MGT367 - Leadership Issues

Charles Sturt University Subject OutlineMGT367 201430 SM I-31 January 2014-Version 1 Page of 1 41

MGT367 - Leadership IssuesSession 1 2014Faculty of BusinessSchool of Management and MarketingCSU Study Centre MelbourneInternal ModeSubject Coordinator Laura Andreoli van Schijndel

Subject OverviewWelcome to a new session of study at Charles Sturt University. This subject outline is accessiblethrough mobile devices from .http://m.csu.edu.au

We can all lead in different situations: it is not just the responsibility of people in official 'leader'positions. This subject will prepare students for leadership roles by focusing on this broad perspective.Leadership will be examined within a context of constant change. Specific issues identified as centralto effective leadership including a diverse and equitable workplace, leading and managing change,ethical practices and organisational learning will be addressed. Leadership capabilities and how thesecan be developed will be presented accompanied by case studies. Students will be expected to developand justify their own position on leadership through synthesis and critical reflection.

Your subject coordinatorLaura Andreoli van Schijndel

Teaching staffLecturer Name: Dr Belinda Fridey

Lecturer Email: (mailto:[email protected])[email protected]

Academic biographyWith a background in e-Music value chains, IT/IS optimisation, and creative web design, Dr. Frideyhas been involved in teaching since 2004, contributing to tertiary teaching efforts in a number ofsubjects including Business on the Internet, Business & Computer Ethics, IT for Business, Services &Relationship Marketing, and e-Business / Web Design. In 2007, she completed her PhD entitled Phenomenological Investigation of the e-Value Chains fromAustralian Music Stakeholders at Deakin University. Her PhD focused on analysing the perceptionsof value chain intermediaries within an Australian music industry context in order to assess theirinvolvement, and the use of online distribution in adding or depleting the value of a music product.This study provided additional insight into the Australian music industry whose supply chain has beenaffected by disintermediation, and the globalisation of music markets via increased online musicdownload availability. She has also completed a First Class Honours thesis entitled "Investigating theFactors Influencing the Perception of Creativity in Web Design", for the Bachelor of InformationTechnology (Honours) Degree at Deakin University. Dr Frideys current research interests include: Music e-Commerce, eMusic - Technology anddiffusion, e-Marketing of Creative Products, Mobile and Ubiquitous Computing, RequirementsEngineering (RE), Digital Rights Management (DRM), Electronic Commerce, Information SystemsResearch Methods, Creativity in Web Design, Issues of Web Design Accessibility and Usability,Knowledge and Value Transfer, and Supply Chain Management (SCM) Practices. Beyond an IS scope, other research interests include: Phenomenology Perception Axiology (Value) Business Ethics


Australian Music Industry Creative Teaching and Learning Aside from lecturing and research, she enjoys scuba diving, international travel, singing/song writingand playing guitar.

Subject author(s)Zelma Bone

Learning outcomesOn successful completion of this subject, students will* be able to demonstrate an understanding of the chaotic nature of organisations and the widerenvironment, and the ambiguities and paradoxes this creates; * be able to demonstrate an understanding of the work of the manager and leader within this context,with particular reference to change; * be able to demonstrate an understanding of the movement from mechanistic to holistic managementand leadership structures; * be able to demonstrate an understanding of current leadership issues; * synthesise a position in relation to the issues covered; * be able to demonstrate an understanding of the interface between management and leadership; * be able to demonstrate an understanding of the complexities involved in holistic leadership; * be able to demonstrate an understanding of leadership potential and identify an appropriatedevelopment program; * be able to synthesise a position in relation to their approach to leadership.

AttendanceAttendance is required in all scheduled lectures and tutorials.

Contact ProceduresAcademic enquiriesAny questions concerning the teaching of this subject can be made by contacting your subjectcoordinator.

Subject Coordinator Laura Andreoli van Schijndel Email [email protected] Phone 00000 Fax To be advised. Campus Other Building/Room number To be advised.

Consultation proceduresThe Subject Coordinator will be available for student consultation. The most effective way to contactthe Subject Coordinator is via email or through subject forums. The Subject Coordinator also will beavailable at certain times for phone or face to face consultation and will inform you of their times atthe start of session.

The Faculty of Business is committed to staff engaging with their students and students receivingadequate support so that they have the best possible chance of succeeding in their studies. Therefore,students who are not completing assignments or sitting for tests or who are not engaging with thesubject may be contacted by the subject coordinator to discuss their circumstances.

Minimum standards of consultationAccording to the Academic Communication with Students Policy, section 4.1 Minimum Requirements( ), when a student directly contacts ahttp://www.csu.edu.au/acad_sec/academic-manual/docs/p8.pdf


teaching staff member for information, advice and/or support (except in online teaching spaces) theteaching staff member will respond to the request within 3 working days. Section 4.5 Use of OnlineDiscussion and Communication Technologies states that for each subject, the Subject Coordinator willbe expected to set up and/or activate an appropriate asynchronous communication technology andrespond at least once a week to student messages that request information and advice.

The Academic Communication with Higher Degree by Research (HDR) Candidates Policy ( ) states that a Communication Plan, ahttp://csu.edu.au/acad_sec/academic-manual/docs/n2.pdf

documented agreement between a HDR candidate and his/her supervisory team that establishescommon understandings and expectations of how and when communication will occur during thecandidature will be developed. The Plan should then be reviewed regularly throughout candidature.

Contact proceduresEmail is the best option. Please send a brief message regarding the issue. Include your phone numberso a staff member can contact you via phone if that is more appropriate. When sending emails, please

. This will avoidstate the subject code and your name and ID number in the email title/subjectyour email being treated as SPAM.

Subject DeliveryClass/tutorial times and locationClass Time: Wednesday 12:30pm - 3:30pm

Room: : It is essential that you keep checking the notice boards for the latest class information. Thetimetable may change due to unavoidable circumstances, and it is important to monitor the timetablenotice boards regularly

Learning, teaching and support strategiesThe study guide and/or subject materials for this subject have been written specifically to guide youthrough the sections (and questions) of the prescribed textbook relevant to each topic.

You should check the Interact Site at least weekly for postings, announcements, lecture informationand other resources that will assist your studies or additional information and resources vital to yoursuccess in the subject.Studying at university does not mean studying alone. Take advantage of collective wisdom and postyour questions to the subject forum.Use the subject schedule to plan your studies over the session.Information on effective time management is available on the CSU Learning Skills website via thefollowing link: student.csu.edu.au

Visit the Learning Skills website for advice about assignment preparation, academic reading and notetaking, referencing, effective time management and preparing for exams at: student.csu.edu.au(http://student.csu.edu.au/)

You can also contact an adviser through Student Central on the following number: 1800 275 278 (or +61 2 6933 7507 from outside Australia).

Trigger to identify disengaged students

At the end of Week 3 of session the lecturer will look at the forum to make sure that all students areworking on the first assessment item. Students who have not registered a response on the forum maybe contacted so that we can offer further assistance.

This is not for the purpose of checking up on you but to give assistance to students who may be having


difficulties with their studies for personal or study reasons or who may be having technical difficulties.Feel free to contact the lecturer earlier if you have any issues or concerns that are affecting your study.

Library servicesYou can find on the Library Services web site full details of how we can help you find books, articles,Australian and international databases, full-text newspapers and journals, electronic referencecollections as well as links to other libraries and their catalogues:The Library website provides access to print and online material, such as books, reports, journals,articles, dissertations, newspapers, and other reference tools. You will also find guides and assistanceto help you use the Library's resources.http://www.csu.edu.au/division/library/

You can find Library Services on both the CSU website and the SGA library catalogue websiteincluding access to a wide range of electronic books, electronic journals, as well as textbooks availablefor loan in the Melbourne campus library. You can also access reports, journals, articles, dissertations,full text newspapers, and online reference resources (eg. ABS statistics, Australian standards,encyclopaedias, dictionaries), as well as links to other libraries and their catalogues:

All CSU students can access RMIT and other University Libraries for free through the LibrariesAustralia Scheme. Ask at the desk for a brochure.The SGA library catalogue is at the link http://unilinc20.unilinc.edu.au/F?RN=897831490

http://www.csu.edu.au/division/library/ - CSU Library Services catalogue including online tutorialsand video tutorials in research skills, finding articles for assignments, APA referencing and otherstyles, topic analysis, Endnote referencing program and many other online library services to help yousuccessfully complete your assignments for all CSU courses.

http://trove.nla.gov.au/ - Powerful search engine from National Library of Australia to access manydifferent online resources on any subject from one search.

Interlibrary Loans are also available to all students from the network of CSU libraries as well asrenewing and extending loans. All CSU students by showing their CSU student card can access RMIT,and other library for freeContact Details for renewing loans, locating books and other information:

SGA Melbourne Library:Marian Lees Director, Library ServicesPh: (03) 9935 7921Email: [email protected]

Library HelpAnswers to your frequently asked questions about Library services and resources are available at:http://www.csu.edu.au/division/library/how-to/faq/

Academic learning skills assistanceVisit the learning skills website for advice about assignment preparation, academic reading andnote-taking, referencing, and preparing for exams at:http://www.csu.edu.au/division/studserv/learning You may also contact your Study Support Coordinator,Sofia AlbertEmail: [email protected]: (03) 9935 7919 Room: Small Seminar Room (Library, Level 2)

Queries regarding the content of this subject should be directed to your subject lecturer.


Student WorkloadCSU Academic Senate policy states that a standard 8 point subject should require you to spend a totalof 140-160 hours engaged in the learning and teaching activities. This means an average of 10 to 12hours each week. This subject complies with this policy.

ScheduleSession

Week

Week

Commencing

Modules Reading and notes

1 3 March THE CONCEPT OFLEADERSHIP

Introduction. The natureand importance ofleadership. Assessment

Text: Chapter 1 The nature and importance ofleadership

Outline of assessment. Current affairs.

2 10 March Traits, motives andcharacteristics of leaders Text: Chapter 2

Assessment 1: Online question 1 DUE DATE 14MARCH

Labour Day Public Holiday, Monday 10 March2014

3 17 March Charismatic andtransformationalleadership; Contingencyand situational leadership

Text: Chapters 3 & 5

Assessment 1: Online question 2 DUE DATE 21 MARCH

4 24 March LEADERSHIP ISSUES

Introduction to thelearning contract

What issues are makingthe headlines?

Learning contract and contract proposal

Assessment 1: Online question 3 DUE DATE 28MARCH

5 31 March LEADERSHIP ISSUE 1:The environment andculture of organisations

Writing the learningcontract proposal

Text: Chapter 13

Assessment 2a Learning Contract Proposal DUEDATE 4 APRIL

mid-termbreak

5 April - 20April

MID SESSION BREAK Good Friday Public Holiday, Friday 18 April2014

6 21 April LEADERSHIP ISSUE 2: Text: Chapters 6 & 7


Session

Week

Week

Commencing

Modules Reading and notes

Ethics and socialresponsibility

Writing a literature review

Easter Monday Public Holiday, Monday 21April 2014

&

Anzac Day Public Holiday, Friday 25 April 2014

7 28 April Ethics and socialresponsibility

Text: Chapters 6 & 7

8 5 May Ethics and socialresponsibility

Assessment 2b Section 1 of Learning ContractDUE DATE 9 MAY

9 12 May LEADERSHIP ISSUE 3:Workplace Diversity

Text: Chapters 4, 14, 15

10 19 May Workplace Diversity Text: Chapters 4, 14, 15

11 26 May Workplace Diversity Text: Chapters 4, 14, 15

12 2 June Putting the learningcontract together

Assessment 2c Final Learning Contract ReportDUE DATE 6 JUNE

ExaminationPeriod

9 June - 20June

Examination period - noexam in this subject

Queen's Birthday Public Holiday, Monday 9June 2014

Residential schoolThere is no residential school for this subject.

Text and Learning MaterialsPrescribed text(s)Dubrin, A.J. (2012). 7th ed) Mason, OH,Leadership. Research Findings, Practice, and Skills ( . USA: South-Western Cengage Learning.

ISBN: 9781133435228

To purchase the textbook from the Co-op Bookshop:

Go to: http://www.coop.com.au/bookshop/action/DataSubjSelectEnter your institution and study mode (i.e. CSU-Bathurst; CSU-Wagga; Distance Education;or CSU-Alb/ )WodPurchase online or from the store location listed

Assessment InformationIntroduction to assessmentThe focus of this subject is on current issues that face leaders and managers in the workplace. Thuscurrent affairs (issues we see reported in the media) are important. There are two assessment items buteach of these has staged submissions in order for students to maximise their learning opportunities andgain feedback as they progress.


The first assessment requires the student to post responses to questions, in small groups, onlinethrough the subject Interact site and then provide a summary for one of those questions. Full detailswill be provided on the Interact site.

The second assessment is the . Again, there are staged submissions.Learning Contract ReportFirstly, students will choose the leadership issue on which to concentrate and then submit a Learning

. Secondly, students will carry out a small research project, following the Contract Proposal Learning, on this issue. Stage 1 will be submitted and feedback given on progress.Contract Guidelines

Further action is carried out and the final will be submitted. Part of theLearning Contract Reportaction phase of the Learning Contract will be to keep a media file of the leadership issue that is beingresearched.

Pass RequirementsStudents must achieve a mark of at least 50% over all in order to pass this subject.

GradesFinal grades for this subject are awarded by the Business Faculty Assessment Committee inaccordance with the University's Assessment Regulations. (See current Academic Regulations viahttp://www.csu.edu.au/acad_sec/academic-manual/docs/g1.pdf). Grading Scale Your final grade for the subject as a whole will be based on the grading scale outlined in the CSUAssessment Regulations. HD High Distinction 85% - 100% An outstanding level of achievement in relation to the assessment process. DI Distinction 75% - 84% A high level of achievement in relation to the assessment process. CR Credit 65% - 74% A better than satisfactory level of achievement in relation to the assessment process. PS Pass 50% - 64% A satisfactory level of achievement in relation to the assessment process. FL Fail 0 - 49% An unsatisfactory level of achievement. The percentages specified above should be viewed only as guidelines for the award of final grades. The Faculty has an obligation to ensure that grades are equitable across different cohorts of the samesubject offering and will undertake appropriate moderation processes to ensure that grades areawarded consistently in accordance with the Universitys Moderation Policy. For further information please consult the Academic Regulations of the Academic Manualhttp://www.csu.edu.au/acad_sec/academic-manual/gcontm.htm

Some further explanation of how these grading criteria are applied in this subjectFinal grades for this subject are awarded by the Business Faculty Assessment Committee inaccordance with the University's Assessment Regulations. (see current Academic Regulations via

(http://www.csu.edu.au)).www.csu.edu.au

FAIL

< 30 F Failure - poor learning. Irrelevant or incorrect. Gross plagiarism, or no response at all.

< 50 Substantive failurealthough a substantial attempt, clearly inadequate performance for thelevel of the course and the unit, as indicated in the Unit Information and other relevant Collegematerials. Failure to achieve a near pass due to, for example, an apparent misunderstanding of part orall of the assignment instructions, while performance in other aspects in adequate. There may begrounds for a re-submission here. Understood a few basic aspects, heavy reliance on retelling withminimal transformation. Transformation refers to the ability to apply learning or knowledge. Forexample, making links between theory and practice.


PASS

Understanding of several aspects but they are unintegrated - little evidence of transformation ofsources or conceptualising beyond the given.

Greater than 50 but-

< 55 Minimal. A sparse collection of relevant aspects, which at least shows that the student has a basicgrasp of what is involved, but these are not developed; likely to include some retelling of text, lecture,and other prescribed source material, with some but little transformation.

< 60 Adequate. Most relevant aspects addressed in one way or another; some evidence of goingbeyond set sources but with only a little transformation or application to new areas. Good coverage,but unoriginal.

< 64 Very well. A common very good P is the encyclopaedic response which is highly descriptive butin a sophisticated way. If the question is generally phrased this is acceptable. If the question isspecifically phrased for higher order thinking, this would not be acceptable.

CREDIT

Parts cohere to make an appropriate whole showing integration and transformation.


< 65 Minimal. The question is answered appropriately but the case is minimally argued, so that not allthe relevant data are used.

< 70 Adequate. Question is well answered - a good argument is presented, the literature isappropriately covered, selectivity and judgement in what is important, and what is less important isdemonstrated, language use is appropriate

< 75 Very well. All of the above, only better, but not going beyond the given.

DISTINCTION/HIGH DISTINCTION

High level of abstract thinking, originality (in applications and/or conclusion), elegance and/orgeneralisation to new contexts, reflectivity (including generalising from personal experience which hasbeen sharply perceived). Quite clearly expressed with conventions used correctly, and with evidenceof wide reading. Implications substantially addressed where relevant. Connections are made withlearning elsewhere, particularly in context of the courses integrating themes.


< 75 Minimal. May be an abstract idea of good potential, but not worked through or not backed up byadequate reading; an original project that didnt quite come off. < 80 Adequate. All or most of the grade characteristics, carried through well.

< 85 Very well. The best possible performance imaginable. Excellence demonstrated at both thepractitioner and academic levels expected. Superior performance to that of the excellence expected forthe unit and level will attract a higher mark.

Assessment RequirementsAssessment at CSU is criterion-referenced and standards-based where students' work is assessed


against stated criteria that reflect the expected learning outcomes of the course and subject. Subjectsthat use a satisfactory/unsatisfactory grading scale will have this clearly identified within the SubjectOutline.

For further information please consult the Academic Regulations of the Academic Manual http://www.csu.edu.au/acad_sec/academic-manual/gcontm.htm

PresentationThe following points are a general guide for presenting assessment items.

Assessment items should be typedUse 1.5 spacingUse a wide left margin. Markers need space to be able to include their comments.Use a standard 12pt font such as Times New Roman, Calibri or ArialLeft- justify body textInclude a separate title page with your name, student number, subject code, assessmentnumber and assessment question. Include class time and tutors name if applicable.Number your pages (except the cover page)Use a header or footer with your name and student number on each pageAlways keep a copy of your assessments. Both a hard copy and an electronic copy.Most importantly, always use your spelling and grammar checker, but remember that thisdoes not pick up all errors. You must still manually and carefully edit your work.

[Source: adapted from Division of Student Services (2007). Charles Sturt University.Essay writing.Retrieved 14/12/07 from: http://www.csu.edu.au/division/studserv/learning/essay/essay_present.htm ]

Can I use headings and subheadings?Yes! Headings break up blocks of text making them easier to read while also acting as navigationaltools for the reader. Use a logical hierarchy of headings and subheadings to improve accessibility andaid the readers understanding. Use typeface, size, style and alignment to show different levels ofimportance and detail. Bolding and underlining is overkill.

Can I use graphics? Yes! Graphics such as tables, graphs, process charts, and photographs ensure easy access of importantinformation. Think of yourself as a document designer.

PlagiarismCharles Sturt University expects that the work of its students and staff will uphold the values ofacademic honesty and integrity. The Guide to Avoiding Plagiarism is located at:

. This is an important resource that will help you understandhttp://student.csu.edu.au/study/plagiarismthese values and apply them in practice. You should familiarise yourself with these requirements andensure that all assessments submitted by you are your own work, have not been submitted elsewhereand comply with the University's requirements for academic integrity.

The University has purchased Turnitin software. This software has two functions, a pre-emptiveeducation function which students may use to check their own work prior to submission, and aplagiarism detection function which academics may use to check the students work for impropercitation or potential plagiarism. Use by students is optional and is not a prerequisite for submission.

You are encouraged to check your work for originality prior to submission. You can register withTurnitin to create a Student Account under the CSU Turnitin Licence at

. Further information on how to use Turnitin is providedhttp://www.turnitin.com/login_page.aspwithin the Guide to Avoiding Plagiarism: .http://student.csu.edu.au/study/plagiarism/checking

ExtensionsIn order to ensure that students who hand their assignments in on time are not disadvantaged, and toenable the lecturer to comply with the requirement to return assignments to the class within 21 days,


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the following rules about extensions will be strictly enforced:

Extensions be granted for online tests, as these have to be done within a specific timecannotframe, after which the answers are released to the class automatically.

Computer problems (such as the speed of your computer and the time it may take you toupload assignments onto EASTS) and normal work-related pressures and familycommitments do not constitute sufficient reasons for the granting of extensions.

If it becomes obvious that you are not going to be able to submit an assignment on timebecause of an unavoidable problem, you must submit your request for an extension to theSubject Coordinator in writing (email or post) to the due date.priorRequests for extensions will not be granted on or after the due date so you must make surethat any extension is requested prior to the day on which the assignment is due.

You are expected to do all you can to meet assignment deadlines. Work and family relatedpressures do not normally constitute sufficient reasons for the granting of extensions orincomplete grades.

If you apply for an extension, you may be asked to email your lecturer on what you havedone so far on the assignment.

You must be able to provide (such as a certificate from a doctor ordocumentary evidencecounsellor) justifying the need for an extension as soon as practicable - but please note that ifthe circumstances giving rise to the request for an extension arise on a day when you cannotget documentary evidence, you must still apply for the extension andbefore the due datesubmit the documentary evidence afterwards.

Given the tight deadlines involved in returning assignments to students and putting feedbackon Interact, the maximum extension granted generally will be seven (7) days from the

. due date

Assignments received more than 10 days after the due date or extension date will not bemarked unless the staff member decides otherwise. Items received late will be penalised at10% of the mark available for the assessment item per day it is late (see below).

Note that for purposes of measuring lateness, the 'day' begins just after 00.00 hrs AEST - soan assignment received after midnight of the due date will be penalised 10% for lateness.This rule will be applied to all students uniformly.

Online SubmissionAssignments should be submitted through TurnItIn as well as hard copy. TurnItIn password details forthis subject will be given by your lecturer. TurnItIn does not accept Excel files.Assignments must be submitted by Turnitin and are due by midnight (AEST) of the date specified.

Postal SubmissionUnder normal circumstances postal submissions will not be accepted for any of the assessmentsrequired.

Hand Delivered SubmissionIt is recommended that your name and your student number be included in the header or footer ofevery page of any assignment.

Charles Sturt University has a centralised assignment receipt centre located at reception. Allassignments should be accompanied by a completed assignment cover sheet. Level 3, Reception onlyaccepts assignments up to 5pm each week day.


You will have the assignment receipt handed to you stamped and signed; this must be kept as proof ofsubmission.

Faxed / Emailed AssignmentsFaxed or emailed assessment tasks will not be accepted under normal circumstances.

Penalties for Late SubmissionThe Faculty of Business has determined that the penalty for the late submission of an assessment task(without obtaining the Subject Coordinator's approval for an extension) will be:

, of the maximum marks allocated for the assessment10% deduction per day, including weekendstask, i.e. 1 day late 10% deduction, or 2 days late 20% deduction.

An example of the calculation would be:

Maximum marks allocated = 20 Penalty for one day late = 2 marks (so, a score of 18/20 becomes 16/20 and a score of 12/20 becomes10/20).

If an assignment is due on a Friday but is not submitted until the following Tuesday, then the penaltywill be four days (40% deduction or 8 marks in the example above).

Submissions more than 10 days late will be acknowledged as received but will not be marked.

ResubmissionUnder normal circumstances resubmission of assessment items will not be accepted for any of theassessments required in this subject.

Assignment ReturnYou should normally expect your marked assignment to be returned to you within three weeks of thedue date, if your assignment was submitted on time. If an assignment is submitted on time but notreturned by the return date, you should make enquiries in the first instance to the subject lecturer. Ifthe subject lecturer is not available, contact Level 3, Reception.

FeedbackAssessment items 1 and 2 are submitted in stages in order to provide formative feedback to studentson their progress.

Sample exam paperThe is no examination in this subject.

Assessment ItemsItem number Title Type Value Due date* Return date**

1 The Concept of Leadership Assignment 30% Variable Variable

2a Learning Contract (a) - Proposal Assignment 10% 04-Apr-2014 25-Apr-2014

2b Learning Contract (b) Report Section I Assignment 20% 09-May-2014 30-May-2014

2c Learning Contract (c): Final Report Assignment 40% 06-Jun-2014 27-Jun-2014

* due date is the last date for assessment items to be received at the University ** applies only to assessment items submitted by the due date


Assessment item 1The Concept of Leadership

Value: 30% Due date: Variable

Return date: - Length: 1,500 words

Submission method optionsAlternative submission method

Task

This is an online task. Students will be placed in small groups. Each student must post a responseto the three questions given. Students are encouraged to comment on other postings.

The task comprises a discussion where you will respond to at least three questions. The questions willbe posted online on the MGT367 Interact site.

Rationale

This assessment will help you to understand the concept of leadership and the role of leaders. It willalso assist your learning by interacting with other students.

The assessment addresses the following learning outcomes:

be able to demonstrate an understanding of the chaotic nature of organisations and the widerenvironment, and the ambiguities and paradoxes this creates;be able to demonstrate an understanding of the work of the manager and leader within thiscontext, with particular reference to changebe able to demonstrate an understanding of the movement from mechanistic to holisticmanagement and leadership structures

Marking criteria

Demonstration of an understanding of the concept of leadership and how leadership skillsare developed

Ability to provide evidence from your readings and your experiences to support your statements

Ability to synthesise ideas generated by your reading or in discussions

Timely postings of your responses

See next page for a more detailed explanation of the marking criteria.


MGT367 Assessment 1 The Concept of Leadership Marking Rubric Criteria Excellent (HD) Very Good (DI) Good (CR) Satisfactory (PS) Unsatisfactory (FL) Mark

AwardedThe concept of

leadership -explanation

Explanation of theconcept of leadershipand how leadershipskills are developedthrough explanations

of theoreticalconcepts developedfrom readings and

your ownexperiences

Concepts of leadership andleadership skills are explained

clearly and concisely.Explanations are supported bytheoretical concepts acquired

through a broad range ofreadings and your ownexperiences to build an

original position on how theseconcepts are developed.

Concepts of leadershipand leadership skills are

explained clearly.Explanations are

supported by theoreticalconcepts acquired through

a range of readings andyour own experiences to

demonstrate someoriginality on how theseconcepts are developed.

Concepts of leadershipand leadership skills areexplained but perhapsyou need to be clearerand/or more concise.

Explanations aresupported by sometheoretical conceptsacquired through alimited number of

readings and your ownexperiences.

Concepts of leadership andleadership skills are

explained but perhaps youneed to be clearer and/or

more concise.Explanations may not be

well supported bytheoretical concepts and/or

your own experiences.

Concepts of leadership andleadership skills are notsufficiently explained.Explanations are not

supported by theoreticalconcepts and/or your own

experiences.

/60The concept of

leadership -synthesis

Synthesis of theconcept of leadershipand how leadershipskills are developedthrough explanations

of theoreticalconcepts developedfrom readings, otherresponses and yourown experiences

Ideas and concepts ofleadership are synthesisedthrough a broad range of

readings, other responses andyour own experiences build

an original position.

Ideas and concepts ofleadership are synthesised

through a range ofreadings, other responsesand your own experiencesbuild an original position.

Ideas and concepts ofleadership are

synthesised through arange of readings, otherresponses or your own

experiences but perhapsyou could work to builda more original position.

Some evidence that ideasand/or concepts of

leadership are comparedand/or contrasted.

No evidence that ideas and/orconcepts of leadership are

compared and/or contrasted.

/20Knowledge ofcurrent affairs

Reference to topicalevents and persons in

the media that arerelated to leadership

Reference to topical eventsand persons in the media that

are related to leadership ishighly relevant to the task and

demonstrates a strongunderstanding of deeper

issues.

Reference to topicalevents and persons in themedia that are related toleadership is relevant to

the task and demonstratessome understanding of

deeper issues.

Reference to topicalevents and persons in themedia that are related toleadership is evident and

demonstrates someawareness of leadership

of issues.

Reference to topical eventsand persons in the media

that are related to leadershipis evident.

Reference to topical eventsand persons in the media thatare related to leadership is not

evident.

/20Total for response

as %

/100

(weighted)Totalmarks for each part

/10


Criteria Excellent (HD) Very Good (DI) Good (CR) Satisfactory (PS) Unsatisfactory (FL) MarkAwarded

of the assessment (3questions = 3 x 10%

= 30%)


Requirements

Timely postings of your responses.

Assessment item 2aLearning Contract (a) - Proposal

Value: 10% Due date: 04-Apr-2014

Return date: 25-Apr-2014 Length: 4 pages


Task***ASSESSMENT TO BE SUBMITTED VIA TURNITIN. FOR INSTRUCTIONS SEE INTERACTRESOURCES/ASSESSMENT INFORMATION***

Learning Contract (a) - Proposal

This requires you to submit a learning contract proposal that will form the basis of your learningcontract report. This must be prepared and submitted in the first couple of weeks of semester.For detailed information on how to develop and present the proposal see Learning Contract Guide/Part A: Developing your learning contract proposal provided in Assessment 2(c).Your topic must come from one of the following three areas:

The environmental context of management 1. Ethics and social responsibility2. Managing diversity/ Workplace diversity3.

This proposal is graded (10%). It needs to be approved by your Subject Coordinator.

How this assessment relates to other assessmentsProbably the term learning contract is new to you. Dont worry! It is explained in detail in thefollowing pages.

What is a learning contract?A learning contract has two parts:1. The Learning Contract Proposal (Assessment 2a), is a brief written document outlining:

What will be learned Why have chosen the particular goal How the learning will take place What will be produced as evidence How the learning will be assessed When dates for beginning and completing

2. The Learning Contract Report (Assessments 2b & 2c), asks you to present a report on your learning. The Learning Contract Report is made up of two sections:

Section I: This will contain the introduction, literature review, reflections on the literature,methodology, and reference list (NB When completing the Final Report this reference listmoves from Section 1 and goes to the end of the Final report).Section II: This will contain your learning in action, analysis and evaluation of the outcomes,reference list and reflections of your learning.

A learning contract is about learning through action. It means you can learn about something which isrelevant to your needs now - within a specific subject area.


1. 2. 3. 4. 5. 6.

7.

Your role

As the person undertaking the contract you need to:

complete the contract proposal on the Learning Contract Form (Assessment 2a)send a copy to the Subject Coordinator by the due datehave it finally approved by your Subject Coordinatorundertake your contractrecord results and reflect on your progressprepare Section I of your contract report and send as a draft to your Subject Coordinator(Assessment 2b)prepare and present a final report on your achievements to your Subject Coordinator at theend of the contracting period (Assessment 2c)

Weeks when proposals and reports are due are shown in the Assessment Items table and in the StudySchedule. Check these now.You will have noticed that you need to prepare your proposal for the learning contract very early in thesemester. This ensures you will have eight weeks or so to work on the action phase of your contract.The report on the contract is due at the end of the semester.Weeks when proposals and reports are due are shown earlier under Due Dates and in the StudySchedule. Check these now.You will have noticed that you need to prepare your proposal for the learning contract very early in thesemester. This ensures you will have eight weeks or so to work on the action phase of your contract.The report on the contract is due at the end of the semester.

Rationale

This assessment allows you to choose a leadership issue that is of interest and relevance to you toenable you to be more effective in your current role or in a future career role.

This assessment addresses the following learning outcomes:

be able to demonstrate an understanding of current leadership issues;be able synthesise a position in relation to the issues covered

Marking criteria

Assessment 2(a) Clear statement of learning goal Justification of learning goal Initial action plan outlining how goal is to be achieved

More detailed explanation of criteria and standards may found on the marking rubric on the followingpage.


MGT367 Assessment 2a Learning Contract Proposal Marking RubricCriteria Excellent (HD) Very Good (DI) Good (CR) Satisfactory (PS) Unsatisfactory (FL) Mark

AwardedLearning goalThe goal shouldbespecific,measureable,time-related, andachievableThe goal shoulddevelop from ananalysis of thestudents learningneeds.

A specific learning goal isidentified that is relevant to acurrent leadership issue Itlooks achievable in the timeframe of the teaching sessionand the students ability.The selection shows strongevidence that the student hasdiagnosed his/her learningneeds.

A specific learning goal isidentified that is relevantto a current leadershipissue It looks achievablein the time frame of theteaching session and thestudents ability.The selection shows someevidence that the studenthas diagnosed his/herlearning needs.

A learning goal isidentified that is relevantto a current leadershipissue. It looks achievable inthe time frame of theteaching session and thestudents ability.Analysis of learningneeds could be lacking.

A learning goal is identifiedthat is relevant to a currentleadership issue. It mayneed to be more specificand/or more easilyachievable in the timeframe.Little indication that therehas been an analysis oflearning needs.

The learning goal isunsatisfactory on one or morethe characteristics of effectivegoals: specificity, timelimited, and achievability.Very little or no analysis oflearning needs.

/30JustificationThe learning goal isjustified in relationto one of the threeleadership issuesSome preliminarysynthesis of aposition in relation tothe issue is evident

The learning goal is welljustified indicating a clearunderstanding of how itrelates to the leadership issue.Some preliminary synthesis ofa position in relation to theissue is evident.

The learning goal isjustified indicating how itrelates to the leadershipissue.Some preliminarysynthesis of a position inrelation to the issue isevident.

The learning goal isjustified indicating howit relates to theleadership issue.A position in relation tothe issue is not yetevident.

The learning goal is relatedto the leadership issue butperhaps not with clearjustification stated.A position in relation to theissue is not yet evident.

No clear reason is given forthe selection of the learninggoal or the connectionsbetween the learning goal anda leadership issue is unclear.

/30Action planMajor steps aredescribedCollection of mediafile needs to beincluded

The major steps of the actionplan are set out in a detailedway indicating timelines andmeasures of achievement.

The major steps of theaction plan are set outindicating timelines andmeasures of achievement.

The major steps of theaction plan are set out.Timelines and measuresof achievement mayneed to be more specific.

Most steps of the actionplan are set out but moredetail is needed.Timelines and measures ofachievement may bemissing or need to be morespecific.

The action plan is unworkableor has important informationmissing.

/20Referencing- Research/ readingcited

Referencing is completelyaccurate.

Referencing isconsistently accurate.

Referencing is mainlyaccurate

Referencing containedmajor errors (e.g. pagenumbers missing fromdirect quotes, failure toinclude a citations source inreference list) and/ or a

Referencing is absent ordemonstrates little effort tocomply with APA format/ nocitations only a reference list)/unsystematic/



minimal number of sourcesused and/or a few may notbe specific to the topic

/10* Presentation ofPaper- Quality of writtencommunication- Quality ofpresentation

Fluent writing styleappropriate to the style ofpaper. Grammar and spellingaccurate. Very considerate tothe reader.

Presentation followsguidelines ie 1.5 spacing,page numbers, easy to readfont. Reference list onseparate page.

Language fluent, fewerrors in grammar,spelling and syntax.Mainly considerate of thereader.

Presentation followsguidelines.

Language mainly fluentGrammar and spellingmainly accurate. Needsmore considerationgiven to the needs ofthe reader.

Presentation mainlyfollowsguidelines. Some minorissues.

Meaning apparent butlanguage not always fluent,grammar and/or spellingcontain errors. Minimalconsideration given to thereader.

Presentation mostly followsguidelines.

Meaning unclear and/orgrammar and/or spellingcontain frequent errors. Noconsideration given to theneeds of the reader.

Poor presentation eg singlespacing, no paragraphs.

/10

Total for Paper as%

/100

(weighted)Totalmarks for theassessment

/20


Presentation

Use the Learning Contract Proposal pro forma given in Assessment 2(c)

Assessment item 2bLearning Contract (b) Report Section I

Value: 20% Due date: 09-May-2014

Return date: 30-May-2014 Length: 11 pages approx


Task***SUBMIT YOUR ASSESSMENT VIA TURNITIN. FOR INSTRUCTIONS SEE INTERACTRESOURCES/ASSESSMENT INFORMATION***

Assignment 2(b)Learning Contract: Report Section I

This assignment consists of Section I of your Learning Contract Report submitted as a draft forfeedback and guidance from the markers. It comprises the introduction, literature review, reflectionson the literature, and methodology parts of your final report.

One step of your methodology must be to collect, and analyse, media (newspaper, TV, radio) reportsof stories/examples related to your learning contract topic. For example, if you choose ethics then youwould collect reports on ethical conduct and ethical issues in businesses and organizations.

See Part C Writing Up Your Learning Contract Final Report (at the end of Assessment 2c) fordetails on how to set out and what to include.

Also check Interact resources/Assessment Information for Guide for writing a literature review andGuide for interviews

This report is graded (20%). You need to be given general approval from your marker beforeproceeding further with your contract. Rationale

This assessment allows you to choose a leadership issue that is of interest and relevance to you toenable you to be more effective in your current role or in a future career role.

This assessment addresses the following learning outcomes:

be able to demonstrate an understanding of current leadership issues;be able to synthesise a position in relation to the issues covered;be able to demonstrate an understanding of the interface between management andleadership;be able to demonstrate an understanding of the complexities involved in holistic leadership

Marking criteria

Assessment 2(b)


Evidence of reading from a variety of relevant and recent sources; Identifying and synthesising the main themes and ideas emerging from your readings; A good understanding of the literature in the area you are researching; Reflections on your readings need to show what you have learned in relation to your contract goal; Two to four clear strategies that will help you move towards your learning goal; and In-text referencing and reference list in line with APA style of referencing.

More detailed explanation of the marking criteria and standards may be found in the marking rubric onthe following page.


MGT367 Assessment 2a Learning Contract Proposal Marking RubricCriteria Excellent (HD) Very Good (DI) Good (CR) Satisfactory (PS) Unsatisfactory (FL) Mark

AwardedLearning goalThe goal shouldbespecific,measureable,time-related, andachievableThe goal shoulddevelop from ananalysis of thestudents learningneeds.

A specific learning goal isidentified that is relevant to acurrent leadership issue Itlooks achievable in the timeframe of the teaching sessionand the students ability.The selection shows strongevidence that the student hasdiagnosed his/her learningneeds.

A specific learning goal isidentified that is relevantto a current leadershipissue It looks achievablein the time frame of theteaching session and thestudents ability.The selection shows someevidence that the studenthas diagnosed his/herlearning needs.

A learning goal isidentified that is relevantto a current leadershipissue. It looks achievable inthe time frame of theteaching session and thestudents ability.Analysis of learningneeds could be lacking.

A learning goal is identifiedthat is relevant to a currentleadership issue. It mayneed to be more specificand/or more easilyachievable in the timeframe.Little indication that therehas been an analysis oflearning needs.

The learning goal isunsatisfactory on one or morethe characteristics of effectivegoals: specificity, timelimited, and achievability.Very little or no analysis oflearning needs.

/30JustificationThe learning goal isjustified in relationto one of the threeleadership issuesSome preliminarysynthesis of aposition in relation tothe issue is evident

The learning goal is welljustified indicating a clearunderstanding of how itrelates to the leadership issue.Some preliminary synthesis ofa position in relation to theissue is evident.

The learning goal isjustified indicating how itrelates to the leadershipissue.Some preliminarysynthesis of a position inrelation to the issue isevident.

The learning goal isjustified indicating howit relates to theleadership issue.A position in relation tothe issue is not yetevident.

The learning goal is relatedto the leadership issue butperhaps not with clearjustification stated.A position in relation to theissue is not yet evident.

No clear reason is given forthe selection of the learninggoal or the connectionsbetween the learning goal anda leadership issue is unclear.

/30Action planMajor steps aredescribedCollection of mediafile needs to beincluded

The major steps of the actionplan are set out in a detailedway indicating timelines andmeasures of achievement.

The major steps of theaction plan are set outindicating timelines andmeasures of achievement.

The major steps of theaction plan are set out.Timelines and measuresof achievement mayneed to be more specific.

Most steps of the actionplan are set out but moredetail is needed.Timelines and measures ofachievement may bemissing or need to be morespecific.

The action plan is unworkableor has important informationmissing.

/20Referencing- Research/ readingcited

Referencing is completelyaccurate.

Referencing isconsistently accurate.

Referencing is mainlyaccurate

Referencing containedmajor errors (e.g. pagenumbers missing fromdirect quotes, failure toinclude a citations source inreference list) and/ or a

Referencing is absent ordemonstrates little effort tocomply with APA format/ nocitations only a reference list)/unsystematic/



minimal number of sourcesused and/or a few may notbe specific to the topic

/10* Presentation ofPaper- Quality of writtencommunication- Quality ofpresentation

Fluent writing styleappropriate to the style ofpaper. Grammar and spellingaccurate. Very considerate tothe reader.

Presentation followsguidelines ie 1.5 spacing,page numbers, easy to readfont. Reference list onseparate page.

Language fluent, fewerrors in grammar,spelling and syntax.Mainly considerate of thereader.

Presentation followsguidelines.

Language mainly fluentGrammar and spellingmainly accurate. Needsmore considerationgiven to the needs ofthe reader.

Presentation mainlyfollowsguidelines. Some minorissues.

Meaning apparent butlanguage not always fluent,grammar and/or spellingcontain errors. Minimalconsideration given to thereader.

Presentation mostly followsguidelines.

Meaning unclear and/orgrammar and/or spellingcontain frequent errors. Noconsideration given to theneeds of the reader.

Poor presentation eg singlespacing, no paragraphs.

/10

Total for Paper as%

/100

(weighted)Totalmarks for theassessment

/20


Assessment item 2cLearning Contract (c): Final Report

Value: 40% Due date: 06-Jun-2014

Return date: 27-Jun-2014 Length: 22 pages approx


Task

***SUBMIT YOUR ASSESSMENT VIA TURNITIN. FOR INSTRUCTIONS SEE INTERACTRESOURCES/ASSESSMENT INFORMATION***

Assessment 2(c) consists of your final contract report, Sections I and II (although submitted as onefinal report). This report will be graded.

The Learning Contract Report (Assessments 2b & 2c), asks you to present a report on your learning.The Learning Contract Report is made up of two sections:

Section I: This will contain the introduction, literature review, reflections on the literature,methodology, and reference list (NB When completing the Final Report this reference listmoves from Section 1 and goes to the end of the Final report).Section II: This will contain your learning in action, analysis and evaluation of the outcomes,reference list and reflections of your learning.

You have completed Section I and will now complete the report by including Section II. In the following sections you will find:

Learning contract guide (Parts A, B & C)

Learning contract proposal form [with sample content]

Learning contract proposal form


LEARNING CONTRACT GUIDE[This guide has been adapted with permission from material prepared by the Faculty of Business,

Royal Melbourne Institute of Technology, Melbourne.]This guide is designed to help individual participants with learning contract processes.Make sure that you study this guide very carefully before you develop each contract.

IntroductionThis guide is divided into three parts which correspond to what you need to do in the contractingprocess.

Read all three parts before you develop your Contract proposal.

(Assessment 2a) Part ADeveloping Your Learning Contract ProposalThis provides trigger questions to assist in the framing of contracts. Part BUndertaking Your Contract (Assessment 2b)This gives some ideas for undertaking your contract. Part CWriting Up Your Contract Report (Assessments 2c)

This provides a framework and trigger questions to assist in reporting on contract completion.The trigger questions are suggested guides to stimulate both reflection and reality testing at all stagesof the process.

Part A: Guide to developing your Learning Contract ProposalBefore you start preparing your Contract Proposal, read Parts A, B and C. These will provide you withan overview of what is required for the whole of your contract.You are asked to identify your specific learning goal related to the topics in Leadership Issues andprepare your learning contract proposal. Once the proposal is completed, it needs to be accepted byyour subject coordinator.

Choosing your learning goal.Your topic must come from one of the following three areas:

The environmental context of management1. Ethics and social responsibility2. Managing diversity3.

Diagnosing your learning needsThe purpose of diagnosis is to identify the things you need or want to know about (knowledge) and/orthings you need to be able to do (application) to enable you to be more effective in your current role orin a future career role. Diagnosis yields your learning needs within the area of study you have chosen.There are a number of ways to diagnose your learning needs. A few suggestions are:

Skim through the reading material and decide where you want to focus your contract. Talk to your lecturer, subordinates, peers and experts in the field etc. Ask them what they think

you need to know more about or to be able to do in order to improve your effectiveness in your currentor future roles.

Put the same question to yourself. Whats happening in your current situation? What problems or opportunities are you facing? What could you learn, within the subject matter you have chosen, toincrease your effectiveness in this situation?

Discuss ideas with your subject coordinator. Explore reference material in areas which you have tentatively identified as learning needs or

areas you want to explore further.Your investigations will reveal a number of personal strengths and weaknesses or areas of specificinterest. Out of these you will be able to identify several relevant and useful learning needs.Diagnosis is a critical first step. You need to undertake this step thoroughly. The preliminary diagnosissection of your learning contract describes this process.

Completing the Learning Contract Proposal


Having established your learning need(s) (see previous two pages), you are now ready to begindeveloping a contract proposal. The purpose of a contract proposal is to set out in terms that can bereadily understood by others exactly what you intend to learn, why you want to learn it, how you willlearn, and how you will be able to demonstrate your learning achievements to yourself and others.In completing your contract proposal, make sure that:

you are very specific you dont try to do too much in the contracting period.

The Learning Contract Proposal should set out the following headings: 1. Specific learning goal 2. Preliminary diagnosis 3. Action plan 4. Measures of achievement 5. Contract proposal acceptance

Trigger questions and instructions are provided below to help you complete the learning contractproposal, which you can either write on the forms provided towards the end of this Subject Outline, ortransfer the headings on the form to your computer. The numbers shown beside the headingscorrespond to those on the Learning Contract form.NB: Included at the end of this guide is a sample of a completed contract proposals. You might like tofollow these in conjunction with this guide. (Blank forms for your proposal are at the back of thissubject outline.)

1. Specific learning goalHere you must focus on a specific learning goal from the learning needs you identified earlier. Alearning goal is a detailed, specific statement about a desired result which is related directly to theachievement of a stated goal.Developing a learning goal is quite difficult. We usually tend to take on too much - we becomemotivated and excited about achieving something and often underestimate considerably the time wemight need to achieve it. The challenge is to make your goal interesting and achievable. Think verycarefully about what you can achieve realistically - in the eight or so weeks before your contract reportis due.An effective learning goal must:

tell exactly what is to be learned indicate by when the learning will be achieved represent new learning which is relevant to a problem you face at work and/or relevant to your

professional development needs be drawn from the diagnostic data be measurable. The objective must allow you to demonstrate movement from an existing level

of knowledge and ability to a higher level.Here are some examples of specific learning goals.

By July I will have investigated how gender issues affect the roles of women and men in my local rural community, and identified some strategies to increase gender equity in the community.

By July I will have investigated Model II leadership in current workplaces and assessed my skills as a Model II leader, and developed, implemented and evaluated some strategies to increase myleadership effectiveness.You can help yourself with the process by asking trigger questions.

Is my objective specific with respect to what, when and to what extent? How will I be able to assess my progress on it? Is it relevant to my development as a manager? Does it represent significant new learning for me? Does it stretch me? Does it contain risks for me? (New learning usually feels risky) Is it realistic? Achievable within the time period? Are most of the resources needed for implementation within my reach? Does it come from my diagnosis? Does it address an important identified learning gap?

These questions, if considered rigorously, will help your objective into an effective learningmouldanchor.

2. Preliminary diagnosis


Why have you chosen this learning goal? Having defined your learning goal you must now show how you know that this area is relevant to yourprofessional development.Trigger questions: (the relevance of each question will depend on your goal)

What preliminary reading have you done, and what ideas have you gleaned from it? Where are you now in relation to this goal? Why have you chosen to work on this goal? What information do you have about your skills and knowledge in this area? What aspects of this area do you do well/not well? How do others see your competence in this area?

3. Action planWhat are the major steps involved?This is where you list the major milestones you need to cover to achieve your goal. You are notexpected to list the specific strategies youll follow to develop your skill or investigate your topic.These specific strategies will be outlined in your methodology once you have completed yourliterature review and reflections. However, one specific strategy MUST be to collect a media file onyour issue so you can link what is happening in the world today with the literature that may be a fewyears old.Look at the sample Action Plans to help you here. When you have finished writing your action steps,arrange them in chronological order. Then enter realistic Start/Finish times for each step. They can beexpressed in week or specific dates - use what seems to work best for you. These deadlines keep youfocused on timely implementation of the plan.

4. Measures of achievementWhat evidence will you present to show what youve done towards achieving your goal?A measure of achievement will clearly demonstrate to you and others the extent to which you haveachieved your learning goal.The types of measure used will depend on the nature of your goal, however, some commonsuggestions are:

written analysis of data collected during the implementation period before and after measurements such as pre & post tests/surveys your own reflections, observations, evaluation feedback from your peers, lecturers, managers etc.

Again be clear and specific. To take control of our own learning we have to be able to clearlydemonstrate our achievements to ourselves and others.Congratulations!!!! Youve finished writing a contract proposal.

5. Contract proposal acceptanceSend a copy to your Subject Coordinator (as Assessment ).2a

Part BUndertaking Your ContractThis is the action part of your contract that goes on throughout the teaching session.You must work on your contract over the full contracting period. Achievement of your objectives willnot happen suddenly - you need to activate your action plan! You will not achieve anything if youforget about your contract until 3-4 weeks before the report is due.A learning contract is not like other assignments. It requires sustained action over a period.

Managing and linking your learningYou need to manage your learning tightly over the contract period to meet your contract goal. It iscritical that your learning flows logically from your contract goal to your final analysis.

What you do in each phase will determine what happens in the next phase. The phases of your learning need to be interconnected. You also need to see your learning within an holistic framework, on your learning goal. centred

That is, the different phases should form an interconnected whole.


This will help your learning to be focused and meaningful for you and it will ensure that your reportalso flows logically.The diagram below outlines the connections between the different phases of your learning contract.These phases also correspond to the sections you need to cover in your contract report. Details aboutwhat you need to include in your report are given in Part CGuide to Contract Report.

These six phases must be planned for over the period of the semester. Your Action Plan should includethese phases.

How should these phases be linked? What you do in each phase will determine what happens in thenext phase.Your learning goal (1) is the central driving force behind your contract. It is your focus. It will directyou to the literature (2) that youll review.You need to keep your learning goal in mind as you proceed through the contract.Your literature review (2) in turn will influence what you write about in your reflections on theliterature (3). These reflections need to show what youve learned in relation to your contract goal.Here you also need to assess where you (or your group or situation) stand in relation to what youveread. For example, if your goal is to understand business ethics you would assess your strengths andweaknesses against some of the ideas found in the literature.Your methodology (4) should identify from 2 to 4 clear strategies that will help you move towardsyour learning goal. Dont try to take on too much here. The strategies should in turn be based on ideasyouve picked up from your reading and will usually be aimed at addressing some weaknesses orproblems youve identified. For example, if youre working on business ethics , your strategies (basedon your needs as revealed through your assessment of strengths and weaknesses) might be to collectnewspaper articles pertaining to ethical issues, to interview a manager about his/her understanding ofthe role of ethics in business, and to collect examples of professional codes of ethics. You also need toidentify here how youll evaluate your learning in action.

Writing up the Learning Contract Report Section IYou need to complete the above phases and write of your report and submit it as a draft bySection Ithe key date as shown on page one of your Subject Outline. (See Part C - Guide to Contract Report fordetails here).Your learning in action (5) is where you implement the strategies youve identified in yourmethodology, monitor how theyre working and make changes to them if needed as you go along. Youneed to carry out your learning in action over at least a six week period.Keep a record of your progress in a diarytry to write in it a couple of times a week. For example, ifone of your strategies is to your work tasks, comment on your progress, any difficulties, anyorganise


refinements you introduced etc. These diary notes will help you when you write your report.Once youve finished your learning in action, its time to and evaluate your outcomes (6).analyseHere you should evaluate each of the strategies you tried out in your learning in action in relation toyour learning goal.

How do you keep active?We suggest:

setting tasks/goals for each week keeping a weekly diary of your progress - and check this against your Contract Action Plan and

your Methodology talking to your subject coordinator.

Once youve done this, you are ready to write of your report. (See Part C - Guide toSection IIContract Report).

Part C Writing Up Your Learning Contract Final Report

NB Read this section through carefully when youre developing your contract, and again before youbegin your report.

Your contract report needs to document thoroughly what you did, how you did it and your results andreflections on these results. Your report should be a professional presentation and provide sufficientdetail to convince the reader that you have achieved your objectives.Your report must have a structure so that the reader can easily follow it, and it should cover thefollowing aspects which form the basis for the assessment of your report. Your report will consist of the following two sections:

Section IThis will contain the introduction, literature review, reflections on the literature, methodology,and reference list (NB When completing the Final Report this reference list moves from Section1 and goes to the end of the Final report).Section IIThis will contain your learning in action, analysis and evaluation of the outcomes, reference listand reflections of your learning.You will send Section I as a draft by the date indicated at the beginning of this Subject Outline.This will give you a chance to receive feedback on this draft from your facilitator. You will thenmake any changes necessary and send in Section I together with Section II of your final reportfor consideration by your group facilitator.

The trigger questions included below are intended to stimulate your thinking and to help you covereach section adequatelythey are a guide for you. You may well come up with additional oralternative questions of your own.

SECTION I 1. Introduction (half to one page)

This should state your learning goal and its relevance for youit will be very similar to that whichyou wrote on your contract proposal for learning goal and preliminary diagnosis.

2. Literature review (5 to 10 pages)Your literature review should flow from your contract goal. That is, if youre looking at improvingdecision making in your work group, the literature review should focus primarily on this, although itwould also include a general discussion of group effectiveness.You are expected to read quite extensively for the literature review. This includes both reading on yourlearning goal and reading generally in the area of your contract to place your goal within the context of


the area. In general, you would be expected to read and refer to approximately eight (8)articles/papers/books in your literature review. This means that you will need to search for informationin addition to the articles in the collected readings.Following this section on the learning contract report, I have included some notes on writing aliterature review which you should find helpful. Please refer to them before you begin this section.*** See also: Guide for writing a literature review in Interact resources/AssessmentInformation. ***

3. Reflections on your reading (about 2-3 pages)Your reflections should flow from your reading and relate back to your contract goal. This is whereyou express your feelings, reactions and ideas about what youve read and its relevance for yourlearning goal. Use this section to explore the meaning of your contract goal now that youve read someliterature on it. Toss around some ideas for strategies for your methodology.Use the following trigger questions to help you here, as well as the reflections process as a mind map,at the end of this section on writing your report.

What are the major implications of what youve read for your contract goal? What ideas, concepts, etc. are most relevant to your contract goal? Why?

How has your understanding of the topic broadened and deepened as a result of your reading? What ideas does it give you for your strategies? Where you are working on a goal to develop some skill(s) within yourself or a group, include

here an assessment of your strengths and weaknesses (or those of your group) in relation to yourcontract goal and in the light of what youve read and reflected on.

4. Methodology (about 1-2 pages)Your methodology should flow from your reading and reflections and indicate clearly your strategiesand how you intend to carry them out. Keep it specific and concise.This is where you describe how you intend to reach your goal.

What was your basic plan for achieving your learning goal? Clearly list three to four strategies, showing what youll do, and how youll do it. Remember, one strategy must be a collection of mediareports related to your issue.

What steps, processes or tools will you use? e.g. suggestions from the literature re developing the skills, interviews, observations, plans/strategiesyou implemented, methods you used to analyse and evaluate your learning etc. If you use interviewsor questionnaires, list the themes you explored here, and put a copy of the questions in an Appendix atthe end of your report. Also, describe the sample of people you approached re age, sex, etc.*** See also: Guide for conducting interviews in Interact resources/Assessment InformationNB: The methodology you choose may need to be massaged and modified as you go along. This iswhat learning in action is all about. You try something, and if it doesnt work, you modify yourapproachmaybe even your theory, and try again.The next section of your report is where you describe any action ------> revision ------> further action and the or strategies outcomes.

5. Reference list (this moves to the end when doing the Final Report)List all your references using APA Referencing. Attach any appendices, e.g. questionnaire, detailedtables etc.

SECTION II 6. Learning in action (about 3-5 pages)

Your learning in action section must comment on your action regarding each of the strategies youlisted in your methodology and also show if you introduced any new strategies or modified theoriginal ones.If you conducted interviews, see below for specific guidelines.This is where you describe in some detail WHAT you did and what the outcomes were for eachstrategy. It is, in effect, your action theory in action. Give plenty of specific examples to illustrate whathappened.We suggest you use each strategy as a subheading to help you organise this section. Then, use thefollowing questions to guide your description of the action on each strategy. The relevance of somequestions will depend on your contract focus.


What happened as you put your ideas/plans/strategies into action? How did your colleagues, workgroup etc. respond? What problems were encountered? Why do you think they arose? How did you address these? What worked? What didnt? What did you learn about yourself from your assessment of your strengths and weaknesses? What changes did you need to make to your strategies to keep moving towards achieving your

learning goal? Why did you need to make these changes?

If you conducted interviews or surveys, set out this section as follows: Describe your experiences in setting up and conducting the interviews/surveys. Discuss any

problems, and note any changes to your original method. Identify the major themes emerging from your data. These will generally be the same as the

ones you listed in your methodology. However, you may have discovered some new ones as well. Use the themes as subheadings and summarise your results for all respondents under each

theme. Dont summarise each participants responses separately: combine the data and show wherethere is agreement/disagreement between the participants. If you want to, you can quote someresponses (sparingly!) if you think they serve to illustrate the theme well. If you want to include thetranscripts of your interviewsput them in an appendix.

Include an appendix with a copy of your interview questions or survey, and your Subject Information Sheet.

7. Analysis and evaluation (3-4 pages)Use each strategy you tried out (or theme you explored in the case of interviews or surveys) as asubheading for this section.

For contracts which are based on interviews:

This is where you interpret the outcomes of your learning in action. Youll need to think deeply aboutthe implications of your outcomes. For each strategy or theme, ask yourself questions such as:

How effective was the strategy/theme in helping me move towards my goal? What do these outcomes mean? Why? How do they affect me/my group/the people I interviewed? Why? What implications do they have for me/my group/the people I interviewed/the theme I was

exploring? Why? What implications do they have for staff generally, but specifically for managers and leaders?

Why? What are the implications for my community (relevant for some contracts)?

For each strategy or theme link your outcomes to the literature you read, showing where there isagreement or disagreement.

Examples I found Johnson and Johnsons (1991) concept of interdependence was central to the effectiveness ofmy group. If this was lacking, our ability to solve problems was reduced. The women in this rural community are still having difficulty being accepted as farmers in their ownright. Many businesses see the male farmer as the manager, and often refuse to talk to the femalefarmer re the business. This supports Alstons (1995) and Dempseys (1992) findings that women were

mostly seen as the helpers in the farm partnership, and were not equal in terms of management.

Your ability to see links between the literature and your outcomes indicates to us that you can thinkcritically about the outcomes and can see how theory and practice work together.

For contracts which are based on interviews or surveys: In addition to the above, identify two major issues/problems emerging from the data. For

example, if you were interviewing about management style, you might identify managers discomfortat relinquishing control as a major problem.

Then, develop a recommendation for addressing each issue or problem, based on your reading, but showing your ideas here, but based on and informed by the literature and your research. Identifymajor advantages and disadvantages of your recommendation.Devote about a page to each issue/problem.


For all contractsConsider the following general questions re your contract:

How did you handle the key events that influenced the achievement of the contract? What did you do well/not so well? Why?

What unintended/unexpected outcomes occurred? What are the what ifs? Speculate briefly on what the outcomes might have been if youd done

things differently. How would you approach the goal next time around? That is, what changes would you make to

your methodology?

8. Reference listList all your references using APA referencing style. Attach any appendices, e.g. questionnaire,detailed tables etc.

9. Reflections on your learning (2-4 pages)This is where you reflect deeply on your learning processes in your contracts.Heres where you step back from the content, which youve described in the other parts of your report,and think about how you went about doing the learning. The Kolb Learning Cycle (Learning style inventory) and the Principles of Experiential Learningshould form the basis for your reflections here. The Reflection Process as a mind map will help herealso.Did you feel more comfortable using one part of the Kolb Cycle in preference to another? Forexample, what time did you devote to reflecting on what happened as compared with actually doingthe activity? How much time did you give to generating new ideas - to thinking about what to do next?The learning contract process pushes you to plan, act, reflect and generate ideas from analysis, whichis very similar to the finer points of the Kolb Cycle.What did you discover about the way you learn?Did you learn mostly by:

being told something? puzzling things out for yourself? emotional responses? intellectual, abstract thinking process? talking problems through with other people? observing others? letting ideas incubate in the back of your mind? consciously reflecting about your past experiences? trial and error, experimentation? other ways? a combination of some of these ways? what do you now have to offer about learning that would help someone just beginning this

process? what would you do to be a more effective learner? look at the Principles of Experiential Learning. What connections do you see between these

principles and your learning in the contract?The Reflection Process as a Mindmap

[Source: Developed by K.W. Cochrane and G.K. Watson, UNE-OAC.]


LEARNING CONTRACT PROPOSAL FORM [with sample content]

IDENTIFICATION Leadership Issues SUBJECT NAME:

Wilson LAST NAME:: Kim FIRST NAME.: STUDENT NO

ORIGINAL CONTRACT [ ] AMENDED CONTRACT [ ]

SPECIFIC LEARNING GOAL 1. By July I will have identified differences in the way men and women communicate and will develop,implement and evaluate some strategies to help me communicate more effectively, both at home and atwork.

PRELIMINARY DIAGNOSIS2. A short description of my background highlights my lack of understanding of the differences in theway men and women communicate. I come from a family of four where I am one of two brothers. I completed the first four years ofprimary school by school of the air (correspondence) and was then sent to a boy's boarding school forthe last eight years of my schooling. After leaving school, most of my working life has been spentworking either on the family farm with my father and a number of different casual employees (mostlymale), or in other male dominated occupations. As a result I have had very little experience living withor working alongside women (that is, until I met my wife). I believe the greatest strength of my marriage is the fact that my wife and I communicate very well. Bythat I mean that we talk openly and unashamedly about anything and everything and respect eachother's opinions. I have noticed that when we do have arguments, nine times out of ten it will be theresult of misunderstanding. One of us has completely misunderstood what the other person has meant.

I welcome the opportunity that this module has provided to explore communication issues betweenmen and women. Apart from communication issues within my family, this topic has importantimplications for my career too. Next year I will be back in the work force and more than likelyworking either with or for a woman or women. If this is the case I want to be sure that communicationis not a problem.

ACTION PLAN3. Start Finish Read module and readings associated with Managing Diversity in the workplace 20 February 27FebruaryRead other books, articles on the subject. 27 February 5 March Complete Section I of Learning Contract (Introduction, Literature Review, Reflections on Readingsand Methodology). 7 May 14 May Action Phase i) Observe men and women in they workplace to monitor how they communicate 14 May ongoing ii) Self assessment exercises to highlight my strengths and weaknesses as a communicator. Planimprovement strategies.

Collect recent newspaper articles on this issue.Ongoing iii) Survey 10 men and 10 women to identify the differences in the way men and women communicateongoing Analysis and Evaluation. Take each strategy above and analyse findings. Relate back to literature 25May ongoingReview my actions in relation to Kolb Learning Cycle 1 June Write up report and submit. 5 June

MEASURES OF ACHIEVEMENT 4. The extent to which I have achieved my learning goal will be evidenced by:


The completion of all steps in the action plan. The feedback I receive from the group facilitator and the other members of the management

learning group. The feedback I receive from my wife with regard to our strengths and weaknesses in

communication. My own reflections on the results of the strategies I identify and implement to improve

communication with my wife. My ability to generate an interest or hobby outside of work and family. Recognition of other issues related to communication between men and women that require

further investigation.

CONTRACT PROPOSAL ACCEPTANCE5. Subject Coordinators Acceptance[ Adapted with permission from material prepared by the Faculty of Business, Royal MelbourneInstitute of Technology, Melbourne.]

LEARNING CONTRACT PROPOSAL FORM

IDENTIFICATION: Leadership Issues SUBJECT NAME

Wilson LAST NAME: Kim FIRST NAME: STUDENT NO.:

ORIGINAL CONTRACT [ ] AMENDED CONTRACT [ ]

SPECIFIC LEARNING GOAL 1.

2. PRELIMINARY DIAGNOSIS

3. ACTION PLAN

4. MEASURES OF ACHIEVEMENT

5. CONTRACT PROPOSAL ACCEPTANCE

[ Adapted with permission from mat

Documents

MGT367 - Leadership Issues