MBA401 People, culture and contemporary leadership

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COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material
in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection
under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86 098 181 947 is a
registered higher education provider CRICOS Provider Code 02426B.
Assessment Information

Subject Code:	MBA401
Subject Name:	People, culture and contemporary leadership
Assessment Title:	Assessment 2 – Reflective Essay
Weighting:	40%
Total Marks: Word-count:	40 2,000 words
Due Date:	Monday of week 9 at 11.55pm via Turnitin

Assessment Objective
The objective of this assessment task is to write a reflective essay that includes discussion of
what and how you have learnt, what you have done or experienced, and how this learning
applies to the theories and concepts of leadership that you have been exposed to.
A reflective essay is an academic analysis of your own experience. It still follows academic
conventions, for instance, it is structured with a beginning, middle, and end, and it should have a
logical series of paragraphs.
It is a self-analysis where you need to critically reflect on thoughts, feelings and actions, then
integrate these reflections with the theoretical concepts. A reflective essay should be written in
both the first and third person.
Assessment Process

	Throughout this subject you have been exposed to various perspectives on leaders, leadership and the impact on organisations.

	You have also participated in numerous group activities in class, as well as undertaking questionnaires and psychometric assessments.

	Throughout the course, you have been encouraged to keep a reflective journal which you should now draw upon to write a reflective essay.

 You are required to answer the following question:

	What type of leader am I and what are the key areas that I need to improve to become more effective?

 	A clear introduction defining scope. A brief discussion of what leadership is, including any appropriate theory related to leadership. A discussion of the questionnaires completed, and what these mean for you as a leader. A discussion of the class activities you were part of, and what these mean for you as a leader. A clear articulation of what your own development areas are, why they are and what you could undertake to improve them. A clear conclusion that summarizes your leadership. A reference list. An appendix that shows any questionnaires and psychometric assessments you have done including your own results. An appendix that shows a 1-page example from your learning journal.
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Further guidance:

	You should include a minimum of 10 references. At least 6 of these should be academic journals. The rest can be textbooks and appropriate websites. You should adopt the Harvard referencing convention throughout your essay as well as in the reference list at the end. It is recommended that you use the structure outlined above and adopt sub-headings based on each bullet point. The marking rubrics attached guide the marker when awarding marks for your essay. You should review your paper in line with this to ensure there is nothing you have missed. It is important to check your similarity in turnitin. All sentences highlighted must be either paraphrased in your own words or put in quotes and referenced accordingly. You should be aiming for as low a similarity score as you can. Similarity highlighted in a contents page, reference list or appendices is nothing to be concerned about. Some useful resources for reflecting writing include:
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•	https://student.unsw.edu.au/reflective-writing

• http://libraryguides.griffith.edu.au/c.php?g=57829&p=379449
• http://learnonline.canberra.edu.au/mod/book/view.php?id=180720&chapterid=470
• https://emedia.rmit.edu.au/learninglab/content/reflective-journal-1
• http://www.monash.edu.au/lls/llonline/writing/education/reflective-writing/4.xml
COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material in this communication may be subject to copyright under the Act. Any further
reproduction or communication of this material by you may be the subject of copyright protection under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86
098 181 947 is a registered higher education provider CRICOS Provider Code 02426B.

Criteria	F (Fail) 0%-49%	P (Pass) 50%-64%	CR (Credit) 65%-74%	D (Distinction) 75% – 84%	HD (High Distinction) 85%-100%	Mark
Assessment Content (Subject Specific) OUT OF 80 MARKS
Introduction and Conclusion	Provide poor context and does not link to the assessment in a clear and coherent way. May be missing entirely.	Provide satisfactory context but link to the assessment in only a partially clear and coherent way.	Provide reasonable context and link to the assessment in a fairly clear and coherent way.	Provide good context and link to the assessment in a clear and coherent way.	Provide excellent context and link to the assessment in an extremely clear and coherent way.	/10
Discussion of what Leadership is	A poor definition of leadership that is based on no expressly stated academic theory. Discussion of how the definition will link to the reflective content that follows is not made.	A satisfactory definition of leadership that is based on described academic theory. Discussion of how the definition will link to the reflective content that follows is limited.	A solid definition of leadership that is based on relevant academic theory. Discussion of how the definition will link to the reflective content that follows is occasionally made.	A clear definition of leadership that is based on sound academic theory. Discussion of how the definition will link to the reflective content that follows is sufficiently described.	An extremely clear definition of leadership that is based on well articulated academic theory. Discussion of how the definition will link to the reflective content that follows is expressly stated and unambiguous.	/10
Discussion of questionnaires and implications of results	Questionnaires are poorly described and their purpose, use and validity are not outlined and based on academic theory. Results are not significantly discussed nor done so using any personal reflections or powerful insights.	Questionnaires are satisfactorily described but their purpose, use and validity are based on limited academic theory. Results are discussed but done so using limited personal reflections and insights.	Questionnaires are well described and their purpose, use and validity are partially outlined and based on some academic theory. Results are well discussed and done so using some personal reflections and some insights.	Questionnaires are very well described and their purpose, use and validity are mainly based on academic theory. Results are very well discussed and done so by consistently using personal reflections and well described insights.	Questionnaires are meticulously described and their purpose, use and validity are all outlined and based on academic theory. Results are comprehensively discussed and done so using personal reflections and powerful insights.	/20
Discussion of class activities and implications of them	Class activities are poorly described and their purpose not discussed. Learnings are not significantly discussed nor done so using any personal reflections or powerful insights.	Class activities are satisfactorily described and their purpose discussed. Learnings are discussed but done so using limited personal reflections and powerful insights.	Class activities are well described and their purpose discussed. Learnings are well discussed and done so using some personal reflections and some convincing insights.	Class activities are very well described and their purpose discussed. Learnings are very well discussed and done so using personal reflections and thoroughly described insights.	Class activities are meticulously described and their purpose discussed. Learnings are comprehensively discussed and done so using personal reflections and powerful insights.	/15
Discussion of leadership development areas and a plan to improve	Own leadership development areas are poorly described. A structured plan is not evidenced that contains any real actionable objectives. A very limited degree of self awareness is present in the discussion.	Own leadership development areas are partially described. A structured plan is evidenced that contains a small number of actionable objectives. A limited degree of self-awareness is present in the discussion.	Own leadership development areas are well described. A structured plan is evidenced that contains some actionable objectives. A good degree of self-awareness is present in the discussion.	Own leadership development areas are very well described. A structured plan is evidenced that contains a high number actionable objectives. A high degree of self-awareness is present in the discussion.	Own leadership development areas are thoroughly and insightfully described. A structured plan is evidenced that contains fully actionable objectives. An extremely high degree of self-awareness is present in the discussion.	/30

COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969
This material has been reproduced and communicated to you by or on behalf of Kaplan Business School pursuant to Part VB of the Copyright Act 1968 (‘Act’). The material in this communication may be subject to copyright under the Act. Any further
reproduction or communication of this material by you may be the subject of copyright protection under the Act. Kaplan Business School is a part of Kaplan Inc., a leading global provider of educational services. Kaplan Business School Pty Ltd ABN 86
098 181 947 is a registered higher education provider CRICOS Provider Code 02426B.

Structure Format and Presentation (Consistent across all courses) OUT OF 20 MARKS
Appropriate theory and research used to answer question posed.	Answer unsatisfactorily incorporates, integrates and applies theory and research.	Answer satisfactorily incorporates but only minimally integrates and applies theory and research.	Answer partially incorporates, integrates and applies theory and research.	Answer predominantly incorporates, integrates and applies theory and research.	Answer skillfully incorporates, integrates and applies theory and research.	/5
Correct academic writing style used, including correct spelling, grammar and punctuation.	Writing quality is an inadequate standard with substantial errors.	Writing quality is a reasonable standard with moderate errors.	Writing quality is a good standard with some errors.	Writing quality is a high standard with minimal errors.	Writing quality is of an impeccable standard with no errors.	/5
In-text referencing and reference list follows Harvard style and consistent with KBS guidelines.	Frequent errors and/or inconsistent application of Harvard referencing conventions.	Some errors and/or inconsistent application of Harvard referencing conventions.	A few errors and/or inconsistent application of Harvard referencing conventions.	Minimal errors and/or inconsistent application of Harvard referencing conventions.	No errors and/or inconsistent application of Harvard referencing conventions.	/5
Comments:	/85 /15 /100

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