Org. Behavior: Learning Outcomes & Assessment Criteria.

Organisational Behaviour Theory and Research - Module Learning Outcomes and Assessment Criteria

Question :

a. Developed an understanding of organisational behaviour theory and research in contemporary society.

b. Be able to critically assess key concepts within organisational behaviour, such as motivation, power, gender, organisational structures

c. Develop the ability to apply pertinent organisational behaviour knowledge, in evaluation, analysis and problem solving in a critically reflective way.

a. The Universityâ€™s Learning Information Services have produced a series of guides covering a range of topics to support your studies, and develop your academic skills including a guide to academic referencing http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

Your module guide and course handbook contain additional and important information regarding;

a. The required referencing style for your assignment.*

b. Whilst many modules require referencing in accordance with the Harvard Referencing convention, some modules â€“ for example those within the School of Law â€“ require Oxford Referencing. Please familiarise yourself with the requirements of your module.

a. Marking, feedback and moderation in accordance with the University of Wolverhampton Assessment Handbook

Extensions on submission dates

b. Academic conduct with regards to cheating, collusion or plagiarism *

Links to appropriate sources of relevant information *

c. Further information regarding these and other policies can be accessed through your student portal on wlv.ac.uk.

Always keep a copy of your work and a file of working papers

The requirement to keep a file of working papers is important. Â There may be circumstances where it is difficult to arrive at a mark for your work. If this is the case, you may be asked to submit your file and possibly meet with your tutor to answer questions on your submission. Â

When you submit your work you will be required to sign an important declaration confirming that:

a. The submission is your own work

b. Any material you have used has been acknowledged and appropriately referenced

c. You have not allowed another student to have access to your work

d. The work has not been submitted previously.

The following information is important when:

a. Preparing for your assignment

b. Checking your work before you submit it

c. Interpreting feedback on your work after marking. Â

Module Learning Outcomes

Module Learning Outcomes are specific to this module, and are set when the module was validated.

The module Learning Outcomes tested by this assignment, and precise criteria against which your work will be marked are outlined in your assessment brief.

Performance descriptors indicate how marks will be arrived at against each of the assessment criteria. The descriptors indicate the likely characteristics of work that is marked within the percentage bands indicated. Â

1. Re-sit opportunities are available for students who are unable to take the first sit opportunity, or who need to re take any component.

2. Refer to the VLE topic for contact details of your module leader / tutor, tutorial inputs, recommended reading and other sources, etc. Â Â Resit details will also appear on the VLE module topic.

3. The Universityâ€™s Learning Information Services offer support and guidance to help you with your studies and develop your academic skills http://www.wlv.ac.uk/lib/skills_for_learning/study_guides.aspx

The following table shows the SEEC (2016) level descriptors. Â These descriptors are aligned with the England, Wales and Northern Ireland (EWNI) Credit Level Descriptors, which are summarised in the first row.

Â	Level 3	Level 4	Level 5	Level 6	Level 7	Level 8
EWNI Summary credit level descriptors	Apply knowledge and skills in a range of complex activities demonstrating comprehension of relevant theories; access and analyse information independently and make reasoned judgements, selecting from a considerable choice of procedures in familiar and unfamiliar contexts and direct own activities, with some responsibility for the output of others.	Develop a rigorous approach to the acquisition of a broad knowledge base; employ a range of specialised skills; evaluate information, using it to plan and develop investigative strategies and to determine solutions to a variety of unpredictable problems; and operate in a range of varied and specific contexts, taking responsibility for the nature and quality of outputs.	Generate ideas through the analysis of concepts at an abstract level with a command of specialised skills and the formulation of responses to well-defined and abstract problems; analyse and evaluate information; exercise significant judgement across a broad range of functions; and accept responsibility for determining and achieving personal and/or group outcomes.	Critically review, consolidate and extend a systematic and coherent body of knowledge, utilising specialised skills across an area of study; critically evaluate concepts and evidence from a range of sources; transfer and apply diagnostic and creative skills and exercise significant judgement in a range of situations; and accept accountability for determining and achieving personal and/or group outcomes.	Display mastery of a complex and specialised area of knowledge and skills, employing advanced skills to conduct research, or advanced technical or professional activity, accepting accountability for related decision-making, including use of supervision.	Make a significant and original contribution to a specialised field of inquiry, demonstrating a command of methodological issues and engaging in critical dialogue with peers and accepting full accountability for outcomes.
Operational Context	Operates in predictable and defined contexts that require the use of given techniques and information sources.	Operates in a range of varied but predictable contexts that require the use of a specified range of techniques and information sources.	Operates in situations of varying complexity and predictability requiring the application of a wide range of techniques and information sources.	Operates in complex and unpredictable contexts, requiring selection and application from a range of largely standard techniques and information sources.	Operates in complex and unpredictable and/or specialised contexts, requiring selection and application from a wide range of advanced techniques and information sources.	Operates in complex and unpredictable and/or specialised contexts at the forefront of knowledge.
Autonomy and responsibility for actions	Acts largely under direction or supervision, within defined guidelines. Takes responsibility for initiating and completing tasks and procedures.	Acts with limited autonomy, under direction or supervision, within defined guidelines. Takes responsibility for the nature and quality of outputs.	Acts with limited supervision and direction within defined guidelines, accepting responsibility for achieving personal and/or group outcomes and/or outputs.	Acts with minimal supervision or direction within agreed guidelines, taking responsibility for accessing support and accepting accountability for determining and achieving personal and/or group outcomes.	Acts with initiative in decision-making and accessing support within professional or given guidelines, accepting full accountability for outcomes.	Acts autonomously and with initiative, often in a professional capacity with responsibility for self and often others.