代写152336 Leadership Practice Semester 2, 2024代做Python语言

152336

Leadership Practice

Semester 2, 2024

What is this course about?

Summary of the course

Course prescription: A critical analysis of the theory and practice of  leadership  relevant to public and private organisations and the development of ethical leadership and citizenship in a variety of socio-cultural contexts.

This course is about leadership practice and draws on theory and evidence to critically examine what that entails. It examines leadership from a number of different perspectives and invites you to engage in both  critical and reflective  thinking  about your own experiences of, and approach to, leadership.

Our aim is that you will develop a rich understanding of leadership’s many dimensions and an appreciation of the  subtleties,  paradoxes,  nuances and complexities  it entails. The  course emphasizes the centrality of ethical considerations and the development of a morally good character as part of  ‘good’  leadership; the significance of cultural values, norms  and expectations in shaping leadership; and how the contemporary context poses both challenges and opportunities that demand new approaches to leadership that do not merely rely on the exercise of formal authority.

Course student learning outcomes

Students who successfully complete this course will be able to:

1.  Develop an appropriate conceptual understanding of leadership history and emerging perspectives.

2. Identify and critically analyse approaches to leadership as they apply to the development and transformation of individuals and organisations.

3. Assess how diversity impacts on leadership processes and outcomes.

4. Critically evaluate ethical dilemmas related to leadership.

Please see the Stream site for thecourse schedule

Course role in development of programme learning goals

This course contributes to the overall learning goals for the Bachelor of Business Studies, with a particular focus on supporting the development of leadership, teamwork and communication skills; improving students understanding of and commitment to the critical importance of ethical conduct; and enhancing student’s understanding of how context and cultural differences shape individual and organisational behaviour.

How is this course assessed?

Formal Requirements to pass this course

In order to pass this course you must achieve an overall mark of no less than 50% of the total marks available.

NB. Due to the potential of unforeseen developments (recent years have seen pandemic and weather event disruption, for example), please refer to the course Stream site for updated information regarding lectures, assessments, etc. This information will be regularly updated if the situation changes.

The assessment at a glance

Assessment	Learning  Outcomes	Percentage Weighting	Due Dates
(1) Essay and (2) Reflection	1 and 2	20% (essay)     10% (reflection)	Due date option 1: feedback and grade 11.55pm Monday 2nd September Due date option 2: grade only 11.55pm Monday 9th  September
(3) Group project on diversity and leadership	2 and 3	30%	Due date option 1: feedback and grade 11.55pm Monday 30th  September Due date option 2: grade only 11.55pm Monday 7th  October
(4) Journal	1, 2, 3, and 4	40%	Grade & summary feedback only Part A due 11.55pm Monday 16th  Sept    Part B due 11.55pm Monday 21st  October

Oral confirmation checks of assessment submissions maybe used within the course, from time to time, for verification purposes. This will involve a conversation between the student and the instructor (in person or online) to discuss the student’s assignment submission.     These conversations are usually 5-10 minutes long.

Please note that for Assignment 1-3 only there are options in regards to your submission date:

•    Due date option 1 = feedback and grade provided. All assignments received up to and on due date 1 will be graded AND receive individual feedback that explains the grade awarded.

•    Due date option 2 = grade only provided. All assignments received after due date 1 and on or by due date 2 will be graded only, with no feedback provided.

•   There is no grade penalty for submission by due date two as this will be accepted as submission on time.

•   Assignments submitted after due date 2 will incur a grade penalty. Where there is an approved extension beyond due date two and its terms are met, this will betaken into consideration when awarding the grade for that work.

•   All students who submit an assignment, irrespective of when, will receive the overall class level feedback for that assignment.

The weighting allocated to each assignment is set out in the table above. When marking, each assignment will be given a raw score out of 100. To understand how this raw score contributes to your overall course mark/grade by virtue of the weighting given to each assignment, check the grade book function on Stream.

To understand the relationship between marks out of 100 and what this means in terms of letter grades (A, B, C etc) seethis pageon the Massey website. It is helpful to understand what your raw score implies in terms of letter grades, to help grasp the overall quality your assignment is seen as having, which is explained next.

General indicators of assignment quality

The following table provides a general indicator of the kinds of factors which inform how we grade your assignments. Note that each assignment has a specific marking sheet that is set out later in this document and which translates these general indicators into criteria relevant to each specific assignment.

A range quality (80% +)

Work that addresses all aspects of the topic statement and nearly all aspects of the marking sheet for that assignment to a highly accomplished level of achievement. Work of this nature will generally demonstrate:

• very thoughtful and insightful quality of content

• excellent analytic, critical and reflective thinking

• excellent depth and breadth of analysis within the confines of the word limit

• extensive use and intellectual mastery of scholarly material that is more complex in nature

• a very high professional standard in terms of quality of writing and/or quality of citation and referencing technique

• a research effort materially greater than the minimum specified

B range quality (65-79.99%)

Work that addresses all aspects of the topic statement to a good to very good level of accomplishment and most aspects of the marking sheet for that assignment to a good to very good level of accomplishment. Work of this nature will generally demonstrate:

• some thoughtful and insightful quality of content, but with scope for further development

• good/very good analytic, critical and/or reflective thinking, but with scope for further development

• good/very good depth and/or breadth of analysis within the confines of the word limit, but with scope for further development

• a reasonable intellectual grasp of some scholarly material that is complex in nature, but with scope for further development

• a tendency to rely on scholarly material that is less complex in nature

• a good/very good professional standard in terms of quality of writing and/or quality of citation and referencing technique, but with scope for further development

• a research effort that well exceeds the minimum specified

C range quality (50-64.99%)

Work that addresses most aspects the topic statement and the marking sheet for that assignment to a satisfactory level of achievement. Work of this nature will demonstrate:

• some thoughtful and insightful quality of content, but with considerable scope for further development

• some analytic, critical and reflective thinking, but with considerable scope for further development

• some depth and/or breadth of analysis within the confines of the word limit, but with considerable scope for further development

• some use and/or a basic intellectual grasp of scholarly material that is complex in nature, but with considerable scope for further development

• a tendency to rely primarily on scholarly material that is less complex in nature

• an acceptable basic standard in terms of quality of writing and/or citation and referencing technique, but with considerable scope for further development

• a research effort that meets or slightly exceeds the minimum specified

D-E range quality (0-49.99)

Work that fails to address many aspects of the topic statement and the marking sheet for that assignment to a satisfactory level of achievement. Work of this nature will demonstrate:

• an inadequate or incorrectly focused response to the topic statement and the marking sheet

• insufficient or weak analytic, critical or reflective thinking

• inadequate depth and/or breadth of analysis

• little use and/or a very basic intellectual grasp of scholarly material that is complex in nature, but with errors in understanding or application of that material

• extensive reliance on scholarly material that is rudimentary in nature or insufficient reliance on scholarly material

• a lack of cohesion in ether style. or substance

• an unacceptable standard in terms of quality of writing and/or quality of citation and referencing technique

• a research effort below the minimum specified.

Assessment 1 and 2:  Essay and reflection

Worth

20% Essay; 10% Reflection

Format

Essay (1400 words, +/-10%, excluding references and title page) PLUS Reflection (800 words, +/-10%, excluding references and title page)

Learning Outcomes

1.  Develop  an  appropriate  conceptual  understanding  of  leadership  history  and  emerging perspectives.

2. Identify and critically analyse approaches to leadership as they apply to the development and transformation of individuals and organisations.

Topic statement

Essay (20%): Select a leader who you know and have observed in person and develop an essay in which you:

•   Analyse their approach to leadership by reference to one or more theories examined in this course; AND

•    Identify their key strengths and weaknesses as a leader by reference to ideas examined in this course; AND

•    Explain how and why their leadership constitutes a good fit (or not) for their particular context by reference to ideas examined in this course; AND

•    Explain the followership response to their leadership by reference to ideas examined in this course.

AND

Reflection (10%): Address the following 4 questions in relation to yourself, drawing on ideas examined in this course as appropriate:

 

1.   What impact has the leader discussed in your essay had on you in terms of your skills and your values?

2.   Reflecting  on  your  interactions  with  this  leader,  what  do these tell you about  your approach to followership?

3.   In what ways, if at all, has your experience of dealing with this leader helped prepare you for leadership?

4.   What are the 3 key priorities for you over the next 12 months in terms of your further development as a leader?

NB: the minimum number of scholarly sources required for this assignment is 10. See further guidance on this below.

Guidance

Essay:

The essay component must address all 4 bullet points set out in the topic statement, in the order given.

The person you choose to discuss must be someone you have personally interacted with, now or in the past and who either demonstrates leadership (i.e. without having formal leadership authority) or has leadership responsibilities as part of their role. They could be a current or former: manager (either your direct boss or someone more senior); captain or coach of your sports team; family member; church leader; community group leader; iwi leader; leader of a committee or project you have been part of; local councillor or MP; teacher or principal. The key is that it needs to be someone where you have had plenty of opportunities to see for yourself   how   they   actually   approach   leadership.Importantly,   please   note   there   is   no requirement that you perceive your chosen leader as being a good leader. You can choose to write about someone you consider is a poor leader, as there are still valuable lessons that can be learned from that.

To preserve their anonymity, please give the leader you are writing about a pseudonym (a false name) and do not provide any details that could allow the marker to identify who they are. So, for example, if you are discussing a current or former manager, do not identify them or your workplace by name, just mention the industry and their role (e.g. ‘Adele’ is the store manager at the large retail chain where Iwork).

Your  essay  should  NOT  be  a  biography  of  the  life  of  your  selected  leader,  nor  a  general discussion about their personality, character, beliefs or values! Instead, the assignment requires you to home in on identifying and explaining analytically and critically those matters set out in the 4 bullet points of the topic statement.

As  part  of  this  you  can  include  brief  examples  of  what  they  said  or  did  to  illustrate  your argument. But, make sure you don’t just describe events. Instead, focus on explaining what you see as the meaning or significance of their typical patterns of behaviour in terms of what that reveals about their leadership, drawing on relevant concept or theories to inform. your analysis.

To address bullet point 1 draw on one or more theories of leadership discussed in this course to characterise your chosen leader’s approach. Remember that people’s real-life behaviours don’t usually fit neatly into theoretical models - so it will likely make for a stronger analysis if you  pick  and  mix  particular  elements  or concepts from  a range of  models  and theories  in seeking to explain their approach.

Addressing bullet point 2 will also be done more effectively if you are discerning in your analysis, weaving  in concepts or ideas from a range of theories or  models to  pinpoint your  chosen leader’s particular strengths and weaknesses.

To address  bullet  point  3, your  analysis  could  examine  in what ways your  chosen  leader’s approach does or doesn’t align with the values and cultural norms of their context, and/or the extent to which it meets follower needs and expectations and/or the extent to which they do or do not provide effective responses to topical issues of concern in the setting where they lead. Basically  this  part  of  the  essay  is  concerned  with  placing  their  leadership  in  its  context, examining how and why it is and/or isn’t good fit for the people or issues surrounding that leader, because leadership does not happen in a vacuum.

Bullet point 4 is specifically concerned with the dynamics of followership that are associated with your chosen leader. You should explicitly draw on one or more models of followership examined in this course to inform. your analysis.

To be clear: you may NOT write your essay about a famous person you’ve never personally met. There is further advice later below about the use of scholarly sources in your essay.

Reflection:

The reflective element of the assignment is an opportunity to shift the focus of your analysis onto yourself, as you work through each of the 4 questions set for this element.

Basically, the reflective element involves you stepping back to consider what lessons about yourself you can draw out of the influence your chosen leader has had on you, and then, in question 4, identifying your plan in terms of your further development as a leader. It can be very helpful and appropriate to draw on and cite scholarly ideas to help inform. your reflections. For example, in addressing questions 1, 3 and 4 you might draw on the theories of leadership that you examined when developing the essay, to now apply some of those ideas to yourself. For  question  2  you  might  draw  on  the  theories  about  followership  you  examined  when developing the essay, to now apply some of those ideas to yourself.

Marking criteria:

Your essay and reflection will be evaluated against the marking sheet set provided (see below). Ensure that you read this marking sheet carefully to understand the specific indicators we look for  when  marking  this  assignment,  as  well  as  understanding  the  general  indicators  of assessment quality explained earlier in this Course Guide.

For  more  general  advice  about  essay writing,  reflective  writing  and/or  in-text  citation  and referencing methods please refer to the OWLL site.

Paper structure

Please follow the structure, word count guidance and headings as explained below.

Title page

You  must  include  the  following  information  on  your  title  page:  paper  name  and  number; assessment number; your name; student ID; mode (Albany, Manawatu, Distance);  lecturer’s name; AND the word count of your essay and your reflection (excluding the title  page and reference list).

Essay introduction (approx. 100 words)

•   Succinctly explain what the essay is about, giving a preview of your key argument/s, and outlining how the essay is organised.

Discussion (approx. 1200 words)

In a series of paragraphs, set out your response to each of the 4 bullet points in the essay topic statement.

Provide a sub-heading to indicate the start of your response to each bullet point.

We recommend the following rough guide to word count allocation across the 4 bullet points:

•    Bullet point 1 – approximately 400 words

•    Bullet point 2 – approximately 300 words

•    Bullet point 3 – approximately 250 words

•    Bullet point 4 – approximately 250 words

Conclusion (approx. 100 words)

•    Briefly re-state the key points made in your analysis of your chosen leader

Reflection (approx. 800 words)

•    Develop your response to each of the 4 questions, in the order given.

•   Aim to write roughly 200 words in response to each question.

•    Provide a sub-heading (i.e. Question 1) to indicate the start of your response to each question.

References (not included in word count)

•    List the sources informing your essay AND your reflection in accordance with APA 7th formatting.

•    Remember that you can only reference what you have actually cited

Use of scholarly sources

The minimum expectation is that your essay and reflection combined include at least 10 scholarly sources being cited and referenced according to APA 7th  style. Note that 15% of the marks relate to your use of research and citing/referencing it appropriately, so there is a real incentive to get this right.

We recommend you draw on the course textbook, trackdown sources it refers to that you want to  use  in  your assignment,  plus  explore the  recommended  readings  provided  on  Stream  to inform. your analysis. We do not expect you to research more widely than this. By following this advice  you  will  be  well  placed  to  demonstrate  your  engagement  with  theories  and  ideas examined in the course, as the essay topic statement asks of you.  Specifically, material covered in the first 6 weeks of the course will be of most relevance to this assignment.

Support with developing your paper

Please note that we will not be able to discuss draft essays or reflections outside of workshops for equity reasons – we can’t do this with everyone. The library offers a pre-reading service(click here for the link).

You will have time during the workshops to ask questions, discuss ideas, gain feedback, and work on your assignment with our support.