{"id":1653,"date":"2019-06-13T05:21:25","date_gmt":"2019-06-13T05:21:25","guid":{"rendered":"https:\/\/assignmenttask.com\/answers\/?p=1653"},"modified":"2020-01-16T20:14:29","modified_gmt":"2020-01-16T20:14:29","slug":"lcbs5003-leadership-and-culture-contexts-in-organisational-based-assignment-question-and-answers","status":"publish","type":"post","link":"https:\/\/assignmenttask.com\/answers\/lcbs5003-leadership-and-culture-contexts-in-organisational-based-assignment-question-and-answers\/","title":{"rendered":"LCBS5003 Leadership and Culture Contexts in Organisational Based Assignment Question and Answers"},"content":{"rendered":"

MODULE OUTLINE<\/strong><\/h2>\n

1.\u00a0 \u00a0The teaching team<\/strong><\/p>\n

Peter Stokes (PhD, MBA, PGCertRDS, PGCertTLHE, Cert Org Coaching, BA(Hons) Vice-President\/Country Director \u2013 EMRBI; UK Ambassador \u2013 AGRH<\/p>\n

Snr FEMRBI, FHEA, FRSA, FCMI<\/p>\n

Professor of Leadership and Professional Development in the Leicester Castle Business School, De Montfort University (Leicester, UK). Previously he was Deputy Dean (2012-2015), Acting Executive Dean (2012-2014) and Director of Research and Knowledge Transfer (2014-2015) at the University of Chester (UK). He has taught, researched, published and reviewed extensively in leading journals in the areas of, among others: Management Learning and Development, Human Resource Management and Business Ethics, Values and Character. His work regularly appears in world-class journals. He has held visiting professor\/advisor roles in businesses and university management schools in: France, Holland, Spain, Ireland, Germany, Senegal (West Africa), Vietnam, Morocco, Hong Kong, China, India and Dubai. He is fluent in French and Spanish and has a working knowledge of Swedish.<\/p>\n

He has also applied his work through national and international knowledge transfer and consultancy projects across a range of business sectors encompassing utilities, construction, publishing, aerospace, diplomatic, emergency services and local government. He currently holds positions on major international bodies including: Vice-President-Business Relations and UK Country Director for the EuroMed Research Business Institute<\/em> (EMBRI); and, UK Ambassador for the Association Francophone de Gestion des Ressources Humaines <\/em>(French Academic HR Association). Professor Stokes is a Co-Investigator on the Beliefs, Values and Worldviews at Work project.<\/p>\n

Should you require an appointment with Professor Stokes please email peter.stokes@dmu.ac.uk or call 07966 321427.<\/p>\n

Get the best Management Assignment Help<\/strong><\/a> and writing services from AssignmentTask.com<\/strong><\/a> in Australia, UK and USA. Gets a Professional Custom Assignment writing from the best specialists of this subject in Australia?<\/p><\/blockquote>\n

2.\u00a0 \u00a0Module aims<\/strong><\/p>\n

This module introduces students to the principal issues facing organizations in the twenty first century in respect of leading, managing and developing talent .\u00a0 It aims to develop the critical people management skills and knowledge considered to be necssary for existing and aspiting managers to nurture talent effectively. Attention is paid to key features of the internal and external operating environments which shape leadership practice and talent management strategies in organizations.<\/p>\n

Objectives and Learning Outcomes<\/strong><\/p>\n

By the end of this module students will be able to:<\/p>\n

    \n
  1. To identify and critically assess the practice of\u00a0 leadership in organizations.<\/li>\n
  2. To analyse the influence of organizational culture and\u00a0 national cultures on leadership practice.<\/li>\n
  3. To develop an awareness of the challenges and characteristics of international and cross cultural leadership.<\/li>\n
  4. To recognise the practical application of theories of motivation and employee engagement within the leadership role.<\/li>\n
  5. To assess the role of the leader in the execution of talent management strategies.<\/li>\n<\/ol>\n\n\n\n\n\n\n\n\n\n\n\n\n
    <\/td>\nIntroduced, Practiced, Assessed<\/td>\n<\/tr>\n
    Written communication<\/td>\nIntroduced, Practiced, Assessed<\/td>\n<\/tr>\n
    Interpersonal communication<\/td>\nIntroduced, Practiced, Assessed<\/td>\n<\/tr>\n
    Planning and organisation<\/td>\nIntroduced, Practiced, Assessed<\/td>\n<\/tr>\n
    Oral presentation<\/td>\nDiscussed and Considered<\/td>\n<\/tr>\n
    Teamworking<\/td>\nDiscussed and Considered<\/td>\n<\/tr>\n
    Adaptability<\/td>\nDiscussed and Considered<\/td>\n<\/tr>\n
    Problem solving<\/td>\nIntroduced, Practiced, Assessed<\/td>\n<\/tr>\n
    Numeracy<\/td>\nDiscussed and Considered<\/td>\n<\/tr>\n
    Computer skills<\/td>\nDiscussed and Considered<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    3.\u00a0 \u00a0How it’s going to be taught<\/strong><\/p>\n

    Lectures<\/em> will be used to introduce topics and to guide reading so that students acquire the necessary factual knowledge to underpin their choice and strategic decision-making in relation to research.<\/p>\n

    Workshops<\/em> will be used to simulate research decision-making in the real world and to heighten sensitivity to the ethical, legal and social constraints surrounding research activity.<\/p>\n

    Guest presenters and speakers<\/em> will contribute and lead some of the sessions. These are people with extensive and in-depth business management and organization experience in a wide range of situations, sectors and contexts.<\/p>\n

    4.\u00a0 \u00a0How this module relates to your programme of study<\/strong><\/p>\n

    This module builds on learning you will have already have undertaken in relation to human behaviour in organizations. It will also develop your knowledge further regarding how to understand and connect with varying cultures and national contexts. This enhanced understanding will be valuable in considering a wide range of organizational domains, functions and activities.<\/p>\n

    5.\u00a0 \u00a0How this module enhances your employability<\/strong><\/p>\n

    The knowledge, skills and insights provided by this module will enable you to develop a heightened awareness and sensibility regarding how leadership, human behaviour and team behaviour operate in varying organizations. This will enhance your employability by making you a more holistically aware candidate and employee.<\/p>\n

    DMU has great ambitions for its students and alumni and we want you to have opportunities that match your ambitions. We offer a wide range of work experiences and now we want to make these even better.<\/p>\n

    #DMUworks is our fresh new programme to fit around what students, alumni and employers need, focusing on work experience opportunities that may be short, long, based in the UK or abroad \u2013 with options to suit different circumstances and aspirations. You can find out and sign up for #DMUworks opportunities on MyGateway.<\/p>\n

    You can also find out further information about our projects by visiting the following webpage: https:\/\/www.dmu.ac.uk\/dmu-students\/careers-and-employability\/careers-and-employability.aspx<\/p>\n

    6.\u00a0 \u00a0Your responsibility<\/strong><\/p>\n

    Students are expected to attend and participate in all timetabled activities, including lectures, seminars, workshops, and practical sessions.\u00a0 Students are also encouraged to fully participate in the academic and cultural life of the Faculty and University, including guest lectures, seminars, public debates and external visits.<\/p>\n

    As students, your responsibilities are:<\/strong><\/p>\n

    Preparation: Complete the required readings before coming to each timetabled session on this module and to undertake the required follow-up work.<\/p>\n

    Participation:<\/strong> Participation in class is based on participation in class lecture\/seminar, as well as group activities in class. To assist your engagement in class you should come prepared by writing down ideas, quotes, or concepts from the reading list that you find interesting as well as thought provoking.\u00a0 You should come prepared so that you can fully engage in class discussions and activities.<\/p>\n

    Respect:<\/strong> Throughout your studies it is important that you treat other students with respect as well as engaging in a respectful manner with academic staff. It is imperative that you listen to others and treat their contributions with respect, even if you disagree with them. \u00a0In particular it is important that:<\/p>\n

      \n
    • You are respectful of your peers\u2019 learning and resist talking through seminars, workshops and lectures.<\/li>\n
    • You do not answer your phone unless it is an emergency.<\/li>\n
    • If you are late, then please take the first available seat and settle yourself as quietly as possible.<\/li>\n<\/ul>\n

      The student charter sets out commitments from the university to students, from\u00a0students to the university, and from the Students\u2019 Union to students. You can consult it at:<\/p>\n

      http:\/\/www.dmu.ac.uk\/dmu-students\/student-resources\/student-charter\/student-charter.aspx<\/p>\n

      The module teaching and assessment team will contribute to this environment by:<\/p>\n

        \n
      • Treating all students with respect.<\/li>\n
      • Welcoming diverse viewpoints, experiences, and interpretations of the class materials.<\/li>\n
      • Challenging your thinking, beliefs, and analysis of issues, concepts, and ideas in this class.<\/li>\n<\/ul>\n

        7.\u00a0 \u00a0Lecture Schedule<\/strong><\/p>\n

        Delivery will be by block session (please consult and confirm on your electronic timetable for the definitive version):<\/p>\n

        For the Semester 1 Cohort<\/u><\/p>\n

         <\/p>\n

        Week 7<\/p>\n

        Monday 12.11.18: 10-1 and 2-5pm<\/p>\n

        Tuesday 13.11.18: 2-5 and 6-9pm<\/p>\n

        Thursday 15.11.18: 2-5pm<\/p>\n

         <\/p>\n

        Week 8<\/p>\n

        Monday 19.11.18: 10-1 and 2-5pm<\/p>\n

        Tuesday 20.11.18: 2-5 and 6-9pm<\/p>\n

        Thursday 22.11.18: 2-5pm<\/p>\n

         <\/p>\n

        For the Semester 2 Cohort<\/u><\/p>\n

         <\/p>\n

        Week 31<\/p>\n

        Monday 29.4.19: 10-13 and 2-5<\/p>\n

        Wednesday 1.5.19: 9-12<\/p>\n

        Thursday 2.5.19: 10-1 and 2-5pm<\/p>\n

         <\/p>\n

        Week 32<\/p>\n

        Monday 7.5.19: 9-12<\/p>\n

        Wednesday 8.5.19: 9-12<\/p>\n

        Thursday 16.5.19: 9-12 and 2-5pm<\/p>\n

        Friday 1-5pm<\/p>\n

         <\/p>\n

        Introduction to leadership, culture and organizational contexts \u2013 setting the scene<\/p>\n

        Moderns and critical\/sociological responses \u2013 international dimensions of leadership<\/p>\n

        Corporate culture and understandings of leadership, for example:<\/p>\n

         <\/p>\n

        Trait leadership<\/p>\n

        Situational\u00a0 leadership<\/p>\n

        Transactional Leadership<\/p>\n

        Transformational Leadership<\/p>\n

        Followers as Leaders<\/p>\n

        Distributive Leadership<\/p>\n

         <\/p>\n

        Managing resistance, Ethics and character, The role of Micro-moments<\/p>\n

        Lessons from alternative sources \u2013 novels, history, military\u2026<\/p>\n

        Coaching and Talent Management and Leadership<\/p>\n

        Training and Development and its Role in Leadership<\/p>\n

        Belbin Team Roles \u2013 Hard and Soft Management \u2013 Rethinking International Management<\/p>\n

        (n.b. This session schedule is indicative only. Due to scheduling issues for guest speakers and pedagogic development of the sessions and learning changes in the schedule and narrative of the sessions may be required at certain points. Wherever possible ample notice of these changes will be provided and the tutor will always be available for discussion and confirmation.)<\/p>\n

        8.\u00a0 \u00a0Seminar\/Workshop Schedule<\/strong><\/p>\n

        The seminar\/workshop schedule activity is embedded in the above lecture schedule.<\/p>\n

        9.\u00a0 \u00a0Module Resource<\/strong><\/p>\n

        TBC<\/p>\n

        10.\u00a0 \u00a0Blackboard and module communications\u00a0 <\/strong><\/p>\n

        Important information relating to this module can be found on Blackboard. This includes information on the module, lecture and seminar materials, all communications and announcements, as well as the procedure for submitting assignments via TurnitinUK.<\/p>\n

        You can access Blackboard by going to this link: https:\/\/vle.dmu.ac.uk<\/p>\n

        Login using the same username and password that you have for access to the University\u2019s computer services.<\/p>\n

        Further information on Blackboard can be accessed from the Centre for Enhancing Learning through Technology (CELT): http:\/\/celt.our.dmu.ac.uk\/blackboard\/<\/p>\n

        If you have any difficulties logging into any computer on campus, then you should contact the Help Desk located on the 1st floor of the Kimberlin Library. In addition, you might contact the ITMS helpline (\u00a0+44 (0)116 250 6050) or send an email to itmsservicedesk@dmu.ac.uk noting your name and degree programme).<\/p>\n

        11.\u00a0 \u00a0Assessment Briefs<\/strong><\/p>\n\n\n\n
        Type of Assessment: Coursework 1\u00a0\u00a0\u00a0 Learning Outcome: 1,2,3,4,5, Final Assessment Y\/N:<\/p>\n

        Weighting: 100%\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Threshold: 50%\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Essential: Yes\u00a0 Duration: \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Volume: 3,500 (+\/- 10%)<\/p>\n

        Description: Essay.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

        Assignment Question:<\/strong><\/p>\n

        What is leadership and how, and when, might it be necessary and important to modify given leadership styles in relation to changing organizational and national contexts? <\/em><\/p>\n

        Assignment Criteria<\/strong><\/p>\n

        A successful assignment will:<\/p>\n

          \n
        1. Define and explore the notion and nature of leadership;<\/li>\n
        2. Consider and explore leadership styles in relation to ethics, values, beliefs and character across a range of contexts and situations;<\/li>\n
        3. Introduce, analyse and contextualise a range of relevant leadership theories in relation to the assignment discussion;<\/li>\n
        4. Introduce, explain and apply a range of practical examples with which to illustrate the assignment;<\/li>\n
        5. Provide an Introduction and Conclusion which are succinct and probing within the assignment response.<\/li>\n
        6. Use correctly formatted Harvard referencing for all sources.<\/li>\n<\/ol>\n

          Assignment Notes<\/strong><\/p>\n

          \u00a0<\/strong><\/p>\n

          The use of a limited number of sub-titles is recommended for the layout of your assignment. By way of sub-headings it is better to develop and sub-headings which comment and inform the argument development.<\/p>\n

           <\/p>\n

          The assignment should be submitted electronically through the Turnitin system. The cover page for the assignment should include a word count.<\/em><\/p>\n

          Assignment hand in for Cohort 1\/Semester 1 delivery \u2013 21st<\/sup> December 2018<\/strong><\/p>\n

          Assignment hand in for Cohort 2\/Semester 2 delivery \u2013 14th<\/sup> June 2019<\/strong><\/p>\n

          12.\u00a0 \u00a0Our engagement with you<\/strong><\/p>\n

          The feedback that we receive from you is vital to the student experience. We gather this feedback through module and course surveys as well as via meetings and engagement with student representatives. Module and programme teams reflect on the comments that students provide and take action accordingly.<\/p>\n

          \u00a013.\u00a0 \u00a0Guidelines for Ethical Research<\/strong><\/p>\n

          Remember that whenever you are conducting research or writing an assignment it is important to observe relevant ethical guidelines and behaviours.<\/p>\n

           <\/p>\n

          Further Information<\/strong><\/h2>\n

          Attendance:<\/strong> Attendance and engagement in all learning activities is expected in all Faculty of Business and Law modules. For absences due to illness, lasting up to six consecutive calendar days, students must inform tutors, whose classes they are missing, of the reasons for their absence. For absences of seven consecutive days or more due to illness a medical certificate must be submitted to the Faculty Student Advice Centre. Students who wish the illness to be taken into account in relation to an assessment of work must follow the procedures relating to deferral.<\/p>\n

          Extensions:<\/strong> Extensions to relevant deadlines are only granted where there is a satisfactory explanation provided in advance. Module leaders may be able to grant a short extension of up to 14 days or they can, if appropriate or practical, make alternative arrangements for the assessment. Remember it may not always be possible to make alternative arrangements. In exceptional circumstances extensions beyond 14 days can be granted by the Associate Dean Academic or their nominee.<\/p>\n

          You may apply for an extension by completing an extension request form available from the Student Advice Centre.<\/p>\n

           <\/p>\n

          Unauthorised late submission of assessments<\/strong><\/p>\n

          If an assessment is submitted later than the deadline without an approved extension or deferral the mark received will be capped. If an assessment is submitted 1-14 calendar days late the mark for the work will be capped at the pass mark of 50 per cent for postgraduate modules. If an assessment is submitted beyond 14 calendar days late the work will receive a mark of zero per cent.<\/p>\n

           <\/p>\n

          Deferrals<\/strong><\/p>\n

          If your circumstances are such that an extension of 14 days would not be sufficient, or if you feel that, despite being granted an extension of up to 14 days, your performance in a piece of coursework has been seriously impaired, you may apply formally to your faculty panel for a deferral of assessment of coursework. You will have to fill in the appropriate form that is obtainable from the Faculty Student Advice Centre and supply supporting evidence.\u00a0 Forms should be submitted to the Faculty Student Advice Centre. Further information on the deferrals policy can be consulted at: http:\/\/dmu.ac.uk\/dmu-students\/the-student-gateway\/academic-support-office\/deferral-of-assessments.aspx<\/p>\n

          Style and Referencing:<\/strong> Students in the Faculty of Business and Law follow specific referencing guides for all written work.\u00a0 There are separate guidelines for Law students (https:\/\/libguides.library.dmu.ac.uk\/law\/referencing) and for students in the Leicester Castle Business School (https:\/\/libguides.library.dmu.ac.uk\/business\/referencing).<\/p>\n

          Law students follow the footnote referencing system: https:\/\/libguides.library.dmu.ac.uk\/ld.php?content_id=26780459<\/p>\n

          Leicester Castle Business School students follow the Harvard referencing system:<\/p>\n

          http:\/\/www.library.dmu.ac.uk\/Images\/Selfstudy\/Harvard.pdf<\/p>\n

          Return of submitted work:<\/strong> All students will be informed via a Blackboard announcement when their assessment is marked. You are strongly encouraged to discuss your written or in some cases audio feedback with your module leader if you have any questions or concerns. Modules assessed wholly or in part by examination may have generic feedback on examination performance made available via Blackboard.<\/p>\n

          All marks on assessed work are provisional marks only and they will not be confirmed until the Assessment Board meets. Marks and feedback on assessed work will be available within 20 days. The turnaround time does not include weekends, bank holidays or university closure days<\/p>\n

          The full Assessment and Feedback policy can be consulted at:<\/p>\n

          http:\/\/www.dmu.ac.uk\/about-dmu\/quality-management-and-policy\/academic-quality\/learning-teaching-assessment\/assessment-feedback-policy.aspx<\/p>\n

          Good academic conduct and discipline: All students are expected to adhere to the University\u2019s regulations in relation to expected standards of behaviour.<\/p>\n

          Information on student regulations can be viewed at:<\/p>\n

          http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/academic-support-office\/student-regulations.aspx<\/p>\n

           <\/p>\n

          Plagiarism and bad academic practice<\/strong><\/p>\n

          De Montfort University’s Academic Regulations describe plagiarism as:<\/p>\n

          \u201cthe significant use of other people’s work and the submission of it as though it were one’s own in assessed coursework (such as dissertations, essays, experiments etc)\u201d.<\/p>\n

           <\/p>\n

          This includes:<\/strong><\/p>\n

            \n
          • Copying from another student’s work<\/li>\n
          • Copying text from sources such as books or journals without acknowledgement<\/li>\n
          • Downloading information and\/or text from the Internet and using it without acknowledgement<\/li>\n
          • Submitting work which you claim to be your own when it has been produced by a group<\/li>\n
          • Submitting group work without acknowledging all contributors.<\/li>\n<\/ul>\n

            De Montfort University describes bad academic practice as:<\/p>\n

            Low level duplication without citation for example errors made through carelessness or misunderstanding\u00a0or<\/p>\n

            Passing off ideas, data or other information as if originally discovered by the student.<\/p>\n

            Information on academic offences can be found at:<\/p>\n

            http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/academic-support-office\/academic-offences.aspx<\/p>\n

            Further advice on academic offences can be obtained by emailing acasupportoffice@dmu.ac.uk Full details can be found in the University regulations http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/academic-support-office\/student-regulations.aspx<\/p>\n

            Students are reminded that module assessment results are provisional until ratified by the programme management boards and that results released to students can be revised or redacted if there are concerns regarding academic practices.<\/p>\n

            Proofreading: <\/strong><\/p>\n

            If you do use a third party to proof read your work or a professional proof reading service you must discuss this with your tutor and declare this in a written statement accompanying your work when you submit it for assessment.<\/p>\n

            Faculty of Business and Law Grade Descriptors<\/strong><\/p>\n

            This is a guide to the criteria used by staff in the Faculty of Business and Law assigning a mark to a piece of postgraduate work.\u00a0 The final mark awarded to a piece of work will be informed by its predominant correspondence to these descriptors.\u00a0 The University generic descriptors as well as advice for students can be accessed at:<\/p>\n

            http:\/\/www.dmu.ac.uk\/about-dmu\/quality-management-and-policy\/academic-quality\/learning-teaching-assessment\/mark-descriptors.aspx<\/p>\n

            Modules are marked on a range of 0-100%.\u00a0 Mark descriptors are given in the table below.\u00a0 A mark below 50% indicates a Fail grade (the shaded boxes).<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
            Mark Range<\/strong><\/td>\nCriteria<\/strong><\/td>\n<\/tr>\n
            90-100%<\/strong><\/p>\n

            Distinction<\/strong><\/td>\n

            		Demonstrates an exceptional ability and insight, indicating the highest level of technical competence.<\/p>\n

            The work has the potential to influence the forefront of the subject, and may be of publishable\/exhibitable quality.<\/p>\n

            Relevant generic skills are demonstrated at the highest possible standard.<\/td>\n<\/tr>\n

            80-89%<\/strong><\/p>\n

            Distinction<\/strong><\/td>\n

            		Demonstrates an outstanding ability and insight based on authoritative subject knowledge and a very high level of technical competence.<\/p>\n

            The work is considered to be close to the forefront of the subject, and may be close to publishable\/exhibitable quality.<\/p>\n

            Relevant generic skills are demonstrated at a very high level.<\/td>\n<\/tr>\n

            70-79%<\/strong><\/p>\n

            Distinction<\/strong><\/td>\n

            		Demonstrates an authoritative, current subject knowledge and a high level of technical competence.<\/p>\n

            The work is accurate and extensively supported by appropriate evidence.\u00a0 It may show some originality.\u00a0 Clear evidence of capacity to reflect critically and deal with ambiguity in the data.<\/p>\n

            Relevant generic skills are demonstrated at a high level.<\/td>\n<\/tr>\n

            60-69%<\/strong><\/p>\n

            Merit<\/strong><\/td>\n

            		Demonstrates a sound, current subject knowledge.\u00a0 No significant errors in the application of concepts or appropriate techniques.\u00a0 May contain some minor flaws.<\/p>\n

            The work is well developed and coherent; may show some originality.\u00a0 Clear evidence of capacity to reflect critically.<\/p>\n

            Relevant generic skills are demonstrated at a good level.<\/td>\n<\/tr>\n

            50 \u2013 59%<\/strong><\/p>\n

            Pass<\/strong><\/td>\n

            		Demonstrates satisfactory subject knowledge. Some evident weaknesses; possibly shown by conceptual gaps, or limited use of appropriate techniques.<\/p>\n

            The work is generally sound but tends toward the factual or derivative. \u00a0Limited evidence of capacity to reflect critically.<\/p>\n

            Relevant generic skills are generally at a satisfactory level.<\/td>\n<\/tr>\n

            45 -49%<\/strong><\/p>\n

            Marginal Fail<\/strong><\/td>\n

            		Demonstrates satisfactory subject knowledge to some degree. Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques.<\/p>\n

            The work is generally sound but tends toward the factual or derivative.\u00a0 Little evidence of capacity to reflect critically.<\/p>\n

            Relevant generic skills are generally at a satisfactory level.<\/td>\n<\/tr>\n

            40-44%<\/strong><\/td>\nDemonstrates limited core subject knowledge.\u00a0 Some important weaknesses; possibly shown by factual errors, conceptual gaps, or limited use of appropriate techniques.<\/p>\n

            The work lacks sound development.\u00a0 Little evidence of capacity to reflect critically.<\/p>\n

            The quality of the relevant generic skills do not meet the requirements of the task.<\/td>\n<\/tr>\n

            30-39%<\/strong><\/td>\nDemonstrates inadequate subject knowledge.<\/p>\n

            The work lacks coherence and evidence of capacity to reflect critically.<\/p>\n

            The quality of the relevant generic skills do not meet the requirements of the task.<\/td>\n<\/tr>\n

            20-29%<\/strong><\/td>\nDemonstrates seriously inadequate knowledge of the subject.<\/p>\n

            The work contains minimal evidence of awareness of relevant issues or theory.<\/p>\n

            The quality of the relevant generic skills do not meet the requirements of the task.<\/td>\n<\/tr>\n

            10-19%<\/strong><\/td>\nThe work is almost entirely lacking in evidence of knowledge of the subject.\u00a0 No evidence of awareness of relevant issues or theory.<\/p>\n

            The quality of the relevant generic skills do not meet the requirements of the task.<\/td>\n<\/tr>\n

            0-9%<\/strong><\/td>\nThe work presents information that is irrelevant and unconnected to the task.<\/p>\n

            No evident awareness of appropriate principles, theories, evidence and techniques.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

            How we support you<\/strong><\/h3>\n

            Sometimes things happen that are beyond your control, for example, illness or personal problems.\u00a0 If things start to affect your studies, you need to let someone know.\u00a0 There are processes and people to help you.<\/p>\n

            Your personal tutor is an important starting point for help.\u00a0 He or she will be able to advise you about the various University procedures.\u00a0 Many things can be dealt with by your Programme Leader. Academic matters within the Faculty are led by the Associate Dean Academic in conjunction with Associate Professor Student Experience. The staff in the Student Advice Centre are there to provide support and guidance.<\/p>\n

            There are in addition a number of sources of help that are listed in the Useful Links and Contacts section below, such as the Student Gateway.<\/p>\n

            USEFUL LINKS AND CONTACTS<\/strong><\/h3>\n

            Careers Service<\/p>\n

            Website: http:\/\/www.dmu.ac.uk\/dmu-students\/careers-and-employability\/careers-and-employability.aspx<\/p>\n

             <\/p>\n

            Counselling and Wellbeing<\/p>\n

            http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/counselling-mental-health-and-wellbeing\/counselling\/counselling.aspx<\/p>\n

             <\/p>\n

            Disability Advice and Support<\/p>\n

            Website: http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/disability-advice-and-support\/disability-advice-and-support.aspx<\/p>\n

             <\/p>\n

            The Student Gateway<\/p>\n

            http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/student-and-academic-services.aspx<\/p>\n

             <\/p>\n

            Student Finance and Welfare<\/p>\n

            Website: http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/student-finance-and-welfare\/student-finance-and-welfare.aspx<\/p>\n

             <\/p>\n

            Student support<\/p>\n

            Website: http:\/\/dmu.ac.uk\/study\/postgraduate-study\/student-support\/student-support.aspx<\/p>\n

             <\/p>\n

            Students\u2019 Union<\/p>\n

            Website: http:\/\/www.dmu.ac.uk\/dmu-students\/welcome-to-de-montfort-students-union\/welcome-to-de-montfort-students-union.aspx<\/p>\n

             <\/p>\n

            Student Advice Centre<\/p>\n

            Website: http:\/\/www.dmu.ac.uk\/about-dmu\/schools-and-departments\/leicester-business-school\/contact-us.aspx<\/p>\n

             <\/p>\n

            Support for Mature Students<\/p>\n

            Website: http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/adjusting-to-student-life\/mature-students.aspx<\/p>\n

             <\/p>\n

            Other Services and Links<\/strong><\/p>\n

             <\/p>\n

            Academic Appeals<\/p>\n

            http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/academic-support-office\/academic-appeals.aspx<\/p>\n

             <\/p>\n

            Change in student circumstance (e.g. suspension of studies) \u2013<\/p>\n

            http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/student-finance-and-welfare\/changes-affecting-finances\/taking-a-break.aspx<\/p>\n

             <\/p>\n

            Complaints Procedure<\/p>\n

            http:\/\/www.dmu.ac.uk\/dmu-students\/the-student-gateway\/academic-support-office\/student-complaints\/student-complaints-procedure.aspx<\/p>\n

             <\/p>\n

            Information Technology and Media Services (ITMS)<\/p>\n

            http:\/\/www.dmu.ac.uk\/about-dmu\/professional-services\/information-technology-and-media-services\/service-desk.aspx<\/p>\n

             <\/p>\n

            Nightline<\/p>\n

            http:\/\/www.dmu.ac.uk\/dmu-students\/student-resources\/it-and-media\/24-hour-support.aspx<\/p>\n

             <\/p>\n

            Student Code of Conduct<\/p>\n

            https:\/\/www.dmu.ac.uk\/Documents\/DMU-students\/Academic-Support-Office\/Student-Code-of-Conduct.pdf<\/p>\n","protected":false},"excerpt":{"rendered":"

            MODULE OUTLINE 1.\u00a0 \u00a0The teaching team Peter Stokes (PhD, MBA, PGCertRDS, PGCertTLHE, Cert Org Coaching, BA(Hons) Vice-President\/Country Director \u2013 EMRBI; UK Ambassador \u2013 AGRH Snr FEMRBI, FHEA, FRSA, FCMI Professor of Leadership and Professional Development in the Leicester Castle Business School, De Montfort University (Leicester, UK). Previously he was Deputy Dean (2012-2015), Acting Executive Dean (2012-2014) and Director of Research and Knowledge Transfer (2014-2015) at the University of Chester (UK). He has taught, researched, published and reviewed extensively in leading journals in the areas of, among others: Management Learning and Development, Human Resource Management and Business Ethics, Values and Character. Read More …<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[1449,1450],"tags":[1457,1454,1455,1458,1459,1460,1451,1453,1452,1456],"_links":{"self":[{"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/posts\/1653"}],"collection":[{"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/comments?post=1653"}],"version-history":[{"count":4,"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/posts\/1653\/revisions"}],"predecessor-version":[{"id":1671,"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/posts\/1653\/revisions\/1671"}],"wp:attachment":[{"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/media?parent=1653"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/categories?post=1653"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/assignmenttask.com\/answers\/wp-json\/wp\/v2\/tags?post=1653"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}