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COMMENTARY REVIEW INSTRUCTIONS What is Commentary Review? This type of assessment required you to examine a piece of writing critically. The audience for this assessment is LEAD teaching team who are interested in both the content of the articles being explicitly reviewed the argument that is being presented by the author(s) and your critical assessment of their ideas. Key steps in beginning your review Read and analyse the article(s) with intent. While reading here are some questions to keep in mind to help you form your review: • What are the objectives of the article? • What theoretical framework, if any, does it apply? • Are there central concepts and are they clearly defined? • What is the central argument? • What methods are employed to test these? • Is evidence provided and is it adequate? • Are value positions clear, or are they implicit? • How does the work fit into the wider literature? • Does the work advance our knowledge of the subject? • How clear is the author's language/style/expression? When analysing the article(s), consider how it relates to your wider reading and examples from your own professional experience and workplace. This analysis can help you find supporting evidence or alternative theoretical models or interpretations of data. Structuring the commentary essay The following is a suggested structure for your review for each article: Introduction What is the introduction? Initially, identify the text (author, title, date of publication and other details that seem important), indicate the main points you will be discussing and state your overall message regarding the text. Summary: (400-words summary of each article is required in this assessment). What is the summary? Briefly summarise the range, contents, and argument of the articles. Your summaries should focus on the key theories and findings of each article. And you MUST write in third person here. Do not write too much—this is a summary, not an essay. The summary should not extend beyond two paragraphs. Background materials and references to previous work by the same author usually are not included. As you are addressing one text at a time, there is no need to cross-reference or use in-text citations to support your summary. Commentary: (600-word commentary per article) Critically discuss two to three key issues raised in the text. This section is the core of your commentary. Take account of your wider reading and examples from your own professional experience and workplace. Support your claims with evidence from the text or other sources. You may also want to consider the following question: • What arguments are the authors trying to raise? • Do you agree with what the authors are saying, and why? What part of this does/does not resonate with you and why? Provide examples to support your discussion. • How could/would you would use the theory/research/model in the role of leader to improve practical leadership for your specific workplace? Conclusion Evaluate the overall contribution that the text has made to your understanding of the topic Source: Academic Skills and Learning Centre 2019, Critical Reviews Australian National University, viewed 9 October 2019 https://www.anu.edu.au/students/academic-skills/writing-assessment/critical-reviews . Example Below is one example to give you an idea on how to structure this assignment and the reflection part (no 8) is when you start the commentary section of your assignment. However, we are really interested in this part by responding to all three questions that we raised in the assessment requirement. (1) Trevor, C.O., Lansford, B. and Black, J.W., 2004, ‘Employee turnover and job performance: monitoring the influences of salary growth and promotion’, Journal of Armchair Psychology, vol 113, no.1, pp. 56-64. (2.) In this article Trevor et al. review the influences of pay and job opportunities in respect to job performance, turnover rates and employee motivation. (3) The authors use data gained through organisational surveys of blue-chip companies in Vancouver, Canada to try to identify the main causes of employee turnover and whether it is linked to salary growth. (4) Their research focuses on assessing a range of pay structures such as pay for performance and organisational reward schemes. (5) The article is useful to my research topic, as Trevor et al. suggest that there are numerous reasons for employee turnover and variances in employee motivation and performance. (6) The main limitation of the article is that the survey sample was restricted to mid-level management, (7) thus the authors indicate that further, more extensive, research needs to be undertaken to develop a more in-depth understanding of employee turnover and job performance. (8) This article will not form the basis of my research; however it will be useful supplementary information for my research on pay structures. Key (1) Citation (2) Introduction (3) Aims & Research methods (4) Scope (5) Usefulness (to your research/ to a particular topic) (6) Limitations (7) Conclusions (8) Reflection (explain how this work illuminates your topic or how it will fit in with your research) Iordanoglou, D 2018, ‘Future trends in leadership development practices and the crucial leadership skills’, Journal of Leadership, Accountability and Ethics, vol. 15, no. 2, pp. 118-129. WARNING This material has been reproduced and communicated to you by or on behalf of Australian Institute of Business pursuant to Part IVA Division 4 of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Reproduced with permission of copyright owner. Further reproduction prohibited without permission. Barbuto, J & Gottfredson, R 2016, ‘Human capital, the millennial’s reign, and the need for servant leadership’, Journal of Leadership Studies, vol.10, no. 2, pp. 59–63. https://doi.org/10.1002/jls.21474. WARNING This material has been reproduced and communicated to you by or on behalf of Australian Institute of Business pursuant to Part IVA Division 4 of the Copyright Act 1968 (the Act). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. S Y M P O S I U M JOURNAL OF LEADERSHIP STUDIES, Volume 10, Number 2, 2016 © 2016 University of Phoenix View this article online at wileyonlinelibrary.com • DOI:10.1002/jls.21474 59 In the last 15 years, organizations have seen a strategic shift toward increased investments in human capital. Such a shift is in part because research and practice have indicated that the quality of an organization ’ s human capital increases the relationship between strategy and fi rm performance (Hitt, Bierman, Shimizu, & Kochhar, 2001 ). Th e emphasis on human capital—once thought to be a worthwhile investment for organizations—is now becoming a strategic imperative with the chang- ing human capital landscape that includes (a) roughly 10,000 baby boomers (i.e., Boomers) retiring daily, a pace that will be maintained for the next 14 years (Pew Research Center, 2010 ); (b) roughly 48% of supervisors who are eligible to retire (Kessler, 2014 ); and (c) the largest share of the American workforce, Millenials now making up the largest share of the workforce, which will continue to increase, with estimates that Millenials will make up half of the workforce by 2020 (Fry, 2015 ; PWC, 2011 ). Th is trend lends evidence to the Millen- nial’s impending reign over the workplace. With the substantial and sustained loss of Boomers, a large shift in supervision and management, and a growing Millennial workforce, it is imperative that organizations improve their ability to attract and retain those with the highest human capital from the remain- ing workforce, which will consist of the existing Gener- ation Xers and, increasingly, the Millennial cohort. But this is no easy task given that both Generation Xers and Millennials place lesser emphasis on company loyalty, are ambitious to move up in their careers, and are more likely to seek better opportunities elsewhere compared with other generational cohorts (Williams, 2014 ). We believe that organizations can improve their ability to attract and retain top talent by promoting and training their leaders to become servant leaders. Servant leaders are uniquely qualifi ed to attract and retain Millennials because what Millennials are seeking matches well with what servant leaders can provide. Specifi cally, of the many attributes unique to Millen- nials, they want frequent and candid performance HUMAN CAPITAL, THE MILLENNIAL ’ S REIGN, AND THE NEED FOR SERVANT LEADERSHIP JOHN E. BARBUTO JR. (JAY) AND RYAN K. GOTTFREDSON Human capital has been a major emphasis and priority for organizations for the past 15–20 years; however, changing demographics in the workplace dictate that organizations step up these efforts. The current paper explores three generational cohorts, with particular emphasis on the Millennial generation as this cohort will encompass upward of 50% of the workforce by 2020. If organizations want to compete for and retain top Millennial talent, organizations must make themselves attractive to Millennials. This will require that organizations develop a leadership base that is suited to lead Millennials. We suggest that servant leadership is likely the optimal leadership style for creating an organization rich in human capital development and for making an organization a preferred work- place for the Millennial generation. 60