Professional Management and Leadership Development

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PGBM141 Professional Management and Leadership Assessment Brief Internally moderated by Mohan Namasivayam The Assessment tests all the learning outcomes of the module:

Knowledge

K1 An appreciation of several different theories of management and leadership to enable

the management of a leadership development plan to support the achievement of

strategic ambitions

K2 A critical understanding of the impact of an organisation’s ethical and value-based

relationship on the staff welfare environment between human resources, management

and leadership in achieving successful business development.

Skills

S1 The cognitive skills of critical thinking and analysis in achieving strategic ambitions.

S2 The ability to apply and evaluate tools and techniques associated with progress

towards an effective leadership development plan to organisational strategic aims and

objectives.

S3 The capability to evaluate leadership styles and strategies and their impact on

organisational direction.

The Assessment

There is one assessment for this module. It is a reflective report made up of two tasks

as follows:-

The module will be assessed by one integrative individual report (100%) with a word

guideline of 5500 plus or minus 10%. The assignment will be a reflective report made of up

of two Tasks.

The number of words you allocate to each task is up to you, but you might like to consider

about 3000 words for Task 1?

Task 1 You will provide reflection on the leadership and management of your strategic

ambitions

AND

Task 2 You will provide an evaluation of your contribution to the management simulation

game.

The report is to be submitted online only. The hand-in date for the report is 23.00 hours on

date agreed with the Tutor

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Guidance on how to prepare the report:

Task 1

In this task you are to show understanding of both K1 and K2 above. You might start with

demonstrating your understanding and application of management and leadership, but equally

important is the role an organisation’s ethical and value-based relationship impacts on staff.

Remember to refer back to the Role Play Exercise (Sunderland Soft Toys and the subject

specific case studies). You will write a reflective commentary of how the theoretical

perspectives on leadership and management have influenced the development of your own

management and leadership skills

This commentary will include a professional development plan and a timeline that shows

what you will do to create a career. This will be linked to the management and leadership

theories taught in the module. The plan can be related to a company you work for, or the

type of company you hope to work for in the future.

Some tips on writing the reflective report:-

1. You will write in the first person using personal pronouns, e.g. My professional development plan relates to my work at Now and Never, a fashion house in

Timbucktoo. I have worked there for five years as an assistant and I shall be applying

for the management training scheme next year….

Each week, we will be introducing you to different theories of management and leadership

and you will be encouraged to keep a learning log/diary throughout.

You will be working in a team for several tasks such as case studies and role play so your

reflection should include how this experience impacted on your learning. You can separate

out the topics and take any style of report you choose. Perhaps you may choose to write the

reflection per topic:

Management development

I read the recommended reading from Week 1 and found that the ideas of X… resonated with

my experience. X states that a good manager should….I believe this to be reasonable, but

when things go wrong….

Leadership

I think leaders arise out of the situation they are in. For example….

Alternatively, you may choose a structured approach: Introduction and numbered points. It

does not matter, what is important is you draw on the theories and the experience of the

module to explain how you have developed your ideas and noted how you will put these to

practice in a work situation and/or career path.

Task 2.

This task is an evaluation of your experience of the simulation game – you might like to

consider the following questions:-

1. What was hard, or easy? 2. What problems in communication (with each other!) did you encounter?

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3. How did you solve the problems/issues you encountered? 4. Just as important too - reflecting on the game, what would you do differently in a real

situation such as the business topic of the game?

As noted above, it is expected that Task 1 will take up most of the word limit (approximately

3000 words, but this is a suggestion, you can write more on Task 2 if you prefer. You can

choose how best to present your reflection. If you feel you have more to write about Task 2,

this will also be fine.

Ensure you include in-text citations and follow the Harvard System of referencing

throughout.

Remember this module is all about how theories of management and leadership influence

your thinking on your professional development.

What ethical values do you hold and does your view influence your choice of where you

work?

As we progress with the weekly tasks, you will change your mind, probably several times! In

one specific exercise you might decide you are leading a certain way and managing

proactively, only to change your mind on the next task. This is perfectly normal, the best

thing to do here is keep your diary/work log up to date, then you will be able to monitor how

and why you had a change of heart and how best to monitor your own professional learning

development.

We will be working on reflection every week, so the content of the reflective report will

progress during the course of the module.

Please find attached the generic marking criteria.

Dr Linda Anne Barkas

October 2018

Generic Assessment Criteria These should be interpreted according to the level at which you are working

Categories

Grade Relevance Knowledge Analysis Argument and

Structure

Critical

Evaluation

Presentation Reference to

Literature

P a s s

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 unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly

compelling evaluation, originality, and elegance of argument, interpretation or discourse.

76-85% The work examined is excellent 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 responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly

compelling evaluation and elegance of argument, interpretation or discourse and some evidence of originality.

70 – 75%

The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of

the qualification. There is clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied. At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by

demonstrating 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%

Some 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

Significant

analytical

treatment

which has a clear purpose

Generally coherent and

logically structured,

using an appropriate

mode of argument and/or theoretical

mode(s)

May 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

Uses a good variety of

literature which

includes recent texts

and/or appropriate literature, including a

substantive amount

beyond library texts.

Competent use of source material.

40 –

49%

Some

correlation with

the

requirements of the assessment

but there are

instances of

irrelevance

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 analytical purpose

Some attempt to

construct a coherent

argument, but may

suffer loss of focus and consistency, with

issues at stake stated

only vaguely, or

theoretical mode(s) couched in simplistic

terms

Sound work which

expresses a

coherent position

only in broad terms and in

uncritical

conformity to one

or more standard views of the topic

A simple basic

style but with

significant

deficiencies in expression or

format that may

pose obstacles

for the reader

Evidence of use of

appropriate literature

which goes beyond

that referred to by the tutor. Frequently only

uses a single source to

support a point.

F a 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 mainly supported by assertion

and there may be 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 responsibilities appropriate to that Level are satisfied – for

compensation consideration.

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 responsibilities appropriate to that Level are satisfied. The work will be weak in

some of the indicators.

15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the

qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be

weak in several of the indicators.

0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the

qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work

will be weak in the majority or all of the indicators. Source: AQH-F6-15 Guidelines on Generic Assessment Criteria,