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Publication date: 4 October 2018

Dianne Thurab-Nkhosi, Gwendoline Williams and Maria Mason-Roberts

The purpose of this paper is to explore the extent to which student assessments used in two capstone courses in a Master’s in Human Resource Management (HRM) Program were…

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Abstract

Purpose

The purpose of this paper is to explore the extent to which student assessments used in two capstone courses in a Master’s in Human Resource Management (HRM) Program were authentic, and encouraged confidence in competencies identified.

Design/methodology/approach

A qualitative approach was taken to evaluate the perception of lecturers, clients and students regarding authenticity of assessments and the competencies achieved. The authors used a five-dimensional framework for authentic assessment developed by Gulikers et al. (2004) as a basis for an online survey of the students and focus group, reflection of the client and for self-reporting their reflections.

Findings

It was found that the assessments in the two courses were aligned with the five criteria of the framework for defining authentic assessments developed by Gulikers et al. (2004), however, there were challenges noted by the students and clients. Students reported attaining some of the competencies identified in the HRM graduate competency profile but needing reinforcement for more confidence. While the students felt that they benefitted, one major challenge of the authentic assessments was the heavy workload.

Practical implications

Graduate programs in HRM may be producing students without the relevant competencies and the confidence to perform, partly because approaches to teaching and learning and in particular design of assessments may not be sufficiently practical. The findings of this study can provide support for more authentic assessments in professional business education programs.

Originality/value

Few cases studies exist on application of authentic assessments to mastery of competencies in developing countries. This contributes to the discussion on competency-based education and authentic learning, with particular reference to developing country contexts.

Details

Journal of Management Development, vol. 37 no. 8
Type: Research Article
ISSN: 0262-1711

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Article
Publication date: 24 October 2018

Kerrie Fleming, Carla Millar and Vicki Culpin

Leader-centred teaching has often taken as normal a cyclical pattern of business, which Marques (2014) argues is no longer the appropriate model. The purpose of this paper is to…

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Abstract

Purpose

Leader-centred teaching has often taken as normal a cyclical pattern of business, which Marques (2014) argues is no longer the appropriate model. The purpose of this paper is to examine the current leadership curriculum paradigm and the case for an alternative pedagogy which better caters for the messy reality – without recurrent patterns or historical certainties – that global organisations and their business leaders currently often have to deal with. In particular, it addresses implications for the “hero” model of leadership.

Design/methodology/approach

The empirical findings are elicited through a combination of case studies, qualitative surveys and action research methods which include organisational development which encourages leaders to develop skills and capability to enquire into and work with their own group processes and design. Arts-based methods, such as poetry, music, painting, sculpture or music are offered as a means to help cultivate the leader’s creative potential and reach into those vulnerable places which often remain hidden amongst traditional didactic methods of facilitation.

Findings

The empirical findings call for a deconstruction of the hero leader through increasing reflexivity to help leaders understand their own feelings, reactions and motives. It encourages bespoke leadership competencies which can be adapted for individuality. This suggests that contemporary leaders and managers first need to understand what capacities and deficiencies they have as individuals, and second how to build an appropriate mix of skills through understanding and reflecting on their own individual experiences and actions.

Originality/value

The paper introduces an approach to leadership training which takes account of the demand for organisations to serve a social purpose, and the need for effectively leading a workforce where the power of the individual is growing with millennials pushing this and questioning the very premises of corporate behaviour and economic and social principles which guide it. It acknowledges that the demands on leaders are shoulder-buckling at the best of times but proposes that business school teaching on leadership must address the messiness of reality and offer means and ways of thriving in spite of such chaos.

Details

Journal of Management Development, vol. 37 no. 8
Type: Research Article
ISSN: 0262-1711

Keywords

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