Module Number: BMP3004
Module Name: World of Work
Year/Trimester: 2020/2021 Semester 2
Assignment Number and Type: 002. Individual Report (50%)
Assignment Title: Understanding Why People Work
Assignment Length: 1500 words
Submission Deadline: 25th April 2020
Learning Outcomes Assessed:
| LO.2 Demonstrate an understanding of why people work LO.3 Explain the impact that work can have on people |
Assignment brief:
As a result of the level of high level detail contained in assignment 1, John has asked you to produce another report. John wants the report to discuss employee attitude to work. In particular, John wants the report to focus on the following:
- The various factors which motivate employees to work
- The positive and negative factors employees experience as a result of their job roles
| Secondary Research Level HE3 – It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include at least one academic book and one academic journal article. |
Specific Assessment Criteria (See Page 3 for General Assessment Criteria)
First class: The report will be to a high standard. It will provide a comprehensive overview of motivating and work impact factors on the employee. It will also make reference to employer strategies and theory. Referencing and research will be excellent and used effectively throughout to support your arguments.
Second class: The report will be to a good standard. It will provide a good overview of motivating and work impact factors on the employee. It will also make reference to some employer strategies and theory. Referencing and research will be of a good standard.
Third class: The report will be to a satisfactory standard. It will provide a reasonable overview of motivating and work impact factors on the employee. It will also make reasonable reference to some employer strategies and theory. Referencing and research will be evident.
Fail: Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity.
Additional Submission Instructions:
As well as submitting a hard copy of your work as instructed in Section 9 of the module guide, you are also required to submit a soft copy via “Turn-it-in UK” on the module Moodle page. The software will allow you to check your work against other material on the internet. It will also compare your work against other students work.
You will be able to upload drafts of your written work into turn-it-in as many times as you wish before the deadline.
You will not be able to overwrite the final submission after the deadline. You can only submit a single file.
General Assessment Criteria Level HE3
| Relevance | Knowledge | Argument/Analysis | Structure | Presentation | Written English | Research/Referencing | ||
| 80%+ | As for Class 1(70-79%) but exceptional work that makes a contribution to the development of knowledge and understanding in the subject area | |||||||
| Class I (Exceptional Quality) | 70-79% | Directly relevant to title. Addresses most or all of the implications and assumptions of the title. | Demonstrates a comprehensive knowledge of theory and practice for this level. Demonstrates ability in the manipulation and transfer of subject material to demonstrate a solid understanding of the issues. | Makes creative use of appropriate arguments and/or theoretical models. Contains some distinctive or independent thinking. A comprehensive discussion of the material resulting in clear, logical conclusions. | Coherently articulated and logically structured. An appropriate format is used. | The presentational style & layout is correct for the type of assignment. Effective inclusion of figures, tables, plates (FTP). | A very well written answer with standard spelling and grammar. Style is clear, resourceful and academic. | All sources accurately cited in the text. A comprehensive reference list in Harvard Style is provided. |
| Class II/i (Very Good Quality) | 60-69% | Directly relevant to title. Addresses some of the implications of the issues addressed by the title. | Demonstrates a sound knowledge of theory and practice for this level. Manipulates and transfers some material to demonstrate a clear grasp of the themes, questions and issues. | Uses appropriate arguments or theoretical models. Clear and valid discussion of the material. Clear, logical conclusions. | For the most part coherently articulated and logically constructed. An appropriate format is used. | The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP. | Well written with standard spelling and grammar. Style is clear and academic. | All sources accurately cited in the text and an appropriate reference list in Harvard Style is provided. |
| Class II/ii (Good Quality) | 50-59% | Generally addresses the title and its implications, but sometimes addresses irrelevant issues. | Demonstrates an adequate knowledge of theory and practice for this level, with evidence of an appreciation of its significance. | Provides a partly coherent argument, but lacking clear focus and consistency in places. Some issues lack clarity, or theoretical models expressed in simplistic terms. Conclusions are fairly clear and logical. | Adequate attempt at articulation and logical structure. An acceptable format is used. | The presentational style & layout is correct for the type of assignment. Inclusion of FTP but lacks selectivity. | Competently written with minor lapses in spelling and grammar. Style is readable and mainly academic. | Most sources accurately cited in the text and an appropriate reference list in Harvard Style is provided. |
| Class III (Satisfactory Quality) | 40-49% | Some degree of irrelevance to the title. Superficial consideration of the issues. | Demonstrates limited knowledge of theory and practice for this level, with intermittent evidence of an appreciation of its significance. | A basic argument is evident but lacks clarity and coherence. Issues are only vaguely stated. Conclusions are not always clear or logical. | Some attempt at articulation and logical structure. An acceptable format is used. | The presentational style & layout is largely correct for the type of assignment. Inappropriate use of FTP or not used where clearly needed to aid understanding. | Generally competent writing although intermittent lapses in grammar and spelling pose obstacles for the reader. Style limits communication and tends not to be academic. | Some relevant sources cited. Some weaknesses in referencing technique. |
| Borderline Fail | 35-39% | Some significant degree of irrelevance to the title is common. Onlythe most obvious issues are addressed at a superficial level and in unchallenging terms. | Demonstrates weaknesses in knowledge of theory and practice for this level, with little evidence of an appreciation of its significance. | Limited argument, which lacks clarity in places. Conclusions are neither clear nor logical. | Poorly structured. Lack of articulation. Format deficient. | For the type of assignment the presentational style &/or layout is lacking. FTP ignored in text or not used where clearly needed. | Deficiencies in spelling and grammar makes reading difficult. Simplistic or repetitious style impairs clarity. | Limited sources and weak referencing. |
| Fail | <34% | Relevance to the title is intermittent or missing. The topic is reduced to its vaguest and least challenging terms. | Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding. | Severely limited arguments. Lacks clarity. Conclusions are sparse. | Unstructured. Lack of articulation. Format deficient | For the type of assignment the presentational style &/or layout is lacking. FTP as above. | Poorly written with numerous deficiencies in grammar, spelling, expression and style. | An absence of academic sources and poor referencing technique. |
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