Analyze how validity in psychometrics, as you explored in Unit 4, is different from a validity scale in a test of personality.

In this unit, you are introduced to personality tests and issues with their development and use. One particular area of debate involves the inclusion of validity scales in tests of personality. While many concerns may exist, the use of such scales appears to be increasing and they continue to be utilized and interpreted.

In your post:

•Analyze how validity in psychometrics, as you explored in Unit 4, is different from a validity scale in a test of personality.

•Describe this difference in terms of their definitions.

oProvide at least two examples of validity scales.

•Integrate and cite the AERA standards from Chapter 10, “Psychological Testing and Assessment,” of your Standards for Educational and Psychological Testing text that directly address validity scales. Provide your interpretation of the standards and the use of validity scales.

oDiscuss if the standards permit, reject, or provide guidance on integrating such scales in a report.

oState, in your own words, how one should, or should not, proceed with validity scales.

•Cite at least one advantage and one disadvantage regarding the use of validity scales. The test authors provide several pros and cons of using validity scales in personality assessment.

oBased on your readings, including preparation for this discussion, what is your position on this issue; that is, using and interpreting validity scales on a measure of personality?

MGT601_Dynamic Leadership_ Assessment 2 Page 1 of 5 ASS ESSMENT 2 BRIEF Subject Code and Title MGT601 Dynamic Leadership Ass essment Assessment 2 : Leadership Plan Individual/Group Individual Length Up to 3 ,000 words Learning Outcomes a) Explore and reflect on self – development as a leader to build self -awareness. b) Through critical reflection on key leadership theories develop a personal leadership development strategy. c) Analyse and develop the capacity to influence, motivate and inspire others in your workplace and/or community organisations. d) Implement and practice coaching others to enhance self -awareness and core communication skills for emotional intelligence, w ith emphasis on active listening, building empathy, giving and receiving feedback. e) Demonstrate the technique of reflective and reflexive practice as a means of continuous learning and self – development. Submission By 11:55pm AEST/AEDT Friday at end of Module 6 .1 (Week 11 ) Weighting 50 % Total Marks 50 marks Context: The purpose of all assessments , combined , is to reflect on your own leadership journey, obtain feedback from your assigned partner and other trusted sources, evaluate your current leadership style, effectiveness and potential and then prepare a plan for your cont inued development as a leader. Th e assessments are integrated pieces of work and you should draw on the first parts as you work on this final part . The first assessment focused on your journey so far and current capabili ties. This final assessment report should present your plans for yo ur future development as a leader. MGT601_Dynamic Leadership_ Assessment 2 Page 2 of 5 Your Task : The task for this assessment is to prepare and present a plan for your development as a leader. The period of your plan could be 2, 5 or 10 years . Select the period that makes most sense to you, depending on the current stage of your life and career. Briefly explain the reason for the time period that you have selected. Your plan needs to be based on or anchored by an established model of personal development. A number of possible models were provided in Module 1. The choice of a model is up to you. The Whitman GROW and Boyatzis Intentional Change models are two of the most comprehensive at a personal level. However, other models may be more r elevant to your current needs. You are also welcome to use a n appropriate model that was not included in Module 1, provided it meets the tests of academic rigour and usefulness to you. Provide a brief description of your chose model and a just ification for your selection. It is important that you go to the source documents and not rely only on the summar y version of your chosen model. Addi tional information on leadership development to help you prepare your plan and to continue your reflexive journal is provided in the subject Resources section of each module. Structure : The precise structure is up to you. A clear logic flow, using a “Conten ts” page and section headings, will help your readers to follow your thinking. The use of an “Executive Summary” as a précis or abstract of your report, an “Introduction” to set the context and a “Conclusion” to capture your key learnings is desirable in a business subject. Detailed, supporting information such as psychometric results, planning templates, etc ., should be place d in an appendix, where they will not be included in the word count. Within the body of your report, the model of development that you choose will largely determine the structure and section headings. Reflexive Writing – First Person : You should write in the first person, because this is about YOU, your reflections and your interpretations. (eg “I considered this advice to be….. because it had a big impact on my……..and it help ed me to understand my………..”). Try to be as specific as possible, use brief examples to illustrate your points and try to select examples that enable you to demonstrate learning against the attributes in the rubric. All other principles of academic writing apply, including strict referencing, acknowledgement of the work of others and avoidance of plagiarism. MGT601_Dynamic Leadership_ Assessment 2 Page 3 of 5 Referencing: You should include a list of specific references that you have actually used in your report . For this assessment, a minimum of three journal articles, academic papers or textboo ks is expected. References to any secondary sources or web sites are additional. The reference list and Executive Summary (if you choose to use one) and any appendices will not be included in the word count. It is essential that you u se appropriate APA style for citing and referencing research. Please see more information on referencing here Submission Instructions: Submit your Self -Reflective Analysis in Assessment 2 submission link in the Assessment section found in the main navigation menu of the subject Blackboard site. A rubr ic will be attached to the assessment. The Learning Facilitator will provid e feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Marking Rubric : Your reports will be marked against the rubric which is show on the next pages . Please ensure that yo ur submission addresses all five of the Assessment Attributes in the rubric. MGT601_Dynamic Leadership_ Assessment 2 Page 4 of 5 Learning Rubric: Assessment 2 : Leadership Plan Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50 -64% Credit (Proficient) 65 -74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85 -100% LEADERSHIP DEVELOPMENT PLANNING 30% Little or no refere nce to own aspirations or observations on leadership. Little or no evidence of a development plan Occasional references to own aspirations and learning about leadership. Basic plan for development. Frequent references to own leadership aspirations, experiences or obser vations, with reflection on own learning needs . Practical plan for development. Frequent and deep reflection on own leadership aspirations and experiences. Comprehensive and practical plan for development, including new experiences and ‘stretch’ projects. Multiple, deep reflections, on aspirations with significant new insights on own leadership and evidence of changing behaviours. Comprehensive and practical plan for development, including significant, new experiences and ‘stretch’ projects. FEEDBACK TO & FROM OTHERS 20% Little or no evidence of feedback either received or given. Basic description of feedback received and given but with little or no interpretation. Clear description of feedback received and given with useful interpretation and reflection in implications Comprehensive description and analysis of feedback received and given with clearly expressed interpretation of implications and impact. Very insightful presentation of feedback received and given with explicit interpretation of implications and indicators of changing behaviours. APPLICATION OF CONCEPTUAL MODELS OF DEVELOPMENT 20% Little or no reference to the conceptual frameworks or theoretical models of leadership. Basic coverage of a relevant model or conceptual framework for leadership de velopment. Clear linkage of plan to an appropriate models leadership development . Insightful use and justification of a model of development to inform, enhance and guide personal plan . Inspired use of a development model to expand thinking, planning and im plementation of innovative development options . MGT601_Dynamic Leadership_ Assessment 2 Page 5 of 5 RESEARCH & REFERENCING 20% Use of core or supplied readings only. Inadequate referencing. Evidence of some relevant reading and research beyond the core readings. Adequate referencing. Evidence of substantial, relevant, additional reading and research. Full referencing Evidence of substantial, additional reading and research with application to own development plan. Full referencing. Evidence of comprehensive additional reading & research with in sightful application to own development plan. Full and extensive referencing. WRITTEN PRESENTATION 10% No clear logic flow or structure. Difficult to understand. Basic logic flow and structure. Clear expression of concepts. Mainly correct grammar and spelling. . Clear logic flow and structure, with table of contents, Introduction, Body and Conclusion. Clear expression of concepts. Correct grammar and spelling. Excellent logic and structure. Accurate Executive Summary. Conclusion accurately captures key leanings and aspirations . Clear expression of concepts. Correct grammar and spelling . Excellent logic and structure. Concise, accurate Executive Summary. Conclusion accurat ely captures deep learning s and insights and aspirations . Clear expression of concepts. Correct grammar and spelling .

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