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Dyn 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 organizations. Your task in Assessment 1 Part B is to reflect on your own leadership journey up until now. This will include; 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 selfawareness 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 assessment 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 assessment as you work on this assessment. All assessments need to be strongly based on the established theories and models of leadership to help you interpret and explain your leadership challenges. 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. Task Instructions 1. 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 willbe 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. 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. 2. Possible Structure: A possible structure for your report isshown below. This is a suggestion only and is not mandatory. Other structures would be appropriate, provided they enable you to demonstrate your learning according to the rubric listed at the end of this brief. 1. The use of an “Executive Summary” as a précis or abstract of your report 2. A clear logic flow, using a “Contents” page and section headings, will help your readers to follow your thinking. 3. An “Introduction” to provide background and set the context for your report 4. An “Aim” clearly stating what you intend the report to deliver 5. 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. • 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 pointsin 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. • Summarise the results of two (2) other personality or leadership style inventories that youhave completed, and your interpretation of the results. Are they basically aligned with the results from your Emotional Intelligence survey results? Identify and explain any variances you identify. • Explain the process of giving and receiving constructive feedback with a peer, and the outcomes of that activity. • The implications of the peer feedback and your reflection on its significance. It could include your preliminary thinking on how you might use these insights in future, which you can then expanded on in Assessment Task 2. • 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%) 6. A “Conclusion” to capture your key learnings is essential 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: 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, acknowledgment of the work of others, and avoidance of plagiarism.