Peer Feedback Case Analysis D

It is impossible to understand how to become a good leader without learning on real examples. Management is closely connected with people, who are extremely different sometimes, yet they need to work together without conflicts. It is crucial to understand the functioning of each component of the leadership dynamics system before making conclusions about the image of the “right” leader.

In the paper Sherill Morris analyses the leadership dynamics in a Capital Veterinarian Clinic, described in the case study. She presents precise information about the structure of the organization and its leaders. Two teems that belong to different departments are described and interrelations of their main figures are shown in details. The leaders of these two small groups consult with one main person in the organization. It is possible to say there are several people who make ultimate decisions in the company. From one point of view, it is an effective way to avoid mistakes. From other perspective, it is problematic for three people to come up with the same idea, because they all present various groups and departments.

Strong characteristics of the leaders’ work in the organization are also described in the paper. According to the analysis, the first good thing about the clinic is that veterans of medicine teach interns not only theoretically, but they also work together. The second positive peculiarity is the organized work of the Extended Leadership Team that cooperates with interns, doctors and patients actively.

Even though there are many positive aspects in the leadership dynamics of in the Capital Veterinarian Clinic, its negative sides are also analyzed, which makes it evident that Ms. Morris investigated the subject in details. She notes that the main person in the organization, Dr. Kim Chung, does not have enough experience in this field. That is why there are numerous conflicts arising between coworkers. The leader is not able to make decisions and to rebuild the team. The overall situation in the Capital Veterinarian Clinic led to certain growth of tension, considering ethnicity. Some employees think that doctors and interns who are Jewish or Muslim are worse than others.

The factors of competent leadership are fully described in the paper. The author gives theoretical background of the issue that is applicable to practice. It is mentioned that the main issue in leadership is changing styles according to the circumstances. Each theoretical advice should be viewed from the perspective of the practical example. Judging from the materials presented in the paper, it is possible to say that effective leadership competencies and their positive impact on the functioning of the organization ere described thoughtfully.

The effective recommendations for the leaders of the Capital Veterinarian Clinic are presented in the conclusion of the work. They describe the best way out of the difficult situation that considers problems within small groups of employees and conflicts on the racial basis. Ms. Morris also notes that it is crucial to remember the difference between good leadership and tyranny. According to her point of view, only democratic and professional leadership strategy might allow the employees show their skills and talents.

The analysis of the leadership dynamics in the Capital Veterinarian Clinic by Ms. Morris is detailed and profound. It has a strong analytical component that demonstrates the ability of the author to compare different points of view. The paper is logically structured.


Morrow, L. (2006) An application of peer feedback to undergraduates’ writing of critical literature reviews. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education 1(2), 61-72.

Pain, R. & Mowl, G. (1996) Improving geography essay writing using innovative assessment. Journal of Geography in Higher Education, 20(1), 19-31.

Topping, K., Smith, E., Swanson, I. & Elliot, A. (2000) Formative peer assessment of academic writing between postgraduate students. Assessment & Evaluation in Higher Education, 25(2), 149-170.

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