Assessment Information/Brief 2022/2023

To be used for all types of assessment and provided to students at the start of the module.
Information provided should be compatible with the detail contained in the approved module specification although may contain more information
for clarity.

Module title Developing Strategic Leadership Skills (DSLS)

MSc Management students
CRN

Level 7

Assessment title
Assessment Portfolio – 5,000 words
Weighting within 100%
module

Submission deadline 4.00pm Friday 3rd May 2024

date and time

Module Leader
Fatima Malik
Maxwell Building, Room 333
F.malik7@Salsford.ac.uk

Assessment Information/Brief
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Assessment set by:
Fatima Malik
Room 333, Maxwell Building
F.malik7@salford.ac.uk

How to submit:
You should submit your assessment in one single document via Turnitin for the module in
Blackboard.

Assessment task details and instructions

The assessment portfolio consists of 3 tasks:

TASK ONE: Coaching Reflective Essay – 1,500 words – 30 marks

TASK TWO: Leadership Skills Development Record and Leadership Skills Development Plan –
1,500 words – 30 marks

TASK THREE – Address the leadership case study and produce one essay on this case study -
2,000 words – 40 marks

Total word count = 5,000 words & total marks available = 100.
The list of academic references is not included in the word count.

For references use APA 7th edition, Harvard Style Referencing

TASK ONE: COACHING REFLECTIVE ESSAY – 1,500 words (excluding references) – 30% of
portfolio mark

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During the teaching weeks we will discuss coaching as an underpinning leadership skill. You
should read more about coaching and produce an essay discussing and critically analysing the
importance of coaching for successful employee and organisational performance and learning.
You should give attention in your discussion to how coaching may enhance employee motivation,
engagement and commitment in times of both stability and change - including attention to the
Covid-19 pandemic as appropriate - and how coaching may provide an example of ethical
leadership in practice.

You should also refer to relevant theory and evidence.

TASK TWO: Leadership Skills Development Record and Leadership Skills Development Plan –
1,500 words (excluding references) – 30% of portfolio mark.

There are two requirements for task two.

First, you should complete a leadership skills development record using the CIPD template in
Blackboard. Record any leadership skills that you have developed in the previous 12 months and
during the module itself.

You should refer to the CIPD profession map to support completion of the record.

Word count: 300-400 words.

Second, you should complete a leadership skills development plan in report style – do not use a
table or a template – using the report headings below. In your plan set out how you will develop
your leadership and team working skills over the coming two to three years.

In your plan you should refer to the intended knowledge and learning outcomes of the module,
addressing how you will develop principles-led, evidence-based, and outcomes driven skills and
expertise associated with each of the following three domains:

Assessment Information/Brief
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 i) leading and managing people effectively;
ii) team working and managing interpersonal relationships, and,
iii) interpreting people analytics or financial information/managing financial resources.

Word count: 1,100 – 1,200 words.

You should provide a minimum of at least one goal for each of the three domains above and a
maximum of five development goals overall, e.g., a maximum of two development goals for
domain one, two development goals for domain two, and one development goal for domain
three.

You should refer to relevant theory and evidence to support your development plan.

Headings for Leadership Skills Development Plan (report style – do not use a table or a template)
 Context/Introduction
 What do I want/need to learn?
 Actions to achieve this
 Resources or support needed
 Potential barriers to success
 Success criteria and benefits of success
 Target dates for review and completion
 Conclusion
 List of references (references not included in word count)

TASK THREE: Leadership Case Study – 2,000 words – 40% of portfolio mark

Based on the strategic leadership concepts addressed during this module write an essay of no
more than 2000 words which critically analyses how leadership may address one of the
challenges addressed in the attached case study. Please remember that we addressed a variety

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of strategic leadership ideas and related leadership skills areas during this module including
theoretical leadership typologies; leadership & team working; leadership influence on employee
engagement, leadership influence on employee motivation and the implications of these for
strategic management and workforce management practices. In addition to ensuring the use of a
critical analysis writing style your wok must also refer to relevant theory and evidence (references
& citations) and be structured accordingly (including introduction and, recommendations and
conclusion). Please note that references will not be included in the word count for the essay.

Associated requirements for tasks one, two, and three:

Use a 12 point font size (Arial or Calibri).

Use APA 7th edition (Harvard) Style Referencing.

List references alphabetically, no numbers, no bullet points.

List of references not included in word count.

The quality of critical analysis and the professional presentation of the entire portfolio including
use of cited references and the end list of references is taken into account in marking criteria.

The percentage mark for the Assessment Portfolio represents 100% of the overall mark for the
module (Task One 30% of mark; Task Two 30% of mark; Task Three 40% of mark).

Ensure your assessment portfolio is informed by the intended learning outcomes for the
module, including links to evidence based research.

Note:
Practice for Success
During the module students will be given structured opportunities to submit drafts of their review
for peer comment.

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Assessment Task subject to Verification. Students will be advised of the outcome of Verification.

Assessed intended learning outcomes

Intended Learning Outcomes – Knowledge and Understanding

Assessed intended learning outcomes
On successful completion of this module, you will be able to:
1. Discuss the required attributes and behaviours of HR professionals in accordance with the CIPD
professional behaviours map and standards (HR students), and of managers/leaders
(Management students).
2. Evaluate different styles of leadership and management and apply these to a range of
situations, including programmes of change.
3. Identify your preferred style of leadership and recognise ways in which leadership skills may be
developed, both individually and across an organisation.
4. Identify and plan ways, based on theory and evidence, in which managers may enhance
motivation and commitment of staff and manage inter-personal conflict.
5. Advise how cohesive and effective teams may be formed through, for example, use of
strategies such as flexible working for the benefit of both organisations and employees.

Intended Learning Outcomes – Key Subject Specific Skills

You will have had the opportunity to:
6. Review financial information and write a brief report on the financial situation within an
organisation.
7. Reflect on your own self as an HR professional (HRM students) or a manager/leader
(Management students), including your development needs (as related to the CIPD
professional behaviours map and standards (HRM students only).
8. Present ideas in a professional, ethical and convincing manner for different types of people.

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9. Analyse and critically evaluate written material encompassing a complex array of people
management issues and prioritise these.
10. Demonstrate digital skills via use of various technologies.

Module Aims

1. To develop students’ self-awareness of their personal attributes, leadership behaviours and

preferences, in terms of (a) how these compare with the CIPD behaviours map and
professional standards (HRM students) or relevant professional bodies such as CMI
(Management students), and (b) how they may impact on others, including those from
different cultural contexts.
2. To equip students with an understanding of a range of leadership and management
behaviours along with HR strategies/practices that are underpinned by theory and evidence.
3. To foster understanding of how they (the students as individuals) and others might lead,
manage and organise people
4. To foster an understanding of different methods of employee motivation, engagement and
commitment in times of both stability and change.
5. To develop students capable of being (positively) impactful, ethical and reflective practitioner.

Word count/ duration

5,000 words

Feedback arrangements
You can expect to receive written feedback after 15 working days of the assessment deadline.

The feedback – accessible in Blackboard - will include a provisional mark which is subject to
external moderation and the decision of the module board.

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Members of the module teaching team are available during ‘drop-in’ times to discuss feedback in
response to student request. Requests to discuss feedback are usually made to the person who
marked the assignment.
Module teaching team details are in Blackboard for the module (see Staff information).

Support arrangements
You can obtain support for this assessment.

 In Assessment for the module in Blackboard.

 A blackboard announcement will be made each week by your tutor(s) with news and
information to help you through the module.
 If you have any concerns contact your tutor. Please allow 3 working days for all emails to
be answered.
 You can also arrange an appointment with one of your Academic Support tutors:
Sami Safadi: s.safadi1@salford.ac.uk; Laura Becerra: l.l.becerra@salford.ac.uk; Kris Deng:
W.Deng@salford.ac.uk

askUS
The University offers a range of support services for students through askUS.
Good Academic Conduct and Academic Misconduct
Students are expected to learn and demonstrate skills associated with good academic conduct
(academic integrity). Good academic conduct includes the use of clear and correct referencing of
source materials. Here is a link to where you can find out more about the skills which students
require http://www.salford.ac.uk/skills-for-learning.

Academic Misconduct is an action which may give you an unfair advantage in your academic

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work. This includes plagiarism, asking someone else to write your assessment for you or taking
notes into an exam. The University takes all forms of academic misconduct seriously. You can
find out how to avoid academic misconduct here
https://www.salford.ac.uk/askus/academic-support/academic-misconduct

Personal Mitigating Circumstances

If personal mitigating circumstances may have affected your ability to complete this assessment,
you can find more information about personal mitigating circumstances procedure here.

Assessment Criteria:
Do review carefully the instructions for each task.
Marks are awarded on the basis of attainment in relation to the grade descriptor criteria for Level
7 post graduate degree programmes at the University of Salford. Do review the details of the
grade descriptors. These are available in Assessment for the module in Blackboard.
The grade descriptor criteria are set out in relation to the 10% bands specified in University of
Salford Assessment and Feedback Policy.
In particular each task is assessed in relation to the following criteria:
 Knowledge, including: degree of accuracy, depth and breadth; and linking of theory with
practice.
 Cognitive processes, including: degree of critical analysis and evaluation; synthesis of
different ideas and perspectives; use of critical reflection to develop self and practice.
 Professionalism, including: degree of awareness of self and relationships with others;
awareness of contributions in the team; awareness of group values and beliefs and ethical
and political issues.
 Communication, including: quality of presentation of work, its organisation and use of

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 grammar and syntax.
 Referencing and using evidence, including: range of primary and secondary evidence-
based sources used.

In Year Retrieval Scheme

Your assessment is not eligible for in year retrieval.

Reassessment
If you fail your assessment, and are eligible for reassessment, you will need to resubmit on or
before (to be advised). For students with accepted personal mitigating circumstances, this will be
your replacement assessment attempt. Students should be aware that there is no late
submission period at reassessment (this includes those students who have an accepted PMC
request from a previous attempt).

You will be advised of arrangements for reassessment by your School Office following the
outcome of the examination board. This is usually two to three weeks after the exam board.

The reassessment task will be the same as the original assessment task. You will be required to
improve upon the work originally submitted.

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Level 7– Generic Descriptors
Extremely poor Very poor Poor Inadequate Unsatisfactory Satisfactory Good Very Good Excellent Outstanding

1-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100

Totally Virtually no Inconsistent or Limited evidence Basic knowledge Mostly accurate Consistently Comprehensive Integrates the Outstanding knowledge.
inadequate relevant inaccurate of knowledge. with occasional knowledge with relevant knowledge complexity of a Theory is linked to practice to
demonstration of knowledge knowledge. Inappropriate inaccuracies satisfactory accurate demonstrating range of an exceptional level and may
required demonstrated. Limited and links between appropriate yet depth and knowledge with very good depth knowledge and be used to formulate new
knowledge. Not Fails to inappropriate theory and basic integration breadth of good depth and and breadth. excellent questions, ideas or
able to link adequately or inaccurate practice. of theory and knowledge. breadth. Clear Clear insight into understanding of challenges.
theory to demonstrate links between practice. Sound and relevant links between it’s relevance.
practice. No links between theory and Inadequate Superficial depth integration of application of theory and
appropriate theory and practice. Poor identification of or limited theory and theory to practice. Excellent depth of
themes practice. Very identification key themes. breadth with practice with practice. Good Demonstrates knowledge in a
identified. poor of key themes. satisfactory identification of ability to transfer variety of
identification of unsatisfactory identification of key themes. knowledge contexts.
key themes. key themes. between Coherent and
identification of different contexts systematic
key themes. appropriately. application of
theory to practice.
Knowledge

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 Extremely Very poor Poor Inadequate Unsatisfactory Satisfactory Good Very Good Excellent Outstanding
poor

1-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100

No No meaningful Descriptive Mainly Critical analysis Sound critical Clear, in depth Very good Excellent critical Outstanding
demonstratio analysis or occasionally descriptive evident, with analysis and critical analysis, analysis and analysis and critical analysis
n of analysis, evaluation. Unable attempts to evidence of some evaluation evaluation. evaluation and synthesis of synthesis. and synthesis.
evaluation or to identify analyse or analysis, and synthesis, Relevant academic material with Arguments Incorporates
synthesis. No appropriate issues evaluate inconsistent although limited. academic argument with evidence of handled skilfully evidence of
evidence of for reflection. material but critical approach, Limited evidence argument. synthesis of critique and with imaginative original thinking.
reflection. Arguments lacks critical little evaluation of reflection. Demonstrates different ideas independent interpretation of
Unsatisfactor presented are approach. or synthesis. Some basic ability of and thought. material.
y professional inappropriate and Confusion Follows appropriate synthesise perspectives. Balanced and Willingness to
judgement very poorly linked. and/ or processes of academic information in Utilises mature approach challenge self and
Very poor weakness in reflection but argument order to reflection to to reflection used practice.
professional academic fails to although not well formulate develop self to enhance
judgement. argument. demonstrate applied and appropriate and practice. practice and
Identifies insight. lacking in clarity. questions and Aware of the performance in a
issues for Inconsistent and/ conclusions. influence of range of
reflection but or inaccurate Unsatisfactory Reflective varied contexts.
lacks evidence professional process is perspectives Demonstrates
of reflective judgement. professional utilised, with and time ability to make
processes. judgement. insight frames. Uses a sound decisions
Poor demonstrating wide range of in complex and
professional planning for sources to unpredictable
judgement. future practice. inform clinical contexts.
Cognitive processes

Integrates decision
relevant making and
information in prioritises
order to make plans.
sound
professional
judgements.

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 Extremely poor Very poor Poor Inadequate Unsatisfactory Satisfactory Good Very Good Excellent Outstanding

1-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100

Satisfactory

Awareness of Major limitations Limitations in Some limitations Unsatisfactory awareness to Good Very good Excellent Outstanding
self and in awareness of awareness of in awareness of awareness of self and awareness of awareness of awareness of self awareness of self
relationships self and self and self and self and relationships self and self and and relationships and relationships
with others and relationships relationships relationships relationships with others. relationships relationships with others. with others.
the team not with others and with others with others and with others. Satisfactory with others. with others. excellent Outstanding
demonstrated. the team. Very and the team. the team. Acceptable knowledge of the Good Very good knowledge of the knowledge of the
Lack of insight poor knowledge Poor Limited knowledge of the team and their knowledge of knowledge of the team and their team and their
into scope of of group values, knowledge of knowledge of team and their contribution to it. the team and team and their contribution to it. contribution to it.
practice beliefs, ethical group values, group values, contribution to it. Awareness of their contribution to it. Excellent Outstanding
demonstrated. and political beliefs, ethical beliefs, ethical Some group values, contribution to Very good awareness of awareness of
issues. Very and political and political awareness of beliefs, ethical it. Good awareness of group values group values
poor awareness issues. Some issues. group values, and political awareness of group values beliefs, ethical beliefs, ethical
of and operation awareness of beliefs, ethical issues. group, values, beliefs, ethical and political and political
within scope of and operation Inadequate and political Satisfactory beliefs, ethical and political issues. Excellent issues.
practice. within scope issues. awareness of and political issues. Very awareness of Outstanding
of practice. awareness and Awareness of and operation issues. Good good awareness operation within awareness of
operation within and operation within scope of awareness of of operation scope of practice. operation within
scope of within scope of practice. and operation within scope of scope of practice.
practice. practice. within scope of practice.
practice.
Professionalism

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 Extremely poor Very poor Poor Inadequate Unsatisfactory Satisfactory Good Very Good Excellent Outstanding

1-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100

Presentation is Presentation is Presentation Presentation is Presentation of Presentation of Presentation of Presentation is Presentation is Presentation is
extremely poor. very poor. Work is poor. Work unsatisfactory. work is work is work is well of a very good excellent, well outstanding
Work has no has little is Work is limited in unsatisfactory in satisfactory organised with standard, structured and demonstrating a fluent
structure or discernable disorganised terms of terms of good use of demonstrating logical. academic style.
clarity. structure or and lacks structure, structure, in terms of language to a scholarly Demonstrates
Extremely poor clarity. Very clarity. Poor coherence and coherence, structure express style. Very a scholarly
use of language. poor use of use of clarity. clarity and coherence, ideas/argument. good grammar style. Excellent
language. language. Limitations in academic style. clarity and Very few and syntax grammar and
academic style. Some academic style. inconsistencies; syntax.
inconsistencies. But some grammar and
Communication

Some grammar inconsistencies syntax good.

and syntax in grammar and
errors which syntax.
detract from the
content

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 Extremely poor Very poor Poor Inadequate Unsatisfactory Satisfactory Good Very Good Excellent Outstanding

1-9 10-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100

No references. Lack of ability to Poor use of Unsatisfactory Narrow range of Satisfactory Good range of Clear evidence Detailed use of Synthesis of
No attempt to source adequate reference referencing with sources. sources. Well of referencing predominantly reference material
provide evidence material. Very material. frequent error. Referencing in range of sources referenced, very to a wide range primary sources from a wide range
of sources used. poor referencing Inappropriate Limited ability to presented work identified with few of primary and which are well of sources both
or out dated support content is unsatisfactory appropriate inaccuracies. secondary referenced and within and across
Referencing and using evidence

sources with with relevant referencing and Good use of sources which are used professions
numerous sources. with some few primary and are used creatively to
referencing inconsistencies inaccuracies. secondary effectively in develop the work.
errors. or inaccuracies. Appropriate use sources. supporting the
Over utilises of primary and work.
secondary secondary
sources. sources.
References used
are inappropriate
in terms of
currency.

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