Professional Development

7051CRB Assignment Brief and Marking Guides 2022/23 Semester 1 Page 1 of 18

Module Title: Professional
Development:
Leading Strategic
Change through
Creativity and
Innovation
Assignment Brief – Semester 1
Assignment
Title
Critical Analysis of a Case
Study (100%)
Module Code: 7051CRB Module Leader Andrew Castle
[email protected]
Module
enquiries to:
[email protected]

 

Submission Date: Deadline is
Friday, 2
nd
December 2022 at
18:00 hrs UK time
(6.00pm)
Delivery Tutors This module is delivered
asynchronously on Aula.
Tutors for support/drop in
sessions
Andrew Castle
Susan Barnes
Owen Richards
Module Learning Outcomes
LO1: Critically evaluate approaches to organisational strategy and managing change in
professional practice.
LO2: Critically review the application of creativity and innovation in changing an organisational
strategy to achieve a business objective
LO3: Critically reflect on the leadership qualities for effectively managing strategic change with
creativity and innovation in relation to professional development
PSRB Learning Outcomes
LO1 Understand how to develop strategy
LO2 Know how to develop strategy
LO3 Understand the scope and context of strategic change

Central Registry Board

7051CRB Assignment Brief and Marking Guides 2022/23 Semester 1 Page 2 of 18

LO4 Know how to propose a strategy for leading strategic change

Assessment Brief:
This is an individual assignment based on a critical analysis of a real organisational issue and includes
a presentation of findings. To complete this assignment you must choose
one of the case studies
from the choice of three provided on AULA for this semester as below:
Rolls Royce
Ashiana Sheffield
Sports Kitchen
The assignment consists of three tasks which are equivalent in total to an assessment of 3,500
words. NOT ALL of the tasks are written tasks.
In order to complete this assignment, you must:
submit a written report meeting the needs of Task 1,
submit a series of related Audio / Visual materials which meet the needs of one of the
three options identified in Task 2, and
submit the written Reflective element identified in Task 3.
Please refer to the Marking Guide below and the Module Web for more detailed information for
each task in the assessment.
Your 3,500 word equivalent submission will be assessed on the following areas:

Marks out of
1. Developing a Change Management Strategy 40%
2. Developing Audio / Visual materials to support the change 30%
3. A reflective personal and professional development account 30%
Total 100%

 

Submission structure
The submission is divided into three tasks
Task 1 – Strategy Report (1,400 words – 40% of the marks)
Produce a 1,400 word report as follows:
1. Using appropriate tools, critically evaluate the operating environment of your
chosen case study company
2. Complete a strategic analysis
3. Propose a strategic change management plan
It is expected that where appropriate, relevant module-related materials, CMI and academic sources and
good practice theory will be applied and be academically rigorous to support your work. You will lose

7051CRB Assignment Brief and Marking Guides 2022/23 Semester 1 Page 3 of 18

marks if this is not the case. Your report must be based on the case study interview – you will fail if this is
not the case.
Additional information related to this Task is available on AULA and in the marking guide below
Task 2 – Launch Materials (30% of the marks)
Having proposed a strategic change management plan in Task 1, complete ONE task from the
three options listed below based on your findings from Task 1 to communicate the change.
a) Imagine you are running the launch programme for this new strategy or change.
Your task is to create a series of promotional Launch Materials (or similar
intervention) to brief your colleagues about the Change Programme. You will
include, as a minimum, a) the project name, b) the project logo, c) the tag line, d)
an information leaflet and e) a Powerpoint template. Your Supporting Notes must
be included as a WORD document – see marking guide below OR
b) Imagine you are announcing the launch programme for this new strategy or change
to your colleagues. Your task is to submit a recorded 5 minute Launch Webinar (or
similar intervention) for the Change Programme. Your webinar will introduce
relevant promotional materials, such as but not limited to, the project name, the
project logo, the project tag line, related PPT slides if applicable, and your narration.
Your Supporting Notes must be included as a WORD document – see marking
guide below OR
c) Imagine the new strategy or change has been in progress for a number of months.
What are the outcomes of the change? Based upon your analysis in Task 1, design
and present one new innovative product, service and/or process for your case
study company. You will include promotional visual materials for the product /
service / process, including as a minimum a) the product name, b) the product logo,
c) the product tag line, d) a relevant information leaflet. Your Supporting Notes must
be included as a WORD document – see marking guide below.
It is expected that where appropriate, relevant module-related materials, CMI and academic sources and
good practice theory will be applied and be academically rigorous to support your work. The use of such
materials must be reflected in your ‘Supporting Notes’ which details the creative thought process which
has underpinned the development of your academic work.
Additional information related to this Task is available on AULA and in the marking guide below.

7051CRB Assignment Brief and Marking Guides 2022/23 Semester 1 Page 4 of 18

Task 3: (1,000 words – 30% of the marks)
Write a critical reflective personal and professional account, answering the following question:
What skills and behaviours do I need to develop in order to creatively implement a programme of
innovative change in a range of contemporary organisations?
Reflect upon your own leadership style and the implications of this style for leading a team. This
will include an audit of your existing leadership skills and a plan as to how you will develop two
specific skills or behaviours. Additional information related to this Task is available on AULA and
in the marking guide below.

 

Remember:
1. This is an individual assignment. You must not work on the assignment in groups or teams,
either formally or informally. All submissions are closely scrutinised for evidence of collusion or
plagiarism.
2. Your assessment of the organisation’s strategic position and your ensuing analysis MUST be
based upon the Case Study interview you have selected.
3. In your responses, you are allowed to make reasonable research-based assumptions to the
case study details provided. However, the case study should not be changed or compromised in
any way. If your analysis is not based on the case study interview you will lose significant marks.
If you use a different case study to those provided you will fail and receive 0% grade
4.Some wider research is beneficial but it must not detract from your prime focus which is the
case study interview and CMI and module-related models and content.
5.You need to apply a selection of the models, tools and methods that have been referred to in
the module resources and discuss their relevance to the client’s situation as you understand it
from the Case Study interview.
6.You will lose significant marks by using models and theories which are not part of the Module
content and the additional CMI resources.
7.You will lose significant marks by not applying evidence from the case study to those models
and theories.

Your Task 1 report must:
Include a cover sheet with your ID number (NOT YOUR NAME), your chosen employer case study
and your word count.
Be typed in Word – DO NOT upload PDF versions of your work.
Include page numbers,
Be written in Arial font size 12,
Be 1.5 spaced,
Please note that tables/diagrams/charts, appendices and the reference list are not included in
the word count. However, do not reply on appendices for information which directly supports
your report – appendices are not marked. Do not rely on extensive use of tables to support your
report – you are marked on the quality of your analysis, not the quantity of words per se.

7051CRB Assignment Brief and Marking Guides 2022/23 Semester 1 Page 5 of 18
Your Task 2 materials must:
Meet the needs of the assignment brief. Shorter launch presentations than that stipulated may
be failed. Submissions which do not include a range of relevant materials will lose substantial
marks. Supporting notes which do not evidence the student’s academic and creative thoughtprocess will lose substantial marks.
Your Task 3 reflection must:
Be typed in Word – DO NOT upload PDF versions of your work.
Include page numbers,
Be written in Arial font size 12,
Be 1.5 spaced,
Please note that this task requires you to analyse your Learning style, and to audit your existing
leadership style, skills and behaviours against a standard in order to plan for their development.
Important University assessment rules for you to note:
1. Please submit separate electronic copies of the tasks which make up your submission through
Turnitin / Handin as applicable. You can access the Turnitin / Handin links through the module
web.
2. The electronic version of your assignment may be used to enable checks to be made using
anti-plagiarism software and approved plagiarism checking websites. Your written course
work will be given a
zero mark if you do not submit a copy through Turnitin which can assessed
by Turnitin.
3. All work submitted after the submission deadline without an approved valid reason (see
below) will be given a mark of
zero. (This is not the same as a non-submission, which will be
graded as AB (absent).
4. Should you submit work on time but fail the assignment, you may be offered a resit
opportunity at the discretion of the PAB (Programme Assessment Board).
A resit module mark
will be capped at 40%.
5. The University wants you to do your best. However we know that sometimes events happen
which mean that you can’t submit your coursework by the deadline – these events should be
beyond your control and not easy to predict. If this happens, you can apply for an extension to
your deadline for up to two weeks, or if you need longer, you can apply for a deferral, which
takes you to the next assessment period (for example, to the resit period following the main
Assessment Boards). You must apply to your Faculty Registry team
before the deadline.
6. You will find information about the process and what is or is not considered to be an event
beyond your control at:
https://share.coventry.ac.uk/students/Registry/Pages/Deferrals-andExtension.aspx
7. If, on the final submission date, Turnitin / Handin is not working then you must email a copy
of your work to the module leader before the deadline date and time. This email will provide
7051CRB Assignment Brief and Marking Guides 2022/23 Semester 1 Page 6 of 18
evidence that you have completed the work on time. Once Turnitin is working again you can
then submit your assignment through it for marking. Consider taking
screenshots of the
problem
you encountered as supportive evidence if needed.
8. If you think that you will need an extension or deferral please ensure that you contact the
Administrative Support person or office linked to your Course to process the request. This
information will normally be found in your Course Handbook. Alternatively seek advice from
your Course Director or Registry team if you are unsure.
NOTE: The 7051CRB module teaching team cannot process or approve extension or deferral
requests.
9. Students MUST keep a copy and/or an electronic file of their assignment.
10. There is an allowance of plus 10% of the word count limit. Marks may be deducted if you
exceed the word count limit. Tables do not add to the word count but it is not recommended
that you include tables to an excessive amount. Marks are given for analysis, evidence and
application of models / theories.
Plagiarism
As part of your study you will be involved in carrying out research and using this when writing up
your coursework. It is important that you correctly acknowledge someone else’s writing or
thoughts and that you do not attempt to pass this off as your own work. Doing so is known as
plagiarism. It is not acceptable to copy from another source without acknowledging that it is
someone else’s writing or thinking. This includes using paraphrasing as well as direct quotations.
You are expected to correctly cite and reference the works of others. The Centre for Academic
Writing provides documents to help you get this right. If you are unsure, please visit
www.coventry.ac.uk/caw.
Assessors are able to spot cases of plagiarism. The Faculty insists that coursework is submitted
through a plagiarism detection system known as Turnitin. Copying another student’s work, large
sections from a book or the internet are examples of plagiarism and carry
serious consequences.
Please familiarise yourself with the APA Reference is this changing Style and use it correctly to
avoid a case of plagiarism or cheating being brought. If you are unsure please refer to your tutor.
Return of Marked Work
You can expect to have moderated marks and supportive feedback presented to you following
the formal Marks Agreement meetings in January 2023. If for any reason there is a delay you will
be kept informed. Marks and feedback will be provided online. As always, marks will have been
internally moderated only, and will therefore be provisional. Your mark will be formally agreed
within your Faculty later in the year once the external examiner has completed his/her review.
Marking and Assessment Scheme = See Separate Marking Guides for each Task
7051CRB Assignment Brief and Marking Guides 2022/23 Semester 1 Page 7 of 18
Marking Guide – Task 1
Task 1 – Strategy Report (1,400 words – 40% of the marks)
Produce a 1,400 word report which completes sub-tasks 1 to 3 below:
1. Using appropriate tools, critically evaluate the operating environment of your
chosen case study company
2. Complete a strategic analysis
3. Propose a strategic change management plan
It is expected that appropriate models, academic sources and good practice theory will be applied and be
academically rigorous to support your work. Your work must be based on CMI and Module related learning
materials. You will lose marks if this is not the case. Your report must be based on the case study interview –
you will fail if this is not the case.
We expect that the Task 1 report which consists of 1,400 words will be structured as follows:
1. Cover Sheet and Contents Page (This does not add to the word count)
2. A Short introduction to the Case Study company (100 words), based on the case study
interview
3. Define Drivers of Change. Use Burke & Litwin to outline external and internal pressures. Apply
case study evidence with detail to EITHER Burke & Litwin OR PESTLE OR McKinsey 7s
analysis in the form of a table. There is no need to cover all the components of Burke & Litwin /
PESTLE / McKinsey 7s. To reiterate – you can use Burke & Litwin to outline Drivers of Change
AND analyse Drivers of Change. If you are using Burke & Litwin to analyse Drivers of Change,
you do not have to use PESTLE or McKinsey 7s. NOTE – Tables do not add to the word count.
Do NOT use SWOT. (500 words).
4. Strategy – Define, Model, Evidence, Apply highlighting the current strategy and the proposed
strategy using the same Strategy model. (300 words)
5. Change and Change Management – Define, Model, Evidence, Apply highlighting the process
by which you will manage the change programme recognising the effect that the change will
have on employees. (500 words)
6. the last page is References – don’t forget to cite relevant information throughout. References
do not add to the word count.
This analysis will inform the content of Task 2. and support your reflection in Task 3.

7051CRB Marking Guide Task 2 2021/22 Semester 3 Page 8 of 18

Marks Below 40% Marks in the range 40–
49%
Marks in the range 50– 9% Marks in the range 60–
69%
Marks 70% and above
OVERALL (40%)
Consisting of
This work does not meet the
task requirements of the
assignment. The work
demonstrates little or no
understanding of the
analysis, and little insight into
the content of the module or
task. At lower grades, the
analysis is not grounded in
the case study analysis. CMI
and module-related
resources are not evident.
An adequate ability to meet
the task requirements but
perhaps only marginally,
and without confidence. A
great deal of further work
is required, and some
aspects of the analysis
appear to be
misunderstood. The
analysis is partially
grounded in the case study
analysis. The use of CMI
and module-related
resources is limited.
A commitment to meeting the
task requirements set within
the analysis. Task
requirements are met, but
not always confidently. The
work may display some
misunderstandings and flaws
in the thought process. The
analysis is partially grounded
in the case study analysis. The
use of CMI and module
related resources is limited
but still evident .
Evidence of a competent
level of work. Task
requirements met, but
there is the suggestion that
some further work could be
beneficial. There is clear
evidence of a desire to
master the tasks defined
within the analysis. The
focus of the analysis is
clearly grounded in the case
study analysis. The use of
CMI and module-related
resources is clear.
Articulate and generally
persuasive levels of work. The
task requirements are fully met
and perhaps exceeded. There is
clear evidence of an ability to
master the tasks defined within
the analysis. The focus of the
analysis is clearly grounded in
the case study analysis. The
use of CMI and module-related
resources is fully evidenced.
Introduction (est.
100 word)
Does not adequately address
the section; the introduction
is minimal, non-existent, or
irrelevant.
Some attempt to address
the section but with
significant irrelevance; the
introduction may not have
appropriate or relevant.
Generally addresses the
section but with some
irrelevance; the introduction
may only have partly
appropriate detail.
Addresses the section
appropriately; the
introduction has mostly
appropriate detail.
Fully addresses the section
throughout; the introduction
has appropriate detail.
Drivers of Change
and Analysis (est.
500 words + tables)
Does not adequately address
the section; evidence is
irrelevant or absent.
Some attempt to address
the section but with
significant irrelevance; the
analysis is undeveloped or
only weakly supported.
Generally addresses the
section but with some
irrelevance; the analysis is
only partly developed or
supported.
Addresses the section
appropriately; the analysis
is mostly developed, and
evidence is generally
appropriate, and is clearly
linked to the case study.
Fully addresses the section
throughout; the analysis is
developed and supported with
fully appropriate evidence,
clearly linked to the case study.
Strategy (est. 300
words)
Does not adequately address
the section; evidence is
irrelevant or absent.
Some attempt to address
the section but with
significant irrelevance; the
Generally addresses the
section but with some
irrelevance; the analysis is
Addresses the section
appropriately; the analysis
is mostly developed, and
evidence is generally
The analysis is developed and
supported with fully
appropriate evidence, and are
clearly linked to the case study.

7051CRB Marking Guide Task 2 2021/22 Semester 3 Page 9 of 18

analysis is undeveloped or
only weakly supported.
only partly developed or
supported.
appropriate, and are clearly
linked to the case study.
Change and Change
Management (est.
500 words)
Does not adequately address
the section; evidence is
irrelevant or absent.
Some attempt to address
the section but with
significant irrelevance; the
analysis is undeveloped or
only weakly supported.
Generally addresses the
section but with some
irrelevance; the analysis is
only partly developed or
supported.
Addresses the section
appropriately; the analysis
is mostly developed, and
evidence is generally
appropriate, and is clearly
linked to the case study.
Fully addresses the section
throughout; the analysis is
developed and supported with
fully appropriate evidence, and
is clearly linked to the case
study.
Referencing and
Citations
Sources are entirely
inappropriate, or no
references are given, or use
of sources and referencing
are completely inadequate.
CMI and module related
academic materials are not
referenced. Little or no
logical structure. Argument
very unclear or unintelligible.
Grasp of language
inadequate for the task.
Limited range of sources,
partly inappropriate;
referencing has many
serious errors; quotation
and paraphrase not usually
distinguishable or there
may be excessive
quotation. Use of CMI and
module-related academic
materials is limited.
Structure between and
within paragraphs and
sections shows significant
weaknesses. Argument
unclear. Quite weak control
and very limited language
range, with frequent errors
impeding message.
Use of CMI and module
related academic materials is
evidenced in some sections.
Referencing has many errors;
quotation and paraphrase
sometimes not
distinguishable or there may
be over-reliance on
quotation. Structure between
and within paragraphs and
sections shows mixture of
strengths and weaknesses.
Argument only partly
coherent. Control of
language adequate, but
limited in range, with errors
occasionally impeding
message.
Good range of appropriate
sources, all referenced,
though with a few errors;
quotation and paraphrase
are usually clearly
distinguishable. Use of CMI
and module-related
academic materials are
generally evidenced
throughout this section.
Mostly logical structure
between and within
paragraphs and sections.
Argument mostly coherent.
Generally good control and
range of language, though
with a few errors not
usually impeding message.
Wide range of appropriate
sources accurately referenced,
(any errors are minor and
occasional), quotation and
paraphrase fully
distinguishable. Relevant
Module-related CMI materials
are used throughout. Fully
logical structure between and
within paragraphs and sections.
Fully coherent argument.
Excellent control and range of
appropriate language; only
minor errors which never
impede message.

7051CRB Marking Guide Task 2 2021/22 Semester 3 Page 10 of 18
Marking Guide – Task 2
Task 2 – Promotional Launch Materials (30% of the marks)
Having proposed a strategic change management plan in Task 1, complete ONE task from the three
options listed below to communicate the change, based on your findings from Task 1
a) Imagine you are running the launch programme for this new strategy or change. Your
task is to create a series of promotional Launch Materials (or similar intervention) to
brief your colleagues about the Change Programme. You will include, as a
minimum, a) the project name, b) the project logo, c) the tag line, d) an information
leaflet and e) a Powerpoint template and your Supporting Notes – see below OR
b) Imagine you are announcing the launch programme for this new strategy or change to
your colleagues. Your task is to submit a recorded 5 minute Launch Webinar (or similar
intervention) for the Change Programme. You will also include relevant promotional
materials, such as but not limited to, the project name, the project logo, the project tag
line, related PPT slides if applicable, and your audio narration. You must also include
your Supporting Notes – see below OR
c) Imagine the new strategy or change has been in progress for a number of months.
What are the outcomes of the change? Based upon your analysis in Task 1, design
and present one new innovative product, service and/or process for your case study
company. You will include promotional visual materials, for of the product / service /
process including as a minimum a) the product name, b) the product logo, c) the
product tag line, d) an product information leaflet and your Supporting Notes – see
below.
Note – Because option b) requires the student to create a narrated presentation in addition to
promotional visual elements, we do not expect the same amount and level of detail of those
elements in the webinar as that which should be evidenced in option a) or option c).
Therefore, if you are working on option a) or option c) we will need to see substantial results from
your Creativity and Innovation thoughts. The information leaflet for instance must consist of
multiple pages, with written detailed content on each page which relates to the case company
and your strategy for change.
It is expected that where appropriate, relevant CMI and module-related materials, academic sources and good
practice theory will be applied and be academically rigorous to support your work. The use of such materials
must be reflected in your ‘Supporting Notes’ which details the creative thought process which has underpinned
the development of your academic work.

7051CRB Marking Guide Task 2 2021/22 Semester 3 Page 11 of 18
Supporting Notes
Each of the three options available to you has a requirement for “supporting notes” The Supporting notes
(approx. 500 words, no more) are your opportunity to reflect on the process through which you arrived at
the finished items which made up your Task 2 submission. The process should be based on your use of
the materials related to Creativity and Innovation available to you in Short Course 2 and are both
academic and reflective in nature. Reflective, because you are looking back on the process. Academic,
because you are considering this process from a model-based approach to the topics of Creativity and
Innovation. The assumption is that you developed that logo design, that leaflet, that tag line, that podcast
etc. not only based upon your understanding of the needs of your case study company, the changes
required, and the impact of those changes but also by using technique(s) and processes which you learnt
about in Short Course 2. The Supporting Notes should also include a short consideration as to how the
work could be improved. This work will then lead into your Task 3 Reflection.

7051CRB Marking Guide Task 3 2021/22 Semester 3 Page 12 of 18

Marks Below 40% Marks in the range 40–
49%
Marks in the range 50–
9%
Marks in the range 60–
69%
Marks 70% and above
OVERALL (30%)
Consisting of
This work does not meet the
task requirements of the
assignment. The work
demonstrates little or no
understanding of the
analysis, and little insight into
the content of the module or
task. At lower grades, the
analysis is not grounded in
the case study analysis. CMI
and module-related
resources are not evident.
An adequate ability to meet
the task requirements but
perhaps only marginally,
and without confidence. A
great deal of further work
is required, and some
aspects of the analysis
appear to be
misunderstood. The
analysis is partially
grounded in the case study.
The use of CMI and
module-related resources is
limited.
A commitment to meeting
the task requirements set
within the analysis. Task
requirements are met, but
not always confidently.
The work may display
some misunderstandings
and flaws in the thought
process. The analysis is
partially grounded in the
case study. The use of CMI
and module-related
resources is limited but
still evident .
Evidence of a competent
level of work. Task
requirements met, but there
is the suggestion that some
further work could be
beneficial. There is clear
evidence of a desire to
master the tasks defined
within the analysis. The
focus of the analysis is
clearly grounded in the case
study. The use of CMI and
module-related resources is
clear.
Articulate and generally
persuasive levels of work. The
task requirements are fully met
and perhaps exceeded. There is
clear evidence of an ability to
master the tasks defined within
the analysis.. The focus of the
analysis is clearly grounded in the
case study. The use of CMI and
module-related resources is fully
evidenced.
Quality of Work Largely in-coherent and
inconsistent, the work fails to
reach a satisfactory standard
in concept, delivery,
research, planning and use of
appropriate technologies
within the context of the
module and task.
May lack coherence and
consistency. Generally of a
weak standard in concept,
delivery, research, planning
and use of appropriate
technologies, and with
significant failures in many
of these areas within the
context of the module and
task.
Generally coherent and
consistent as a set of
linked resources. Of a
satisfactory standard in
concept, delivery,
research, planning and use
of appropriate
technologies, but these
may be under-developed
or inconsistent within the
context of the module and
task.
Formally coherent and
consistent as a set of linked
resources in form and
content. Of a very good or
good standard in concept,
delivery, research and
planning, and use of
appropriate technologies
within the context of the
module and task.
Fully coherent and consistent as a
set of linked resources. An
excellent to outstanding standard
in concept, delivery, research and
planning, with sophisticated use
of appropriate technologies
within the context of the module
and task.
Creativity ideas contain significant flaws
or inappropriate decisions
that are unsuccessful in their
execution within the context
of the module and task.
little evidence of attempts
at creativity and these are
either largely conventional
or are not successfully
achieved within the
evidence of attempts at
creativity but these are
either largely conventional
or may only be achieved
unevenly within the
Some significant and
appropriate creative
decisions have been taken
although its achievement
may be less successful
Significant and appropriate
creative decisions have been
achieved to produce a work that
requires little further
development within the context.

7051CRB Marking Guide Task 3 2021/22 Semester 3 Page 13 of 18

context of the module and
task.
context of the module and
task.
within the context of the
module and task.
Conceptual/narrative
progression
The interlinking narrative
between components is
almost entirely absent with
significant flaws or omissions
in text, headlines, and other
relevant supporting material.
The interlinking narrative
between components is
unclear or inconsistent,
with flaws or omissions in
text, headlines, and other
relevant supporting
material.
The interlinking narrative
between components is
clear and consistent, with
limited flaws or omissions
in text, headlines, and
other relevant supporting
material within the
context of the module and
the task.
The interlinking narrative
between components is very
clear and consistent, with
minor flaws or omissions in
text, headlines, and other
relevant supporting material
within the context of the
module and the task.
The interlinking narrative
between components is very clear
and consistent, with no flaws or
omissions in text, headlines, and
other relevant supporting
material within the context of the
module and the task.
Critical awareness
(Supporting Notes)
No or very limited
understanding of relevant
creativity and Innovation
techniques, and the academic
background to these topics.
Definitions and models are
entirely absent. The student
is unable to identify how the
ideas presented were
developed.
Limited understanding of
relevant creativity and
Innovation techniques, and
the academic background
to these topics. Definitions
and models are largely
absent. The student is
unable to clearly identify
how the ideas presented
were developed.
Some understanding of
relevant creativity and
Innovation techniques,
and the academic
background to these
topics. Definitions and
models are present. The
student is able to identify
how the ideas presented
were developed but
without confidence.
An understanding of
relevant creativity and
Innovation techniques, and
the academic background to
these topics is evidenced.
Definitions and models are
present. The student is able
to identify how the ideas
presented were developed
within the context of the
module and the task.
A clear understanding of relevant
creativity and Innovation
techniques, and the academic
background to these topics is
evidenced. Definitions and models
are present throughout. The
student is able to clearly identify
how the ideas presented were
developed, within the context of
the module and the task.
Referencing and
Citations in
Supporting notes and
where applicable, in
the main content.
Sources are entirely
inappropriate, or no
references are given, or use
of sources and referencing
are completely inadequate.
CMI and module related
academic materials are not
referenced. Little or no
logical structure. Argument
very unclear or unintelligible.
Limited range of sources,
partly inappropriate;
referencing has many
serious errors. Use of CMI
and module-related
academic materials is
limited. Quite weak control
and very limited language
range.
Use of CMI and module
related academic
materials is evidenced in
some sections.
Referencing has many
errors. Control of language
adequate.
Good range of appropriate
sources, all referenced,
though with a few errors;
quotation and paraphrase
are usually clearly
distinguishable. Use of CMI
and module-related
academic materials are
generally evidenced
Generally good control and
range of language.
Wide range of appropriate
sources accurately referenced,
(any errors are minor and
occasional), Relevant Module
related CMI materials are used
throughout. Excellent control and
range of appropriate language.

7051CRB Marking Guide Task 3 2021/22 Semester 3 Page 14 of 18
Marking Guide – Task 3
Learning Outcome 3 of the module asks you to “Critically reflect on the leadership qualities for
effectively managing strategic change with creativity and innovation in relation to professional
development.”
To help you meet that Learning Outcome, we ask you in Task 3 to : Write a 1,000 word
critical
reflective
personal and professional account, answering the following question: What skills and
behaviours do I need to develop in order to creatively implement a programme of innovative change
in a range of contemporary organisations?
The key aspects here the requirement for you to critically reflect on your leadership qualities in
relation to a professional development plan. This is not simply a reflection on how you got on with
the module and the academic topics of leading / managing, strategy, change, creativity and
innovation.
We are asking you to plan to bridge the gaps that you identified in your existing skills, behaviours
and understanding as you were working through the materials. We focus on Personal Development
Planning, but because this is a professional module, we approach this planning from the viewpoint of
you being in a leadership role, if not already, then certainly in the future.
We expect that the 1,000 word reflection will cover:
1. Definition of Reflection
2. Model of reflection used and a brief explanation as to how it supported your thoughts (not a
detailed review of the components of the model);
3. Define Leadership; assess your own MBTI leadership style and use a leadership model to describe
how you would lead a team. This will impact upon your Audit in 5. below;
4. a brief summary of your Learning Style and your reflection on the implications of this for your
Leadership development. This will impact on your SMART objectives in 6. Below;
5. Identify relevant Key Leadership Skills (from the content on AULA) and audit your current personal
and professional Skills and Behaviours in order to identify the gap between current and required –
this will be in the form of a table;
6. Personal and Professional Development Plan – Identify 2 skills and or behaviours you want to
develop. The focus will be on resolving gaps related to “creatively implementing a programme of
innovative change” using SMART objectives. This plan will be in the form of a table;
7. the last page is References – don’t forget to cite relevant information throughout. References do
not add to the word count.

7051CRB Assignment Brief and Marking Guides 2021/22 Semester 3 Page 15 of 18

CriterionLevel Marks Below 40% Marks in the range 40–
49%
Marks in the range 50– 9% Marks in the range 60– 69% Marks 70% and above
Overall (30%) Most of the reflection is
irrelevant to student
and/or module learning
goals.
Student makes attempts
to demonstrate
relevance, but the
relevance is unclear to
the reader.
The learning experience
being reflected upon is
largely relevant and
meaningful to student
and module learning
goals.
The learning experience
being reflected upon is
relevant and meaningful to
student and module learning
goals.
The learning experience being
reflected upon is relevant and
meaningful to student and module
learning goals.
Clarity Language is unclear and
confusing throughout.
Concepts are either not
discussed or are
presented inaccurately.
There are frequent lapses
in clarity and accuracy.
There is a limited attempt
to explain abstract
concepts with some
accuracy. Explanation of
concepts makes little to
an uninformed reader.
Minor, infrequent lapses
in clarity and accuracy.
There is some attempt to
explain abstract concepts
with some accuracy.
Explanation of concepts
makes limited sense to an
uninformed reader.
Minor, infrequent lapses in
clarity and accuracy. Abstract
concepts are explained with
some accuracy. Explanation
of concepts makes some
sense to an uninformed
reader.
The language is clear and
expressive. The reader can create
a mental picture of the situation
being described. Abstract
concepts are explained accurately.
Explanation of concepts makes
sense to an uninformed reader.
Analysis Reflection does not move
beyond description of the
learning experience(s).
Student makes attempts
at applying the learning
experience to
understanding of self,
others, and/or module
concepts but fails to
demonstrate depth of
analysis.
The reflection
demonstrates student
attempts to analyse the
experience but analysis
lacks depth.
The reflection demonstrates
student attempts to analyse
the experience but analysis
of how the experience
contributed to student
understanding of self, others,
and/or module concepts
lacks depth.
The reflection moves beyond
simple description of the
experience to an analysis of how
the experience contributed to
student understanding of self,
others, and/or module concepts.

7051CRB Assignment Brief and Marking Guides 2021/22 Semester 3 Page 16 of 18

Definition and
Model of
Reflection
The definition and model
of reflection are identified
but do not demonstrate
how the academic theory
has contributed to
student understanding of
reflection.
The definition and model
of reflection demonstrate
in a limited manner how
the academic theory has
contributed to student
understanding of
reflection.
The definition and model
of reflection demonstrate
how the academic theory
has contributed to
student understanding of
reflection.
The definition and model of
reflection clearly
demonstrate how the
academic theory has
contributed to student
understanding of reflection.
The definition and model of
reflection clearly demonstrate
how the academic theory has
contributed to student
understanding of reflection.
Leadership Does not adequately
address the section;
evidence is irrelevant or
absent. In particular, the
MBTI analysis is not
evidenced and supported.
Some attempt to address
the section but with
significant irrelevance; the
analysis is undeveloped or
only weakly supported. In
particular, the MBTI
analysis is weakly evidenced
and supported.
Generally addresses the
section but with some
irrelevance; the analysis is
only partly developed or
supported. In particular, the
MBTI analysis is only
partially evidenced and
supported.
Addresses the section
appropriately; the analysis is
mostly developed, and
evidence is generally
appropriate. In particular, the
MBTI analysis is evidenced and
supported.
Fully addresses the section
throughout; the analysis is developed
and supported with fully appropriate
models and evidence. In particular,
the MBTI analysis is fully evidenced
and supported.
Learning Style
and Leadership
development
There is a very limited
attempt to analyse the
student’s learning style
and reflection the
implications of this for
their leadership
development.
There is a limited attempt
to analyse the student’s
learning style and
reflection the
implications of this for
their leadership
development.
The student’s learning
style and reflection on the
implications of this for
their leadership
development are
analysed.
The student’s learning style
and reflection on the
implications of this for their
leadership development are
clearly analysed but not
evidenced.
The student’s learning style and
reflection on the implications of
this for their leadership
development are clearly analysed
and evidenced.
Audit There is no analysis or
evidence of the skills gap
between current and
required skills and
behaviours. The student
has not mentioned why
these skills and
behaviours have been
selected.
There is limited analysis
or evidence of the skills
gap between current and
required skills and
behaviours. Th e student
has mentioned why these
skills and behaviours
have been selected.
The student has analysed
or evidenced the skills
gap between current and
required skills and
behaviours. Th e student
has suggested why these
skills and behaviours have
been selected.
The student has analysed
and evidenced the skills gap
between current and
required skills and
behaviours. Th e student has
justified why these skills and
behaviours have been
selected.
The student has clearly analysed
and evidenced the skills gap
between current and required
skills and behaviours. Th e student
has clearly justified why these
skills and behaviours have been
selected.

7051CRB Assignment Brief and Marking Guides 2021/22 Semester 3 Page 17 of 18

SMART Plan The student has not
presented a plan to
develop skills and
behaviours. The student
has not mentioned the
benefits of the plan.
The student has
presented a limited plan
to develop skills and
behaviours, but these are
not linked to the Skills
Audit. Th e student has
noted some the benefits
of the plan.
The student has
presented a clear and
SMART plan to develop 2
skills and 2 behaviours,
but these are not clearly
linked to the Skills Audit.
Th e student has
suggested the benefits of
the plan.
The student has presented a
clear and SMART plan to
develop 2 skills and 2
behaviours, and these are
linked to the Skills Audit. Th e
student has articulated the
benefits of the plan.
The student has presented a very
clear and SMART plan to develop 2
skills and 2 behaviours, and these
are clearly linked to the Skills
Audit. The student has clearly
articulated the benefits of the
plan.

7051CRB Assignment Brief and Marking Guides 2021/22 Semester 3 Page 18 of 18