UWA BUSINESS SCHOOL Master of Business Administration Crawley CLOSING THE LOOP ON STUDENT PERFORMANCE Trimester 1, 2, and 3 2010

8 December 2010

Program Review Committee

Postgraduate Program Director Renu Burr

Team Manager Pru Hodgkinson

Associate Dean T&L Phil Hancock

Deputy Dean Izan

Instructional Designer Eileen Thompson

AoL Administrator Catherine Vogel

Unit Coordinators Mark Edwards

Sathya Ganganahalli

Sandy Kiffin-Petersen

Roger Smith

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Master of Business Administration (MBA) Curriculum Map

MBA Goals MBA Objectives Code MGMT 8501

MGMT 8502

MGMT 8503

MGMT 8504

MGMT 8505

MGMT 8506

MGMT 8530

MGMT 8550

MGMT 8700

1. Develop integrative and critical thinking skills solve problems relevant to business

1.1 Demonstrate the ability to apply, analyse, synthesise and evaluate information from multiple sources to make business decisions

TLAs � � �� �� � � � �� ��

Assessment

XX XX XX XX X XX XX XX XX

Case study

1.2 Analyse domestic and global forces that affect organisational success

TLAs - - - �� � �� �

Assessment

- - - XX X XX XX

Case study

2. Develop leadership and strategic capabilities in a local and global context

2.1 Critically assess and formulate effective strategies in case studies and realistic scenarios by applying strategic thinking competencies that achieve effective innovation and change

TLAs �� - � - �� �� � � ��

Assessment

XX - XX - X XX X X XX

Exam Q

2.2 Acquire knowledge and skills to demonstrate leadership in culturally diverse settings and uncertain environments

TLAs � - - �� � �

Assessment

- - - XX X X

Exam

3. Identify and evaluate ethical dilemmas related to business decisions, social responsibility and

3.1 Recognise, understand and respond appropriately to regulatory, ethical, social and sustainability issues

TLAs � � - � �� �� �

Assessment

- - XX X -

Ind RAP scores

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MBA Goals MBA Objectives Code MGMT 8501

MGMT 8502

MGMT 8503

MGMT 8504

MGMT 8505

MGMT 8506

MGMT 8530

MGMT 8550

MGMT 8700

sustainability 3.2 Develop and critically analyse strategies for managing stakeholder relationships responsibly

TLAs � � � ��

Assessment

- - X X XX Xx

Team project

4. Develop broad and contemporary knowledge of the subject matter, concepts and techniques of management

4.1 Apply practical knowledge and skills across functional and technical areas of management

TLAs �� �� �� � � � �� �� �

Assessment

XX XX XX X XX XX X

Final grade

Final grade

Final grade

Final grade

Final grade

4.2 Critically analyse and question accepted knowledge claims in new, unfamiliar and changing circumstances, and develop alternative frameworks

TLAs �� �� � � �� � �

Assessment

XX - XX X X X X

Exam Q

5. Develop effective communication skills to influence and relate to multiple stakeholders across a range of business contexts

5.1 Demonstrate a high degree of proficiency of written communication in a business context

TLAs � �� �� � �� � � �� ��

Assessment

X X X X X X XX XX

Case study

5.2 Demonstrate a high degree of proficiency of oral communication in a business context

TLAs � � � � �� �

Assessment

- - X X X XX X

Class presentat

ion

6. Develop skills to work effectively in

6.1 Demonstrate the capability for self-directed learning and reflection

TLAs � � �� � � �� � �

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MBA Goals MBA Objectives Code MGMT 8501

MGMT 8502

MGMT 8503

MGMT 8504

MGMT 8505

MGMT 8506

MGMT 8530

MGMT 8550

MGMT 8700

both independent and team situations

Assessment

X X X X X XX X X

Learn.Jnl

6.2 Demonstrate competencies to work more effectively in teams

TLAs �� �� � � � �� � �� �

Assessment

XX XX XX X X XX X XX X

SPARK

Code for teaching and learning activities (TLAs): - Not covered- objective not covered or only barely covered � Some coverage- objective is addressed to some extent �� Strong coverage-TLAs designed to promote deep learning of objective

Code for assessment: - Not assessed X Some assessment XX Strong assessment

ASSESSMENT STANDARD Highly satisfactory 70-100%

Satisfactory 50-69% Unsatisfactory 0-49%

High Distinction (80-100%) The student has a clear understanding of theory, concepts and issues relating to the subject and is able to adopt a critical perspective. The student is able to clearly identify the most critical aspects of the task and is able to offer a logically consistent and well articulated analysis within the analytical framework presented in the course. The student is able to draw widely from the academic literature and elsewhere, but maintains relevance.

Distinction (70-79%)

The student has a clear understanding of theory, concepts and issues relating to the subject. The student is able to develop an analysis of an issue using the analytic framework presented in the course and is able to identify and evaluate the critical issues. The student is able to draw upon relevant academic and other material. Credit (60-69%)

The student demonstrates an understanding of the analytic framework developed in the course and a partial understanding of concepts and issues. The student is able to identify some key issues and is able to present a logical discussion, but with some conceptual errors or gaps between analysis and conclusions shortcoming. The student is able to draw upon an adequate range of references and other materials.

Pass (50-59%)

The student generally takes a descriptive rather than analytic approach to the subject. The student is able to demonstrate some understanding of the issues involved but does not demonstrate the ability to apply the analytical framework which had been developed in the course. Draws primarily upon course materials for referencing.

Fail + (45-49%)

The student is unable to demonstrate that he or she understands the core elements of the subject matter. The student is able to provide some insight into issues but misapplies analytic framework developed in the course, omitting key factors and, for example, drawing conclusions which are not related to the preceding discussion.

Fail (<45%) The student is unable to demonstrate any understanding of the subject matter. Material presented for assessment is unrelated to course framework and shows no effort to identify or address critical aspects of the topic.

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PROGRAM LEARNING GOAL 1 Develop integrative and critical thinking skills solve problems relevant to business. OBJECTIVE 1.1: Demonstrate the ability to apply, analyse, synthesise and evaluate information from multiple sources to make business decisions.

UNIT - MGMT8700 Strategic Management UNIT COORDINATOR - Sathya Ganganahalli ASSESSMENT ITEM

Students were asked to select any one of the case below for their individual assignment: 1. Revitalizing Dell (HBS 9710442) 2. Giordano International; Sustained Success Beyond 2005? (HBS HKU556)

For objective 1.1 the following questions based on the above cases were used:

• Understanding of theory, conceptual frameworks, business models used (applicable to the case, if suitable):

• Industry / market segmentation analysis.

• Competitor’s analysis.

• Analysis of the current business model of the firm.

• Resources and capability analysis.

• Effectiveness of the firm’s relationship with stakeholders (eg: distributors, suppliers, customers, regulators, etc.).

• Your ability to apply, synthesise and evaluate appropriate information / data available from the case study to the theoretical models and concepts are assessed.

• You can use the concepts and models used so far in the class, if they are suitable, and derive your arguments. You are free to modify the strategic management models to suit your case study and indicate the original source and say modified by the author.

OBJECTIVE 1.2: Analyse domestic and global forces that affect organisational success. UNIT - MGMT8700 Strategic Management UNIT COORDINATOR - Sathya Ganganahalli ASSESSMENT ITEM Using the same case as used for objective 1.1 answers to this question were used for objective 1.2. External factors (both domestic and global forces) that affect the firm’s position in the industry/market segment:

• Current competitive position.

• Competitive advantage and its sustainability.

• Current issues facing the firm.

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STUDENT PERFORMANCE

COMMENTS ON STUDENT PERFORMANCE This unit is a capstone unit and is taken towards the end of a student’s program of study and hence the highly satisfactory results for objective 1.1 are not surprising. The students demonstrated highly satisfactory skills in analysing, synthesizing and evaluating. There was a higher order of skill required for objective 1.2 involving critical analysis and hence the slightly higher unsatisfactory results. PLANNED IMPROVEMENTS Given the level of satisfactory performance there are no planned improvements.

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PROGRAM LEARNING GOAL 2 Develop leadership and strategic capabilities in a local and global context. OBJECTIVE 2.1: Critically assess and formulate effective strategies in case studies and realistic scenarios by applying strategic thinking competencies that achieve effective innovation and change. UNIT - MGMT8700 Strategic Management UNIT COORDINATOR - Sathya Ganganahalli ASSESSMENT ITEM Examination Case Study

ARBORITE (HBS CASE: 9-796-146) By Anita M. McGahan and Sarah Mavrinac Harvard Business School Publishing Compulsory questions – Related to the above case study

2a) Evaluate the resources and capabilities of Arborite to compete in the Canadian market? Justify your answers.

2b) What are the issues faced by Arborite at the end of the case study? Justify with hard facts/figures.

2c) What are your strategic recommendations to Arborite to be a major player in Canada? Support your arguments.

OBJECTIVE 2.2: Acquire knowledge and skills to demonstrate leadership in culturally diverse settings and uncertain environments. UNIT - MGMT8505 International Management UNIT COORDINATOR - Roger Smith ASSESSMENT ITEM Exam question 2 What is meant by calling culture a construct? How do you define culture? Are cultural frameworks of any value to international managers – why or why not?

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STUDENT PERFORMANCE

COMMENTS ON STUDENT PERFORMANCE Students’ performance was satisfactory in both objective 2.1 and 2.2 PLANNED IMPROVEMENTS Given the satisfactory performance no planned improvements were identified although using a take home case analysis and not an exam case analysis for evidence for objective 2.1 will be considered.

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PROGRAM LEARNING GOAL 3 Identify and evaluate ethical dilemmas related to business decisions, social responsibility and sustainability. OBJECTIVE 3.1: Recognise, understand and respond appropriately to regulatory, ethical, social and sustainability issues. UNIT- MGMT8506 Ethical Dimensions of Organisations, Management and Leadership UNIT COORDINATOR - Stacie Chappell ASSESSMENT ITEM Individual RAP Scores OBJECTIVE 3.2: Develop and critically analyse strategies for managing stakeholder relationships responsibly. UNIT - MGMT8506 Ethical Dimensions of Organisations, Management and Leadership UNIT COORDINATOR - Stacie Chappell ASSESSMENT ITEM This assignment consists of:

i) a team project called “ETHICAL VALUES AND BUSINESS INNOVATION” and ii) a class presentation of this report.

The project will involve interviews with entrepreneurs starting some new business endeavour or managers/senior staff involved in some business initiative or organisational change program within an existing organisation. The aims of the project are:

1. For students to produce a team report on ethical values and business innovation. 2. For students to engage with managers on the role of ethics in their work. 3. To use appropriate concepts and models to examine how ethics can drive business innovation

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STUDENT PERFORMANCE

COMMENTS ON STUDENT PERFORMANCE Students’ performance was satisfactory in both objective 3.1 and 3.2 PLANNED IMPROVEMENTS Given the satisfactory performance no planned improvements were identified.

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PROGRAM LEARNING GOAL 4 Develop broad and contemporary knowledge of the subject matter, concepts and techniques of management. OBJECTIVE 4.1: Apply practical knowledge and skills across functional and technical areas of management. UNIT - Final grades in MGMT8501, 8502, 8503, 8530, and 8550 ASSESSMENT ITEM

OBJECTIVE 4.2: Critically analyse and question accepted knowledge claims in new, unfamiliar and changing circumstances, and develop alternative frameworks. UNIT - MGMT8501 Organisational Behaviour UNIT COORDINATOR - Sandra Kiffin-Petersen ASSESSMENT ITEM Final exam COMPULSORY CASE STUDY # 1 – worth 40 marks Robyn had just returned to the state headquarters of the Department of Housing after two years on secondment with a special project group. She had gained considerable experience developing ways to further empower tenancy groups in public housing. The strategies developed by Robyn’s group were founded on considerable research and consultation with the tenants. Importantly, the gains made by the project team were also intended to enhance the outcomes for the Department and so far it seemed to be working. Even though the special project work was not closely aligned to her normal duties in the city headquarters of the Department, which related to asset valuation and maintenance of public housing stock, Robyn had felt capable and confident working with the project team. She had trained in architecture, but economic recession combined with a lack of personal confidence had led her into a career path that was safer but more mundane. Robyn was a relatively quiet person, but she had felt stimulated and enlivened in the project team. While she did not always speak out in meetings, later Robyn would often prepare a brief summary of the ideas raised or outline new ideas that she had thought of for her fellow team members to consider. This was not required of her, but helped her to participate actively despite her hesitant nature. Robyn liked all the other members of the team. After two years they felt close and were very cooperative with, and supportive of, each other. Robyn was often complimented on her diligence, perception and ability to pull assorted ideas and concepts together into a coherent framework. The team leader, Bill, often asked her to evaluate particular proposals and had come to depend on her reliable methods. The group of five worked in an open plan office, but Bill gave them a lot of

MGMT8501 MGMT8502 MGMT8503 MGMT8530 MGMT8550

Highly Satisfactory

16 80% 17 60% 19 68% 38 53% 52 93%

Satisfactory 4 20% 10 36% 9 32% 33 46% 4 7% Unsatisfactory 0 0% 1 4% 0 0% 1 1% 0 0%

TOTAL 20 100% 28 100% 28 100% 72 100% 56 100%

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freedom to work from home when deep in research, or in the field when they needed to speak with tenants and tenant groups. Commitment levels were high and there was a huge sense of accomplishment when the project was finished. During the two-year absence Robyn’s old position had been filled by another person. However, she had been guaranteed a position when she came back, so she was soon appointed as a project officer for a new risk assessment project being developed in the corporate planning and policy (CPP) section of the Department. The job seemed to offer challenge and she felt that she would be contributing again towards something important. Robyn happily accepted and looked forward to beginning the work. As part of the overhaul of public sector organizations, much more emphasis had been placed on emulating private sector practice. Performance management was controlled largely by the use of ‘performance indicators’ that were intended to find ways of providing clear performance objectives and measuring successful public activity. Evaluation of public activity in terms of efficiency, effectiveness and economy was the order of the day, but there were also other pressures for ethical behaviour, accountability mechanisms, access and equity, industrial democracy, prevention of fraud and the pursuit of safe working environments. A focus on output rather than input, on ends rather than means and on clients’ perspectives all typified the new public management regime. On her first day, Robyn met her new manager, Peter, the director of CPP who seemed friendly and happy to welcome her. He introduced Robyn to the other staff in the section and gave her some documents about the section and what its purpose was. He produced a few policy documents that related partly to her specific task. Peter also introduced her to Rod, her predecessor in the role, who now worked in a nearby section. Rod was friendly and emphasized his availability if Robyn needed to consult him. Robyn spent the day pouring through the documents given to her, trying to make sense of the project. She had a few ideas but was still unclear about the real task and left work feeling exhausted. The day had been overwhelming in terms of meeting new people and taking in new information, but two things made her feel particularly anxious. First, Robyn did not quite know how she was going to be able to contribute towards the task. Second, she could not see who else was supposed to be working directly on the task, although she had the clear impression when she agreed to the position that she was to be part of a team. In broad terms, the task was to develop a risk management policy not just for the Department, but one that could be used as the basis of such policies in all government departments in the State. After a week and a half, during which Robyn had been left to go through the files and come up with some ideas, she joined the fortnightly team meeting in Peter’s office. The other members of the CPP section all worked in the same open plan office, so Robyn had met them all and was starting to get a sense of who they were. They were friendly and chatted to her briefly each day in the usual social ways, such as ‘good morning’ and ‘have a nice weekend’. Even though she did manage to talk with and get help from one person in the CPP group, Mark, she was still confused about her job. She went to Mark often for ideas about where to get information and he tried to be helpful. Unfortunately, he was very busy and Robyn always felt that she might be preventing him from getting on with his own work. At the meeting each member of the team reported on what they had been doing. Peter made some comments and sometimes suggested some further action, so each member was left with more to go on with. Robyn was formally introduced and welcomed and asked to briefly talk about the project. Peter made some broad comments about the project and indicated some crossover links with some of the activities the others had covered in their verbal reports. Everything was very positive in the meeting, but Robyn was still unclear about what she was doing and with whom she was working. She lingered after the meeting and asked Peter if she could talk about the project with him. In the course of outlining her uncertainty, which she couched in very general and cautious terms to avoid looking totally incompetent, Robyn discovered that she was not a project officer but the

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project officer for the project. She was to work on the project alone. This did not preclude interacting with the others and getting information from them as often as she needed, or liaising with her predecessor Rod, or with Peter for more information and advice. When she left Robyn was fairly certain that her shock at this situation was well concealed, but she was alarmed at being in a situation so clearly unsuited to her. Furthermore, Robyn had nothing on paper that directly stated, in a simple statement or goal, what her specific task was. The documents that she had been given were all linked to, and supportive of, the notion of risk assessment and management. However, they were not statements of objectives for her particular task. One thing Robyn did know was that this project needed to be completed by December, so she had three months to finish it. Peter had cheerfully indicated that they should meet each Monday afternoon to discuss her progress. For the next two weeks Robyn plodded on, reading as much literature as she could and trying to pull together some ideas. She did not quite know what she was supposed to be achieving in terms of quality and detail. As well, the idea that what she produced was to be the basis for risk management plans for all the State’s government departments terrified her. Robyn felt that she was out of her depth and even though she knew she had the right skills to work on these types of projects, she did not believe that she should be doing it alone. Not only was she personally timid about the responsibility, she thought that such an important policy should be the result of the collaborative input of many people. At her first weekly meeting with Peter she told him that she was working to cover the literature available and had been using the departmental library as well as the State library. She had drawn up a concept map of how she thought everything fitted together and showed this to Peter. His reaction was hard to assess - he did not dismiss the ideas she had put together, but nor did he say anything positive to her. He simply uttered his requirements for a big picture view. Robyn did learn that there was an interdepartmental committee, of which Peter was a member, that would endorse the final proposal and that the committee met in two weeks’ time. He wanted Robyn to present her draft ideas to the committee at that meeting for comment. She asked him for the names and details of the people involved and whether there was anyone in the other departments who she should be talking to. Peter suggested she talk to his secretary or Rod to get a list of the people on the committee. Robyn left with the same level of uncertainty and an even higher level of anxiety. Rod was too busy to tell her much, but tried to give her some details. The secretary was helpful and spent much of the time talking in admiring terms of Peter’s talents, intelligence, and skills. She was clearly very defensive of him, even though Robyn had said nothing of her difficulties. Prior to the second meeting with Peter, Robyn had tried to develop her ideas further but felt that she was stabbing in the dark about requirements for the task. Particularly, she had no background information on what the departments wanted to achieve with the policies, nor any idea of their particular needs or specific problems. She had contacted as many people on the committee list as possible and talked to as many of them as she could locate, but all she came up with were conflicting expectations and vague ideas about what ought to be done. She showed Peter the tentative presentation she had prepared and he gave her the go ahead to deliver it at the meeting next Monday morning. Again there was no particular comment about whether it was good or bad, just a few broad questions that seemed more polite than helpful. At the meeting she got a lukewarm reception to the proposals with a few comments and questions. Peter walked with her back to their office and chatted about her past position on the project team. He seemed satisfied with the way the meeting had gone, although Robyn was convinced that she had done nothing but go though the motions of presenting something to a committee. She did not see how anyone could make any judgments or offer any opinion about something that was so undeveloped and vague. As the weeks went on she began to stay at home more, too stricken with guilt and panic to go to work. Her work colleagues were at work every day, heads down, diligently coping with Ministerial reports, press releases, policy documents and other work. They seemed to have no trouble knowing what they were doing and she felt she had nowhere to turn. On the following Monday, Robyn,

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feeling stressed and depressed over her lack of progress, rang Peter and honestly told him that she had no idea what she was doing and that she felt that she had been given something too big and too undefined to work on. He was helpful and kind in his response, but none of it helped. He either did not hear her failure to understand the whole project or he was not willing to give her any more explicit details about what was required. ‘It is a big task,’ he agreed, ‘but we just need to pull together a big picture view and we do need it by December.’ He suggested that Robyn did not need to worry about the detail and he gave a couple of examples of ideas that might be incorporated. After two months Robyn felt that she had made little progress on the project. Each day, when she sat at her desk, she felt as if she needed to look as if she knew what she was doing. She liked and was accustomed to hard work, but she knew that at the moment she was just appearing to be busy. When a colleague in another department suggested that there was a suitable job for her, Robyn jumped at the chance to apply. It was a boring and routine job, but she thought anything would be better than her current position. The job was open to internal applicants and, as she was the only person who applied, she was quickly offered the position. Robyn went to Peter immediately and advised him that she would be leaving and unable to finish the project. His reaction surprised her. ‘That’s a shame,’ he said. ‘You were highly recommended to us and I thought that you would enjoy the challenge of the risk assessment project’. Robyn left feeling defeated rather than relieved. Weeks of worry and effort had been expended and her self-esteem and personal confidence had been considerably diminished. She wondered what could have been done to make things work better. Question(s) 1. Explain the differences in Robyn’s motivation and performance in the two jobs (the team work

job and the risk assessment job). (10 marks) 2. Explain the changes in Robyn’s attitudes from the team work job to the risk assessment job. (10

marks) 3. Evaluate the effectiveness of Peter’s leadership style. In what way did Peter’s style contribute to

Robyn’s difficulties with the project? (10 marks) 4. If Robyn were to stay on as project manager, what changes would you recommend to improve

her motivation and performance, and to increase her job satisfaction? Carefully explain and defend your improvement strategy based on OB theories/concepts and case details. (10 marks)

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STUDENT PERFORMANCE

COMMENTS ON STUDENT PERFORMANCE Objective 4.1 Performance in all functional and technical units was satisfactory. Objective 4.2 The student’s performance was satisfactory and the results were not too different to those for the students in Singapore. PLANNED IMPROVEMENTS Given the satisfactory performance no planned improvements were identified.

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PROGRAM LEARNING GOAL 5 Develop effective communication skills to influence and relate to multiple stakeholders across a range of business contexts. OBJECTIVE 5.1: Demonstrate a high degree of proficiency of written communication in a business context. UNIT - MGMT8700 Strategic Management UNIT COORDINATOR - Sathya Ganganahalli ASSESSMENT ITEM For the individual case referred to in objectives 1.1 and 1.2 the proficiency of written communication in a business segment is assessed, for the following:

• An Executive Summary and the Contents page.

• Introduction / Theme.

• Report presentation format and layout.

• Writing style, spelling and grammar.

• Argument clarity: � You need to give justification for your arguments for the issues you have identified

and for the strategies you are developing. � Your rationale behind your arguments must be given.

• Conclusions.

• Use of references. OBJECTIVE 5.2: Demonstrate a high degree of proficiency of oral communication in a business context. UNIT - MGMT8506 Ethical Dimensions of Organisations, Management and Leadership UNIT COORDINATOR - Stacie Chappell ASSESSMENT ITEM Class presentation (assessed by Phil Hancock using the rubric)

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STUDENT PERFORMANCE

COMMENTS ON STUDENT PERFORMANCE Objective 5.1 The students’ performance was of a satisfactory standard When comparing the performance of students in Singapore and Crawley it should be noted that there are larger class sizes in Perth as compared to Singapore. There is also a greater diversity of students including International Students for whom English is not their first language. Objective 5.2 The students’ performance was very good and of a satisfactory standard in their oral presentations. PLANNED IMPROVEMENTS Workshops are being developed with LLRS in the areas of Researching and evaluation of academic literature, Critical Thinking and Oral Presentations for 2011.

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PROGRAM LEARNING GOAL 6 Develop skills to work effectively in both independent and team situations. OBJECTIVE 6.1: Demonstrate the capability for self-directed learning and reflection. UNIT - MGMT8506 Ethical Dimensions of Organisations, Management and Leadership UNIT COORDINATOR - Stacie Chappell ASSESSMENT ITEM Learning Journal The purpose of this assignment is threefold: to enable students to apply the concept from the unit to their lived experience; to encourage students to see the values based aspect of everyday experiences; and to develop students’ appreciation of and ability to reflect on the values-based aspect of their experiences. Each week you are required to identify examples of where values are being voiced. This could include: your personal experiences of work, your observation of others at work, stories you have heard from the media/internet etc. Compile your observations and reflections on a two-page spread within your learning journal scrapbook. You are being asked to consider how the ideas we discussed in class, and/or the readings relate to your lived/observed experiences. Do these concepts align with and/or explain your experiences? If not, why? The intention is that you refer to at least one concept from the classroom experience and readings to apply to your observations and experience of the world in which you operate. Observations and experiences may be drawn from your current or previous work, study environment or the world around you. OBJECTIVE 6.2: Demonstrate competencies to work more effectively in teams. UNIT - MGMT8502 Accounting UNIT COORDINATOR - Phil Hancock ASSESSMENT ITEM SPARK (Self and Peer Assessment Resource Kit)

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STUDENT PERFORMANCE

COMMENTS ON STUDENT PERFORMANCE Objective 6.1 Performance was very satisfactory. Objective 6.2 The high level of unsatisfactory performance is partially explained by the fact that SPARK was used for the first time and students need more practice at using SPARK and reflecting on the feedback and taking action to implement changes to their behaviour where this is appropriate. PLANNED IMPROVEMENTS Objective 6.2 Encourage the use of SPARK for peer assessment in more units. SPARK (Self and Peer Assessment Resource Kit) is an online tool designed to aid the development of team-skills and enhance the team experience. SPARK has been developed with the purpose to improve learning from team assessment tasks and make the assessments fairer for students.