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MGMT20125 – Leadership and Governance

Assessment Task Submission Guidelines

General Guidelines:

All assignments for MGMT20125 must be submitted through Moodle site. No email submissions will be accepted. All email submissions will be ignored, will not be replied to, will not be marked, and will directly result in a zero (0) score.

Failure to submit electronically will be taken as a failure to submit and therefore a zero (0)score will apply to the specific assignment.

No assignment coversheet is needed to be attached while submitting through Moodle. No marking sheet is to be attached in your submission. The marking sheet is used by the markers only.

Copy detection software (TurnitIn) is used in this course and work found in contravention of the copying and plagiarism rules will be investigated. Penalties apply in the case of proven instances of copying, plagiarism and academic dishonesty. For more details about the penalty, refer to themarking criteria for each assessment task.

Assignments are expected to have a Turnitin similarity score of less than 20%. This 20% is mainlyfor the reference list and other materials where matching is sometimes unavoidable. Highersimilarity score may significantly influence your marks for each marking criterion (see the marking sheet attached in this document) as marks are given based on original texts and appropriately referenced texts only. Reduce direct quotes for other sources wherever possible. Markers will analyse the similarity score reported by Turnitin case by case.

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Due Date: 1:00PM AEST, Tuesday of Week 10 (5-Jan-2015) ASSESSMENT

Length: 2500 words ± 10% (including all tables, figures and appendixes, but excluding title page and reference list)

Weighting: 40%

Assessment Task 2 – Report

2Reference Style: Harvard Style

Document type: MS Word document only

Objectives

This assessment item relates to course learning outcomes numbers 1, 2, 4 and 6 as stated in the course profile.

Purpose

The primary purpose of this assessment is to assist students develop skills in use of leadership principles, theories and models in the analysis of management practices in organisational issues related to communication, coaching, and conflict resolution. The assignment requires students toanalyse the current situation, identify organisational issues and suggest practical solutions. The second purpose is to give students the opportunity to further develop skills related to research, analysis,critical thinking, problem identification and academic writing.

Before starting this assessment, please read the marking criteria (at the end of this document) and referto other attachmentfor the guidelinesregarding writing academic reports.

You should always check the course website for course-specific instructions, which may be updated continuously.

Description

Assessment task 2 requires the writing of a report. The report should be designed as a management document that can be used to implement recommended changes. It should include a comprehensive analysis of the current situation using leadership theories, models and frameworks. The report should clearly explain the various options available and analyse the consequences of these. Students are expected to engage in extensive research within the academic literature relating to leadership.

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Details

The assessment item is based on the case study attached at end of this document titled “Reed Hastings – Netflix” (pp. 222-223) of the textbook: Leadership: theory, application & skilldevelopment (5th Ed.) by Lussier & Achua, South- Western Cengage Learning. You should read, and carefully analyse, the case and respond to the issues presented in, and hidden behind, the casescenario within the context of a professionally developed report. You are required to support yourarguments with appropriate theoretical discussion andreferences.

This assignment MUST be a properly constructed report. It MUST contain headings and sub-headings. The introduction should introduce the report, thesis statement (main objectives of theassignment) and include your argument. The main body of the assignment should present theevidence you have collected to support your arguments for the questions you are required toresearch. The conclusion section should restate your arguments, summarise the evidence and make a conclusion from allprevious discussions.

The assignment should contain a coherent, but necessarily restricted review of the academic literature on HRM topics in question. The literature review should be integrated into the assignment and not be a separate section. A reference list formatted in the prescribed Harvard style is compulsory. Further information regarding formatting of assignments and other information is available.

This assessment item involves researching your assigned topic to enhance your understanding of and utilisation of academic literature. Whilst you should AVOID using only textbook, the prescribed textbook for the course should be cited in regard to broad leadership principles. You will be expected to present information and evidence from, and cite, at least twelve (12) relevant peerreviewed journal articles (absolute minimum requirement). These do not include other academic references such as books, conference papers, and book chapters and so on. Although you can cite these other academic references in your report, they will not be counted as part of the 12 journal articles. It is expected that you find twelve (12) peer reviewed journal articles not listed in the course materials. The quality and number of citations will demonstrate the breadth and depth of the literature used to support your arguments. Your marker is interested in the analysis that how you havedeveloped from YOUR review of the literature and how well you use the literature to discuss the topic.

AVOID presenting a descriptive account ONLY of your readings. What is required in this assessment is a critical evaluation of the academic literature as it relates to the specific details of the case study. Your marker is also interested in the conclusions that you reach by evaluating the literatureand the case scenario.

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Tasks

Case Study: Reed Hastings – Netflix (Pages 222-223 of the textbook)

Based on the case scenario, answer the following questions in a business format . Please be

aware that there are more questions compared to your textbook. You MUST answer allquestions listed here (not those questions that are listed at bottom of case study):

1. Analyse the following questions based on the case scenario. You need to present andEVALUATE the facts and explore the hidden leadership principles behind these facts.

o How did Hastings change his use of communications in sending and receiving messages from Pure Software to Netflix?

o How did Hastings change his use of feedback from Pure Software to Netflix?

o How did Hastings change his use of coaching guidelines from Pure Software toNetflix?

o Which conflict management style did Hastings tend to use at Pure and Netflix?

o In making a deal with Epix, which conflict management style was most likely used byNetflix?

2. How would you improve Netflix’s product offerings (i.e., what things can’t you watch that youwould like to watch) or processes (i.e., how can it improve its delivery or service)?

3. Which level or levels of analysis and leadership paradigm are presented in this case, and didHastings use the management or leadership paradigm?

4. How did Hastings Big Five model of personality leadership traits change from Pure Software to Netflix?

5. Which University of Iowa leadership styles did Hastings use at Pure Software and Netflix?

6. Explain how power, organizational politics, networking, and negotiation are, or are not, discussed in the case.

MGMT20125 – Leadership and Governance | Assessment 2 – Report Marking Sheet (Marker Use Only)

Student Name: Click here to enter text. Student Number: Click here to enter text.

Note: Only one of the available marking options is to be chosen for each criterion. Please be aware that for some criteria, unequal intervals between tick marks are used to distinguish the quality of the essay. For each grade level (i.e., HD, D, Cr,P, F1, and F2), there are two (or one) tick marks only. All feedback and comments are provided in this sheet (No corrections and other comments will be made to your original assignment submitted on Moodle unless it is pointed out by the marker on this sheet). Marks shown in the gradebook are based on the 20-point not the 100-point scale. This sheet should be read in conjunction with the instruction for Assessment 1. It is expected that Turnitin similarity score is less than 20%. Higher similarity score may significantly affect your marks for each criterion as marks are given based on original texts and appropriately referenced texts only. It is suggested that you reduce direct quotes for other sources wherever possible. Markers will analyse the similarity score reported by Turnitin case by case.

Criteria 85-100% (HD) 75-84% (D) 65-74% (Cr) 50-64% (P) 30-49% (F1) 0-29% (F2) Feedback & Comments

1. (25 Marks) Knowledge & understanding

As for D, plusdemonstrates exceptional comprehension of topic.

Shows thorough andrelevant knowledge and understanding of the topic, with evidence of reading beyond the key texts.

Shows evidence of relevantand sound knowledge and understanding of the topic.

Shows relevantknowledge with basic understanding of the topic.

Signs of emergingknowledge of the topic but insufficient for progression to a Pass.

Shows inadequateknowledge of the topic to meet learning outcomes

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25 ☐ 22.5 ☐ 21 ☐ 19 ☐ 18 ☐ 16.5 ☐ 15 ☐ 13 ☐ 11 ☐ 8 ☐ 4 ☐ 0 ☐

2. (25 Marks) Evaluation & analysis

As for D, plus sophisticated analysis using ideas and principles beyond thoseintroduced in the module content.

Report shows a resourceful and imaginative analysis using ideas and principles beyond those introduced in the module content.

Shows evidence of analysis using ideas and principles introduced in the module content.

Report is largely descriptive with some discussion using ideasand principles introducedin the module content.

Generally descriptive and uncritical. Some inaccuracy in the material. Frequent unsupported facts and opinions.

Descriptive and uncritical. Some discussion irrelevant to the title

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25 ☐ 22.5 ☐ 21 ☐ 19 ☐ 18 ☐ 16.5 ☐ 15 ☐ 13 ☐ 11 ☐ 8 ☐ 4 ☐ 0 ☐

3. (10 Marks) Reading & Literature

As for D, plus fully supported by reference to relevant up to date material. 12 or morejournal articles are used.

As for Cr, plus clear evidence of wide and relevant reading. 12 or more journal articles are used.

As for P, plus well informed by reading which goes beyond the key texts covered in the course modules. 12 or more journal articles are used.

Effective use of key reading. 12 or more journal articles are used

Some use of very limited reading, although fairly superficial. 12 or more journal articles are used, but very not applied effectively.

Poor use of reading. All reports citing less than 12 journal articles fall into this category.

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10 ☐ 9 ☐ 8 ☐ 7.5 ☐ 7 ☐ 6.5 ☐ 6 ☐ 5 ☐ 4 ☐ 3 ☐ 2 ☐ 0 ☐

4. (10 Marks) Structure & format

Clear structure enriching the discussion and argument. The structure conforms to the CQU guide (e.g., no figures, tables, headings, and subheadings)

Clear structure enhancing the discussion and argument. The structure conforms to the CQU guide (e.g., no figures, tables, headings, and subheadings)

Structure is clear and supports coherent discussion and argument. The structure conforms to the CQU guide (e.g., no figures, tables, headings, and subheadings).

Structure supports the discussion and argument. The structure conformsto the CQU guide (e.g., no figures, tables, headings, and subheadings).

Structured although key issues may be omitted. Some repetition. The structure not completely conforms to the CQU guide.

Little evidence of planning thereport. Structure is not relevant to thetitle.

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10 ☐ 9 ☐ 8 ☐ 7.5 ☐ 7 ☐ 6.5 ☐ 6 ☐ 5 ☐ 4 ☐ 3 ☐ 2 ☐ 0 ☐

5. (10 Marks) Referencing

Completely accurate use of the CQU Harvard referencing style, forboth in-text citations and reference list. No errors can be found.

Accurate use of the CQU Harvard referencing style, for both in-text citations and reference list. Nearly no errors.

Largely accurate use of the CQU Harvard referencing style, for both in-text citations and reference list. Very limited errors.

Largely accurate use of the CQU Harvard referencing style, forboth in-text citations and reference list. Limited errors.

Inaccurate use of the CQU Harvard referencing style. Errors are apparent.

Poor or incorrect using of the CQU Harvard referencing style.

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10 ☐ 9 ☐ 8 ☐ 7.5 ☐ 7 ☐ 6.5 ☐ 6 ☐ 5 ☐ 4 ☐ 3 ☐ 2 ☐ 0 ☐

6. (10 Marks) Use of language

Excellent use of standard written English for academic purpose, being concise, very clear and effective. No grammar and spelling errors.

Report displays an excellent use of standard written English for academic purpose. No grammar and spelling errors.

Report displays a very good standard written English with all statements clearly expressed. Nearly no grammar and spelling errors.

Use of a good standard written English with few, if any, grammatical or spelling errors. Writtenin an appropriate academic style.

Care needs to be taken with elements of grammar, spelling, and sentence construction.

Poor standard of written English. Inappropriate register.

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10 ☐ 9 ☐ 8 ☐ 7.5 ☐ 7 ☐ 6.5 ☐ 6 ☐ 5 ☐ 4 ☐ 3 ☐ 2 ☐ 0 ☐7. (10 Marks)RelevantLength

Total length is between2250-2750 words. All highly relevant.

Total length is between2250-2750 words. All relevant.

Total length is between2250-2750 words. Considerably relevant.

Total length is between2250-2750 words. Largely relevant.

Total length is between2250-2750 words. Insufficiently relevant.

Length is NOTbetween 2250-2750 words.

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10 ☐ 9 ☐ 8 ☐ 7.5 ☐ 7 ☐ 6.5 ☐ 6 ☐ 5 ☐ 4 ☐ 3 ☐ 0 ☐8. Late submission – 5.0 × (Choose an item.) Days = – ( Click here to enter text. ) Marks (5% of the total marks for a calendar day)

No comments for this item.

Total Marks = Sum of all marks for the above 8 items(Note: Marks for Item 8 are minors)

Click here to enter text./100 Additional comments:(if any)

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EXHIBIT 6.3 Coaching Guidelines

1. Develop a supportive working relationship.2. Give praise and recognition.3. Avoid blame and embarrassment.4. Focus on the behaviour, not the person.5. Have employees assess their own performance.6. Give specific and descriptive feedback.7. Give coaching feedback.8. Provide modelling and training.9. Make feedback timely, but flexible.10. Don’t criticize.