Unit Title: Business Skills for Leadership

Unit Code: MAN127.

Assignment Title: AE1 – Portfolio.

Unit Leader: Dr Paul Joseph-Richard.

Level: Level 7.

Student Number:

Submission Date: Tuesday 9th January 2018.

Academic Year: 2017-2018.

Word Count: 4,190.

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Contents

1.0 – Introduction……………………………………………………..……………………Pages: 4-5

2.0 – Essential Postgraduate Study Skills………………..…….....……………………Pages: 6-8
3.0 – Performance Management…………….……………………..………..…………Pages: 9-11
4.0 – Conflict Management……………………...…………………..………...………Pages: 12-13
5.0 – Handling Statistical Data Using IT and Integrated IT Skills….………….……Pages: 14-15
6.0 – Conclusion…………………………………….………………..………...………Pages: 16-17
7.0 – References……………………………………………………..…………………Pages: 18-22
8.0 – Appendices……………………………………...…………..……………………Pages: 23-37
- Appendix A – 8.0.1 – VAK Learning Style Analysis
(Scottish Qualifications Authority, 2015).........……Pages: 23-26
- Appendix B – 8.0.2 – SWOT Analysis. ………………………………...........……Page: 27
- Appendix C – 8.0.3 – Summary of Knowledge for Postgraduate
Study Skills…………………………………………..…….Page: 28
- Appendix D – 8.0.4 - Critical Reading and Self-Critical Writing
Assessment (Wallace and Wray, 2016)………………...Page: 29
- Appendix E – 8.0.5 – Evaluation of Undergraduate Work…………………Pages: 30-31
- Appendix F – 8.0.6 – Excerpt from Wallace and Poulson (2003)……………...Page: 32
- Appendix G – 8.0.7 – Summary of Knowledge for Performance
Management……………………………………………....Page: 33
- Appendix H – 8.0.8 – Excerpts from Handy (1995)…………….......……...Pages: 34-35
- Appendix I – 8.0.9 – Evaluation of Sandown Health Centre
Performance Management……………..…………..Pages: 36-37
- Appendix J – 8.0.10 – Conflict Resolution Training Certificate………………….Page: 38
- Appendix K – 8.0.11 – Learning Summary for Outcomes of Conflict…………..Page: 39
- Appendix L – 8.0.12 – Excerpt from Thomas (1974)……………………………Page: 40
- Appendix M – 8.0.13 – In-Lesson Activity – Weekly Pay Spreadsheet……….Page: 41
- Appendix N – 8.0.14 – Example of Past Work – Training Monitoring
System……………………………………………………..Page: 42
- Appendix O – 8.0.15 – Video for Predictive Analytics Using Excel……………Page: 43
- Appendix P – 8.0.16 – Application of Predictive Analytics……………………...Page: 44

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List of Figures

Figure 1 – CIPD Professions Map (CIPD, 2017). ………………………………….....…..Page: 5.

Figure 2 – Fundamental Postgraduate Skills (Reissner, 2014)..…………………....…..Page: 6.

Figure 3 – Postgraduate Study Skills Slide from Week 2 Lecture………………......…..Page: 7.

Figure 4 – Three Clusters of performance management

(Van Dooren, Bouckaert and Halligan, 2015)…………………………...…..Page: 10.

Figure 5 – Thomas-Killman Conflict Model (Thomas, 1974). ……………………....…..Page: 13.

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1.0 – Introduction

In this portfolio, I will critically reflect upon the personal development of skills within four
thematic areas: essential postgraduate study skills, performance management, conflict
management and handling statistical data using IT and Integrated IT skills. Personal
development is a continuous, life long process requiring reflection and action (Megginson and
Whitaker, 2017); encapsulating the systematic maintenance, improvement and broadening of
knowledge and skills (CIC, 1986 cited in Freidman, 2012). This is imperative as it leads to
professional enhancement (Shankar, 2014) that can support career progression (Freidman,
2012).

Critical reflection is the highest level of reflection (Kember et al, 2008); while reflection implies
critique in some form, critical reflection challenges the validity of presuppositions in prior
learning (Mezirow, 1990), essentially unsettling individual assumptions to catalyse changes
(Fook and Gardner, 2007). Characteristics and aspirations are integral components of learning
within the reflective process as these can influence or predetermine said assumptions (Boud,
Keogh and Walker, 2013). The purpose of critical reflection is to change or reaffirm
assumptions or perspectives in order to change professional practice (Fook and Gardner,
2007); this is necessary as most professions now have a major interest in how critical reflection
can support and enable improved professional practice (Morley, 2016).

Boud, Keogh and Walker (1985) suggest critical reflection should be a ‘purposive activity
directed towards a goal’. Therefore, the four thematic areas that I will reflect upon throughout
the portfolio are oriented with the vision of managing my own strength and conditioning facility;
thus providing the strategic focus for the portfolio. Essential postgraduate study skills applies
through critical thinking and the applicability to a myriad of other skills as well as enhancing
professional development as a whole (Reissner, 2014). Performance management applies in
dual contexts, therefore perceivably having the most managerial and leadership implications.
Given highly competitive business environments, conflict management provides further
managerial capabilities to maintain effective operation of a business (Daft and Benson, 2015).
Finally, given the omnipresence of IT and statistics within business (Jameel, Abdul-Karem and
Mahmood, 2017); handling statistical data using IT skills and integrated IT skills are
perceivably prerequisites for modern management.

For the four thematic areas I will apply Gibbs (1988) reflective cycle for the critical reflection
process, in this context: identifying a current level of knowledge and my subsequent feelings,
assessing areas of strength and weakness, identifying a knowledge gap and following the
development process identifying a key learning point and formulating a plan for continued
development.
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A VAK learning style analysis (Scottish Qualifications Authority, 2015; Appendix A) determined
that I learn best through kinaesthetic processes; applying learning to real life processes is
therefore suggested to positively influence understanding (Gholami and Bagheri, 2013) while
providing applicable theoretical experience within the thematic areas. This conforms to active
experimentation within the Learning Style Inventory by Kolb and Kolb (2007) which is an
integral part of the experiential learning cycle (Kolb, 2014) that links education, work and
personal development.

Figure 1 – CIPD Professions Map (CIPD, 2017).

A SWOT analysis (Appendix B) provides a generalised perspective of my abilities from which

to develop; using explanations from Reissner and Watson (2014), I place within band 1 of the
CIPD professions map (CIPD, 2017; Figure 1). Evidently, the aim is to progress to higher
bands and through this portfolio the plans for progression and continued skill development will
be presented. The portfolio sections will follow the previously outlined order before providing
a conclusion that summarises overall personal learning and assesses potential for successful
management and effective leadership.

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2.0 - Essential postgraduate study skills

Critical thinking is a prerequisite for postgraduate study (Fahim and Masouleh, 2012) and
encapsulates essential processes; predominantly analysis, synthesis and critical appraisal
(Wallace and Wray, 2016). These are required to enable the enhancement of more technical
skills (Paul and Elder, 2002 cited by Reissner, 2014); essentially culminating in the ability and
capacity to evaluate assumptions, methods and evidence, determining the veracity of
comprising factors and applying the resulting analysis into context (Wallace and Wray, 2016).
These skills are the processes of critical reading and critical writing; which are necessary for
postgraduate study and professional development (Wallace and Poulson, 2003; Reissner,
2014).

Reflecting upon my initial knowledge of essential postgraduate study skills (Appendix C)

demonstrates a limited knowledge of the necessary skills required for postgraduate study.
This assessment could be made when considering requisite fundamental skills identified in
Figure 2; despite knowing and applying some of these during my undergraduate degree, I was
unaware of the extent of requirements and detail necessary when evaluating sources of
information. Through completing the self-assessment tool for critical reading and self-critical
writing from Wallace and Wray (2016; Appendix D), I was able to identify gaps in knowledge
and skill requiring attention in order to develop; specifically pertaining to critical reading.

Figure 2 – Fundamental Postgraduate Skills (Reissner, 2014).

Reviewing and evaluating an excerpt of work from my undergraduate degree (Appendix E)

also reflects these points. My critical reading perceivably impacts my critical writing; although
there are elements of attempted critical analysis, it often seems as though I am trying too hard
to convince the reader of a single minded viewpoint and in retrospect, this could potentially
implicate bias (Harris, 2017). This occurs through obtaining similar references instead of a
range of sources to provide a more well-rounded argument; essentially not utilising the chain
of reasoning explained by Reissner (2014). Furthermore, during my undergraduate degree, I
feel as though the focus on quantity of references was too prevalent; which combined with
consistent good grades may have effectively reaffirmed a bad habit when considering what is

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now required at a postgraduate level. Combining Figure 3 with Appendix F (Wallace and
Poulson, 2003) and the Solent critical thinking guide effectively provided simplified guidelines
through which to evaluate sources and construct arguments effectively.

Figure 3 – Postgraduate Study Skills Slide from Week 2 Lecture

I found the key learning point providing the most value is investigating the background of
authors to assess bias. Retrospectively, this further compounds the previously identified issue
with my approach to critical reading; which is perhaps best surmised by Braten and Braasch
(2017) who suggest more attention is paid to informational relevance than trustworthiness of
the source. This has implications for postgraduate study as well as in a management and
leadership context. The assessment of bias could be pertinent for the evaluation of dynamic
business environments (Fleisher and Bensoussan, 2015) to gain a true perspective of
potential impacts, determining credible threats and realistic opportunities.

For instance, I revisited previous research evaluating whether vibration platforms have
beneficial physiological effects and discovered that Powerplate, a leading equipment provider,
is a corporate partner of the National Strength and Conditioning Association (Powerplate,
2017), who publish the Journal of Strength and Conditioning. At least 10 of the studies
provided on the Powerplate website are published through this journal; which could be
considered bias when taking the corporate partnership, as well as extensive discrediting
literature, into account. The implication being that any decision aimed at exploiting a niche
market with the equipment tested would be ill-advised without substantial support from
unbiased sources to implicate effective physiological benefits.

This section has progressed my knowledge on the area of essential postgraduate study skills,
essentially increasing my awareness of the necessary requirements as I now understand that
far more detail is needed when completing assignments at a postgraduate level. This provides
value considering how rapidly changing technology provides more literature through increased
access that imposes higher demands and importance on critiquing informational sources (Leu
et al, 2017). This section has reflected the Learn-Unlearn-Relearn model outlined by Azmi
(2008); the transformation is not immediate but the knowledge gained will facilitate the gradual
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process of transformation. Figure 3 has been the most helpful source of information
progressing forward for the relearn phase as it provides a simplistic guideline for what is
required when evaluating sources of information; using this as a checklist when evaluating
sources of information will enable increased competence of the necessary skills through
repetition.

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3.0 - Performance management

Performance management requires the identification of objectives and establishing

performance indicators (Rees and Porter, 2015); thus providing measurable characteristics
through which progression or regression in performance can be gauged. Development of
performance requires strategic focus to provide the necessary training and resources to
increase performance and achieve mutually agreed goals (Katzenbach and Smith, 2015). This
conforms to the three stages identified by Van Dooren, Bouckaert and Halligan (2015);
assessing a value such as efficiency (Performance), acquiring performance information
(Performance measurement) then utilising and incorporating performance information within
decision making (Performance management).

Reflecting upon my existing knowledge (Appendix G) of performance management as a

personal trainer revealed that contextually, I understood theoretical methods of performance
appraisal and concepts for goal setting such as C-SMART. These are transferable and
applicable to a business context; which is evidently beneficial but it highlighted a knowledge
gap. In personal training, the aforementioned process of incorporating performance
information within decision making is relatively one dimensional in terms of increasing
intensities, weight or progressing difficulty to subsequently facilitate increased performance
and achievement of objectives set within appraisals.

Comparably, in a business context, this process is far more complex; requiring consideration
of a multitude of factors such as: organisational culture, structure and resources (Shields and
Brown, 2015). I therefore understood the need to contextualise my existing knowledge and
essentially learn performance management based decision making within a business
environment. A key element of this is motivation as it influences the direction, intensity and
persistence of performance (Van Iddekinge et al, 2017); thus requiring contextualisation of my
existing knowledge of intrinsic and extrinsic motivational systems from experience in personal
training.

When researching motivational theory, I determined that Herzberg’s two-factor theory

(Herzberg, Mausner and Snyderman, 2010) best explained the necessary characteristics for
facilitation of performance, somewhat dictating the requisite features of a work environment.
Given the perceivably constant presence of expectancy theory (Vroom, 1964), not meeting
expectations would reflect the frustration-regression principle present within ERG theory
(Alderfer, 1969); which is omitted within Maslow’s hierarchy of needs (Maslow, 1943). This is
a concept that management must be consistently aware of in this thematic area given the
dynamic nature of business environments; therefore requiring regular appraisals to identify
the phenomena early and provide the opportunity to maintain positive performance. A factor
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that I had not considered was the differentiation in the effectiveness of performance incentives
between different cultures; which is demonstrated by literature (Sirota and Greenwood, 1971;
Gerhert and Fang, 2014; Hohenberg and Homburg, 2016). Therefore careful consideration of
motivational factors such as salary, incentives, recognition and advancement are required to
progress and subsequently increase performance, with the key managerial implication
revolving around effectively incorporating these factors into a business operation.

The most helpful literature I read to contextualise this knowledge within organisational culture
was Handy (1995; Appendix H); the theoretical concepts of organisational role culture
provided the necessary explanation of structure and culture supplying extrinsic elements to
facilitate increased performance. When combined with reading additional literature (De Waal,
2013; Shields and Brown, 2015); the prevalent theme I identified was that autonomy is
essential and a task culture that maximises the skills of employees is critical for increasing
employee engagement and business performance.

To apply this theory, I evaluated the performance management processes of Sandown Health
Centre (Appendix I), my present employer, directed by the three clusters of performance
management from Van Dooren, Bouckaert and Halligan (2015; Figure 4) while taking influence
from Buckingham and Goodall (2015).

Figure 4 – Three Clusters of performance management

(Van Dooren, Bouckaert and Halligan, 2015).

This exercise provided the best learning experience, especially when considering my
predetermined learning style, as it was a tangible process that I could gain experience from;
thus gaining a greater understanding of how to apply and configure the theory with actual
processes. When reflecting upon this process and considering the knowledge gap previously
identified; this has been critical to developing performance management as a skill due to
providing contextual knowledge and application.

The key learning point was establishing the link between motivational theory and the
aforementioned factors of organisational culture, structure and resources. This is significant
as it provides immense value for future careers plans where both the physical aspect of
performance management and the performance management covered within this section will

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need to be used concurrently to effectively run a strength and conditioning business. This will
have major implications for a performance orientated business as it will be essential that I can
be an effective manager and leader in both contexts. To continue development in this area, I
will look to present Appendix I to the practice manager of Sandown Health Centre in an attempt
to gain more practical experience of employee performance management within a business
context.

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4.0 - Conflict management

Conflict is defined as “the antagonistic interaction in which one party attempts to block the
intentions or goals of another” (Rees and Porter, 2015); this is also termed as a perceived
divergence of interest (Rahim, 2010). Given that competitive situations inherently lead to
conflict (Rahim, 2010); conflicts are inevitable and resolving them provides challenging and
important managerial decisions that can potentially improve cohesion and performance (Daft
and Benson, 2015).

Within this thematic area, I possessed knowledge of conflict resolution (Appendix J) as the
NHS advocates online training for staff, however, this is simplistic in content and is based
upon acute situations where conflict may occur. There are managerial implications for this as
rectifying a situation could act as service recovery and consequently have a positive impact
(Choi and Choi, 2014). Nevertheless, there is limited contextual applicability to management
roles where conflict may arise as a result of organisational operations.

From researching into the area of conflict management, I learnt that the perspective of seeing
conflict as dysfunctional and an exclusively negative factor within a business environment
overlooks a potentially beneficial source of performance enhancement (De Dreu, 1997;
Chaudhry and Asif, 2015). Chen (2006) implies that conflict should be embraced as a source
of creativity and innovation, however, this is synonymous with a risk-reward scenario in that
mishandling conflict can backfire and essentially catalyse escalation of a situation. I found the
best explanation for this phenomena was De Dreu (2006); which demonstrates a curvilinear
relationship, similar to a bell curve, between conflict and innovation. Appendix K presents the
understanding I gained in regards to the functional and dysfunctional outcomes of conflict.
This is especially pertinent to my future career plans as it will be a competitive, performance
based culture where conflict has a high probability of occurring.

With a changed perspective on conflict, I needed to gain an understanding of the approaches

for using conflict functionally; which has important managerial implications (Watson, 2014).
The lesson in week 8 covering conflict management helped to identify five approaches, mainly
through the Thomas-Killman conflict model (Thomas, 1974; Figure 5) that provided further
understanding of the practical application of managerial approaches to enable performance
enhancements. From personal experience in my current occupation, the communication is
poor between different teams within the doctor’s surgery and conflict is managed through the
avoidance strategy; which has invariably increased issues and conflicts between teams

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 Figure 5 – Thomas-Killman Conflict Model (Thomas, 1974).

Using Appendix L (Thomas, 1974), I learnt that the preferential approaches are competition
and collaboration; the latter is perhaps a safer option for productivity as there is a risk-reward
element with competitive approaches to conflict management that can be equated to the
prisoner’s dilemma (Axelrod, 1997) but this is contingent upon the employees and culture;
which is where management of the organisation will be essential. Therefore, emotional
intelligence will be necessary to be able to properly understand the appropriateness of the
approaches for the employees being managed (Goleman, Boyatzis and McKee, 2013).

From the negotiation section in the week 8 lesson, I interpreted that my existing knowledge
on conflict resolution actually reflected many areas of negotiation in the respect of de-
escalating a situation or finding a solution to a problem. Reading Watson (2014) provided a
deeper understanding of negotiation through explaining aspects of communication with a
different contextual application, in the form of team-building. I feel as though this provided the
methods through which to manage a team effectively under normal circumstances to prevent
conflict and the learning throughout this section effectively provided guidance for when conflict
inevitably does occur. The themes identified throughout this section reflect the three most
visible skills of leadership identified by Goleman, Boyatzis and McKee (2013), which are:
conflict management, persuasion and collaboration.

The key learning point within this section was changing my perspective of seeing conflict as a
problem to using it as a source of performance enhancement. The learn-unlearn-relearn model
(Azmi, 2008) could be applied to this transformation and therefore, as an ongoing process,
further development will require reading into the contextual application of strategies for future
career plans as direct experience will require a management position that, at this point in time,
is unfeasible. By gaining a theoretical understanding, emotional intelligence and
communication can be used to adapt strategies and orientate organisational structure, as
discussed within section 3.0, to best harness conflict for increased performance of employees.

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5.0 - Handling statistical data using IT and Integrated IT Skills

Simpson (2014) suggests statistical data enables informed decisions to be made, actions to
be justified and advises future planning; evidently guiding managerial decisions. Therefore,
when viewed concurrently with the omnipresent nature of electronic processes and the
increased prevalence of virtual teams (Marlow, Lacerenza and Salas, 2017); handling
statistical data and IT skills in general are essential in the current business environment. The
latter has been linked with small to medium enterprise performance and profitability (Pollack
and Adler, 2016); therefore demonstrating the necessity of these skills for managers.

From previous experience, I have handled statistical data in a multitude of ways; academically,
I have used SPSS software to analyse data for investigative purposes in my undergraduate
dissertation. This involved using simple analysis techniques such as standard deviation,
skewness and kurtosis in addition to more complex analysis techniques in the form of
Pearson’s correlation coefficients, Kolmogorov-Smirnov and Mann-Whitney U tests. The in-
lesson activity for weekly pay (Appendix M) mirrored past experience with cash-flow forecasts
and profit and loss statements using Microsoft excel. Professionally, I have set up systems
that allow managers to track progress and monitor aspects of operation using conditional
formatting and custom formulae, that tracked employees NHS mandated training (Appendix
N).

Taking my past experience into consideration, I decided to research more advanced data
handling; uncovering three types of analytics: descriptive, predictive and prescriptive (Wang
et al, 2016). Each provides progressively greater information from which to base business
decisions; respectively determining what has happened, what could happen and what is the
best course of action. Within this context, my experience and knowledge was only relevant to
the first stage of analytics and could therefore be considered limited. Although I have
previously referenced market reports that forecast future trends, I had no direct knowledge or
experience with predictive analytics and less so with prescriptive analytics.

Predictive analytics and prescriptive analytics enable informed decision making in relation to
the strategic direction of a company (Demirkan and Delen, 2013); which has crucial
managerial implications. Predictive may also create early warning systems, with the
projections providing signals that can inform subsequent actions; thus being necessary when
considering operations management. Prescriptive can assist in the decision making processes
related to the continuation or potential expansion of existing ventures; additionally enabling
evaluation of niche markets and business propositions to advise management as to what
decision is most beneficial to improve business performance (Wang et al, 2016).

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Given the requirement for specialised software to handle vast amounts of data, I was unable
to gain tangible experience with prescriptive analytics, however, it is possible to perform
predictive analysis. I initially read Carlberg (2015) and watched an online video walkthrough
using add-ins for Microsoft excel, carrying out linear regression (Appendix O). Through this
process, I found that many elements reflected similar aspects of analysis I had experience
with from SPSS; which helped to understand integral features such as independent and
dependant variables in addition to the evaluation of p values. However, through further
investigation and experimentation, I found that linear regression comprises a pre-set
forecasting formula in excel; which is far more efficient and less complex.

For practical application of this, I used daily appointment requests for doctors from my current
job to predict future requirements and enable the assessment of supply meeting demand;
which is available in Appendix P. Having a relevant, tangible process felt far more useful than
a simple exercise with no real implication or meaning; thus providing the key learning point.
This is perhaps attributable to the fact I have never been required to do anything more than
reporting descriptive data; essentially surface learning based upon the assignment at hand
and not expanding my knowledge beyond the requirements.

Analytics are becoming a competitive differentiator and mainstream necessity (Moreno, 2017);
therefore, for future development, I shall look to take more opportunities to utilise predictive
analytics, perceivably within a professional context rather than academically. When
considering the high amount of seasonality within the fitness industry (Fricker, 2017), obtaining
and handling data using predictive analytics would allow for the prediction of usage trends and
provide realistic performance goals to be set. This is relevant to my future career plans and
provides further justification as to why handling statistical data and integrated IT skills are
crucial skills for management and leadership.

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6.0 – Conclusion

Within a SWOT Analysis (Appendix B), a lack of practical, contextually relevant managerial
experience and a lack of knowledge regarding advanced management theory were both
highlighted as weaknesses; thus justifying the low placement on the CIPD professions map
(CIPD, 2017). This provided strategic focus for the selection of thematic areas that possess
managerial implications for future career plans. The skills and knowledge obtained through
this portfolio have enabled development in each of the four thematic areas; primarily through
kinaesthetic learning processes (Gholami and Bagheri, 2013) that conform to Kolb’s (2014)
experiential learning cycle.

The Learn-Unlearn-Relearn model (Azmi, 2008) was essential for personal learning within the
thematic area of essential postgraduate study skills. This predominantly pertains to learning a
new approach to critical reading; as this was identified as a weakness (Wallace and Wray,
2016; Appendix D). The level of detailed critique and inquiry necessary at the Master’s level
transcends that of the undergraduate level; therefore the new method of critical reading using
Figure 3 and Appendix F (Wallace and Poulson , 2003) as a guideline to subsequently facilitate
the chain of reasoning (Reissner, 2014) for effective critical thinking was imperative for my
personal learning.

Applying existing knowledge and experience of performance management to incorporate

organisational culture (Handy, 1995; Shields and Brown, 2015) and the requisite comprising
elements of key motivational theories (Alderfer, 1969; Herzberg, Mausner and Snyderman,
2010) provided essential personal learning through distinguishing the requirement of
differentiation within applicable approaches. Conflict management works in conjunction with
performance management as effective utilisation of conflict can lead to greater understanding
and improved performance (De Dreu, 1997; Chaudhry and Asif, 2015). Therefore, personal
learning for this thematic area involved changing perspective from viewing conflict as an issue
to avoid, to utilising it through collaboration or competition (Thomas, 1974).

For handling statistical data using IT and integrated IT skills, my personal learning required
using predictive analytics to project trends in order to progress my existing knowledge and
experience with statistical data and IT. This is becoming a necessity in business (Moreno,
2017) and provides managerial implications as this form of analytics can be used to inform
decisions (Demirkan and Delen, 2013).

Challenging the validity of presuppositions in prior learning (Mezirow, 1990) has been key to
the critical reflection process throughout the portfolio. Through using the learn-unlearn-relearn
model (Azmi, 2008) and altering my perspective on the thematic areas I have been able to

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catalyse changes to improve my professional practice (Fook and Gardner, 2007); enhancing
my overall personal learning as well as providing positive managerial implications.

Essential postgraduate study skills also provide increased potential for successful
management and effective leadership, determining the veracity and legitimacy of information
relating to a business environment (Wallace and Wray, 2016); with the additional relevance
for strength and conditioning when evaluating new research for effective training methods.
The four thematic areas covered within the portfolio were oriented with future career plans of
managing a strength and conditioning facility in mind; the subsequent development of these
areas have provided increased potential for successful management and effective leadership.
Despite not gaining actual management or leadership experience, the process of experiential
learning (Kolb, 2014) comprising the contextual application of processes, such as predictive
analytics, provides skills and knowledge that could be applied when in a management or
leadership position, essentially preparing myself for such a role. As previously discussed, this
would be pertinent to the fitness industry given the seasonality present and subsequent
fluctuations in usage (Fricker, 2017).

Additionally, many of the theoretical concepts identified enable preparation for a management
position; the key aspect to consider for further development is the need for emotional
intelligence (Goleman, Boyatzis and McKee, 2013). This would evidently be in regards to the
approach towards conflict management and how to configure performance management
within a given business culture.

Overall, the critical reflection throughout this portfolio has enabled the development of my
knowledge and skills within the four selected thematic areas. Changing perspectives and
identifying areas requiring attention facilitated personal development; using experiential
learning (Kolb, 2014) where possible and gaining greater theoretical understanding of key
concepts as part of preparatory processes for being successful in management and effective
in leadership

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7.0 - References

Alderfer, C. (1969). An empirical test of a new theory of human needs. Organizational

behaviour and human performance. 4 (2), 142-175.

Axelrod, R. (1997). The evolution of strategies in the iterated prisoner's dilemma. In: Bicchieri,
C. Jeffery, R and Skyrms, B. The dynamics of norms. Cambridge: Cambridge university press.
1-16.

Azmi, F. (2008). Mapping the learn-unlearn-relearn model: Imperatives for strategic

management. European Business Review. 20 (3), 240-259.

Braten, I and Braasch, J. (2017). Key Issues in Research on Students’ Critical Reading and
Learning in the 21st Century Information Society. In: Ng, C and Bartlett, B Improving Reading
and Reading Engagement in the 21st Century. Singapore: Springer. 77-98.

Buckingham, M. and Goodall, A. (2015). Reinventing performance management. Harvard

Business Review. 93 (4), 40-50.

Carlberg, C. (2015). More Predictive Analytics: Microsoft Excel. Indianapolis, IN: Que
Publishing. 6-32

Chaudhry, A and Asif, R. (2015). Organizational Conflict and Conflict Management: a

synthesis of literature. Journal of Business Management Research. 9, 238-244.

Chen, M. (2006). Understanding the benefits and detriments of conflict on team creativity
process. Creativity and Innovation Management. 15 (1), 105-116.

Choi, B and Choi, B. (2014). The effects of perceived service recovery justice on customer
affection, loyalty, and word-of-mouth. European Journal of Marketing. 48 (1), 108-131.

Daft, R and Benson, A. (2015). Management. Andover: Cengage learning. 50-549.

De Dreu, C. (1997). Conflict management and performance. In: De Dreu, C and Van de Vliert,
E. Using conflict in organisations. London: Sage publications. 9-23.

De Dreu, C. (2006). When too little or too much hurts: Evidence for a curvilinear relationship
between task conflict and innovation in teams. Journal of management. 32 (1), 83-107.

Demirkan, H and Delen, D. (2013). Leveraging the capabilities of service-oriented decision

support systems: Putting analytics and big data in cloud. Decision Support Systems. 55 (1),
412-421.

De Waal, A. (2013). Strategic Performance Management: A managerial and behavioural

approach. 2nd ed. Basingstoke: Palgrave Macmillan. 52-206.
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Fahim, M and Masouleh, N. (2012). Critical thinking in higher education: A pedagogical look.
Theory and practice in language studies. 2 (7), 1370-1375.

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8.0 - Appendices

Appendix A – 8.0.1 – VAK Learning Style Analysis (Scottish Qualifications Authority, 2015).

VAK Learning Styles Self-Assessment Questionnaire

Circle or tick the answer that most represents how you generally behave.

1. When I operate new equipment I generally:

a) read the instructions first
b) listen to an explanation from someone who has used it before
c) go ahead and have a go, I can figure it out as I use it
2. When I need directions for traveling I usually:
a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass
3. When I cook a new dish, I like to:
a) follow a written recipe
b) call a friend for an explanation
c) follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to:
a) write instructions down for them
b) give a verbal explanation
c) demonstrate first and then let them have a go
5. I tend to say:
a) watch how I do it
b) listen to me explain
c) you have a go
6. During my free time I most enjoy:
a) going to museums and galleries
b) listening to music and talking to my friends
c) playing sport or doing DIY
7. When I go shopping for clothes, I tend to:
a) imagine what they would look like on
b) discuss them with the shop staff
c) try them on and test them out
8. When I am choosing a holiday I usually:
a) read lots of brochures

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 b) listen to recommendations from friends
c) imagine what it would be like to be there
9. If I was buying a new car, I would:
a) read reviews in newspapers and magazines
b) discuss what I need with my friends
c) test-drive lots of different types
10. When I am learning a new skill, I am most comfortable:
a) watching what the teacher is doing
b) talking through with the teacher exactly what I am supposed to do
c) give it a try myself and work it out as I go
11. If I am choosing food off a menu, I tend to:
a) imagine what the food will look like
b) talk through the options in my head or with my partner
c) imagine what the food will taste like
12. When I listen to a band, I can’t help:
a) watching the band members and other people in the audience
b) listening to the lyrics and the beats
c) moving in time with the music
13. When I concentrate, I most often:
a) focus on the words or pictures in front of me
b) discuss the problem and the possible solutions in my head
c) move around a lot, fiddle with pens and pencils and touch things
14. I choose household furnishing because I like:
a) their colours and how they look
b) the descriptions the sales-people give me
c) the textures and what it feels like to touch them
15. My first memory is of:
a) looking at something
b) being spoken to
c) doing something
16. When I am anxious, I:
a) visualise the worst-case scenarios
b) talk over in my head what worries me most
c) can’t sit still, fiddle and move around constantly
17. I feel especially connected to other people because of:
a) how they look
b) what they say to me
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 c) how they make me feel
18. When I have to revise for an exam, I generally:
a) write lots of revision notes and diagrams
b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula
19. If I am explaining to someone I tend to:
a) show them what I mean
b) explain to them in different ways until they understand
c) encourage them to try and talk them through my ideas as they do it
20. I really love:
a) watching films, photography, looking at art or people watching
b) listening to music, the radio or talking to friends
c) taking part in sporting activities, eating fine foods and wines and dancing
21. Most of my free time is spent:
a) watching television
b) talking to friends
c) doing a physical activity or making things
22. When I first contact a new person, I usually:
a) arrange a face to face meeting
b) talk to them on the telephone
c) try to get together while doing something else, such as an activity or a meal
23. I first notice how people:
a) look and dress
b) sound and speak
c) stand and move
24. If I am angry, I tend to:
a) keep replaying in my mind what it is that has upset me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate my anger
25. I find it easiest to remember:
a) faces
b) names
c) things I have done
26. I think you can tell if someone is lying if:
a) they avoid looking at you
b) their voice changes
c) they give me funny vibes
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 27. When I meet an old friend:
a) I say “It’s great to see you!”
b) I say “It’s great to hear from you!”
c) I give them a hug or a handshake
28. I remember things best by:
a) writing notes or keeping printed details
b) saying them aloud or repeating words and key points in my head
c) doing or practising the activity or imagining it being done
29. If I have to complain about faulty goods, I am most comfortable:
a) writing a letter
b) complaining over the phone
c) taking them back to the store or posting them back to head office
30. I tend to say:
a) I see what you mean
b) I hear what you are saying
c) I know how you feel

Now add up how many A’s, B’s and C’s you selected.

A’s = 8

B’s = 3

C’s = 19 - KINAESTHETIC learning style

If you chose mostly A’s you have a VISUAL learning style

If you chose mostly B’s you have an AUDITORY learning style

If you chose mostly C’s you have a KINAESTHETIC learning style

Some people find that their learning style may be a blend of two or three styles, in this case
read about the styles that apply to you in the explanation.

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Appendix B – 8.0.2 – SWOT Analysis.

Strengths Weaknesses
• Past academic success (81.26% in • Lack of practical, contextually
undergraduate degree) relevant managerial experience.
• Diverse knowledge background from • Lack of knowledge regarding
undergraduate degree. advanced management theory.
• Experience working with people • Management knowledge has
from personal training background. predominantly revolved around the
• Administration background and fitness industry.
experience. • Currently unable to speak another
• IT proficiency. language for international
• Knowledge of physiological and management.
psychological processes.
• Work ethic.
• Athletic achievements (International
and County athlete).
Opportunities Threats
• Learning advanced management • Competition with more advanced
theory through Master’s degree. management accreditations.
• Expansion of the fitness industry • Increased technology usage within
and individual franchises. fitness industry; fewer positions
• Increasing obesity levels and required, thus increasing
declining health of the UK competition.
population; could lead to increased
business through medical referrals.

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Appendix C – 8.0.3 – Summary of Knowledge for Postgraduate Study Skills.

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Appendix D – 8.0.4 - Critical Reading and Self-Critical Writing Assessment (Wallace and Wray,
2016).

1 1

1 2

2 2

1 2

1 1

0 2

1 1

2 2

0 1

0 2

9 16

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Appendix E – 8.0.5 – Evaluation of Undergraduate Work.

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Positive elements of the undergraduate work:

• Well supported by literature, frequently referencing throughout.

• Using multiple references to strengthen the argument being made.
• Identifying an area that may have been overlooked within the research and challenging
arguments made.

Negative Elements of the Undergraduate / Areas Requiring Improvement:

• Possible bias; while the number of references is good and helps to support the
argument, they were all obtained with the intention of making the same point and not
giving a different perspective. Therefore, this could demonstrate bias on my part as I
am not considering a wide range of sources in order to produce the final argument.
• References are dated and therefore may not be contextually relevant; this could
potentially link in to the previous point of selection bias when reading and identifying
the literature.
• The retention models identified were not related to the fitness industry given that there
was very little research on this area, however, implying that price is an oversight when
using current statistics directly related to the fitness industry is a tenuous link to make
without more relevant literature; which could be making an unsupported claim.

How to Improve:

• Utilise the chain of reasoning as demonstrated by Reissner (2014); identify several

sources related to the topic in question in order develop a well-rounded argument.
• Evaluate the literature identified using the guidelines highlighted within section 2.0 to
determine the contextual relevance, bias and general veracity of the information when
determining whether to reference the literature and support an argument. Improving
critical reading should subsequently improve critical writing as the former essentially
provides the information for the latter.
• Focus on the quality of references and making a balanced, well-rounded argument;
thus focusing less upon referencing as many sources of literature as possible.

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Appendix F – 8.0.6 – Excerpt from Wallace and Poulson (2003).

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Appendix G – 8.0.7 – Summary of Knowledge for Performance Management.

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Appendix H – 8.0.8 – Excerpts from Handy (1995).

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Appendix I – 8.0.9 – Evaluation of Sandown Health Centre Performance Management.

Positive Elements of the Performance Management System

• Takes into account career goals of employees; which could enable training to be
oriented around facilitating their goals or offering different job roles, following the
second cluster from Van Dooren, Bouckaert and Halligan (2015).
• Provides feedback to the employer in terms of job satisfaction and provides an
opportunity for employees to highlight problem areas.

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 • Enables the employer to identify challenges faced by employees to subsequently aim
at correcting or improving certain processes involved.

Negative Elements of the Performance Management System:

• Too subjective, no actual measures of performance included.

• Does not communicate performance in any way; which is third cluster of Van Dooren,
Bouckaert and Halligan (2015).
• No system in place to monitor performance levels in terms of workload, efficiency and
other metrics.
• Does not provide an opportunity to obtain information relating to motivation for
improved performance and what would encourage employees to increase their
personal and even team performance.
• Relies too much upon the reflection of the employees; the employees may not be open
or willing to divulge their true feelings or opinions.
• Appraisal processes are only carried out annually; which increases the potential for
problems to occur as issues cannot be identified early.
• Does not integrate C-SMART goals.

How to Improve the Performance Management System:

• Use a Likert scale system within certain characteristics of an employee’s job role that
can be assessed by several different people within the organisation. This will be part
of a ‘one size fits all’ approach suggested by Buckingham and Goodall (2015) that can
standardize performance and highlight employees that may require additional help or
training to improve their performance within the job role they have.
• Integrate C-SMART into the last section in order to provide mutually agreed goals that
can help monitor and gauge performance when meeting objectives.
• Utilise performance metrics (Phone calls taken, tasks completed, and complaints
against an employee) within the appraisal system that can demonstrate how well the
employee is performing against other employees and the expected level agreed upon
within previous appraisals. Therefore helping in guiding training and development
needs in order to facilitate higher performance; thus conforming to the second and third
clusters of performance management (Van Dooren, Bouckaert and Halligan, 2015).
• This type of system would also allow for ‘snapshots’ of performance to be taken at
given stages that could help identify problems and allow them to be corrected before
they become a problem and become detrimental to performance (Buckingham and
Goodall, 2015).

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Appendix J – 8.0.10 – Conflict Resolution Training Certificate

Appendix K – 8.0.11 – Learning Summary for Outcomes of Conflict.

Functional Outcomes of conflict management:

• Conflict can catalyse innovation, improve creativity and promote change in general.
• Potential to improve organisational decision making processes.
• Enables alternative solutions to problems that may arise.
• Potential for synergy in solutions to common problems.
• Potential for performance enhancement through competitive or collaborative methods.
• Competitive and collaborative methods may require new approaches and solutions to
be created that could change operational processes.
• Causes those involved to communicate and gain a better overall understanding of the
situation and the conflicting stance.

Dysfunctional Outcomes of conflict management:

• Ineffective management of conflict can cause employees to be stressed and

dissatisfied with their job.
• Avoidance of conflict may reduce communication and make the situation worse.
• Distrust and suspicion within the work environment may become a large issue.
• Commitment and loyalty to the organisation may be adversely affected.
• Job performance can be reduced through an increased resistance to change with
interdepartmental relationships being damaged.

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Appendix L – 8.0.12 – Excerpt from Thomas (1974).

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Appendix M – 8.0.13 – In-Lesson Activity – Weekly Pay Spreadsheet

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Appendix N – 8.0.14 – Example of Past Work – Training Monitoring System

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Appendix O – 8.0.15 – Video for Predictive Analytics Using Excel

https://www.youtube.com/watch?v=HgfHefwK7VQ

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Appendix P – 8.0.16 – Application of Predictive Analytics

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