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MGMT6000 DynamicLeadership

26 Mar

1

ASSESSMENTBRIEF
Subject Code and Title MGMT6000 DynamicLeadership
Assessment Assessment1- Reflexiveresearch
Individual/Group Pairs*
Length 2,000words
Learning Outcomes a),b),c),d)
Submission Due Friday,23:59 (AEST/AEDT) end of Module 3
Weighting 50%
Total Marks 50

Objectives
Reflect on your own leadership journey to date and identify key events, people and experiences that
have contributed to your leadership development and self-perceptions;
Increase self-awareness by completing a personality or leadership styles assessment, for example
Myers–Briggs Type Indicator (MBTI);
Obtain feedback from a fellow student on your leadership journey and current challenges;
Provide mentoring and feedback on leadership to a fellow student on his/her leadership journey and
challenges;
Identify the influences of national and organisational cultures on your perceptions of effective
leadership;
Develop and apply communication skills for relationship building and mentoring across cultures,
functions and disciplines;
Apply knowledge from the theories and models of effective leadership to interpret and understand
your reflections and feedback.
How the assessment fits into the subject/course:
The focus on reflexive research methodologies and strategies is a core element of the MBA. This
assessment provides you with opportunities to reflect on your own practice and to mentor another
student to enhance self-awareness and to formulate personal development plans.

2
Assessment Linkages of Assessment 1 and Assessment 2:
Insights and understandings obtained in Assessment 1 will suggest themes that will be developed
further in preparing a personal development plans in Assessment 2 of the assessment which is due at
the end of the subject.
Instructions:
* Students will work in pairs for this first part of the assessment; partners will be assigned by the
Learning Facilitator. In very unusual circumstances, the facilitator can authorise groups of three.
Each student will provide his or her partner(s) with information on their current organisation, role, key
stakeholders and current leadership challenges, et cetera, as background for the mentoring and feedback
activity. Partners will contact each other, explore each other’s leadership journey and current challenges
and provide mentoring and feedback to each other. Students should consider the influence of national and
organisational cultures and social practices as part of the mentoring and feedback. Other parameters will be
defined by the Learning Facilitator.
Output/Deliverable and parameters of the assessment:
Each student will submit a report consisting of 2000 words which describes the leadership journey, current
strengths and areas for development, a summary of feedback provided by the partner and implications for
future development. You should draw on the literature on leadership models and theories to help interpret
and explain your current leadership. You should also discuss the implications of your cultural and social
background on your leadership.
The emphasis in the first assessment is on your leadership journey to date. The second assessment will build
on the first, with emphasis on preparing a development plan for your future leadership journey.
Resources to be provided:
A range of e-textbooks and journals is available through online journal databases,
including EBSCO.
Learning Outcomes:
Increased self-awareness, including personality preferences, leadership style and impact on other
people.
Knowledge of the major theories and models of leadership and their role in explaining and
developing effective leadership.
Understanding of reflective practice as a means of research and personal growth.
Greater understanding of the influence of cultural and social backgrounds on leadership
effectiveness.
Increased skills for mentoring and giving and receiving feedback.
4
Learning Rubric

Assessment
Attributes
Fail (0-49) (50 Pass -64) (Credit 65-74) Distinction (75-84) High(85 Distinction -100)
Effective
communication
in report
25%
Difficultto understand,
no logical/clear
structure, poor flow of
ideas, argument lacks
supporting evidence.
Audience cannot
follow the line of
reasoning.
Information, arguments
andevidence are presented
in a way that is notalways
clear and logical.
Line of reasoning is often
difficult tofollow.
Information, arguments
andevidence are well
presented, mostly clear
flow of ideasand
arguments.
Line of reasoning is easy to
follow.
Information, arguments
and evidence are very
wellpresented; the
presentation is logical,
clearand wellsupported
by evidence.
Useslimited
presentationaidsto
enhanceinformationand
arguments.
Expertly presented; the
presentation is logical,
persuasive, and well
supportedby evidence,
demonstrating a clear flow
of ideasand arguments.
Engages and sustains
audience’sinterest in the
topic.
Effective use of diverse
presentation aids, including
graphicsand/ormedia.
Knowledge of and
sensitivitytocultural
diversityand
implicationsfor
effectiveleadership
25%
Neglects core elements
important toleadership
in ownandother
cultures.
Difficulty in identifying own
cultural biases.
Demonstrates
understandingof the
complexityofelements
important to leadershipin
ownandothercultures.
Articulatesinsightsinto own
culturalbiases.
Analysesowncultural
biasesagainstelements
importanttomembers of
othercultures.
Demonstratesevidence
of adjustmentinown
attitudes andbeliefs
reflecting learningfrom
a diversityofother
cultures.
Describesleadershiprolesthat
influencesothersandenable
positive
changeinownandother
cultures.
Demonstratesevidenceof
adjustmentinownattitudes
andbeliefsreflectinglearning
fromadiversityofother
cultures.

5

Application of
knowledge topractice
25%
Limited understanding
of theoriesandmodels
ofleadership.
Usesalimitedrange of
information orsourcesas
the basis of
interpretationsor
recommendations.
Understandsthe main
theoriesandmodelsof
effectiveleadership.
Appliesbasicconceptsto
explainownexperiences
andpractice.
Understandscomprehensive
rangeof theoriesand
modelsofleadership.
Selectsandjustifies
appropriatemodelsto
explainownexperiences
andpractice.
Understandscomprehensive
rangeoftheoriesand
modelsofleadership.
Selectsandcritically
evaluatesmostrelevant
modelstodeepen
understandingandinsights
intoownexperiences,biases
stylesandpreferences.
Describesimplicationsand
opportunitiesforpersonal
growthanddevelopment.
Demonstratesdeep
understandingofa
comprehensiverangeoftheories
andmodelsofleadership.
Selectsandcriticallyevaluates
mostrelevantmodelstodeepen
understandingandinsightsinto
ownexperiences,biasesstyles
andpreferences.
Describesimplicationsand
opportunitiesforpersonal
growthanddevelopmentand
realisticstrategiesfor
broadeningownrepertoireof
leadershipbehaviours.

6

Enhancedself
awareness
25%
Limited awarenessof
owncapabilityorimpact
onothers.
Reluctanttoseekoract
onfeedbackfrom
others
Understandskeyevents,
peopleorexperiencesthat
haveinfluencedown
leadershipdevelopment.
Describesownstrengths
andareasfordevelopment,
basedonappropriate
evidenceandfeedback.
Showsdeepunderstanding
ofevents,peopleor
experiencesthathave
influencedownleadership
development.
Describesownstrengthsand
areasfordevelopment,
basedonappropriate
evidenceandfeedback.
Understandsanddescribes
ownpersonalitypreferences,
leadershipstylesorresultsof
other,relevantleadership
assessmentinstrument.
Showsdeepunderstanding
ofevents,peopleor
experiencesthathave
influencedownleadership
development.
Describesownstrengthsand
areasfordevelopment,
basedonappropriate
evidenceandfeedback
Understandsanddescribes
ownpersonality
preferences,leadership
stylesorresultsofother,
relevantleadership
assessmentinstrumentand
is awareofimplications.
Demonstrates
understandingofthelink
betweenself-awarenessand
emotionalintelligence.
Showsdeepunderstandingof
events,peopleorexperiences
thathaveinfluencedown
leadership development.
Describesownstrengthsand
areasfordevelopment,basedon
appropriateevidenceand
feedback.
Understandsanddescribesown
personalitypreferences,
leadershipstylesorresultsof
other,relevantleadership
assessmentinstrument,is
aware ofimplicationsandtakes
appropriateactiontomodify
behaviourswherenecessary.
Demonstratesdeep
understandingofthelink
betweenself-awarenessand
emotionalintelligenceandtakes
effectivemeasurestoenhance
EQ.

 

 
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Posted by on March 26, 2018 in academic writing, Academic Writing

 

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