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SECTION 1: COURSE LEADER’S REPORT
Overall Performance
- Areas of Excellence or Strong Performers or Examples of High-Quality Work
Overall students performed well in this exam. Most students were able to demonstrate robust understanding of the topics and were able to give good examples from their own experiences or practice in each of the questions. Excellent answers did this and provided a depth of analysis of their experiences or practice through theoretical lenses and other knowledge referenced in the course.
- Areas for Improvement or Areas Requiring Further Focus or Key Development Areas
Students should make sure they read the question carefully and answer to the specific requirements. In several questions students did not engage with theory and knowledge from the course, providing opinion-based or largely descriptive answers. Others might not have referred to practice or experience. The two elements – theory and practice – are required for every question and so students should be mindful that they must refer to both.
- Recommendations for Future Submissions or Future Submission Strategies or Tips for Success in Future Assessments
Some students provided only limited reference to theory and knowledge and in some cases, reference to practice was limited to very surface examples. While these may have addressed the questions and were therefore meritorious of pass marks, the lack of critical engagement and depth of analysis limited them.
Section A
Based on your experience of a leader, with reference to theory and knowledge learned in this course, provide an analysis of his or her leadership approach and effectiveness.
For this diet, the mandatory question in Section A was largely competently answered, with an average mark of 64. This is a little lower than in previous cohorts. Students have the opportunity to practice this question and refine it in their own time throughout the course, submitting their final draft during the exam. Some students did an excellent job of this and almost all answers included interesting examples of leaders observed. However, while it is repeated throughout the course and clear in the question that the subject of the reflection should be an individual with which the student has had personal experience, several answers still referenced ‘famous’ people, with whom there had been no primary contact. While
some of the answers like this were robust in terms of their analysis, nevertheless they received ‘fail’ marks because they had not fulfilled the requirements of the question. Elsewhere, the marks range was based on the degree to which the leadership observed was analysed through theoretical lens(es). Lower marks reflect a surface engagement with knowledge. Higher marks reflect a greater degree of engagement with theory.
Section B, question 1
In many cases, operational and project leaders are not line managers. What effect might this have on their ability to lead teams, and what might they do to mitigate this? Your answer should include examples from your own personal experience or knowledge.
Answers to this question averaged at 64%, with some excellent responses and some less so. The question required students to explore the limitations of project managers, without the usual ‘tools’ of leadership and management, especially transactional ones. Instead, with reference to appropriate research, transformational techniques might be useful to deploy.
Section B, question 2
With reference to an organisation with which you have experience or knowledge, do you perceive variation in the way people in different roles are motivated? Explain this and discuss the implications for leaders.
Answers to this question averaged at 64%, with some excellent responses and some less so. The highest scoring answers referred their practice/experience to motivations theories and link these to leadership approaches. Those that scored less well often omitted much analysis of motivation theories, focusing instead on leadership theories without referring to antecedent motivational diversity.
Section B, question 3
Consider the various cultures within your own organisation or one you have experienced in the past. These cultures may be demographically, culturally or geographically defined. Provide a critical appraisal of how well cultural variation is handled by the leadership in the organisation.
Answers to this question averaged at 64%, with some excellent responses and some less so. Like previous questions, the extent sophistication of analysis of practice/experience with knowledge and theory was the key distinguisher of different marks. In this question in particular though there were more descriptive answers than the others, where students referred to cultural diversity in their experience – and in some cases, how leadership might be impacted. Required for excellent marks for this question there must also have been reference and some analysis through the lens of a recognised cultural diversity theory, such as House, Hofstede, Douglas.