Coursework Assignment Brief RESIT
| Semester: | D16 | |
| Module Code: | A006 | |
| Module Title: | Management Principles | |
| Programme | Year 0 / Ext. Bachelors Degree Programme | |
| Level: | Level 3 | |
| Awarding Body: | University of Plymouth | |
| Module Leader | Mark wright | |
| Format: | Report | |
| Presentation: | No | |
| Any special requirements: | *NO MORE THAN 3 INTERNET SOURCES SHOULD BE USED*All work should be submitted on the student portal along with an acceptable Turnitin report | |
| Word Limit: | Total word limit is 1800 words, tolerance +/-10%. Acceptable Turntin report is required. | |
| Deadline date for submission: | TBA | |
| Learning outcomes to be examined in this assessment | Upon successful completion of this module, students should be able to: (a) (b) (c) (d) The coursework will assess learning outcomes (a) (b) and (c). | |
| Percentage of marks awarded for module: | This assignment is worth 50% of the total marks for the module | |
| Assessment criteria | Explanatory comments on the assessment criteria | Maximum marks for each section |
| Content, style, relevance, originality | Clear demonstration of rigorous research from recognised authoritative sources. Audience focus. | 50% |
| Format, referencing, bibliography | Harvard | 10 % |
| Constructive critical analysis, introduction, conclusion | Demonstration of a clear understanding of the issues. Use of academic models. Clear understanding of a focused campaign | 40%
|
Answer all tasks
Task 1
Define the terms: management, manager and organisation. Thinking about a large organisation and explain the different roles of tiered management positions. Comment on which management role you think is most important. (25marks)
Task 2
Explain why leadership is different to management.
(25 marks)
Task 3
Explain the term organisational culture, using examples demonstrate your understanding of different cultures.
(25 marks)
Task4
List the stages in the strategic management process. Explain how a SWOT analysis helps define company strategy. (25 marks)
Please ensure that the following conditions are met
- Cover page and table of contents are required
- Overlapping and mixing up answers of different tasks should be avoided; clear tasks/question numbers or headings must be provided
- Reference list/bibliography and table of contents should not be included in the word count
- Word count for each task should be proportionate to the marks allocated to each task
Criteria for marking
| Assessment categories | ||||||||
|
Knowledge & Understanding of Subject |
Major gaps in knowledge and understanding.
Significant inaccuracies. |
Gaps in knowledge and superficial understanding.
Some inaccuracies. |
Threshold level.
Broadly accurate knowledge and understanding of the material. Some elements missing and flaws evident. |
Sound, routine knowledge and understanding of
the material, main concepts and key theories. Some flaws may be evident. |
Good, consistent knowledge and understanding of the
material, main concepts and key theories at this level. |
Detailed knowledge and understanding of the main concepts/
theories at this level. Beginning to show awareness of the limitations of the knowledge base. |
Highly detailed knowledge and understanding of
material, concepts and theories at this level. Awareness of the ambiguities and limitations of knowledge. |
|
| Cognitive/
Intellectual Skills
(e.g. analysis and synthesis; logic and argument; analytical reflection; organisation and communication of ideas and evidence) |
Brief and irrelevant.
Descriptive. Only personal views offered. Unsubstantiated generalisations. Little or no attempt to draw conclusions. |
For the most part descriptive. Views/
findings sometimes illogical or contradictory. Generalisations/ statements made with scant evidence. Conclusions lack relevance and/or validity. |
Threshold level.
Some awareness of issues. Sense of argument emerging though not completely coherent. Some evidence to support views, but not always consistent. Some relevant conclusions |
Issues identified within given areas.
An emerging awareness of different stances and ability to use evidence to support a coherent argument. Broadly valid conclusions. |
Good analytical ability.
Acknowledgement of views of others. Arguments generally logical, coherently expressed, well organised and supported. Sound conclusions. |
Very good analysis throughout.
Perceptive and persuasive points made within given area. Explicit acknowledgement of other stances. Arguments well- articulated, and logically developed with a range of evidence. Strong conclusions. |
Logical, articulate analysis a consistent
feature. Persuasive points made throughout the work within a highly articulate, balanced argument. Judiciously selected evidence, drawn from relevant research. Convincing conclusions. |
|
| Use of
Research- informed Literature
(including referencing, appropriate academic conventions and academic honesty) |
No evidence of reading. Views
are unsupported and non- authoritative. Academic conventions largely ignored. |
Evidence of little reading appropriate
for the level of study, and/or indiscriminate use of sources. Academic conventions used weakly. |
Threshold level.
Some evidence of reading, with superficial linking to given text(s). Some academic conventions evident and largely consistent, but with some weaknesses. |
Knowledge of literature beyond
core text(s). Literature used accurately but descriptively. Academic skills generally sound. |
Knowledge of the field of literature
appropriately used to support views. Research-informed literature integrated into the work. Good use of academic conventions. |
Critical engagement with appropriate
reading. Knowledge of research-informed literature embedded in the work. Consistently accurate use of academic conventions. |
Exceptionally wide range of relevant
literature used critically to inform argument, balance discussion and/or inform problem- solving. Consistently accurate and assured use of academic conventions. |
|
| LEVEL cont…
Graduate Skills for Life and Employment
(e.g. research- related skills; written, graphical and oral communication skills; group working; problem-solving; practical and professional skills) |
Little or no evidence of the
required skills in any of the skills areas. |
Limited evidence of skills in the range
identified for the assessment at this level. Significant weaknesses evident, which suggest that the candidate is not on course to gain skills necessary for graduate-level employment. |
Research skills:
Some evidence of ability to collect appropriate data/ information and undertake straightforward research tasks with external guidance. Can communicate in a range of formats, including orally, appropriate to the discipline(s), but with evident weaknesses. Can work effectively with others as a member of a group, and meet most obligations to others (e.g. tutors and peers). Some evidence of ability to apply methods appropriately to address a well- defined problem. Able to recognise own strengths and weaknesses in relation to professional and practical skills identified by others, but lacking insight in some areas. . |
Research skills:
Can collect and interpret appropriate data/ information and undertake straightforward research tasks with external guidance. Can communicate effectively in a range of formats, including orally, appropriate to the discipline(s). Can work effectively with others as a member of a group, and meet obligations to others (e.g. tutors and peers). Can apply methods accurately to address a well- defined problem, and begin to appreciate the complexity of the issues in the discipline. Able to evaluate own strengths and weaknesses in relation to professional and practical skills identified by others. |
Research skills:
Can collect and interpret appropriate data/ information and successfully undertake straightforward research tasks with limited external guidance. Can communicate well and consistently in a range of formats, including orally, appropriate to the discipline(s). Can work very effectively with others as a member of a group, and meet all obligations to others (e.g. tutors and peers). Can apply methods accurately to address a well-defined problem, appreciating the complexity of the issues in the discipline. Able to take initiative in evaluating own strengths and weaknesses in relation to professional and practical skills identified by others. |
Research skills:
Can collect and interpret appropriate data and successfully undertake research tasks with a degree of autonomy. Can communicate very effectively in a range of formats, including orally, appropriate to the discipline(s). Can work very effectively with others as a member of a group, showing leadership skills where appropriate, and meet all obligations to others (e.g. tutors and peers). Can apply methods accurately and very effectively to address a well-defined problem, appreciating the complexity of the issues in the discipline. Able to show insight and autonomy in evaluating own strengths and weaknesses in relation to professional and practical skills. |
Research skills:
Can collect and interpret appropriate data/ information and undertake research tasks with autonomy and exceptional success. Can communicate highly effectively in a range of formats, including orally, appropriate to the discipline(s). Can work exceptionally well with others as a key member of a group, showing leadership skills where appropriate, negotiating and meeting all obligations to others (e.g. tutors and peers). Can apply methods accurately and highly effectively to address a well-defined problem, appreciating the complexity of a range of issues in the discipline. Able to show insight and autonomy in evaluating own strengths and weaknesses in relation to professional and practical skills. |
| Marks | 0-25 (Fail) | 26-39 (Fail) | 40-49 (3rd) | 50-59 (2.2) | 60-69 (2.1) | 70-85 (1st) | 86-100 (1st) |
Management
Table of Contents
Task: 1. 3
Definition of Management, Manager and Organization. 3
Roles of Tiered Management Positions. 3
Task: 2. 4
Leadership is Different to Management 4
Task: 3. 6
Organizational Culture and Understanding of Different Cultures. 6
Task: 4. 7
Stages in Strategic Management Process. 7
SWOT Analysis to Define Company Strategy. 8
References. 10
Task: 1
Definition of Management, Manager and Organization
Management: In the context of business organizations, the phrase ‘management’ refers as a function that plays a significant role to synchronize the efforts of populace in order to carry out the strategic goals as well as objectives of the organizations in an effective and a more comprehensive manner (Goodman and Dingli, 2013).
Manager: The idiom ‘manager’ refers to a person who has the authority to operate a business organization in a proper way. In other words, it can be said that, manager is someone who manages, controls, and maneuvers resources as well as expenditures of an organization in an efficient and a proficient manner (Storey and Salaman, 2009).
Organization: The term ‘organization’ refers as a business or entity that is formed for a shared purpose. In other words, it can be said that, an organization is a unit where people work together in order to accomplish the communal goals of the business in a specified time period (Goodman and Dingli, 2013).
Roles of Tiered Management Positions
Wal-Mart hires as well as places lots of people in order to perform all the business activities in an effective and timely manner. These people are given required authority and responsibility to perform all these activities effectively. In other words, it can be said that, the organizations builds a chain between workers and management and also divides the chain into three levels or tiers such as: low-level management, middle-level, and top-level management. These all the three tiers perform different roles to accomplish the pre-determined goals and objectives of the organization in a proper way (Koontz, 2010). The major roles of each tier or level are as below:
Top Level: In the context of Wal-Mart, the top level management decides the objectives, goals, plans, and policies of the business. In other words, the top level controls and manages the whole organization.
Middle-Level: The middle-level of the firm plays a critical role in order to carry out the policies as well as plans made by the top level of the firm. It also plays an important role to provide recommendations to the top level management on a specific topic or issue. This level also works as an intermediary between the top level and low level of the organization (Anbuvelan, 2007).
Low-Level: The low level of the organization plays a major role in order to direct and control the employees of the firm. It also develops self-esteem in the workers and also maintains a strong relationship between workers and the middle level of the organization.
On the other hand, according to me, the role of low-level management is most important. It is because of the overall success of an organization depends on it employees. And, the low-level management gives directions and also manages all the activities of the employees; so the organization can accomplish its objectives in an effective way (Koontz, 2010). Hence, the role of low-level is hard-hitting and important than other levels or tiers.
Task: 2
Leadership is Different to Management
Yes, it is true that leadership is totally different to management. It is because of there are numerous differences between management and leadership that make them differ from one another. For case, the management or manager of an organization plays a significant role in order to direct as well as control the people or employees in order to accomplish the shared goals and objectives of the firm in an effective and a more comprehensive manner (Carmichael, Collins, Emsell and Haydon, 2011). In opposite to this, leadership or leader of an organization has ability to motivate the people of the firm; so they can work jointly for the growth as well as success of the firm in an effective and a significant manner. As a result, this object creates a big difference between leadership and management.
On the other hand, management is considered as task oriented. In other words, it can be said that, the management of an organization only focuses its attention on the managing of the work as well as business activities to improve the effectiveness and efficiency of the business. In opposition to this, leadership is measured as people oriented. Leadership focuses on how to lead the people or employees of the firm; so they can do their best in order to bring about the goals and objectives of the firm in a more comprehensive way (Puccio, Mance and Murdock, 2010). In addition to this, the ending of management always comes in consequences. In contrast, in the context of leadership, outcome comes in accomplishment. In that case, these things also make leadership differ to management.
In addition to this, the risk approach also creates a difference between leadership and management. It is because of management focuses and uses the risk-averse approach as a risk approach. In opposed to this, leadership accentuates on risk-taking approach as a risk approach to get done the goals or objectives of the firm in an effective and a more comprehensive manner (Thorpe, 2016). Along with this, as per the management styles, managers direct the people to add up the value. In contrast, according to the leadership style, leaders direct the people or team to create the value for the organization. At the same time, it should also be noted down that, leaders lead the group all the way through circles of influence. But, managers build circles of power around the employees. Moreover, managers of a firm control the people or employees for a common goal; whereas leaders encourage and promote employees to accomplish a wide range of goals of the organizations (Kotter, 2013). For this reason, it can be believed that, due to the above discussed differences, leadership is completely poles apart to management.
Task: 3
Organizational Culture and Understanding of Different Cultures
Organizational culture refers as a system that reflects the values, assumptions, attitudes, behaviors, and beliefs of an organization. In other words, it can be said that, organizational culture is a method of shared values as well as beliefs; and these values & beliefs have a positive influence on the employees of the business. Moreover, the organizational culture also reveals the strategic vision and mission of the organizations; and also supports long as well as short term goals and objectives of the organizations (Aitken and Higgs, 2010). Along with this, organizational culture plays a significant role in order to develop positive thinking and mutual understanding among the members; so they can accomplish their individual as well as organizational goals in an effective and an organized manner. Also, each and every organization focuses on the unique and exclusive values in order to build and maintain idiosyncratic organizational culture all over the world.
On the other hand, there are different types of organizational culture. For case, power, role, task, clan oriented, adhocracy oriented, market oriented, hierarchy oriented culture and so on are major types of organizational culture. These are expressed as below:
Power Culture: This is a major type of organization culture. In this type of culture, important decisions related to business are made by a small group or a liable person (Carlopio, 2010).
Role Culture: In this type of culture, job roles or responsibilities are given to the people of the firm for the utilization of organizational resources in an effectual manner.
Task Culture: This type of culture is apposite to empower as well as motivate the employees of the organization so they can take valuable decision for the success and growth of the organization (Kirby and Kummerow, 2013). In this type of culture, the team becomes able to solve complex problems of the firm in an effective and a more comprehensive manner.
Clan Oriented Culture: This is one of the major types of organizational culture that focuses on the mentoring as well as nurturing in order to perform tasks together (Aitken and Higgs, 2010).
Adhocracy Oriented Culture: The adhocracy oriented culture is also recognized as dynamic culture. The main reason behind it is that this culture emphasis on risk-taking approach and also considers innovation ides in order to carry out things in an effectual way.
Market oriented culture: This type of organizational culture only focuses on the results or outcomes; so it is also known as results oriented culture (Carlopio, 2010).
Hierarchy oriented cultures: This type of organizational culture is planned as well as controlled with a focus on competence, and constancy. It works on the principle of doing things right for the success and growth of the organizations (Kirby and Kummerow, 2013). In this way, these are the major types of organizational culture developed by the business organizations.
Task: 4
Stages in Strategic Management Process
The strategic management process refers as an ongoing management planning process that plays a significant role in order to formulate and implement strategies at the organizational level in order to accomplish long term and core goals as well as objectives of the organization. Along with this, the strategic management process involves four stages such as: environmental scanning, Formulation of Strategies, Implementation of Strategies, and evaluation & control (Hill and Jones, 2009). These stages are expressed as below:
Environmental Scanning: This is the first stage of the process. In this stage, the business organization conducts internal and external business environment in order to forecast different business trends that may affect the business in a direct or an indirect manner.
Formulation of Strategies: In the second stage of the process, business organizations select the best path of proceed in order to accomplish the long term goals as well as objectives of the organization (Alkhafaji and Nelson, 2013). Moreover, in this stage, the management of the firm creates corporate, functional, and business strategies in an effective way.
Implementation of Strategies: In the third stage of process, business organizations put the chosen strategy into action to accomplish the goals and objectives in a pre-determined time period.
Evaluation and Control: In this fourth or last stage of the process, business organizations evaluate and measures the performance and also implement changes for the success of the business (Hill and Jones, 2009).
SWOT Analysis to Define Company Strategy
SWOT analysis plays a significant role in order to define the business strategy for the overall success as well as growth of the organizations. It is because of business organization conduct SWOT analysis to scrutinize the different aspects of the business operations; so they can delineate business strategies in a proper manner. Along with this, SWOT analysis is also measured as a business strategy tool for the strategic planning process. SWOT analysis develops a strong connection among the strategies, objectives and aims of an organization (Hill and Jones, 2007). Moreover, with the help of SWOT, business organizations decide their key strategic areas to find out what changes to make.
SWOT analysis is a crucial tool for the business organizations that plays a major role to define strategies in order to conduct the situation analysis for the growth of the business. In addition to this, with the help of SWOT analysis, business organizations become able to accomplish competitive advantages over the competitors. Moreover, they also can improve their internal strengths, diminish the weaknesses, make use of specific opportunities and deal with the threats effectively with the help of SWOT analysis (Hill and Jones, 2012). In this way, it can be said that, SWOT analysis is a powerful tool that is helpful in order to define company strategy in an effective and a more comprehensive manner.
References
Aitken, P. and Higgs, M. (2010). Developing Change Leaders. USA: Routledge.
Alkhafaji, A. and Nelson, R. A. (2013). Strategic Management: Formulation, Implementation, and Control in a Dynamic Environment. USA: Routledge.
Anbuvelan, K. (2007). Principles of Management MG-1351. UK: Firewall Media.
Carlopio, J. (2010). Strategy by Design: A Process of Strategy Innovation. USA: Springer.
Carmichael, J.L., Collins, C., Emsell, P. and Haydon, J. (2011). Leadership and Management Development. UK: OUP Oxford.
Goodman, M. and Dingli, S.M. (2013). Creativity and Strategic Innovation Management. USA: Routledge.
Hill, C. and Jones, G. (2007). Strategic Management: An Integrated Approach. USA: Cengage Learning.
Hill, C. and Jones, G. (2009). Strategic Management Theory: An Integrated Approach. USA: Cengage Learning.
Hill, C.W.L. and Jones, G. R. (2012). Strategic Management: An Integrated Approach. USA: Cengage Learning.
Kirby, N. and Kummerow, E. (2013). Organisational Culture. UK: World Scientific.
Koontz, H. (2010). Essentials of Management. USA: Tata McGraw-Hill Education.
Kotter, J.P. (2013). John P. Kotter on What Leaders Really Do. USA: Harvard Business Press.
Puccio, G.J., Mance, M. and Murdock, M. C. (2010). Creative Leadership: Skills That Drive Change. USA: SAGE.
Storey, J., and Salaman G. (2009). Managers of Innovation: Insights into Making Innovation Happen. UK: John Wiley & Sons.
Thorpe, R. (2016). Gower Handbook of Leadership and Management Development. USA: CRC Press.
