Assessment 2

PUBH6004_Assessment Brief 2 Page 1 of 10

ASSESSMENT BRIEF

Subject Code and Title PUBH6004: Leadership and Effecting Change in Public Health

Assessment Assessment 3.1: Group Assessment – Applied Leadership

Individual/Group Group Assignment

Length 3 15 minutes

Learning Outcomes This assessment addresses the following learning outcomes: 4. Apply strategies to effectively lead change and facilitate collaboration and the empowerment of others 5. Analyse the relationship among leadership, power, ethics, values and different forms of accountability 6. Apply strategies for effective change management with individuals, teams and organisations

Submission On Campus: Presentations and submission due in Week 11 in class on a day arranged by learning facilitator

Online class: Presentations and submission due in Week 11 by Sunday 11.55 pm AEST/AEDT *

Weighting 30%

Total Marks 100 marks

*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (e.g. Adelaide = 11:25pm).

Instructions:

This assessment requires you to apply leadership skills and strategies explored in the subject as a team. You will be divided into groups. The teams will be provided a public health scenario in which collaboration and change management is required. The scenario will describe a public health related problem where a change is required, and different types of leadership roles are in consideration. Your task is to apply knowledge from this subject and critical thinking on how to respond to this scenario as a team.

Part 3.1 of the assessment required you to apply leadership skills and strategies explored in the subject as a team and deliver a group presentation (30%).

Part 3.2 is an Individual Reflection task (see dedicated brief for instructions).

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Part 1: Group Presentation (15 mins; 30%)

Focusing on the challenges in the scenario, each team will present an analysis of how leadership, power, ethics and values affect each other and subsequently, provide strategies for collaboration and effective change management. (Please note that each scenario has to be addressed by the team focusing on that specific context)

You need to discuss 3 aspects from the perspective of your team leadership level:

1. Power: In the context (scenario provided), what type of power do you have as a team? Over whom do you have this type of power? What values should you hold, and what ethical considerations should you be aware of?

2. Collaboration and empowerment: With whom do you need to collaborate as a team? What strategies (plans of action) can you use to facilitate collaboration? How can you empower the people you lead? How can you have good governance (sharing responsibility, accountability and power)?

3. Change: What strategies (plans of action) could you use to facilitate change management to respond effectively to the scenario?

Note: It is mandatory that each group member will present (speak).

Assessment Criteria:

Your assessment will be assessed against the following criteria: • Effectively explains the relationships among leadership, power, ethics and values in different

leadership roles (25%) • Effectively applies strategies to facilitate collaboration and empowerment of others and

governance (including accountability) (25%) • Effectively applies strategies for effective change management (25%) • Effective Communication (25%):

• Logical flow and order in presentation • Keeps to the time limit for presentation • Audience engagement – visual aids maintain interest, each person speaks clearly and

is well prepared for their part • Written materials – accurate spelling, grammar, sentence construction

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Assessment Attributes

0-34 (Fail 1 – F1)

Unacceptable

35-49 (Fail 2 – F2)

Poor

50-64 (Pass -P)

Functional

65-74 (Credit - CR)

Proficient

75-84 (Distinction – DN)

Advanced

85-100 (High Distinction – HD)

Exceptional

Grade Description (Grading Evidence of unsatisfactory Evidence of satisfactory Evidence of a good level of Evidence of a high level Evidence of an exceptional Scheme) achievement of one or more achievement of course understanding, knowledge of achievement of the level of achievement of

of the learning objectives of learning objectives, the and skill development in learning objectives of learning objectives across the course, insufficient development of relevant relation to the content of the course the entire content of the understanding of the course skills to a competent level, the course or work of a demonstrated in such course demonstrated in content and/or unsatisfactory and adequate superior quality on the areas as interpretation such areas as level of skill development. interpretation and critical majority of the learning and critical analysis, interpretation and critical

analysis skills. objectives of the course. logical argument, use analysis, logical argument, Demonstration of a high of methodology and creativity, originality, use level of interpretation and communication skills. of methodology and critical analysis skills. communication skills.

1. Content, Audience and Purpose

Does not meet minimum standard

Meets minimum standard Moves beyond minimum standard

Exceeds minimum standard

Exceeds minimum standard and exhibits high levels of independence

General description of the level of attainment

Demonstrates no awareness of context and/or purpose of the assignment.

Demonstrates limited awareness of context and/or purpose of the assignment

Demonstrates consistent awareness of context and/or purpose of the assignment.

Demonstrates an advanced and integrated understanding of context and/or purpose of the assignment.

Consistently demonstrates a systematic and critical understanding of context and purpose of the assignment.

2. Knowledge and understanding

• Effectively explains the relationships among leadership, power, ethics and

Limited understanding of required concepts and knowledge

Knowledge/understanding of the field or discipline.

Resembles a recall or summary of key ideas.

Thorough knowledge/understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence

Highly developed understanding of the field or discipline/s.

Discriminates between assertion of personal

A sophisticated understanding of the field or discipline/s.

Systematically and critically discriminates

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values in different leadership roles (20%)

Key components of the assignment are not addressed.

Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.

from the research/course materials.

Demonstrates a capacity to explain and apply relevant concepts.

opinion and information substantiated by robust evidence from the research/course materials and extended reading.

between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.

Well demonstrated capacity to explain and apply relevant concepts.

Mastery of concepts and application to new situations/further learning.

3. Analysis and application with synthesis of new knowledge

• Effectively applies strategies to facilitate collaboration and empowerment of others and governance (including accountability) (25%)

• Effectively applies strategies for effective change management (25%)

•

Limited synthesis and analysis.

Limited application/recommendations based upon analysis.

Demonstrated analysis and synthesis of new knowledge with application.

Shows the ability to interpret relevant information and literature.

Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.

Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to analysis/synthesis.

Highly sophisticated and creative analysis, synthesis of new with existing knowledge.

Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.

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7. Effective communication

• Effective Communication (25%):

• Logical flow and order in presentation

• Keeps to the time limit for presentation

• Audience engagement – visual aids maintain interest, each person speaks clearly and is well prepared for their part

• Presentatio n materials – accurate spelling, grammar, sentence construction

Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence.

No effort is made to keep audience engaged, audience cannot follow the line of reasoning.

Little use of presentation aids, or the presentation aids and material used are irrelevant.

Poorly written with errors in spelling, grammar.

Information, arguments and evidence are presented in a way that is not always clear and logical.

Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow.

Presentation aids are used more for effect than relevance.

Has accurate spelling, grammar, sentence and paragraph construction.

Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments.

The audience is mostly engaged, line of reasoning is easy to follow.

Effective use of presentation aids.

Is well-written.

Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence.

Engages the audience, demonstrates cultural sensitivity.

Carefully and well prepared presentations aids are used.

Is very well-written

Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments.

Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity

Effective use of diverse presentation aids, including graphics and multi-media.

Expertly written.