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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.
MGMT6000-Dynamic_Leadership_Assessment_Brief_1
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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.
MGMT6000-Dynamic_Leadership_Assessment_Brief_1
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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.
MGMT6000-Dynamic_Leadership_Assessment_Brief_1
4
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
MGMT6000-Dynamic_Leadership_Assessment_Brief_1
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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.
MGMT6000-Dynamic_Leadership_Assessment_Brief_1
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************** BRIEF Subject **** *** Title MGMT6000 *** Dynamic Leadership Assessment Assessment 1 * ********* ******************************************************* ******************* Outcomes a) ** c) *********************** ****** ***** ******** *** of ****** 3 Weighting 50% Total *************************************** ** **** *** ********** ******* ** **** *** identify *** ****** ****** *** *********** **** **** contributed ** **** ********** development and *************************** ************** ** completing * *********** or leadership ****** assessment *** example Myers–Briggs **** Indicator (MBTI); Obtain feedback **** * ****** ******* ** your ********** journey and current ******************** ********* and feedback on ********** ** * fellow student ** his/her ********** ******* *** ********************* *** ********** of ******** and ************** ******** on **** *********** ** effective ******************** *** ***** ************* ****** *** ************ ******** 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repertoire ********************** ****************************** *********** ********* ************* key eventsShows **** ****************** deep ****************** **** ************* ************** ********** ** impactpeople ** *********** thatof events people **** ****** ****** ******** people ** experiences on ********** ********** ownexperiences that *************** **** havethat **** ********** ***************** ********************* *** ******************** *** ******************** *********************** to **** ** ********************************* ******** ************* *** strengths Describes own strengths ************** ***** for ******************** own ********* ************ *** ********* ******** for *********** ***** *********** on appropriateareas *** **************** for ********************** ******** *************** and feedbackbased ** **************** ** appropriatefeedback evidence and **************** *** ******************************* and describes own 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