1.24 leadership
duty13
2 years ago
70
files (5)ENTE3522Assessment1Brief2023-20241.doc
ReflectiveEssayWriting11.pdf
LeadershipStylePowerandAuthorityforStudents1.pdf
- SampleEssay31.pdf
- ASSIGNMENT1BRIEF1.pptx
ENTE3522Assessment1Brief2023-20241.doc
ReflectiveEssayWriting11.pdf
Reflective Essay Writing
by XXXX XXXXXX
Submission date: XX-XX-20XX 12:08AM (UTC+0000) Submission ID: XXXXXXXXX
File name: p2433498.docx (2.06M) Word count: 2376 Character count: 12357
DE MONTFORT UNIVERSITY LEICESTER
XXXXXX XXXXX
PXXXXXX
Assessment I:
Reflective Essay Writing
Word Count: 1854
Department of Management and Entrepreneurship
E TE3522
Module Coordinator: Dr. Huriye Yeroz
Faculty ofBusiness and Law
De Montfort University
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FINAL GRADE
XX/100
Reflective Essay Writing GRADEMARK REPORT
GENERAL COMMENTS
Instructor
A voice comment was left for this paper.
PAGE 1
PAGE 2
Comment 1
constructive criticism?
PAGE 3
Comment 2
That is why Julia felt intimidated and so later resisted to your leadership in her way perhaps. I suspect if some gender issues are going on here.
Comment 3
THis reflection is critical for any given leadership quality
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Comment 4
Good reflection! Because you seemed to be task oriented! all along
Comment 5
You express major points very well!
Comment 6
This is called implicit leadership theories! Read this article in the resource list!
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RUBRIC: ENTE3522-REFLECTIVE ESSAY
INTRODUCTION (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
STRUCTURE (20%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
RELEVANCE (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
ANALYSIS (20%)
3.20 / 4
2 / 4
No Introduction
Introduction briefly introduces some of the practical/managerial or personal relevance
Introduction states practical/managerial or personal relevance
Introduction states practical/managerial and personal relevance as well as theoretical motivation/justification.
3 / 4
Clarity and structure in organizing and presenting the key themes of the chosen topic is poor. Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately.
There is room for better Clarity and structure in organising and presenting the key themes of the chosen experience. There are frequent lapses in clarity and accuracy
Clarity and structure in organising and presenting the key themes of the chosen experience is good.Minor, infrequent lapses in clarity and accuracy.
The language is clear and expressive. The reader can create a mental picture of the experiental situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader.
4 / 4
Most of the reflection is irrelevant to student and/or assignment brief &learning goals
Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader.
The learning experience being reflected upon is relevant and meaningful to student and/or assignment brief &learning goals.
The learning experience being reflected upon is relevant and meaningful to student and/or assignment brief & learning goals.
3 / 4
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
INTERCONNECTI (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
CRITICAL ART (20%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
FORMAT/REF (10%)
Reflection does not move beyond description of the learning experience(s).
Student makes attempts at applying the learning experience to understanding of self, others, and relevant leadership concepts but fails to demonstrate depth of analysis.
The reflection demonstrates student attempts to analyse the experience but analysis lacks depth.
The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and leadership frameworks/concepts.
4 / 4
No attempt to demonstrate connections to previous learning or experience.
There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/or learning experiences.
The reflection demonstrates connections between the experience and material from other research; past experience; and/or personal goals.
The reflection makes creative and rigorous connections between the experience and material from other research; past experience; and/or personal goals.
3 / 4
Not attempt at self-other-theoretical criticism.
There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal, contextual and/or theoretical assumptions or biases, etc.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions as well as contextual and/or theoretical assumptions or biases, etc.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and contextual and/or theoretical assumptions or biases, etc. which define new modes of thinking as a result.
4 / 4
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
Poor presentation throughout in terms of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Some consideration of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Proper application of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Excellent presentation throughout in terms of of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
LeadershipStylePowerandAuthorityforStudents1.pdf
Leadership Style, Power and Authority for Students
by XXX XXXX
Submission date: 08-Feb-20XX 04:02PM (UTC+0000) Submission ID: 1XXXXXXX
File name: Leadership_Style,_Power_and_Authority_for_Students.docx (227.88K) Word count: 2701 Character count: 15033
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Extension Form
Extension to Coursework Application I. Th form should be used by &ludenlo requeobng up lo 14 days eodenaion lo a deedhna !Of an aueasmenl
component. Follow ep• A to C below - edens,ona beyond thio dale w,I only be gras,ted ,n e..,.,pt,onal c.rcum&lancea. For eiten51011& m excess of 15 day,,, the student •• advised lo apply for defarral by subnwttw,g an Extenuating Ctrcunetances Form.
2. Extensions wil only be granted ., extreme cucumstancea For g...dance, 588 the Handbook and Re y ulat,ons for Unde,graduate Awards for unde,graduate atudenta, and the T111J9hl f>oatgraduate Ptogrammea UnJYe<aity Re g ula!,oru, foe postgraduate student&.
3. Th fDfm should be preaa:,tad pror to deadline date.
4. Relevant evidence should be presented lo the Module Tutor wllh this app\,cat,on.
A Complete parts 1·10 of the form prior l o seeing Iha module lulor.
Student Information
1 Surname XXXX 2 First Name XXXX 3 10 Number
Ptogramme Information
4 Programme Name
5 Year/1.eYel
8 campus/Auoclate College Leicester
Module Information
7 Module Code
8 Module Name
9 A H M a m e n t Component
10 Original Deadline Data
ENTE3522
Perspectives on creative leadership
Reflective essay
B Take Iha form 10 Iha Module ruror• 10 derennlne the lengrh of rhe extension and sign (11·1 .
11 New D N d l l n e Dale
12 s t a n Name Signature Date Agreed XX XX XXXX
C Subm r the coursework rogether with Iha top copy of rhls form, plus the usual coursework co�•r In the normal manner for the submission of coursework.
• Prior lo "gnrig, the Module Tutoe should ensure the Module Lead.,, would agree r, principle lo such exlen51011&.
Where an e"1ellSIOl1 •• granted, f lure lo meet the naw dead ne dat w,U reou ,n penalbes es outined ,n the Handbook and Regulat,ons foe Undergraduate Awards foe under9raduat atud<H1ta, and the Taught Postgraduate Prograrnmea UnNe<Slty Regulat,ona lor postgraduate atudenta.
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lul.lld.06/13
FINAL GRADE
XX/100
Leadership Style, Power and Authority for Students GRADEMARK REPORT
GENERAL COMMENTS
Instructor
Brilliant analysis and concluding remarks. There is room for improvement in analytical and conclusion part where you can contribute to the literature you positioned yourself that is student leadership. More in voice comments. Anything not clear just let me know I can explain further. Very weldone!
A voice comment was left for this paper.
PAGE 1
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PAGE 4
Comment 1
You should make sure you explicitly spell out&use the concepts from your chosen theoretical framework for instance - symbolizing professional values-from the framework seemed very applicable to some examples you provided but I cannot be sure if you refer to this concept or not.
Comment 2
This is a brilliant reflection well suppported with the literature. How carisma and experrt power have been manifested in your case could be fleshed out more in details.
I think you should have taken up this discussion of power-leadership even further.
Perhaps in conclusions?
Comment 3
You have not defined and worked out this concept at all\ just mentioned in the beginning. So plese do not bring new concepts or concepts that you havent used in your analysis in the conclusion part. It feels very disconcerting in academic sense.
Comment 4
no comment
Comment 5
I am not so sure about how charisma is defined and used in your case as well. Please make sure you define the concepts well in advance and then demonstrate how they manifested themselves in illustrative cases&examples until coming ti the end making generalizations through&over them.
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RUBRIC: ENTE3522-REFLECTIVE ESSAY
INTRODUCTION (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
STRUCTURE (20%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
RELEVANCE (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
ANALYSIS (20%)
3.60 / 4
4 / 4
No Introduction
Introduction briefly introduces some of the practical/managerial or personal relevance
Introduction states practical/managerial or personal relevance
Introduction states practical/managerial and personal relevance as well as theoretical motivation/justification.
3 / 4
Clarity and structure in organizing and presenting the key themes of the chosen topic is poor. Language is unclear and confusing throughout. Concepts are either not discussed or are presented inaccurately.
There is room for better Clarity and structure in organising and presenting the key themes of the chosen experience. There are frequent lapses in clarity and accuracy
Clarity and structure in organising and presenting the key themes of the chosen experience is good.Minor, infrequent lapses in clarity and accuracy.
The language is clear and expressive. The reader can create a mental picture of the experiental situation being described. Abstract concepts are explained accurately. Explanation of concepts makes sense to an uninformed reader.
4 / 4
Most of the reflection is irrelevant to student and/or assignment brief &learning goals
Student makes attempts to demonstrate relevance, but the relevance is unclear to the reader.
The learning experience being reflected upon is relevant and meaningful to student and/or assignment brief &learning goals.
The learning experience being reflected upon is relevant and meaningful to student and/or assignment brief & learning goals.
4 / 4
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
INTERCONNECTI (10%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
CRITICAL ART (20%)
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
FORMAT/REF (10%)
Reflection does not move beyond description of the learning experience(s).
Student makes attempts at applying the learning experience to understanding of self, others, and relevant leadership concepts but fails to demonstrate depth of analysis.
The reflection demonstrates student attempts to analyse the experience but analysis lacks depth.
The reflection moves beyond simple description of the experience to an analysis of how the experience contributed to student understanding of self, others, and leadership frameworks/concepts.
4 / 4
No attempt to demonstrate connections to previous learning or experience.
There is little to no attempt to demonstrate connections between the learning experience and previous other personal and/or learning experiences.
The reflection demonstrates connections between the experience and material from other research; past experience; and/or personal goals.
The reflection makes creative and rigorous connections between the experience and material from other research; past experience; and/or personal goals.
3 / 4
Not attempt at self-other-theoretical criticism.
There is some attempt at self-criticism, but the self-reflection fails to demonstrate a new awareness of personal, contextual and/or theoretical assumptions or biases, etc.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions as well as contextual and/or theoretical assumptions or biases, etc.
The reflection demonstrates ability of the student to question their own biases, stereotypes, preconceptions, and/or assumptions and contextual and/or theoretical assumptions or biases, etc. which define new modes of thinking as a result.
4 / 4
NON-REFLECTIVE LEADER (1)
REFLECTIVE NOVICE (2)
AWARE LEADER (3)
REFLECTIVE LEADER (4)
Poor presentation throughout in terms of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Some consideration of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Proper application of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
Excellent presentation throughout in terms of of word count, grammar/spelling, proper use of figures, tables and/or appendices and accurate referencing (DMU Harvard Style)
