UCM Leadership and Management Relation Paper

Table of ContentsMODULE LEARNING OUTCOMES ………………………………………………………………………….. 2
MODULE ASSESSMENT ……………………………………………………………………………………….. 2
Assignment Submission Dates …………………………………………………………… 3
ASSESSMENT CRITERIA ………………………………………………………………………………………. 4
THE PHILOSOPHY OF ACADEMIC WRITING …………………………………………………………… 5
WRITING A REPORT …………………………………………………………………………………………….. 6
PRESENTING YOUR WORK: A GUIDE ……………………………………………………………………. 7
ADDITIONAL CONSIDERATIONS……………………………………………………………………………. 8
CONSTRUCTING AN EFFECTIVE DIALOGUE ………………………………………………………… 11
Planning Your Writing ………………………………………………………………….. 11
Words That Help Your Argument ………………………………………………………. 11
Words That Do Not Help Your Argument ………………………………………………. 11
Including Third Person Interpretation…………………………………………………… 12
So Remember That . . . . ……………………………………………………………….. 13
SAMPLE HEADER PAGE ……………………………………………… Error! Bookmark not defined.
SAMPLE MODULE CHECKLIST …………………………………… Error! Bookmark not defined.
MODULE LEARNING OUTCOMES
On successful completion of the module, you will be able to:
1. Critically evaluate the definition, roles and responsibilities of Leadership and
Management in modern contexts
2. Assess alternative theoretical approaches to leadership and management and
their relevance within contemporary organisations.
3. Discuss different methods of leadership and management development and how
to implement and evaluate interventions effectively
MODULE ASSESSMENT
Mode:
Coursework 100%
The module is assessed by 100% coursework. The coursework consists of one (1)
report, based on the question detailed below:
Coursework 1
100%
End of Module Assessment: Individual written REPORT (3300 – 3700 words)
Learning Outcomes to be assessed: 1, 2 and 3
Part 1:
•
(Learning Outcomes 1 and 2)
Using a robust range of academic sources, critically examine the core concepts of
leadership and management. In doing so, evaluate where there may be
crossover between the two concepts highlighting similarities and differences.
Part 2:
•
(Learning Outcome 3)
Present an academic rationale and construct a development plan that outlines
one key leadership and one key management skill that line managers need in a
contemporary business environment.
•
In Part 1, critically examine the concepts of leadership and management.
Determine whether there is an alignment (relationship) between the two concepts
or whether you believe they are simply different functioning aspects of running a
business.
•
Evaluate the purpose and value of the two concepts in a business context.
•
Evaluate those two concepts against each other, not as separate issues.
•
Do not:
➢ simply construct a series of advantages or disadvantages in addressing
this question.
➢ simply provide a list of what a leader does and what a manager does (that
is not the purpose of the question).
•
In Part 2, provide a robust academic rationale for the choice of leadership and
management skill you feel needs to be developed or prevalent in contemporary
manager / leaders today.
•
Provide a short development plan that highlights how you might develop that skill
and what value it would add (both from the organisation and individual
perspective.
Assignment Submission Dates
Coursework 1:
ASSESSMENT CRITERIA
Note that your work is assessed against the following five (5) criteria:
Knowledge: Is able to evidence an extremely clear and capable
understanding of all key areas of the subject through a well-informed
range of appropriate academic research.
/ 20
Criticality: There is a high level of critical analysis and engagement.
The work provides clear evidence of interpreting the theory in
relative and competing perspectives.
/ 25
Application: The analysis illustrates a very sound ability to forge
links between theory and practice. The fit to an organisational
context is very evident, with well-considered and supportive
examples.
/ 20
Evaluation: In utilizing an appropriate range of academic resources,
the work evidences a high degree of original thinking and illustrates
a range of alternative considerations / viewpoints throughout,
culminating in perceptive conclusions.
/ 20
Communication: The language used throughout the work is of an
extremely high quality. The work is presented in a professional
manner and pays attention to detail (spelling, grammar, layout etc.).
The citing and referencing are of an extremely high quality and has
applied Harvard style protocols accurately.
/ 15
Total %
/ 100
Each of the criteria is then assessed against ten (10) grading points:
10
9.6
8.6
7.6
6.6
5.6
4.6
3.6
2.6
1.6
THE PHILOSOPHY OF ACADEMIC WRITING
•
Writing essays and constructing reports is not just about memorising new
information or simply copying it. Your task is to construct your ideas of what other
appropriately viewed and cited authors have to say on a subject.
•
Your job is not to entertain the reader but lead them through a dialogue which
evidences you know something about the subject and are able to articulate an
understanding. While you are not being asked to entertain, the work has to be
interesting, informative and focused.
•
You must try and bring together information which either supports or negates
(and preferably does both) a view or set of views. You are seeking to inform or to
persuade or both. But to make a point with the reader, it must try to get and keep
the attention of the reader or readers. That means catching and keeping their
interest.
•
Avoid sweeping generalizations. Statements such as, “A is the most important
problem facing the world today,” can cause your reader to dismiss your position
out of hand if you do not subsequently provide evidence or interpretation to
support that view. On the other hand, “M suggests that A is a significant global
problem. This is evidenced by . . . . . . . .” is more accurate.
•
Do not use “I” statements such as “I think.” Likewise, avoid the personal pronouns
“you,” “we,” “my,” “your” or “our”. This is referred to as writing in either first
person or second person.
•
Unless advised otherwise, always write in third person. So, you should talk about
the situation, the report, the organization, the circumstances etc.
•
Simply stating your argument with supporting facts makes you sound much more
authoritative. Instead of writing, “I found X to be a significant issue in managing
workplace issues,” tell the reader why your statement is true: “According to Z,
workplace issues can significantly impact task management. The implication
appears to be that . . . . . . . . . . . ”
WRITING A REPORT
1. Include a header page on your work. An example is provided in this document
(see page 16 of this document).
2. A Module Assignment Checklist should also be included (see page 17 of this
document).
3. Your report must include a Contents Page, so please do not forget it.
4. The Report must contain points 1, 2 and 3 above. It will also include the
following:
➢ Introduction (included in word count)
➢ Main Report – Part 1 (included in word count)
➢ Main Report – Part 2 (included in word count)
➢ Conclusion (included in word count)
➢ References (not included in the word count)
5. Keep focused on the topic you are discussing. Do not wander into writing
anything that might simply appear to be interesting, it must be relevant.
6. Guidance on the use of academic sources is provided in the additional
assessment guidance
7. In order to get you focused on developing a sound academic argument, you will
only be allowed to use a restricted number of web sources as a means of
academic underpinning. A list of acceptable web sources will be provided
separately. Please note that any books or journals found through the electronic
library resource are not considered a web source.
8. You can use an academic source more than once (in citation), but it still only
counts as one reference
9. Failure to adhere (follow) to the guidelines is more likely to result in reduced
grade outcomes
Be advised: The elements highlighted in bold in point 4 (above) are the only parts
of this report that are included in the word count
PRESENTING YOUR WORK: A GUIDE
Points to consider in constructing your assignments:
✓ Presentation matters so please pay attention to detail
✓ Use minimum size 12 font
✓ Use Verdana, Microsoft Sans Serif or Arial font type (this advice is written in MS
Sans Serif size 12 and makes for easy reading on the page)
✓ Use 2.5cm margins
✓ Use line and a half (1.5) spacing
✓ A good rule is to use paragraphs that are generally 15 – 20 lines long. Longer
than this and you are potentially losing the reader. Shorter and you may not
entirely be making the point as coherently as you might wish, although there may
be relevant circumstances where shorter or longer than this guidance does apply.
You have to make a judgement call.
✓ Use a general sentence structure of 2 to 4 lines. Longer than that and you are
probably trying to make too many points in the same sentence.
✓ DO NOT under any circumstances use single sentence paragraphs – they do not
help the flow of your work, nor do they help connect your points
✓ Always use page numbers in your work
✓ Check your spelling. Sloppy mistakes detract from the quality of your work
✓ Be consistent in the presentation. Do not use different font types or font sizes in
different parts of the work
✓ Follow the guidelines – they are given to you for a reason, and they generally
make for achieving more effective outcomes
ADDITIONAL CONSIDERATIONS
General points to consider in constructing your work:
➢ Use a robust range of academic sources to underpin the points you are making.
This does not mean you will simply go and download information from the
internet. This is very likely to lead to a reduction in your grade.
➢ Robust means books and journals. The use of websites is absolutely restricted to
ensure you do not simply use inappropriate sources to build incomplete or
unhelpful discussions that confuse your thinking.
➢ Less is more – discuss fewer points in your analysis but discuss them in more
depth. This is far more important than showing the reader you have identified
every problem point within the organization or business sector.
➢ Be prepared to experiment with your thinking. Using a minimum of three or
ideally at least four academic sources in the discussion point is much more likely
to lead to better grades as it provides you with a broader perspective from which
to develop your argument.
➢ Be prepared to experiment with your interpretation. Refer to the additional list of
third person techniques for exploring your interpretation (see page 14). Also think
about the potential consequences of your interpretation. Add this thinking to your
work and possibly use additional academic underpinning to facilitate that
discussion. It shows the reader you have thought about it.
➢ Do not, under any circumstances, simply regurgitate (copy) a model or theory into
your work. You must use the model or theory as part of your analysis. This
means constructing them using information from your additional research. This
again shows the reader you have thought about it.
➢ Be careful not to be simply subjective. Making unsubstantiated statements does
not add value to your work. In fact, it generally detracts. You must underpin
those points with academic references (citations) or other available appropriate
data or evidence, apply to the organization, industry or country and incorporate
your interpretation.
➢ Connect your points together. You are telling a story and the reader has to ‘get
it’. So do not leave yourself open to making vague statements that allow the
reader to start asking questions. Lead the reader through the story (the analysis
and evaluation).
➢ DO NOT, under any circumstances, use bullet point lists. Bullet point lists are
generally space fillers and add no value. Discuss the points you want to make
using academic models and theories to supplement that dialogue. Do not forget
the interpretation.
➢ If you are making assumptions about the situation, tell the reader. Then use
academic theory to analyse and discuss the point or points. If you make
assumptions but do not close the loop, (use theory and discuss) then you are
potentially leaving yourself open to question from the reader.
➢ Use the academic theories explored in your work to help justify and validate your
conclusions and, if or where appropriate, any recommendations you wish to
make. This adds value and shows the reader you have made connections
between the theory, context (application) and development of the individual.
➢ DO NOT, under any circumstances, introduce new theories or models into your
conclusions. You must have already brought those models and theories into the
broader analysis you have undertaken in the main part of your work.
➢ Your work must be submitted using a Header Page. An example is provided later
in this document. Do not over complicate this. Use simple structures and
techniques. Bonus points are not awarded for fancy header pages.
➢ Use Harvard style citation and referencing protocols.
Citation:
Pears & Shields (2019)
Reference:
Pears R & Shields G (2019) Cite Them Right: The Essential Referencing Guide (11th
edition) Basingstoke, Hants: Palgrave Macmillan
IF YOU ARE IN ANY DOUBT ABOUT WHAT TO
DO OR THE INFORMATION PROVIDED THEN
PLEASE TALK TO YOUR MODULE / SEMINAR
TUTOR.
IT IS ALWAYS BETTER TO ASK THAN TO
CONTINUE IN UNCERTAINTY.
CONSTRUCTING AN EFFECTIVE DIALOGUE
Planning Your Writing
•
Start with the topic sentence – this is to attract the reader’s attention and
expresses the main idea (you might include some underpinning theory or
evidence)
•
Explain or define any particular abstract or key term(s) – this will help clarify the
topic
•
Provide evidence – incorporate an element or elements of theory and or data to
support your main argument (studies, experiments, research etc.)
•
Comment on the evidence – to show how it could support your argument (see
third person interpretation techniques)
Words That Help Your Argument
✓ points out that . . . . . . . e.g., Hayes (2010) points out that . . . .
✓ argues . . . . . . . e.g., Harzing and Pinnington (2015) argue that . . . .
✓ maintains . . . . . . . e.g., Pryor and Bright (2011) maintain that . . . .
✓ claims . . . . . . . e.g., Porter, Smith and Fagg (2006) claim that . . . .
✓ concludes . . . . . . . e.g., Daft (2011) concludes that . . . .
✓ suggests . . . . . . . e.g., Hayton et al (2012) suggest that . . . .
Words That Do Not Help Your Argument
X author name SAID . . . . . . . e.g. Kramar and Syed (2012) SAID . . . . .
X author name STATES . . . . . . . e.g. Martínez-Lucio (2014) STATES . .
X author name HIGHLIGHTS . . . . . e.g., Bridges (2009) HIGHLIGHTS . .
Including Third Person Interpretation
For example:
➢ this might suggest that . . . .
➢ this could suggest that . . . .
➢ the theory could imply that . . .
➢ this theory might imply that . . .
➢ the theory may imply that . . . .
➢ this may indicate that . . .
➢ this could indicate that . . .
➢ the situation might indicate that . . . .
➢ this could assume that . . .
➢ the result might be assumed to show that . . . .
So, Remember That . . . .
1. When constructing your assignment, please avoid putting too many direct quotes
in your work (ideally not more than 2 throughout the whole assignment is more
than enough). Too many direct quotes simply show that you can copy ideas from
others and that is NOT good academic practice. It is likely to impact your grade
negatively.
2. Direct quotes should not be overly long and must be encased in quotation marks.
Ideally, they should not more than a couple (2) of lines long. Remember direct
quotes require a page number in the citation (e.g., Dowling, Festing & Engle
2008:80 or Dowling, Festing & Engle 2008 p80).
3. Learn to paraphrase the ideas or thoughts of the academic source. This is far
better academic practice.
4. Use multiple sources (at least 3 and ideally 4) in each and every part of your
analysis and discussion. This provides you with greater scope to develop the
argument and evidences’ to the reader that you have read around the subject.
5. Remember also to include your interpretation; what is often considered to be third
person narrative. It is absolutely essential when constructing academic dialogue.
6. So please remember; theory, context and interpretation (and vary it). Do not just
use one approach throughout your work.
Coursework 1 Word Count: 3456