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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 http://studyskills.southwales.ac.uk/tabs1/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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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

http://studentlibrary.southwales.ac.uk/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

http://studyskills.southwales.ac.uk/tabs1/reports/);

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 extenuating.circumstances@unicaf.org 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 leadership and management theory as appropriate to the chosen topic for critical evaluation;

10

Critical evaluation of literature 30

Critical discussion of practice relating to leader and organisation

30

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.

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

20% Fail 35-39%

Pass 40-49%

Pass 50-59%

Merit 60-69%

Distinction 70%-79%

Distinction 80% - 100

Contextual discussion of the broader development of leadership and management theory (10%)

Very limited reference/source material.

And/or

Very weak

understanding of the context of development of the chosen leadership or management theory relating to the chosen topic.

And/or

The work remains largely unreferenced and/or most references are incorrectly cited and/or missing in the body in the list at the end.

Lack of reference/source material.

And/or

Weak

understanding of the context of development of the chosen leadership or management theory relating to the chosen topic.

And/or

Many references are missing

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

Some evidence of consulting reference/source material.

And/or

Some contextual understanding of the context of the development of the chosen leadership or management theory relating to the chosen topic but gaps evident.

And/or

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

Good use of reference/source material.

And/or

Good contextual understanding of the context of the development of the chosen leadership or management theory relating to the chosen topic from seminal work through to contemporary theory.

And/or

References are generally appropriately cited in the body of the report. Some errors in relation to the body of the report and/or list at the end.

Very good use and balance of reference/source material.

And/or

Very good contextual understanding of the context of the development of the chosen leadership or management theory relating to the chosen topic from antecedent and seminal work through to contemporary theory.

References are appropriately cited in the body of the report and

Excellent use and balance of reference/source material.

And/or

In-depth understanding of the context of the development of the chosen leadership or management theory relating to the chosen topic from antecedent and seminal work through to contemporary theory.

And/or

All references are

appropriately cited in the body of the

Outstanding use and balance of reference/source material.

And/or

Very in-depth understanding of the context of the development of the chosen leadership or management theory relating to the chosen topic from antecedent and seminal work through to contemporary theory.

And/or

All references are

appropriately cited in the body of the

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the list at the

end. Few errors e.g. in relation to page numbers for quotations etc.

report and the list at the end with very few errors.

report and the list at the end without a single error.

Critical Very limited Lack of Some evidence of Good use of Very good use Excellent use and balance of reference/source material.

And/or

Discussion is excellent demonstrating in-depth consideration of relevant aspects of theory to show thorough knowledge and understanding.

And/or

Excellent knowledge & understanding of theory to underpin application to

Outstanding use and balance of reference/source material.

And/or

Discussion is outstanding demonstrating in-depth consideration of relevant aspects of theory to show thorough knowledge and understanding.

And/or

Outstanding knowledge & understanding of theory to underpin application to

evaluation of reference/source reference/source consulting reference/source and balance of literature material. material. reference/source material. reference/source relating to material. material. chosen And/or And/or And/or

focused And/or And/or theoretical Discussion is very Discussion is

topic (30%) superficial and superficial, lacks Discussion could Discussion is

lacks any real appropriate focus be further focused appropriately focused Discussion is 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 understanding. understanding. understanding. understanding. discussion of particular And/or And/or And/or And/or aspects of the theory and Knowledge & Knowledge & Knowledge & thereby evidence understanding of understanding of understanding of Knowledge & depth of theory to theory to underpin theory to underpin understanding of knowledge and underpin application to application to theory to underpin understanding. application to organisational organisational application to

organisational practice is weak. practice could be organisational And/or practice is further developed. practice is generally

extremely weak. And/or sound. Very good And/or knowledge & And/or Lack of critical And/or understanding of evaluation of Limited critical theory to No critical theory. evaluation of Good critical underpin

evaluation of theory.

And/or theory. evaluation of theory

demonstrating ability application to organisational

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And/or

The work remains largely unreferenced and/or most references are incorrectly cited and/or missing in the body in the list at the end.

Many references are missing

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

And/or

Many references are missing or incorrectly cited in the body of the report and/or in the list at the end.

to compare/contrast theoretical strengths/weaknesses etc.

And/or

References are generally appropriately cited in the body of the report. Some errors in relation to the body of the report and/or list at the end.

practice is demonstrated.

And/or

Critical evaluation of theory clearly demonstrates points of comparison between theories, relative strengths and weaknesses of theory etc.

organisational practice is demonstrated.

And/or

Insightful critical evaluation of the theory with an excellent commentary relating to points of comparison, strengths and weaknesses etc.

organisational practice is demonstrated.

And/or

Highly insightful critical evaluation of the theory with an outstanding commentary relating to points of comparison, strengths and weaknesses etc.

And/or And/or

And/or

References are appropriately cited in the body of the report and the list at the end. Very few errors e.g. in relation to page numbers for quotations etc.

All references are appropriately cited in the body of the report and the list at the end without a single error.

All references are appropriately cited in the body of the report and the list at the end without a single error.

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 theoretical topic (including context) (30%)

elements are missing.

And/or

Description of practice is very weak, missing and/or lacking in essential information to provide an appropriate evidence base for the subsequent discussion on fit between theory and practice.

And/or

Application of theory to practice is very weak.

elements are missing.

And/or

Description of practice is weak, missing and/or lacking in essential information to provide an appropriate evidence base for the subsequent discussion on fit between theory and practice.

And/or

Application of theory to practice is weak.

are gaps.

And/or Description of practice needs further development in relation to appropriateness and/or detail to evidence subsequent discussion on fit between theory and practice.

And/or

Application of theory to practice could be further developed.

reader has an understanding of the context. And/or

Description of practice is appropriate to the theoretical discussion and provides tangible evidence for the subsequent discussion of fit between theory and practice.

And/or

Application of theory to practice is generally good and the links are generally explained.

appropriately provided and presented so that the reader understands the context.

And/or

Description of practice is detailed and appropriate to the theoretical discussion providing good evidence for the subsequent commentary on fit between theory and practice.

And/or

Very good

application of appropriate theory to practice and the links are very well explained.

presented and discussed in all respects so that the reader fully understands the context.

And/or

Description of practice is excellent providing appropriate, detailed and insightful evidence to inform the subsequent commentary on the fit between theory and practice.

And/or

Excellent application of appropriate, in- depth theory to practice and the links are absolutely clear.

presented and discussed in all respects so that the reader fully understands the context.

And/or

Description of practice is outstanding providing appropriate, detailed and insightful evidence to inform the subsequent commentary on the fit between theory and practice.

And/or

Outstanding application of appropriate, in- depth theory to practice and the links are absolutely clear.

Commentary on the fit between theory and

Commentary on the analysis and evaluation of fit between theory

Commentary on the analysis and evaluation of fit between theory

Commentary on the analysis and evaluation of fit between theory

Clear commentary on the analysis and evaluation of fit between theory and

Very good commentary on all aspects of the analysis and

Excellent commentary on all aspects of the analysis and

Outstanding commentary on all aspects of the analysis and

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practice (20%)

and practice is very weak and/or missing.

and practice is weak.

and practice might have been further developed.

practice is provided. evaluation of fit between theory and practice is provided throughout the report.

evaluation of the fit between theory and practice is demonstrated showing insight in relation to both the theory and practice.

evaluation of the fit between theory and practice is demonstrated showing insight in relation to both the theory and practice.

Presentation, Structure, Style etc. (10%)

Style, Grammar Structure (including number system) Introduction. Conclusions

The written style and grammar are very weak.

And/or

The report structure is very unclear.

And/or

There is no introduction providing context, terms of reference, aim/objectives report navigation etc. and/or it is very weak.

And/or

Overall

conclusions are not reached or are very weak.

The written style and grammar are weak.

And/or

The report lacks a clear structure.

And/or

There introduction providing context, terms of reference, aim/objectives report navigation etc. is weak

And/or

Overall conclusions are not reached or are weak in relation to the terms of reference.

The written style and grammar are acceptable but could be improved.

And/or

The report has a clear structure but could be improved.

And/or

There is an introduction but certain elements are weak or missing (e.g. context, terms of reference, aim/objectives, report navigation).

And/or

Overall conclusions are reached in

The written style and grammar are generally good.

And/or

The report has a clear structure.

And/or

The introduction is clear in all areas.

And/or

Appropriate overall conclusions are reached in line with the terms of reference.

The written style and grammar are very good.

And/or

The report has a clear structure including a numbering system, numbered figures/tables etc.

And/or

The introduction is very clear and appropriate in all elements.

And/or

The conclusions reached are clear, complete

The written style and grammar are excellent throughout.

And/or

The report has an excellent structure and a clear numbering system etc.

And/or

The introduction is excellent in all aspects.

And/or

The conclusions reached are very clear, complete and insightfulin relation to the terms of reference.

The written style and grammar are outstanding throughout.

And/or

The report has an outstandingly clear structure and a clear numbering system etc.

And/or

The introduction is outstanding in all aspects.

And/or

The conclusions reached are exceptionallyclear, complete and insightful in relation to the terms of

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relation to the

terms of reference but some are weak/missing.

and insightful in relation to the terms of reference

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

Dis

tinctio

n

86 –

100%

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

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.

70 – 75%

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

compelling evaluation and elegance of argument, interpretation or discourse.

Me

rit

60 – 69%

Directly relevant to

the requirements of

the assessment

A substantial

knowledge of relevant

material, showing a

clear grasp of

themes, questions

and issues therein

Comprehensive

analysis - clear and

orderly

presentation

Well supported, focussed

argument which is clear and

logically structured.

Contains distinctive or

independent thinking;

and begins to formulate

an independent position

in relation to theory

and/or practice.

Well written, with

standard spelling and

grammar, in a

readable style with

acceptable format

Critical appraisal of up-to-

date and/or appropriate

literature. Recognition of

different perspectives. Very

good use of a wide range of

sophisticated source material.

50 – 59%

A reasonable

attempt to address

the requirements of

the assessment: may

drift away from this in

less focused

passages

Adequate knowledge

of a fair range of

relevant material, with

intermittent evidence

of an appreciation of

its significance

Reasonable

analytical treatment

which has a clear

purpose

Generally coherent and

logically structured, using an

appropriate mode of

argument.

It will contain some

distinctive or

independent thinking;

may begin to formulate

an independent position

in relation to theory

and/or practice.

Competently written,

with only minor lapses

from standard

grammar, with

acceptable format

Draws on a good variety of

literature which includes

recent texts and/or

appropriate literature

including a range of

appropriate source material.

40 – 49% Some correlation

with the

requirements of the

assessment but

there is a significant

Basic understanding

of the subject but

addressing a limited

range of material

Some analytical

treatment, but may

be prone to

description, or to

narrative, which

lacks clear

Some attempt to construct a

coherent argument, but may

suffer loss of focus and

consistency.

Work which expresses a

coherent position only in

broad terms and in

uncritical conformity to

one or more standard

A simple basic style

but with significant

deficiencies in

expression or format

that may pose

obstacles for the

Evidence of use of

appropriate literature.

Frequently only uses a single

source to support a point.

Weak use of quotation.

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degree of irrelevance analytical purpose views of the topic reader

Fa

il

35 – 39% Relevance to the

requirements of the

assessment may be

very intermittent, and

may be reduced to

its vaguest and least

challenging terms

A limited

understanding of a

narrow range of

material

Largely descriptive

or narrative, with

little evidence of

analysis

A basic argument is evident,

but there is a lack of clarity

and coherence

Some evidence of a

view starting to be

formed but mainly

derivative.

Numerous

deficiencies in

expression and

presentation; the

writer may achieve

clarity (if at all) only by

using a simplistic or

repetitious style

Barely adequate use of

literature. Over reliance on

material provided by the tutor.

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

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.