MGT601_Dynamic Leadership_ Assessment 2 XXXXXXXXXXPage 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.
) 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,
uilding 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
cu
ent 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 cu
ent capabilities. This final assessment report should present
your plans for your future development as a leader.
MGT601_Dynamic Leadership_ Assessment 2 XXXXXXXXXXPage 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 cu
ent stage of your life and career. Briefly explain the
eason 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 cu
ent 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
ief 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
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.
MGT601_Dynamic Leadership_ Assessment 2 XXXXXXXXXXPage 3 of 5
Referencing:
You should include a list of specific references that you have actually used in your
eport. 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:
li
ary.laureate.net.au
esearch_skills
eferencing
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 ru
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 Attributes in the ru
ic.
http:
li
ary.laureate.net.au
esearch_skills
eferencing
MGT601_Dynamic Leadership_ Assessment XXXXXXXXXXPage 4 of 5
Learning Ru
ic: 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
eflection 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
ehaviours.
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
eceived and given with
useful interpretation and
eflection in implications
Comprehensive description
and analysis of feedback
eceived 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 XXXXXXXXXXPage 5 of 5
RESEARCH &
REFERENCING
20%
Use of core or supplied
eadings only.
Inadequate referencing.
Evidence of some relevant
eading and research
eyond the core readings.
Adequate referencing.
Evidence of substantial,
elevant, additional reading
and research.
Full referencing
Evidence of substantial,
additional reading and
esearch with application to
own development plan.
Full referencing.
Evidence of comprehensive
additional reading &
esearch with insightful
application to own
development plan.
Full and extensive
eferencing.
WRITTEN
PRESENTATION
10%
No clear logic flow or
structure.
Difficult to understand.
Basic logic flow and
structure.
Clear expression of
concepts. Mainly co
ect
grammar and spelling.
.
Clear logic flow and structure,
with table of contents,
Introduction, Body and
Conclusion.
Clear expression of concepts.
Co
ect grammar and
spelling.
Excellent logic and
structure. Accurate
Executive Summary.
Conclusion accurately
captures key leanings and
aspirations.
Clear expression of
concepts. Co
ect grammar
and spelling.
Excellent logic and
structure. Concise,
accurate Executive
Summary.
Conclusion accurately
captures deep learnings
and insights and
aspirations.
Clear expression of
concepts. Co
ect grammar
and spelling.