Crystelle final take-home exam - Google Docs PDF

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final take home for enterprise leadership...

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Crystelle Gangi 20337012

Question 1 – Distinctions between Management and Leadership - Reflective and Critical Thinking (8 marks) (Max. 200 words)

a. Describe the differences between reflective and critical thinking. (2 marks)

Reflective thinking involves analyzing, evaluating, and making judgments about something, focusing on the process of making judgments about what has happened. Gibbs, (1988). Whereas critical thinking involves a wide range of thinking skills leading toward beneficial outcomes. This involves using ideas, experiences and reflections to create goals, build judgements and use their thinking to come up with the most suitable outcome.

b. What role does reflective and critical thinking play in enterprise leadership? (6 marks) Reflective thinking allows leaders to apply what they have learned from past experiences, which could be positive or negative, to other situations.Through these experiences, reflective thinking allows them to recognise areas of change and improvement. Also, causing them to develop a questioning attitude and new perspective, allowing a leader to respond effectively to new challenges. Hence, Leaders who can reflect on their past experiences will be able to make decisions confidently. Kurt, (2018). Critical thinking allows leaders to personify different experiences that could provide an extra sense of consciousness. It allows leaders to understand the impact of their decisions on the business as a whole and ensure both alignment with the firm's organisational values and goals. Green, (2019).

Question 2 – Becoming an Enterprise Leader - Leadership (8 marks) (Max. 200 words)

a. Discuss the four developmental components of an authentic leader. (2 marks) Self-awareness; An authentic leader demonstrates this by reflecting on their core values, identity, emotions and motives, as well as being aware of and trusting their own feelings. Relational transparency; They create a balance by openly being honest in presenting one’s true self to others, but not burdening their emotions to their workers. Balanced processing; Being able to

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analyze information objectively and explore the opinions of others before making a choice, avoiding biased decision-making. An internalized moral perspective; By displaying a strong moral code, leaders can guide behaviour using internal moral standards for their workers to follow.

b. How does understanding individual behaviour help authentic leaders overcome challenges in organisations? Provide an example in your response. (6 marks) It is essential for authentic leaders to understand individual behaviour in order to overcome challenges in the organisation. By understanding individual behaviour, leaders are able to guide individuals to make appropriate decisions in order to reach the desired outcome, depending on the situation faced. This will not only increase motivation to conquer the obstacle or change within the organisation, but it will also create a stronger bond between the leader and individual. Therefore creating a higher work morale and generating more efficient results. Williams, (2021). An example of this includes a leader assisting alongside the worker while encountering a difficult time within the organisation.

Question 3 – Socially responsible leaders - Social Responsibility (10 marks) (Max. 200 words)

Question: Critically discuss what it means to be socially responsible in today’s global environment. (10 marks) In today’s global environment, leaders are required to be socially responsible and should hold strong values that go beyond profit making, which will ultimately improve social and environmental conditions, as well as further social welfare. Going beyond profit making makes reference to a company having more contemporary goals relating to the environment and their relationship with employees and customers, whilst steering away from traditional business goals which mainly focus on maximising profits. An increase for a company's desire to adapt to change and increase in their productivity will come as a result of improving the social welfare of the business, as the understanding of societal conditions will create the need to adapt. Corling, (2016).

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Crystelle Gangi 20337012

Social responsible leaders play a vital role in society as they find opportunities to improve conditions by using approaches that are innovative and sustainable. They must be socially responsible in order to remain successful. For example, producing high quality products that are good for the environment. It is also important for socially responsible leaders to understand that we are living in a stabilising, aging global environment that is connected, and that all social activity has some relevance to environmental conditions. Edmans, (2015).

Question 4 – Decision making, leadership and change management - case study (14 marks) (Max. 300 words)

A. Describe, using examples, the six-step decision making process that would be used to move teaching from totally online delivery to the new hybrid system of lesson delivery (6 marks) - 180 words The first step is defining the problem. This is covid Pandemics impact on learning and teaching at the university. The next step is identifying the decision criteria. The University needs to prioritise the health of students and teachers, whilst continuing the progression of learning. The following step is allocating weights to the criteria. The most important would be following COVID-19 restrictions, providing sufficient education for students, and then ensuring that all staff members remain employed. Next is developing the alternatives, consisting of resuming all classes online, all classes are conducted face-to-face, or conducting 50% of both. Next would be evaluating the alternatives. Only online-classes will limit the number of students who have access to resources and decrease the number of teaching staff. Face-to-face classes disadvantage those who cannot travel and may not abide by covid-19 restrictions. A balance of both would maintain covid restrictions, providing fair access and bring flexibility to both students and teachers. The final step is selecting the best alternative, being to divide the learning into 50% online and 50% face-to-face.

B. Discuss the internal forces for change within this scenario. Provide examples (4 marks) The role is to implement the knowledge of the teachers into the students as they are responsible for managing activities part of the production of services. This creates an output of the students'

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learning. However, this process was interrupted by the covid-19 pandemic. Their role became to plan a system that efficiently executed online and face-to-face classes, improving operations. An example includes the exchange of information between the university.

C. What is the role of operations management in this process? Provide examples (4 marks) The role is to implement the knowledge of the teachers into the students as they are responsible for managing activities part of the production of services. This creates an output of students' learning. However, this process was interrupted by the covid-19 pandemic. Their role became to plan and manage a system that efficiently executed online and face-to-face classes, improving operations. An example includes the exchange of information between the university.

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Crystelle Gangi 20337012

Reference list: Corling, D, 2016, ‘Maps that show us who we are (not just where we are)’, online video, viewed 10 June 2021, https://www.ted.com/talks/danny_dorling_maps_that_show_us_who_we_are_not_just_where_w e_are?language=en

Daft, R; Marcic, D, 2018, ‘Understanding management’, Managing in a global environment, vol. 34, no. 1, pp. 86-99, viewed 10 June, 2021

Edmans, A, 2015, ‘The social responsibility of business’, online video, viewed 10 June 2021, https://www.youtube.com/watch?v=Z5KZhm19EO0

Green, R, 2019, ‘Why Critical Thinking Matters in Your Business’, viewed 10 June 2021, https://www.businessnewsdaily.com/7532-critical-thinking-in-business.html

Gibbs, G, 1988, “Learning by Doing: ‘A Guide to Teaching and Learning’, Reflective thinking’, vol. 14, no. 1, pp. 1-2, viewed 12 June, 2021.

Kurt, M 2018, “Quality in reflective thinking: elicitation and classification of reflective acts", Quality & Quantity, vol. 52, no. S1, pp. 247-259, viewed 12 June 2021

Robbins, S, Bergman, R, & Coulter, M 2018, Management, 8th edn, Pearson Australia, Sydney.

Robbins, SP, Judge, T, Edwards, M, Sandiford, P, FitzGerald M & Hunt, Jin Organisational behaviour 9th ednPearson Australia, Melbourne 2020132 - 159 (Ch 6)

Towler, A, 2019, ‘The power of authentic leadership: How legitimacy, ethics and positive psychology drive organizational performance’, viewed 12 June 2021, https://www.ckju.net/en/dossier/power-authentic-leadership-how-legitimacy-ethics-and-positivepsychology-drive-organizational-performance

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