MGT601 Dynamic Leadership.
MGT601_Dynamic Leadership_ Assessment 2 Page 1 of 5
| ASSESSMENT 2 BRIEF | |
| Subject Code and Title | MGT601 Dynamic Leadership |
| Assessment | 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, with 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
continued development as a leader. The 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 capabilities. This final assessment report should present
your plans for your 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 relevant
to your current needs. You are also welcome to use an 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 justification for your selection. It is
important that you go to the source documents and not rely only on the summary version of
your chosen model.
Additional 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 “Contents” 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
placed 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 helped 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.
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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
textbooks 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 use appropriate APA style for citing and referencing research.
Please see more information on referencing here
http://library.laureate.net.au/research_skills/referencing
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 rubric will be
attached to the assessment. The Learning Facilitator will provide 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 your 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 reference 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 observations, 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 development. |
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 implementation 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 insightful 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 accurately captures deep learnings and insights and aspirations. Clear expression of concepts. Correct grammar and spelling. |
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