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1 BS4S16 Leadership amp; Management Theories Assignment Brief You are required to complete one assignment to test the following module learning
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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 management theories;
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 or management theory as
appropriate to the chosen topic for critical evaluation;
o critical evaluation of leadership or 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).
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 ) 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 public domain;
▪ 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 your evidence;
▪ 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 plag 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 and practice;
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 Turniti 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 6000 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 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.
6 Assessment Criteria - Please read this in conjunction with the FBS Generic AssessmentCriteria
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 or 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
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 evaluation of literature relating to chosen focused theoretical topic (30%)
Very limited reference/source material.
And/or
Discussion is very superficial and lacks any real focus to evidence knowledge and understanding.
And/or
Knowledge & understanding of theory to underpin application to organisational practice is extremely
weak.
And/or No critical
evaluation of
theory.
Lack of reference/source material.
And/or
Discussion is superficial, lacks appropriate focus to evidence knowledge and understanding.
And/or
Knowledge & understanding of theory to underpin application to organisational practice is weak.
And/or
Lack of critical evaluation of theory.
And/or
Some evidence of consulting reference/source material.
And/or Discussion could
be further focused
to evidence depth of knowledge and understanding.
And/or
Knowledge & understanding of theory to underpin application to organisational practice could be
further developed.
And/or
Limited critical evaluation of theory.
Good use of reference/source material.
And/or
Discussion is appropriately focused to evidence depth of knowledge and understanding.
And/or
Knowledge & understanding of theory to underpin application to organisational practice is generally
sound.
And/or Good critical
evaluation of theory demonstrating ability
Very good use and balance of reference/source material.
And/or
Discussion is focused down to allow in-depth discussion of particular aspects of the theory and
thereby evidence depth of knowledge and understanding.
And/or Very good
knowledge & understanding of theory to underpin application to organisational
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
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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%)
Commentary on the fit between theory and
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.
Commentary on the analysis and evaluation of fit between theory
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.
Commentary on the analysis and evaluation of fit between theory
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.
Commentary on the analysis and evaluation of fit between theory
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.
Clear commentary on the analysis and evaluation of fit between theory and
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. Very good
commentary on all aspects of the analysis and
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.
Excellent commentary on all aspects of the analysis and
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. 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, comple 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, comple 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
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.
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
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.
