequate sound good are referred to are referred to additional
engagement manner in an excellent in an development
manner outstanding techniques are
manner referred to in
an exceptional
manner
25 Marks 0-7 8-9 10-12 13-14 15-27 18-19 20-22 23-25
LO5: Vocal communication Vocal Vocal Vocal Vocal Vocal Vocal Vocal
Intellectual and expression is communication communication communication communication communication communication communication
practical, deficient. and expression and expression and expression and expression and expression and expression and expression
affective and No evidence of of thought is of thought is of thought is of thought is of thought is of thought is of thought is
transferrable academic/intellectual limited. Little adequate. sound. Sound good. excellent. outstanding. exceptional.
skills skills. Work wholly evidence of Adequate level of Good Excellent Outstanding Exceptional
descriptive. academic/ evidence of academic/ academic, academic, academic, academic,
Incoherent approach intellectual academic/ intellectual intellectual, intellectual, intellectual, intellectual,
Communicate
taken. No evidence of skills. Work intellectual skills going practical and practical and practical and practical and
effectively in a
practical and or significantly skills. Work beyond professional professional professional professional
form
professional skills descriptive. significantly description at skills. skills. skills. skills.
appropriate to
Little evidence descriptive. times. Sound
the topic and
of practical Little evidence practical and
produce
and or of practical
detailed and professional and or or professional
coherent work. skills professional skills
skills
10 marks 0-2 3 4 5 6 7 8 9-10
 ARU GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS: LEVEL 6 – the Depth
stage

Level 6 is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill
sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an
understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to
seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open
manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or
innovative work in their specialism.

Characteristics of Student Achievement by Marking Band for ARU’s Generic

Mark Learning Outcomes (Academic Regulations, Section 2)

Outcome
Bands Intellectual (thinking), Practical, Affective and
Knowledge & Understanding
Transferable Skills

Exceptional information base

Exceptional management of learning resources, with a
exploring and analysing the
higher degree of autonomy/exploration that clearly
90- discipline, its theory and ethical
exceeds the assessment brief. Exceptional structure/
issues with extraordinary
accurate expression. Demonstrates intellectual originality
100% originality and autonomy. Work
and imagination. Exceptional team/practical/professional
may be considered for publication
skills. Work may be considered for publication within ARU
within ARU

Outstanding management of learning resources, with a

Achieves Outstanding information base
degree of autonomy/exploration that clearly exceeds the
80- module exploring and analysing the
assessment brief. An exemplar of structured/accurate
outcome(s) discipline, its theory and ethical
expression. Demonstrates intellectual originality and
89% issues with clear originality and
imagination. Outstanding team/practical/professional
autonomy
skills

Excellent knowledge base that Excellent management of learning resources, with degree
70- supports analysis, evaluation and of autonomy/research that may exceed the assessment
problem-solving in theory/ brief. Structured and creative expression. Excellent
79% practice/ethics of discipline with academic/ intellectual skills and practical/team/
considerable originality professional/ problem-solving skills
 Good knowledge base that
Good management of learning resources, with consistent
60- supports analysis, evaluation and
self-directed research. Structured and accurate
problem-solving in theory/
expression. Good academic/intellectual skills and
69% practice/ethics of discipline with
team/practical/ professional/problem solving skills
some originality

Sound management of learning resources. Some

Sound knowledge base that
50- autonomy in research but inconsistent. Structured and
supports some analysis,
mainly accurate expression. Sound level of academic/
evaluation and problem-solving in
59% intellectual skills going beyond description at times. Sound
theory/practice/ethics of discipline
team/practical/professional/problem-solving skills

Adequate knowledge base with

Adequate use of learning resources with little autonomy.
A marginal some omissions at the level of
40- Some difficulties with academic/ intellectual skills. Some
pass in ethical/ theoretical issues.
difficulty with structure/ accuracy in expression, but
module Restricted ability to discuss theory
49% evidence of developing team/practical/professional/
outcome(s) and/or or solve problems in
problem-solving skills
discipline

A marginal
fail in module Limited knowledge base. Limited use of learning resources. Unable to work
30- outcome(s). Limited understanding of autonomously. Little input to teams. Limited academic/
Satisfies discipline/ethical issues. Difficulty intellectual skills. Still mainly descriptive. General difficulty
39% default with theory and problem solving in with structure/ accuracy in expression. Practical/
qualifying discipline professional/problem-solving skills that are not yet secure
mark

Little evidence of knowledge Little evidence of use of learning resources. Unable to

base. Little evidence of work autonomously. Little input to teams. Little evidence
20-
understanding of discipline/ of academic/ intellectual skills. Work significantly
Fails to
ethical issues. Significant descriptive. Significant difficulty with structure/accuracy in
29% achieve
difficulty with theory and problem expression. Little evidence of practical/professional/
module
solving in discipline problem-solving skills
outcome(s)
Qualifying
Deficient knowledge base. Deficient use of learning resources. Unable to work
mark not
10- Deficient understanding of autonomously. Deficient input to teams. Deficient
satisfied
discipline/ethical issues. Major academic/intellectual skills. Work significantly descriptive.
19% difficulty with theory and problem Major difficulty with structure/accuracy in expression.
solving in discipline Deficient practical/professional/problem-solving skills
 No evidence of use of learning resources. Completely
No evidence of knowledge base;
unable to work autonomously. No evidence of input to
1- no evidence of understanding of
teams. No evidence of academic/intellectual skills. Work
discipline/ethical issues. Total
wholly descriptive. Incoherent structure/accuracy and
9% inability with theory and problem
expression. No evidence of practical/professional/
solving in discipline
problem-solving skills

Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student
0% fails to address the assignment brief (eg: answers the wrong question) and/or related learning
outcomes