MGT601_Dynamic Leadership_ Assessment 1 Part B Page 1 of 7 ASSESSMENT 1 PART B BRIEF Subject Code and Title MGT 601 Dynamic Leadership Assessment Assessment 1, Part B: Reflexive Report...

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MGT601_Dynamic Leadership_ Assessment 1 Part B Page 1 of 7 ASSESSMENT 1 PART B BRIEF Subject Code and Title MGT 601 Dynamic Leadership Assessment Assessment 1, Part B: Reflexive Report Individual/Group Individual Length Up to 2,000 words Learning Outcomes a) Explore and reflect on self- development as a leader to build self-awareness b) Through critical reflection on key leadership theories develop a personal leadership development strategy. c) Analyse and develop the capacity to influence, motivate and inspire others in your workplace and/or community organisations. Submission By 11:55pm AEST/AEDT Friday at end of Module 3.2 (Week 6) Weighting 30% Total Marks 100 marks Context: The learning design of this subject is to focus on your own leadership journey and not to study leadership as some remote, theoretical concept that applies to other people. This assessment enables you to build self-awareness and a clear sense of how you came to be the person and emerging leader that you are today. It encourages deep reflection on your life and leadership journey to your present position. It helps you to increase your understanding of your current leadership capabilities and potential. The assessment requires you to establish a mentoring relationship with another student in the class so that you can provide mutual learning support and exchange constructive feedback with each other. MGT601_Dynamic Leadership_ Assessment 1 Part B Page 2 of 7 Your Task: Your task in Assessment 1 Part B is to reflect on you own leadership journey up until now, your current role or position, how you influence others, how you lead, contribute to or react to organisational and cultural changes and your current level of self-awareness and self- confidence to lead others in your organisation and/or community. Assessment 2, which is due at the end of the subject, builds on the first and asks you to prepare a plan for the next stage of your leadership journey. The assessments are integrated pieces of work and you should bear in mind the final part as you work on this part. All assessments need to be strongly based on the established theories and models of leadership to help you interpret and explain your leadership challenges. Working with Your Partner: Partners will be allocated by your Learning Facilitator after you post your personal introduction on the “Welcome and Introductions” Discussion Forum. Partners will be allocated on the basis of maximum diversity of backgrounds to enrich your learning experience. Where possible, partners will be in similar time zones. More detailed guidelines for working with your partner are provided at the end of this section. • You should include a summary of the feedback you receive from your partner and others, combined with your reflection and interpretation of this feedback in the context of your leadership journey. • You may wish to also include a summary of the feedback that you gave your partner and reflect on it. Feedback often says as much about the person who gives as the person who receives it. The feedback summaries can be included as appendices, where they will not be included in the word count. While the assessment includes feedback from the interaction with your partner, each person is to submit his or her own, individual report. More detailed guidelines for working with your partner are shown at the end of this brief. Possible Structure: A possible structure for your report is shown below. This is a suggestion only and is not mandatory. Other structures would be appropriate, provided that they enable you to demonstrate your learning according to the rubric shown in the brief for the first assessment. MGT601_Dynamic Leadership_ Assessment 1 Part B Page 3 of 7 1. A clear logic flow, using a “Contents” page and section headings, will help your readers to follow your thinking. 2. The use of an “Executive Summary” as a précis or abstract of your report. 3. An “Introduction” to set the context 4. The body of your report should address the following issues. The percentages in brackets indicate a suggested proportional length of each section. • Who has recognised your leadership in the past? This is not about jobs you have held, this is about recognising the people you have influenced. (10%) • Key “moments of truth” in your background to date. This should not be a chronology or a CV. It is a reflection on a small number of the most influential aspects or turning points in the establishment of your natural leadership behaviours. This is not to be fictional or invented – please reflect deeply on the nature of your interactions with others around you over time and consider the moments when you felt empowered or aligned with the moment. (15%) • Summarise the results of two other personality or leadership style inventories that you have completed, and your interpretation of the results. Are they basically aligned with the results from Gallup? Identify and explain any variances you identify. (15%) • Explain the process of giving and receiving constructive feedback with a peer, and the outcomes and the of that activity. (15%) • The implications of the feedback and your reflection on its significance. It could include your preliminary thinking on how you might use these insights in future, to be expanded in your second submission. (25%) • Links to theory and conceptual frameworks discussed specifically in the topics in this subject that relate to your experiences and feedback. This is to happen throughout the report and be consistent with the topic areas of this subject. The important point is that you anchor your submission with appropriate models or theories that have been presented in this subject as a minimum. (20%) 5. A “Conclusion” to capture your key learnings is desirable in a business subject. Detailed, supporting information such as psychometric results and planning templates should be placed in an appendix, where they will not be included in the word count. Reflexive Writing - First Person: MGT601_Dynamic Leadership_ Assessment 1 Part B Page 4 of 7 You should write in the first person, because this is about YOU, your reflections and your interpretations. (eg “I considered this advice to be….. because it had a big impact on my……..and it helped me to understand my………..”). Try to be as specific as possible, use brief examples to illustrate your points and try to select examples that enable you to demonstrate learning against the attributes in the rubric. All other principles of academic writing apply, including strict referencing, acknowledgement of the work of others and avoidance of plagiarism. Referencing: You should include a list of specific references that you have actually used in your report. For this assessment, a minimum of three journal articles, academic papers or textbooks is expected. References to any secondary sources or web sites are additional. The reference list and Executive Summary (if you choose to use one) and any appendices will not be included in the word count. It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions: Submit your Self-Reflective Analysis in Assessment 1 Part B submission link in the Assessment section found in the main navigation menu of the subject Blackboard site. A rubric will be attached to the assessment. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Marking Rubric: Your reports will be marked against the rubric which is show on the next pages. Please ensure that your submission addresses all five of the Assessment Attributes in the rubric. Guidelines for Working with Your Partner http://library.laureate.net.au/research_skills/referencing MGT601_Dynamic Leadership_ Assessment 1 Part B Page 5 of 7 The following information should help you to start to build a mentoring relationship with your partner. In commencing the relationship, it will be helpful to work through the following steps: 1. Make initial contact through the “Group” facility on the home screen. Your Learning Facilitator will advise you of your Group number after you have posted a personal introduction on the “Welcome and Introductions” Discussion Forum. 2. Establish an oral confidentiality agreement with each other so that you are both clear that you will not disclose personal information to others. It is appropriate to describe concepts, learnings and insights about the leadership journey of yourself and your partner in your assessment submission but not personal details that can be identified with an individual. 3. Agree on how you will communicate with each other. You can use a range of tools within the “Group” facility on Blackboard, including emails, blogs, wikis, file exchange etc. Only you and your partner will have access to your group tools. You may prefer to establish a separate text or voice channel, such as Skype, if you prefer. 4. Provide your partner with brief background details on your role, employment and current leadership challenge to set the context. 5. Provide more detailed information on your personal leadership journey and current challenges. The questions in the paper by George et al on Authentic Leadership are a good starting point for you and also to ask your partner about. You can also share the contents of your reflexive journal. 6. Listen carefully to your partner’s story and current challenges, probe respectfully to encourage deeper reflection and understanding and suggest alternative approaches where appropriate. Please respect each other’s boundaries and do not go beyond what each is comfortable to disclose. This is intended to be mentoring and not psychotherapy! 7. As you progress through the modules, record any insights about your leadership journey in your reflexive journal. You may wish to exchange journals or a summary of key points with your partner. 8. In asking and learning about your partner’s leadership journey, it is likely that you will develop deeper insights into your own journey. MGT601_Dynamic Leadership_ Assessment 1 Part B Page 6 of 7 Learning Rubric: Assessment 1B Reflexive Report Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% REFLECTION & SELF AWARENESS 30% Little or no reference to own experiences or observations on leadership. Occasional references to own experiences and learnings about leadership. Frequent references to own leadership experiences or observations, with reflection on outcomes and learning
Answered 1 days AfterApr 01, 2021MGT601ICMS (International College of Management Sydney)

Answer To: MGT601_Dynamic Leadership_ Assessment 1 Part B Page 1 of 7 ASSESSMENT 1 PART B BRIEF Subject Code...

Abhishek answered on Apr 02 2021
139 Votes
Running Head: MGT 601 DYNAMIC LEADERSHIP                    1
MGT 601 DYNAMIC LEADERSHIP                            2
MGT 601: DYNAMIC LEADERSHIP
ASSESSMENT 1: PART B: REFLEXIVE REPORT
LEADERSHIP DEVELOPMENT PLAN
Executive Summary
This report formally discusses the impact of personal assessment as well as the assessment of peers in developing personal skills of leadership. In this report, the overall analysis of the personal background has been evalua
ted. Furthermore, the analysis of the two different leadership styles have been summarised and evaluated. Constructive feedbacks and its potential procedures have been detailed along with the advantages of receiving feedbacks from peer. These lead to a formal self-analysis from a close acquaintance leading to massive area for improvement to be highlighted. Finally, the impact of the feedbacks have been analysed and from the analysis, it has been evident that the areas that I master needs to be sustained. However, the areas that I lack require be improving and modifying to meet the dynamic nature of the professional market.
Table of Contents
Executive Summary    2
Introduction    4
Who has Recognised your Leadership in the past?    4
Key “Moments of Truth” in Background to Date    5
Performance    6
Training    6
Recruitment    6
Process of Giving and Receiving Constructive Feedback with a Peer    6
Implications of Feedback and Reflection on its Significance    7
Conclusion    9
References    11
Introduction
Leadership is a very important quality in every aspect in one’s life. Leadership has many perspectives on how a person can be considered as a good leader. Some theorists are believed that a good leader is born and some theorists believe that good leaders can train.
However, all of them have agreed that there are traits that a leader has navigated how the leader acted (Wilkinson, Muurlink, Awan & Townsend, 2019). Leaders should be what the team needs them to be in order to achieve the goals of the team. They should be able to engage and motivate the members to work to their potential.
Who has Recognised your Leadership in the past?
The first person who recognised my leadership qualities was my high school teacher. They saw my potential when I was elected class leader for a month. This was when; there were so many situations, where I was given opportunities to display my leadership skills. One of the main standout situations was when the group had to decorate the class for the parent teacher open house.
The group was reluctant to do this as this meant that they would miss out on the games period. The group was slow due to this reluctance and this was delaying them for finishing the work. The group then got more frustrated as the work was slow and the work was messy because of the communication being all over the place. Hence, I took control of the situation, I gave everyone specific assignments and I grouped them off.
After that, the pace quickened as we set up a schedule to let the group know that if we finished we could still make it to the games period. The pace increased and the work was done fast and the team was able to go for the games faster. This was when my teacher pulled me aside and commended me for this task.
Key “Moments of Truth” in Background to Date
The first turning incident is the example mentioned above as a class leader in school. This was the first time I was confident in my abilities to lead the team and I was appreciated by the teacher and this led me to be more aware of my skills. After that, I started to take on more opportunities to show my leadership skills. There were times during internships where I would volunteer to lead the project (Fuenzalida & Riccucci, 2019).
I always wanted to ensure that I would be in charge of various scenarios in order to test my abilities in varying situations and the way; I would act in those situations. I always like to take opportunities where the situations are hostile and tend to be more difficult in order to challenge myself.
I wanted to see how I could continue to push myself into situations where I can learn new aspects of myself as a leader. It was to challenge my skills and me as a person to push the boundary constantly. This let me build more skills as a leader and test the various ways I have to act...
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