PGBM141 Professional Management and Leadership
The Assessment tests all the learning outcomes of the module:
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.
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.
There is one assessment for this module. It is a reflective report made up of two tasks
The module will be assessed by one integrative individual report (100%) with a word guideline of 4000 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
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(submission online) for the report is 23.00 hours on 01 February 2021
Guidance on how to prepare the report:
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:-
- 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:
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….
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.
Personal Development Plan – this is detailed and backs up what you claim in Task 1. It is about 2-3pages (the word length is noted counted) The word length of 4000 words +/- 10% is for the text of Task 1 and Task 2.
You will put your Personal Development Plan in the Appendix. Think of where you want to be in your career in 3-5 years’ time, then work backwards to today. Here is an example of the structure and some possible sentences.
Part 1 Personal Analysis – (what skills do you have? What do you need to develop)?
Use 4 headings:- (see the skills I have to offer from week 5)
Strengths Areas for development
I am very good at time management and I need to improve my digital skills by organisation. I am good at working with learning….
I have work experience in xxx, this has I am shy by nature so need to find ways helped me gain knowledge of …. to improve my confidence by volunteering in…..
Part 2 Setting Goals – write under these headings in a table/columns
What do I want to learn?
I want to learn how to start my own business in…
What do I have to do?
I need to find out how to write a business plan and check out…..
What support & resources will I need?
I will contact Enterprise and Innovation at the University for guidance and resources. I will also….
How will I measure success?
I will be able to register my business ….and …..
Target date for Review?
Once I have started the business I will review….
Short term goals (next 12 months)
I will complete the MBA with a distinction
Medium term goals (next 2-3 years)
I will be running a successful business in…
Longer term goals (beyond 3 years)
I will be expanding the business and taking on x number of employees….
This task is an evaluation of your experience of the simulation game – you might like to consider the following questions:-
- What was hard, or easy?
- What problems in communication (with each other!) did you encounter?
- How did you solve the problems/issues you encountered?
- 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.
These should be interpreted according to the level at which you are working
|Grade||Relevance||Knowledge||Analysis||Argument and Structure||Critical Evaluation||Presentation||Reference to Literature|
|Pass||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.|
|Fail||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,