CIPS Exam Report for Learner Community: Qualification: Professional diploma in procurement and supply Unit: PD1 - Leadership in P&S Exam series: January 2016 Question 1 Learning Outcome 1 One of the McKinsey articles mentioned in the case study notes that, different business situations often require different styles of leadership. (25 marks) Using appropriate theory, discuss the typical factors that might contribute to the style of leadership that Celine may adopt when working with her procurement teams. Analysis of the Question: Using appropriate theories to support the answer, the candidates were required to examine the possible different reasons that might contribute to the leadership style of Celine when working with her procurement team. Pass grade answers are likely to include the following content (but not limited to): Candidates may begin by outlining the meaning of styles of leadership in the context of the question. The possible range of factors that may contribute to the adoption of a particular style of leadership by Celine is very broad and candidates are allowed a wide range of options that they may use to address the question. There are a number of theoretical frameworks, tools and models that address this question and candidates may use them as the basis of a structure to their answer. Details as follows: Tannenbaum & Schmidt suggest that leadership style may be contributed to by a range of factors or forces including: Forces in the manager the manager s values and personality preferences Forces in the subordinates individuals commitments to the goals of the team, knowledge and experience, competence, readiness to assume responsibility Forces in the situation the organisation and management culture of the firm, the nature of the problem or task, the pressure of time, other external pressure on the task The leader s attitude to people will contribute to her leadership style. The main theorist related to this factor is Douglas McGregor with the theory x theory y concept. Briefly, theory x suggests that workers dislike work and will avoid it if they can. People therefore need to be coerced, controlled, directed, bribed or threatened in order to get them to perform. Theory y suggests the opposite that work is as natural as rest or play. Work is a source of satisfaction and people exercise self-direction and self-control to achieve objectives. There is widespread capacity to exercise high degrees of imagination and ingenuity. N.B. The above types are not categories of worker they are the way in which the leader perceives JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 1/11
them. Therefore, the style adopted by the leader will depend on their attitude to people. Contingency theory identifies leadership style as being dependent on a number of variable or contingent factors. There is no one size fits all model. The leadership style will be dependent on the dynamics of a particular situation. Fielder s contingency model identifies three main variables that will contribute to the style of leadership. Leader member relations: e.g. liking, trust, respect, wiliness to follow. Task structure: the extent to which the task is clearly defined. Position power: the relative power of the leader and the group. Specifically the leader s ability to reward or punish the team. Vroom-Yetton argue that decision making style is based on three main factors: Decision quality the importance of the right answer. Decision acceptance the importance of team motivation and commitment. Time constraints the time available for the decision process. Hersey & Blanchard suggest that the leadership style adopted by a leader, such as Celine, will depend on the readiness or maturity of the team members to perform a given task, their task ability, and their willingness to complete the task successfully. This gives rise to four leadership styles, Telling, Selling, Participating and Delegating. The above theorists provide a basis for candidates answers but common themes, such as the stage of development of the subordinates, may be rewarded without the need for reference to a specific theory. Although there are only limited examples in the case study, candidates might refer to the remote working with the younger team in India, transformational change, potential resistance to change relating to consolidation of spend and procurement authority and possible resistance to Celine as a new CPO from staff in the Middle East. Other valid factors that may contribute to leadership style were accepted. Analysis of the Answer: A fair and straightforward question that should be regarded as one of the core subjects for the candidates to understand and be able to apply. Although the majority of the papers displayed a reasonable understanding of the leadership style models/theories, some lacked good application and also lacked identification of the factors that contribute to the leadership styles of Celine. Weaker answers just provided descriptions of leadership models/theories without any contextualisation and were regarded as insufficient evidence of understanding to warrant a pass grade. Candidates were expected to provide evidence of a range of factors that may have contributed to the adoption of a particular leadership style by Celine as well as the use of appropriate leadership style theories to pass this question. However, most of the candidates answered this question reasonably well with the majority providing a reasonable contextualised in-depth explanation using appropriate leadership style theories such as Blake and Mouton, Hersey and Blanchard etc., to warrant high marks. JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 2/11
Exam Question Summary: Time wasting was still prevalent with candidates providing an introduction which has no relevance to the ask of the question such as the difference between leadership and management or what is leadership/management. Time is of the essence and candidates must concentrate on what is required to effectively answer the question. This is still a regular occurrence with question 1 - an on-going need to remind candidates to read the question and ensure they answer accordingly. Most introductions were a waste of time and effort with no marks awarded. Although there is no specific number of pages of written work required to successfully answer a 25 mark question, it should be recognised that it is unlikely that a page or less will provide sufficient evidence of understanding to warrant a pass. A number of candidates only provided a one page answer, some even less than a page. The construction and ask of this question should be regarded as core and straightforward with an excellent opportunity to gain good marks. Question 2 Learning Outcome 2 Discuss FIVE leadership skills or techniques that Celine will need to develop and apply in order to influence her teams. (25 marks) Analysis of the Question: Candidates are required to identify and discuss five leadership skills or techniques required by a leader such as Celine. The options available for candidates are very wide, however it is imperative that the candidates understand the command word of discuss. This requires more than a simple list of the skills or techniques that contribute to becoming an effective leader. It should be noted that there is no single source for the answer and therefore a range of possibilities should be allowed. One example of the skills required can be derived from the six functional areas of management and leadership based on the UK Management Standards produced by National Occupational Standards. These are: Managing self and personal skills Providing direction Facilitating change Working with people Using resources Achieving results Mullins suggests that leaders, such as Celine, also require skills in terms of: Flexibility of approach JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 3/11
Diagnostic ability Understanding that leadership behaviour is a product of the total leadership situation. Leaders, such as Celine, will also require well developed inter-personal and communication skills. These include: First order skills including observing, listening, questioning, establishing rapport, expressing empathy, communicating assertively, giving and receiving feedback. Second order skills include where these are applied such as negotiation, influencing and persuading, team-working, managing people, coaching and leading (which may include all of the above). Key communication skills that leaders, such as Celine, will require include: Promotion selling, visions, goals and desired outcomes. Influencing and persuasion applying various forms of power to achieve desired outcome. Negotiation a fundamental skill for successful leaders. Inspiration being able to motivate and appeal to the aspirations of followers. Support and challenge leaders should facilitate, coach etc. but also challenge with constructive feedback and thought provoking questions. Values that a leader will need to develop, according to Mullins, include consideration, respect and trust, giving recognition and credit (where it is due), involvement and availability, fair and equitable treatment, treating team members as individuals, emphasis on results, and mutual satisfaction and co-operation. Integrity and ethics are also important for a leader, such as Celine, to develop properly. These techniques of leadership should include a consistency of approach, openness, honesty, respect for people and credibility. Candidates could also suggest that Celine could look at the readiness of the groups on motivation and follower readiness. In addition some comment on leadership development skills could be relevant providing it is in context with the case. Gardner developed a model of multiple intelligences which included new categories such as spatial capacity (design awareness), kinaesthetic ability (physical ability) and musical ability. He also introduced the category of personal intelligences : Intrapersonal intelligence: knowing one s inner world; the ability to form an accurate self-concept and to be able to use that model to operate effectively in life Interpersonal intelligence: the ability to understand other people, what motivates them and how to work co-operatively with them. Candidates may also identify that leaders in their development may need to understand emotional intelligence, which requires them to assess their own self-concept and also the key motivational factors for other individuals and members of the team. Goleman promotes EQ as a key issue for the development of leadership skills. The above provides a very wide range of options for candidates to develop. Other valid responses were JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 4/11
accepted. Analysis of the Answer: An excellent question to potentially gain high marks. However, it would appear that quite a few candidates saw this question as just providing an explanation of Yuki and Falbe influencing tactics. Although influencing skills would be regarded as one of the five leadership skills or techniques, just referring to these skills/techniques would be regarded as a somewhat narrow focused answer with insufficient evidence of understanding to warrant a pass grade. The question asked to identify a broader range of leadership skills/techniques such as interpersonal skills, emotional intelligence, diagnostic ability etc. However, using Yuki and Falbe influencing tactics to answer this question did attract some marks but this would only attract marks related to one of the leadership skills/techniques. Better answers provided an array of leadership skills and techniques with good explanations and relevance of each of those listed. Exam Question Summary: A number of candidates were unable to provide sufficient evidence of understanding to warrant a pass grade for a 25 mark question. Once again a number of candidates only provided a one page answer with some even less than a page, for a 25 mark question is unlikely that this would eb enough detail to warrant a pass mark. Most did better than just a bare pass in this question. Stronger answers identified the ask of the questions. Question 3 Learning Outcome 3 a) One of Celine s responsibilities is to promote a diversity agenda for her organisation. Explain the benefits of ensuring diversity within an organisation such as FM Services. b) Explain how equality and diversity issues can be managed to improve the effectiveness of the organisation. (12 marks) (13 marks) Analysis of the Question: Part (a) of this question required the candidates to explain the benefits of diversity within FM Services organisation. Candidates needed to focus on benefits only. No marks were awarded for any potential disadvantages. Candidates are only required to identify the benefits of diversity in organisations and therefore there are a wide range of possible options. The question is not restricted to the representation of women in senior procurement positions as stated in the case study, and allows for a wide range of benefits of diversity to be included: Benefits include: Widening the recruitment pool diversity provides access to more skills and qualifications. These include women returning to work, older workers, and applicants from under-represented groups. Performance benefits for the organisation diversity provides a wider pool of ideas, limits the risk of blinkered thinking, opens processes to fresh ideas and criticism, creates a positive group climate. Reflecting the diversity of external stakeholders in procurement this may mean that staff have gender and ethnic links to major stakeholders such as suppliers and customers. JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 5/11
Benefits for staff morale a meritocracy suggests that staff will be rewarded based on performance and contribution. Enhanced employer brand positive PR for the adoption of an inclusive policy. Enhanced flexibility and learning the more open we are to difference, the greater is the learning potential.. Pedler et al. Compliance with legislation and codes of practice. There are a range of other benefits that candidates may identify and these were accepted. For example the benefits of diversity can be summarised as: Legal, moral and social benefits Business benefits (better understanding of market segments, positive employer brand, attraction and retention of talent) Employee benefits (more representative workforce, value and respect for people, opportunity to contribute fully, enhanced creativity) It was expected that candidates should identify at least a range of benefits generally three or four. Part (b) of this question required the candidates to explain how the management of equality and diversity could improve the effectiveness of the organisation. Equality and diversity issues can be managed to improve the effectiveness of the organisation in a number of ways. These include (but not limited to): Acknowledging cultural differences when they arise. Identifying and focusing on shared values and common ground. Clarifying expectations, in terms of diversity, and gaining commitment of the group to shared values and objectives. Being aware of and identifying different interests, strengths and preferences, and showing appreciation and respect for different cultural contributions. Flexibly exploring culturally appropriate ways of team building and rewarding excellence. Being sensitive to power imbalances within the group based on cultural issues. These may include language and the relative roles of genders in different cultures. Facilitating a communication and feedback process so that cultural and diversity issues are responded to sensitively and potential conflicts addressed. Celine may need to give attention to: Management and leadership styles in a multi-cultural setting Awareness training JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 6/11
Communication mechanisms to avoid intercultural misunderstandings Candidates may also refer to Mullins ten practical ideas for managing diversity : Testing assumptions about people before acting on them Ensuring that policies related to discipline and grievance are clearly understood Ensuring that written and unwritten diversity policies are understood and acted on Maintaining open channels of communication to identify possible issues before they become problems Learning how to understand the views of all staff and encouraging open approaches Being prepared to listen to varying methods of problems solving Having regard for strongly held beliefs by individuals (e.g. religious observances). Acknowledging all contributions to improving work environments and processes Knowing your own cultural diversity biases and not letting them affect your approach Taking care that any social events can be enjoyed by all staff, including those with physical disabilities. Candidates should recognise that there are a wide range of potential responses for managing diversity that are not limited to the list above. Candidates should identify a range of equality and diversity issues that will require managing generally three or four. Analysis of the Answer: Part (a) The majority of answers identified a minimum of at least three benefits of having a diversity policy within an organisation. Very few just focused on representation of women in the work place. The question clearly states benefits ; however, several candidates used their exam time to consider disadvantages such as cost and resource issues etc. as well as an explanation of diversity. This was regarded as a waste of valuable exam time and in these instances no marks were awarded. Candidates must read the question carefully and answer appropriately. A number of answers just listed with limited explanation. These were regarded as superficial by not providing sufficient evidence of understanding. Better answers provided a good explanation of how diversity benefitted the organisation. These answers also provided good contextualisation. Part (b) A small number of candidates struggled with this question. It would appear that the ask of the question confused some candidates in not understanding what was meant by managing the equality and diversity issues to improve the effectiveness of the organisation. These candidates just provided an explanation of equality and diversity with little or no connection to the management aspects. Good quality answers included a broad range of equality and diversity issues that could be managed to improve effectiveness, particularly some specific cultural issues such as adapting working patterns so as to be sensitive to religious customs and beliefs. JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 7/11
Exam Question Summary: Again an excellent and straightforward question with an opportunity for the candidates to gain good marks. Most of the candidates achieved more than a bare pass. However, from the evidence provided, it would seem that some candidates needed to read the questions carefully and answer the questions as asked. Failing to do so wasted time with no potential reward of gaining marks e.g. providing disadvantages and explanation of diversity. Question 4 Learning Outcome 4 a) The case study suggests that there may be conflict within Celine s organisation based on the transformational changes required. Discuss the potential positive and negative outcomes of conflict in an organisation such as FM Services b) Explain a range of conflict handling approaches that Celine could consider to address the potential conflict situations in her new role. (12 marks) (13 marks) Analysis of the Question: Part (a) Candidates are required to discuss the potential POSITIVE and NEGATIVE outcomes of conflict within FM Services organisation. Candidates need to be aware that they are required to provide an explanation of positive and negative outcomes in order to achieve a pass grade in this question. Pass grade answers are likely to include the following content (but not limited to): There is a range of positive outcomes that may arise from conflict; these generally constructive outcomes include: Introduce different solutions to problems Power relationships become very clearly defined Encourage creativity and testing of new ideas Focuses attention on individual contributions Emotions are clearly identified Provide opportunity for letting off steam Negative and potentially destructive outcomes from conflict may include: Distraction from attention to the task Polarisation of views Sub-optimal decisions and objectives subverted in favour of secondary goals Defensive or spoiling behaviour Disintegration of group cohesion Hostility, win/lose conflicts JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 8/11
There is a range of other positive and negative outcomes to conflict that would be rewarded where valid. Part (b) Candidates were required to explain a range of conflict management approaches that Celine could effectively use in her new role to address any potential conflict situations within FM Services. There is a range of conflict handling approaches that candidates may suggest for Celine to consider addressing conflict situations. Better answers may point out that no single approach will be appropriate to address the spectrum of potential conflict situations that Celine may face. The main theorist/model associated with this area is the Thomas -Kilmann model of conflict-handling styles. This model identifies five conflict handling styles which are: Avoiding in this style the leader withdraws from the conflict and attempts to ignore it. This style may be inappropriate for Celine, unless the issues involved are trivial. Forcing/competing in this example the leader imposes the solution without reference to others.this style may be appropriate for Celine in situations of deadlock or inflexibility, but may lead to resentment and a refusal of staff to collaborate with Celine in the future. Accommodating in this approach the leader concedes defeat without challenge usually to preserve harmony. This approach will achieve an outcome but the leader s authority is undermined. Celine may choose to use this style where she believes that relationships are more important than outcomes. Compromising this allows bargaining or negotiation and each party may offer concessions. This approach works well where power is evenly balanced.this approach may provide Celine with expedient solutions to conflict, but may also lead to both parties being dissatisfied. Collaborating in this approach the leader works together with the team to adopt a problem solving/winwin outcome. This approach may be time-consuming for Celine, but is likely to increase commitment to solutions, build trust, and improve creativity and learning. Candidates may also mention other theorists including C B Derr, who identified three ways of resolving conflict - competition, collaboration and compromise. Cornelius & Faire suggest there are three basic ways in which conflicts and disagreements can be resolved win/lose, lose/lose, win/win. Clearly the most benefit is derived from the win/win outcome. Candidates may provide their own terminology when explaining these approaches and are not required to specifically quote the wording from a particular model. The question does not explicitly require candidates to make use of theory, and so an alternative approach is to make more practical suggestions on how Celine might handle potential conflicts. For example, as suggested by Robbins or Mullins: Treat conflict situations as problems to be resolved through discussion by the parties Emphasise superordinate goals (encouraging the parties to see the bigger picture and to identify shared goals that over-ride their differences) Provide extra resources or re-distribute resources, where the conflict relates to competition for existing JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 9/11
resources Try to change the human variables, where Celine would seek to change the attitudes, beliefs and perceptions relating to the conflict Try to change the structural variables, where Celine would seek to reorganise work structures and relationships in order to minimise the potential for conflict Clarify goals and objectives, role definitions and performance standards in order to reduce potential conflict based on misunderstandings Develop and apply fair and equitable human resource management policies and procedures Develop interpersonal and group-working skills within the procurement function to improve selfawareness and self-control Avoidance one or both parties ignoring incompatibility Smoothing papering over the cracks Compromise including bargaining and negotiation Authoritative command resolving conflict by the use of direct authority The use of non-monetary rewards Just and equitable human resource management including fair rewards, positive employee relations, training and coaching Careful group selection and development producing a balanced team Participative and supportive leadership and management styles Removing stresses from organisational processes Socio-technical approach addressing the psycho-social issues of work and organisations Any other relevant suggestions for handling potential conflict would be accepted. Analysis of the Answer: Part (a) Most candidates did reasonably well providing sufficient evidence of understanding of positive and negative outcomes that may arise from conflict to warrant a pass grade. Better answers provided sufficient depth of explanation of each positive and negative outcome of conflict. Weaker answers did little more than just list and provided little explanation with no breadth or depth to the answers. Again these answers were regarded as superficial and therefore did not attract a pass grade. A small number of candidates focused on transformational change instead of the positive and negative outcomes of conflict, these were in a minority. Part (b) This question asked to explain a range of conflict handling approaches. However, a number of candidates focused on change management theory/principle to answer this question. Better answers in the main used the Thomas -Kilmann model of conflict-handling styles. Good in-depth explanations were given of each of the styles. A number of candidates also used Cornelius & Faire, and Robbins to answer this question. Some candidates did not relate their answer to any particular theory base but provided good practical alternative approaches. Statements such as no best way and identify the route cause etc., were included. These JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 10/11
answers were also rewarded. Exam Question Summary: There were mixed responses to this question. Quite a few candidates did provide a preamble for both part (a) & (b) of this question on how to identify and overcome resistance with many referring to Lewin s Force Field analysis and Unfreeze Change Refreeze model. This question was quite straightforward and did not need to use such models to answer this question. This approach is unnecessary and not asked for and therefore deemed again as time wasting. JANUARY 16_PD1_EXAM REPORT _LEARNER_COMMUNITY_FV 11/11