Module Handbook - H7 BaMM

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Module Handbook
2023/24
Becoming a Master Manager
School Leeds Business School
Level H7
Semester 1 and 2
Credits 20
CRN Semester 1 cohorts are CRN 36236 (January 2023
intake) and CRN 16546 (September 2023 intake)
Semester 2 cohort is CRN 36236 (January 2024 intake)
Name of Partner The British College, Nepal (Semester 1 only)
Institution
Module Leader Dave Chesley

Email Address d.chesley@leedsbeckett.ac.uk
Communication Protocol: module staff will reply to student questions within a

reasonable time, but this will normally be within office hours only. Students are
advised to check this handbook and also to see if there are any online/noticeboard
announcements or FAQ answers that deal with their enquiry before contacting staff.
Introduction from the Module Leader
Welcome to Becoming a Master Manager which focuses upon key topics associated with the study and
analysis of the nature of organisations and management and develops an understanding of human
behaviour at work. A wide range of management theories are drawn upon to encourage students to
develop a critical approach to their understanding and analysis of organisations and the role of
management, leadership, the HR practitioner and strategies in delivering business success.
Becoming a Master Manager is built upon the ‘Competing Values Framework’, developed by Quinn and
Rohrbaugh (1983) who researched the major indicators of effective organisations which led them to two
major dimensions underlying conceptions of effectiveness:
1. Organisational Focus – from an internal emphasis on the well-being and development of people in the
organisation to an external focus on the well-being and development of the organisation itself.
2. Organisational Preference for Structure – the contrast between stability, control, and flexibility and change.
Together, the two dimensions form four quadrants which appear to carry conflicting messages, namely
that organisations must be adaptable and flexible, but, at the same time, they also need to be stable and
controlled - a paradox!
Each quadrant of the framework represents one of four major models of organisation and management
theory: Human Relations Model, Open Systems Model, Rational Goal Model and Internal Process Model.
The ‘framework’ can then be used to critique managerial leadership effectiveness where managers have
the ability to play multiple, even competing leadership roles whilst simultaneously balancing the
competing demands that are represented by each set of expectations and finally aiding the realisations of
outcomes for both the business and its key stakeholders.
I hope that you enjoy the teaching and engagement with this module and wider materials through
MyBeckett and Library searches. The teaching team are always open to feedback on your learning
experience. Their contact details are at the beginning of this guide.
To your academic journey and future managerial leadership success

Dave Chesley - Module Leader
Module Aims
1 To enable students to develop an understanding and practice of management and leadership
(managerial leadership) in an increasingly globalised and diversified world of work.
2 To encourage students to develop a critical analysis of this process that seeks to be not only
business-focussed but also context-sensitive and socially responsible
Module Learning Outcomes

1 Critically analyse the extent to which managers and leaders can create and sustain effective
commitment and cohesion for organisational and individual success.
2 Critically evaluate the extent to which managers and leaders can establish and maintain stability
and continuity for organisational and individual success.
3 Critically discuss the extent to which managers and leaders can improve productivity and
increasing profitability for organisational and individual success.
4 Critically assess the extent to which managers and leaders can promote change and encourage
adaptability for organisational and individual success.
Module Learning Activities

1. On-campus delivery
On-campus 12-week delivery will comprise of a formal I hour lecture per week and a 2-hour
seminar/tutorial input supported by occasional hand-outs where role-play activities are required, group
discussion including in class exercises, and student-centred workshops which will all be used to
demonstrate skills and assess the practical application of management and leadership concepts, policies
and practices. Furthermore, case studies and video presentations will be used as appropriate. Students will
be particularly encouraged to research BaMM and relate it to the business policies, procedures and
practices of their past and present work and management/leadership experiences. Formative verbal
feedback is given to allow students to consolidate their learning from classroom activities and to assist in
preparation for the end of Semester module assessment.
2. Directed study
The above, largely inter-active, ‘class-room style-based approach’ will be facilitated by students’ pre-
reading of any Module learning support materials along with discussion of ‘live-cases’. In-class tasks and
activities will help to encourage reflection of principles and theory and will form an essential and
substantial component of the student learning experience. Students will be encouraged to read widely on
the subject area with some directional guidance from the tutor. The module has extensive guidance on
reading as well as other useful material. Students will be expected to develop a knowledge base by
independent research of topics introduced in the module.
3. Independent-study
Independent study will involve directed reading and scholarly activities as specified by the teaching team.
Students are reminded to draw upon the University’s on-line library for access to scholarly and professional
papers pertinent to the topic area. This may also be complemented by access to audio and video
recordings where applicable.
Communication
Module staff will reply to student questions within a reasonable time, but this will normally be within office
hours only. Students are advised to check this handbook and also to see if there are any announcements
via MyBeckett or FAQ answers that deal with their enquiry before contacting staff. We will publish any
announcements relating to your assessment, learning and teaching on MyBeckett.
When you email your module tutor only use your university email address – this is to ensure that we
comply with data protection law and maintain all efforts to ensure the confidentiality of your information.
Use of other email accounts will not be acknowledged by the university, therefore remember to regularly
check your university email account. You should usually expect a reply within 3 workings days (excluding
weekends, Bank Holidays and University closed days). This may be an acknowledgement of your
communication with details of when you will receive further information or referring you to another
member of staff. If you do not receive a reply within 5 working days please send a reminder email to
your module tutor and copy your Course Leader into that email.
Should we need to cancel a class or a meeting with your module tutor, we will contact you as soon as
possible via text to the mobile phone number we have for you on our contact records. It is your
responsibility to ensure that the university has your most up-to-date mobile phone number.
You must notify your Course Administrator if you are absent for more than one day (for example for an
interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for
mitigation you will need to provide written evidence of the reason for your absence (see Extenuating
Circumstances and Mitigation for further information).
Contact Hours
Contact Hours: 36 hours class contact time.
Semester 1 - Class attendance for both CRNs 16546 & 36236

1 x 1 hour Lecture. There are 2 lectures timetabled for Semester 1 as follows:
1. Thursday 11.00 – 12.00 in RB241 – Lecturer is Dave Chesley
2. Friday 13.00 – 14.00 in WHG02 – Lecturer is Dave Chesley
Please check your timetable to see which lecture slot you have been assigned for attendance.
1 x 2-hour seminar class. There are 14 seminar groups timetabled for Semester 1 as follows:
1. Monday 09.00 – 11.00, Group 12 in RB223 - Seminar tutor is Ola Folorunsho
2. Monday 09.00 – 11.00, Group 13 in RB225 - Seminar tutor is Ahmed Younes
3. Monday 11.00 – 13.00, Group 14 in RB225 - Seminar tutor is Dean Horsman
4. Monday 12.00 – 14.00, Group 2 in RB515 - Seminar tutor is Dave Chesley
5. Tuesday 09.00 – 11.00, Group 3 in RB225 - Seminar tutor is Pankajni Trivedi

6. Tuesday 11.00 – 13.00, Group 7 in RB226 - Seminar tutor is Dave Chesley
7. Tuesday 13.00 – 15.00, Group 4 in RB225 - Seminar tutor is Dave Chesley
8. Thursday 09.00 – 11.00, Group 5 in RB226 - Seminar tutor is Pankajni Trivedi

11. Friday 09.00 – 11.00, Group 1 in RB355 - Seminar tutor is Dean Horsman
12. Friday 13.00 – 15.00, Group 8 in RB308 - Seminar tutor is Pankajni Trivedi
13. Friday 15.00 – 17.00, Group 11 in RB308 - Seminar tutor is Dave Chesley
14. Friday 15.00 – 17.00, Group 9 in RB320 - Seminar tutor is Ola Folorunsho
Please check your timetable to see which seminar group you have been assigned for attendance.
Semester 2 - Class attendance for both CRNs 16546 & 36236
1 x 1 hour Lecture. There are 2 lectures timetabled for Semester 2 as follows: TBC
Please check your timetable to see which lecture slot you have been assigned for attendance.
1 x 2-hour seminar class. There are 11 seminar groups timetabled for Semester 2 as follows:
1. Monday 16.00 – 18.00, Group 11 in RB407 – Seminar tutor is Pankajni Trivedi
2. Tuesday 09.00 – 11.00, Group 1 in RB308 – Seminar tutor is Ola Aju

3. Tuesday 11.00 – 13.00, Group 2 in RB308 – Seminar tutor is Ola Aju
4. Tuesday 13.00 – 15.00, Group 3 in RB308 – Seminar tutor is Dave Chesley
5. Tuesday 15.00 – 17.00, Group 4 in RB308 – Seminar tutor is Dave Chesley
6. Wednesday 09.00 – 11.00, Group 8 in RB515 – Seminar tutor is Pankajni Trivedi

7. Wednesday 12.00 – 14.00, Group 5 in RB463 – Seminar tutor is Ola Folorunsho
8. Wednesday 13.00 – 15.00, Group 9 in RB322 – Seminar tutor is Pankajni Trivedi
9. Wednesday 14.00 – 16.00, Group 6 in RB463 – Seminar tutor is Ola Folorunsho
10. Thursday 12.00 – 14.00, Group 10 in RB314 – Seminar tutor is Pankajni Trivedi
11. Friday 15.00 – 17.00, Group 7 in RB413 – Seminar tutor is Dave Chesley
Please check your timetable to see which seminar group you have been assigned for attendance.
Key Resources to Support Learning
A Reading List has been created for the module which will automatically appear in the left-hand menu in
the student view of the module in the Virtual Learning Environment (MyBeckett).
Disability Advice and Support

All disabled students requiring additional support or alternative arrangements must declare and provide
evidence of their disability to the Disability Advice Team as early as possible:
https://www.leedsbeckett.ac.uk/student-information/disability-advice/.
Weekly Schedule
Semester 1: Week 0 – w/c Monday 18th September 2023 (Induction Week)

Semester 2: Week 0 – w/c Monday 22nd January 2024 (Induction Week)
Type of Session (e.g. Activity Detail Directed study

Lecture / Seminar)
Video recordings 1. What ‘Becoming a Master Manager’ means Please watch both
2. An overview of the Module, the Module Guide and the videos prior to
Assessment engaging with the
module.
Please read Quinn et
al, pages 17 – 25 in
preparation for the
seminars in Week 1
Week 0 - SELF DIRECTED STUDY
1. Application – Experiential Learning (David Kolb, 1984)
a) Please click the link below for more information. DO NOT attempt
any of the paid exercises. This is just to give you some background
information.
https://learningfromexperience.com/themes/kolb-experiential-
learning-profile-kelp/
b) Please click the link below and watch the video:

https://experientiallearninginstitute.org/resources/what-is-experiential-
learning/
c) Access and read any of the articles at the link below to find out more
about Experiential Learning:
https://experientiallearninginstitute.org/resources/articles/
d) Save and work on this information as it will inform Section 3 of your

assessment
Semester 1: Week 1 – w/c Monday 25th September 2023
Semester 2: Week 1 – w/c Monday 29th January 2024
Lecture / Seminar)
Lecture Introduction to Quadrant Module) 1 – Human Relations Model Prior to the lecture,
(Creating and Sustaining Commitment and Cohesion) please read Quinn et
Comp 1 – Understanding self and others al, pages 28 - 48
Comp 2 - Communicating honestly and effectively
Seminar Core Competency – Thinking critically Prior to the seminar,

To get the best out of This session will cover off the following in-class activities which we ask please read Quinn et
your seminar sessions, you to prepare for prior to joining class: al, pages 17 - 25
please prepare all 1. Assessment – Going public with your reasoning (p19)
materials individually, 2. Answer the 8 statements indicating whether it is a claim, a
prior to joining your ground, or a warrant. (p21)
seminar classes, to 3. Analysis – Argument mapping (p23-24)
enable you to join in 4. Practice – Providing warrants (p24)
with all of the group
activities
Self-Directed Study Week 1 - SELF DIRECTED STUDY

and Additional 2. Application – Personality Test
Resources Please go to:
https://www.16personalities.com/free-personality-test
1. Undertake this free exercise to arrive at an outcome of your current
personality state.
2. Upon completion, go to the ‘resources tab’ at the top of the page to
help determine more about your personality style.
3. Save and work on this information as it may inform Section 3 of
your assessment
Find out more about the personality test you have just taken by going to
the Myers-Briggs Foundation
Semester 1: Week 2 – w/c Monday 2nd October 2023
Semester 2: Week 2 – w/c Monday 5th February 2024
Lecture / Seminar)
Lecture Continuing with Quadrant (Module) 1 – Human Relations Model Prior to the lecture,
Comp 3 - Mentoring and developing others please read Quinn et
Comp 4 - Managing groups and leading teams al, pages 48 - 71
Seminar Core Competency 1 – Understanding self and others Prior to the seminar,
1. Assessment 1 – Anchors and oars (p29-30) please read Quinn et
2. Practice – How to receive feedback (p39) al, pages 28 - 48
Core Competency 2 - Communicating honestly and effectively

3. Practice – Using reflective listening to move thoughts and
feelings to the right-hand column: The case of Stacy Brock and
Terry Lord (p47-48)
Self-Directed Study Week 2 - SELF DIRECTED STUDY To assist with your

and Additional Core Competency 1 – Understanding self and others self-directed study,
Resources 1. Assessment 2 – Your character as a leader (p30-32) please read Quinn et
2. Analysis – Use the Johari Window to analyse behaviour (p38- al, pages 28 – 48 and
39) attempt all of the
3. Application – Solicit feedback (p39-40) exercises listed here
4. Read – Bob’s Blog: Entering a room (p40)
Core Competency 2 - Communicating honestly and effectively

5. Assessment – Communication skills (p41)
6. Analysis – Using the left-hand column to develop your
communication skills (p47)
7. Application – Developing your reflective listening skills (p48)
Semester 1: Week 3 – w/c Monday 9th October 2023
Lecture / Seminar)
Lecture Continuing with Quadrant (Module) 1 – Human Relations Model Prior to the lecture,
Comp 5 - Managing and encouraging creative conflict please read Quinn et
al, pages 72 – 86 &
Introduction to Quadrant (Module) 3 – Rational Goal Model 136 - 146
(Improving Productivity and Increasing Profitability)
Comp 6 - Developing and communicating a vision
Seminar Core Competency 3 – Mentoring and developing others Prior to the seminar,
1. Exercise 1 - Assessment – Assumptions about performance please read Quinn et
evaluations (p48-49) al, pages 48 - 71
2. Exercise 2 - Analysis – United Chemical Company (p56-58)
Core Competency 4 - Managing groups and leading teams

3. Assessment – Are you a team player? (p 59-60)
4. Analysis – Stay-Alive Inc (p 70)
5. Practice – Ethics task force (p 70-71)

and Additional Core Competency 3 – Mentoring and developing others self-directed study,
Resources 1. Practice – What would you include in the performance please read Quinn et
evaluation? (p58) al, pages 48 – 71 and
attempt all of the
2. Application – Developing your capacity to develop others (p58) exercises listed here
Core Competency 4 - Managing groups and leading teams

3. Application – Team-budling action plan (p71)
Lecture / Seminar)
Lecture Continuing with Quadrant (Module) 3 – Rational Goal Model Prior to the lecture,
Comp 7 - Setting goals and objectives please read Quinn et
Comp 8 - Motivating self and others al, pages 146 - 168
Seminar Core Competency 5 – Managing and encouraging creative conflict Prior to the seminar,
1. Practice – Win as much as you can (p81-82). please read Quinn et
al, pages 72 – 86 &
Core Competency 6 - Developing and communicating a vision 136 - 146
1. Analysis – Doug Fecher, Wright-Patt Credit Union (p143-145)

and Additional Core Competency 5 – Managing and encouraging creative conflict self-directed study,
Resources 1. Assessment – How do you handle conflict? (p72-73) please read Quinn et
2. Analysis – Zack’s Electrical Parts (p80-81) al, pages 72 – 86 &
3. Application – Managing your own conflicts (p82) 136 – 146 and
attempt all of the
You will need to complete the following for your assessment exercises listed here
Quadrant (Module) 1 – Collaborate-Focused Competency Evaluative
Matrix (p83). Answer the questions in Table M1.8 for each competency
in this Quadrant, based on the reading material, class discussions, and
your personal work (e.g., Assessment Exercises and Application
Exercises)
Core Competency 6 - Developing and communicating a vision

1. Assessment – How to develop and communicate vision (p137)
2. Box M3.1 – Varieties of Visionary Leaders (p138)
3. Table M3.1 – Ten Southwest Airlines Organisational Practices
for Building High-Performance Relationships (p140)
4. Bob’s Blog – Regulations, Vision, and Optimal Purpose (p142)
5. Practice – Crafting your leadership story (p145)
6. Application – Envisioning your career (p146)
Semester 1: Week 5 – w/c Monday 23rd October 2023
Lecture / Seminar)
Comp 9 - Designing and organizing please read Quinn et
Comp 10 - Managing execution and driving for results al, pages 168 - 192
Seminar Core Competency 7 – Setting goals and objectives Prior to the seminar,
1. Analysis – Objectives don’t work for me (p153-155). please read Quinn et
2. Practice – Creating an implementation plan (p155) al, pages 146 - 168
Core Competency 8 - Motivating self and others

1. Analysis – Doug Fecher, Wright-Patt Credit Union (p143-145)
2. Practice – Crafting your leadership story (p145)

and Additional Core Competency 7 – Setting goals and objectives self-directed study,
Resources 1. Assessment – Identifying your personal goals (p146-147) please read Quinn et
2. Application – Evaluating the use of goal setting in your own al, pages 146 – 168
organisation (p155-156) and attempt all of
the exercises listed
Core Competency 8 - Motivating self and others here
1. Assessment – How to develop and communicate vision (p137)
2. Application – Envisioning your career (p146)
Semester 2: Week 6 – w/c Monday 4th March 2024
Lecture / Seminar)
Lecture Introduction to Quadrant (Module) 2 – Rational Goal Model Prior to the lecture,
(Establishing and Maintaining Stability and Continuity) please read Quinn et
Comp 11 - Organizing information flows al, pages 87 - 103
Comp 12 - Working and managing across functions
Seminar Core Competency 9 – Designing and organising Prior to the seminar,

1. Assessment – Assessing organisational culture (p168) please read Quinn et
2. Analysis – Responding to environmental challenges (p179) al, pages 168 - 192
3. Practice – USPS: Prescribe a possible future (p179-180)
Core Competency 10 – Managing execution and driving for results

1. Assessment – Your leadership task orientation (p180)
2. Practice – Examining the impact of a new CEO on execution
and results (p188)

and Additional Core Competency 9 – Designing and organising self-directed study,
Resources 1. Bob’s Blog – Only people can save the organisation (p174-175) please read Quinn et
2. Application – Understanding the design of your company al, pages 168 – 192
(p180) and attempt all of
Core Competency 10 – Managing execution and driving for results here
1. Bob’s Blog – The eye rollers (p182)
2. Box M3.5 – Time management on a deadline (p184-185)
3. Box M3.6 – Essential leader behaviours for effective execution
(p186)
4. Analysis – Execution and results in a crisis situation (p188)
5. Application – Know your time (p189)
You will need to complete the following for your assessment

Quadrant (Module) 3 – Compete-Focused Competency Evaluative
Matrix (p189-190). Answer the questions in Table M3.3 for each
competency in this Quadrant, based on the reading material, class
discussions, and your personal work (e.g., Assessment Exercises and
Application Exercises)
Semester 1: Week 7 – w/c Monday 6th November 2023
Lecture / Seminar)
Comp 13 – Planning and coordination projects al, pages 103 - 123
Comp 14 – Measuring and monitoring performance and quality
Seminar Core Competency 11 – Organizing information flows Prior to the seminar,

1. Assessment – Identifying data overload and information gaps please read Quinn et
(p88) al, pages 87 - 103
2. Analysis – Deciding what to do with data inflows using the
traffing method (p94-95)
3. Practice – Making messages clear, concise, and complete (p95)
Core Competency 12 – Working and managing across functions

1. Analysis – Errors in the design? (p102)

and Additional Core Competency 11 – Organizing information flows self-directed study,
Resources 1. Box M2.1 – The vanishing human moment (p94) please read Quinn et
2. Application – Directing your own data and information traffic al, pages 87 – 103
(p95-96) and attempt all of
Core Competency 12 – Working and managing across functions here
1. Assessment – Mapping your organisation (p96-97)
2. Bob’s Blog – (p101-102)
3. Practice – Student orientation (p102-103)
4. Application – Examining a cross-functional team (p103)
Lecture / Seminar)
Comp 15 – Encouraging and enabling compliance al, pages 123 – 135
and pages 193 - 205
Introduction to Quadrant (Module) 4 – Open Systems Model
(Promoting Change and Encouraging Adaptability)
Comp 16 – Using Power and Influence Ethically and Effectively
Seminar Core Competency 13 - Planning and coordinating projects Prior to the seminar,
1. Analysis – Planning a training course (p113-114) please read Quinn et
2. Practice – The job fair (p115) al, pages 103 – 115
and pages 116 - 123
Core Competency 14 – Measuring and Monitoring Performance and

Quality
1. Analysis – Improving performance in the health care industry
(p121-122)
2. Practice – Developing education performance metrics (p122)

and Additional Core Competency 13 – Planning and coordinating projects self-directed study,
Resources 1. Assessment – Project planning (p103-104) please read Quinn et
2. Application – Managing your own project (p115) al, pages 103 – 115
and pages 116 – 123
and attempt all of
Core Competency 14 – Measuring and Monitoring Performance and the exercises listed
Quality here
1. Assessment – Identifying appropriate performance criteria
(p116)
2. Box M2.2 - Beyond shareholder returns (p119)
3. Application – Developing performance metrics for your
job/studies (p123)
Semester 2: Week 9 – w/c Monday 8th April 2024
Lecture / Seminar)
Lecture Continuing with Quadrant (Module) 4 – Open Systems Model Prior to the lecture,
(Promoting Change and Encouraging Adaptability) please read Quinn et
Comp 17 – Championing and Selling New Ideas al, pages 205 – 217
Comp 18 – Fuelling and Fostering Innovation and pages 217 - 226
Seminar Core Competency 15 - Encouraging and enabling compliance Prior to the seminar,
1. Assessment – Reactions to methods of encouraging please read Quinn et
compliance (p123-124) al, pages 123 – 135
2. Application – Your organisation’s (or an organisation of choice) and pages 193 - 205
compliance policies and practices (p132)
Core Competency 16 – Using Power and Influence Ethically and

Effectively
1. Analysis – “I hope you can help me out?”: Don Lowell case
study (p121-122)
2. Practice – The big move (p203-204)

and Additional Core Competency 15 – Encouraging and enabling compliance self-directed study,
Resources 1. Analysis – Strategies used by the United States to increase please read Quinn et
compliance (p131) al, pages 123 – 135
2. Practice – Moving compliance outside the workforce (p131- and pages 193 – 205
132) and attempt all of
here
Quadrant (Module) 2 – Control-Focused Competency Evaluative Matrix
(p133). Answer the questions in Table M2.4 for each competency in
this Quadrant, based on the reading material, class discussions, and
Exercises)
Core Competency 16 – Using Power and Influence Ethically and

Effectively
1. Assessment – Who is powerful? (p194)
2. Box M4.1 - Misconceptions about power (p195)
3. Box M4.2 – Creating a powerful network (p197)
4. Box M4.3 – Lifting your network (p198)
5. Bob’s Blog- How to introduce yourself: the power of honest
signals (p200)
6. Application – Building your power base by changing your
influence strategy (p204-205)
Lecture / Seminar)
Lecture Continuing with Quadrant (Module) 4 – Open Systems Model Prior to the lecture,
(Promoting Change and Encouraging Adaptability) please read Quinn et
Comp 19 – Negotiating Agreement and Commitment al, pages 226 – 234
Comp 20 – Implementing and Sustaining Change and pages 234 - 247
Seminar Core Competency 17 - Championing and Selling New Ideas Prior to the seminar,
1. Analysis - Applying communication tools to evaluate a please read Quinn et
presentation – Reactions to methods of encouraging al, pages 205 – 217
compliance (p215) and pages 217 - 226
2. Practice – Improving a memo requesting additional personnel
(p215-216)
Core Competency 18 – Fuelling and Fostering Innovation

1. Practice – Encouraging creative thinking (p225)

and Additional Core Competency 17 - Championing and Selling New Ideas self-directed study,
Resources 1. Assessment – The presenter’s touch: You may have it but not please read Quinn et
know it (p205) al, pages 205 – 217
2. Bob’s Blog – Hierarchical helplessness: how to lead from the and pages 217 – 226
bottom up (p207-208) and attempt all of
3. Application – You be the speaker (p216-217) the exercises listed
here
Core Competency 18 – Fuelling and Fostering Innovation

1. Assessment – Are you a creative thinker? (p217)
2. Bob’s Blog- The catapult of success (p224)
3. Analysis – Creativity and managerial style (p224-225)
4. Application 1 – Import an idea (p225-226)
5. Application 2 – New approaches to the same old problem
(p226)
Semester 1: Week 11 – w/c Monday 4th December 2023
Semester 2: Week 11 – w/c Monday 22nd April 2024
Lecture / Seminar)
Lecture Integration and the Road to Mastery Prior to the lecture,
please read Quinn et
al, pages 248 – 2634
Seminar Core Competency 19 - Negotiating Agreement and Commitment Prior to the seminar,
1. Assessment – How effective are you at negotiating agreement please read Quinn et
(p226-227) al, pages 226 – 234
2. Practice – Standing on the firing line (p232-233) and pages 234 - 247
Core Competency 20 – Implementing and Sustaining Change

1. Analysis – Reorganising the legal division (p243-244)
2. Application – Planning a change (p245)

and Additional Core Competency 19 - Negotiating Agreement and Commitment self-directed study,
Resources 1. Box M4.4 – Tough-minded, soft-hearted leadership (p228-229) please read Quinn et
2. Application – Negotiating at work (p234) al, pages 226 – 234
and pages 234 – 247
and attempt all of
Core Competency 20 – Implementing and Sustaining Change here
1. Assessment – Changes in my organisation (p234)
2. Box M4.5 – Changing the worst to the best (p239)
3. Practice – Understanding your own influence (p244)

Quadrant (Module) 4 – Create-Focused Competency Evaluative Matrix
(p245-246). Answer the questions in Table M4.3 for each competency
in this Quadrant, based on the reading material, class discussions, and
Exercises)
Semester 1: Week 12 – w/c Monday 11th December 2023
Lecture / Seminar)
Lecture There is no scheduled lecture for Week 12 Work on your
assessment
Seminar In week 12 the seminar classes will be used as on-campus drop-in Drop-in tutorials and
sessions to discuss your assessment. work on your
assessment
and Additional 1. Assessment – Re-examining your personal competencies self-directed study,
Resources (p249-250) please read Quinn et
2. Analysis – Looking for behavioural complexity and lift (p260- al, pages 248 – 263
261) and attempt all of
3. Practice 1 – Generating lift to support a planned change (p261) the exercises listed
4. Practice 2 – Developing virtuous habits (261-262) here
5. Application – Your strategy for mastery (p262)
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 th
Monday 25 September Assessment Release Wednesday 14th February
Date: 2023 Date: 2024
Assessment Deadline By 14.00 hours on Tuesday Reassessment Deadline By 14.00 hours on Tuesday
9th January 2024 26th March 2024
Date & Time: Date & Time:
Feedback Method: Written comments and Feedback Method: Written comments and
provisional marks on Turnitin provisional marks on Turnitin
Feedback Date: By no later than 14.00 hours Feedback Date: By no later than 14.00 hours
on Tuesday 13th February on Thursday 2nd May 2024
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 th
Monday 29 January 2024 Assessment Release Thursday 13th June 2024
Date: Date:
Assessment Deadline By 14.00 hours on Tuesday Reassessment Deadline By 14.00 hours on Tuesday
7th May 2024 9th July 2024
Date & Time: Date & Time:
Feedback Method: Written comments and Feedback Method: Written comments and
provisional marks on Turnitin provisional marks on Turnitin
Feedback Date: By no later than 14.00 hours Feedback Date: By no later than 14.00 hours
on Wednesday 12th June on Tuesday 13th August 2024
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.

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.

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 % Learning

Weighting Outcomes
Section 1 40% LO1

An ability to critically analyse the extent to which managers and leaders can create and LO3
sustain effective commitment and cohesion whilst improving productivity and Circa
increasing profitability for organisational and individual success.
2,500 words
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% LO2

An ability to critically evaluate the extent to which managers and leaders can establish LO4
and maintain stability and continuity whilst promoting change and encouraging Circa
adaptability for organisational and individual success.
2,500 words
In addition:
1. Complete Table 2: Quadrant (Module) 2 - Control-Focused Competency Evaluation
2. Complete Table 4: Quadrant (Module) 4 - Create-Focused Competency Evaluation

Section 3 20% LO1

LO2
Personal Application: Reflective Practice – Re-examining Your Personal Competencies Circa LO3
LO4
Utilise the 4 ‘Self-Evaluation Matrices’ for each of your 4 chosen Competencies to 1,000 words
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 Opportunity to

demonstrate
Clarity, fluency and logical structure and layout of report with all work duly referenced academic skills
in text and a full bibliography and
competences
ASSESSMENT RATIONALE FOR SEMETER 1 AND 2: FIRST SIT AND RESIT
The rationale is the same for the 1st 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.
The Collaborate-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
The final exercise in each module is intended to give you a starting point for developing a comprehensive strategy for mastery
that you can implement and monitor in the future. These competency evaluation matrices will be used at the end of each
quadrant teaching block to help you create a long-term development plan that focuses on enhancing your behavioural
complexity.
Review:
The first competency in the Collaborative quadrant, ‘Understanding Self and Others’, discussed the importance of emotional and
social intelligence, focusing particularly on how to increase your self-awareness, as well as different personality variables that
can affect how people behave in your organisation. Next, we discussed the importance of communicating honestly and
effectively. We noted that there are many barriers to effective communication and offered suggestions on overcoming these
barriers. In this competency, we also introduced the concept of ‘left-hand column’ issues – those things that people think and
feel but that they chose not to communicate, and we discussed why it is often important to find ways to raise those hidden
issues. Our third competency, mentoring and developing others, addressed formal performance evaluation processes as well as
more informal coaching and mentoring activities. We also discussed the value of using delegation as a tool for developing
others. We then moved from one-to-one interactions to consider managing groups and leading teams. After presenting key
variables that influence team effectiveness and suggestions for increasing meeting effectiveness, we discussed the team
development process and offered some suggestions for team building activities. Our final competency focused on managing and
encouraging constructive conflict. We noted that although interpersonal conflict can be dysfunctional, conflict that focuses on
the task at hand can actually help improve our decisions. We identified five different ways that people tend to respond to
conflict and provided examples of when each of the five ways might be appropriate.
Task:
Answer the questions in Table 1 for each competency in this module based on the reading material, class discussions, and your
personal work (e.g., Assessment exercises, Analysis exercises, Practice exercises and Application exercises)
Reflection:
Taking time to record how you feel about your current performance for the five competencies and to identify specific actions
that you can take to improve your performance helps reinforce what you have learned. If you have questions as you are going
through this exercise you can ask for guidance from your tutor or work with your peers to ensure you have a solid understanding
of the material covered up to this point in the teaching.
Table 1: Quadrant (Module) 1 - Collaborate-Focused Competency Evaluation Matrix
With respect to Understanding Communicating Mentoring and Managing Managing and

this Self and Others Honestly and Developing Groups and Encouraging
competency: Effectively Others Leading Teams Constructive
Conflict
What do I know
about my
current
performance?
How could I be
more effective?
Who are some
people I could
observe?
What books
should I read?
What objectives
and deadlines
should I set?
With whom
should I share
my objectives?
How will I
evaluate my
efforts?
Quadrant 2 - Control-Focused Competency Evaluation Matrix
KEY TOPICS: Review of competencies associated with the internal process quadrant and the Control action
SEQUENCE:
2. This matrix provides a summary of where you are with regard to the competencies associated with the internal process
model and the Compete 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.
self-development plan (refer pages xx to xx of this module guide).
KEY POINT:
The Control-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
complexity.
Review:
The first competency in the Control quadrant focused on organizing information flows for the individual manager, with an
emphasis on increasing the efficiency of handling information inflows and improving the effectiveness of information outflows.
Next, we expanded our view of the manager's job to consider how managers can work and manage across functions. The third
competency focused on planning and coordinating activities in general, while the fourth competency focused on monitoring and
measuring performance to ensure that actual outcomes were aligned with goals established in the planning phase. Finally, we
considered control and stability in light of pressures from the external context, particularly issues of compliance with
Government guidelines for corporate accountability
Task:
Answer the questions in Table 2 for each competency in this module based on the reading material, class discussions, and your
personal work (e.g., Assessment exercises, Analysis exercises, Practice exercises and Application exercises)
Reflection:
Completing the matrix in Table 2 should give you some ideas about how you can continue to improve on competencies that
focus on establishing and maintaining stability and continuity, consistent with the goals of the internal process quadrant.
Table 2: Quadrant (Module) 2 - Control-Focused Competency Evaluation Matrix
With respect to Organising Working and Planning and Measuring and Encouraging and
this Information Managing Coordinating Monitoring Enabling
competency: Flows Across Functions Projects Performance Compliance
and Quality
What do I know
about my
current
performance?
How could I be
more effective?
Who are some
people I could
observe?
What books
should I read?
What objectives
and deadlines
should I set?
With whom
should I share
my objectives?
How will I
evaluate my
efforts?
Quadrant 3 - Compete-Focused Competency Evaluation Matrix
performance with respect to the five competencies in Module 3 and identifying steps you can take to
become more effective.
KEY TOPICS: Review of competencies associated with the internal process quadrant and the Control action
SEQUENCE:
2. This matrix provides a summary of where you are with regard to the competencies associated with the rational goal
model and the Compete 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.
KEY POINT:
The Compete-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
complexity.
Review:
The first competency in the Compete quadrant focused on developing and communicating a vision and included exercises to
help you connect your vision to your career goals. To help turn that vision into reality, the next competency reviewed how to set
goals and objectives, where we emphasised the importance of creating SMART goals that are aligned with your overall vision.
The third competency, motivating self and others, provided insights into what is necessary to translate goals into actions and
considered both what motivates people and how our beliefs and expectation influence our willingness to exert the effort needed
to achieve specific goals. The discussion of designing and organizing focused on the organizational context and helped us
understand how key structural variables and organizational culture can impact our ability to achieve the goals of the
organization. Finally, we considered what kinds of systems and processes can help us be successful as we manage execution and
drive for results.
Task:
Answer the questions in Table 3 for each competency in this Quadrant (module) based on the reading material, class discussions,
and your personal work (e.g., Assessment exercises, Analysis exercises, Practice exercises and Application exercises)
Reflection:
focus on improving productivity and profitability, consistent with the goals of the rational goal quadrant.
Table 3: Quadrant (Module) 3 - Compete-Focused Competency Evaluation Matrix
With respect to Developing and Setting Goals Motivating Self Designing and Managing
this Communicating and Objectives and others Organising Execution and
competency: a Vision Driving for
results
What do I know
about my
current
performance?
How could I be
more effective?
Who are some
people I could
observe?
What books
should I read?
What objectives
and deadlines
should I set?
With whom
should I share
my objectives?
How will I
evaluate my
efforts?
Quadrant 4 - Create-Focused Competency Evaluation Matrix
KEY TOPICS: Review of competencies associated with the internal process quadrant and the Create action
SEQUENCE:
2. This matrix provides a summary of where you are with regard to the competencies associated with the open systems
model and the Create 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 course.
KEY POINT:
The Create-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
complexity.
Review:
The first competency in the Create quadrant focused on using power ethically and effectively. In addition to identifying different
sources of power and influence tactics, we also discussed the importance of networking effectively to build your power base.
Next, we addressed the competency of championing and selling new ideas. After describing four different types of managerial
communication, we discussed how the building blocks of Set, Support, Sequence, Access, and Polish can improve the quality and
impact of presentations and other types of communication. The third competency, fuelling and fostering innovation, described
the characteristics of creative thinking and provided suggestions for encouraging creativity in the workplace. Negotiating
agreement and commitment, the fourth competency in this module, provided suggestions for how to achieve win—win
solutions by focusing on the problem and the interests of the parties, generating multiple possibilities, and using objective
standards rather than emotional arguments. Finally, we discussed how to implement and sustain change and described how to
conduct a force field analysis. We also identified four approaches to bringing change, discussed how they related to the four
quadrants of the competing values framework, and explained how different approaches may be appropriate for different
situations.
Task:
Answer the questions in Table 4 for each competency in this quadrant (module) based on the reading material, class discussions,
and your personal work (e.g., Assessment exercises, Analysis exercises, Practice exercises and Application exercises)
Reflection:
focus on promoting change and encouraging adaptability, consistent with the goals of the open systems quadrant.
Table 4: Quadrant (Module) 4 - Create-Focused Competency Evaluation Matrix
With respect to Using Power and Championing Fueling and Negotiating Implementing
this Influence and Selling new Fostering Agreement and and Sustaining
competency: Ethically and ideas Innovation Commitment Change
Effectively
What do I know
about my
current
performance?
How could I be
more effective?
Who are some
people I could
observe?
What books
should I read?
What objectives
and deadlines
should I set?
With whom
should I share
my objectives?
How will I
evaluate my
efforts?
KEY POINT FOR YOUR ASSESSMEMT

Now that you have completed evaluation matrices for each of the four quadrants (modules), take some time to go back over
your earlier work and select four competencies that you think are most critical for you to focus on now; one from each module.
These will form the basis of your Personal Development Plan. As your skills in these areas improve, you can return to these
matrices to identify new areas for further development.
At the same time, focus in on how your Myers-Briggs Personally Test results and critical use of David’ Kolb’s (1985) Experiential
Reflective Cycle have also informed your Personal Development Plan
SECTION 3 of the ASSESSMENT
Re-examining your Personal Competencies
Objective
At the end of each quadrant (module), you were asked to complete an evaluation matrix to help you organise your
thoughts about your personal competencies. In this exercise, you will update and integrate these earlier matrices and
identify specific areas of focus for the next steps on your developmental journey to Becoming a Master Manager
Directions (Part 1)
First, review the four evaluation matrices that you prepared at the end of each quadrant (module) and then respond to the
questions that follow.
1. Please evaluate your comfort with, use of, and future need for each competency listed below.
2. Sum your scores for each quadrant (module) of the Competing Values Framework and write the sum in the appropriate
box on the rows labelled for each of the four action imperatives.
In the left-hand column, indicate your current comfort level In the right-hand columns, indicate how much you use each
with each competency below using the following scale: competency today (in the first column) and how much you
expect to need each competency within the next two years (in
the second column). Please use the following scale:
Very Low Moderate High Very Rarely Seldom Sometimes Often Very
low High Often
1 2 3 4 5 1 2 3 4 5
Right now, my Competing Values Framework: For my role today, I Within the next
comfort level with need to use this two years, I will
Managerial Competencies by
this competency competency: need to use this
Quadrant
is: competency:
COLLABORATE
Understanding self and others
Communicating honesty and

effectively
Mentoring and developing

others
Managing groups and leading

teams
Managing and encouraging

constructive conflict
CONTROL
Organizing information flows
Working and managing across

functions
Planning and coordinating

projects
Measuring and monitoring

performance and quality
Encouraging and enabling

compliance
COMPETE
Developing and communicating a
vision
Setting goals and objectives
Motivating self and others
Designing and organizing
Managing execution and driving

for results
CREATE
Using power ethically and
effectively
Championing and selling new

ideas
Fueling and fostering innovation
Negotiating agreement and

commitment
Implementing and sustaining

change
Directions (Part 2)
Complete the Summary Evaluation Matrix below to see if any of the action imperatives stand out as particularly important to
focus on now. For example, if a competency ranks number one in terms of your use now and number one in terms of your
need for that competency in the future, but ranks fourth in terms of your comfort level, that is probably a good place to
focus your attention. Note that there is no simple mathematical formula for determining the overall ranking in the last line of
the table. You will need to use your own best judgment to determine the most appropriate path to take on your journey
toward mastery.
Please keep this Assessment to use 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).
Summary Evaluation Matrix
Based on your summary scores for each quadrant (module), rank Collaborate Control Compete Create
the four action imperatives from 1 to 4, as explained below:
Comfort level. (1 = I am most comfortable with the

competencies associated with this action imperative.)
Use in job today (1 = I use the competencies associated with this

action imperative the most today, so this action imperative is
very important to my short-term success)
Need for in the next two years (1 = I expect to need to use the
competencies associated with this action imperative the most in
the near future, so this action imperative is very important to
my long-term success.)
Overall ranking for development plan (1 = I think that I should

focus on developing the competencies associated with this
action imperative first in my strategy for mastery.)
A personal note on Self-Reflection from the Module Leader

It is natural to want to spend time doing things that you enjoy and are good at; it is also natural to want to challenge yourself
and learn new things. In fact, we are often more motivated by challenging goals than by easy goals, as long as we believe that
our goals are achievable.
Becoming a Master Manager
(YOUR ADMIN NUMBER)
Personal Development Plan

Main objectives (based on the 4 Competencies critiqued)
Quadrant (module) 1 - Competency: (Please indicate the name of the competency here)
Goal 1:____________________________________________________________________________
__________________________________________________________________________________
Goal 2:____________________________________________________________________________
__________________________________________________________________________________
Goal 3:____________________________________________________________________________
__________________________________________________________________________________
Goal 4:____________________________________________________________________________
__________________________________________________________________________________
Current strengths that will help me achieve each goal (based on the 4 Competencies
critiqued)
Goal 1:____________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________
Goal 2:____________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________
Goal 3:____________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________
Goal 4:____________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________
Key areas for development with my goals in mind…
1.________________________________________________________________________________
2.________________________________________________________________________________
3.________________________________________________________________________________
4.________________________________________________________________________________
Skills/knowledge/qualifications I need to gain…
Goal 1:____________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________
Goal 2:____________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________
Goal 3:____________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________
Goal 4:____________________________________________________________________________
_________________________________________________________________________________________________________
___________________________________________________________
What I need to do…
Objectives Action 1 Action 2 Action 3
Goal 1
Goal 2
Goal 3
Goal 4
Date I’ll achieve each goal…

Goal 1:_______________________________
Goal 2:_______________________________
Goal 3:_______________________________
Goal 4:_______________________________
Progression…
Objectives What I’ve Roadblocks I’ve What I need to

achieved so far faced improve
Goal 1
Goal 2
Goal 3
Goal 4
Clearly demonstrate how you have critically applied David Kolb’s (1984) Experiential
Reflective Cycle to help inform your Personal Development Plan under the headers:
Experiencing
Reflecting
Thinking
Acting
Student Instructions for Submission of Coursework
This module requires you to submit your work online.

You MUST submit your work through MyBeckett using the link set up by the tutor. Receipt of your work
will be recorded.
Your "Turnitin assignments" in MyBeckett can be set up so that you can check your assignment yourself as
you submit it. This checking is done by creating a "Similarity Report". If this report shows that there are
some problems with your work, such as un-cited quotations, you should be able to make corrections and
re-submit the work again before the due date. More information about Turnitin is available online here:
https://libguides.leedsbeckett.ac.uk/it_support/mybeckett/turnitin
Please note: Tutors will follow up any suspected breach of academic integrity found after the submission
date as per University policy. Late penalties will apply as per University Regulations.
Please note: Tutors will follow up any suspected breach of academic integrity found after the submission
date as per University policy. Late penalties will apply as per University Regulations.
Instructions to Students
Please read carefully the assessment and grade/marking descriptors overleaf:
Assessment Title:
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 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: 100%
Weighting:

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.

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
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

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
The assessment allows students an opportunity to clearly demonstrate how their assessment meets the exacting standards of a piece of work at Master’s level which clearly exemplifies an o utstanding
structure and written 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!
Criteria and 100-86% 85-70% 69-60% 59-50% 49-40% 39-30% 29-15% 14-0%
Weighting Distinction ** Distinction Merit Pass Fail Fail Fail Fail
Section 1 (40%) Excellent deep, detailed, Very good, deep, Demonstrates good Demonstrates adequate Demonstrates some basic Over reliance on Problems /issues are not No evidence of problems
Learning Outcomes and critical analysis and detailed, systematic evidence of systematic evidence of systematic evidence of systematic description at the consistently critically and issues being
tested: LO1 and LO3 interpretation of the critical analysis and critical analysis and critical analysis and critical analysis and expense of critical examined. The examined critically. The
material resulting in interpretation of the interpretation of the interpretation of the interpretation of the analysis and theoretical and main theoretical and
Analysis and illuminating, and elegant material resulting in well- material resulting in material resulting in some material resulting in some interpretation. Minimal practitioner-led practitioner-led
interpretation conclusions that extend reasoned conclusions reasoned conclusions. measured conclusions. weak conclusions. basic evidence of perspectives are used in a perspectives are not used
Examine problems and the sum of knowledge in that extend the sum of Consistent consideration Some consideration of Reliance on description systematic critical very limited way to to support any
issues critically and in the area. A range of knowledge in the area. of complex ideas complex ideas evidenced. rather than critique. analysis and support interpretation. interpretation. Analysis of
detail using the main appropriate theoretical Theoretical and evidenced. Good use of Adequate evidence of use Inconsistent use of interpretation resulting in Analysis of the material is the material is
theoretical perspectives and practitioner-led practitioner-led theoretical and of some appropriate theoretical perspectives simplistic conclusions primarily uncritical and incomplete, unstructured
of the cognate area and perspectives used to perspectives used to practitioner-led theoretical and and practitioner-led that need significant not systematic. There is superficial, and wholly
the appropriate practice support robust and support robust perspectives to support practitioner-led examples to support any development. Incomplete limited evidence to descriptive rather than
methods and strategies, detailed interpretation. interpretation. Creatively interpretation. perspectives to support interpretation. Minimal use of theoretical and support the drawing of critical. There are no
seeking evidence to offer The consideration of demonstrates new Demonstrates evidence interpretation. demonstration of new practitioner-led conclusions and those conclusions
and support valid complex ideas is robust concepts, ideas and/or of some new concepts, concepts, ideas, or perspectives to support that are present are
interpretations. and sustained theories. ideas and/or theories. theories. the interpretation. superficial.
throughout. Creatively
demonstrates new
concepts, ideas and/or
theories.
Section 2 (40%) Excellent deep, detailed, Very good, deep, Demonstrates good Demonstrates adequate Demonstrates some basic Over reliance on Problems /issues are not No evidence of problems
Learning Outcomes and critical analysis and detailed, systematic evidence of systematic evidence of systematic evidence of systematic description at the consistently critically and issues being
tested: LO2 and LO4 interpretation of the critical analysis and critical analysis and critical analysis and critical analysis and expense of critical examined. The examined critically. The
material resulting in interpretation of the interpretation of the interpretation of the interpretation of the analysis and theoretical and main theoretical and
Analysis and illuminating, and elegant material resulting in well- material resulting in material resulting in some material resulting in some interpretation. Minimal practitioner-led practitioner-led
interpretation conclusions that extend reasoned conclusions reasoned conclusions. measured conclusions. weak conclusions. basic evidence of perspectives are used in a perspectives are not used
Examine problems and the sum of knowledge in that extend the sum of Consistent consideration Some consideration of Reliance on description systematic critical very limited way to to support any
issues critically and in the area. A range of knowledge in the area. of complex ideas complex ideas evidenced. rather than critique. analysis and support interpretation. interpretation. Analysis of
detail using the main appropriate theoretical Theoretical and evidenced. Good use of Adequate evidence of use Inconsistent use of interpretation resulting in Analysis of the material is the material is
theoretical perspectives and practitioner-led practitioner-led theoretical and of some appropriate theoretical perspectives simplistic conclusions primarily uncritical and incomplete, unstructured
of the cognate area and perspectives used to perspectives used to practitioner-led theoretical and and practitioner-led that need significant not systematic. There is superficial, and wholly
the appropriate practice support robust and support robust perspectives to support practitioner-led examples to support any development. Incomplete limited evidence to descriptive rather than
methods and strategies, detailed interpretation. interpretation. Creatively interpretation. perspectives to support interpretation. Minimal use of theoretical and support the drawing of critical. There are no
seeking evidence to offer The consideration of demonstrates new Demonstrates evidence interpretation. demonstration of new practitioner-led conclusions and those conclusions
and support valid complex ideas is robust concepts, ideas and/or of some new concepts, concepts, ideas, or perspectives to support that are present are
interpretations. and sustained theories. ideas and/or theories. theories. the interpretation. superficial.
throughout. Creatively
demonstrates new
concepts, ideas and/or
theories.
Section 3 (20%) Excellent evidence of a Very good, evidence Good evidence Adequate evidence of a Inadequate evidence of Limited awareness of Little awareness of No awareness of personal
Learning Outcomes strong sense of demonstrated indicating demonstrated of the sense of motivation and awareness of personal personal strengths and personal strengths and strengths and areas for
tested: LO1, LO2, LO3 and motivation and full responsibility for own capacity to continue to commitment to personal qualities and areas for areas for development in weaknesses in relation to development in relation
LO4 commitment to personal learning, the capacity to advance their knowledge and professional self-development and relation to task. Minimal task. Minimal evidence to task. No evidence that
and professional advance their knowledge and understanding, and development, which is that issues have been evidence that the process that the process and the process and
Reflection and development, is explicitly and develop new skills to to develop new skills to a clearly communicated critically deliberated on and outcomes are outcomes are considered outcomes are considered
Application communicated. Excellent a high level. Very good, high level. Good, effective and evidenced. Adequate and considered from considered in terms of in terms of impact on
in terms of impact on
Give deliberate thought and effective use of effective use of reflective use of reflective cycles/ use of reflective cycles/ different perspectives/ impact on how they how they affect self and
how they affect self and
to the critical reflective cycles/ cycles/ frameworks. Clear frameworks. Clear frameworks. Some settings. Development affect self and others. others. No evidence of
frameworks. Evidence consistent evidence evidence that the process evidence that issues have required in using Ineffective and sporadic others. Insufficient reflective
consideration of issues
from a range of diverse that issues have been throughout that the and outcomes are been critically deliberated appropriate reflective use of reflective evidence of reflective cycle/frameworks used.
settings, demonstrating critically deliberated and process and outcomes articulated in terms of on and considered from frameworks and citing cycle/frameworks used. cycle/frameworks used. No insights or solutions
experimental rigour in the considered from a wide are articulated in some how they impact on self different evidence that the process Few insights/ solutions Very limited demonstrated in
identification of the range of detail in terms how they and others. Good, robust perspectives/settings. and outcomes are demonstrated in insights/solutions unreasoned argument to
practice methods, perspectives/settings and impact on self and others. evidence demonstrated Some development articulated in terms of argument to inform demonstrated in inform practice.
processes and outcomes that there is evidence Very good, robust to develop and sustain an required on citing how they impact self and practice. argument to inform
by which new solutions or that the process and evidence demonstrated argument which applies evidence that the process others. Solutions and practice
actions emerge and can outcomes are articulated to develop and sustain an new insights to inform and outcomes are insights evidenced need
affect self and others. in terms of how they argument which applies practice/new situations. articulated in terms of development in argument
impact on self and others. new insights to inform how they impact self and to inform practice.
Excellent, robust practice/new situations. others. Some evidence
evidence demonstrated demonstrated to develop
to develop and sustain an an argument which
argument which applies applies new insights to
new insights to inform inform practice/new
practice/new situations. situations.
**Work in the 86-100% band meets and often exceeds the standard for distinction, as described in the 70-85% band, across all the Level 7 domains listed in
our LBU assessment taxonomy. This work might be of publishable quality, with only very minor amendments, to a suitable peer reviewed journal. Work is of
such good quality that the student might be capable of doctoral research in the discipline and, in principle, could be signposted to opportunities to do this.
Feedback on Your Assessments
Feedback forms a large part of your learning experience and is vital to your personal and professional
development.
Whatever your academic level, building on your feedback is vital. Noting and acting on feedback is key to
independent learning, continued progress and long-term success.
https://libguides.leedsbeckett.ac.uk/skills-for-learning/building-on-feedback
Opportunities for formative feedback are integrated within the module and students will also be provided
with the chance to meet the tutor on an individual basis to review their work prior to submission.
Understanding Your Assessment Responsibilities
1. Extenuating Circumstances and Mitigation

If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating
circumstances'), then you can apply for mitigation. You can find full details of how to apply for mitigation
at: https://www.leedsbeckett.ac.uk/student-information/exams-assessments-and-awards/mitigation-and-
extenuating-circumstances/.
For students requiring 5-day extensions on coursework submissions, you do not have to apply for this.
Instead, you will be permitted to submit up to 5 working days after the deadline without incurring a late
penalty. This will be called the flexible submission period. Full details of this policy can be found here.
The University operates a fit to sit/fit to submit approach to extenuating circumstances which means
students who take their assessment are declaring themselves fit to do so. More information is available at
the above link and here: https://www.leedsbeckett.ac.uk/student-information/exams-assessments-and-
awards/examinations/
2. Late Submission
Without any form of extenuating circumstances, standard penalties apply for late submission of assessed
work. Full details of the penalties for late submission of course work are available at
https://www.leedsbeckett.ac.uk/our-university/public-information/academic-regulations/.
3. Academic Integrity
Academic integrity is a fundamental principle within the University and is strongly linked to good academic
practice. All assessments must be submitted with due attention to issues of academic integrity, expression,
and good academic practice, including clarity in grammar, semantics and syntax.
Any suspected breach of academic integrity will be investigated by the University and could have serious
consequences on your studies. Breaches of academic integrity include (but are not limited to) plagiarism,
self-plagiarism, collusion and contract cheating. Definitions and the potential consequences of an admitted
or found breach of academic integrity are detailed in the Academic Regulations at:
https://www.leedsbeckett.ac.uk/our-university/public-information/academic-regulations/.
There are a range of resources available to help you understand what is and what is not permitted and
how to use other people’s ideas in your assessed work. These include the LBU Academic Integrity tutorial,
which is available on My Beckett and the Skills for Learning website which you can access here
https://libguides.leedsbeckett.ac.uk/skills-for-learning/. An Academic Integrity Factsheet for Students is
available to view at: https://www.leedsbeckett.ac.uk/student-information/academic-skills-and-advice/
academic-integrity/.
Your Feedback on the Module

A mid-module review will be timetabled into your module by week 7. This is an opportunity to resolve
modular issues promptly early on in the module. In addition, you will have the opportunity to provide
feedback formally at the end of your module-. These comments will be reviewed by your course team and
some may be considered via the course monitoring and enhancement process, in which your Course
Representative is involved.

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§

Module Leader Dave Chesley

Communication Protocol: module staff will reply to student questions within a

To your academic journey and future managerial leadership success

Module Learning Outcomes

Module Learning Activities

Semester 1 - Class attendance for both CRNs 16546 & 36236

5. Tuesday 09.00 – 11.00, Group 3 in RB225 - Seminar tutor is Pankajni Trivedi

8. Thursday 09.00 – 11.00, Group 5 in RB226 - Seminar tutor is Pankajni Trivedi

2. Tuesday 09.00 – 11.00, Group 1 in RB308 – Seminar tutor is Ola Aju

6. Wednesday 09.00 – 11.00, Group 8 in RB515 – Seminar tutor is Pankajni Trivedi

Disability Advice and Support

Semester 1: Week 0 – w/c Monday 18th September 2023 (Induction Week)

Type of Session (e.g. Activity Detail Directed study

b) Please click the link below and watch the video:

d) Save and work on this information as it will inform Section 3 of your

Seminar Core Competency – Thinking critically Prior to the seminar,

Self-Directed Study Week 1 - SELF DIRECTED STUDY

Core Competency 2 - Communicating honestly and effectively

Self-Directed Study Week 2 - SELF DIRECTED STUDY To assist with your

Core Competency 2 - Communicating honestly and effectively

Core Competency 4 - Managing groups and leading teams

Self-Directed Study Week 3 - SELF DIRECTED STUDY To assist with your

Core Competency 4 - Managing groups and leading teams

Self-Directed Study Week 4 - SELF DIRECTED STUDY To assist with your

Core Competency 6 - Developing and communicating a vision

Core Competency 8 - Motivating self and others

Self-Directed Study Week 5 - SELF DIRECTED STUDY To assist with your

Seminar Core Competency 9 – Designing and organising Prior to the seminar,

Core Competency 10 – Managing execution and driving for results

Self-Directed Study Week 6 - SELF DIRECTED STUDY To assist with your

You will need to complete the following for your assessment

Seminar Core Competency 11 – Organizing information flows Prior to the seminar,

Core Competency 12 – Working and managing across functions

Self-Directed Study Week 7 - SELF DIRECTED STUDY To assist with your

Core Competency 14 – Measuring and Monitoring Performance and

Self-Directed Study Week 8 - SELF DIRECTED STUDY To assist with your

Core Competency 16 – Using Power and Influence Ethically and

Self-Directed Study Week 9 - SELF DIRECTED STUDY To assist with your

Core Competency 16 – Using Power and Influence Ethically and

Core Competency 18 – Fuelling and Fostering Innovation

Self-Directed Study Week 10 - SELF DIRECTED STUDY To assist with your

Core Competency 18 – Fuelling and Fostering Innovation

Core Competency 20 – Implementing and Sustaining Change

Self-Directed Study Week 11 - SELF DIRECTED STUDY To assist with your

You will need to complete the following for your assessment

Semester 1 – Assessment (100% Summative Evaluative Report)

Assessment Method: Re-assessment Method:

Semester 2 – Assessment (100% Summative Evaluative Report)

Assessment Method: Re-assessment Method:

2023/24 SEMESTERS 1 & 2 FIRST SIT and RESIT

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

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

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

Academic skills and competences

2. Report Format with appropriate headers, appendices and content inclusions

3. 1.5 line spacing