Format: Professional Presentation and Executive Summary

Length: 15-20 minutes each

Weight: 30 marks in total

15 marks will be allocated to the group for the Executive Summary

15 marks will be allocated to each student for their individual presentation.

Task: The facilitator will nominate a specific task or analysis. The presentation will provide an opportunity for groups to examine leadership practice using accepted leadership models and perspectives and assess the impact on followers.

Students are to prepare a presentation addressing specific aspect of leadership practice. Students must upload their presentation which consists of the PowerPoint slides, an executive summary of approximately 1000 +/-10% words and a reference list to the Moodle site by the due date.

Students will be allocated into groups during the introductory session. The size and composition of groups will be determined by the class facilitator.

This is a pass-fail activity, and students must be in a group; students cannot undertake this task individually.

Submit your assessment via the Moodle site. Late submissions incur a penalty of 5% per day.

·       Quality of research – Demonstrate a thorough knowledge of relevant concepts/materials through use of a minimum of 12 academic quality sources (including a minimum of five relevant peer-reviewed academic journal articles).

·       Application of theory – Ability to incorporate relevant key leadership terms, theories, models, and concepts.

·       Findings and recommendations - Ability to present key findings and recommendations in a business presentation to expected professional standards.

·       Presentation structure - Concise and structured presentation with introduction, main presentation and conclusion.

·       Delivery – Ability to effectively use audio visuals and verbal communication delivered within the time allocation.

·       Teamwork - Ability to work in a collaborative and effective manner as a team.

As post-graduate students you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered:

1. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice", and

2. Students must demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”.

Each Masters unit has a number of required readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF. To demonstrate the ability to engage in appropriate research, students should read and utilize these texts and journals and publications. As post-graduate students you are expected to research beyond this minimum standard through additional texts, journals and studies to demonstrate an ability to engage in independent research.  Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full list of references must be submitted as part of the assessment. 

Marking Criteria

• Overview of two leaders’ behaviors 60%
• Demonstrated Research and Referencing 30%
• Ability to present information, analysis and key findings 10%

A detailed rubric is available in the Assessment Folder on the Unit Moodle Site which provides further information regarding this assessment.

Format: Individual Report

Length: 1800-2000 words +/-10%. Excluding the coversheet, table of contents and references.

Weight: 40%

Task: This Assessment is an exploration of "Leadership competencies" examined in this unit. Students must select ONE competency that they wish to develop.  (Note - Assessment 3 is a self-analysis and reflection using the same competency as selected in Assessment 2.)

• Power and Influence
• Visibility/Credibility
• Positive Outlook/Proactivity

1.     Summarize the conceptual knowledge that typifies leaders who have developed the competency you have selected.

2.     Reference the key authors associated with the input-based competency movement such as Goleman, McKee, Hielregal, Salovey and Mayer, Boyatzis etc.

3.     Describe the behaviours that leaders who have developed this competency exhibit.   This is an important aspect of the report.

4.     Identify two recent articles that present evidence that your chosen competency leads to superior performance. 

·       Clear definition and overview of the chosen leadership competencies, using the key authors such as Goleman, Boyatizis, Pedler, etc

·       A concise summary of the conceptual knowledge of the chosen competency.

·       A discussion of the behaviours exhibited by leaders who have developed this competency.

·       Identification of at least two (2) sources of evidence that leaders with this competency are more effective or demonstrate superior performance.

·       Breadth and quality of research, using a minimum of 12-16 scholarly academic sources.

·       Correctly using the APA in text referencing system to cite academic sources.

·       Formatting requirements- Times New Roman/ Arial, line spacing 1.5, size 12. 

As post-graduate students you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered:

1. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice", and

2. Students must demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”.

Each topic in this unit has a number of required weekly readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF. In order to demonstrate the ability to engage in appropriate research, students should read and utilize these texts and journals and publications, and as post-graduate students, indicate a willingness to research beyond this minimum standard through additional texts, journals and studies that demonstrate an ability to engage in independent research.

Marking Criteria

• Leadership Competency Analysis 60%
• Demonstrated Research and Referencing 30%
• Report Presentation 10%

A detailed rubric is available in the Assessment Folder on the Unit Moodle Site which provides further information regarding this assessment.

Format: Professional written essay – as it is a reflective essay it must be written in first person.

Length: 2000 +/- 10% words. Excluding reference list. 

Weight: 30%

Task: The purpose of this assessment is to increase your self-awareness by analyzing and reflecting on your level of leadership capability. There are several analytical components to this assessment that include a self-analysis reflection and the development of a personal developmental plan.

      I.         Describe a recent work-related incident that involves the specific leadership competency you identified in Assessment Two. Describe specific behaviours, actions, and attitudes you displayed in the incident.

    II.         Using the conceptual and behavioural framework of this competency, identify the extent to which you demonstrated knowledge of this competency via your actions, and the extent to which you demonstrated the behavioural characteristics of leaders who have developed this competency.

  III.         Prior to commencing this assessment, complete a minimum of five (5) diagnostic tools, two (2) of which may be general personality type tools including the MBTI, Big 5, Quinn Management or Authentic Leadership and three (3) tools directly assessing your chosen competency.  Include the results from your diagnostic tools in the Appendix.

  IV.         Compare and contrast your actual results from the diagnostic tools and discuss what they mean regarding your preferences. This information can be used as a reflection to ascertain the key knowledge or behavioural gaps in the incident you described. You must identify a minimum of two learning needs from this behavioural and conceptual analysis. 

    V.         Map a Personal Developmental Plan:

Include a minimum of five (5) specific activities designed to address the conceptual and behavioural knowledge you require to enhance your knowledge and skills for your selected competency (e.g. readings from recognized texts or academic journals, attendance at specific workshops or training sessions organized by third parties including professional institutes, mentoring, network activities, courses from VET colleges, electives at CQU relevant to the competency, or journaling.) Include a brief outline of timelines and state the expected outcomes.

·       Inclusion and understanding of a minimum of five relevant diagnostic tools. (Results sheet only attached as appendices).

·       Demonstration of self-analysis, including reflection on diagnostic results directly linked to examples of own behaviour and relevant conceptual and behavioural competency literature.

·       Presentation of a development plan that identifies specific activities and appropriate timeframes for implementation plus the expected outcomes.

·       Breadth and quality of research, using a minimum of 12 academic sources.

·       Correctly using the APA in text referencing system to cite academic sources.

As post-graduate students you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered:

1. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice", and

2. Students must demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”.

Each topic in this unit has a number of required weekly readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF. In order to demonstrate the ability to engage in appropriate research, students should read and utilize these texts and journals and publications, and as post-graduate students, indicate a willingness to research beyond this minimum standard through additional texts, journals and studies that demonstrate an ability to engage in independent research.

Marking Criteria

• Diagnostic Tools 30%
• Reflective Essay, Analysis and Learning Contract 50%
• Demonstrated Research and Referencing 10%
• Report Presentation 10%

A detailed rubric is available in the Assessment Folder on the Unit Moodle Site which provides further information regarding this assessment.