School of Management Assessment Brief
| Module Code | Module Title |
| MPM7002 | Project Leadership |
| Academic Year | Semester |
| 2025/26 | 1 |
| Module Leader email | |
| NMubarak@cardiffmet.ac.uk | |
Assessment Details
Assessment title |
Abr. | Weighting |
| Project leadership case analysis
Group Presentation |
PRES1 | 30% |
| Pass marks are 40% for undergraduate work and 50% for postgraduate work unless stated otherwise. | ||
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Task/Assessment brief: |
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| LEM industries are driven by technological innovation, development, and the protection of human potential. Thus, a sound approach to involving organisational members in digital transformation projects is critical to success (Rialti and Filieri, 2024). GlobalTech Inc., on the other hand, has launched a company-wide agile digital transformation initiative to accelerate its innovation capabilities and address rapidly changing market demands (Suvvari, 2024). Both companies (LEM Industries and GlobalTech Inc.) prioritise innovation to improve business operational and strategic decision-making processes.
Task: Choose one company from LEM Industries and GlobalTech Inc. In your group, you are required to critically evaluate the efficacy of leadership within the selected organisation, with particular emphasis on project management: a) Describe the organisation’s leadership approach to achieving its goals. b) Analyse the crucial role the leadership style plays in the context of project management, specifically focusing on how effective it is for managing digital transformation projects. c) Evaluate the leadership style effectiveness in their projects using distributed leadership theory principles such as improved decision-making, enhanced capacity for change (flexibility and adaptability), leveraging expertise, greater organisational synergy, increased staff engagement (collaboration). This group research is to be presented using Power Point slides and supporting narrative by group members to staff. Your presentation is an opportunity in considering a), b) and c) to demonstrate your own leadership knowledge within project management and to make recommendations for the required skill set. Each section of the task i.e., a, b and c will be assessed equally. You must research on the selected company, apply the knowledge to the specified aspects of the task, prepare how this information is to be presented in the allocated time using the technology available in a classroom and use the following material for guidance. Useful material Rialti, R. and Filieri, R., 2024. Leaders, let’s get agile! Observing agile leadership in successful digital transformation projects. Business Horizons, 67(4), pp.439-452. Suvvari, S.K. (2024). The Role of Leadership in Agile Transformation: A Case Study. Journal of Advanced Management Studies, 1(2), 31-41. DOI: https://doi.org/10.36676.jams.v1.i2.12 Timeframe of scheduling: The presentations will be scheduled for midway through the semester during class time. Once overall group size is known, group names will be allocated and a schedule of 25-minute slots will be allocated. Each group member will be responsible for presenting a specific section or topic related to the overall theme. Individual marking will be based on individuals’ knowledge and understanding of the topic. Other considerations · This coursework is a group-based assignment to be carried out by groups of 4-5 students. Students will choose their own groups in which to work. · Group will be formed during the 2nd week of semester 1. · Please use PowerPoint Slides (PPT) for your group presentation. Notes: PRES1 (Group Assessments) · If a student (or group) fails, the main attempt and/or does not attend their scheduled PRES1 · If a student contributed to their group’s PPT slides but did not attend the formal PRES1. · If a student neither contributed to the PPT slides nor attended the formal PRES1 In above situations, the student must during the retrieval period: Ø Complete the full PRES1 requirements individually, using new content. Ø Present at an agreed time with their seminar lead or module leader during the retrieval period |
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Word count (or equivalent): |
1000 |
| This a reflection of the effort required for the assessment. Word counts will normally include any text, tables, calculations, figures, subtitles and citations. Reference lists and contents of appendices are excluded from the word count. Contents of appendices are not usually considered when determining your final assessment grade. | |
Academic or technical terms explained: |
| In this assessment, you are required to define, describe, explain and critically evaluate/assess some concepts and argue or justify a position. Below is a glossary of the assessment terms:
Define – state what is meant by a concept Describe – state the main aspects of an idea or topic, or the sequence in which a series of things happened. Explain – state how things work or how they came to be the way they are, including perhaps some need to describe and to analyse. Analyse – break an issue down into its component parts, discuss them and show how they interrelate. Evaluate (Assess, or Critique) – consider the value and importance of something and weigh up its different aspects, citing evidence and argument in support of your case. Discuss – requires analysis and evaluation of evidence, as well as weighing up arguments and drawing conclusions. Argue – make a case, based on appropriate evidence and logically structured for and/or against some point of view. Justify – express valid reasons for accepting a particular interpretation or conclusion, probably including the need to argue a case. |
Artificial Intelligence Models – Guidance for this assessment: |
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Artificial Intelligence (AI) models can be a powerful tool to support your learning. The University has provided some resources to support you in its appropriate usage:
As per the academic regulations (Academic Handbook Ah1_08), in all cases you must submit work that is your own, acknowledging any part of it that has been informed by another source – including that which is AI generated. Upon submission of work, you will be asked to confirm the following statement: I confirm that this assignment is my own work, except where I have acknowledged the use of works from other sources, including the use of any artificial intelligence (AI) tools, in accordance with what is allowable as described in the assessment brief. Please note the following: · AI should not be used as a substitute for your own knowledge, and you should never include any material that you do not understand and could not explain if asked. · Not being able to explain your work when asked is likely to be a key factor when considering cases of academic misconduct related to AI. The following information provides specific guidance for this assessment about what level of AI use is appropriate for this assessment. Remember that in all cases you must submit work that is your own, acknowledging any part of it that has been provided by another source.
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Submission Details
| Submission Deadline: | 03 November 2025 | Estimated Feedback
Return Date |
This will normally be 20 working days after initial submission. |
| Submission
Time: |
By 4.00 pm on the deadline day. | ||
| Moodle/Turnitin: | Any assessments submitted after the deadline will not be marked and will be recorded as a non-attempt unless you have had an extension request agreed or have approved mitigating circumstances. See the School Moodle pages for more information on extensions and mitigating circumstances. | ||
| File Format: | The assessment must be submitted as a pdf document (save the document as a pdf in your software) and submit through the Turnitin submission point in Moodle.
Your assessment should be titled with your:
student ID number, module code and assessment ID, e.g. st12345678 MPM7002 PRES1 |
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| Late Submission Window Eligibility | Where submissions are eligible for the late-submission window this will be communicated in the relevant assessment submission point within Moodle. | ||
| Feedback | Feedback for the assessment will be provided electronically via Moodle. Feedback will be provided with comments on your strengths and the areas which you can improve. View the guidance on how to access your feedback.
All marks are provisional and are subject to quality assurance processes and confirmation at the programme Examination Board. |
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Assessment Criteria
Learning outcomes assessed |
| · Critically evaluate the human aspects of project management
· Demonstrate leadership skills for a wide range of projects and sectors · Demonstrate self-reflection on their own current management style · Demonstrate the ability to influence team members in a project management context · Use and apply industry leading personal and competency development frameworks and tools |
Other skills/attributes developedThis includes elements of the Cardiff Met EDGE (Ethical, Digital, Global and Entrepreneurial skills) and other attributes developed in students through the completion of the module and assessment. These will also be highlighted in the module guidance, which should be read by all students completing the module. Assessments are not just a way of auditing student knowledge. They are a process which provides additional learning and development through the preparation for and completion of the assessment. |
| Cardiff Met EDGE skills/attributes:
· Team working · Selecting and synthesizing information for clarity of written/oral communication · Using software and presentation tools |
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Marking/Assessment Criteria
| 0 | <39 | 4-49 | 50-59 | 60-69 | 70-79 | 80-100 | |
| Criteria and Weightage | Fail | Clear Fail | Narrow Fail | Pass | Merit | Distinction | Distinction+ |
| a. Knowledge of Leadership approaches and Styles
b. Identificatio n of Leadership Style in Project Management (35%) |
No work submitted
. |
The content of the presentation shows no understanding or knowledge related to leadership styles. There are significant errors in aligning the chosen leadership style to the project management.
There is no clarity of the subject matter |
Student demonstrates limited knowledge of leadership styles and fails to explain their characteristics effectively.
Student struggles to identify the leadership style used in a project management and fails to provide reasoning or evidence. Student demonstrates limited understanding of how leadership style influences project |
Student has a basic understanding of some leadership styles but lacks detail or clarity. Student attempts to identify the leadership style used in project management but does not provide sufficient reasoning or evidence.
Student has a basic understanding of how leadership style impacts project management outcomes but lacks detail or |
Student shows a good understanding of different leadership styles and can explain their main features. Student can identify the leadership style used in project management but may lack some detail or clarity in their reasoning.
Student shows a good understanding of how leadership style influences project management outcomes, |
Student demonstrates comprehensiv e knowledge of various leadership styles and can accurately explain their characteristics and key traits. Student can accurately identify the leadership style used in project management, providing clear reasoning and evidence.
Student demonstrates |
Student demonstrates exceptional understanding of various leadership styles and can exactly explain their characteristics and key traits.
Student can perfectly identify the leadership style used in project management, providing clear reasoning and evidence. Student demonstrates an intense understanding of how leadership style impacts |
| management outcomes and fails to provide explanations or examples | clarity in their explanations. | providing some explanations and examples. | a deep understanding of how leadership style impacts project management outcomes, providing clear explanations and examples. | project management outcomes, providing clear explanations and several examples. | |||
| Evaluation and application of leadership Style for Project Management with an organisation.
(35%) |
No work submitted | Little or no attempt to discuss or evaluate any of the material presented, lack clarity and largely suggest a misunderstandin g of the material under review.
Student struggles to apply the appropriate leadership style to project management in the digital world, and their application lacks consideration of |
Attempt to discuss or evaluate the material presented but the points made are vague, and in some cases suggest a misunderstandin g of the material under review.
Student’s attempt to apply the appropriate leadership style to project management in the digital world is very limited and does not |
A good attempt to discuss or evaluate the material presented but the evidence to support evaluation is limited. Student attempts to apply the appropriate leadership style to project management in digital world but does not fully consider the context or
desired outcomes. |
A very good attempt to discuss or evaluate the material presented. Some arguments are substantiated with evidence but other assertions are not supported with evidence. Student applies the appropriate leadership style to project management in digital world but
may lack some detail or clarity |
An excellent attempt to discuss or evaluate the material presented.
Arguments are also provided. Student has applied leadership style to the project management in the digital world. To enhance this applicability further, you would need to move to a |
Exceptional and thorough discussion.
Student effectively applies the appropriate leadership style to project management in the digital world, considering the specific context and desired outcomes. There is an attempt to critique some of the key constructs and theories. The discussion demonstrates |
| the context or desired outcomes. | properly consider the context or
desired outcomes. |
in their application. | critical evaluation. | original thinking. Argumentation is excellent. | |||
| Presentation (10%) | No work submitted | Very poor presentation. Thepresenter/s did not introduce themselves or did not offer an explanation of the aim of talk or the structure, or the presentation material is of poor quality, unappealing aesthetically and/or very difficult to follow. Most images used did not complement the content.
Pace, tone, volume and timekeeping were poor (e.g. too fast, monotone, difficult to hear, too short |
Poor presentation. The presenter/s offered incomplete explanation of the aim of talk and the structure, the presentation material is of a poor quality, and not easy to follow.
Most images are irrelevant and do not complement the content. The pace, tone, volume and timekeeping are patchy indicating lack of preparation and rehearsal, the presentation does not flow and hard to |
Good presentation, anddelivered with a good degree of success: e.g., the presenter/s mayhave introduced themselves reasonably well, they may have offered some explanation of the aim of talk and the structure, the presentation material is of an acceptable or good quality, and easy to follow. Some but not all images used are relevant and complement the content.
The pace, tone, volume and |
Very good presentation and well delivered.
Presenter/s introduced themselves very well, they offered clear explanation of the aim of talk and the structure, the presentation materials are of a good quality, attractive and easy to follow. All images are relevant and complement the content. The pace, tone volume and timekeeping are appropriate, the presentation flows smoothly and relatively easy to follow, an appropriate |
Excellent presentation well designed and delivered. The presenter/s introduced themselves, explained aim of talk and the structure.
Presentation materials are of highquality, attractive and easy to follow. The material is focused and all images used are relevant and complement the content. The pace, tone, volume and timekeeping are excellent, easy to follow. Appropriate quantity of material presented given the duration of the talk, tone is |
Excellent presentation. The presenter/s introduced themselves, explained aim of talk and the structure, the presentation materials are high quality, attractive and easy to follow. The material is focused, and all images used are relevant and complement the content. The pace, tone, volume and timekeeping are excellent, easy to follow, appropriate quantity of material presented given the duration of the talk, tone is engaging, and the presenter is engaged with the audience throughout, not reading at them but
presenting and |
| or too long), very difficult to follow the points being made or how they linked together, the quantity of material presented given the duration of the talk was badly judged either far too much or insufficient, tone was not engaging and the presenter made no efforts to engage with the audience during thetalk. | follow, inappropriate quantity of material presented given the duration of the talk. | timekeeping are acceptable, the presentation flow and relatively easy to follow. An appropriate quantity of material is presented given the duration of the talk. The tone is engaging and the presenter may have attempted to engage with the audience at points or throughout.
The presenter may not be reading at the audience and may be presenting and checking that what is being transmitted is being received by the audience. The talk is not kept within time. There are still |
quantity of material is presented given the duration of the talk, the tone is engaging and the presenter have engaged with the audience throughout most of the talk. The talk is kept within time.
There are still some minor issues e.g. a number of typographical errors on slides, used a font size that is a little too small, cluttered slides or used images that seem relevant but difficult to read. |
engaging and the presenter is engaged with the audience throughout, not reading at them but presenting and checking that what is being transmitted is being received by the audience. The talk is kept within time.
There may also be few minor issues that need a little bit more work (e.g. the tone of delivery might be monotone in a couple of places, the slide composition too text heavy in a couple of places, or a single slide might have been read verbatim). |
checking that what isbeing transmitted is being received by the audience. The talk is kept within time. There is evidence of originality/creativit y within the presentation, impressive and inspiring. |
| some obvious areas for development
e.g. whilst the presentation may flow, be well put together and organised, there may be issues with pace, tone and timing or you may be trying to convey far too much information in the time available. |
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| Referencing (10%) | No work submitted | Little attempt to cite and reference the sources relied on, and these may not conform to the expected referencing conventions. They may be misplaced, incorrect, incorrectly formatted and/or make reference to
unacceptable sites at this |
It is clear that an attempt has been made to produce a reference list based on the in-text citations used in the work, however, the reference list presented is not complete and whilst some of the references
presented are cited in text |
A good attempt to use in-text citations and produce a referencelist but several formatting errors in citations or in reference list are evident.
Most in-text citations in line with expectations but a small number of unsubstantiate d claimsand a |
A very good attempt to cite and reference in line with referencing conventions. A few formatting issues in referencing, but overall, the reference list is a good reflection of the sources cited, it is formatted in a consistent
manner accordingto |
Excellent referencing largely inline with referencing conventions, there are even some places where mulitple citations have been included and correctly referenced. | Excellent referencing, in line with referencing conventions, almost flawless, all key claims are substantiated by reference to a number of sources of evidence and these have been correctly referenced. |
| level of education. The in-text citations are not positioned in text at appropriate points and / or may not conform to guidelines.
There is no evidence of appropriate reading or research. |
there are many missing (and/or many claims made in text that have not been supported with evidence).
There may be a lot of references listed, few of which are referred to in text.There are a significant number of major errors in citations and referencing. There are many errors in terms of reference list. Mostof the references presentedare web pages or sources that are not academic or peer reviewed. |
small number of missing references (i.e., sources cited but not listed in reference list but largely complete).
However, the references presented are largely appropriate academic sources |
Harvard style. | ||||
| Clarity and Organization of Response
(10%) |
No work submitted | Failure to respond or incorrect response/s that demonstrate a complete lack of knowledge or | Weak attempt to respond that suggests a lack of understanding of leadership styles. | Poor response that shows awareness of the subject but lacks sufficient knowledge to apply it to | Good response that demonstrates some knowledge and understanding but lacks detail | Solid responses given to most questions. This shows understanding of the leadership theories, | Excellent and confident responses given to all questions. This shows understanding of the theories , |
| understanding. | Response includes significant errors and lacks detail/clarity expected. student’s response is disorganized, incoherent, or unclear. Ideas are not effectively articulated or supported with appropriate examples or evidence. | project management. Student attempts to respond but fails as it is disorganized, incoherent, or unclear. Ideas are not effectively articulated or supported with appropriate examples or evidence. | or elaboration. Student’s response may lack some organization, coherence, or clarity. Ideas may not be consistently articulated or supported with appropriate examples or evidence. | evidence, or debates within this field of study. Some evidence or theory is used to support response, or the response is sufficiently well argued that it demonstrate knowledge of the work in the field. Student’s response is generally well- structured and coherent, with ideas mostly clearly articulated and supported with appropriate
examples or evidence. |
evidence or debates within this field of study. The response is sufficiently well argued that it demonstrates knowledge of the work in the field.
Student’s response is easy to follow. |
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Further Information
Who can answer questions about my assessment?
Questions about the assessment should be directed to the staff member who has set the task/assessment brief. This will usually be the Module Leader. They will be happy to answer any queries you have.
Staff members can often provide feedback on an assignment plan but cannot review any drafts of your work prior to submission. The only exception to this rule is for Dissertation Supervisors to provide feedback on a draft of your dissertation.
Referencing and independent learning
Please ensure you reference a range of credible sources, with due attention to the academic literature in the area. The time spent on research and reading from good quality sources will be reflected in the quality of your submitted work.
Remember that what you get out of university depends on what you put in. Your teaching sessions typically represent between 10% and 30% of the time you are expected to study for your degree. A 20-credit module represents 200 hours of study time. The rest of your time should be taken up by self-directed study.
Unless stated otherwise you must use the HARVARD referencing system. Further guidance on referencing can be found in the Study Smart area on Moodle and using Cite Them Right (use your university login details to access the site). Correct referencing is an easy way to improve your marks and essential in achieving higher grades on most assessments.
Technical submission problems
It is strongly advised that you submit your work at least 24 hours before the deadline to allow time to resolve any last minute problems you might have. If you are having issues with IT or Turnitin you should contact the IT Helpdesk on (+44) 2920 417000. You may require evidence of the Helpdesk call if you are trying to demonstrate that a fault with Moodle or Turnitin was the cause of a late submission.
Late submission and mitigating circumstances
If you are experiencing personal difficulties which are impacting your ability to engage with assessment, there are a range of support options available, including via your Personal Academic Tutor, the Mitigating Circumstances procedure and the Support to Study procedure.
The Mitigating Circumstances policy and procedure sets out when and how students can:
- Submit eligible assessments late but have it recorded as ‘on time’, up to four times per level of study.
- Self-declare significant exceptional circumstances in order to defer the assessment to the next submission opportunity.
More information about Late Submission and Mitigating Circumstances is available on MetCentral.
Students with a disability or chronic illness should contact the University’s Student Wellbeing Team to discuss any appropriate reasonable adjustments which may be made to their learning and assessments.
Academic Misconduct
Cardiff Met takes issues of academic misconduct extremely seriously. The University has procedures and penalties for dealing with academic misconduct. These are explained in full in the University’s Academic Misconduct regulations and procedures under Volume 1, Section 8 of the Academic Handbook. The Module Leader reserves the right to interview students regarding any aspect of their work submitted for assessment.
Types of Academic Misconduct, include:
Plagiarism, which can be defined as using without acknowledgement another person’s words or ideas and submitting them for assessment as though it were one’s own work, for instance by copying, translating from one language to another or unacknowledged paraphrasing. Further examples include:
- Use of any quotation(s) from the published or unpublished work of other persons, whether published in textbooks, articles, the Web, or in any other format, where quotations have not been clearly identified as such by being placed in quotation marks and acknowledged.
- Use of another person’s words or ideas that have been slightly changed or paraphrased to make it look different from the original.
- Summarising another person’s ideas, judgments, diagrams, figures, or computer programmes without reference to that person in the text and the source in a bibliography/reference list.
- Use of assessment writing services, essay banks and/or any other similar agencies (NB. Students are commonly being blackmailed after using essay mills).
- Use of unacknowledged material downloaded from the Internet.
- Re-use of one’s own material except as authorised by your degree programme.
Collusion, which can be defined as when work that that has been undertaken with others is submitted and passed off as solely the work of one person. Modules will clearly identify where joint preparation and joint submission are permitted, in all other cases they are not.
Fabrication of data, making false claims to have carried out experiments, observations, interviews or other forms of data collection and analysis, or acting dishonestly in any other way.
How is my work graded?
Assessment grading is subject to thorough quality control processes. You can view a summary of these processes on the Assessment Explained Infographic.
Grading of work at each level of Cardiff Met degree courses is benchmarked against a set of general requirements set out in Volume 1, Section 4 of our Academic Handbook. A simplified version of these Grade Band Descriptors (GBDs) with short videos explaining some of the academic terminology used can be accessed for Foundation, 1st year, 2nd year and 3rd year undergraduate and MSc programmes.
We would strongly recommend looking at the Study Smart area of Moodle to find out more about assessments and key academic skills which can have a significant impact on your grades. Always check your work thoroughly before submission.
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