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Leadership in Organisations (HRM09705)

Student Study Guide

Dr Malcolm McGregor

21st February, 2024

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Contents

1. Welcome and Introduction 3

2. Module Assessments 7

3. Module Outline and Overview of Topics 14

4. Core Textbook and required reading 16

5. Tutorial Guidance 17
6.

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Welcome to Leadership in Organisations

Hello and welcome to the Leadership in Organisations module (HRM 09705). My name is Doctor
Malcolm McGregor and I am the module leader for this module.

This student study guide has been developed to help you as you work your way
through this module. As you work through the module, your Local Tutor will provide
support for the material. If you have any queries as you work through this module you should
direct these in the first instance to the Local Tutor or the local Programme Administrator. Full
contact details are provided in your Programme Handbook. I wish you good luck in your studies
and I hope that you will enjoy this module.

Dr. Malcolm McGregor PhD MBA Ba

e-mail: m.mcgregor2@napier.ac.uk

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Introduction: Leadership in Organisations

Introduction

Leadership is a subject that has generated interest among scholars and laypeople alike: the term
connotes images of powerful, dynamic individuals who command victorious armies, direct
corporate empires from atop gleaming skyscrapers or shape the course of nations (Yukl, 2013).

Field Marshal Bernard Law Montgomery (1st Viscount Montgomery of Alamein), Bill Gates
(previous Chairman of Microsoft) and Abraham Lincoln (16th President of the United States) are
good examples in this respect. In fact, this ‘great man approach’ is probably a starting point for
most people who are interested in leadership.1 Indeed, much of the description of history is of
the story of military, political, religious and social leaders — the exploits of these brave and clever
leaders are the essence of many legends and myths.

At the time of writing, ‘leadership’ never seems to be out of the media; for example, a search of
FT.com on 21/2/24 using the keyword ‘Leadership’ revealed 49 297 hits. (This is up 25% on four
years ago, which emphasises how much global attention is growing on this subject area).

Perhaps then, the widespread fascination with leadership may be because it is such a mysterious
process as well as one that touches everyone’s life. For example: why did certain leaders
(Mohammed and Mao Tse-tung) inspire such intense fervour and dedication; how did certain
leaders (Julius Caesar, Charlemagne and Alexander the Great) build great empires; why were
certain leaders (Winston Churchill and Indira Ghandi) suddenly deposed, despite their apparent
power and record of successful accomplishments; why did some rather undistinguished people
(Adolf Hitler and Claudius Caesar) rise to positions of great power;2 and why do some leaders have
loyal followers who are willing to sacrifice their lives for their leader, whereas other leaders are so
despised that their followers conspire to murder them?3

Echoing this view, Bolden et al (2013, p22) state:

Ideas and ideals of leadership have been explored throughout history by writers including
Shakespeare, Conrad, and Tolstoy, and together evoke something of the emotional lived
experience of leading and being led. They have become part of the cultural fabric of our
societies and still today shape our expectations of leadership. Yet, we may be somewhat
selective in which aspects we chose to focus on and promote. While, for example,
Shakespeare spoke of many flawed leaders, such as Hamlet and Richard III, it is perhaps the
heroic speeches of Henry V that remain with us (in Britain and United States at least).

Regardless, however, of all the attention given to leadership and its recognised importance, it
does remain difficult for many — not just in understanding it but doing it. To quote Heffernan
(2015) in her excellent BBC Radio 4 programme The Future of Leadership “Why is leadership so
hard?”

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Sadly, and hitherto, women are often overlooked in leadership literature and research.
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For an excellent analysis of this theme, see Kershaw, I. (2001): Hitler 1889 – 1936: Hubris. London: Penguin Books.
3
See, for example, Jim Jones [Guinn, J. (2018). The Road to Jonestown: Jim Jones and Peoples Temple. New York:
Simon & Schuster] and David Koresh [Thibodeau, D., Whiteson, L., and Layton, A. (2018). Waco: A Survivor’s
Story. London: Hachette Books].
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In this Module, and to help you answer this question, you will examine contemporary leadership
in the context of the organisation.

The module will introduce you to ‘current thinking’ from both an academic and practitioner
perspective. This thinking will be located in a Leadership Matrix that will help you analyse, and
understand, leadership models, styles and philosophies at various levels of organisational analysis
(strategic, operational and tactical).

The module will also critique current leadership thinking and suggest future directions for the
study and practice of leadership in organisations.

References

Bolden R., Hawkins, B., Gosling, J., & Taylor, S. (2013). Exploring Leadership. Individual,
Organizational and Societal Perspectives. Oxford: Oxford University Press.

Yukl, G. (2013). Leadership in Organizations. 8th Edition: Harlow: Pearson Education Limited

Heffernan, M. (2015). The Future of Leadership. Available at:

https://www.bbc.co.uk/programmes/b06shyrh

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Objective of the Module

This module has two objectives:

 To introduce students to the academic and practitioner literature and debates of

leadership in organisations.
 To help the student ‘start the conversation with themselves’ in terms of their reflection on
the practice of leadership in the organisation.

Learning Outcomes

On completion of the module, students will:

 LO1: Understand the different ways of defining and conceptualising leadership at the
strategic, operational and tactical levels of analysis.
 LO2: Review the different leadership theories (models, philosophies and styles) and
understand the impact of leadership on followers, organisations and performance.
 LO3: Review how leadership is interpreted and understood in practice.
 LO4: Evaluate the interpretation of leadership in a practitioner environment.
 LO5: Outline and examine critically the impact of internal and external influences on
leadership practice in Industry 4.0.

LO 1 will be achieved through case study analysis and review of best practice.

LO 2 will utilise current thinking on academic models and theories and apply them to business to
map areas of excellence and scope for improvement.

LO 3-4 will be explored using a participative and interactive approach to teaching and learning in
lectures and seminars. These sessions will make use of lecture input, case studies and small and
large group discussions.

LO 5 will be discussed in lectures 8, 9, and 10 and in the corresponding tutorials, where students
will have the chance to examine a range of practitioner articles considering how leadership
practice has been influenced by industry 4.0.

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Module Assessment
Developing organisation skills, critical analysis and reflective skills and other employability skills are
central to the assessment strategy of this Module.

In detail, students will continue to ‘learn how to learn’ through direction to other sources of information –
they will learn how to seek out information, evaluate the validity, currency, quality and relevance of the
information that they source from the Internet. Specialist guest lecturers will be invited to deliver ‘real
world’ examples and – through these sessions – students will examine and debate current practice in
leadership.

Students are required to write two 2,000 word academic essays, each carrying 50% of the total module
mark:

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Marking Criteria
DISTINCTION
Presentation Effective style, neat
legible presentation;
correct spelling; grammar
and punctuation accurate;
meaning clear and fluid
with an articulate
academic writing style.
Referencing Inclusion of appropriate
and current literature
which is accurately
integrated into the text; all
citations acknowledged;
APA citation method used
consistently
Knowledge & Exceptionally good grasp
understanding/ of related learning
application of outcomes; evidence of
subject learning very good with
knowledge clear; thorough and
original critique of case
study findings;
demonstrates knowledge
of an extensive range of
literature with the ability
to draw on sources of the
subject and go beyond
these to new knowledge
and understanding
Analysis & Evidence of an
Problem Solving outstanding level of
critical reflection and
analysis relevant to
professional practice
PASS
Effective layout; neat
legible presentation;
occasional spelling errors;
grammar and punctuation
are mainly accurate;
meaning coherent and
mainly fluent writing
style.
Evidence of appropriate
literature, which is
accurately integrated into
the text; most sources
acknowledged; APA
citation method used
consistently.
Demonstrates good
knowledge and
understanding of related
learning outcomes;
evidence of learning is
good; case study findings
are clearly stated and
demonstrates some ability
to link together
knowledge from a range
of subject areas; some
evidence of knowledge in
leading edge
developments.
Evidence of some critical
reflection and analysis
relevant to professional
practice.
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FAIL
Poor layout; untidy and
difficult to read; much
incorrect spelling; poor
grammar and punctuation;
meaning unclear;
language lacks fluency.
Literature either not
consulted or is irrelevant
to the case study analysis;
APA citation method very
poorly and/or not used.
Evidence that knowledge
and understanding is
incomplete or superficial;
lack of ability to link and
integrate knowledge from
a range of areas into a
holistic view of
leadership; poorly
developed critique of case
study.
Insufficient level of
evidence of critical
reflection and analysis
relevant to professional
practice.
 Component 1:

You are required to complete a 2,000 word essay (+/- 10%) that addresses the following question:

In his book Leadership in Organizations, Yukl (2013) conceptualises leadership by organisational level.
These levels can be viewed as a hierarchy as depicted below:

General Managerial Work Functions Level (Yukl, 2013)

Chair, Board Director, Chief Executive Officer Organization

Senior Manager Group

Supervisor/Team Leader/Line Manager Dyadic

With reference to each of these leadership levels, consider an organisation you have knowledge of and
analyse how the leadership has responded to today’s turbulent environments.
In your answers, please provide a brief overview of the organisation you have chosen to provide context.

Further guidance on writing this Essay will be offered by the Tutorial Team from week four.
Submission is required 23.59 on Friday 26th of April in Turnitin

Notes on answering the first essay well:

Presentation:
The Presentation of the essay is worth 10% of the total mark. Please note the guidance below to score well.
1. Begin with a table of contents to provide a clear high-level overview of the essay structure.
2. Use the introduction to provide a summary of the question(s) you have been asked to consider and
provide a succinct summary of the forthcoming structure.
3. Avoid long paragraphs with multiple arguments and discussions. Keep your writing simple so that
you can be understood by the reader and clearly label different sections of your essay
4. Finish with a conclusion that captures a summary of the main point within your essay and directly
answers the question(s) asked. There should be nothing new in the conclusion.
5. Check your spelling and basic grammar are correct. If in doubt ask a friend to read your essay.
6. Ensure you write no more than 2,200 words and no fewer than 1800 words.

Referencing:
The referencing within your essay is worth 10% of the total mark.
1. This is an academic essay and you must consult academic text books to support your explanations
and discussions of key terms and concepts. E.g. If you state that leadership has been researched for
over one hundred years’ then you must provide evidence that backs up this claim, using intext
citations (e.g. Northouse 2019).
2. Please use the APA7th referencing style that is clearly described in the guide that you can find on
moodle.
3. There is no maximum number of academic sources you can use for your essay, but if you use none,
then you will be failed.

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Knowledge and understanding:
This area is worth 40% of the total essay mark, so please take note of the following:
1. Please consult academic text books to define and explain all the key terms in the essay.
2. Use intext citations to identify the source of your explanations, definitions, assertions, discussions,
arguments etc
3. The important academic concepts for this essay are listed below and need careful explaining and
discussing using academic literature to demonstrate your knowledge:
a. Yukl’s leadership matrix (e.g. what is it? What is its purpose? What are the advantages
and disadvantages of having a leadership matrix? Are there any limitations to its
application and use? Has any other academic considered a leadership matrix to analyse
different levels of leadership in an organisation? (see Howieson and Northouse e.g) If so,
what similarities and differences does it have?)
b. Environmental turbulence What is it? How is it defined? What explanations can you
find in the literature?
4. Can you find any examples to demonstrate your understanding of the different leadership levels in
practice? E.g. search quality newspapers

Analysis
This area is worth 40% of the total essay mark, and assesses how well you have answered the question.

The question asks you to consider an organisation you have knowledge of and consider how leadership at
the different levels has responded to environmental turbulence.

1. Provide no more than a paragraph to provide context on the organisation you have chosen
2. Describe the environmental turbulence. There are many examples you can consider e.g. you might
refer to rising inflation: Covid 19 or new environmental regulations – It’s completely up to you
3. You must have a paragraph on each of the three leadership levels in the question (organisation;
group and dyadic) and discuss how those three levels of leadership responded to the environmental
turbulence. It’s helpful to use each of the three leadership levels as individual sub-section headings
in your essay
4. Finally, consider how effective/helpful the leadership matrix itself is when you apply it to a real
organisation responding to turbulence. You may like to list some of the weaknesses and strengths
of the theory. What do you think? Is it good / helpful or does it have limitations? If so what are
they?
5. End with a succinct conclusion that summaries the main points in the essay and directly answers the
essay question(s). There must be nothing new introduced in your conclusion.
7.

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 Component 2:

What is leadership? In this 2000-word essay, and considering the Module, students will be asked to
explore such areas as: what does it mean to you; it is important; why and for what reason; and what is its
purpose? Submission is required 23.59 on Friday the 7th of June, in Turnitin.

To answer the second component well, students are required to choose two leadership concepts
(i.e. theories) [for example: leadership traits; distributed leadership], and then drawing on work experience
to date, provide examples of how these two concepts relate to the world of practice/work. For students with
limited or no work experience, then they may draw examples from the four guest lectures to explain the
relationship of theory to practice.

Note: In your answer, it is essential that you draw on the relevant literature – both academic and practitioner
– to support your work.

An excellent submission will show how the ‘theory explains practice’ and/or how ‘the practice of leadership
compliments or supports the stated theory’.

Further guidance on writing this Reflective Essay will be offered by the Tutorial Team from week 8.

Early feedback to the students will be provided after the Case Study that will prepare them for the Reflective
Essay component. Throughout, students will be encouraged to be innovative and to engage in deep learning
around the module topic (s).

Notes on answering the second essay well:

Presentation:
The Presentation of the essay is worth 10% of the total mark. Please note the guidance below to score well.
1. Begin with a table of contents to provide a clear high-level overview of the essay structure.
2. Use the introduction to provide a summary of the question(s) you have been asked to consider and
provide a succinct summary of the forthcoming structure.
3. Avoid long paragraphs with multiple arguments and discussions. Keep your writing simple so that
you can be understood by the reader and clearly label different sections of your essay
4. Finish with a conclusion that captures a summary of the main point within your essay and directly
answers the question(s) asked. There should be nothing new in the conclusion.
5. Check your spelling and basic grammar are correct. If in doubt ask a friend to read your essay.
6. Ensure you write no more than 2,200 words and no fewer than 1800 words.

Referencing:
The referencing within your essay is worth 10% of the total mark.
1. This is an academic essay and you must consult academic text books to support your explanations
and discussions of key terms and concepts. E.g. If you state that leadership has been researched for
over one hundred years’ then you must provide evidence that backs up this claim, using intext
citations (e.g. Northouse 2019).
2. Please use the APA7th referencing style that is clearly described in the guide that you can find on
moodle.
3. There is no maximum number of academic sources you can use for your essay, but if you use none,
then you will be failed.

Knowledge and understanding:

This area is worth 40% of the total essay mark, so please take note of the following:
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 1. Pick any two leadership concepts that have been covered on the module (e.g. you might choose
autocratic leadership and democratic leadership)
2. Begin by using academic textbooks to define and explain the two concepts: e.g. what is autocratic
leadership? Etc
3. Use academic textbooks to draw out core themes: e.g. How does autocratic leadership work? How
does it differ to other leadership styles? What are its advantages and disadvantages? Are there any
limitations to its use? Where does it work best? Etc
4. Are there any examples you can use to demonstrate you understand how it works? (e.g. You may
like to look at quality journals and newspapers)
5. Use intext citations to identify the source of your explanations, definitions, assertions, discussions,
arguments etc

Analysis
This area is worth 40% of the total essay mark, and assesses how well you have answered the question.

The question asks you to consider any work experiences you may have had to analyse how the concepts you
have chosen work in practice. (Note if you have not had any work experiences, please look at the guest
lecture videos and consider how the concepts you have chosen work in their world of work).

To score well here, you need to do the following:

1. Connect your concepts to your work experiences. E.g. you may have worked in a bar, and you may
have seen your boss being autocratic in how he leads you or your work colleagues. Write about the
examples and then
2. Analyse how well the concept worked in practice. It’s useful here to have two sub-paragraph
headings labelled ‘advantages’ and ‘disadvantages’, where you can state what worked well when the
concept was used in practice, and what worked less well. Finally,
3. State how well you thought the concept worked in practice. Were the academics right in what they
write about? Were there any observations you made that the academics may not have mentioned?
How important was the context? Are there other times you have seen autocratic leadership working
well? Badly? Were there any limitations with autocratic leadership in the bar? Etc.
4. End with a succinct conclusion that summaries the main points in your essay and then use your
essay to answer the essay question(s). i.e. What do you now think leadership is? Why is it
important? What is its purpose? Remember, there is no right or wrong answers here. The
important point is that you formulate a view based on your thinking and analysis of concepts in
practice.
8.

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Aggregate Marks
The overall mark of the module is obtained as the weighted average of the component marks using
component weights as indicated above. Marks are internally moderated by a second marker and a sample of
coursework submitted by the students — as well as the assessment instruments — will also be reviewed by
an External Examiner. Marks agreed by the External Examiner are the final marks.

Marking Cycle

It is the intention of the Teaching Team that all worked will be marked within three working weeks. The
final agreed marks are available once the feedback from the external examiner is available.

Re-sit provision
Details on re-sit provision for both assessment components will be made available by the Module Leader.
But it is customary that all resits take place during Trimester Three (Summer 2023).

Academic integrity
Plagiarism and other forms of academic integrity are taken very seriously. All such cases are dealt with by
the Academic Integrity Panel and in line with School and University procedures.

Student feedback on the Module

As per Business School policy, students taking the Module get the opportunity to provide written feedback
on the Module towards the end of the Trimester. This forms part of the module evaluation system followed
by the School and is analysed and considered by the appropriate Committees.

In addition, students can discuss their views with the Module Teaching Team during the term either
through emails or in person.

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Module Outline

The module has ten specific lectures that are delivered on a live webex transmission by Dr.
Malcolm McGregor during a five day period from Monday the 13 th of March to Friday 17th of
March 2022

In addition, and to supplement the lectures, there will be ten tutorials delivered by the local tutor
team.

Lectur Subject Matter Staff Location

e
Lecture Introduction: Dr. Live Lecture 19.00 – 22.00
1 - What is McGrego Monday 18th March
leadership r
- Definitions
- The Problem
Lecture Etymology and Dr. Live Lecture 19.00 – 22.00
2 Definitions McGregor Monday 18th March

Lecture History of Dr. Live Lecture 19.00 – 22.00

3 leadership McGregor Tuesday 19th March
research
Lecture The Leadership Dr. Live Lecture 19.00 – 22.00
4 Matrix McGregor Tuesday 19th March

Lecture - A key debate Dr. Live Lecture 19.00 – 22.00

5 - Leadership McGregor Wednesday 20th March
models and
styles
Lecture Leadership Dr. Live Lecture 19.00 – 22.00
6 philosophies McGregor Wednesday 20th March

Lecture - Critical Dr. Live Lecture 19.00 – 22.00

7 leadership McGregor Thursday 21st March
studies
- Management
and being the
‘Boss’
Lecture The next 30 Dr. Live Lecture 19.00 – 22.00
8 years: key issues McGregor Thursday 21st March

Lecture A practitioner Dr. Live Lecture 19.00 – 22.00

9 perspective McGregor Friday 22nd March

Lecture Module summary Dr. Live Lecture 19.00 – 22.00

10 McGregor Friday 22nd March

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Module Teaching Team

The Module Leader is Dr Malcolm McGregor. The Module Teaching Team and Administrator
details are as follows:

Module Teaching Team

 Tan Wei Lin Linda - Linda.TanWL@associate.psb.edu.sg>

Module Administrator

 Conor Hanton – c.hanton@napier.ac.uk

Please contact a member of the teaching team if you require assistance. Support, feedback
and development of student potential is very important to the teaching team.

Module Delivery

 Lectures: Lectures will be given live between 7pm and 10pm by Dr. Malcolm McGregor
from Monday 18th of March to 22nd of March. Please visit the module moodle site for
more details
 Tutorials: Tutorials will be delivered face-to-face at the scheduled timetabled time.
 A Discussion Forum has also been set up on Moodle to allow students to post questions
and comments. The Teaching Team will check this Forum on a regular basis to make
sure that such questions and comments are answered.

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Module Reading Materials

Learning will be supported by the following core textbook:

Howieson, W. B. (2019). Leadership: the current state of play. Bingley: Emerald.

Lecture Subject Matter Core Reading

Howieson (2019) -
Pages
Lecture 1 Introduction: 1-7
- What is leadership
- Definitions
- The Problem
Lecture 2 Etymology and Definitions 35-54
Lecture 3 History of leadership research 54-65
Lecture 4 The Leadership matrix 8-30
Lecture 5 - A key debate 65-85
- Leadership models and styles
Lecture 6 Leadership philosophies 85-117
Lecture 7 - Critical leadership studies 117-121
- Management and being the
‘Boss’
Lecture 8 The next 30 years: key issues 121-125
Lecture 9 A practitioner perspective 151-180
Lecture 10 Module summary All

Module materials and on-line publications will be made available via Moodle. Students will be
given weekly directed reading and will be expected to prepare for classes in advance by
reading a selection of cases and articles.

The full Reading List can be found at the Leganto link on the Module Moodle page.

Student feedback on the Module

As per Business School policy, students taking the Module get the opportunity to provide
written feedback on the Module towards the end of the Trimester. This forms part of the
module evaluation system followed by the School and is analysed and considered by the
appropriate Committees.

In addition, students can discuss their views with the Module Teaching Team during the term
either through emails or in person.

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Tutorial Guidance

This section of your Study Guide provides you with your tutorial assignment questions.
Tutorial assignments are linked to each of the lecture topics. The pace at which you
work through these exercises will be set by your tutor. Please ensure you attend
tutorials having prepared answers to the questions as this will enable you to participate
in class discussions and enhance your learning. The lecture programme at the
beginning of the trimester, allowed me to cover the contents of the module as
effectively as possible; however, it involves only limited interaction. You will now be a
more active learner as you read through the textbook and recommended reading and
participate in the tutorial programme. Your Local Tutor will be delivering tutorial
sessions and he/she will tell you in advance which assignments to prepare for each
session. The tutorial gives you the opportunity to discuss and gain a greater
understanding of the key concepts and frameworks covered in the lecture programme
and how they can be used to analyse and evaluate leadership in organisations.
Once again, I would reiterate that it is important that you come prepared – the more
work you put in, the more benefit you will gain from the classes and the better you will
perform in the module assessments.

The tutorial exercises for each topic are detailed on the following pages and are based
on your core reading text:

Howieson, W. B. (2019). Leadership: the current state of play. Bingley: Emerald.

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 Tutorial One - Introduction

In this first Tutorial, it will be important to consider:

 What is a leadership position?

 What do I understand by the terms leader, leadership and leading?
 What is my working definition of leadership?

First, the Teaching Team will ask you to think about the concept of a ‘leadership position’. For
example, who in an organisation has a leadership position and why? What is a leadership
position? Is it only CEOs who hold such positions? If yes – why? If no – who else has a
responsibility to offer leadership and why?

Second, it will also be important for you to start to develop your understanding and critical
reflection of the words/terms leader, leadership and leading. Who and what is a leader?
What do they look (and feel) like? Can you give examples of current leaders and why? What is
the difference between leader and leadership? Of note, how will you go about actually
leading other people i.e. how do you do it?

Third, the Teaching Team will be looking for you to offer definitions of leadership. Please do
not take them from the internet. Let us think beyond this. Why does your chosen definition
work for you and why?

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 Tutorial Two – Etymology and Definitions

In this second Tutorial, it will be important to consider:

 Leadership outcomes – the ‘dependent’ variable’/the effect of leadership.

 The meaning, and practical implications, of the etymology of leadership.
 The definition (s) of leadership.

In advance of this Tutorial, students are asked to read Chapter Two (pp 35-54) of the core text
Leadership: The Current State of Play.

First, the Teaching Team – and considering Leadership Input and Output – will ask you to give
examples of:

 The performance and growth of the leader’s group or organization.

 The group’s preparedness to deal with challenges or crises.
 Follower satisfaction with the leader.
 Follower commitment to the group objectives.
 The psychological well-being and development of followers.

The key point is that you must consider the effect of your ‘leading’ on tasks/people.

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Second, and considering some of the key terms from the etymology of leadership (see below),
how will you translate these terms into ‘leading’ in an organisation?

Moving forward to the present, the Online Etymology Dictionary (http://etymonline.com/)

offers definitions for lead (the verb) and leader and leadership (nouns):

 Lead: “To guide," Old English lædan (transitive) "cause to go with oneself; march at the
head of, go before as a guide, accompany and show the way; carry on; sprout forth,
bring forth; pass (one's life)."
 Leader: Old English lædere "one who leads, one first or most prominent," agent noun
from lædan "to guide, conduct" (see lead (v.)). Cognate with Old Frisian ledera, Dutch
leider, Old High German leitari, German Leiter. As a title for the head of an authoritarian
state, from 1918 (translating Führer, Duce, caudillo, etc.).
 Leadership: "Position of a leader, command," from leader + -ship. Sense extended by late
19c. to "characteristics necessary to be a leader, capacity to lead."
 Leading, then, and at its roots, is about going places, about movement and about
guiding.

Third, the Teaching Team will ask you to discuss the chronological definitions of leadership
(Table 1: Chronological Definitions of Leadership) (pp 48-51). In detail, how have the
definitions changed from to the present and why? Of note, you may want to consider how
the definitions may/will change in the next 30 or so years of your professional careers.

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 Tutorial Three – History of Leadership research

In this third Tutorial, it will be important to consider:

 The changing foci of leadership and leading.

 The Great Man, Trait, Behavioural and Contingency approaches to leadership.
 The role of the follower in leadership.

In advance of this Tutorial, students are asked to read Chapter Two (pp 54-65) of the core text
Leadership: The Current State of Play.

First, the Teaching Team – and considering the changing leadership research foci since 1930 –
will ask you explain why this changing research focus has taken place.

Second, and considering some of the key leadership developments, we will ask you to give
examples of:
 The Great Man approach.
 Leadership traits.
 Leadership behaviours.
 Contingency factor i.e. what will your ‘leading’ be contingent upon?

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Third, the Teaching Team will ask you to discuss why the ‘follower’ is important to your
leadership practice – if at all. Finally, and time permitting, you may want to explain what is
wrong with heavily individualistic, white, male-dominated and western assumptions
embedded within mainstream leadership studies.

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 Tutorial Four – The Leadership Matrix

In this fourth Tutorial, it will be important to consider:

 Leadership by Level of Analysis.

 Typical leadership questions and challenges by Level of Analysis.
 Vignettes 1-3 by: Paul Grice; Andrew Edwards; and Amanda Giles.

In advance of this Tutorial, students are asked to read Chapter One (pp 1-34) of the core text
Leadership: The Current State of Play.

First, the Teaching Team will ask you to think about Leadership by Level of Analysis. Referring
to Tutorial One – and considering a ‘leadership position’ – it will be important to consider why
leadership (i.e. leading) may be different at various levels in an organisation.

Second, it will also be important for you to start to develop your understanding of leadership
questions and challenges that are typical of each level. For example, for a newly appointed
graduate – who has a leadership position – what will be the leadership challenges at the
dyadic/tactical level of analysis?

Third, the Teaching Team will ask you to discuss the contributions from Grice, Edwards and
Giles in the context of the Leadership Matrix.

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 Tutorial Five: Leadership Styles & Assessment Component 1

This fifth Tutorial has two parts:

 A discussion around leadership styles.
 Focussed guidance on Assessment Component One.

In advance of this Tutorial, students are asked to read Chapter Two (pp 110 - 115) of the core
text Leadership: The Current State of Play.
First, the Teaching Team will ask you to consider leadership styles or behaviours. In detail,
they will ask you to give examples of when autocratic, democratic or laisse-faire leadership
styles are appropriate if at all. Reference can be made to the attached PP slides on leadership
styles.

Second, consideration will be given to Component One of the Assessment. In detail, time and
guidance will be offered to help you plan the structure and content.
Component 1:

You are required to complete a 2,000 word essay (+/- 10%) that addresses the following
question:

In his book Leadership in Organizations, Yukl (2013) conceptualises leadership by

organisational level. These levels can be viewed as a hierarchy as depicted below:

General Managerial Work Functions Level (Yukl, 2013)

Chair, Board Director, Chief Executive Organization
Officer
Senior Manager Group

Supervisor/Team Leader/Line Manager Dyadic

With reference to each of these leadership levels, consider an organisation you have
knowledge of and analyse how the leadership has responded to today’s turbulent
environments.
In your answers, please provide a brief overview of the organisation you have chosen to
provide context.

Further guidance on writing this Essay will be offered by the Tutorial Team in Tutorial four.
Submission is required 23.59 on Friday the 26th April in Turnitin

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A model answer might look like this:

Introduction (10% - 200 words). This is what I am going to tell you…

e.g. In this essay, I was asked to consider an organisation and analyse how leadership at
different levels has responded to today’s turbulent environments. The essay will be divided
into the following sections:

 An explanation of Yukl’s (2013) leadership matrix

 An explanation of what is understood by market turbulence
 A brief overview of the organisation selected for analysis & some context highlighting
the turbulence the company experienced.
 The impact on the organisation
 An analysis of the response

Body of Work (80% - 1600 words). This is what I am telling you…

 Explain / define the leadership matrix & what is understood by market turbulence (400
words)
 Describe the organisation (sector, overview etc), the turbulence experienced and the
impact it had (400 words).
 An analysis of the response (800 words)

Conclusion (10% - 200 words). This is what I have told you….

 In summary… (nothing new).

Acid test: Should be able to understand fully from Introduction and Conclusion.

25
Marking Criteria

DISTINCTION PASS FAIL

Presentation Effective style, neat Effective layout; neat Poor layout; untidy and
legible presentation; legible presentation; difficult to read; much
correct spelling; occasional spelling incorrect spelling; poor
grammar and errors; grammar and grammar and
punctuation accurate; punctuation are mainly punctuation; meaning
meaning clear and fluid accurate; meaning unclear; language lacks
with an articulate coherent and mainly fluency.
academic writing style. fluent writing style.
Referencing Inclusion of appropriate Evidence of appropriate Literature either not
and current literature literature, which is consulted or is
which is accurately accurately integrated irrelevant to the case
integrated into the text; into the text; most study analysis; APA
all citations sources acknowledged; citation method very
acknowledged; APA APA citation method poorly and/or not used.
citation method used used consistently.
consistently
Knowledge & Exceptionally good Demonstrates good Evidence that
understanding/ grasp of related knowledge and knowledge and
application of learning outcomes; understanding of understanding is
subject evidence of learning related learning incomplete or
knowledge very good with clear; outcomes; evidence of superficial; lack of
thorough and original learning is good; case ability to link and
critique of case study study findings are integrate knowledge
findings; demonstrates clearly stated and from a range of areas
knowledge of an demonstrates some into a holistic view of
extensive range of ability to link together leadership; poorly
literature with the knowledge from a developed critique of
ability to draw on range of subject areas; case study.
sources of the subject some evidence of
and go beyond these to knowledge in leading
new knowledge and edge developments.
understanding
Analysis Evidence of an Evidence of some Insufficient level of
outstanding level of critical reflection and evidence of critical
critical reflection and analysis relevant to reflection and analysis
analysis relevant to professional practice. relevant to professional
professional practice practice.

26
 Tutorial Six: Leadership Philosophies

This sixth Tutorial has two parts:

 A discussion around leadership philosophies.

 Focussed guidance on Assessment Component One.

In advance of this Tutorial, students are asked to read Chapter Two (pp 85-110) of the core
text Leadership: The Current State of Play.

First, the Teaching Team will ask you to consider leadership philosophies. In detail, they will
ask you - in the context of leadership - what a philosophy is. With reference to Lecture Six,
they will ask you to give examples of Authentic, Distributed, Ethical and Servant leadership
philosophies. It will be important if you can offer examples of authenticity, distribution, ethics
and serving in organisations at large.

Second, consideration will be given to Component One of the Assessment. In detail, time and
guidance will be offered to help you plan the structure and content.

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 Tutorial Seven: Leadership v Management v ‘Being the boss’

In this seventh Tutorial, we will focus on the difference between leadership, management and being
the ‘Boss.’

In advance of this Tutorial, students are asked to read Chapter Two (pp 117- 121) of the core text
Leadership: The Current State of Play.

In addition, you are encouraged to watch two You Tube videos:

 Leader vs. Manager | 8 Differences Between Leader and Manager

(https://www.youtube.com/watch?v=AvCwamTMSx4
 Leadership vs Management, What's the Difference? - Project Management Training
(https://www.youtube.com/watch?v=to6dPqKQan0).

First, the Teaching Team will ask you to consider the difference between leading and managing. In
detail, we will be looking - where possible - of examples from your work experience of leading and
managing.

Second, the Teaching Team will introduce you to the notion of authority and ‘being the Boss’.

Finally, the Teaching Team will discuss Grint’s (2005) three problem definitions:

 A Critical Problem (for example, a ‘crisis’) is presented as self-evident in nature, as

encapsulating very little time for decision-making and action, and it is often associated with
authoritarianism – Command. Here there is virtually no uncertainty about what needs to be
done – at least in the behaviour of the Commander, whose role is to take the required decisive
action – that is to provide the answer to the problem.
 A Tame Problem may be complicated but is resolvable because there is a point where the
problem is resolved and it is likely to have occurred before. In other words, there is only a
limited degree of uncertainty and thus it is associated with Management.

28
 A Wicked Problem is complex, rather than just complicated, it is often intractable, there is no
unilinear solution, moreover, there is no ‘stopping’ point, it is novel, any apparent ‘solution’
often generates other ‘problems’, and there is no ‘right’ or ‘wrong’ answer, but there are
better or worse alternatives. In other words, there is a huge degree of uncertainty involved
and thus it is associated with Leadership. The leader’s role with a Wicked Problem is to ask the
right questions rather than provide the right answers because the answers may not be self-
evident and will require a collaborative process to make any kind of progress.

In class, we will be looking for further examples of these problems (critical, tame and wicked).

Finally, and in developing our thinking from the Lecture:

 When one has a critical problem, one should boss (i.e. command) it
 When one has a tame problem, one should manage it.
 When has a wicked problem, one should lead it and look for increased collaboration.

29
 Tutorial Eight: the fourth Industrial Revolution

In this eight Tutorial, we will contemplate the direction of travel (i.e. leadership thinking) to date and
how this may change going forward. This will be important as you prepare for the second
component of the assessment strategy for this module, which is your ‘leadership reflection’.

In advance of this Tutorial, students are asked to read Chapter Two (pp 121 - 125) of the core text
Leadership: The Current State of Play.

In addition, the following readings are of interest:

https://www.weforum.org/agenda/2020/03/more-women-in-leadership-shouldnt-matter-but-it-
really-does/
https://www.weforum.org/agenda/2019/04/leadership-digital-age-leader/
https://www.weforum.org/agenda/2020/03/leadership-wharton-advice-guidance-21st-centenary-
2020/
https://www.weforum.org/agenda/2020/01/responsible-leadership-corporations-stakeholders-ygls/

First, we will ask you to consider the general ideas behind The Fourth Industrial Revolution/Industry
4.0.

Second, and considering some of the business lessons from Covid-19, we will ask you to
consider/suggest what this may mean for leadership:

https://www.techrepublic.com/article/6-business-lessons-learned-as-a-result-of-covid-19/
https://www.finextra.com/blogposting/18776/4-digital-transformation-lessons-that-banks-need-to-
learn-from-covid-19
https://www.cmswire.com/digital-workplace/6-workplace-lessons-from-6-months-of-covid-19/
https://www.thebci.org/news/the-covid-19-lessons-businesses-must-learn.html

Third, we will ask you to consider the relevance of the Dominant Leadership Paradigm to
organisational leadership in this 4th Industrial Revolution; for example, you may want to re-draw this

30
paradigm for your own leadership practice:

31
 Tutorial Nine: The next 30 years

In this ninth – and penultimate Tutorial – we will concentrate on how leadership is interpreted in the
‘practitioner literature’. In addition, we will start to contemplate the second component of the
assessment strategy for this module, namely the Reflective Essay.

In advance of this Tutorial, students are asked to read Chapter Two (pp 151 - 185) of the core text
Leadership: The Current State of Play.

For this Tutorial students are asked to read the following seven short articles:

 https://www.peoplemanagement.co.uk/voices/comment/effective-leader-times-of-ohange
 https://www.managers.org.uk/insights/news/2016/july/post-brexit-leadership-where-are-we-
going
 https://www.peoplemanagement.co.uk/voices/comment/why-leaders-still-need-voice-and-
body-language
 https://www.entrepreneur.com/article/357749
 https://www.personneltoday.com/hr/why-soft-skills-becoming-important-business/
 https://hbr.org/2018/09/give-your-team-the-freedom-to-do-the-work-they-think-matters-
most
 https://www.thersa.org/blog/2016/06/what-is-leadership

First, we will discuss the roles of professional organisations such as CIPD/CMI.

Second, and considering the above articles (and following on from our previous work on the 4 th
Industrial Revolution/’business lessons from Covid-19’), we will ask you to consider/suggest the key
messages from these articles.

Third, and in advance of planning and writing the second component of the assessment strategy for
this module (the Reflective Essay), we will start to consider the ‘nature of reflection’ in essay writing.
Note: In the final tutorial, Tutorial Ten, further guidance will be offered on the format, structure and
style of the Reflective Essay.

32
 Tutorial Ten: Recap

In this tenth – and final – Tutorial, we will prepare for the second component of the assessment
strategy for this module, namely the Reflective Essay.

In advance of this Tutorial, students are asked to read the PP slides for Lecture 10 [and
accompanying Panopto recorded lecture (available on the module Moodle site)]. In addition,
students are encouraged to listen again to the four recoded lectures by Andrew Edwards, Edel
Harris, Laurence Clarke and Gary Deans.

Component 2:

What is leadership? In this 2000-word essay, and considering the Module, students will be asked to
explore such areas as: what does it mean to you; it is important; why and for what reason; and what
is its purpose? Submission is required 23.59 on Friday the 7th of June, in Turnitin

To answer the second component well, students are required to choose two leadership concepts
(i.e. theories) [for example: leadership traits; distributed leadership], and then drawing on work
experience to date, provide examples of how these two concepts relate to the world of
practice/work. For students with limited or no work experience, then they may draw examples from
the four guest lectures to explain the relationship of theory to practice.

Note: In your answer, it is essential that you draw on the relevant literature – both academic and
practitioner – to support your work.

An excellent submission will show how the ‘theory explains practice’ and/or how ‘the practice of
leadership compliments or supports the stated theory’.

Early feedback to the students will be provided after the Case Study that will prepare them for the
Reflective Essay component. Throughout, students will be encouraged to be innovative and to
engage in deep learning around the module topic (s).

33
A model answer might look like this:

Introduction (10% - 200 words). This is what I am going to tell you… (Written in the 1st or 3rd person)
In this essay I was asked to …
The purpose is to …
The essay is divided into the following sections (i.e. Scope):
- Concept 1
- Concept 2
- Conclusions

Body or Work (80% - 1600 words). This is what I am telling you… (Written in the 3 rd person)

Concept One (800 words)

 Explain, define and demonstrate understanding of concept 1 supported by the relevant
literature.
 Provide a brief overview of your work experience (or use a guest lecturer) and analyse
how that concept works in practice. E.g. comment on strengths and weaknesses.

Concept Two. (800 words)

 Explain, define and demonstrate understanding of concept 1 supported by the relevant
literature.
 Provide a brief overview of your work experience (or use a guest lecturer) and analyse
how that concept works in practice. E.g. comment on strengths and weaknesses.

Conclusion (10% - 200 words). This is what I have told you….

In summary this is what I have told you and this is what leadership means to me … (nothing
new). (Written in 1st or 3rd person)

(Acid test: Should be able to understand submission fully from Introduction and Conclusion).

34
Marking Criteria

DISTINCTION PASS FAIL

Presentation Effective style, neat Effective layout; neat Poor layout; untidy and
legible presentation; legible presentation; difficult to read; much
correct spelling; occasional spelling incorrect spelling; poor
grammar and errors; grammar and grammar and
punctuation accurate; punctuation are mainly punctuation; meaning
meaning clear and fluid accurate; meaning unclear; language lacks
with an articulate coherent and mainly fluency.
academic writing style. fluent writing style.
Referencing Inclusion of appropriate Evidence of appropriate Literature either not
and current literature literature, which is consulted or is
which is accurately accurately integrated irrelevant to the case
integrated into the text; into the text; most study analysis; APA
all citations sources acknowledged; citation method very
acknowledged; APA APA citation method poorly and/or not used.
citation method used used consistently.
consistently
Knowledge & Exceptionally good Demonstrates good Evidence that
understanding/ grasp of related knowledge and knowledge and
application of learning outcomes; understanding of understanding is
subject evidence of learning related learning incomplete or
knowledge very good with clear; outcomes; evidence of superficial; lack of
thorough and original learning is good; case ability to link and
critique of case study study findings are integrate knowledge
findings; demonstrates clearly stated and from a range of areas
knowledge of an demonstrates some into a holistic view of
extensive range of ability to link together leadership; poorly
literature with the knowledge from a developed critique of
ability to draw on range of subject areas; case study.
sources of the subject some evidence of
and go beyond these to knowledge in leading
new knowledge and edge developments.
understanding
Analysis Evidence of an Evidence of some Insufficient level of
outstanding level of critical reflection and evidence of critical
critical reflection and analysis relevant to reflection and analysis
analysis relevant to professional practice. relevant to professional
professional practice practice.

35