Assignment Advicesection 1critically Evaluate The Contemporary Defini ✓ Solved
Assignment Advice Section 1: Critically evaluate the contemporary definitions of leadership and management examining current perspectives of the roles and responsibilities of both leaders and managers generally. · This section should account for approximately 60-65% of your total word count (probable ballpark 2,000 to 2,100 words) · You should be using in the region of 20 – 25 appropriate and robust academic references to supplement and validate your evaluation · Only pick four or five key models or theories and focus your attention on them (rationale is that if you try to focus on too many different models or theories you establish no depth of awareness or understanding in any of them). · Make sure you use multiple academic perspectives when discussing each key theory. · Think about the evolutionary process of management and leadership and consider writing your assignment through that mechanism. · Remember to use both leadership and management theories / models. · Remember also – you are not writing for you but for your audience (in this case your tutors).
Structuring Work · Using the information provided in Lecture 4 (week of 22nd February) build a body of dialogue around each key model or theory. · Do not use single sentence, or simply use limited, paragraphs (2-10 lines) to create that awareness and understanding as this limits insight and awareness of the point you wish to discuss. · Construct good robust paragraphs using at least 3 (ideally 4) appropriate academic sources to help inform the reader of the point you are making. · Avoid using the same source multiple times in the same paragraph, it slightly undermines the credibility of your evaluation. · Each paragraph is more likely to be in the region of 15 – 20 lines and using multiple academic sources gives the reader a chance to appreciate the breadth and depth of your research (which is always a plus).
Section 2: Based on your evaluation in section one, propose a minimum of three critical skills and behaviours required to be a successful 21st century leader. Consider specific methods of leadership and management development that could develop these critical skills and recommend how to implement and evaluate these development interventions effectively. (LO3) (You may present your recommended interventions and respective evaluations in a table format for section 2). · This section will account for approximately 35-40% of your word count · You should be using in the region of 10 – 12 appropriate and robust academic references to supplement and validate your proposals · Pick ONLY three skills and / or behaviours and construct a rationale outlining the purpose and value of these skills and why development in these areas would be beneficial for prospective 21st century leaders. · Construct an implementation (How, Who, Where, When) and evaluation plan (with distinct mechanisms to measure the impact and potential success of your implementation). · Point 2 can be constructed using a tabular format: Structuring the Work · Section 2 is constructed of two elements: · Element 1 discusses the three skills or behaviours you feel would be useful to develop in 21st century leaders.
Using a range of academic sources (in the region of 10-12) construct a rationale that determines the purpose and value of these skills / behaviours in today’s business environments. · Avoid overusing any one source to construct this rationale (as it potentially undermines the value proposition of your ideas). · The probable ballpark word count for this element is 1,000 to 1,100 words. · Element 2 is presented in table format (probable ballpark word count is words). · It outlines the implementation methods and the mechanisms by which you will determine the relative value and success of the plan. · The implementation methods should address how you plan to implement these ideas with an indication of who they are targeted at, whether this is a staged plan (activity 1, activity 2 etc) and when they can occur (there may be necessary time intervals in the plan to ensure work based learning is captured, which may be part of your evaluation process). · The evaluation measures is likely to be multiple (meaning there will be more than one measure for each skill or behaviour being developed).
Presenting Your Work · A professional presentation is required. Remember, you are presenting to an audience, not to yourself. What you present and how you present it is often considered to be an indication of you, so be professional. · Use size 12 font (Arial, Verdana, MS Sans Serif tend to be good choices as they are relatively easy to read). · Use line and half (1.5) spacing. Do not cram things in on top of each other. A cluttered and ill-considered presentation does not make good or easy reading so help the reader. · Build good, well informed (from appropriate and robust academic research) points of discussion.
Show the reader you have an understanding of the subject and not just some vague acknowledgement of it. Developing Leadership and Management Assignment Instructions Assignment Launch: Week commencing 15th February Assignment Submission : 23.59pm 13th May 2021 Assignment Instructions: You are required to write and submit a 3,,700 words report demonstrating your understanding of contemporary leadership and management. The report is divided into two sections, which reflect the learning outcomes of the module, each section is detailed below: Section 1: Critically evaluate the contemporary definitions of leadership and management examining current perspectives of the roles and responsibilities of both leaders and managers generally. (LO1, LO2) Section 2: Based on your evaluation in section one, propose a minimum of three critical skills and behaviours required to be a successful 21st century leader.
Consider specific methods of leadership and management development that could develop these critical skills and recommend how to implement and evaluate these development interventions effectively. (LO3) (You may present your recommended interventions and respective evaluations in a table format for section 2). Assignment Submission and Grading Criteria All assignments should be submitted via the Turnitin submission point (labelled either F/T or P/T and found within the ‘Assessment’ tab) by the deadline highlighted above. All assignments will be marked against a marking rubric, a copy of which is attached to Appendix A of the module handbook. On successful submission of the assignment, you will be demonstrating your individual achievement of the Module Learning Outcomes: 1.
Critically evaluate the definition, roles and responsibilities of Leadership and Management in modern contexts 2. Assess alternative theoretical approaches to leadership and management and their relevance within contemporary organisations. 3. Discuss different methods of leadership and management development and how to implement and evaluate interventions effectively Questions and Support Please direct any questions relating to the assignment, academic regulations relating to submission and marking of work in the first instance to the Blackboard Assignment Discussion Board (within Assessment Tab), thereafter to the Module Leader or your seminar tutor. Sensitivity: Internal Level 6 Assessment criteria Outstanding 90-100% Excellent 70-89% Very Good 60-69% Good 50-59% Satisfactory 40-49% Unsatisfactory <40% Knowledge Evidence that the student has: Understood the topic area Supported their work with relevant research and reading · Detailed understanding of topic area backed up with relevant references · Research beyond scope of module materials · Draws links to other modules · No further development of answer required · Wide topic knowledge from the module · Draws different concepts together effectively · Strong use of relevant theoretical models and/or research · Fully referenced with wide range of sources · Strong evidence of independent research · Draws together some of the key topics from the module · Some use of theoretical models and/or research to support answer · Evidence of some independent research but largely guided by references provided in the module · Adequate use of module topics · Some gaps in knowledge or misunderstanding of concepts · Some evidence of research and reading but may be overreliance on core textbooks/overuse of direct quotes etc. · Limited use of topic knowledge from the module/lack of detail · Some significant gaps in knowledge or misunderstanding · Limited or poor evidence of research and reading · Overreliance on lecture slides and notes · No/ very limited use of topics from the module to answer the question · No/very limited supporting literature Critical Thinking Evidence that the student has: Questioned their sources, arguments and solutions · Extensive critical evaluation of arguments and cited literature · Fully balanced argument · Researched and answered from different angles. · Questions some of the research sources used · Well balanced argument · Explores some alternative arguments, advantages/disadvantages, pros and cons etc. · Some evidence different approaches to answering the question are understood · Acknowledges a few alternative arguments to the answer e.g. advantages and disadvantages, pros and cons · Very limited identification of alternative arguments · Accepts reference sources at face value · A one sided answer with no consideration of alternative arguments Application Evidence that the student has: Pulled ideas together effectively to answer the question Provided appropriate examples where necessary/helpful · Thoughtful and thorough application of knowledge, theory and research to question throughout · Tailors information to answer the question fully · Illustrates answer with range of organisational examples · Links in relevant personal examples/experiences · Uses some appropriate organisational examples discussed during the module · Uses personal examples but may not always link this back to theory/literature · Integration of theory/research may still be disjointed · Examples are limited or lack relevance · Examples are given but poorly integrated into the answer · Lacks examples · Very limited reference to the task · No or inappropriate use of examples · No links to the task Evaluation Evidence that the student has: Identified strong and relevant information to answer the question Left out weak or unnecessary information · All concepts and material fully relevant to the analysis and recommendations including materials sourced from independent research · All chosen ideas are relevant to the answer · Answers the question fully covering all key concepts · No evidence of ‘padding’ with irrelevant information · Uses some relevant ideas · Chooses appropriate concepts and makes an attempt to answer the question · Information is mostly relevant to the question · Only minor missing elements · Minimal ‘padding’ with irrelevant information · Some effort to answer the question · Some missing, weak or irrelevant elements · Links to answer are unclear in places · May ‘pad’ with irrelevant information · Key elements of the question remain unanswered/underdeveloped · Confused choice of concepts to answer the question · Important concepts may be difficult to pick out · Largely irrelevant ideas · Does not answer the question that was asked · Covers concepts which are not relevant to the answer.
Communication Evidence that the student has: Put their ideas across clearly on paper · Outstanding, sophisticated written communication · No significant areas for further development · Logical organisation and flow of ideas · Error free written communication · Precise Harvard Referencing · An enjoyable read · Largely well-structured answer · Only minor spelling/grammatical errors · Good grasp of Harvard Referencing · Mainly easy to read and follow · Some spelling/grammatical errors but do not significantly interfere with understanding · Some attempt to Harvard Reference · Difficult to read and follow in places · Repeated spelling/grammatical issues · Weak Referencing skills · Difficult to read and follow · Very difficult to read and follow · Extensive problems with written presentation · No or incorrect Referencing COURSEWORK Component 1 : COURSEWORK Summary of Assessment Methods Assignment Weighting 100% Assignment Instructions : You are required to write and submit a 3,,700 words report demonstrating your understanding of contemporary leadership and management.
The report is divided into two sections, which reflect the learning outcomes of the module, each section is detailed below: Section 1: Critically evaluate the contemporary definitions of leadership and management examining current perspectives of the roles and responsibilities of both leaders and managers generally. (LO1, LO2) Section 2: Based on your evaluation in section one, propose a minimum of three critical skills and behaviours required to be a successful 21st century leader. Consider specific methods of leadership and management development that could develop these critical skills and recommend how to implement and evaluate these development interventions effectively. (LO3) (You may present your recommended interventions and respective evaluations in a table format for section 2).
Assignment Submission and Grading Criteria All assignments should be submitted via the Turnitin submission point (found within the ‘Assessment’ tab) by 23.59pm 13th May 2021. All assignments will be marked against a marking rubric, a copy of which is attached to Appendix A. On successful submission of the assignment, you will be demonstrating your individual achievement of the Module Learning Outcomes: 1. Critically evaluate the definition, roles and responsibilities of Leadership and Management in modern contexts. 2.
Assess alternative theoretical approaches to leadership and management and their relevance within contemporary organisations. Discuss different methods of leadership and management development and how to implement and evaluate interventions effectively.
Paper for above instructions
Section 1: Critical Evaluation of Contemporary Definitions of Leadership and Management
Introduction
The concepts of leadership and management, while closely related, have distinct meanings and responsibilities in contemporary organizations. This section critically evaluates contemporary definitions of leadership and management, focusing on five key theories: Trait Theory, Transformational Leadership, Situational Leadership, the Managerial Grid, and Servant Leadership. Each of these theories provides insights into the roles and responsibilities of leaders and managers in modern contexts.
Trait Theory
Trait Theory posits that leaders possess certain characteristics that distinguish them from non-leaders (Northouse, 2018). Early research primarily focused on identifying these traits, such as intelligence, assertiveness, and emotional stability (Zaccaro, 2007). Modern perspectives, however, recognize that effective leadership transcends innate traits and includes skills that can be developed (Goleman, 1998). Critics of Trait Theory argue it lacks consideration of situational factors that influence leadership effectiveness (Judge et al., 2002), highlighting that effective leaders adapt their styles based on the context. As such, an integrated approach linking traits, skills, and contextual factors is necessary for contemporary leadership effectiveness.
Transformational Leadership
Transformational Leadership, pioneered by Bass (1990), emphasizes inspiring and motivating followers to exceed their own self-interests for the sake of collective goals. This model focuses on the importance of vision and change, which are essential in today's fast-paced and constantly evolving business environment (Northouse, 2018). Transformational leaders are characterized by their ability to foster an inclusive culture, encouraging creativity and innovation (Bass & Avolio, 1994). While this approach is widely praised, some critics argue it may foster dependency on the leader, potentially stifling subordinates’ development (Kirkpatrick & Locke, 1996). Nevertheless, in contemporary contexts, where change is frequent and complex, transformational leadership emerges as an effective model for collective goal achievement.
Situational Leadership
Situational Leadership, developed by Hersey and Blanchard (1969), posits that leadership effectiveness depends on the maturity of followers and the specifics of the situation. According to this model, effective leaders must adjust their style—ranging from directive to supportive—depending on their followers’ readiness (Hersey et al., 2013). This flexibility enables leaders to respond effectively to the dynamic nature of organizations, a necessity in today's interconnected world (Northouse, 2018). However, some scholars criticize Situational Leadership for its oversimplification of complex human behaviors and contexts (Graeff, 1997). Hence, while it undeniably highlights the need for adaptability, leaders must also consider organizational culture and external pressures when making leadership decisions.
Managerial Grid
The Managerial Grid, introduced by Blake and Mouton (1964), categorizes leadership styles based on concern for people versus concern for production. Leaders who focus primarily on task completion may achieve short-term results but risk employee dissatisfaction and turnover. Conversely, leaders who prioritize employee welfare may see short-term inefficiencies (Blake & Mouton, 1985). This model underlines that effective leadership requires finding a balance between the two dimensions to foster both productivity and a positive organizational climate (Goleman et al., 2002). In contemporary settings, where employee well-being is increasingly recognized as vital for organizational success, this balance becomes essential for sustainable performance.
Servant Leadership
Servant Leadership, championed by Greenleaf (1977), positions leaders as stewards who prioritize the needs of their followers over organizational goals. This approach aligns with modern shifts towards ethical leadership and corporate social responsibility (Ehrhart, 2004). Servant leaders foster a participative culture and promote the personal growth of their followers, contributing to higher employee engagement and satisfaction (Liden et al., 2008). Yet, critics argue that this style may lead to a lack of decisive action, as leaders overly prioritize consensus and social harmony (Patterson, 2003). In a contemporary context prioritizing collaboration and ethical considerations, Servant Leadership stands out for its focus on empowerment and community.
Conclusion
In evaluating contemporary definitions of leadership and management, it is evident that successful leaders and managers cannot rely on singular models or traits. Instead, they must be adaptive, capable of utilizing various approaches depending on the specific challenges they face. The integration of aspects from Trait Theory, Transformational Leadership, Situational Leadership, the Managerial Grid, and Servant Leadership illuminates the complex landscape of effective leadership in modern organizations. Leaders are required to cultivate adaptability, emotional intelligence, and an understanding of both task execution and personnel development to thrive in dynamic environments.
Section 2: Critical Skills and Behaviours for 21st Century Leaders
Introduction
In light of the evaluation conducted in Section 1, this section proposes three critical skills necessary for 21st-century leaders: Emotional Intelligence, Adaptability, and Ethical Decision-Making. These skills address the challenges of contemporary work environments, emphasizing the need for leaders who can navigate complexity while inspiring and engaging their teams.
1. Emotional Intelligence
Rationale: Emotional Intelligence (EI) refers to the ability to perceive, control, and evaluate emotions (Goleman, 1995). In a contemporary setting, leaders with high EI can foster stronger relationships with their teams, navigate conflicts effectively, and ensure a supportive workplace culture (Cherniss, 2010). Research suggests that leaders who exhibit EI can drive higher performance levels by creating a more engaged workforce (Mayer et al., 2008).
Implementation Plan:
| Activity | Who | Where | When |
|----------|-----|-------|------|
| EI Workshops | HR Development Team | Training Center | Quarterly |
| EI Assessment | All Staff | Online System | Bi-annual |
| Feedback Sessions | Managers | Departments | After Workshops |
Evaluation Measures:
1. Pre- and post-workshop EI assessment.
2. Employee satisfaction surveys focusing on workplace culture.
3. Performance metrics showcasing team productivity before and after EI initiatives.
2. Adaptability
Rationale: Adaptability is the ability to adjust to changes and respond to new circumstances (Pulakos et al., 2000). Given the fast-paced nature of today's business world, leaders must navigate constant changes effectively. Adaptable leaders can pivot strategies in response to market fluctuations, driving organizational resilience (Uhl-Bien & Arena, 2018).
Implementation Plan:
| Activity | Who | Where | When |
|----------|-----|-------|------|
| Training Seminars on Change Management | Senior Leadership | Auditorium | Monthly |
| Self-Learning Modules | All Employees | Online Learning Platform | Continuous |
| Adaptability Assessments | Team Leaders | Workshops | Quarterly |
Evaluation Measures:
1. Feedback forms post-seminar to gauge understanding.
2. Follow-up assessments measuring the application of change management skills.
3. Employee retention rates reflecting adaptability during transition periods.
3. Ethical Decision-Making
Rationale: Ethical decision-making involves a comprehensive understanding of moral principles in business practices. In a world increasingly focused on social responsibility, leaders must demonstrate ethical decision-making skills to maintain their organization’s integrity and reputation (Brown & Treviño, 2006). Research shows that organizations led by ethical leaders experience lower turnover and higher employee loyalty (Mayer et al., 2009).
Implementation Plan:
| Activity | Who | Where | When |
|----------|-----|-------|------|
| Ethical Leadership Workshops | Corporate Governance Team | Company Headquarters | Bi-annual |
| Case Study Analyses | All Employees | Department Meetings | Quarterly |
| Ethical Assessment | Managers | Online Survey | Annual |
Evaluation Measures:
1. Surveys assessing attitudes toward leadership ethics before and after workshops.
2. Tracking ethical dilemmas and resolutions presented at team meetings.
3. Employee feedback regarding the perceived ethical climate of the organization.
Conclusion
To meet the demands of contemporary leadership, organizations must equip their leaders with critical skills and behaviors, including Emotional Intelligence, Adaptability, and Ethical Decision-Making. By implementing targeted development interventions and assessing their effectiveness rigorously, organizations can build leaders capable of navigating the complexities of modern environments.
References
1. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19-31.
2. Blake, R. R., & Mouton, J. S. (1985). The Managerial Grid III: The Key to Leadership Excellence. Houston: Gulf Publishing Co.
3. Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17(6), 595-616.
4. Cherniss, C. (2010). Emotional Intelligence: Transforming the Workplace and Improving Well-Being. In The Handbook of Emotional Intelligence. Jossey-Bass.
5. Ehrhart, K. H. (2004). Leadership and procedural justice climate as antecedents of unit-level organizational citizenship behavior. Personnel Psychology, 57(1), 61-94.
6. Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.
7. Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam.
8. Graeff, C. L. (1997). Evolution of situational leadership theory: A critical review. Leadership & Organization Development Journal, 18(5), 205-216.
9. Hersey, P., Blanchard, K. H., & Johnson, D. E. (2013). Management of Organizational Behavior: Leading Human Resources. Upper Saddle River, NJ: Pearson.
10. Judge, T. A., Cable, D. J., Colbert, A. E., & Rynes, S. L. (2002). What Causes a Management Job to Be Attributed More Prestige: Overcoming Biases Through Personality. Journal of Career Development, 29(1), 4-24.
11. Kirkpatrick, S. A., & Locke, E. A. (1996). Direct and indirect effects of three core charismatic leadership components on performance and attitudes. Journal of Applied Psychology, 81(1), 36-51.
12. Liden, R. C., Wayne, S. J., Liao, C., & Meuser, J. D. (2014). Servant leadership: A meta-analytic examination and implications for future research. The Leadership Quarterly, 25(1), 227-242.
13. Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503-517.
14. Northouse, P. G. (2018). Leadership: Theory and Practice. Thousand Oaks, CA: Sage Publications.
15. Patterson, K. A. (2003). Servant Leadership: A Theoretical Model. In Proceedings of the Servant Leadership Research Roundtable (pp. 1-14).
16. Pulakos, E. D., Arad, S., Donovan, M. A., & Plamondon, K. (2000). Adaptability in the workplace: Development of a taxonomy of adaptive performance. The Journal of Applied Psychology, 85(4), 612.
17. Uhl-Bien, M., & Arena, M. (2018). Complexity Leadership Theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 29(1), 89-104.
18. Zaccaro, S. J. (2007). Trait-based perspectives of leadership. American Psychologist, 62(1), 6-16.
In this evaluation of leadership and management, critical insights into their roles and responsibilities in modern organizations have been emphasized. The contemporary context demands leaders who are flexible, ethical, and empathetic—skills development programs can support future leaders in fulfilling these essential roles.