Posted: September 10th, 2021

BS4S16 Leadership & Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment Theories Assignment, Critically evaluate the development of leadership and management theories

BS4S16 Leadership & Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment Theories Assignment Brief
You are required to complete one assignment to test the following module learning outcomes:
1. Critically evaluate the development of leadership and managementtheories;
2. Critically appreciate the nature of leadership and management theories and their application
in a range of leadership and managementsettings.
1. Assignment Question
Critically evaluate the application of leadership theories to a leader in an organisational context (e.g.
a company of your choice) and management theories to a contemporary organisation.
2. Guidance
2.1 Structure
Students will decide on the appropriate structure and content but we would expect to see the
following elements:
 Introduction (explaining the purpose and structure of thereport):
o the terms of reference for the report in general, the theoretical area and focus of
your report and approach taken (including method(s)used);
o setting the context (background to sector, organisation, organisational structure,
culture etc.).
o Structure of the report.
 Main body of the assignment (with subheadings for easier navigation &professionalism):
o Contextual discussion of the broader development of leadership and
management theory as appropriate to the chosen topic for criticalevaluation;
o critical evaluation of leadership and management theories
see http://studyskills.southwales.ac.uk/tabs1/analysing/;
o application of critiqued theory to evidenced practice within the selected
contemporary organisation;
o evaluation and commentary on the fit (or lack of fit) between your critiqued theory
and practice as evidenced.
 Conclusions:
o Your conclusions should relate to the terms of reference for the report (in other
words you should be reaching conclusions about theory, practice and the fit
between theory and practice).
2
2.2 Additional guidance
 This is an individual assessment, not a grouptask.
 You may use a leader and an organisation. It is a good idea to choose an organisation with
which you are familiar. It is often advisable to use your own organisation where possible as
you will often have better access to information. Remember you are required to present
evidence not make assertions about practice.
 If you use your own organisation, then you may wish to seek a sponsor for your work who
can help you to navigate access to documentation. If you are using confidential sources then
clearly mark your work as confidential on the frontcover.
 You must be ethical in your approach to your work at all times. Your document will be
entered onto a global database (Turnitin) so bear this in mind. Your sponsor/boss may ask to
read your work;
 If you are not currently working then ensure that you choose a leader and an
organisation where there is good access to information in the publicdomain;
 When you are looking at a leader and an organisation, you need to identify relevant
practice. In the case of a leader this may relate to their traits and behaviours. Things that
they have said and done. In relation to your organisation you need to be looking at the
policies and approaches of organisations. You need to provide suitable EVIDENCE (which is
normally referenced). For example, classical and human relations approaches to
management have different conceptions of motivation, incentives and rewards, ways of
organising work and tasks etc. How are these reflected in company policies? Do not fall into
the trap of making assertions. You should only be giving your personal opinion here in
exceptional circumstances and if it is your opinion, make this clear tothereader.
 Remember to use a range of sources of information from both internal and external sources
to build up the reliability of yourevidence;
 In your introduction you should BRIEFLY state your methodology. This will normally involve
secondary research only but in exceptional cases, depending on your chosen theoretical
focus, you may hold interviews with relevant staff if considered appropriate. You are advised
to discuss this with your tutor. You may also use your own observations i.e. reflective
practice. Remember to reference this section of yourreport.
 Academic Literature should be sourced from a range of textbooks and peer reviewed journal
articles. A limited range of readings are made available. Start off with the lectures provided,
then consult text books, to give you a framework from which to build your understanding.
Do not use literature from unreliable sources like Wikipedia, Businessballs, online study
sources. It is essential that you are read peer reviewed journal articles to build your critical
evaluation;
 Use the University’s Harvard referencing system as per University regulations (see
http://studentlibrary.southwales.ac.uk/referencing/.
3
Further general guidance on approaching your assignment work in the module is provided in the
Module Handbook and you are strongly advised to read this prior to commencing your
assignment work.
2.3 Presentation
Your work should:
Be presented using 12 pt Arial font and double line spacing;
Follow best practice in relation to report writing (see
http://studyskills.southwales.ac.uk/tabs1/reports/);
Use different headings and sub-headings to provide clarity to your work with a supporting
numbering system;
You are encouraged to provide different figures (tables, diagrams etc.) as appropriate. They
should be clearly numbered and included on the contents page. They should be used to
illustrate a point but NOT to make apoint;
Do not include any appendices as they will NOT be read;
Be your own independent work and free from plagiarism by ensuring that work is clearly
referenced;
Use Harvard style citation and referencing using the University’s published guidelines;
Be written in appropriate academic style. You are advised NOT to discuss the theory, then
the practice and then the fit. An integrated approach whereby you critically evaluate a
section of theory, apply it to practice and then discuss the fit works best as your reader will
be able to follow your discussion more easily.
Be professionally presented. You may wish to consider writing out your practice elements in
italics so it is easily identified and use an emboldening technique to link theory andpractice;
Have a good standard of written English and been spell checked and proof-read;
Have a clearly labelled front page detailing the module code and title, title ofthe
assignment, tutors name, your name and enrolment number and the date of submission;
.
3 Submitting Your Work
 The assignment script must be submitted electronically via ‘Turnitin’ by the last day of week
8, Sunday 2300 hours, UCT. All scripts are automatically processed via Turn-it-in upon
submissions in theVLE.
 Each submission is final and no further changes are allowed on the script’s content. There is
no multiple submissions function and therefore students cannot check the originality score
and make changes.
 Please note that tutors will not be able to pre-assess draftassessments.
 The maximum word for the assessment is 6,000 words, +/- 10%. This word count does not
include any appendices (which you should not need to any extent as all salient points should
be in the body of your report) but excludes the words in the reference list. This word count
must be adhered to.
 The University’s late submission policy will be adhered to (see xxx fordetails).
4
 Late assignment submissions: a late submission (up to 5 days after the assessment deadline)
is capped at a grade of 40 (passing Grade). Submitting an assignment after the 5 day limit,
results to a grade of 0.
 If there are circumstances preventing you from submitting your assignment or you want to
requests an extension you should email at extenuating.circumstances@unicaf.org to
complete the extenuating circumstances form. Tutors are not responsible to grant
extensions to students.
Feedback will be available within twenty working days
4 Assessment Weightings
Element Weight %
Presentation, structure, style and referencing 10
Contextual discussion of the broader development of
leadership and management theory as appropriate to
the chosen topic for critical evaluation;
10
Critical evaluation of literature 30
Critical discussion of practice relating to leader and
organisation
30
Commentary on the fit between theory and practice 20
See the detailed assessment criteria below. Note that the Faculty of Business and Society’s
postgraduate assessment criteria (provided below) will be used to assess the quality of these aspects
of your work.
You are advised to read these criteria carefully before you start your work, whilst you complete your
work and then again before you submit your work. Remember to use the assessment weightings to
guide your effort.
5 Plagiarism
Please note that plagiarism in either examination or coursework will be dealt with in line with
University policy.
If you are in any doubt as to the difference between plagiarism and referencing the work of
someone else it is absolutely imperative that you seek guidance from the module leader or a
specialist study skills adviser (meetings can be arranged by skype). Ignorance of what constitutes
plagiarism will not be a defence. The information below should be read and fully understood.
What is Plagiarism?
Plagiarism is when you take the ideas, thoughts, words or inventions of someone else and present
them as your own. It includes copying from fellow students as well as from books, and taking ideas
and images from others as well as their actual words. It is a very serious academic offence.
You must ensure that all work submitted for assessment is your own, and has not been previously
submitted for any other award or module even by yourself (this is call “recycling”). When you use
source material summarise or paraphrase it in your own words, and cite your source in the text or
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footnotes. The same applies to direct quotations but these should be used sparingly. If you take up
an idea from someone else, or wish to discuss someone’s critique of a particular theory, you must
again cite the source. Only your own original thoughts and evaluations should remain unreferenced.
Plagiarism is an infringement of University Regulations. If you are found guilty of plagiarism, you
may be failed in the complete stage of the award, and in extreme cases may be discontinued.
6 Assessment Criteria – Please read this in conjunction with the FBS GenericAssessment Criteria
BS4S16 Leadership and Get research paper samples and course-specific study resources under   homework for you course hero writing service – Manage ment Theories Report Assessment Criteria (read in conjunction with generic criteria below)
Fail
20%
Fail
35-39%
Pass
40-49%
Pass
50-59%
Merit
60-69%
Distinction
70%-79%
Distinction
80% – 100
Contextual
discussion of
the broader
development
of leadership
and
management
theory (10%)
Very limited
reference/source
material.
And/or
Very weak
understanding of
the context of
development of
the chosen
leadership or
management
theory relating to
the chosen topic.
And/or
The work remains
largely
unreferenced
and/or most
references are
incorrectly cited
and/or missing in
the body in the
list at the end.
Lack of
reference/source
material.
And/or
Weak
understanding of
the context of
development of
the chosen
leadership or
management
theory relating to
the chosen topic.
And/or
Many references
are missing
/incorrectly cited
in the body of the
report and/or in
the list at the end.
Some evidence of
consulting
reference/source
material.
And/or
Some contextual
understanding of
the context of the
development of
the chosen
leadership or
management
theory relating to
the chosen topic
but gaps evident.
And/or
Some references
are missing or
incorrectly cited in
the body of the
report and/or in
the list at the end.
Good use of
reference/source
material.
And/or
Good contextual
understanding of the
context of the
development of the
chosen leadership or
management theory
relating to the chosen
topic from seminal
work through to
contemporary theory.
And/or
References are
generally
appropriately cited in
the body of the
report. Some errorsin
relation to the body
of the report and/or
list at the end.
Very good use
and balance of
reference/source
material.
And/or
Very good
contextual
understanding of
the context of
the development
of the chosen
leadership or
management
theory relating to
the chosen topic
from antecedent
and seminalwork
through to
contemporary
theory.
References are
appropriately
cited in the body
of the report and
Excellent use and
balance of
reference/source
material.
And/or
In-depth
understanding of
the context of the
development of
the chosen
leadership or
management
theory relating to
the chosen topic
from antecedent
and seminal work
through to
contemporary
theory.
And/or
All references are
appropriately cited
in the body of the
Outstanding use
and balance of
reference/source
material.
And/or
Very in-depth
understanding of
the context of the
development of
the chosen
leadership or
management
theory relating to
the chosen topic
from antecedent
and seminal work
through to
contemporary
theory.
And/or
All references are
appropriately cited
in the body of the
7 | P a g e
the list at the
end. Few errors
e.g. in relation to
page numbers
for quotations
etc.
report and the list
at the end with
very few errors.
report and the list
at the end without
a single error.
Critical Very limited Lack of Some evidence of Good use of Very good use Excellent use
and balance of
reference/source
material.
And/or
Discussion is
excellent
demonstrating
in-depth
consideration of
relevant aspects
of theory to
show thorough
knowledge and
understanding.
And/or
Excellent
knowledge &
understanding of
theory to
underpin
application to
Outstanding use
and balance of
reference/source
material.
And/or
Discussion is
outstanding
demonstrating
in-depth
consideration of
relevant aspects
of theory to
show thorough
knowledge and
understanding.
And/or
Outstanding
knowledge &
understanding of
theory to
underpin
application to
evaluation of reference/source reference/source consulting reference/source and balance of
literature material. material. reference/source material. reference/source
relating to material. material.
chosen And/or And/or And/or
focused And/or And/or
theoretical Discussion is very Discussion is
topic (30%) superficial and superficial, lacks Discussion could Discussion is
lacks any real appropriate focus be further focused appropriately focused Discussion is
focus to evidence to evidence to evidence depth to evidence depth of focused down to
knowledge and knowledge and of knowledge and knowledge and allow in-depth
understanding. understanding. understanding. understanding. discussion of
particular
And/or And/or And/or And/or aspects of the
theory and
Knowledge & Knowledge & Knowledge & thereby evidence
understanding of understanding of understanding of Knowledge & depth of
theory to theory to underpin theory to underpin understanding of knowledge and
underpin application to application to theory to underpin understanding.
application to organisational organisational application to
organisational practice is weak. practice could be organisational And/or
practice is further developed. practice is generally
extremely weak. And/or sound. Very good
And/or knowledge &
And/or Lack of critical And/or understanding of
evaluation of Limited critical theory to
No critical theory. evaluation of Good critical underpin
evaluation of
theory. And/or
theory. evaluation of theory
demonstrating ability
application to
organisational
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And/or
The work remains
largely
unreferenced
and/or most
references are
incorrectly cited
and/or missing in
the body in the
list at the end.
Many references
are missing
/incorrectly cited
in the body of the
report and/or in
the list at the end.
And/or
Many references
are missing or
incorrectly cited in
the body of the
report and/or in
the list at the end.
to compare/contrast
theoretical
strengths/weaknesses
etc.
And/or
References are
generally
appropriately cited in
the body of the
report. Some errorsin
relation to the body
of the report and/or
list at the end.
practice is
demonstrated.
And/or
Critical
evaluation of
theory clearly
demonstrates
points of
comparison
between
theories, relative
strengths and
weaknesses of
theory etc.
organisational
practice is
demonstrated.
And/or
Insightful critical
evaluation of the
theory with an
excellent
commentary
relating to points
of comparison,
strengths and
weaknesses etc.
organisational
practice is
demonstrated.
And/or
Highly insightful
critical
evaluation of the
theory with an
outstanding
commentary
relating to points
of comparison,
strengths and
weaknesses etc.
And/or And/or
And/or
References are
appropriately
cited in the body
of the report and
the list at the
end. Very few
errors e.g. in
relation to page
numbers for
quotations etc.
All references
are
appropriately
cited in the body
of the report and
the list at the
end without a
single error.
All references
are
appropriately
cited in the body
of the report and
the list at the
end without a
single error.
Discussion of Contextual Contextual Some contextual Good information in Detailed Excellent Outstanding
practice in information in information in information in relation to the information in information in information in
chosen relation to the relation to the relation to the organisation and its relation to the relation to the relation to the
organisation organisation is organisation is organisation is sector is provided and organisation and organisation and organisation and
in relation to very weak and/or weak and/or provided but there presented so that the its sector is its sector is clearly its sector is clearly
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the
theoretical
topic
(including
context)
(30%)
elements are
missing.
And/or
Description of
practice is very
weak, missing
and/or lacking in
essential
information to
provide an
appropriate
evidence base for
the subsequent
discussion on fit
between theory
and practice.
And/or
Application of
theory to practice
is very weak.
elements are
missing.
And/or
Description of
practice is weak,
missing and/or
lacking in essential
information to
provide an
appropriate
evidence base for
the subsequent
discussion on fit
between theory
and practice.
And/or
Application of
theory to practice
is weak.
are gaps.
And/or
Description of
practice needs
further
development in
relation to
appropriateness
and/or detail to
evidence
subsequent
discussion on fit
between theory
and practice.
And/or
Application of
theory to practice
could be further
developed.
reader has an
understanding of the
context.
And/or
Description of
practice is
appropriate to the
theoretical discussion
and provides tangible
evidence for the
subsequent
discussion of fit
between theory and
practice.
And/or
Application of theory
to practice is
generally good and
the links are generally
explained.
appropriately
provided and
presented so
that the reader
understands the
context.
And/or
Description of
practice is
detailed and
appropriate to
the theoretical
discussion
providing good
evidence for the
subsequent
commentary on
fit between
theory and
practice.
And/or
Very good
application of
appropriate
theory to
practice and the
links are very
well explained.
presented and
discussed in all
respects so that
the reader fully
understands the
context.
And/or
Description of
practice is
excellent providing
appropriate,
detailed and
insightful evidence
to inform the
subsequent
commentary on
the fit between
theory and
practice.
And/or
Excellent
application of
appropriate, indepth
theory to
practice and the
links are
absolutely clear.
presented and
discussed in all
respects so that
the reader fully
understands the
context.
And/or
Description of
practice is
outstanding
providing
appropriate,
detailed and
insightful evidence
to inform the
subsequent
commentary on
the fit between
theory and
practice.
And/or
Outstanding
application of
appropriate, indepth
theory to
practice and the
links are
absolutely clear.
Commentary
on the fit
between
theory and
Commentary on
the analysis and
evaluation of fit
between theory
Commentary on
the analysis and
evaluation of fit
between theory
Commentary on
the analysis and
evaluation of fit
between theory
Clear commentary on
the analysis and
evaluation of fit
between theory and
Very good
commentary on
all aspects of the
analysis and
Excellent
commentary on all
aspects of the
analysis and
Outstanding
commentary on all
aspects of the
analysis and
10 | P a g e
practice
(20%)
and practice is
very weak and/or
missing.
and practice is
weak.
and practice might
have been further
developed.
practice is provided. evaluation of fit
between theory
and practice is
provided
throughout the
report.
evaluation of the
fit between theory
and practice is
demonstrated
showing insight in
relation to both
the theory and
practice.
evaluation of the
fit between theory
and practice is
demonstrated
showing insight in
relation to both
the theory and
practice.
Presentation,
Structure,
Style etc.
(10%)
Style,
Grammar
Structure
(including
number
system)
Introduction.
Conclusions
The written style
and grammar are
very weak.
And/or
The report
structure is very
unclear.
And/or
There is no
introduction
providing
context, terms of
reference,
aim/objectives
report navigation
etc. and/or it is
very weak.
And/or
Overall
conclusions are
not reached or
are very weak.
The written style
and grammar are
weak.
And/or
The report lacks a
clear structure.
And/or
There introduction
providing context,
terms of reference,
aim/objectives
report navigation
etc. is weak
And/or
Overall conclusions
are not reached or
are weak in
relation to the
terms of reference.
The written style
and grammar are
acceptable but
could be improved.
And/or
The report has a
clear structure but
could be improved.
And/or
There is an
introduction but
certain elements
are weak or
missing (e.g.
context, terms of
reference,
aim/objectives,
report navigation).
And/or
Overall conclusions
are reached in
The written style and
grammar are
generally good.
And/or
The report has a clear
structure.
And/or
The introduction is
clear in all areas.
And/or
Appropriate overall
conclusions are
reached in line with
the terms of
reference.
The written style
and grammar are
very good.
And/or
The report has a
clear structure
including a
numbering
system,
numbered
figures/tables
etc.
And/or
The introduction
is very clear and
appropriate in all
elements.
And/or
The conclusions
reached are
clear, complete
The written style
and grammar are
excellent
throughout.
And/or
The report has an
excellent structure
and a clear
numbering system
etc.
And/or
The introduction is
excellent in all
aspects.
And/or
The conclusions
reached are very
clear, complete
and insightfulin
relation to the
terms of
reference.
The written style
and grammar are
outstanding
throughout.
And/or
The report has an
outstandingly
clear structureand
a clear numbering
system etc.
And/or
The introduction is
outstanding in all
aspects.
And/or
The conclusions
reached are
exceptionallyclear,
complete and
insightful in
relation to the
terms of
11 | P a g e
relation to the
terms of reference
but some are
weak/missing.
and insightful in
relation to the
terms of
reference
reference.
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University of South Wales Postgraduate Generic Assessment Criteria
Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature
Distinction
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
ample excellent evidence showing that all the learning outcomes and skills appropriate to that level are fully satisfied. The work is exemplary in all the categories shown above and
demonstrates a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
76-85% The work examined is outstanding 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 skills appropriate to that level are fully satisfied. The work is outstanding in the majority of the categories shown above or demonstrates
particularly compelling evaluation and elegance of argument, interpretation or discourse.
70 – 75%
The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the level of the qualification. There is also excellent evidence showing
that all the learning outcomes and skills appropriate to that level are satisfied. The work will be excellent in the majority of the categories shown above or demonstrates particularly
compelling evaluation and elegance of argument, interpretation or discourse.
Merit
60 – 69%
Directly relevant to
the requirements of
the assessment
A substantial
knowledge ofrelevant
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-todate
and/or appropriate
literature. Recognition of
different perspectives. Very
good use of a wide range of
sophisticated source material.
50 – 59%
A reasonable
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
Reasonable
analytical treatment
which has a clear
purpose
Generally coherent and
logically structured, using an
appropriate mode of
argument.
It will 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
Draws on a good variety of
literature which includes
recent texts and/or
appropriate literature
including a range of
appropriate source material.
40 – 49% Some correlation
with the
requirements of the
assessment but
there is a significant
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
Some attempt to construct a
coherent argument, but may
suffer loss of focus and
consistency.
Work which expresses a
coherent position only in
broad terms and in
uncritical conformity to
one or more standard
A simple basic style
but with significant
deficiencies in
expression or format
that may pose
obstacles for the
Evidence of use of
appropriate literature.
Frequently only uses a single
source to support a point.
Weak use of quotation.
13 | P a g e
degree of irrelevance analytical purpose views of the topic reader
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 there is 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 skills appropriate to that Level are satisfied.
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 skills appropriate to that Level are satisfied. The work will be weak in some of the indicators.
0-29% The work examined is unacceptable and provides little or no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few if
any of the learning outcomes and skills appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

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