Assessment

Semester 1 – Assessment (100% Summative Evaluative Report)

Assessment Method:		Re-assessment Method:
Word Count	6,000 (+/- 10%)	Word Count	6,000 (+/- 10%)
Assessment Release Date:	Monday 25th September 2023	Assessment Release Date:	Wednesday 14th February 2024
Assessment Deadline Date & Time:	By 14.00 hours on Tuesday 9th January 2024	Reassessment Deadline Date & Time:	By 14.00 hours on Tuesday 26th March 2024
Feedback Method:	Written comments and provisional marks on Turnitin	Feedback Method:	Written comments and provisional marks on Turnitin
Feedback Date:	By no later than 14.00 hours on Tuesday 13th February 2024	Feedback Date:	By no later than 14.00 hours on Thursday 2nd May 2024
Type / Component Weighting:		Coursework 100% – Summative Evaluative Report
Learning Outcomes Assessed:		LO1, LO2, LO3, LO4

Semester 2 – Assessment (100% Summative Evaluative Report)

Assessment Method:		Re-assessment Method:
Word Count	6,000 (+/- 10%)	Word Count	6,000 (+/- 10%)
Assessment Release Date:	Monday 29th January 2024	Assessment Release Date:	Thursday 13th June 2024
Assessment Deadline Date & Time:	By 14.00 hours on Tuesday 7th May 2024	Reassessment Deadline Date & Time:	By 14.00 hours on Tuesday 9th July 2024
Feedback Method:	Written comments and provisional marks on Turnitin	Feedback Method:	Written comments and provisional marks on Turnitin
Feedback Date:	By no later than 14.00 hours on Wednesday 12th June 2024	Feedback Date:	By no later than 14.00 hours on Tuesday 13th August 2024
Type / Component Weighting:		Coursework 100% – Summative Evaluative Report
Learning Outcomes Assessed:		LO1, LO2, LO3, LO4

 

Assessment Details for H7 Becoming a Master Manager

2023/24 SEMESTERS 1 & 2 FIRST SIT and RESIT

TASK

With reference to at Least one Competency from Quadrant 1, Quadrant 2, Quadrant 3 and Quadrant 4 of the Competing Values Framework, produce a report that critically articulates the extent to which managers can create and sustain commitment and cohesion (Quadrant 1), whilst establishing and maintaining stability and continuity (Quadrant 2), with a view to improving productivity and increasing profitability (Quadrant 3), whilst promoting change and encouraging adaptability (Quadrant 4).

In addition, utilise the 4 ‘Self-Evaluation Matrices’ for each of the 4 competencies chosen to inform the ‘Re-examining Your Personal Competencies Matrix’.  From this, produce a Personal Development Plan which demonstrates your ‘next steps’ on your management development journey to ‘Becoming a Master Manager’, and which should also incorporate a reflective-self assessment of your management development journey through a critique and application of David’s Kolb’s (1984) Experiential Learning Framework.   

The TASK should be broken down into THREE sections which will provide some directed guidance as to your approach to the assessment:

Section 1 (40% weighting / 2,500 words)

With reference to one Competency from Quadrant 1 and one Competency from Quadrant 3, critically articulate the extent to which managers can create and sustain commitment and cohesion whilst improving productivity and increasing profitability. 

In addition:

1. Complete Table 1: Quadrant (Module) 1 – Collaborate-Focused Competency Evaluation Matrix.  As a minimum, you should fill out in as much detail as possible, all 7 answers to the 7 questions related to the Competency that you have critiqued in Quadrant 1.

2. Complete Table 3: Quadrant (Module) 3 – Compete-Focused Competency Evaluation Matrix.  As a minimum, you should fill out in as much detail as possible, all 7 answers to the 7 questions related to the Competency that you have critiqued in Quadrant 3. 

Section 2 (40% weighting / 2,500 words)

With reference to one Competency from Quadrant 2 and one Competency from Quadrant 4, critically articulate the extent to which managers can establish and maintain stability and continuity whilst promoting change and encouraging adaptability.

In addition:

1. Complete Table 2: Quadrant (Module) 2 – Control-Focused Competency Evaluation Matrix.  As a minimum, you should fill out in as much detail as possible, all 7 answers to the 7 questions related to the Competency that you have critiqued in Quadrant 2. 

2. Complete Table 4: Quadrant (Module) 4 – Create-Focused Competency Evaluation Matrix.  As a minimum, you should fill out in as much detail as possible, all 7 answers to the 7 questions related to the Competency that you have critiqued in Quadrant 4. 

Section 3 (20% weighting / 1,000 words)

Utilise the 4 ‘Self-Evaluation Matrices’ for each of your 4 chosen Competencies to inform the ‘Re-examining Your Personal Competencies Matrix’.  From this, produce a Personal Development Plan which demonstrates your ‘next steps’ on your management development journey to ‘Becoming a Master Manager’, and which should also incorporate a reflective-self assessment of your management development journey through a critique and application of David’s Kolb’s (1984) Experiential Learning Framework.    

Academic skills and competences

This assessment gives students the opportunity to clearly demonstrate how their assessment meets the exacting standards of a piece of work at Master’s level which clearly exemplifies an outstanding structure and presentation with precise, full and appropriate references and subtle use of language expressing a high degree of critical thinking, a critical writing style allowing scope, depth and currency of materials to be meticulously scrutinised and evaluated, plus application of those same materials to leave the reader in no doubt how a ‘Master Manager’ should and can function.  The Evaluative Report combined with the Personal Development Plan should be a page-turner!

Additional guidance:  

Becoming a Master Manager is built on a solid conceptual foundation. The Competing Values Framework is designed to help students understand the complex and dynamic nature of the organisational world through an exploration of four meta-models. The rational goal model focuses on the need for productivity and profitability, summarized by the imperative to compete (Quadrant 3). Its opposite is the human relations model, which focuses on cohesion and commitment and can be summarised by the imperative to collaborate (Quadrant 1). The internal process model emphasises the importance of establishing and maintaining stability and represents the imperative to control (Quadrant 2). Its opposite is the open systems model, which stresses the importance of adaptability and innovation and represents the imperative to create (Quadrant 4). Together, these four models provide a holistic perspective on what is required to manage an organisation effectively.

Indeed, one of the signature characteristics of the Competing Values Framework is its emphasis on embracing paradox. It first calls our attention to the fact that managers and leaders are constantly confronted with an array of choices that seem to require trade-offs:

• Do we want higher quality (Quadrant 4) OR lower costs (Quadrant 2)?
• Better conditions for our employees (Quadrant 1) OR faster response times for our customers (Quadrant 3)?
• Take-charge leaders who have their own vision for the organization (Quadrant 3) OR leaders who invite participation and value the ideas of others (Quadrant 1)?

The framework next calls our attention to the fact that managers must integrate differences. It is difficult to be effective without integrating multiple concerns. A sustainable competitive advantage is really only possible when we find ways to transcend paradox. The most admired organisations now find ways to satisfy the demands of both stakeholders AND shareholders. They find ways to both improve quality AND lower costs, as well as to improve conditions for employees AND increase customer satisfaction; and their leaders are both visionary AND participative. An understanding of the competing values framework shifts our thinking to a ‘both–and’ approach to management. As a result, it can help current and future managers develop their capacity to act quickly, confidently, imaginatively, and ethically when faced with the paradoxes that are ubiquitous in organizations around the world.

PLEASE NOTE

1. This is an individual summative assessment contributing 100% weighting to the final mark
2. Report Format with appropriate headers, appendices and content inclusions
3. 1.5 line spacing
4. The work must incorporate Harvard (in-text) referencing and a bibliography
5. 6,000 words (+/- 10%), split into THREE sections, weighted at 40% for Section 1, 40% for Section 2 and 20% for Section 3.
6. The narrative should be underpinned by appropriate academic literature wherever applicable and should clearly demonstrate your ability to engage with academic skills and competences in the crafting of your individual submission.
7. Tutors will follow up any suspected unfair practice found after the submission date as per LBU policy.
8. You are reminded to draw upon evidence and arguments presented from a range of relevant human resource management, leadership and organisational behaviour textbooks as well as academic and practitioner journals. It is expected that you utilise the references covered during your classes in your assessment.
9. Late submissions will be penalised under the University’s regulations.

1.1       Assessment Details

Assessment Criteria	% Weighting	Learning Outcomes
Section 1 An ability to critically analyse the extent to which managers and leaders can create and sustain effective commitment and cohesion whilst improving productivity and increasing profitability for organisational and individual success.   In addition: 1. Complete Table 1: Quadrant (Module) 1 – Collaborate-Focused Competency Evaluation Matrix.  As a minimum, you should fill out in as much detail as possible, all 7 answers to the 7 questions related to the Competency that you have critiqued in Quadrant 1.    2. Complete Table 3: Quadrant (Module) 3 – Compete-Focused Competency Evaluation Matrix.  As a minimum, you should fill out in as much detail as possible, all 7 answers to the 7 questions related to the Competency that you have critiqued in Quadrant 3.	40% Circa 2,500 words	LO1 LO3
Section 2 An ability to critically evaluate the extent to which managers and leaders can establish and maintain stability and continuity whilst promoting change and encouraging adaptability for organisational and individual success.   In addition: 1. Complete Table 2: Quadrant (Module) 2 – Control-Focused Competency Evaluation Matrix.  As a minimum, you should fill out in as much detail as possible, all 7 answers to the 7 questions related to the Competency that you have critiqued in Quadrant 2.    2. Complete Table 4: Quadrant (Module) 4 – Create-Focused Competency Evaluation Matrix.  As a minimum, you should fill out in as much detail as possible, all 7 answers to the 7 questions related to the Competency that you have critiqued in Quadrant 4.	40% Circa 2,500 words	LO2 LO4
Section 3 Personal Application: Reflective Practice – Re-examining Your Personal Competencies Utilise the 4 ‘Self-Evaluation Matrices’ for each of your 4 chosen Competencies to inform the ‘Re-examining Your Personal Competencies Matrix’.  From this, produce a Personal Development Plan which demonstrates your ‘next steps’ on your management development journey to ‘Becoming a Master Manager’, and which should also incorporate a reflective-self assessment of your management development journey through a critique and application of David’s Kolb’s (1984) Experiential Learning Framework	20% Circa 1,000 words	LO1 LO2 LO3 LO4
Academic skills and competences Clarity, fluency and logical structure and layout of report with all work duly referenced in text and a full bibliography		Opportunity to demonstrate academic skills and competences

ASSESSMENT RATIONALE FOR SEMETER 1 AND 2: FIRST SIT AND RESIT

The rationale is the same for the 1^st sit and resit

Component 1

With reference to at Least one Competency from Module 1, Module 2, Module 3 and Module 4 of the Competing Values Framework, produce a report that critically articulates the extent to which managers can create and sustain commitment and cohesion (Module1), whilst establishing and maintaining stability and continuity (Module 2), with a view to improving productivity and increasing profitability (Module 3), whilst promoting change and encouraging adaptability (Module 4).   In addition, utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-examining Your Personal Competencies Matrix’.  From this, produce a Personal Development Plan which demonstrates the ‘next steps’ on your management development journey to ‘Becoming a Master Manager’   The TASK above should be broken down into THREE sections which will provide some directed guidance as to your approach to the assessment:

The assessment has been designed so that students can demonstrate their understanding of management models and competencies through the guise of the ‘Competing Values Framework’, itself designed to help students understand the complex and dynamic nature of the organisational world through exploration of four ‘Meta-Models’.  To aid this undertaking, the assessment is broken down into two sections, with Section 1 being clearly linked to Learning Outcome 1 and Learning Outcome 3, and Section 2 being clearly linked to Learning Outcome 2 and Learning Outcome 4     Section 1 (40% – LO1 & LO3) Section 1 asks students to critique the ‘Human Relations Model’ which focuses on cohesion and commitment and can be summarised by the imperative collaboration.  Under the ‘Human Relations Model’ there are 5 distinct competencies and students are invited to critically analyse one of them to help demonstrate both academic knowledge and application of the same.  Section 1 also asks students to critique the ‘Rational Goal Model’ which focuses on the need for productivity and profitability, summarised by the imperative to compete.  Under the ‘Rational Goal Model’ there are 5 distinct competencies and students are invited to critically analyse one of them to help demonstrate both academic knowledge and application of the same   Additionally, by completing Table 1: Quadrant (Module) 1 – Collaborate-Focused Competency Evaluation Matrix and Table 3: Quadrant (Module) 3 – Compete-Focused Competency Evaluation Matrix, students will be better prepared to answer, in detail, the requirements for Section 3 of the assessment.  Both Table 1 and Table 3 should be interested into the assessment at the end of Section 1   Section 2 (40% – LO2 & LO4) Section 2 asks students to critique the ‘Internal Process Model’ which emphasises, the importance of establishing and maintaining stability and represents the imperative to control.  Under the ‘Internal Process Model’ there are 5 distinct competencies and students are invited to critically analyse one of them to help demonstrate both academic knowledge and application of the same.  Section 2 also asks students to critique the ‘Open Systems Model’ which assesses the importance of adaptability and innovation and represents the imperative to create.  Under the ‘Open Systems Model’ there are 5 distinct competencies and students are invited to critically analyse one of them to help demonstrate both academic knowledge and application of the same   Additionally, by completing Table 2: Quadrant (Module) 1 – Control-Focused Competency Evaluation Matrix and Table 4: Quadrant (Module) 3 – Create-Focused Competency Evaluation Matrix, students will be better prepared to answer, in detail, the requirements for Section 3 of the assessment.  Both Table 2 and Table 4 should be interested into the assessment at the end of Section 2   Section 3 (20% – LO1, LO2, LO3 and LO4: Reflective Practice – Personal Development Plan) This section allows students to utilise the ‘Self-Evaluation Matrix’ for each of the 4 ‘Meta-Models’ of the Competing Values Framework to then inform the ‘Re-examining Your Personal Competencies Matrix’.  To aid in the undertaking of this reflective task, students will need to draw down personal conclusions through a reflective analysis and critical application of David’s Kolb (1984) Experiential Learning Framework of their investigation into the TWO Competencies discussed for Section 1 and the TWO Competencies discussed for Section 2, which should be incorporated as part of a Personal Development Plan to help demonstrate the student’s management development journey to ‘Becoming a Master Manager’.      Academic skills and competences – style and presentation of report This assessment will allow students the opportunity to showcase their academic skills and competences based upon the report’s structure, and, its written presentation, which should clearly demonstrate precise, full and appropriate references and subtle use of language, expressing a high degree of thought with clarity and precision to a level appropriate for submission at Master’s level.     RESIT PAPER The rationale for the resit summative paper is the same with the ultimate aim being to ‘make good’ the submission

Listed on the pages that follow are the 4 x ‘Competency Evaluation Matrices’ that students will need to work on in order to inform the ‘Re-examining Your Personal Competencies Matrix’ which they will then use to support and write about their ‘Personal Development Plan’

Quadrant 1 – Collaborate-Focused Competency Evaluation Matrix

PURPOSE:                           This activity helps you begin working on your plan for mastery by assessing your current level of performance with respect to the five competencies in Quadrant (Module) 1 and identifying steps you can take to become more effective.

KEY TOPICS:                        Review of competencies associated with the human relations quadrant and the Collaborate action imperative.  Preparation for designing a plan for mastery to be used in the future.

TIME ESTIMATE:                 2 to 3 hours outside of class as self-directed study

FORMAT:                            Individual assignment

SPECIAL NEEDS:                  None.

SEQUENCE:         

1.    Students to individually respond to the seven questions listed for each of the five competencies in Quadrant (Module) 1 

2.    This matrix provides a summary of where you are with regard to the competencies associated with the human relations model and the Collaborate action imperative.  It also provides an organised plan for self-improvement, with specific steps that can be pursued now, as well as after the conclusion of the Becoming a Master Manager module.

3.    Students MUST complete this matrix. You will need it for the Application exercise (Your Strategy for Mastery) on page 262 in the Quinn et al, text, which asks you to focus on your future by preparing a more detailed strategy for a mastery self-development plan (refer pages xx to xx of this module guide)

KEY POINT:         

1.    Becoming a Master Manager is a journey that requires us to regularly review our competencies and identify ways to improve our performance.

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