Values Driven Leadership QHO574
- Subject Code :
QHO574
Coursework Assessment Brief
Assessment Details
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Module Title: |
Values Driven Leadership |
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Module Code: |
QHO574 |
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Module Leader: |
Dr. Raymond Adu |
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Level: |
5 |
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Assessment Title: |
Leading and managing effective teams |
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Assessment Number: |
AE1 |
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Assessment Type: |
Individual Essay (with appendices) |
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Restrictions on Time/Word Count: |
2500 words (excludes appendices where applicable) |
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Consequence of not meeting time/word count limit: |
There is no penalty for submitting below the word/count limit, but you should be aware that there is a risk you may not maximise your potential mark. Assignments should be presented appropriately in line with the restrictions stated above; if an assignment exceeds the time/word count this will be taken in account in the marks given using the assessment criteria shown.* |
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Individual/Group: |
Individual |
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Assessment Weighting: |
100% |
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Issue Date: |
February 2025 |
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Hand In Date: |
9thJune 2025 |
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Planned Feedback Date: |
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Mode of Submission: |
on-line Only FINAL submissions will be accepted. DRAFT submissions will not be considered an attempt and will not be marked. |
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Anonymous Marking |
This assessment: (a)Will be marked anonymously |
Assessment Task
Write a 2500-word essay discussing the approaches and techniques used by effective values-based leaders atthe organisation you wish to work withinafter completing your degree. Why do you choose them? You need toconsider your own strengths and the challengesyou may face in line with this.
- Provide an overview of the values-driven leadership approach adopted by the organisation, critically analysing it through two relevant leadership theories. Discuss the skills and behaviours exhibited by effective values-driven leaders.
- Identify and justify three people management practices that values-driven leaders should implement in your chosen organization to develop, manage, and lead their teams effectively. Include an analysis of how these practices can be applied to managing diverse, remote, and hybrid teams.
- Evaluate how these leadership approaches are anticipated to contribute to the success of individuals, teams, and the organisation within your chosen business.
- Reflect on your personal preferences and strengths, identifying the key challenges you may face in performing your role. Propose strategies for overcoming these challenges to ensure your effectiveness in the position.
Assessment criteria
|
Criteria |
F3 |
F2 |
F1 |
D3 |
D2 |
D1 |
C3 |
C2 |
C1 |
B3 |
B2 |
B1 |
A4 |
A3 |
A2 |
A1 |
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Solent Grade |
15 |
20 |
35 |
42 |
45 |
48 |
52 |
55 |
58 |
62 |
65 |
68 |
74 |
83 |
92 |
100 |
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Be able to illustrate application of theories and techniques to achieving a balance of skills and experience in teams. |
Inappropriate background to the essay, with limited to no context presented. This section fails significantly to set the scene for the purpose of the essay. |
Limited background to the essay, with limited context presented. This section does not adequately set the scene for the purpose of the essay. |
Adequate background to the essay, with limited clarity presented. This section only somewhat sets the scene for the purpose of the essay. |
Relatively clear background to the essay, appropriately presented. This section attempts to set the scene for the purpose of the essay. |
Clear background to the essay, with good presentation. This section clearly sets the scene for the purpose of the essay. |
Excellent background to the essay This section very clearly sets the scene for the purpose of the essay. |
Exceptionally clear background provided. This section very clearly sets the scene for the essay. |
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Understand and demonstrate an evaluation of the key theories and practices in developing, managing and leading teams. |
Notheories, approaches and strategies presented, or critical review and reflection. No application of reviews tools and techniques highlighting best practice. Poor reflective practice evidenced. |
Minimal, if any range of relevant theories, approaches and strategies critical review and reflection. Little application of reviews tools and techniques highlighting best practice. Poor reflective practice evidenced. |
Limited identification of a small range of strong relevant theories, approaches and strategies critical review and reflection. Vague application of reviews tools and techniques highlighting best practice. of relevant issues. Minor reflective practice evidenced. |
Acceptable identification of an adequate wide range of strong relevant theories, approaches and strategies critical review and reflection. Generally appropriate application of reviews tools and techniques highlighting best practice. Satisfactory reflective practice evidenced. |
Good identification of a wide range of strong relevant theories, approaches and strategies critical review and reflection. Good application of reviews tools and techniques highlighting best practice. Good reflective practice evidenced. |
Excellent identification of a very wide range of strong relevant theories, approaches and strategies critical review and reflection. Excellent application of reviews tools and techniques highlighting best practice. Very good reflective practice evidenced. |
Exceptional identification of an outstandingly wide range of strong relevant theories, approaches and strategies critical review and reflection. Outstanding application of reviews tools and techniques highlighting best practice. Excellent reflective practice evidenced. |
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Have undertaken analysis of your own Self-Management skills and how this will drive your development as an ethical, values drivenmanager. |
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Illustrate evaluation of techniques for leading individuals and teams to achieve success. |
No recommendations made. |
Severely limited or inappropriate level/range of recommendations made. |
Limited conclusions. Recommendations with limited relevance. |
Appropriate conclusions. Range of recommendations that are generally relevant, but not necessarily to the wider sector. |
Good conclusions with range of recommendations that are relevant to the subject. |
Excellent conclusions with range of recommendations that are relevant & appropriate. |
Exceptional conclusions with range of recommendations that are clearly relevant & appropriate. |
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Clarity Structure and organisation of material Spelling, grammar and professionalism of essay appearance |
Unacceptable presentation of key information. Essay severely poorly presented with material unorganised and not suitable. |
Limited presentation of key information. Essay not well presented with material unorganised and not suitable. |
Adequate presentation of key information, although overall arguments somewhat confusing to follow. Evidence somewhat structured, although not necessarily in a coherent or logical manner. |
Acceptable presentation of key information. Material generally organised, with overall line of argument somewhat logical. Information within essay presented acceptably, although not all of it in a professional manner. |
Good presentation of key information. Material well organised, with overall arguments and line of reasoning easy to follow. Essay generally presented in a professional manner. |
Excellent presentation of key information. Material very well organised, with overall arguments and line of reasoning easy to follow. Essay presented in a professional manner. |
Exceptional presentation of key information. Material very clearly organised, with overall arguments and line of reasoning extremely easy to follow. Essay presented in a very professional manner. |
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References Harvard method used Range of references within text References/ Bibliography at the end of the text |
No referencing provided. |
References not provided (within the text and at the end of the text. |
Some references provided (within the text and at the end of the text) with some to many errors with the Harvard method of referencing. |
An acceptable level of references provided (within the text and at the end of the text). Some errors made with the Harvard method of referencing. |
A good range of references provided (within the text and at the end of the text). References generally in accordance with the Harvard method of referencing. |
Excellent range of references provided (within the text and at the end of the text). Very few referencing errors in accordance with the Harvard method of referencing. |
Exceptional range of references provided (within the text and at the end of the text). All in accordance with the Harvard method of referencing. |
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Use of AI in this Assessment
Generative AI is permitted at Solent University under specific conditions and must continue to follow the universitys rules around Academic Misconduct and the AI and Academic Integrity policy. In this assessment, you are allowed to use AI for the following tasks:
- Researching the role or industry (you MUST reference this information find the original source, check it is valid and appropriate, and then reference this source, NOT the AI.
- Asking AI to suggest useful sources of information e.g. books and journal articles (although you must then find these in the Solent library database and check whether it is suitable for a reference. Reference the original source,notthe AI).
- You must use the structure above, so DO NOT use AI to help with the structure. However, you can ask AI to help with the slide design/layout. You should include the AI in the reference list if you do this.
You MUST NOT use AI to:
- Write your content or notes for you, even if you amend this version.
- Paraphrasing, replication, narrative drift, falsification, plagiarism as this will lead to academic misconduct.
All of your submitted content must be your own words, and you must use your own references which you found in your research.
AI and Academic Integrity Policy
Learning Outcomes
This assessment will enable you to demonstrate in full or in part your fulfilment of the following learning outcomes identified in the Module Descriptor:
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Have undertaken analysis of your own Self-Management skills and how this will drive your development as an ethical, values drivenmanager. |
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Understand and demonstrate an evaluation of the key theories and practices in developing, managing and leading teams. |
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Be able to illustrate application of theories and techniques to achieving a balance of skills and experience in teams. |
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Illustrate evaluation of techniques for leading individuals and teams to achieve success. |
Living CV
As part of the University's Work Ready, Future Ready strategy, you will be expected to build a professional, Living CV as you successfully engage and pass each module of your degree.
The Living CV outputs evidenced on completion of this assessment are:
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A reflective practitioner with high emotional intelligence skill and understanding of impact on others. A role model within teams, providing support to colleagues and other stakeholders to maintain high behavioural and quality standards. |
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Demonstrable ability to weigh up and implement various courses of action to drive organisational success. People focused and credible, with the ability to inspire others and develop teams to be their best. |
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Practical understanding of how to assess, monitor and enhance individual and team performance. Understanding of a range of workforce planning and resourcing approaches. Experienced in planning and delivering a range of people development initiatives. |
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Able to apply understanding of best practice in people management to lead effective teams in a range of challenging business environments. Utilising an evidence-based approach to people management to measure and enhance team effectiveness. |
Please add these to your CV via the Living CV builder platform on Solent Futures Onlinehttps://students.solent.ac.uk/careers
Important Information
Solent University Academic Regulations 2024-25
Late Submissions
You are reminded that:
- If this assessment is submitted late i.e. within 7 calendar days of the submission deadline, the mark will be capped at 40% if a pass mark is achieved;
- If this assessment is submittedlaterthan 7 calendar days after the submission deadline, the work will be regarded as a non-submission and will be awarded a zero;
- If this assessment is being submitted as a referred piece of work, then itmustbe submitted by the deadline date;anyRefer assessment submitted late will be regarded as a non-submission and will be awarded a zero.
Extenuating Circumstances
The Universitys Extenuating Circumstances (EC) procedure is in place if there are genuine short term exceptional circumstances that may prevent you submitting an assessment. You are able to self-certify for up to two assessment dates in any semester without supporting evidence for an extension of up to seven calendar days for coursework or to defer an exam to the resit period.
Alternatively, if you are not 'fit to study (or you have used up your two self-certification opportunities), you can request:
- an extension to the submission deadline of 7 calendar days, or
- a request to submit the assessment at the next opportunity, i.e. the resit period (as a Defer without capping of the grade).
In both instances you must submit an EC application with relevant evidence. If accepted under the university regulations there will be no academic penalty for late submission or non-submission dependent on what is requested. You are reminded that EC covers only short-term issues (20 working days) and that if you experience longer term matters that impact on your learning then you must contact the Student Hub for advice.
Please find a link to the EC policy below:
Academic Misconduct
Any submission must be your own work and, where facts or ideas have been used from other sources, these sources must be appropriately referenced. The Universitys Academic Regulations includes the definitions of all practices that will be deemed to constitute academic misconduct. You should check this link before submitting your work.
Procedures relating to student academic misconduct are given below:
Ethics Policy
The work being carried out must be in compliance with the university Ethics Policy. Where there is an ethical issue, as specified within the Ethics Policy, then you will need an ethics release or ethics approval prior to the start of the project.
The Ethics Policy is contained within Section 2S of the Academic Handbook:
Grade marking
The University uses an numeric grade scale for the marking of assessments. More detailed information on grade marking and the grade scale can be found on the portal and in the Student Handbook.
Guidance for online submission through Solent Online Learning (SOL)
