Assessment Task 2: Leadership Reflection Word limit: 2,000 words Weighting/Value: 30% Due date: Week 9 Details of task: Discuss your major observations about leadership studied during the semester. This exercise should be written in the first person (i.e I did, I learned, I will). Take your leadership definition from Week 1 and discuss how your ideas have changed or been reinforced over the semester. • What is your definition of leadership now? • What have you learned about leadership through this subject that is of benefit to you and/or your organisation? • What implications do your studies of leadership have for you in the future? • What more do you need to learn or do? • How will you develop your own leadership knowledge and skills? • Where are your developmental opportunities? • How will you improve where improvement is needed? Do not merely summarise each week's readings. Instead, explain how the readings, class activities, discussions, films, and your observations have helped you understand and apply leadership concepts to your work or life experiences and/or goals, and where you will go from here to learn more and become a better leader. Presentation requirements: Although you need to write in the first person, this is an academic essay and should be referenced in the normal manner. Your submission is an academic piece of writing that should relate the theory to situations in the case study, for example apply the ideas and knowledge discussed in the coursework to the practical situation at hand in the case study. Resubmission of assignments There is no resubmission of assignments in this course. Assignment submission Off Campus Students Plagiarism: Plagiarism is the presentation of the expressed thought or work of another person as though it is one's own without properly acknowledging that person. Students must not allow other students to copy their work and must take care to safeguard against this happening. In cases of copying, normally all students involved will be penalised equally; an exception will be if the student can demonstrate the work is their own and they took reasonable care to safeguard against copying. Plagiarism is a serious offence. Please refer to the following documents: • Statute 6.1: Student Discipline • Regulation 6.1: Student Discipline • Regulation 6.1.1: Plagiarism Adopted Reference Style: APA Australian MLA Chicago Other (please specify) Readings: Leadership: Nature or Nurture? Bryman, A. (1996) Leadership in organizations, in Handbook of Organization Studies, London: Sage, pp.276-292. Cawthon, D.L. (1996). Leadership: The great man theory revisited. Business Horizons, 39(3), 1-4. Conger, J.A. (1991). Inspiring others: The language of leadership. Academy of Management Executive, 5(1), 31-45. Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), November- December, 92-102. Kirkpatrick, S.A. and Locke, E.A. (1991). Leadership: do traits matter? Academy of Management Executive, 5(2), 48-60. Leadership: Values and Ethics Brown, M.E. and Trevino, L.K. (2006) Ethical leadership: A review and future directions. Leadership Quarterly, 17, 596-616. Ralston, D.A., Holt, D.H., Terpstra, R.H. and Yu, K.C. (1997). The impact of national culture and economic ideology on managerial work values: A study of the United States, Russia, Japan, and China. Journal of International Business Studies, First Quarter, 177-207. Resick, C.J., Martin, G.S., Keating, M.A., Dickson, M.W., Kwan, H.K. & Peng. C. (2011). What Ethical Leadership Means to me: Asian, American and European Perspectives. Journal of Business Ethics. 101: 435-457. Sarros, J.C. and Santora, J.C. (2001). Leaders and values: A cross-cultural study. Leadership and Organization Development Journal, 22(5), 243-248. Trevino, L.K., Hartman, L.P. and Brown, M. (2000). Moral person and moral manager: how executives develop a reputation for ethical leadership. California Management Review, 42(4), 128-142. Leadership and Gender Ayman, R. and Korabik,K. (2010). Leadership: Why Gender and Culture Matter. American Psychologist, 65(3), 157-170. Burke, S., and Collins, K.M. (2001). Gender differences in leadership styles and management skills. Women in Management Review, 16(5), 244-256. Lyness, K.S. and Schrader, C.A. (2006). Moving ahead or just moving?: An examination of gender differences in senior corporate management appointments. Group and Organization Management, 31(6), 641-676. Ragins, B.R., Townsend, B. and Mattis, M. (1998). Gender gap in the executive suite: CEOs and female executives report on breaking the glass ceiling. Academy of Management Executive, 12(1), 28-42. Sczesny, S. Bosak, J. Neff, D, and Schyns B. (2004) Gender Stereotypes and the Attribution of Leadership Traits: A cross-cultural comparison. Sex Roles, 51(11/12), 631-645. Still, L.V. (2006). Where are the women in leadership in Australia? Women in Management Review,20(3), 180-194. Leadership and Organizational Culture Baumgartner, R.J. (2009) Organizational culture and leadership: Preconditions for the development of a sustainable corporation. Sustainable Development,17(2), 102-113. Prati, L.M., McMillan-Capehart, A. and Karriker, Joy.H. (2009) Affecting organizational identity: A manager's influence. Journal of Leadership and Organizational Studies. 15, 404-415. Australian and international approaches to leadership Ashkanasy, N.M., Trevor-Roberts, E., and Earnshaw, L. (2002). The Anglo cluster: Legacy of the British Empire. Journal of World Business, 37, 28-39. Dorfman, P.W., Howell, J.P., Shozo, H., Lee, J.K., Tate, U., and Bautista, A. (1997). Leadership in Western and Asian countries: Commonalities and differences in effective leadership processes across cultures. Leadership Quarterly, 8(3), 233-274. House, R., Javidan, M., Hanges, P. and Dorfman, P. (2002). Understanding cultures and implicit leadership theories around the globe: an introduction to project GLOBE. Journal of World Business, 37, 3-10. Javidan, M., House, R.J., Dorfman, P.W., Hanges, P.J., and Sully de Luque, M. (2006) Conceptualizing and measuring cultures and their consequences: a comparative review of GLOBE's and Hofstede's approaches. Journal of International Business Studies. 37(6) 897-917. Wood, E., Whiteley, A. and Zhang, S. (2002). The cross model of guanxi usage in Chinese leadership. The Journal of Management Development, 21(3/4), 263-284. Leadership Development Day, D.V. (2000). Leadership development: A review in context. Leadership Quarterly, 11, 581-613. Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), November- December, 92-102. McCall, M. (2010). Recasting Leadership Development. Industrial and Organizational Psychology 3, pp.3-19. Quatro, S, A., Waldman, D.A. and Galvin, B.M. (2007). Developing holistic leaders: Four domains for leadership development and practice. Human Resource Management Review.,17, 427-441. Riggio, R. E. and Lee, J. (2007). Emotional and interpersonal competencies and leader development. Human Resource Management Review. 17, 418-426 : Sequence: The lecturer reserves the right to modify, adapt or change this schedule to suit the progress of the class. You should therefore use it as a guide only. There may be guest lectures into the class and this may impact on the topics. Week GUIDE 1 Introductions Overview of the course; What is leadership? Why should we focus on leadership 2 Classical Schools of Thought 3 Leadership: definitions and models 4 Nature or Nurture 5 Values and Ethics 6 Leadership and organisational culture 7 Leadership and gender 8 Positive leadership concepts 9 International approaches to leadership 10 Leadership development 11 & 12 Public and not-for-profit leadership Leadership Trends Marking Guide - Assessment Task 1 - Essay Student Names: Student Number Assessment Criteria HD 80- 100% D 70- 79% C 60- 69% P 50- 59% MF 40- 49% F 0- 39% Mark Demonstrated understanding of the Leadership topic • demonstrated understanding of the necessary concepts/theories Quality and completeness of the analysis and discussion • interpreted the instruction/question appropriately. • the introduction is appropriate to the type and format of response and clearly outlines the focus. • the body of the response is well structured, with coherent and logical development of key ideas in appropriate sections/paragraphs. • the conclusion is appropriate to type and format of the response, successfully summarising the key ideas/issues/findings Ability to analyse leadership in different organizational context • demonstrated the ability to analyse critical incidents • demonstrated ability to apply HRM solutions Written expression & correct presentation (format, completed and signed cover page, word count, line spacing, spell check etc.), and clarity of expression • the writing style is appropriate to the task. • the writing is fluent, exhibiting grammatically correct sentences that are appropriately punctuated. • there are no spelling or typing errors and due regard is given to rules of capitalisation and abbreviation, etc. • key ideas from the literature are effectively paraphrased and cited, and direct quotes are appropriately incorporated • the response conforms to the appropriate style guide advice and the requirements of the specified format (font, margins etc) Evidence of appropriate reading & research (academic and other relevant journals, text and reference books), Use of in- text reference, completion of a full reference list using APA style. • used sufficient and appropriate material from relevant and credible sources to effectively support the key points • in-text citations and direct quotes follow referencing guide rules • reference list and/or bibliography appropriately compiled TOTAL MARKS OBTAINED Comments: Marking Guide – Assessment Task No 2 - Reflective Journal Student Name: Student Number Marking Criteria Very Poor Poor Satisfactory Good Very Good MARK (REFLECTION ( /80) • Identification of key ideas/issues • Capacity to reflect on own personal development • Capacity to consider how learning can, or has impacted their leadership style in the community, family, and organisations in the future • Ability to reference learning to reading material • Demonstration of how learning has occurred over the 12 weeks in class ie how it has evolved over time STRUCTURE and EXPRESSION ( /20) • Introduction and Conclusion • Writing style is appropriate to the task. • Writing is fluent, exhibiting grammatically correct sentences that are appropriately punctuated. • There are no spelling or typing errors and due regard is given to rules of capitalisation and abbreviation, etc. Total possible marks – 30% /100 Marking Guide – Assessment Task No 3 – Case Study Student Name: Student Number: Marking Criteria Very Poor Poor Satisfactory Good Very good MARK/ GRADE INSTRUCTIONS TO MARKERS: CONTENT (50 Marks) The student has: • interpreted the instruction/question appropriately. • clearly addressed the topic with appropriate elaboration of relevant sub-topics, appropriately weighted and within the prescribed word count. • demonstrated an understanding of the necessary concepts/perspective/theories. • used sufficient and appropriate material from relevant and credible sources to effectively support the key points. • followed any instructions on the number and type of references to be used. • demonstrated the ability to critically reflect upon key ideas/issues/findings. INSTRUCTIONS TO MARKERS: The report STRUCTURE/ORGANISATION (15 Marks) The essay needs to have a clear structure consisting of an introduction, body and conclusion. Paragraphs are to be well constructed to enhance articulation of the argument). • the introduction is appropriate to the type and format of response and clearly outlines the focus. • the body of the response is well structured, with coherent and logical development of key ideas in appropriate sections/paragraphs. • each section/paragraph has a clear focus and line of thought. • the conclusion is appropriate to type and format of the response, successfully summarising the key ideas/issues/findings. Course Description (Higher Education) INSTRUCTIONS TO MARKERS: WRITTEN EXPRESSION (15 Marks) • the writing style is appropriate to the task. • the writing is fluent, exhibiting grammatically correct sentences that are appropriately punctuated. • there are no spelling or typing errors and due regard is given to rules of capitalisation and abbreviation, etc. • key ideas from the literature are effectively paraphrased and cited, and direct quotes are appropriately incorporated. INSTRUCTIONS TO MARKERS: PRESENTATION (10 Marks) • the response conforms to the appropriate style guide advice and the requirements of the specified format (font, margins etc) INSTRUCTIONS TO MARKERS: REFERENCING (10 Marks) The APA referencing style is to be adopted. • in-text citations and direct quotes follow referencing guide rules. • reference list and/or bibliography appropriately compiled. Total available marks 40% Total mark/grade obtained