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Leading and managing organisations and systems: Assignment Support

Objectives

By the end of today’s session, you will be able to:

Structure your coursework in a way that best articulates your ideas and arguments

Construct an argument supported by academic sources

Address any questions/clarifications you have regarding the coursework

Module Recap

Current healthcare context and issues

Key leadership theories - transformational leadership; ethical leadership; strategic/board/executive/NHS; Compassionate leadership for healthcare

Culture & collective leadership

Organisational change & systems leadership

Decision making in organisations

Using data and information to make decisions

Case study analysis – 100% of total grade

You are required to write a 3500-word essay analysing some of the issues at Boxgrove hospital. You are asked to prepare your answer in relation to the content lectures covering teamwork, senior leadership, culture, change, strategy, decision making, system and collective leadership.

Word limit: 3500 words

Submission date: April 14th, 2020, by 4.00 pm

Online submission ONLY

What are you required to do?

With reference to relevant theory, critically analyse Sara’s leadership approach, decisions, and outcomes.

Distributive/collective leadership – does she engage in effective leadership?

Leading change – does she follow all of Kotter’s 8 steps?

Culture - does she attempt to change the current culture and how does she approach the change?

Strategic decision making

Systems leadership

Provide recommendations for the ‘second phase’ based on relevant theory and research.

Based on your critique in Q1

Critical assessment – how can Sarah’s leadership improve? What does she need to work on?

How can she better integrate across the organisation/systems?

Case study analysis

Compulsory piece of assessment

Not an opinion piece! It’s an academic essay

Formative feedback before submitting

Lecturers (I) will NOT read full drafts but will read and give you feedback on outlines if submitted by March 31st

Coursework – General notes

1) Word limit

3500 words for the whole essay

Please state the word count on the front page of your document

Word count EXCLUDES reference list, appendices (if any), footnotes, and cover page content

Word count INCLUDES in-text references, quotes, tables, and anything else!

2) Cover page

Include title of the essay – e.g., Case study analysis

State the word count

Coursework – General notes

3) Layout and formatting

Font size 12

Arial or Lucida Sans font

1.5 or Double LINE spacing – google it 

Don’t re-write the question

Harvard referencing (APA will also be suitable) – also google it (e.g. www.citethisforme.com) There is also a guide on blackboard

Coursework – General notes

4) ONLINE submission

Blackboard  Courses  Leading and managing orgs and systems  Assignment information  Electronic submission of assignment guide

www.assignments.soton.ac.uk

Coursework– how to start!

1. Know where to locate the case study on blackboard 

2. Read the case study  read the questions  read the case study again (& again) carefully, several times

3. Highlight key points and themes you think are relevant for the questions

4. Jot down a plan/scheme/bullet points that summarise the key issues that you identify in relation to each question

Coursework – Marking criteria

Content, knowledge, process

Critical analysis, synthesis, & conclusions

Organisation & communication

Criteria	PASS				FAIL
	Excellent	Very good	Good	Satisfactory
	80-100	70-79	60-69	50-59	40-49	0-39
A Content, knowledge, process
Conduct of assessment task	Product does meet assessment task requirements (eg learning outcomes) and/or does present to a professional standard				Product does not meet assessment task requirements (eg learning outcomes) and/or does not present to a professional standard
Material used/ use of resources including literature	An outstanding range of highly relevant and extraordinary material used to inform this assignment. Comparable to published work.	A comprehensive utilisation of resources and background reading demonstrated.	Evidence of a wide range of material used to inform this assignment.	Adequate and appropriate material used. Background reading evident but not wide ranging.	Some appropriate material used to inform the assignment but lacking in range. Suggests inadequate background reading.	Limited or inappropriate material presented or used. Demonstrating lack of background reading

16	PASS				FAIL
	Excellent	Very good	Good	Satisfactory
	80-100	70-79	60-69	50-59	40-49	0-39
A Content, knowledge, process
Knowledge	Exceptional knowledge of the key aspects of the assessment task and their associated concepts, ideas and techniques	Comprehensive knowledge of the assessment task and its associated theories, ideas, concepts, and implications	Good knowledge of the key concepts, issues, themes and challenges of the assessment task	Sufficient knowledge of the key concepts, issues, themes and challenges of the assessment task	Some, but insufficient, knowledge of key concepts of the task	Limited or no knowledge appropriate to the assessment task is demonstrated
Description of technique, or process followed, or rationale for approach	Exceptional level of detail of the process used. Clear, concise and with no omissions. To a standard worthy of publication.	A very good description of the process or rationale. Would readily enable replication of the process.	Good description of process or rationale. May contain very minor omissions but does not detract from the overall presentation of detail	Adequate description of process or rationale for approach. Possibly with some omissions or occasional lack of clarity.	Some superficial detail of the rationale or process included but with many major omissions. Insufficient detail to replicate or evaluate the process.	Insufficient or no detail of rationale or process. This does not allow replication or detailed scrutiny and evaluation of the process used.

B Critical analysis, synthesis and conclusions
	80+	70-79	60-69	50-59	40-49	0-39
Appraisal of evidence	Critical appraisal of evidence is insightful and inspired.	Very good critical appraisal of evidence.	A good level of critical appraisal of evidence.	An acceptable level of critical appraisal of evidence.	Some attempt at critical appraisal of evidence.	No discernible critical appraisal of evidence.
Synthesis of evidence	The evidence is excellently synthesised into a clear and cogent conclusion.	A very thorough synthesis of the evidence.	A good synthesis of evidence	Some synthesis of evidence is demonstrated	Limited synthesis of evidence, not to the required standard.	No synthesis of evidence or to a very superficial or uni-dimensional level.
Conclusions	The conclusion inevitably and logically follows from the preceding material and is so insightful such that it might appropriately challenge current thinking	Conclusions are very good; in depth, well focussed and clearly based on the evidence.	Sound and focussed conclusions which arise from the evidence.	Reasonable conclusions which arise from the evidence provided.	Superficial or erroneous conclusions	Conclusions are not based on the evidence provided and might not be appropriate

B Critical analysis, synthesis and conclusions
	80+	70-79	60-69	50-59	40-49	0-39
Implications	The implications for healthcare and/or research are exceptional and are clearly drawn from the information presented. These may challenge current thinking and are commensurate with publication standard.	A very good range of implications for healthcare and/or research are drawn from the information presented.	Good application of findings to healthcare and/or research.	Satisfactory application of findings to professional practice and/or theory or research	Some implications for healthcare and/or research listed but at a superficial level. Might not tie in with the evidence presented.	The implications for healthcare and/or research are absent or highly superficial. Possibly irrelevant or not related to the evidence presented.

C Organisation & communication
	80+	70-79	60-69	50-59	40-49	0-39
Ability to present a view/argument	Arguments and views are expressed with excellent clarity and reasoning demonstrating highly advanced skills. The assignment is flawlessly structured	Demonstrates a very good line of reasoning and ability to express a view/argument. Excellent structure to the assignment.	Good ability to present a reasoned view or argument. Very well structured assignment	Demonstrates satisfactory ability to present a reasoned view or argument. Points might be a little clumsy or simplistic at times. Assignment is well structured.	Demonstrates some ability to present a reasoned view or argument but not to the required standard. Some discernible structure evident however this is poorly executed	Demonstrates very little or no ability to present a reasoned view or argument. No clear structure to the assignment
Use of language	Grammar and syntax is excellent. Language is clear, focussed and concise. Worthy of publication standard.	Very good and appropriate grammar, syntax and vocabulary.	Good use of grammar, syntax and vocabulary.	Acceptable use of language, grammar and syntax. A few minor errors but not such that it detracts from the meaning.	Frequent errors in grammar, syntax and spelling. Limited vocabulary.	Grammar, syntax and spelling are of an unacceptable standard, to such an extent that reading the work is difficult.

C Organisation & communication
	80+	70-79	60-69	50-59	40-49	0-39
Citation & Referencing	Referencing is of an impeccable standard and in the required format. No errors.	Referencing is clear, accurate and in the correct format. Might contain very minor errors.	Referencing is sound, in the correct format and mostly accurate.	Referencing is largely sound, in the correct format but has some inconsistencies and inaccuracies.	Referencing is present but contains many errors and possible irrelevancies.	Referencing might be absent or containing a great many major errors.

Detailed marking criteria

I. Content, knowledge, process

Do you address the requirements of the essay?

Do you use the literature to support what you’re saying?

Do you use frameworks, theories, and concepts we discussed in class to analyse the case study?

For example, when assessing Sarah’s leadership, do you describe it in general terms (good, bad, ideal, needs improvement) or do you use the literature to analyse her behaviour? (e.g., Sarah engaged in some aspects of collective leadership such as …. (reference) when…..)

Do you apply theory/framework/concept correctly? Are there any misunderstandings/glitches in your application?

Detailed marking criteria

II. Critical appraisal, synthesis, and conclusions

Do you use sound evidence to support your arguments? Are your sources valid and reliable?

For example, essays who cite businessballs, simply psychology, mindtools and the likes are deemed of very low quality – regardless of the argumentation (also do not cite lectures!)

Do you synthesise and connect ideas with each other? Do you draw on a range of sources to support your claims?

Are you critical of the theories and/or behaviours in the case study? Make sure you evaluate Sarah’s leadership – this means aspects of it were good and aspects were not so good – do you use evidence to support your appraisal?

Do you conclusions flow from your arguments? Do you draw sound conclusions based on the evidence? Are you introducing new concepts in the conclusions (You should not be!)

Detailed marking criteria

III. Organisation and communication

These are the easy marks! Make sure you follow these criteria!

Is your essay properly structured. For example, you can follow this suggested structure:

Introduction – set the scene of the essay

Body of the essay (1) – each paragraph or section represents one aspect of Sarah’s leadership (or a key point)

Body of the essay (2) – recommendations for the future

Conclusions – summarise the key points made

Does your essay flow? Is it clearly written?

Is your referencing (both in-text and in the reference list) correct? Is it consistent?

How to answer – summary (1)

Start with an overall introduction that sets the tone of the essay

Always, ALWAYS, answer the questions in light of theory/frameworks and concepts/evidence – this is an academic essay and NOT AN ESSAY ON YOUR PERSONAL OPINION

Use resources that are credible and reliable – for example, NEVER cite Wikipedia, tutornotes.com, businessballs.com,… and the likes in an academic essay. When you want to support your argument, go on scholar.google.com (or Southampton’s library guide) and find evidence there

Be critical in your approach – evaluate actions from the case and use theory and evidence to support your critical appraisal. You are also invited to appraise the used theories

How to answer – summary (2)

Do not restate what is in the case. You can use examples from the case to support your point but make sure you use the word count to analyse and answer the question in relation to theories and concepts we discussed in class

Have an overall conclusion to the essay

Use proper citations – Harvard or APA referencing

Proof read your essay prior to submission. Make sure the essay flows and is logical in structure

Examples

1. I will show you examples from student essays

2. We will go over one example at a time

3. Read the answer

4. On Vevox, pick the range of grade you would award them

CASE STUDY – example 1

Katz and Kahn (1978) specified for effectiveness of organisational change that have been impeded by systematic properties, by understanding the strengths and weaknesses of; information gathering, individual counselling and therapy, influences of the peer group, sensitivity training, group therapy in organisation, feedback and system change, we can then take on a structure at appropriate stages and at the point of application for success within organisations. Additionally, Robbins and Judge (2016) suggest to guarantee success, management should monitor the organisation’s functioning and relate it with previously set goals, and if they are any disparities, it’s therefore the manager’s role to put the organisation back on the right course. With this in mind, “Sara Kato’s” leadership style was perceived as’ engaging, charismatic and that she delivers on her promises.

CASE STUDY – EXAMPLE 1 Explanation

“This is fine – but it’s not immediately clear how it relates to the systematic properties you describe or the monitoring of the organisational functioning mentioned in R&J.”

Example 2

Whilst critiquing Sara’s implementation of change it is important to consider how she addresses the underlying culture. We have seen already how the direct challenge to previous ways of working, such as calling out previous bullying tactics, have demonstrated her qualities as an authentic leader (Brown and Trevino, 2006). The importance of developing a positive culture within health care settings is supported by the work done for the NHS leadership academy (2013). As Kotter (1996) recognised in his model of change management, culture is something that should be created last, after the change has been implemented. Sara’s efforts to create a positive culture can be seen in her actions and engagement of staff, and indeed the behaviours she tries to reflect are those of organisational citizenship behaviour (Pickford and Joy, 2016). This is important as key elements of these behaviours are that they encourage staff to innovate and require less supervision, which in turn boosts their overall morale and productivity. This type of working culture would be very helpful to Sara’s overall efforts. Her efforts to bring smaller teams together can also be seen as an attempt to address the culture of the trust. Lyubovnikova, West and Dawson (2015) have commented on the value of utilising ‘real teams’ who work closely and interdependently with each other. Their work suggests the improvements are not only seen for the individual (such as increased morale), but also for the patients (reduced mortality in the acute setting) and this move towards a positive team culture by Sara should be commended. A learning and development culture is also embedded by Sara when she provides the senior leadership team with training, ensuring that leadership is distributed which again is a key element of collective leadership as suggested by West et al. (2015).

Example 2 – Explanation

Example 3

Sara wants revolutionary change which is the most drastic form of change (Nadler & Tushman, 1989). This is likely to be needed as Boxgrove clearly required a change in both its strategy, structure, systems and culture in order to radically change its operation (Balogun and Hailey, 2008).

Transformational leadership theory (Bass, 1985) is a leadership style that is suited to revolutionary change (Judge, 2011). The inspirational motivation aspect provides followers with a clear vision for the future, and encourages and enables them to reach that objective. Other aspects of transformational leadership include individualised consideration, intellectual stimulation, and idealised influence (Bass, 1985). Sara further demonstrated elements of this through her charismatic personality (idealised influence), as well as her creation of cross functional teams (intellectual stimulation).

Lowe, Kroeck and Sivasubramaniam (1996) found that transformational leadership was more common in lower rather than senior management, and argued that this is a result of promotion practices.

Example 3 – EXPLANATION

Lowe, Kroeck and Sivasubramaniam (1996) found that transformational leadership was more common in lower rather than senior management, and argued that this is a result of promotion practices.

Example 1

1. What are some of the advantages and disadvantages of BFGym bureaucratic structure? Use examples from the case and from the literature to support your answer.

Example 1 – excerpt a

Example 1 – excerpt a - explanation

No references, unsupported claims!

Example 1 – excerpt B

Example 1 – excerpt B - Explanation

Good example

from the case

Example 2

2. Using the Big Five Model, describe the personality traits of Kate and 2 of the trainers. What is the impact of their personality on their behaviour?

Example 2 – excerpt a

Example 2 – excerpt a (continued)

Example 2 – excerpt a - Explanation

Example 2 – excerpt a (continued) - explanation

Evidence of extra reading but analysis is not related to the case

Example 2 – excerpt b

According to Buss and Hawley (2010), the ‘big five’ model is used to describe the major personality aspects and it helps in understanding the relationship between individuality and job performance. For instance, Jane is enthusiastic, energic and enjoys interacting with people, which shows an extroverted personality. She expresses positive feelings (actively tried to come up with creative solutions) and, as indicated by Connolly and Viswesvaran (2000), positive emotions are linked to high job performance. On the other hand, Jane could also be an example of agreeableness personality as she does not like arguments (interfered to settle the dispute between Philip, Robin and Jo) and is altruist (gave suggestions that will benefit the other trainers, not only her own). This is, however, only slightly related to job satisfaction, and more to life satisfaction (Judge, Heller & Mount, 2002).

Example 2 – excerpt b - explanation

Excellent connection between personality and outcomes

Example 3

3. Using 2 motivation theories, explain some of the reasons behind the lack of motivation of staff at BFGym, highlighting the consequences (both in the case and in the literature) of a low motivated workforce.

Example 3 – Excerpt A

Motivation is the cognitive decision-making process that is initiated, energized, directed, and maintained by the goal-directed behavior (Andrzej A & David A,2013). As we analysis above people lacks motivation at the gym under a bureaucratic structure. There are some reasons for it. First of all according to Equity theory, which is a process theory of motivation which argues that perception of unfairness leads to tension, which motivates the individual to resolve that unfairness. The more they feel they received the unfair treated, the higher tension, and the stronger the motivation to act (Stacy,1963,1965). For example, Nick in the case, he is new to the gym but he is an experienced trainer, he was assigned to teach the classes that are placed over the weekends and early in the morning, which make he feels that he got inequity treatment when compared to others, because he thinks those classes were left by other trainers, they are taking advantage that he is new to the gym. In this circumstance, the way he acted to resolve that unfairness was becoming demotivated and did not say anything during the meeting, as he thought that he was not a part of the group. So if Nick feels more unfair, he will talk less to others, he will be less motivated to do his job.

Example 3 – excerpt a (continued)

Secondly, Goal-setting theory, which is about goal difficulty, goal specificity, and knowledge of results are influenced motivation (Edwin,1938). Goal achievement leads to the pleasurable emotional state we call satisfaction, failure to achieve a goal leads to the unpleasant state of dissatisfaction (Locke,1969). After management allocated Jo a specific goal which is to teach a larger group of people, she felt exhausted every day since that required more energy-consuming and she did not have as that much autonomy as used to be, which depressed her when she was achieving that goal, so it reduces her motivation. Therefore, the company gave her less autonomy, letting her feels unpleasant to achieve that goal, she became less motivated. Perceived equity can lead a greater job satisfaction and organisational commitment (Sweeney, 1990), however, Nick get inequity treated, he was not satisfied with his job, thus he lacked motivation.

Example 3 – Excerpt A

Example 3 – excerpt a (continued)

Example 3 – excerpt b

Motivation is the will and desire that a person has to engage in a particular behaviour or perform a particular task. The Herzberg Motivator-Hygiene theory ensures the basic needs of hygiene are met such as: regular breaks, a healthy relationship between employees and so on. There are many staff at BFGym feeling de-motivated for a variety of different reasons. The reasons behind this lack of motivation could be due the gym’s staff room being converted into another training space. Therefore, due to a lack of basic hygiene needs being met employees feel drained and out of energy which results in a lack of motivation of staff at BFGym. As they have no space to enjoy time alone on their breaks. In order to achieve motivation, the basic hygiene needs need to be met. So BFGym needs to offer its employees rewards such as the best workers get extra days off, higher wages, fringe benefits etc.

Example 3 – excerpt b - explanation

Basic explanation …

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