Sample/practice exam 27 May 2016, questions and answers - Aib lead exam PDF

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AIB LEAD exam...

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MBA LEADERSHIP Sample Exam Questions with Answer Guidelines The exam is an important assessment and you need to pass the exam in order to be able to pass the subject and to have over 50% overall for ‘assignment + exam’. Make sure you understand the requirements of AIB exams by familiarising yourself with the Exam Guide for Students. To help you with your exam preparation there are some sample exam questions with answer guidelines below. Practise answering the questions spending approximately 40 minutes for each question. Once you have written your answer you can check whether you have included the type of content that the examiner would be looking for. Note that the content for the answer is written in bullet-point and note form. We provide the sample content in this form to enable you to quickly check whether your own content corresponds to the expected content. However, in an actual exam answer you are required to provide the answer using normal sentences and normal paragraphs as in an essay or report.

QUESTIONS

Question1 a)

The Triarchic Theory of Intelligence describes three kinds of intelligence: Analytical, Practical and Creative. Explain the essence of this theory and give examples of each (from your memory or imagination not the textbook) of these types of intelligence and say how each is important to leadership. Identify any criticisms you may have of this theory and/or strengths of such a model.

b)

Emotional Intelligence (EI) was described by Aberman as ‘the degree to which thoughts and feelings are aligned’ (as cited in Hughes, Ginnett & Curphy 2015, pp. 2211). Using examples from your own behaviour and experience in leadership, discuss what you think he means and why this might be important. For extra marks, compare this take on EI to other perspectives. Identify which model you personally favour and why.

Question 2 a)

Using your organisation or an organisation you are very familiar with, use the Interaction Model of Leadership to explain how the current organisational culture developed. Use specific examples to support your conclusions.

b)

Your textbook refers to Cameron and Quinn’s Competing Values Framework. Use Cameron and Quinn’s model to evaluate what type of organisational culture exists in

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Hughes, R, Ginnett, R & Curphy, G 2015, Leadership: Enhancing the lessons of experience, 8th edn, McGraw-Hill Irwin, New York.

©Australian Institute of Business. 27MAY16

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the organisation chosen in part (a). Provide specific examples to support your conclusion.

Question 3 Leadership is not only a science and an art, but also has rational and emotional properties. Using concrete examples (descriptions of actual incidents) from your own leadership, and/or leadership you have personally observed, discuss and evaluate these claims. Use as much theory as you can to show you can analyse the leadership behaviour process in terms of the theories and concepts in the unit.

Question 4 After benefiting from this subject and based on what you now know about Leadership theory, develop a detailed plan that maps out your own future Leadership Development Plan. In your plan you should identify what organisational provisions are currently available to you.

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ANSWER GUIDELINES

Question 1 a) •

Analytical intelligence is problem solving ability, so students may give an example of a particular analytical problem. Analytical intelligence is important for learning and having the ability to make accurate deductions and see connections between issues.

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Practical intelligence is being street smart or adaptive to situations. It is important for leaders to know how or what to do in a situation. Creative intelligence means the ability to produce work or solutions that are both novel and useful. Students should give practical examples of each. An example of creative intelligence might be when a student developed a new use for an existing product (provide example) or a new marketing strategy or a new application of an existing marketing strategy.

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Better students may be able to posit criticisms of the Triarchic Theory of Intelligence. This part of the question is designed to show that students have thought critically about the concept. Therefore, any answer that demonstrates this is acceptable.

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For example, the theory does not specifically discuss intuitive cognitive processing and what is now called emotional intelligence. These two aspects of intelligence seem to be lumped in together with practical intelligence. Creative intelligence is also a product of intuitive insight (the Eureka Effect). The label “Street smarts” could be considered to be too vague. Strengths of the model could include the importance of recognising that intelligence is not just IQ and recognising that people have strengths in different areas of intelligence as described by the model.

b) •

If thoughts are not consistent with feelings, inner conflict results and success may be precluded. For example, your analysis may say a new job is good as it pays more, offers more opportunity and a higher material standard of living, however, feelings and intuitions may point towards a bad organisational culture or repugnant nature of the work.

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Similarly, a leader’s thoughts might be directed at achieving a certain target but he or she may feel it unachievable or may have emotional reservations about that target. Those people whose feelings and thoughts are aligned are more likely to succeed.

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Students who can compare this take on Emotional Intelligence (EI) to any other take, such as Slovey and Mayer, who posited EI as the recognising and managing of emotions in oneself and others, should be given higher marks. Better students will argue why they favour a particular take on EI. The examiner is looking for understanding of the theories and coherent logic to support their position.

©Australian Institute of Business. 27MAY16

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Question 2 a) •

The student must provide the examiner with a specific organisation and its prevailing culture.

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Using the Interaction Model of Leadership, the student is required to explain how the organisational culture formed through the interaction of the three core variables of the leader, the follower and the situation.

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The examiner is not looking for a description of the model, but rather a sophisticated analysis and organisational examples of how these three factors have all worked together and resulted in the current culture.

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There is no right or wrong answer in this question; however, at master’s level the examiner is looking for depth of reasoning, a sound rationale for why things are stated or solid justification for the assumptions propounded.

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The more in depth the interaction examples are explained and supported with evidence, the higher the marks.

b) •

Following on from part a), and using the same organisation as in part a), the student is to refer to Cameron and Quinn’s Competing Values Framework.

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They are to determine which of these cultures (hierarchy culture, market culture, clan culture or adhocracy culture) best represents their organisational example in part a).

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They should justify their decision with examples of the prevailing cultural norms and practices.

Question 3 •

The nature of the question is broad so that students may draw on any number of theories to combine with examples if they can show relevance. As clearly stated, students should talk about actual incidents and view these through the lens of theory to come to conclusions in relation to the claims made by the literature.

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For example, students may argue that in their own leadership they have used a particular theory to analyse a leadership problem, say a contingency theory, to come up with a strategy to appropriately guide followers in a given situation. They can therefore claim that this leadership was science based and rational.

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On the other hand, students may claim they have seen a leader appeal to the emotions of followers through articulating a vision (transformational leadership). They can then claim that this leadership was artful and emotional. The examiner will award higher

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marks to students who 1) use concrete examples of behaviour, and 2) compare these examples to theory in their answer. •

Better students may take a strong position in relation to these claims and clearly support it with their discussion.

Question 4 •

This is a broad question, designed to ascertain the student’s level of engagement with the many theoretical concepts taught in this subject. Below are some of the concepts: o o o o o o

Action-observation-reflection model Learning from experience Leadership education Single-loop and double-loop learning Gaps analysis Spiral of experience:  perception and observation  perception and reflection  perception and action.

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Development planning is the process of conducting a gaps analysis, prioritising needs and building a development plan. The purpose of a development plan is not only to increase knowledge and skills but, in so doing, to alter behaviour for the better.

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Leadership improvement involves the practising and development of skills. Successful leaders will act to hone their skills and continue learning and developing throughout their career.

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Learning from experience is an important skill for leaders and will enhance effectiveness.

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Learning from others is a powerful learning experience for leaders.

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A method of enhancing learning from experience is in keeping a journal.

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Building technical competence is the process of gaining the knowledge necessary to perform a task effectively.

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Becoming an expert in the job can be achieved through additional training, observing others and teaching others.

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