Description
Learning outcomes
CLO 1, 3, 4
Rubric/Marking Criteria
Task
The marking rubric is posted on Course Canvas.
Assessment Criteria
This assessment will measure your ability to:
· diagnose leadership strengths and weaknesses as a result of self-assessment
· create a leadership development plan based on self-assessment
· describe how to incorporate the feedback into the plan
· describe how the plan can make an impact on your future life and career
· acknowledge sources of information (format, quality and quantity of references)
Overview
You are required to reflect on your own leadership qualities using diagnostic tools. These will measure three specific areas of leadership, and provide an indication of potential strengths and weaknesses. Alongside these, you will reflect on what you learnt about the person you chose as an effective leader in Assessment 2.
Based on your self-discovery from the diagnostic tools and your leadership reflections, you will then consider how to improve your own leadership qualities. You will capture your ideas in the form of a draft leadership development plan.
You will then incorporate industry feedback on that draft plan from a chosen leader, before revising the draft into your final submission.
This is a Work Integrated Learning (WIL) assessment task, the purpose of which is for you to build on the knowledge and skills gained from Assessment 2 and apply them in a practical situation through a real workplace context and engaging with feedback from industry.
Assessment details
This assessment acknowledges the critical analysis and reflection of the person you chose as an effective leader in Assessment 2. It requires you to then move ahead from that base, to reflect and plan on how you will improve your own leadership qualities and effectiveness going forwards. This will be done through two stages:
1. Leadership development plan
2. Industry feedback
Before you start this assessment, you will need to have nominated a leader who will provide you specific feedback on your draft Plan. They must agree to be involved, commit to your timings, and may be approved by your teacher earlier in this course. This leader can be anyone you know who holds a leadership position in an organisation. This leader could be the same person as Assessment 2 or a different leader.
1. Leadership development plan
For the leadership development plan, you are asked to reflect on your own leadership based on what you learnt from the person you chose as an effective leader in Assessment 2. Then, you will consider how your own leadership qualities could be improved.
Your first step is to assess your current strengths and weaknesses as a leader (or potential leader). Complete the three (3) leadership diagnostic tools listed in ‘Diagnostic tools’ (see Canvas). In this task, you will need to analyse and explain the results of the tests.
Next, create a draft of your leadership development plan using the ‘Leadership development plan template’ (see Canvas). The plan must at least maintain the leadership strengths or improve on the weaknesses or further develop your leadership skills identified in your leadership self-diagnosis.
Using the template as a guide, your leadership development plan must identify three leadership strengths/weaknesses/skills and outline the steps you plan to take to achieve them.
Specifically, you must address the following:
Explain why you chose those particular strengths/weaknesses/skills
Describe any challenges you anticipate and how you might overcome them, or provide justification if do not anticipate any
Outline activities that you will undertake (or are currently undertaking). These might include trainings, readings, courses, etc.
Suggest real-world situations where you can practise and apply your developing skill (internships, jobs, volunteering, etc.)
Plan a date by which you want to achieve your goal
Identify the measurements to evaluate whether you reach your goals.
You must review the leadership concepts, models and theories covered in this course to describe how they relate to you and your leadership development plan. The plan should consist of key components such as goals, measurement indicators, specific activities, timeframes, etc.
2. Industry feedback
In this stage, you must seek feedback on your plan from the leader you have chosen. After you have completed the draft development plan, you will need to submit the plan and provide the ‘Industry feedback checklist’ (see Canvas) to your nominated leader.
After receiving the Industry feedback checklist back from your nominated leader, you will first need to reflect on their words. Then, you will incorporate relevant feedback they provided into your development plan. As you update your plan consider the following questions:
· What did the leader have to say about your draft of leadership development plan?
· How have you modified your draft because of the feedback? For example, if the leader you consulted said that your timeframe to achieve your leadership goals was unrealistically short, did you then extend the timeframe top achieve these?
· Were there any feedback that you thought were not relevant? What made them less relevant to you and your Plan?
Next, you will need to answer the following prompts as part of the industry feedback task in your assessment:
1. Describe what and how you have incorporated this leader’s feedback into your plan.
2. Describe how the plan makes an impact on future lives and careers.
Your assessment must have at minimum 10 academic references from academic sources such as peer-reviewed journal articles and books. Websites, such as Wikipedia and blogs can provide a useful starting point for general details. However, these sites do not contain academic content, are not peer-reviewed, and are therefore not considered as strong sources. They are not acceptable, and will not be counted in the minimum references required.
Correct and thorough referencing and the quality of your sources will also be considered in the evaluation of your assignment. Please ensure that your spelling, grammar and syntax are correct before you submit your personal reflection.
Assessment structure
The assessment should use the following structure. A template of the structure is also provided and can be used as a guide (see ‘Suggested Assessment 3 structure template’ in the Resources section of this document):
Title page
Table of contents
Introduction (~150 words)
Body with headings and sub-headings:
Leadership development plan (~1,100 words);
Industry feedback (~1,100 words)
5. Conclusion (~150 words)
6. References
7. Appendices, which will include:
· your leader’s feedback in the Industry feedback checklist
· your Leadership diagnostic tests results
· initial Leadership development plan (before feedback from chosen leader)
· final Leadership development plan (incorporating feedback from chosen leader).
For this assessment, the word count includes the body of the report. The Title Page, Table of Contents, References, Appendices and Leader Background Information are not included in the word count. Your analysis should refer to the theories covered in this Course.
Important Note:
You are required to submit background information of your leader who will provide feedback on your plan via the Course Canvas (~200 words). You do not need to identify the person (e.g. by name). However, you must provide background information of your role model (e.g. position, leadership experience, organisation information etc.). A penalty of 5% out of 50% may apply if you fail to submit the background information.
Resources
The following resources may help you in this assessment:
· Management, Human Resources and Entrepreneurship library guideLinks to an external site.: This library guide provides a list of useful journals and databases that hold academic articles on leadership.
Referencing guidelines
Use RMIT HarvardLinks to an external site. referencing style for this assessment.
You must acknowledge all the courses of information you have used in your assessments.
Refer to the RMIT Easy CiteLinks to an external site. referencing tool to see examples and tips on how to reference in the appropriated style. You can also refer to the library referencing page for more tools such as EndNote, referencing tutorials and referencing guides for printing.
Submission Instructions
You are required to submit your Assignment 3 through the online submission in Canvas by the due date. Refer to Canvas Assignment 3 link for specific details.
The soft copy of your assignment (including a reference list and appendices) must be submitted online to Canvas of this course by 7.00 pm on the due date.
Double-check and make sure that the documents you are submitting are correct before hitting the submit button.
Your assignment will be submitted for a Turnitin check for academic integrity purpose.
Multiple submissions to the Canvas are allowed. However, only the latest submission will be assessed.
You need to note that the Canvas system might not be able to process your submission in the case of a large volume of submissions at the same time (for example: if many students submit their assignments just right before the due time). Therefore, you need to allow yourself enough time to submit the soft copy.
Links to relevant information relating to Assessment Task Three: Leadership Development Plan
Leadership Diagnostic Tools Download Leadership Diagnostic Tools
Leadership Development Plan Template Download Leadership Development Plan Template
Feedback Checklist Download Feedback Checklist
Extension https://www.rmit.edu.au/students/my-course/assessm… Links to an external site.
Unformatted Attachment Preview
Leadership Diagnostic Tools
Complete Three of the following diagnostic tools to assess your leadership strengths,
weaknesses and skills:
1.
2.
3.
4.
5.
6.
7.
Emotional Intelligence Test
Team Leadership Skills
Locus of Control: Self-assessment
Cultural Intelligence: Self-assessment
Ability to Work under Ambiguity/Uncertainty/Change: Self-assessment
Networking Skills
Negotiating Skills
Emotional Intelligence Test
•
•
•
How well a person manages his or her emotions and those of others influences
leadership effectiveness.
Emotional intelligence refers to qualities such as understanding one’s feelings,
empathy for others, and the regulation of emotions to enhance living.
Four key factors are included in emotional intelligence:
• (1) self-awareness helps you understand your impact on others;
• (2) self-management is the ability to control one’s emotions and act with honesty
and integrity in a consistent and adaptable manner;
• (3) social awareness includes having empathy for others and having intuition
about organizational problems;
• (4) relationship management includes the interpersonal skills of communicating
clearly and convincingly, disarming conflicts, and building strong personal bonds
Take a test @
• http://globalleadershipfoundation.com/geit/eitest.html
Source: Global Leadership Foundation
Locus of Control: Self-assessment
This questionnaire is designed to measure locus-of-control beliefs. Researchers using this questionnaire
in a study of college students found a mean of 51.8 for men and 52.2 for women, with a standard
deviation of 6 for each. The higher your score on this questionnaire, the more you tend to believe that
you are generally responsible for what happens to you; in other words, higher scores are associated with
internal locus of control. Low scores are associated with external locus of control. Scoring low indicates
that you tend to believe that forces beyond your control, such as powerful other people, fate, or chance,
are responsible for what happens to you.
For each of these 10 questions, indicate the extent to which you agree or disagree using the following
scale:
1 _ strongly disagree
2 _ disagree
3 _ slightly disagree
4 _ neither disagree nor agree
5 _ slightly agree
6 _ agree
7 _ strongly agree
1. When I get what I want, it is usually because I worked hard for it. 1 2 3 4 5 6 7
2. When I make plans, I am almost certain to make them work. 1 2 3 4 5 6 7
3. I prefer games involving some luck over games requiring pure skill. 1 2 3 4 5 6 7
4. I can learn almost anything if I set my mind to it. 1 2 3 4 5 6 7
5. My major accomplishments are entirely due to my hard work and ability. 1 2 3 4 5 6 7
6. I usually don’t set goals because I have a hard time following through on them. 1 2 3 4 5 6 7
7. Competition discourages excellence. 1 2 3 4 5 6 7
8. Often people get ahead just by being lucky. 1 2 3 4 5 6 7
9. On any sort of exam or competition, I like to know how well I do relative to everyone else. 1 2 3 4 5 6 7
10. It’s pointless to keep working on something that’s too difficult for me. 1 2 3 4 5 6 7
Scoring and Interpretation
To determine your score, reverse the values you selected for questions 3, 6, 7, 8, and 10 (1 =7, 2 = 6, 3
= 5, 4 = 4, 5 = 3, 6 = 2, 7 = 1).
For example, if you strongly disagree with the statement in question 3, you would have given it a value of
1. Change this value to a 7.
Reverse the scores in a similar manner for questions 6, 7, 8, and 10. Now add the point values for all 10
questions together.
Your score ________
Source: https://www.16personalities.com/free-personality-test
Team Leadership Skills
Assessing your team leadership skills
Answer the following questions on the basis of what you have done, or think you would do, in response
to the team situations and attitudes described. Check either mostly true or mostly false for each question.
Mostly
True
Mostly
false
1. I am more likely to handle a high-priority task than to assign it to the
team
T
F
2. An important part of leading a team is to keep members informed
T
F
3. I love communicating online to work on tasks with team members
T
F
4. Generally, I feel tense while interacting with team members from
T
F
5. I nearly always prefer face-to-face communications with team
members over email
T
F
6. Building trust is very important for building a team
T
F
7. I enjoy doing things in my own way and in my own time
T
F
8. If a new member were hired, I would expect the entire team to
interview the person
T
F
9. I become impatient when working with a team member from another
T
F
10. I suggest ways each team member can make a contribution to the
project
T
F
11. I am uneasy interacting with people from different ethnic or racial
groups
T
F
12. If I were out of the office for a week, most of the important work of the
T
F
13. Delegation is hard for me when an important task has to be done
right
T
F
14. I enjoy working with people with different accents
T
F
15. I am confident about leading team members from different cultures
T
F
almost daily of information that could affect their work
different cultures
culture
team would get accomplished anyway
Scoring and interpretation
The answers for effective team leadership are as follows:
1. Mostly false
2. Mostly true
3. Mostly true
4. Mostly false
5. Mostly false
6. Mostly true
7. Mostly false
8. Mostly true
9. Mostly false
10. Mostly true
11. Mostly false
12. Mostly true
13. Mostly false
14. Mostly true
15. Mostly true
If your score is 12 or higher, you understand the ingredients to be a highly effective team leader. If your
score is 6 or lower, you might have an authoritarian approach to leadership or be uncomfortable with
culturally diverse team membership or virtual team communications, such as email. Questions 1, 2, 6,
7, 8, 10, 12 and 13 pertain to authoritarian versus participative team leadership. Questions 4, 9, 11, 14
and 15 pertain to cultural differences. Questions 3 and 5 pertain to virtual team communications. Which
aspects of team leadership reflect your leader strengths? Your leader weaknesses? Team leadership
requires that the leader learn to share power, information and responsibility, be inclusive of diverse
members and be comfortable with electronic communications.
Source: Daft and Pirola-Merlo [2009] The Leadership Experience, 4e, Cengage Learning, Australia
Cultural Intelligence: Self-assessment
The job of a manager demands a lot, and before long your activities will include situations that will test
your knowledge and capacity for dealing with people from other national cultures. Are you ready? To find
out, think about your experiences in other countries or with people from other countries.
To what extent does each of the following statements characterize your behavior? Please answer each
of the following items as Mostly True or Mostly False for you.
Mostly
True
Mostly
False
1. I plan how I’m going to relate to people from a different culture before
I meet them.
2. I understand the religious beliefs of other cultures.
3. I understand the rules for nonverbal behavior in other cultures.
4. I seek out opportunities to interact with people from different cultures.
5. I can handle the stresses of living in a different culture with relative
ease.
6. I am confident that I can befriend locals in a culture that is unfamiliar
to me.
7. I change my speech style (e.g., accent, tone) when
a cross-cultural interaction requires it.
8. I alter my facial expressions and gestures as needed to facilitate a
cross-culture interaction.
9. I am quick to change the way I behave when a cross-culture
encounter seems to require it.
SCORING AND INTERPRETATION: Each question pertains to some aspect of cultural intelligence.
Questions 1–3 pertain to the head (cognitive CQ subscale), questions 4–6 to the heart (emotional CQ
subscale), and questions 7–9 to behavior (physical CQ subscale). If you have sufficient international
experience and CQ to have answered “Mostly True” to two of three questions for each subscale or six of
nine for all the questions, then consider yourself at a high level of CQ for a new manager. If you scored
one or fewer “Mostly True” on each subscale or three or fewer for all nine questions, it is time to learn
more about other national cultures. Hone your observational skills and learn to pick up on clues about
how people from a different country respond to various situations.
Source: https://www.16personalities.com/free-personality-test
Ability to Work under Ambiguity/Uncertainty/Change: Selfassessment
Take a moment to fill out the instrument below to see your own tolerance for ambiguity.
Read each of the following statements. Rate each of them in terms of the extent to which you (dis)agree
with the statement using the following scale:
Completely Disagree
1 2 3
to
4
Completely Agree
5
6
7
Place the number that best describes your degree of agreement in the blank to the left of each
statement.
1. ______An expert who does not come up with a definite answer probably does not know much.
2. ______I would like to live in a foreign country for a while.
3. ______The sooner everyone acquires similar values and ideals the better.
4. ______A good teacher makes you wonder about your way of looking at things.
5. ______I like parties where I know most of the people more than ones where all or most of the people
are complete strangers.
6. ______Teachers or supervisors who hand out vague assignments give a chance for one to show
initiative and originality.
7. ______A person who leads an even, regular life, in which few surprises or unexpected happenings
arise, has a lot to be grateful for.
8. ______Many of our most important decisions are based upon insufficient information.
9. ______All problems can be solved.
10. ______People who fit their lives to a schedule probably miss most of the joy of living.
11. ______A good job is one where what is to be done and how it is to be done are clear.
12. ______It is more fun to tackle a complicated problem than to solve a simple one.
13. ______In the long run, it is possible to get more done by tackling small, simple problems rather than
large and complicated ones.
14. ______Often, the most interesting and stimulating people are those who do not mind being different
and original.
15. ______What we are used to is always preferable to what is unfamiliar.
Scoring:
For odd-numbered questions, add the total points.
For even-numbered questions, use reverse scoring (7 means 1, and 1 means 7), and add the total
points.
Your score is the total of the even-numbered and odd-numbered questions.
A tolerant person would score 15 and an intolerant person 105. Scores ranging from 20 to 80 have been
reported, with a mean of 45. Company managers had an average score of about 45, and non-profit
managers had an average score of about 43 though scores in both groups varied widely.
Typically, people who tolerate ambiguity (low score) will be comfortable in organizations characterized by
rapid change, unclear authority, empowerment, and movement toward a learning organization. People
with low tolerance for ambiguity (high score) are comfortable in more stable, well-defined situations.
However, individuals can grow in the opposite direction of their score if they so choose.
Source: https://www.16personalities.com/free-personality-test
Networking
Recall that networking is part of politics, and through networking you can develop your
power and influence to get others to help you reach your objectives. Through network- ing
you develop relationships, and the relationships build a community support system to help
you in your career.57 There are many benefits to networking. For example, more people find
jobs through networking than all the other methods combined. Companies have been
recruiting talented workers through social media site LinkedIn for years, and more
companies are now also using Facebook to recruit as well as to increase sales. Assess your
networking skills now in Self-Assessment.
Source: Lussier, R. & Achua, C. F. 2016. Leadership: theory, application, and skill development (Sixth edition), Cengage Learning, Boston
SELF-ASSESSMENT
Networking
Identify each of the 16 statements according to how accurately it describes your behavior. Place a number from 1 to 5
on the line before each statement.
5 — 4 — 3 — 2 — 1
Describes me
Does not describe me
1. When I start something (a new project,
a career move, a major purchase), I seek
help from people I know and seek new
contacts for help.
2. I view networking as a way to create win–
win situations.
3. I like to meet new people; I can easily
strike up a conversation with people I
don’t know.
4. I can quickly state two or three of my most
important accomplishments.
5. When I contact business people who can
help me (such as with career information),
I have goals for the communication.
6. When I contact business people who can
help me, I have a planned short opening
statement.
7. When I contact business people who can
help me, I praise their accomplishments.
8. When I contact people who can help me,
I have a set of questions to ask.
9. I know contact information for at least 100
people who can potentially help me.
10. I have a file/database with contact
information of people who can help me in
my career, and I keep it updated and
continue to add new names.
11. During communications with people who
can help me, I ask them for names of others
I can contact for more information.
12. When seeking help from others, I ask
them how I might help them.
13. When people help me, I thank them at the
time and for big favors with a follow-up
thanks.
14. I keep in touch with people who have
helped or can potentially help me in my
career at least once a year, and I update
them on my career progress.
15. I have regular communications with people in
my industry who work for different
organizations, such as members of trade
professional organizations.
16. I attend trade/professional/career types of
meetings to maintain relationships and to
make new contacts.
Add up your score and place it here and on the
continuum below.
80 — 70 — 60 — 50 — 40 — 30 — 16
Effective Networking
Ineffective Networking
If you are a full-time student, you may not score high
on networking effectiveness, but that’s okay as you can
develop networking skills by following the steps and
guidelines in this chapter.
Negotiation
We negotiate to secure a more favorable outcome, so negotiating is an essential career skill,
because good negotiators get more favorable outcomes, such as more pay. Let’s face it,
whether you realize it or not, and whether you like it or not, we are all negotiators because
we attempt to get what we want everyday. Negotiating is a process in which two or more
parties have something the other wants and attempt to come to an agreement.
Influence tactics, power, and politics are commonly used during the negotiation process.
Walmart keeps its everyday low prices because it is such a good negotiator. In this section,
we focus on getting what we want by influencing others through negotiation. Before we
get into the details of negotiating, complete Self-Assessment.
Source: Lussier, A. (2016) Leadership: Theory, Application and Skill Development, 6 eds, Cengage Learning
SELF-ASSESSMENT
Negotiating
Identify each of the 16 statements according to how accurately it describes your behavior. Place a number from 1 to 5
on the line before each statement.
5 — 4 — 3 — 2 — 1
Describes me
Does not describe me
1. Before I negotiate, if possible, I find out
about the person I will negotiate with to
determine what they want and will be willing
to give up.
2. Before I negotiate, I set objectives.
11. When I compromise and give up something, I ask for something in return.
12. If the other party tries to postpone the
negotiation, I try to create urgency and tell
them what they might lose.
3. When planning my negotiating presentation
, I focus on how the other party will
benefit.
13. If I want to postpone negotiation, I don’t
let the other party pressure me into
making a decision.
4. Before I negotiate, I have a target price I
want to pay, a lowest price I will pay, and
an opening offer.
14. When I make a deal, I don’t second-guess,
wonder whether I got the best price, and
check prices.
5. Before I negotiate, I think through options
and trade-offs in case I don’t get my target
price.
6. Before I negotiate, I think of the questions and
objections the other party might have,and
I prepare answers.
7. At the beginning of negotiations, I develop
rapport and read the person.
8. I let the other party make the first offer.
9. I listen to what the other parties are
saying and focus on helping them get
whatthey want, rather than focusing on
whatI want.
10. I don’t give in too quickly to others’
offers.
15. If I can’t make an agreement, I ask for
advice to help me with future negotiations.
16. During the entire business negotiating
process, I’m trying to develop a
relationship, not just a onetime deal.
Add up your score and place it here and on the
continuum below.
80 — 70 — 60 — 50 — 40 — 30 — 16
Effective Networking
Ineffective Networking
If you did not score high on negotiating effectiveness, that’s okay, as you can develop negotiating skills by
following the steps and guidelines in this chapter.
Leadership Development Plan Template
Goal
Leadership
strength/we
akness/skill
Reasoning
Anticipated challenges
or justification if none
Activities to help develop
strength/weakness/skill
Goal#1
Goal#2
Goal#3
Page 1 of 2
Where can you
practise or apply
this
strength/weakness/
skill?
Timeline for
achieving goals
Measurement
Page 2 of 2
Feedback Checklist
Assessment 3: Leadership development plan
Questions
YES
NO
UNCLEAR
Are the goals set out clear and achievable?
Are the activities set out clear and doable?
Are the goals aligned with the strengths or weaknesses set?
Are the activities aligned with the strengths or weaknesses set?
Is the timeframe for the activities and goals reasonable?
Are the measurement indicators appropriate and measurable?
Would I do the same as the student?
Overall, is the development plan feasible/reasonable/appropriate? (e.g. does the proposed plan address the
strengths and weaknesses?).
Feedback and Suggestions
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………………………………………………………
Page 1 of 2
Page 2 of 2
Purchase answer to see full
attachment
