Identify a business leader of your choice (avoiding those on the banned list below or you will automatically fail).

Identify two topics (from below) which have been covered within this module, and produce an academic report of 2,000 words (all included). The report should identify areas of good practice and areas that require improvement, concluding with a succinct set of recommendations.

Topics Available: Traits Theories; Leadership Skills; Situational Leadership.

You must gain tutor approval of the business leader and topics, prior to commencing the research.

Format: Individual Report, 2000 words including references.

Submission of Report: on Brigthspace, via Turnitin

List of banned leaders: Bill Gates; Ren Zhengfei; Donald Trump; Elon Musk;

Howard Schultz; Ingvar Kamprad; Jack Ma; Jeff Bezos; Li Yanhong  (Robin Li); Ma Huateng (Pony Ma); Mark Zuckerberg; Richard Branson; Steve Jobs; Tim Cook; Warren Buffett.

The work must be presented in the form of an academic report using leadership concepts and theories to support your arguments and recommendations.

You must aim at an original and critical analysis of the leader of your choice, where you relate the selected theories to concrete leadership examples. You will

You must draw upon academic journals to support the work with examples of research carried out in the field of leadership and management.

You must fully support your discussions with references from a number of sources (both academic and non-academic).

The report should present a clear and consistent structure (organised along numbered headings and sub-headings), and include the following sections: executive summary; introduction; main body; recommendations; conclusion; references.

•       Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list.

•       Reference and cite your work in accordance with the APA 7th system – the University’s chosen referencing style.  For specific advice, you can talk to your Business librarians or go to the library help desk, or you can access library guidance via the following link:

o APA 7th referencing: https://library.hud.ac.uk/pages/apareferencing/

•       The University has regulations relating to academic misconduct, including plagiarism. The Learning Innovation and Development Centre can advise and help you with how to avoid ‘poor scholarship’ and potential academic misconduct. You can contact them at busstudenthub@hud.ac.uk.

•       If you have any concerns about your writing, referencing, research or presentation skills, you are welcome to consult the Learning Innovation Development Centre team busstudenthub@hud.ac.uk. It is possible to arrange 1:1 consultation with a LIDC tutor once you have planned or written a section of your work, so that they can advise you on areas to develop.

•       Do not exceed the word limit. 

•       The Assessment Criteria are shown the end of this document.  The Module Leader will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work.  These criteria have been designed for your level of study.

•       These criteria will be used to mark your work and will be used to support the electronic feedback you receive on your marked assignment. Before submission, check that you have tried to meet the requirements of

This section is for information only. 

The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are the things you need to show in this piece of work.

On completion of this module, students will need to demonstrate:

1.    Evidence an understanding of leadership issues and how the internal and external environments impact upon these;

2.    Appreciate the nature of leadership issues using relevant theories, concepts and practical experiences;

3.    Be able to apply a range of leadership concepts in order to critically analyse and evaluate leadership issues in the context of organisations and contribute to decision making;

4.    Understand the leaders own journey and predisposition, and the importance of the leaders’ own self-awareness.

5.    Identify and effectively communicate leadership issues in relation to the complexities of workplace contexts and managerial/leadership roles;

6.    Evidence self direction and the ability to use theories, concepts and principles in order to critically analyse and evaluate leadership issues and propose solutions;

7.    Make recommendations for the on-going management and leadership of individuals and/or teams in the workplace context.

Please note these learning outcomes are not additional questions.

(Outstanding+)

to the question

/task 

assessment

task; sophisticated approach

ideas

developed sufficiently developed to achieved higher grade

with limitations of development

ing of

contempor

ary

knowledge

in the

subject and

its

limitations

(H)

Shows very

strong ability to apply/ critique ideas and a welldeveloped consideration of the

critical

understanding of relevant knowledge.  Some

awareness of the limitations of knowledge.

critical

understanding and awareness

of limitations of knowledge.

No integration of ideas.

concepts

Demonstrates

insufficient grasp of a basic knowledge.  Very limited critical

understanding

little core

knowledge.  No

critical insight or awareness of the limitations of knowledge.

Major misunderstandi ngs and

virtually no core knowledge or critical insight or awareness of the limitations of knowledge.

Many errors in understanding

(Outstanding+)

original, compelling, insightful or interesting additional perspectives.

Performance

at this level and above shows

intellectual comfort with doubt, ambiguity, controversy, uncertainly and complexity rather than seeking certainty and a single right answer.

No major errors

or misunderstandi ng.

Lacks depth of integrating ideas.

Few

inaccuracies.

Some errors and/or gaps in coverage and relevance

of the limitations of knowledge.

Many errors in understanding and omissions.

Cognitive / Intellectual skills

A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School.  Module leaders should consider the following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a clear understanding of the core intellectual skills expected within the bounds of the module– corresponding with the appropriate level of study

of knowledge /

skills to practice / a solution(s) / proposal / conclusion

application of knowledge

/skills to

produce new insights and offers a novel and comprehensive

solution / proposal / conclusion which extends beyond the boundary of the brief.

skills to

develop a

comprehensi

ve solution / proposal / conclusion which extends

beyond the original boundary of the brief.

Extended insights.

skill in a sophisticated manner to develop a well conceptualise d and solution / proposal / conclusion.

Alternative approaches might be considered.

Thoughtful and developed

Some good

insights /creativity

No logical errors.

ll in a logical manner to provide a more developed solution / proposal / conclusion.

Some but

limited insights/creati vity.

Few logical errors

solution/ proposal/conclus ion.

No insights / creativity Logical errors evident.

solution/propo sal/ conclusion.

(Outstanding+)

All points wholly relevant

Convincing and coherent reasoning.

Mostly relevant points.

Logically coherent reasoning.

Broadly relevant points.

Some

limitations in terms of reasoning

argument provided. Some relevant points but also a number of irrelevant points Errors in reasoning.

is offered

* APA 7^th

Referencing fully competent and accurate

Referencing

fully

competent and accurate

well supported by very extensive use of evidence / sources.

All points fully substantiated.

No unsubstantiat ed points.

Referencing

fully

competent and accurate

of

sources/eviden

ce

Most points are substantiated and no major unsubstantiate d points

Referencing largely competent and accurate. 

Some minor

errors in citations or references.

/evidence.

Some points

are unsubstantiat ed.

Referenced

appropriately

Referencing largely competent and accurate but may include errors

Significant number of points are unsubstantiated.  Some effort to reference, but frequent errors and omissions

Very few points are substantiated using evidence / sources.

Significant errors and omissions in referencing

evidence

Significant errors and omissions in citation and application of referencing

Very little attempt to cite or reference

the

developmen

t of ideas (criteria relevant for

integral to the argument. An exceptional demonstration of academic writing which effectively

skilfully

through the work and excellently supports key message.

fluid style which contributes

well to the development of the key

Disorganised, irrelevant or repetitive content.

(Outstanding+)

Largely error free

Limited flaws.

vocabulary, grammar and syntax errors that obscure meaning

understandable

.

entirely consonant with

assessment

brief expectations

Polished and consonant with the

assessment

brief expectations.

with

assessment

brief expectations.  No formatting issues.

with assessment brief but some breaches of guidance.

Some

unprofessional aspects

assessment

brief. Multiple formatting issues.

assessment

brief. Very poor with multiple formatting issues