Becoming Master Manager
yunish
ASSIGNMENTINFORMATION1.docxCOURSEWORK
NOTES FOR STUDENTS:
This assessment has 1 Component:
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MODULE TITLE |
Becoming a Master Manager |
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Component 1
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With reference to at Least one Competency from Module 1, Module 2, Module 3 and Module 4 of the Competing Values Framework, produce a report that critically articulates the extent to which managers can create and sustain commitment and cohesion (Module1), whilst establishing and maintaining stability and continuity (Module 2), with a view to improving productivity and increasing profitability (Module 3), whilst promoting change and encouraging adaptability (Module 4).
In addition, utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’
PLEASE NOTE: This assessment requires you to consider the organisational issues which apply to the theoretical frameworks you refer to in the narrative. Therefore, it is acceptable to talk about your own organisation, or other organisations, providing that it is a critical analysis, not merely a description of what is happening in the organisation/s you are discussing
The TASK above should be broken down into TWO sections plus ONE Appendix entry which will provide some directed guidance as to your approach to the assessment:
Section 1 (40% weighting / 3,000 words) With reference to at Least one Competency from Module 1 and one Competency from Module 3, critically articulate the extent to which managers can create and sustain commitment and cohesion whilst improving productivity and increasing profitability
Section 2 (40% weighting / 3,000 words) With reference to at Least one Competency from Module 2 and one Competency from Module 4, critically articulate the extent to which managers can establish and maintain stability and continuity whilst promoting change and encouraging adaptability
Appendix (15% weighting) - no word count Utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’
Academic skills and competences (5% weighting): To gain maximum marks here, the student has an opportunity to clearly demonstrate how their assessment meets the exacting standards of a piece of work at Master’s level which clearly exemplifies an outstanding structure and presentation with precise, full and appropriate references and subtle use of language expressing a high degree of critical thinking and a critical writing style allowing scope, depth and currency of materials to be meticulously scrutinised and evaluated. The evaluative report, indeed, should be a page-turner!
Additional guidance: Becoming a Master Manager is built on a solid conceptual foundation. The Competing Values Framework is designed to help students understand the complex and dynamic nature of the organisational world through an exploration of four meta-models. The rational goal model focuses on the need for productivity and profitability, summarized by the imperative to compete (Module 3). Its opposite is the human relations model, which focuses on cohesion and commitment and can be summarised by the imperative to collaborate (Module 1). The internal process model emphasises the importance of establishing and maintaining stability and represents the imperative to control (Module 2). Its opposite is the open systems model, which stresses the importance of adaptability and innovation and represents the imperative to create (Module 4). Together, these four models provide a holistic perspective on what is required to manage an organisation effectively.
Indeed, one of the signature characteristics of the Competing Values Framework is its emphasis on embracing paradox. It first calls our attention to the fact that managers and leaders are constantly confronted with an array of choices that seem to require trade-offs: · Do we want higher quality (Module 4) OR lower costs (Module 2)? · Better conditions for our employees (Module 1) OR faster response times for our customers (Module 3)? · Take-charge leaders who have their own vision for the organization (Module 3) OR leaders who invite participation and value the ideas of others (Module 1)?
The framework next calls our attention to the fact that managers must integrate differences. It is difficult to be effective without integrating multiple concerns. A sustainable competitive advantage is really only possible when we find ways to transcend paradox. The most admired organizations now find ways to satisfy the demands of both stakeholders AND shareholders. They find ways to both improve quality AND lower costs, as well as to improve conditions for employees AND increase customer satisfaction; and their leaders are both visionary AND participative. An understanding of the competing values framework shifts our thinking to a ‘both–and’ approach to management. As a result, it can help current and future managers develop their capacity to act quickly, confidently, imaginatively, and ethically when faced with the paradoxes that are ubiquitous in organizations around the world. |
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Weighting |
100% |
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Word count |
6,000 words +/- 10% excluding appendices and bibliography |
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Deadline date for submission by students |
By 16.00 hours on Monday 10th January 2022 |
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Submission location |
via Turnitin on the VLE |
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Generic feedback and provisional marks provided |
Via the VLE within 4 working weeks of submission |
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Individual feedback and provisional marks provided |
Via the VLE within 4 working weeks of submission |
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Assessors |
Dave Chesley & Sam Crossley |
PLEASE NOTE
1. This is an individual summative assessment contributing 100% weighting to the final mark
2. Report Format with appropriate headers, appendices and content inclusions
3. 1.5 line spacing
4. The work must incorporate Harvard (in-text) referencing and a bibliography
5. 6,000 words (+/- 10%), split into TWO 3,000-word sections (each weighted at 40% = 80%) plus an Appendix entry, details of which in Point 6, below.
6. As an Appendix entry, utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’ (no word count, weighted at 15%)
7. The narrative should be underpinned by appropriate academic literature wherever applicable
8. Tutors will follow up any suspected unfair practice found after the submission date as per University policy.
9. The assessment carries 5% for your ability to demonstrate academic skills and competences in the crafting of your individual submission.
10. You are reminded to draw upon evidence and arguments presented from a range of relevant human resource management textbooks as well as academic and practitioner journals. It is expected that you utilise the references covered during your classes in your assessment.
11. Detailed guidance on the assessment component is provided in the module handbook and on the VLE.
12. Late submissions will be penalised under the University’s regulations.
1.1 Assessment Details
Coursework
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The assessment will be assessed on the following criteria: With reference to at Least one Competency from Module 1, Module 2, Module 3 and Module 4 of the Competing Values Framework, produce a report that critically articulates the extent to which managers can create and sustain commitment and cohesion (Module1), whilst establishing and maintaining stability and continuity (Module 2), with a view to improving productivity and increasing profitability (Module 3), whilst promoting change and encouraging adaptability (Module 4). In addition, utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’ PLEASE NOTE: This assessment requires you to consider the organisational issues which apply to the theoretical frameworks you refer to in the narrative. Therefore, it is acceptable to talk about your own organisation, or other organisations, providing that it is a critical analysis, not merely a description of what is happening in the organisation/s you are discussing
The TASK above should be broken down into TWO sections plus ONE Appendix entry which will provide some directed guidance as to your approach to the assessment:
Section 1 (40% weighting / 3,000 words) With reference to at Least one Competency from Module 1 and one Competency from Module 3, critically articulate the extent to which managers can create and sustain commitment and cohesion whilst improving productivity and increasing profitability
Section 2 (40% weighting / 3,000 words) With reference to at Least one Competency from Module 2 and one Competency from Module 4, critically articulate the extent to which managers can establish and maintain stability and continuity whilst promoting change and encouraging adaptability
Appendix (15% weighting) - no word count Utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’
Academic skills and competences (5% weighting) Opportunity to demonstrate academic skills and competences
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Assessment Criteria |
% Weighting |
Learning Outcomes |
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Section 1 An ability to critically analyse the extent to which managers and leaders can create and sustain effective commitment and cohesion whilst improving productivity and increasing profitability for organisational and individual success |
40% Circa 3,000 words |
LO1: Critically analyse the extent to which managers and leaders can create and sustain effective commitment and cohesion for organisational and individual success
LO3: Critically discuss the extent to which managers and leaders can improve productivity and increasing profitability for organisational and individual success |
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Section 2 An ability to critically evaluate the extent to which managers and leaders can establish and maintain stability and continuity whilst promoting change and encouraging adaptability for organisational and individual success
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40% Circa 3,000 words |
LO2: Critically evaluate the extent to which managers and leaders can establish and maintain stability and continuity for organisational and individual success
LO4: Critically assess the extent to which managers and leaders can promote change and encourage adaptability for organisational and individual success |
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Academic skills and competences Clarity, fluency and logical structure and layout of report with all work duly referenced in text and a full bibliography
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5%
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Opportunity to demonstrate academic skills and competences |
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Personal Application Capability and Reflective Practice – Re-examining Your Personal Competencies Utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’ |
15% Circa No word count |
Opportunity to reflect on personal management style to ‘Becoming a Master Manager’ |
Listed below are the 4 x ‘ Competency Evaluation Matrices ’ that students will need to work on in order to attempt the ‘ Re-examining Your Personal Competencies Matrix ’ which they will the use to inform and write about their ‘ Personal Development Plan ’
The Collaborate-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
The final exercise in each module is intended to give you a starting point for developing a comprehensive strategy for mastery that you can implement and monitor in the future. These competency evaluation matrices will be used at the end of the teaching block to help you create a long-term development plan that focuses on enhancing your behavioural complexity.
Review:
The first competency in the Collaborative quadrant, ‘Understanding Self and Others’, discussed the importance of emotional and social intelligence, focusing particularly on how to increase your self-awareness, as well as different personality variables that can affect how people behave in your organisation. Next, we discussed the importance of communicating honestly and effectively. We noted that there are many barriers to effective communication and offered suggestions on overcoming these barriers. In this competency, we also introduced the concept of ‘left-hand column’ issues – those things that people think and feel but that they chose not to communicate, and we discussed why it is often important to find ways to raise those hidden issues. Our third competency, mentoring and developing others, addressed formal performance evaluation processes as well as more informal coaching and mentoring activities. We also discussed the value of using delegation as a tool for developing others. We then moved from one-to-one interactions to consider managing groups and leading teams. After presenting key variables that influence team effectiveness and suggestions for increasing meeting effectiveness, we discussed the team development process and offered some suggestions for team building activities. Our final competency focused on managing and encouraging constructive conflict. We noted that although interpersonal conflict can be dysfunctional, conflict that focuses on the task at hand can actually help improve our decisions. We identified five different ways that people tend to respond to conflict and provided examples of when each of the five ways might be appropriate.
Task:
Answer the questions in Table 1 for each competency in this module based on the reading material, class discussions, and your personal work (e.g., Assessment exercises and Application exercises)
Reflection:
Taking time to record how you feel about your current performance for the five competencies and to identify specific actions that you can take to improve your performance helps reinforce what you have learned. If you have questions as you are going through this exercise you can ask for guidance from your tutor or work with your peers to ensure you have a solid understanding of the material covered up to this point in the teaching.
Table 1: Module 1 - Collaborate-Focused Competency Evaluation Matrix
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With respect to this competency: |
Understanding Self and Others |
Communicating Honestly and Effectively |
Mentoring and Developing Others |
Managing Groups and Leading Teams |
Managing and Encouraging Constructive Conflict |
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What do I know about my current performance? |
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How could I be more effective? |
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Who are some people I could observe? |
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What books should I read? |
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What objectives and deadlines should I set? |
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With whom should I share my objectives? |
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How will I evaluate my efforts? |
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The Control-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
The final exercise in each module is intended to give you a starting point for developing a comprehensive strategy for mastery that you can implement and monitor in the future. These competency evaluation matrices will be used at the end of the teaching block to help you create a long-term development plan that focuses on enhancing your behavioural complexity.
Review:
The first competency in the Control quadrant focused on organizing information flows for the individual manager, with an emphasis on increasing the efficiency of handling information inflows and improving the effectiveness of information outflows. Next, we expanded our view of the manager's job to consider how managers can work and manage across functions. The third competency focused on planning and coordinating activities in general, while the fourth competency focused on monitoring and measuring performance to ensure that actual outcomes were aligned with goals established in the planning phase. Finally, we considered control and stability in light of pressures from the external context, particularly issues of compliance with Government guidelines for corporate accountability
Task:
Answer the questions in Table 2 for each competency in this module based on the reading material, class discussions, and your personal work (e.g., Assessment exercises and Application exercises)
Reflection:
Completing the matrix in Table 2 should give you some ideas about how you can continue to improve on competencies that focus on establishing and maintaining stability and continuity, consistent with the goals of the internal process quadrant.
Table 2: Module 2 - Control-Focused Competency Evaluation Matrix
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With respect to this competency: |
Organising Information Flows |
Working and Managing Across Functions |
Planning and Coordinating Projects |
Measuring and Monitoring Performance and Quality |
Encouraging and Enabling Compliance |
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What do I know about my current performance? |
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How could I be more effective? |
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Who are some people I could observe? |
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What books should I read? |
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What objectives and deadlines should I set? |
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With whom should I share my objectives? |
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How will I evaluate my efforts? |
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The Compete-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
The final exercise in each module is intended to give you a starting point for developing a comprehensive strategy for mastery that you can implement and monitor in the future. These competency evaluation matrices will be used at the end of the teaching block to help you create a long-term development plan that focuses on enhancing your behavioural complexity.
Review:
The first competency in the Compete quadrant focused on developing and communicating a vision and included exercises to help you connect your vision to your career goals. To help turn that vision into reality, the next competency reviewed how to set goals and objectives, where we emphasised the importance of creating SMART goals that are aligned with your overall vision. The third competency, motivating self and others, provided insights into what is necessary to translate goals into actions and considered both what motivates people and how our beliefs and expectation influence our willingness to exert the effort needed to achieve specific goals. The discussion of designing and organizing focused on the organizational context and helped us understand how key structural variables and organizational culture can impact our ability to achieve the goals of the organization. Finally, we considered what kinds of systems and processes can help us be successful as we manage execution and drive for results.
Task:
Answer the questions in Table 3 for each competency in this module based on the reading material, class discussions, and your personal work (e.g., Assessment exercises and Application exercises)
Reflection:
Completing the matrix in Table 3 should give you some ideas about how you can continue to improve on competencies that focus on improving productivity and profitability, consistent with the goals of the rational goal quadrant.
Table 3: Module 3 - Compete-Focused Competency Evaluation Matrix
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With respect to this competency: |
Developing and Communicating a Vision |
Setting Goals and Objectives |
Motivating Self and others |
Designing and Organising |
Managing Execution and Driving for results |
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What do I know about my current performance? |
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How could I be more effective? |
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Who are some people I could observe? |
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What books should I read? |
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What objectives and deadlines should I set? |
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With whom should I share my objectives? |
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How will I evaluate my efforts? |
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The Create-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
The final exercise in each module is intended to give you a starting point for developing a comprehensive strategy for mastery that you can implement and monitor in the future. These competency evaluation matrices will be used at the end of the teaching block to help you create a long-term development plan that focuses on enhancing your behavioural complexity.
Review:
The first competency in the Create quadrant focused on using power ethically and effectively. In addition to identifying different sources of power and influence tactics, we also discussed the importance of networking effectively to build your power base. Next, we addressed the competency of championing and selling new ideas. After describing four different types of managerial communication, we discussed how the building blocks of Set, Support, Sequence, Access, and Polish can improve the quality and impact of presentations and other types of communication. The third competency, fueling and fostering innovation, described the characteristics of creative thinking and provided suggestions for encouraging creativity in the workplace. Negotiating agreement and commitment, the fourth competency in this module, provided suggestions for how to achieve win—win solutions by focusing on the problem and the interests of the parties, generating multiple possibilities, and using objective standards rather than emotional arguments. Finally, we discussed how to implement and sustain change and described how to conduct a force field analysis. We also identified four approaches to bringing change, discussed how they related to the four quadrants of the competing values framework, and explained how different approaches may be appropriate for different situations.
Task:
Answer the questions in Table 4 for each competency in this module based on the reading material, class discussions, and your personal work (e.g., Assessment exercises and Application exercises)
Reflection:
Completing the matrix in Table 4 should give you some ideas about how you can continue to improve on competencies that focus on promoting change and encouraging adaptability, consistent with the goals of the open systems quadrant.
Now that you have complete evaluation matrices for each of the four modules, take some time to go back over your earlier work and select four competencies that you think are most critical for you to focus on now; one from each module. These will form the basis of your Personal Development Plan. As your skills in these areas improve, you can return to these matrices to identify new areas for development
Table 4: Module 4 - Create-Focused Competency Evaluation Matrix
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With respect to this competency: |
Using Power and Influence Ethically and Effectively |
Championing and Selling new ideas |
Fueling and Fostering Innovation |
Negotiating Agreement and Commitment |
Implementing and Sustaining Change |
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What do I know about my current performance? |
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How could I be more effective? |
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Who are some people I could observe? |
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What books should I read? |
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What objectives and deadlines should I set? |
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With whom should I share my objectives? |
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How will I evaluate my efforts? |
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Re-examining your Personal Competencies
Objective
At the end of each module, you were asked to complete an evaluation matrix to help you organise your thoughts about your personal competencies. In this exercise, you will update and integrate these earlier matrices and identify specific areas of focus for the next steps on your developmental
Directions (Part 1)
First, review the four evaluation matrices that you prepared at the end of each module and then respond to the questions that follow.
1. Please evaluate your comfort with, use of, and future need for each competency listed below.
2. Sum your scores for each quadrant of the competing values framework and write the sum in the appropriate box on the rows labelled for each of the four action imperatives.
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In the left-hand column, indicate your current comfort level with each competency below using the following scale: |
In the right-hand columns, indicate how much you use each competency today (in the first column) and how much you expect to need each competency within the next two years (in the second column). Please use the following scale: |
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Very low |
Low |
Moderate |
High |
Very High |
Rarely |
Seldom |
Sometimes |
Often |
Very Often |
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1 |
2 |
3 |
4 |
5 |
1 |
2 |
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4 |
5 |
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Right now, my comfort level with this competency is: |
Competing Values Framework: Managerial Competencies by Quadrant |
For my job today, I need to use this competency: |
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Within the next two years, I will need to use this competency: |
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COLLABORATE |
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Understanding self and others |
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Communicating honesty and effectively |
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Mentoring and developing others |
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Managing groups and leading teams |
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Managing and encouraging constructive conflict |
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CONTROL |
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Organizing information flows |
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Working and managing across functions |
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Planning and coordinating projects |
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Measuring and monitoring performance and quality |
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Encouraging and enabling compliance |
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COMPETE |
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Developing and communicating a vision |
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Setting goals and objectives
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Motivating self and others
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Designing and organizing
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Managing execution and driving for results |
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CREATE |
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Using power ethically and effectively |
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Championing and selling new ideas |
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Fueling and fostering innovation
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Negotiating agreement and commitment |
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Implementing and sustaining change |
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Directions (Part 2)
Complete the Summary Evaluation Matrix below to see if any of the action imperatives stand out as particularly important to focus on now. For example, if a competency ranks number one in terms of your use now and number one in terms of your need for that competency in the future, but ranks fourth in terms of your comfort level, that is probably a good place to focus your attention. Note that there is no simple mathematical formula for determining the overall ranking in the last line of the table. You will need to use your own best judgment to determine the most appropriate path to take on your journey toward mastery.
Please keep this Assessment to use for the Application exercise at the end of the workshop.
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Summary Evaluation Matrix
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Based on your summary scores for each quadrant, rank the four action imperatives from 1 to 4, as explained below:
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Collaborate |
Control |
Compete |
Create |
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Comfort level. (1 = I am most comfortable with the competencies associated with this action imperative.)
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Use in job today (1 = I use the competencies associated with this action imperative the most today, so this action imperative is very important to my short-term success)
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Need for in the next two years (1 = I expect to need to use the competencies associated with this action imperative the most in the near future, so this action imperative is very important to my long-term success.)
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Overall ranking for development plan (1 = I think that I should focus on developing the competencies associated with this action imperative first in my strategy for mastery.)
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Reflection
It is natural to want to spend time doing things that you enjoy and are good at; it is also natural to want to challenge yourself and learn new things. In fact, we are often more motivated by challenging goals than by easy goals, as long as we believe that our goals are achievable.
Becoming a Master Manager
NAME - Personal Development Plan
Main objectives (based on the 4 Competencies critiqued)
Goal 1:____________________________________________________________________________ __________________________________________________________________________________
Goal 2:____________________________________________________________________________ __________________________________________________________________________________
Goal 3:____________________________________________________________________________ __________________________________________________________________________________
Goal 4:____________________________________________________________________________ __________________________________________________________________________________
Current strengths that will help me achieve each goal (based on the 4 Competencies critiqued)
Goal 1:____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________
Goal 2:____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________
Goal 3:____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________
Goal 4:____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________
Key areas for development with my goals in mind…
1.________________________________________________________________________________
2.________________________________________________________________________________
3.________________________________________________________________________________
4.________________________________________________________________________________
Skills/knowledge/qualifications I need to gain…
Goal 1:____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________
Goal 2:____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________
Goal 3:____________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________
Goal 4:____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________
What I need to do…
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Objectives |
Action 1 |
Action 2 |
Action 3 |
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Goal 1 |
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Goal 2 |
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Goal 3 |
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Goal 4 |
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Date I’ll achieve each goal…
Goal 1:_______________________________
Goal 2:_______________________________
Goal 3:_______________________________
Goal 4:_______________________________
Progression…
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Objectives |
What I’ve achieved so far |
Roadblocks I’ve faced |
What I need to improve |
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Goal 1 |
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Goal 2 |
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Goal 3 |
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Goal 4 |
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Student Instructions for Submission of Coursework
OPTION 1
This module requires you to submit your work online.
You MUST submit your work through MyBeckett using the link set up by the tutor. Receipt of your work will be recorded.
Your "Turnitin assignments" in MyBeckett can be set up so that you can check your assignment yourself as you submit it. This checking is done by creating a "Similarity Report". If this report shows that there are some problems with your work, such as un-cited quotations, you should be able to make corrections and re-submit the work again before the due date. More information about Turnitin is available online here: http://libguides.leedsbeckett.ac.uk/mybeckett/turnitin
Please note: Tutors will follow up any suspected unfair practice found after the submission date as per University policy. Late penalties will apply as per University Regulations.
Particular Instructions to Students
Please read carefully the assessment and grade/marking descriptors overleaf:
2021/22 Module Handbook
Assessment Descriptor for H7 Becoming a Master Manager
Weighting 1: 100%
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Course Title(s): |
MBA-MGRBA |
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Module Title: |
Becoming a Master Manager |
Level: |
7 |
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Assessment Title: |
With reference to at Least one Competency from Module 1, Module 2, Module 3 and Module 4 of the Competing Values Framework, produce a report that critically articulates the extent to which managers can create and sustain commitment and cohesion (Module1), whilst establishing and maintaining stability and continuity (Module 2), with a view to improving productivity and increasing profitability (Module 3), whilst promoting change and encouraging adaptability (Module 4). In addition, utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’. From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’ |
Weighting: |
Component 1 (40%) |
ASSESSMENT RATIONALE FOR FIRST SIT AND RESIT
The rationale is the same for the 1st sit and resit
Assessment Rationale
Feedback on Your Assessments
Feedback forms a large part of your learning experience and is vital to your personal and professional development. https://www.leedsbeckettsu.co.uk/advice/academic/feedbackpack
Understanding Your Assessment Responsibilities
Extenuating Circumstances and Mitigation
If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. You can find full details of how to apply for mitigation at: https://www.leedsbeckett.ac.uk/studenthub/mitigation/ . If you wish to claim mitigation in relation to Covid-19, further information is available on our Covid-19 microsite: https://www.leedsbeckett.ac.uk/covid-19/students/
The University operates a fit to sit/fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. More information is available at the above link and here: http://www.leedsbeckett.ac.uk/studenthub/examinations/
Late Submission
Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. Full details of the penalties for late submission of course work are available at www.leedsbeckett.ac.uk/our-university/public-information/academic-regulations .
Academic Integrity
Academic integrity is a fundamental principle within the University and is strongly linked to good academic practice. Any suspected breach of academic integrity will be investigated by the University and could have serious consequences on your studies. Breaches of academic integrity include (but are not limited to) plagiarism, self-plagiarism, collusion and contract cheating. Definitions and the potential consequences of an admitted or found breach of academic integrity are detailed in the Academic Regulations at: www.leedsbeckett.ac.uk/our-university/public-information/academic-regulations .
There are a range or resources available to help you understand what is and what is not permitted and how to use other people’s ideas in your assessed work. These include the LBU Academic Integrity tutorial, which is available on My Beckett and the Skills for Learning website which you can access here http://skillsforlearning.leedsbeckett.ac.uk/ . An Academic Integrity Factsheet for Students is available to view at: www.leedsbeckett.ac.uk/studenthub/academic-integrity .
