800 words introduction of virgin company, finish in 12 hours

Course Number

BBA7023

Course Title:

Leadership in the 21st century

Program

BBA Hospitality and/or BBA ESE

Lecturer

Dr D. S. Newnham

Assignment Type

Project

Assignment Name

Group presentation

Semester

7

Hand-out date:

Course Week 19, 2018.2

Campus / Learning Level

Bulle / 6

Hand-in date:

Week 22, 2018.2

Overall Grade Weighting %

60%

Grade Distribution %

100% Group

Hand-in Place:

Power point slides

TII (electronic copy) through Moodle

Academic Reception (hard copy)

· LO1 Apply critical and reflective thinking abilities in the workplace .

· LO2 Exhibit the ability to distinguish and work with diversity; cognitive, gender and national

· LO3 Demonstrate responsible decision-making and personal accountability

· LO4 Evaluate and solve a leadership problem through the design of a change scenario that considers followers, organizational culture and social environment

· LO5 Appraise and apply leadership skills and abilities such as effectively leading change, resolving conflict, and motivating others.

Structure or Task:

Learning Descriptor

Power point slide: group name and individual student names

Case study title

· N/A

1. Introduction

Background to the case study. The students are required to have done a comprehensive analysis of the history of the company and its leaders and problems or success factors.

· Knowledge and Understanding

· Synthesis

· Learning to learn

· communication

2. The students are required to demonstrate and understanding and critical evaluation of the following factors within their case study:

To attend to the changing context and demands of current and potential leadership roles and indicated expectations and realities that the world of learning, work and business opportunities face.

3. A determine what forms of leadership were and are within the company

4. Analyze the follower’s styles

5. Determine roles of power

6. Analyze how this relationship created corporate culture

7. Evaluate the strengths and weaknesses of this model

8. Ethical implications

9. Emotional intelligence of leaders and followers

· Knowledge and Understanding

· Working in groups

· Synthesis and analysis

· Learning to learn

· Communication

10. The students will be required demonstrate the following:

self-and group awareness skills as a leader and demonstrate how their work gives a distinctive style to the case study analysis.

The student communicates his/her learning experiences of group work and project management

· Knowledge and Understanding

· awareness

· Team work

· Learning to learn

11 Participation in other teams’ presentations:

Asking questions

Providing feedback

·

· Knowledge and Understanding

· Analysis

· Emotional intelligence

· Communication

· Learning how to learn

References on power point

· NA

Learning Descriptor

Task

Weight

Knowledge and Understanding

Task All

30%

Cognitive Skills

Task All

30%

Professional Competencies

Task All

25%

Transferable Skills

Task All

15%

FINAL GRADE

100%

Grade

Learning Descriptor

80– 100%

Excellent

1. Knowledge: A clear and exact demonstration of systematic knowledge and the critical understanding of the subject area: all arguments carefully developed and clearly shown. Considered and effective use of literature beyond that supplied in the classroom. Data specialist in nature and informed by the existing body of knowledge.

1. Cognitive: Synthesize, critically evaluate, and challenge information. Apply knowledge and understanding accurately to a range of issues, questions and problems. Apply established techniques to synthesize, critically evaluate and challenge information. Recognizes the uncertainty, ambiguity and limits to knowledge. Clear evidence of thinking and links to originality.

1. Professional Competencies: Engage, as appropriate practical and profession skills and relevant ethical issues.

1. Transferable Skills: communicate complex information, arguments, and ideas effectively and appropriately to explore issues and problems, use recognized literature, ICT, and planning; excellent report structure with APA presentation of figures, tables, references (in-text and list) where appropriate. Evidence of originality and novelty present.

70 – 79%

Very Good

1. Knowledge: A sound grasp of the subject material, with some critical understanding and logical arguments shown. Reasonable evidence of wider study beyond the classroom.

1. Cognitive: Knowledge applied and used appropriately. Evidence of synthesis, critical review, and arguments. Evidence of critical thinking and evaluation of data.

1. Professional Competencies: Some engagement, as appropriate practical and profession skills and relevant ethical issues.

1. Transferable Skills: evidence of complex information and argument’s evident, considered use of communication tools, literature, ICT, and planning; well organized report; appropriate choice and APA presentation of figures and tables; clearly presented throughout.

50 – 69%

Pass

1. Knowledge: Reasonable understanding of subject matter with some critical review and evaluation, but some flaws and errors evident. Only limited evidence of wider study and use of literature information.

1. Cognitive: Knowledge used to interpret data with some knowledge application evident. But problems found in overall logic and argument. Limited critical review and evaluation, thus thinking not shown.

1. Professional Competencies: Little evidence of key skill development in line with practical and/or professional problem solving.

1. Transferable Skills: considered use of communication tools, literature, ICT, and planning; a generally clear report with acceptable format, but some errors in APA style and/or omissions in presentation.

40 – 49%

Fail

1. Knowledge: Limited understanding of the topic with a minimal critical application or evaluation; considerable factual errors evident. Virtually no inclusion of literature information beyond lecture materials.

1. Cognitive: Knowledge used to describe, a limited application of knowledge shown. Limited evidence of argument and logical thinking.

1. Professional Competencies: Limited evidence of skills development in line with practical or professional development or problem solving.

1. Transferable Skills: inadequate use of communication tools, ICT, and some planning; little attention given to the report structure; a very limited use of illustrative tables and figures. APA problems evident and serious flaws in presentation shown.

20-39%

Fail

1. Knowledge: Minimal understanding of the subject; serious factual errors evident. No critical review or evaluation evident.

1. Cognitive: Very limited argument or logic shown. Poor evidence of thought.

1. Professional Competencies: Poor evidence of skills development.

1. Transferable Skills: poor use of communication tools, literature, ICT, and planning; poorly structured report; disorganized, missing sections, minimal presentation of supporting data.

0 – 19%

Fail

1. Knowledge: Very poor coverage of material with little relevant information evident. Virtually no evidence of understanding or exploration. A few lines of relevant material or no material at all.

1. Cognitive: No argument or logic shown.

1. Professional Competencies: None shown

1. Transferable Skills: minimal attempt to provide a structured answer. Poor.

Learning Descriptors

Fail

0-19%

Fail

20-39%

Fail

40-49%

Pass

50-69%

Very Good

70-79%

Excellent

80-100%

Knowledge & Understanding of the subject

Knowing key concepts, terms, menu items, processes, language level,

Very poor coverage of material with little relevant information evident. Virtually no evidence of understanding. A few lines of relevant material or no material at all.

Minimal understanding of the subject; serious factual errors evident. Gaps and superficial understanding.

Limited understanding of the topic with some considerable factual errors evident. Virtually no inclusion of literature information beyond lecture materials.

Reasonable understanding of subject matter but some flaws and errors evident. Only limited evidence of wider study and use of literature information. Reflect the achievement of learning outcomes.

A sound grasp of the subject material. Reasonable evidence of wider study beyond the classroom. Sound knowledge and understanding of the materials, concepts and theories.

A clear and exact demonstration of systematic knowledge. Considered and effective use of literature beyond that supplied in the classroom. Data specialist in nature and informed by the existing body of knowledge

Cognitive Skills

(e.g. analysis and

synthesis; logic

and argument;

analytical reflection;

organisation and

communication of

ideas and evidence)

No argument or logic shown. Unsubstantiated generalizations, made without use of any credible evidence. Lack of logic, leading to unsupportable conclusions or missing conclusions.

Very limited argument or logic shown. Poor evidence of thought. Views/ findings largely irrelevant, illogical or contradictory. Generalizations/ statements made with scant evidence. Conclusions lack relevance and/or validity.

Limited evidence of argument and logical thinking. Structure of argument effective, but with some gaps or weaknesses. Some evidence provided to support findings, but not always consistent. Some relevant conclusions.

Reasonable evidence of thinking and use if critical analysis. But some problems found in overall logic and argument. Limited critical review and evaluation, thus thinking not fully explored. Generally sound conclusions. Reflects the achievement of learning outcomes.

Good evidence of synthesis, critical evaluation, and tries to challenge information. Some links to originality. Evidence selected to support arguments. Strong conclusions.

Apply established techniques to show excellent synthesis, critical evaluation and to challenge information. Recognizes the uncertainty, ambiguity and limits to knowledge. Clear evidence of thinking and links to originality. Evidence selected judiciously and thoroughly to support arguments. Convincing and persuasive conclusions.

Professional Competencies

(e.g.

practical and

professional skills; industry and societal standards)

None shown. Little or no evidence of the required competencies in any of the areas identified for assessment at this level.

Poor evidence of competency development. Limited evidence of skills in the range identified for assessment at this level. Significant weaknesses evident, which suggest that the candidate is not yet on course to gain skills necessary for employment.

Limited evidence of competency development in line with practical or professional competencies development.

Demonstrate reasonable practical and professional skills and with consideration of ethical issues in semi-complex environments. Can adapt and recognize change in a business mindset with sensitivity. Shows some development of professional skills and accountability although limitations evident. Needs more supervision.

Reflect the achievement of learning outcomes.

Demonstrate good practical and professional skills and with consideration of relevant ethical issues in semi-complex environments. Can adapt and recognize change in a business mindset with some level of autonomy. Shows development of professional skills and accountability for related decisions and actions. Can act autonomously with some supervision.

Fully demonstrate practical and professional skills and with consideration of relevant ethical issues in semi-complex environments. Can adapt and recognize change in a business mindset with autonomy. Shows relevant professional skills and accepts accountability for related decisions and actions. Locates own role within poorly defined and/or flexible contexts requiring a

level of autonomy.

Transferable Skills - communication

(e.g.

written, graphical

and oral, body language

skills)

Minimal attempt to communicate appropriately. Poor.

Poor use of communication tools, with structural issues and poor use of APA. Communication is not adapted to the audience.

Demonstrate a limited use of communication tools, with some structure issues with a limited use of APA presentation of figures, tables, references (in-text and list) where appropriate. Communication is somewhat linked to the audience.

Demonstrate reasonable use of communication tools, reasonable structure with some APA presentation of figures, tables, references (in-text and list) where appropriate. Communication is reasonably adapted to audience.

Reflect the achievement of learning outcomes.

Demonstrate good use of communication tools, a good structure with APA presentation of figures, tables, references (in-text and list) where appropriate.

Communication adapted to audience.

Demonstrate excellent use of communication tools, excellent structure with APA presentation of figures, tables, references (in-text and list) where appropriate. Communication adapted to audience

Transferable Skills – working with others

(e.g.

group working, leadership)

Little or no evidence of the required skills in any of the skills areas.

Limited evidence of skills in the range identified for the assessment at this level.

Significant weaknesses evident, which suggest that the candidate is not on course to gain skills necessary for employment.

Can demonstrate a limited participation

as a member of a group does not meet

obligations to others

(e.g. tutors and peers) –lack of commitment present.

Can work reasonably well with others as a member of a group, and meet most obligations to others (e.g. tutors and peers).

Reflect the achievement of learning outcomes.

Demonstrate good skills and work effectively with others as a member of a group and meet obligations

to others (for example, tutors, peers, and colleagues).

Demonstrate excellent skills in working with others and recognizing the factors that impact team performance. Can work exceptionally well with others as a key member of a group, showing leadership skills where appropriate, negotiating and meeting all obligations to others (e.g. tutors and peers).

Transferable Skills – information literacy

(e.g. research related

Skills)

No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely ignored.

Little reading appropriate for the level of study, and/or indiscriminate use of sources. Academic conventions used incorrectly.

Limited evidence of research and reading, with superficial use of given text(s) or sources.

Some academic conventions evident but largely inconsistent.

Demonstrate reasonable skills in managing information, collecting appropriate data from a range of sources and undertaking simple research tasks with more external guidance. Generally accurate and assured use of academic conventions.

Reflect the achievement of learning outcomes.

Demonstrate good skills in managing information, collecting appropriate data from a range of sources and undertaking simple research tasks with external guidance. Generally accurate and assured use of academic conventions.

Demonstrate excellent skills in managing information, collecting appropriate data from a range of sources and undertaking simple research tasks with external guidance. Consistently accurate and assured use of academic conventions.

Transferable Skills – numeracy

Little or no evidence of the required skills in any of the skills areas.

Limited evidence of skills in the range identified for the assessment at this level.

Significant weaknesses evident, which suggest that the candidate is not on course to gain skills necessary for employment.

Can work with numbers, although errors and inaccuracies shown.

Demonstrate a reasonable use of your numerical skills as appropriate to support studies. Although some weaknesses and lack of accuracy and understanding of use and relevance present.

Reflect the achievement of learning outcomes.

Demonstrate a good use of your numerical skills as appropriate to support studies.

Demonstrate excellent use of your numerical skills as appropriate to support studies.

Transferable Skills – using technology

Little or no evidence of the required skills in any of the skills areas.

Limited evidence of skills in the range identified for the assessment at this level.

Significant weaknesses evident, which suggest that the candidate is not on course to gain skills necessary for employment.

Can work with ICT, although weaknesses and lack of accuracy and understanding of use and relevance present.

Demonstrate reasonable use of ICT tools as appropriate to support studies.

Reflect the achievement of learning outcomes.

Demonstrate good use of ICT tools as appropriate to support studies.

Demonstrate excellent use of ICT tools as appropriate to support studies.

Transferable Skills – learning how to learn

Little or no evidence of the required skills in any of the skills areas.

Limited evidence of skills in the range identified for the assessment at this level.

Significant weaknesses evident, which suggest that the candidate is not on course to gain skills necessary for work.

Limited evidence of the ability to evaluate and manage one’s own learning.

Able to evaluate own strengths and weaknesses in relation to professional and practical skills identified by others.

Reflect the achievement of learning outcomes.

Can take responsibility for own learning with appropriate support. Is able to act with limited autonomy, under direction or supervision,

within defined guidelines. Able to take initiative in evaluating own strengths and weaknesses in relation to professional and practical skills identified by other

Demonstrate an excellent understanding and use of the resources available to help learn, and develops as an independent learner. Able to show insight, resourcefulness, and autonomy in evaluating own strengths and weaknesses in relation to professional and practical skills.