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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 [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 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.