critical incident

Programme:	All MSc Business and Management Programmes
Module Code:	NX0472
Module Title:	Developing Global Management Competencies 1 (Emotional and Cultural Intelligence)
Distributed on:
Submission Time and Date:	TBC
Word Limit:	3000 words +/-10%
Weighting	This coursework accounts for 50% of the total mark for this module
Submission of Assessment	It is your responsibility to ensure that your assignment arrives before the submission deadline stated above. See the University policy on late submission of work (the relevant extract is set out below). This assignment will not be marked anonymously. You must write your name on your assignment Electronic Management of Assessment (EMA): Your assignment is submitted electronically and it must be submitted online via Turnitin by the given deadline. You will find a Turnitin link on the module’s eLP site.

Further information about general assessment criteria, ARNA regulations, referencing and plagiarism can be found on the module’s site on the e-Learning Portal. Students are advised to read and follow this information.

Instructions on Assessment:

In no more than 3,000 words, you must demonstrate your critical understanding of the need for self-awareness and continuing self-development. This will be achieved through the completion of the following tasks:

1. Using a range of relevant literature, explain how self-awareness and continuous self-development will help you to fulfil your role as a successful Leader or Manager in the future. This is worth 30% of overall marks - approx 1,000 words.

2. Using the attached templates, write two separate critical incidents to reflect upon the findings and implications from two self-analysis toolkits from the module (e.g. Belbin, Emotional Intelligence, Management Competencies, Personality tests). This is worth 50% of overall marks – approx 1,400 words.

Please note you must:

· Provide two clear and specific critical incidents. The first critical incident should be based on an incident from your Residential weekend and must relate specifically to working in culturally diverse groups and teams.

· Include a summary of the toolkit results you have chosen on each critical incident template e.g. if you have used your Belbin profile you should make a note of your key results/themes.

· Identify how you will use this learning in the future.

What is a critical incident? A critical incident for the purposes of this assignment is a learning experience you have had. It enables you to learn something about yourself that you did not know before, or to understand why you think feel or behave in the way that you do. A critical incident therefore is a key learning experience that has a significant impact on your self-awareness and self-development. A critical incident helps you in your personal and/or professional development to become an effective leader, manager or team-worker. A critical incident does not need to be a dramatic event, but it must be of significance to your learning and development. Your critical incident – or key learning experience – can arise from feedback from others, from your own reflections, from your own immediate reaction to a situation.

3. Summarise your major strengths and weaknesses and comment on any patterns of behaviour that have emerged from your self-analysis. Identify no more than three areas of personal development as a (future) manager that you can work on in the next year. This section should reflect the findings of at least four toolkits that you have used on this module. This is worth 10% of the overall marks – approx. 600 words.

4. The final 10% of marks will be awarded for the presentation and structure of your assignment and the accurate referencing of your sources using the APA format.

Important Note: You must retain a copy of all of your completed toolkits as your Tutor may ask to view your ‘working papers’.

The following resources have been provided to support the assessment process: · A dedicated session in Week 8 · Examples of critical incidents (see the eLearning portal) · Formative feedback on your plans for one critical incident (provided by your Tutor and colleagues in Week 8) · Links to the assessment throughout your residential weekend · Reflections on where students lost marks last year (see the eLearning portal)

Late submission of work

Where coursework is submitted without approval, after the published hand-in deadline, the following penalties will apply.

For coursework submitted up to 1 working day (24 hours) after the published hand-in deadline without approval, 10% of the total marks available for the assessment (i.e.100%) shall be deducted from the assessment mark.

For clarity: a late piece of work that would have scored 65%, 55% or 45% had it been handed in on time will be awarded 55%, 45% or 35% respectively as 10% of the total available marks will have been deducted.

The Penalty does not apply to Pass/Fail Modules, i.e. there will be no penalty for late submission if assessments on Pass/Fail are submitted up to 1 working day (24 hours) after the published hand-in deadline.

Coursework submitted more than 1 working day (24 hours) after the published hand-in deadline without approval will be regarded as not having been completed. A mark of zero will be awarded for the assessment and the module will be failed, irrespective of the overall module mark.

For clarity: if the original hand-in time on working day A is 12noon the 24 hour late submission allowance will end at 12noon on working day B.

These provisions apply to all assessments, including those assessed on a Pass/Fail basis.

Word limits and penalties for assignments

If the assignment is within +10% of the stated word limit no penalty will apply.

The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include:

1. Title and Contents page	1. Reference list	1. Appendices	1. Appropriate tables, figures and illustrations
1. Glossary	1. Bibliography	1. Quotes from interviews and focus groups.

Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.

If this word count is falsified, students are reminded that under ARNA page 30 Section 3.4 this will be regarded as academic misconduct.

If the word limit of the full assignment exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted. For example: if the assignment is worth 70 marks but is above the word limit by more than 10%, a penalty of 7 marks will be imposed, giving a final mark of 63.

Students must retain an electronic copy of this assignment (including ALL appendices) and it must be made available within 24hours of them requesting it be submitted.

Note: For those assessments or partial assessments based on calculation, multiple choice etc., marks will be gained on an accumulative basis. In these cases, marks allocated to each section will be made clear.

Academic Misconduct

The Assessment Regulations for Northumbria Awards (ARNA) contain the Regulations and procedures applying to cheating, plagiarism and other forms of academic misconduct .

The full policy is available at: http://www.northumbria.ac.uk/sd/central/ar/qualitysupport/asspolicies/

You are reminded that plagiarism, collusion and other forms of academic misconduct as referred to in the Academic Misconduct procedure of the assessment regulations are taken very seriously by Newcastle Business School.  Assignments in which evidence of plagiarism or other forms of academic misconduct is found may receive a mark of zero.

Submission of Assessment:

All assignments must be submitted via the e-learning portal for this module, using Turnitin. Clear directions are provided in the Assessment Folder. You will also be able to access your mark and feedback via Turnitin.

Mapping to Programme Goals and Objectives:

This assessment will contribute directly to the following Postgraduate programme goals and objectives.

Goal One: To develop the skills necessary for employment and career progression

X	1.	Demonstrate awareness of their personal strengths and weaknesses and the ability to engage in continuing self-development
	2.	Demonstrate the development of inter-personal and intra-personal skills.
	3.	Demonstrate competence in contemporary analytical and ICT applications

Goal Two: Be culturally and ethically aware

X	1.	Demonstrate their ability to work in culturally diverse groups and teams and make an appropriate personal contribution to team effectiveness
	2.	Reflect on their own ethical values.
	3.	Understand the wider impact of individual or organisational decision making on social and environmental contexts

Goal Three: Have developed leadership and management capability

	1.	Analyse and communicate complex issues effectively
	2.	Demonstrate decision making, problem solving and project management skills

Goal Four: Have developed and applied knowledge of international business and management theory

	1.	Acquire, interpret and apply knowledge of international business, management and organisational functions.
	2.	Demonstrate an understanding of the impact of innovative and contemporary research on the business and management community
	3.	Acquire, interpret and apply specialist functional knowledge in relation to their programme of study (specialist programmes only)

Goal Five: Have developed a range of research skills and project capabilities

	1.	Plan and complete a major individual piece of research on a contemporary business, management or leadership topic.
	2.	Demonstrate skills of analysis and synthesis in the application of research methods to the exploration of contemporary business and management issues.

Assessment Brief – Postgraduate

Criteria	Scales
	0-39% Standard Not Met 1	40-49% Standard Not Met 2	50-59% Meets Standard 1	60-69% Meets Standard 2	70-79% Exceeds Standard 1	80-89% Exceeds Standard 2	90-100% Exceeds Standard 3
Understanding of self-awareness and continuous self-development	No suitable references are provided. The discussion of self-awareness and/or continuous self-development is completely insufficient. The discussion on the context of your future as a manager/leader is not evident [0-11]	Your discussion of self-awareness and/or continuous self-development is insufficient. You provide few references and your discussion of your future as a manager/leader does not sufficiently link back to the theoretical discussion [12-14]	Adequate discussion – and underpinning references - of the key concepts demonstrating understanding, but stronger links and more in-depth discussion of your future as a manager/leader would be appropriate [15-17]	Good exploration of the key concepts showing understanding and insight. Good strong appreciation of the implications of your future as a manager/leader. Good use of references and clear links between sections [18-20]	Very good use of appropriate references. Very good analysis of self-awareness and continuous self-development. Very detailed discussion of the implications of your future as a manager/leader. [21-23]	Excellent and critical uses of appropriate references. Critical insight into the key concepts, with excellent discussion of the implications of your future as a manager/leader [24-26]	Outstanding discussion and critical evaluation of the key concepts and the implications of your future as a manager. An exemplary academic piece of work providing in-depth discussion and understanding [27-30]
Goal 2 Objective 1 Demonstrate their ability to work in culturally diverse groups and teams and make an appropriate personal contribution to team effectiveness	Completely insufficient in terms of identifying a recognisable CI which demonstrates working in culturally diverse groups and teams. Completely insufficient reflections of how you will use your learning in future [0-9]	The CI is unclear and insufficiently focused on how you have worked in a culturally diverse team. Insufficient discussion of the tool-kit findings and how you will use your learning in future [10-12]	An adequate CI has been identified and an appropriate tool-kit selected. Your discussion based on tool-kit findings of how you worked in a culturally diverse team is adequate, as is your discussion on how you will use your learning in future [13-15]	A good CI and relevant tool-kit have been identified. You provide good discussions on working in culturally diverse teams, and your contribution to team effectiveness. Good discussion on how you will use your learning in future [16-17]	A very good and detailed CI has been provided with a strong focus on self and how you work in a culturally diverse team. Detailed use of tool-kit findings and very good discussion on how you will use your learning in the future. [18-20]	An excellent CI on working in a culturally diverse team has been identified and explored via relevant tool-kit findings. Excellent referenced discussion on how you will use your learning in future [21-22]	Outstanding CI demonstrating in-depth and critical understanding of your contribution to culturally diverse teams. Outstanding and exemplary use of references and critical reflection on how you will use your learning in future [23-25]

Identification of a critical incident and evidence of self- learning	Completely insufficient in terms of identifying a recognisable CI and relevant tool-kit and findings Completely insufficient reflections of how you will use your learning in future [0-9]	The CI is unclear and insufficiently focused on self. Choice of tool-kit is poor and you provide Insufficient discussion of the tool-kit findings and how you will use your learning in future [10-12]	An adequate CI has been identified and an appropriate tool-kit selected. Discussion of the tool-kit findings is adequate as is your discussion on how you will use your learning in future [13-15]	A good CI and relevant tool-kit have been identified Good discussions of the tool-kit findings and a relevant discussion on how you will use your learning in future [16-17]	A very good and detailed CI has been provided with a strong focus on self . Very good and detailed use of tool-kit findings and a very good discussion on how you will use your learning in the future. [18-20]	An excellent CI with a strong focus on self, which is explored via relevant and detailed tool-kit findings. Excellent referenced discussion on how you will use your learning in future [21-22]	Outstanding CI demonstrating in-depth and critical evaluation of self via exploration of the tool-kit findings. Outstanding and exemplary use of references and critical reflection on how you will use your learning in future [23-25]
Goal 1 Objective 1 Demonstrate awareness of their personal strengths and weaknesses and the ability to engage in continuing self-development	Completely insufficient summary of strengths and weaknesses Failure to identify behaviour patterns. Identification of appropriate areas of continuing self development are completely insufficient [0-3]	Insufficient summary of strengths and weaknesses. Little or no identification of behaviour patterns Inconsistent areas for development with insufficient discussion of tool-kit results [4]	Identification of appropriate strengths and weaknesses are adequate. Areas for further development are appropriate with adequate discussion of patterns of behaviour and tool kit results [5]	Good discussion of relevant strengths and weaknesses Detailed areas for personal development. Good discussion of patterns of behaviour and toolkit results [6]	A very good analysis of relevant strengths and weaknesses. Very strong and appropriate areas for personal development identified. Advanced discussion of explicit patterns of behaviour Very good discussion of toolkit results [7]	Excellent analysis of strengths and weaknesses. Evidence-based areas for personal development identified. Excellent discussion of patterns of behaviour Excellent discussion of tool-kit results [8]	Outstanding analysis of strengths and weaknesses. Evidence based areas for personal development identified. Outstanding discussion of patterns of behaviour and discussion of tool-kit results. [9-10]
Professional presentation	Presentation and formatting throughout are completely insufficient Numerous spelling and grammatical errors Failure to cite references correctly in the main text. No reference list [0-3]	Presentation and formatting throughout are insufficiently professional Many spelling and grammatical errors Referencing throughout and in the reference list is insufficiently correct. [4]	Presentation and formatting are adequate Few spelling and grammatical errors Most references are presented appropriately in the main text List of references is accurate [5]	Good presentation throughout Spelling and grammar of a good standard Very good referencing throughout the main text Accurate list of references [6]	Very good presentation throughout Spelling and grammar of a high standard Very good referencing throughout the assignment [7]	Excellent professional presentation throughout. Excellent spelling and grammar. APA referencing used throughout the main text and list of references [8]	An outstandingly crafted piece of work which is professionally presented throughout. APA referencing used throughout the main text and for the list of references [9-10]
Overall Mark	[0-29]	[40-49]	[50-59]	[60-69]	[70-79]	[80-89]	[90-100]
Additional Comments: Stop Start Continue

Q2. Template One: Incident from Residential weekend

My chosen toolkit is:

My results for this toolkit are:

Summary of critical incident: explain how the critical incident arose and why it is significant to your learning and development

How does your behaviour (thinking, feelings and actions) in this critical incident reflect the findings of your chosen self-analysis toolkit? How has the toolkit enabled you to understand why you think, feel and behave in the way that you do? What have you learned about yourself that you didn’t know before?

Identify how you will use this learning in the future to become an effective leader, manager or team-worker

Q2. Template Two

My chosen toolkit is:

My results for this toolkit are:

Summary of critical incident: explain how the critical incident arose and why it is significant to your learning and development

How does your behaviour (thinking, feelings and actions) in this critical incident reflect the findings of your chosen self-analysis toolkit? How has the toolkit enabled you to understand why you think, feel and behave in the way that you do? What have you learned about yourself that you didn’t know before?

Identify how you will use this learning in the future to become an effective leader, manager or team-worker