MGT601_Dynamic Leadership_ Assessment 1 Part B Page 1 of 6
ASSESSMENT 1 PART B BRIEF
Subject Code and Title MGT601 Dynamic Leadership
Assessment Assessment 1, Part B: Reflexive Report
Individual/Group Individual
Length Up to 2,000 words
Learning Outcomes a) Explore and reflect on self- development as a leader to
uild self-awareness
) 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.
Submission By 11:55pm AEST/AEDT Friday at end of Module 4.1
(Week 7)
Weighting 30%
Total Marks 30 marks
Context:
The learning design of this subject is to focus on your own leadership journey and not to
study leadership as some remote, theoretical concept that applies to other people. This
assessment enables you to build self-awareness and a clear sense of how you came to be
the person and emerging leader that you are today. It encourages deep reflection on your
life and leadership journey to your present position. It helps you to increase your
understanding of your cu
ent leadership capabilities and potential. The assessment
equires you to establish a mentoring relationship with another student in the class so that
you can provide mutual learning support and exchange constructive feedback with each
other. In addition to this classmate, you can also request feedback from a trusted colleague
in your work, personal or wider student networks.
MGT601_Dynamic Leadership_ Assessment 1 Part B Page 2 of 6
Your Task:
Your task in Assessment 1 Part B is to reflect on you own leadership journey up until now,
your cu
ent role or position, how you influence others, how you lead, contribute to or react
to organisational and cultural changes and your cu
ent level of self-awareness and self-
confidence to lead others in your organisation and/or community.
Assessment 2, which is due at the end of WEEK 11, builds on the first and asks you to
prepare a plan for the next stage of your leadership journey. The assessments are
integrated pieces of work and you should bear in mind the final part as you work on this
part. All assessments need to be strongly based on the established theories and models of
leadership to help you interpret and explain your leadership challenges.
Working with Your Partner [this is 20% (Criterion 2) of your overall assessment]:
You need to be proactive to connect with other students in your on-line/ face-to-
face class, once you post your personal introduction on the “Welcome and
Introductions” Discussion Forum. On-line students can select a partner from class
mates who have posted introductions, or choose a trusted colleague from your
work, student or personal networks. On-line students need to take responsibility for
selecting and interacting with a partner. Face-to-face students will be guided by
your facilitator, taking into account diversity of backgrounds to enrich your learning
experience. More detailed guidelines for working with your partner are provided at
the end of this section.
• Key points from the feedback you receive from your partner and others,
combined with your reflection and interpretation of this feedback in the context
of your leadership journey, needs to be included in your report.
• You may wish to also include key points of the feedback that you gave your
partner and reflect on it. Feedback often says as much about the person who
gives as the person who receives it.
• The feedback summaries/ transcripts can be included as appendices, where they
will not be included in the word count.
While the assessment includes feedback from the interaction with your partner,
each person is to submit his or her own, individual report.
More detailed guidelines for working with your partner are shown at the end of this
ief.
Possible Structure:
MGT601_Dynamic Leadership_ Assessment 1 Part B Page 3 of 6
A possible structure for your report is shown below. This is a suggestion only and is not
mandatory. Other structures would be appropriate, provided that they enable you to
demonstrate your learning according to the ru
ic shown in the
ief for the first
assessment.
1. A clear logic flow, using a “Contents” page and section headings, will help your
eaders to follow your thinking.
2. The use of an “Executive Summary” will tell your reader the key points of your
eport, including recommendations for action.
3. An “Introduction” to set the context
4. The body of your report should address the following issues. The percentages in
ackets indicate a suggested proportional length of each section. Give appropriate
sub-headings to each Part of this ‘body’.
• Your cu
ent
ecent role, responsibilities and leadership challenges in your
organisation or community. (10%)
• Key aspects of your leadership journey so far (eg who influenced you, how
you formed your self-image as a leader, any critical events that have been
influential). This should not be a chronology or a CV. It is a reflection on a
small number of the most influential aspects or turning points in your
leadership development. (15%)
• The results of the Gallup Strengths Finder and any other personality or
leadership style inventories that you have completed and your interpretation
of the results. This can be a summary of the report (key details) that you
presented for Assessment 1 – Part A. (15%)
• Key feedback points on your cu
ent leadership style, capabilities,
effectiveness, interpersonal and social skills associated with Emotional
Intelligence, personality assessments etc, that you have received from your
partner and other trusted sources. (20%)
• The implications of the feedback and your reflection on its significance. It
could include your preliminary thinking on what you do about it, to be
expanded in your second submission. (30%)
• Link to theory and conceptual frameworks that explain or clarify your
experiences and feedback. (You could incorporate the links to theory/models
throughout your report or collect them in one section. The important point
is that you anchor your submission with appropriate models or theories.
(20%)
MGT601_Dynamic Leadership_ Assessment 1 Part B Page 4 of 6
5. A “Conclusion” to capture your key learnings is desirable in a business subject.
Detailed, supporting information such as psychometric results and planning
templates should be placed in an appendix, where they will not be included in the
word count.
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
ief examples to illustrate your points and try to select
examples that enable you to demonstrate learning against the attributes in the ru
ic.
All other principles of academic writing apply, including strict referencing,
acknowledgement of the work of others and avoidance of plagiarism.
Referencing:
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
from within the subject module as a starting point is expected. References to any
secondary sources or web sites are additional. The reference list and Executive
Summary 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:
li
ary.laureate.net.au
esearch_skills
eferencing
Submission Instructions:
Submit your Self-Reflective Analysis in Assessment 1 Part B submission link in the
Assessment section found in the main navigation menu of the subject Blackboard site. A
u
ic 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 Ru
ic:
Your reports will be marked against the ru
ic which is show on the next pages. Please
ensure that your submission addresses all five of the Assessment Criteria in the ru
ic.
http:
li
ary.laureate.net.au
esearch_skills
eferencing
MGT601_Dynamic Leadership_ Assessment 1 Part B Page 5 of 6
Guidelines for Working with Your Partner [20% -see criterion 2 of this assessment ru
ic]
The following information should help you to start to build a mentoring relationship with
your partner.
In commencing the relationship, it will be helpful to work through the following steps:
1. Make initial contact through the Discussion Forum.
2. Establish an oral confidentiality agreement with each other so that you are both
clear that you will not disclose personal information to others. It is appropriate to
describe concepts, learnings and insights about the leadership journey of yourself
and your partner in your assessment submission but not personal details that can be
identified with an individual.
3. Agree on how you will communicate with each other. You can use a range of tools
within the “Group” facility on Blackboard, including emails, blogs, wikis, file
exchange, or alternative. You may prefer to establish a separate text or voice
channel, such as Skype. Keep a record of your partner interactions (date, time,
what).You may include this in your appendices as evidence of this communication
process.
4. Provide your partner with
ief background details on your role, employment and
cu
ent leadership challenge to set the context.
5. Provide more detailed information on your personal leadership journey and cu
ent
challenges. The questions in the paper by George et al on Authentic Leadership are
a good starting point for you and also to ask your partner about. You can also share
the contents of your reflexive journal.
6. Listen carefully to your partner’s story and cu
ent challenges, probe respectfully to
encourage deeper reflection and understanding and suggest alternative approaches
where appropriate. Please respect each other’s boundaries and do not go beyond
what each is comfortable to disclose. This is intended to be mentoring and not
psychotherapy!
7. As you progress through the