The purpose for reviewing the body of literature

 

 

Conduct a review of relevant literature that relates course themes to a public policy or social issue that is of interest to you. Prepare an annotated database/matrix of no fewer than 10 relevant sources from your review of the literature. Use the template provided in the course module to compile your database. This assignment prepares you to critically assess existing research and scholarship, and provides you with the opportunity to build the foundational knowledge required to analyze conditions, propose findings, and identify areas of further study.

PURPOSE
The purpose for reviewing the body of literature about an issue or topic is to understand its history and context.
Before we can examine an issue in depth, we need to learn about events that are relevant to the issue. We also need to know what has already been studied, learned, or attempted when addressing the issue.
This assignment prepares you to build the depth of knowledge required to analyze conditions, propose findings, and identify areas of further study.
Keep these questions in mind while you collect and read relevant sources of information about the issue you are studying:
• What is the history of this issue? What are some important events that caused this issue to occur?
• What have you learned about this issue from each of the sources included in this table?
• How does each source support, contradict, or expand on results from some of the other sources?
• How will you use this information to analyze the issue and make recommendations for further study or action?

 

Sample Solution

mpliance and punish non compliance from the group, the leader has reward and coercive power (French and Raven, 1959). To obtain complete power over the group the leader must gain the trust and belief of the group that they are capable of success, by ensuring the group are both satisfied and meeting performance goals.
The importance of establishing a hierarchy became evident during the planning stage of the outdoor management course for the red team, the coordinators within the team assumed leadership roles but were unable to gain positional power due to the team being a peer group (Pettinger, 2007). The leaders selected had little authority and influence over the group as everyone was perceived to have the same rank, status and occupation, hence the leaders had none of French and Ravens five bases of power (Pettinger, 2007). The result was leaders with no positional power over the group, so could not direct the group with the method of leadership required for the situation. The task had significant constraints, particularly a short time frame and a large group size, for this situation Chelladurai recommends an autocratic leadership style would be most favourable (Chelladurai and Madella, 2006). The leaders attempted an autocratic leadership style, setting individual tasks for the group, however due to the poor leader member relations and lack of positional power the leadership structure quickly became a democracy. The product was an extremely unproductive workforce initially because of the time spent discussing how was best to approach the task. Because of how the leaders were perceived by the group there was little mutual trust, respect or confidence that the leaders were making the correct decisions, and as a result any management style they tried to implement would have been unsuccessful (Pettinger, 2007). Ultimately, if the leaders had analysed their position and the group they would have realised this and chosen a more democratic approach initially the group would have gained trust for the leaders, making future policy implementation easier.

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