Reference no: EM133796134

Leading the Engaged Enterprise

Learning Outcome 1: Demonstrate advanced knowledge of the differing concepts and theories of leadership and management.

Learning Outcome 2: Critique the concepts of distributed leadership and an engaged enterprise.

Learning Outcome 3: Exhibit specialist communication and effective interpersonal skills to specialist and non- specialist audiences.

Learning Outcome 4: Employ individual and team learning strategies that promote intentional learning and autonomy.

Learning Outcome 5: Reflect upon the role of personal assumptions and actions in shaping leadership and engagement strategies.

Learning Outcome 6: Display the capability to think across cultures and contexts.

Assessment 1 - Concept Maps and Reflections

Assessment 1A - Concept Maps
The purpose is to evaluate groups' understanding of key concepts used in this unit through the creation of concept maps based on pre-assigned readings and one reading assigned by the lecturer. This group assignment will help students deeply engage with the readings, develop critical thinking skills, and demonstrate their understanding and integration of key leadership concepts.

Assessment 1A-1 Structure:
Groups will create four concept maps. Three concept maps will be based on pre-assigned readings, and the fourth will be based on a reading assigned by the lecturer. Each group should consist of no more than 6 members.
The three concept maps are to be selected from the four pre-assigned readings below:
Freeman, R. E., Martin, K., & Parmar, B. (2007). Stakeholder Capitalism. Journal of Business Ethics, 74(4), 303-314.
Northouse, P. G. (2021). Servant Leadership. In Leadership - international student edition: Theory and practice (9th ed., pp. 254-284). SAGE Publications, Inc.
Northouse, P. G. (2021). Adaptive Leadership. In Leadership - international student edition: Theory and practice (9th ed., pp. 286-321). SAGE Publications, Inc.
Ancona, D., Malone, T. W., Orlikowski, W. J., & Senge, P. M. (2007). In praise of the incomplete leader. Harvard Business Review, 85(2), 92.
Instructions for pre-assigned readings Concept Maps:
For each of the three pre-assigned readings, construct a detailed concept map, with at least three levels of concepts.
Ensure each concept map includes a clear focus question, key concepts that address the focus question, hierarchical structure, and linking words (and cross-links where relevant) that form propositions.
Information included in each concept map must strictly come from the assigned reading for that map.
The concept map is presented using Microsoft PowerPoint. Only one slide per concept map. Book your online assignment help today!
Each concept map is accompanied with a 5-minute presentation that explains the concept map. The presentation is recorded using Microsoft PowerPoint. The presenter must be visible in the presentation.

Assessment 1A-2 Structure:
Instructions for lecturer-assigned reading Concept Map:
Your lecturer will assign your group a chapter from Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The practice of adaptive leadership: Tools and tactics for changing your organisation and the world. Harvard Business Press.
Construct a concept map based on the reading assigned by your lecturer.
Follow the same guidelines as for the pre-assigned readings above except the requirement to record the presentation.
Information included must strictly come from the assigned chapter.
The concept map is presented in workshops using Microsoft PowerPoint.
The presentation is limited to 5-minutes, followed by 5 minutes of question and answer.
Concept Map Components:
Focus Question: A clear and relevant question that guides the concept map.
Key Concepts: Important ideas (that meet the definition of a concept) from the reading, represented in boxes that answer the focus question.
Linking Words/Phrases: Words or phrases that describe the relationship between concepts.
Cross-Links (where relevant): Connections between different sections of the concept map to show relationships and integration of knowledge.
Propositions: Statements formed by linking two or more concepts with linking words/phrases or cross-links.
Hierarchical Structure: Organisation of concepts from general to specific. There should be three levels of concepts.

Assessment 1B - DIEP Reflections

The purpose of this assessment is to engage students in a critical reflection of their learning experiences within this leadership unit. This reflection will follow the DIEP (Describe, Interpret, Evaluate, Plan) framework to ensure a structured and comprehensive analysis.

Assessment Instructions
You are required to write four reflective essays based on your learning experiences in this unit (MBS663 T3 2024). Each reflective essay is between 150 - 200 words (not including references). Use the DIEP approach to structure your reflection. The essay should be submitted as a Word document through the university's learning management system by 11.30 pm on 27/10/2024.
DIEP Framework
Describe (50 words):
Describe the Insight: Identify and describe a significant insight you gained during the leadership unit. An insight is something new that you have learned or realised. It should be relevant to the leadership concepts covered in the unit and should change the way you think and/or act.
Example: "In last week's lecture, I realised the importance of distinguishing between technical and adaptive challenges in leadership."
Describe the Situation: Provide relevant details of the circumstances from which you gained the insight. Explain what was happening when this learning occurred and what triggered this learning.
Example: "During a group discussion on a case study about a company undergoing significant change, I noticed how different team members responded to the technical versus adaptive aspects of the problem."
Interpret (50 words):
Interpret the Meaning of the Insight: Discuss what the insight means to you. Analyse the aspects that influenced this insight, including previous incidents, learning, the environment, and relationships with others.
Example: "This discussion highlighted that technical challenges require straightforward solutions from existing knowledge, while adaptive challenges demand changes in beliefs, roles, and approaches, which are often more difficult to navigate."
Interpret the Consequences of the Insight: Explain how this insight changes your understanding or behaviour. Consider if the insight can be applied to other situations.
Example: "This insight made me realise that as a leader, it is crucial to identify the type of challenge being faced to apply the appropriate leadership strategy."
Evaluate (50 words):
Evaluate the Insight: Determine the value or significance of your insight. Discuss how it is relevant and beneficial to your learning, coursework, future work, and professional development.
Example: "Understanding the distinction between technical and adaptive challenges is significant for my future role as a leader. It will help me better assess situations and choose the right approach to lead effectively."
Plan (50 words):

Plan How to Apply Your Insight: Outline how you plan to apply this insight in your future leadership practices. Set specific, measurable, achievable, relevant, and time-bound (SMART) goals.

Example: "To apply this insight, I will read ‘Leadership on the Line' by Heifetz and Linsky to deepen my understanding of adaptive leadership. I aim to complete this book by the end of the semester. Additionally, I will practice distinguishing between technical and adaptive challenges in my current projects and seek feedback from peers and mentors on my approach."