Assessment Task 1 Task Description Each of the competencies covered in the text includes the five steps of the ALAPA model: Assessment, Learning, Analysis, Practice & Application. The assessment in this course requires access to the textbook. For on-campus students only: • Before attending classes you are expected to the complete the 'Assessment' & 'Learning' components of the week's competencies from the textbook. • You will need to complete the 'Assessment' & 'Learning' components in readiness for 'Analysis', 'Practice' and/or 'Application' activities conducted in class. • Bring your textbook, and completed 'Assessment' activities to class with you. If you have purchased the ebook and have a portable device that you'd like to bring to class, please do . • Many of the activities below require attendance at class to complete, and some you will work on while in class. • If you miss a class or plan to miss classes, contact the course coordinator (and your lead lecturer and tutor, where applicable) via email within 7 days of the missed class. What do I submit for Assessment Task 1? Submit components 1 to 7. The word count for components 1 to 6 of Assessment Task 1 is between 2000 and 2500 words. Component 7 is not included in the word counts. 1. A copy of a professionally presented reply email (100-150 words) that you have sent to the course coordinator introducing yourself. This email should demonstrate that you have completed Module 1, Competency 1 | Understanding Self and Others | Assessment 1 - Anchors and Oars (page 35-35), and reveal your learning from completing that activity. Please note that the email will be assessed upon submission of this assignment, not on receipt of the email. 2. Core Competency | Thinking Critically | Practice - Providing Warrants (page 29). 3. At least two of the following activities (use the 'Learning' section from each competency to inform your responses). You can include more than two activities if you wish, but for the entire document (components 1 to 6), do not exceed the upper word count limit of 2500 words or fail to meet the lower limit of 2000 words). • Module 1, Competency 1 | Understanding Self & Others | Analysis - Use the Johari Window to Analyze Behavior (page 45) • Module 1, Competency 2 | Communicating Honestly and Effectively | Practice - Using Reflective Listening to Move Thoughts and Feelings to the Right-Hand Column: The Case of Stacy Brock and Terry Lord (page 56-57) • Module 1, Competency 3 | Mentoring and Developing Others | Practice - What Would You Include in the Performance Evaluation? (page 69-70) • Module 1, Competency 4 | Managing Groups & Leading Teams | Application - Team-Building Action Plan (page 87-88) • Module 1, Competency 5 | Managing and Encouraging Constructive Conflict | Application - Managing Your Own Conflict (page 102-103) 4. At least two of the following activities (use the 'Learning' section from each competency to inform your responses). You can include more than two activities if you wish, but for the entire document (components 1 to 6), do not exceed the upper word count limit of 2500 words or fail to meet the lower limit of 2000 words). • Module 2, Competency 1 | Organizing Information Flows | Application - Directing Your Own Data and Information Traffic (page 118-119) • Module 2, Competency 2 | Working and Managing Across Functions | Analysis - Errors in the Design (page 126-127) • Module 2, Competency 3 | Planning and Coordinating Projects | Practice - The Job Fair (page 143) • Module 2, Competency 4 | Measuring and Monitoring Performance and Quality | Practice - Developing Education Performance Metrics (page 152-153) • Module 2, Competency 5 | Encouraging and Enabling Compliance | Practice - Moving Compliance Outside the Workforce (page 164-165) 5. Two 'super' sentences, following the formats shown. You must cite the textbook, at least two journal articles provided through the course Moodle site in weeks 1-6, and at least one other peer-reviewed journal article acquired through the CQUniversity library DiscoverIt search engine. Replace the [placeholders] in square brackets below with your words. Follow correct referencing, and include a reference list. Your 'super sentences' should discuss a management issue, unlike the examples shown. • 'Super' sentence 1: While [Author] ([date]) claims that [?], [Author] ([date]) disagrees, suggesting that [?]. Example: While Abell (2014) claims that Cookies'n'Cream KFC Krusher's are the best, Pratt (2016) disagrees, suggesting that the Golden Gaytime variety is superior. • 'Super' sentence 2: [?] ([Author, date; Author, date]), despite some alternative opinion from [Author] ([date]) who holds that [?]. Example: MGMT11109 is widely regarded as the best course students do in the Bachelor of Business at CQUniversity (Abell, 2015; Lin, 2016), despite some alternative opinion from Hume (2016) who holds that all of the courses are brilliant. 6. A self-evaluation (100-150 words) of your assessment item, answering the following questions: • What are the strengths of your assessment item? • How could your assessment item be improved? • What comments do you think the marker will make about your assessment item? • How would you score your assessment item, based on the criteria? 7. Competing Values Competency Questionnaire + Competing Values Practices & Leadership Instruments (these are not included in your word count, but must be submitted). Assessment Criteria High Distinction Demonstrates imagination, originality or flair, based on proficiency; work is interesting or surprisingly exciting, challenging, well read or scholarly. Distinction Demonstrates awareness and understanding of deeper and less obvious aspects, such as ability to identify and debate critical issues or problems, ability to solve non-routine problems, ability to adapt and apply ideas to new situations, and ability to invent and evaluate new ideas. Credit Demonstrates ability to use and apply fundamental concepts and skills, going beyond mere replication of content knowledge or skill to show understanding of key ideas, awareness of their relevance, some use of analytical skills, and some originality or insight. Pass Demonstrates the criteria, such as knowledge of fundamental concepts and performance of basic skills; demonstrates sufficient quality of performance to be considered satisfactory or adequate or competent or capable in relation to the criteria. Fail Fails to demonstrate the criteria. Demonstrate an understanding of basic concepts, principles and theories of management and how they have evolved. Explain the four basic management functions of planning, organising, leading and controlling and how they should be implemented. Discuss how external environmental factors can impact on managerial and organisational processes and priorities. Identify and explain contemporary management challenges. Demonstrate intellectual nurturing through analysis, problem solving, critical thinking, cross cultural competence, ethical practice, research skills, skill in communication, information literacy and information technology & completing a comprehensive, compelling and convincing self evaluation.