COURSEWORKNOTES FOR STUDENTSThis assessment has 1 Component

COURSEWORK
NOTES FOR STUDENTS:
This assessment has 1 Component:
MODULE TITLE
Becoming a Master Manager
Component 1
With reference to at Least one Competency from Module 1,
Module 2, Module 3 and Module 4 of the Competing Values
Framework, produce a report that critically articulates the
extent to which managers can create and sustain commitment
and cohesion (Module1), whilst establishing and maintaining
stability and continuity (Module 2), with a view to improving
productivity and increasing profitability (Module 3), whilst
promoting change and encouraging adaptability (Module 4).
In addition, utilise the ‘Self-Evaluation Matrix’ for each of the
4 Modules to inform the ‘Re-examining Your Personal
Competencies Matrix’. From this, produce a Personal
Development Plan which demonstrates the ‘next steps’ on your
management development journey to ‘Becoming a Master
Manager’
PLEASE NOTE: This assessment requires you to consider the
organisational issues which apply to the theoretical frameworks
you refer to in the narrative. Therefore, it is acceptable to talk
about your own organisation, or other organisations, providing
that it is a critical analysis, not merely a description of what is
happening in the organisation/s you are discussing
The TASK above should be broken down into TWO sections
plus ONE Appendix entry which will provide some directed
guidance as to your approach to the assessment:

Section 1 (40% weighting / 3,000 words)
With reference to at Least one Competency from Module 1 and
one Competency from Module 3, critically articulate the extent
to which managers can create and sustain commitment and
cohesion whilst improving productivity and increasing
profitability
With reference to at Least one Compete ncy from Module 2 and
to which managers can establish and maintain stability and
continuity whilst promoting change and encouraging
adaptability
Appendix (15% weighting) - no word count
Utilise the ‘Self-Evaluation Matrix’ for each of the 4 Modules
to inform the ‘Re-examining Your Personal Competencies
Matrix’. From this, produce a Personal Development Plan
which demonstrates the ‘next steps’ on your management
development journey to ‘Becoming a Master Manager’
Academic skills and competences (5% weighting): To gain
maximum marks here, the student has an opportunity to clearly
demonstrate how their assessment meets the exacting standards
of a piece of work at Master’s level which clearly exemplifies
an outstanding structure and presentation with precise, full and
appropriate references and subtle use of language expressing a
high degree of critical thinking and a critical writing style
allowing scope, depth and currency of materials to be
meticulously scrutinised and evaluated. The evaluative report,
indeed, should be a page-turner!
Additional guidance:
Becoming a Master Manager is built on a solid conceptual
foundation. The Competing Values Framework is designed to

help students understand the complex and dynamic nature of the
organisational world through an exploration of four meta-
models. The rational goal model focuses on the need for
productivity and profitability, summarized by the imperative to
compete (Module 3). Its opposite is the human relations model,
which focuses on cohesion and commitment and can be
summarised by the imperative to collaborate (Module 1). The
internal process model emphasises the importance of
establishing and maintaining stability and represents the
imperative to control (Module 2). Its opposite is the open
systems model, which stresses the importance of adaptability
and innovation and represents the imperative to create (Module
4). Together, these four models provide a holistic perspective
on what is required to manage an organisation effectively.
Indeed, one of the signature characteristics of the Competing
Values Framework is its emphasis on embracing paradox. It first
calls our attention to the fact that managers and leaders are
constantly confronted with an array of choices that seem to
require trade-offs:
· Do we want higher quality (Module 4) OR lower costs
(Module 2)?
· Better conditions for our employees (Module 1) OR faster
response times for our customers (Module 3)?
· Take-charge leaders who have their own vision for the
organization (Module 3) OR leaders who invite participation
and value the ideas of others (Module 1)?
The framework next calls our attention to the fact that managers
must integrate differences. It is difficult to be effective without
integrating multiple concerns. A sustainable competitive
advantage is really only possible when we find ways to
transcend paradox. The most admired organizations now find
ways to satisfy the demands of both stakeholders AND
shareholders. They find ways to both improve quality AND
lower costs, as well as to improve conditions for employees

AND increase customer satisfaction; and their leaders are both
visionary AND participative. An understanding of the
competing values framework shifts our thinking to a ‘both–and’
approach to management. As a result, it can help current and
future managers develop their capacity to act quickly,
confidently, imaginatively, and ethically when faced with the
paradoxes that are ubiquitous in organizations around the world.
Weighting
100%
Word count
6,000 words +/- 10% excluding appendices and bibliography
Deadline date for submission by students
By 16.00 hours on Monday 10th January 2022
Submission location
via Turnitin on the VLE
Generic feedback and provisional marks provided
Via the VLE within 4 working weeks of submission
Individual feedback and provisional marks provided
Via the VLE within 4 working weeks of submission
Assessors
Dave Chesley & Sam Crossley
PLEASE NOTE
1. This is an individual summative assessment contributing
100% weighting to the final mark
2. Report Format with appropriate headers, appendices and
content inclusions
3. 1.5 line spacing
4. The work must incorporate Harvard (in-text) referencing and
a bibliography
5. 6,000 words (+/- 10%), split into TWO 3,000-word sections
(each weighted at 40% = 80%) plus an Appendix entry, details
of which in Point 6, below.
6. As an Appendix entry, utilise the ‘Self-Evaluation Matrix’
for each of the 4 Modules to inform the ‘Re-examining Your
Personal Competencies Matrix’. From this, produce a Personal

Manager’ (no word count, weighted at 15%)
7. The narrative should be underpinned by appropriate academic
literature wherever applicable
8. Tutors will follow up any suspected unfair practice found
after the submission date as per University policy.
9. The assessment carries 5% for your ability to demonstrate
academic skills and competences in the crafting of your
individual submission.
10. You are reminded to draw upon evidence and arguments
presented from a range of relevant human resource management
textbooks as well as academic and practitioner journals. It is
expected that you utilise the references covered during your
classes in your assessment.
11. Detailed guidance on the assessment component is provided
in the module handbook and on the VLE.
12. Late submissions will be penalised under the University’s
regulations.
1.1 Assessment Details
Coursework
The assessment will be assessed on the following criteria:
Manager’

to which managers can create and sustain commitment and
profitability
to which managers can establish and maintain stability and
adaptability
Appendix (15% weighting) - no word count
Academic skills and competences (5% weighting)
Opportunity to demonstrate academic skills and competences
Assessment Criteria

% Weighting
Learning Outcomes
Section 1
An ability to critically analyse the extent to which managers
and leaders can create and sustain effective commitment and
profitability for organisational and individual success
40%
Circa
3,000 words
LO1: Critically analyse the extent to which managers and
leaders can create and sustain effective commitment and
cohesion for organisational and individual success
LO3: Critically discuss the extent to which managers and
leaders can improve productivity and increasing profitability for
organisational and individual success
Section 2
An ability to critically evaluate the extent to which managers
and leaders can establish and maintain stability and continuity
whilst promoting change and encouraging adaptability for
40%
Circa
3,000 words
LO2: Critically evaluate the extent to which managers and
leaders can establish and maintain stability and continuity for
LO4: Critically assess the extent to which managers and leaders
can promote change and encourage adaptability for
Academic skills and competences
Clarity, fluency and logical structure and layout of report with
all work duly referenced in text and a full bibliography

5%
Personal Application Capability and Reflective Practice – Re-
examining Your Personal Competencies
15%
Circa
No word count
Opportunity to reflect on personal management style to
‘Becoming a Master Manager’
Listed below are the 4 x ‘Competency Evaluation Matrices’ that
students will need to work on in order to attempt the ‘Re-
examining Your Personal Competencies Matrix’ which they will
the use to inform and write about their ‘Personal Development
Plan’
The Collaborate-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
The final exercise in each module is intended to give you a
starting point for developing a comprehensive strategy for
mastery that you can implement and monitor in the future.
These competency evaluation matrices will be used at the end of
the teaching block to help you create a long-term development
plan that focuses on enhancing your behavioural complexity.

Review:
The first competency in the Collaborative quadrant,
‘Understanding Self and Others’, discussed the importance of
emotional and social intelligence, focusing particularly on how
to increase your self-awareness, as well as different personality
variables that can affect how people behave in your
organisation. Next, we discussed the importance of
communicating honestly and effectively. We noted that there
are many barriers to effective communication and offered
suggestions on overcoming these barriers. In this competency,
we also introduced the concept of ‘left-hand column’ issues –
those things that people think and feel but that they chose not to
communicate, and we discussed why it is often important to find
ways to raise those hidden issues. Our third competency,
mentoring and developing others, addressed formal performance
evaluation processes as well as more informal coaching and
mentoring activities. We also discussed the value of using
delegation as a tool for developing others. We then moved from
one-to-one interactions to consider managing groups and
leading teams. After presenting key variables that influence
team effectiveness and suggestions for increasing meeting
effectiveness, we discussed the team development process and
offered some suggestions for team building activities. Our final
competency focused on managing and encouraging constructive
conflict. We noted that although interpersonal conflict can be
dysfunctional, conflict that focuses on the task at hand can
actually help improve our decisions. We identified five
different ways that people tend to respond to conflict and
provided examples of when each of the five ways might be
appropriate.
Task:
Answer the questions in Table 1 for each competency in this

module based on the reading material, class discussions, and
your personal work (e.g., Assessment exercises and Application
exercises)
Reflection:
Taking time to record how you feel about your current
performance for the five competencies and to identify specific
actions that you can take to improve your performance helps
reinforce what you have learned. If you have questions as you
are going through this exercise you can ask for guidance from
your tutor or work with your peers to ensure you have a solid
understanding of the material covered up to this point in the
teaching.

Table 1: Module 1 - Collaborate-Focused Competency
Evaluation Matrix
With respect to this competency:
Understanding Self and Others
Communicating Honestly and Effectively
Mentoring and Developing Others
Managing Groups and Leading Teams
Managing and Encouraging Constructive Conflict
What do I know about my current performance?
How could I be more effective?
Who are some people I could observe?
What books should I read?

What objectives and deadlines should I set?
With whom should I share my objectives?
How will I evaluate my efforts?

The Control-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
Review:
The first competency in the Control quadrant focused on

organizing information flows for the individual manager, with
an emphasis on increasing the efficiency of handling
information inflows and improving the effectiveness of
information outflows. Next, we expanded our view of the
manager's job to consider how managers can work and manage
across functions. The third competency focused on planning and
coordinating activities in general, while the fourth competency
focused on monitoring and measuring performance to ensure
that actual outcomes were aligned with goals established in the
planning phase. Finally, we considered control and stability in
light of pressures from the external context, particularly issues
of compliance with Government guidelines for corporate
accountability
Task:
exercises)
Reflection:
Completing the matrix in Table 2 should give you some ideas
about how you can continue to improve on competencies that
focus on establishing and maintaining stability and continuity,
consistent with the goals of the internal process quadrant.

Table 2: Module 2 - Control-Focused Competency Evaluation
Matrix
Organising Information Flows
Working and Managing Across Functions
Planning and Coordinating Projects
Measuring and Monitoring Performance and Quality
Encouraging and Enabling Compliance

The Compete-Focused Competency Evaluation Matrix
STUDENT TASK SHEET

Objective:
Review:
The first competency in the Compete quadrant focused on
developing and communicating a vision and included exercises
to help you connect your vision to your career goals. To help
turn that vision into reality, the next competency reviewed how
to set goals and objectives, where we emphasised the
importance of creating SMART goals that are aligned with your
overall vision. The third competency, motivating self and
others, provided insights into what is necessary to translate
goals into actions and considered both what motivates people
and how our beliefs and expectation influence our willingness
to exert the effort needed to achieve specific goals. The
discussion of designing and organizing focused on the
organizational context and helped us understand how key
structural variables and organizational culture can impact our
ability to achieve the goals of the organization. Finally, we
considered what kinds of systems and processes can help us be
successful as we manage execution and drive for results.
Task:
exercises)
Reflection:

focus on improving productivity and profitability, consistent
with the goals of the rational goal quadrant.
Table 3: Module 3 - Compete-Focused Competency Evaluation
Matrix
Developing and Communicating a Vision
Setting Goals and Objectives
Motivating Self and others
Designing and Organising
Managing Execution and Driving for results

The Create-Focused Competency Evaluation Matrix
STUDENT TASK SHEET
Objective:
Review:
The first competency in the Create quadrant focused on using
power ethically and effectively. In addition to identifying
different sources of power and influence tactics, we also
discussed the importance of networking effectively to build
your power base. Next, we addressed the competency of
championing and selling new ideas. After describing four
different types of managerial communication, we discussed how
the building blocks of Set, Support, Sequence, Access, and
Polish can improve the quality and impact of presentations and
other types of communication. The third competency, fueling
and fostering innovation, described the characteristics of
creative thinking and provided suggestions for encouraging
creativity in the workplace. Negotiating agreement and
commitment, the fourth competency in this module, provided
suggestions for how to achieve win—win solutions by focusing
on the problem and the interests of the parties, generating
multiple possibilities, and using objective standards rather than

emotional arguments. Finally, we discussed how to implement
and sustain change and described how to conduct a force field
analysis. We also identified four approaches to bringing change,
discussed how they related to the four quadrants of the
competing values framework, and explained how different
approaches may be appropriate for different situations.
Task:
exercises)
Reflection:
focus on promoting change and encouraging adaptability,
consistent with the goals of the open systems quadrant.
Now that you have complete evaluation matrices for each of the
four modules, take some time to go back over your earlier work
and select four competencies that you think are most critical for
you to focus on now; one from each module. These will form
the basis of your Personal Development Plan. As your skills in
these areas improve, you can return to these matrices to identify
new areas for development

Table 4: Module 4 - Create-Focused Competency Evaluation
Matrix
Using Power and Influence Ethically and Effectively
Championing and Selling new ideas
Fueling and Fostering Innovation
Negotiating Agreement and Commitment
Implementing and Sustaining Change
What do I know about my current performanc e?

Re-examining your Personal Competencies
Objective
At the end of each module, you were asked to complete an
evaluation matrix to help you organise your thoughts about your
personal competencies. In this exercise, you will update and
integrate these earlier matrices and identify specific areas of
focus for the next steps on your developmental
Directions (Part 1)
First, review the four evaluation matrices that you prepared at
the end of each module and then respond to the questions that
follow.
1. Please evaluate your comfort with, use of, and future need for
each competency listed below.
2. Sum your scores for each quadrant of the competing values
framework and write the sum in the appropriate box on the rows
labelled for each of the four action imperatives.
In the left-hand column, indicate your current comfort level
with each competency below using the following scale:
In the right-hand columns, indicate how much you use each
competency today (in the first column) and how much you
expect to need each competency within the next two years (in
the second column). Please use the following scale:
Very low
Low
Moderate
High
Very High
Rarely
Seldom

Sometimes
Often
Very Often
1
2
3
4
5
1
2
3
4
5
Right now, my comfort level with this competency is:
Competing Values Framework:
Managerial Competencies by Quadrant
For my job today, I need to use this competency:
Within the next two years, I will need to use this competency:
COLLABORATE
Understanding self and others
Communicating honesty and effectively
Mentoring and developing others

Managing groups and leading teams
Managing and encouraging constructive conflict
CONTROL
Organizing information flows
Working and managing across functions
Planning and coordinating projects
Measuring and monitoring performance and quality

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

CREATE
Using power ethically and effectively
Championing and selling new ideas
Fueling and fostering innovation
Negotiating agreement and commitment
Implementing and sustaining change

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

Use in job today (1 = I use the competencies associated with
this action imperative the most today, so this action imperative
is very important to my short-term success)
Need for in the next two years (1 = I expect to need to use the
competencies associated with this action imperative the most in
the near future, so this action imperative is very important to
my long-term success.)
Overall ranking for development plan (1 = I think that I should
focus on developing the competencies associated with this
action imperative first in my strategy for mastery.)
Reflection
It is natural to want to spend time doing things that you enjoy
and are good at; it is also natural to want to challenge yourself
and learn new things. In fact, we are often more motivated by
challenging goals than by easy goals, as long as we believe that
our goals are achievable.

NAME - Personal Development Plan
Main objectives (based on the 4 Competencies critiqued)
Goal
1:___________________________________________________
_________________________
_____________________________________________________
_____________________________
Goal
2:___________________________________________________
_________________________
_____________________________________________________
_____________________________
Goal
3:___________________________________________________
_________________________
_____________________________________________________
_____________________________
Goal
4:___________________________________________________
_________________________
_____________________________________________________
_____________________________
Current strengths that will help me achieve each goal (based on

the 4 Competencies critiqued)
Goal
1:___________________________________________________
_________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____
Goal
2:___________________________________________________
_________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____
Goal
3:______________________________ _____________________
_________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____
Goal
4:___________________________________________________
_________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____
Key areas for development with my goals in mind…
1.___________________________________________________

_____________________________
2.___________________________________________________
_____________________________
3.___________________________________________________
_____________________________
4.___________________________________________________
_____________________________
Skills/knowledge/qualifications I need to gain…
Goal
1:___________________________________________________
_________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____
Goal
2:___________________________________________________
_________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____
Goal
3:___________________________________________________
_________________________
_____________________________________________________

_____________________________________________________
_____________________________________________________
_____
Goal
4:___________________________________________________
_________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____
What I need to do…
Objectives
Action 1
Action 2
Action 3
Goal 1
Goal 2
Goal 3
Goal 4

Date I’ll achieve each goal…
Goal 1:_______________________________
Goal 2:_______________________________
Goal 3:_______________________________
Goal 4:_______________________________
Progression…
Objectives
What I’ve achieved so far
Roadblocks I’ve faced
What I need to improve
Goal 1
Goal 2
Goal 3
Goal 4

Student Instructions for Submission of Coursework
OPTION 1
This module requires you to submit your work online.
You MUST submit your work through MyBeckett using the link
set up by the tutor. Receipt of your work will be recorded.
Your "Turnitin assignments" in MyBeckett can be set up so that
you can check your assignment yourself as you submit it. This
checking is done by creating a "Similarity Report". If this
report shows that there are some problems with your work, such
as un-cited quotations, you should be able to make corrections
and re-submit the work again before the due date. More
information about Turnitin is available online here:
http://libguides.leedsbeckett.ac.uk/mybeckett/turnitin
Please note: Tutors will follow up any suspected unfair practice
found after the submission date as per University policy. Late
penalties will apply as per University Regulations.
Particular Instructions to Students

Please read carefully the assessment and grade/marking
descriptors overleaf:
2021/22 Module Handbook
Assessment Descriptor for H7 Becoming a Master Manager
Weighting 1: 100%
Course Title(s):
MBA-MGRBA
Module Title:
Level:
7
Assessment Title:
and cohesion (Module1), whilst establishing and maintaini ng
Manager’
Weighting:
Component 1 (40%)
PASS

FAIL
Criterion
Learning Outcomes
90-100%
80-89%
70-79%
60-69%
50-59%
40-49%
30-39%
20-29%
Less than 20%
Knowledge, Understanding & Argument - Analysis, Synthesis &
Evaluation
Critical analysis of the extent to which managers and leaders
can create and sustain effective commitment and cohesion
whilst improving productivity and increasing profitability for
(40%)
LO1. Critically analyse the extent to which managers and
cohesion for organisational and individual success
LO3: Critically discuss the extent to which managers and
leaders can improve productivity and increase profitability for
Outstanding critical analysis of the extent to which managers
36-40
Exceptionally thorough critical analysis of the extent to which
managers and leaders can create and sustain effective
commitment and cohesion whilst improving productivity and
increasing profitability for organisational and individual
success
32-35

Excellent critical analysis of the extent to which managers and
28-31
Very good critical analysis of the extent to which managers and
profitability for organisational and individual
24-27
Good critical analysis of the extent to which managers and
20-23
Some indications of a limited ability to critically analyse the
extent to which managers and leaders can create and sustain
effective commitment and cohesion whilst improving
productivity and increasing profitability for organisational and
individual
16-19
Signs of an emerging ability to critically analyse the extent to
which managers and leaders can create and sustain effective
12-15
Insufficient ability to critically analyse the extent to which
managers and leaders can create and sustain effective
8-11
Very little or no ability to critique the extent to which managers

0-7
Knowledge, Understanding & Argument - Analysis, Synthesis &
Evaluation
Critical evaluation of the extent to which managers and leaders
can establish and maintain stability and continuity w hilst
promoting change and encouraging adaptability for
(40%)
LO2: Critically evaluate the extent to which managers and
leaders can establish and maintain stability and continuity
whilst
LO4: Critically assess the extent to which managers and leaders
can promote change and encourage adaptability for
for organisational and individual success
Outstanding critical evaluation of the extent to which managers
36-40
Exceptionally thorough critical evaluation of the extent to
which managers and leaders can establish and maintain stabi lity
and continuity whilst promoting change and encouraging
adaptability for organisational and individual success
32-35
Excellent critical evaluation of the extent to which managers
28-31
Very good critical evaluation of the extent to which managers

24-27
Good critical evaluation of the extent to which managers and
20-23
Some indications of a limited ability to critically evaluate the
extent to which managers and leaders can establish and maintain
stability and continuity whilst promoting change and
encouraging adaptability for organisational and individual
success
16-19
Signs of an emerging ability to critically evaluate the extent to
which managers and leaders can establish and maintain stability
and continuity whilst promoting change and encouraging
adaptability for organisational and individual success 12-15
Insufficient ability to critically evaluate the extent to which
managers and leaders can establish and maintain stability and
adaptability for organisational and individual success
8-11
Little or no ability to critique the extent to which managers and
0-7
Personal Capability and Reflective Practice
Re-examining Your Personal Competencies to inform a Personal
Development Plan
(15%)
Opportunity to demonstrate self-assessment of personal
competencies through a personal development plan
Outstanding utilisation of the ‘Self-Evaluation Matrix’ for each
of the 4 Modules to inform the ‘Re-examining Your Personal

Competencies Matrix’ to then inform a Personal Development
Plan which demonstrates the ‘next steps’ on your management
13.5 -15
Exceptionally thorough utilisation of the ‘Self-Evaluation
Matrix’ for each of the 4 Modules to inform the ‘Re-examining
Your Personal Competencies Matrix’ to then inform a Personal
Manager’
12-13
Excellent utilisation of the ‘Self-Evaluation Matrix’ for each of
the 4 Modules to inform the ‘Re-examining Your Personal
10.5-11.5
Very good utilisation of the ‘Self-Evaluation Matrix’ for each
of the 4 Modules to inform the ‘Re-examining Your Personal
9-10
Good utilisation of the ‘Self-Evaluation Matrix’ for each of the
7.5-8.5
Some indications of a limited ability to utilise the ‘Self-
Evaluation Matrix’ for each of the 4 Modules to inform the ‘Re-
examining Your Personal Competencies Matrix’ to then inform
a Personal Development Plan which demonstrates the ‘next
steps’ on your management development journey to ‘Becoming
a Master Manager’
6-7

Signs of an emerging ability to utilise the ‘Self-Evaluation
Matrix’ for each of the 4 Modules to inform the ‘Re-examining
Your Personal Competencies Matrix’ to then inform a Personal
Manager’
4.5-5.5
Insufficient ability to utilise the ‘Self-Evaluation Matrix’ for
each of the 4 Modules to inform the ‘Re-examining Your
Personal Competencies Matrix’ to then inform a Personal
Manager’
3-4
Little or no ability to utilise the ‘Self-Evaluation Matrix’ for
each of the 4 Modules to inform the ‘Re-examining Your
Personal Competencies Matrix’ to then inform a Personal
Manager’
0-2.5
Academic skills and competences
Style and presentation of report
(10%)
Outstanding structure and presentation with outstanding, full
and appropriate references and subtle use of language
expressing an outstanding degree of thought and clarity
4.5-5
Exceptionally thorough structure and presentation with
exceptionally thorough, full and appropriate references and
subtle use of language expressing an exceptionally thorough
degree of thought and clarity
4
Excellent structure and presentation with excellent, full and

appropriate references and subtle use of language expressing an
excellent degree of thought and clarity
3.5
Very good structure and presentation with very good and
appropriate references with minor or insignificant errors with
clear and precise use of language allowing a complex argument
to be easily understood and followed
3
Good structure and presentation with good references and
minor or insignificant errors or omissions with generally clear
use of language sufficient for arguments to be readily
understood and followed
2.5
Adequate structure and presentation with competent references
but may contain inconsistencies, errors or omissions with
generally understandable use of language but significant errors
in expression affecting overall clarity
2
Poor structure and presentation with poor references but may
contain multiple inconsistencies, errors or omissions with
serious errors in the use of language which makes meaning
unclear or imprecise
1.5
Very poor structure and presentation with very poor standard of
basic English and an imprecise non-academic writing style
showing very limited or nil referencing with numerous errors
and omissions which makes meaning unclear and imprecise
1
No or very little attention paid to structure and presentation
0-0.5

ASSESSMENT RATIONALE FOR FIRST SIT AND RESIT
The rationale is the same for the 1st sit and resit
Assessment Rationale
Component 1
Manager’
The assessment has been designed so that students can
demonstrate their understanding of management models and
competencies through the guise of the ‘Competing Values

Framework’, itself designed to help students understand the
complex and dynamic nature of the organisational world
through exploration of four ‘Meta-Models’. To aid this
undertaking, the assessment is broken down into two sections,
with Section 1 being clearly linked to Learning Outcome 1 and
Learning Outcome 3, and Section 2 being clearly linked to
Learning Outcome 2 and Learning Outcome 4
Section 1 (40% - LO1 & LO3)
Section 1 asks students to critique the ‘Human Relations Model’
which focuses on cohesion and commitment and can be
summarised by the imperative collaboration. Under the ‘Human
Relations Model’ there are 5 distinct competencies and students
are invited to critically analyse one of them to help demonstrate
both academic knowledge and application of the same. Section
1 also asks students to critique the ‘Rational Goal Model’ which
focuses on the need for productivity and profitability,
summarised by the imperative to compete. Under the ‘Rational
Goal Model’ there are 5 distinct competencies and students are
invited to critically analyse one of them to help demonstrate
both academic knowledge and application of the same
Section 2 (40% - LO2 & LO4)
Section 2 asks students to critique the ‘Internal Process Model’
which emphasises, the importance of establishing and
maintaining stability and represents the imperative to control.
Under the ‘Internal Process Model’ there are 5 distinct
competencies and students are invited to critically analyse one
of them to help demonstrate both academic knowledge and
application of the same. Section 2 also asks students to critique
the ‘Open Systems Model’ which assesses the importance of
adaptability and innovation and represents the imperative to
create. Under the ‘Open Systems Model’ there are 5 distinct
competencies and students are invited to critically analyse one
of them to help demonstrate both academic knowledge and

application of the same
Appendix entry: (15% - Reflective Practice – Personal
Development Plan)
This section allows students to utilise the ‘Self-Evaluation
Matrix’ for each of the 4 ‘Meta-Models’ of the Competing
Values Framework to then inform the ‘Re-examining Your
Personal Competencies Matrix’. To aid in the undertaking of
this reflective task, students will need to draw down personal
conclusions through a reflective analysis of their investigation
into the TWO Competencies discussed for Section 1 and the
TWO Competencies discussed for Section 2, which should be
incorporated as part of a Personal Development Plan to help
demonstrate the student’s management development journey to
‘Becoming a Master Manager’
Academic skills and competences - style and presentation of
report (5%)
Here, students have an opportunity to demonstrate academic
skills and competences based upon the report’s structure, and,
its presentation, which should clearly demonstrate precise, full
and appropriate references and subtle use of language,
expressing a high degree of thought with clarity and precision
to a level appropriate for submission for a Master’s paper.
RESIT PAPER
The rationale for the resit summative paper is the same with the
ultimate aim being to ‘make good’ the submission

Feedback on Your Assessments
Feedback forms a large part of your learning experience and is
vital to your personal and professional development.
https://www.leedsbeckettsu.co.uk/advice/academic/feedbackpac
kUnderstanding Your Assessment Responsibilities
Extenuating Circumstances and Mitigation
If you are experiencing problems which are adversely affecting
your ability to study (called 'extenuating circumstances'), then
you can apply for mitigation. You can find full details of how
to apply for mitigation at:
https://www.leedsbeckett.ac.uk/studenthub/mitigation/. If you
wish to claim mitigation in relation to Covid-19, further
information is available on our Covid-19 microsite:
https://www.leedsbeckett.ac.uk/covid-19/students/
The University operates a fit to sit/fit to submit approach to
extenuating circumstances which means students who take their
assessment are declaring themselves fit to do so. More
information is available at the above link and here:
http://www.leedsbeckett.ac.uk/studenthub/examinations/
Late Submission
Without any form of extenuating circumstances, standard
penalties apply for late submission of assessed work. Full
details of the penalties for late submission of course work are
available at www.leedsbeckett.ac.uk/our-university/public-
information/academic-regulations.
Academic Integrity
Academic integrity is a fundamental principle within the
University and is strongly linked to good academic practice.
Any suspected breach of academic integrity will be investigated
by the University and could have serious consequences on your
studies. Breaches of academic integrity include (but are not
limited to) plagiarism, self-plagiarism, collusion and contract
cheating. Definitions and the potential consequences of an
admitted or found breach of academic integrity are detailed in

the Academic Regulations at: www.leedsbeckett.ac.uk/our-
university/public-information/academic-regulations.
There are a range or resources available to help you understand
what is and what is not permitted and how to use other people’s
ideas in your assessed work. These include the LBU Academic
Integrity tutorial, which is available on My Beckett and the
Skills for Learning website which you can access here
http://skillsforlearning.leedsbeckett.ac.uk/. An Academic
Integrity Factsheet for Students is available to view at:
www.leedsbeckett.ac.uk/studenthub/academic-integrity.
Assignment One: Deviance as Crime Presentation
Assignment Overview
Not all deviance is crime, and not all crimes are considered
deviant. For example, jaywalking is technically against the law
in many places, however it is so commonplace that it is likely to
be considered the norm rather than a deviant act. By contrast,
many forms of deviance are not against the law, no matter how
unusual they may seem; for example, in some locations nudity
is not illegal, nor is the use of recreational marijuana, nor
intimate arrangements such as polyamory. For this assignment,
you must choose a type of deviance that is also a crime -- that
is, it is illegal -- and apply our course concepts to the illegal
deviance.
Assignment Instructions
For this assignment, you will put together a presentation of 10
slides minimum. You may use a presentation program of your
choice such as any of these which offer free use:
PowerPoint.
Your Presentation must explore the following:
1) Select a type of deviance that is ALSO a crime - that is, it is

illegal. Describe this behavior and how it impacts society,
giving solid statistical data to explain the scope of the problem.
How is this type of deviance typically depicted in the media
(providing examples, if applicable)? What seems to be the
perception of this behavior in society? Does it seem that there
is a change in perception in society in terms of activities that
were once illegal (such as the legalization of marijuana in many
states)?
2) Integrating information from the course readings and
materials, how would a positivist explain the deviant behavior
you selected?
3) Integrating information from the course readings and
materials, how would a social constructionist explain the
deviant behavior you selected?
4) Define TWO sociological concepts/theories from our course
materials -- OTHER than positivism or social constructionism --
that relate to your example of deviance and analyze how these
concepts/theories help to better understand the deviance you are
discussing.
Note - Concepts may include ideas such as class, gender, race,
ethnicity, stratification, disability, and many others -- these are
just examples. You need to choose concepts that make sense in
your analysis. Sociological theories may include conflict theory,
feminist theory, symbolic interactionism, functionalism and
others. These are just examples; you need to choose theories
that make sense in your analysis.
Do not use unverifiable, secondary sites such as Wikipedia,
about.com, ask.com, and similar. Use our course materials,
peer-reviewed journal articles from the library, and other
scholarly sources.

Your presentation should utilize sound critical thought and full
APA references at the end.
The structure of the Presentation must include the following:
-- TITLE SLIDE/SECTION (1 slide)
-- BODY OF PRESENTATION WITH SUBHEADINGS (8 slides
minimum)
-- REFERENCE SLIDE/SECTION (1-2 slides)
General requirements:
Use APA format for citations and references
View the grading rubric so you understand how you will be
assessed on this Assignment.
Disclaimer- Originality of attachments will be verified by
Turnitin. Both you and your instructor will receive the results.
This course has "Resubmission" status enabled to help you if
you realized you submitted an incorrect or blank file, or if you
need to submit multiple documents as part of your Assignment.
Resubmission of an Assignment after it is graded, to attempt a
better grade, is not permitted.

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