A: Assessment Details

Module Title

Leadership in Action

Module Code

BU7401

Module Leader

Andy Lewis

Component Number

1

Assessment Type, Word Count & Weighting

Individual written assignment

4000 words

100% of module grade

Submission Deadline

04/May/2022

Submission Instructions

Online submission using Turn It In

Feedback Return Date

4 weeks after submission 

B: Learning Outcomes 

1. Synthesise and critically analyse the evolution and nature of contemporary management and leadership and the theoretical and philosophical underpinnings, to identify recognised best practice
2. Critically reflect and evaluate their own leadership style, and evaluate their learning style to identify future growth areas  
3. Create their own structured personal development plans, orientated to their own future career aspirations as a leader

C: Assessment Task

Task

Using an experience of leadership where you were either the leader, being led or observed within a workplace or informal environment, you are asked to evaluate your experience and critically analyse it in respect of your newly acquired knowledge as part of this module.  What worked well, what did not and what could you or someone have done better?

Your reflection should include and draw upon critical insights, relating to how you learn from reflection and incorporate the use of reflective models to support your analysis.

Evaluating the experience, critical reflection should include an assessment of your learning from the experience, to form the basis of a learning plan where you critically reflect on areas for your personal development which you need to improve on and why to become a more effective leader

The learning plan must be set out with clearly defined objectives, aims and measurement over a specific time period so that you can effectively measure your achievement of these learning objectives over a 12-month period.

Specific consideration should be given to specific themes covering motivation, teams, work design and cultural elements. 

The personal learning plan will further build on and develop the personal learning you have identified from your chosen learning experience, in relation to your development as a manager and/or leader and the effective management of others. Please utilise the SMART framework to design your plan.

D: Specific Criteria/Guidance

There is no one correct way to approach this assessment.  However, please take account of the following guidance.

1. Your work will be marked according to the following criteria (please see the marking rubric below for details of what each element covers in relation to the task):

• Knowledge and understanding of chosen topics and relevant management and learning theories (20%)
• Critical analysis and interpretation of management theory and practice (20%)
• Critical reflection, personal and professional evaluation and application (60%)

1. A key element of this assessment is to be able to demonstrate reflective learning.  

• This means not simply describing an experience and what you learned but to deeply and critically reflect on the experience.  
• In particular, you should focus on how you gained the learning, or the processes of learning:
  • What happened at the time?  What did you feel?  What did you think?  What assumptions were you making?  What “mental models” were you using?
  • In what ways, and why, did the experience generate learning at the time?
  • In what ways, and why, has further reflection helped you to develop deeper learning from the experience?  
  • Did others contribute to your learning – either at the time or afterwards?
  • In what ways has your knowledge of relevant management theories and practices helped you to make sense of your experience, and develop and deepen your learning and personal/professional practice?
• Do not just focus on how you have learned to improve your management practice, but consider ways in which your understanding of yourself, and the practice of management and being a manager has changed or developed.

1. You should include some discussion and analysis of your preferred style(s) of learning, drawing on relevant theories of learning.
2. It is usually more effective to aim for an in-depth analysis with a narrow focus, rather than trying to cover many different things. 

• You are not expected to provide a comprehensive account of your management career, nor of theories and practices of learning or your chosen topic.  
• You will be given credit for being able to select appropriate and relevant materials and integrate them effectively.  

1. When designing a personal learning plan, make sure that you include specific actions you will take, and when, and consider any resources or support you will need – think SMART.  

• It is recommended that you include a summary of your plan in a table form.
• You should provide a clear and academically informed justification for your choice of learning and development activities including:
• How you will extend and develop the learning you have identified from your reflective account and analysis
• Reference to personal learning preferences
• Consideration of practical resources and constraints
• How you will define and measure the success of your planned learning

Your paper should refer to and be informed by relevant academic theory, models and literature throughout.

EXTENSIONS : – If you need to apply for an EXTENSION to the deadline for submission of this work, please complete the EXTENSION REQUEST FORM (EX1) here:  https://portal.chester.ac.uk/registryservices/Pages/forms.aspx and submit to the School Office (ugbam@chester.ac.uk) 

This will be reviewed by the Head of the Department. Individual module tutors do not decide or allocate extension deadlines. You will be informed of the outcome of that decision by email from the School Office. 

E: Key Resources 

Including (a minimum of 10) recommended texts and peer-reviewed electronic sources which you expect students to use.

Videos

30 best Ted Talk On Line Lectures : 30 Of The Best TED Talks On Leadership (inspiringleadershipnow.com)

 Books/Book Chapters

Blanchard, K. H., & Broadwell, R. (2018). Servant leadership in action: How you can achieve great relationships and results. Berrett-Koehler Publishers.

Buchanan, D. A., & Huczynski, A. (2019). Organizational behaviour (10th ed.). Pearson.

Chin, J. L., Trimble, J. E., & Garcia, J. E. (2017). Global and culturally diverse leaders and leadership: New dimensions and challenges for business, education and society. Emerald Publishing.

Cordell, A. (2019). Kolb’s experiential learning cycle. (2nd ed., pp. 96-98). Routledge. https://doi.org/10.4324/9781351239547-33 

Human, A. E., & Pitsoe, V. (2019). Effective strategies for workplace learning. In V. H. Kenon, & S. V. Palsole (Eds.), (pp. 27-44). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119227793.ch2 

Meyer, R., & Meijers, R. (2017;2018;). Leadership agility: Developing your repertoire of leadership styles (1st ed.). Routledge. https://doi.org/10.4324/9781315159980 

 Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). SAGE Publications, Inc.

 Pratchett, T., Young, G., Brooks, C., Jeskins, L., & Monagle, H. (2016). Honey and mumford – learning styles. (pp. 8-11)https://doi.org/10.29085/9781783301812.005 

Raelin, J. A. (2016). In Raelin J. A. (Ed.), Leadership as practice: Theory and application (1st ed.). Routledge. https://doi.org/10.4324/9781315684123  

Sowcik, M., & Amaladas, S. (2015). Leadership 2050: Critical challenges, key contexts, and emerging trends (First ed.). Emerald.

Watson, G., Reissner, S., & Chartered Institute of Personnel and Development. (2014). Developing skills for business leadership (Second ed.). Chartered Institute of Personnel and Development.

Journal Articles 

Meuser, J. D., Gardner, W. L., Dinh, J. E., Hu, J., Liden, R. C., & Lord, R. G. (2016). A network analysis of leadership theory: The infancy of integration. Journal of Management, 42(5), 1374-1403. https://doi.org/10.1177/0149206316647099 

Offermann, L. R., & Coats, M. R. (2018). Implicit theories of leadership: Stability and change over two decades. The Leadership Quarterly, 29(4), 513-522. https://doi.org/10.1016/j.leaqua.2017.12.003 

Jennings, S. F. (2007). Personal development plans and self-directed learning for healthcare professionals: Are they evidence based? Postgraduate Medical Journal, 83(982), 518-524. https://doi.org/10.1136/pgmj.2006.053066 

Lejeune, C., Beausaert, S., & Raemdonck, I. (2021). The impact on employees’ job performance of exercising self-directed learning within personal development plan practice. International Journal of Human Resource Management, 32(5), 1086-1112. https://doi.org/10.1080/09585192.2018.1510848 

F: Submission Guidance

• You must submit assessments in Microsoft Word format.

• The file must be no larger than 40MB.
• Your writing is expected to conform to Standard English in terms of spelling, syntax and grammar.
• You must include your Assessment Number (J Number) in the header or footer.
• Include your word count at the end of the assignment or the front cover.

• Set up your page for A4 paper in portrait style.
• The font size must be a minimum of point 12 Calibri (or equivalent) for the body of the assessment and footnotes must be 2 points smaller.
• Line spacing in the body of the assessment must be 1.5 lines.
• Number the pages consecutively.
• Students should submit work before 12 noon on the deadline date electronically via Moodle. Please follow the ‘Turnitin submission’ link on the module space and follow the on-screen instructions, paying particular attention to any specific instructions for each assignment. 
• You must submit your work with the following details written on the first page:

• Title of your work
• Module title and code
• Module Leader and Seminar Tutor (if relevant)
• Number of words
• Your student assessment number (J Number)

Student work that does not have this information on will not be identifiable after marking has taken place and risks being recorded as a non-submission.

G: Academic Integrity and Penalties

It is your responsibility to ensure that you are familiar with all of the information contained in this brief as failure to do this may impact on your achievement.

Please refer to the various Assessment Guidance below for detailed information on:

• Academic Integrity 
• APA Reference Guide
• Excess Word Count Penalties
• University Generic Marking Criteria
• Late Work Penalties

H: Rubrics and Criteria 

Please see following rubric.