Developing Research Informed Learning and Practice: Leadership in SMEs

This report delves into the critical importance of leadership within Small and Medium Enterprises (SMEs), highlighting its impact on employee contribution, goal achievement, and overall organizational success. The report emphasizes the need for effective leadership to harmonize efforts, motivate employees, and create a positive work environment. It explores various leadership styles applicable to SMEs, including autocratic, participative, transactional, and transformational approaches, considering their suitability based on business size and structure. Furthermore, the report examines individual learning preferences, particularly focusing on the VARK model (Visual, Auditory, Reading/Writing, and Kinaesthetic), and discusses the implications of these preferences for learning development within a program. The analysis includes self-reflection on how understanding these preferences enhances the ability to contribute effectively in a SME business environment.

Developing Research Informed
Learning and Practice

TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
Importance of leadership and leadership in SMEs......................................................................1
TASK 2............................................................................................................................................4
Learning preferences and a discussion of the implications for learning development on the
programme...................................................................................................................................4
CONCLUSION................................................................................................................................7
REFERENCES................................................................................................................................8

INTRODUCTION
Developing Research Informed Learning and Practice involves the programme in which
individuals bring a research lens to their work where they do critical reflection on what they have
performed and learned. It states their understanding and use of data at workplace. By this, people
become able to explore and critically analyse and evaluate different theories, approaches,
models, research findings, etc. (Baume & Popovic, 2016). In the present report, there will be
study made on critical review on importance of leadership and use of the same in SMEs (small
and medium sized enterprises) where key aspects of enterprise, entrepreneurship, business,
management and leadership knowledge will be included. Apart from that, in another piece of
work critical appraisal of learning preference(s) and a discussion of the implications for learning
development on the programme will be discussed. Here, the way in which self-reflection has
enhanced appreciation of issues to address in developing future potential to contribute effectively
in a SME business/organisational environment will be highlighted.
TASK 1
Importance of leadership and leadership in SMEs
As per the views of Tomlinson, (2016), leadership is having its great importance in the
running of any business and firm of every size, that is, small, medium or large. It can be critically
analysed that without having proper leadership in the firm, to make employees contribute their
efforts in the same direction would not be possible and they all will perform tasks in their own
way (Tomlinson, 2016). Thus, leadership is highly important for organizations to make their
workforce perform their assigned roles and responsibilities effectually so that common goals of
the firm can be achieved in a manner it is desired by the management. However, performing
leadership is not that simple task and there are many issues associated with the same because of
which a leader is always needed to be careful while applying his way of leading people so that he
can get the desired results (Allen & Hartman, 2008).
According to the viewpoints of Selaolo & Lotriet, (2014), major role of a leader is to
harmonize the efforts of his team members for the attainment of common goal of business as
coordination leads to increase the willingness of employees to work and thus, enhances the
productivity. On the other hand, it can be critically assessed that lack of coordination results in
offering negative results to company with respect to hampered productivity and loss in profits. A
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leader always initiates actions by communicating policies and plans to the workforce and make
them actually start the work. He is the one who motivates employees to gain monetary and no-
monetary rewards and in return, gets the work done by them (McCullagh and Felix, 2010). Thus,
it can be critically evaluated that rewards prove to be very helpful in keeping the morale of
employees always high which ultimately raises the goodwill of firm in the market.
In the words of Baume & Popovic, (2016), leadership is important as it is the
responsibility of leaders to guide subordinates in such a manner that they will perform their tasks
in an effectual manner without having any confusion. Along with that, to bring confidence
among them is also one of the major roles of a leader which he has to play so as to keep the spirit
of team members high for gaining effective results. However, it can also be said that high
confidence leads to retain the workforce in the long run as satisfied people will stay with the
organisation for longer duration and would not switch over to other firms. In addition to this, if
leadership is effective in the organisation, it creates a healthy and positive working environment
which helps in attaining sound and stable growth in business (Tomlinson, 2016). Thus, it can be
critically assessed that it is important for a leader to keep in mind the human relations that he has
to maintain in order to have an efficient work environment in the firm.
Firms that are having up to 250 employees working in it are known as SMEs, that is,
small and medium sized enterprises. In the United Kingdom, these SMEs are making up 99.9%
of all businesses and this is the reason that they are really critically for the nation’s economy.
These enterprises are providing high rate of employment to the public as well as lead businesses
to bring innovation in products and services with differentiated features. Thus, the firms are
creating high economic value and increasing the standard of living of people (Selaolo & Lotriet,
2014). These organisations are very important for the UK economy as they are generating high
rate of employment and contributing in the growth and development of country.
However, as per the views of Scheeres & et.al., (2010), in SMEs, leadership plays a vital
role which is associated with the capability of one or several individuals that are sitting at the top
level of management. Quality of leadership highly depends on the capabilities of individuals that
are indulged in formal managerial roles. Leadership in SMEs is important as it considers the
virtue of individuals of higher authority and they are the people who run business of organisation
for the attainment of a set objective. Therefore, it can be said that if leadership in organisation is
poor, that is, if top level management in a SME is not efficient enough to take suitable decisions
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then, it may lead to negative results like loss in profits and productivity as well as hampered
goodwill. In small and medium sized enterprises, it is important that leadership must be effective
as these are the growing firms in which workforce has to adopt changes on frequent basis and to
make employees accept changes, leadership plays the most crucial role (Importance of
Leadership, 2016).
On the other hand, according to Selaolo & Lotriet, (2014), the style of leadership needs to
be changed as the organisation grows that means with the growth of SMEs, leader has to change
his way of leading people depending upon the situation. Leadership is of high importance in
these firms at the time when organisation expands across national and international borders.
Thus, it can be critically assessed that with the change in size and structure of enterprise,
leadership style is required to be changed. There are mainly five leadership styles that SMEs can
follow depending on their size and structure (Selaolo & Lotriet, 2014). These are laissez-faire,
autocratic, participative, transactional as well as transformational. At the time when a small and
medium sized enterprise starts its business, it generally have very less number of employees. In
this phase, autocratic leadership style can be used in which there is only one leader who gives
orders to other members and they have to follow the same. However, under this type of
leadership, employees ate generally demotivated as they are not allowed to share their views and
opinions with the management (Blackshields & et.al., 2014). But, it proves to be effective when
decisions on quick basis are required to be made.
On the other hand, according to Passey & Zozimo, (2016), participative leadership style
is useful when SMEs are going to adopt any changes like increase in size or implementing new
technology. It is because; under this leadership style, suggestions of employees are welcomed as
well as they are involved in the decision making process of organisation. It makes them feel
valued and recognised that increases their motivation and thus, firm gains the advantage of
retaining employees in the long run. However, there is one limitation of this leadership style that
is sometimes, workers adopt casual attitude and they take their work for granted due to having so
much flexibility by the management (Passey & Zozimo, 2016). But, this leadership style is
supposed to be the best for keeping the morale of employees high. Along with that, at the time
when experts and specialists in their respective fields are recruited in SMEs, laissez-faire style of
leading people prove to be effective as under this type of leadership style, no supervision is given
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to the people. However, it is supposed to be ineffective as many a times, it leads to issues like
poor production, lack of control and increased costs.
But, in the words of Miller, (2015), transactional leadership style can also be adopted by
small and medium sized enterprises in which leaders allot certain tasks to employees and then
give them either rewards or punishments depending on what and how they have performed the
tasks. If the performance is as per what has been expected by the person or higher than the
standard, then he/she is awarded with monetary or non-monetary rewards. However, on the other
hand, if performance is below standard then employee is given with some kind of punishments.
This leadership style proves to be helpful for the workers who are lazy and working with a casual
attitude as well as to motivate those who are working better than others (Miller, 2015). However,
sometimes, it leads to rise in conflicts among people that results in making them de-motivated
and dis-satisfied with their work.
Last but not the least; in accordance with the views of Cook & Inglis, (2012), SMEs can
also use transformational style of leadership at the time when they have grown and their size and
structure has increased. This style proves to be effective as here, communication is very fast and
clear with the help of which leaders increase the motivation level of employees with an aim to
enhance the productivity of organisation (Barling, Slater & Kelloway, 2010). However, this
leadership style involves management also for the achievement of common goals of business.
Thus, it can be critically assessed that leadership is having a huge importance in small and
medium sized enterprises and to grow with consistency, it is essential for firms to adopt a
suitable leadership style depending on their size and structure of business.
TASK 2
Learning preferences and a discussion of the implications for learning development on the
programme
There are different learning preferences of every individual which states about his/her
characteristic patterns of strengths, weaknesses and comfort in processing and retrieving
information. I also have my own learning preferences being the part of program I am pursuing.
The program has made me understood different models like VARK that helps in assessing
distinct learning styles of people. As per this model, there are majorly four learning styles
according to which people learn depending on their preference to learn things. V stands for
visual which states that there are some people who learn things by seeing objects, pictures,
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graphics, videos, diagrams or through seeing illustrations. It proves to be the best learning style
by which people learn at a fast pace (VARK learning styles, 2016). Even, my learning preference
matches with this learning style only as I used to learn things at a very fast pace and in an
effectual manner through visually seeing information rather than have it in the written form. On
the other hand, many people used to learn by listening things, that is, A stands for auditory. In
this, individuals learn mainly through listening to an expert about the way to perform a task or in
class lectures. They are good at remembering things that they have heard in class, seminars or
conferences. Apart from that, R stands for reading which says that there are people who gain
learning by reading books, journals, notes during class, creating PowerPoint presentations, etc.
(Mc Kee & Eraut, 2011). Even in my program, there were many individuals who used to make
lists and take hand-outs from teachers as their learning preference is either through reading or
writing. Last but not the least; K refers to kinaesthetic learners who understand things by seeing
someone practically performing the task. They are the people who first learn the skill by
watching someone performing the same and then doing it by their own (Cook & Inglis, 2012).
These individuals are generally good at painting, cooking, sports, mechanics and woodworking.
On the contrary, Honey and Mumford model of learning styles is also there which shows
different kinds of people with distinct ways of learning things. My program has made me
understood about this model which would help me in the future at the place where I will be
working. It is because; being the leader, it is important to assess the behaviour of employees that
they possess so that accordingly, satisfaction and motivation can be provided to them. As per this
model, there are four kinds of people, that is, activist, theorist, pragmatist and reflector. Activists
are those individuals who learn things by doing the same practically. Activities that prove to be
helpful for them to learn the things are like brainstorming, group discussions, puzzles and role-
plays (MacLean & Cahillane, 2015). On the other hand, theorists are those people who always
want to know the theory, that is, reason behind actions. Without having facts, they do not
perform their tasks and mainly grab learning through understanding models, statistics, stories,
quotes and having background information. Apart from that, pragmatists are those individuals
who needs to understand the way to practically implementing learning into practice in the real
world. They generally make experiments and try put the new ideas, theories and techniques of
assess that whether they actually work or not. Case studies and discussions prove to be the best
ways to make these learn. However, reflectors are those who learn by either observing things or
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by thinking about the same. These individuals mainly stand back and then view things with
different perspectives and gain experience by the same (Campbell & Smith, 2013). They collect
all relevant data about a specific topic and take their time to analyse it for making the final
conclusion. With the help of activities such as personality questionnaires, taking feedback from
others, paired discussions and coaching, they grab learning in the most effectual and efficient
manner.
In this program, I have learnt a lot concepts and gained plenty of information associated
with leadership and entrepreneurship. This program has helped me in learning various skills and
knowledge as well. Earlier my problem solving skills were very bad and I used to get panic in
critical or conflict situations. However, now, I can say that to solve issues occur in between two
or more people, I am having the ability to sort it out by either making negotiation in between
them or through collective bargaining (Bray & Boon, 2011). I have learnt this skill as under my
program, I was needed to solve several case studies in which effective judgements were needed
to be by me along giving reasons. Along with that, I have also learnt how to make suitable and
fruitful decisions that would prove to be effective for the firm in which I would be working in
future. Previously, I was not confident enough to take decisions as I always have doubt that
whether it will prove to be right or will give negative results. But now, I am confident enough
that decisions taken by me would render positive results only (Allen & Hartman, 2008). This
skill of mine has improved as under my program, some situation were given to me in which it I
had to take decisions in such a way that the issue can be resolved in the most effective manner.
It can be critically assessed that this program has helped me in improving my others skills
as well. Here, I was given with simulation exercises which required taking initiatives,
adaptability, integrity, problem analysis and judgement. Apart from that, I was needed to allocate
limited resources among team members. Thus, now, I can easily make delegation of resources or
tasks and get the work done by others. The most important skills which I have learnt through this
program is leadership and entrepreneurship as in my further career, I want to be a leader or
entrepreneur. By handling the team as a leader, I have become good to direct, guide, supervise,
control and influence people by my behaviour. All these tasks played a significant role in my
program by which I gained a lot of learning that would help me in the future where I am
intending to work. Also, my communication skills have improved immensely which were really
poor previously (Barling, Slater & Kelloway, 2010). However, now I can easily interact with
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others and make them understood whatever I want to convey them. Initially, I was unable to
properly communicate with people due to lack of confidence and trust on myself.
Thus, it can be critically evaluated that the models and concepts that I have learnt and
understood in the program that I am pursuing helped me in learning various skills that would
play a crucial role in making me successful in whatever I will perform in the future. In the firm
where I intend to work as a leader, all these skills would prove to be highly advantageous for me
like with strong communication, I will effectually interact with the employees that would help
me in understanding them as well as making them able to understand that I want to convey them.
It will reduce the chances of chaos, confusion and conflicts at the workplace (Developing
Research Informed Professional Practice through Postgraduate Professional Development
(PPD), n.d.). Also, through effective leadership, I will be able to attain common goal of firm as
per the set standards. Thus, it can be said that this program has helped me enhancing my growth
opportunities through developing my skills, abilities and knowledge by which I can gain plenty
of opportunities in the future.
CONCLUSION
It can be articulated from the above report that leadership plays a significant role in the
success of a business or organisation. In absence of effective leadership at workplace, keeping
the workforce satisfied and attaining set targets of the firm will not be possible. In addition to
this, it has also been analysed in report that with the use of models, concepts and theories like
VARK, Honey & Mumford and Kolb’s learning styles, proper learning development can be
done. These approaches have a huge impact on the learning of individuals and thus,
organisations should use the same in order to make their workforce effective and efficient
enough. Apart from that, these models help in addressing and assessing the issues in developing
future potential of individuals working in SME so that they can effectually contribute in the
success of firm.
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REFERENCES
Books and Journals
Allen, S. & Hartman, N., (2008). Leadership Development: An Exploration of Sources of
Learning. Advanced Management Journal. 73(1). pp. 10-19.
Barling, J., Slater, F. & Kelloway, E., (2010). Transformational leadership and emotional
intelligence:An exploratory study. Leadership and Organisational Development Journal.
21. pp. 157-161.
Baume, D. & Popovic, C., (2016). Advancing Practice in Academic Development. Roultedge.
Blackshields D. & et.al., (2014). Integrative Learning: International research and practice.
Roultedge.
Bray, R. & Boon, S., (2011). Towards a framework for research career development: An
evaluation of the UK's Vitae Researcher Development Framework. International Journal
for Researcher Development. 2(2). pp.99-116.
Campbell, A. & Smith, S. G., (2013). Connecting Inquiry and Professional Learning in
Education: International Perspectives and Practical Solutions. Roultedge.
Cook, T. & Inglis, P., (2012). Participatory research with men with learning disability: informed
consent. Tizard Learning Disability Review. 17(2). pp.92-101.
MacLean, P. & Cahillane, M., (2015). The human factor in learning design, research, policy, and
practice. The International Journal of Information and Learning Technology. 32(3).
pp.182-196.
Mc Kee, A. & Eraut, M., (2011). Learning Trajectories, Innovation and Identity for Professional
Development. Springer Science & Business Media.
Miller, F. Q., (2015). Experiencing information use for early career academics’ learning: a
knowledge ecosystem model. Journal of Documentation. 71(6). pp.1228-1249.
Passey, D. & Zozimo, J., (2016). Developing mobile learning practices through teacher
education: Outcomes of the MLEARN pilot. Interactive Technology and Smart
Education. 13(1). pp.36-51.
Scheeres, H. & et. al., (2010). When is it OK to learn at work? The learning work of
organisational practices. Journal of Workplace Learning. 22(½). pp.13-26.
Selaolo, T. & Lotriet, H., (2014). Towards the incorporation of activity-based learning and
reflection into Botswana information systems development practice. Journal of
Workplace Learning. 26(2). pp.109-127.
Tomlinson, B., (2016). SLA Research and Materials Development for Language Learning.
Roultedge.
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