LEVEL 7 ASSIGNMENT SPECIFICATION
Programme: MBA Module Level: 7
Module: Marketing Management Module code: SBLC7009
Contribution to Overall
Module Assessment (%): 100% Assignment No(s): Assignment 1: 50%
Assignment 2: 50%
Assignment Title(s):
Lecturer: Internal Verifier:
Hand Out Date: Submission deadline:
Feedback deadline:
TBC
Referencing: In the main body of your submission you must give credit to authors on whose research your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition, publisher: place of publication).
Disclosure:
Please include the following statement on the title page of the submitted assignment, followed by your name:
I declare that this assignment is all my own work and that I have acknowledged all materials used from the published or unpublished works of other people. All references have been duly cited.


Learning Outcomes tested
(from module descriptor) Assessment Criteria To achieve each outcome a student must demonstrate the ability to:
1.
Critically comprehend, analyse, evaluate and discuss the role, theories, concepts, practices, environmental frameworks and contexts of marketing in organisations and the wider business environment, including the key role which research, marketing strategy, marketing plans and marketing-led decision making have in organisations. • By doing Assessment Component 1 (question 1and2 & Annexure) and then making a presentation on these through Assessment Component 2, Students should be able to undertake Market Segmentation and Market Targeting analysis and a critical discussion of Consumer Behaviour, using relevant Marketing techniques, models and tools.
2.
Critically analyse, evaluate, plan, apply and interpret, marketing reports, tools and techniques, models and applications in marketing management in businesses and organisations. • By doing Assessment Component 1 questions 3 and 4 & Annexure, and then making a presentation on these through Assessment Component 2, Students should be able to analyse the market conditions, develop action plans (evaluating and deploying marketing techniques and tools) and prepare the report.

TASK DESCRIPTION – ASSIGNMENT 1 (Individual Report 50%)
BACKGROUND / INTRODUCTION
As a Marketing Consultant, prepare the following for an organisation of your own choice:
1. An individual written report consisting of a maximum 3000 words addressing the key Marketing Management tasks detailed below in Assignment One.
TASKS
Assignment One:
In your role as a Marketing Manager in a stated organisation of your choice, prepare a report for consideration by your Board of Directors, covering the following five aspects:
1. Undertake a Market Segmentation and Target market analysis for your chosen organisation.
2. A critical discussion of the Consumer Behaviour of the organisation`s targeted customers.
3. State and justify 3 Marketing objectives that your chosen organisation should pursue over the next 3 year period.
4. A critical examination of your chosen organisation`s Marketing Mix action plans over this 3 year planning period
In each of these tasks, demonstrate the key marketing principles and deploy marketing tools, techniques and models to both analyse the issues that your chosen organisation faces and to recommend marketing management solutions.
5. In the Annexure to the report, you must outline the key areas of study and research you have undertaken in a Gantt chart and then specify the literature and other evidence sources you have used to complete the requirements of this assignment.
LENGTH REQUIRED
3000 words +/- 10%. Any deviation from this will be penalised.

FORMATTING AND LAYOUT
Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Length: 3000 words
4. Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre space at each edge, double spaced and pages numbered.
5. Document format:
6. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using Harvard referencing throughout is also provided.
7. Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected – academic books, peer reviewed journal articles, professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other company information. All referencing should be in Harvard style.

MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 1
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers use a similar format 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.
Common Assessment Criteria Applied Marks available Marks
Awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
Inserting your references (quality texts and published articles) into the appropriate places in the text. Listing these at the end of the report (Harvard Method) 15
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
Demonstrating insights into selected academic concepts and models.
The relevance of these in the context of the set questions.
20
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
Developing the potential value of the concepts/models .
Establishing a conceptual base to be applied in the next section of the report. 25
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.
Applying the concepts/ models in order to provide valuable and meaningful solutions and make recommendations to your chosen organisation. 30
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.
Written in report style.
Directed at your reader(s) and flows well throughout. 10
TOTAL 100
Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) Late Submission Penalties (tick if appropriate) %
TASK DESCRIPTION – ASSIGNMENT 2 (Individual Presentation Paper 50%)
BACKGROUND / INTRODUCTION
1. A Presentation Package consisting of a maximum 15 slides, detailed below in Assignment Two.
Students are required to submit a presentation paper based on the report done in Assignment One, using slides (not more than fifteen slides).
NOTE that Turnitin will not accept power point so you must submit your slides as word documents.
The submission of your slides package should be organized and clearly structured in a report format.
TASKS
Your slides package should consist of the visuals that you would use to prepare for a presentation of your written report to your client organisation.
The emphasis in this task is on deployment, application and presentation which is reflected in the mark allocations for component 2.
As such you should design a professional slides package that will facilitate the presentation of your written report (assignment component one), demonstrating the value of your analysis to your client and detailing the key academic insights and emphasising the deployment, applications and presentation of these insights in the context of your chosen client organisation.
Your presentation package should therefore be a combination of the academic/ conceptual insights (with the relevant academic sources clearly indicated on each of your slides), together with the practical value of these insights being demonstrated in the context of your chosen organisation.
LENGTH REQUIRED
3000 words +/- 10%. Any deviation from this will be penalised.
Each one of your slides is taken to be equivalent to 200 words.


FORMATTING AND LAYOUT
Please note the following when completing your written assignment:
1. Writing: Written in English in an appropriate business/academic style
2. Focus: Focus only on the tasks set in the assignment.
3. Length: 3000 words
4. Formatting: Typed on A4 paper in Times New Roman or Arial font 12 with at least 2.5 centimetre space at each edge, double spaced and pages numbered.
5. Document format:
6. Ensure a clear title, course, and name or ID number is on a cover sheet and a bibliography using Harvard referencing throughout is also provided.
7. Research: Research should use reliable and relevant sources of information e.g. academic books and journals that have been peer reviewed. The research should be extensive.
The use of a range of information sources is expected – academic books, peer reviewed journal articles, professional articles, press releases and newspaper articles, reliable statistics, company annual reports and other company information. All referencing should be in Harvard style.

MARKING CRITERIA AND STUDENT FEEDBACK – ASSIGNMENT 2
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark. The marks available for each criterion are shown. Lecturers use a similar format 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.
Common Assessment Criteria Applied Marks available Marks
Awarded
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.
Providing evidence of the appropriate reading/ references that form the basis of the insights on all of your slides. 10
2. Knowledge and Understanding of Subject
Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.
Demonstrating familiarity with the selected Marketing Management concepts/ models used in your presentation. 20
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence
Demonstrating conceptual insights into the potential values of the selected academic concepts/ models. 20
4. Practical Application and Deployment
Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems.
Applying your conceptual insights to successfully address the situations faced by your chosen organisation. Making recommendations for future Marketing Management plans and strategies. 30
5. Skills for Professional Practice
Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.
Quality of the slides and visuals used in the presentation.
Potential effectiveness in terms of getting your messages across to your intended audience. 20
TOTAL 100
Assignment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) Late Submission Penalties (tick if appropriate) %
GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS
NOTE: The guidance offered below is linked to the five common assessment criteria overleaf and specifically aligned to the “exceptional” outcome category to which we anticipate students aspire.
1. Research-informed Literature
Your work must embed and be informed and supported by relevant and credible scholarly material that is accessible in the learned journals listed on the module schedule. You should refer to at least 25 such sources. Additionally, you should refer to text books, current news items and benchmark your organisation against other organisations to ensure your assignment is current and up-to-date. High-level referencing skills using the Harvard Method must be demonstrated throughout your work and all sources listed alphabetically within your bibliography.
2. Knowledge and Understanding of Subject
Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. This means that within your work, you should provide evidence of your growing mastery in critical awareness of current challenges, new insights and the constant need for innovation within the field. Furthermore, a critical awareness of the ambiguities and limitations of knowledge and even understanding, should be considered and examples of such, illustrated within your work.
3. Analysis
To be considered masters worthy, your work must contain evidence of analysis, evaluation and synthesis. This means not just describing “What!” but also justifying: Why? How? When? Who? Where? And at what cost! At all times, you must provide justification of your arguments and judgements. Evidence that you have reflected upon the ideas of others on matters occurring in the real world of business is crucial to you providing a reasoned and informed debate within your work. Your choice of methodologies to gather data and information must be rigorously defended. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments in the absence of complete data, since within the real world of work, we rarely have access to, or know all the information! Persuasive conclusions are especially necessary and must be derived from the content of your work – there should be no new information presented within your conclusion. Your work should aspire to resemble work which is of journal publishable quality.
4. Practical Application and Deployment
It is essential that you rationalise how you decided upon certain methods, materials, tools and techniques to inform and complete your work. You must demonstrate what informed your decision(s) to apply certain concepts that enabled you to formulate innovative and creative solutions to the challenges presented to you or that you identified
for yourself. Plausible, costed and justifiable recommendations are demanded and where these are absent, your work is undermined. Your work should provide evidence that you are growing in mastery in developing cutting edge processes and techniques within the subject area.
5. Skills for Professional Practice
Your work must provide evidence of your attributes in the application of professional practice. This includes demonstrating that you are highly capable of individual and collaborative working. Regarding the presentation of your work, you must demonstrate your ability to select and deploy the appropriate media that is “fit for purpose. Additionally, you must exhibit your ability to: communicate with an exceptionally high level of professionalism; work professionally, autonomously and within a team; develop leadership skills; and produce/present work that is coherent, cogent and specifically addresses the challenges set for you or you have set yourself. Importantly, your work should be easily understood by specialists and non-specialists in the field.

LEVEL 7 - COMMON ASSESSMENT AND MARKING CRITERIA
OUTRIGHT FAIL FAIL UNSATISFACTORY SATISFACTORY GOOD EXCELLENT EXCEPTIONAL
Assessment Criteria 0-29% 30-39%* 40-49% 50-59% 60-69% 70-79% 80-100%
1. Research-informed Literature
Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions Little or no evidence of reading.
Views and findings unsupported and non-authoritative.
Referencing conventions largely ignored. Poor evidence of reading and/or of reliance on inappropriate sources, and/or indiscriminate use of sources.
Referencing conventions used inconsistently. References to a limited range of mostly relevant sources. Referencing conventions not always applied consistently.
Inclusion of research-informed literature, including sources retrieved independently. Some omissions and minor errors.
Referencing conventions mostly consistently applied Inclusion of a wide range of research-informed literature, including sources retrieved independently.
Selection of relevant and credible sources. Very good use of referencing conventions, consistently applied. A comprehensive range of research informed literature embedded in the work. Excellent selection of relevant and credible sources. High-level referencing skills, consistently applied.
Outstanding knowledge of research-informed literature embedded in the work. Outstanding selection of relevant and credible sources. High-level referencing skills consistently and professionally applied
2. Knowledge and Understanding of Subject
Extent of systematic knowledge, understanding and critical awareness of concepts and underlying principles associated with the discipline. Major gaps in knowledge and understanding of material at this level. Substantial inaccuracies. Gaps in knowledge, with only superficial understanding. Some significant inaccuracies. Some evidence of knowledge and understanding of current and relevant concepts and underlying principles but with gaps or errors. Knowledge is generally accurate with a satisfactory understanding of the field of study. Knowledge is extensive. Exhibits understanding of the breadth and depth of established and contemporary views. Excellent mastery of a complex and specialised area of knowledge and skills, with an excellent critical awareness of current problems and/or new insights at the forefront of the field. Clear awareness of challenges to established views and the limitations of the knowledge base. Exceptional mastery of a complex and specialised area of knowledge and skills, with an exceptional critical awareness of current problems and/or new insights at the forefront of the field. A critical awareness of the ambiguities and limitations of knowledge.
3. Analysis
Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence Unsubstantiated generalisations, made without use of any credible evidence. Lack of logic, leading to unsupportable/ missing conclusions. Lack of any attempt to analyse, synthesise or evaluate. Some evidence of analytical intellectual skills, but for the most part descriptive. Ideas/findings sometimes illogical and contradictory. Generalised statements made with scant evidence. Conclusions lack relevance. Evidence of some logical, critical thinking and some attempts to synthesise, albeit with weaknesses.
Some evidence to support findings/ views, but evidence not consistently interpreted.
Some relevant conclusions and recommendations, But not always well linked to other material. Evidence of some logical, analytical, critical thinking and synthesis. Can analyse new and/or complex data and situations without guidance.
An emerging awareness of different stances and ability to use evidence to support the argument.
Some conclusions and recommendations, where relevant Evaluates methodologies, current research and ideas critically and, where appropriate, proposes new hypotheses/ideas. Evaluates and synthesises complex issues both systematically and creatively. Makes sound judgements and proposes convincing arguments in the absence of complete data. Sound, convincing conclusions / recommendations. Excellent critical evaluation of methodologies, current research and ideas and, where appropriate, proposes new hypotheses/ ideas. Evaluates and synthesises complex issues systematically and creatively. Makes excellent judgements and proposes convincing arguments in the absence of complete data. Strong, persuasive, conclusions, justifiable recommendations. Work is of conference publishable quality. Exceptional critical evaluation of methodologies, current research and ideas and, where appropriate, proposes new hypotheses/ ideas. Evaluates and synthesises complex issues at a high level of mastery. Makes outstanding judgements and proposes highly convincing arguments in the absence of complete data. Highly persuasive conclusions. Work is of journal publishable quality.
4. Practical Application and Deployment
Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative, original and creative solutions to solve problems. Limited or no use of methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application.
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
Some awareness and mostly appropriate application of well established methods, materials, tools and/or techniques.
Some appreciation of the context of the application.
A satisfactory and appropriate application of standard methods, materials, tools and/or techniques.
Satisfactory appreciation of the context of the application, with some use of examples, where relevant.
A very good application of a range of methods, materials, tools and/or techniques.
Very good consideration of the context of the application, with perceptive use of examples, where relevant.
Evidence of some originality, innovation and creativity. An advanced application of a range of methods, materials, tools and/or techniques.
The context of the application is well considered, with extensive use of relevant examples.
Application and deployment extend beyond established conventions. Originality, innovation and/or creativity evident throughout. Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques.

5. Skills for Professional Practice
Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. Communication media is inappropriate or misapplied.
Little or no evidence of autonomy in the completion of tasks.
Work is poorly structured and/or largely incoherent. Media is poorly designed and/or not suitable for the audience.
Poor independent or collaborative initiative.
Work lacks structure, organisation, and/or coherence Communication is not clear .
Limited independent work and limited involvement in group activities.
Work lacks coherence in places and in need of amendments to the structure. Can communicate effectively in a suitable format, but may have minor errors.
Can work effectively autonomously and as part of a team, with some involvement in group activities.
Mostly coherent work and is in a suitable structure. Can communicate well, confidently and consistently in a suitable format.
Can work very well autonomously and as part of a team, with very good contribution to group activities.
Work is coherent and fluent and is well structured and organised. Can communicate professionally and, confidently in a suitable format.
Can work professionally autonomously and within a team, showing leadership skills as appropriate, managing conflict and meeting obligations.
Work is coherent, very fluent and is presented professionally. Can communicate with an exceptionally high level of professionalism.
Can work exceptionally well and professionally autonomously and within a team, showing advanced leadership skills.
Work is exceptionally coherent, very fluent and is presented professionally.
4. Practical Application and Deployment
Effective deployment of appropriate methods, materials, tools and techniques; extent of skill demonstrated in the application of concepts to a variety of processes and/or contexts; formulation of innovative, original and creative solutions to solve problems. Limited or no use of methods, materials, tools and/or techniques.
Little or no appreciation of the context of the application.
Rudimentary application of methods, materials, tools and/or techniques but without consideration and competence. Flawed appreciation of the context of the application.
Some awareness and mostly appropriate application of well established methods, materials, tools and/or techniques.
Some appreciation of the context of the application.
A satisfactory and appropriate application of standard methods, materials, tools and/or techniques.
Satisfactory appreciation of the context of the application, with some use of examples, where relevant.
A very good application of a range of methods, materials, tools and/or techniques.
Very good consideration of the context of the application, with perceptive use of examples, where relevant.
Evidence of some originality, innovation and creativity. An advanced application of a range of methods, materials, tools and/or techniques.
The context of the application is well considered, with extensive use of relevant examples.
Application and deployment extend beyond established conventions. Originality, innovation and/or creativity evident throughout. Outstanding levels of application and deployment skills. Assimilation and development of cutting edge processes and techniques.
5. Skills for Professional Practice
Demonstrates attributes expected in professional practice including: individual initiative and collaborative working; deployment of appropriate media to communicate (including written and oral); clarity and effectiveness in presentation and organisation. Communication media is inappropriate or misapplied.
Little or no evidence of autonomy in the completion of tasks.
Work is poorly structured and/or largely incoherent. Media is poorly designed and/or not suitable for the audience.
Poor independent or collaborative initiative.
Work lacks structure, organisation, and/or coherence Communication is not clear .
Limited independent work and limited involvement in group activities.
Work lacks coherence in places and in need of amendments to the structure. Can communicate effectively in a suitable format, but may have minor errors.
Can work effectively autonomously and as part of a team, with some involvement in group activities.
Mostly coherent work and is in a suitable structure. Can communicate well, confidently and consistently in a suitable format.
Can work very well autonomously and as part of a team, with very good contribution to group activities.
Work is coherent and fluent and is well structured and organised. Can communicate professionally and, confidently in a suitable format.
Can work professionally autonomously and within a team, showing leadership skills as appropriate, managing conflict and meeting obligations.
Work is coherent, very fluent and is presented professionally. Can communicate with an exceptionally high level of professionalism.
Can work exceptionally well and professionally autonomously and within a team, showing advanced leadership skills.
Work is exceptionally coherent, very fluent and is presented professionally.

Student Self Evaluation Form
Student name: Student number:
Programme: Year of programme
Assignment Title:
This section repeats in brief the common assessment criteria detailed on previous pages. The extent to which these are demonstrated by you determines your mark. Using these criteria, tick the box that best indicates the level of achievement you feel you have achieved with regard to each of them.
Common Assessment Criteria Applied Level of Achievement
REFER PASS DISTINCTION
OUTRIGHT FAIL FAIL UNSATISFACTORY SATISFACTORY GOOD EXCELLENT EXCEPTIONAL
1. Research-informed Literature 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
2. Knowledge and Understanding of Subject 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
3. Analysis
0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
4. Practical Application and Deployment 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
5. Skills for Professional Practice 0-29% 30-39% 40-49% 50-59% 60-69% 70-79% 80-100%
? ? ? ? ? ? ?
PLEASE COMMENT ON AREAS IN WHICH YOU FEEL THAT YOU HAVE PERFORMED WELL PLEASE COMMENT ON AREAS YOU FEEL THAT YOU NEED TO DEVELOP

Student’s Name Date
Student’s Signature
Notes on Plagiarism & Harvard Referencing
Plagiarism
Plagiarism is passing off the work of others as your own. This constitutes academic theft and is a serious matter which is penalized in assignment marking.
Plagiarism is the submission of an item of assessment containing elements of work produced by another person(s) in such a way that it could be assumed to be the student’s own work. Examples of plagiarism are:
• the verbatim copying of another person’s work without acknowledgement
• the close paraphrasing of another person’s work by simply changing a few words or altering the order of presentation without acknowledgement
• the unacknowledged quotation of phrases from another person’s work and/or the presentation of another person’s idea(s) as one’s own.
It also includes self-plagiarism' (which occurs where, for example, you submit work that you have presented for assessment on a previous occasion). And the submission of material from 'essay banks' (even if the authors of such material appear to be giving you permission to use it in this way)
Copying or close paraphrasing with occasional acknowledgement of the source may also be deemed to be plagiarism is the absence of quotation marks implies that the phraseology is the student’s own.
Plagiarised work may belong to another student or be from a published source such as a book, report, journal or material available on the internet.
Additional Examples of plagiarism include:
• directly copying from written work, physical work, performances, recorded work or images, without saying where this is from;
• using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own;
• rewording someone else’s work, without referencing them; and
• handing in something for assessment which has been produced by another student or person.
It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft.
Collusion
Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work.
Examples of collusion include:
• agreeing with others to cheat;
• getting someone else to produce part or all of your work;
• copying the work of another person (with their permission);
• submitting work from essay banks;
• paying someone to produce work for you; and
• Allowing another student to copy your own work.
Harvard Referencing
The structure of a citation under the Harvard referencing system is the author’s surname, year of publication, and page number or range, in parentheses, as illustrated in the Smith example near the top of this article.
• The page number or page range is omitted if the entire work is cited. The author’s surname is omitted if it appears in the text. Thus we may say : “Jones (2001) revolutionized the field of trauma surgery.”

• Two or three authors are cited using “and” or “&” : (Deane, Smith, and Jones, 1991) or (Deane, Smith & Jones, 1991). More than three authors are cited using et al. (Deane et al. 1992).
• An unknown date is cited as no date (Deane n.d.). A reference to a reprint is cited with the original publication date in square brackets (Marx [1867] 1967, p. 90).

• If an author published two books in 2005, the year of the first (in the alphabetic order of the references) is cited and referenced as 2005a, the second as 2005b.
• A citation is placed wherever appropriate in or after the sentence. If it is at the end of a sentence, it is placed before the period, but a citation for an entire block quote immediately follows the period at the end of the block since the citation is not an actual part of the quotation itself.
• Complete citations are provided in alphabetical order in a section following the text, usually designated as “Works cited” or “References”. The difference between a “works cited” or “references” list and a bibliography is that a bibliography may include works not directly cited in the text.

• All citations are in the same font as the main text.
Examples
Examples of book references are :
• Smith, J. (2005a). Dutch Citing Practices. The Hague: Holland Research Foundation.

• Smith, J. (2005b). Harvard Referencing. London: Jolly Good Publishing.
In giving the city of publication, an internationally well-known city (such as London, The Hague, or New York) is referenced as the city alone. If the city is not internationally well known, the country (or state and country if in the U.S.) are given.
An example of a journal reference:
• Smith, John Maynard. “The origin of altruism,” Nature 393, 1998, pp. 639-40.
An example of a journal reference:
• Bowcott, Owen. “Street Protest”, The Guardian,October 18, 2005, accessed February 7, 2006.
Module Learning Outcomes to be Assessed:-
Upon successful completion of this assessment the student will be able to:
? Critically analyse and evaluate the key functions of Human Resource Management, workforce management , people management, and intellectual capital management
? Analyse the systems and structures that support effective workforce management, people management, Human Resource Management, and intellectual capital management in a variety of cultural contexts and through a variety of case study examples.
? Develop a workforce management, people management, human resource management, intellectual capital management plan, and design a valid recruitment and selection system for appropriate cultural contexts and labour market scenarios.
? Critically analyse and evaluate the systems and tools which are used in the various interpretations of management of the labour force and the conventions which may be used in these various contexts ( e. g. those used in UK Human Resource Management, or in workforce management in other cultures)
? Demonstrate a critical awareness of research in the evolution of human, people, workforce management of resources and the related challenges facing organisations in a variety of cultures.