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Principles and Practices of Leadership and Management
(6HR503)
Assessment Guidance Handbook
Academic Year 2015 – 2016
www.derby.ac.uk/business
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Table of Contents
MODULE ASSESSMENT ..................................................................................................... 3
ASSIGNMENT SUBMISSION DATES .............................................................. 8
THE PHILOSOPHY OF ACADEMIC WRITING ..................................................................... 9
WRITING AN ESSAY – ASSIGNMENT 1 ........................................................................... 10
CONSTRUCTING A REPORT – ASSIGNMENT 2 .............................................................. 10
CONSTRUCTING YOUR WORK: A GUIDE ....................................................................... 12
ADDITIONAL CONSIDERATIONS...................................................................................... 13
CONSTRUCTING AN EFFECTIVE DIALOGUE.................................................................. 16
PLANNING YOUR WRITING ....................................................................... 16
WORDS THAT HELP YOUR ARGUMENT ...................................................... 16
WORDS THAT DO NOT HELP YOUR ARGUMENT ........................................... 17
INCLUDING THIRD PERSON INTERPRETATION ............................................ 17
SO REMEMBER THAT . . . ......................................................................... 18
SAMPLE HEADER PAGE ................................................................................................... 19
SAMPLE MODULE CHECKLIST ........................................................................................ 20
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WELCOME TO The Principles and Practices of Leadership and Management
module (6HR503)
Module Learning Outcomes
On successful completion of the module students will be able to:
1. Critically evaluate contingency theories as part of understanding major historical
perspectives on leadership and management.
2. Assess and demonstrate the requirements of leading and managing newer forms
of organisation in the latest business environment.
3. Demonstrate and critically evaluate the theory and practicalities of competencies
required from modern managers and leaders and through this, reflect on your
own abilities.
MODULE ASSESSMENT
Mode:
Coursework 100%
The module is assessed by 100% coursework. The coursework is split into two parts,
based on a short research inquiry as agreed with the module tutor:
Coursework 1
50%
Initial Assessment: Individual written ESSAY (2000 words)
Learning Outcomes Assessed: 1 & 2
Are contingency theories of leadership, or trait theories of leadership, more
useful for leaders in organisations? Write an essay demonstrating critical
awareness of the issues involved. (2,000 words)
NB submit online and include the Assignment Checklist that you will find
below.
Hand in Date CW 1 Wednesday 2nd March 12.00 Midday
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Coursework 2
50%
Final Assessment: Individual written Essay (2,000 words)
Learning Outcomes Assessed: 3
Read the adapted PepsiCo case study. Consumer Strategic Insights (CSI)
Director Jorge Rubio is changing his part of PepsiCo into a more flexible style
of organization. Using leadership theory to support your arguments, critically
evaluate the most important leadership skills and competencies (maximum of
two or three) that you think will be required for this organization. (2,000
words).
NB submit online and include the Assignment Checklist that you will find
below.
Hand in Date CW 2 Monday 25th April 12.00 Midday
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Case Study - PepsiCo – An adapted extract from
Aguirre-Mar, M. (2013) Global Structural Design and Results: PepsiCo Case. Journal
of Strategic Leadership, Vol. 4 Iss. 2, Spring 2013, pp. 6-13
PepsiCo Foods Mexico (PFM). In order to review PepsiCo’s organizational structure in
their Mexico business unit, an interview with Jorge Rubio, national director of CSI
(Consumer Strategic Insights) for PFM, was conducted.
CSI. The interview took place in an office named the brain spa, where CSI members
carried out customer qualitative studies. For guests and outsiders, there is not a clue
that this office belongs to PFM; everything is designed and planned in such a way
that it gives visitors the impression that this office belongs to an independent
marketing research company. Nothing in the office is uniform; there are different
kinds of chairs, pillows, futons and all in different colors and forms. There are no
furniture tables in the place. On one side of the room there is bookcase with creativity
books and table games to promote creative thinking processes; next to the bookcase,
there is a poster which explains the rules of the brain spa:
(1) strictly business—consumer’s creativity and innovation;
(2) keep it cool and keep it clean;
(3) be a stranger, leave your ID at the door;
(4) thank you for not smoking;
(5) spread the word, talk to someone about it;
(6) practice curiosity;
(7) take risks, make mistakes;
(8) be polite, don’t be loud.
Jorge Rubio, a marketing veteran in the company with 25 years of experience in the
field, proudly explained that their intention was that the brain spa be similar to
Google’s corporate creativity center, a place where flexibility and discontinuity carry
out to creative processes to find productive ideas (J. Rubio, personal communication,
October 25, 2012). In the interview, Rubio pointed out that they decided to change the
name and the strategic structure of the former marketing research department (MRD)
in order to make it clear that the department was to be more proactive and flexible,
not limited to merely being a distributor of the information obtained from the
customers. The aim is that this area becomes a change agent for PFM’s commercial
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area, leading faster reactions to meet their consumers’ requirements, preferences and
likes (J. Rubio, personal communication, October 25, 2012). The steps taken at CSI
made it clear that their intention is to increase their value offer to PFM. The structural
design of CSI has two main groups:
(1) insights BU’s, insights team inside each business unit (Gamesa, Sabritas and
Sonrics) that supports in research and brand strategy, and
(2) the CSI support center, the insights team which designs and executes, with
qualitative and quantitative research methodologies, in-house customer studies to
support marketing and sales strategies.
Regarding the integration of CSI’s team, Rubio stated: “To integrate the CSI
department we followed these steps:
(1) establish the vision;
(2) define core strategies;
(3) build a team;
(4) assign positions and responsibilities (structure);
(5) execution”
(J. Rubio, personal communication, October 25, 2012).
CSI’s organizational structure is flexible, with an approach on matrix-like processes. It
is expected that every business unit and individual become:
(1) fast,
(2) flexible,
(3) efficient,
(4) focused on customers,
(5) trustworthy,
(6) motivated
(J. Rubio, personal communication, October 25, 2012). These characteristics can
become a strategic advantage for this business to cope with the requirements of
today’s organizations to be competitive. Near the end of the interview, Rubio said
that he encourages CSI’s employees to demand for the kind of training that will be
useful for increasing their effectiveness in their jobs (J. Rubio, personal
communication, October 25, 2012). In this paradigm of a flexible organization, in
which it is expected that employees be more self-responsible, the task of managers is
that they be more like a teacher, counselor and friend, as much as or more than being
a commander, inspector, and judge.
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University of Derby
Fit to Submit: Assignment Checklist
Please Copy and Paste this page into your Assignment at the beginning.
HAVE YOU READ THE MODULE HANDBOOK? IF NOT, DO IT NOW! In it you will
find details on word counts for coursework; the assessment criteria your work is
marked against, and the learning outcomes – the basis for the assessment
strategy in each module.
Students often lose marks by forgetting some of the more straightforward elements of
their assignments. We recommend that you “tick off” each of the points below as you
prepare your work for submission. If you need any help, ask your tutor or visit
http://www.derby.ac.uk/library/study-skills.
Click on the Square Box to confirm each item below
☐ Have you kept to the word count? You will lose marks if you do not. 10% under or over the
word count is usually OK. If you are not sure, check with your tutor.
☐ Have you read and understood the assessment criteria?
☐ Have you met the learning outcomes? You will lose marks and your work may even be
failed if you have not.
☐ Have you demonstrated that you can write critically? Show you have supported your
arguments using academic literature; you have presented ideas and information which
challenges thinking, and you have offered discussion points which extends your own or
others’ viewpoints.
☐ Have you maintained an academic tone throughout your work? Have you tried to avoid
using the same words over and over again?
☐ Have you checked that the referencing/bibliography in your assignment is in line with your
course requirements?
☐ Have you proof-read your work and used spellcheck software to check your spelling and
grammar? Have you made sure your font size, colour, style, line spacing and margins are
appropriate to the work as specified by your tutor?
☐ Can you confirm that the work submitted is your own and not plagiarised?
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ASSIGNMENT SUBMISSION DATES
Coursework 1: Monday 29th February12.00 Midday
Coursework 2: Monday 25th April 12.00 Midday
Note that your work is being assessed against the following criteria:
The two pieces of coursework will be graded using a rubric (marking grid) which you
will be able to see on Blackboard at point of submission of your work. Below is a
reproduction of the headings and weightings the within the rubrics that will be used.
Criteria – CW1 Contingency v Trait
%
Weighting
90-100%
70-89%
60-69%
50-59%
40-49%
Knowledge
18%
See Blackboard for detail
Criticality
18%
See Blackboard for detail
Application
18%
See Blackboard for detail
Evaluation
18%
See Blackboard for detail
Communication
18%
See Blackboard for detail
Citing and
referencing
10%
See Blackboard for detail
35-39%
<34%
35-39%
<34%
Criteria – CW2 Flexible leadership – case study
%
Weighting
90-100%
70-89%
60-69%
50-59%
40-49%
Knowledge
18%
See Blackboard for detail
Criticality
18%
See Blackboard for detail
Application
18%
See Blackboard for detail
Evaluation
18%
See Blackboard for detail
Communication
18%
See Blackboard for detail
Citing and
referencing
10%
See Blackboard for detail
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THE PHILOSOPHY OF ACADEMIC WRITING

Writing essays and constructing reports is not just about memorising new
information or simply copying it. Your task is to construct your ideas of what
other authors have to say on a subject.

Your job is not to entertain the reader, but to be objective and lead them through
a dialogue which evidences you know something about the subject and are able
to articulate an understanding. Whilst you are not being asked to entertain, the
work has to be interesting, informative and focused.

You must try and bring together information which either supports or negates
(and preferably does both) a view or set of views. You are seeking to inform or to
persuade or both. But to make a point with the reader, it must try to get and keep
the attention of the reader or readers. That means catching and keeping their
interest.

Avoid sweeping generalizations. Statements such as, "A is the most important
problem facing the world today," can cause your reader to dismiss your position
out of hand if you do not subsequently provide evidence or interpretation to
support that view. On the other hand, "M suggests that A is a significant global
problem. This is evidenced by . . . . . . . ." is more accurate.

Do not use "I" statements such as "I think." Likewise, avoid the personal
pronouns "you," "we," "my," "your" or "our". This is referred to as writing in either
first person or second person.

Unless advised otherwise, always write in third person. So you should talk about
the situation, the report, the organization, the circumstances etc.

Simply stating your argument with supporting facts makes you sound much more
authoritative. Instead of writing, "I found X to be a significant issue in managing
workplace issues," tell the reader why your statement is true: "According to Z,
workplace issues can significantly impact task management. The implication
appears to be that . . . . . . . . . . . "
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WRITING AN ESSAY – ASSIGNMENT 1
1. Include a header page on your work. An example is provided in this document
(see page 16 of this document)
2. A Module Assignment Checklist should also be included (see page 17 of this
document)
3. You do NOT need a Contents Page in this work
4. You can use sub-headers to structure and direct the reader’s attention to the
topic you are discussing. That said, please do NOT just use Introduction, Main
Issue, Main report, Conclusion or Recommendations etc. as sub-headers. They
possibly indicate a lack of creative thinking
5. For reference, an essay will NOT make recommendations
6. Keep focused on the topic you are discussing. Do not wander into writing
anything that might simply appear to be interesting, it must be relevant.
CONSTRUCTING A REPORT – ASSIGNMENT 2
1. Include a header page with your work. An example is provided on page 16 of this
document.
2. You will also include a Module Assignment Checklist (see page 17 of this
document).
3. A report will be structured in a particular way. For example:
 Header Page (not included in the word count)
 Assignment Checklist (not included in the word count)
 Executive Summary (not included in the word count)
 Contents Page (not included in the word count)
 Introduction (included in word count)
 Main Report (included in word count)
 Conclusions (included in word count)
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 Recommendations (included in word count – if there are any)
 Reference Page (not included in the word count)
 Appendices (if there are any – not included in word count)
4. Keep focused on the topic you are discussing. Do not wander into writing
anything that might simply appear to be interesting, it must be relevant.
5. You must cite and reference your work. There are no recommendations on
number of citations for this module and if you ask me, “How many references do I
need?” I will reply as many as it takes to support your work adequately. You must
support your arguments fully and validate what you write by using academic
references. Make sure that your source your information and conduct a detailed
and objective critical evaluation.
7. The number of web sources you are allowed to use is restricted – you must be
very discerning about web sources – professional body (e.g. CMI, and CIPD)
would be acceptable if used very sparingly – Mind Tools, Businessballs,
Wikipedia and the like are not acceptable so please do not use them. I expect the
vast majority of references to be peer-reviewed journal articles and for this
subject.
8. See points 5 and 6 above regarding the use of references and web based
sources to help construct your assignment. REMEMBER, the rules will apply to
both assignments. The restrictions apply to ensure you do not simply download
information. This approach encourages you to undertake an appropriate level of
academic reading which must include academic books and journals. FOR THIS
MODULE you must demonstrate that you have read around the subject widely
because Leadership and Management are complex issues and are often misunderstood. You cannot expect a high grade if your arguments are impoverished
through lack of academic support.
9. Paying attention to detail is critical. Following the guidance provided will ensure
you do not drop unnecessary grade points from your final outcomes. Good
research is more likely to achieve higher grade outcomes when used
appropriately.
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N.B. You can use an academic source (citation) more than once, but it still
only counts as one reference
If you are in doubt about any aspect of the module or the assignments, please
speak to one of the module tutors. It is always better to ask and be sure than
to carry on in uncertainty.
CONSTRUCTING YOUR WORK: A GUIDE
Points to consider in constructing your assignments:
 Presentation matters so please pay attention to detail
 Use minimum size 12 font
 Use Verdana, Microsoft Sans Serif or Arial font type (this advice is written in Arial
size 12 and makes for easy reading on the page)
 Use 2.5cm margins
 Use line and a half spacing (1.5 line spacing)
 A good rule is to use paragraphs that are 10 – 14 lines long. Longer than this
and you are potentially losing the reader
 Use sentence structure of 2 to 4 lines. Longer than that and you are probably
trying to make too many points in the same sentence. DO NOT use single
sentence paragraphs – they do not help the flow of your work nor do they
connect your points
 Use page numbers
 Check your spelling. Sloppy mistakes detract from the quality of your work. Make
sure your spell-checker checks the English spelling NOT U.S. spelling.
 Be consistent in the presentation. Do not use different font types or sizes in
different parts of the work
 Follow the guidelines – they are given to you for a reason and they generally
make for achieving more effective outcomes
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ADDITIONAL CONSIDERATIONS
General points to consider in constructing your work:
 Use a robust range of academic sources to underpin the points you are making.
This does not mean you will simply go and download information from the
internet. This is likely to lead to a reduction in your grade.
 Robust means books, journals, newspaper and appropriate websites (the latter
does not include Wikipedia; businessballs.com; mindtools.com or websites of
that nature – they do not represent critical academic thinking).
 Less is More – discuss fewer points in your analysis but discuss them in more
depth. Depth of argument is always more productive of marks than breadth of
ideas. This is far more important than showing the reader you have identified
every problem point within the organisation.
 You may wish to include as quotation if the wording is so perfect you cannot
better it. If so then the quotation should not be more than a sentence or two long.
The quantity of quotations you use should be very few – no more than a couple
perhaps. Your words and evidence of your understanding are far more valuable
in terms of gaining marks.
 Be prepared to experiment with your thinking. Using three or four academic
sources in the discussion point is much more likely to lead to better grades as it
provides you with a broader perspective from which to develop your argument.
 Be prepared to experiment with your interpretation. Refer to the additional list of
third person techniques for exploring your interpretation. Also think about the
potential consequences of your interpretation. Add this thinking to your work and
possibly use additional academic underpinning to facilitate that discussion. It
shows the reader you have thought about it.
 Do not, under any circumstances, simply regurgitate (copy) a model or theory into
your work. You must use the model or theory as part of your analysis. This
means constructing them using information from your case study organization
(this may be one you have been provided with, or possibly one of your own
choosing). This again shows the reader you have thought about it.
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 In relation to the previous point, please avoid copying and pasting diagrams of
models and theories and then writing, “Figure x shows that.......” – when you
follow this pattern of writing the diagram rarely, if ever makes the point that you
want to make. Instead make your point in writing. At this level of study you are
expected to be skilled at applying relevant aspects of theories and models to
make an academic argument.
 Be careful not to be simply subjective. Making unsubstantiated statements does
not add value to your work and, in fact, it generally detracts from the quality of
your work. You must underpin those points with academic citation and reference
or other available appropriate data or evidence, apply to the organisation and
incorporate your interpretation.
 Connect your points together so that your reader can follow your argument from
beginning to end. Your reader will not know what your thinking process is so you
have to spell out your arguments in detail. Thus you should not leave yourself
open to making vague statements that allow the reader to start asking questions.
Lead the reader through the story (the analysis and evaluation).
 Do not, under any circumstances, use bullet point lists. Bullet pointed lists are
generally space fillers and add no value. Discuss the points you want to make
using academic models and theories to supplement that dialogue and please
remember to make interpretations for the reader.
 If you are making assumptions about the situation, inform the reader what
assumptions you are making and why. Then use academic theory to analyse
and discuss the point or points. If you make assumptions but do not close the
loop (use theory and discuss) then you are leaving yourself, potentially, open to
question from the reader.
 Use the academic theories explored in your work to help justify and validate your
conclusions and any recommendations you wish to make. This adds value and
shows the reader you have made connections between the theory, context
(application) and development of the organisation.
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 Do not, under any circumstances, introduce new theories or models into your
conclusions or recommendations. You must have already brought those models
and theories into the broader analysis you have undertaken in the main part of
your work. Your conclusion should only conclude on the arguments you have
made in the main section of your work.
 Your work must be submitted using a Header Page. An example is provided later
in this document. Do not over complicate this. Use simple structures and
techniques. Bonus points are not awarded for fancy header pages.
 Please avoid headings such as ‘Main body’ as to do so is not particularly
professional and not good practice.
 Use Harvard style citation and referencing protocols. If you do not know them,
please research them. A basic set of guidance slides are available in the module
on UDO (found in STUDY MATERIALS). There is also information available online via the University of Derby Library site. Your attention is also drawn to the
following book on citing and referencing. PLEASE NOTE – unfortunately,
Harvard referencing does vary in style from person to person so for this module
the definitive style expected can be found in the following text: -
Pears, R, and Shields, G. (2013) Cite Them Right: The Essential Referencing
Guide (9th edn.) Basingstoke, Hants: Palgrave Macmillan
IF YOU ARE IN ANY DOUBT ABOUT WHAT TO DO OR THE INFORMATION
PROVIDED THEN PLEASE TALK TO YOUR TUTOR OR ONE OF YOUR PEER
GROUP. IT IS ALWAYS BETTER TO ASK THAN TO CONTINUE IN
UNCERTAINTY.
Grammar and writing style are very important contributors for gaining good grades
so I am recommending, here, a very good book that you could use to help you
develop your writing:Osmond, A. (2016) Academic Writing and Grammar for Students (2nd edn.) London:
SAGE Publications Ltd.
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CONSTRUCTING AN EFFECTIVE DIALOGUE
PLANNING YOUR WRITING

Start with the topic sentence – this is to attract the reader’s attention and
expresses the main idea (you might include some underpinning theory or
evidence)

Explain or define any particular abstract or key term(s) – this will help clarify the
topic

Provide evidence – incorporate an element or elements of theory and or data to
support your main argument (studies, experiments, research etc)

Comment on the evidence – to show how it could support your argument (see
third person interpretation techniques)
WORDS THAT HELP YOUR ARGUMENT
 points out that . . . . . . . e.g. Hayes (2010) points out that . . . .
 argues . . . . . . . e.g. Quinlan (2011) argues that . . . .
 maintains . . . . . . . e.g. Pryor & Bright (2011) maintain that . . . .
 claims . . . . . . . e.g. Porter, Smith & Fagg (2006) claim that . . . .
 concludes . . . . . . . e.g. Daft (2011) concludes that . . . .
 suggests . . . . . . . e.g. Torrington et al (2011) suggest that . . . .
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WORDS THAT DO NOT HELP YOUR ARGUMENT
X author name SAID . . . . . . . e.g. Mullins (2010) SAID . . . . .
X author name STATES . . . . . . . e.g. Bridges (2009) STATES . . . . .
X author name HIGHLIGHTS . . . . . . e.g. Boddy (2002) HIGHLIGHTS . .
INCLUDING THIRD PERSON INTERPRETATION
 this might suggest that . . . .
 this could suggest that . . . .
 the theory could imply that . . .
 this theory might imply that . . .
 the theory may imply that . . . .
 it may indicate that . . .
 it could indicate that . . .
 it might indicate that . . . .
 it could be assumed that . . .
 it might be assumed that . . . .
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SO REMEMBER THAT . . .
1. When constructing your assignment, please avoid putting too many direct quotes
in your work. (2 or 3 maximum throughout the whole assignment is more than
enough). Too many direct quotes simply show that you can copy ideas from
others and that is NOT good academic practice.
2. Direct quotes should not be overly long and must be encased in quotation marks.
Ideally, they should not more than a couple of lines long. Remember direct
quotes require a page number in the citation (e.g. Dowling, Festing & Engle
2008:80 or Dowling, Festing & Engle 2008 p80).
3. Learn to paraphrase the ideas or thoughts of the academic source. This is far
better academic practice.
4. Use multiple sources (ideally 3 or 4) in any part of your analysis. This provides
you with greater scope to develop the argument and evidences to the reader that
you have read around the subject.
5. Remember also to include your interpretation; what is often considered to be third
person narrative. It is absolutely essential when constructing academic dialogue.
6. So please remember; theory, context and interpretation (and vary it). Do not just
use one approach throughout your work.
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SAMPLE HEADER PAGE
UNIVERSITY OF DERBY
DERBY BUSINESS SCHOOL
Global Talent Management
(6HR502)
Title of Your Essay or Report
Student I.D. XXXX1234
Date Submitted: 3rd July 2015
Coursework 1 Word Count: 1926
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SAMPLE MODULE CHECKLIST
Strategic Management of Human Resources (6HR504)
Module Assignment Checklist
This checklist must be submitted with your module assignment as an indication by
you that you have met the necessary criteria. The checklist is designed to help you
avoid some of the most common mistakes that are made by students submitting their
coursework.
Students often lose marks by forgetting some of the straightforward but necessary
elements of their assignments. You should tick () off each of the points below as
you prepare your work and submit this form in your assignment to evidence
completion of the task. If you require help or advice on completing this checklist
please contact your module tutor.
Item
Element
Tick

1
Read the assessment criteria & guidelines (Module Handbook – page 8)
2
Read & understood assignment questions (Assignment Guideline
Handbook – pages 3 / 4)
3
Read and understood any additional assignment guidance provided
4
Answered the question(s) set (and not one you think is there)
5
Answered the question(s) fully
6
Used an appropriate range (breadth & depth) of academic sources
7
Demonstrated critical thinking (theory, interpretation, contextual fit)
8
Kept to the designated word count (Assignment Guideline Handbook –
page 5)
9
Written in an academic style (used 3rd person, not 1st or 2nd person)
10
Written in full sentences and used appropriate paragraphing
11
Have been consistent with layout and design of the work
12
Checked your spelling and punctuation
13
Proof read the work
14
Can confirm that the work submitted is your own (not plagiarised)
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