Chengdu University of Technology and

Staffordshire University Collaborative Education Programme

MODULE ASSESSMENT

Module Name Learning, Knowledge, & Performance (LKP)

Academic Year 2019-2020 Semester 1

Module Code ORGB60384 Level 6
Assignment Individual Essay Weighting 100 marks
Total possible

The purpose of this document is only to state this module’s Learning Outcomes, the
Assignment Task to be assessed by Tutor, Assignment Requirements, Additional Guidance,
Assessment Criteria, and the Marking Rubric.

Students should refer to this module’s Descriptor and Handbook for all other types of
information.

1. Learning Outcomes

• (1) KNOWLEDGE TYPES: UNDERSTAND WHAT KNOWLEDGE IS, THE DIFFERENT

FORMS IT CAN TAKE AND HOW IT CAN BE UNDERSTOOD. (Knowledge &
Understanding)
• Types of organizational cultures
• Knowledge, Skills, Abilities (KSA) examples

• (2) KNOWLEDGED APPLIED: UNDERSTAND HOW KNOWLEDGE WITHIN AN

ORGANISATION CAN BE ACCESSED AND FULLY UTILISED. (Knowledge &
Understanding)
• What operational questions need to be answered?
• Transforming data into information into knowledge into decisions
• Decision making criteria – decisions are the goal

• (6) TRAINING METHODS: UNDERSTAND HOW LEARNING AND DEVELOPMENT

NEEDS CAN BE MET, THE APPLICATION AND USE OF A RANGE OF RELEVANT
METHODS. (Knowledge & Understanding)
• How people learn
• Personality types
• Understanding ourselves to understand others
• Emotional Intelligence (EI)

• (3) TRAINING DESIGNS: CONTRIBUTE TO THE GENERATION OF KNOWLEDGE

THROUGH THE DESIGN OF DIFFERENT LEARNING EXPERIENCES AND
MECHANISMS. (Enquiry & Learning)
• Work loads
• Work skill requirements

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• Key Performance Indicators (KPI)
• Position Descriptions
• Current labor Knowledge, Skills, Abilities (KSA)
• Gap assessment (work skill required compared to labor skills)

• (5) TRAINING ACTIVITIES: UNDERSTAND THE KEY REQUIREMENTS IN THE

DESIGN AND DEVELOPMENT OF A RANGE OF INCLUSIVE LEARNING AND
DEVELOPMENT ACTIVITIES. (Knowledge & Understanding)
• How people learn – applied to make the classroom activities creative and
engaging

• (7) TRAINERS: UNDERSTAND THE ROLES AND RESPONSIBILITIES OF

INDIVIDUALS IN MEETING LEARNING AND DEVELOPMENT NEEDS. (Knowledge &
Understanding)
• Best personality types for trainers
• Trainer skills
• Trainer duties

• (8) TRAINING MEASUREMENTS: EVALUATE THE OUTCOMES OF LEARNING

INTERVENTIONS (Problem Solving)
• Understanding knowledge tests/examinations
• Quantifying what people have learned to validate knowledge

• (4) LABOR PERFORMANCE: UNDERSTAND HOW KNOWLEDGE CAN BE USED TO

SUPPORT SUSTAINED ORGANISATIONAL PERFORMANCE. (Knowledge &
Understanding)
• Maximizing employer investment into labor
• Work output monitoring and improvement

2. Assignment Task
Students are required to write an essay related to one of the below options; Please only
select ONE. Students may use the “optional scenario” for this essay or they may create
their own scenario.

• OPTION 1: Work-Employee Skills Gap

• Design an “assessment” which incorporates all this module’s learning outcomes into
one approach explaining how to compare workload skill requirements to actual
employee skills with the goal to identify gaps.

(Optional Scenario: Microsoft acquired LinkedIN in 2016, Microsoft is not familiar with the
LinkedIN work/workloads and does not know if their employees are capable of perform the
newly identified LinkedIN work.)

OR

• OPTION 2: Employee Training

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• Design a “course” which incorporates all this module’s learning outcomes into a
single effort to develop Knowledges, Skills, and Abilities (KSA) with the goal of
employee growth.

(Optional Scenario: Microsoft Corporation launches a new program coding language called
“Bosque”. Currently there are 22,000 employees who are application development
programmers/coders (60% are located in Seattle, Washington the others are located in 4
other countries) which need to be trained in this new coding language.)

OR

• OPTION 3: Performance Evaluation

• Design a “system” which incorporates all this module’s learning outcomes to
determine how an employee’s performance can be monitored and evaluated with
the goal of performance improvement.

(Optional Scenario: The General Electric (GE) medical business unit has been under
performing and they do not know why but want to conduct performance evaluation across
the entire business unit. The GE executives are open to all evaluations forms, anything
that will increase performance in the medical unit.)

Requirements
• Assignment must be DRAFT hand written in English in a paper notebook and
updated/revised/improved weekly. Tutor may randomly check to ensure progress is
being accomplished.
• Assignment electronic files must be named “(course letters)(assignment
name)(student ID)”
• Assignment must integrate each and every learning outcome from this module
• Assignment must apply/quote different academic references (module textbook,
module lecture presentations, journals, textbooks and peer reviewed research)
• Assignment must include different theories and frameworks connected to both
knowledge management and learning-development
• Assignment must include a reference list and bibliography
• Assignment must be in electronic Microsoft Word format (version 2007 or later)
• Assignment must correctly and specifically reference all sources
• Assignment must be written in your own words
• Assignment must correctly apply spelling, punctuation, and grammar
• Assignment must follow this format
• Maximum 3,000 words in length; content the student has created, it does not
include cover page, table of contents, bibliography, appendixes, etc
• 12-point Times New Roman font
• Single spaced
• Harvard Referencing System format writing style
• 1-inch page margins
• Text aligned left
• Introduction (include question or problem statement), body (include
evidence, analysis, and reflection), and conclusion

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• Assignment must be submitted via the university’s Student Website before the due
date stated in the module handbook (any late submission will be handled per
program policy and require an “extenuating circumstances claim form”).

3. Additional Guidance
• Students must self-learn through the module to ensure they have a solid
understanding of all Learning Outcomes and how to apply that knowledge to the
assignment to receive maximum markings.
• Read this assessment document carefully. Ask tutor if requirement clarification is
needed.
• Review lecture and tutorial notes relating to the module.
• Avoid using abbreviated words and phrases. For example write “do not” instead of
“don’t”.
• Avoid vague statements. Do not use expressions such as “etc.” or “and so on”.
• Use the full range of academic sources including CDUT’s library, the program
reading room and especially Staffordshire University’s electronic library.
• Use the Internet for research if provided the material is of an academic standard.
• Translate all Chinese language sources into English yourself. Do not use machine
translation software.
• Definitions: Bibliography, reference and source are synonymous terms.

• Informal Interviews: All students are highly encouraged to go out into the business
world and speak with business leaders to better understand and gain knowledge;
however, these informal conversations can not be submitted with this assignment
as a “source”.
• Formal Interviews/Focus Groups: An audio recording must be made which includes
the date, time, location, interviewee name, interviewee email, and interviewee
phone. The audio recording must be transcribed into an English written document
which must be included in this assignment’s Appendix as a reference primary data
research “source”.
• Source Data
o Primary Data Research is data you create first-hand for a specific purpose.
Examples: Formal Interviews, focus groups, surveys/questionnaires, direct
observations, workshops, experiments, and prototyping.
o Secondary Data Research is general data already available. Examples:
journals, books, internet content, census info, government records, workload
data, etc.

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MARKING RUBRIC
Distinction
Knowledge Skills: 100% of learning
outcomes demonstrated
Learning Outcomes with incorporation of
lecture, tutorial, textbook,
and resource materials.
Points 20
Analytical Skills: Issue/problem to be
considered critically is
Critical Thinking & stated clearly and
Creativity described
comprehensively,
delivering all relevant
information necessary for
full understanding.
Information taken from
source(s) is sufficient to
develop a comprehensive
analysis and synthesis.
Thoroughly (systematically
and methodically) analyzes
own and others'
assumptions and carefully
evaluates the relevance of
contexts before presenting
a point of view.
Merit
75% of learning outcomes
demonstrated with
incorporation of lecture,
tutorial, textbook, and
resource materials.
15
Issue/problem to be
considered critically is
stated, described, and
clarified so that
understanding is not
seriously impeded by
omissions.
Information taken from
source(s) is sufficient to
develop a coherent
analysis and synthesis.
Identifies own and others'
assumptions and several
relevant contexts before
presenting a point of view.
The evaluation of
information is sufficient,
taking into account some
complexities of an issue,
5
Pass
50% of learning outcomes
demonstrated with
incorporation of only
textbook materials.
10
Issue/problem to be
considered critically is
stated but description
leaves some terms
undefined, ambiguities
unexplored, boundaries
undetermined, and/or
backgrounds unknown.
Information taken from
source(s) is insufficient to
develop coherent analysis
and synthesis.
Questions some
assumptions. May be
more aware of others'
assumptions than one's
own (or vice versa).
Identifies several relevant
contexts before presenting
a point of view.
Fail
25% of learning outcomes
demonstrated with minimal
incorporation of materials.
5
Issue/problem to be
considered critically is
stated without clarification
or description.
Information taken from
source(s) is insufficient to
develop any analysis and
synthesis.
Shows an emerging
awareness of present
assumptions (sometimes
labels assertions as
assumptions). Begins to
identify some contexts
before presenting a point
of view.
The evaluation of
information is simplistic,
obvious, or has limited
 The evaluation of
information is thorough,
taking into account the
complexities of an issue,
while acknowledging limits
and synthesizing other
points of view.
Conclusions and related
outcomes (consequences
and implications) are
logical and reflect student’s
informed evaluation and
ability to place evidence
and perspectives discussed
in priority order.
///
Creativity is exceptionally
clever and unique in
showing deep
understanding.
Points 20
Communication Skills: Language was very clear
and easily understandable
Language Clarity, with excellent editing to
Coherence, and drive reader excitement.
Argument
Cross referencing in order
to develop counter-
arguments and to take
readers outside of confines
of the learning outcomes.
while acknowledging some relevance.
limits and synthesizing The evaluation of
other points of view. information is incomplete, Conclusion is inconsistently
not taking into account the tied to some of the
Conclusion is logically tied complexities of an issue. information discussed;
to a range of information, related outcomes
including opposing Conclusion is logically tied (consequences and
viewpoints; related to information (because implications) are
outcomes (consequences information is chosen to fit oversimplified.
and implications) are the desired conclusion);
identified clearly. some related outcomes ///
(consequences and Creativity is minimal with
/// implications) are identified no originality or effort in
Creativity is thoughtfully clearly. understanding the
and uniquely presented; material.
clever at times in showing ///
understanding of the Creativity is only
material. thoughtfully presented, not
clever or unique.
15 10 5
Language facilitated clear Language used was simple Language used was
communication with strong with some evidence of unclear with minimal
evidence of editing to editing to improve some evidence of editing.
emphasis key points. expression.
Attempts to organize
A wide variety of structures Paragraphing and sentence logically but connecting
are used for deliberate structure is coherent, learning outcomes is
effect to interlock learning clear, and developed with inconsistent.
outcomes. links generally maintained
across learning outcomes. Argument demonstrated
6

Argument demonstrated at
least 7 viewpoints with
logical position defense for
each.
Points 20
Organization Skills: Format/structure
demonstrated 100% of
Format/Structure, assignment requirements.
Grammar/Spelling/
Punctuation, and Grammar/spelling/
References punctuation demonstrated
is highly imagination to
enable subtle distractions
of meaning.
References demonstrated
20+ Secondary Sources to
include 1 Formal Interview
and 2 Primary Sources.
Points 20
Presentation Skills: Visual aids demonstrated
10+ items with 5+ colors
Visual Aids and excellent direct
(graphs, charts, maps, content support. Aid
indicators, diagrams, engages, is clear to
etc) understand, and presents
new concepts beyond
content narration.
Points 20
Total Points Possible 100
Argument demonstrated at
least 5 viewpoints with
logical position defense for
each.
15
Format/structure
demonstrated 75% of
assignment requirements.
Grammar/spelling/
punctuation demonstrated
complex words and
accurate language
command.
References demonstrated
15-20 Secondary Sources
to include 1 Primary
Source.
15
Visual aids demonstrated
5-9 items with 3 colors
which strongly enhanced
content. Aid engages and
is clear/easy to
understand.
15
75
Argument demonstrated at
least 2 viewpoints with
logical position defense for
each.
10
Format/structure
demonstrated 50% of
assignment requirements.
Grammar/spelling/
punctuation demonstrated
good language command.
References demonstrated
7-15 Secondary Sources.
10
Visual aids demonstrated
3-4 items with some colors
with minimal content
support. Aid needs
explanation to understand
without narration.
10
50
minimal viewpoints with no
logical position defense for
each.
5
Format/structure
demonstrated 25% of
assignment requirements.
Grammar/spelling/
punctuation demonstrated
minimal language
command with multiple
errors.
References demonstrated
fewer than 7 Secondary
Sources.
5
Visual aids demonstrated
fewer than 3 items.
5
25