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Assignment 1
ORIGINALITY REPORT
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Submitted to SUNY, Empire State College
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Sen Sendjayar. "Servant Leadership Behaviour
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Assignment 1by Jee Chew FOOAssignment 1ORIGINALITY
REPORTPRIMARY SOURCES
Topic: Power, Control, Resistance
and Decision Making
Developed by Dr. Ruth Barton
&
Dr. Margaret Heffernan, OAM RMIT University
1
Aims of the lecture
RMIT University©2012
2
2
Questions of power
Hoe power works; 4 faces of power

Resistance and control
Types of resistance
Decision making
Theories of decision making; factors that enhance and limit
decision making
Questions of Power
3
3
POWER
What is power?

Several dimensions and bases
Who has power?
How is influence achieved?
How is power obtained
in organisations?
What alternative theories and perspectives are there?
What of resistance?
Another form of power?
How Does Power Work in Organisations?
RMIT University©
Organisations
are hierarchical
Power

as the
ability
to control
social interaction
4
What is Power?
(Source: Thompson and McHugh 2009:256)
5
Normative (most rational way of organising power) Realpolitik
(how does power actually operate)

5
Property of the person or collective?
An individual capacity?
Two broad traditions
Power as the prerogative of wise or wealthy men?
OB blind towards power
Power in Mainstream Theory
Bases of power
Reward
Coercive
Referent
Legitimate

Expert
(French & Raven 1959)
RMIT University©
6
Trend spotting as Power
information power in the advertising industry
Control over information flow
legitimate power
More power to those who can help firms cope with uncertainty
in contemporary business
RMIT University©
7
Power : Mainstream Theory
(Runciman 1999)
RMIT University©
Economic
Ideological
Coercive

8
The Four ‘Faces’ of Power
Coercion
Manipulation
Domination
Subjectification
(Fleming and Spicer 2007)
RMIT University©
9
RMIT University©
1st Face of Power: Coercion
Coercion one individual getting another to follow his/her orders
Direct coercion
getting another person to do something that might not have been
done.
10
The First Face of Power and Control
Rational bureaucratic control (Weber)

Process standardisation
Functional specialisation
Hierarchical coordination
Taylor’s scientific and Fordist mass production regimes
Highly personalised and relatively confrontational forms of
supervision
RMIT University©
11
The First Face of Power and Control
Control in the modern workplace
Remote
Depersonalised
Well integrated
Unobtrusive
Type of surveillance
Email scanning
Data entry
Phone calls
Video surveillance
Location monitoring
RMIT University©
12

2nd Face of Power - Manipulation
3 processes
Anticipation of results
Mobilisation of bias
Rule and norm making
Of agendas: ‘behind the scenes’ politicking
Exclusion from decision making authority
Power as manipulation: There is no direct exercise of power but
an implicit shaping of issues considered important or irrelevant.
RMIT University©
13
The Second Face of Power and Control
There are three processes of control
Anticipation of results
Mobilisation of bias
Rule and norm making
RMIT University©

14
RMIT University©
3rd Face of Power - Domination
Over the preferences and opinions of participants
Power that shapes our preferences, attitudes and political
outlook
Used in the design and implementation of paradigmatic
frameworks
Forms of life e.g. profit
Ideology
Technical rationality
15
The Third Face of Power and Control
Used in the design and implementation of paradigmatic
frameworks
Forms of life e.g. profit
Ideology
Technical rationality
RMIT University©
16
The Third Face of Power and Control
Space as a frontier of control
Buildings as structures of non- verbal communication

RMIT University©
17
4th Face of Power - Subjectification
People are moulded with certain understandings of themselves
and the world around them
The organisation moulds people into a certain type
Use knowledge to produce compliance
Culture of the customer
RMIT University©
18
The Fourth Face of Power and Control
Power and control operate through knowledge
Professionalism
Human Resource Management and performance appraisal
Internalisation of surveillance
Corporate culture
RMIT University©
19
20

“A wide range of behaviour – from failure to work very hard or
conscientiously, to not working at all, deliberate output
restriction, practical joking, pilferage and sabotage.”
(Ackroyd and Thompson, 1999 cited in Fleming and Spicer,
2007)
“Resistance constitutes a form of
power exercised by subordinates
in the workplace.”
(Collinson, 1994 cited in Fleming and Spicer, 2007)
Resistance
20
Resistance as Refusal
1st face of power is coercion
Resistance is refusal to do what the person in the position of
power tells him / her to do
Aim is to block the effects of power by undermining the
domination rather than changing it
RMIT University©
21

RMIT University©
Resistance as Voice
2nd face of power operates through non-participation
Resistance is to gain access to power in order to express voice
Internal: interest groups, trade unions
External: social movements
Sabotage
22
Resistance as Escape
3rd face of power is domination
Escape is to mentally disengage from the world of work
Tools are
Cynicism
scepticism
dis-identification
RMIT University©
23
Resistance as Creation
4th face of power is subjectification
Involves using domination to create something that was not
intended by those in authority
May make use of parody e.g. Union newsletter
RMIT University©

24
Conclusion
Power is a product of human collective endeavour and we
should only expect power and politics to spring forth from our
organisational endeavours (Arendt, 1958, 1970).
But what comes first – power or resistance?
RMIT University©
25
Linstead & Fulop 2009: 669
26
“A decision is often defined as a product of decision making
processes.
Recent researchers argue that managers often seek to avoid
making decisions or obscure them, often to avoid accountability
for courses of action that are subsequently
seen as misguided.”
Decision making

26
Traditional decision-making theories and ‘choice’
Decision making: a response to a situation requiring a choice.
27
27
Unitary approach
A general agreement about organisational goals and the best
means to achieve them.
Pluralist approach
Emphasises conflict & power struggles between individuals &
coalitions in organisations in circumstances where participants
have substantial knowledge and information.

Types of ‘choice’
28
28
Clear choice
Which two products to adopt. Straightforward
Choice avoidance
Competing choice
Choice suppression

Alternatives of improving profitability
When information is distorted or suppressed
Occurs when issues arising require resolution

Types of decision processes
29
29
Sporadic
Informal
Will suffer from delays
Information from various sources of expertise
Time delays
Fluid decision
Flow, formally channelled, Speedy & predictable
Information from fewer sources
Fewer delays
Constricted decision
Narrowly channelled, technical information

Decision made by experts
Decision Making
Source: Bratton et al. 2010 p.409
30
Think about your own work experience or knowledge of
organisations….
Can you think of a group or an
individual decision that has
led to success or failure?

For class discussion
30
Models of decision Making
Source: Thompson and McHugh 2009,Table 18.1: 273-4
31
Examines the role of powerful decision making groups
(‘dominant coalitions’) and why many decisions are really ‘non-
decisions’
31
Rational
Decisions are made after careful evaluation of alternative
courses of action
Administrative / Bureaucratic
Questions whether managers are capable of making fully
rational decisions
Garbage-can
Introduces the idea that decisions are really problems looking

for solutions
Political
The rational decision model
RMIT University©
Implementation of decision
Assumptions
Problem clarity
Known options
Clear preferences
Constant preferences
Maximum pay-off
No time or cost constraints
Outcome will be rational
(Bratton et al. 2010: 411; Linstead & Fulop 2009:674; Nelson et
al. 2012:150 )

32
Recognition and
definition of a
problem
Search for alternative courses of action
Gathering and
analysing data
Identification and application of choice criteria
Evaluation of alternatives in relation
to choice criteria

Decision Making
33
Examine your own choice of which University to attend.
To what extent did your
decision follow the
rational decision-making approach?
33
Bureaucratic / administrative model
RMIT University©

Decision made on ‘best in
the circumstances’
Assumptions
Managers:
Select the first satisfactory alternative Are comfortable making
decisions without determining the alternatives
Make decisions by short cuts or heuristics (managers make
decisions on what has worked in the past)
Satisfice – because of cost of ‘best choice’
(Bratton et al. 2010: 411; Linstead & Fulop 2009:676; Nelson et
al. 2012:151 )
34
Based on the actual behaviour
of decision makers
There are cognitive or mental limits to human rationality
Decision making is governed by bounded rationality
Influence of non-rational elements in humans
Satisfices

Garbage-can decision model
RMIT University©
Difficulty
Failure to account for the political activity of participants who
encourage conditions of organised anarchy, or who exploit them
for particular advantage.
(Linstead & Fulop 2009:683)

35
Organised anarchy
Not clear if an issue is a problem, or a solution to a problem
Reaction to circumstances
Total demands on the decision makers at the time
Political decision model
RMIT University©

Difficulty
The pluralist approach does not explain how decisions can be
made or avoided in organisations because of the influence or
pressure of external groups who may form part of a dominant
coalition.
(Linstead & Fulop 2009:685)
36
Recognises the role of conflict and conflict resolution in the
decision-making process
Pluralistic in nature
Recognises the role of stakeholders in the organisation
Decision making is about reconciling stakeholders interests

‘Z’ Model of Decision Making
Look at the facts
and details
Sensing Intuition
What alternatives
do the facts suggest?What are the facts?
Be specific and realistic.
List all relevant details.
Be clear.
Let your imagination
run wild.
Brainstorm.
Consider various solutions
Can it be
analysed
objectively?
Thinking Feeling
What impact will it have on those involved?
Consider the
# consequences of each alternative
# cause and effect of each action
If you were not involved, what would you suggest?
Is it something you
can live with?
How do you feel about the action?
What hunches do you have about others’ reactions?
RMIT University©

37
Pfeffer’s Four Organisational Decision-Making Models
(Adapted from Table 14.2, p.686 in Linstead et al. 2009)
DIMENSIONRATIONAL
(Unitary)BUREAUCRATIC
(unitary)GARBAGE CAN
(pluralist)POLITICAL POWER
(pluralist)
PREFERENCES
&
GOALS
Consistent
among
participants
Reasonably consistent
Unclear, ambiguous, may be constructed afterwards
to legitimise actions

Inconsistent, diverse
or conflicting goals
& preferences
POWER
&
CONTROL
Focuses on
hierarchical
authority
Less centralised ,
still legitimate authority
Very decentralised, anarchic; power is also recognised
Shifting coalitions &interest groups who have power but not
necessarily authority
DECISION
PROCESS
Orderly,
rational
Procedural rationality embodied in programmes
&standard operating procedures
Ad hoc
Disorderly, characterised
by push & pull of interest groups
EXPECTED RESULTS
& OUTCOMES
Maximisation
&
optimisation
Follow from
‘satisficing’ mode
Unclear, ambiguous

Power & stabilisation
of demands
INFORMATION
REQUIREMENTS
Extensive &systematic information gathering
Reduced by the use of rules & procedures information
Haphazard collection & use of information
Information used
&
withheld strategically
RATIONALEEfficiency &effectiveness in achieving agreed-to
performance criteria
Stability, fairness
Playfulness
Conflict & power struggles among relatively equal opponents
38
Escalation of Commitment
Source: Nelson et al. 2012:151
39

39
Limitation that all decision making models share
Unwillingness to abandon a bad decision, or continuing to
support a failing course of action, even when substantial costs
are incurred
The desire to win is a motivation to continue to escalate
Escalation of Commitment
40
Can you think of examples
in which a
CEO, politician or military commander showed
escalated commitment
to a bad decision?

40
RMIT University©Types of decisionTraditional decision-
making techniquesModern decision-making
techniques1.Programmed
Routine, repetitive decisions; organisation develops specific
processes for handling them.
Low uncertainty and low ambiguityHabit
Clerical routine: standard operating procedures, policies,
manuals
Organisation structure – know your place
Systems of sub-goals
Well-defined information channelsOperations research
mathematical models, computer simulations
Electronic data processing
Management information systems2. Non-programmed
One-shot, ill-structured novel policy decisions.
Handled by general non-routine problem-solving processes.
High uncertainty and ambiguity.Judgment, intuition , creativity
Rule of thumb (by top management)Heuristic (problem solving)
techniques applied to:
constructing computer models
brainstorming
counter-planning
simulation
Techniques of decision making
(Linstead & Fulop 2009:Table 14.1: 677)
41

Influences of Decision Making
(Source: nelson et al. 2012: 153)
42
Individuals differ in risk behaviour
Enablers
and
barriers to creativity
Ability to make judgment about a situation based on a ‘hunch’.
4 stages:
Preparation
Incubation
Illumination
Verification
42
Influences
Intuition
Personality, attitudes, values
Organisation Environment

Creativity
Risk, risk aversion
Group Decision making
Synergy = 1 + 1 = 3
Nelson et al. 2012: 157
43
43
Advantages
More knowledge and information

Disadvantages
Pressure to conform
Domination by one forceful member
Greater understanding of the decision
Member involvement
Time required to make a decision
Levels of organisational decision-making behaviour

Level of analysisTheoretical ApproachesKey
issuesConstraintsOrganisationTheories of organisation power,
conflict and decision making
Effects of power and conflict1.Multiple ongoing tasks
2.Historical precedents
3.HRM systems
4.Time constraintsGroup1.Group conformity, group dynamics,
group size, and networksEffects of group dynamics, individual
perceptions and behaviours
1. Group norms
2. Group thinkIndividual1.Information-processing theory
2. Cognitive psychology1.Information overload
2.Personal biases1.Information processing failures
2.Perceptual biases
3.Intuition and emotion
4.Escalation of commitment
RMIT University©
44
Negative factors arising from group cohesiveness
Source: Thompson and McHugh 2009:375
45
45
Groupthink
Moral judgment and reality testing are suspended

Often occurs with high risk decisions in high-status groups with
dominant leadership
High stress conditions and threats to self-esteem
Symptoms of Groupthink
Wood et al. 2010 : 103
46
Leads to discounting warnings and negative information.
An illusion of unanimity emerges
Self-censorships of any deviation from group norms.
Belief in the
inherent morality
of the group
Leads members to be
convinced of the
logical correctness of what
they are dong and ignore
the ethical or moral
consequences of
decisions.
46

Illusion of invulnerability
Excessive optimism and risk taking
Pressure on individuals
Conform and reach consensus
Group consensus
Group believes it cannot make a bad decision
Unpopular ideas may be suppressed
Members who oppose the group are stereotyped as weak, evil or
stupid.

Avoiding Groupthink
Source: Thompson and McHugh 2009:375
47
Leaders need to be reflexive to assess their behaviour and stay
impartial
47
Can be avoided with some effort
Interaction with other groups
Invite consultants and others to challenge the group
Develop alternative plans
Group Polarisation
Source: Nelson et al. 2012:160

48
48
The tendency for group discussion to produce shifts toward
more extreme attitudes among members.
Can be disastrous
If individuals are leaning towards a dangerous decision they are
likely to support it more strongly following discussion.
Minimising Bias and Errors in Decision Making
RMIT University©
Structured team decision-making process of pooling the
collective knowledge of subject experts
Bratton et al. 2010 :425
49
Brainstorming

Generation of free flowing multiple ideas
Nominal group technique
Variation of brainstorming , independent contribution
Stepladder technique
Discussion with two initial members, then additional members
added until all group members have joined the discussion
Computer mediated brainstorming
Delphi technique
RMIT University©
References
Bratton, J, Sawchuck, P, Forshaw, C, Callinan, M, & Corbett, M
2010, Work and Organization Behaviour, 2nd edn, Palgrave

MacMillan, UK. Chapter 15: Decision Making and Ethics,
pp.407-432
Clegg, S, Courpasson, D and Phillips, N (2007) Power and
Organisations, London: SAGE.
Edwards, P and Wajcman, J (2005) The Politics of Working
Life, OUP: Oxford.
Fleming, P and Spicer, A (2007) Contesting the Corporation:
Struggle, Power and Resistance in Organisations, Cambridge:
Cambridge University Press.
Haslam, SA, 2004, Psychology in organisations: the social
identity approach, 2nd edn, Sage London. Chapter 6: Group
decision making, pp.99-119
Knights, D (2009) ‘Power at Work in Organisations’, in
Alvesson, M, Bridgman, T and Willmott, H (eds) The Oxford
handbook of Critical Management Studies, Oxford: OUP.
Linstead S, Fulop, L, Lilley, S 2009, Management and
Organization: A critical text, 2nd edn, Palgrave MacMillan,
London. Chapter 14: Decision making in organisations, pp. 667-
708
Nelson, DL, Quick, JC, Wright, S,& Adams, C 2012, OrgB
Asia-Pacific Edition, Cengage, Sydney. Chapter 10: Decision
making by individuals and groups, pp. 148-164
Thompson, P, & McHugh, D, 2009 Work Organisations: A
critical approach, Palgrave Macmillan, London. Chapter 24:
From groups to teams, pp. 369-387
50
Organisations and Leadership
Organisational Behaviour

Developed by Dr. Ruth Barton
&
Dr. Margaret Heffernan, OAM
1
Aims of the lecture
2
2
What is leadership?
Define leadership
Approaches to leadership
Mainstream and emerging theories
Leadership styles and behaviours
Competencies of leadership

What is Leadership?
3
3
Leadership
‘A social process in which one individual influences the
behaviour of others without the use or threat of violence’
(Buchanan & Huczynsci, 1985 in Thompson & McHugh, 2009)
‘The acid test of leadership must be its ability to improve
organisational leadership’ (Fiedler, 1967, in Thompson
and McHugh, 2009)
Shared leadership
Leadership is broadly distributed, rather than assigned to one
person, such that people in the tram and organisation lead each
other.

(McShane et al. 2013: 382)
Approaches to Leadership
4
Fairhurst (2007)
4
LEADERSHIP
Individualism
Essence of leadership
Dualistic views of power and influence
Untheorised / exaggerated agency

Competency (Trait) Perspective of Leadership
5
Skills, knowledge, aptitudes
and other
personal characteristics
that lead
to superior performance
5
Self-concept
Drive
Personality
Integrity

Competency
Cognitive ability
Knowledge of the business
Emotional intelligence
Traits and Characteristics
eg Stodgill (1974), Handy (1980)
Limitations:
Assumes that all effective leaders have the same personal

characteristics that are equallyimportant in all situations.
Alternative combinations of competencies may be equally
successful
Views leadership as something within a person
Indicates leadership potential, not leadership performance
6
6
Leadership Styles and Behaviours
McGregor (1960)
Theory X
Theory Y
7
7
Types and Roles
Lewin, Lippitt and White (1939)
Autocratic
Democratic
Laissez –faire
Benne and Sheats (1948)
Task maintenance act
Group maintenance act
8

8
Types and Styles
Blake and Mouton’s (1978) Leadership Grid
9
9
Authentic leadership
Emotional intelligence
Effective
leaders need to act
consistently
with their values,
personality, and
self-concept
Source: McShane et al 2013: 384-385
10
10

Develop own style
Receive feed-back
Being yourself
Reflect
Contingency (Situational) Perspective of Leadership
11
The most appropriate leadership style depends
on the
situation.
Leaders
must be
insightful and flexible,
and adapt behaviours and styles
to the
immediate situation.

11
Leadership substitutes
Path-goal theory
Situational leadership
Fiedler’s Contingency model
Servant leadership

Contingent Leadership
Fiedler’s (1974) Contingency Model
Favourable Unfavourable
12
12
Charismatic Leadership
Applied to a certain quality of an individual
considered extraordinary
treated as endowed with supernatural, superhuman, specifically
exceptional powers or qualities.
qualities are not accessible to the ordinary person
regarded as of divine origin or as exemplary , and the individual
concerned is treated as a “leader”’
(Weber,1968: 241)
13
13
Transformational Leadership
Visioning the new corporate future
Communicating the vision
Implementing the vision
Popular in 1980s and 1990s
(Dunphy and Stace, 1990)

Source: McShane et al. 2013: 393
14
14
Elements
Create a strategic vision
Communicate the vision
Model the vision
Build commitment towards the vision
Paternal Leadership Style
Source: Fulop, L and Linstead, S (2009) : 525

15
15
Paternalism
Dependence on the leader
Personal relationships
Moral leadership
Harmony building
Conflict diffusion
Social distance
Didactic leadership
Subtle, dialogue

Paternal Leadership Tactics
Source: Fulop, L and Linstead, S (2009) : 526
16
16
Paternalism
Centralisation
Non-specific intentions
Secrecy

Protect authority
Selective favours
Non-emotional ties
Differential treatment
Reputation building
Narcissistic Leader

Narcissism
They must be more than they are
Their value as people is dependent upon the image they project
People are objects to be manipulated to get the validation
narcissists need
Source: Fulop and Linstead, 2009
17
17
Post Heroic Leadership
Associated with transformational leadership but with a greater
emphasis on developing subordinates
(Bradford and Cohen, 1984)
Distributed or collective leadership
Heifetz and Laurie (1997)
18
18
Followership
Followership is the role of the group member in supporting (or
not) the leadership role
Leadership prototypicality

(Hogg, 2001)
Social identity and leadership
(Haslam , 2001)
19
19
Implicit Leadership Perspective
People evaluate a leader’s effectiveness in terms of how well
that person fits preconceived beliefs about the features and
behaviours of effective leaders (leadership prototypes)
People tend to inflate the influence of leaders on organisational
events
Followers perceptions about the characteristics and influence of
people they call leaders
Source: McShane et al. 2013: 395- 396
20
20
The Three Levels of Leadership
Source: Scouller, J. (2011)
21

21
Public
Private
Personal
Source: Fulop and Linstead, 2009: 530
Leadership is very much a relational product of the societies in
which organisations operate.
Cultural variables will affect how leaders from different
cultural backgrounds manage in foreign cultures and with
culturally diverse groups.
22
22

References
Fulop, L and Linstead, S (2009) ‘Leadership and Leading’ [Ch.
10], in Linstead, S, Fulop, L and Lilley, S 9eds) Management
and Organization: A critical text, 2nd ed, Palgrave, Houndmills.
McShane, S Olekalns, M and Travaglione, T (2013)
Organisational Behaviour: Emerging knowledge. Global
insights. McGraw Hill, Sydney
Rollinson, D (2005) Organisational Behaviour and Analysis: An
integrated approach, Prentice Hall, Harlow .
Scouller, J. (2011). The Three Levels of Leadership: How to
Develop Your Leadership Presence, Knowhow and Skill,
Management Books
Cirencester: Thompson, P and McHugh, D (2009) Work
Organisations: A critical approach, Palgrave, Houndmills.
23
23
Page 1 of 5
BUSM1100 ASSIGNMENT 1 GUIDE: Literature Review
VALUE: 40%
This guide answers frequently asked questions relating to:
1. GETTING ORGANISED

A. Individual assignment
B. Style of the assignment – literature review
C. References
2. APPLYING THEORY
3. ASSIGNMENT SUBMISSION - Electronic and hard copy
Assignment Task: Review literature relevant to the case study:
Genocide in Rwanda:
Leadership, ethics and organisational ‘failure’ in a post-colonial
context. The case
focuses on the organizational factors that played a role in
“failing” to prevent genocide
in Rwanda. In particular, it focuses on the interplay between
key leaders and geo-
political relations.
GETTING ORGANISED
A. Individual assignment
Although the assignment is to be completed individually there
will be
opportunities within small groups in the weekly class to
prepare. When you discuss
and give feedback to each other, it contributes to your skill
development in

integrating literature and theories with the case. This process
provides an
opportunity for you
a. to have the local lecturer and your peers check your
understanding of the
theories required for the assignment, as well as help prepare for
the final end of
year exam.
b. to contribute to discussions relating to diverse economic,
environmental, social
and political contexts to a variety of audiences
c. to work collaboratively
d. to develop an integrated view of human behaviour in the
workplace.
B. STYLE OF THE ASSIGNMENT – Literature Review
1. The assignment states it must be presented as a ‘review [of]
the
literature’. Where do I find information on how to undertake a
‘literature
review?
Many students find that writing a literature review can be a
difficult task. The
literature review must follow a set structure. Information on
writing a literature
review is found in two sites:

(i) the Learning Lab site which also has an on-line tutorial:
(http://emedia.rmit.edu.au/learninglab/content/literature-review-
overview)
The online tutorial shows you how to write a critical
examination of the most
relevant, recent and scholarly research of a topic that is not just
a summary of
the articles you have read.
(ii) Your myRMIT BUSM1100 site also has information in the
Assessment –
Assignment 1 – Electronic Assignment Planner – Step1: is it a
case study? link.
Page 2 of 5
2. Why is the format (double line-spacing, size 12 font, single
sided,
black/white print) preferred?
The OB lecturers have many assignments to mark. This format
ensures
your assignment is easy to read and grade. With the hard copy,
the single sided allows
for space where comments can be made, if necessary. Black and
white print is cost

effective for the hard copy printing. Applying colour does not
earn you extra marks.
C. REFERENCES
1. Why are ‘academic’ references important to use and not other
general
sites?
As a university student you are studying in an academic
environment, which also
requires you to demonstrate your academic thinking. Academic
references such as
journals and text books are the best source of applying theories,
and well researched
applications of the theories.
a. Journals and e-textbooks are available through the RMIT
Library site.
b. The course guide also lists recommended text books and
journal titles that you
can read as a starting point.
2. The Course Guide does not tell me the minimum number of
references to
apply; it just says to ‘review the literature’. How many
references should I
apply?
The number of references is your choice. However, in order for

you to
achieve the Learning Outcomes (listed in your Course Guide
and the Marking Guide)
we expect the review to apply more than 3 references to
demonstrate your breadth
of reading.
a. You need to show that you have read academic texts and
journals that relate to
a ‘coherent body of knowledge in a particular context’.
b. ‘Coherent’ means that the literature (the body of knowledge
about organisation
leadership) you have reviewed is of a consistent theme
(‘different frameworks of
leadership’) in a particular context (geo-politics), and the
structure of your
review is logically connected.
c. If your references are poor academic quality such as blogs,
Wikipedia,
Businessmate and so on, you will lose marks as this shows you
have not read
relevant academic sources.
d. We would expect as a minimum standard that you will have
read and applied to
your literature review the readings we have supplied to help you
get started in
the week 3 topic on ‘Organisations and Leadership’. If you only
apply the
readings from the week 3 topic you will have shown you have

not undertaken
extra reading, and thus the grade you are awarded will reflect
this.
3. Where do I find the guidelines on how to apply the RMIT
Business
referencing style which I have to apply?
It is important that you apply the correct referencing technique
as you will
lose marks for poor referencing style. Point three of the
Learning Outcomes (in the
Marking Guide) anticipates your assignment ‘expresses ideas,
concepts and
arguments in a logical and coherent written form and in
conformity with
relevant standards of academic writing in assessed contexts’.
Page 3 of 5
‘Conformity with relevant standards of academic writing’ means
that
referencing is applied using the correct technique, which for
this assignment is the
RMIT Business style.
When reading the requirements for the RMIT Business style,
pay particular

attention to the use of Capital letters, commas, full stops and so
on. These are an
important part of using the correct technique.
We have provided several links in myRMIT BUSM1100 to help
you:
a. Assessment –Assignment 1 – Electronic Assignment Planner
– Step3:
references
b. ‘Referencing’ link explains the referencing technique
through interactive
activities;
c. Library – point 5: Referencing
d. External Links – Guidelines for Referencing
APPLYING THEORY ‘Organisations and Leadership’ (Topic 3)
1. How do I ‘examine and illustrate the different frameworks of
leadership
(discussed in detail in Week 3 class) available to understand the
relations
between the leadership approaches and contexts which
influenced the
particular approaches’?
‘Examine and illustrate’ means you will have read (examine)
the academic theories
and frameworks that relate to organisation leadership and
incorporated (illustrate)

these into your review of what you have read. First you must
read books and articles
to help you form an understanding of leadership in
organisations, not in non-business
activities such as sporting clubs or religious organisations.
You also need to understand what the key theories and concepts
are of ‘leadership’ in
organisations.
As a starting point, literature on ‘different frameworks of
leadership’ can be found in:
a. The Topic 3 lecture on ‘Organisations and Leadership’ will
give an overview
of core theories and frameworks.
The information in the lecture and readings are starting points
only…to get
a high mark in the assignment you will be expected to show you
have
researched and applied information from other sources you have
found
yourself.
b. The readings in the BUSM1100 – Course Content - Topic 3 -
Readings
c. The RMIT Library site for academic texts and academic
journals. If you
have trouble sourcing these, please use the ‘Ask a Librarian’
link in the
Library site.

‘…understand the relations between the leadership approaches
and contexts
which influenced the particular approaches’ means you will not
have just
described, restated or rewritten leadership theories.
a. When you read the literature, read carefully the context in
which the article was
written. For example, is it written about leadership in
organisations in a
particular country (e.g. USA, Singapore, UK…) or sector
(finance,
manufacturing, military, logistics…); what year was the article
written (recent or
more than a decade ago…).
Page 4 of 5
b. Because the case focuses on the interplay between key
leaders and geo-political
relations your review of the literature should also focus on
leadership in geo-
political contexts (geo-political relates to politics, especially to
the foreign policy
of a nation, as influenced by geographical factors).

2. What does ‘In the review, you should also express ideas,
concepts, and arguments
in a logical and coherent written form consistent with academic
standards’ mean?
This means you will write at an academic standard expected of
university
level study. Information in the Assignment Planner (myRMIT
BUSM1100: Assessment
–Assignment 1 – Electronic Assignment Planner) will help you
understand the
standard that is expected.
3. What criteria is being assessed? The Course guide states ‘We
will assess you
and give feedback on your ability to review critically, analyse,
consolidate, and
synthesise knowledge, communication skills to present a clear,
coherent, and
independent exposition’.
Make sure you read the Marking Guide (in myRMIT BUSM1100
–
Assessment -Assignment 1 –Marking Guide) where the learning
outcomes for the
assignment are listed. The learning outcomes form the basis
against which your
assignment will be assessed. The guide also explains what is

expected for you to be
awarded a particular grade (e.g. High Distinction, Distinction
etc.) and some of the
terms are hyperlinked to give detailed explanation on what each
means.
‘…review critically, analyse, consolidate, and synthesise
knowledge’ means you will
have demonstrated your ability to undertake an academic
literature review at an
academic level. You will have considered the different points of
view from within your
readings (the literature), analysed these in relation to each other
and your personal
experiences, and then formed some conclusions.
a. From the readings, what are the theories and concepts that
have common points
of view, what are the differences in the points of view?
b. Then… be ‘critical’ or question what you have read…do you
accept the points of
view, or do you have a different point of view from your
experiences?
‘…communication skills to present a clear, coherent, and
independent exposition’.
This refers to your ability to express in writing (communicate)
the requirements of the
assessment task at a suitable academic level. It also shows to
what level you have

mastered the learning objective of the assessment task.
are commonly
applied in academic assessment tasks, read
http://enpub.fulton.asu.edu/mcneill/blooms.htm
ASSIGNMENT SUBMISSION - Electronic and hard copy
Information about the process of submitting your assessment for
both the
hard copy and electronic copy is also in the Assignment 1 –
Assignment
Submission folder. Read it very carefully!
Page 5 of 5
The HARD COPY of the assignment must be submitted by the
due
date in the Assignment box at SIM.
BUSM1100 -
Assessment – Assignment 1) must be attached as the front page.
from myRMIT BUSM1100 -
Assessment – Assignment 1- Marking Guide) must be attached

immediately after the cover sheet.
sheets as
it will not be marked
You must submit a SOFT COPY of your assignment through the
link in myRMIT
BUSM1100 –Assessment – Assignment 1 - Assignment
submission.
1. What happens if my assignment is submitted after the due
date and time?
Penalties for late submission (Regulation 6.1.1 Student
Discipline Page 4) will be
applied for both the hard copy and soft copy.
The same deadline applies for the soft copy as for the hard
copy. If there is any
dispute about late submission, then we will be take the
submission time and date
recorded when you submit online as the official time and date of
submission.
the mark awarded
will be reduced by 10% for each day (or part of a day) it is late.
t be

marked and will be
awarded zero marks.
2. Avoiding plagiarism: Your electronic assignment is
automatically processed
through an academic software program called Turnitin. Turnitin
checks every
assignment to see if there has been any copying from sources
that have not been
referenced properly, or copying from assignments in previous
semesters, or
copying of assignments from other universities.
a. If your assignment shows a ‘high’ similarity rate this means
that you have either
not used the information from the references in an appropriate
academic way,
or you have made a direct copy without giving the
reference….and marks will be
deducted for these errors.
b. The similarity report shows where the information has come
from so it is easy
for the lecturer marking the assignment to trace the source.
3. Turnitin - Giving feedback about your assignment
Turnitin is also helpful as a form of feedback to you in showing
where improvements in
the way you write and apply references can be made, especially

if there has been a lot
of direct copying of information where paraphrasing could have
been applied.
e70129
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4.4 Genocide in Rwanda : Leadership, ethics and organizational
failure in post-colonial context.
By: Brad S. Long, Jim Grant, Albert J. Mills, Ellen Rudderham-
Gaudet, and Amy Warren.
e70129
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Assignment 1by Jee Chew FOOFILETIME SUBMITTED 16-FEB.docx

Assignment 1by Jee Chew FOOFILETIME SUBMITTED 16-FEB.docx

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