The purpose of the assignments is to encourage you to think about and apply
what you know to real-world organisational situations and settings using the
language of academic writers in the MD field. This is in line with ‘assessment for
learning’ principles and external validation for MAHRM. So students are required
– Demonstrate an ability to go beyond mere description and exposition
and reproduction of textbook facts, models, theories etc
– Show critical awareness and the ability to argue coherently,
conceptually, critically and persuasively
– Show facility in the use of evidence to support your arguments
– Show an ability to use concepts to deepen understanding of
– Demonstrate sensitivity to how theory can assist and inform
management, including HRD/HRM practice
For essays, read through the question titles, avoid making immediate choices.
There are no easy questions, they are all weighted more or less equal in difficulty.
Make your choice when you feel you know something about MD and what you
are interested in/what may help you in your career, but don’t procrastinate or
oscillate between one question and another. That is stressful and time-wasting.
Certainly, don’t trawl published texts or internet material for neat answers to the
questions. You are unlikely to find them. But hopefully what you will find are
ideas and insights from different sources which you then bring together in the
kind of informed, synthesised, conceptualisation and critical argumentation we
are looking for.
For cases, you need to find or construct an organisational situation to analyse.
This may be a real organisational issue/ problem/ context from your own
experience or from secondary sources like books, academic/ professional
journals, corporate documentation, newspapers, internet, film, TV, drama etc.
Alternatively, you may elect to construct your own case from memory, carry out a
bit of research on an organisation to which you have access, or find a ‘written up’
case in a textbook or journal article (provided that this has not been discussed in
MD class or in another class on the MAHRM course). More guidance on what
constitutes a good case for analysis and sources of cases is available on
Blackboard ( side bar: coursework guidance material) and will be discussed in
class as the module progresses.
You should choose ONE of the following titles. The choice is deliberately wide so
that there should be something to interest everyone.
• ‘The soft skills in management are the most vital but they are also the most
un-teachable. If you don’t have self- insight and can’t develop yourself, you
won’t go far’. Critically examine the assumptions of this statement.
• How far do the classic models of management behaviour (Mintzberg, Kotter,
Watson, Hales etc) still capture the international experience of managing in
the early 21st century? Would you want to critique them to take account of
• ‘Using the classroom to help develop people already practising management
is a fine idea, but pretending to create managers out of people who have
never managed is a sham’. Critically debate this proposition drawing on the
literature on management education and, if possible ( but not necessarily),
your own experience.
• With reference to the literature, critically consider recent themes and trends
in MD/LD and assess with evidence and reasoned argument how developing
managers may evolve in the future.
• ‘Formal and informal management development need each other. Neither is
complete without the other. The trick is to draw out the strengths of both
for any group of learners’. Investigate this statement critically.
• ‘Leadership development is not just a matter for top management’. Critically
evaluate this ambiguous statement.
• Leadership development is just the re-branding of management
development: ‘old wine in new bottles’. Critically argue the issues involved.
• Henry Mintzberg, the management guru, has written a major work
attacking MBAs as a way of developing managers. He says that they ‘train
the wrong people in the wrong ways with the wrong consequences’.
Interpret and argue with evidence.
• ‘Succession management and career management are dying as the structure
of work, management and organisations change’ Critically discuss.
• ‘Evaluating the effectiveness of a MD/LD programme in the real world is just
too difficult. Best not to try’. Critically appraise this claim.
Don’t forget to include a short self- learning audit for both assignments (see
Remember: the essay submission deadline is: April 6th 2020
The Management Development case study
In this section you are asked to undertake a case study analysis in the area of
learning and development of the individual manager or the organisation. The case
study can be the analysis of a single real organisational situation with which you
are familiar OR taken from secondary sources such as books, journals, corporate
documentation, newspapers or the internet.
The purpose of the analysis is to provide you with an opportunity to:
– apply some of the ideas and concepts in MD to a specific work situation
– undertake accurate and insightful diagnosis of an issue or problem of
– critically analyse issues in terms of policy and professional practice
– demonstrate an ability to persuade through the quality and depth of your
The report should also include a short self -learning audit (see below).
In tackling the case study assignment, and in satisfying the requirements, you have
a choice of two options for collecting and presenting your data ie:
Option 1: A work based research report (or empirical case study)
This could be an empirical study of an organisation where you work, an
organisation known to you or to which you have access. For example, if you are not
in employment you may want to assist a voluntary organisation or charity (offer
your services free), undertaking a small project or doing some other research work.
Guided by your reading, the module sessions and your own interpretation of what
this subject is about, you are asked to identify and analyse one or more aspects of
learning and development as applied to managers or the organisational learning
Examples of relevant situations that former students have taken as the focus for
– evaluating the effectiveness of a coaching/ mentoring programme
– considering the value of a planned career development programme
– diagnosing the development needs of a group of managers using the Myers
– reviewing the MD strategy of an organisation in terms of business priorities
– assessing how far an organisation is becoming a ‘learning organisation’
– reviewing leadership and development as cultural change vehicles
As you can see, there is a lot of flexibility here. The case study is an opportunity to
attempt something quite exciting and imaginative and demonstrate your ability to
think like a developer and to take a small risk with your creativity.
You could do any of the following:
a) Select an MD/LD intervention which has taken place within your
organisation of choice and critically evaluate its effectiveness.
b) Identify a problem or issue within your organisation which may require an
MD/LD intervention and then explain how it may work.
c) You might write your own case study (either as an appendix or integrated
within your commentary) about an MD/OD intervention which you
witnessed in the past, then examine the themes and issues.
Option 2: A case study report
You are encouraged to attempt option 1 (above) if you can, that is because the
personal learning gain is likely to be greatest. However, it is recognised that not
everyone has access to a field of empirical data. It is equally acceptable (ie there is
no question of you being disadvantaged or penalised) if you choose a published
case study for analysis. This may be found in books, textbooks, journals, corporate
documentation, newspapers, Internet etc. It might even be scenes from a film, play
or popular fiction which you make relevant with your interpretive analysis.
It is up to the student to find an appropriate case study (ie: which is
‘developmental’ and ‘managerial’ in theme (as distinct from some functional aspect
of management, organisational analysis, corporate strategy issues etc). It also has
to be about the development of managers not other occupational groups, so a
general learning, training/ HRD/ L&D case study won’t do. Take pains to make sure
the case study is relevant. We are aware that every year students try to pass off
work done in other modules as relevant to MD. Do not be tempted to follow this
The case study also needs to be of sufficient length and ‘texture’ to allow some
depth of analysis. So, in practical terms, a workable case study would probably be
no less than 3/4 sides but no longer than about 12 sides.
There is quite a lot of flexibility here. In the past, some students have done internet
searches on a company or MD programme using a mixture of corporate material
and press reports or followed a relevant theme using multiple media sources. This
would also constitute a ‘published case’.
If you elect to attempt this option don’t forget to include the published case study
or base material as an appendix.
The Self Learning Audit
Given the self- learning ethos of this module, it is appropriate that part of the
assessment should test your skills as a reflective practitioner. This should be the
‘end piece’ to both assignments. It might address issues such as:
• What skills and insights have you developed from carrying out the exercise?
• If you were doing the assignment with the benefit of hindsight, how would
you do the task differently?
Here we are obviously looking for emotional honesty and depth of self- insight
(there is a guidance note covering this on Blackboard).
Examples of how earlier students have interpreted the case study brief are
available (anonymised) on Blackboard (side bar: course work guidance material).
We will discuss the available options for the case study further in class and via
The case study is an opportunity to attempt something exciting and imaginative,
hopefully something that is empowering and you will feel proud of, looking back.
Although we are mainly interested in your ability to think like a developer, you are
also encouraged to take a small risk with your creativity/originality. It’s about
finding your own voice which makes you stand out in a competitive world.
Remember: the case study deadline is: 30th April 2020
Criteria by which the assignments will be assessed are clearly set out below. Please
familiarise yourself with these criteria and come to your own conclusions about
what is meant by these terms. You are helped in this by Blackboard guidance notes
and we will also discuss the meaning of the categories in class.
Assessment criteria for ESSAY
The following criteria are used for marking your essay assignment. These are
criteria which have been agreed with professional colleagues, external examiners
and professional standards regulators.
Although this may not be a separate section of your essay, ie: literature may be
discussed and referenced throughout the script, we will be looking for evidence
• Good breadth of sources ( eg: perhaps some classic texts, professional
texts, practitioner texts, academic and media depending on the topic)
• Wider reading beyond the textbook
• Reading from contemporary articles/seminal or ground- breaking and
classical articles as well as general studies
• Professional referencing
• A bibliography that is focused on the topic ( but which may still include
some ‘off beat’ or allusive material, if relevant)
• Depth and quality of analysis which closely addresses the question
• Use of concepts, models, ideas as a framework of analysis
• Integration of argument with the literature
• Critical reasoning of depth and insight
• Synthesis of description and analysis
• Insightful interpretation; sensitive inferences
• Mature and sophisticated judgement
• Use of evidence to support observations
• Relevance and appropriateness of content
• Led by the needs of the question (nothing extraneous/ irrelevant)
• Clear, coherent and logical line of argument
• Argument supported with referencing and with appropriate evidence (
facts, figures or examples etc)
• Description eg: contextualisation; perhaps some short anecdotes/ stories
• Evidence of broad comprehension eg: theories, concepts applied within an
• Key themes identified and explored- which progress naturally
• Conclusion which is a summation of what has gone before ( no new data
introduced at this stage) and ends with a clear message to the reader
Structure and Presentation
• Logical sequencing and flow eg: introduction, main body, conclusion
• Clarity of structure so that points lead on in a natural, progressive and
• Clear organisation, perhaps with sub-headings
• May involve some discussion of definitions; identification of issues/
• Well written; clarity of expression; good standard of English language/
• Points and themes clustered in terms of their relevance/ not scattered
• Paragraphs are linked together in a chain/ not fragmented; each paragraph
adds to the meaning of the one before
• Written in the third person tense
• Use Harvard referencing system – consistently
• Proof- read, spell check, grammar check; re-read your work for sense
before submission (put yourself in the role of the reader)
• Avoid tautology ie: repetition
• Stay within the word count; declare number of words in the piece
• Provide an unusual focus to the topic, but don’t be ‘modish’ for its own
sake; can you see something new in the publicly available material?
• Try to take a different point of view to orthodox thought (as long as you
have the evidence/ can make the argument)
• Perhaps an unusual line, even ‘contrarian’ line of argument where the
material justifies it
• Reference to contemporary events; use analogies/ use personal data where
• Try to find and express a personal voice/ style ( but not seem opinionated)
In the end writing something which is vital, expressive, coherent, concise,
insightful, persuasive etc is a craft skill which requires practice. You may not get it
right straight away, but do persist. It is worth really mastering this skill because it
is part of what being a ‘professional’ means and not just in management.
Assessment criteria for CASE STUDIES
The following criteria are used to reach a holistic judgement on the quality of your
critical application of ideas to a social situation in organisation/ management.
• Identification and definition of an area of investigation
• Introduction/ framing the case
• The literature may be discussed in a separate section or it may be
integrated through the piece; interweaving case study ‘facts’ with
explanatory concepts which help us make sense of the organisational
• Good range of theory used
• Appropriate concepts pulled out from the literature and applied to
presenting and interpreting elements of the case
• Good breadth and depth of coverage
• Wide reading beyond the main textbooks; academic articles/books as well
as practitioner pieces
• Critical examination of the literature
• Clear and sensitive interpretation
• Use of concepts as a framework of analysis
• Critical evaluation and conceptual depth
• Depth and quality of analysis
• Integration of literature with the case elements
Depending on the nature of your case study analysis some ‘fieldwork ‘ may be
undertaken eg some interviews/ a small survey etc. If so, you need to:
• Show awareness of methods of data collection
• Use methods appropriately
• Show understanding of issues of validity and reliability
• Show a critical approach to analysis of a case text or data collected
• Discussion of findings in relation to the literature
• Show how inferences derive from the data
• Show how concepts provide tools for analysis of the case events
• Clear, coherent and thoughtful line of argument
Structure and Presentation
• Rational ordering of main sections
• Defensible derivation of interpretation from the analysis
• Use of headings as signposting
• Good referencing; professional bibliography
• Concise appendices if necessary
• Clarity and accuracy of expression
• Clear organisation of material; clear line of argument and flow of debate
• Clustering of related points/ themes; avoid fragmentation/scattering of
arguments and insights
• Avoid repetition/tautology
• Paragraphs linked together; paragraphs are cumulative
• Written in the third person
• Good spelling; grammar; proof-reading
• Accuracy and persuasiveness of expression
• Adherence to word count/ declare word count
• Derives naturally from foregoing analysis ( no new material)
• Synoptic overview of what this has been about
• Brings out a message or lessons
• Provide an unusual focus to the topic if you can
• Develop new hypotheses/ ideas
• Take an unorthodox, perhaps ‘contrarian’, line of argument, if appropriate
• Reference current events if relevant and supportive of insight and
• Use personal voice without being wild and opinionated
Constructing/ analysing a ‘case’ requires skills of understanding the relevance of
the abstract to the particular. It’s about giving some conceptual order to
complexity, contradiction and ambiguity. It’s also seeing the value of theory for
giving a more textured, multi-layered view of the world and going beyond surface
events to understand the deeper social forces which drive them. For most of us
this requires practice. But it is a skill worth acquiring. The higher you go in any
professional-managerial sphere of life the more you will need to ability to ‘read’
human situations and apply abstract ideas/ concepts to particular experience.
Assessment General Threshold Criteria Descriptors
These are the descriptors by which grades are awarded:
80-100: An outstanding piece of work: All assessment criteria have been met at
an exceptionally high level
• Displays exceptional initiative, creativity, sophistication and integrity
• Provides insightful analysis
• Demonstrates originality and rigour of argument
• Shows independent synthesis of ideas and understanding
• Demonstrates reflexivity and critical analysis to generate transformative
• Demonstrates substantial independent research
• Communicates complexity clearly and succinctly with excellent standard of
70-79: An excellent piece of work. All assessment criteria have been met at a
• Demonstrates sophisticated understanding across the field of study and
• Draws on a range of techniques and information sources for independent
• Demonstrates creativity and flair in enquiry
• Provides robust and insightful argument
• Provides a high quality of critical and reflexive analysis
• Demonstrates substantial independent research
• Communicates ideas clearly and succinctly and with good standards of
60-69: A good piece of work. All assessment criteria have been met at a good
• Demonstrates breadth and depth of understnbding across a field of study
• Synthesises knowledge to address enquiry
• Presents argument cogently and clearly
• Demonstrates good research and critical use of resources
• Communicates ideas clearly and with a good standard of presentation
50-59: A sound piece of work. All assessment criteria have been clearly met.
• Demonstrates understanding of appropriate range of concepts and
• Provides an argument to frame response to the task/enquiry
• Uses a range of relevant sources provided to undertake research
• Undertakes meaningful analysis /reflection in relation to the task
• Communicates ideas using an appropriate format with few weaknesses in
40-49: FAIL An inadequate piece of work. Several relevant assessment criteria are
not met. A piece like this would be referred/would need to be re-done.
• Clear limitations in the range of concepts/ principles explored
• Demonstrates lack of clarity and depth of understanding in relation to
• Uses a narrow range of sources to support task/enquiry
• Provides limited analysis/ reflection
• Communication is unclear with significant weaknesses in presentation
0-39: BAD FAIL A poor piece of work. Most of the assessment criteria are not met.
A piece like this may mean that the module has to be re-done.
• Demonstrates poor understanding of key concepts and principles
• Shows significant weaknesses and omissions in completing the task
• Omits analysis/ interpretation/ reflection
• Uses in adequate information sources
• Communication is unclear with significant weaknesses in presentation
Other assessment matters
Always proof-read your work before handing in. This is acting professionally and is
a good habit to develop. This is a time to pick up on ‘typos’ and clumsy aspects of
style. Reading your work aloud to yourself often helps you identify errors of logic
and style. Good editing can make all the difference to a report. If you are writing in
English as a second language you might ask a friend, preferably a native speaker,
to check your English.
Do stay within the word limit (and remember to give a word count total). The 2,250
word limit on both pieces gives you ample opportunity to show your mastery of
the task and knowledge of the subject. Part of the task is to write concisely, as you
will be required to do in any management position. Appendices can be used for
supporting information counted outside of the limit but bulky appendices do not
usually reflect very well on the skill of the writer. They certainly should not be used
as an artful device for circumventing the word limit, that is always obvious to any
marker. Appendices should be used sparingly and based on ‘ancillary information
that gives context’ ie: ‘if I were the reader what contextual material would I need
to make sense of this work’?
If you are doing an analysis on a published case study then make sure this case is
included with your submission or, if all else fails, sent as an e-mail attachment to
me if it can’t be uploaded for Turnitin.
Referencing requirements for assessment
Statements, assertions and ideas made in coursework should be supported by
citing relevant sources. Sources cited in the text should be listed at the end of the
assignment in an alphabetical reference list. All referencing should be in
Westminster Harvard format. You should be told about this at induction but if
you are not sure about it, the library provides guidance (available via the library
Difficulties in submitting assessments on time
If you have difficulties for reasons beyond your control (e.g. serious illness, family
problems etc.) that prevent you from submitting the assignment, make sure you
apply to the Mitigating Circumstances Board with evidence to support your claim
as soon as possible. You should do this as soon as possible when you realise you
cannot make a deadline. The WBS Registry and your personal tutor can advise on
Submitting your coursework – checks
All coursework is submitted electronically. For the essay, include the essay title
you are attempting on the first page. For the case study tell me in the first
paragraph whether it is a case you have written or whether you are using a
published case. Strange as this may seem, this is not always apparent to the
marker without guidance.
Coursework is submitted via Blackboard. On the Blackboard home page for the
module you will find a button on the menu called ‘Submit Coursework’.
Clicking this will take you to the submission link.
At busy times the coursework submission process may run slowly. To ensure
that your submission is not recorded as a late submission, avoid submitting
close to the deadline. If possible submit a day early; problems arise when
people submit in a rush and panic. Give yourself time, go slowly and carefully
and don’t make errors on submission which are difficult to redress later on
and could result in loss of marks and/or delay in receiving feedback.
To submit your assignment:
1. Log on to Blackboard at http://learning.westminster.ac.uk;
2. Go to the Blackboard site for this module
3. Click on the ‘Submit Coursework’ link in the navigation menu on the lefthand side
4. Click on the link for the assignment;
5. Follow the instructions.
Submission is anonymous- you do not have to include your name- but please
include your student identification number in case the system malfunctions.
It is a requirement that you submit your work in this way. All coursework must be
submitted by 13:00 (1:00 pm UK time on the due date). Sending your work as an
e-mail attachment to your tutor does not count as a legitimate submission.
If you submit your coursework late, but within 24 hours (or one ‘working’ day) of
the specified deadline, 10 marks will be deducted from the original mark to a
minimum of the pass mark of 50%.
If you submit your coursework 24 hours or more than one ‘working’ day after the
specified deadline, you will be given a mark of zero for the work in question.
The University’s mitigating circumstances procedures relating to the nonsubmission or late submission of coursework apply to all coursework.
If you are unclear about this, speak to your module leader or Registry.
Marking is anonymised. So do not include your name or student number with your
1. FEEDBACK ARRANGEMENTS
In terms of formative feedback ( ie: prior to submission) tutors are prepared to give
general guidance on work in progress for the assignments. We cannot read full
length draft work. However, we will provide brief comment on coursework plans
submitted as half a side of A4 ( or electronic equivalent), if this is received in
reasonable time before the deadline.
With the case study, you are encouraged to float ideas to your tutor in advanceorally or in writing and/or at a special one-to-one session towards the end of the
Summative feedback will be provided on the dates specified on page 2 of this
document. Written feedback based on a format agreed with the external examiner
will be made available to the student on- line via Grade Centre.
2. USING YOUR STUDY TIME EFFECTIVELY
You have primary responsibility for your own learning. Our aim is to encourage
self-learning as a life-long habit of development.
You will have a schedule of formal study where you will be working with academic
staff and this is outlined later in this handbook. But alongside your scheduled
studies, your private or ‘independent’ study is very important. This is the time
that you spend learning without direct supervision from, or contact with, a
member of teaching staff and this makes up a large part of your studies. It is likely
to include background reading, preparation for seminars or tutorials, follow-up
work, talking with your colleagues about the work, the completion of
assignments, revision and so on. Some independent study may be structured for
you as a key part of your learning, but it also is the additional study you willingly
choose to undertake to further improve your learning.
To summarise, in general your study activity will break down into:
• Scheduled contact/activity time (such as lectures, classes, tutorials,
supervisions and other directed activities)
• Structured independent study (such as reading and preparing for
scheduled learning activity. Task-based discussion with peers)
• Module and course-based wider study (such as reading the business
media, employability activities, personal tutoring activity )
• Assessment (working on coursework and/or preparing for and taking
You should be putting in 10 hours of study time for every credit. This is a 20-
credit module, so you should plan to commit at least 200 hours over the
duration of the module and the preparation of the assignments.
Post graduate activity guidelines
You are scheduled for 36 hours of lectures/ seminars and tutorials on this
You may also need to commit a variable amount of time to tutor support and
If you are unclear on any aspect of making the best use of your study time
on this module, speak to your tutor.
What you submit for assessment must be your own current work. It will
automatically be scanned through a text matching system ( Turnitin) to check for
Do not reuse material from other assessments that you may have completed on
other modules. Collusion with other students to co-write assignments is
prohibited but you can work in learning groups to discuss ideas in approaching
your tasks. Recycling previous assignments and/or plagiarism (copying from
published work and work available in the public arena) are all offences and are
dealt with accordingly. If you are not sure about this, then speak to your tutor.
University of Westminster Quality & Standards statement
Plagiarism is a particular form of cheating. Plagiarism must be avoided at all
costs and students who break the rules, however innocently, will be penalised.
It is your responsibility to ensure that you understand correct referencing
practices. As a post-graduate student, you are expected to use appropriate
references and keep carefully detailed notes of all your sources of material,
including any material downloaded from the www ( that also includes past
student papers from Westminster or other universities which may be found
Plagiarism is defined as submission for assessment of material (written, visual or
oral) originally produced by another person or persons, without
acknowledgement, in such a way that the work could be assumed to be your
own. Plagiarism may involve the unattributed use of another person’s work,
ideas, opinions, theory, facts, statistics, graphs, models, pictures, performance,
computer code, drawings, quotations of another person’s actual spoken or
written words, or paraphrases of another person’s spoken or written words.
Plagiarism covers both direct copying and copying or paraphrasing with only
• a direct quotation from a text must be indicated by the use of quotation
marks (or an indented paragraph in italics for a substantive section) and the
source of the quote (title, author, page number and date of publication)
• a paraphrased summary must be indicated by attribution of the author, date
and source of the material including page numbers for the section(s) which
have been summarised.
Please do not think that a few free-floating references accompanied by some
‘lifted’ and unattributed text is sufficient to avoid a charge of plagiarism. Neither
is the ‘mix and match’ of a few sentences and paragraphs from various sources
allowed. Taking someone else’s work and changing a few words and phrases
here and there is also plagiarism. Turnitin gives us the exact origins of each
extract of text which is already in the public realm- books, papers, internet
sources etc. It is surprising what Turnitin can pick up. For example, don’t even
think of using past student papers from this university or other universities that
you may find electronically, this is easily traceable.
Gaming the system here is risky and very ill-advised.
Extended quotations should be used sparingly and should really earn their place
in the text. A piece of work which is mainly a string of quotes from other peoples’
work is border-line plagiarism. It is certainly not in the spirit of the course which
encourages independent thinking and self-expression.
3. READING AND KEY LEARNING RESOURCES
If you are new to Management Learning and Development you might want to
start with one or two of the textbooks listed below ( also contained in the
Blackboard on-line reading list) and choose appropriately themed chapters.
There are, as you will see from the library shelves, many texts in this area but
you need consult only what is relevant to your needs. You will probably read
textbook sections to get you started, but I hope you will soon move to more
specialist and demanding texts. Soon you will be generating your own
bibliographies on the basis of what seems relevant to tackling the
assignment tasks and broadening your knowledge in areas interesting to you
now and possibly useful for your future career direction.
You will notice that specific chapters are not given because I am encouraging
you to use tables of contents, indexes and bibliographies for yourselves to
identify what you need to read. This is good preparation for later in the
MAHRM course when you are required to act as an independent researcher
writing a major project. Do get into that habit now.
Where to start?
These are good books to begin with that I know, but you may find your own which
are equally good.
Beardwell, I and Holden, L (2001) Human Resource Management.
A general HRM textbook with a very good introductory chapter by Doyle on MD
which introduces a ‘unified systems’ approach. How useful do you think it is?
Brent, M and Dent, E (2014) The Leader’s Guide to Managing People: How to use
Soft Skills to get Hard Results, Financial Times
Carmichael, J, Collins, C, Emsell, P et al (2011) Leadership and Management
Development, Oxford University Press
Dalton, K (2011) Leadership and Management Development: Developing
Tomorrow’s Leaders. Pearson Education
You must make up your own minds about the value of my book. It is meant to be a
user-friendly guide to the field as a whole for post- graduates coming new to
management. It also tries to be provocative and teasing, critical and theoretical yet
practically relevant to professionals. It focuses on the soft skills and is essentially
management learning from the perspective of Social Science. It deliberately
challenges you to decide where you stand on the big issues.
Dalton, K in: Porter, C, Bingham, C and Simmonds, D (2008) Exploring Human
Resource Management My two chapters are intended as a quick way into MD and
the related subject of OD. I hope they help you.
French, R and Grey, C (1996) Rethinking Management Education
For a radically different view of management education and its value. Also an
introduction to the fascinating area of ‘critical management studies’. In my opinion,
refreshing and very good!
Gold, J and Thorpe, R (2012) Gower Handbook of Leadership and Management
Development, Farnham, Gower Full of interesting insights and theorising.
Sophisticated and magisterial.
Hill, R and Stewart, J (2007) Management Development: Perspectives from
Research and Practice Very thorough.
Mabey, C and Finch-Lees, T (2008) Management and Leadership Development A
difficult read because it attempts a complex, theoretical rendering of the subject
area. Does presume a good knowledge of Social Science. However, rewards your
effort with deep insight.
Mumford, A and Gold, J (2004/ 10) Management Development: Strategies for
Action A major book (gone through various editions) which tries to be
comprehensive in its coverage of the MD field. Some claim that it is a bit ‘dry’ and
superficial in parts and a little light on the behavioural aspects…but make your own
judgements, I’m biased because they are rivals to my own book.
Mumford (1999) Management Development: Strategies in Action
Mumford’s original ground- breaking work. Very influential; obviously aimed at the
higher- level practitioner.
Stewart, J (1999) Employee Development Practice. Performs the useful service of
linking MD to organisational analysis as a much needed antidote to the tendency
of HRD professionals to ‘technicise’ MD.
Woodall, J & Winstanley, D (2000) Management Development: Strategy and
A good starting point, providing an overview of the subject as a whole and a
framework for appreciating the core concepts involved.
I would also recommend three anthologies of definitive articles on becoming and
being an effective manager in the Harvard Business Review ‘Must Read’ series:
HBR’s Must Reads for New Managers (2017)
HBR’s Must Reads on Managing Yourself (2010)
HBR’s Must Reads on Leadership (2011)