Reflective Portfolio1
Lingyun017
Noteson3rdpartofSelfreflectiveportfolioAssign31.pptx21937 Managing Leading and Stewardship
Notes on final part of Reflective Portfolio (Assignment 3)
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Final Class- Group Reflection and Review
What class exercises, readings or activities have had the greatest impact on you and why? What has challenged your thinking, assumptions? Has this changed your practices – do you apply what you have learnt?
Getting to know you exercise - and responsible restructuring
Various organisations—questionable practices and their causes
Apple and Foxconn – supply chain and ethics
King Gee role play – Bill Quinn
Mini Case studies – leaders and followers exercise (Ivey)
Mackey vs Friedman vs Rodgers debate (stakeholders vs shareholders)
Bob Goode and Enron role play- what to do??
Antegren and Bob Mullen on leadership
Martin Luther King’s letter from Birmingham Jail
Various in-class, LinkedIn and in-group discussions
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21722 Leadership, Coaching & Mentoring
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Reflective Portfolio: Readings - Ann Cunliffe (Text book)
What are her core messages about “managing” in the last chapter, conclusion and throughout the book?
Managing is relational, reflexive and ethical. Its not just something you do but who you are and how you relate to others.
Life in organisations is messy, complex and open to different interpretations.
Managing is about connecting with people, recognising and respecting differences and creating meaning.
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21722 Leadership, Coaching & Mentoring
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Reflective Portfolio
“ What if I haven't got work experience?”
….We have all experienced managing, leading and stewardship in our own lives…
We all experience managing, stewardship, leading and following in all sorts of situations e.g. in the family, community, school, university. Where have you experienced these? e.g. starting an initiative at school, or as part of another assignment at Uni, or talking to other family members to achieve something.
We all interact with organisations and institutions, e.g. our banks, our shops, the Uni, the government, etc. How has the subject changed your understanding of these organisations/institutions and their role as consumers, members, etc.?
You are then being asked to look to the future and develop your own action guiding principles for when you are in the work force
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Reflective Portfolio
You have had plenty of workplace/life experience through the MLS tutorials – the experience of “learning what it is like”
to be a worker hearing news of plant closure ( without any prospect of influencing the outcome at the time), of being a team member and being made redundant, or a team leader making someone else redundant; of being in real workplace situations with events unfolding (as for example the case study last week). Etc.
How do you translate these learning experiences into your own “action-guiding principles” (i.e. your personal philosophy of managing, leading and stewardship – always a work-in-progress)?
A philosophy/principles you would be ready to expand on if asked by those who would be impacted by their roles as managers and leaders, and in ways that would be deemed authentic by those listening … i.e. those action guiding principles have been expressed in ways that demonstrate genuine concerns for impacts on individuals, and communities, now and into the foreseeable future have been considered.
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Articulate your own aspirations about how you personally seek to make a difference in the world. We can all make a difference in many different ways, at many levels, and on many different people—family, organisation, community, the nation, the world. Please identify a contribution with a special meaning to you. What do you see as the key barriers to having that impact? Identify the impediments and forces that will likely keep you from delivering on these commitments. Please be honest; share things that might be difficult to acknowledge in public, such as impact on career or livelihood, fear, cowardice).
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Your final entry
21722 Leadership, Coaching & Mentoring
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Marking criteria for assessment 3
Pre-subject reflection (max 2 pages) – 10 marks
Overview of main assumptions about managing, leading, stewardship
Statement of expectations on the subject
Identification of key areas/topics related to managing, leading, stewardship that are of concern to the student or create tensions
Mid-subject reflection (max 2 pages) – 10 marks
Depth of thinking and reflection (inside knowledge communicated and contemplated intra-personally): How well does the student demonstrate his take up of new knowledge in the class? Does the student think about how well his existing knowledge is working for him in his everyday practice, and what needs to or has changed in terms of his thinking?
Transference (inside knowledge applied outwards): How well does the student show that s/he is able to integrate the knowledge learned in class and apply it into practice? Does s/he provide well thought out examples?
Perceptions and interpretations (outside environments turned inwards): How well does the student demonstrate an ability to read his/her environment and make sense of it with his/her newfound knowledge? That is, what signs, symbols and stimuli catch his/her attention and how is s/he making sense of these things.
Post-subject reflection (max. 2 pages) – 10 marks
Depth of thinking and reflection (inside knowledge communicated and contemplated intrapersonally): How well does the student demonstrate his development during the subject? What has changed? What hasn’t changed?
Transference (inside knowledge applied outwards): How well does the student show that s/he is able to integrate the knowledge learned in class and apply it into practice? Has the student developed own action-guiding principles?
Perceptions and interpretations (outside environments turned inwards): How well does the student demonstrate an ability to read his/her environment and make sense of it with his/her newfound knowledge? That is, what signs, symbols and stimuli catch his/her attention and how is s/he making sense of these things
Individual action-guiding principles (max ½ page) – 5 marks
Demonstration of in-depth understanding of student’s role in society
Demonstration of a genuine commitment to realistic individual action-guiding principles and examples of how these will guide the student’s judgements and actions in the future.
½ page of reflection on received peer feedback needs to be included at the end of the portfolio - no marks allocated but reflection MUST be submitted; otherwise the portfolio won’t be marked
TOTAL MARKS = 35
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