bs4s16 leadership & management theories assignment …...bs4s16 leadership & management...

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BS4S16 Leadership & Management Theories Assignment Brief You are required to complete one assignment to test the following module learning outcomes: 1. Critically evaluate the development of leadership and managementtheories; 2. Critically appreciate the nature of leadership and management theories and their application in a range of leadership and management settings. 1. Assignment Question Critically evaluate the application of leadership theories to a leader in an organisational context (e.g. a company of your choice) and management theories to a contemporary organisation. 2. Guidance 2.1 Structure Students will decide on the appropriate structure and content but we would expect to see the following elements: Introduction (explaining the purpose and structure of the report): o the terms of reference for the report in general, the theoretical area and focus of your report and approach taken (including method(s) used); o setting the context (background to sector, organisation, organisational structure, culture etc.). o Structure of the report. Main body of the assignment (with subheadings for easier navigation & professionalism): o Contextual discussion of the broader development of leadership and management theory as appropriate to the chosen topic for critical evaluation; o critical evaluation of leadership and management theories see https://studyskills.southwales.ac.uk/academic- skills/analysing/ o application of critiqued theory to evidenced practice within the selected contemporary organisation; o evaluation and commentary on the fit (or lack of fit) between your critiqued theory and practice as evidenced. Conclusions: o Your conclusions should relate to the terms of reference for the report (in other words you should be reaching conclusions about theory, practice and the fit between theory and practice). 1

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Page 1: BS4S16 Leadership & Management Theories Assignment …...BS4S16 Leadership & Management Theories Assignment Brief You are required to complete one assignment to test the following

BS4S16 Leadership & Management Theories Assignment Brief You are required to complete one assignment to test the following module learning outcomes:

1. Critically evaluate the development of leadership and managementtheories; 2. Critically appreciate the nature of leadership and management theories and their

application in a range of leadership and management settings.

1. Assignment Question Critically evaluate the application of leadership theories to a leader in an organisational context (e.g. a company of your choice) and management theories to a contemporary organisation.

2. Guidance 2.1 Structure

Students will decide on the appropriate structure and content but we would expect to see the following elements:

Introduction (explaining the purpose and structure of the report):

o the terms of reference for the report in general, the theoretical area and focus

of your report and approach taken (including method(s) used);

o setting the context (background to sector, organisation, organisational structure, culture etc.).

o Structure of the report. Main body of the assignment (with subheadings for easier navigation & professionalism):

o Contextual discussion of the broader development of leadership and management theory as appropriate to the chosen topic for critical evaluation;

o critical evaluation of leadership and management theories

see https://studyskills.southwales.ac.uk/academic-skills/analysing/

o application of critiqued theory to evidenced practice within the selected

contemporary organisation;

o evaluation and commentary on the fit (or lack of fit) between your critiqued theory and practice as evidenced.

Conclusions:

o Your conclusions should relate to the terms of reference for the report (in other words you should be reaching conclusions about theory, practice and the fit between theory and practice).

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Page 2: BS4S16 Leadership & Management Theories Assignment …...BS4S16 Leadership & Management Theories Assignment Brief You are required to complete one assignment to test the following

2.2 Additional guidance

This is an individual assessment, not a group task.

You may use a leader and an organisation. It is a good idea to choose an organisation with which you are familiar. It is often advisable to use your own organisation where possible as you will often have better access to information. Remember you are required to present evidence not make assertions about practice.

If you use your own organisation, then you may wish to seek a sponsor for your work who can help you to navigate access to documentation. If you are using confidential sources then clearly mark your work as confidential on the front cover.

You must be ethical in your approach to your work at all times. Your document will be entered onto a global database (Turnitin) so bear this in mind. Your sponsor/boss may ask to read your work;

If you are not currently working then ensure that you choose a leader and an organisation where there is good access to information in the publicdomain;

When you are looking at a leader and an organisation, you need to identify relevant

practice. In the case of a leader this may relate to their traits and behaviours. Things that they have said and done. In relation to your organisation you need to be looking at the policies and approaches of organisations. You need to provide suitable EVIDENCE (which is normally referenced). For example, classical and human relations approaches to

management have different conceptions of motivation, incentives and rewards, ways of organising work and tasks etc. How are these reflected in company policies? Do not fall into the trap of making assertions. You should only be giving your personal opinion here in exceptional circumstances and if it is your opinion, make this clear to thereader.

Remember to use a range of sources of information from both internal and external sources to build up the reliability of yourevidence;

In your introduction you should BRIEFLY state your methodology. This will normally involve secondary research only but in exceptional cases, depending on your chosen theoretical focus, you may hold interviews with relevant staff if considered appropriate. You are advised to discuss this with your tutor. You may also use your own observations i.e. reflective practice. Remember to reference this section of your report.

Academic Literature should be sourced from a range of textbooks and peer reviewed journal articles. A limited range of readings are made available. Start off with the lectures provided, then consult text books, to give you a framework from which to build your understanding.

Do not use literature from unreliable sources like Wikipedia, Businessballs, online study

sources. It is essential that you are read peer reviewed journal articles to build your

critical evaluation; Use the University’s Harvard referencing system as per University regulations (see

https://studyskills.southwales.ac.uk/academic-skills/referencing/

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Further general guidance on approaching your assignment work in the module is provided in the

Module Handbook and you are strongly advised to read this prior to commencing your

assignment work.

2.3 Presentation

Your work should:

Be presented using 12 pt Arial font and double line spacing;

Follow best practice in relation to report writing (see

https://studyskills.southwales.ac.uk/academic-

skills/writing/

Use different headings and sub-headings to provide clarity to your work with a supporting numbering system; You are encouraged to provide different figures (tables, diagrams etc.) as appropriate.

They should be clearly numbered and included on the contents page. They should be used

to illustrate a point but NOT to make a point;

Do not include any appendices as they will NOT be read; Be your own independent work and free from plagiarism by ensuring that work is clearly referenced; Use Harvard style citation and referencing using the University’s published guidelines; Be written in appropriate academic style. You are advised NOT to discuss the theory, then the practice and then the fit. An integrated approach whereby you critically evaluate a section of theory, apply it to practice and then discuss the fit works best as your reader will be able to follow your discussion more easily. Be professionally presented. You may wish to consider writing out your practice elements in italics so it is easily identified and use an emboldening technique to link theory andpractice; Have a good standard of written English and been spell checked and proof-read; Have a clearly labelled front page detailing the module code and title, title of the assignment, tutors name, your name and enrolment number and the date of submission; .

3 Submitting Your Work The assignment script must be submitted electronically via ‘Turnitin’ by the last day of week

8, Sunday 2300 hours, UCT. All scripts are automatically processed via Turn-it-in upon submissions in the VLE.

Each submission is final and no further changes are allowed on the script’s content. There is no multiple submissions function and therefore students cannot check the originality score and make changes.

Please note that tutors will not be able to pre-assess draft assessments.

The maximum word for the assessment is 6,000 words, +/- 10%. This word count does not include any appendices (which you should not need to any extent as all salient points should be in the body of your report) but excludes the words in the reference list. This word count must be adhered to.

The University's late submission policy will be adhered to (see xxx for details).

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Late assignment submissions: a late submission (up to 5 days after the assessment deadline) is capped at a grade of 40 (passing Grade). Submitting an assignment after the 5 day limit, results to a grade of 0.

If there are circumstances preventing you from submitting your assignment or you want to requests an extension you should email at [email protected] to complete the extenuating circumstances form. Tutors are not responsible to grant extensions to students.

Feedback will be available within twenty working days

4 Assessment Weightings

Element Weight %

Presentation, structure, style and referencing 10

Contextual discussion of the broader development of 10 leadership and management theory as appropriate to

the chosen topic for critical evaluation;

Critical evaluation of literature 30

Critical discussion of practice relating to leader and 30 organisation

Commentary on the fit between theory and practice 20

See the detailed assessment criteria below. Note that the Faculty of Business and Society’s postgraduate assessment criteria (provided below) will be used to assess the quality of these aspects of your work.

You are advised to read these criteria carefully before you start your work, whilst you complete your work and then again before you submit your work. Remember to use the assessment weightings to guide your effort.

5 Plagiarism

Please note that plagiarism in either examination or coursework will be dealt with in line with University policy.

If you are in any doubt as to the difference between plagiarism and referencing the work of someone else it is absolutely imperative that you seek guidance from the module leader or a specialist study skills adviser (meetings can be arranged by skype). Ignorance of what constitutes plagiarism will not be a defence. The information below should be read and fully understood.

What is Plagiarism?

Plagiarism is when you take the ideas, thoughts, words or inventions of someone else and present

them as your own. It includes copying from fellow students as well as from books, and taking ideas

and images from others as well as their actual words. It is a very serious academic offence.

You must ensure that all work submitted for assessment is your own, and has not been previously

submitted for any other award or module even by yourself (this is call “recycling”). When you use

source material summarise or paraphrase it in your own words, and cite your source in the text or

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footnotes. The same applies to direct quotations but these should be used sparingly. If you take up

an idea from someone else, or wish to discuss someone's critique of a particular theory, you must

again cite the source. Only your own original thoughts and evaluations should remain unreferenced.

Plagiarism is an infringement of University Regulations. If you are found guilty of plagiarism, you may be failed in the complete stage of the award, and in extreme cases may be discontinued.

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Page 6: BS4S16 Leadership & Management Theories Assignment …...BS4S16 Leadership & Management Theories Assignment Brief You are required to complete one assignment to test the following

6 Assessment Criteria – Please read this in conjunction with the FBS Generic Assessment Criteria

BS4S16 Leadership and Management Theories Report Assessment Criteria (read in conjunction with generic criteria below)

Fail Fail Pass Pass Merit Distinction Distinction

20% 35-39% 40-49% 50-59% 60-69% 70%-79% 80% - 100

Contextual Very limited Lack of Some evidence of Good use of Very good use Excellent use and Outstanding use discussion of reference/source reference/source consulting reference/source and balance of balance of and balance of the broader material. material. reference/source material. reference/source reference/source reference/source development material. material. material. material.

of leadership And/or And/or And/or

and And/or And/or And/or And/or management Very weak Weak

theory (10%) understanding of understanding of Some contextual Good contextual Very good In-depth Very in-depth the context of the context of understanding of understanding of the contextual understanding of understanding of development of development of the context of the context of the understanding of the context of the the context of the the chosen the chosen development of development of the the context of development of development of leadership or leadership or the chosen chosen leadership or the development the chosen the chosen management management leadership or management theory of the chosen leadership or leadership or

theory relating to theory relating to management relating to the chosen leadership or management management the chosen topic. the chosen topic. theory relating to topic from seminal management theory relating to theory relating to the chosen topic work through to theory relating to the chosen topic the chosen topic And/or And/or but gaps evident. contemporary theory. the chosen topic from antecedent from antecedent

The work remains Many references And/or from antecedent and seminal work and seminal work

And/or and seminal work through to through to largely are missing through to contemporary contemporary unreferenced /incorrectly cited Some references References are contemporary theory. theory. and/or most in the body of the are missing or generally theory.

references are report and/or in incorrectly cited in appropriately cited in

incorrectly cited the list at the end. the body of the the body of the And/or And/or and/or missing in report and/or in report. Some errors in References are

the body in the

the list at the end. relation to the body

appropriately All references are All references are

list at the end.

of the report and/or cited in the body appropriately cited appropriately cited list at the end. of the report and in the body of the in the body of the

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the list at the report and the list report and the list end. Few errors at the end with at the end without e.g. in relation to very few errors. a single error. page numbers

for quotations

etc.

Critical Very limited Lack of Some evidence of Good use of Very good use Excellent use Outstanding use evaluation of reference/source reference/source consulting reference/source and balance of and balance of and balance of literature material. material. reference/source material. reference/source reference/source reference/source relating to material. material. material. material. chosen And/or And/or

And/or

focused And/or And/or And/or And/or

theoretical Discussion is very Discussion is

topic (30%) superficial and superficial, lacks Discussion could Discussion is Discussion is Discussion is lacks any real appropriate focus be further focused appropriately focused Discussion is

excellent outstanding focus to evidence to evidence to evidence depth to evidence depth of focused down to knowledge and knowledge and of knowledge and knowledge and allow in-depth demonstrating demonstrating understanding. understanding. understanding. understanding. discussion of in-depth in-depth particular consideration of consideration of And/or And/or And/or And/or aspects of the relevant aspects relevant aspects theory and of theory to of theory to

Knowledge & Knowledge & Knowledge &

thereby evidence show thorough show thorough understanding of understanding of understanding of Knowledge & depth of knowledge and knowledge and theory to theory to underpin theory to underpin understanding of knowledge and

understanding. understanding. underpin application to application to theory to underpin understanding.

application to organisational organisational application to And/or And/or organisational practice is weak. practice could be organisational And/or

practice is further developed. practice is generally

extremely weak. And/or sound. Very good Excellent Outstanding And/or knowledge & knowledge & knowledge & And/or Lack of critical And/or understanding of understanding of understanding of evaluation of Limited critical theory to theory to theory to

No critical theory. evaluation of Good critical underpin underpin underpin

evaluation of

theory. evaluation of theory application to application to application to theory. And/or demonstrating ability organisational

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to compare/contrast practice is organisational organisational And/or Many references theoretical demonstrated. practice is practice is are missing strengths/weaknesses demonstrated. demonstrated.

The work remains /incorrectly cited

etc. And/or

largely in the body of the And/or And/or unreferenced report and/or in And/or And/or

and/or most the list at the end. Critical Insightful critical Highly insightful references are Many references References are evaluation of

evaluation of the critical incorrectly cited are missing or generally theory clearly

theory with an evaluation of the and/or missing in incorrectly cited in appropriately cited in demonstrates the body in the the body of the the body of the points of excellent theory with an list at the end. report and/or in report. Some errors in comparison commentary outstanding the list at the end. relation to the body between relating to points commentary of the report and/or theories, relative of comparison, relating to points list at the end. strengths and strengths and of comparison,

weaknesses of weaknesses etc. strengths and theory etc. weaknesses etc.

And/or And/or And/or

References are All references appropriately are All references cited in the body appropriately are of the report and cited in the body appropriately the list at the of the report and cited in the body end. Very few the list at the of the report and

errors e.g. in end without a the list at the relation to page

single error. end without a numbers for

single error. quotations etc.

Discussion of Contextual Contextual Some contextual Good information in Detailed Excellent Outstanding

practice in information in information in information in relation to the information in information in information in chosen relation to the relation to the relation to the organisation and its relation to the relation to the relation to the organisation organisation is organisation is organisation is sector is provided and organisation and organisation and organisation and in relation to very weak and/or weak and/or provided but there presented so that the its sector is its sector is clearly its sector is clearly

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the elements are elements are are gaps. reader has an appropriately presented and presented and

theoretical missing. missing. understanding of the provided and discussed in all discussed in all topic And/or context. presented so respects so that respects so that

(including And/or And/or Description of And/or that the reader the reader fully the reader fully context) practice needs understands the understands the understands the (30%) Description of Description of further Description of context. context. context.

practice is very practice is weak, development in practice is

weak, missing missing and/or relation to appropriate to the And/or And/or And/or and/or lacking in lacking in essential appropriateness theoretical discussion

essential information to and/or detail to and provides tangible Description of Description of Description of information to provide an evidence evidence for the practice is practice is practice is provide an appropriate subsequent subsequent detailed and excellent providing outstanding appropriate evidence base for discussion on fit discussion of fit appropriate to appropriate, providing evidence base for the subsequent between theory between theory and the theoretical detailed and appropriate, the subsequent discussion on fit and practice. practice. discussion insightful evidence detailed and

discussion on fit between theory providing good to inform the insightful evidence

between theory and practice. And/or And/or evidence for the subsequent to inform the and practice. subsequent commentary on subsequent And/or Application of Application of theory commentary on the fit between commentary on And/or theory to practice to practice is fit between theory and the fit between Application of could be further generally good and theory and practice. theory and Application of theory to practice developed. the links are generally practice. practice. theory to practice is weak. explained. And/or

is very weak. And/or And/or Excellent

Very good application of Outstanding application of appropriate, in- application of appropriate depth theory to appropriate, in- theory to practice and the depth theory to practice and the links are practice and the links are very absolutely clear. links are well explained. absolutely clear.

Commentary Commentary on Commentary on Commentary on Clear commentary on Very good Excellent Outstanding on the fit the analysis and the analysis and the analysis and the analysis and commentary on commentary on all commentary on all between evaluation of fit evaluation of fit evaluation of fit evaluation of fit all aspects of the aspects of the aspects of the

theory and between theory between theory between theory between theory and analysis and analysis and analysis and

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practice and practice is and practice is and practice might practice is provided. evaluation of fit evaluation of the evaluation of the

(20%) very weak and/or weak. have been further between theory fit between theory fit between theory missing. developed. and practice is and practice is and practice is provided demonstrated demonstrated throughout the showing insight in showing insight in report. relation to both relation to both

the theory and the theory and practice. practice.

Presentation, The written style The written style The written style The written style and The written style The written style The written style Structure, and grammar are and grammar are and grammar are grammar are and grammar are and grammar are and grammar are Style etc. very weak. weak. acceptable but generally good. very good. excellent outstanding

(10%) could be improved. throughout. throughout. And/or And/or And/or And/or

Style, And/or And/or And/or Grammar The report The report lacks a The report has a clear

Structure structure is very clear structure. The report has a structure. The report has a The report has an The report has an (including unclear. clear structure but clear structure excellent structure outstandingly number And/or could be improved. And/or including a and a clear clear structure and system) And/or numbering numbering system a clear numbering Introduction. There introduction And/or system, etc. system etc. Conclusions There is no providing context, The introduction is numbered

introduction terms of reference, clear in all areas. figures/tables And/or And/or providing aim/objectives There is an etc.

context, terms of report navigation introduction but And/or The introduction is The introduction is reference, etc. is weak certain elements And/or excellent in all outstanding in all aim/objectives are weak or Appropriate overall aspects. aspects. report navigation And/or missing (e.g. conclusions are The introduction

etc. and/or it is context, terms of reached in line with is very clear and And/or And/or very weak. Overall conclusions reference, the terms of appropriate in all

are not reached or aim/objectives, reference. elements. The conclusions The conclusions And/or are weak in report navigation). reached are very reached are relation to the And/or clear, complete exceptionallyclear, Overall terms of reference. And/or and insightfulin complete and

conclusions are The conclusions relation to the insightful in not reached or Overall conclusions reached are terms of relation to the are very weak. are reached in clear, complete reference. terms of

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relation to the and insightful in reference. terms of reference relation to the

but some are terms of

weak/missing. reference

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University of South Wales Postgraduate Generic Assessment Criteria Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature

86 – The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the level of the qualification. There is also

100% ample excellent evidence showing that all the learning outcomes and skills appropriate to that level are fully satisfied. The work is exemplary in all the categories shown above and

demonstrates a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85% The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the level of the qualification. There is also excellent evidence

showing that all the learning outcomes and skills appropriate to that level are fully satisfied. The work is outstanding in the majority of the categories shown above or demonstrates

particularly compelling evaluation and elegance of argument, interpretation or discourse.

Dis

ti

nctio

n The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the level of the qualification. There is also excellent evidence showing

that all the learning outcomes and skills appropriate to that level are satisfied. The work will be excellent in the majority of the categories shown above or demonstrates particularly

70 – 75% compelling evaluation and elegance of argument, interpretation or discourse.

Directly relevant to A substantial Comprehensive Well supported, focussed Contains distinctive or Well written, with Critical appraisal of up-to-

the requirements of knowledge of relevant analysis - clear and argument which is clear and independent thinking; standard spelling and date and/or appropriate

60 – 69% the assessment material, showing a orderly logically structured. and begins to formulate grammar, in a literature. Recognition of

clear grasp of presentation an independent position readable style with different perspectives. Very

Me

rit themes, questions in relation to theory acceptable format good use of a wide range of

and issues therein and/or practice. sophisticated source material.

A reasonable Adequate knowledge Reasonable Generally coherent and It will contain some Competently written, Draws on a good variety of

attempt to address of a fair range of analytical treatment logically structured, using an distinctive or with only minor lapses literature which includes

50 – 59% the requirements of relevant material, with which has a clear appropriate mode of independent thinking; from standard recent texts and/or

the assessment: may intermittent evidence purpose argument. may begin to formulate grammar, with appropriate literature

drift away from this in of an appreciation of an independent position acceptable format including a range of

less focused its significance in relation to theory appropriate source material.

passages and/or practice.

40 – 49% Some correlation Basic understanding Some analytical Some attempt to construct a Work which expresses a A simple basic style Evidence of use of

with the of the subject but treatment, but may coherent argument, but may coherent position only in but with significant appropriate literature.

requirements of the addressing a limited be prone to suffer loss of focus and broad terms and in deficiencies in Frequently only uses a single

assessment but range of material description, or to consistency. uncritical conformity to expression or format source to support a point.

there is a significant narrative, which one or more standard that may pose Weak use of quotation.

lacks clear obstacles for the

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degree of irrelevance analytical purpose views of the topic reader

35 – 39% Relevance to the A limited Largely descriptive A basic argument is evident, Some evidence of a Numerous Barely adequate use of

requirements of the understanding of a or narrative, with but there is a lack of clarity view starting to be deficiencies in literature. Over reliance on

assessment may be narrow range of little evidence of and coherence formed but mainly expression and

very intermittent, and material analysis derivative. presentation; the material provided by the tutor.

may be reduced to writer may achieve

its vaguest and least clarity (if at all) only by

challenging terms using a simplistic or

repetitious style

The evidence provided shows that the majority of the learning outcomes and skills appropriate to that Level are satisfied.

30 – 34% The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided shows that some of the

learning outcomes and skills appropriate to that Level are satisfied. The work will be weak in some of the indicators.

0-29% The work examined is unacceptable and provides little or no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few if

Fa

il any of the learning outcomes and skills appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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