UMAN3011. Understanding Management Coursework Brief
UMAN3011
Understanding Management
Summer 2018
Coursework Brief
Handout: Week 1
Deadline for Submission: 22nd August, 2018 2pm
Submit this coursework through the Student Portal.
Word Limit: 1500 words (Plus or minus 10%)
Learning outcomes assessed:
• Identify the principles of management and organisational structure in relation to size and purpose.
• Explain the nature of management culture and how this may vary from one company to another as well as the impact it has on corporate success.
• Identify the relationship between business planning and operations and the problems of ensuring consistency.
• Illustrate the importance of effective communication between managers with different responsibilities.
This coursework is worth 100% of the total marks for this module.
UMAN3011 UNDERSTANDING MANAGEMENT SUMMER 2018 COURSEWORK BRIEF
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Coursework Instructions
Please read carefully
• Carefully read the module handbook, the marking criteria and the grade descriptors.
Academic Misconduct
You are responsible for ensuring you understand the policy and regulations about academic misconduct. You must:
• Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person.
• Make sure all sentences or passages quoted from other people’s work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page.
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Assignment Questions
Written Report (100%)
The assessment for this module is for students to provide a report that demonstrates their development of appropriate skills and knowledge through the module. Since there is no written examination in this module, the tasks below cover all the learning outcomes of the module.
Task 1
You manage a small team of 6 staff in a London based restaurant. Using examples of actions required of you at each step, explain your management responsibilities using the four functions approach. Highlight the relevance of planning to your business operations.(500 words)
Task 2
Provide an overview of the nature of management culture.
Choose any company and describe its culture in relation to any three elements of the cultural web as described by Johnson and Scholes, 1999.
How can a company's culture contribute to it's success?(500 words)
Task 3
Explain the importance of effective communication and possible communication mistakes a manager can make. Using examples, explain how a manager can overcome these errors? (500 words)
Assignment Structure Guidelines:
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A cover page and table of contents must be provided at the beginning of the assignment.
An introduction, conclusion or executive summary are not required for this assignment.
Your answer should be supported by references to relevant texts, journal articles and/or websites.
A reference list must be included at the end of the assignment.
UNDERSTANDING MANAGEMENT MARKING CRITERIA AND SELF-ASSESSMENT FORM
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Strength Adequate Needs Improvement Knowledge and Understanding 50%
• Includes all required factual content required by the assignment brief, accurately summarised. All content is relevant.
• Demonstrates a clear understanding of:
• the nature of management and managerial roles within the organisation
• the importance of different organisational structures in the processes of managerial planning
• the relevance of elements like culture and leadership in the modern management approach
• Demonstrates evidence of independent reading and research, beyond standard texts, appropriate to this level, with the use of available e-resources.
• Demonstrates effective use of class materials to develop knowledge and understanding of key concepts and theories.
Intellectual and Cognitive Skills 25%
• Material is clearly and logically structured using a suitable format, with clear communication of ideas.
• Includes a well-developed, relevant introduction and conclusion.
• Information is selected from a range of relevant sources appropriate to the level, and incorporated effectively.
• Arguments are well-developed and make effective use of sources
Graduate Skills 25%
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• The work is within the required word count.
• Sources are appropriately referenced using the Harvard style.
• Answers are written in a suitably fluent, academic style.
• Spelling, grammar and punctuation are accurate.
• The work is presented professionally, with appropriate use of fonts, spacing, headings, images etc.
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Marking Criteria KNOWLEDGE & UNDERSTANDING INTELLECTUAL & COGNITIVE SKILLS GRADUATE SKILLS: TRANSFERABLE, EMPLOYABILITY, PRACTICAL AND ACADEMIC SKILLS Factual and conceptual knowledge and understanding; use of class materials; independent reading Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation Written, oral and presentation skills; interpersonal, group and teamwork skills; leadership skills; numeracy; digital skills; practical, professional and academic skills (including referencing/presentation) MARKING BAND MODULE LEARNING OUTCOMES CLASSIFICATION WEIGHTED AT 50% WEIGHTED AT 25% WEIGHTED AT 25%
86 - 100%
Achieved at this level
FIRST (1ST)
Includes all required factual content, accurately summarised.
Well developed, relevant introduction and conclusions.
Within word count or presentation time.
Includes relevant factual content only.
Clearly and logically structured material.
Accurate spelling, grammar, punctuation, paragraphing.
Very accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.
Information or data selected from highly relevant sources, and categorised, analysed or evaluated using a recommended format.
Fluent, interesting writing style, appropriate to the assignment OR engaging, confident, audible and well- paced presentation.
Excellent understanding of factual and conceptual material, relative to this level.
Well-developed arguments, referencing a range of literature, appropriate to this level.
Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are accurate, clearly set out, with explanations.
Relates theory to practice effectively, appropriate to this level.
Correct use of academic conventions, references and bibliography.
Very good independent reading and research, beyond standard texts, appropriate to this level.
Very good application of numerical and statistical methods to defined problems.
Outstanding, consistent delivery of group work obligations, for this level.
Effective use of class materials to develop knowledge and understanding.
Precise, relevant recommendations. Very good awareness of ethical issues, where relevant.
Insightful reflection on own strengths and weaknesses in relation to defined professional and practical skills.
70 - 85%
Achieved at this level
FIRST (1ST)
Includes all required factual content, accurately summarised.
Relevant introduction and conclusions.
Within word count or presentation time.
Includes relevant factual content only.
Clearly structured material.
Accurate spelling, grammar, punctuation, paragraphing.
Accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.
Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format.
Fluent writing style, appropriate to the assignment OR engaging, confident, audible and well-paced presentation.
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Very good understanding of factual and conceptual material, relative to this level.
Coherent arguments, referencing a range of literature, appropriate to this level.
Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are accurate, clearly set out, with explanations.
Relates theory to practice, appropriate to this level.
Correct use of academic conventions, references and bibliography.
Good independent reading and research, beyond standard texts, appropriate to this level.
Good application of numerical and statistical methods to defined problems.
Very good, consistent delivery of group work obligations, for this level.
Effective use of class materials to develop knowledge and understanding.
Relevant recommendations. Good awareness of ethical issues, where relevant.
Good reflection on own strengths and weaknesses in relation to defined professional and practical skills.
60 - 69%
Achieved at this level
UPPER SECOND (2:1)
Includes most required factual content, mostly accurately summarised.
Mostly relevant introduction and conclusions.
Within word count or presentation time.
Includes relevant factual content only.
Clearly structured material, with a few gaps.
Mostly accurate spelling, grammar, punctuation, paragraphing.
Mainly accurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.
Information or data selected from relevant sources, and categorised, analysed or evaluated using a recommended format, with some gaps or errors.
Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well-paced presentation.
Good understanding of factual and conceptual material, relative to this level.
Mostly coherent arguments, referencing a range of literature, appropriate to this level.
Mostly appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are mainly accurate, clearly set out, with mostly good explanations.
Relates theory to practice, appropriate to this level, but with some gaps or errors.
Mostly correct use of academic conventions, references and bibliography.
Reasonable independent reading and research, beyond standard texts, appropriate to this level.
Mainly good application of numerical and statistical methods to defined problems.
Good and generally consistent delivery of group work obligations, for this level.
Mostly effective use of class materials to develop knowledge and understanding.
Mostly relevant recommendations. Sound awareness of ethical issues, where relevant.
Clear reflection on own strengths and weaknesses in relation to defined professional and practical skills.
50 - 59%
Achieved at this level
LOWER SECOND (2:2)
Includes most required factual content, but with some gaps or misunderstandings.
Adequate introduction and conclusions.
Within 10% of word count or presentation time.
Includes some irrelevant factual content.
Adequately structured material.
Some mistakes in spelling, grammar, punctuation, paragraphing.
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Some identification of pre-defined concepts, theories and/or principles, appropriate to this level.
Information or data selected, categorised, analysed or evaluated with an attempt at using a recommended format and with gaps or errors.
Writing style is mostly appropriate but not always fluent OR a presentation that is not always engaging, audible or well-paced.
Adequate understanding of factual and conceptual material, relative to this level.
Limited arguments referencing limited literature. Includes personal opinion.
Inconsistent visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations may have inaccuracies, or issues relating to set out and explanation.
An attempt to relate theory to practice, appropriate to this level.
Inconsistent use of academic conventions, references and bibliography.
Some limited independent reading and research, beyond standard texts, appropriate to this level.
Adequate application of numerical and statistical methods to defined problems, with gaps or errors.
Inconsistent delivery of group work obligations, for this level.
Adequate use of class materials to develop knowledge and understanding.
Some recommendations. Some awareness of ethical issues, where relevant.
Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills.
40 - 49%
Marginal achievement at this level
THIRD (3RD)
Includes limited factual content, with many gaps or inaccuracies.
Basic introduction and conclusions.
Within 10% of word count or presentation time.
Includes significant irrelevant factual content.
Unevenly structured material.
Frequent mistakes in spelling, grammar, punctuation, paragraphing.
Limited identification of pre-defined concepts, theories and/or principles, appropriate to this level.
Information or data poorly selected, categorised, analysed or evaluated, and may not use recommended format.
Awkward or inappropriate writing style OR a presentation that is not engaging, audible or well-paced.
Limited understanding of factual and conceptual material, relative to this level.
Little argument, mainly descriptive or personal opinion, with little reference to literature.
Inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are often inaccurate, with many issues relating to set out and explanation.
Very limited or inadequate attempt to relate theory to practice.
Inconsistent or incomplete use of academic conventions, references and bibliography.
Minimal independent reading and research beyond standard texts, appropriate to this level.
Weak application of numerical and statistical methods to defined problems.
Unreliable delivery of group work obligations, for this level.
Limited use of class materials to develop knowledge and understanding.
Confused recommendations. Little awareness of ethical issues, where relevant.
Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.
30 - 39%
Marginal failure at this level
FAIL. POSSIBLE COMPENSATION.
Includes insufficient required factual content, with significant gaps or inaccuracies.
Incoherent or irrelevant introduction and conclusions.
More than 10% outside word count or presentation time.
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Includes substantial irrelevant factual content.
Incoherently structured material.
Serious mistakes in spelling, grammar, punctuation, paragraphing.
Very limited or inaccurate identification of pre-defined concepts, theories and/or principles, appropriate to this level.
Minimal selection of information or data, and little attempt at collation, categorisation, analysis or evaluation.
Poor writing style OR a presentation that is not engaging, audible or well-paced.
Very limited understanding of factual and conceptual material, relative to this level.
Little or no argument, entirely descriptive or personal opinion, with no reference to literature.
Poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are mostly inaccurate, or incorrectly set out or explained.
Theory not related to practice.
Inaccurate or incomplete use of academic conventions, references and bibliography.
Minimal independent reading and research, appropriate to this level. Limited use of standard texts.
Very weak application of numerical and statistical methods to defined problems.
Poor delivery of group work obligations, for this level.
Very limited use of class materials to develop knowledge and understanding.
Irrelevant or no recommendations. Little or no awareness of ethical issues, where relevant.
Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills.
16 - 29%
Not achieved at this level
FAIL. NO COMPENSATION.
Includes almost no required factual content, and with very significant inaccuracies.
No introduction and conclusions.
More than 10% outside word count or presentation time.
Includes mainly irrelevant factual content.
Very incoherently structured material.
Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.
No identification of pre-defined concepts, theories and/or principles, appropriate to this level.
No evidence of the selection, categorisation, analysis or evaluation of information or data.
Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.
No understanding of factual and conceptual material, relative to this level.
Little or no argument, entirely descriptive or personal opinion, with no reference to literature.
Very poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are inaccurate, with no explanations.
Theory not related to practice.
Very inaccurate or no use of academic conventions, references and bibliography.
No independent reading and research, appropriate to this level. Very minimal use of standard texts.
Minimal application of numerical and statistical methods and techniques to defined problems, with significant errors.
Very poor delivery of group work obligations, where relevant.
Minimal use of class materials to develop knowledge and understanding.
No recommendations. No awareness of ethical issues, where relevant.
Minimal evaluation of own strengths and weaknesses in relation to defined professional and practical skills.
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0 - 15%
Not achieved at this level
FAIL. NO COMPENSATION.
Does not include required factual content.
No introduction and conclusions.
More than 10% outside word count or presentation time.
Includes entirely irrelevant factual content.
Very incoherently structured material.
Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.
No identification of pre-defined concepts, theories and/or principles, appropriate to this level.
No evidence of the selection, categorisation, analysis or evaluation of information or data.
Incoherent writing style OR an inaudible, poorly paced and unengaging presentation.
Demonstrates no understanding of factual and conceptual material and ideas.
No argument, entirely personal opinion, with no reference to sources.
Exceptionally poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices.
Calculations are missing, with no explanations.
Theory not related to practice.
No use of academic conventions, references and bibliography.
No independent reading and research, or use of standard texts, appropriate to this level.
No application of numerical and statistical methods to defined problems.
No delivery of group work obligations, for this level.
No use of class materials to develop knowledge and understanding.
No recommendations. No awareness of ethical issues, where relevant.
No evaluation of own strengths and weaknesses in relation to defined professional and practical skills
To provide a report that demonstrates their development of appropriate skills and knowledge through the module.
UMAN3011 understanding management summer 2018 coursework brief
Name
Institution
Date
Table of Contents
Task 1: Management responsibilities using the four functions approach 3
Relevance of planning to business operations 4
Task 2 Management Culture 5
Company culture and cultural web by Johnson and Scholes 5
Rituals & routines 6
Symbols 6
Company’s culture and success 6
Task 3: Effective Communication 7
Importance of effective communication 7
Communication mistakes 8
Overcoming communication errors 8
Task 1: Management responsibilities using the four functions approach
The four management functions in any industry are planning, organizing, leading, and controlling. Planning focuses on developing a shared vision, mission and common objectives and identifying actions to actualize the plan (Bogáth, 2017, p. 10). The action plan delineates actions to be taken to implementing the planned activities to ensure the restaurant is a success and results the expected results are measured during evaluation (Wolf and Floyd, 2017, p. 1760). Establishing the goals and objectives, planning will focus on what is to be achieved in the short, medium, and long-term. After identifying the issues, there is focus on whether restaurant is meeting the set objectives, and if not met there would be changes in the practices, programs and policies to meet the objectives. The planned activities will include evaluating progress based on the actual and reported results, and success depends on identifying the right people to meet the goals and objectives.
Organizing is the creation of an organized system to achieve the goals and objectives, while defining responsibilities and obligations. The orderly arrangement of the resources and functions necessary to fulfill the business’s objective depends on the structure and systematization of resources (Sokolowska, 205, p. 25). The actions taken in the restaurant include identifying the appropriate hierarchies and activities to perform the restaurant’s services. The selection and recruitment of other staff members will depend on their experience and this will be prioritized as the business grows.
The management function of leading is associated with encouraging staff members to focus on high levels of performance, where the manager influences them to achieve the set objectives. The decision making process will focus on motivating the employees to perform their best depending on the roles that each of the 6 members has been assigned. Open communication, will be necessary to direct, motivate the employees to achieve the objectives of the restaurant (Schraeder et al., 014, p. 55).
Even when there is planning, organization and leadership, a mechanism of control and supervision is required to ensure that the business is well managed. One of the most important actions s the control function is to evaluate whether there are variations in fulfilling the business’s objectives (Alexander, Havercome and Mujtaba, 2015, p. 20). As such, I will assess the objectives and causes of variations in the outcome then determine the correct corrective mechanisms that are best implemented. Control is closely related to planning since there is comparison of the objective and goals and the results are evaluated depending on what was planned (Powers, 2014, p. 44).
Relevance of planning to business operations
Planning highlights the course of action to achieving goals. Planning review of current operations and the identification of what should be improved in a specified period of time. For instance, when the goal is to improve sales by 10% in the next financial year, planning will focus on ways to improve sales without compromising customer satisfaction. The planning process depends on information available to make decisions and helps in the efficient allocation of resources to achieve the set objectives (Serra and Kunc, 2015, p. 55). Setting realistic goals that are important if the firm is to strive for better performance and forecasted result are compared with the actual results. Furthermore, planning encourages the development of risk management and contingency plans, to mitigate against the risk factors. Planning also promotes cooperation, team building and creating competitive advantages since actions focus on maximizing opportunities in a team setting.
Task 2 Management Culture
Overview of the nature of management culture
Management culture is characterised by the norms and practices associated with the firm’s management or leadership. As part of organisational culture, it further describes expectations, management style and the political climate. For instance, an organization may tolerate disagreement, which allows engagement and open communication among people with different worldviews. Sometimes the management style may differ from the organisation’s culture, which influences the employees’ perceptions about the management.
Company culture and cultural web by Johnson and Scholes
Johnson’s and Scholes’ cultural web framework has been utilized to study organizational cultures and has six interrelated elements. Stories, rituals & routines, symbol, power structures, organizational structures and control systems (Mcdonald and Foster, 2013, p. 345). The model highlights the integration of the cultural elements and even how organisations evolve because of change
Stories
Toyota (GB) a subsidiary of Toyota with headquarters in Japan and Toyota was started in 1918 where Sakichi Toyoda first invented an automatic loom, and his inventions reduced defects in fabric looms. Toyota (GB) PLC started importing cars into the UK in 1965 (Johnson, 2015). The company manufacturers Toyota and Lexus vehicles and parts, and uses the jidoka system, which highlights the need to attend to problems when they arise. The car manufacturer has also utilized the Just-in-Time (JIT) inventory strategy to reduce inventory and the associated costs (Schonberger, 2014, p.7)
Rituals & routines
Rites and routine are the daily actions and behavior. The routines ways are how people towards others, interact and carry out the ritual activities include the training programs that emphasize lean methods and thinking (Schonberger, 2014, pp. 6-7). Similarly, the assessment procedures emphasize eliminating waste and maximize utilization of resources. The daily management charts are commonly used because the company focuses on lean methods and thinking (Alpenberg and Scarbrough, 2009, p. 7). Toyota is an innovative company and lean is associated with product development since there is emphasis on continuous learning and the company’s ritual and routines are embedded with symbols, which ...
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