Developing Leadership and Management

Developing Leadership and Management (6HR510) Discussion

Instructions/Descriptions

Developing Leadership and Management (6HR510) Discussion

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Assessment Guidance

Academic Year 2021 – 2022

Table of Contents

MODULE LEARNING OUTCOMES 3 MODULE ASSESSMENT 3 Assignment Submission Dates 4 ASSESSMENT CRITERIA 5 THE PHILOSOPHY OF ACADEMIC WRITING 6 WRITING A REPORT 7 PRESENTING YOUR WORK: A GUIDE 9 ADDITIONAL CONSIDERATIONS 10 CONSTRUCTING AN EFFECTIVE DIALOGUE 13 Planning Your Writing 13 Words That Help Your Argument 13 Words That Do Not Help Your Argument 13 Including Third Person Interpretation 14 So Remember That . . .. 15 SAMPLE HEADER PAGE 16 SAMPLE MODULE CHECKLIST 17

WELCOME TO DEVELOPING LEADERSHIP AND MANAGEMENT (6HR508)

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.

Expectations for the module assignment

I just wanted to provide a reminder as to expectations for the module assignment

• The essence of the assignment (Part 1) is the relationship between leadership and management. As a consequence, it is possible for the students to conclude three different outcomes (a) there is a strong link between the two and they are two sides of the same coin – activities carried out by the same person at different points in the journey; (b) there is a weak link between the two and they are carried out by different people with different skills; (c) the literature is inconclusive and it is difficult to provide a definitive answer.
• They may well talk about / suggest all three in their work, but encourage them to draw a conclusion (where do they sit on the matter – without using first person narrative / views).
• They must not talk about leadership and management separately in the assignment, but evaluate / examine / explore the relationship between the two.
• Ask them not to get fixated with the definition of the two terms but to use the various definitions, views and perceptions to articulate a view on the relationship (or non-relationship).
• Please make sure students do not simply provide us with a history lesson on leadership and management, that is most definitely not what we want or are expecting.
• Emphasize the need to read and follow the assessment guidance, we will use it to review and grade their work, so ignoring it can lead to a reduction in the grade.
• If they have any doubts, any queries or concerns then encourage their questions.
• Work must be presented according to the guidance document (font type, size, layout etc).

Assignment Submission Dates

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Coursework 1: Sunday 5th May 2022 (by 23:59pm UK time)

ASSESSMENT CRITERIA

Note that your work is assessed against the following five (5) criteria:

Each of the criteria is then assessed against ten (10) grading points:

THE PHILOSOPHY OF ACADEMIC WRITING

• Writing essays and constructing reports is not just about memorizing 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

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.

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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 circumstancesuse 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. If you do not know them, please research them. Information is available on-line via the University of Derby Library site. Your attention is also drawn to the following book on citing and referencing

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., Herzing 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

• Author name SAID . . . . . .. e.g., Kramar and Syed (2012) SAID . . ..
• Author name STATES . . . . . .. e.g., Martínez-Lucio (2014) STATES.
• 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, Fasting & Engle 2008:80 or Dowling, Fasting & 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.

SAMPLE HEADER PAGE

UNIVERSITY OF DERBY

DERBY BUSINESS SCHOOL

Developing Leadership and Management

(6HR510)

Examining Leadership and Management

Student I.D. XXXX1234

Date Submitted: 24th May 2022

Coursework 1 Word Count: 3456

SAMPLE MODULE CHECKLIST

Developing Leadership and Management (6HR510)

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Module Assignment Checklist

This checklist must be submitted with your module assignment as an indication by you that you have met the necessary criteria. The checklist is designed to help you avoid some of the most common mistakes that are made by students submitting their coursework.

Students often lose marks by forgetting some of the straightforward but necessary elements of their assignments. You should tick () off each of the points below as you prepare your work and submit this form in your assignment to evidence completion of the task. If you require help or advice on completing this checklist, please contact your module tutor.

Developing Leadership and Management (6HR510) Discussion

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