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Goal: When making decisions managers need to be able to evaluate the quality of information on which the decision will be based. This evaluation often has to be made in a timely manner. This task will...

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Goal: When making decisions managers need to be able to evaluate the quality of information on which the decision will be based. This evaluation often has to be made in a timely manner. This task will allow you to develop skills in critiquing the research of others in a time restricted situation. Product: Exam – open book Format: You will be provided with a reading in Week 12. On Friday, in the second week of the exam period list of up to 10 exam questions related to the reading will be posted on Blackboard. You need to select and answer four (4) questions. The questions will require you to critique the reading. For each of the selected questions the critique should systematically evaluate the strengths and weaknesses of the research reading. As this is an open book exam, while care should be taken with presentation and communication, however a report format is not required. Simply clearly state the question being answered. No referencing is required but your knowledge of theory should be evident. The exam will be open for 48 hours, however you should be able to complete the exam in 2 hours. Criteria • Critically evaluate the research of others • The critique should be based on a sound understanding of the theories and frameworks of business research

While there is not an official marking rubric for the assignment, the following points will be the criteria for guiding assessment by lecturers. Each criterion needs to be discussedin relation to the article provided,not in general.

1.Demonstrated understanding of the issues in the question. For example, literature review issues, methodology issues or sampling issues etc. : what do they mean and how do they work in the article for that question?

2.Demonstrated understanding of at least one academic conceptregarding the issue in the question. You must use at least one of the academic concepts from the course in relation to the question you answer that is relevant to the article.

3.Apply a theory to the issues in the selected question. This could dovetail with criterion 2: discuss the theory behind the concept raised in point 2 to analyse the article. (There are usually 2 or 3 - or more - theories behind each concept in academic work. For example, sampling: there are at least 5 different theories about sampling: how to go about it; choose one to analyse the sampling issues).

4.Referencing. You are expected to reference beyond the article - other academic articles and textbooks such as Zikmund XXXXXXXXXXas well as referencing the provided article. Remember that referencing ALWAYS has two parts: in-text citations and the Reference List. Cross-check you have them both right before submitting the assignment.

* Please remember tonot cheatby copying another student's work or buying an assignment online. Safe Assign is very good at catching these things and as it was quite a big problem last semester USC and the ATMC lecturers are looking out for these methods. This might be quite a hard assignment, but cheating is not a smart of way of solving the problem - you could end up with zero marks for the assignment, failing this required course and a plagiarism notice on your official university record; that is not good.

Answered Same Day Jun 19, 2020 BUS703 University of the Sunshine Coast


Akansha answered on Jun 20 2020
150 Votes
Leadership Coaching

Student’s Name-
Student’s Number-
Unit Code-
Date of Submission-
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Question 1    2
Question 2    4
Question 3    6
Question 4    8
References    10
Question 1
Q1-Critique the sampling strategy and respondent selection used in this study.
Answer- The leadership program to maintain the quality relationship between the leaders and their subordinates, trained and judged by a coach. Respondents here means the leaders and the subordinates in the leadership development process. The process was coached by an experienced person having required skills to coach both the respondents, evaluate them and finally assess them after a complete 6-month session. Both pre-process, and the post-process records are compared to see the progress of the group (Risser, Cates and Sayegh, 2010).
The sample size for this evaluation task is pretty small, i.e. 24 respondents, such that this evaluation might not be efficient enough for the other set of people that are not taken into consideration and are left out of this group. This is a general evaluation that cannot be supposed to be 100% accurate and hence cannot be applied to the other instances related to such decision-making tasks, but as it is an evaluation process, that is itself involving a small set of people, it is quite sufficient for only this type of group that is in consideration at that moment (FISHER and MERLI, 2014).
As there is the shortage of systematic investigation, it doesn't guarantee its co
ect applicability and is not a reliable system to assess the leadership coaching as a leadership development tool. This shows that the practice of leadership development by this method somehow falls short of the evidence to prove it a robust system in this concern. It does not assure that the theoretical and practical aspects are falling at the right place, and hence it may eventually become an expensive program, that too may not give effective results and can even slow down this development theory. Therefore, it is required to evaluate and validate the components of this development program with scientific methods and by using the reliable theories in this respect (Schonlau and Liebau, 2010). 
The leadership coaching program is actually a very promising development program that can be widely used for the intervention of the leadership program, that is a very effective integration strategy, which helps people to relate themselves to other people, mutually put efforts in doing a task, build and complete the promising commitments taken by them so that they can develop a wide social network, thereby applying a co
ective and self-understanding organizational as well as social aspects. But, it is essential not to look into the manual samples only, but it also requires to take into account the scientific theories and methods.
Now, as the developing process starts, the persons involved in the program are from different working backgrounds, having different skills and working styles as well their learning style might be very different from one another. The system ensures a common program, but including separate starting points for every person, that is a challenging task itself, so, this does not ensure a productive result. Also, in addition to some earlier described gaps, this system doesn't assure the co
ect and intended evaluation of this specific leadership development tool. So, there is a need to fill these loopholes, that can be done in both ways, theoretically and empirically, by considering the rigorous systematic​ evaluations of the system to work effectively (Lochmiller and Lester, 2016).
When addressing the program qualitatively, the system provides the insufficient evaluations. So, there is a need to identify the areas in which improvement is required and to assess its effectiveness, compared to other leadership development initiatives. 
There are no universal criteria to have a successful outcome, the only thing that can be done is to ensure adding the evaluation results into its knowledge base that can be helpful in this concern (Lochmiller and Lester, 2016).
Question 2
Q 2- Evaluate the data analysis strategy used in the quantitative part of the research.
Answer- The data is gathered by performing a step by step procedure, by enquiring the respondents and their opinions are evaluated, then their output is compared to get the final results.

The study was performed by using both the qualitative and quantitative elements of the development method. However, the quantitative data analysis is done by adopting a two-way sequential design, that was explorative enough to answer the questions such as:
1. The generic criteria that must be adapted to calculate the effect of the leadership coaching.
2. Addressing the effect of this outcome criteria and answered that it has positively affected the method. 
3. Refe
ing to the extent to which the facilitative behavior of the coach influenced the effect of the method deployed (Tárnok, 2014).
This procedure involved the designing of the group and included the multisource data within it. It came out to be a comprehensive tool for the leadership development. This was a step by step procedure:
1. Conducting a Group Discussion with the experienced coaches, so that the valuable outcomes come together, both theoretically and practically. 
2. Then an experiment was organized on the field after a 6 months coaching program to study its effect on the subordinates in the presence of leaders. 

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