Business Risk Management

Assignment Brief

Module Title:

Business Risk Management

Module Code:

BBS 6 BRM

Assignment No/Title:

Coursework 2 RESIT

Assessment Weighting:

50%

Submission Date:

15/08/22

Feedback Target Date:

15/09/22

Module Co-ordinator/

Sergey Portyanko

Word count limit

Equivalent of 1500 words – MS Words document

Submission Instructions:

This assignment is to be submitted electronically

1. This assignment must be submitted electronically by 14:00 on the submission date

2. To submit electronically you must upload your work to the e-submission area within the respective module on Moodle.

3. Multiple drafts can be submitted up to the submission date.

4. Please remember you must leave at least 24 hours between submissions if you make changes to your work. Each submission will overwrite the previous one until the due date and time has passed.

5. You are reminded of the University’s regulations on cheating and plagiarism. In submitting your assignment, you are acknowledging that you have read and understood these regulations.

6. You are reminded that it is your responsibility to keep an electronic copy of your assignment for future reference.

7. Your citation needs to follow the Harvard style referencing.

The Assignment Tasks

Individual reflective report based on your experience of studying the Business Risk Management module. This report will typically be of 1,000-1,500 words and may include references to academic literature and visual materials from the practical exercises that you engaged during tutorials. This report should demonstrate your skills in reflecting on the learning experience. You should briefly discuss what you have gained from undertaking this module and reflect on the various tasks during studying the subject. You should include reflections on your learning experience during lectures/seminars/workshops and on your studying independently during your time own in shaping your learning environment. A reflective review report is not a purely theoretical consideration of what you have learnt during the module but a narrative about how that learning relates to your current practice experience and/or a discussion about possible implications of the knowledge for your future career. In that sense it should contain references within the literature related to the subject of Business Risk Management. Importantly your reflections should critique the existing ideas and/or apply them to your own context. State any assumptions you feel necessary to support your report.

Assessment Details:

Assessment Criteria and Weighting:

LSBU marking criteria have been developed to help tutors give you clear and helpful feedback on your work. They will be applied to your work to help you understand what you have accomplished, how any mark given was arrived at, and how you can improve your work in future.

Criteria

Feedforward comments

100-80%

79-70%

69-60%

59-50%

49-40%

39-30%

29-0%

25%

2. Subject Knowledge

Understanding and application of subject knowledge. Contributing to subject debate.

Shows sustained breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Awareness of ambiguities and limitations of knowledge.

Shows breadth, accuracy and detail in understanding key aspects of subject. Contributes to subject debate. Some awareness of ambiguities and limitations of knowledge.

Accurate and extensive understanding of key aspects of subject. Evidence of coherent knowledge.

Accurate understanding of key aspects of subject. Evidence of coherent knowledge.

Understanding of key aspects of subject. Some evidence of coherent knowledge.

Some evidence of superficial understanding of subject. Inaccuracies.

Little or no evidence of understanding of subject. Inaccuracies.

20%

3. Critical Analysis

Analysis and interpretation of sources, literature and/or results. Structuring of issues/debates.

Very high-quality analysis developed independently.

Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications.

Sustained evaluation and synthesis of resources. Use of evidence-based arguments. Thoroughly identifies trends, inconsistency, congruence, and states the implications.

Evaluation and synthesis of resources. Use of evidence-based arguments. Identifies trends, inconsistency, congruence, and states the implications.

Evaluation and synthesis of resources. Use of evidence-based arguments.

Some attempt at evaluation and synthesis of resources. Some use of evidence-based arguments.

Limited evaluation of resources. Limited use of evidence-based arguments

Little or no evaluation of resources. Very little use of evidence-based arguments.

15%

4. Communication and Presentation

Clear intention in communication. Audience needs are predicted and met. Presentation format is used skilfully. Work is well structured.

Communication is entirely clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience.

Communication is clear, persuasive and compelling with very skilful use of the presentation format. Presentation addresses fully the needs of the audience.

Communication is clear, mostly persuasive and compelling with skilful use of the presentation format. Presentation addresses the needs of the audience.

Communication is clear, with skilful use of the presentation format. Presentation takes into account the needs of the audience.

Communication is mostly clear and presentation format is adequate. Presentation may sometimes not take into account the needs of the audience.

Communication is unclear because presentation format is not used adequately and/or the needs of the audience are not taken into account.

Communication is very unclear because presentation format is not used adequately, and the needs of the audience are not taken into account.

20%

9. Collaborative and/or Independent Working

Demonstration of behaviour appropriate to discipline, including individual contribution to team or working with others in teams

Integrates a highly developed sense of own identity productively into real or simulated disciplinary situations. Meets the standards required for relevant discipline. Can work very effectively in a team or alone.

Integrates a sense of own identity productively into real or simulated disciplinary situations. Meets the standards required for relevant discipline. Can work very effectively in a team or alone.

Aware of and able to meet most standards required for relevant discipline in simulated or real disciplinary situations. Can work effectively in a team or alone.

Aware of and able to meet the main standards required of relevant discipline in simulated or real disciplinary situations. Able to work in a team or alone

Aware of main standards required of relevant discipline. Able to work in a team or alone

Some evidence of knowledge of relevant disciplinary standards; collaborates reluctantly or struggles to work alone.

Little or no evidence of knowledge of relevant disciplinary standards. No evidence of collaboration with others; unproductive working alone

10%

10. Personal and Professional Development

Management of learning through self-direction, planning and reflection

Takes full responsibility for own learning and development through continuous cycles of well-articulated purposeful analysis and planning, supported by extensive evidence

Takes full responsibility for own learning and development through continuous cycles of well-articulated purposeful analysis and planning, supported by evidence.

Reflection and planning are self-directed, continuous, habitual and evidenced clearly. Strengths have been built on; weaknesses have been mitigated.

Evidence that a cycle of reflection and planning has been continuous and productive. Actively works to develop strengths and mitigate weaknesses.

Evidence that reflection and planning have led to increased disciplinary engagement and commitment. Developing an awareness of strengths and weaknesses.

Weak evidence of reflection and planning for learning but not followed through consistently. Incomplete awareness of personal strengths and weaknesses.

Insufficient evidence of reflection or planning for learning and no evidence of awareness of personal strengths and weaknesses.

10%

11. Performance Quality

Demonstration of embodied practice including affecting and being affected.

An exceptional level of embodied awareness revealed in a highly sensitive and detailed performance.

Highly developed embodied awareness; consistent detailed and accurate responsiveness; clear and dynamic intentionality / connectivity

Well-developed embodied awareness; for the most part, a detailed and accurate responsiveness; a dynamic intentionality / connectivity

Some moments of embodied awareness; responsiveness is more generalised; intentions / connections are evident, but not dynamic

Little evidence of embodied awareness; responsiveness is slow and inorganic; intentions are self-conscious or guarded and lack connection

Blocked embodied awareness: attempts are frustrated by lack of engagement or resistance to make connections.

Responsiveness is consciously withheld; there is no attempt to make connections or embody intentionality