Leadership Development 2500 words
Leadership and Decision Making
Assignment Two
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Assessment Task Two
- Assessment Task Two: Leadership Development
- Due Date: Week 09
- Type: Individual
- Weighting: Total 50%
- Length: 2,500 words (+/- 10%)
RMIT University©
School of Management
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School of Management
Assessment Task Two - Summary
- Three stages and objectives:
Stage one - Observation: Learning outcome of this stage is that you are challenged to apply and link the theories in this course with your observation.
Stage Two – Leadership Development Plan: Expected to learn not only from your role model but also how to develop and improve your own leadership skills and qualities
Stage Three - Feedback: To seek feedback on your plan from an industry leader and incorporate his/her feedback into your plan
RMIT University©
School of Management
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School of Management
In Week 06, you are required to submit background information of your leader who will provide feedback on your plan via the course Canvas. You do not need to identify the person (e.g. name). However, you must provide background information of your role model (e.g. position, leadership experience, organisation information etc.). A penalty of 2 marks may apply if you fail to submit the background information.
Important Note:
Stage One – Research/Observation
- Identify a person who you consider to be a successful or effective leader. This could be someone you work with or for (for example: business, professional, sport, volunteer work, religious organisations etc.) or anyone you judge to be a good leader. This leader could be someone you can observe in person or from your past experience or a public figure or someone you have read about same qualifier as above.
- From your research and/or observation, critically analyse:
What makes this person a good leader?
What you perceive this person’s leadership traits, behaviours and qualities;
How the person uses power and influence to make him/her an effective leader.
RMIT University©
School of Management
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School of Management
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Second Stage – Leadership Development Plan
- First, you are required to diagnose and assess your current strengths and weaknesses as a leader (or potential leader). To identify your leadership strengths and weaknesses, you will complete the ‘leadership attributes’ diagnostic tools provided (see Canvas for suggested diagnostic tools).
- Second, you are then required to create a leadership development plan. The plan must at least maintain or further develop your leadership strengths and improve weaknesses. The plan should consist of key components such as timeframe, activities, goals and measurement indicators etc. (see Canvas for Suggested Development Plan template).
RMIT University©
School of Management
*
School of Management
Stage Three – Feedback
- In the final stage, you must seek feedback on your plan from a leader. This leader can be anyone you know who holds a leadership position in an organisation. This leader could be the same person as Stage One or a different leader. To assist with the feedback stage, you should provide the leader with the ‘Feedback Checklist’ (see Canvas).
- Note: You are required to include the feedback checklist that is completed by your leader in your assignment as an appendix.
- At this stage, you must:
Describe what and how you have incorporated this leader’s feedback into your plan;
Describe how you will evaluate whether or not you have reached the level of development set out in your plan (e.g. how will you know that you’ve achieved the goals set out in your leadership development plan? what kind(s) of data and information will inform this?)
RMIT University©
School of Management
*
School of Management
Format & Reference
- Format:
This assignment should have the following format:
1) Introduction
2) Body with headings and sub-headings (i.e. Observation/Research, Leadership Development Plan; Feedback)
3) Conclusion
4) References
5) Appendix
Note: 4) and 5) are not included in the word count. - It is expected that you will use at least 10 academic references, preferably refereed journal/research articles. Websites, such as Wikipedia, will not be accepted, other than for providing general details of the leaders and these will not be counted in the minimum references required.
RMIT University©
School of Management
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School of Management
Suggested Leadership Diagnostic Tools
- Complete Three of the following diagnostic tools to assess your leadership strengths and weaknesses:
1. Self-Confident Test
2. Team Leadership Skills
3. Emotional Intelligence Test
4. Locus of Control: Self-assessment
5. Diversity Management Capability: Self-assessment
6. Cultural Intelligence: Self-assessment
7. Ability to Work under Ambiguity/Uncertainty/Change: Self-assessment
RMIT University©
School of Management
*
School of Management
Suggested Plan Template
RMIT University©
School of Management
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School of Management
Rubric
RMIT University©
School of Management
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| Criteria | Fail (NN) | Pass (PA) | Credit (CR) | Distinction (DI) | High Distinction (HD) | Mark |
| Ability to critically analyse the leader’s leadership behaviours, traits, qualities and use of power | Lack of understanding and ability to critically analyse the leader’s leadership behaviours, traits and qualities and power. | Some understanding and ability to critically analyse the leader’s leadership behaviours, traits and qualities and power. | Competent understanding and ability to critically analyse the leader’s leadership behaviours, traits and qualities and power. | Strong grasp of understanding and ability to critically analyse the leader’s leadership behaviours, traits and qualities and power. | Exceptionally clear understanding and ability to critically analyse the leader’s leadership behaviours, traits and qualities and power. | 8 |
| Demonstrate a good understanding of relevant leadership theories/issues referred to in the observation/research | Lack of understanding of relevant leadership theories/issues referred to in the observation/research. | Some appreciation of understanding of relevant leadership theories/issues referred to in the observation/research. | Competent understanding of relevant leadership theories/issues referred to in the observation/research. | Strong grasp of understanding of relevant leadership theories/issues referred to in the observation/research. | Exceptionally clear understanding of relevant leadership theories/issues referred to in the observation/research. | 8 |
| Ability to diagnose leadership strengths and weaknesses as a result of self-assessment | Lack of understanding and ability to diagnose leadership strengths and weaknesses as a result of self-assessment. | Some appreciation of understanding and ability to diagnose leadership strengths and weaknesses as a result of self-assessment. | Competent understanding and ability to diagnose leadership strengths and weaknesses as a result of self-assessment. | Strong grasp of understanding and ability to diagnose leadership strengths and weaknesses as a result of self-assessment. | Exceptionally clear understanding and ability to diagnose leadership strengths and weaknesses as a result of self-assessment. | 8 |
| Ability to create a leadership development plan based on self-assessment | Lack of understanding and ability to create a leadership development plan. | Some appreciation of understanding and ability to create a leadership development plan. | Competent understanding and ability to create a leadership development plan. | Strong grasp of understanding and ability to create a leadership development plan. | Exceptionally clear understanding and ability to create a leadership development plan. | 8 |
| Ability to describe how to incorporate the feedback into the plan | Lack of understanding and ability to describe how to incorporate the feedback into the plan. | Some appreciation of understanding and ability to describe how to incorporate the feedback into the plan. | Competent understanding and ability to describe how to incorporate the feedback into the plan. | Strong grasp of understanding and ability to describe how to incorporate the feedback into the plan. | Exceptionally clear understanding and ability to describe how to incorporate the feedback into the plan. | 8 |
| Ability to identify plan evaluation approach/es | Lack of understanding and ability to identify plan evaluation approach/es. | Some appreciation of understanding and ability to identify plan evaluation approach/es. | Competent understanding and ability to identify plan evaluation approach/es. | Strong grasp of understanding and ability to identify plan evaluation approach/es. | Exceptionally clear understanding and ability to identify plan evaluation approach/es. | 8 |
| Quality and quantity of references | Lack of quality and quantity of references. | Some quality and quantity of references | Adequate quality and quantity of references | Strong quality and quantity of references | Exceptional quality and quantity of references | 2 |
School of Management
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Suggested plan template
GOAL Strengths/Weaknesses ACTIVITY TIMEFRAME MEASUREMENT Goal # 1 Strength/weakness # 1
(e.g. improve self- confident)
Activty#1 Activity#2 Activity#3
Period 1 Period 2 Period 3
Indicator#1 Indicator#2 Indicator#3
Goal # 2 Strength/weakness # 2 (e.g. improve team leadership skills)
Activty#1 Activity#2 Activity#3
Period 1 Period 2 Period 3
Indicator#1 Indicator#2 Indicator#3
Goal # 3 Activty#1 Activity#2 Activity#3
Period 1 Period 2 Period 3
Indicator#1 Indicator#2 Indicator#3
Goal # 4 Activty#1 Activity#2 Activity#3
Period 1 Period 2 Period 3
Indicator#1 Indicator#2 Indicator#3
Suggested plan template
GOAL Strengths/Weaknesses ACTIVITY TIMEFRAME MEASUREMENT
Goal # 1 Strength/weakness # 1
(e.g. improve self-
confident)
Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 2 Strength/weakness # 2
(e.g. improve team
leadership skills)
Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 3 Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3
Goal # 4 Activty#1
Activity#2
Activity#3
Period 1
Period 2
Period 3
Indicator#1
Indicator#2
Indicator#3