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15000 words for bussiness managements assignments

I need you help me do three assignments of smes.

Before you start it, i need you provide proposals of all assignments, and if proposals all fine , you could start do it.

all materials are in the files, you could read it,thanks.

Module

ode:

LD9616

Module Title:

Leadership for SMEs

Distributed on:

First Teaching Session of Module

Hand in Date:

11:59 am, 18/01/2021

Further information about general assessment criteria, The

cademic Regulations for Taught Awards (ARTA) regulations, referencing and plagiarism can be found on the module’s site on the e-Learning Portal. Students are advised to read and follow this information.

Instructions for the Assessment of this module:

Summative Assessment

You will be summatively assessed by the creation of an individual research informed Leadership Development report and supporting self-analysis portfolio/leadership development plan. This will include:

a. A critical literature review relating to leadership, leadership competencies and relevant self-awareness frameworks and the extent to which reliable knowledge about the characteristics of an effective leader and leadership in SME can be determined 1,400 words (40%) (MLO 1,

MLO2

)

b. Produce a Personal Development Plan (600 words) for your future leadership competence development to address any gaps in your leadership potential, you have identified (15%) (

MLO3

)

c. A critical self-appraisal of your potential as an effective leader within an SME context drawing upon the findings from your self-awareness process. This should include a reflection of your values and emotional intelligence and the subsequent implications on your ethical leadership (25% )(MLO4) AOL 5 collection point

d. The completion of a module learning log consisting of weekly sheets which are completed to build a total log (20%) The word count for this is not limited or included in word count.

Guidance for Module Learning Log

A good log entry will show:

· Some evidence of critical thinking and analysis, describing your own thought process about your learning and personal development, and what you have learnt from the module;

· Some self-awareness demonstrating openness and honesty about performance along with some consideration of your own strengths and weaknesses, achievement of personal aims and objectives; challenges faced and how you resolved them;

· Some evidence of learning, appropriately describing what needs to be learned, why and how.

Word limits and penalties for assignments Students should note the following criteria will apply

Under the word limit	No Penalty: In not making use of the full word count, students may have self-penalised their work. If students have been able to achieve the requirements of the assessment using fewer words than allocated, they will not be penalised.
Up to 10% over word limit	No Penalty: Situation flagged by tutor in feedback but over-run is tolerated and no deduction is made from the final mark.
More than 10% over the word limit	The marker will stop reading when they judge that the word count exceeds the recommended word count by more than 10% i.e. for a 3000 word essay, the marker will read only the first 3300 words and will indicate on the text where they stop reading. The content following this point will not be read and a mark will be awarded only for the content up to this point.

The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include:

· Title and Contents page

· Reference list

· Appendices

· Appropriate tables, figures and illustrations

· Glossary

ibliography

Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.

If this word count is falsified, students are reminded that under ARTA page 30 Section 3.4 this will be regarded as academic misconduct.

If the word limit of the full assignment exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be deducted.

For example: if the assignment is worth 70 marks but is above the word limit by more than 10%, a penalty of 7 marks will be imposed, giving a final mark of 63.

Students are advised that they may be asked to submit an electronic version of their assignment and so should retain an electronic version of the assignment.

Submission of Assessment:

You should submit your assessments electronically to the Turnitin Submission Tool within the module ELearning Site. This can be found in the Assessment and Submission section. Your assignment will be marked and feedback offered 4 weeks from the hand in date.

You must also keep a copy of your assignment for your own records in case a second copy is required. The assignment submitted will not be returned to you, so again keep a copy for your own use.

It is your responsibility as the student to ensure that you are submitting your final and complete assignment to be marked. Only send your assignment to the above email address to avoid confusion.

Programme Level Learning Outcomes that this module contributes to:

6.1.2 Demonstrate an appreciation of the uncertainty, ambiguity and limits of knowledge

6.2.1. Apply business, management and leadership knowledge in order to appreciate potential

implications for strategic performance in a SME context

6.4.1 Demonstrate evidence of how self-reflection has enhanced appreciation of issues to address

in developing future potential to contribute effectively in a SME business /organisational environment

6.5.1 Demonstrate critical understanding of how their own cultural and ethical values may impact on

your ability to engage and work ethically, constructively and sensitively in diverse environments and/or teams

Module Learning Outcomes assigned to Assessment Component s
Assessment Component	A	B	C
MLO1				x
MLO2
MLO3
MLO4 AOL Data Collection Point

Trait

Less than 30%

Clear

Fail

30-39%

Fail

40-49

Pass Adequate

50-59

Pass Good

60-69

Pass

Very Good

70-79

Excellent

80-89 Outstanding

90-100

Exemplary

Section A 40% of marks
ML01, MLO2

Standard not met 1 Completely insufficient. A significant lack of suitable references have been cited.
No critical review of relevant leadership literature in written report.
Very poor structure and expression

Standard not met 2Insufficient. Poor or insufficient references have been cited
Brief/limited review of relevant leadership literature in written report.
Poor structure and expression.

Standard met 1 Adequate/basic. Basic yet adequate references have been cited.
Limited review of relevant leadership literature in written report. Typically descriptive.
Numerous errors in structure and expression.

Standard met 2 A good albeit limited range and use of suitable references.
A good review of relevant leadership literature with some brief critical review in written report.
A good albeit limited structure and expression.

Standard met 3 Very Good range and use of suitable references.
A very good review of relevant leadership literature with some appropriate critical review in written report.
Very Good structure and expression.

Standard exceeded 1 Excellent range and use of suitable references.
An excellent review of relevant leadership literature with appropriate critical review in written report.
Excellent structure and expression.

Standard exceeded 2 Outstanding range and use of suitable references.
An outstanding review of relevant leadership literature with appropriate critical review in written report.
Outstanding structure and expression.

Standard Exceeded 3 Exemplary range and use of suitable references.
An exemplary review of relevant leadership literature with appropriate critical review in written report.
Exemplary structure and expression.

Marks

A clear, detailed and practical PDP submitted which will enhance future leadership practice.

Marks

Insufficient or Incomplete weekly sheets, with Insufficient reflection and / or Application

Section C 25% of marks MLO4 AoL5 Collection Point	Completely insufficient /no reflection on self-awareness findings. No, or very limited use of example to support findings.	Poor/insufficient reflection on self-awareness findings Very limited use of example to support findings.	Adequate/basic reflection on self-awareness findings. Limited use of example to support findings.	A good, if limited reflection on self-awareness findings. Some good use of example to support findings.	Very Good reflection on self-awareness findings. Very Good use of example to support findings.	Excellent reflection on self-awareness findings Detailed/insightful use of example to support findings.	Outstanding reflection on self-awareness findings Detailed/insightful use of example to support findings.	Exemplary reflection on self-awareness findings Detailed/insightful use of example to support findings.
Section B 15% PDP ML03	No or undeveloped PDP submitted.	Undeveloped PDP submitted.	A relatively brief or superficial PDP submitted.	An appropriate PDP submitted although this would benefit from greater detail.	A relevant and practical PDP submitted which will enhance future leadership practice.	A clear, detailed and practical PDP submitted which will enhance future leadership practice.		A clear, detailed and practical PDP submitted which will enhance future leadership practice.
Section D Learning Log (20 Marks)	Completely Insufficient or Incomplete weekly sheets, with Completely Insufficient Reflection and / or Application		Insufficient or Incomplete weekly sheets, with Insufficient reflection and / or Application	Adequate / basic weekly sheets, with Adequate reflection and Application	Very Good weekly sheets, with Very Good reflection and Application	Excellent weekly sheets, with Excellent reflection and Application	Outstanding weekly sheets, with Outstanding Reflection and Application	Exemplary weekly sheets, with Exemplary reflection and Application
Marks

AOL GOALS Not Achieved Achieved Exceeded

Undergraduate Goals and Objectives Feedback

Areas of strength:

Areas of development:

Please see annotated script for overall and additional comments Module Assessment Total Mark %

Assessment Brief –Undergraduate

Module Code:

LD9631

Module Title:

Developing Research Informed Learning and Practice

Distributed on:

First week of module

Hand in Date:

th January 2021 (by 11.59 am)

Further information about general assessment criteria, The Academic Regulations for Taught Awards (ARTA) regulations, referencing and plagiarism can be found on the module’s site on the e-Learning Portal.

Programme (Level) Learning outcomes that this module contributes to:

Goal 1 – Acquisition of internationally relevant business, management and leadership knowledge for an SME context

6.1.1 Demonstrate critical understanding of key aspects of enterprise, entrepreneurship, business, management and leadership knowledge, at least some of which are at or informed by the forefront of aspects of the discipline.

Goal 4 – Development of the capacity for personal reflection as a means of informing effective personal contribution in a SME business environment

6.4.1 Demonstrate evidence of how self-reflection has enhanced appreciation of issues to address in developing future potential to contribute effectively in a SME business /organisational environment

This assessment will address the following Module Learning outcomes:

Module Learning Outcomes	Task 1	Task 2	Task 3
1				x
2
3
4

MLO 1 Your knowledge of business and management topics at least some of which are at, or informed by, the forefront of aspects of the discipline.

MLO2 Your ability to conduct a critical literature review into a SME related topic.

MLO3 Your ability to apply your knowledge in order to inform the aims/objectives of a SME related research project

MLO4 Demonstrate critical reflection of your own learning preference and the subsequent implications for your learning development on this programme AOL 4.

Instructions for the Assessment of this module:

You will be summatively assessed by a 3,000 word portfolio that will consist of the following pieces of work:

1. A 1,500 word critical review of literature relating to a business topic to be allocated by the module leader. (40% weighting) (MLO1, MLO2, MLO3)

2. A 1,500 words critical appraisal of your learning preference(s) results on the specific theories / models covered in the class. This should include a discussion of the implications these results have for your learning development on this programme. (40% weighting) (MLO4) AOL 4 COLLECTION POINT

3. The completion of a module learning log consisting of a total of 6 learning reflective logs (20%) The word count for this is not limited or included in word count.

Your answers should demonstrate wide reading from academic book and journal sources from the university E-library. The work should consider appropriate and relevant theories, models and concepts. Work should be appropriately cited and referenced using the APA referencing system.

Guidance for Module Learning Log

A good log entry will show:

· Some evidence of critical thinking and analysis, describing your own thought process about your learning and personal development, and what you have learnt from the module;

· Some evidence of learning, appropriately describing what needs to be learned, why and how.

Word limits and penalties for assignments Students should note the following criteria will apply

Under the word limit	No Penalty: In not making use of the full word count, students may have self-penalised their work. If students have been able to achieve the requirements of the assessment using fewer words than allocated, they will not be penalised.
Up to 10% over word limit	No Penalty: Situation flagged by tutor in feedback but over-run is tolerated and no deduction is made from the final mark.
More than 10% over the word limit	The marker will stop reading when they judge that the word count exceeds the recommended word count by more than 10% i.e. for a 3000 word essay, the marker will read only the first 3300 words and will indicate on the text where they stop reading. The content following this point will not be read and a mark will be awarded only for the content up to this point.

The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include:

· Title and Contents page	· Reference list	· Appendices	· Appropriate tables, figures and illustrations
· Glossary	· Bibliography

Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.

If this word count is falsified, students are reminded that under The Academic Regulations for Taught Awards (ARTA) page 30 Section 3.4 this will be regarded as academic misconduct.

If the word limit of the full assignment exceeds the +10% limit,

Students are advised that they may be asked to submit an electronic version of their assignment and so should retain an electronic version of the assignment.

Submission of Assessment:

You should submit your assessments electronically to the Turnitin Submission Tool within the module ELearning Site. This can be found in the Assessment and Submission section

Your assignment will be marked and feedback offered 4 weeks from the hand in date.

You must also keep a copy of your assignment for your own records in case a second copy is required. The assignment submitted will not be returned to you, so again keep a copy for your own use.

It is your responsibility as the student to ensure that you are submitting your final and complete assignment to be marked. Only send your assignment to the above email address to avoid confusion.

Trait

0- 30% Clear Fail Standard not met 1

30-39%Fail Standard not met 2

40-49 Pass Adequate Meets Standard 1

50-59 Pass Good Meets Standard 2

60-69 Pass

Very Good

Meets Standard 3

70-79

Excellent

Exceeds Standard 1

80-89 Outstanding Exceeds Standard 2

90-100

Exemplary

Exceeds Standard 3

Task Part 1 Literature Review 6.1.1 (40 marks) .

Completely insufficient critical literature review.
The review of the literature is purely descriptive, inappropriate, irrelevant and lacks he required academic underpinning and focus.

Insufficient critical literature review. The review of the literature is purely descriptive, generally irrelevant and lacks academic underpinning.

A good critical literature review. The review of the literature is relevant to the topic area but is mainly descriptive with few critical points made.

Very Good critical literature review. A very good review of academic literature relevant to the topic area with some critical points made but could have been developed further.

Excellent critical literature review. Excellent review of the literature relevant to the topic area with evidence of much critical discussion from a range of academic sources.

Outstanding critical literature review. Outstanding critical review of a range of both contemporary and seminal scholars relevant to the topic area.

Exemplary critical literature review. Exemplary critical review of a range of both contemporary and seminal scholars relevant to the topic area.

Task Part 2 Learning Styles 6.4.1 Aol 4(40 Marks)

Completely Insufficient references or relevant learning theories/Models have been cited
Completely Insufficient discussion of how learning styles results have implications for learning development on programme
Completely Insufficient critical appraisal of learning styles results
Completely Insufficient structure and expression

Insufficient set of references or relevant learning theories/ models have been cited
Insufficient discussion regarding how learning theories results have implications for learning development on programme

Insufficient critical appraisal of learning styles results
Insufficient structure and expression

Adequate / basic set of references of relevant learning theories and models have been cited
Adequate / basic discussion of how Learning theories may have implications results have implications for learning development on programme

Adequate / basic critical appraisal of learning styles results
Adequate / basic structure and expression

A good, if limited set of references of relevant learning theories and models have been cited
A good, if limited discussion of how Learning preferences results have implications for learning development on programme

A good, if limited critical appraisal of learning styles results
A good, albeit limited structure and expression

A very good set of references of learning theories and models have been cited
Very good discussion of how Learning preferences results have implications for learning development on programme

Very good re critical appraisal of learning styles results
Very good structure and expression

Excellent set of references of learning theories and models have been cited

Excellent discussion of how Learning preferences results have implications for learning development on programme

Excellent critical appraisal of learning styles results

Excellent structure and expression

Outstanding set of references of learning theories and models have been cited

Outstanding discussion of how Learning preferences results have implications for learning development on programme

Outstanding critical appraisal of learning styles results

Outstanding structure and expression

Exemplary set of references of learning theories and models have been cited

Exemplary discussion of how Learning preferences results have implications for learning development on programme

Exemplary critical appraisal of learning styles results

Exemplary structure and expression

Task Part 3 Learning Log (20 Marks)

Completely Insufficient or Incomplete weekly sheets, with Completely Insufficient

Reflection and / or Application

Insufficient or Incomplete weekly sheets, with Insufficient

reflection and

/ or Application

Adequate / basic weekly sheets, with Adequate

reflection and Application

Good weekly sheets, with Good

Reflection and

Application

Very Good

weekly sheets, with Very Good

reflection and Application

Excellent

weekly sheets, with Excellent

reflection and Application

Outstanding weekly sheets, with Outstanding

Reflection and Application

Exemplary

weekly sheets, with Exemplary

reflection and
Application

Assignment Brief

Module Code:	LD9632
Module Title:	SME Project
Distributed on:	First week of the module	Hand in Date:	(07/01/2021 by 11.59 am)

At the end of this module, you will have achieved the following Programme Learning Outcomes:

6.1.1 Demonstrate critical understanding of key aspects of enterprise, entrepreneurship, business, management and leadership knowledge, at least some of which are at or

informed by the forefront of aspects of the discipline.

6.1.2 Demonstrate an appreciation of the uncertainty, ambiguity and limits of knowledge

6.3.1 This is the AoL data collection point

. Apply techniques of analysis and enquiry through initiating and carrying out investigations into SME business related

issues/projects.

6.5.1 Demonstrate critical understanding of how their own cultural and ethical values may impact on their ability to engage and work ethically, constructively and sensitively in

diverse environments and/or teams

In addition, the following module learning outcomes will be achieved

MLO1 Your appreciation of the uncertainty, ambiguity and limits of the knowledge you produce through your research.

MLO2 Your ability to apply techniques of analysis and enquiry in the investigation of a SME related issue. AOL Data collection point

MLO3 Your ability to discuss and apply an understanding of the ethical issues associated with conducting research

MLO1 MLO2 Aol Data Point MLO3

Report X X X

Proposal X

Instructions for the Assessment of this module:

Summative Assessment:

You will be summatively assessed by a 1000-word SME project proposal weighted at 20% (in Semester 1) and a 4000* word research report weighted at 80% (in Semester 2).

The SME project proposal (in Semester 1) will include the following elements (SME project proposal template attached):

The title of the project

An outline of the problem or opportunity being addressed

The aims and objectives of the project

Management literature and theories underpinning the project

An indication of the methods to be used

A programme of work and timetable

References

The research report (in Semester 2) will include the following elements:

An executive summary

5% of overall report mark – 150 words

An introduction to the project and research objectives

5% of the overall report mark – 250 words

A critical literature review

25% of the overall report mark – 1500 words

A research informed and justified methodology

15% of the overall report mark – 1000 words

A discussion of research ethics

5% of the overall report mark – 200 words

Presentation and analysis of findings

10% of the overall report mark (not in word count)

Study conclusions

10% of the overall report mark – 400 words

Recommendations

10% of the overall report mark (not in word count)

Reflective Report (MLO4)

10% of the overall report mark (500 words)

Structure, Layout and Academic Practice

5% of the overall report mark

* Note some sections within the report are not included in the word count, thus the actual word count of the report will exceed 4000 words.

The proposal will outline the area of study, aims & objectives, underpinning management literature & theories and methods to be used (20%) (MLO1)

The research report will address the research method adopted to achieve your research aims/objectives, literature review, data collection, data analysis and the generation of supportable conclusions and recommendations. Reflective component not in word count. (80%) (MLO1, MLO2, MLO3)

Your answers should consider appropriate and relevant theories, models and concepts which demonstrate wider reading and which are appropriately cited and referenced using the APA referencing system.

Word limits and penalties for assignments

If the assignment is within +10% of the stated word limit no penalty will apply.

The word count is to be declared on the front page of your assignment and the assignment cover sheet. The word count does not include:

· Title and Contents page
· Glossary
· Reference list

· Bibliography
· Appendices
· Quotes from interviews and focus groups.

· Appropriate tables, figures and illustrations
· Presentation and analysis of findings
· Recommendations

Please note, in text citations [e.g. (Smith, 2011)] and direct secondary quotations [e.g. “dib-dab nonsense analysis” (Smith, 2011 p.123)] are INCLUDED in the word count.

If this word count is falsified, students are reminded that under ARTA page 30 Section 3.4 this will be regarded as academic misconduct.

If the word limit of the full assignment exceeds the +10% limit, 10% then in that case the marker will stop reading at the point when they judge that the word limit exceeds the recommended word count by more than 10%. The marker will indicate the point at which they stop reading on the text.

Students are advised that they may be asked to submit an electronic version of their assignment and so should retain an electronic version of the assignment.

Submission of Assessment:

You should submit your assessments electronically to the Turnitin Submission Tool within the module ELearning Site. This can be found in the Assessment and Submission section

Your assignment will be marked and feedback offered 20 working days from the hand in date.

You must also keep a copy of your assignment for your own records in case a second copy is required. The assignment submitted will not be returned to you, so again keep a copy for your own use.

It is your responsibility as the student to ensure that you are submitting your final and complete assignment to be marked. Only send your assignment to the above email address to avoid confusion.

Assignment marking scheme: SME Proposal

Trait

Less than 30% Clear Fail
Standard not met 1

30-39%Fail
Standard not met 2

40-49 Pass Adequate
Standard met 1

50-59 Pass Good
Standard met 2

60-69 Pass Very Good
Standard met 3

70-79 Excellent
Standard excelled 1

80-89 Outstanding
Standard excelled 2

90-100 Exemplary
Standard excelled 3

Proposal: Generic Presentation (Structure, writing style, spelling, grammar and referencing) – 25%

Completely insufficient structure. There are significant spelling, grammatical and typographical errors with the structure/layout not conforming to the specified proposal guidelines.

Insufficient structure. There are significant spelling, grammatical and typographical errors with the structure/layout not conforming to the specified proposal guidelines.

Adequate / basic structure. Generally free from spelling, grammatical or typographical errors. The structure/layout is generally consistent with proposal guidelines.

A good structure. Mostly free from spelling, grammatical or typographical errors. The structure/layout is mostly consistent with proposal guidelines.

Very Good structure. Free from spelling, grammatical or typographical errors. The structure/layout is consistent with proposal guidelines.

Excellent structure. Free from spelling, grammatical or typographical errors. The structure/layout is consistent with proposal guidelines.

Outstanding structure. Free from spelling, grammatical or typographical errors. The structure/layout is consistent with proposal guidelines.

Exemplary structure. Free from spelling, grammatical or typographical errors. The structure/layout is consistent with proposal guidelines.

Rationale, aims and objectives of the proposed project – 25%

Completely insufficient focus. The business and management focus is not made sufficiently clear. The proposed study lacks rationale and the research question and objectives are inappropriate.

Insufficient focus. The business and management focus is unclear. Research question and some objectives are outlined but require further development to ensure they are specific.

Adequate / basic focus.
There is an explanation of the purpose of the proposed study within a business and management context, but this needs further justification.
Research question and objectives are stated – but need to be specific.

A good explanation of the purpose of the proposed study within a business and management context.
Clear research question and objectives are proposed but could be further developed.

A very good rationale for the proposed study within a business and management context.
Clearly defined research question and proposed study objectives.

Excellent
rationale for the study which is focused and within a business and management context.
Excellently defined research question and proposed study objectives.

Outstanding
rationale for the study which is focused and within a business and management context.
Outstandingly defined research question and proposed study objectives.

Exemplary
rationale for the study which is focused and within a business and management context.
Exemplarily defined research question and study objectives.

Management literature and theories underpinning the proposed project – 25%

Completely insufficient management literature and theories identified.
The identified literature is inappropriate, irrelevant and lacks required academic underpinning and focus.

Insufficient management literature and theories identified.
The identified literature is inappropriate, irrelevant and lacks required academic underpinning and focus. Insufficient association can be seen with the proposed topic/aims and the identified management literature.

Adequate / basic management literature and theories identified. The association of the identified literature to the topic/aims is unclear.

A good management literature and theories identified. An attempt to associate identified literature with the topic/aims is made but requires sound justification.

A very good management literature and theories identified. Clear link is established to the proposed topic/aims and key the management literature.

Excellent identification of focal management literature and theories that focus of the proposed study area. Key authors/contributors within the area of proposed study have been identified, acknowledged and referenced.

Outstanding management literature and theories have been identified. Key authors/contributors within the area of proposed study have been identified, acknowledged and referenced.

Exemplary management literature and theories have been identified. Key authors/contributors within the area of proposed study have been identified, acknowledged and referenced.

Methodology and methods proposed – 25%

Completely insufficient identification & discussion of research strategy and methods to be used. There is little/no discussion on the proposed research strategies, research methods and data analysis.

Insufficient discussion of the proposed research strategy and methods. There is a significant lack of discussion focusing on research strategies, research methods and data analysis to be used.

Adequate / basic discussion of the proposed research strategy and methods.
However, some elements of the discussion need further focus, i.e. discussion demonstrating awareness of alternative methods, justifying selection and recognising the potential limitations of the chosen methods.

A good discussion of the proposed research strategy and methods.
A sound discussion of alternative methods, justifying selection and recognising the potential limitations of the chosen methods.

Very Good discussion of the proposed research strategy and methods.
A very good discussion of alternative methods, justifying selection and recognising the potential limitations of the chosen methods. A clear explanation of the practical details of the proposed research.

Excellent discussion of the proposed research strategy and methods.
An excellent discussion of alternative methods, justifying selection and recognising the potential limitations of the chosen methods. A detailed explanation of the practical details of the proposed research.

Outstanding discussion of the proposed research strategy and methods.
Outstanding discussion of alternative methods, justifying selection and recognising the potential limitations of the chosen methods. Thorough explanation of the practical details of the proposed research.

Exemplary discussion of the proposed research strategy and methods.
Exemplary discussion of alternative methods, justifying selection and recognising the potential limitations of the chosen methods. Thorough explanation of the practical details of the proposed research.

Assignment marking scheme: SME Report

Trait

Less than 30% Clear Fail

30-39%Fail

40-49 Pass Adequate

50-59 Pass Good

60-69 Pass Very Good

70-79 Excellent

80-89 Outstanding

90-100 Exemplary

Presentation, Structure and Academic Practice – 5%

Standard not met 1 Completely insufficient structure. There are significant spelling, grammatical and typographical errors with the layout not conforming to the specified guidelines.

Standard not met 2 Insufficient structure. There are significant spelling, grammatical and typographical errors with the layout not conforming to the specified guidelines.

Standard met 1 Adequate / basic structure. Generally free from spelling, grammatical or typographical errors. The layout and format is generally consistent with guidelines.

Standard met 2
A good structure. Mostly free from spelling, grammatical or typographical errors. The layout and format is mostly consistent with guidelines.

Standard met 3 Very Good structure. Free from spelling, grammatical or typographical errors. The layout and format is consistent with guidelines.

Standard met 1 Excellent structure. Free from spelling, grammatical or typographical errors. The layout and format is consistent with guidelines.

Standard met 2 Outstanding structure. Free from spelling, grammatical or typographical errors. The layout and format is consistent with guidelines.

Standard met 3 Exemplary structure. Free from spelling, grammatical or typographical errors. The layout and format is consistent with guidelines.

Executive Summary – Completion of an executive summary – 5%

Completely insufficient executive summary. The executive summary is missing or inadequate with key sections missing.

Insufficient executive summary.
An adequate executive summary but key information is missing.

Adequate / basic executive summary.
A sound executive summary, which includes most essential information, but may give greater precedence to some elements over others.

A good executive summary, which includes all essential information.

A very good executive summary including all relevant information to a very good standard.

Excellent executive summary including all relevant information to an extremely high standard.

Outstanding executive summary including all relevant information to an extremely high standard.

Exemplary executive summary including all relevant information to an extremely high standard.

Introduction – Introduction to the research.
Clear research objectives are presented. 5%

Completely insufficient introduction.
The business and management focus is not made sufficiently clear with a lack of rationale for the study. Research question and objectives are inappropriate.

Insufficient introduction. Research question and some objectives are outlined but require further development to ensure they are bound and specific.

Adequate / basic introduction.
There is an explanation of the purpose of the research within a business and management context, however this requires greater discussion.
Research question and objectives stated but require development to be made more specific

A good introduction. A good explanation of the purpose of the research within a business and management context.
Clear research question and objectives but could be developed further.

Very Good introduction. A thorough
discussion of the rationale for the study which is focused and within a leadership, business and management context.
Very good, clearly defined research question and objectives…

Excellent introduction. Excellent
discussion of the rationale for the study which is focused and within a business and management context.
Excellent, clearly defined research question and objectives.

Outstanding introduction. Outstanding
discussion of the rationale for the study which is focused and within a business and management context.
Outstanding clearly defined research question and objectives.

Exemplary introduction. Exemplary
discussion of the rationale for the study which is focused and within a business and management context.
Exemplary clearly defined research question and objectives.

The production of a critical literature review demonstrating reading from a wide range of sources, supported by correct referencing – 25%

Completely insufficient critical literature review.
The review of the literature is purely descriptive, inappropriate, irrelevant and lacks he required academic underpinning and focus. There is no acknowledgement of the role of the literature or the work of others.

Insufficient critical literature review. The review of the literature is purely descriptive, generally irrelevant and lacks academic underpinning. There is no acknowledgement of the role of the literature and the work of others is not always acknowledged or referenced in the appropriate APA style.

Adequate / basic critical literature review.
The review of the literature is somewhat relevant but lacks focus and is descriptive with no critical points made and a limited number of academic sources. The role of the literature is unclear. The work of others is acknowledged and referenced but not always in the required APA style.

A good critical literature review. The review of the literature is relevant to the topic area but is mainly descriptive with few critical points made. An attempt to discuss or highlight the role of the literature is made but requires development. The work of others is acknowledged and referenced in places

Very Good critical literature review. A very good review of academic literature relevant to the topic area with some critical points made but could have been developed further. The role of the literature is clearly highlighted. The work of others is acknowledged and referenced in accordance with the APA.

Excellent critical literature review. Excellent review of the literature relevant to the topic area with evidence of much critical discussion from a range of academic sources. The role of the literature is explained well. The work of others is acknowledged and referenced in accordance with the APA.

Outstanding critical literature review. Outstanding critical review of a range of both contemporary and seminal scholars relevant to the topic area. The role of the literature is thoroughly explained. The work of others is acknowledged and referenced in accordance with the APA style.

Exemplary critical literature review. Exemplary critical review of a range of both contemporary and seminal scholars relevant to the topic area. The role of the literature is thoroughly explained. The work of others is acknowledged and referenced in accordance with the APA style.

Methodology – Discussion and justification of appropriate research strategy and methods – 15%

Completely insufficient discussion on research strategy and methods. There is no discussion on research strategies, research methods or data analysis. The practical details of the research study are missing.

Insufficient discussion on research strategy and methods. There is a significant lack of discussion focusing on research strategies and research methods. The practical detail of the research is limited and there is no acknowledgement of data analysis tools.

Adequate / basic discussion on research strategy and methods.
An adequate discussion of research strategies, however, some elements of the discussion; demonstrating awareness of different types, justifying selection and acknowledging the limitations of the chosen strategy, require further work. An adequate discussion of research methods, however, some elements of the discussion; demonstrating awareness of the different types, justifying selection and recognizing the potential limitations may be missing or underdeveloped. Identification of data analysis tools is underdeveloped or not appropriate. Limited discussion of the practical details of the data collection process is evident and requires further work.

A good discussion on research strategy and methods.
A sound discussion of research strategies, however, some elements of the discussion; demonstrating awareness of different types, justifying selection and acknowledging the limitations of the chosen strategy focusing, may be missing or underdeveloped. A sound discussion of research methods, however, some elements of the discussion; demonstrating awareness of the different types, justifying selection and recognizing the potential limitations are underdeveloped. Identification of appropriate data analysis tools are either incorrect or missing a discussion. Some elements of the practical details of the conduct of the research is evident, however, some elements are missing.

Very Good discussion on research strategy and methods.
A very good discussion of research strategies demonstrating awareness of the different types, justifying selection and acknowledging the limitations of the chosen strategy. A very good discussion of research methods demonstrating awareness of the different types, justifying selection and recognising the potential limitations. Appropriate data analysis tools are identified and explained. A clear explanation of the practical details of the conduct of the research.

Excellent discussion on research strategy and methods.
An excellent discussion of research strategies demonstrating awareness of the different types, justifying selection and acknowledging the limitations of the chosen strategy. An excellent discussion of research methods demonstrating awareness of the different types, justifying selection and recognising the potential limitations. Excellent identification of data analysis tools which are explained and acknowledge the limitations. A detailed explanation of the practical details of the conduct of the research.

Outstanding discussion on research strategy and methods. Outstanding discussion of research strategies demonstrating awareness of the different types, justifying selection and acknowledging the limitations of the chosen strategy. Outstanding discussion of research methods demonstrating awareness of the different types, justifying selection and recognising the potential limitations. Outstanding identification of data analysis tools which are thoroughly explained acknowledging limitations with an attempt to manage them within the study. Thorough explanation of the practical details of the conduct of the research.

Exemplary discussion on research strategy and methods.
Exemplary discussion of research strategies demonstrating awareness of the different types, justifying selection and acknowledging the limitations of the chosen strategy. Exemplary discussion of research methods demonstrating awareness of the different types, justifying selection and recognising the potential limitations. Exemplary identification of data analysis tools which are thoroughly explained acknowledging limitations with an attempt to manage them within the study. Thorough explanation of the practical details of the conduct of the research.

Demonstrate an understanding of the ethical issues for leaders and/or managers and professional practice – 5%

Completely insufficient understanding of the ethical issues.
There is no discussion of research ethics. There is also no consideration of organisational and/or individual consent and the approaches taken to ensure this research is undertaken in an ethical manner.

Insufficient understanding of the ethical issues.
There is a significant lack of discussion relating to research ethics and the practical detail of ethical implications is brief.

Adequate / basic understanding of the ethical issues. Limited discussion research ethics and whilst the ethical issues are highlighted, there is only limited discussion of the personal and organizational implications for the study.

A good understanding of the ethical issues. Research ethics and the ethical issues are recognised with an attempt to discuss the implications for the study from both a personal and organizational perspective (where appropriate).

Very Good understanding of the ethical issues. Research ethics are discussed from a theoretical perspective well and the ethical issues are recognised with a detailed attempt to discuss the implications for the study from both a personal and organizational perspective (where appropriate).

Excellent understanding of the ethical issues. Research ethics are discussed from a theoretical perspective well. There is a thorough explanation of the practical details of the conduct of the research with an excellent appreciation of the ethical issues from both a personal and organizational perspective (where appropriate).

Outstanding understanding of the ethical issues.
Research ethics are discussed from a theoretical perspective well. There is a thorough explanation of the practical details of the conduct of the research with an outstanding appreciation of the ethical issues from both a personal and organizational perspective (where appropriate).

Exemplary understanding of the ethical issues. Research ethics are discussed from a theoretical perspective well. There is a thorough explanation of the practical details of the conduct of the research with an exemplary appreciation of the ethical issues from both a personal and organizational perspective (where appropriate).

Present and analyse findings of contemporary research into Business, Management or Leadership Issues, by applying techniques of analysis and enquiry in the investigation of a SME related issue – 10%
AoL 3 data collection point

Completely insufficient/ no data presented. No inferences are drawn and no theoretical links made.

Insufficient data presentation. Only a few inferences are drawn from the data and those which are, are poor. No theoretical links are drawn upon when discussing the data.

Adequate / basic data presentation. Inferences drawn from the data are limited. Very few theoretical links are drawn upon when discussing the data.

A good data presentation. Inferences are drawn from the data. Few theoretical links drawn upon when discussing the data.

Very Good presentation of data. Very good inferences are drawn from the data. Some relevant theory is drawn upon when discussing the data.

Excellent presentation of data. Excellent inferences are drawn from the data. Relevant theory is drawn upon when discussing the data providing a very detailed discussion of the findings.

Outstanding presentation of data. Outstanding inferences drawn from the data. Relevant theory is drawn upon to develop a mature discussion of the findings.

Exemplary presentation of data. Exemplary inferences drawn from the data. Relevant theory is drawn upon to develop a mature discussion of the findings.

Conclusions – Conclusions and Future Research
– 10 %

Completely insufficient conclusions. No conclusions drawn. The need for further research is not acknowledged

Insufficient conclusions. Irrelevant or inappropriate conclusions drawn which are not supported by the data. The need for further research is not acknowledged

Adequate / basic conclusions. Some adequate conclusions are drawn from the analysis and supported by data, however, greater transparency and discussion required to develop this section further. Conclusions are somewhat relevant to the literature reviewed and attempt to address the research question, however, requires further development. The need for further research is acknowledged.

Good conclusions. Some sound conclusions drawn from the analysis and supported by data but this could be strengthened. Conclusions are relevant to the literature reviewed and go some way to address the research question. The need for further research is highlighted but not discussed in detail.

Very Good conclusions. Very good conclusions drawn from the analysis and supported by data. Conclusions are relevant to the literature reviewed and address the research question. The need for further research is outlined.

Excellent conclusions. Excellent conclusions drawn from the analysis and supported by data. Conclusions are very relevant to the literature reviewed and address the research question. The need for further research is identified with some supporting analysis.

Outstanding conclusions. Outstanding conclusions drawn from the analysis and supported by data. Conclusions are extremely relevant to the literature reviewed and clearly address the research question. The need for further research is identified and critically analysed.

Exemplary conclusions. Exemplary conclusions drawn from the analysis and supported by data. Conclusions are extremely relevant to the literature reviewed and clearly address the research question. The need for further research is identified and critically analysed.

Recommendations – Practical recommendations based on the outcomes of this study – 10%

Completely insufficient recommendations. Either no recommendations made or those which are made are Irrelevant or inappropriate which are not supported by the literature or data.

Insufficient recommendations. Some adequate recommendations are drawn although could be better aligned to the literature, analysis, conclusions and research question.

Adequate / basic recommendations. Some sound practical recommendations drawn from the literature, analysis and conclusions, although could be more detailed and/or aligned to the research question.

Good recommendations. Good practical recommendations drawn from the analysis and conclusions. They are relevant to the literature reviewed and clearly address the research question although could be more detailed.

Very Good recommendations. Very good practical recommendations drawn from the analysis and conclusions. They are extremely relevant to the literature reviewed and clearly address the research question.

Excellent recommendations. Excellent practical recommendations drawn from the analysis and conclusions. They are extremely relevant to the literature reviewed and clearly address the research question.

Outstanding recommendations. Outstanding practical recommendations drawn from the analysis and conclusions. They are extremely relevant to the literature reviewed and clearly address the research question.

Exemplary recommendations. Exemplary practical recommendations drawn from the analysis and conclusions. They are extremely relevant to the literature reviewed and clearly address the research question.

Reflective Learning Statement MLO4 – A reflective learning statement considering the impact of your learning throughout this programme both personally and professionally.-10%

Completely insufficient reflective learning statement. Reflective statement of learning is missing or very brief.

Insufficient reflective learning statement. Reflective statement of learning lacks significant discussion with no specific examples given.

Adequate / basic reflective learning statement. An adequate reflective statement of learning although there could be more detailed use of example, SWOT and PDP.

Good reflective learning statement. A sound reflective statement of learning analysing a range of experiences throughout the learning process. There could be more detailed use of example, SWOT and PDP.

Very Good reflective learning statement. A very good reflective statement of learning analysing a range of experiences throughout the learning process. Some very good use of example and a robust SWOT and PDP.

Excellent reflective learning statement. An excellent reflective statement of learning analysing a range of experiences throughout the learning process. Supported by a range of learning and organisational examples. A detailed SWOT and PDP.

Outstanding reflective learning statement. Outstanding reflective statement of learning analysing a range of experiences throughout the learning process. Supported by detailed learning and organisational examples. A detailed SWOT and PDP.

Exemplary reflective learning statement. Exemplary reflective statement of learning analysing a range of experiences throughout the learning process. Supported by detailed learning and organisational examples. A detailed SWOT and PDP.

LD9632 – SME Project Proposal (Template)

Should be submitted via turnitin on or before the deadline.

Student ID

Student Name

The title of the project

An outline of the problem or opportunity being addressed

The aim and objectives of the project

Management literature and theories underpinning the project

An indication of the methods to be used

A programme of work and timetable (use a table or Gantt-chart)

References

Week 7 Pre-recording

Assessment Guidelines & how to write the Assessment

Agenda

•

What is the Assessment?

• What do you need to do?

–

Writing, Reference, layouts

• Receiving Feedback from me

• How to submit?

• Any Question

What is the Assessment?

1. A 1,500 word critical review of literature relating to a business topic to
be allocated by the module leader. (40% weighting)

2. A 1,500 word critical appraisal of your learning preference(s) using tools
such as Honey and Mumford Learning Styles questionnaire and VARK.
This should include a discussion of the implications for your learning
development on this programme. This should include detailed examples
and reflections on your past learning experiences. (40% weighting)

3. The completion of a module learning log consisting of weekly sheets
which are completed to build a total log (20%) The word count for this
is not limited or included in word count.

A 1,500 word critical review of literature relating to a
business topic to be allocated by the module leader.

• Brief Scenario (Full Scenario in the BB).

Writing, Reference, layouts

Task 1

• You should carry out a 1,500 words critical review of literature

indicating key challenges of running an SME business in the
UK and how to overcome or accommodate changes in the
business environment (caused by the Covid 19). You must also
provide recommendations for SMEs to overcome the
disadvantages. All arguments and discussions put forward
must be supported with a critical review of academic
literature, research data and other relevant evidence. The
critical review should use a range of sources of research,
including academic theories, concepts, policy and practice as
well as the use of contemporary information / material to
illustrate and support in-depth research, debate and analysis

How to Breakdown Question 1

An Intro (Briefly discuss about the current scenario of SME business during the

Covid 19 in the UK) (200 to 250 words)

Critically discuss the followings:

 Key challenges of running an SME at present (May be you can Use a PESTEL or
SWOT analysis as well as additional but must need reference/ source) (300 to
400 words)

how to overcome changes in the business environment (caused by the Covid
19). (300 words)

Recommendations for SMEs to overcome disadvantages (4 to 6) (300 to 350
words)

Concluding Remarks (150 words to 200 words)

(at least 10 to 15 refrence)

Some Sources

• https://www.mckinsey.com/industries/public-and-social-sector/our-insights/ho

w-the-covid-19-crisis-is-affecting-uk-small-and-medium-size-enterprises

• •
https://www.oecd.org/coronavirus/policy-responses/coronavirus-covid-19-sme
-policy-responses-04440101/

• •https://www.pwc.co.uk/issues/crisis-and-resilience/covid-19.html

• •https://www.ft.com/content/2bef51e5-f581-4ef5-af95-3c344ed7a238

• •
https://www.institutelm.com/resourceLibrary/guide-published-for-small-and-m
icro-businesses-how-to-survive-and-thrive-post-covid-19-pandemic.html

https://www.mckinsey.com/industries/public-and-social-sector/our-insights/how-the-covid-19-crisis-is-affecting-uk-small-and-medium-size-enterprises

https://www.oecd.org/coronavirus/policy-responses/coronavirus-covid-19-sme-policy-responses-04440101/

https://www.pwc.co.uk/issues/crisis-and-resilience/covid-19.html

https://www.ft.com/content/2bef51e5-f581-4ef5-af95-3c344ed7a238

https://www.institutelm.com/resourceLibrary/guide-published-for-small-and-micro-businesses-how-to-survive-and-thrive-post-covid-19-pandemic.html

Task 2

• A 1,500 word critical appraisal of your learning preference(s)
using tools such as Honey and Mumford Learning Styles
questionnaire and VARK. This should include a discussion of the
implications for your learning development on this programme.
This should include detailed examples and reflections on your
past learning experiences. (40% weighting)

How to Breakdown Question 2

 An Intro (Briefly discuss about Learning styles and preference(s)
(around 200 words)

Then Critically discuss about two of these (or three if you can): Kolb’s
Model, Honey and Mumford Learning Styles and VARK Model (please
make sure that you compare and contrast) (around 700 to 800 words)

Implications for your learning development on this programme
(around 250 to 300 words)

Concluding Remarks (around 200 words)

The completion of a module learning log consisting of weekly
sheets which are completed to build a total log (20%) The word
count for this is not limited or included in word count.
• Guidance for Module Learning Log:

A good log entry will show:

• Some evidence of critical thinking and analysis, describing your own
thought process about your learning and personal development, and
what you have learnt from the module;

• Some self-awareness demonstrating openness and honesty about
performance along with some consideration of your own strengths and
weaknesses, achievement of personal aims and objectives; challenges
faced and how you resolved them;

• Some evidence of learning, appropriately describing what needs to be
learned, why and how..

Log template

• Please check BB

• Thank you very much

Slide 1

Agenda
What is the Assessment?

Slide 4

Writing, Reference, layouts
Task 1
How to Breakdown Question 1
Some Sources
Task 2
How to Breakdown Question 2

Slide 11

Log template

Slide 13

Week Three

Developing Research Informed
Learning and Practice

Session Objectives

 Understand the need for citations and references

 Practice writing citations and reference lists in line with
the APA technique

What is Citation/Referencing?
Citation and referencing are terms used to show readers of your work where your

sources of information come from.
Northumbria University adopts the American Psychological Association (APA)

method of referencing – you must adopt this approach in all of your work.

 To ‘cite’ is to quote a passage, a quote etc in the body of your text and gives the
quotation authority.

 To ‘reference’ is to give the reader of your work directions to the book, passage
etc. where the information is held.

 To cite and reference correctly you need to collect and assemble details of where
your information came from and include this in your text.

Citation and Referencing

– to acknowledge the work of other writers

– to demonstrate the body of knowledge on which you have based your work

– to demonstrate your own knowledge of the field

– to enable other researchers to trace your sources and lead them on to further information

Why?

Reference List

Benner, P. (1984). From novice to expert: Excellence and power in
clinical nursing practice. Menlo Park, CA: Addison-Wesley.

Note: hanging indent for reference list items.

Capitalise only the first word, the first word after a colon or a dash, verbs, adverbs,
adjectives and proper nouns in titles (American Psychological Association, 2010 p. 101,
para. 4.15).

Where there is more than one place of publication given, show only the first listed
place plus an abbreviation for the U.S state or foreign country name (Perrin, 2012, p.
62).

In-Text Citation

(Benner, 1984)

Benner (1984, p. 5) has stated

Benner (1984) argues that.”……”(p. 5)

Benner suggests that……..(1984, p. 5)

Note: Space before page numbers.

Referencing a Book with One Author

Reference List

Lazarus, R. S., & Lazarus, B. N. (2006). Coping with aging.

New York: Oxford University Press.

In-Text Citation

(Lazarus & Lazarus, 2006)

Lazarus and Lazarus (2006) have
described “……”(p. 110) as unique.

Note: cite both names every time the
reference occurs in the text.

Referencing a Book with Two Authors

Reference List

In the reference list, for three to seven authors, include all as presented in order
on the title page, not alphabetically.

Wright, J. P., Tibbetts, S. G., & Daigle, L. E. (2008). Criminals in
the making: Criminality across the life course. Thousand
Oaks, …… CA: Sage.

If a book has eight or more authors, the first six are listed, followed by ellipsis
points (three spaced …) and the name of the last author

In-Text Citation

(Wright, Tibbetts, & Daigle, 2008)

For six or more authors, cite only the first
author, followed by et al. for all in-text
citations.

(Fortesque et al, 2009)

Referencing a Book with Three to Eight Authors

Reference List

Yukl, G. (2013). Leadership in Organizations (8th ed.)
New York: Pearson

The edition number appears in parentheses following
the book title.

In-Text Citation

(Yukl, 2013)

Referencing a Book other than a First Edition

Reference List

Denzin, N.K., & Lincoln, Y.S. (Eds.),
(2000). …………Qualitative Research (3rd. Ed.) . London:
Sage.

In-Text Citation

(Denzin & Lincoln, 2000)

Referencing a Book from an Edited Collection

Reference List

Grehan, M. (2010). Visioning the future by knowing the past.
………In J. Daly, S. Speedy & D. Jackson (Eds.), Contexts of nursing:
An ………introduction (3rd ed.). (pp. 15-37). Sydney, Australia:
Churchill ………Livingstone.

In-Text Citation

(Grehan, 2010)

Referencing an Original Selection or a Chapter in an Edited Book

Reference List

……..
With a DOI (note the DOI replaces the URL)

Leaver, B. L., Ehrman, M., & Shekhtman, B. (2005). Achieving
success ……. in second Language acquisition. doi:
10.1017/CB09780511610431

Without a DOI

Cameron, E., & Green, M. (2004). Making sense of
change …………Management : A complete guide to the models, tools &
…………techniques of organizational change. London: Kogan Page.
…………Retrieved from http//norunilib.txt?ctgf/e-change4629

In-Text Citation

(Cameron & Green, 2004)

Referencing an Electronic Book (with and without a DOI – Digital Object Identifier)

A Digital Object Identifier (DOI) is a unique name assigned by the International DOI Foundation that
provides a persistent link to its location on the Internet. When DOI is available, no further retrieval

information is needed to locate the content.

Reference List

Paisey, C., & Paisey, N. (2010). ‘Comparative
research. ……..An opportunity for accounting researchers to
learn ……..from other professions’, Journal of Accounting
and …….Organisational Change, 6(2), pp. 180-199

Winslow, D. (2008). ‘Team work’, Anthropology News,
49(9), ……….pp.29. doi: 10.1111/an.2008.49.9.29.1

Paisey, C., & Paisey, N. (2010) ‘Comparative
research. ……..An opportunity for accounting researchers to
learn ……..from other professions’, Journal of Accounting
and ……..Organisational Change, 6(2), pp. 180-199.
. Retrieved from …….
http://www.emeraldinsight.com/journals.htm?articleid=1864170&show=article

In-Text Citation

(Paisey & Paisey, 2010)

(Winslow, 2008)

(Paisey & Paisey, 2010)

Referencing a Print Journal and
Online Journal

(with/ without a DOI – Digital Object Identifier)

http://www.emeraldinsight.com/journals.htm?articleid……..=1864170&show=article

Referencing other Media
Audio Podcasts CIPD. (2009, June 1). Managing Change Happen …….

[Audio Podcast]. Retrieved from
…….http://www.cipd.co.uk/podcasts/_articles/Makin..
…… gchangework_part2_episode_31.htm

(CIPD, 2009)

Blog Posts Bedford, T. (2008, June 12). Re: Got a problem
using ……EndNote? Let us know here [Wed log
comment]. ……Retrieved from ……
http://library.usq.edu.au/wordpress/?p=539

(Bedford, 2008, June 12)

Lecture Notes and
Handouts

Brown, G. (2012). Learning Styles: Course
……..notes/handbook. Newcastle Business
School: ……..University of Northumbria.

(Brown, 2012)

Newspapers Day, E. (2012, August 12). The only way is Ennis –
why ……women now have a new set of great role models.
……The Observer, p. 27

(Day, 2012, August 12)

Wikis Self-Study: Broadening the concepts of participation
…and program support. (2007). Retrieved June from
the ……Adult Literacy Education (ALE
Wiki:
…..http:wiki.literacytent.org/index.php/self-…..study:_Broade
ning_the_concepts_of_Participation_.
…..and_Program_Support

(ALE, 2007)

You Tube Westrom, M. (2009, June 12) Psychology – short
and ………..long term memory [Video file]. Video posted
to ………..http://www.youtube.com/watch?v=TausqSK9p9k

(Westrom, 2009, June 12)

Secondary
Reference

Norrington, F.G. (1989). New aesthetics: Life in art. London:
…..Faber & Faber

Gombrich (1983, as cited in
Norrington, 1989)

http://library.usq.edu.au/wordpress/?p=539

Remember: Reference List and
Bibliography

 Reference List = includes all the material referred to directly in
your work

 Bibliography = includes all the material used in the preparation
of your work, including the entire reference list

 Both in alphabetical order

Slide 1

Session Objectives
Citation and Referencing

Slide 4
Slide 5
Slide 6
Slide 7
Slide 8
Slide 9
Slide 10
Slide 11
Slide 12
Slide 13
Remember: Reference List and Bibliography

BECM Personal learning log

LD9631 Developing Research Informed Learning and Practice

Topic What I did. Here you should list the Activities both in class and out of class
you did during the week.

Reflections. Here you should reflect upon the activities you did and comment on
your performance in these activities including any achievements or barriers you
encountered. Try to develop Solutions to any barriers of learning.

Week 1 & 2

MLO 1 Your
knowledge of
business and
management
topics at least
some of which are
at, or informed by,
the forefront of
aspects of the
discipline

Week 3 & 4

MLO2 Your ability
to conduct a critical
literature review
into a SME related
topic.

Week 5 & 6

MLO3 Your ability
to apply your
knowledge in order
to inform the
aims/objectives of
a SME related
research project

Week 7 & 8

MLO4
Demonstrate
critical reflection of
your own learning
preference and the
subsequent
implications for
your learning
development on
this programme
AOL 4.

Week 9 & 10

Summary of
reflections

• To deepen students’ critical understanding of
different learning styles and theories

• To relate and apply learning styles and learning
theories to the world of work and self-
employment

• To reflect upon the usefulness of learning styles
and theory in relation to current study and future
aspirations

Session Objectives

What is learning ?

In groups of 3 or 4

brainstorm definitions of learning

Learning Styles

• How you learn may be important

• Why ?

• May help you to avoid mistakes

• Avoid repeating negative patterns of
behaviour

• May improve quality of life

• May improve your performance at work

What’s the point ?

• For learners – to become more effective, to
become more independent, to use strengths and
improve weaker processing channels

• For teachers – to provide opportunities for
students to become more involved in their
learning, can improve retention and
achievement, can be relevant to widening
participation

• Relevant for PDP

What is a learning style ?

‘Learning Style is the way in which each learner
begins to concentrate on, process, and retain
new and [possibly] difficult information’

(Dunn,1967)

‘….a biologically and developmentally imposed set
of personal characteristics that make the same
teaching method effective for some students and
ineffective for others,…’

(Dunn, Beaudry, and Klavas, 1989)

• Learners may use a variety of channels
through which they receive information –

Visual, Auditory and Kinaesthetic /
Tactile (VAK/T)

• One is usually dominant – depends on task
to be learned and the situation

Do you know your own
learning style / learning preference ?

• Have you taken a test to determine
your learning style ?

• Remember not to lock yourself into one
preference

• Learning Style may depend on the task
and the situation

VAK – are you
Visual, Auditory, Kinaesthetic ?

How do you learn best ?

Take a test if unsure – info on Blackboard

Visual Learners

• Prefer to see information such as pictures,
diagrams, cartoons, demonstrations

• Picture words and concepts they hear as
images

• Easily distracted in lecture with no visual
aids

• Overwhelmed with intense visuals
accompanied by lecture

• Benefit from using charts, maps, notes,
and flash cards when studying

Auditory Learners

• Prefer to hear information spoken
• Can absorb a lecture with little effort
• May not need careful notes to learn.
• Often avoid eye contact in order to

concentrate
• May read aloud to themselves
• Like background music when they study

Tactile or Kinesthetic Learners

• Prefer touch as their primary mode for taking

in information
• In traditional lecture situations, they should

write out important facts
• Create study sheets connected to vivid

examples
• Role-playing can help them learn and

remember important ideas
• May benefit by using manipulatives

Okay, I
get it
now.

Learning Style Tests and Models

• VAK/T – to determine learning style

• Kolb’s ‘Learning Cycle’ / learning styles

• Honey and Mumford’s learning styles

David Kolb’s
Experiential Learning Theory (ELT)

4 distinct learning styles –

Diverging (feeling and watching)

Assimilating (watching and thinking)

Converging (doing and thinking)

Accommodating (doing and feeling)

Compare to Honey and Mumford’s model

Honey and Mumford –
Learning Styles

• Activists (do)
Immerse themselves fully in new experiences

• Reflectors (review)

Stand back and observe
• Theorists (conclude)

Think through problems in a logical manner, value rationality

and objectivity
• Pragmatists (plan)

Keen to put ideas, theories and techniques into practice

Honey and Mumford Learning Styles
Kolb’s learning Styles

See handout

Honey / Mumford Kolb

Activists Accommodating

Reflector Diverging

Theorist Assimilating

Pragmatist Converging

Consider your learning type

Consider 4 group situations e.g. a meeting to

discuss a project, when you were :

• Activist

• Reflector

• Theorist

• Pragmatist

For each situation

• Briefly describe the situation

• Describe the roles of other members

• Say why you took on a particular role

• Evaluate the success of your role within
the group

• Evaluate the success of the situation

• What do you think would have happened if
you had taken on a different role

Now consider
how you work with others

• See handout Working with others

• Does your learning style inhibit your ability
to work well in a team ?

• Consider which Key Skills are strengths
and which are weaknesses

What is Reflective Learning ?

To cover:
What reflective learning is
Purpose
Methods
Evidence of reflective learning
Examples of reflective learning
accounts
PDP / Key Skills / academic context

What is reflective learning –
one definition –

“Reflection, here, means looking back
on an experience and making sense of
it to identify what to do in the future. It
helps you repeat what worked and learn
from mistakes.”

Drew, S and Bingham R. (2001) The Student Skills
Guide.2nd ed. Hampshire: Gower Publishing Ltd.

Types of reflective work
you may have to do –

• Evaluation of work carried out:

essay, project, report, group work etc.

• Reflective log –

self reflection / analysis / evaluation /
target setting

• Reflective portfolio –

containing evidence e.g. video, report etc.

Why do Personal Development
Planning ?

Apart from personal development as an individual

‘The main attraction of PDP as an employability
tool is the way it can help students to get a
graduate job….to remain employable and to
meet the changing demands of work and
society….[it is] a survival skill with longer
term benefits in relation to lifelong learning
and personal career management .’

University of Huddersfield (2005) The 4 Steps to Career Success.
Employability and Progress Files Project

Personal Development Plan
and Portfolio

• Relate your reflective learning to

Key Skills for Managers

• When writing up your log, identify when a
key skill has been addressed

• Underpin your reflective writing with
learning theories

Reflective Writing – Final Tips

• Don’t include unnecessary detail

• Don’t just tell a story

• Write in a formal style

• Add value

PowerPoint Presentation

What is learning ?
Learning Styles
What’s the point ?
What is a learning style ?

Slide 6
Do you know your own learning style / learning preference ?
VAK – are you Visual, Auditory, Kinaesthetic ?

Visual Learners
Auditory Learners
Tactile or Kinesthetic Learners
Learning Style Tests and Models

David Kolb’s Experiential Learning Theory (ELT)
Honey and Mumford – Learning Styles
Honey and Mumford Learning Styles Kolb’s learning Styles

Consider your learning type
For each situation

Now consider how you work with others

What is Reflective Learning ?

What is reflective learning – one definition –
Types of reflective work you may have to do –
Why do Personal Development Planning ?
Personal Development Plan and Portfolio

Reflective Writing – Final Tips

SessionEight & Nine

Developing Research Informed
Learning and Practice

Week 8 & Week 9

Objectives

 To understand what ‘critical thinking’ means
 To identify why critical thinking is important
 To introduce the ‘Holistic

Critical Thinking

Scoring Rubric’
 To highlight the key constructs of the ‘disposition’ toward critical

thinking
 To review the skills of critical thinking

Critical Thinking

Education must enable one to sift and weigh evidence, to
discern the true from the false, the real from the unreal,
and the facts from the fiction. The function of education
is therefore to teach one to think intensively and to think

critically”

Martin Luther King

“Education is not the learning of facts, but the training of
the mind to think”

Albert Einstein

What is critical thinking?…………………..

 ‘Critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying,

analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation,
experience, reflection, reasoning, or communication, as a guide to belief and action’ (Scriven & Paul, 1987,
np.) presented at the 8th Annual International Conference on Critical Thinking and Education Reform,
Summer 1987



‘Critical thinking is that mode of thinking – about any subject, content, or problem – in which the thinker
improves the quality of his or her thinking by skilfully taking charge of the structures inherent in thinking
and imposing intellectual standards upon them’ (Paul and Elder, 2008, np)

 The ability to think critically, involves three things: ( 1 ) an attitude of being disposed to consider in a
thoughtful way the problems and subjects that come within the range of one’s experiences, (2) knowledge
of the methods of logical inquiry and reasoning, and (3) some skill in applying those methods. (Glaser, 1947
np.)

Please watch the clip – http://www.youtube.com/watch?v=J0yEAE5owWw

Why Critical Thinking?

 Helps formulate clear and precise information relating to issues and problems
 Enables well-reasoned conclusions and solutions
 Allows for open-minded thought
 Assists effective communication around complex problems

Watch clip from

Peter Facione

on ‘Why’ critical thinking :
http://www.youtube.com/watch?v=e1d3fdDO9RE

Problem: Everyone thinks. It is our nature to do so. But much of our thinking, left to
itself, is biased, distorted, partial, uninformed, or downright prejudiced. Yet, the

quality of our life and that of what we produce, make, or build depends precisely on
the quality of our thought. Shoddy thinking is costly, both in money and in quality of

life. Excellence in thought, however, must be systematically cultivated.

http://www.youtube.com/watch?v=e1d3fdDO9RE

Critical Thinking – what it’s not……..

“Critical thinking is skeptical without being
cynical. It is open-minded without being wishy-
washy. It is analytical without being nit-picky,
Critical thinking can be decisive without being

stubborn, evaluative without being judgemental
and forceful without being opinionated”

Peter Facione

Let’s talk about Assignment

Task 1

&
Task 2

Task 1

 Critical review of literature relating to a
business topic to be allocated by the
module leader. (40% weighting).

Briefly – Business topic

 Critical review of literature indicating key challenges of
running an SME business in the UK and how to
overcome or accommodate changes in the business
environment (caused by the Covid 19). You must also
provide recommendations for SMEs to overcome the
disadvantages. All arguments and discussions put
forward must be supported with a critical review of
academic literature, research data and other relevant
evidence. The critical review should use a range of
sources of research, including academic theories,
concepts, policy and practice as well as the use of
contemporary information / material to illustrate and
support in-depth research, debate and analysis.

Task 2:

 Critical appraisal of your learning
preference(s) results on the specific
theories / models covered in the class.
This should include a discussion of the
implications these results have for your
learning development on this programme.
(40% weighting)

Skilled and Eager to think

 Skill: the ability to do

something well; expertise



Disposition

: a person’s
fundamental qualities of
mind and character

SkillsSkills

Disposition

Willing

Able

AND

Disposition

A person with a strong disposition toward critical thinking……

1. Values critical thinking

2. Believes that using critical thinking skills offers the greatest promise for
reaching good judgements

3. Intends to approach problems and decisions by applying critical thinking
skills as best they can

Combined these form the ‘Habits of Mind’

Critical Thinking Dispositions

Facione (2000) defines critical thinking dispositions as “consistent
internal motivations to act toward or respond to persons, events, or
circumstances in habitual, yet potentially malleable ways” (p. 64).

 Open-mindedness (Bailin et al., 1999; Ennis, 1985; Facione 1990,
2000; Halpern, 1998);

 Fair-mindedness (Bailin et al., 1999; Facione, 1990);
 The propensity to seek reason (Bailin et al., 1999; Ennis, 1985; Paul,

1992);
 Inquisitiveness (Bailin et al., 1999; Facione, 1990, 2000);
 The desire to be well-informed (Ennis, 1985; Facione, 1990);
 Flexibility (Facione, 1990; Halpern, 1998); and
 Respect for, and willingness to entertain, others’ viewpoints (Bailin

et al., 1999; Facione, 1990)

Seven Positive Critical Thinking Habits of the
Mind

1. Systematic: consistently endeavours to take an organized and thorough approach to
identifying and resolving problems. The systematic person is orderly, focussed, persistent, and
diligent in his or her approach to problem solving, learning, and inquiry.

2. Inquisitive: habitually strives to be well-informed, wants to know how things work, and seeks
to learn new things about a wide range of topics, even if they immediate utility of knowing
those things is not directly evident. The inquisitive person has a strong sense of intellectual
curiosity.

3. Judicious: approaches problems with a sense that some are ill-structured and some can have
more than one plausible solution. The judicious person has the cognitive maturity to realise
that many questions and issues are not black and white and that, at times, judgements must
be made in contexts of uncertainty.

4. Truth-seeking: has intellectual integrity and a courageous desire to actively strive for the best
possible knowledge in any given situation. A truth seeker asks probing questions and follows
reasons and evidence wherever they may lead, even if the results go against their beliefs.

The Disposition toward

‘Critical Thinking

5. Confident in reasoning: is trustful of his or her own reasoning
skills to yield good judgements. A person’s or a group’s confidence in
their own critical thinking may or may not be warranted.

6. Open-minded: is tolerant of divergent views and sensitive to the
possibility of his or her own possible biases. An open-minded person
respects the right of others to have different opinions.

7. Analytical: is habitually alert to potential problems and vigilant in
anticipating consequences and trying to foresee short-term and long-
term outcomes of events, decisions, and actions. Is ‘Foresightful’

Contrasting Positive and Negative Habits of the Mind

Positive

Open-minded

Analytical

Confident in Reasoning

Systematic

Inquisitive

Judicious

Truth-seeking

Negative

Intolerant

Heedless of Consequences

Hostile toward Reason

Disorganised

Indifferent

Imprudent

Intellectually Dishonest

Assessing your disposition (tick the statements you most agree with)

Strong Disposition to Critical Thinking Weak Disposition to Critical Thinking

I hate talk shows where people shout about their
opinions but never give any reasons at all

I prefer jobs where the supervisor says exactly what to do
and exactly how to do it

Figuring out what people really mean by what they say is
important to me

No matter how complex the problem, you can bet there will
be a simple solution

I always do better jobs where I’m expected to think
things out for myself

I don’t waste time looking things up

I hold off making decisions until I have thought through
my options

I hate when teachers discuss problems instead of just giving
the answers

Rather than relying on someone else’s notes, I prefer to
read the material myself

If my belief is truly sincere, evidence to the contrary is
irrelevant

I try to see the merit in another’s opinion, even if I reject
it later

Selling an idea is like selling cars; you say whatever works

Even if a problem is tougher than I expected, I will keep
working on it

I take a lot on faith because questioning the fundamentals
frightens me

Making intelligent decisions is more important than
winning arguments

There is no point in trying to understand what terrorists are
thinking

Total Total

Critical Thinking Skills

 Interpretation Deconstruction of experiences, beliefs, situations,
judgments etc. to understand and describe their significance and what
they mean. What are the assumptions or judgments?

 Analysis Identifying the relationships within representations
(statements, questions, concepts, descriptions) associated with an
interpretation. What can be done to check the assumptions or
judgments?

 Evaluation Assessing the credibility of representations and the strength
of the relationships that emerge from analysis. Are the assumptions or
judgments true or false?

 Inference Extracting the potential meaning from the data that is
presented. What are the implications or alternatives?

 Explanation Presenting a clear, logical and consistent argument of the
outcomes. How can the outcomes be justified?

 Self-regulation Monitoring the critical thinking process to confirm,
validate or change the outcomes. What else can be done to monitor the
outcomes? (Facione, 2011)

The Holistic Critical Thinking Scoring Rubric

A Tool for Developing and Evaluating Critical Thinking (Facione & Facione, 2011)

Strong 4 Consistently does all or most of the following

• Accurately interprets evidence statements,
graphics, questions etc
• Identifies the salient arguments (reasons and claims)
pro and con
• Thoughtfully analyses and evaluates major alternative points of view

• Draws warranted, judicious, non-fallacious conclusions
• Justifies key results and procedures, explains assumptions and

reasons
• Fair-mindedly follows where evidence and reasons lead

Acceptable 3 Does most or many of the following

• Accurately interprets evidence, statements, graphics, questions etc
• Identifies relevant arguments (reasons and claims) pro and con
• Offers analysis and evaluations of obvious alternative points

• Draws warranted, non-fallacious conclusions
• Justifies some results or procedures, explains reasons
• Fair-mindedly follows where evidence and reasons lead

Unacceptable 2 Does most or many of the following

• Misinterprets evidence, statements, graphics, questions etc
• Fails to identify strong, relevant counterarguments
• Ignores or superficially evaluates obvious alternative points of view

• Draws unwarranted or fallacious conclusions
• Justifies few results or procedures, seldom explains reasons
• Regardless of the evidence or reasons, maintains or defends views

based on self-interest or preconceptions

Weak 1 Consistently does all or almost all of the following

• Offers biased interpretations of evidence, statements, graphics, questions,
information or the points of view of others

• Fails to identify or hastily dismisses strong, relevant counter-arguments
• Ignores or superficially evaluates obvious alternative points of view

• Argues usin fallacious or irrelevant reasons and unwarranted claims
• Does not justify results or procedures, nor explain reasons
• Regardless of the evidence of reasons, maintains or defends views

based on self-interest or preconceptions
• Exhibits close-mindedness or hostility to reason

Activities

 Watch the scenes two or three times. The second or third time through, focus on trying to identify evidence of

the critical thinking skills and habits of mind. Listen to what the characters say and watch their body language.
Review the scene in detail, and then prepare a brief description of the scene, highlight those critical thinking
skills and habits of mind you noticed the characters displaying. Try to evaluate the scenes by applying the
holistic critical thinking scoring rubric (identify an appropriate level – discuss why in your description)

1. Clip one: Houston…we have a problem : http://www.youtube.com/watch?v=kAmsi05P9Uw

2. Clip two: we have a new mission: http://www.youtube.com/watch?v=gmLgi5mdTVo

Please post your descriptions onto the discussion board.

http://www.youtube.com/watch?v=kAmsi05P9Uw

http://www.youtube.com/watch?v=gmLgi5mdTVo

Slide 1

Objectives
Critical Thinking
What is critical thinking?…………………..
Why Critical Thinking?
Critical Thinking – what it’s not……..

Let’s talk about Assignment Task 1 & Task 2

Task 1
Briefly – Business topic
Task 2:
Skilled and Eager to think
Disposition
Critical Thinking Dispositions

Seven Positive Critical Thinking Habits of the Mind
Slide 15

Contrasting Positive and Negative Habits of the Mind

Slide 17

Critical Thinking Skills

Slide 19

The Holistic Critical Thinking Scoring Rubric
Activities

Slide 1

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

LD9631 Developing Research
Informed Learning and Practice

Session 1: Introduction to the
module, assessment and the

context of research

Slide 1.2

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Learning Outcomes

• By the end of this session, students should
be able to:

• Critically understand the module objectives
and learning outcomes of study

• Restate and comprehend course and
assignment requirements

• Explain the purpose and function of research
Introduce the importance of learning styles
and preferences and their significance

Slide 1.3

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

INTRODUCTION TO THE
MODULE

Slide 1.4

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Overall Module Aims

• By the end of this module, students
should:

• Understand their role as a learner
• Learn how to research, critically evaluate

and apply theory to a given topic
• Conduct a literature review, involving the

critical evaluation of appropriate concepts,
theories, models and frameworks

Slide 1.5

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Recommended Texts

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this
module can be found at: http://readinglists.northumbria.ac.uk

(Reading List service online guide for academic staff this containing contact details for the Reading List team –
http://library.northumbria.ac.uk/readinglists)

Core Text

Saunders, M., Lewis, P.,& Thornhill, A. (2012). Research methods for business students. (6th ed.),New York: Pearson. (also available as an
e-book)

Supplementary Text

Bryne, D. S., (2002).Interpreting quantitative data. London: SAGE. (available as an ebook)

Cottrell. S. (2011.) Critical Thinking Skills.( 2nd ed.). Basingstoke: Palgrave Macmillan.

Creme, P. and Lea, M. R. (2008). Writing at university. Milton Keynes: Open University Press.

Dawson, C., (2009). Introduction to Research Methods. How To books.

Emden, J. van and Becker, L. (2004). Presentation Skills for Students, Basingstoke, Palgrave Macmillan.

Gummesson, E. (2000). Qualitative Methods in Management Research. (2nd ed.) London: SAGE. (available as an ebook)

Jesson, J.K., Matheson, L. And Lacey, F.M. (2011) Doing Your Literature Review. (1st Edn.) London: SAGE Publications

Machi, L.A. and McEvoy, B.T. (2012). The Literature Review: Six Steps to Success (2nd Edn.). London: SAGE Publications

Moore, N., (2006) How to do Research. Facet Publishing.

Ridley, D. (2008). The Literature Review a Step by Step Guide for Students. (1st Edn.) London: SAGE Publications

• Williams, K. (2009) Getting Critical. Palgrave Macmillan

Slide 1.6

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

DEADLINE TBC FOR ALL
COMPONENTS

Slide 1.7

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Submission of

Assessment

• You should submit your assessments electronically to the Turnitin Submission
Tool within the module ELearning Site. This can be found in the Assessment
and Submission section

• Your assignment will be marked and feedback offered 4 weeks from the hand
in date.

• You must also keep a copy of your assignment for your own records in case a
second copy is required. The assignment submitted will not be returned to
you, so again keep a copy for your own use.

• It is your responsibility as the student to ensure that you are submitting your
final and complete assignment to be marked. Only send your assignment to
the above email address to avoid confusion.

Slide 1.8

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014
Assessment

Deadline for submission:

You will be summatively assessed by a 3,000 word portfolio that will
consist of the following pieces of work:
A 1,500 word critical review of literature relating to a business topic to
be allocated by the module leader. (40% weighting) (MLO1, MLO2,
MLO3)

A 1,500 word critical appraisal of your learning preference(s) using tools
such as

Honey and Mumford Learning Styles

questionnaire and VARK.
This should include a discussion of the implications for your learning
development on this programme. This should include detailed examples
and reflections on your past learning experiences. (40% weighting)
(MLO4) AOL 4 COLLECTION POINT

The completion of a module learning log consisting of weekly sheets
which are completed to build a total log (20%) The word count for this
is not limited or included in word count.

Your answers should demonstrate wide reading from academic book
and journal sources from the university E-library. The work should
consider appropriate and relevant theories, models and concepts. Work
should be appropriately cited and referenced using the APA referencing
system.

Slide 1.9

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Business Topic / Scenario

• Smaller businesses such as SMEs experience a number of issues and
disadvantages, such as retaining staff (Shettima, 2018), but they also experience a
number of advantages and disadvantages within their operations, for instance,
being closer to their customer base and experiencing customer intimacy.

• With this issue in focus, you should carry out a 1,500 word critical review of
literature appraising the advantages and disadvantages of running an SME. You
must not use the two examples given above in your answer.

• You must also provide recommendations for SMEs to overcome the disadvantages.
All arguments and discussions put forward must be supported with a critical review
of academic literature, research data and other relevant evidence.

• The critical review should use a range of sources of research, including academic
theories, concepts, policy and practice as well as the use of contemporary
information / material to illustrate and support in-depth research, debate and
analysis. The review should draw together findings in a clear conclusion which
should focus on recommendations to the assignment question posed.

Slide 1.10

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Assessment Criteria: Task 1: Literature
Review (40 marks)

Trait

0- 30% Clear Fail
Standard not met 1

30-39%Fail
Standard not met 2

40-49 Pass
Adequate Meets

Standard 1

50-59
Pass Good Meets

Standard 2

60-69 Pass
Very Good Meets

Standard 3

70-79
Excellent Exceeds

Standard 1

80-89
Outstanding

Exceeds Standard
2

90-100 Exemplary

Exceeds Standard 3

Task
Part 1
Literat

ure
Review

6.1.1
(40

marks)
.

Completely
insufficient critical
literature review.
The review of the
literature is purely

descriptive,
inappropriate,
irrelevant and

lacks he required
academic

underpinning and
focus.

Insufficient
critical literature
review. The
review of the
literature is
purely
descriptive,
generally
irrelevant and
lacks academic
underpinning.

A good critical
literature review.
The review of the
literature is relevant
to the topic area but
is mainly descriptive
with few critical
points made.

Very Good critical
literature review.
A very good
review of
academic
literature relevant
to the topic area
with some critical
points made but
could have been
developed further.

Excellent critical
literature review.
Excellent review of
the literature
relevant to the
topic area with
evidence of much
critical discussion
from a range of
academic sources.

Outstanding
critical literature
review.
Outstanding
critical review of
a range of both
contemporary
and seminal
scholars relevant
to the topic area.

Exemplary critical
literature review.
Exemplary critical
review of a range of
both contemporary and
seminal scholars
relevant to the topic
area.

Slide 1.11

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Learning styles

• A 1,500 word critical appraisal of your learning
preference(s) using tools such as Honey and
Mumford Learning Styles questionnaire and
VARK. This should include a discussion of the
implications for your learning development on
this programme. This should include detailed
examples and reflections on your past learning
experiences. (40% weighting) (MLO4) AOL 4
COLLECTION POINT

Slide 1.12

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Honey and Mumford Learning Styles

• https://
www.youtube.com/watch?v=izMEy-UiRKM

• Dr Peter Honey: Helping People to Become
More Effective Learners

• https://
www.youtube.com/watch?v=2GX7s1sHPwM

• (You can use this reference in your
assignment)

Slide 1.13

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Assessment Criteria: Task 2: Learning
Styles (40 marks)

Task
Part 2

Learning
Styles

6.4.1 Aol
4(40

Marks)

Completely
Insufficient

references or
relevant learning
theories/Models

have been

cited

Completely
Insufficient

discussion of how
learning styles can
be used change to

improve
performance

Completely
Insufficient

recommendations
/ discussion of

learning
experiences

Completely
Insufficient

structure and
expression

Insufficient set of
references or

relevant learning
theories/ models
have

been cited

Insufficient
discussion

regarding how
learning theories
can be used to

improve individual
performance

Insufficient
recommendations /

discussion of
moving to an

individual model of
Learning

Insufficient
structure and
expression

Adequate / basic
set of references of

relevant learning
theories and

models have been
cited

Adequate / basic
discussion of how
Learning theories

may have
implications for an

individual’s learning
experience and
help change to

improve
performance

Adequate / basic
recommendations /

discussion of
moving to an

individual model of
Learning

Adequate / basic
structure and
expression

A good, if limited set of
references of relevant
learning theories and

models have been
cited

A good, if limited
discussion of how

Learning preferences
may be used to

improve an

individual’s
performance

A good, if limited
discussion of moving to
an appreciation of an
individuals preferred

learning

style

A good, albeit limited
structure and
expression

A very good set of
references of learning
theories and models

have been cited

Very good discussion
of how Learning

preferences may be
used to improve an

individual’s
performance

Very good
recommendations /

discussion of moving
to an appreciation of

an individuals
preferred learning

style

Very good structure
and expression

Excellent set of
references of

learning theories and
models have been

cited

Excellent discussion
of how Learning

preferences may be
used to improve an
individual’s
performance

Excellent
recommendations /

discussion of moving
to an appreciation of
an individuals
preferred learning
style

Excellent structure
and expression

Outstanding set of
references of

learning theories
and models have

been cited

Outstanding
discussion of how

Learning
preferences may

be used to improve
an individual’s
performance

Outstanding
recommendations /

discussion of
moving to an

appreciation of an
individuals

preferred learning
style

Outstanding
structure and
expression

Exemplary set of
references of learning

theories and models have
been cited

Exemplary discussion of
how Learning preferences
may be used to improve

an individual’s performance

Exemplary
recommendations /

discussion of moving to an
appreciation of an

individuals preferred
learning style

Exemplary structure and
expression

Trait
0- 30% Clear Fail
Standard not met 1

30-39%Fail
Standard not met 2

40-49 Pass
Adequate Meets
Standard 1
50-59
Pass Good Meets
Standard 2
60-69 Pass
Very Good Meets
Standard 3
70-79
Excellent Exceeds
Standard 1
80-89
Outstanding

Exceeds Standard 2
90-100 Exemplary

Exceeds Standard 3

Slide 1.14

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Guidance for Module Learning
Log

• A good log entry will show:

• Some evidence of critical thinking and analysis, describing
your own thought process about your learning and personal
development, and what you have learnt from the module;

• Some self-awareness demonstrating openness and honesty
about performance along with some consideration of your
own strengths and weaknesses, achievement of personal
aims and objectives; challenges faced and how you resolved
them;

• Some evidence of learning, appropriately describing what
needs to be learned, why and how.

Slide 1.15

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Assessment Criteria: Task 3: Learning
Log (20 marks)

Trait
0- 30% Clear Fail
Standard not met 1
30-39%Fail
Standard not met 2
40-49 Pass
Adequate Meets
Standard 1
50-59
Pass Good Meets
Standard 2
60-69 Pass
Very Good Meets
Standard 3
70-79
Excellent Exceeds
Standard 1
80-89
Outstanding
Exceeds Standard 2
90-100 Exemplary
Exceeds Standard 3

Task
Part 3

Learning
Log (20
Marks)

Completely
Insufficient or

Incomplete weekly
sheets, with
Completely
Insufficient

Reflection and / or
Application

Insufficient or
Incomplete weekly

sheets, with
Insufficient

reflection and / or
Application

Adequate / basic
weekly sheets, with

Adequate
reflection and
Application

Good weekly sheets,
with Good

Reflection and

Application

Very Good
weekly sheets, with

Very Good
reflection and

Application

Excellent
weekly sheets, with

Excellent
reflection and
Application

Outstanding weekly
sheets, with
Outstanding

Reflection and
Application

Exemplary
weekly sheets, with

Exemplary
reflection and

Application

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Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

RESEARCH INFORMED
LEARNING AND PRACTICE

Slide 1.17

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Research Informed Learning and
Practice?

In pairs or on your own, think of some
keywords AND an explanation of research
informed learning and practice.

Think about:
• What kinds of exercise and activities might

you expect?
• What would this require from you as a

learner?
• What is independent learning and how

does this relate to Research Informed
Learning and Practice?

Slide 1.18

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

TEACHING AND LEARNING
PLAN (SOW)

Slide 1.19

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Structure of the module

• This module is unique as there are two broad
components to it:

• The application of research and management
topics

• Learning styles and preference

• As such, the module has been designed in
such a way to ensure that it engages with
these two broad areas.

Slide 1.20

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Teaching and Learning Plan

Week Topic

Week 1 (Today)

Introduction to the module

, the purpose of research and learning styles. Seminar
/ workshop: exploring learning styles – Part 1 (MLO4) in workshop and seminar

Week 2 Research: its value and benefits. Seminar/ Workshop: distinguishing between
primary and secondary sources

Week 3 Getting the most out of university resources/ Checking of Assessment Progress

Week 4 Generating a research question, research driven aims and objectives

Week 5 Learning Styles and preferences

Week 6 Developing reflective practice / Discussion about Learning Log

Week 7 Academic writing and making sense of academic literature

Week 8 Writing a literature review for academic work

Week 9 Fostering critical thinking

Week 10 Thinking critically: the critical literature review

Week 11 Ethics and research

Week 12 Assignment surgery

Slide 1.21

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Session One

Over to you….. In pairs discuss the following (and
feedback to the class)

Research :-
•

What is research?

Keywords, definition?
• Why do we do it ?
• How do we use it ?
• Is there more than one way of doing it ?

Slide 1.22

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

WHAT IS RESEARCH?

Slide 1.23

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Definition:

‘The aim, as far as I can see, is the same in all
sciences. Put simply and cursorily, the aim is to
make known something previously
unknown to human beings. It is to advance
human knowledge, to make it more certain or
better fitting … The aim is … discovery.’

– Norbert Elias (1986: 20)

Slide 1.24

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Additional Definition:

• The systematic and objective process of collecting,

recording, analysing and interpreting data for aid in
solving managerial problems. (Wilson, 2014)

• Implications of definition:
– Systematic?
– Objective? Is this always the case?
– Research solves problems – can you think of an e.g.?
– Involves the collection of data – examples?
– Interpretation of data? – what does this mean?
– What kind of problems could research solve in a business

context?

• Wilson, J (2014) The Essentials of Business Research, London: Sage

Slide 1.25

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014
Additional Definition:

• Research as a social and intellectual
activity that involves systematic inquiry
aimed at accurately describing and
explaining the world.

Slide 1.26

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

The Meaning of Research

• Research is a process of enquiry and
investigation.

• It is systematic and methodical.

• Research increases knowledge.

Slide 1.27

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Examples of Business Research

Can you think of any others? For instance,
sectors where research will be used and the
research issues focused upon?

Slide 1.28

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

WHAT ARE THE BENEFITS ON BEING
COMPETENT IN RESEARCH AS A STUDENT?

Slide 1.29

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Benefits of Becoming a Competent
Researcher

• Can help you to become a better student.
• Gives the student more choice in how they

go about their assignments
• An important requirement if you intend

continuing with your education
• Can develop transferable skills that can be

used in a variety of different sectors
• The feeling of expertise that it brings

Slide 1.30

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014
Benefits of Becoming a Competent
Researcher

• Ability to obtain and process information
from a variety of sources

• Ability to analyze quantitative data – major
skill and important for employability

• Ability to create and/or edit written reports
– transferable skills

Slide 1.31

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

From Cooper, Business Research: A
Guide to Planning, Conducting, and

Reporting Your Study 1e. SAGE
Publishing, 2019.

What Recruiters Say about Research
Skills

What are the implications of this table?

Slide 1.32

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Research in a work context

• Managers need accurate data and information to
make competent decisions

• You may be asked either as an entrepreneur or
employee to present research-related information
(e.g. business plan, pitch, presentation)

• At some point in your career, you may need to
buy research services through outsourcing.

• You may seek a position or a career as a
research specialist

Slide 1.33

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

SEMINAR AND WORKSHOP

Slide 1.34

Veal and Burton, Research Methods for Arts and Event Management, 1st edition © Pearson Education Limited 2014

Last task

• 1. Using laptops / tablets – do more research online
into your learning preferences from VARK and
Honey and Mumford – TAKE NOTES

• Consider:
• A. the implication these results have for your

learning on the programme
• B. How these results can help you in your studies
• C. Whether you think the results are a accurate

reflection of your learning style
• 2. Complete a learning log entry

Deadline TBC for all components
Submission of Assessment

Assessment
Business Topic / Scenario

Assessment Criteria: Task 1: Literature Review (40 marks)

Learning styles
Honey and Mumford Learning Styles

Assessment Criteria: Task 2: Learning Styles (40 marks)
Guidance for Module Learning Log
Assessment Criteria: Task 3: Learning Log (20 marks)
Research informed learning and practice
Research Informed Learning and Practice?
Teaching and learning plan (SOW)

Structure of the module
Teaching and Learning Plan

Slide 21

What is research?
Definition:
Additional Definition:
Additional Definition:
The Meaning of Research
Examples of Business Research

Slide 28
Benefits of Becoming a Competent Researcher

Benefits of Becoming a Competent Researcher

What Recruiters Say about Research Skills

Research in a work context

Seminar and workshop

Last task

LD9631 Developing

Research

Informed Learning and Practice

Session 2: Research: its values and benefits
DR Aliar Hossain

Learning Outcomes

• By the end of this session, students should be able to:
• To comprehend the values of research
• To understand the foundations of research methods (research

philosophy)
• To critically evaluate the advantages and disadvantages of adopting

different research methods
• To differentiate between different types of research methodology

Recap from last week

• Review of assignment brief
• 1. How many words is the assignment?
• 2. What are the different components of the assessment?
• Definition of research
• Keywords? Or definition
• Understanding the uses of research
• Examples?
• Completion of VARK and Honey and Mumford
• What did you learn about yourself after completing the learning style

questionnaires?

Assessment

• You will be summatively assessed by a 3,000 word portfolio that will consist of the following pieces of work:
1. A 1,500 word critical review of literature relating to a business topic to be allocated by the module leader.
(40% weighting) (MLO1, MLO2, MLO3)

2. A 1,500 word critical appraisal of your learning preference(s) using tools such as Honey and Mumford
Learning Styles questionnaire and VARK. This should include a discussion of the implications for your learning
development on this programme. This should include detailed examples and reflections on your past learning
experiences. (40% weighting) (MLO4) AOL 4 COLLECTION POINT

3. The completion of a module learning log consisting of weekly sheets which are completed to build a total log
(20%) The word count for this is not limited or included in word count. Minimum 5 entries.

• Your answers should demonstrate wide reading from academic book and journal sources from the university E-
library. The work should consider appropriate and relevant theories, models and concepts. Work should be
appropriately cited and referenced using the APA referencing system.

Assessment: 1,500 word critical
review of literature relating to a
business topic
• Smaller businesses such as SMEs experience a number of issues and disadvantages, such as

retaining staff (Shettima, 2018), but they also experience a number of advantages and
disadvantages within their operations, for instance, being closer to their customer base and
experiencing customer intimacy.

• With this issue in focus, you should carry out a 1,500 word critical review of literature appraising
the advantages and disadvantages of running an SME. You must not use the two examples given
above in your answer.

• You must also provide recommendations for SMEs to overcome the disadvantages. All arguments
and discussions put forward must be supported with a critical review of academic literature,
research data and other relevant evidence.

• The critical review should use a range of sources of research, including academic theories,
concepts, policy and practice as well as the use of contemporary information / material to illustrate
and support in-depth research, debate and analysis. The review should draw together findings in a
clear conclusion which should focus on recommendations to the assignment question posed.

What is research?

‘Something that people undertake in order to find things out in a systematic way, thereby
increasing their knowledge’

Saunders et al. (2016)

Characteristics:

•Data are collected systematically/methodically

•Data are interpreted systematically/methodically

•There is a clear purpose to find things out

• How can you ensure that your research has a clear purpose?

Why study research?

• To understand research reports, etc. which you read
• To understand research

results

• For writing academic research projects –

e.g. the SME Project!!!
• Research is also a management tool in:

• policy-making
• planning
• managing
• evaluating

Why is research important in this respect?

Who does research?

Who does research?• Academics
• Part of the job description. Knowledge for its own sake and/or to engage with industry/professions

and/or benefit society.
• Students

• Coursework projects + Theses
• Government commercial and non-profit organisations

• To inform/evaluate ‘evidence-based policy’
• Charities / social enterprises

• To collate and disseminate research, and may be funded from government, industry and/or non-
profit sources

• Justify money spent from donations / encourage donations
• Managers

• To monitor performance, aid decision-making
• Consultants

• Under contract to government and industry
• Businesses – why might businesses want to conduct research?

Business Research

• Businesses want to find out about:

• Current customers/members

• Market/community research: potential customers/community – e.g. market research

• Environmental appraisal/analysis

• Organisational performance
• Sales
• Efficiency (e.g. cost saving potential)
• Staff performance/motivation (e.g. KPIs)

• Competitor research

• Scoping Products
• Existing and new

Who funds / pays for
research?

Who pays for research?

• Unfunded
• University internal funds
• Public sector (e.g. invitation to tender)
• Government-funded research councils

• Government grants
• Private businesses
• Non-profits
• NGOs
• Private trusts
• Industry – public, commercial or non-profit

Research report formats

• Academic journal articles
• Professional journal articles
• Conference presentations/papers
• Books
• Policy/planning/management reports:

• Position statements
• Market profiles
• Market research
• Market segmentation/lifestyle studies/ psychographic studies
• Feasibility studies
• Cultural needs studies
• Marketing plans
• Forecasting studies
• Impact studies
• Industry/sector studies

Types of research

1.Descriptive research –used to “describe” a
situation, subject, behaviour, or phenomenon.

2.Explanatory research – explaining how or why things
are as they are (focuses on cause and effect)

3.Exploratory research – is carried out to understand a
problem in depth and to gain insights using primary
and secondary research methods

4.Evaluative research – evaluation of policies and
programmes (assessment techniques).

1. Descriptive research

• Associated with particular research problem /

question
• Can you think of an example of a research problem?

• Attempts to gather quantifiable information
• Statistically analyse target audience / subject
• Not associated with the ‘why’ – more ‘what is’
• Because the social world is constantly changing,

descriptive research is continuously needed
• E.g. changes in population; success rates of small businesses

• Descriptive research needed for:
• market profiles of consumers
• needs assessment of staff, etc.

Descriptive research relies
on observation as a means
of collecting data. It
attempts to examine
situations to establish what
is the norm, i.e. what can be
predicted to happen again
under the same
circumstances;

2. Explanatory research

• Involves: why and how?
• Causality: A is caused by B
• Prediction: a change in A will result in a change in B
• Social science: A causes B to a predictable extent.
• Examples:
• A study into the role of social media sites as an effective marketing

communication channel
• An investigation into the ways of improvement of the quality of customer

services in Uber
• An assessment of the role of corporate social responsibility on consumer

behaviour in the retail industry

There are three principal
ways of conducting
exploratory research: • a
search of the literature; •
interviewing ‘experts’ in the
subject; • conducting focus
group interviews.

3. Exploratory Research

• When a problem is broad and not specifically defined, researchers can use exploratory

research as a beginning step.
• Example:
• The researcher starts with a general idea and uses research as a tool to identify issues

that could be the focus of future research.
• The goal:
• To formulate problems more accurately;
• Clarifying concepts;
• Provide explanations and gain insights;
• Forming hypotheses.
• Methods:
• Literature research, survey, focus group and case studies

4. Evaluative research

• Evaluation is the systematic acquisition and assessment of

information to provide useful feedback about some object

• For example, to what extent has a programme
achieved its aims?

• Intended to have some real-world effect (e.g. aids
decision-making)

• Important when public funds are used
• Important when subsequent funding is dependent on the

results

Questions might
touch upon
1. What was the

effectiveness of a
programme?

2. What was the
impact of an
initiative?

3. How well is the
Programme
delivering its
aims?

Getting down to research

Research
• Research is about acquiring knowledge and

developing understanding; collecting facts
and interpreting them to build up a picture
of the world around us, and even within us.

• Your choice of research methodology for
your SME project, requires some thought
and will probably be prompted by the
objectives of your research question (e.g.
what you want to find out!)

A research question is an answerable
inquiry into a specific concern or issue. It is
the initial step in aresearch project. The
‘initial step’ means after you have an idea of
what you want to study, the research
question is the first active step in
the research project.

Where do I start?

• Almost all degrees require students to complete a larger scale
assignment based on some sort of research, examples could be an:

• In depth case study
• Dissertation
• Research project
• Long essay Doing a research

project of my own, I
loved it……

I enjoy research
because it involves
investigation and
independence!

Research Methods

Deductive Inductive

• Starts with specific observations and
measures (research qs), then the
researcher can start to detect
patterns, then formulate some
tentative hypotheses that can be
explored, and finally end up
developing some general conclusions
or theories.

• Deductive reasoning works from the more general to
the more specific.

• Starts with a theory about a topic of interest
• Then is narrowed that down into more specific

hypotheses that can tested
• Narrow down even further when the research collect

observations (empirical tests) to test the hypotheses
• This results in the researcher being able to test the

hypotheses with specific data either confirming or
disproving the original theory / hypothesis.

Start with theory

Confirm your hypothesis

= Quantitative methods

Start with data

Infer conclusions from
the data

= Qualitative research

Hypothesis: an informed speculation, which is set up to
be tested, about the possible relationship between two
or more variables

Variable: A variable is something that can change, such as
‘gender’ and are typically the focus of a study.

Research Methods
Deductive Inductive

• Example, black business owners seem to
have more difficulties in the start up of
their business

• Formulate research questions
• Is it because of x – hypothesis
• Conduct tests / interviews / secondary

research
• Results

• Start with an existing theory
• Low cost airlines always have delays
• Formulate a hypothesis based on existing theory
• If passengers fly with a low cost airline, then they will

always experience delays
• Collect data to test the hypothesis
• Collect flight data of low-cost airlines
• Analyse the results: does the data reject or support the

hypothesis?
• 5 out of 100 flights of low-cost airlines are not delayed =

reject hypothesis

Start with theory
Confirm your hypothesis
= Quantitative methods

Start with observations

Generate theories

Hypothesis
test

= Qualitative research
Hypothesis: an informed speculation, which is set up to
be tested, about the possible relationship between two
or more variables
Variable: A variable is something that can change, such as
‘gender’ and are typically the focus of a study.

https://www.scribbr.com/dissertation-writing-roadmap/hypotheses/

Example:
Inductive and
Deductive

Langdridge & Hagger-Johnson (2014)
Introduction to Research Methods and Data Analysis

Which approach would be best for exploring the
following :

1. Local’s attitudes towards immigrants in a coastal
town in North East England

2. The wealthy tend to always vote for the
Conservative party

Research Methods
• Variety of methods to choose from but there are different methods needed to

answer different types of research questions.
• For example, what research method would you use to find out peoples’ views

on Brexit?
• Or, women’s experiences of discrimination at work?
• Quantitative research tends to use: experiments, structured interviewing,

structured observation and structured questionnaires.
• Deductive

• Qualitative research tends to use: unstructured or semi-structured interviews,
focus groups, participant observation and semi-structured questionnaires.

• Inductive

Qualitative Research

• Used to obtain and analyse information on human behaviour – for

example, opinions, values or interpretation.

• Tends to:
• Focus on understanding meanings / people’s views (not truths);
• Describe rather than explain (explains the whys and how’s as opposed to what);
• Focus on researching a small number of participants;

• Quality is more important than quantity
• Provides specific information on a much deeper level

• Rely on semi-structured or unstructured interviews.
• As opposed to structured questionnaires or interviews.

Quantitative Research

• Tends to:

• be conducted in controlled settings;
• emphasise behaviour rather than meaning (for example, the publics’ voting

preferences);
• be concerned with prediction;
• use experimental and/or structured methods;
• For example, questionnaires.

Research Methodology

Quantitative Methods
• When quantitative research is

dominant (an
objective/empirical perspective),
derived from the positivist
worldview, researchers are
preoccupied with the scientific
method.

Qualitative Methods
• Qualitative researchers subscribe

to an interpretivist worldview.
They reject the positivist
position that there is a concrete
reality or an objective truth.

Positivism: It’s based on the view that whatever
exists can be verified through experiments,
observation, and mathematical/logical proof.

Interpretivism: argue that the study of human
society must go beyond empirical and supposedly
objective evidence to include subjective views,
opinions, emotions, values: the things that can’t be
directly observed and counted.

What is qualitative and
quantitative data?

Qualitative and quantitative
research
Qualitative Quantitative

Subjective Objective

Descriptive Measured

Interpretive Concrete

What to consider?

• Your research may focus on undertaking your own research (primary) or gathering and analysing
research undertaken by someone else (secondary).

• Primary: is information that you will collect yourself. It can either be qualitative / quantitative,
such as scientific experiments or conducting interviews or focus groups.

• Secondary: is information that has already been collected, for example, journal articles,
government reports etc.

Primary data

• There are four broad types of primary data, which can be differentiated by how they are collected:

• 1. Measurement – includes collections of numbers indicating amounts, e.g. voting figure, exam
results, temperatures, etc.;

• 2. Observation – includes records of events, situations or things experienced first hand with the
help of an instrument, e.g. a camera, dictaphone, microscope, etc.;

• 3. Interrogation – data gained by asking and probing for information, e.g. information about
people’s, likes and dislikes, experiences etc.;

• 4. Participation – data gained by the experience of doing things, e.g. the experience of learning to
ride a bike tells you different things about balance, dealing with traffic, etc. rather than just
observing.

Secondary data

• The quality of the data depends on the source and the methods of

presentation.
• Refereed journals containing papers reviewed by leading academics and

experts in the field and serious journals
• Important to assess the quality of information or opinions provided.
• Can be achieved reviewing the quality of evidence that has been presented in

the arguments, and the validity of the arguments themselves, as well as the
reputation and qualifications of the author.

• Good to use a variety of secondary data
• To compare
• Avoid bias and inaccuracies

YouTube Videos: Qualitative and
Quantitative Research
• https://www.youtube.com/watch?v=RYmLE8UqCXU

Workshop

Activity 1: Topics You Enjoy

• Think of three topics you have particularly enjoyed studying in the
past that are small business related

• …………………………………………………….
• …………………………………………………….
• …………………………………………………….
• Why did you enjoy these areas? Is there something you could explore

in more detail (for example, for the SME project)?

Activity 2: Brainstorm Topics
Brainstorm around your favourite
topics
Create three brainstorm diagrams,
each one based around one of your
three topics.

Which topic do you get most excited
about? Which one has the most
material to consider?
Turn this diagram into a research
question:

For example: why are micro food businesses in
Lambeth failing to survive more than two years?

• 1. What do you already know
about the topic?

• 2. What do you need to find out?
• 3. Where are you going to find

information?
• 4. Can this topic be turned into

your SME Project proposal?

Activity 3: Choosing one
topic

• Activity 3: Focus on ONE topic only!
• Turn the topic you have chosen into a research question or project

title

Activity 4

• Once you have your research title, use the Internet to find out more

information on your topic.

• Prepare a 10 minute presentation on your research topic

Activity 5: Structure of presentation

• Using either notes or PowerPoint prepare a 10 minute presentation on your chosen

research topic. The structure is as follows:

• Introduction
• Topic chosen
• Why its important
• Why you chose it

• Information about the topic
• Key points on the topic area
• Areas for further investigation

• Conclusion
• Summary of above

Activity 6: Extension

• Either continue working on your assignment(s) or make an entry in

your learning / reflective learning log.

Slide 1

Learning Outcomes
Recap from last week
Assessment

Slide 5

What is research?
Why study research?
Who does research?
Who does research?
Business Research

Who funds / pays for research?

Who pays for research?
Research report formats
Types of research
1. Descriptive research
2. Explanatory research
3. Exploratory Research
4. Evaluative research
Getting down to research
Research
Where do I start?
Research Methods
Research Methods

Example: Inductive and Deductive

Research Methods
Qualitative Research
Quantitative Research
Research Methodology

What is qualitative and quantitative data?
Qualitative and quantitative research

Primary data
Secondary data

YouTube Videos: Qualitative and Quantitative Research

Workshop
Activity 1: Topics You Enjoy

Slide 36
Slide 37

Activity 4
Activity 5: Structure of presentation
Activity 6: Extension

Session Objectives

• To introduce academic writing styles.

• To review academic literature based upon a business
topic.

• To use academic research and literature to develop a
research debate.

• How to critically review the literature

What is the purpose of a literature
review?

Purpose of the literature review

• Identify “gaps” in existing knowledge

• Identify major researchers in the area

• Identify areas of consensus and debate

• Identify specific problems associated with research in that area

• Identify most suitable methods for researching that area

• Understand how others have defined key

concepts

• Identify potential relationships between concepts

• Criticise extant knowledge/approaches

• Locate the research topic within existing literature/knowledge base

• Literature review chapter

– Defines key concepts – highlighting different authors views

– Identifies relevant theory

– Discusses the strengths and limitations of theories as discussed by other academic
writers

– Compares theories

The literature review process

(Ridley, 2008. p. 81)

The literature review process

Literature sources

• You need to demonstrate wide reading from a many sources:

• Books

• Journals – refereed academic, professional, trade

• On-line sources – databases, newspapers, journals
• Reports

• Theses

• Conference proceedings

• Company reports and documents

• Government publications

• Newspapers

• Magazines

Critical review of literature

How do I make my literature review critical?

Key elements of a critical review

• Explore the literature but always bring back to your own
research

• Analyze the literature, dissect and scrutinize

• Discuss through the identification of comparisons and
contrasts

• Criticise through identification and justification of strengths
and weaknesses

• Summarise by drawing together different themes/strands into
a coherent whole

Structuring a literature review

Anderson (2009, p.122)

Writing a literature review

• Always keep your RQ(s) and aims in mind

• Do not simply convey knowledge- critically discuss

• Emphasis on most important /relevant authors and models

• Define the key concepts for your study

• Ensure sources are up to date

• Focus your research concerns and interests

– Thematic focus

– Do not deviate

• Recognise the need for further research

– Make some suggestions

– Do they link to your chosen research area

• Don’t forget to reference the literature cited

What the literature review is NOT!!!

• A summary of EVERY piece of literature about your topic 
instead, it is a summary of the most relevant literature

• A description of your personal biased opinion about some
literature

Elements of the research process

5. List information needs

6. Decide research strategy

7. Obtain ethics clearance (if applicable)

8. Conduct Research

10. Store data

Devise conceptual framework

2. Review literature

4. Decide research question(s) NB. Stages 1-4 may
occur in any order
and will probably
involve iteration

9. Report findings

1. Select topic

Devise conceptual framework

A conceptual framework explains the main things to be
studied:

•Can be either graphical or in narrative form

•Uses the key factors, constructs or variables –
and the presumed relationships among them

•Can be rudimentary or elaborate

•Theory-driven or commonsensical

•Descriptive or causal (Miles and Huberman, 1994: 18).

Development of a
conceptual framework

1. Explore/explain
relationships

between
concepts

3. Define
concepts

4.
Operationalise

concepts

2. Identify/list
concepts

Conceptual framework:
market research study

Demand for new
attraction:
–
quantitative
–
qualitative
–
present
– future

Demand:
-% visiting
-frequency
-$ spent
Market profile:
– age
-socio-economic
group

Quality
assessment

Regional
population

(day-trippers)

Tourists

Local
population Total demand

for this type of
attraction in
local market
area
a. current
b. future

Existing
attractions

Specify local
market area

Local demand
estimates

Inventory

National
surveys, etc.

Local census/
tourist surveys, etc.
+ forecasts/trends

Surveys/focus
groups

Specify type
of attraction

Conceptual framework:
customer service quality study

Service
quality
attributes:
a.….
b.….
c.….
Etc. A. Customer

performance
assessment:
scores on a,
b, c, etc.

A. Customer
expectations:
scores on a,
b, c, etc.

Disconformation
: Compute
differences
between A and
B scores

Identify
areas for
management
action

From literature/
focus groups/
survey

From
customer
survey

Research project timetable

Week: 1 2 3 4 5 6 7 8
Review literature

Secondary data analysis

Conduct survey

Analyse survey

Focus groups

Meetings with clients ✪ ✪ ✪ ✪
Write up report

Figure 3.18 Research project timetable

5. List information
needs

6. Research strategy

7. Ethics clearance

8. Conduct Research

10. Store data

3. Conceptual
framework

1. Select topic

2. Literature

4. Research
question(s)

9. Report findings

New literature
causes modification
to lit. review, etc.

Writing-up process
leads to re-wording of
research questions

Consideration of
info. needs causes
refining of concept
definitions

Some re-design
required

Pilot survey results
cause re-thinking of
research questions

Disagreements with
stakeholders

Cost/time factors
cause
modification to
research
questions

The research process in the real world

Making notes

Note Details

Citation Note the full details of where study is presented and located

Purpose What motivated the researchers to conduct the study?

Theoretical Focus How does it link ‘in theory’ with other literature?

Sample What or who was the focus of the study?

Research setting Where was the research conducted?

Data collection
methods

How was the data gathered ?

Data What elements of data were gathered?

Analysis How was the data analysed or processed?

Results What were the primary results or findings of the analysis?

Interpretations/
Conclusions

What did the authors say about the results?

Limitations Temper views on data, analysis, results and interpretations?

Significance What ‘policy contribution’ offered/learnt from study?

Activity

With the paper you have read and that you have found useful
can you answer the following questions to your partner:

• Why am I reading this?

• What are the authors trying to do in writing this?

• What are the authors saying that’s relevant to what I want to
find out?

• How convincing is what the authors are saying?

• In conclusion, what use can I make of this?

Directed study

• To begin literature searches using the sources and tools
discussed in the session

• Read the Help Guide available through Skills Plus on ‘Peer
Reviewed Journals’

http://www.northumbria.ac.uk/static/5007/llspdf/skills/peerrevi
ewedjournals

• Create your own template for making notes and recording
your reading and critical thoughts

http://www.northumbria.ac.uk/static/5007/llspdf/skills/peerreviewedjournals

What is the purpose of a literature review?

Purpose of the literature review

The literature review process

Literature sources

Critical review of literature

How do I make my literature review critical?

Key elements of a critical review

Structuring a literature review

Writing a literature review

What the literature review is NOT!!!

Elements of the research process

Devise conceptual framework

Development of a conceptual framework
Conceptual framework: market research study
Conceptual framework: customer service quality study

Research project timetable

PowerPoint Presentation

Making notes

Activity

Directed study

Leadership for SMEs

LD9616

Week Nine

Diversity

Learning Objectives
By the end of this lecture students will be able to:
Define diversity
Understand how different cultures view diversity
Explain Cox’s model of the multicultural organization
Discuss various ways of managing diversity in organisations
Describe unintended results of managing diversity
Consider how managing diversity can produce a competitive advantage

What is diversity?
Diversity is ‘valuing everyone as an individual – valuing people as employees, customers and clients’ (CIPD)
Diversity management ‘focuses on valuing people as unique individuals rather than on group-related issues covered by legislation’ (CIPD)

What does diversity include?
A range of individual differences including (but not limited to):
Race
Ethnic group
Gender
Sexual orientation
Age – life stage
Personality
Cognitive style
Tenure
Organisational function
Education
Background
Religion
Culture
Also, culture affects the way that all the other types of diversity are perceived

Types of Diversity
Surface-level: age, race, sex…
Deep-level: religion, educational background…
Hidden: sexual orientation, invisible disabilities…

Cox’s (1991)Model of the Multicultural Organisation
Dimension of
Integration Monolithic Plural Multicultural

Form of Acculturation Assimilation
Assimilation
Pluralism

Degree of Structural
Integration
Minimal
Partial
Full

Integration into Informal
Organization
Virtually none
Limited
Full

Degree of Cultural Bias
Both prejudice and
discrimination against minority-culture groups
are prevalent Progress on both prejudice and discrimination but both continue to exist, especially
institutional discrimination
Both
prejudice and
discrimination
are eliminated

Levels of Organizational
Identification
Large majority-
minority gap
Medium to large
majority-minority gap
No majority-
minority gap

Degree of Intergroup
Conflict
Low
High Low

Equal Opportunities and Diversity
Two different approaches:
Equal Opportunities (EO) – governments create laws and enforce them: companies must comply
Assumes that fair procedures lead to equality of outcomes
Equality objectives not linked to business objectives
EO treats people as part of pre-defined groups
Diversity – companies see diversity as a source of competitive advantage: companies want to implement it
Diversity treats people as individuals

Examples of Equal Opportunities Legislation
Gender equality legislation
Norway – no nonsense, no delay approach to enforcement
New Zealand – gentle approach to employers involving ‘voluntarism and normative equality persuasion’
China – high level of gender equality under communism eroded since by the embrace of free market principles
India – enforcement weak because of lack of unified legal system and too much reliance on voluntary compliance

Diversity is a Local Issue
Ozbilgin et al. (2012) in a study of transfer of organisational EO approaches from the West to Muslim majority countries (Turkey and Pakistan) argue that local perceptions of what is right and what is normal influence the progress of EO implementation. They found (feel free to argue against):
Women’s employment is not prioritised in Turkey
In Pakistan, when there are job losses, women are the first to be made redundant

Why be concerned with diversity?
Some groups experience unfair treatment because of stereotyping
Can be on the basis of many different categorisations: race, gender etc.
Patterns of unfairness are local
Patterns of discrimination vary from one national culture to another
Equal Opportunities attempts to create a fair society by imposing legal requirements on organisations
However, diversity in the workforce has been shown to improve performance, resilience and innovation

How Different Cultures View Diversity
United States
Fundamental tradition of valuing equality and equal opportunity
Legal basis for managing diversity
Multiculturalism and valuing diversity well established
Concern with the “business case”

How Different Cultures View Diversity
Germany
History of Gastarbeiter (guest workers)
Many asylum seekers
Recognises EU’s 6 core dimensions of diversity:
1- gender, 2 – ethnicity/race, 3 – age, 4 – disability, 5 – religion/belief and 6 – sexual orientation
Japan
Relatively homogenous population
Changing legislation and employment practices that affect women workers
UK
Protected Characteristics

Ethical or Competitive Advantage
Approach?
Benefits of ethical approach
Increases pool of possible employees
Increases trust and sense of belonging among employees
Actual benefits to competitive advantage
HR managers generally see positive benefits
Can affect stock price
May not have any impact on corporate performance

Managing Diversity for Competitive Advantage
Diversity increases
Creativity – stimulates comparison and discussion
Problem solving – different points of view
Organisational flexibility – ‘horses for courses’
Effective people management – helps recruitment, retention and motivation
Market competition – helps understand diverse customer needs
Corporate reputation – builds reputation for ethical behaviour
Brings improved performance in key functions
Marketing
Product development
Customer services
However, example of large bank in Netherlands that recruited ethnic minority staff for lower customer-facing roles in large cities but failed to develop or promote them (Subeliani & Tsogas, 2005) – may improve performance but appears cynical and tarnishes company image

Creating an Organisation that Can Manage Diversity
Organisational vision
Top management commitment
Auditing and assessment of needs
Provide training/ education
Clarity of objectives
Clear accountability
Effective communication
Coordination of activity
Evaluation

Managing Diversity
Leadership
Beliefs and attitudes
Cultural IQ
Demographics

Organisational Culture
Monolithic or multicultural
Openness to change
Global Diversity Management
Inclusion of Global Units
Seek global input on decisions
Flexibility of HRM
Understanding of local contexts
Best fit for culturally specific practices and procedures
Global Diversity Policies
Encourage inclusion but allow for local flexibility
Recognise local reactions to inclusiveness
Develop Global Competencies
Global talent development for employees
International assignment
Cross-cultural training
Global work teams
Cross-national social networks
Organisational Consequences
Global Knowledge Creation and Sharing
Reactions to Diversity Policy
Acceptance or backlash
Organisations’s local reputation
Performance and Innovation
Product/ service quality, financial indicators etc.
Effectiveness of multinational teams
Employee Engagement
Sense of inclusion/ being values
Attitudes And Perceptions Of Fairness

(Adapted from: Nishi & Ozbilgin, 2007, p.1887)

Techniques for Managing Diversity
Managing diversity training programs
Core groups
Multicultural teams
Senior managers of diversity
Targeted recruitment and selection programs

Techniques for Managing Diversity
Compensation and reward programs tied to achieving diversity goals
Language training
Mentoring programs
Cultural advisory groups
Corporate social activities that celebrate diversity

Unintended Results of Managing Diversity
Programs that focus on encouraging certain groups may create feelings of unfairness or exclusion in others
Giving preferential treatment to certain groups may stigmatize their members
Increasing diversity without recognition and rewards for the new members can create organisational tension

Convergence or Divergence?
Increasing domestic multiculturalism
Increasing globalisation of organisations
Homogeneous populations may see managing diversity as unimportant or irrelevant

Implications for Managers
Managing a diverse workforce an important part of an international manager’s job
Must understand the impact of diversity and know how to make use of it
Realise different cultures view diversity differently and be sensitive to local impact of diversity policies

Seminar
Work in groups to find diversity areas within your group, then refer to the last week to see which ones, if any, are related to national culture. What about the rest? What are they based on?

References
Harzing, A. and Pinnington, A.H. (2015). International Human Resource Management, London: Sage.
Nishi, L.H. and Ozbilgin, M.F. (2007). Global Diversity management: towards a conceptual framework, International Journal of Human Resource Management, 18(11), pp.1883-1894.
SlidePlayer (2005). Prentice Hall. Available at: http://slideplayer.com/slide/5071795/
Subeliani, D. and Tsogas, G. (2005). Managing diversity in the Netherlands: a case study of Rabobank, International Journal of Human Resource Management, 16(5), pp.831-885.

Week One

A Review of Management Theories

Leadership for SMEs

LD9616

Seyyedali Ziaei

Seyyedali.Ziaei@Northumbria.ac.uk

Module Aims
Knowledge & Understanding:
MLO1 You will be able to critically review models and frameworks relating to leadership and the role of the leader within an SME context.
MLO2 Your appreciation of limitations in the extent to which reliable knowledge about the characteristics of effective leadership can be determined
Intellectual / Professional Skills & Abilities:
MLO3 Evidence of self-reflection in order to assess your potential as an effective leader within an SME context

Summary of Module Learning Outcomes
At the end of the module you will be able to:
Critically reflect on yourself as a leader
Critically analyse and evaluate leadership theory and processes within your own context

Module Structure

Personal learning
Date Lecture Topic
Week One introduction, evolution of management theories
Week Two Leadership theories

Week Three personality
Week Four self-awareness and self-disclosure
Week Five emotional intelligence, values and ethics
Week Six Teamwork and organisational structure
Week Seven organizational culture
Week Eight national culture

Week Nine diversity in organisations
Week Ten motivation
Week Eleven organisational change
Week Twelve review

Management
Much has been written about the term ‘management’, however, there is no defined correct way to manage and writers and practitioners have been trying to determine the best way to manage since the 1800s.
Why was the 1800s so significant in the evolution of management?

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Evolution of Approaches to Management

How management theory has evolved
Tesone (2010)

Classical Management Models
2 key models have emerged under the classical management approach:
Rational Goal Models (Taylor; Gilbreth)
emphasis on rational analysis and measurement
clear direction seen as leading to productive outcomes
Internal Process Models (Weber; Fayol)
emphasis on defining responsibility, comprehensive documentation, and administrative processes
routinisation viewed to lead to stability

Frederick W. Taylor (1856-1915)
Rational Goal Models

Systematised the whole work process for ‘maximum prosperity’ for employers and employees
Advocated 5 basic principles to help managers achieve greater control and predictability:
use scientific methods to determine ‘best way’ to do things
select the best person (physical and mental)
train, teach and develop employees according to prescribed methods
provide appropriate financial incentives
managers to own all planning and organisation of work

Max Weber (1864-1920)
Internal Process Models

Weber at the forefront of development of theory of bureaucracy – which fostered routinisation
Associated with:
Rules and regulations – helps to maintain stability and coordination between top and middle management and employees
Impersonality – helps ensure fairness, rather than nepotism and favouritism
Division of labour between management and employees – specialised tasks making jobs easy to learn and to control
Hierarchical structure – vertical power structure helps control
Authority structure – the right to make decisions of varying importance at different levels
Rationality – ‘scientific’ to achieve organisation’s objectives

Division of Labour
Authority of Responsibility
Unity of Command
Line of Authority
Centralisation
Unity of Direction
Equity
Order
Initiative
Discipline
remuneration of Personnel
Stability of Tenure of Personnel
Subordination of Individual interests to Common Interest
Esprit de Corps
Henri Fayol (1841-1925)
General Theory of Business Administration

Human Relations Approach
Developed in response to worker alienation
Introduced notion that
‘happy workers made better workers’
and that workers needed to be involved in & not controlled by the work process
Founded on the theories of social psychology e.g. the importance of the individual and his/her relationship with others around him/her

Mary Parker Follett (1868-1933)
Human Relations Approach

Social worker who graduated from Harvard University
Interest in small groups – how people work together and how group process becomes the vehicle for creativity in the work place
Advocated replacement of bureaucratic institutions with networks where individuals undertook self-analysis of their own problems and implemented their own solutions
Groups seen as intermediate institutions between solitary individuals and abstract society – cooperative action possible through institution of groups

Elton Mayo (1880-1949)
Human Relations Approach
Professor at Harvard Business School who believed in the ‘human’ factor and its influence on productivity
His theories based on a series of experiments in the HAWTHORNE plant of the Western Electric Company
aimed at discovering the effect on output of changing defined factors in the physical environment

Mayo’s Contribution
Morale of workers can be affected by style of management
Satisfaction in the work place was highly dependent on informal social groups
Managers need to acquire social skills (not control skills) to maximise positive human relationships in the work environment eg. need to pay attention to aspects of human behaviour, that practitioners of scientific management had neglected

‘Social man’ beginning to replace ‘economic man’

Douglas McGregor
Assumption…

Quantitative Management
Operations Research
Total Quality Management (TQM)
Management Information systems (MIS)
Management Science Theory

The Open-Systems View
Input
Conversion
Output
Synergy
Contingency Theory
Mechanistic and Organic Structures
Organisational Environment Theory

So what do these management theories tell us about the challenges of management today?

Leadership for SMEs

LD9616

Week Eight

National Culture and Leadership

Why Study Culture?
Relevant even if we just stay at home?
Lessons from abroad, acquiring local know-how
Business benefits of diversity
Synergy
Talent clusters
Wisdom of crowds
Cross-cultural groups and teams offer great potential for success, however:
Some research has consistently shown that multi–cultural teams tend to perform either much better or much worse than mono-cultural teams
Increasing self-awareness and sensitiveness to difference

Definitions
Culture is the collective programming of the mind.’ Geert Hofstede
‘Culture is the way a group of people solve problems.’ Fons Trompenaars
‘Culture is like water to fish. It is there all the time but the fish are oblivious to it.’

Not Just Countries
National culture is normally the unit of comparison in most research and management writing
Consider also:
Organisational
Professional
Regional
Sub-cultures

Three Layers of Culture

Basic Assumption- Implicit

Norms and Values-Middle layer

Artefacts and Products- Outer layer

Outer Layer
The obvious little differences – mayonnaise on burgers.
Post-boxes red in the UK, blue in the USA and green in Ireland.
Middle Layer
How do we interact with others?
The ritual of the business card exchange in Asian cultures showing the underlying importance of respect, hierarchy and establishing relationships there.
Core Assumptions
Will a building bring bad luck?

The debate concerning the bank of China building in Hong Kong highlights a deep-rooted cultural belief on controlling nature – or not.

Watch Out for the Ecological Fallacy!
‘A statement that every English person is violent, because on occasions some English football fans are violent would be regarded by any rational person as absurd.’ McSweeney (2002)
Therefore we see central tendencies, ’scoring’ and bi-polar dimensions
Gender must not be not forgotten – how are men and women regarded and treated?

Hall’s Dimensions (1959, 1976)
Context: Low/ High
Time: monochronic/ Polychonic
Space: High territoriality/ Low territoriality

Context

Factor High-context culture Low-context culture
Overtness of messages Many covert and implicit messages, with use of metaphor and reading between the lines. Many overt and explicit messages that are simple and clear.

Locus of control and attribution for failure Inner locus of control and personal acceptance for
failure Outer locus of control and blame of others for failure
Use of non-verbal communication Much nonverbal communication More focus on verbal communication than body language
Expression of reaction Reserved, inward reactions Visible, external, outward reaction
Cohesion and separation of groups Strong diistinction between ingroup and outgroup. Strong sense of family. Flexible and open grouping patterns, changing as needed
People bonds Strong people bonds with affiliation to family and community Fragile bonds between people with little sense of loyalty.
Level of commitment to relationships High commitment to long-term relationships.
Relationship more important than task. Low commitment to relationship. Task more important than relationships.
Flexibility of time
Time is open and flexible.
Process is more important than product Time is highly organized.
Product is more important than process

Time

Factor High-context culture Low-context culture
Actions do one thing at a time do many things at once
Focus Concentrate on the job at hand Are easily distracted
Attention to time Think about when things must be achieved Think about what will be achieved
Priority Put the job first Put relationships first
Respect for property Seldom borrow or lend things Borrow and lend things often and easily
Timeliness Emphasize promptness base promptness relationship factors

Space
High territoriality:
Some people are more territorial than others with greater concern for ownership. They seek to mark out the areas which are theirs and perhaps having boundary wars with neighbours. This happens right down to desk-level, where co-workers may do battle over a piece of paper which overlaps from one person’s area to another.
At national level, many wars have been fought over boundaries. Territoriality also extends to anything that is ‘mine’ and ownership concerns extend to material things. Security thus becomes a subject of great concern for people with a high need for ownership.
People with high territoriality tend also to be low context.
Low territoriality:
People with lower territoriality have less ownership of space and boundaries are less important to them. They will share territory and ownership with little thought.
They also have less concern for material ownership and their sense of ‘stealing’ is less developed (this is more important for highly territorial people).
People with low territoriality tend also to be high context.

High/Low Context Cultures

Hofstede’s Cultural Dimensions (6-D)
Culture’s Consequences (1984)
Power Distance Index (PDI): acceptance and expectation of unequal distribution of power
Individualism Versus Collectivism (IDV): the preference for a loosely-knit social system where individuals are expected to take care of only themselves and their immediate families, or a tightly-knit society where individuals can expect their relatives or members of a particular ingroup to look after them in exchange for unquestioning loyalty.
Masculinity Versus Femininity (MAS): preference for achievement, heroism, assertiveness, and material rewards for success versus cooperation, modesty, caring for the weak and quality of life.
Uncertainty Avoidance Index (UAI): the degree to which the members of a society feel uncomfortable with uncertainty and ambiguity.
Long Term Orientation Versus Short Term Normative Orientation (Lto): Every society has to maintain some links with its own past while dealing with the challenges of the present and the future. Societies prioritize these two existential goals differently.
Indulgence Versus Restraint (IND): allowing relatively free gratification of basic and natural human drives related to enjoying life and having fun versus suppressing gratification of needs and regulates it by means of strict social norms.

Global Leadership and Organizational Behavior Effectiveness
(GLOBE)
Focusing on Leadership
Power Distance
Uncertainty Avoidance
Humane Orientation
Collectivism I (institutional)
Collectivism II (In-group)
Assertiveness
Gender Egalitarianism

Seminar Activity
2×2 Groups studying opposing clusters and comparative presentation

Week Four

Leadership for SMEs

Self-awareness, self-disclosure, and Perception

Objectives
To introduce the nature and context of self analysis and self-development as a tool for leader development
To introduce the self managed Continuing Professional Development (CPD) process
To introduce frameworks for self analysis, including Johari Window
To discuss the concept of perception and its situational connection with actuality

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Why Managing Self and Self Awareness
A key requirement of the National Occupational Standards for Leadership and Management (2009)

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Why Do We Need to Understanding and Manage Self?
Understanding Self – personal values and motivations, management skills and personal competencies, emotional intelligence Understanding Others
Managing Self – to maximise own performance in the role and organisation Managing and Developing Others

Self
Others
Awareness
Actions
Self Analysis Report and PDP

What is Self-Awareness?
Managers and individuals need to learn self-awareness. But what is it?
Our ways of thinking, feeling and behaving and how these affect our decisions, actions, and relationships and our personal well-being and professional effectiveness
How we became (and are becoming) who we are
Considers our personalities, interests, skills, strengths and weaknesses, what makes us similar to others, what makes us unique
How we are perceived by others, and the consequences of these perceptions on our ability to be effective

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Self Awareness underpins Self-Development
Developing self-awareness is essential to our long-term work effectiveness, career development, and personal well-being
Becoming – our self-concept will always be a work in progress – always in the process of becoming, not least because many of us are drawn to go beyond who we currently are toward who we are capable of becoming, but also external influences on our self-concept.
Why Is Self-Awareness Important
Underpins personal and professional development
Helps us respond to an increasing rate of change within personal, professional and organizational lives
Contributes to effective management (and organizational success)

What is self development?
Once we understand what our areas of development are we then need to undertake self development. This is:
Any development you undertake on your own to develop your potential as a person and as a manager
Learning to understand and accept yourself
Focuses on who you are as well as what you know and do
Improving your knowledge, skills and capabilities and developing your capacity to use them in an ‘effective’ and ‘efficient’ way

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CPD: Definitions
In business terms such development is often called Continuing Professional Development.
“The maintenance and enhancement of the knowledge, expertise and competence of professionals throughout their careers according to a plan formulated with regard to the needs of the professional, the employer, the profession and society”

(Madden and Mitchell, 1993)

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Benefits of CPD
The Chartered Institute of Personnel and Development(CIPD) highlight the following:
Ensures that you take individual control and responsibility for the quality of your own practice
Motivates you to engage in a continuous learning process
Encourages explicit learning from experience which builds and extends your expertise
Develops your own potential in new and emerging areas of practice
Promotes confidence of others in the quality of your professional practice
Provides a strategy for future success

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Change and Development
Your continued self development is essential in today’s ever changing business environment:
Organizations are never static: something about them is always changing. … Some (of the changes) result from decisions made within the organization, some of them originate from decisions outside, and others just seem to happen. The common factor is that when something changes, whether or not it has been planned or decided by organizational members, it will have repercussive effects which will be variously welcomed, discarded or ignored by people within and outside the organization. Their reactions will in turn affect other things.” (Dawson, 1992, 209)

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Key Processes for Self-Analysis and Development
Personal Reflection
Diagnostic Tools, Tests, Models and Frameworks
Seeking Feedback from Others
Critical Reflection and Reflexivity
Action Planning, assignment culminates in a Personal Development Plan
Engaging in new (and challenging) situations
Taking action and Recording Development Progress
Monitoring, Reviewing and Evaluating

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See Assignment
Seeking Feedback – asking others for feedback on how we are perceived and how our behaviour affects other people and organizations.
New situations – require us to go beyond our current ways of thinking and behaving, developing relationships with a diverse range of people who can provide us with alternative ways of being,

Activity – SWOT analysis
What are your strengths?
What are you weaknesses?
What opportunities do you have?
What possible threats can you foresee?
Decide upon and present two personal objectives that you would like to achieve from this module
– Thinking about “what would I like to be able to do better/differently after attending this module?”

Self Disclosure
The first self awareness toolkit we want to discuss is Self Disclosure.
We want you to engage in Self Disclosure.
This will help:
Increase your self knowledge
Develop intimate relationships
Improve communication
Reduce Guilt
Increase your energy

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The Johari Window

SELF
Solicits Feedback

Unconscious
Unknown
(unknown by all)
Development
Arena
The Open Self
(Known by all)
Receive feedback
Blind Spot
(Unknown by self
known by others)
Give feedback
Façade
(Hidden Area
Known by self
Unknown by others)
Disclose
Things they know about me
Things they don’t know about me
Things I Know
Things I Don’t Know
GROUP
Self –disclosure or Gives Feedback

Insight

The Johari Window
Unknown
Arena
The Open Self
Friendly
Co-operative
Responsive
Blind Spot

Caring
Loud
Sociable
Façade
(Hidden Area)
Shy
Ambitious
Caring

SELF
GROUP
Unconscious
Things
They
Know
Things
They
Don’t
Know
Things I Know
Things I Don’t Know
Self –disclosure or Gives Feedback
Solicits Feedback

Insight

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Our self-concept is, in large part, socially constructed throughout our lives in our families, schools, workplaces, communities and other social institutions. These institutions socialize us into ways of thinking, feeling, and acting that enable us to ‘function well’
Our self-concept is developed, sustained, and changed through our day-to-day interactions with others. Each time we interact with people who are significant to us, they send us signals about how they perceive us. Consciously and unconsciously, we interpret their words, tone of voice, gestures and body language to make inference about whether they see us as interesting, competent, worthy, influential etc. The signals we receive from others, as well as our interpretations of these signals, affect our perceptions of ourselves.

Activity: Developing our self awareness
Reducing our blind spot …
In pairs:
Read through the list and circle 7 adjectives that best describe yourself.
Read through the list and circle 7 adjectives that best describe your ‘pair’.
Discuss your two lists … how does your perception of self compare with the list your ‘pair’ has indicated?
In light of these similarities and differences … (a) What feedback would you give to your ‘pair’? (b) what specific change will you make yourself?

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Perception
This is a type of psycholinguistic test that poses some difficulty because the portion of the brain that handles language has the conflicting tasks of verbalizing the colour of the written words while ignoring the meaning of words representing colours.
Word Colour Test
In this test DO NOT READ the words, say aloud the COLOUR of each word

Newcastle Business School
16

There are no grey spots at the corners of the squares

Newcastle Business School
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Some Exercises
http://www.scientificpsychic.com/graphics/

Newcastle Business School
18

Some Exercises

Newcastle Business School
19

Perception
We all form opinions of ourselves and other people. You will probably have formed opinions of the people on your course or those you work with already.
Typically these opinions are based on our use of the six senses, hearing, sight, touch, smell, taste and body language.
However, in everyday life we encounter so much information we can only register so much, therefore, we often do not see the full picture and can make incorrect opinions of others.
Furthermore, everyone has a different sensory process and people may form different opinions even though they are faced with the same information. This is known as Perceptual Selectivity.
Such opinions are known as Perception.

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We need to understand the importance of perception including how this impacts on what we believe and do and how it influences our dealings with other people.

Definition of perception
“an active mental process which involves the selection, organisation, structuring and interpretation of information in order to make inferences and give meaning to the information…
In organisations our perceptions are usually of people, and we make judgements about them and how they respond to what we say or do on the basis of our perception”
(Rollinson and Broadfield, 2002:110)

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It is not unreasonable to argue that there is no such thing as reality – only the individual’s perception or interpretation of reality.
We all have our own ‘world’, our own way of looking at and understanding our environment and the people within it. A situation may be the same but the interpretation of that situation by two individuals may be vastly different. The physical properties may be identical in terms of how they ‘are’, but they are perceived quite differently because each individual has imposed upon the object/environment their own interpretations, their own judgement and evaluation.
Despite the fact that a group of people may ‘physically see’ the same thing, they each have their own version of what is seen – their perceived view of reality. Eg eskimo/face, young, or old, woman.

Basic perceptual process
Attention
Organisation and Recognition
Interpretation and Inference
Stimuli and Context

Perception
Memory
Personality
Motivation
But we all see things in different ways

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1 Attention and Selection
tendency to acknowledge some stimuli and ignore others
2 Stimulus Organisation and Recognition
organising information into meaningful patterns
3 Interpretation and inference
attribute meaning; we reach a conclusion on incomplete evidence. Build a mental representation in a schema
We all see things in different ways. We all have our own, unique picture or image of how we see the ‘real’ world. We may place significance on some information and regard other information as worthless; and we may be influenced by our expectations so that we ‘see’ what we expect to see. We do not passively receive information from the world; we organise, analyse and judge it.

1 Attention and Selection
We are not able to attend to everything in our environment; our sensory systems have limits
we encounter so much information we can only register so much, therefore, we often do not see the full picture and can make incorrect opinions of others

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We are not able to attend to everything in our environment; our sensory systems have limits. The physical limits therefore insist that we are selective in our attention and perception. We search for meaning and understanding in our environment. The way in which we categorise and organise this sensory information is based on a range of different factors including
· the present situation (and our emotional state)
· our past experiences of the same or similar event
· personal judgement about the importance of information
· memory processes (forgetting, or changing and reconstructing information over time)
· making assumptions and inferences
Internal Factors
· sensory limits or thresholds – Our sensory systems have limits, eg we are not able to see for ‘miles and miles’,
· psychological factors – (such as personality, learning, intelligence, ability, training, interests, expectations, goals, past experiences, motivation/motives)
Myers-Briggs Type Indicator (sensing and intuitive). They distinguish individuals who ‘tend to accept and work with what is given in the here-and-now, and thus become realistic and practical’ (sensing types), from others who go beyond the information from the senses and look at the possible patterns, meanings and relationships. These ‘intuitive types’ ‘grow expert at seeing new possibilities and new ways of doing things’.
· The needs of an individual – The most desirable and urgent needs will almost certainly affect an individual perceptual process.
– Linguistic – Our language plays an important part in the way we perceive the world. Our language not only labels and distinguished the environment for us but also structures and guides our thinking pattern.
External factors
The knowledge of, or familiarity with or expectations about, a given situation or previous experiences, will influence perceptions. External factors refer to the nature and characteristics of the stimuli. There is usually a tendency to give more attention to stimuli which are, for example:
· large; · moving; loud· contrasted · bright · novel · repeated · stand out from the background
Any number of these factors may be present at a given time or situation. It is therefore the total pattern of the stimuli together with the context in which they occur that influence perception.

2 Organisation & Recognition
Our minds process information by organising it into patterns
These patterns are our belief systems or our mental models of the world
We find it very difficult to change patterns once they have become established
As new information is received, we try to fit it into an existing pattern

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The ways in which we organise and make judgements about what we have perceived is to a large extent based on our previous experiences and learning. We may make inferences and assumptions which go beyond the information given. We may not always be aware of our pre-set assumptions but they will guide the way we interpret situations, the behaviour of others etc.

Interpretation
News Flash: Cmabrigde Uinervtisy Rscheearch
Aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn’t mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef but the wrod as a wlohe.
Compass Learning Guide – The Key to Personal Effectiveness – Section 1.3

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The mind interprets patterns based on past experience – or on patterns it already knows

3 Interpretation
Our perception is based on elements including:
Our emotional state
Our past experiences
Our memory capacity
Our sensory limits
Our personality
Our intelligence
Our interests and motivations

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The ways in which we organise and make judgements about what we have perceived is to a large extent based on our previous experiences and learning. We may make inferences and assumptions which go beyond the information given. We may not always be aware of our pre-set assumptions but they will guide the way we interpret situations, the behaviour of others etc.

Stereotyping
Tagiuri (1969) defines stereotyping as “the general inclination to place a person in some category according to some easy and quickly identifiable characteristic such as age, sex, ethnic membership, nationality or occupation, and then attribute the person as having qualities believed to be typical of members of that category”.
E.g. Sex – women are too swayed by their emotions
Physical Appearance – blondes are dumb
Occupation – engineers are good at mathematics

Halo Effect
This occurs when a person who has one behavioural trait is automatically credited with having other traits.
For example. Employee A co-operates fully with his line manager not questioning any given task. This employee is seen as being a high achiever, intelligent and management material. Employee B, however, questions the manager on tasks he is given and as such as perceived as being disruptive and less intelligent.
Could it be that Employee A is merely trying to ingratiate himself with the manager, whereas Employee B has genuinely spotted a flaw in the manager’s ideas ?
What problems could this bring to situations such as Appraisal and Selection ?

The Self Fulfilling Prophecy
Merton (1957) developed the term Self Fulfilling Prophecy – a prophecy will come true solely because it has been made.
This model was tested by Rosenthal and Jacobson (1968) in which psychological tests were carried out on 600 schoolchildren. A random selection of schoolchildren were chosen and their teachers told that these would be academic fast developers (based on no evidence). At the end of the year teachers reported these children were indeed fast developers.

Week Three

Leadership for SMEs

Personality

Personality
“any characteristic pattern of behaviour, thought or emotional experience that exhibits relative consistency across time and situations (Allport, 1937)

2
Second definition is taken from Muillins,

Personality
What shapes our personality?
social factors: factors that influence personality that arise from interaction with other people
socialisation: the process of being taught how to behave and how to feel by other (influential) people within a social setting
cultural factors: wider social beliefs, values and motives that are absorbed by an individual and guide behaviour towards that which is acceptable within a particular social context
situational: the effect of a specific experience of situation on a person’s feelings and behaviour

Personality
Nature/nurture debate
Is personality inherited or
Does personality develop over our lives?

The Origins of Personality
There is a debate about whether or how far the factors of heredity (nature) and environment (nurture) influence personality. There are two main approaches:
The Nomothetic (law setting) approach suggests that personality is more or less fixed and that various elements of personality (called traits) are the same from individual to individual. Individuals possess a selection of these traits which tend to go together in compatible trait clusters.
The Idiographic approach individualises and suggests that personality develops through experience and in accordance with how the individual sees themselves, ie personality is individual and can be shaped.

Analysing your own personality
The idiographic approach is based on the SELF CONCEPT
We are continually analysing our own personality and have our own perceptions of what our personality is
The self-concept can be thought of as the individual’s beliefs about his/her personality – how the individual perceives his/her personality.
This represents a rather special relationship that we have with ourselves, namely self-consciousness or self-awareness.

What is The Self ?
The self-concept is a general term that traditionally refers to three major components:
(i) self-image
(ii) self-esteem and
(iii) ideal-self.

Self Image
This refers to the way in which we would describe ourselves, the kind of person we think we are (whether we like what we are or not).
We can normally identify ourself in two ways:
Social/Responsibility Roles, eg a sister, mother, student, team leader etc
Physical/Personality Traits, eg shy, tall, blue eyed, friendly.
Physical/Personality traits are personal judgement.
Gordon Allport (1955) places great emphasis of self image on our bodily image or bodily self.

Self Esteem
While the self-image is essentially descriptive, self-esteem is essentially evaluative:
It refers to the extent to which we like and accept or approve of ourselves, how worthwhile a person we think we are.
Coopersmith (1967) defined it as, ‘a personal judgement of worthiness, that is expressed in the attitudes the individual holds towards himself.’

Self Esteem
How much we like or value ourselves can be an overall judgment or it can relate to specific areas of our lives.
For example, we can have a generally high opinion of ourselves and yet not like certain of our characteristics or attributes, such as our wavy or curly hair (when we want it straight) or our lack of assertiveness (when we want to be more assertive).
Alternatively, it may be impossible or certainly very difficult to have high overall esteem if we are very badly disfigured or are desperately shy.

Ideal Self
If our self-image is the kind of person we think we are, then our ideal-self is the kind of person we would like to be.
Again, this can vary in extent and degree – we may want to be different in certain aspects or we may want to be a totally different person. (We may even wish we were someone else!)
We might be very dissatisfied with what we are like and want to be different for this reason, or we may basically like ourselves and want to develop and extend ourselves along essentially the same lines.
Generally, the greater the gap between our self-image and our ideal-self, the lower our self-esteem.

Factors Influence our Self Image
Argyle (1969, 1983) believes that there are factors which influence the development of the self-concept, namely:
(i) the reaction of others
(ii) comparison with others

Factors Influence our Self Image
Reaction of Others
The reactions of others are central in the formulation of our self-concept and there is considerable support for this theory (Mead. 1934 and Cooley, 1902).

Factors Influence our Self Image
Reaction of Others
We tend to develop our own self personality around the beliefs of others.
Various people become major shapers in our lives:
Parents
Teachers
Lecturers
Managers
Friends
The views of others shapes our own Self Esteem. We tend to develop our personality traits from those who have been part of our lives.

Factors Influence our Self Image
Comparison with Others
There are certain parts of our self-image which only take on any significance at all through comparison with others. For example, ‘tall’ and ‘fat’ are not absolute characteristics (like, say, ‘blue-eyed’), and we are only tall or fat in comparison with others who are shorter or thinner than ourselves. This is true of many other characteristics, including intelligence.
We therefore tend to compare ourselves with those around us.
Part of the reaction of parents and other adults to a child often takes the form of a comparison between the child and other siblings. If the child is told repeatedly that she is ‘less clever than your big sister’, she will come to incorporate this as part of her self-image and will probably have lower self-esteem as a result. This could adversely affect her academic performance so that she does not achieve in line with her true ability.

Nomothetic Theories
Another approach to Personality is the Nomothetic approach.
Trait theories fall into the Nomothetic category and have been developed by theorists such as Allport (1961) and Eysenck (1973).
Traits are individual characteristics of thought or feeling that give rise to tendencies to act or react in certain ways (Drever, 1964). This does not mean to say if someone has a particular trait it is a exact guide to their actions.
By ascertaining someone’s traits, an employer can recruit or organise its staff to produce more productive, co-operative teams.

General Personality Traits of Effective Leaders (DuBrin 2010)
Leadership Effectiveness
Core Self evaluations
trustworthiness
authenticity
extraversion
humility
Assertiveness
Enthusiasm, optimism and warmth
Sense of humour
Self confidence

Nomothetic Theories
Cattell’s 16 Personality Factor Scheme
Cattell (1965) has developed a model in which he claims includes the fundamental factors which make up personality. These are split into twelve Source Traits (Primary Factors) which he suggests everyone can be placed on a bi-polar scale.
A criticism of this approach is that it over simplifies matters.

Low Score Factor High Score
Reserved A Outgoing
Less Intelligent B More Intelligent
Affected by feelings C Emotionally Stable
Humble E Assertive
Sober F Happy Go Lucky
Expedient G Conscientious
Shy H Venturesome
Tough Minded I Tender Minded
Trusting L Suspicious
Practical M Imaginative
Forthright N Shrewd
Self Assured O Apprehensive
Conservative Q1 Experimenting
Group Dependent Q2 Self Sufficient
Undisciplined Q3 Controlled
Relaxed Q4 Tense

Nomothetic Theories
The Big Five Personality Traits
The “Big five” personality traits are five broad factors or dimensions of personality

These factors are often called Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism (OCEAN)

Nomothetic Theories
The Big Five Personality Traits
Openness – This is the extent to which you are open or closed to new experiences.
Conscientiousness – This is the extent to which you are hard working, reliable and/or strive for perfection. People who are low on conscientiousness are not necessarily lazy or immoral, but they tend to be more laid back, less goal oriented, and less driven by success

Nomothetic Theories
The Big Five Personality Traits
Extraversion – Extroverts are gregarious, assertive, and generally seek out excitement. Introverts, in contrast, are reserved, deep in thought, and self-reliant. They are not necessarily asocial, but they tend to have few true friends, and are less likely to thrive on making new social contacts.

Nomothetic Theories
The Big Five Personality Traits
Agreeableness – is a tendency to be pleasant and accommodating in social situations. People who score high on this dimension are empathetic, considerate, friendly, generous, helpful, and generally likable.
People scoring low on agreeableness place self-interest above getting along with others. They are generally less concerned with others’ well-being, and therefore less likely to go out of their way to help others (Graziano, Habashi, Sheese, & Tobin, 2007).

Nomothetic Theories
The Big Five Personality Traits
Neuroticism – Individuals who score high on neuroticism are more likely than the average to experience such feelings as anxiety, anger, guilt. They respond more poorly to environmental stress, and are more likely to interpret ordinary situations as threatening, and minor frustrations as hopelessly difficult. They are often self-conscious and shy.

Big 5 personality traits Specific traits
Surgency
(Extraversion – energy seeking/sources) Extroversion (outgoing)
Energy /Activity level
Need for Power (assertive)
Conscientiousness Dependability
Personal Integrity
Need for achievement
Agreeableness Cheerful and Optimistic
Nurturance (sympathetic/helpful)
Need for affiliation
Adjustment
(Neuroticism, emotional stability) Emotional Stability
Self esteem
Self Control
Intellect
(Openness to experience) Curious and inquisitive
Open minded
Learning orientated

Nomothetic Theories
Jung
Carl Jung also identifies three key areas of personality:
Introversion and Extroversion
Sensing and Intuition
Thinking and Feeling

Nomothetic Theories
Jung – Introversion and Extroversion
Are you the type of person who gets energy from interacting with people and activities? Yes/No
Do you like to talk your ideas through with other people in the early stages? Yes/No
Do you often/regularly seek the company of others? Yes/No
Do you prefer time to reflect and think things through before making a commitment? Yes/No
Do you prefer your own office and working without the involvement of others until the final stages? Yes/No
Are you happier entertaining close friends at home rather than attending larger parties? Yes/No

Nomothetic Theories

Quiet
Observant Inward focus Depth
Intimate Reserved Reflective Thoughtful Cautious
Energetic
Involved
Outward focus
Breadth
Quick
Action oriented
Outspoken
Bold

EXTRAVERSION
INTROVERSION

Nomothetic Personality
Thinking and Feeling

Thinking and Feeling: Jung’s
Formal, Impersonal, Analytical, Detached, Objective Strong-minded, Competitive, Correct, Task, Systems,
Informal, Personal, Considerate, Involved,
Subjective, Caring, Accommodating,
Harmonious, Relationships, Morale
Feeling Preference
Thinking Preference

29
How do people make decisions- evaluations and judgements ? RATIONAL FUNCTIONS
HEAD’- Thinking focus on LOGIC and prepared to criticise , offer an impartial view
HEART’ Feeling focus on IMPACT of decisions on others, use friendly persuasion and , prefer tact to blunt truth
Question- If you had a job to be done through a group of people. Would you say:
A) ‘Let’s get the job done and then go for a drink’
OR
B) ‘Let’s go for a drink and then we’ll discuss the best way to get the job done’
Jung says they are mutually exclusive- only one can be in use at any given time

Nomothetic Personality
Sensing and Intuition

Exercise – Look at the image. The image will be displayed for two minutes, use this time to see what thoughts come into your mind

Sensation and Intuition: Jung’s
Specific
Present-oriented Realistic Persistent
Down-to-earth Practical
Precise
Factual
Step by step
Global
Future-oriented
Imaginative
Catalytic Process
Conceptual
Possibilities
Abstract
Indirect
Generalities
Intuition
Sensation

31
Sensing preference- systems and order are priorities, likes specifics, conservative, traditional
Intuitive preferences – may appear to others to be innovative, inventive and seek meanings and relationships between concepts and ideas

Week Seven

Organisational Culture

Leadership for SMEs

LD9616

Think about a place you have worked, what do you like about the organisation and what do you dislike.
For example
Do you think there are too many rules ?
Do you like the environment because it is relaxed ?
Do you hate wearing a uniform ?
Do you like the fact they always offer promotion to existing members of staff.
Do you like the way everyone works as a team ?
Do you like the fact they celebrate with cakes on your birthday ?
Do these facts make you work less or harder ?

All of these activities make up an organisations culture
A leader must identify which type of culture will develop a more productive, motivated and stable workforce.
Elements of the existing organisation which are leading to dissatisfied staff, high levels of absence and turnover are parts of the culture which must be changed.

What is culture in organisations?
Shared perceptions of organisational work practice within organisational units
Glue that holds the organisation together and stimulate employees to commit to the organisation and to perform (Van den Berg and Wilderson, 2004)
The pattern of development (Morgan, 1998)
“The way we do things around here”(Deal and Kennedy, 1982)
“ … it shapes everything” (Hickson and Pugh, 1995)
“… the ways of thinking, behaving and believing that members of a social unit have in common” (Cooke and Rosseau, 1988)

Organisational Culture
So lets consider what we mean by culture:
The Culture of an organisation is one of the intangible aspects of a company which affect how employees behave and carry out their daily activities.
A leader must design an appropriate culture.

Key Issues and Importance of Organisational Culture
Organisations are viewed as independent entities
Culture is shared amongst the members of the organisation
Culture acts as a constraint on the actions of managers and workers

Sources of Organisational Culture
The founder or managers (Schein, 1985)
The vision
Management style and personality
Nature of the business
Product type and environment (Gordon, 1991)
The national culture (Hofstede, 1991)

Organisational Culture – Defined
The word ‘Culture’ has been used by many different people to explain a variety of phenomena. In business terms, key definitions include:
“the customary and traditional way of doing things, which is shared to a greater or lesser degree by all members, and which the new members must learn and at least partially accept, in order to be accepted into the services of the firm (Jacques, 1952)
“the ideologies, beliefs and deep set values which occur in all firms…and are prescriptions for the ways in which people should work in these organisations (Harrison, 1972)

Organisational Culture – Defined
“a dominant and coherent set of shared values conveyed by such symbolic means as stories, myths, legends, slogans, anecdotes and fairy tales” (Peters and Waterman, 1982)
“the way we do things around here” (Deal and Kennedy, 1982)

Organisational Culture – Defined
One of the most widely accepted definition of organisational culture is that given by Edgar Schein.
“a pattern of basic assumptions – invented, discovered or developed by a given group as it learns to cope with its problems of external adaption and internal integration – that has worked well enough to be considered valuable and, therefore, to be taught to new members as the correct way to percieve, think and feel in relation to these problems” (Schein, 1985)
A leader will shape each element of the culture

Organisational Culture – Definition
Lundberg (1990) has developed these definitions further and provides a practical overview of the term.
Culture refers to a common frame of reference, largely taken for granted and widely shared by a high proportion of the members of the group or organisation
Culture is something acquired by these people that governs their behaviour; is taught to newcomers and, when learned, consists of a code or set of rules that regulate certain aspects of behaviour.

Organisational Culture – Definition
Culture gives people something in common and serves to emphasise what is unique about a particular group or organisation.
Culture has an enduring quality and is not easily changed.
Culture has symbolic significances and is observable in traits such as language that everyone understands.
Culture is invisible and deeply engrained in people conscious.
Culture is modifiable, but only with some difficulty

Schein’s layers of culture

In Schein’s view, basic assumptions lie at the very core of an organisations culture.
They are often so fundamental they are taken for granted.
Typical basic assumptions include:
The basis on which individuals are respected
The management philosophy of the owner or senior team
How and whom makes decisions
Basic Assumptions

Values and Beliefs
At the next level of visibility, Schein discusses the importance of Values and Beliefs as a characteristic of culture.
These are the moral and ethical codes which shape an organisation.
For example: Equality in Promotion, Environmental Policy.
Such values and beliefs must be followed through to create a culture.

Artefacts and Creations
As the most visible indicators of culture, these include elements such as:
Physical layout of the building
Communication methods
Dress code
Social interplay and informal structure

Norms: these are the assumptions made by employees following historical evidence as to the normal ways of achieving things in the organisation. For example, it may be a norm to work 60 hours per week to gain promotion.
Language: the way managers speak to subordinates and vice versa is a clear indicator of culture
Symbols: used as a way of communicating, these is include the way an office is set out.
Rites: these are both formal and informal identifiers of culture. For example, the importance placed on staff birthdays, retirements, induction – all indicators of the caring nature of the organisation
Myths: used as a method of communicating core values, they are used to convey the history/feel of the organisation
Taboos: these are the indicators of what should not be done in an organisation, e.g. through formal and informal rules. For example, how do you address senior management

Artefacts and Creations can be split into six elements

Applying Schein
Three levels of culture – e.g. in the university:
Artefacts and Behaviours
– layout of the classroom furniture (for group work or for lectures), class has fixed beginning and end times
Espoused Values
– education is good in itself, people who have knowledge have more power than those who don’t
Basic Assumptions and Beliefs
– education is the same as knowledge transfer, knowledge transfer occurs during class, lecturers know more than students

Key Elements which make up an organisations culture
So what contributes to an organisations culture ?
Structure and Hierarchy
Layout
Rules and Regulations
Uniform
Power and Status
Symbols
Language
Norms
History
Communication

Introduction to Management
Harrisons Model of Culture
A simple way to identify different cultures within an organisation is by adopting Harrisons (1972) model.
Harrison splits culture into four classifications:
Role Culture
Task Culture
Power Culture
Person Culture
Much of these aspects are based on the leaders style.

Harrisons Model of Culture
The Role Culture typifies a bureaucratic or functional structure with everyone having tightly controlled, interconnected roles with clear levels of authority and specific activities attached to them.
There are many rules and procedures in place.
What characteristics would a typical role culture have ?

Harrisons Model of Culture
The Task Culture is a complete opposite to the role culture, and the emphasis is solely on getting a specific task completed, whatever methods are used.
There are typically few rules and procedures and status comes from experience and past results.
What characteristics would a typical task culture have ?

Harrisons Model of Culture
The Power Culture also lacks formal rules but tends to be an organisation where one powerful individual or a small group of individuals have complete control. This elite co-ordinate everything and often change the rules as they go along.
What characteristics would a typical power culture have ?

Harrisons Model of Culture
The Person Culture is often associated with the voluntary sector and exists to serve its members. Individuals within the organisation are allowed to pursue there own destiny and get on with their roles within considerable interference.
Can you think of any private sector roles which may adopt this culture ?
What characteristics would a typical person culture have ?

Introduction to Management
Common Characteristics of a Forward Thinking Culture
Staying close to the customer – to guide a companies actions, eg environmentalism
Autonomy – dividing the company into management units, eg empowerment.
Productivity through people – treat employees with dignity and consider the ‘whole employee’ via work life balance
Hands on Management – senior managers should ‘walk the floor’ and implement effective communication eg open plan offices, open door policy and involvement/participation.

Introduction to Management
Characteristics of a Forward Thinknig Culture
Lean Staff – flat structures with few levels of management.
Career Structure – offer clear opportunities for progression
Unity – ensure everyone is aware of the common purpose, via mission statement, corporate goals, functional goals and individual goals.
Evaluation of employees – adopt performance appraisal and feedback systems
Training and Development – ensure everyone in the organisation is trained and understands the philosophy of the company

Introduction to Management
Backward Looking Cultures
A company with a backward looking culture is likely to be:
Product or Procedure led
Controlled by traditional managers who have worked their way up the organisation
Conservative in attitude
Resistant to change
Inward looking
A risk avoider

Introduction to Management
Forward Looking Cultures
A company with a forward looking culture is likely to be:
Market led
Inclined to trust employees to make decisions
Keen to introduce new talent to bring in bright new ideas
Seek change
Monitor the external environment and be proactive
Be prepared to take risks.

What is Organisational Culture?
Video – organisational culture

Competing Values Framework (CVF)
Cameron and Quinn (2011)
First Developed in Quinn & Rohrbaugh (1988)
Four organisational culture types:
Clan
Adhocracy
Market
Hierarchy

Competing Value Framework
(Cameron and Quinn, 2011)

Clan
Adhocracy
Hierarchy
Market

CVF and Leadership Style
Stability and Control
Flexibility and Responsiveness
Internal Focus
External Focus
CLAN
Collaboration
Leader: facilitator, mentor, team builder
Values: commitment, communication, development
ADHOCRACY
Creative
Leader: innovator, entrepreneur, visionary
Values: innovative outputs, transformation, agility
MARKET
Competition
Leader: hard driver, competitor, producer
Values: market share, goal achievement, profitability
HIERARCHY
Control
Leader: coordinator, monitor, organiser
Values: efficiency, timeliness, consistency/ uniformity
(Cameron & Quinn, 2011)

OCAI
What is a construct?
How can we measure organisational culture?
Why is it useful to measure OC?
Complete the OCAI questionnaire – follow the instructions carefully!

How do organisations evolve?
CLAN
ADHOCRACY
HIERARCHY
MARKET
Cameron & Quinn, 2011, p.66

Balancing the OC
Small group discussion:
All 4 culture types are always present to some extent in all organisations
So, what balance between the types is appropriate for these types of organisation?
High tech manufacturer
Government department

Cameron & Quinn Fig. 4.3

CLAN
ADHOCRACY
HIERARCHY
MARKET
Cameron & Quinn, 2011, p.79

Cameron, K.S. & Quinn, R.E. (2011). Diagnosing and Changing Organizational Culture, third edition. San Francisco: Jossey-Bass.
Schein, E. H. (2010). Organisational culture and leadership, (4thEd). San Francisco: Jossey-Bass.

References

Leadership for SMEs

LD9616

Week Ten

Motivation

Learning Objectives
On completion of this session, you will be able to:
Explain 4 motivation theories
Explain how each of these is culturally variable
Discuss how individual and cultural differences can affect motivation
Explain 2 different approaches to international human resource management

Theories of Motivation
There are many theories, we shall focus on 4 of them:
Content – satisfying employee needs
Maslow’s Hierarchy of Needs
Herzberg’s Two Factor Theory
Process – employees make rational choices
Adam’s Equity Theory
Vroom’s Expectancy Theory
NB. All these theorists are American

Why be concerned about employee motivation?
Generally, motivated employees leads to organisational success
eg. Ritz-Carlton
But…
Motivated employees does not necessarily lead to organisational success
eg. Cadbury
Unmotivated employees does not necessarily lead to organisational failure
eg. Amazon
Concern with motivation was part of the Human Relations school of management thinking – itself a reaction to the extreme mechanistic thinking of Scientific Management (Taylorism)

Personal growth and fulfilment
Status, responsibility, reputation, respect and confidence
Belonging to a group, trust and acceptance
Security, structure and stability
Shelter, warmth, food and drink
Each level depends on satisfaction of the level below
Does not have to be full satisfaction e.g. 85% physiological needs and 40% esteem needs
Maslow admitted variation according to individual and culture
Never empirically tested
Useful as a heuristic

Herzberg’s Two Factor Theory

Herzberg’s Two factor Theory
Hygiene Factors
Shortfalls in these cause dissatisfaction but only up to the point where people have enough. Extrinsic to the work e.g. safety, pleasant work environment and money
Motivation
Make people want to do the work. Are not limited. Intrinsic to the work eg. satisfaction in doing the work well
Based on Maslow – the lower needs are hygiene factors and the higher ones are motivators
Herzberg’s Two factor Theory

Job Enrichment
Employee is hired to do more than they are actually capable of doing at the beginning so that they ‘grow’ into the job
Training is a big motivator – the more someone is able to do, the more they want to do

A way of increasing control over employees?
Self-actualisation means different things in different cultures

Content Theories and Culture
Assume people are motivated by needs
Influenced by attitudes and values
Upper layers of Maslow’s pyramid are influenced by individualism
Self-actualisation may mean basket weaving and cycling holidays in the West and traditional religion in the Middle East

Adam’s Equity Theory
Deals with two questions:
What do people think is fair and equitable?
How do they respond when they feel they are getting far more or far less than they deserve?
Referent Others
People with whom the individual employee compares themselves

Vroom’s Expectancy Theory

Vroom’s Expectancy Theory
Motivational force comes from expectation that certain behaviour leads to certain rewards and the amount that the employee values the reward
Assumes
Effort leads to performance, eg. employee has the ability to achieve high performance
Expectation of reward is linked to performance
The employee values the reward
Allows for individual differences since the manager has to know what each employee wants

Work Orientation
Theories of motivation tend to leave out people’s fundamental attitudes towards work
Work orientation is about what different people expect to get from their work
Goldthorpe et al. (1968) – Employees at a car assembly plan in the UK
Found 3 different work orientations:
White collar workers concerned with career advancement (bureaucratic orientation)
Factory floor workers – given up opportunity of more satisfying work for higher wages (instrumental orientation)
Others mainly wanted a feeling of belonging (solidaristic orientation)
Bourdieu – habitus: the deeply ingrained assumptions and attitudes that we acquire in early childhood that help us to orientate ourselves in the world

Empirical Research
Empirical studies have identified many differences in motivation between cultures
Chinese rate importance of interesting work less highly than Americans and rated personal loyalty as more important (Silverthorne, 1992)
Involvement in the job is important for Bulgarian employees but not so important for Hungarian employees (Roe et al., 2000)
Need for achievement important for US employees but Japanese employees rate affiliation as more important (Sagie et al., 1996)

Human Resource Management
What is HRM?
Employees are the organisation’s most significant resource
HRM is responsible for hiring, firing, developing and general welfare of employees e.g. remuneration structure
It is a strategic function – i.e. it is part of the long-term planning of the organisation

International HRM
Best practice vs best fit
Best practice
MNCs that try to leverage economies of scale and therefore identify the best way of doing things, as defined by the head office, and apply it everywhere
Best fit
MNCs that try to identify the best way of doing things in the specific context and allow local management to decide what that is

Conclusion
Different approaches to employee motivation all have a cultural aspect
What employees expect to get from their work is individually and culturally variable
HRM practices can use the ‘best practice’ or ‘best fit’ approach

Leadership for SMEs

LD9616

Week Six

Teamwork

Objectives
To understand different views of groups and teams at work
To understand why groups and teams are considered important for organisations
To explore some of the issues surrounding effective team working
To identify and explore the different roles in effective teams

What is a group?
“Two or more people in face-to-face interaction, each aware of their group membership and interdependence, as they strive to achieve their goals” (Hucznyski & Buchanan 2013 p. 327).

Why study groups?
Groups embody many important cultural values…team-work, cooperation, informality, egalitarianism and even the indispensability of the individual member.
Groups are seen as having a motivating, inspiring influence on the individual, drawing the best out of him or her, enabling to perform feats that would be beyond him or herself as an individual (Hampton 1999 p. 113).
Teamwork and understanding group behaviour is a key competence of all leaders and managers.

“The whole is greater than the sum of its parts”, (Aristotle)

Group Dynamics
How groups affect the behaviour of the individuals?
Communicate with one another
Co-ordinate their activities
Influence one another
Play roles in the group
And:
What kind of relationships they have
Which members lead and which members follow
How they balance the task with social issues
How they resolve conflicts

Group Versus Team: What’s the Difference?
Group
a collection of persons who share a certain interest, or passion, or belief, or characteristic, or might enjoy each other’s company….they have some form of ‘we’ collective identity.
Team
A collection of persons that has a specific common goal, task, or purpose and who collaborate with each other in an attempt to fulfil it.

Which is the group and which is the team…

Teamwork and Group Behaviour

APEL
It is suggested there are four stages to effective teamworking
Analyse (Theorists often prefer this stage)
Plan (Pragmatists often prefer this stage)
Execute (Activists often prefer this stage)
Learn (Reflectors often prefer this stage)
We will all have different strengths we can bring to a team.

Tuckman’s Four stages of Group Development

Tuckman (1965) identified four (five) stages of group development:
Forming
Storming
Norming
Performing
(Transforming-Adjourning)

Tuckman’s and Jensen (1977) Stages of Group Development

Teamwork and Group Behaviour

Forming – when there is anxiety, dependence on the leader, and testing to find out the nature of the situation and the task, and what behaviour is acceptable.
Storming – where there is conflict, emotional resistance to the demands of the task, resistance to control and even rebellion against the leader.
Norming – when group cohesion is developed, norms emerge, mutual support and co-operation increase, and the group acquires a sense of identity.
Performing – when interpersonal problems are resolved, roles are flexible and function, there are constructive attempts to complete tasks, and energy is available for objective work.

Looking back at your Lost at Sea exercise, which stage did you find more challenging?
Could this relate to your learning style, Belbin preferred style, Personality Traits, or team role?

So a group becomes a team when…
Members of the group have shared goals in relation to their work.
They interact with each other to achieve those shared goals.
All team members have well-defined and interdependent roles.
They have an organisational identity as a team, with a defined organisational function.
(Source: Buelens, Sinding and Waldstrom, 2011)

The importance of teams
“Great things in business are never done by one person, they’re done by a team of people” (Steve Jobs).
“Talent wins games, but teamwork and intelligence win championships” (Michael Jordan).
“The way a team plays as a whole determines its success. You may have the greatest bunch of individual stars in the world, but if they don’t play together, the club won’t be worth a dime“ (Babe Ruth).
“Coming together is a beginning. Keeping together is progress. Working together is success” (Henry Ford).

Characteristics of a successful team
The acronym ALPDEC (Winstanley 2005)
A: Aims of the team must be shared.
L: Leadership of different types is required at different times and not always by one individual.
P: People – their skills and different roles they play are key to the success of the team.
D: Design and Delivery – good performance and key results.
E: Environment – sensitivity to conditions external to the team.
C: Change – reassess aims and objectives continuously. Engage in continuous learning.

Characteristics of a failing team
Asked to undertake an inappropriate activity (team work is not always the best way of doing things).
Unrealistic expectations.
Conflicting team assignments.
Lack of trust (between team members or with external parties) .
Team members have hidden agendas .
Lack of understanding about what the team needs to achieve and why?
Wrong mix of team members.
Unhealthy work environment.
Poor interpersonal skills of team members.
Too much emphasis on results – rather than the process of how the team will work together to achieve their objectives

Teamwork and Group Behaviour
Belbin Team Roles
Meredith Belbin (1982) considered a successful team will have individuals with the following characteristics:
Plant
Monitor Evaluator
Specialist
Shaper
Implementer
Completer Finisher
Coordinator
Team Worker
Resource Investigator

PLANT (PL)
FOCUSED ON THINKING
Creative, imaginative, unorthodox
Solves difficult problems
How does this relate to your learning style, personality etc.

MONITOR EVALUATOR (ME)
FOCUSED ON THINKING
Sober, strategic and discerning
Sees all options
Judges accurately
How does this relate to your learning style, personality etc.

SPECIALIST (SP)
FOCUSED ON THINKING
Single-minded, self-starter, dedicated
Provides knowledge of technical skills in rare supply
How does this relate to your learning style, personality etc.

SHAPER (SH)
FOCUSED ON THE TASK
Dynamic, outgoing, highly strung
Challenges, pressurises
Finds ways around obstacles
How does this relate to your learning style, personality etc.

IMPLEMENTER (IMP)
FOCUSED ON THE TASK
Disciplined, reliable, conservative and efficient
Turns ideas into practical actions
How does this relate to your learning style, personality etc.

COMPLETER FINISHER (CF)
FOCUSED ON THE TASK
Painstaking, conscientious, anxious
Searches out errors and omissions
Delivers on time
How does this relate to your learning style, personality etc.

CO-ORDINATOR (CO)
FOCUSED ON PEOPLE
Mature, confident and trusting
A good chairperson
Clarifies goals, promotes decision-making
How does this relate to your learning style, personality etc.

TEAM WORKER (TW)
FOCUSED ON PEOPLE
Social, mild, perceptive and accommodating
Listens, builds, averts friction
How does this relate to your learning style, personality etc.

RESOURCE INVESTIGATOR (RI)
FOCUSED ON PEOPLE
Extrovert, enthusiastic, communicative
Explores opportunities
Develops contacts
How does this relate to your learning style, personality etc.

Outward-looking (Extrovert) Inward-looking (Introvert)
Coordinator (stable, dominant) Implementer (stable)
Team Worker (stable, low in Plant (Very high IQ, dominant)
dominance)
Resource Investigator (stable, Monitor-Evaluator (High IQ, dominant) stable)

Shaper (anxious, dominant) Completer Finisher (anxious)

REFLECTIONS

Week Five

Emotional intelligence, values and ethics

Leadership for SMEs

LD9616

Session Objectives
To understand the concept of emotional intelligence and its connection to leadership characteristics

To reflect on the findings of the emotional intelligence questionnaire

To discuss the concept of values and how ours might differ from others

To reflect on the findings of the wheel of life exercise

To discuss the concept of ethical leadership as a ley factor in busines sustainability

Characteristics of a modern leader
Goleman (2002) suggests a modern day leader should possess the following characteristics:

Visionary
Coaching
Affiliative
Democratic
Pacesetting
Commanding

Five Essential Elements of Leader Effectiveness
Development of collective goals and objectives
Instilling in others an appreciation of the importance of work activities
Generating and maintaining enthusiasm, confidence, optimism, cooperation, and trust
Encouraging flexibility in decision making and change
Establishing and maintaining a meaningful identity for an organisation

Emotions in leadership, getting in the way of rationality
Simple to motivation theories ignoring the effects of workers’ emotions
Moods: pervasive and generalised feelings, low-intensity
Emotions: high-intensity feelings, linked to specific events
Rational decision-maker? Importance of feelings in making good decisions
Analysis vs making a choice

Source: Https://enterprisersproject.com/article/2019/6/emotional-intelligence-10-tips-masters
Emotional Intelligence

What is Emotional Intelligence?
“Emotional Intelligence is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth” (Mayer and Salovey, 1997).

“Anyone can become angry – that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – that is not easy” (Aristotle, around 350BC).

According to Goleman (1998) the most effective leaders are alike in one crucial way: they all have a high degree of what has become to be known as emotional intelligence.

EI involves: the ability to perceive accurately, appraise and express emotions; the ability to access and/or generate feelings when they facilitate thought; the ability to understand emotion and emotional knowledge; and the ability to regulate emotions to promote emotional and intellectual growth (Mayer and Salovey 1997)

The capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and our relationships. An emotional competence is a learned capability based on EI that contributes to effective performance at work. (Hay McBer)

Not innate talents but learned abilities
No fixed formula for success

Salovey and Taylor (1990) defined emotional intelligence

“type of social intelligence that involves the ability to monitor one’s own and other’s emotions, to discriminate among them, and to use the information to guide one’s thinking and actions”

Goleman (1998) developed this further to develop five domains

Self Awareness
Self Regulation
Motivation
Empathy
Social skills
Emotional Intelligence

Based on various leadership models, many writers have considered Emotional Intelligence as a critical factor for sustaining high performance.

The ability to understand and manage moods and emotions in self and others
Four major aspects:
The appraisal and expression of emotion
The use of emotion to enhance cognitive processes and decision making
Knowledge about emotions
Management of emotions

Emotional Intelligence and Leadership

World leading organisations, including American Express, 3M and Motorola are adopting EI (EQ) practices in their way of doing business.

Harvard Business Review (HBR) has released several articles on EI and their 1997 article by Goleman ranks as one of the most requested articles ever. This popularity lead HBR to re-examine the data on EI again in 2003, Their conclusion:
“In hard times, the soft stuff goes away. But emotional intelligence, it turns out , isn’t so soft. If emotional obliviousness jeopardizes your ability to perform, fend off the aggressors, or be compassionate in a crisis, no amount of attention to the bottom line will protect your career. Emotional intelligence isn’t a luxury you can dispense with in tough times. It’s a basic tool, that deployed with finesse, is the key to professional success”.

This session will look at what is meant by EI and identify the business case for deploying it.

Emotional Intelligence / Quotient
Knowing what you are feeling and being able to handle those feelings without having them swamp you.
Being able to motivate yourself to get jobs done, be creative and perform at your peak
Sensing what others are feeling, and handling relationships effectively
(Goleman, D (1997) ‘Beyond IQ: developing the leadership competencies of emotional intelligence’, paper presented at the 2nd International Competency Conference, London, October.
Activity Time!

Vic Dulewicz (see recommended reading) is one of the UK psychologists who has embraced strongly the concept of Emotional Intelligence/Emotional Quotient

Popularised by Daniel Goleman

Broad areas of Emotional Intelligence referred to as EI by some and EQ by others

Mainly about how individuals handle emotional aspects of self and interpersonal behaviours . Includes many aspects previously seen in the domains of intelligence, general mental abilities and aspects of personality but groups them under the heading of EQ – has similarities with the concept of competence.

Where are your areas for development?
Look at your completed EQ questionnaire.

Where do you need development?

How might you address these areas for development? Identify three specific things that you will do to help with this.

Emotional Intelligence

Emotional Intelligence
(Goleman, 1998, Goleman et al (2001) cited by McShane, 2006, p 109; Consortium for Research on EI in Organizations )

To develop our emotional intelligence and self- awareness, we need to understand what we value…but what are values?

Principles, morals, ideals, ethics, traits, qualities…
things that represent your personal driving forces…
things you consider worthwhile

Within an organisation you will contribute your own values and beliefs – these not only help shape the organisational culture but also contributes to your own personal development

Self Awareness and Values

complete an on-line personal values assessment to identify your personal values (https//survey.valuescentre.com)

An individual report will be sent to your email address
Values Exercise

Consider each value on the next page in turn & pick a value that is important

What does the value mean for you?
How do you know this value is important to you?
How do you interpret that value – think of an example in your own life – if you cant find an example – maybe its not really one of your values
Try to find 5 -10 values which you resonate with, then compare and discuss them in pairs.
Values Exercise

Acceptance
Accountability
Commitment
Cooperation
Control
Curiosity
Courage
Democracy

Accuracy
Achievement

Adaptability
Adventure
Autonomy
Balance
Boldness
Calmness

Detachment

Determination
Directness
Discipline
Economic security
Education
Effort
Empowerment

Enthusiasm
Equality
Excellence
Fairness
Family
Forgiveness
Freedom
Fun

Generosity
Gentleness
Happiness
Harmony
Health
Helpfulness
Honesty
Humility

Independence
Individualism
Integrity
Intuition
Joy
Justice
Kindness
Learning

Love
Loyalty
Mercy
Moderation
Modesty
Openness
Optimism
Patience

Peace
Perfection
Perseverance
Pleasure
Power
Prudence
Quality
Recognition

Respect
Responsibility
Risk-taking
Self-awareness
Sharing
Stability
Spirituality
Success

Tenacity
Thoughtfulness
Tolerance
Tradition
Trust
Truthfulness
Understanding
Variety

Vitality
Wealth
Wisdom
Warmth
Winning
Zeal
Wilfulness
Wonder

Ethics vs Morality
Discuss

Morality
‘Morals’ and ‘morality’ describe specific standards of right and wrong: morality produces ‘value judgements’.
A statement of ‘facts’ refers to what is the case; a statement of ‘values’ refers to what ought to be the case.
Some examples of moral or value judgments:
The rich ought to be taxed to support the poor.
The sale of cannabis ought to be legalized.
The production of contraceptives ought to be banned.

Normative Ethics

Normative Ethics is the study of how one ought to act morally.
So a normative ethical theory will present a theory about morality: about what persons should take to be right, good and proper.
It offers principles that determine whether an action is right or wrong: a theory about what ought to be the case… about what’s good and what’s bad.
It will try to answer the kind of ‘ought’ questions we are asking.

Why Do We Need a Normative Ethics for Business?
If we want to answer the kinds of moral questions that arise in business and management then we are going to need some normative ethical theory that closes the gap between what is – pollution, reckless bankers, over-worked workers etc – and what ought to be.
And in any event, people continue to make moral claims, so it’s important to understand their supposed normative basis:
whether or not we agree with them
and whether or not we think that they are wholly subjective and relative to the person making the claim.

Normative Theories in Ethics
So what are the theories of normative business ethics?
As noted, Normative Ethics is the study of how one ought to act morally.
So a normative ethical theory will present a theory about morality: it offers principles that determine whether an action is right or wrong: a theory about what ought to be the case…about what’s good and what’s bad, what’s right and proper to do.
In business and management, there are 3 main normative theories:
Utilitarianism
Deontology
Virtue Ethics

1. Utilitarianism
Utilitarian ethics: the ethical value of an act is based on its consequences: an act or rule is morally right if it promotes the greatest happiness / good of the greatest number of people.
Happiness is a pleasure; pleasure is good in itself; pain or unhappiness is a bad in itself.
For example, the consequences of Apple Inc. overworking a workforce may be made good and ethical because it serves a greater good: satisfying demand for mobile phones.

Jeremy Bentham 1748-1832
John Stuart Mill 1806-1873

Stakeholder Theory
Utilitarianism is an influential theory in business ethics.
Consider ‘stakeholder theory’: that the management of corporations have responsibilities not only to the owners of the corporation, but to its customers, employees, local communities etc.
It is usually consequentialist.
And it certainly supposedly considers the happiness of everyone.

Corporate Social Responsibility (CSR)
Corporate Social Responsibility is the idea that corporations have responsibilities that extent beyond their stockowners, or that corporations have to conduct their business in a way that accommodates the values of the society that they operate in.

Corporate Social Responsibility (CSR)
‘Social Responsibility’ is the continuing commitment by business to behave ethically and contribute to economic development while improving the quality of life of the workforce and their families as well as of the local community and society at large.
The World Business Council for Sustainable Development in its publication “Making Good Business Sense” by Lord Holme and Richard Watts (2000)

Responsible: For What?
But what are corporations responsible for?
Some propose that this depends upon the expectations of society.
Be profitable.
Comply with the law.
Comply with ethical norms not written into law.
Be a good citizen and give something back to society.
But is all this too fuzzy to be of real use?
Source: Carroll, A.B. 1991. The pyramid of corporate social responsibility. Business Horizons July-August 39-48

Philanthropic Responsibilities

Ethical Responsibilities

Legal Responsibilities

Economic Responsibilities

A Free Market View

2. Deontology
Deontological ethics: the ethical value of an act is based not on a calculus of its happy consequences (which can’t always be foreseen anyway), but on its observance of universal imperatives, or duties, that are founded on reason.
For instance, ‘pay bribes to secure business’ cannot be a universal or categorical imperative as if we all did it then trust in business transactions would be destroyed.
We are responsible for our actions, motives and intentions (if not their consequences).
This is also an objectivist normative ethical theory because it says there are objective duties and rules that it is moral to act upon.

Immanuel Kant 1724-1804

Kant’s Categorical Imperatives
Act only according to that maxim whereby you can, at the same time, will that it should become a universal law
Do unto others that which you would wish them do unto you.
Act in such a way as to treat people as ends in themselves and not as means to your own ends.
Act as if you were a member of a realm of ends.

Avoids partiality and exempting yourself (Equality).
Recognises that others have ends just as you do and respecting their ends also makes them yours (Liberty).
Recognises that all have ends and all face moral decisions (Fraternity).

But Deontological Duties and Ends Often Collide
Kant thought that the goodness of these imperatives were self-evident (Are they self-evident to you???).
Others see only problems in us agreeing upon them.
For instance, which of these acts is our Kantian ethical duty:
Tax the rich and give public aid to the poor so as to lessen inequality and give dignity to all.
Don’t tax the rich and give public aid to the poor so as to respect the liberty and autonomy of all.

3. Virtue Ethics
What are the personal qualities or virtues that make a good life?
So asked Aristotle.
A virtue is a trait or essential disposition of character that prompts action of a particular kind. e.g. honesty, courage, integrity, kindness are typically cited as virtues.
These virtues become reasons for action in themselves, and not as a means to another end.
This is because a good life is one that is lived in a way that is consistent with a person’s essential character.

Aristotle 384-323 BC

Virtue Ethics
A good life is therefore one that is lived in accordance with a person’s essential character – this enables their character to fully flourish and develop to its full natural potential.
But does this ‘beg the question’? Who says your essential character is good? Who says these are to be considered ‘virtues’?
Good personal behaviour in business is not therefore the display of particular virtues, but the consistent and balanced development of a whole, unified, person.
And this perhaps demonstrates the weakness of this approach to business ethics – its objectivism seems quite weak: found your action on your sense of self, which is also going to be undoubtedly influenced by the culture of your society.
So there may be English virtues, Welsh virtues, Chinese virtues, French virtues.

Treviño et al (2000) argue that ethical leadership is a combination of being a moral person and being a moral manager.

So what would ethical leadership entail?

Would we be surprised by the traits of a moral person?
Traits
Integrity
Honesty
Trustworthiness

“ I know that if I bring an issue to him or her that I can count on their honesty and integrity on this because I have seen their standards and that one, integrity, is the one that is very important to them” Treviño et al (2000:130)
“Fun, friendly honest person”
“Fearless in faith”
“Good person”
“Integrity”
So are we surprised by the traits?

Imagine working for a leader who is not these things.

These are the traits that come up time and again when reading literature on being an ethical leader. The quote comes from the Treviño et al article where the authors interviewed business people about how they could recognize an ethical leader. Integrity encompasses the other traits – but the message is clear – honest, open, consistent.
39

In practice what might honesty and integrity look like?
Leaders:
Are not deceptive
Tell the truth with a balance of openness and candor while monitoring what is appropriate to disclose in a particular situation
Honest leaders are authentic but also sensitive to the feelings and attitudes of others
Leader behaviurs
Don’t promise what you can’t deliver
Don’t shy from promises and obligations
Don’t evade accountability and point fingers to blame others
Don’t accept that “survival of the fittest” thinking justifies actions
Manifests
Honesty
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.

Further…

Leader behaviours
All employees are treated in an equal manner
In special treatment/special consideration situations, grounds for differential treatment are clear, reasonable, and based on sound moral values

Ethical leaders are concerned with issues of fairness and justice; they place issues of fairness at the center of their decision making
Shows
Justice
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.

Treviño et al. (2000:130) go on to identify behaviours
Behaviours

Do the right thing
Concern for people
Being open
Personal morality

“The way you act even when people are not looking”

“People are going to judge you not by what you say but by what you do”
Treviño et al (2000:131)
“As an honest and reliable person”
“Admirable role model”
“Leadership, empathy, emotional intelligence”
“Someone who helped enable other people to be better”

As with the slide above, what Treviño et al (2000) found their interviewees expected of an ethical leader are characteristics you see in yourself, or aspire to be.
42

In practice – how should we behave?
Leaders have
A duty to help others pursue their own legitimate interests and goals
To be stewards of the organisation’s vision; in serving others they: clarify, nurture, and integrate the vision with, not for, organisation members
An ethical responsibility to make decisions that are beneficial to their followers’ welfare
Leaders think of others and model altruistic behaviour, placing followers foremost in the leader’s plans
Good Leaders
Strive always to mentor
Empower people to make their own decisions
Create strong teams building behaviours
Encourage citizenship
Leaders ‘Serve
others’
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.

Further…
Leader shall:
Treat other people’s values and decisions with respect
Allow others to be themselves with creative wants and desires
Approach others with a sense of unconditional worth and value individual differences
Respects
Others
Leader behaviours:
Listens closely to subordinates
Is empathic
Is tolerant of opposing viewpoints
Treating others as ends (their own goals) rather than as means (to leaders’ personal goals)
Peter G. Northouse, Leadership: Theory and Practice, Seventh Edition. © 2016 SAGE Publications, Inc.

And decision making…
Decision Making
Hold to values
Objective/fair
Concern for society
Follow ethical decision rules

Ethical leaders have, and work to ethical values, they look beyond the bottom line with broader concerns about society and they rely on a number of rules such as the golden rule and the ‘New York Times test’
Treviño et al (2000:132-133)
But wait! This is not the first time we have met these!
We have spoken about values – you have begun to articulate these through the ‘how do you want to be remembered’ points, but also as you have argued various positions in the dilemmas we have looked at
Looking beyond the bottom line with a concern for society is the work we have done teasing out stakeholder management and using the Friedman/Freeman idea
Following ethical rules – is simply how we used ‘’the five point test’ and theory

Colour coded to match the ideas. The ‘you can do it’ is a reminder – you can! You are beginning to have the creative thinking to be able to assimilate all this information and form your own identity as an ethical manager! (put it on your CV!!!)
45

To remind us…

But there is the second pillar too – the moral manager

The Moral Manager – 1
Treviño et al (2000) argue that being a moral person is only one strand – to be an ethical leader you need to present your ‘moral person’ as a ‘moral manager’…..The ‘Leadership’ column has three elements:

Role modelling through visible action
This means that you visibly live the values, people look to you as

Week Two

Leadership theories

Leadership for SMEs

LD9616

Objectives of this session
To discuss leadership theories

Leadership Theories
As with management there is no single model for success and many approaches have been introduced.

Great Man Theory
The identification of the Organisation or Nation with one figure
Often based on charisma and the valediction of successful leadership
Simplistic rendition of reality

Trait theory
Based of the assertion that certain individuals possess particular qualities that separate them from followers
Thomas Carlyle GMT originated the focus on personality and traits
Francis Galton in Hereditary Genius (1869) argued that leadership was a unique property of extraordinary individuals
Cowley (1931) commented that the approach to the research of leadership has usually been and should always be through the study of traits (Cowley, 1931).
This trait perspective of leadership was widely accepted until Stogdill (1948) criticised trait theory as insufficient in predicting leader effectiveness

1950s American Research
American post-war research focussed on organisational efficiency and effectiveness
The role and impact of the leader was researched by University of Ohio State and University of Michigan
Michigan’s research into ‘relation-oriented’ and ‘task-oriented’ behaviours led to Blake and Mouton’s Management grid

Blake and Mouton’s Management grid

Contingency theory
Fielder (1964) argued that stress is a key determinant of leadership effectiveness
Fielder’s work built on earlier research (Hawthorne Studies) that identified how situational factors impacted on employees
Fielder looked at how leaders altered their behaviour given the prevailing situation
Fielder’s work drew attention to relationships

Situational Leadership
The situational leadership model was Paul Hersey and Ken Blanchard
The theory was initially introduced as “Life Cycle Theory of Leadership”.
Effective leadership is task-dependent, with the most successful leaders being those who modify their style to the individual or group they are attempting to lead or influence.
Effective leadership varies, not only with the group that is being led, but it also depends on the task being undertaken

Path-Goal Leadership Theory
The path–goal theory was developed by Robert House, in 1971 and revised in 1996.
The theory states that a leader’s behaviour is related to the satisfaction, motivation and performance of their subordinates.
The revised version also argues that the leader engages in behaviours that complement subordinate’s abilities and compensate for deficiencies.
The path–goal model can be classified as one form of Transaction leadership theory.

Vroom-Yetton Decision-making Model of Leadership
This model suggests that a leader should make a selection from a range of 5 leadership styles when making a group-based decision. The 5 leadership styles are:
Autocratic Type 1 (AI) Leader makes own decision using information that is readily available to them at the time. This type is completely autocratic.
Autocratic Type 2 (AII) Leader consults the team to get the required information, then make their own decision.
Consultative Type 1 (CI) Leader shares problem to relevant followers individually and seeks their ideas and suggestions. Then make the final decision alone.
Consultative Type 2 (CII) Leader shares problem to relevant followers as a group and seeks their ideas and suggestions. Then make the final decision alone.
Group-based Type 2 (GII) Leader discuss problem and situation with followers as a group and seeks to reach a consensus . The leader’s role is mostly facilitative, assisting team members to reach a mutually-agreed decision.

Factors to Consider
Decision Quality
Team Commitment
Time Constraints
Consultative/ Collaborative Approach:
You need information from others to solve the problem
The problem can’t be easily defined
Team members’ buy-in to the decision is important
You have enough time available to manage a group decision
Autocratic
You have greater expertise on the subject than others
You are confident about acting alone
The team will accept your decisions
There is little time available

Leader-Member Exchange (LMX) theory
The leader-member exchange theory of leadership focuses on the two-way, dyadic relationship between a leader and their subordinates.
The theory claims leaders develop an “exchange” with each of their subordinates, and that the quality of these leader-member exchange (LMX) relationships influences their performance.
Team building can be enhanced with the correct mix of individuals

Transactional Leadership
Transactional Leadership focuses on the role of the supervision and organization of workers and prioritises organisational performance
Transactional leadership is a ‘contract-based’ relationship leadership where the leader demands compliance from their followers through both rewards and punishments.
Transactional leaders are not looking to change the future, they are looking for conformance to job roles and orders

Transformational Leadership Theory
Transformational leadership is where the leader is preoccupied with identifying the need for change, the creation a vision of the future strategy, and the implementation of change.
Transformational theory was developed by MacGregor Burns and Bass and claims to enhance the motivation, morale, and job performance of followers.
The idea of follower loyalty is important, with the leader constructing a trusting relationship that is built on the 4 Is (see the diagram)

Ethical Leadership
Ethical leadership is characterised by a concern for others an a moral context to decision-making
Virtue ethics is based on the idea of moral character promoting ethical outcomes
Virtue ethics can be traced back to Ancient Greece and the writing of Aristotle and Plato
Virtue ethics is one of the three major approaches to ethics, often contrasted to deontology, which emphasizes duty to rules, and consequentialism, which derives rightness or wrongness from the outcome of the act itself.

Servant Leadership Theory
Origins can be traced back to Ancient China, but academic work originates from Robert K. Greenleaf (1970)
Servant leadership transforms the leader-follower binary
The servant becomes all important, not the goals of the organisation

Authentic Leadership Theory
Another idea borrowed from ancient Greece, authentic leadership is based on the idea that leadership is built on a leader’s legitimacy through honest relationships
Authentic leaders aim to build trust are positive about people and promote openness.
Four qualities describe AL:
Self-awareness and reflection
Relational transparency and sharing thoughts with others
Balanced processing- treating all fairly
An internalised moral perspective and an ethical belief-system

Distributed leadership Theory
Also known as dispersed or shared leadership, this transforms that nature of leadership into an quality of the organisation, not of a person, built on team-work
Distributing leadership may be short-term, task-driven or it may become embedded
DL has been criticised as power continues to reside with those who direct teams

Key issues to consider
Is leadership a process, or a characteristic of a person or an quality inherent with an organisation?
Is it possible to define leadership, or leaders?
Is leadership separate from management?
To what extent are views on leadership essentially ideological constructs?
Is it possible to ascribe a value to leadership?

Aspects of Leadership
Doing things (profession or activities)
Managing processes (provide direction, inspiration, encourage performance)
Many of us drawn to ‘doing things’
Performance is judged by activities, achievements…
Leading requires us to be assertive, persuasive, considerate, resilient, self-confident

Leadership Traits
The term trait refers to individual attribute including aspects of personality, temperament, needs, motives and values
They are relatively stable and describe an individuals disposition to behave in a certain way
Include: self confidence, emotional maturity, and energy levels
Yukl (2013)

Traits related to Leadership Effectiveness
High energy level and stress tolerance
Internal locus of control orientation
Emotional maturity
Personal integrity
Socialised power motivation
Moderately high achievement orientation
Moderately high self confidence
Moderately low need for affiliation
(Yukl 2013)
Personality traits…. Motives…. Cognitive factors (DuBrin 2010)

Peter Drucker

Nelson Mandela

Napoleon Bonaparte

Helmut Schmidt

Multiple Intelligences of Leadership
cognitive
emotional
social
cultural
moral
spiritual
behavioural
(Gill 2011)

Leadership

Armstrong and Stephens (2004) consider effective leaders to have three essential roles:
Define the task
Clarity
Goals
Forming teams
Achieve the task
Ensure purpose is fulfilled
Coaching/Feedback/Mentoring/Resourcing
Maintain effective relationships throughout the task

30
Lead, not manage, there is an important difference. Many an institution is very well managed and very poorly led.
Leadership focuses on doing the right things, management focuses on doing things right. Leadership makes sure the ladders we are climbing are leaning against the right wall, management makes sure we are climbing the ladders in the most efficient ways possible. (Covey, 1996)
Leaders look beyond the manager’s operating plans. Leaders look both outside and inside, managers do mostly the latter. Leaders communicate obsessively. (Kotter, 1999a)
Management is about coping with complexity (particularly as a result of the emergence of large organisations). Good management brings a degree of order and consistency to key dimensions like the quality and profitability of products.
Manager/headship = a person formally appointed to a role in the organisational hierarchy, associated with which is the formal authority (within prescribed limits) to direct the actions of subordinates. Among other things the role is concerned with some combination of planning, organising, directing and controlling the activities of human resources towards the achievement of set organisational objectives (Rollinson, 2002)

Leader Characteristics or Traits (Bennis, 1989)

Leader Characteristics:
Innovates
An original
Develops
Focuses on people
Inspires trust
Long range perspective
Asks what and why
Eyes on the horizon
Originates
Challenges status quo
Own person
Does the right thing

Leadership
The qualities required of leaders as outlined by Adair include:
Enthusiasm
Confidence
Toughness
Integrity
Warmth
Humility

32
Lead, not manage, there is an important difference. Many an institution is very well managed and very poorly led.
Leadership focuses on doing the right things, management focuses on doing things right. Leadership makes sure the ladders we are climbing are leaning against the right wall, management makes sure we are climbing the ladders in the most efficient ways possible. (Covey, 1996)
Leaders look beyond the manager’s operating plans. Leaders look both outside and inside, managers do mostly the latter. Leaders communicate obsessively. (Kotter, 1999a)
Management is about coping with complexity (particularly as a result of the emergence of large organisations). Good management brings a degree of order and consistency to key dimensions like the quality and profitability of products.
Manager/headship = a person formally appointed to a role in the organisational hierarchy, associated with which is the formal authority (within prescribed limits) to direct the actions of subordinates. Among other things the role is concerned with some combination of planning, organising, directing and controlling the activities of human resources towards the achievement of set organisational objectives (Rollinson, 2002)

Leadership
A survey conducted the Industrial Survey (now the Work Foundation) showed that good leaders require the following leader behaviour (ranked in order of importance). These are considered essential in a continually improving local authority.
Shows enthusiasm
Supports other people
Recognises individual effort
Listens to individuals ideas and problems
Provides direction
Demonstrates personal integrity
Practices what he/she teaches
Encourages team work
Actively encourages
Develops other people

33
Lead, not manage, there is an important difference. Many an institution is very well managed and very poorly led.
Leadership focuses on doing the right things, management focuses on doing things right. Leadership makes sure the ladders we are climbing are leaning against the right wall, management makes sure we are climbing the ladders in the most efficient ways possible. (Covey, 1996)
Leaders look beyond the manager’s operating plans. Leaders look both outside and inside, managers do mostly the latter. Leaders communicate obsessively. (Kotter, 1999a)
Management is about coping with complexity (particularly as a result of the emergence of large organisations). Good management brings a degree of order and consistency to key dimensions like the quality and profitability of products.
Manager/headship = a person formally appointed to a role in the organisational hierarchy, associated with which is the formal authority (within prescribed limits) to direct the actions of subordinates. Among other things the role is concerned with some combination of planning, organising, directing and controlling the activities of human resources towards the achievement of set organisational objectives (Rollinson, 2002)

Leadership
Furthermore, continually improving organisations will require transformational leaders.
Transformational Leaders are so called because such individuals ‘transform followers’:
“self interests for the good of the group, organisation, or society, while also enhancing followers’ expectations and abilities, and their willingness to take risks” Bass & Avolio, 1993

34
Lead, not manage, there is an important difference. Many an institution is very well managed and very poorly led.
Leadership focuses on doing the right things, management focuses on doing things right. Leadership makes sure the ladders we are climbing are leaning against the right wall, management makes sure we are climbing the ladders in the most efficient ways possible. (Covey, 1996)
Leaders look beyond the manager’s operating plans. Leaders look both outside and inside, managers do mostly the latter. Leaders communicate obsessively. (Kotter, 1999a)
Management is about coping with complexity (particularly as a result of the emergence of large organisations). Good management brings a degree of order and consistency to key dimensions like the quality and profitability of products.
Manager/headship = a person formally appointed to a role in the organisational hierarchy, associated with which is the formal authority (within prescribed limits) to direct the actions of subordinates. Among other things the role is concerned with some combination of planning, organising, directing and controlling the activities of human resources towards the achievement of set organisational objectives (Rollinson, 2002)

Five Characteristics of
Transformational Leadership
Challenging the process
Inspiring a shared vision
Enabling others to act
Modelling the way
Encouraging the heart Kouzes & Posner (1987)

35
Idealized Influence – act as role models, attract admiration, respect and trust, put needs of others before own, take risks and demonstrate high standards of ethical conduct
Inspirational Motivation – motivate and inspire by providing meaning and challenge, arouse team spirit, show enthusiasm and optimism, communicate expectations, demonstrate commitment
Intellectual Stimulation – question assumptions, reframe problems, adopt new ways, encourage innovation and creativity
Individualized Consideration – attend to individual needs for growth and achievement, act as coach and mentor, create new learning opportunities, accept individual differences, avoid close monitoring
(Bass & Avolio, 1994)
Characteristics of Transformational Leadership
Visionary
Charismatic
Transformational

Leadership: Complementary Disciplines

Transformational Leadership Transactional Leadership
Creating agenda
Planning & Budgeting: Developing a plan – a detailed map of how to produce results
Establishing Direction: Developing direction – a vision which describes a future state along with a strategy
Developing
HR
Organisation and staffing: Which individual best fits each job and what part of the plan fits each individual
Aligning people: A major communication challenge getting people to understand and believe the vision
Execution
Controlling & Problem-solving: monitoring results; identifying deviations from the plan and solving the ‘problems’
Motivating & Inspiring: satisfying human needs for achievement, recognition, belonging, self-esteem, control etc
Outcomes
Produces degrees of predictability and order
Produces change: often to a dramatic degree
Kotter, J – A force for change, 1990

36
Three functions common to much of the literature (Bennis & Nanus (1985), Kotter (1990), Covey, 1996)
establishing direction
aligning people
motivating and inspiring people
Establishing direction involves: establishing a vision of a clear and compelling goal (Bennis & Nanus, 1985, cited by Boak); establishing direction: developing a vision of the future and strategies for producing the changes needed to achieve the vision (Kotter, 1990, cited by Boak); pathfinding – tying together the organisation’s value system and vision with the needs of customers and other stakeholders through a strategic plan/pathway (Covey, 1996)
Aligning people involves: communicating the vision effectively to others, to win their support and co-operation (Bennis & Nanus, 1985, cited by Boak); communicating the vision to all those whose co-operation may be needed, and influencing the creation of teams and coalitions that will support the vision (Kotter, 1990, cited by Boak); ensuring that the organisational structure, systems, and operational processes all contribute to achieving the mission and vision of meeting the needs of customers and other stakeholders. (Covey, 1996)
Motivating and inspiring people involves: motivating and inspiring: energising people to overcome major barriers to change (Kotter, 1990, cited by Boak); Empowering – people have enormous talent, ingenuity, intelligence, and creativity. Most of it lies dormant. (Covey, 1996)
But management (transactional leadership) is essential! Managers perform functions in organisations and hold a particular, formal, title and/or fulfil a role (Brooks, 2003:150)

Alternative view:
Management Leadership
Planning Vision and Strategy
Organising Creating Shared Values
Directing Facilitating
Focus on Objects Focus on People
Budgeting Inspiring and Developing
Maintaining stability Creating Change
Controlling Influencing

Limitations of the Trait Approach
Compelling argument for this approach – why?
But
Does not tell us which traits are absolutely needed in which leadership situations
How much of the trait or motive is the right amount?
It can breed an elitist conception of leadership
A leader with certain traits may be effective in one situation but not in another; two leaders with different traits can be successful in the same situation.

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