MACQUARIE UNIVERSITY INTERNATIONAL COLLEGE ASSESSMENT WMGM102 PRINCIPLES OF MANAGEMENT ASSESSMENT DETAILS Unit Name: Assessment Task: Total Marks: Due: Principles of Management Essay 100 Week 3, Friday 11 pm Unit Code: Term & Year: Weighting: WMGM102 Term 5, 2018 20% NATURE OF THE TASK This is an individual assessment task. INSTRUCTIONS Students are required to write a 1,200 word essay (excluding the reference list) in response to the question posed below: ESSAY TOPIC: Destructive leadership MAIN ESSAY QUESTION: The management and leadership literatures have consistently recognised the important role of leadership in influencing employee and organisational performance. However, hardly a day goes by that leadership conduct does not appear as a topic—or, more accurately, as a problem—in the media. In particular, there is evidence to suggest an increase in destructive leadership which is causing harm to organisations and their stakeholders. Critically analyse and discuss the concept of destructive leadership RELATED QUESTIONS: You should critically discuss the following related questions: i. What exactly encompasses the term ‘destructive leadership’? ii. What are the factors that may promote or contribute to destructive leadership? iii. What are the consequences or outcomes of destructive leadership? Consider this from the perspective of various stakeholders including followers, the organisation and perhaps society. iv. How can organisations prevent destructive leadership, or reduce the impact that it has on followers and the organisation? RECOMMENDED READING LIST The following resources will assist you in your preliminary understanding of and research for the topic. Students are NOT restricted to these resources and can use their own independent research to find relevant information. Students are however, expected to read and utilise intext, at least 3 of the resources listed below. Remember that for a pass grade, students are expected to utilise at least 6 resources overall. Einarsen, S., Aasland, M.S. and Skogstad, A., 2007. Destructive leadership behaviour: A definition and conceptual model. The Leadership Quarterly, 18(3), pp.207-216. Krasikova, D.V., Green, S.G. and LeBreton, J.M., 2013. Destructive leadership: A theoretical review, integration, and future research agenda. Journal of Management, 39(5), pp.1308-1338. Padilla, A., Hogan, R. and Kaiser, R.B., 2007. The toxic triangle: Destructive leaders, susceptible followers, and conducive environments. The Leadership Quarterly, 18(3), pp.176-194. Page 1 of 4 Schyns, B. and Schilling, J., 2013. How bad are the effects of bad leaders? A meta-analysis of destructive leadership and its outcomes. The Leadership Quarterly, 24(1), pp.138-158. Song, B., Qian, J., Wang, B., Yang, M. and Zhai, A., 2017. Are you hiding from your boss? Leader's destructive personality and employee silence. Social Behavior and Personality: an International Journal, 45(7), pp.1167-1174. Thoroughgood, C.N., Sawyer, K.B., Padilla, A. and Lunsford, L., 2018. Destructive leadership: A critique of leader-centric perspectives and toward a more holistic definition. Journal of Business Ethics, 151(3), pp.627-649. HOW TO PRESENT YOUR ASSIGNMENT A sample essay (on a different topic) and the marking criteria rubric have also been placed in iLearn (Assessment Section). The length of the essay, including citations, but excluding the reference list, is 1,200 words. Include the word count at the end of the essay, and before the reference list. Turnitin similarly should be 5% or lower. Use 1.5 line spacing, 2.5 cm margins on top, bottom and on each side, Times New Roman font size 12. You are required to use the Harvard (AGPS) Referencing style throughout your essay. All essays must cite, in total, a minimum of six (6) academic/scholarly and peer reviewed articles. This includes three (3) of the recommended articles featured above. Do not use colour printing or formatting templates when submitting your report. Do not include an executive summary, content section, abstract, footnotes or endnotes. Do not use headings or subheadings. WRITING STYLE: The essay should be written in a formal and academic style. The essay will be evaluated for discriminatory language, clarity of expression and overall presentation. Do not use bullet points, casual language or bracketed comments. Do not use headings or subheadings, as they reduce the integration and flow of your essay. Your essay must be fully and appropriately referenced, using Harvard (AGPS) intext citations. Substantial marks will be deducted for inadequate, or incorrect, referencing. Aim for, at least, two (2) in-text citations per 100 words. SUBMISSION INSTRUCTIONS This assessment must be submitted via Turnitin in iLearn. Hard copies will not be accepted or marked. Guidance on how to submit a Turnitin assignment may be accessed from http://mq.edu.au/iLearn/student_info/assignments.htm#turnitin. If you cannot access or view your submission via Turnitin in iLearn, you have not correctly submitted your work and will need to do so prior to the due date. (If you require assistance submitting through Turnitin, you may lodge a OneHelp Ticket or refer to the IT help page.) You may make several submissions via Turnitin to check your work for plagiarism and make adjustments accordingly up until the due date. If you submit again after the due date your submission will be counted as a late submission and penalties will apply (see below). Please note that for a first time submission the similarity report will be available immediately but for any subsequent submissions it will take 24 hours for the similarity report to be generated in Turnitin. Please note that it is your responsibility to: • allow sufficient time for submission of your work and any uploading of documents so try to avoid submitting your work just prior to the deadline. Page 2 of 4 • ensure that you make the correct submission and that your document can be viewed in Turnitin. Please also note that technical issues such as an internet outage or computer failure are not considered grounds for special consideration. For further details please check the Special Consideration Policy. LATE SUBMISSIONS Late submissions are possible and will be penalised at 20% per day up to 4 days (weekend inclusive). If a student submits an assessment task 5 or more days after the due date without grounds for special consideration (See Special Consideration Policy) a record of submission will be made but the student will receive zero marks for the assessment task. RETENTION OF RECORDS Student are required to keep a copy of all items submitted or completed for the purpose of assessment or evaluation until the end of the grade appeal period. FEEDBACK Feedback will be provided in Turnitin via iLearn before Week 6. Marks will be available in Gradebook. ACADEMIC INTEGRITY Using the work or ideas of another person, whether intentionally or not, and presenting them as your own without clear acknowledgement of the source is called Plagiarism. Macquarie University promotes awareness of information ethics through its Academic Integrity Policy. This means that: • • • • all academic work claimed as original must be the work of the person making the claim all academic collaborations of any kind must be acknowledged academic work must not be falsified in any way when the ideas of others are used, these ideas must be acknowledged appropriately. All breaches of the Academic Integrity Policy are serious and penalties apply. Students should be aware that they may fail an assessment task, a unit or even be excluded from the University for breaching the Academic Integrity Policy. EXPECTATIONS OF STUDENTS Students are responsible for their learning and are expected to: • • • • • • Actively engage with assessment tasks, including carefully reading the guidance provided, understanding criteria, spending sufficient time on the task and submitting work on time; Read, reflect and act on feedback provided; Actively engage in activities designed to develop assessment literacy, including taking the initiative where appropriate (e.g. seeking clarification or advice, negotiating learning contracts, developing grading criteria and rubrics); Provide constructive feedback on assessment processes and tasks through student feedback mechanisms (e.g. student surveys, suggestions for future offerings, student representation on committees); Ensure that their work is their own; and Be familiar with University policy and faculty procedures and act in accordance with those policy and procedures. Page 3 of 4 MARKING CRITERIA Please review the marking rubric in iLearn. The marking criteria are: 1. Depth of knowledge and development of a consistent, clear and well-supported answer to the question. 2. Overall level and quality of synthesis, analysis, critical thinking, support and substantiation, in terms of key themes, arguments and issues raised in the question. 3. Quality of academic research undertaken, as per: a. Appropriate number of relevant academic references sourced from peer reviewed national and international journals. All essays must cite at least six (6) academic sources for a pass grade. b. Degree of relevance of sources to the arguments featured in your essay. c. Employment of correct Harvard (AGPS) Referencing style. 4. Use of appropriate structure, as discussed above. 5. Clarity of expression, grammar, spelling, punctuation, sentence structure and terminology employed as per management and business glossaries covered in class. 6. Overall essay layout and presentation. Page 4 of 4 The sample essay below follows many (although not all) of the conventions of a typical management essay. The introduction outlines the overall topic and then narrows its focus to the specific aspect of that topic that will be discussed in the essay. However, the introduction doesn’t give a thesis statement (which explains the authors’ main argument) or an outline of the structure of the essay. It is a good idea to include both of these things, although as this essay shows, it is not compulsory. The main body has a clear and logical structure, with clear topic sentences guiding the reader through the overall argument by making it clear what the main idea of each paragraph is. The main body of each paragraph uses in-text citations to provide evidence and examples that help expand on the idea listed in the topic sentence. Organizations across the globe respond differently to complications that they face in the modern world. Financial pressure and economic downturns force firms to apply various strategies in order to improve organizational performance. Luan, Tien and Chi (2013) state that downsizing is considered to be a prevailing strategy to improve performance and effectiveness of an organization. Downsizing is defined as a conscious systematic reduction of the number of employees through a deliberately instituted set of actions by which firms aim to achieve specific objectives (Rai & Lakshman, 2014). Even though such a tool as downsizing is used in order to improve the company, it does not signify that only organizations experiencing hardships downsize, in fact, growing organizations are just as liable to undertake downsizing (Trevor & Nyberg, 2008). Williams, Khan and Naumann (2011) claim that the majority of Fortune 500 companies have downsized at least once since 1990 and most of these companies have repeatedly conducted downsizing. The first two sentences discuss the broad context of how companies respond to financial difficulties. Firms implement such a business tool as downsizing widely in their practices due to various reasons. Firstly, companies undertake downsizing primarily as a cost cutting measure in order to increase profitability, remain competitive in the global marketplace, adapt to the changing environment or even in some cases to survive (Cascio, 1993, as cited in Trevor & Nyberg, 2008; ArmstrongStassen, Reavley & Ghanam, 2005). Moreover, Luan et al. (2013) state that downsizing is considered to be a useful tool to reduce excessive bureaucracy, which assists in cutting organizational costs and increasing efficiency and is especially effective during an economic downturn. Furthermore, innovations and technological advancement force organizations to downsize due to the fact that they result in increasing productivity and decreasing the number of workers required (Williams et al., 2011). Hence, downsizing is a widely used practical tool that can assist an organization in tackling financial and performance problems in both emerging and developed economies (Munoz-Bullon & Sanchez-Bueno, 2011, as cited in Luan et al., 2013). The topic sentence explains that the purpose of this paragraph is to list different reasons why companies downsize. The next two sentences narrow the focus as they introduce and define the specific topic of the essay: downsizing The last two sentences explain why this topic is important by explaining how common it is The next three sentences each list different reasons why companies choose to downsize. Each reason is taken from a different source, which is indicated by the in-text citation. The final sentence summarises the main purpose of downsizing. Downsizing is a controversial issue that has a tremendous effect within the workplace. Due to its complexity downsizing has various impacts on organizations in both short and long runs. A survey held by Wyatt Associates indicated that a sufficient amount of firms that had downsized in a 5 year time period had reduced costs and bureaucracy and increased profits and productivity, however other studies such as surveys held by Society for Human Resource Management and Mabert and Schmenner's study indicated that approximately half of organizations that had undertaken downsizing suffered from a decline in productivity (Appelbaum, Everard & Hung, 1999). In addition to that, Trevor and Nyberg (2008) claim that downsizing organizations do not manage to reduce expenses by as much as they desire, whereas in some cases there is an increase in costs due to downsizing. Trevor and Nyberg (2008) also claim that financial performance of the organizations that implement downsizing continues to lag after downsizing efforts are undertaken and stock value of the organization generally decreases for two years following downsizing. Furthermore, Nixon, Hitt, Lee and Jeong (2004) state that, even though organizations may manage to reduce their costs in the short run due to downsizing, they also lose valuable resources, notably human capital which has a crucial effect on organizational performance in the long run. Thus, when massive layoffs are implemented without thorough planning, especially in managerial and professional ranks, firms lose unique knowledge, which is critical for attaining competitive advantage in the long run (Nixon et al., 2004). Layoffs and alternative methods of downsizing have a massive impact not only on organization as a whole but also on all individuals involved in the process, especially on victims and survivors. While victims (i.e. people who lose their positions) might appear to be more affected by layoffs, in fact, it is survivors (i.e. people who remain) who experience more negative effects (Maertz, Wiley, Lerouge & Campion, 2010). Luan et al. (2013) claim that immediate negative survivor outcomes of downsizing are distrust, loss of morale and decrease in productivity, besides of that employees tend to become narrow-minded, self-centered and risk averse. In addition to that, Van Dierendock and Jacobs (2012) state that organizations that downsize experience lowered organizational commitment among survivors, which has a tremendous effect on the organizational performance in the long run. Thus, considering all the negative employee-related outcomes of downsizing, organizations that undertake downsizing should pay special attention to their employees. This topic sentence explains that the main idea of this paragraph is that downsizing is controversial. Whereas the previous paragraph listed some benefits of downsizing, this paragraph develops the overall argument by introducing the idea that not everyone thinks that downsizing is effective. The rest of the paragraph explains why it is considered controversial, using a variety of different sources to explain some of the criticisms of downsizing. The topic sentence explains that the main idea is the effect of downsizing on staff. Again, we can see how the argument is developing in this essay, as the author narrows the focus. Whereas the previous paragraph focused on negative effects of downsizing on the company, this paragraph examines negative effects of downsizing on staff members. In the final sentence, the author gives his/her opinion by making a recommendation based on the information given previously in the paragraph. Success of downsizing is impacted by various factors and can be measured differently. The most significant factor in defining the success of downsizing is considered to be employees’ perception of downsizing fairness, due to its relation with morale, trust and productivity of employees (Iverson & Zatzick, 2007; Van Dierendonck & Jacobs, 2012; Maertz et al., 2010; Rai & Lakshman, 2014; Trevor & Nyberg, 2008). Iverson and Zatzick (2007) state that employees who consider downsizing to be unfair tend to suffer more from stress and job dissatisfaction, which results in inability to work efficiently. Moreover, the harshness of the undertaken downsizing strategy has a vital impact on employees and their short and long run productivity (Iverson & Zatzick, 2007). Organizations that implement less harsh downsizing strategies such as voluntary layoffs and alternative downsizing strategies (e.g. redeployment) tend to lose less productivity in the long run comparing to organizations that implement harsher strategies such as compulsory layoffs (Iverson & Zatzick, 2007). Furthermore, organizational culture has a significant impact on the survivors’ commitment, due to the fact that survivor reactions to layoffs are more positive in organizations with stronger work culture (Rai & Lakshman, 2014). The topic sentence tells us that the argument is now moving to how the success of downsizing can be measured. Nowadays organizations still do not clearly perceive which is the most efficient managerial strategy and specifically whether downsizing is an efficient solution to performance problems. However, various studies (Maertz et al., 2010; Nixon et al., 2004; Williams et al., 2011) claim that even though downsizing may solve short run problems, it has a negative impact on organizational performance in the long run, thus such a business tool as downsizing should be avoided if it is possible. Although downsizing is generally considered to be a strategy that should be avoided, there are some factors that lead to reduction of negative impacts of downsizing on organizational performance. Van Dierendonck and Jacobs (2007) claim that organizations that undertake downsizing should pay special attention to survivors’ perception of downsizing fairness, due to its strong correlation with employees’ organizational commitment. Another factor that should be considered is the harshness of the downsizing strategy, as there is positive correlation between downsizing harshness level and reduction of organizational efficiency (Iverson & Zatzick, 2007). The first two sentences of the final main body paragraph are moving the reader towards understanding the author’s overall position (or thesis). The first sentence summarises how complex the issue is. In conclusion, downsizing is considered to be a very controversial managerial strategy that should be avoided if it is possible. If it is not possible to avoid this measure, downsizing should be thoroughly planned and implemented in the least harsh manner and with special attention to such details as survivors’ perception of downsizing fairness and organizational work culture. The conclusion is very short but makes clear the author’s position (evidence-based opinion) on the topic. The second sentence explains that employee perception is the best measure of the effectiveness of downsizing The rest of the paragraph explains the link between different methods of downsizing and the effects they have on staff. The second sentence provides the author’s opinion (supported by evidence from various studies) that downsizing should be avoided if possible. The rest of the paragraph explains the most effective strategies for downsizing (if it has to be done), based on supporting evidence. WMGM102 Essay Marking Rubric: Destructive Leadership Criteria and their loading (in %) Addressing the main essay question (15%) Focus on the topic Identification of issues Fail (FA) Nonsubmission OR Student is found to have plagiarised Fail (F) The issue of destructive leadership fails to be addressed; the key issues the question raises fail to be identified. (0 – 7) Understanding and application of the theory (20%) Understanding and discussion of theories/concepts/ models Application of theories/concepts/models Nonsubmission OR Student is found to have plagiarised Analysis and evaluation of the issue (25%) Analysing Evaluating Appraising reasons for destructive leadership Nonsubmission OR Student is found to have plagiarised Argument development and structure (20%) Clarity of argument development Coherence of structure Quality of evidence Nonsubmission OR Student is found to have plagiarised Confused development of the argument at hand; structure of the text is not logical or coherent; arguments consist of a series of assertions only. Use of language (5%) Sentence structure; Spelling; Grammar; Use of academic language/vocabulary Nonsubmission OR Student is found to have plagiarised Referencing presentation (5%) Accuracy Consistency and compliance with Harvard (AGPS) style Nonsubmission OR Student is found to have plagiarised Quality of research (10%) The amount and the quality of sources Nonsubmission OR Student is found to have plagiarised Essay fails to reword and/or review theoretical/conceptual information, instead providing regurgitations of the material; information is listed as collection of pasted material. No mention of the factors that promote destructive leadership and the outcomes. Pass (P) The issue of destructive leadership is incompletely addressed; the key issues the question raises are unclearly identified. (7.5 – 9.5) The issue of destructive leadership is adequately addressed; the key issues the question raises are mostly clearly identified. (10 – 11) Distinction (D) High Distinction (HD) The issue of destructive leadership is carefully addressed; the key issues the question raises are clearly identified. The issue of destructive leadership is fully addressed; the key issues the question raises are very clearly identified. (11.5 – 12.5) (13 – 15) Essay broadly paraphrases and/or reviews theoretical information providing adequate interpretations of concepts/models; information on the factors that promote destructive leadership and the outcomes are generally explained. Essay comprehensively reviews theoretical information providing strong interpretations of concepts/models; information on past and the factors that promote destructive leadership and the outcomes are resourcefully explained. Essay insightfully reviews theoretical information providing outstanding interpretations of concepts/models; information on the factors that promote destructive leadership and the outcomes are insightfully explained. (13 – 14.5) (15 – 16.5) (17 - 20) The text provides fair, but, at times, superficial identification of preventative measures; few independent judgments are formed. The text provides comprehensive evaluation and discussion of preventative measures; independent judgments are formed. The text provides complex evaluation and explanation of preventative measures; original and independent judgments are formed linking the discussion to the real world Disruptive development of the argument at hand; structure of the text has flaws in logic and coherence; some signs of relevant evidence are being used. (16.5 – 18.5) Mostly clear development of the argument at hand; structure of the text is mostly logical and coherent; evidence is selected with care but at times is not sufficient. (19 – 21) Clear development of the argument at hand; structure of the text is consistently coherent and logical; evidence is sufficient and thoughtfully chosen. (21.5 – 25) Clear and compelling development of the argument at hand; coherent structure strategically enhances the impact of the text; careful evidence reflects independent judgment. (0 – 9.5) (10 – 12.5) (13 – 14.5) (15 – 16.5) (17 – 20) Multiple grammar/spelling mistakes are present; sentences are very poorly constructed; informal rather than academic language/vocabulary is used. Many grammar/spelling mistakes are present; sentences are poorly constructed; use of limited academic language/vocabulary. Minor grammar/spelling mistakes are present; sentences are wellconstructed; expanded academic language/vocabulary is used. Few or none grammar/ spelling mistakes are present; sentences are skillfully constructed; complex academic language/vocabulary is used. No grammar/spelling mistakes are present; sentences are originally and persuasively constructed; sophisticated academic language/vocabulary is used. (0 – 2) Referencing does not conform to Harvard (AGPS) style; multiple inaccuracies and/or inconsistencies in the in-text references and reference list Exist. (0 – 2) Research is based on fewer than six (6) academic sources, including no peer-reviewed articles, but rather irrelevant references from non-academic or non-reputable sources. (0 – 4.5) (2.5 – 3) Referencing mostly conforms to Harvard (AGPS) style. Many inaccuracies and inconsistencies in the in-text references and reference list exist. (3.5) Referencing conforms to Harvard (AGPS) style. Few inaccuracies and/or inconsistencies in the in-text references and reference list exist. (4) Referencing conforms to Harvard (AGPS) style. Mainly no inaccuracies and/or inconsistencies in the in-text references and a reference list exist. (4.5 - 5) Referencing conforms to Harvard (AGPS) style. The in-text references and a reference list are impeccable, with no inaccuracies or inconsistencies. (2.5 – 3) Research meets the requirement of six (6) academic sources, but uses only few peer-reviewed articles, mostly drawing on references from non- academic or nonreputable sources, or sources of limited relevance. (5 – 6) (3.5) Research slightly exceeds the requirement of six (6) academic sources, and includes a few peerreviewed academic articles, drawing on references from good quality and relevant academic sources. (6.5 – 7) (4) Research considerably exceeds the requirement of six (6) academic sources, comprised of 7-8 highquality and high-relevance peerreviewed academic articles, from reputable academic sources. (7.5 – 8) (4.5 - 5) Research notably exceeds the requirement of six (6) academic sources, comprised of over 8 highquality and high-relevance peerreviewed academic articles, from highly reputable academic sources. (8.5 – 10) (0 – 9.5) The text is entirely descriptive failing to identify preventative measures; no judgment is formed as others’ opinions are regurgitated. (0 – 12) Essay simplistically rewords and/or paraphrases theoretical/conceptual information providing poor interpretations of concepts/models; information on the factors that promote destructive leadership and the outcomes are generally described. Credit (Cr) (10 – 12.5) The text is mostly descriptive providing limited identification of preventative measures; formed judgments mostly depend on others’ opinions. (12.5 - 16) Student name and student number: Group number, day, time: Teacher’s name: Teacher’s signature: Teacher’s feedback: Essay mark: /100
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