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BMB6007M Assignment 2 Brief
Contents
Module Details ........................................................................................................... 1
Assignment Description .............................................................................................. 2
Learning Outcomes .................................................................................................... 3
Advice and Guidance ................................................................................................. 3
Further Support .......................................................................................................... 4
How is this assessment marked? ............................................................................... 4
Assessment Marking Criteria ..................................................................................... 6
Assessment Regulations ............................................................................................ 8
Assessment policies at York St John ...................................................................... 8
Library support ........................................................................................................ 8
Assessment limits ................................................................................................... 8
Late or non-submissions ......................................................................................... 8
Extension for exceptional circumstances ................................................................ 8
Appeals ................................................................................................................... 8
Hyperlink Appendix .................................................................................................... 9
Module Details
Module code: BMB6007M Level of Study: 6
Module Leader(s): Lynsey Walker-Smith Credits: 20
Assessment format: Written Report Method of
submission:
Online (via Turnitin)
Deadline or
Assessment Period:
17th May 2024 at
12 noon
Feedback date and
place:
10th June at 12 noon
Assessment limits:
length, load, word count,
etc.
2,500 words Component number
and weighting:
2 (70%)
(Generative) Artificial
Intelligence use:
None / limited /
permitted / necessary
[details below]
Will this be marked
anonymously:
Y
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Assignment Description
Format: Written Report
The written report should comprise a report of 2,500 words, plus accompanying
appendices.
Task: Write a report about a specific innovation you would propose to make for
your chosen organisation.
Outline the change you would make and a high-level plan to achieve it
The written report should:
1. Take care in defining a specific innovation (e.g. a new product or service) rather
than something much broader (e.g. ending poverty).
2. Demonstrate a critical understanding of relevant theories of how to lead
innovation and change.
3. Provide an analysis of your strengths and areas for development as a leader of
innovation and change, relating this to relevant theories.
The appendices may also contain relevant additional material, such as any self-
assessments, or assessments by others, of strengths/areas for development as a
leader of innovation and change, and details of other resources available to you.
A suggested outline structure for your report might include:
1. Executive Summary
2. Description & Rationale for Your Proposed Innovation
3. High Level Plan for Innovation and Change
4. Leadership Strengths
5. Referencing You must make appropriate use of journal articles and texts.
References should follow the Harvard system – see the guide at Referencing
guide.
Word count limit (2,500 words):
The word count for the written assignment will exclude the executive
summary, list of references, appendices, footnotes, and words in tables or
diagrams
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Learning Outcomes
This assignment will focus on the following learning outcome:
1. Critically evaluate the role of leadership in improving organisational performance and
influencing change within organisations
2. Analyse and present a range of arguments regarding the role of leadership in developing
innovation and creativity within organization
3. Consider how leaders use skills and techniques to develop individuals and raise
performance
You must successfully achieve the following Programme-level Learning Outcomes to pass this
module:
Title(s) of awards to which the module contributes Award Programme Learning
Outcome(s) to which the
module is mapped (PLO4.1,
PLO5.3 etc.)
BA(Hons) Business Management
BA(Hons) Business Management (with placement)
PLO6.1, PLO6.2, PLO6.4,
PLO6.5, PLO6.7
BA (Hons) Business and Accounting
BA (Hons) Business and Accounting (with placement)
PLO6.1, PLO 6.2, PLO6.4,
PLO6.5, PLO6.7
BA (Hons) Business with Accounting
BA (Hons) Business with Accounting (with placement)
PLO6.1, PLO 6.2, PLO6.4,
PLO6.5, PLO6.7
BA(Hons) Economics and Business
BA(Hons) Economics and Business (with placement)
PLO6.1, PLO6.4, PLO6.5,
PLO6.6, PLO6.7, PLO6.8
BA (Hons) Business Management (Level 6 entry) PLO6.1, PLO6.2, PLO6.4,
PLO6.5, PLO6.7
Advice and Guidance
Further advice will be provided during seminar time, however for further 1:1 support, please
arrange a tutorial with your seminar tutor.
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Further Support
Tutorials - you can book an appointment with your seminar tutor during working hours –
[l.walkersmith@yorksj.ac.uk / k.minakova@yorksj.ac.uk]
Assessment questions – Please check any questions during seminars, via the padlet, or
via email. You can also book a tutorial for this (as above).
Referencing:
Please use the Harvard referencing style for referencing in the bibliography and for in-text
citations. The University's Harvard Referencing Guide can provide you with instructions on
how to use this in your work. Alternatively, by using your York SJ login, you can also use
the 'Cite Them Right' website as a referencing guide. For further support and tutorials on
referencing, you can also contact our academic librarian for YBS, j.munks@yorksj.ac.uk)
Researching and library support - please visit the Library Study and Digital Skills page
for support and guidance with researching and connect with library services and support
Study Skills – To support your study development you can book group tutorials or 1-2-1
support through the Study Development page as well as access self-help resources and
guides.
Exceptional Circumstances – If you feel you may require additional time, support or
considerations regarding your assessed work, you may be able to request these through
our Exceptional Circumstances process.
Learning Support Plans (LSPs) and Reasonable Adjustments- If you have an LSP
please ensure you have shared this with your academic tutor and assessor to ensure your
adjustments are in place for your assessment. If you have a disability that requires
reasonable adjustments and do not have an LSP in place, please contact the Disabilities
and Inclusion team for support Disability Support.
How is this assessment marked?
Your work will be marked according to the assessment instructions provided within this
document and the selected ‘Programme-level Learning Outcomes’ (PLOs) (see above).
Furthermore, this assessment is marked in line with YSJ’s Generic Assessment
Descriptors (GAD) or a rubric devised from the GAD (see below).1 Where a rubric has
been used in place of the GAD, this is to further specify and enhance your understanding
of the expectations of this assessment.
Please note, that you must meet the required baseline standards (40 – 49%) which will
include the PLOs and minimum expectations of the assessment. Further still, you must
ensure you meet the requirements of each grade boundary to progress to the next i.e. you
1 A rubric is a type of scoring guide that markers use to set out specific components and expectations for an assignment for their students.
It is then used to guide the marking they undertake.
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How is this assessment marked?
should demonstrate your learning through the standards of a 3rd, 2:2, and 2:1 to achieve a
2:1 (60 – 69%). These standards are designed to scaffold and build your learning to
achieve your fullest potential in each criterion being assessed.
Each criterion will be allocated a weighting for this assessment. This is to indicate our
expectations of where and how you should focus your efforts, and how marks will be
awarded.
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Assessment Marking Criteria
Pass Grade Bands (100 – 40) (Programme Learning Outcomes must be met)
Fail Grade Bands (39 – 0) (Programme Learning Outcomes are not met)
General Characteristics Pass - 3rd
(40 - 49)
2:2
(50 - 59)
2:1
(60 - 69)
First
(70 - 84)
High First
(85 -100)
Borderline Fail
(30 - 39)
(Credits may be
compensated)
Fail
(0 – 29)
(Credits may not be
compensated)
Verbs Satisfactory Good Very Good Excellent Exemplary Not Successful Unsuccessful
Thinking skills The work accurately applies the
thinking skills of the discipline
to the core taught content. The
work demonstrates a depth of
evidence-led understanding
beyond recall or summarising
source material.
The work has successfully
applied thinking skills to the
taught content (core and
additional), demonstrating a
broader and deeper level of
understanding.
This work has applied critical
thinking to identify new
questions about or problems
with the source material (used
in core and additional taught
content or found in related
independent research).
This work has successfully
applied critical thinking skills to
propose solutions to new
questions about or approaches
to existing complex bodies of
knowledge (taught or
independently researched).
This work applies creative
solutions to complex
problems. It successfully
proposes new insights into
existing knowledge(s) within
the field. The thoroughness of
the work’s thinking supports
the persuasiveness of its
outcomes.
The work applies some of the
discipline’s thinking skills to
the core taught content, but it
may be limited by
misunderstandings, gaps in
knowledge, or the absence of
higher thinking skills (such as
evaluation / synthesis).
The work applies few or none
of the required thinking skills
to the core taught content.
Practical skills The work competently uses the
core taught skills to complete
practical tasks.
The work uses core and
additional taught skills to
replicate or emulate
disciplinary / professional /
industrial / commercial
practices / styles.
The work confidently uses a
range of taught and self-taught
skills as the basis of an
emerging mode of professional
practice.
The work is in line with
disciplinary / professional /
industrial / commercial
standards / expectations.
The work presents a
professional practice that is
well established and proficient
by disciplinary / professional /
industry / commercial
standards.
The work uses some practical
skills competently to complete
tasks but there are gaps or
skills that need further
development before full
competency can be
demonstrated across all the
required taught skills.
The work has applied few or
none of the required taught
skills to produce required
outcomes.
Professional
Learning skills
The work has demonstrated the
ability to self-manage learning.
It applies reflections on
experiences and / or feedback
to evaluate the effectiveness of
learning processes / goal
setting. The work shows
engagement with further
resources / opportunities for
support and growth.
The work has demonstrated
initiative and autonomy to
propose future reflexive
actions to generate identifiable
improvements in the learning
processes / goal setting. The
work shows engagement with
further resources /
opportunities for support and
growth in response to new
challenges.
The work has applied critical
reflections to learning
experiences and / or feedback
resulting in significant
developments to learning
processes / goal setting. The
work shows sustained
engagement with further
resources / opportunities for
support and growth in response
to new challenges.
The work has used feedback
and guidance from additional
sources (professional /
specialist). The work
demonstrates how gaps,
limitations or opportunities
have been recognised,
reflected upon and met /
developed. The work shows
critical engagement with
further resources /
opportunities for support and
growth. Decision making in the
The work has applied critical
self-awareness to develop
learning without supervision.
It demonstrates a confident
and aspirational approach to
learning / goal setting that
recognises a broad range of
knowledges and contexts that
will contribute to successful
lifelong learning. The work
shows sustained critical
engagement with further
resources / opportunities for
support and growth in
The work evidences some self-
management, reflective
thinking or application of
feedback to produce
meaningful improvements to
work and / or practice but this
is currently too limited or
isolated to enable effective
self-evaluation or planning for
future development.
The work evidences little or no
self-management of learning,
engagement in individual
reflections or with feedback /
guidance, resulting in little to
no improvement to work or
practice.
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work is considerate and
ethically aware.
response to new challenges.
Decision making in the work
evidences integrity.
Communication The work is comprehensible. It
shows an awareness of relevant
technologies and has
attempted to use the
conventions of the medium to
meet the expectations of an
audience.
The work is clear, coherent and
communicates appropriately to
its intended audience. It shows
an appreciation of relevant
technologies and uses technical
conventions as required.
The work engages with relevant
technologies and
communicates using technically
proficient language
appropriate to the medium and
its intended audience.
The work communicates
persuasively and engages
ethically with relevant
technology. It communicates
complex ideas in ways that
would be accessible to both
specialist and non-specialist
audiences.
The work communicates with a
flowing structure. It
successfully communicates
complex ideas in ways that
would be understandable to a
range of audiences. The work
uses relevant technology in a
socially responsible way.
The work engages in some
comprehensible
communication with an
intended audience, but this is
partial and not wholly
coherent. Only some of the
media and technical
conventions used are
appropriate to the taught
content.
The work attempts little or no
coherent communication with
an intended audience. Its
media and use of conventions
are not appropriate nor
technically proficient.
Creativity The work has adapted /
combined / transformed
concepts discussed in the core
taught content.
The work is new and unique as
it has further adapted /
combined / extended /
transformed existing concepts
discussed in the taught content
(core and additional).
The work is valuable by being
functional, thought-provoking,
or informative.
The work is new, surprising and
valuable to its intended
audience. The work exceeds
the intended audience’s
expectations.
The work evidences a
sophisticated knowledge of
the intended audience in
terms of what they currently
know and are willing to accept
as new, surprising and
valuable. It operates at a level
of innovation and execution
comparable to industry /
professional expectations.
The work shows some creative
thinking, but the extent to
which it has adapted /
combined / transformed
existing concepts is currently
limited.
This work evidences little or no
creative thinking / originality
as it relies on replicating very
specific or a narrow range of
existing concepts.


Professional
Skills (PSRB
standards)
Percentage marks are awarded based on the percentage of competency tasks completed in accordance with relevant
PSRB requirements,
Pass marks remain at 40%. Critical incidences can result in an automatic failure (39-0%).
Professional
Competencies
(PSRB
standards)
The work demonstrates the achievement of professional competencies when assessed against the requirements of the PSRB. The work has not demonstrated
achievement of professional competencies
when assessed against the requirements
of a professional statutory or regulatory
body (PSRB)
Professional
Conventions
(PSRB
Standards)
The work adheres to the appropriate rules and/or conventions set by regulators or the industry The work has not succeeded in adhering
to the appropriate rules and / or
conventions set by regulators or the
industry.

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Assessment Regulations
Assessment policies at York St John
It is an expectation of this assignment – and all assignments – that you demonstrate
academic integrity in your approach to your work. Evidence of academic malpractice /
misconduct (plagiarism, collusion, etc.) may contribute to a failing mark and result in a
formal school enquiry meeting. Further details about such meetings and the possible
consequences for academic malpractice findings can be found within Section 24:
Academic Misconduct Policy of York St John University’s Code of Practice for
Assessment and Academic-related Matters [full].
There are resources available to help you identify and avoid potential academic
malpractice.
Library support
You are encouraged to view the Library and Learning Services document, ‘Avoiding
Plagiarism’ and the Fit to Submit sway. Additionally, you can organise a meeting with your
academic tutor, module leader(s) and the academic liaison librarian for [insert name and
contact details]
Assessment limits
You are required to keep to the assessment limits (such as word limits or presentation
lengths) set for an assessment and should note that you may be subject to penalty if you
exceed that limit. You are required to provide an accurate account on the cover sheet for
each piece of work you submit.
Further details are available in Section 32: Agreed Penalties Policy of University’s Code of
Practice for Assessment and Academic-related Matters [full].
Late or non-submissions
For late or non-submission of work by the published deadline or an approved extended
deadline, penalties will be applied depending on lateness, from 5 - 10% of marks
deducted, or a mark of 0 Non-Submission (0NS) being recorded for a non-submission.
Where a re-assessment opportunity exists, a student will normally be permitted only one
attempt to be re-assessed for a capped mark. Further details are available in Section 32:
Agreed Penalties Policy of University’s Code of Practice for Assessment and Academic-
related Matters [full].
Extension for exceptional circumstances
An extension to the published deadline may be granted to an individual student if they
meet the eligibility criteria of the Exceptional Circumstances policy. Further information is
available in Section 18: Exceptional Circumstances of the University’s Code of Practice for
Assessment and Academic-related Matters.
Appeals
Students have the right to appeal assessment decisions but please note that assessment
decisions are processed and agreed through internal moderation and external
examination to ensure the fairness of grades awarded and feedback given. Before raising
an appeal, we strongly urge you to arrange a meeting with the assessor, your academic
tutor or a trusted member of the learning support teams at YSJ, to discuss the grade,
feedback and why you wish to appeal.
Further information on appeals can be found in Section 58: Appeals Policy of the
University’s Code of Practice for Assessment and Academic-related Matters.
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Hyperlink Appendix
For use with non-digital formats. Do not hyperlink the full URL as this can be disruptive /
distracting for screen readers.
Avoid Plagiarism -
https://www.yorksj.ac.uk/media/content-assets/student-services/documents/Avoiding-
Plagiarism-Factsheet.pdf
Code of Practice for Assessment -
https://www.yorksj.ac.uk/policies-and-documents/code-of-practice-for-assessment/
- Academic Misconduct Policy - https://www.yorksj.ac.uk/media/content-
assets/registry/policies/code-of-practice-for-assessment/24.Academic-Misconduct-
Policy-2023-24.pdf
- Agreed Penalties Policy - https://www.yorksj.ac.uk/media/content-
assets/registry/policies/code-of-practice-for-assessment/32.Agreed-Penalties-
Policy-2023-24.pdf
- Appeals Policy - https://www.yorksj.ac.uk/media/content-
assets/registry/policies/code-of-practice-for-assessment/58.Appeals-Policy-2023-
24.pdf
- Exceptional Circumstances Policy - https://www.yorksj.ac.uk/media/content-
assets/registry/policies/code-of-practice-for-assessment/18.Exceptional-
Circumstances-Policy-2023-24.pdf
Disability Support -
https://www.yorksj.ac.uk/health-and-wellbeing/disability-support/
Exceptional Circumstances -
https://www.yorksj.ac.uk/students/exams-and-assessment/exceptional-circumstances/
Fit to Submit sway - https://sway.office.com/dyk5F0sU7W38Zue7
Library Study and Digital Skills -
https://www.yorksj.ac.uk/library/library-study-and-digital-skills/
Study Development Tutorials -
https://www.yorksj.ac.uk/library/library-study-and-digital-skills/study-development-tutorials