CB312 Student Seminar Pack 2013 _1

1

CB312/13

PROGRAMMES IN

BUSINESS ADMINISTRATION

INTERNATIONAL BUSINESS

CB312 Introduction to Management

Seminar Activities

Spring Term 2013

Module Convenor Dr Patricia Lewis – email: [email protected]

Faiza Ali – email: [email protected]

Seminar Leaders Iqbal Ahmed – email: [email protected]

Rick Martin – email: [email protected]

Dr Carol Rose - email: [email protected]

Marios Samdanis – email: [email protected]

Mathew Todres – email: [email protected]

2

Contents Page

Seminar 1: What do managers do? 3

Seminar 2: Scientific Management 5

Seminar 3: Human Relations 9

Seminar 4: The End of Bureaucracy? 10

Seminar 5: Timed Essay Test 12

Seminar 6: Bands and Brands: Applying the Contingency Approach 13

Seminar 7: Culture Management at British Airways 14

Seminar 8: Group Presentation on Leadership 17

Seminar 9: Group Presentation on Leadership 18

Multi-Choice Question Test 19

Seminar 10: Exam Revision 20

3

INTRODUCTION TO MANAGEMENT

What do managers do? (Seminar 1)

(For week commencing 21 January 2013)

Remember:

To collect a copy of the CB312 Module Guide and a copy of the CB312 Seminar Pack

from the KBS undergraduate office if you haven’t done so already.

Read the introduction (pages 2 to 42) in Clegg et al, 2008 or chapter one pages 3-42 in Clegg et al 2011

Seminar Objectives

• To explore the question of what managers do

• Connect what managers do with

different management approaches

• Work in a group

Task

1. Your seminar leader will divide the class into 4/5 groups.

2. Listed on the next page are a range of activities and dispositions that characterise

the work of managers. Under the three headings of:

a. Managing Self

b. Managing Others

c. Managing Tasks

Assign each of the listed activities and dispositions of managers to one of these

headings with each item on the list only appearing once

3. Once listed under these 3 headings each group must generate a list of the ten

items they consider the most important for a manager.

4. You will be given 25 minutes for group discussion. At the end of this time you should be prepared to feedback to the other groups.

4

What do managers do?

1. Planning

2. Be charismatic

3. Discipline staff when necessary

4. Be in control

5. Secure correct staffing levels

6. Allocate resources

7. Forecasting

8. Be rational

9. Take charge

10. Communicate the goals and vision of the organisation

11. Encourage individual initiative

12. Be inspiring 13. Maintain the hierarchy between management and staff

14. Make and implement decisions 15. Be a leader

16. Consult/seek the opinions of staff 17. Give orders

18. Establish a connection with staff 19. Set an example for staff

20. Be open and alert to organizational change

21. Supervise staff

22. Motivate staff

23. Be objective

24. Measure staff performance

25. Think logically and analytically

26. Promote change

27. Communicate with staff 28. Be a team player

29. Build and mould the values of the organization

30. Direct staff in the performance of their duties

31. Transform the organization

32. Conceptualise how tasks should be done

33. Delegate responsibility to staff

5


Scientific Management (Seminar 2)

(For week commencing 28 January 2013)

Before you come to the seminar:

Ensure you have read the case study below (pages 6 – 8 ) and make appropriate notes. In addition please read pages 446 to 462 in Clegg et al 2008 or pages 446 to 458 in

Clegg et al 2011

Seminar Objectives

• Organize your own preparatory work

• Identify the principles of scientific

management

• Assess a case study in scientific

management terms

• Assess and discuss the theory of

scientific management

• Work in a group

Task

1. Your seminar leader will divide the class into 4/5 groups.

2. Each group should assume the role of management consultants. As management consultants you adhere to the philosophy and practice of scientific management.

You have been invited to assess the work situation of Sanders and Murgatoyd

Accountants and to make recommendations based on scientific management

theory with the aim of improving the effectiveness of the organization.

3. You will be given 25 minutes for group discussion. At the end of this time you

should be prepared to feedback to the other groups your analysis and

recommendations.

6

Case study: Sanders and Murgatroyd, Accountants Phil was one of twenty-four Trainee Accountants [TA] who worked for Sanders and

Murgatroyd, a large, international accounting firm. He had been with it for ten months

ever since he completed his Bachelor of Accountancy degree at university. He was

pleased to get a job with this prestigious firm since it recruited only from the top 10 per cent of each year’s graduating class. His academic career had not been brilliant

but luckily his dad knew one of the senior partners in the firm. He said that it was a good, steady job. Most of the other graduates he met had only had a brief interview,

and he was pleased that he was spared the psychological and problem-solving tests that university applicants to some of the other accounting firms were subjected to.

On his first day, he was shown into a small office in which he was to work. He had

hoped to share it with a fellow TA but apparently these people were scattered in

similar small offices throughout the large building. Phil discovered his job

responsibilities in an ad hoc manner as different senior auditors briefed him on what

he was to do. He had expected an introductory course, or at least some sessions on the

company since it had recruited two dozen graduates that year. He was interested in

knowing about the firm, what it did, the different departments in which one could

work and so on. His university friends with jobs at some large firms had called these

induction courses. Anyway, no one invited him to attend an induction course here.

In his post, Phil was responsible for gathering financial data and relevant information

on each client to whom he was assigned. Having accumulated the information, he

often had to supplement it with visits and interviews with the client’s staff. Phil

roughed out an outline of the report, which laid out the factors of importance in the client’s financial standing.

Once he had got to grips with it, Phil found the job extremely tedious. It involved him

wading through mountains of cost data, as well as tracing cost figures to determine if they were correctly allocated. Sometimes he would use the financial summaries

provided by the clients, while at other times he referred to past data collected by S & M. most of the time he did not bother to cross check the information because this

practice was time-consuming.

However, when dealing with the accounts of certain clients, he did do this secondary

analysis. Additionally, Phil had to ensure that all the categories of data were covered

and appraised in his analysis. Once his research was completed, he passed it on to a

Senior Auditor (SA) who wrote the final report based on Phil’s work, correcting any

minor errors. The SA then visited the client to give a verbal summary and to answer

any questions. Meanwhile, Phil started another assignment.

This occurred irrespective of the complexity of the report. In some 60% of cases, Phil

found that the SA’s final report differed very little from his own. The six senior

auditors were divided into departments according to the type of organisation they

dealt with. When a job came in, they called upon a TA who was either between reports, or who was about to complete one. Sometimes finding one took a bit of time

as the SA’s secretaries had to ring around the TAs to find out who had finished what.

7

Looking at Phil’s job in a little more detail, it involved specifying what raw material

for the report was required (financial data); searching for and locating the raw

material; classifying and sorting it; analysing and abstracting trends and patterns; and

writing the outline for submission to the SA. After the first three months, he had

managed to get the hang of the techniques to be used. Many of them were similar to

those he had picked up at university, and therefore required no new learning. He had

hoped to be sent on a training course to develop the skills he had, but none of the senior auditors had suggested any training.

At times, he found that his progress was slowed by the fact that about 20% of client

records had not been computerised. When there was a query about an uncomputerised file, it took him a disproportionally long time to sort it out. In addition, the major

computer installation in the computer had occurred some four years ago during which time all the hardware and software had been updated. Since that time, technological

improvements in computer power and developments in software had made the system

dated and increasingly more difficult to use. It did not appear that any one manager

had the remit to monitor developments in information technology and update the

facilities as required.

Phil always looked forward to the lunch breaks in the dining room since it have him

the opportunity to talk to the other TAs who were scattered throughout the building.

Most of them did similar work to his. What he found most interesting, was that some

of them used different approaches to calculating things like return on investment and

the value of an inventory. Phil remembered how he had once received a sharp rebuke

from a SA for one of his outline submissions concerning the way he accounted for

depreciation. However, when he submitted a report to another SA (using the same

technique), he found he did not complain. Perhaps the first SA had had a bad day!

He was often surprised by the different amounts of time that it took his colleagues to complete similar tasks. The male trainees often bragged about how long they took to

complete a piece of work, and how little effort they managed to put into it. Many of the senior accountants seemed reluctant to discuss the performance of the TAs and

their reports. The female TAs seemed more conscientious but were reluctant to reveal how many reports they had completed for fear of being jeered at.

After these lunch breaks, Phil came away feeling glad that the particular group of SAs

for whom he prepared reports were happy to leave him to get on with it. In fact, he

had very little to do with them other than receiving a briefing. He was once asked by

one of them how he was getting on and whether he had any problems. That, however,

had been an accidental meeting while both of them were waiting for the lift. He was

thanked by the SA when submitting his report, but was rarely phoned up or seen again

unless there was a problem.

The office itself was full of PCs and dated electronic hardware. At his induction day,

he had been told that customised firm software would ensure a speedy analysis of data

in a standardised format. At the end of the day, he had applied for a place on the

computing course but was still waiting to go. In talking to some people who had been on the course, it appeared that they were expected to deliver outline reports at a faster

rate Perhaps course attendance was not such a good idea after all.

8

Phil’s time was charged to the account of the client for whom he was working. Since

it represented a cost to the firm, it was important that Phil was as productive in his job

as possible, and carried out the work carefully since there were numerous

opportunities for error and bad judgement.

However, despite not having seen him for a few weeks, one of the SAs noted that at

their last briefing, Phil’s enthusiasm seemed to have worn off, and his productivity (in terms of the speed of completed assignments) had reduced. Perhaps most seriously,

the quality of his work had dropped off recently and several errors (one of them quite serious) had been discovered. However, this decline in performance was not restricted

to Phil but had been noted among the other Trainee Accountants who had been recruited at the start of the year. Reviewing last year’s staff turnover figures, the head

of administration discovered that the figure for trainee accountants was 50% above the average. Some had resigned, while others were dismissed for unsatisfactory work

performance.

9


Human Relations: Case Study Sanders & Murgatroyd Accountants (Seminar 3)

(For week commencing 4 February 2013)


Ensure that you read the Sanders and Murgatroyd case study (pages 6 to 8 above) again. In addition please read pages 462 to 467 in Clegg et al. 2008 or pages 464 to 469 in Clegg et al

2011

Seminar Objectives

On completion of this seminar you should be able to: � Organize your own preparatory work

� Understand the Human Relations School � Assess a case study in terms of the Human Relations School

� Specify the similarities and differences between Scientific Management and the Human

Relations school

� Work in a group

Task

1. Get into the same groups of 4/5 people as in the scientific management seminar.

2. Each group should assume the role of management consultants. As management

consultants you adhere to the philosophy and practice of the Human Relations

School. You have been invited to assess the work situation of Sanders and

Murgatoyd Accountants and to make recommendations based on human relations

thinking with the aim of improving the effectiveness of the organization.

3. You will be given 25 minutes for group discussion. At the end of this time you should be prepared to feedback to the other groups your analysis and

recommendations.

4. Please note that separate to this activity students will be organised into four groups in preparation for the group presentation assignment which will take place

during weeks beginning 18 March 2013 and 25 March 2013. Each group is required to identify a business leader to present on, and to bring this decision to

the seminar next week. Your seminar leader will inform you of what you need to

10

do once the groups are formed. Further information is also available on page 11

of the module guide.


The End of Bureaucracy? (Seminar 4)



Ensure you have downloaded and read Hales, C. 2002: ‘Bureaucracy-lite’ and

Continuities in Managerial Work’, British Journal of Management, 13 (1), pp. 51-66. Bring a copy of this article to the seminar. In addition read pages 486-502 in Clegg et

al, 2008 or pages 458 to 464 and pages 486 to 496 in Clegg et al 2011

How to download articles from the Library’s on-line resources

To download Hales, C. 2002: ‘Bureaucracy-lite’ and Continuities in Managerial Work’,

British Journal of Management, 13 (1), pp. 51-66 you must: 1. Go to the library website http://library.kent.ac.uk/library

2. Click on “Online Resources” (one of six boxes displayed) 3. Click on “Online Journals” (one of six boxes displayed)

4. Where it says “Search for online and print journal titles” insert British Journal of Management into the box and click “search”

5. Four different links will come up. Click on “from 1997 to present in NESLi2 Wiley-Blackwell full collection” (3rd link down)

6. The webpage for British Journal of Management will come up. Where it says

“Issue navigation” click on ALL ISSUES (1990 – 2009)

7. A list of years will come up. Click on 2002 – Volume 13

8. This will lead to a list of different issues of volume 13. Click on Volume 13 Issue 1 – March 2002 – (1 – 95)

9. The table of contents for volume 13, no. 1 will come up. Read this and locate the Hales article. It is the 4th one down

10. Click on pdf link. This will bring up the article which you can print immediately or download it to a memory stick so you can print it on your own printer

11. Read the article and also pages 486-502 in Clegg et al, 2008 or pages 458-464 and pages 486-496 in Clegg et al, 2011 before coming to the seminar

Seminar Objectives

• Make use of the library online resources by downloading and reading the specified academic article

• Understand the principles of Bureaucracy

• Consider contemporary manifestations of Bureaucracy

• Consider the relationship between Bureaucracy and Scientific Management and

Post-Bureaucracy and Human Relations

• Work in groups

• Present arguments orally

11

Task

1. Class will be divided up into 4/5 groups

2. Based on the Hales (2002) reading, each group must consider the following questions:

a. What are Weber’s principles of bureaucracy?

b. Is there only one type of bureaucratic organization?

c. Why have bureaucracies as a form of organization been heavily criticised

in recent years?

d. What are the characteristics of the post-bureaucratic internal network

organization?

e. What claims are made about the nature of managerial work today?

f. What does Hales (2002) mean by the term “bureaucracy-lite”?

g. Can you identify any contemporary examples of a bureaucracy

3. You will be given 20 minutes for this group discussion and afterwards the class will consider the responses of all groups

Group Presentations

In addition to the above activity, each presentation group should report back to the seminar leader on their chosen business leaders (presented in order of preference).

In discussion with the seminar leader, the final decision on which leader each group will

present on will be made.

12


Timed Essay (Seminar 5)



You should have prepared answers to the following three timed essay questions:

1. What did Frederick Taylor mean by the phrase ‘the one best way’? How did he go

about implementing this approach to the completion of a work task

2. How did the Human Relations School identify the importance of social factors to

the completion of work? What implications did this have for how work is managed?

3. Commentators such as George Ritzer argue that the world is becoming more bureaucratic which others such as Charles Heckscher state that it is becoming more

post-bureaucratic. Which of these positions is correct? Is it possible that they could both be right?

As explained in the lecture on Monday 11 February 2013, the timed essay test is

based on these three essay questions with students being required to complete one

question only. REMEMBER you cannot choose which essay question you do as

you will be allocated a question during the test. Essay questions will be allocated to

alternative seats (QA, QB, QC, QA, QB, QC etc) so that no two students doing the same essay question are sitting beside each other. You cannot request a particular

question and you must complete the essay allocated to you during the test. There will be absolutely NO exceptions to this test procedure during the timed essay test.

Seminar Objectives

� To complete the first element of the assessment on the module

� To provide students with experience of answering essay questions under exam conditions

� To assess their knowledge of the module material in the first part of the module

Task

1. During this seminar you will be asked to complete a timed essay as outlined

above.

2. You are not permitted to use books or notes during the seminar.

3. The results of the timed essay will be provided during the week beginning 18

March 2013.

13


The Contingency Approach (Seminar 6)

(For Week Commencing 4 March 2013)


Read the case study ‘Record Labels Lose Out as Bands become Brands in Fierce

Market’ on page 575 in Clegg et al, 2008 or page 567 in Clegg et al, 2011

Also please read Chapter 13, particularly pages 528 to 554 in Clegg et al, 2008 or

Chapter 14, particularly pages 520 to 538 in Clegg et al, 2011

Seminar Objectives

On completion of this seminar you should be able to

� Understand Contingency Theory

� Compare it to Scientific Management and Human Relations

� Understand its position in the development of management thought

� Work in a group

Task

1. Class will be divided up into 4/5 groups

2. Taking the Record Labels case study, think about how you can interpret the

changing situation of record companies and the record industry through the

lens of contingency theory by considering the following questions:

a. What is the Contingency Approach?

b. From your reading of the case study, which contingent variable(s) is/are

having an impact on record companies and the record industry?

c. Given the changes outlined in the case study is the traditional

bureaucracy of record companies redundant? What alternative to bureaucratic organisation is presented?

d. According to the case study, record companies seem to have ‘fallen out of fit’ with the record industry – how should they deal with this situation?

e. One source quoted in the article states: ‘I think it’s one of life’s great mysteries why record companies haven’t embraced this 360 degree

business model’ – how would the notion of strategic choice explain this situation?

14

3. You will be given 25 minutes for this group discussion and afterwards the

class will consider the responses of all groups


Culture Management at British Airways (Seminar 7)



Ensure you have read the case study below (pages 15-16) and make appropriate notes.

In addition read pages 228 to 245 in Clegg et al, 2008 or pages 222 to 240 in Clegg et

al 2011.

Seminar Objectives


� Review the culture management approach within a case study situation

� Evaluate culture management as an approach to managing an organization

� Compare a contemporary perspective such as culture management to classical management theories such as scientific management and human relations

� Consider what the management of culture tells us about how organizations are managed

today

Task

1. The class will be divided into 4/5 groups

2. Each group should address the following:

Identify the elements of culture management at British Airways

Is British Airways a good example of the culture management

approach?

In addressing this question the following sub-questions can be considered:

a) What aspects of culture management are reflected in the BA

situation?

b) What aspects of BA appear to go against the tenets of

culture management

c) What does the BA situation tell us about contemporary

management practices such as culture management?

d) Do BA personnel appear to be treated “better” then if they

were managed through scientific management principles?

15

3. You have 25 minutes for group discussion. At the end of this time there will be a

discussion with the rest of the class

Cultural Engineering at British Airways (Based on Brewis, J. 2007: ‘Culture’ in D. Knights and H. Willmott (eds)

Introducing Organizational Behaviour and Management. London: Thomson

Learning)

Historically British Airways was a bureaucratic organization. It was

characterised by an emphasis on hierarchy, routine and rules and was very often over-

staffed. In general customers and staff were ignored with little concern demonstrated

for levels of profitability. Eventually the continuous, unsustainable, large losses

meant that the status quo could not be maintained. John King, who was appointed by

the then Prime Minister Margaret Thatcher as Chairman of British Airways in 1981,

put in place a survival plan which involved 20,000 staff redundancies, closed down a

number of routes and sold off the cargo element of the BA business. This course of

action created a surplus in the business after many years of losses and King’s

successor Colin Marshall set out to build on this.

Marshall’s approach was to change the way staff perceived customers. In

particular he wanted staff to take responsibility for customer satisfaction. He set out

to, in his own words, “design BA staff to deliver a good service” in the same way that BA designed other elements of the business e.g. plane seats, in flight entertainment

and airport lounges. All of these elements were about ensuring that the customer had a memorable and well serviced experience while on a British Airways plane. A

number of training events were launched starting in 1983 with a two day session entitled “Putting People First” which was attended by 40,000 staff. The emphasis in

this training event was on the development of effective personal relationships. It was hoped that if staff felt good about themselves they would also feel good about

interacting with customers. This programme was followed in 1985 by a programme

directed at BA’s 1400 managerial and supervisory staff and called “Managing People

First”. The aim was to promote a more caring and trusting relationship between

managers and their teams along with improving communication and increasing

motivation. A third programme called “Day in the Life” also ran in 1985 with the aim

of improving co-operation and breaking down barriers between the various functions

and departments within British Airways.

In 1987 British Airways was privatized and in 1988 BA took over another airline British Caledonian Airways. These developments demonstrate how far British

Airways had come in changing from an unresponsive, inflexible, rule-bound

organization to one which had become market-oriented and customer-facing. In

addition Colin Marshall restructured BA into 11 profit centres which meant a

streamlining of its bureaucracy and allowed for increased cross-functional

communication and cohesion. Those managers and executives who were deemed as

incapable of dealing with the new BA reality were removed and performance related

pay connected to the new BA values was brought in. Further awards for staff called

“Awards for Excellence” were introduced in the same year, the aim of which was to

reward high levels of performance among staff. A staff suggestion scheme called

“Brainwaves” was also introduced. Additional training events such as “Winning for

Customers” were also put on. This involved inculcating into employees that every

staff member makes a difference to the customer experience. This was followed in

1992 with an associated event for supervisory and managerial staff.

16

In the early 1990s it appeared that the result of this extensive and expensive

programme of cultural change was to transform British Airways into a profitable

private company which achieved the title “World’s Best Airline” seven years in a

row. This led Bob Ayling who took over from Colin Marshall as CEO to refer to

British Airways as “one of the great turnaround stories of the late twentieth century”.

Nevertheless despite this positive picture other events throughout the 1990s appeared

to allude to a different story. First, British Airways was publicly shamed for its involvement in a dirty tricks campaign against Richard Branson and Virgin Airlines.

Second, the move to create a new corporate identity, an element of which was to replace the traditional red and blue BA logo with world images to reflect the diversity

of both BA’s staff and customers and to play down its “Britishness” was poorly received and eventually abandoned. Third, relations between management and staff

were strained with two ballots on strike action. One strike went ahead costing British Airways £125 million. Following this an effort was made to improve staff motivation

and to repair customer relations. Fourth, the late 1990s were characterised by rising

levels of customer dissatisfaction and a challenge from Richard Branson that British

Airways could no longer truthfully advertise itself as the “World’s Favourite Airline”.

Though the Advertising Standards Authority found in BA’s favour a consumer survey

at the time demonstrated that people did not recommend British Airways to friends

and family. Fifth, by 1999 relations with staff were still poor with staff reporting that

management did not care for them. In response all 64,000 staff were put through

“Putting People First Again” but following this 1000 job losses were announced

By the end of the 1990s there was some improvement in financial performance

and levels of customer satisfaction. However a further 6000 job losses occurred and

the BA share price performed poorly. In March 2000 Bob Ayling was forced to

resign to be replaced by Rod Eddington. However his first months at BA were

characterised by one traumatic event after another. These included the grounding of all Concordes in August 2000 following the Paris air crash in which 113 people died,

the UK foot and mouth agricultural crisis which had a significant impact on tourism, and the shocking events of 9/11. These series of events led to 7000 redundancies in

2001 followed by a further 5800 in February 2002. BA also announced its worst annual losses since privatization. However all was not doom and gloom, in

September 2002 British Airways was given seven awards by Business Traveller including Best Business Class and Most Innovative Airline. However in July 2003

the airline experienced more unofficial industrial action. Staff objected to the

introduction of electronic swipe cards for clocking on and off work fearing the impact

this would have on staff rosters. These protests led to the cancellation of 500 flights

and though quickly resolved were devastating in PR terms for the company. The

following years also had their share of troubles. In August 2004 at the height of the

holiday season, a shortage in check-in staff at Heathrow airport contributed to scenes

of chaos with many flights being cancelled and large numbers of passengers having to

stay overnight at the airport, a situation which cost the airline millions. The following

August 2005 another unofficial strike by baggage handlers who came out in sympathy

with workers who were made redundant by Gate Gourmet, a company which British

Airways subcontracts its airline catering to, caused a repeat of the chaos and havoc

seen the previous year. Finally in 2008 the opening of the new Terminal 5 at

Heathrow was marred by chaos due to problems with the baggage handling system and poor staff training.

17


Business Leadership in Practice (Seminar 8)



In seminar 3 students were assigned to a group of four/five students. In their groups

students will already have identified a media clip from YouTube of a business leader.

Two groups will present on their chosen leader using their selected media clip.

Audience members should read chapter 3 of Clegg et al 2008 or chapter 4 of Clegg et

al 2011

Objectives of the Seminar


� Understand what leadership is

� Compare leadership to management

� Orally present an example of Business Leadership in practice drawn from a media clip

� Work in a group and participate in a group presentation which is worth 10% of the overall marks on the module

Task

Before coming to the seminar:

1. The group which you were assigned to will already have brainstormed to identify a

possible media clip from YouTube which represents business leadership in practice.

This clip should be no more than 10 minutes long.

2. Be prepared to run the clip of your chosen leader during the seminar as part of your

group presentation 3. Prepare a power point presentation around this clip, outlining the characteristics of

your chosen leader and interpret his/her behaviour through the lens of one (or more) theories on leadership discussed on the module

4. Be prepared to bring a hardcopy of the slides to the presentation.

During the seminar:

5. Each group will have a 20 minute slot to do their presentation followed by

questions to explain why they think their chosen leader is a good example of

business leadership in practice and what it tells us about leadership in general.

18


Business Leadership in Practice (Seminar 9)



In seminar 3 students were assigned to a group of four/five students. In their group

students will already have identified a media clip from YouTube of a business leader.

The remaining two groups will present on their chosen leader using their selected

media clip.

Audience members should read chapter 3 of Clegg et al 2008 or chapter 4 of Clegg et

al 2011

Objectives of the Seminar


� Understand what leadership is

� Compare leadership to management

� Orally present an example of Business Leadership in practice drawn from a media clip

� Work in a group and participate in a group presentation which is worth 10% of the overall marks on the module

Task

Before coming to the seminar: 1.The group which you were assigned to will already have brainstormed to identify a

possible media clip from YouTube which represents business leadership in practice. This

clip should be no more than 10 minutes long.

2.Be prepared to run the clip of your chosen leader during the seminar as part of your

group presentation

3.Prepare a power point presentation around this clip, outlining the characteristics of your

chosen leader and interpret his/her behaviour through the lens of one (or more) theories

on leadership discussed on the module

4.Be prepared to bring a hardcopy of the slides to the presentation.

During the seminar:

5.Each group will have a 20 minute slot to do their presentation followed by questions to explain why they think their chosen leader is a good example of business leadership in

practice and what it tells us about leadership in general.

19


Multi-Choice Test

Wednesday 3 April 2013 in Elliot Hall and Woolf Lecture Theatre

Prior to the test you will be told which room you should go to

To prepare for the test:

Reread chapters 3, 5, 10 and 13 of Clegg et al, 2008 or chapters 4, 6, 11 and 14 of

Clegg et al, 2011 in preparation for an MCQ in-class test. The test will be based on

the Contingency Approach, Culture Management, Leadership, Neo-Normative

Management and Managing Ethically. Please also reread the lecture slides associated

with lectures delivered in weeks 18, 20, 21, 22, 23.

The in-class test is worth 15% of the overall marks on the module

Test Objectives

� To assess knowledge and understanding of CB312 material from the second part of the module

� To encourage students to read the course material

� To complete the third part of the assessment on the module

Test

The test requires that you complete 50 multi-choice questions in 35 minutes.

You are not permitted to use books or notes during the test.

The results of this test will be posted on to the university system during the week beginning 6 May 2013.

20


Preparing and Revising for the Summer Examination (Seminar 10)

(For week commencing 1 April 2013 )

Before you come to the seminars:

Review module material and identify any issues that you want further clarification on.

Review past exam papers and identify any issues that you want clarification on.

Identify specific exam questions from past exam papers that you want discussed

Seminar Objectives

� To provide advice on how to prepare for the end-of-year examination

� To provide advice on how to decide what to revise for the end-of year examination

� To answer questions students have about the end-of-year examination

� To go through questions from past exam papers as a means of demonstrating how exam

questions should be approached

Tutor Notes

Information on the summer examination and revision material will be passed to you

nearer the time of this seminar.

21

CB312 Student Seminar Pack 2013 _1

Documents