BUSM 4194Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and
Marking Rubric
This assessment task is aREPORT.
The RMIT College of Business requires you to use a
particular style of writing which involves both the way the report is
structured and the way that you acknowledge other people’s ideas used in your
work.
The structuring of a report is very clearly described
in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available
on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task
should be to complete thistutorial.
Investing time before you start writing will result in
a better report.
Your second step should be mastering the art of
referencing. There are many styles of referencing in use in different
disciplines and geographical locations. You are required to use the RMIT
Business Referencing System. This is available to you via the Library website,
in your course site on myRMIT and is uploaded to the assessments folder in the
BUSM 4194 course site. This is a 50 page document but reading it through will
be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the
difference between an essay (page 28 of the document) and a report (page
36).
Remember: this current assessment task is a REPORT not
anESSAY.
The critical
thinking element
We want you to be very comfortable with questioning
everything you read and hear.
Anyone can remember facts and state other people’s
views but a far more useful skill is to critically review what you read and
hear and decide for yourself how reliable, accurate, applicable, contemporary,
objective and fair it is.
In this report,your assessor will value the fact that
you are able to see both benefits and deficiencies in a particular theory. Make
sure you look through the critical thinking exercises in the course site to get
a clear understanding of critical thinking!
How many
references should I cite?
There is no right answer to this question because it
all depends on what you write in your report. Some statements you make in your report
will certainly need a reference to support them.
So, to determine how many references you need to cite,
first (as described in the report writing tutorial) draw a mind map of ideas to
go into your report and for each idea try to link it to a reference source.
How will the report
be marked?
Your lecturers have already created a marking rubric
that will be used to award you a mark out of 50 as the report comprises 50 of
the overall 100 marks available in this course.
The rubric is reproduced over the page and
will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric
is that it DEFINES what you will be marked on. If you include additional
material that is not mentioned in the rubric it will not attract any marks, if
you forget to write about something listed in the rubric, you’ll lose marks.
So the rubric is like a “contract” between
you and your lecturer.Following the rubric clearly is your best strategy for a
good result
THE
TASK
1.
Explore the Central Michigan
University competencies model
2.
Identify you current strengths
and weaknesses as a leader (or potential leader) within the context of the CMU
3.
Review the leadership theories
explored in this course and describe how they relate to you and your leadership
development (again in the context of the CMU model)
4.
Create a leadership development
plan
5.
Seek feedback on your plan from
an established leader. This leader can be anyone you know who holds a
leadership position in an organisation
6.
Describe how you have
incorporated this leader’s feedback into your plan
7.
Describe how you will achieve
the developments set out in your plan
8.
Describe how you will evaluate
whether or not you have reached the level of development set out in your plan
Due: see due date in assessment tasks folder
Submission
procedure: The report must be submitted in both
electronic and hard copy.
See the submission section in the course site
assessment tasks folder for more details
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Report Element
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Marks available
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Marks awarded
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notes
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You have included a clear description
of - and justification for - for your
leadership development plan components.
You should include:
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a
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Explanation of your contextualisation of the CMU Model
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5
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Did you utilise the whole
model or did you focus on a subset of issues within the model? Why?
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b
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Diagnosis
of your leadership strengths and
weaknesses
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5
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How did you carry out this
diagnosis? What information / journal article / other source will you cite in
your report to support the diagnostic process?
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c
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Industry-specific
issues (e.g. manufacturing industry
vs financial consulting)
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5
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Considering the industry
sector that you work in (or intend to work in) are there any issues that are
either unique or especially important?
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d
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Person-specific
issues (e.g. gender, age, culture)
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5
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Your personal
characteristics are important in shaping your leadership development. What
can you say, for example, about the impact of your gender or your age group
or your cultural background or the country / culture in which you are likely
the work?
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e
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Timeframe
for plan (multi-staged? 2 years? 5 years?)
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5
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What time frames will you
place on various aspects of your leadership development? How soon could you reasonably expect to
achieve a leadership development goal?
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f
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Plan evaluation
approach(es )
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5
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How will you know that
you’ve achieved the goals set out in your leadership development plan? What
kind(s) of data and information will inform this?
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Your plan is supported by key
theoryand practice literature. This literature hasbeen cited and formatted
according to the RMIT Business Referencing Guide
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15
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Which ideas, theoriesand
approaches in leadership have you incorporated into your plan? Which
reputable source will you “cite” when discussing these?
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There is clear evidence of
input to leadership plan from an industry leader.
What
did the leader suggest?
What
did you change as a consequence of the leader’s advice?
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5
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What did the industry
leader have to say about your draft leadership development plan? How have you
modified your draft as a consequence? (For example, if the leader you consulted
said that your timeframe to achieve your leadership gaols was unrealistically
short, did you then extend the timeframe top achieve these?)
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Total marks for this assessment task
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50
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The School of
Management Undergraduate Marking Scale
Serious Fail (NN) 0-29%
Fail (NN) 30 – 49%
Pass (PA) 50 – 59%
Credit (CR) 60 – 69%
Distinction (DI) 70 – 79%
High Distinction
(HD) 80 – 100%
Attainment Standards
for assessment Levels
Serious Fail (NN) 0 – 29%
Flawed work – showing evidence of the
following:
·
Inadequate understanding of the
subject in terms of knowledge, skills and application. Minimal reading and
inadequate planning.
·
Little understanding of
underlying principles and concepts, and no effective analysis.
·
Reflective statements provide
an incomplete or inaccurate description of the task, with no evidence of
effective collaboration with others.
·
Work failed for one or more of
the following: non-submission, academic misconduct, answering a different
question from the one asked, poor or incoherent vocabulary, no evidence of
correct scholarly referencing.
Fail (NN) 30-49%
Deficient work – showing evidence of the
following:
·
Lack of academic rigour, with
material that is incomplete or irrelevant.
·
Little evidence of knowledge of
the relevant body of knowledge to make a persuasive case.
·
Failure to review critically,
analyse, consolidate and combine knowledge and draw relevant conclusions.
·
Reflective statements provide a
basic description of the task with no insight into behaviour or learning
preferences for collaborative practice.
·
Does not demonstrate sufficient
grasp of the required scholarly standards in relation to presentation, with
errors, bad spelling or grammar, lack of organisation, insufficient arguments.
·
Improper citation of sources
and referencing of work.
·
Late submission.
Pass (PA) 50 –59%
Satisfactory work – showing evidence of
the following:
·
The subject is covered
satisfactorily but the volume of reading is insufficient for Credit.
·
Reasonable coverage of the
relevant body of knowledge but does not review critically, analyse, consolidate
with a high level of insight.
·
Factual and descriptive rather
than carefully argued and analytical style of work. Lacks evidence of
intellectual independence to adapt knowledge in diverse contexts.
·
Conclusions are limited in
scope.
·
Reflective statements provide a
nuanced insight into behaviour and learning preferences and practice in
collaboration with others.
·
English, including spelling,
grammar, vocabulary, and communication style is competent and coherent
·
Only minor lapses in referencing
and/or use of sources.
·
Work is not well organised or
structured.
Credit (CR) 60 – 69%
Good work – showing evidence of the
following:
·
Broad understanding of the
subject or area of practice and has read widely.
·
Volume of reading of sufficient
breadth and depth for a competent understanding of main issues, underlying
principles and concepts but without the comprehensiveness of higher grades.
·
Well-developed skills to
present critical arguments and competent use of theoretical and technical
knowledge with depth in some areas.
·
Displays competence in
reviewing critically, analysing, consolidating and synthesising the various
cases made within a body of knowledge.
·
Coherent arguments supported by
evidence and illustration from the work of other authorities or by direct
empirical analysis, but without the intellectual independence found in the
higher grades.
·
The work is clearly structured
and the exposition of knowledge and ideas is clear and competent.
·
Reflective statements provide a
thoughtful commentary on the task, learning and relationships with others,
ability to critically evaluate relevant theories, but without the self-
awareness and self-questioning found in higher grades.
·
Clear, coherent and interesting
presentation, with responsibility and accountability to deal with questions and
criticisms well.
·
English, including spelling,
grammar, vocabulary, and/or use of sources, and communication style is good.
·
Work is fully referenced
according to accepted scholarly standards.
Distinction (DI) 70 – 79%
Excellent work – showing evidence of the
following:
·
Demonstrates a comprehensive
knowledge of the subject.
·
Material is deployed in a
disciplined way with sophisticated comprehension of key issues
·
Demonstrated ability to
critically review, analyse, synthesise and apply theoretical and technical body
knowledge in a broad range of areas and diverse contexts.
·
Shows reasoning and creative
skills to use knowledge and awareness to exercise critical thinking and
judgement in selecting and applying methods and technologies in identifying and
solving problems with intellectual independence
·
The work is clearly structured
and convincingly supported by appropriate evidence, argument or illustration.
·
Reflective statements provide a
thoughtful commentary on the task with insights into learning and interaction.
·
Demonstrates critical
evaluation and analysis of relevant theories as a basis for independent
lifelong learning.
·
Extremely solid, thorough,
comprehensive written work, with a high level of academic integrity but without
great originality.
High Distinction (HD) 80 – 100%
Exceptional work – showing evidence of
the following:
·
Highly original or insightful
work.
·
Evidence of formulated and
sustained arguments with sophisticated analysis, inferences, synthesis of
material and identifying flaws in published work.
·
Could not be improved at this
learning
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