APPENDIX GA36c

LEVEL 6 ASSESSMENT SPECIFICATION

Student name: Student ID number:

Programme: BA (Hons) Leadership and Management Skills for the Workplace

Module: Leading and Implementing Change

Contribution to
Module code: LCLM6003 100%
Overall Module
Assessment (%):
Module Leader/ Nadeem Mirza Internal Verifier: Md Kalam
Lecturer:
Samuel Ofori

Assignment Title: A Strategic Change Plan Word count (or 4,000 + 10%
equivalent):
words

Submission 25th April 2025 Return date of 27th May 2025

deadline: provisional marks
14:00 (2PM)
& written feedback:
All written assessments, where practical and possible, must be submitted via
Submission
Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this
method:
assessment specification into Turnitin or it will match many similarities with
other students’ submissions.)
Alternative submission method (if applicable):
Late submission of the assessment will result in a late penalty mark:
Work which is submitted up to 1 week late will be capped at 40% for the first
attempt and will be awarded a mark of 0% for re-assessment. Late submission
penalties may be lifted only if there is an approved extenuating circumstances
claim.
Work submitted more than 1 week late will be considered as a non-submission
and will not be marked. The work may be considered as a submission for
reassessment if offered by an Examining Board or if there is an approved
extenuating circumstances claim.

Academic Academic honesty is required. In the main body of your submission you must
honesty / give credit to authors on whose research and ideas your work is based. Append
referencing: to your submission a reference list that indicates the books, articles, etc. that
you have used, cited or quoted in order to complete this assessment.

Module Learning Outcomes

(from module syllabus)

• Critically explain contemporary issues and their impact on business management;

• Critically analyse the relationship between environmental change and organisational

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 capability;
• Critically analyse the nature of change and evaluate leadership in relation to change
management;
• Apply models of change to appropriate business and organisational contexts

TASK DESCRIPTION
Use of Generative AI in Assessment
(Lecturer to indicate Yes or Not against each element)

RESEARCH For this assessment, you can use Generative AI to Yes ☐

support you in research, including searching for
bibliography, using tools to summarise, compare and No ☒
interrogate materials.
STRUCTURE For this assessment, you can use Generative AI to Yes ☐
support you in structuring your submission, including
creating a draft argument structure, identifying parts No ☒
and headings, etc.
PROOFREADING For this assessment, you can use Generative AI to Yes ☒
check your own text/creation for grammatical and
syntactical mistakes, including rephrasing of your No ☐
own work within specific standards.
WRITING For this assessment, you can use Generative AI to Yes ☐
create text for submission.
No ☒
CREATIVE For this assessment, you can use Generative AI to Yes ☐
create creative materials, such as images.
No ☒
PROGRAMING For this assessment, you can use Generative AI to Yes ☐
create and check code.
No ☒
NONE For this assessment, you are not allowed to use any Yes ☐
type of Generative AI support. This includes research
support, structure support, writing/proofreading No ☒
support and creative support.

Task Description:
You have recently assumed a role of Change Manager in your chosen organisation, facing some
challenges in its business environment. The board of directors are anxious for the future of their
business and have asked you to develop and submit a strategic change management plan (4,000
words +/- 10%).

You need to ensure that your report:

a) Identifies, analyses and explains the triggers of change in the internal/ external business
environment.
b) Evaluates change management models/approaches that may be useful in incorporating issues
related to strategic change in that organisation
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c) Develops a suitable strategic change management plan (proposed change with clear objectives
aligned with the vision, mission and values of the chosen organisation).
e) Is within the requested word limit of 4,000 +/- 10% words.

Use a suitable report structure (including executive summary) that:

f) Is well presented and professional

g) Uses good grammar, spelling, and punctuation
h) Uses UWTSD Harvard Referencing Guide at https://uwtsd.ac.uk/media/uwtsdwebsite/content-
assets/documents/library-and-learning-resources/infoskills/Harvardeng_v.1.2.pdf

General Submission Guidance:

1. All of your submissions must include a title page that clearly states your name, your student
number, the module code and title, your lecturer’s name, and your assignment title.
2. All of your submissions should be typed in Arial font size 11
3. All of your submissions should be typed with 1.5 line spacing.
4. All of your submissions should have an appropriate structure, include page numbers, and
have a reference list

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 GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS NOTE:

The guidance offered below is linked to the five generic assessment criteria overleaf.

1. Engagement with Literature Skills

Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s)
set; you should make use of scholarly reviews and primary sources, where appropriate (for example, refereed
research articles and/or original materials appropriate to the discipline).

You should provide evidence that you have accessed a wide range of sources, which may be academic,
governmental and industrial; these sources may include academic journal articles, textbooks, current news
articles, organisational documents, and websites. You should consider the credibility of your sources;
academic journals are normally highly credible sources while websites require careful consideration/selection
and should be used sparingly. Any sources you use should be current and up-to-date, mostly published within
the last five years or so, though seminal/important works in the field may be older. You must provide evidence
of your research/own reading throughout your work, using a suitable referencing system, including in-text
citations in the main body of your work and a reference list at the end of your work.

Guidance specific to this assessment: you are expected to have a minimum of 16 sources. Include a
complete reference list that consistently applies Harvard referencing style.

2. Knowledge and Understanding Skills At level 6, you should be able to demonstrate coherent and
detailed knowledge and a systematic understanding of the subject area, at least some of which is informed
by the latest research and/or advanced scholarship within the discipline. You should be aware of the
uncertainty, ambiguity and limits of knowledge. Your work must demonstrate the growing extent of your
knowledge and systematic understanding of concepts and underlying principles associated with the subject
area. Knowledge relates to the facts, information and skills you have acquired through your learning. You
demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This
means that you need to select and include in your work the concepts, techniques, models, theories, etc.
appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. meaningfully to show
your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your
knowledge and understanding; ideally each should be complete and detailed, with comprehensive coverage.

Guidance specific to this assessment: Review some alternative change management models, theories
and techniques and develop a model for change, incorporating issues related to strategic change in your
chosen organisation including how the change was managed and the leadership style.

3.Cognitive and Intellectual Skills You should be able to: critically evaluate evidence, arguments,
assumptions, abstract concepts and data some of which are at the forefront of a discipline (and that may be
incomplete) to devise and sustain arguments, to make judgements and/or solve problems; describe and
comment upon particular aspects of current research, or equivalent advanced scholarship, in the discipline
Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to
examine and break information down into parts, make inferences, compile, compare and contrast information.
This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? At
all times, you must provide justification for your arguments and judgements. Evidence that you have reflected
upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate
within your work. Furthermore, you should provide evidence that you are able to make sound judgements
and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be
derived from the content of your work. Where relevant, alternative solutions and recommendations may be
proposed.

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 Guidance specific to this assessment: Critically evaluate evidence, arguments, assumptions, abstract
concepts and data relating to necessities of change in organisations and develop change management
plan with sustained arguments, to make judgements and/or solve problems; describe and comment
upon particular aspects of current research, or equivalent advanced scholarship, in the discipline

4. Practical Skills At level 6, you should be able to apply the methods and techniques that you have learned
to review, consolidate, extend and apply your knowledge and understanding, and to initiate and carry out
projects. You will deploy accurately established techniques of analysis and enquiry relevant to the discipline,
and apply them in complex and unpredictable contexts, to devise and sustain arguments and/or to solve
problems. You should be able to frame appropriate questions to achieve a solution - or identify a range of
solutions. You should be able to demonstrate how the subject-related concepts and ideas relate to real world
situations and/or a particular context. How do they work in practice? You will deploy models, methods,
techniques, and/or theories, in that context or circumstances, to assess current situations, perhaps to
formulate plans or solutions to solve problems, or to create artefacts, some of which may be innovative and
creative. This is likely to involve, for instance, the use of real world artefacts, examples and cases, the
application of a model within an organisation and/or benchmarking one theory or organisation against others
based on stated criteria. You should show awareness of the limitations of concepts and theories when applied
in particular contexts.

Guidance specific to this assessment: Evaluate the impact of your chosen organisational culture on
the change management programme and develop a suitable change management plan for the future

5.Transferable Skills for Life and Professional Practice Your work must provide evidence of the qualities
and transferable skills necessary for graduate-level employment requiring the exercise of initiative and
personal responsibility and decision-making in complex and unpredictable circumstances. This includes
demonstrating: the learning ability for professional development to advance existing skills and acquire new
competences of a professional nature that will enable you to assume significant responsibility within
organisations; that you can initiate and complete tasks and procedures, whether individually and/or
collaboratively; that you can use appropriate media to effectively communicate information, arguments and
analysis in a variety of forms to specialist and non-specialist audiences; fluency of expression; clarity and
effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation
and organisation.

Guidance specific to this assessment: In addition to the content of your analysis, the report should be
presented in a clear and organised manner with the fluency of expression.

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 STUDENT FEEDBACK FORM
This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your
mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on
the achievement of the task(s), including those areas in which you have performed well and areas that would benefit
from development/improvement.

awarded
available

Marks
Marks
Generic Assessment Criteria

1. Engagement with Literature Skills

. 10

2. Knowledge and Understanding Skills

30

3. Cognitive and Intellectual Skills

30

4. Practical Application Skills

20

5. Transferable Skills for Life and Professional Practice

10

Late Submission Penalties (tick if

Assessment Mark (Assessment marks are subject to ratification at the appropriate)
Exam Board. These comments and marks are to give feedback on module work Up to 1 week late (40% Max) %
and are for guidance only until they are confirmed. ) Over 1 week late (0%)

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GENERIC ASSESSMENT CRITERIA

Level 6
In accordance with the Framework for Higher Education Qualifications, at the end of Level 6 students should have coherent and detailed knowledge and a
systematic understanding of their subject area, at least some of which is informed by the latest research and/or advanced scholarship within the discipline.
They will be able to accurately deploy established techniques of analysis and enquiry within a discipline, using their conceptual understanding to devise and
sustain arguments and/or to solve problems. They should be aware of the uncertainty, ambiguity and limits of knowledge. They should be able to critically
evaluate evidence, arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements, and to frame appropriate questions
to achieve a solution - or identify a range of solutions. They will apply the methods and techniques that they have learned to review, consolidate, extend and
apply their knowledge and understanding, and to initiate and carry out projects. They will have the ability to manage their own learning, and to make use of
scholarly reviews and primary sources (for example, refereed research articles and/or original materials appropriate to the discipline). They will demonstrate
the qualities and transferable skills necessary for employment requiring: the exercise of initiative and personal responsibility; decision-making in complex and
unpredictable contexts; the learning ability needed to undertake appropriate further training of a professional or equivalent nature.

Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement Little or no Poor Engagement Engagement Engagement Engagement Exceptional
with literature evidence of engagement with a limited with an with a wide with an engagement
(including reading and/or with essential range of mostly appropriate range of extensive range with an
reading, reliance on reading. No relevant and range of research- of relevant and extensive range
referencing, inappropriate evidence of credible sources. research- informed credible of relevant and
academic sources. wider reading. Some omissions informed literature, literature, credible
conventions and Views and Reliance on and minor literature, including informed by the literature,
academic findings mostly inappropriate errors. including sources latest research. informed by the
honesty) unsupported and sources, and/or Referencing sources retrieved Consistently latest research.
non- indiscriminate conventions retrieved independently. accurate High-level
authoritative. use of sources. evident though independently. Selection of application of referencing skills
Referencing Heavily reliant not always Some over- relevant and referencing. consistently and
conventions on information applied reliance on texts. credible sources. professionally
used gained through accurately or Referencing may Very good use of applied.
incoherently or class contact. consistently. show minor referencing, with
largely absent. Inconsistent and inaccuracies or no/very few
weak use of inconsistencies. inaccuracies or
referencing. inconsistencies.
Knowledge Major gaps in Gaps in Limited Knowledge is Knowledge is Excellent Exceptionally
and knowledge and knowledge, with knowledge and reasonably reasonably coherent and coherent and
understanding systematic only superficial systematic detailed, extensive detailed detailed
(Coherent and understanding of systematic understanding of accurate with a coherent and knowledge and knowledge and
detailed the subject understanding. the relevant good systematic detailed. systematic systematic
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
knowledge and matter. Some significant concepts and understanding of Exhibits very understanding of understanding of
systematic Substantial inaccuracies principles within the field of study good the principles the principles
understanding of inaccuracies. No and/or irrelevant the subject area and to some understanding of and theories of and theories of
the subject area, awareness of material. No which to some extent, current the breadth and current research the subject, well-
at least some of
which is informed
knowledge of the awareness of limited extent, is research and depth of and scholarship. informed by
by the latest latest research knowledge of the informed by scholarship. established Clear awareness current research
research and/or and/or advanced latest research current research views, and the of challenges to and scholarship.
advanced scholarship and/or advanced and scholarship. work is, at least established A critical,
scholarship within within the scholarship in part, well- views and the sophisticated
the discipline.) discipline. within the informed by limitations of the and nuanced
discipline. current research knowledge base. awareness of
and scholarship. the ambiguities
and limitations of
knowledge.
Cognitive and Wholly or almost Largely Limited attempt Some critical Sound critical Excellent critical Exceptional
intellectual wholly descriptive work, at critical thinking, thinking, thinking, critical thinking,
skills descriptive work. with superficial thinking, analysis, analysis, analysis, analysis,
(Conceptual and Little or no use of critical analysis, synthesis and synthesis and synthesis and synthesis and
critical thinking, analysis, evaluation. synthesis and evaluation. Can evaluation evaluation. evaluation based
analysis, synthesis or Weak evaluation, analyse new demonstrating Ability to on judiciously
synthesis and evaluation. development of tending towards and/or abstract critical thinking. investigate selected
evaluation of Failure to arguments and description. concepts and Ability to devise contradictory or evidence.
research, develop judgements. Some evidence data without and sustain incomplete Ability to
assumptions,
arguments, Information to support guidance. persuasive information and investigate
abstract concepts
and data (that leading to accepted emerging An emerging arguments, and make strong, contradictory or
may be illogical or invalid uncritically, uses arguments and awareness of to review the persuasive, incomplete
incomplete); logic, judgements. generalised judgements but different stances reliability, validity arguments and information and
argument and Unsubstantiated statements these may be and ability to use and significance sophisticated make strong,
judgement.) generalisations, made with scant underdeveloped evidence (that of evidence (that judgements. persuasive,
made without evidence and or with a little may be may be Some evidence arguments and
use of any unsubstantiated inconsistency / incomplete) to incomplete) to of independent sophisticated,
credible opinions. Ideas mis- support the make mostly thought and nuanced,
evidence. sometimes interpretation. argument. appropriate and ability to ‘see judgements.
illogical and Asserts rather Mostly valid valid beyond the Evidence of
contradictory. than argues a arguments and judgements. question’, independent
case. logical suggesting a thought and
judgements. grasp of the ability to ‘see
Some tendency broader field and beyond the
to assert/state wider concepts. question’,
opinion rather suggesting an
than argue on outstanding
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
the basis of grasp of the
reason and broader field and
evidence. wider concepts.
Practical skills Limited or no Rudimentary An adequate A good and A very good An advanced Exceptional
(Apply/deploy use of methods, application of awareness and appropriate application of a application of a levels of
accurately materials, tools methods, mostly application of range of range of application and
established tools and/or materials, tools appropriate standard methods, methods, deployment
and techniques; techniques. and/or application of methods, materials, tools materials, tools skills in
initiate and carry Little or no techniques but well-established materials, tools and/or and/or unpredictable,
out projects; appreciation of without methods, and/or techniques. techniques. practical
formulate
the context of consideration materials, tools techniques. Very good The context of contexts,
solutions to solve
problems in the application. and and/or Clear consideration of the application is drawing skilfully
complex and Limited competence. techniques. appreciation of the context of well considered, on the latest
unpredictable understanding of Flawed Basic the context of the application, and insightful. research within
contexts.) the application of appreciation of appreciation of the application. with perceptive Application and the discipline.
theory to the context of the context of Mainly insights. Can deployment Can identify
practice or the application. the application. consistent, identify problems extend beyond complex
making Weak Theoretical accurate and and propose established problems and
appropriate links understanding of knowledge and logical appropriate conventions. propose
between the two. the application of understanding application of solutions in Can identify sophisticated
Very weak theory to applied in theory to complex and complex solutions.
problem-solving practice, with practice, but not practice, making unpredictable problems and Assimilation and
skills in complex only occasional always making appropriate links contexts. propose development of
and evidence of logical links between the two Evidence of excellent cutting edge
unpredictable making between the two. Can identify some innovation solutions. processes and
contexts. appropriate links Can identify problems and and creativity. Innovation and techniques.
between the two. problems and propose mostly creativity
Weak problem- propose basic appropriate evident.
solving skills in solutions in solutions in
complex and complex and complex and
unpredictable unpredictable unpredictable
contexts. contexts without contexts.
fully appreciating
the complexity.
Transferable Communication Communication Can Can Can Can Can
skills for life medium is medium is poorly communicate in communicate communicate communicate communicate
and inappropriate or designed and/or a suitable effectively in a well, confidently professionally with an
professional misapplied. not suitable for medium but with suitable format, and consistently confidently and exceptionally
practice Work is poorly the audience. some room for but may have in a suitable consistently in a high level of
(Exercise of structured, Work is poorly improvement. minor errors. format. suitable format. professionalism.
initiative and disorganised presented in a
Level 6 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
personal and/or disjointed Mostly ordered Mostly coherent, Work is Work is Work is
responsibility; confusingly manner. It is presentation and organised work, coherent, fluent, coherent, very exceptionally
professional expressed. Very loosely, and at structure in in a suitable well-structured fluent and is coherent, very
development;
weak use of times which relevant structure and is and organised. presented fluent and is
initiate and
complete tasks
language and/or incoherently, ideas / concepts for the most part Can work very professionally. presented
and procedures: very structured, with are reasonably clearly well Can work professionally.
individually and/or inappropriate information and expressed. Work expressed. Can autonomously autonomously Can work
collaboratively; style. Little or no ideas often may lack work effectively and/or as part of with initiative. exceptionally
use appropriate evidence of poorly coherence in independently a team, with very Where relevant well and
media to autonomy (or expressed. places. Can and/or as part of good can work professionally
communicate collaboration, Weak use of work as part of a a team, with contribution to professionally within a team,
effectively; where relevant) language and/or team, but with clear group activities. within a team, showing
fluency of
in the completion inappropriate limited contribution to Demonstrates showing advanced
expression; clarity
and effectiveness of tasks. Little or style. Weak involvement in group activities. very good leadership skills leadership skills.
in presentation no evidence of independent group activities. Demonstrates graduate as appropriate, Demonstrates
and organisation.) the skills initiative (or Demonstrates the skills employment managing exceptional
required in collaboration, if the basic skills required in skills, with just conflict and graduate
graduate relevant). required in graduate occasional minor meeting employment
employment. Limited evidence graduate employment, weakness. obligations. skills and an
of the skills employment, with some areas Demonstrates appetite for
required in with some areas of strength and excellent further
graduate of minor some of minor graduate development.
employment. weakness. weakness. employment
skills and an
appetite for
further
development.

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