MGT8038 Assignment 1 Assessment
Assessment 1
Note: Please include a front page on your assignment with name, ID, Assignment number, and lecture
examiner.
Required:
1. Choose four events in your place of work (or previous work experience), two representing Module 1 and two representing Module 2 as follows;
2. From Module 1, choose one event at work that closely resemble a path-goal leadership issue, problem, or challenge, then a second event at work that closely resembles a leader behaviour taxonomy issue, problem, or challenge. Work through each element in the marking ru
ic below commencing with element 1.
a. For element 1, reflect on your experience and describe the situation you were involved in or witnessed;
. For element 2, how do these experiences, observations, and your own personal reflections, challenge your thinking and prior beliefs?
c. For element 3, what possible actions could you (or someone else if you are reflecting on another leader) have been taken and why, and following this action would the issue, problem or challenge be solved;
d. For element 4, what learning objectives and future action plans would you take (or could have been taken) given your reflections and as a result, and how would this action(s) transform your thinking leading to new reflection about how you would solve this or approach the problem differently in the future. For this element, please refer to the theories that are relevant to the event you chose.
Please note: Relate both elements to the level of achievement you are seeking (see marking ru
ic). You can discuss each event either simultaneously or you can use separate headings in your na
ative. Please write 4-5 pages in total with relevant references to emphasize the point you want to make. Length of this section of the assignment will be 2000 words + or – 10%. Please use font size 11, times new roman, single spacing. For referencing in your paper and at the end of your assignment, please see the style guide reference. However, well-known reference styles will be fine such as APA, Harvard or some other. You may also use figures and tables but please ensure these are numbered e.g., Figure 1, Figure 2, Table 1, Table 2 etc.
3. From Module 2, choose one event at work that closely resembles a leader-member exchange issue, problem, or challenge, then a second event at work that closely resembles an authentic leader(s) issue, problem, or challenge. Work through each element in the marking ru
ic below commencing with element 1.
a. For element 1, reflect on your experience and describe the situation you were involved in or witnessed;
. For element 2, how do these experiences, observations, and your own personal reflections, challenge your thinking and prior beliefs?
c. For element 3, what possible actions could you (or someone else if you are reflecting on another leader) have been taken and why, and following this action would the issue, problem or challenge be solved;
d. For element 4, what learning objectives and future action plans would you take (or could have been taken) given your reflections and as a result, and how would this action(s) transform your thinking leading to new reflection about how you would solve this or approach the problem differently in the future. For this element, please refer to the theories that are relevant to the event you chose.
Please note: Relate all four elements to the level of achievement you are seeking (see marking ru
ic). You can discuss each event either simultaneously or you can use separate headings in your na
ative. Please write 4-5 pages in total with relevant references to emphasize the point you want to make. Length of this section of the assignment will be 2000 words + or – 10%. Please use font size 11, times new roman, single spacing. For referencing in your paper and at the end of your assignment, please see the style guide reference. However, well-known reference styles will be fine such as APA, Harvard or some other.
General Requirements: Please use headings in your na
ative and avoid bullet points where possible. Please ensure that you use relevant references to emphasize the point(s) you want to make using the style guide for references below on Page 6. Please also refer to the references mentioned in Module 1 and 2 and available in your list of readings. Please use additional references where required from your own source material. Generally, at least 10 references would be expected for Assignment 1 which also may include your set text of Northouse XXXXXXXXXXOverall word length requirement is 4000 words.
MGT8038 Marking Ru
ic Please Note: Each assessment element below is worth 20 marks. There are four elements. Total Mark is 80 marks
Levels of Achievement
Assessment element
Indicators
HD
A
B
C
P
F
Marks
Element 1: Situation, activity or experience that triggers reflection. Selection and analysis of a situation over which the reflective process will be done.
SEE NOTES BELOW
Identifies and describes the focus of reflection in a contextualized manner.
Identifies three or more relevant focus of reflection on a concrete and lived experience.
Writes a detailed contextualized description.
Identifies one or two relevant focus of reflection on a concrete and lived experience.
Writes a contextualized description.
Identifies a significant focus of reflection on a specific and lived experience.
Writes description that lacks only a few elements of context.
Identifies an important focus of reflection on a specific and lived experience.
Writes description that lacks some elements of context.
Identifies focus of reflection of a concrete and lived experience but it is trivial or not so important.
Writes a description that is out of context.
Does not identify any sources of reflection on a specific experience.
Writes a dissertation that is rhetoric and decontextualized.
Makes judgements about the focus of reflection.
Makes four or more excellent value judgements with many nuances and emotional engagement.
Makes around four good value judgements with some nuances and emotional engagement.
Makes many value judgements with nuances and/or with emotional engagement.
Makes some value judgements with nuances and/or with emotional engagement.
Makes some value judgements, but they are simple and without nuances.
Does not make any value judgements.
Marks
Element 2: Prior conceptions and beliefs: awareness of own previous beliefs, knowledge and experiences
SEE NOTES BELOW
Specifies, analyses and elaborates on beliefs or ideas about him/herself.
Specifies prior beliefs or ideas about him/herself and analyses and evaluates them.
For example, explains why he/she has reached these beliefs and relates them to personal experiences with detailed analyses his/her history.
Specifies beliefs or ideas about him/herself and analyses and evaluates them.
For example, explains why he/she has reached these beliefs and relates them to personal experiences with some analyses his/her history.
Specifies a couple of prior ideas or beliefs about him/herself and moves beyond a rudimentary analysis.
Specifies some prior ideas or beliefs about him/herself and begins to analyse them.
Specifies some prior ideas or beliefs about him/herself without further explanation.
Does not specify prior ideas or beliefs about him/herself.
Specifies, analyses and elaborates on prior beliefs or ideas about the context.
Specifies prior beliefs or ideas about the context with excellent analysis and evaluation.
Specifies prior beliefs or ideas about the context with good analysis and evaluation.
Specifies a couple of prior beliefs or ideas about the context and moves beyond a rudimentary analysis.
Specifies some prior beliefs or ideas about the context and begins to analyse them.
Specifies prior beliefs or ideas about the context without explaining them.
Does not specify prior ideas or beliefs about the context.
Specifies, analyses and elaborates on beliefs or ideas about the discipline/profession.
Specifies prior beliefs or ideas about the discipline or profession with excellent analysis and evaluation.
Specifies prior beliefs or ideas about the discipline or profession with good analysis and evaluation.
Specifies a couple of prior beliefs or ideas about the discipline or profession and moves beyond a rudimentary analysis.
Specifies prior beliefs or ideas about the discipline or profession and begins to analyse them.
Specifies prior beliefs or ideas about the discipline or profession without explaining them.
Does not specify prior ideas or beliefs about the profession or discipline.
Marks
Element 3: Inquiring and/or focusing: investigating possible actions of students through focusing and questions and hypotheses
SEE NOTES BELOW
Focuses on questions and hypotheses and makes inquiries about the focus of reflection.
Specifies questions or hypotheses and also starts a process of very detailed investigation about the focus of reflection.
Specifies questions or hypotheses and also starts a process of investigation about the focus of reflection.
Specifies questions or hypotheses about the focus of reflection and begins to expand them.
The student does not develop a process of investigation over the focus or reflection.
Specifies or hypotheses about the focus of reflection but does not expand them.
The student does not develop a process of investigation over the focus or reflection.
Specifies one or two questions or general hypotheses about him/herself, but does not examine or argue them.
Does not specify questions or hypotheses about the focus of reflection.
Focuses on questions and hypotheses and makes inquiries about the context.
Specifies three or more focused questions and assumptions that can lead to a process of investigation into the profession or discipline.
Specifies one or two focused questions and assumptions that can lead to a process of investigation into the profession or discipline.
Specifies and focuses on questions and hypotheses about the professional action and begins to them.
The student does not develop a process of investigation into the professional action.
Specifies and focuses on questions and hypotheses about the professional action but does not expand them.
The student does not develop a process of investigation into the professional action.
Specifies one or two assumptions or general questions about the profession or scientific discipline, but does not examine or argue them.
Does not specify questions or explicit assumptions about the context.
Marks
Element 4: Transformation: Set concrete learning objectives and future action plans and approaches to initiate a new reflective cycle. Paradigm shift. Argumentation of these changes or the need for them
SEE NOTES BELOW
Specifies, argues and transfers new learning goals.
Specifies more than four learning goals for the transformation of some beliefs, experiences and/or prior knowledge (about himself, about the context or profession), argues and transfers them basing them on scientific evidence.
Specifies four learning goals for the transformation of some beliefs, experiences and/or prior knowledge (about himself, about the context or profession), argues and transfers them basing them on scientific evidence.
Specifies two or three learning goals for the transformation of some beliefs