MGMT6000-Dynamic_Leadership_Assessment_Brief_1

ASSESSMENT BRIEF

Subject Code and Title

MGMT6000 – Dynamic Leadership

Assessment

Assessment 1 – Reflexive research

Individual/Group

Pairs

Length

2,000 words

Learning Outcomes

a), b), c), d)

Submission

Due Friday, 23:55 (Sydney). End of Module 3

Weighting

50%

Total Marks

100

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.

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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.

Each student will provide his or her partner with information on current organisation, role, key stakeholders and current leadership challenges, etc, 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.

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Learning Rubric

Assessment

Fail (0-49)

Pass

Credit

Distinction

High Distinction

Attributes

(50-64)

(65-74)

(75-84)

(85-100)

Effective

Difficult to understand,

Information, arguments

Information, arguments

Information, arguments

Expertly presented; the

communication

no logical/clear

and evidence are presented

and evidence are well

and evidence are very

presentation is logical,

in report

structure, poor flow of

in a way that is not always

presented, mostly clear

well presented; the

persuasive, and well

ideas, argument lacks

clear and logical.

flow of ideas and

presentation is logical,

supported by evidence,

supporting evidence.

arguments.

clear and well supported

demonstrating a clear flow

25%

Line of reasoning is often

by evidence.

of ideas and arguments.

Audience cannot

difficult to follow.

Line of reasoning is easy to

follow the line of

follow.

Uses limited

Engages and sustains

reasoning.

presentation aids to

audience’s interest in the

enhance information and

topic.

arguments.

Effective use of diverse

presentation aids, including

graphics and/or media.

Knowledge of and

Neglects core elements

Demonstrates

Articulates insights into own

Demonstrates evidence

Describes leadership roles that

sensitivity to cultural

important to leadership

understanding of the

cultural biases.

of adjustment in own

influences others and enable

diversity and

in own and other

complexity of elements

attitudes and beliefs

positive

implications for

cultures.

important to leadership in

Analyses own cultural

reflecting learning from

change in own and other

effective leadership

own and other cultures.

biases against elements

a diversity of other

cultures.

Difficulty in identifying own

important to members of

cultures.

cultural biases.

other cultures.

Demonstrates evidence of

25%

adjustment in own attitudes

and beliefs reflecting learning

from a diversity of other

cultures.

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Application of

Limited understanding

Understands the main

Understands comprehensive

Understands comprehensive

Demonstrates deep

knowledge to practice

of theories and models

theories and models of

range of theories and

range of theories and

understanding of a

of leadership.

effective leadership.

models of leadership.

models of leadership.

comprehensive range of theories

and models of leadership.

25%

Uses a limited range of

Applies basic concepts to

Selects and justifies

Selects and critically

information or sources as

explain own experiences

appropriate models to

evaluates most relevant

Selects and critically evaluates

the basis of

and practice.

explain own experiences

models to deepen

most relevant models to deepen

interpretations or

and practice.

understanding and insights

understanding and insights into

recommendations.

into own experiences, biases

own experiences, biases styles

styles and preferences.

and preferences.

Describes implications and

Describes implications and

opportunities for personal

opportunities for personal

growth and development.

growth and development and

realistic strategies for

broadening own repertoire of

leadership behaviours.

Enhanced self

Limited awareness of

Understands key events,

Shows deep understanding

Shows deep understanding

Shows deep understanding of

awareness

own capability or impact

people or experiences that

of events, people or

of events, people or

events, people or experiences

on others.

have influenced own

experiences that have

experiences that have

that have influenced own

leadership development.

influenced own leadership

influenced own leadership

leadership development.

25%

Reluctant to seek or act

development.

development.

on feedback from

Describes own strengths

Describes own strengths and

others

and areas for development,

Describes own strengths and

Describes own strengths and

areas for development, based on

based on appropriate

areas for development,

areas for development,

appropriate evidence and

evidence and feedback.

based on appropriate

based on appropriate

feedback.

evidence and feedback.

evidence and feedback

Understands and describes own

Understands and describes

Understands and describes

personality preferences,

own personality preferences,

own personality

leadership styles or results of

leadership styles or results of

preferences, leadership

other, relevant leadership

other, relevant leadership

styles or results of other,

assessment instrument, is

assessment instrument.

relevant leadership

aware of implications and takes

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assessment instrument and

appropriate action to modify

is aware of implications.

behaviours where necessary.

Demonstrates

Demonstrates deep

understanding of the link

understanding of the link

between self-awareness and

between self-awareness and

emotional intelligence.

emotional intelligence and takes

effective measures to enhance

EQ.

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