Format: Professional written report
This assessment aims to allow participants to explore and develop key capabilities in one of the three key leadership capabilities (competencies) addressed in the unit. There are three sections to this report:
1. A self-analysis/-reflection
2. A literature review, and
3. A conclusion that outlines an action plan for development
The assignment must focus on one of the following:
• Visibility/Credibility OR
• Power and Influence OR
During the full-day weekend workshops, diagnostic tools and mini-simulation activities will be undertaken for each topic that serve as the experiential basis for individual reflection about current leadership practice. These are compulsory activities for students enrolled in the on-campus delivery mode.
Online students are provided with alternative experiential activities.
1. Self-analysis/-reflection (800 – 1,000 words)
Students must utilise at least three (3) of the diagnostic tools undertaken during the workshops (such as the Quinn Management Questionnaire, the ESCI (Emotional Intelligence) Situational Leadership Questionnaires, and diagnostic tools specific to the chosen capability).
Students are to contrast the results of the diagnostics tests and reflect on their own practice by identifying two incidences from their recent past (i.e. last 12 months) in which the chosen capabilities were being used. Students are then to analyse the incidents to determine whether the results of the self-diagnosis are evidenced in practice.
The objective is for students are then to identify two areas or competencies for improvement that will enhance visibility/credibility OR use of power and influence OR self-confidence.
2. Literature Review (approx. 1,000 words)
Students are then to prepare a literature review about the chosen topic that defines the key terms and outlines key theories or models and application.
Students are to start with a broad overview of the topic (i.e. Visibility/Credibility, Power and Influence, or Self-confidence) and how this relates to leadership practice. Students are then to focus on the specific aspect that the self-analysis and reflection identified as requiring development. Students need to focus on this aspect defining the key competencies required and scoping aspects related to acquiring these leadership behaviours.
3. Conclusion/Action Plan (500 – 800 words)
As a conclusion, students are to develop an action plan of key events and activities that they can undertake over the next 6 months to acquire the knowledge, skills and behaviours identified as requiring development in Section 1.
This can include undertaking specific short courses, to develop skills (must be actual courses), a reading plan to acquire conceptual knowledge, maintaining of personal journals reflecting on communication interactions, etc.
This section must include actionable items with timelines and an indication of how you will measure successful completion.
Research Requirements: A minimum of 12 scholarly references are to be used that includes at least 4 peer-reviewed journal articles included as citations within the report.
Keep in mind that the academic sources (outside the textbooks) must be peer-reviewed journal articles or scholarly book chapters.
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