La Trobe Business School HUMAN RESOURCE DEVELOPMENT [MGT3HRD] Subject Learning Guide Semester 1 2017 Bundoora Subject Coordinator: Professor Timothy Bartram Table of Contents SUBJECT DETAILS 3 GENERAL DETAILS 3 ENROLMENT REQUIREMENTS 3 STAFF CONTACTS 3 SUBJECT DESCRIPTION 3 SUBJECT INTENDED LEARNING OUTCOMES (SILOS) 4 GRADUATE CAPABILITIES 4 LEARNING ACTIVITY SUMMARY 4 ASSESSMENT AND FEEDBACK SUMMARY 6 LEARNING RESOURCES 6 STUDENT FEEDBACK ON SUBJECT SURVEY 7 SUMMARY OF SFS FEEDBACK FROM LAST YEAR 7 POLICIES, PROCEDURES AND GUIDELINES 8 ACADEMIC INTEGRITY 8 SPECIAL CONSIDERATION 8 EXTENSIONS, LATE SUBMISSIONS AND PENALTIES 8 SCHEDULE OF LEARNING ACTIVITIES 10 SESSION PLAN 10 LEARNING ACTIVITY DETAILS 12 ASSESSMENT AND FEEDBACK DETAILS 13 DETAILED GRADING CRITERIA 14 ASSESSMENT TASK ESSAY 13 ASSESSMENT TASK EXAM 13 ASSESSMENT AND FEEDBACK 13 STUDENT LEARNING UNIT (SL) 9 LEARNING MANAGEMENT SYSTEM (LMS) 9 LIBRARY 9 STUDENT SUPPORT SERVICES 10 PEER LEARNING ADVISERS 10   Subject Details GENERAL DETAILS Subject Code: MGT3HRD Subject Title: Human Resource Development Teaching Period: Semester 1 Location(s): Bundoora Credit Points: 15 Mode: One 2hour Lecture; One 1 hour Tutorial Level: 3 ENROLMENT REQUIREMENTS Prerequisites: Human Resource Management MGT2HRM Co-requisites: None Incompatibles: None Assumed Skills & Knowledge: - An understanding of Strategic Human Resource Management and HR functional areas - Understanding of business management principles - Ability to apply sound theoretical knowledge to real world situations - Well developed communication skills - Ability to research the academic literature Special Study Requirements: Students with special needs whose participation in this unit might be limited by any study requirements are encouraged to consult the Equality and Diversity Centre. Further information and contact details for the Centre are available at http://www.latrobe.edu.au/equality/ STAFF CONTACTS Role Campus Name Email Telephone Room Subject Coordinator and Lecturer Bundoora Prof. Timothy Bartram [email protected] 9479-5837 DMBE 317 Subject Tutor Bundoora Dr Judy Van Rooyen [email protected] Instance Coordinator, Lecturer and Tutor Bendigo Deb Allan [email protected] Instance Coordinator, Lecture and Tutor Shepparton Christina Bassani [email protected] SUBJECT DESCRIPTION 'The pace and volume of modern change is drawing increased attention to the ways that human resource development (HRD) activities can be used to ensure that organisation members have what it takes to successfully meet their challenges' (Werner and Desimone, 2009: v). This subject emphasises an integrated and strategic approach to HRD in order to foster a long-term, work-related learning capacity to improve individual, group and organisational effectiveness. In this subject students will examine the foundational concepts of HRD (including the theory of learning) and the HRD process from theoretical and practical perspectives. Students will also examine HRD applications within modern business organisations including skills and technical training, coaching, career management, management development and organisational development. SUBJECT INTENDED LEARNING OUTCOMES (SILOS) Upon successful completion of this subject, you should be able to: 1 Write a critical essay demonstrating the knowledge of the important role of the HR developer in the context of contemporary organisations 2 Critically analyse the integrated use of training and development, management development and organisational development to foster a long-term, work-related learning capacity to improve individual, group and organisations effectively in the context of contemporary organisations 3 Analyse HRD challenges and develop solutions using the process of HRD in the context of contemporary organisations 4 Find and analyse resources for using the theoretical and applied approaches to HRD in the context of contemporary organisations GRADUATE CAPABILITIES The following Graduate Capabilities (GCs) are evaluated in this subject: GC GC Point a Writing Extension / Expansion b Inquiry / Research Extension / Expansion c Critical Thinking Extension / Expansion d Creative Problem Solving Reinforcement e Information Literacy Extension / Expansion LEARNING ACTIVITY SUMMARY Learning Activity: Schedule Lecture: Topic 1 Introduction to Human Resource Development (Please note tutorial classes commence in Week 2) Week 1 Lecture: Topic 2 Learning and HRD Week 2 Tutorial 1: Topic 1 Introduction to Human Resource Development Introductions and Tutorial Questions: • Why is HRD becoming increasingly important in organisations? • What is Human Resource Development? • What are the major contemporary challenges for HRD professionals? Week 2 Lecture: Topic 3 Strategic Human Resource Development Week 3 Tutorial 2: Topic 2 Learning and HRD Tutorial Activity and questions: • Get into groups and review Kolb’s learning styles. Which learning style(s) reflects the way you prefer to learn and why? Discuss the different learning styles of the group and the implications for the way in which HRD practitioners should approach employee learning at the workplace. • Essay and research discussion Week 3 Lecture: Topic 4 Training and Assessing HRD Needs Week 4 Tutorial 3: Topic 3 Strategic Human Resource Development Tutorial Activity and Questions: Get into groups and reflect on the strategic HRD activities where you current work or have worked for in the past. • Can you describe the company’s approach to HRD or training and development of its employees? • Do the managers follow the approach advocated by Garavan (1991) and (2007)? • In what ways are aspects of instrumental, communicative and emancipatory learning being used by managers in your place of work? • What impact does the SHRD approach on employees for their attitudes, behaviours and in-role performance? Week 4 Lecture: Topic 5 Designing Effective HRD Programs Week 5 Tutorial 4: Topic 4 Training and Assessing HRD Needs Tutorial Activity and Questions: Working in groups, select a job that is familiar to the group (e.g., cashier, server) and conduct a task analysis for this job. • Reviewing the lecture materials which methods make the most sense for analysing the job? Why? What are the major tasks or responsibilities that you identified for this job? What knowledge, skills and abilities, or other characteristics are needed to perform each of these major tasks? How can this information be used to inform an HRD needs assessment exercise? • How would you train a job-incumbent that is underperforming? Week 5 Lecture: Topic 6 Implementing HRD Programs Week 6 Tutorial 5: Topic 5 Designing Effective HRD Programs Tutorial Questions: • What are the three essential features of an effective HRD or training program objective? Why is each of these important? • How would you select an appropriate trainer? Discuss the merits of using a trainee’s co-workers as potential trainers. What should be done to ensure that a co-worker is an effective trainer? • What are the advantages and disadvantages of holding a training program on-site? Offsite? Week 6 Lecture: Topic 7 Evaluating HRD Programs Week 7 Tutorial 6: Topic 6 Implementing HRD Programs Tutorial Questions: • What experiences have you had with on-the-job training? What factors can enable it to function effectively? • Why do you suppose the five categories of classroom training are so popular in HRD? Identify two types of training programs that a manager might not want to conduct using a classroom format. • What sorts of skills and knowledge computer based training methods are well suited for? Poorly suited for? Week 7 Lecture: Topic 8 Coaching and Career Management Week 8 Tutorial 7: Topic 7 Evaluating HRD Programs Tutorial Activity and Questions: Case study: Opening case pg 201 Werner and DeSimone (2012) • If you were the director of training in this situation, what measures would you like to have available before you respond to top management? What types of evidence do you think management would find convincing that training was having a positive impact on the organisation? Why did you pick the measures that you did? How would you go about collecting the data for the measures you selected? Week 8 Lecture: Topic 9 Management Development Week 9 Tutorial 8: Topic 8 Coaching and Career Management Tutorial Activity and Questions: • Working in groups, think about how your career will develop. • What are your career goals? What are the best strategies to achieve these goals? • How can coaching and career management practices covered in the lecture help you to achieve your career aspirations? Week 9 Lecture: Topic 10 Organisational Development Week 10 Tutorial 9: Topic 9 Management Development Tutorial activity and Tutorial Questions: • Working in groups, think about a manager you currently work with or have worked with in the past. Without using names or identifying the organisation describe the experience. • What in your view has made this person a great manager or a poor manager? • How did the experience impact your job attitudes, wellbeing and in-role performance? • Given your knowledge of Management Development, how would you advise the manager in terms of the effectiveness of their managerial approach? Week 10 Lecture: Topic 11 Case study: Collaborative learning and training and development practices in the Australian Men’s Shed movement Week 11 Tutorial 10: Topic 10 Organisational Development Tutorial Activity and Questions: Group work • Select an issue that has been a concern or problem for students on your campus (e.g., classes, safety, staff or facilities). Using Figure 14-2 and the discussion of the force field analysis answer the following questions. • Why is it a problem for students on campus? • What would you like things to be like? • What are the forces for change? • What are the forces against change? • Look at the figure which side has the stronger forces? What does this suggest for the likelihood of change? If the forces against change are stronger than the forces for changes how could you rectify this? Week 11 Lecture: Topic 12 Revision Week 12 Tutorial 11: Revision • Student are encouraged to bring along questions about the subject material and examination. Week 12 Further information is available at http://www.latrobe.edu.au/timetable/ ASSESSMENT AND FEEDBACK SUMMARY Assessment Tasks: Due Date SILOs GCs % Comments Assessment Task 1 Essay Monday April 24 by 5pm 1,2,3,4, a,b,c,d,e 30% Assessment Task 2 Exam Exam period 1,2,3,4, a,c,d,e 70% LEARNING RESOURCES Reading Type Title Author and Year Publisher Recommended Text Human Resource Development 6 e Werner, J.M., DeSimone, R.L. (2012) Mason, OH: South-Western Cengage Learning. ISBN 10: 0-538-48099-8 Recommended Journals Asia-Pacific Journal of Human Resources Human Resource Development Quarterly Training and Development Adult Education Quarterly Journal of Industrial Relations British Journal of Industrial Relations Journal of Vocational Education and Training Journal of Management Studies Human Resource Management Journal International Journal of HRM Academy of Management Journal Additional Reference Book Human Resource Development: Learning, Knowing and Growing Delahaye, B. (2016) Tilde University Press STUDENT FEEDBACK ON SUBJECT SURVEY The Student Feedback on Subjects (SFS) Survey is part of the quality assurance process that occurs across the university. In this survey you are invited to tell us about your learning experiences in this subject. We want you to tell us of your experience in this subject. Your views will be taken seriously and will assist us to enhance this subject for the next group of students. Your feedback will also contribute to the text for ‘Summary of Previous Student Feedback’ below so please take the time to tell us your views. The surveys are anonymous and will be distributed prior to the end of the teaching period. For information on Student Feedback on Subjects refer to: http://www.latrobe.edu.au/students/leadership-volunteering/speak-up/subjects-teaching SUMMARY OF SFS FEEDBACK FROM LAST YEAR Overall, the subject received positive student feedback particularly in relation to the strong link between management theory and practice. Lectures and tutorials are heavily focussed on bridging theory and management practice. Students responded positively to the strong emphasis on in-class discussion, particularly around the deep analysis of student ideas and application of human resource development in the real world. Students also commented positively on the amount of assistance given to them by the lecturer and tutor, and the nurturing and inclusive in-class environment. However, some students reported that they would like to see more practical examples and real-life stories about human resource development in business and community settings. In response to these student suggestions we will invite guest speakers and provide greater use of case studies in lectures.   Policies, Procedures and Guidelines The University has a comprehensive policy framework to which both staff and students must adhere. You should familiarise yourself with those policies, procedures and guidelines likely to affect you especially the following: • Academic Integrity • Academic Progress • Assessment and Feedback • Extension to Submission Dates • Late Submission of Assessment Tasks • Occupational, Health and Safety [OHS] • Privacy • Special Consideration • Student Charter • Use of Electronic Mail The relevant policies, procedures and guidelines can be found on the website at: http://www.latrobe.edu.au/policy/ Academic Integrity Academic integrity means being honest in academic work and taking responsibility for learning the conventions of scholarship. La Trobe University views this seriously as evidenced by the following extract: Academic honesty is a fundamental principle in teaching, learning, research and scholarship. The University requires its academic staff and students to observe the highest ethical standards in all aspects of academic work and it demonstrates its commitment to these values by awarding due credit for honestly conducted scholarly work, and by penalising academic misconduct and all forms of cheating. Academic Integrity Procedures (2012, p. 1 of 6) Academic misconduct includes improper referencing, plagiarism, copying and cheating. You should familiarise yourself with your responsibilities in relation to Academic Integrity and if you have any questions, direct them to your Course Coordinator. Information can be found on the website at: www.latrobe.edu.au/students/academic-integrity All hard copy assignments should be accompanied by the Academic Integrity Assignment Declaration Form available at: http://www.latrobe.edu.au/__data/assets/pdf_file/0017/711152/Assignment-Declaration-Form.pdf. For assistance with referencing visit http://www.latrobe.edu.au/students/academic-integrity/referencing-help Special Consideration Special Consideration is the term used to describe a process that applies an equity measure to ensure that where any temporary adverse circumstances beyond the control of a student, that impact negatively on that student’s ability to demonstrate their learning achievement for an assessment task, is taken into account. Eligibility to apply for Special Consideration does not automatically imply eligibility to receive it. Certain criteria must be satisfied in order to receive Special Consideration. Please refer to the relevant policies, procedures and guidelines website athttp://www.latrobe.edu.au/policy/ Submission of special consideration applications for assignments, mid-semester tests and final examinations should be made online at: http://www.latrobe.edu.au/special-consideration Extensions, Late Submissions and Penalties There are policies and procedures to guarantee fair, consistent and transparent treatment of late submission of assessment tasks provide equity around extensions to submission dates and penalties associated with not submitting assessment by the due date and time. The University requires fair, consistent and transparent treatment of late submission of assessment tasks. The procedure for late submission is documented in the Late Submission of Assessment Tasks document (Ref. no. 112027D). It states: The standard penalty for late submission of assessment tasks is 5% of the marks for that task for each delay in submission of a day or partial day up to a maximum of five (5) working days after the due date. Assessment tasks will not be accepted after the earlier of the following occurrences: • The fifth (5th) working day after the due date; or • Feedback on the assessment task has been returned to any student by the Teaching Team member. These penalties apply only to individual assessment tasks worth 15% or more of the total assessment for the subject. Late submission of take home examinations is not permitted. Submission of special consideration applications for assignments, mid-semester tests and final examinations should be made online at: http://www.latrobe.edu.au/?a=668155. They should be made before assignments are due. Please refer to the relevant policies, procedures and guidelines website at: http://www.latrobe.edu.au/policy/ Student Complaint La Trobe University is committed to an effective complaints handling mechanism for students in line with its policy of creating a harmonious and productive study environment. Feedback stemming from student complaints is a valuable source of information that helps the University improve the quality of its service. You should lodge a complaint if: • you are unhappy about something specific in your academic life (eg not enough seating in a lecture, staff not available during office hours, cancelled lectures...) • you don't think 'the rules' (university policy or procedure) are being followed • a university staff member has been rude or their behaviour to you was inappropriate • you have a dispute about a process used during an appeal • you have reported something to I&O, security or academic staff and you have not received a response after a reasonable amount of time • you are a victim of bullying or harassment For more information on student complaint process and to lodge a formal complaint visit: http://www.latrobe.edu.au/students/complaints Student Learning Unit (SL) The Student Learning Unit (SL) works closely with teaching staff in the Schools and on the Melbourne and regional campuses to ensure that all La Trobe students – including those from non-English-speaking backgrounds – develop high-level academic speaking, writing, reading, and numeracy skills required for successful learning in their courses. For further information, please see the website at: http://www.latrobe.edu.au/students/learning/ Learning Management System (LMS) The Learning Management System (LMS) is an Internet based system which allows you access to learning materials and to interact with other students and teaching staff in activities related to your studies from any location with Internet access. Most subjects have a LMS site into which you are automatically added as part of your enrolment into the subject. The LMS can be accessed at: https://www.latrobe.edu.au/lms/login/ by using your Username and Password provided to you on your Statement of Account. If you are having trouble accessing the LMS or want to find out more about LMS, please see the website at: http://www.latrobe.edu.au/students/it/teaching/lms Library Your Library offers many ways to support your study. Play Library Quest lib.latrobe.edu.au/libraryquest to discover more about how we can help, or visit our website and explore these essential resources: • Achieve@ Uni [latrobe.edu.au/students/support/achieve] – learn important skills needed at university, includes finding and using information in your assessment tasks, referencing, reading, writing and presenting, academic language, and maths skills; • Assignment Calculator [latrobe.edu.au/library/assignment-thesis-support/assignment-calculator] – plan your assignment schedule and submit on time; • Referencing [latrobe.libguides.com/referencing] - understand why and how we reference, includes the four major styles; • Expert Help [latrobe.libguides.com] – provides expert discipline and specialist help; get help here with assessment tasks; • Live chat to library staff [lib.latrobe.edu.au/chat] – live chat for help; during semester hours only; Student Support Services If you have special needs due to disability or other factors the Equality and Diversity Centre can provide advice and support. This Centre can be contacted by telephone on (03) 9479 2900 (Melbourne); (03) 5444 7410 (Bendigo); (02) 6024 9628 (Albury-Wodonga); National Relay Service Deaf and Hearing Impaired: T: 133677 (within Australia only). Email: [email protected] or refer to the website at: http://www.latrobe.edu.au/students/support . Peer Learning Advisers Peer Learning Advisers (PLAs) are experienced students who can help you with assignment and thesis writing, maths and statistics and other academic skills. PLAs are friendly and approachable and come from many disciplines; e.g. health sciences, business or education. Their drop-in service is available at these campuses: Bundoora, Bendigo, Albury-Wodonga, Mildura and Shepparton. Their timetable is available online: latrobe.edu.au/students/learning/drop-in-learning-support. Schedule of Learning Activities Session Plan Week Topic Resources Week 1 Introduction to Human Resource Development (HRD) • Werner and DeSimone (2012) Chapter 1 and 2 • Bates, R.A. and Chen, H. (2005) Value Priorities of Human Resource Development Professionals, Human Resource Development Quarterly, 16:3, pp. 345-368. • Werner, J. M. (2014). Human resource development≠ human resource management: so what is it? Human Resource Development Quarterly, 25(2), 127-139. Week 2 Learning and HRD • Werner and DeSimone (2012) Chapter 3 • Mezirow, J. (1996) Contemporary Paradigms of Learning, Adult Education Quarterly, Vol. 46, No. 3, pp.158-173. • Holton, E.F., Swanson Wilson, L. and Bates, R.A. (2009) Toward Development of a Generalised Instrument to Measure Andragogy, Human Resource Development Quarterly, 20:2, pp. 169-193. Week 3 Strategic Human Resource Development • Peretz, M. And McGraw, P. (2011) Trends in Australian Human Resource Development: 1996-2009, Asia Pacific Journal of Human Resources, 49(1) (in-press). • Garavan, T.N. (1991) Strategic Human Resource Development, Journal of European Industrial Training, Vol 15, No. 1, pp.17-30. • Goldman, E. F. (2009) The Power of Work Experiences: Characteristics Critical to Developing Expertise in Strategic Thinking, Human Resource Development Quarterly, 19:3, pp. 217-239. • Sablok, G., Bartram, T., Stanton, P., Boyle, B. and Burgess, J. (2017) Human Resource Development practices, Managers and Multinational Enterprises in Australia: thinking globally, acting locally, Training and Education (forthcoming) Week 4 Training and development Assessing HRD Needs Werner and DeSimone (2012) Chapter 4 • Aguinis, H., & Kraiger, K. (2009). Benefits of training and development for individuals and teams, organizations, and society. Annual Review of Psychology, 60, 451-474. EASTER BREAK EASTER BREAK Week 5 Designing Effective HRD Programs Werner and DeSimone (2012) Chapter 5 Week 6 Implementing HRD Programs Werner and DeSimone (2012) Chapter 6 Week 7 Evaluating HRD Programs Werner and DeSimone (2012) Chapter 7 Week 8 Coaching and Career Management Werner and DeSimone (2012) Chapters 10 and 11 ESSAY SUBMISSION in LMS via Turnitin Week 9 Management Development Werner and DeSimone (2012) Chapter 12 and 13 Week 10 Organisational Development Werner and DeSimone (2012) Chapter 14 Week 11 Training and Development in Men’s Sheds • Cavanagh, J., Southcombe. A. and Bartram, T. (2014) The role of collaborative learning on training and development practices within the Australian Men’s Shed movement: A study of five Men’s Sheds, Journal of Vocational Education and Training, 66 (3): 365-385. • Bartram, T. Cavanagh, J., Ang, S., Southcombe, A., McNeil, and Majoribanks, T. (2017) Human resource management, social connectedness and health and wellbeing of older and retired men: The role of Men’s Sheds, International Journal of Human Resource Management. (forthcoming) Week 12 Revision Review all lecture and tutorial material Learning Activity Details Times and rooms are subject to change. To view the full time and location details for learning activities in this subject, please ensure you seek further information available at http://www.latrobe.edu.au/timetable/. You should also regularly check [at least once per week] the subject’s LMS site for updated information.   Assessment and Feedback Details Assessment Task Due Date % SILOs Assessed Individual Essay (2500 words) Monday 24th April 5:00 pm 30 ILO 1,2,3,4 Submission Details Essays are due Monday April 24 by 5:00 pm. Essays will be submitted in LMS via Turnitin. Further details of the submission process will be provided in lectures. Grading Criteria and Feedback The essay will help you to build your writing and critical thinking skills, and should reflect the principles of scholarly work. This requires a critical analysis of relevant concepts and the presentation of an argument. The presentation of a list of facts, which are not analysed or evaluated, will not normally attain a pass grade. You should support your contention with relevant academic literature on HRD. You must include references to a minimum of 20 academic, peer-reviewed journal articles. The essay assignment is approximately 2500 words (including title page, references, or ancillary materials) and is worth 30 marks. Grading criteria for this assessment is contained in the Rubric below. All reference material must be appropriately cited in the text of your essay. Include a separate reference section that includes the full citation information. Follow the style guidelines for the Academy of Management Journal. Note that Wikipedia and similar websites are NOT acceptable sources of information for this assignment. Your essay must be typed and have standard margins on all sides. Double spacing or 1.5 line spacing are preferred. It is essential that your essay is written in a neat, professional, and engaging manner. Check your writing for accuracy in spelling, grammar and punctuation. Convey your ideas in a clear, concise manner, and use appropriate transitions between ideas and sections. The analysis of the identified HRD challenges, assessment of HRD aspects performed well and recommendations to improve HRD and its impact on both individual and organisational performance must be informed by the academic research literature. La Trobe University has many resources to help you develop your writing skills. Please see the Subject coordinator or your tutor if you need help. Description of Task Select an organisation of your choice. Ideally, you should select an organisation where you currently work or have worked in the past, or an organisation that you would like to work for in the future. Drawing on your understanding of the industry, the organisation, and the HRD challenges you have experienced or identified and key HRD theoretical frameworks, examine the HRD process in your selected organisation. In your answer, consider: o What are the key challenges of using HRD in the organisation? o What aspects of HRD are done well in the organisation? o What recommendations would you give to the organisation to improve HRD and its impact on both individual and organisational performance? Assessment Task Due Date % SILOs Assessed Final Exam University Examination Period 70% ILO 1,2,3,4 Grading Criteria and Feedback Grading criteria for this assessment is contained in the Rubric below. Description of Task This assessment task will consist of essay questions. More information will be provided closer to the exam. Detailed Grading Criteria In order to pass this unit, students must achieve a minimum aggregate mark of 50% for the subject. Failure to meet these required standards will result in a fail in this subject. The final grades in the unit and in each of the assessment tasks will be allocated according to the following scale: A 80-100% B 70-79% C 60-69% D 50-59% N 49% or less The following table is included to help in your understanding of what examiners look for when assessing written work; it suggests factors or qualities they look for to determine the levels of understanding and performance being demonstrated, and to differentiate between the various grades. Needs Improvement Fair Good Very Good Excellent Task intent No evidence of completing critical parts of the assessment; parts are misunderstood or overlooked. Broadly completed but some parts are superficially treated, misunderstood or nearly overlooked. Sound conceptual development, problems encountered have been satisfactorily solved, resulting in well presented work Material presented is strongly linked to task; comprehension of task is high. Sophisticated concepts communicated through advanced use of technique Exceeds or refines the basic task requirements. Use of Information Generally inaccurate and inappropriate; incomplete, unsupported, inconsistent information. Requires greater effort at substantiation and wider research. Generally accurate and appropriate; some incomplete, unsupported or inconsistent information. Requires greater effort at substantiation and wider research. Well researched with good use of material. Most information is appropriate, consistent and supportive of the conclusions drawn. Sources of information acknowledged. Conclusions are fully supported by appropriate and well organised data. May be some minor omissions. Sources fully referenced. Evidence of critical or thoughtful sorting and selection. Comprehensive and accurate. Conclusions fully supported by the evidence. Application of theories Generally no application; misunderstandings and superficial treatment. Generally very limited application; some misunderstandings or quite superficial treatment. Relevant concepts, etc. applied in a generally appropriate and thoughtful way. No major misunderstandings; logical connections between ideas; no serious omissions. Critical or evaluative thinking about how concepts/theories are applied; little inaccuracy or misunderstanding. Creative or reflective processing of theories; understanding of how and why they are used; critical and evaluative thinking. Structure Poor structure; poorly organised and no focus on the topic. Instances of irrelevance or significant confusion. Well enough structured to make sense; could be better organised and more tightly focused upon the topic. Instances of irrelevance or confusion. Sequence and structure are logical and easy to follow. Introductory and concluding sections used effectively. Ideas are sequenced in a logically satisfying way; connections between different themes or sections are well made. Structure and sequence are used effectively to help integrate ideas or support logical argument. Soundly structured throughout. Language Not clear enough to be understood; confused or unclear expression. Spelling, punctuation & grammar unsatisfactory. Clear enough to be understood; some confused or unclear expression. Spelling, punctuation & grammar generally satisfactory but likely to need attention. Language is generally sound and clear throughout. Language use demonstrates precision and expressiveness as well as clarity. Powerful, confident and precise use of language; mastery of style and tone. .