This document is a detailed step-by-step guide to report writing, outlining essential steps from topic selection to the final formatting of the report. Key sections include understanding assessment instructions, conducting research, mind mapping, writing the report, and adhering to a structured format. Each step is designed to help students effectively organize their thoughts, ensure clarity in their writing, and achieve academic objectives.

1. A step by step guide to report writing
Step 1 Choose your topic
If you are given a list of topics from which to choose, select the
one that interests you the most or that may have relevance to
your chosen career.
If you are allowed to create your own report topic choose a
subject that you want to learn more about and that interests you
or is a current problem in your workplace that you wish to
address.
Step 2 Read the instructions relating to your assessments as
set down in your Course Guide
Always check your course guide to ensure that you are clear
about what you are required to do.
• When is the report due?
• How long is it?
• What is the format?
• What is the structure?
• How does this topic relate to the course?
• How does this topic relate to the current area being
studied?
Step 3 Analyse the topic
Break the topic into its component parts to understand what the
main issue is that must be addressed.
Report topics can usually be divided into three sections:
• Content What is the issue or problem to be addressed?
• Instruction What have you been asked to do in relation
to the topic?
• Scope How has the topic been limited – is there a
focus on particular organisations/
countries /year(s)?

2. Underline key words and draw circles around the
action/instruction words.
It is really important that you understand what the instruction
words are telling you to do.
Step 4 Brain storm – what do you already know about the
issue?
A brainstorm is the beginning of a mind map – these random
ideas can be organised into a structured mind map that will
provide you with a guide for your research and your writing.
• Using your reading, lectures and your own experiences
think about what you already know about the problem/issue.
• On a blank piece of paper, write down all the ideas that
you think might be related to the subject under review
• Write down where you think you need to go to get
information other than from books, journals websites etc. Think
about who you know in business who you might be able to
interview.
Step 5 Starting your research
Although you are required to read and research widely, it is
better to gain an overview of the topic by firstly reading the
recommended texts – don’t go straight online unless instructed
to do so by your lecturer or tutor.
The texts will give you a broad understanding of .the main
ideas, writers and theories associated with the issue.
By familiarising yourself with the key concepts, the next stage
of your investigation will be more targeted.
Step 6 Mind mapping
A mind map is a visual way of gathering your ideas about a
particular topic.

3. Mind maps help you to identify the main ideas and what
research needs to be conducted to provide the evidence that
supports these ideas.
Your mind map is a good time management resource. It will
help you focus your search for information more efficiently and
to organise your ideas into a coherent and logical structure
when you write your report.
Table 16
Mind mapping for reports
Topic question
On a blank piece of paper, write down the topic.
Key ideas
Use the brain storming notes and information gained from
general reading to jot down the key ideas. This is the first step
in developing a mind map.
Research
As you continue to do research, start to put the information into
groups so that you can see the connections between
ideas/theories. This will help you to sort out which are the key
ideas and what is the supporting information.
Delete any unnecessary ideas
Once you have completed this task, you can delete any
unnecessary ideas that you have now identified as irrelevant.
Single page
Keep your mind map to a single page.
For more information on mind mapping go to the Learning Lab -
Study Skills <www.dlsweb.rmit.edu.au/lsu>.
Step 7 Focus your research
As Business students you need to be familiar with current trends
and thinking. Websites, newspapers and journals will be
important resources for your research.

4. When you are using the online resources use the search engines
provided by the university such as Factiva, Proquest, Blackwell
Synergy, IBIS world, Informit. These will provide you with
sources that can be relied on for accuracy and integrity.
At this stage you must read with a purpose and only make notes
when you are sure that the text has the information you need to
use in your assessment task.
Always make sure you have recorded the full reference list
entry details – you will need this information later.
For more information on recording your research go to the
interactive online referencing resource for Business students
<www.dlsweb.rmit.edu.au/bus/public/referencing>.
Refer to your course guide for recommended reading lists. If
there are no recommended texts, you will need to use resources
available through the Library data bases
<www.rmit.edu.au/library>.
Hints and Tips on Efficient Reading Strategies
• Once you have identified the key words and concepts
relating to the topic, use these reading strategies to make your
research more efficient and to maximise the use of your time.
• Skim and scan. Use key words and concepts to quickly
locate information
• Use chapter headings, abstracts, introductions, conclusions
to find the main ideas the writer is exploring – if they are
relevant – continue
• Make notes when key information has been identified
Contact the Library Liaison Officer for your course if you need
assistance. For additional help with reading more efficiently
visit the Learning Lab <www.dlsweb.rmit.edu.au/lsu>.

5. Hints and Tips on Critical Reading
One of your tasks when researching is to determine the validity,
accuracy and credibility of your sources. This requires you to
consider carefully what you are reading. It is always important
to critically examine the statements being made and the
evidence being used.
For your assessment tasks you will often be using the websites
of companies and organisations. The information they provide
will be positive and promotional so it is important to question
the objectivity and reliability of the data.
Do this by considering the following questions:-
• Who is the writer?
• When was the article written?
• What evidence has the writer provided to support their
argument?
• How convincing is it? Why? - What are the grounds for
saying so?
• How logical is it? - Again, what are the grounds for saying
so?
• What assumptions / overgeneralizations does the writer
make?
• What are the implications of this work?
• What has the writer failed to consider? Where are the
gaps?
• Is there evidence of bias?
• Do you agree or disagree with this writer’s standpoint?
• With which parts of the argument do you agree/disagree,
and for what reasons?
• Is the methodology / the analysis appropriate?
• Are there any weaknesses or errors in the writing or
calculations?

6. What are primary information sources?
Students are required to use primary sources whenever possible.
This means that you read and reference the original works of the
authors. Information you have gathered from first hand
experience – eg. an interview or survey – is also a primary
source.
What are secondary information sources?
When you use the ideas /words of one author that have appeared
in another writer’s text you are using a secondary source.
Below are two examples of how to use a secondary source in a
sentence:
(1) Bartlett and Ghoshal (cited in Daft 2004) suggest that
companies expanding into global markets are forced to do so
because of economic, technological and competitive factors,
which relate to economies of scale, economies of scope and
cheaper production factors.
(2) Companies expanding into global markets are forced to do
so because of economic, technological and competitive factors,
which relate to economies of scale, economies of scope and
cheaper production factors (Bartlett & Ghoshal, cited in Daft
2004).
Step 8 Draw up a detailed plan
Collecting the data for a report takes place over an extended
period of time. Before you start writing, you need to use your
mind map, your notes from various sources, texts, websites,
surveys, interviews and more to draw up a report plan
identifying the main ideas and the evidence that supports those
ideas.
A plan is like a road map which allows you to have a clear
understanding of the direction your report is going to take. A
detailed plan can help you to have confidence when you start to

7. write. You know what you want to write, why you are including
it and the logical order in which to present it.
Step 9 Writing the report
Report Structure
It is important to follow your course guidelines or company
/organisation instructions for your industry projects as
guidelines for how to present your report are generally given to
you. However, if you have not been given instructions about
the format of your report, below is listed the structure of a
business report.
Reports are generally divided into the following sections:-
• Cover sheet (use the RMIT cover sheet as per your course
guide)
• Title page
• Acknowledgements (if necessary)
• Table of contents
• Executive Summary
• Introduction
• Main section(s) of the report
• Conclusion
• Recommendations
• Appendices
• Glossary
• Reference List
Table 17 covers each part in detail.
Table 17
Sections of a report
Explanation
Cover sheet
Download from the Course Guide
Every assignment must have the cover sheet stapled to the front

8. of your assignment.
See <http://mams.rmit.edu.au/7ksj9bbov094.doc>.
Title page
The title of the report copied from the Course Guide.
If you have created your own project then the title needs to be a
clear explanation of what the report is about
The title page also includes:-
• Student name and number
• Lecturer’s name or the manager who requested the report
• Date the report was submitted
• Name and number of the course
Table of Contents
The Table of Contents provides the reader with an easy guide to
where information is located in the report.
Any report that is longer than a few pages needs a Table of
Contents.
The Table of Contents lists
• sections, sub-sections of the report and the corresponding
page numbers.
• diagrams and appendices.
.
The Table of Contents should be written when the final draft
has been completed to ensure that the page numbers and
headings match.
All numbering must be consistent and accurate.
For instructions on how to generate an automated Table of
Contents in Microsoft Word go to
<http://office.microsoft.com/en-

9. au/word/HP051892931033.aspx>. This enables you to match
headings and page numbers into your Table of Contents.
Abstract/ Executive Summary
In companies and organisations, the Executive Summary is
critically important as managers tend to read this section first to
gain an overview of the whole report.
The Executive Summary
• provides a short and comprehensive summary of the whole
report.
• gives the bare facts of the report including the findings and
conclusions.
• provides enough detail for the reader to have a clear
understanding of the main facts and critical findings.
• is typically very short.
• is written in the past tense as it is a record of what has
been done.
Although the Executive Summary appears at the beginning of
the report, this section should be written after the report has
been finalised and you have had time to reflect on the report as
a whole.
Introduction
The Introduction provides a brief, accurate background for the
main section of the report.
Introductions typically include
• the purpose of the report/ background
• the scope, methods used – issues covered/not covered
• the limitations of the report and outlines terms of
reference/definitions
Questions to be considered-
What is the situation that has made an investigation into the

10. issue or problem necessary?
How will the research be carried out?
What are the aims/ objectives? What are you setting out to do?
(These objectives will be addressed throughout the report and
provide the framework for the research and the conclusions).
Scope-
Often an issue will be extremely broad and you will need to
narrow the focus to the specific areas to be investigated.
There will be other factors that limit the scope of the report.
State what they are e.g. time, budget, geographical location,
client availability, a particular company …
Terminology -
If there are terms or words that are critical to an understanding
of the report but may be unfamiliar to the reader, introduce
them and define what they mean as used within the report.
Main section(s) of the report
may include:
• a literature review (optional depending on assessment
instructions)
• Methodology
• Findings
• Analysis
There is no particular formula for this section of the report.
What you are required to do is to thoroughly investigate,
examine and analyse the factors that impact the current
situation.
There is often a Literature Review as a component of your
report.
The research methodology(ies) and the reasons why you have

11. chosen them need to be explained.
A variety of methods can be used depending on the problem
being investigated.
Examples of methodologies include questionnaires, focus
groups, interviews, experiments, literature searches.
The findings / results from the research are documented and
analysed.
Your research needs to be presented in a logical sequence using
numbered headings that clearly show the reader what
information is contained in each paragraph.
Note: Refer to your Course Guide to ensure that your report
meets the assessment criteria.
Conclusion
The conclusion summarises the main points investigated and
comments on the significance of the findings.
The conclusion/s are based on the results of the research you
have conducted and not on your personal opinion. All the
conclusions must be supported by the material / facts you have
presented in the report.
Remember the conclusion/s should always relate back to the
stated objectives of the report.
Do not introduce new ideas /theories/ issues in the conclusion.
Recommendations

12. The recommendations are based on the conclusions and provide
possible solutions or courses of action to resolve the problems
examined in the report. when and how action should be taken
Having completed the report, recommendations may include any
of the following
• what action should be taken and who should be involved in
its implementation
• what could have been done differently to achieve better
more comprehensive outcomes
• what possible costs or risks are involved in carrying out
your recommendations
• what makes this the best solution
• what further research might be conducted for continuous
improvement
Appendix / Appendices
Information that is not essential to the general understanding of
the report but may be important in supplying further
information for the reader is placed in an Appendix:
• a copy of the questionnaire you have used when
interviewing
• a financial statement / annual reports
• technical data
The information in the Appendix must be discussed in the main
part of your report and the reader directed to both the Appendix
number and the page where it can be found.
Glossary

13. If you have used words, phrases and terms which may not be
familiar to the reader, you need to place these in an alphabetical
list accompanied by a short explanation.
If they are unusual or essential to an understanding of the text,
such terms should be defined at the beginning of the report or
the reader should be directed to refer to the glossary.
Reference List
All the references used n your report must be documented fully
in the reference list using the Harvard system used by RMIT
College of Business.
The guide to RMIT referencing can be found at
<www.dlsweb.rmit.edu.au/bus/public/referencing>.
If you have not used Harvard referencing before, the online
tutorial on <www.dlsweb.rmit.edu.au/lsu>. will help you.
Step 10 Using your plan to start writing
In Step 8 you wrote a detailed plan which included the various
sources, texts, websites, surveys, interviews that you researched
for your report. Your plan has identified the main ideas and the
evidence that supports those ideas.
Sort your plan into sections so that you know what you want to
include in the introduction, the various paragraphs in the main
part of your report, the conclusion and recommendations. The
more organised this plan is, the easier it will be to write the
report.
Step 11 Writing the first draft
Using the detailed plan you have now developed, set aside a
block of time to write the first draft of your report. Aim to write
the whole report in the time you have set aside as this will give
your work a clear flow. Do not be concerned at this stage with

14. headings, numbering systems, correct grammar, spelling, or
referencing as this will be done at the editing stage.
Once you have written this first draft it will be much easier to
see where evidence is lacking, and where information could be
more logically re-organised. Then you can start to create
headings and subheadings related to each section of
information.
Leave the numbering of each section until you have a final
draft.
As you will probably need to write several drafts before the
report is ready for submission, make sure you have allowed
sufficient time to do this.
When you write your essay, you will need to use techniques
such as paraphrasing and synthesising.
Paraphrasing is expressing in your own words the ideas of
another writer.
Synthesising is the ability to express in your own words the
similarities or differences in the ideas of a number of authors.
You must always acknowledge the sources for your ideas even
when you use your own words. For more information on how to
paraphrase and synthesise go to <www.dlsweb.rmit.edu.au/lsu>.
For more information on how to reference when paraphrasing go
to <www.dlsweb.rmit.edu.au/bus/public/referencing>.
Direct quotations are when you use the exact words of the
author/source.
You may use direct quotation in your assessment tasks, but

15. these should be kept to a minimum.
Whenever quoting from any source you must correctly reference
the work. For further information on how to reference direct
quotes, go to
<www.dlsweb.rmit.edu.au/bus/public/referencing>.
For more information on direct quotes, go to
<www.dlsweb.rmit.edu.au/lsu>.
Step 12 Formatting your report
Headings
A report is divided into numbered sections using headings and
subheadings which highlight the main parts and ideas within the
report. Headings need to be brief and informative.
Headings are used to:
• separate the text into smaller, more manageable units that
summarise the content of each headed section.
• assist the reader to find information quickly and easily.
• present a new idea / aspect of the content.
A sub-heading is used when this idea is extended and further
explored.
Numbering system
You need to use a consistent numbering system to identify the
different sections of a report. It is recommended that you use
the decimal system as shown in the example below.
1 MANUFACTURING
1.1 Staff
1.1.1Recruitment
1.1.2Training

16. 1.1.3Salary
1.1.4Promotion
1.2 Equipment
1.2.1Costing and budgeting
1.2.2Ordering
1.2.3Repair and maintenance
1.3 Inventory
1.3.1 Raw materials
1.3.2 Component parts
1.3.3 Inventory management
1.4 Output
1.4.1Work in progress
1.4.2Finished goods
2 SALES
2.1 Staff
2.1.1Recruitment …
All numbered sections and headings must all be included in the
Table of Contents and must match with the respective page
numbers. This ensures that the reader can access information
easily.
Remember each page of your report must also be numbered.
Style of language
Reports are intended to be read easily and to provide quick
access to information. You are writing about facts or relevant
pieces of information. Therefore the style of language is simple
and direct.
Sentences should not be complicated - state the point you are
making clearly and directly.
A report is written in an objective and impersonal manner as it
is presenting facts. Unless you have been asked for your
personal opinion you should not be using personal pronouns

17. such as ’you’,’ we’ and ‘I’. Do not offer your own personal
point of view.
Language needs to be formal. Do not use abbreviations or slang
or SMS.
Table 18
Examples of the language used in the different sections of a
report
Reasons for the report
This report was commissioned as a result of ongoing concerns
about..
The report sets out to examine the reasons for …
This report investigated..
Objectives
This report aims to explore the options available...
The main objectives of the report are to examine the reasons …
This report examines the relationship between …
Methodology
In order to review current procedures …
Staff members were asked to complete an on-line
questionnaire…
Findings
The investigation clearly showed that …
Initial findings suggest that ….
Conclusions
Analysis of the data showed that …
The following conclusion can be drawn from the investigation
…
Recommendations

18. It is recommended that …
Because of the …, it is suggested that the following actions be
considered.
Do NOT use informal language. Note the way impersonal and
passive language has been used in Table 19.
Table 19
Informal versus formal language
Informal
Formal
I think that this sort of thing should never happen again.
Correct procedures, as set out in the Staff Manual, must be
followed so that such incidents do not occur again.
I reckon if customers are unhappy about the service or our
product, the boss needs to know.
When complaints are made, the problem needs to be reported
and the situation monitored.
You should have got the minutes by now.
The minutes for the AGM has been circulated to all participants.
Cul8r
The committee will meet tomorrow.
Bullet points
In some reports, bullet points are acceptable. Check that they
are allowed in your report.
When you use bullet points as part of the sentence, each bullet
point is in lower case and should be grammatically correct, e.g.
The success of a report depends on:-
• the objectivity of the presentation
• the value of the research
• the analysis of relevant information
• the ease with which information can be accessed

19. Use of visual material
Graphic materials, e.g. figures, tables, illustrations and charts
are a very useful way of presenting information.
If used in the text, visual material should be positioned as close
as possible to the discussion and cited appropriately, both in the
text and the reference list.
If used in the Appendices, they should be clearly labelled and
referred to in the discussion within the report. They must also
be cited appropriately and listed in the Table of Contents.
In your discussion, you will need to inform the reader what the
graphic material represents, e.g. point out any important trends
or generalisations and highlight the significant point(s) you are
making.
Different types of figures and tables fulfill different functions.
You should always choose the most appropriate type of
illustration for your purpose. For example:-
• line graphs are useful for showing trends,
• bar graphs clearly show comparisons
• pie charts can be used to show sub-categories in relation to
the whole e.g. the percentage of students attending RMIT
University classified by nationality.
If you are giving the report orally, pie charts and graphs are
easier to read and understand than tables.
Refer
to<www.dlsweb.rmit.edu.au/lsu/content/2_AssessmentTasks/ass
ess_tuts/Format_LL/figures.html>.
Editing your final draft
You need to edit your draft before submitting the final version.

20. Read your Course Guide carefully to ensure that you have met
the requirements of the assignment.
Observe the word limit or you may be penalised. Word limits,
as the words imply, set the limit on the number of words that
can be used. The topic has been designed so that the issues and
complexities can be explored within this word limit.
Using ‘Tools’ on the menu bar in Microsoft Word, check your
spelling and grammar and make the necessary changes.
Report writing checklist
Have you followed the instructions on report formatting set out
in your course guide?
Table 20
Report Writing Checklist
Feature
Details
Title page
• Title of the assignment
• Author’s name
• Receiver’s name
• Name of course
• Date of submission
Table of Contents
• Accurate reflection of structure
• List of tables/figures
• Headings that match page numbers
Executive Summary
• A separate page
• Heading

21. • Summary of the main points in whole assignment
• Numbering
Introduction
• Definition of the topic and key terms
• Delineate the scope and focus of the topic
• Indicate the writing task
• Present a plan of the argument
• Show the writer’s theoretical approach
Main section of the report
• An introductory section
• Logical developments of problem and research
• Use quotations as evidence
• Use secondary and primary research
• Conclusions
• Recommendation
Conclusion
• Restate the main ideas
• Give the writer’s personal opinion on the matter
• State implications
Recommendations
• Relate to the conclusions
• Are they specific
• Are they action orientated
Layout of the report
• Headed
• Numbered
• Spaced as instructed (+ margins)
Final edit
• Spell checked
• Grammar checked – electronically and personally

22. Assessment Task 1: Leadership Development Report
This assessment task is a REPORT.
This requires you to use a particular style of writing which
involves both the way the report is structured and the way that
you acknowledge other people’s ideas used in your work.
Your second step should be mastering the art of referencing.
There are many styles of referencing in use in different
disciplines and geographical locations.
HARVARD REFERENCING is required.
Remember: this current assessment task is a REPORT not an
ESSAY.
The critical thinking element
We want you to be very comfortable with questioning
everything you read and hear.
Anyone can remember facts and state other people’s views but a
far more useful skill is to critically review what you read and
hear and decide for yourself how reliable, accurate, applicable,
contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able
to see both benefits and deficiencies in a particular theory.
Make sure you look through the critical thinking exercises in
the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends
on what you write in your report. Some statements you make in

23. your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as
described in the report writing tutorial) draw a mind map of
ideas to go into your report and for each idea try to link it to a
reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will
be used to award you a mark out of 50 as the report comprises
50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a
way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES
what you will be marked on. If you include additional material
that is not mentioned in the rubric it will not attract any marks,
if you forget to write about something listed in the rubric,
you’ll lose marks.
So the rubric is like a “contract” between you and your lecturer.
Following the rubric clearly is your best strategy for a good
result
THE TASK
1. Explore the Central Michigan University competencies model
(5 clusters eg. Self-Management, Leading others, Task
management, Innovation and Social Responsibility)
2. Identify your current strengths and weaknesses as a leader (or
potential leader) within the context of the CMU (eg. Create a
clear vision of yourself in approx. 5-10 years time – only then
will you be able to identify your strengths and weaknesses)
3. Review the leadership theories explored in this course and
describe how they relate to you and your leadership

24. development (again in the context of the CMU model eg. Blake
and Mouton model grid)
4. Create a leadership development plan (*Starting point –
Action plan eg. For future job/ self-improving etc.)
5. Seek feedback on your plan from an established leader. This
leader can be anyone you know who holds a leadership position
in an organisation. (And be anyone even your father or mother)
6. Describe how you have incorporated this leader’s feedback
into your plan (whether you agree with the advice given or not)
7. Describe how you will achieve the developments set out in
your plan (eg. Volunteering to help out with people with
disabilities etc.)
8. Describe how you will evaluate whether or not you have
reached the level of development set out in your plan (Set a
timeline/dateline and a goal – eg. I used to be late on 9 out of
10 times for appointments but after goal should be ON TIME 9
out of 10 times)
Word limit: 2000 words (not including your reference list or
any appendices you may wish to attach)
Due: 12/9/13
Some important key points:
· Write in First Person’s Writing and this assignment includes
reflection on the past and must follow up with clear vision!
· Do not explain theory and ‘waste’ words – just apply and use
them to describe yourself
· Can use tables to explain plan – counts in the word count
2
Report Element
Marks available
Marks awarded
notes
You have included a clear description of - and justification for
- for your leadership development plan components.
You should include:

25. a
Explanation of your contextualisation of the CMU Model
5
Did you utilise the whole model or did you focus on a subset of
issues within the model? Why?
b
Diagnosis of your leadership strengths and
weaknesses
5
How did you carry out this diagnosis? What information /
journal article / other source will you cite in your report to
support the diagnostic process?
c
Industry-specific issues (e.g. manufacturing industry
vs financial consulting)
5
Considering the industry sector that you work in (or intend to
work in) are there any issues that are either unique or especially
important?
d
Person-specific issues (e.g. gender, age, culture)
5
Your personal characteristics are important in shaping your
leadership development. What can you say, for example, about
the impact of your gender or your age group or your cultural
background or the country / culture in which you are likely the
work?

26. e
Timeframe for plan (multi-staged? 2 years? 5 years?)
5
What time frames will you place on various aspects of your
leadership development? How soon could you reasonably
expect to achieve a leadership development goal?
f
Plan evaluation approach(es )
5
How will you know that you’ve achieved the goals set out in
your leadership development plan? What kind(s) of data and
information will inform this?
Your plan is supported by key theory and practice literature.
This literature has been cited and formatted according to the
RMIT Business Referencing Guide
15
Which ideas, theories and approaches in leadership have you
incorporated into your plan? Which reputable source will you
“cite” when discussing these?
There is clear evidence of input to leadership plan from an
industry leader.
What did the leader suggest?
What did you change as a consequence of the leader’s advice?
5
What did the industry leader have to say about your draft
leadership development plan? How have you modified your
draft as a consequence? (For example, if the leader you
consulted said that your timeframe to achieve your leadership

27. gaols was unrealistically short, did you then extend the
timeframe top achieve these?)
Total marks for this assessment task
50
Grading approach
High Distinction (HD) 80 – 100%
Distinction (DI) 70 – 79%
Credit (CR) 60 – 69%
Pass (PA) 50 – 59%
Fail (NN) 0 – 49%
Attainment Standards for assessment Levels Fail 0 – 29%
· Flawed work with little demonstrable understanding of the
subject area. Inadequate in terms of knowledge, understanding,
evidence and argument, this is vague and incomplete. Work
shows evidence of only minimal reading.
· Rudimentary acquaintance with relevant materials and almost
no understanding of the issues. Very poor to non-existent
argument, evidence or illustration.
· Unstructured answers including frequent factual or serious
factual errors.
· Unable to demonstrate even elementary knowledge and
understanding of the topic with little evidence of reading to
support the work and/or lacking appropriate support from the
relevant literature.
· In respect of reflexive statements - student provides an
incomplete or inaccurate description of the module task. In
addition the student provides no or little insight into his or her
own learning preferences and approaches.
· Work may additionally be failed for non-submission, academic
misconduct, answering a different question from the one asked,
consistently poor or incoherent writing, inappropriate
vocabulary or not meeting the other requirements for an
ordinary pass as described below.

28. Fail 30-49%
· For a piece of work to score in the 30-49 range the work
would need to be considered ‘basic’ i.e. understanding and
knowledge are elementary and sometimes in error.
· Work awarded this level of mark is often also very slim, off
the point of the question, badly argued and presented and
lacking in supporting evidence or illustration. Summaries of the
relevant literature are sketchy and incomplete. There is little in
the way of evidence or illustration, and what there is does not
provide grounds for the candidate to make a persuasive case. An
inability to draw relevant conclusions.
· In respect of reflexive statements - student provides a basic
description of the module task with no insight into their own, or
other’s, behaviour e.g. “I did this”. In addition the student
demonstrates limited insight into his or her own habitual
learning preferences and approaches.
· Case studies, when presented, are often badly suited to the
subject of study.
· Work submitted demonstrates a poor grasp of the required
scholarly standards in relation to presentation, required level of
knowledge for the module level, errors, bad spelling or
grammar, lack of organisation, assertions with insufficient
arguments, late submission etc
Pass 50 –59%
· Satisfactory work. The topic is covered satisfactorily but not
with the breadth or in the detail found in the Credit or
Distinction range.
· There is reasonable coverage of the positions apparent in the
relevant literature but the student does not examine this material
in great depth or with great insight.
· A descriptive, rather than carefully argued, style of writing.
Much of the weight of the work is carried by summaries of the
existing literature.
· The student can go beyond answering the easiest questions and

29. has some grasp of the more difficult material in the course.
· Argument is less acutely developed, and the use of evidence
and illustration, while clear, is somewhat limited. Conclusions
are limited in scope.
Credit 60 – 69%
· Good work. It is clear that the student understands the subject
matter and has read widely in relation to it. The reading has
been of sufficient breadth and depth for the student to master
the material.
· Well-developed critical arguments and appropriate use of
terminology.
· The answer displays considerable competence in developing
an argument and the student is able to evaluate and synthesise
the various cases made within the established literature. Work is
characterised by coherent arguments supported by evidence
from the work of other authorities or by direct empirical
analysis rather than being characterised by assertion based on
prejudice and unreflective opinion.
· The work is clearly structured and the use of evidence,
argument and illustration is clear and competent.
· The student is self-critical and able to identify weaknesses as
well as strengths in his or her own work, whether it is an essay,
an argument, a piece of software, a proof etc.
· In respect of reflexive statements - student provides a
thoughtful commentary on the task and how they learn and
interact with others and the effect this has on the completion of
the task, their own learning and relationships, combined with
evidence of an ability to critically evaluate relevant theories of
learning or groupwork in the light of the student’s own
experience.
· The student is able to give clear, confident and interesting
presentations on his or her work or the work of others, and to
deal with questions and criticisms well.
Distinction (DI) 70 – 79%

30. · Excellent work. In addition to possessing the features of the
Credit level work in this marks range demonstrate a
comprehensive knowledge of the subject matter.
· Material is deployed in a disciplined way and the student has a
sophisticated awareness of significant issues of debate in the
area. In addressing the question the student shows that s/he is
able to use this knowledge and awareness to develop
independent thinking.
· The work is clearly structured and convincingly supported by
appropriate evidence, argument or illustration.
· In respect of reflexive statements - student presents a
thoughtful commentary on the task. This includes not only
insights into how the student learns and interacts with others
and the effect this has on the success of the task but also their
own learning and development. In addition the student is able to
critically evaluate and critique relevant theories of learning and
be able to reflect on their own role in the reproduction of
current management practice and theory.
· Work in the 70-79% range is normally evidence of extremely
solid, thorough, comprehensive written work, i.e. the result of
consistent hard work, though without very great originality.
High Distinction (HD) 80 – 100%
· In addition to possessing the features of the Distinction level
work in the 80-89% range is normally evidence of original
work, defined as where a student has identified new or unsolved
problems or where the student has been able to make
sophisticated distinctions in their analysis, drawing inferences,
identifying flaws in published work, and developing new
themes.
· Work in the higher range of marks is of a standard that could
not conceivably be improved upon given the experience level of
the student and the conditions under which the assessment was
conducted.
· Work in the 90-99% range is normally characterised by work

31. approaching the quality of published academic texts.