MGT367 - Leadership Issues

Charles Sturt University Subject Outline
MGT367 201430 SM I-31 January 2014-Version 1 Page of 1 41

MGT367 - Leadership Issues
Session 1 2014
Faculty of Business
School of Management and Marketing
CSU Study Centre Melbourne
Internal Mode
Subject CoordinatorLaura Andreoli van Schijndel
Subject Overview
Welcome to a new session of study at Charles Sturt University. This subject outline is accessible
through mobile devices from . http://m.csu.edu.au
We can all lead in different situations: it is not just the responsibility of people in official 'leader'
positions. This subject will prepare students for leadership roles by focusing on this broad perspective.
Leadership will be examined within a context of constant change. Specific issues identified as central
to effective leadership including a diverse and equitable workplace, leading and managing change,
ethical practices and organisational learning will be addressed. Leadership capabilities and how these
can be developed will be presented accompanied by case studies. Students will be expected to develop
and justify their own position on leadership through synthesis and critical reflection.
Your subject coordinator
Laura Andreoli van Schijndel
Teaching staff
Lecturer Name: Dr Belinda Fridey
Lecturer Email: (mailto:BFridey@studygroup.com) BFridey@studygroup.com
Academic biography
With a background in e-Music value chains, IT/IS optimisation, and creative web design, Dr. Fridey
has been involved in teaching since 2004, contributing to tertiary teaching efforts in a number of
subjects including Business on the Internet, Business & Computer Ethics, IT for Business, Services &
Relationship Marketing, and e-Business / Web Design.
In 2007, she completed her PhD entitled Phenomenological Investigation of the e-Value Chains from
Australian Music Stakeholders at Deakin University. Her PhD focused on analysing the perceptions
of value chain intermediaries within an Australian music industry context in order to assess their
involvement, and the use of online distribution in adding or depleting the value of a music product.
This study provided additional insight into the Australian music industry whose supply chain has been
affected by disintermediation, and the globalisation of music markets via increased online music
download availability. She has also completed a First Class Honours thesis entitled "Investigating the
Factors Influencing the Perception of Creativity in Web Design", for the Bachelor of Information
Technology (Honours) Degree at Deakin University.
Dr Frideys current research interests include: Music e-Commerce, eMusic - Technology and
diffusion, e-Marketing of Creative Products, Mobile and Ubiquitous Computing, Requirements
Engineering (RE), Digital Rights Management (DRM), Electronic Commerce, Information Systems
Research Methods, Creativity in Web Design, Issues of Web Design Accessibility and Usability,
Knowledge and Value Transfer, and Supply Chain Management (SCM) Practices.
Beyond an IS scope, other research interests include:
Phenomenology
Perception
Axiology (Value)
Business Ethics
Australian Music Industry
Creative Teaching and Learning
Aside from lecturing and research, she enjoys scuba diving, international travel, singing/song writing
and playing guitar.
Subject author(s)
Zelma Bone
Learning outcomes
On successful completion of this subject, students will
* be able to demonstrate an understanding of the chaotic nature of organisations and the wider
environment, and the ambiguities and paradoxes this creates;
* be able to demonstrate an understanding of the work of the manager and leader within this context,
with particular reference to change;
* be able to demonstrate an understanding of the movement from mechanistic to holistic management
and leadership structures;
* be able to demonstrate an understanding of current leadership issues;
* synthesise a position in relation to the issues covered;
* be able to demonstrate an understanding of the interface between management and leadership;
* be able to demonstrate an understanding of the complexities involved in holistic leadership;
* be able to demonstrate an understanding of leadership potential and identify an appropriate
development program;
* be able to synthesise a position in relation to their approach to leadership.
Attendance
Attendance is required in all scheduled lectures and tutorials.
Contact Procedures
Academic enquiries
Any questions concerning the teaching of this subject can be made by contacting your subject
coordinator.
Subject CoordinatorLaura Andreoli van Schijndel
Emaillandreolivanschijndel@csu.edu.au
Phone00000
FaxTo be advised.
CampusOther
Building/Room numberTo be advised.
Consultation procedures
The Subject Coordinator will be available for student consultation. The most effective way to contact
the Subject Coordinator is via email or through subject forums. The Subject Coordinator also will be
available at certain times for phone or face to face consultation and will inform you of their times at
the start of session.
The Faculty of Business is committed to staff engaging with their students and students receiving
adequate support so that they have the best possible chance of succeeding in their studies. Therefore,
students who are not completing assignments or sitting for tests or who are not engaging with the
subject may be contacted by the subject coordinator to discuss their circumstances.
Minimum standards of consultation
According to the Academic Communication with Students Policy, section 4.1 Minimum Requirements
( ), when a student directly contacts a http://www.csu.edu.au/acad_sec/academic-manual/docs/p8.pdf
teaching staff member for information, advice and/or support (except in online teaching spaces) the
teaching staff member will respond to the request within 3 working days. Section 4.5 Use of Online
Discussion and Communication Technologies states that for each subject, the Subject Coordinator will
be expected to set up and/or activate an appropriate asynchronous communication technology and
respond at least once a week to student messages that request information and advice.
The Academic Communication with Higher Degree by Research (HDR) Candidates Policy (
) states that a Communication Plan, a http://csu.edu.au/acad_sec/academic-manual/docs/n2.pdf
documented agreement between a HDR candidate and his/her supervisory team that establishes
common understandings and expectations of how and when communication will occur during the
candidature will be developed. The Plan should then be reviewed regularly throughout candidature.
Contact procedures
Email is the best option. Please send a brief message regarding the issue. Include your phone number
so a staff member can contact you via phone if that is more appropriate. When sending emails, please
. This will avoid state the subject code and your name and ID number in the email title/subject
your email being treated as SPAM.
Subject Delivery
Class/tutorial times and location
Class Time: Wednesday 12:30pm - 3:30pm
Room: : It is essential that you keep checking the notice boards for the latest class information. The
timetable may change due to unavoidable circumstances, and it is important to monitor the timetable
notice boards regularly
Learning, teaching and support strategies
The study guide and/or subject materials for this subject have been written specifically to guide you
through the sections (and questions) of the prescribed textbook relevant to each topic.
You should check the Interact Site at least weekly for postings, announcements, lecture information
and other resources that will assist your studies or additional information and resources vital to your
success in the subject.
Studying at university does not mean studying alone. Take advantage of collective wisdom and post
your questions to the subject forum.
Use the subject schedule to plan your studies over the session.
Information on effective time management is available on the CSU Learning Skills website via the
following link: student.csu.edu.au
Visit the Learning Skills website for advice about assignment preparation, academic reading and note
taking, referencing, effective time management and preparing for exams at: student.csu.edu.au
(http://student.csu.edu.au/)
You can also contact an adviser through Student Central on the following number:
1800 275 278 (or +61 2 6933 7507 from outside Australia).
Trigger to identify disengaged students
At the end of Week 3 of session the lecturer will look at the forum to make sure that all students are
working on the first assessment item. Students who have not registered a response on the forum may
be contacted so that we can offer further assistance.
This is not for the purpose of checking up on you but to give assistance to students who may be having
difficulties with their studies for personal or study reasons or who may be having technical difficulties.
Feel free to contact the lecturer earlier if you have any issues or concerns that are affecting your study.
Library services
You can find on the Library Services web site full details of how we can help you find books, articles,
Australian and international databases, full-text newspapers and journals, electronic reference
collections as well as links to other libraries and their catalogues:
The Library website provides access to print and online material, such as books, reports, journals,
articles, dissertations, newspapers, and other reference tools. You will also find guides and assistance
to help you use the Library's resources.
http://www.csu.edu.au/division/library/
You can find Library Services on both the CSU website and the SGA library catalogue website
including access to a wide range of electronic books, electronic journals, as well as textbooks available
for loan in the Melbourne campus library. You can also access reports, journals, articles, dissertations,
full text newspapers, and online reference resources (eg. ABS statistics, Australian standards,
encyclopaedias, dictionaries), as well as links to other libraries and their catalogues:
All CSU students can access RMIT and other University Libraries for free through the Libraries
Australia Scheme. Ask at the desk for a brochure.
The SGA library catalogue is at the link http://unilinc20.unilinc.edu.au/F?RN=897831490
http://www.csu.edu.au/division/library/ - CSU Library Services catalogue including online tutorials

and video tutorials in research skills, finding articles for assignments, APA referencing and other
styles, topic analysis, Endnote referencing program and many other online library services to help you
successfully complete your assignments for all CSU courses.
http://trove.nla.gov.au/- Powerful search engine from National Library of Australia to access many
different online resources on any subject from one search.
Interlibrary Loans are also available to all students from the network of CSU libraries as well as
renewing and extending loans. All CSU students by showing their CSU student card can access RMIT,
and other library for free
Contact Details for renewing loans, locating books and other information:
SGA Melbourne Library:

Marian Lees Director, Library Services
Ph: (03) 9935 7921
Email: MLees@studygroup.com
Library Help
Answers to your frequently asked questions about Library services and resources are available at:
http://www.csu.edu.au/division/library/how-to/faq/
Academic learning skills assistance

Visit the learning skills website for advice about assignment preparation, academic reading and
note-taking, referencing, and preparing for exams at:
http://www.csu.edu.au/division/studserv/learning
You may also contact your Study Support Coordinator,
Sofia Albert
Email: salbert@studygroup.com
Phone:(03) 9935 7919
Room: Small Seminar Room (Library, Level 2)
Queries regarding the content of this subject should be directed to your subject lecturer.

Student Workload
CSU Academic Senate policy states that a standard 8 point subject should require you to spend a total
of 140-160 hours engaged in the learning and teaching activities. This means an average of 10 to 12
hours each week. This subject complies with this policy.
Schedule
Session
Week
Week
Commencing
Modules Reading and notes
1 3March
THE CONCEPT OF
LEADERSHIP
Introduction. The nature
and importance of
leadership. Assessment
Text: Chapter 1 The nature and importance of
leadership
Outline of assessment. Current affairs.
2 10 March Traits, motives and

characteristics of leaders Text: Chapter 2
Assessment 1: Online question 1 DUE DATE 14
MARCH
Labour Day Public Holiday, Monday 10 March
2014
3 17 March Charismatic and
transformational
leadership; Contingency
and situational leadership
Text: Chapters 3 & 5
Assessment 1: Online question2 DUE DATE21
MARCH
4 24 March
LEADERSHIP ISSUES
Introduction to the
learning contract
What issues are making
the headlines?
Learning contract and contract proposal
Assessment 1: Online question3 DUE DATE 28
MARCH
5 31 March
LEADERSHIP ISSUE 1:
The environment and
culture of organisations
Writing the learning
contract proposal
Text: Chapter 13
Assessment 2a Learning Contract Proposal DUE
DATE 4 APRIL
mid-term
break
5 April - 20
April
MID SESSION BREAK Good Friday Public Holiday, Friday 18 April
2014
6 21 April
LEADERSHIP ISSUE 2: Text: Chapters 6 & 7
Session
Week
Week
Commencing
Modules Reading and notes
Ethics and social
responsibility
Writing a literature review
Easter Monday Public Holiday, Monday 21
April 2014
&
Anzac Day Public Holiday, Friday 25 April 2014
7 28 April Ethics and social

responsibility
Text: Chapters 6 & 7
8 5 May Ethics and social
responsibility
Assessment 2b Section 1 of Learning Contract
DUE DATE 9 MAY
9 12 May LEADERSHIP ISSUE 3:
Workplace Diversity
Text: Chapters 4, 14, 15
10 19 May Workplace Diversity Text: Chapters 4, 14, 15
11 26 May Workplace Diversity Text: Chapters 4, 14, 15
12 2 June Putting the learning
contract together
Assessment 2c Final Learning Contract Report
DUE DATE 6 JUNE
Examination
Period
9 June - 20
June
Examination period - no
exam in this subject
Queen's Birthday Public Holiday, Monday 9
June 2014
Residential school
There is no residential school for this subject.
Text and Learning Materials
Prescribed text(s)
Dubrin, A.J. (2012). 7th ed) Mason, OH, Leadership. Research Findings, Practice, and Skills ( .
USA:South-Western CengageLearning.
ISBN: 9781133435228
To purchase thetextbook from the Co-op Bookshop:
Go to: http://www.coop.com.au/bookshop/action/DataSubjSelect
Enter your institution and study mode (i.e. CSU-Bathurst; CSU-Wagga; Distance Education;
or CSU-Alb/ ) Wod
Purchase online or from the store location listed
Assessment Information
Introduction to assessment
The focus of this subjectis on current issues that face leaders and managers in theworkplace. Thus
current affairs (issues wesee reported in the media) are important.There are twoassessment itemsbut
each of these has staged submissions in order for students to maximise theirlearning opportunities and
gainfeedback as they progress.
The first assessment requires the studenttopost responses toquestions, in small groups,online
through thesubjectInteract site and then provide a summary for one of those questions. Full details
will be provided on the Interact site.
The second assessment is the . Again,there are staged submissions. Learning Contract Report
Firstly,students will choose theleadership issue on whichto concentrate and then submit a Learning
. Secondly, students will carry out a small research project, following the Contract Proposal Learning
, on this issue. Stage1 will be submitted and feedback given on progress. Contract Guidelines
Furtheraction is carried out and the final will be submitted. Part of the LearningContract Report
actionphase of theLearning Contract will be to keep a media fileof the leadershipissue that is being
researched.
Pass Requirements
Students must achieve a mark of at least 50% over allin order to pass this subject.
Grades
Final grades for this subject are awarded by the Business Faculty Assessment Committee in
accordance with the University's Assessment Regulations. (See current Academic Regulations via
http://www.csu.edu.au/acad_sec/academic-manual/docs/g1.pdf).
Grading Scale
Your final grade for the subject as a whole will be based on the grading scale outlined in the CSU
Assessment Regulations.
HD High Distinction 85% - 100%
An outstanding level of achievement in relation to the assessment process.
DI Distinction 75% - 84%
A high level of achievement in relation to the assessment process.
CR Credit 65% - 74%
A better than satisfactory level of achievement in relation to the assessment process.
PS Pass 50% - 64%
A satisfactory level of achievement in relation to the assessment process.
FL Fail 0 - 49%
An unsatisfactory level of achievement.
The percentages specified above should be viewed only as guidelines for the award of final grades.
The Faculty has an obligation to ensure that grades are equitable across different cohorts of the same
subject offering and will undertake appropriate moderation processes to ensure that grades are
awarded consistently in accordance with the Universitys Moderation Policy.
For further information please consult the Academic Regulations of the Academic Manual
http://www.csu.edu.au/acad_sec/academic-manual/gcontm.htm
Some further explanation of how these grading criteria are applied in this subject
Final grades for this subject are awarded by the Business Faculty Assessment Committee in
accordance with the University's Assessment Regulations. (see current Academic Regulations via
(http://www.csu.edu.au)). www.csu.edu.au
FAIL
< 30 F Failure - poor learning. Irrelevant or incorrect. Gross plagiarism, or no response at all.
< 50 Substantive failurealthough a substantial attempt, clearly inadequate performance for the
level of the course and the unit, as indicated in the Unit Information and other relevant College
materials. Failure to achieve a near pass due to, for example, an apparent misunderstanding of part or
all of the assignment instructions, while performance in other aspects in adequate. There may be
grounds for a re-submission here.Understood a few basic aspects, heavy reliance on retelling with
minimal transformation.Transformation refers to the ability to apply learning or knowledge. For
example, making links between theory and practice.
PASS
Understanding of several aspects but they are unintegrated - little evidence of transformation of
sources or conceptualising beyond the given.
Greater than 50 but-
< 55 Minimal. A sparse collection of relevant aspects, which at least shows that the student has a basic
grasp of what is involved, but these are not developed; likely to include some retelling of text, lecture,
and other prescribed source material, with some but little transformation.
< 60 Adequate. Most relevant aspects addressed in one way or another; some evidence of going
beyond set sources but with only a little transformation or application to new areas. Good coverage,
but unoriginal.
< 64 Very well. A common very good P is the encyclopaedic response which is highly descriptive but
in a sophisticated way. If the question is generally phrased this is acceptable. If the question is
specifically phrased for higher order thinking, this would not be acceptable.
CREDIT
Parts cohere to make an appropriate whole showing integration and transformation.
< 65 Minimal. The question is answered appropriately but the case is minimally argued, so that not all
the relevant data are used.
< 70 Adequate. Question is well answered - a good argument is presented, the literature is
appropriately covered, selectivity and judgement in what is important, and what is less important is
demonstrated, language use is appropriate
< 75 Very well. All of the above, only better, but not going beyond the given.
DISTINCTION/HIGH DISTINCTION
High level of abstract thinking, originality (in applications and/or conclusion), elegance and/or
generalisation to new contexts, reflectivity (including generalising from personal experience which has
been sharply perceived). Quite clearly expressed with conventions used correctly, and with evidence
of wide reading. Implications substantially addressed where relevant. Connections are made with
learning elsewhere, particularly in context of the courses integrating themes.
< 75 Minimal. May be an abstract idea of good potential, but not worked through or not backed up by
adequate reading; an original project that didnt quite come off.
<80 Adequate. All or most of the grade characteristics, carried through well.
< 85 Very well. The best possible performance imaginable. Excellence demonstrated at both the
practitioner and academic levels expected. Superior performance to that of the excellence expected for
the unit and level will attract a higher mark.
Assessment Requirements
Assessment at CSU is criterion-referenced and standards-based where students' work is assessed
against stated criteria that reflect the expected learning outcomes of the course and subject. Subjects
that use a satisfactory/unsatisfactory grading scale will have this clearly identified within the Subject
Outline.
For further information please consult the Academic Regulations of the Academic Manual
http://www.csu.edu.au/acad_sec/academic-manual/gcontm.htm
Presentation
The following points are a general guide for presenting assessment items.
Assessment items should be typed
Use 1.5 spacing
Use a wide left margin. Markers need space to be able to include their comments.
Useastandard 12ptfont such asTimes New Roman, Calibrior Arial
Left- justify body text
Include a separate title page with your name, student number, subject code,assessment
number and assessment question. Include class time andtutors name if applicable.
Number your pages (except the cover page)
Use a header or footer with your name and student number on each page
Always keep a copy of your assessments. Both a hard copy and an electronic copy.
Most importantly, always use your spelling and grammar checker, but remember that this
does not pick up all errors. You must still manually and carefully edit your work.
[Source: adapted from Division of Student Services (2007). Charles Sturt University. Essay writing.
Retrieved 14/12/07 from:
http://www.csu.edu.au/division/studserv/learning/essay/essay_present.htm]
Can I use headings and subheadings?
Yes! Headings break up blocks of text making them easier to read while also acting as navigational
tools for the reader. Use a logical hierarchy of headings and subheadings to improve accessibility and
aid the readers understanding. Use typeface, size, style and alignment to show different levels of
importance and detail. Bolding and underlining is overkill.
Can I use graphics?
Yes! Graphics such as tables, graphs, process charts, and photographs ensure easy access of important
information. Think of yourself as a document designer.
Plagiarism
Charles Sturt University expects that the work of its students and staff will uphold the values of
academic honesty and integrity. The Guide to Avoiding Plagiarism is located at:
. This is an important resource that will help you understand http://student.csu.edu.au/study/plagiarism
these values and apply them in practice. You should familiarise yourself with these requirements and
ensure that all assessments submitted by you are your own work, have not been submitted elsewhere
and comply with the University's requirements for academic integrity.
The University has purchased Turnitin software. This software has two functions, a pre-emptive
education function which students may use to check their own work prior to submission, and a
plagiarism detection function which academics may use to check the students work for improper
citation or potential plagiarism. Use by students is optional and is not a prerequisite for submission.
You are encouraged to check your work for originality prior to submission. You can register with
Turnitin to create a Student Account under the CSU Turnitin Licence at
. Further information on how to use Turnitin is provided http://www.turnitin.com/login_page.asp
within the Guide to Avoiding Plagiarism: . http://student.csu.edu.au/study/plagiarism/checking
Extensions
In order to ensure that students who hand their assignments in on time are not disadvantaged, and to
enable the lecturer to comply with the requirement to return assignments to the class within 21 days,
1.
2.
3.
4.
5.
6.
7.
8.
the following rules about extensions will be strictly enforced:
Extensions be granted for online tests, as these have to be done within a specific time cannot
frame, after which the answers are released to the class automatically.
Computer problems (such as the speed of your computer and the time it may take you to
upload assignments onto EASTS) and normal work-related pressures and family
commitments do not constitute sufficient reasons for the granting of extensions.
If it becomes obvious that you are not going to be able to submit an assignment on time
because of an unavoidable problem, you must submit your request for an extension to the
Subject Coordinator in writing (email or post) to the due date. prior
Requests for extensions will not be granted on or after the due date so you must make sure
that any extension is requested prior to the day on which the assignment is due.
You are expected to do all you can to meet assignment deadlines. Work and family related
pressures do not normally constitute sufficient reasons for the granting of extensions or
incomplete grades.
If you apply for an extension, you may be asked to email your lecturer on what you have
done so far on the assignment.
You must be able to provide (such as a certificate from a doctor or documentary evidence
counsellor) justifying the need for an extension as soon as practicable - but please note that if
the circumstances giving rise to the request for an extension arise on a day when you cannot
get documentary evidence, you must still apply for the extension and before the due date
submit the documentary evidence afterwards.
Given the tight deadlines involved in returning assignments to students and putting feedback
on Interact, the maximum extension granted generally will be seven (7) days from the
. due date
Assignments received more than 10 days after the due date or extension date will not be
marked unless the staff member decides otherwise. Items received late will be penalised at
10% of the mark available for the assessment item per day it is late (see below).
Note that for purposes of measuring lateness, the 'day' begins just after 00.00 hrs AEST - so
an assignment received after midnight of the due date will be penalised 10% for lateness.
This rule will be applied to all students uniformly.
Online Submission
Assignments should be submitted through TurnItIn as well as hard copy. TurnItIn password details for
this subject will be given by your lecturer. TurnItIn does not accept Excel files.
Assignments must be submitted by Turnitin and are due by midnight (AEST) of the date specified.
Postal Submission
Under normal circumstances postal submissions will not be accepted for any of the assessments
required.
Hand Delivered Submission
It is recommended that your name and your student number be included in the header or footer of
every page of any assignment.
Charles Sturt University has a centralised assignment receipt centre located at reception. All
assignments should be accompanied by a completed assignment cover sheet. Level 3, Reception only
accepts assignments up to 5pm each week day.

You will have the assignment receipt handed to you stamped and signed; this must be kept as proof of
submission.
Faxed / Emailed Assignments
Faxed or emailed assessment tasks will not be accepted under normal circumstances.
Penalties for Late Submission
The Faculty of Business has determined that the penalty for the late submission of an assessment task
(without obtaining the Subject Coordinator's approval for an extension) will be:
, of the maximum marks allocated for the assessment 10% deduction per day, including weekends
task, i.e. 1 day late 10% deduction, or 2 days late 20% deduction.
An example of the calculation would be:
Maximum marks allocated = 20
Penalty for one day late = 2 marks (so, a score of 18/20 becomes 16/20 and a score of 12/20 becomes
10/20).
If an assignment is due on a Friday but is not submitted until the following Tuesday, then the penalty
will be four days (40% deduction or 8 marks in the example above).
Submissions more than 10 days late will be acknowledged as received but will not be marked.
Resubmission
Under normal circumstances resubmission of assessment items will not be accepted for any of the
assessments required in this subject.
Assignment Return
You should normally expect your marked assignment to be returned to you within three weeks of the
due date, if your assignment was submitted on time. If an assignment is submitted on time but not
returned by the return date, you should make enquiries in the first instance to the subject lecturer. If
the subject lecturer is not available, contact Level 3, Reception.
Feedback
Assessment items 1 and 2 are submitted in stages in order to provide formative feedback to students
on their progress.
Sample exam paper
The is no examination in this subject.
Assessment Items
Item number Title Type Value Due date* Return date**
1 The Concept of Leadership Assignment 30% Variable Variable
2a Learning Contract (a) - Proposal Assignment 10% 04-Apr-2014 25-Apr-2014
2b Learning Contract (b) Report Section I Assignment 20% 09-May-2014 30-May-2014
2c Learning Contract (c): Final Report Assignment 40% 06-Jun-2014 27-Jun-2014
* due date is the last date for assessment items to be received at the University
** applies only to assessment items submitted by the due date
Assessment item 1
The Concept of Leadership
Value: 30%
Due date: Variable
Return date: -
Length: 1,500 words
Submission method options
Alternative submission method
Task
This is anonline task. Students will beplaced in small groups.Each student mustpost a response
tothe three questionsgiven. Students are encouraged to comment on other postings.
Thetaskcomprises adiscussion where you will respond to at leastthree questions. The questionswill
beposted online on the MGT367Interact site.
Rationale
This assessment will help you to understand the concept of leadership and therole of leaders. It will
alsoassistyour learning byinteracting with other students.
The assessment addresses the following learning outcomes:
be able to demonstrate an understanding of the chaotic nature of organisations and the wider
be able to demonstrate an understanding of the work of the manager and leader within this
context, with particular reference to change
be able to demonstrate an understanding of the movement from mechanistic to holistic
management and leadership structures
Marking criteria
Demonstration of anunderstanding of the concept of leadership and how leadership skills
aredeveloped
Ability to provide evidence from your readings and your experiences to support your statements
Abilityto synthesise ideas generated by your reading orin discussions
Timely postings of your responses
See next page for a more detailed explanation of the marking criteria.

MGT367 Assessment 1 The Concept of Leadership Marking Rubric
Criteria Excellent (HD) Very Good (DI) Good (CR) Satisfactory (PS) Unsatisfactory (FL) Mark
Awarded
The concept of
leadership -
explanation
Explanationof the
concept of leadership
and how leadership
skills aredeveloped
through explanations
of theoretical
concepts developed
from readings and
your own
experiences
Concepts of leadership and
leadership skills are explained
clearly and concisely.
Explanations are supported by
theoretical concepts acquired
through a broad range of
readings and your own
experiences to build an
original position on how these
concepts are developed.
Concepts of leadership
and leadership skills are
explained clearly.
Explanations are
supported by theoretical
concepts acquired through
a range of readings and
your own experiences to
demonstrate some
originality on how these
concepts are developed.
Concepts of leadership
and leadership skills are
explained but perhaps
you need to be clearer
and/or more concise.
Explanations are
supported by some
theoretical concepts
acquired through a
limited number of
readings and your own
experiences.
leadership skills are
explained but perhaps you
need to be clearer and/or
more concise.
Explanations may not be
well supported by
theoretical concepts and/or
your own experiences.
leadership skills are not
sufficiently explained.
Explanations are not
supported by theoretical
concepts and/or your own
experiences.
/60
The concept of
leadership -
synthesis
Synthesisof the
concept of leadership
and how leadership
skills aredeveloped
through explanations
of theoretical
concepts developed
from readings, other
responses and your
own experiences
Ideas and concepts of
leadership are synthesised
through a broad range of
readings, other responses and
your own experiences build
an original position.
leadership are synthesised
through a range of
readings, other responses
and your own experiences
build an original position.
leadership are
synthesised through a
range of readings, other
responses or your own
experiences but perhaps
you could work to build
a more original position.
Some evidence that ideas
and/or concepts of
leadership are compared
and/or contrasted.
No evidence that ideas and/or
concepts of leadership are
compared and/or contrasted.
/20
Knowledge of
current affairs
Reference to topical
events and persons in
the media that are
related to leadership
Reference to topical events
and persons in the media that
are related to leadership is
highly relevant to the task and
demonstrates a strong
understanding of deeper
issues.
events and persons in the
media that are related to
leadership is relevant to
the task and demonstrates
some understanding of
deeper issues.
events and persons in the
media that are related to
leadership is evident and
demonstrates some
awareness of leadership
of issues.
and persons in the media
that are related to leadership
is evident.
and persons in the media that
are related to leadership is not
evident.
/20
Total for response
as %
/100
(weighted) Total
marks for each part
/10
Awarded
of the assessment (3
questions = 3 x 10%
= 30%)
Requirements
Timelypostings of yourresponses.
Assessment item 2a
Learning Contract (a) - Proposal
Value: 10%
Due date: 04-Apr-2014
Return date: 25-Apr-2014
Length: 4 pages
Task
***ASSESSMENT TO BE SUBMITTED VIA TURNITIN. FOR INSTRUCTIONS SEE INTERACT
RESOURCES/ASSESSMENT INFORMATION***
Learning Contract(a) -Proposal
This requires you to submit a learning contract proposal that will form the basis of your learning
contract report. This must be prepared and submitted in the first couple of weeks of semester.
For detailed information on how to develop and present the proposal see Learning Contract Guide/
Part A: Developing your learning contract proposal provided in Assessment 2(c).
Your topic must come from one of the following three areas:
The environmental context of management 1.
Ethics and social responsibility 2.
Managing diversity/ Workplace diversity 3.
This proposal is graded (10%). It needs to be approved by your Subject Coordinator.
How this assessment relates to other assessments

Probably the term learning contract is new to you. Dont worry! It is explained in detail in the
following pages.
What is a learning contract?

A learning contract has two parts:
1. The Learning Contract Proposal (Assessment 2a), is a brief written document outlining:
What will be learned
Why have chosen the particular goal
How the learning will take place
What will be produced as evidence
How the learning will be assessed
When dates for beginning and completing
2. The Learning Contract Report (Assessments 2b & 2c), asks you to present a report on your
learning. The Learning Contract Report is made up of two sections:
Section I: This will contain the introduction, literature review, reflections on the literature,
methodology, and reference list (NB When completing the Final Report this reference list
moves from Section 1 and goes to the end of the Final report).
Section II: This will contain your learning in action, analysis and evaluation of the outcomes,
reference list and reflections of your learning.
A learning contract is about learning through action. It means you can learn about something which is
relevant to your needs now - within a specific subject area.
1.
2.
3.
4.
5.
6.
7.
Your role
As the person undertaking the contract you need to:
complete the contract proposal on the Learning Contract Form (Assessment 2a)
send a copy to the Subject Coordinator by the due date
have it finally approved by your Subject Coordinator
undertake your contract
record results and reflect on your progress
prepare Section I of your contract report and send as a draft to your Subject Coordinator
(Assessment 2b)
prepare and present a final report on your achievements to your Subject Coordinator at the
end of the contracting period (Assessment 2c)
Weeks when proposals and reports are due are shown in the Assessment Items table and in the Study
Schedule. Check these now.
You will have noticed that you need to prepare your proposal for the learning contract very early in the
semester. This ensures you will have eight weeks or so to work on the action phase of your contract.
The report on the contract is due at the end of the semester.
Weeks when proposals and reports are due are shown earlier under Due Dates and in the Study
Schedule. Check these now.
You will have noticed that you need to prepare your proposal for the learning contract very early in the
semester. This ensures you will have eight weeks or so to work on the action phase of your contract.
The report on the contract is due at the end of the semester.
Rationale
This assessment allows you to choose a leadership issue that is of interest and relevance to you to
enable you to be more effective in your current role or in a future career role.
This assessment addresses the following learning outcomes:
be able to demonstrate an understanding of current leadership issues;
be able synthesise a position in relation to the issues covered
Marking criteria
Assessment 2(a)
Clear statement of learning goal
Justification of learning goal
Initial action plan outlining how goal is to be achieved
More detailed explanation of criteria and standards may found on the marking rubric on the following
page.
MGT367 Assessment 2a Learning Contract Proposal Marking Rubric

Awarded
Learning goal
The goal should
bespecific,
measureable,
time-related, and
achievable
The goal should
develop from an
analysis of the
students learning
needs.
A specific learning goal is
identified that is relevant to a
current leadership issue It
looks achievable in the time
frame of the teaching session
and the students ability.
The selection shows strong
evidence that the student has
diagnosed his/her learning
needs.
identified that is relevant
to a current leadership
issue It looks achievable
in the time frame of the
teaching session and the
students ability.
The selection shows some
evidence that the student
has diagnosed his/her
learning needs.
A learning goal is
issue.
It looks achievable in
the time frame of the
students ability.
Analysis of learning
needs could be lacking.
A learning goal is identified
that is relevant to a current
leadership issue. It may
need to be more specific
and/or more easily
achievable in the timeframe.
Little indication that there
has been an analysis of
learning needs.
The learning goal is
unsatisfactory on one or more
the characteristics of effective
goals: specificity, time
limited, and achievability.
Very little or no analysis of
learning needs.
/30
Justification
justified in relation
to one of the three
leadership issues
Some preliminary
synthesis of a
position in relation to
the issue is evident
The learning goal is well
justified indicating a clear
understanding of how it
relates to the leadership issue.
Some preliminary synthesis of
a position in relation to the
issue is evident.

justified indicating how it
relates to the leadership
issue.
Some preliminary
synthesis of a position in
relation to the issue is
evident.

justified indicating how
it relates to the
leadership issue.
A position in relation to
the issue is not yet
evident.
The learning goal is related

to the leadership issue but
perhaps not with clear
justification stated.
A position in relation to the
issue is not yet evident.
No clear reason is given for

the selection of the learning
goal or the connections
between the learning goal and
a leadership issue is unclear.
/30
Action plan
Major steps are
described
Collection of media
file needs to be
included
The major steps of the action
plan are set out in a detailed
way indicating timelines and
measures of achievement.
The major steps of the

action plan are set out
indicating timelines and

action plan are set out.
Timelines and measures
of achievement may
need to be more specific.
Most steps of the action
plan are set out but more
detail is needed.
Timelines and measures of
achievement may be
missing or need to be more
specific.
The action plan is unworkable
or has important information
missing.
/20
Referencing
- Research/ reading
cited
Referencing is completely
accurate.
Referencing is
consistently accurate.
Referencing is mainly
accurate
Referencing contained
major errors (e.g. page
numbers missing from
direct quotes, failure to
include a citations source in
reference list) and/ or a
Referencing is absent or
demonstrates little effort to
comply with APA format/ no
citations only a reference list)/
unsystematic/
Awarded
minimal number of sources
used and/or a few may not
be specific to the topic
/10
* Presentation of
Paper
- Quality of written
communication
- Quality of
presentation
Fluent writing style

appropriate to the style of
paper. Grammar and spelling
accurate.Very considerate to
the reader.
Presentation follows
guidelines ie 1.5 spacing,
page numbers, easy to read
font.Reference list on
separate page.
Language fluent, few

errors in grammar,
spelling and syntax.
Mainly considerate of the
reader.
guidelines.
Language mainly fluent

Grammar and spelling
mainly accurate. Needs
more consideration
given to the needs of
the reader.
Presentation mainly
follows
guidelines.Some minor
issues.
Meaning apparent but

language not always fluent,
grammar and/or spelling
contain errors. Minimal
consideration given to the
reader.
Presentation mostly follows
guidelines.
Meaning unclear and/or

contain frequent errors. No
needs of the reader.
Poor presentation eg single

spacing, no paragraphs.
/10
Total for Paper as

%
/100
(weighted) Total
marks for the
assessment
/20

Presentation
Use theLearning Contract Proposal pro forma given inAssessment2(c)
Assessment item 2b
Learning Contract (b) Report Section I
Value: 20%
Due date: 09-May-2014
Return date: 30-May-2014
Length: 11 pages approx
Task
***SUBMIT YOUR ASSESSMENT VIA TURNITIN. FOR INSTRUCTIONS SEE INTERACT
Assignment 2(b)Learning Contract: Report Section I
This assignment consists of Section I of your Learning Contract Report submitted as a draft for
feedback and guidance from the markers. It comprises the introduction, literature review, reflections
on the literature, and methodology parts of your final report.
One step of your methodology must be to collect, and analyse, media (newspaper, TV, radio) reports
of stories/examples related to your learning contract topic. For example, if you choose ethics then you
would collect reports on ethical conduct and ethical issues in businesses and organizations.
See Part C Writing Up Your Learning Contract Final Report (at the end of Assessment 2c) for
details on how to set out and what to include.
Also check Interact resources/Assessment Information for Guide for writing a literature review and
Guide for interviews
This report is graded (20%). You need to be given general approval from your marker before
proceeding further with your contract.
Rationale
This assessment addresses the following learning outcomes:
be able to demonstrate an understanding of current leadership issues;
be able to synthesise a position in relation to the issues covered;
be able to demonstrate an understanding of the interface between management and
leadership;
be able to demonstrate an understanding of the complexities involved in holistic leadership
Marking criteria
Assessment 2(b)
Evidence of reading from a variety of relevant and recent sources;
Identifying and synthesising the main themes and ideas emerging from your readings;
A good understanding of the literature in the area you are researching;
Reflections on your readings need to show what you have learned in relation to your contract goal;
Two to four clear strategies that will help you move towards your learning goal; and
In-text referencing and reference list in line with APA style of referencing.
More detailed explanation of the marking criteria and standards may be found in the marking rubric on
the following page.

Awarded
Learning goal
The goal should
bespecific,
measureable,
time-related, and
achievable
The goal should
develop from an
analysis of the
students learning
needs.
needs.
students ability.
learning needs.
A learning goal is
issue.
students ability.
and/or more easily
learning needs.
learning needs.
/30
Justification
to one of the three
leadership issues
Some preliminary
synthesis of a
issue is evident.

issue.
Some preliminary
evident.

it relates to the
leadership issue.
evident.


/30
Action plan
Major steps are
described
Collection of media
file needs to be
included


of achievement may
detail is needed.
achievement may be
specific.
missing.
/20
Referencing
- Research/ reading
cited
accurate.
Referencing is
accurate
unsystematic/
Awarded
/10
* Presentation of
Paper
communication
- Quality of
presentation

the reader.
separate page.

errors in grammar,
reader.
guidelines.

more consideration
the reader.
Presentation mainly
follows
issues.

reader.
guidelines.


/10
Total for Paper as

%
/100
(weighted) Total
marks for the
assessment
/20

Assessment item 2c
Learning Contract (c): Final Report
Value: 40%
Due date: 06-Jun-2014
Return date: 27-Jun-2014
Length: 22 pages approx
Task
***SUBMIT YOUR ASSESSMENT VIA TURNITIN. FOR INSTRUCTIONS SEE INTERACT
Assessment 2(c) consists of your final contract report, Sections I and II (although submitted as one
final report). This report will be graded.
The Learning Contract Report (Assessments 2b & 2c), asks you to present a report on your learning.
The Learning Contract Report is made up of two sections:
Section I: This will contain the introduction, literature review, reflections on the literature,
methodology, and reference list (NB When completing the Final Report this reference list
moves from Section 1 and goes to the end of the Final report).
Section II: This will contain your learning in action, analysis and evaluation of the outcomes,
reference list and reflections of your learning.
You have completed Section I and will now complete the report by including Section II.
In the following sections you will find:
Learning contract guide (Parts A, B & C)
Learning contract proposal form [with sample content]
Learning contract proposal form

LEARNING CONTRACT GUIDE
[This guide has been adapted with permission from material prepared by the Faculty of Business,
Royal Melbourne Institute of Technology, Melbourne.]
This guide is designed to help individual participants with learning contract processes.
Make sure that you study this guide very carefully before you develop each contract.
Introduction
This guide is divided into three parts which correspond to what you need to do in the contracting
process.
Read all three parts before you develop your Contract proposal.
(Assessment 2a) Part ADeveloping Your Learning Contract Proposal

This provides trigger questions to assist in the framing of contracts.
Part BUndertaking Your Contract (Assessment 2b)
This gives some ideas for undertaking your contract.
Part CWriting Up Your Contract Report (Assessments 2c)
This provides a framework and trigger questions to assist in reporting on contract completion.
The trigger questions are suggested guides to stimulate both reflection and reality testing at all stages
of the process.
Part A: Guide to developing your Learning Contract Proposal

Before you start preparing your Contract Proposal, read Parts A, B and C. These will provide you with
an overview of what is required for the whole of your contract.
You are asked to identify your specific learning goal related to the topics in Leadership Issues and
prepare your learning contract proposal. Once the proposal is completed, it needs to be accepted by
your subject coordinator.
Choosing your learning goal.

Your topic must come from one of the following three areas:
The environmental context of management 1.
Ethics and social responsibility 2.
Managing diversity 3.
Diagnosing your learning needs

The purpose of diagnosis is to identify the things you need or want to know about (knowledge) and/or
things you need to be able to do (application) to enable you to be more effective in your current role or
in a future career role. Diagnosis yields your learning needs within the area of study you have chosen.
There are a number of ways to diagnose your learning needs. A few suggestions are:
Skim through the reading material and decide where you want to focus your contract.
Talk to your lecturer, subordinates, peers and experts in the field etc. Ask them what they think
you need to know more about or to be able to do in order to improve your effectiveness in your current
or future roles.
Put the same question to yourself. Whats happening in your current situation? What problems
or opportunities are you facing? What could you learn, within the subject matter you have chosen, to
increase your effectiveness in this situation?
Discuss ideas with your subject coordinator.
Explore reference material in areas which you have tentatively identified as learning needs or
areas you want to explore further.
Your investigations will reveal a number of personal strengths and weaknesses or areas of specific
interest. Out of these you will be able to identify several relevant and useful learning needs.
Diagnosis is a critical first step. You need to undertake this step thoroughly. The preliminary diagnosis
section of your learning contract describes this process.
Completing the Learning Contract Proposal

Having established your learning need(s) (see previous two pages), you are now ready to begin
developing a contract proposal. The purpose of a contract proposal is to set out in terms that can be
readily understood by others exactly what you intend to learn, why you want to learn it, how you will
learn, and how you will be able to demonstrate your learning achievements to yourself and others.
In completing your contract proposal, make sure that:
you are very specific
you dont try to do too much in the contracting period.
The Learning Contract Proposal should set out the following headings:
1. Specific learning goal
2. Preliminary diagnosis
3. Action plan
4. Measures of achievement
5. Contract proposal acceptance
Trigger questions and instructions are provided below to help you complete the learning contract
proposal, which you can either write on the forms provided towards the end of this Subject Outline, or
transfer the headings on the form to your computer. The numbers shown beside the headings
correspond to those on the Learning Contract form.
NB: Included at the end of this guide is a sample of a completed contract proposals. You might like to
follow these in conjunction with this guide. (Blank forms for your proposal are at the back of this
subject outline.)
1. Specific learning goal

Here you must focus on a specific learning goal from the learning needs you identified earlier. A
learning goal is a detailed, specific statement about a desired result which is related directly to the
achievement of a stated goal.
Developing a learning goal is quite difficult. We usually tend to take on too much - we become
motivated and excited about achieving something and often underestimate considerably the time we
might need to achieve it. The challenge is to make your goal interesting and achievable. Think very
carefully about what you can achieve realistically - in the eight or so weeks before your contract report
is due.
An effective learning goal must:
tell exactly what is to be learned
indicate by when the learning will be achieved
represent new learning which is relevant to a problem you face at work and/or relevant to your
professional development needs
be drawn from the diagnostic data
be measurable. The objective must allow you to demonstrate movement from an existing level
of knowledge and ability to a higher level.
Here are some examples of specific learning goals.
By July I will have investigated how gender issues affect the roles of women and men in my
local rural community, and identified some strategies to increase gender equity in the community.
By July I will have investigated Model II leadership in current workplaces and assessed my
skills as a Model II leader, and developed, implemented and evaluated some strategies to increase my
leadership effectiveness.
You can help yourself with the process by asking trigger questions.
Is my objective specific with respect to what, when and to what extent?
How will I be able to assess my progress on it?
Is it relevant to my development as a manager?
Does it represent significant new learning for me?
Does it stretch me?
Does it contain risks for me? (New learning usually feels risky)
Is it realistic? Achievable within the time period?
Are most of the resources needed for implementation within my reach?
Does it come from my diagnosis? Does it address an important identified learning gap?
These questions, if considered rigorously, will help your objective into an effective learning mould
anchor.
2. Preliminary diagnosis
Why have you chosen this learning goal?
Having defined your learning goal you must now show how you know that this area is relevant to your
professional development.
Trigger questions: (the relevance of each question will depend on your goal)
What preliminary reading have you done, and what ideas have you gleaned from it?
Where are you now in relation to this goal?
Why have you chosen to work on this goal?
What information do you have about your skills and knowledge in this area?
What aspects of this area do you do well/not well?
How do others see your competence in this area?
3. Action plan
What are the major steps involved?
This is where you list the major milestones you need to cover to achieve your goal. You are not
expected to list the specific strategies youll follow to develop your skill or investigate your topic.
These specific strategies will be outlined in your methodology once you have completed your
literature review and reflections. However, one specific strategy MUST be to collect a media file on
your issue so you can link what is happening in the world today with the literature that may be a few
years old.
Look at the sample Action Plans to help you here. When you have finished writing your action steps,
arrange them in chronological order. Then enter realistic Start/Finish times for each step. They can be
expressed in week or specific dates - use what seems to work best for you. These deadlines keep you
focused on timely implementation of the plan.
4. Measures of achievement
What evidence will you present to show what youve done towards achieving your goal?
A measure of achievement will clearly demonstrate to you and others the extent to which you have
achieved your learning goal.
The types of measure used will depend on the nature of your goal, however, some common
suggestions are:
written analysis of data collected during the implementation period
before and after measurements such as pre & post tests/surveys
your own reflections, observations, evaluation
feedback from your peers, lecturers, managers etc.
Again be clear and specific. To take control of our own learning we have to be able to clearly
demonstrate our achievements to ourselves and others.
Congratulations!!!! Youve finished writing a contract proposal.
5. Contract proposal acceptance

Send a copy to your Subject Coordinator (as Assessment ). 2a
Part BUndertaking Your Contract
This is the action part of your contract that goes on throughout the teaching session.
You must work on your contract over the full contracting period. Achievement of your objectives will
not happen suddenly - you need to activate your action plan! You will not achieve anything if you
forget about your contract until 3-4 weeks before the report is due.
A learning contract is not like other assignments. It requires sustained action over a period.
Managing and linking your learning

You need to manage your learning tightly over the contract period to meet your contract goal. It is
critical that your learning flows logically from your contract goal to your final analysis.
What you do in each phase will determine what happens in the next phase.
The phases of your learning need to be interconnected.
You also need to see your learning within an holistic framework, on your learning goal. centred
That is, the different phases should form an interconnected whole.
This will help your learning to be focused and meaningful for you and it will ensure that your report
also flows logically.
The diagram below outlines the connections between the different phases of your learning contract.
These phases also correspond to the sections you need to cover in your contract report. Details about
what you need to include in your report are given in Part CGuide to Contract Report.
These six phases must be planned for over the period of the semester. Your Action Plan should include
these phases.
How should these phases be linked? What you do in each phase will determine what happens in the
next phase.
Your learning goal (1) is the central driving force behind your contract. It is your focus. It will direct
you to the literature (2) that youll review.
You need to keep your learning goal in mind as you proceed through the contract.
Your literature review (2) in turn will influence what you write about in your reflections on the
literature (3). These reflections need to show what youve learned in relation to your contract goal.
Here you also need to assess where you (or your group or situation) stand in relation to what youve
read. For example, if your goal is to understand business ethics you would assess your strengths and
weaknesses against some of the ideas found in the literature.
Your methodology (4) should identify from 2 to 4 clear strategies that will help you move towards
your learning goal. Dont try to take on too much here. The strategies should in turn be based on ideas
youve picked up from your reading and will usually be aimed at addressing some weaknesses or
problems youve identified. For example, if youre working on business ethics , your strategies (based
on your needs as revealed through your assessment of strengths and weaknesses) might be to collect
newspaper articles pertaining to ethical issues, to interview a manager about his/her understanding of
the role of ethics in business, and to collect examples of professional codes of ethics. You also need to
identify here how youll evaluate your learning in action.
Writing up the Learning Contract Report Section I

You need to complete the above phases and write of your report and submit it as a draft by Section I
the key date as shown on page one of your Subject Outline. (See Part C - Guide to Contract Report for
details here).
Your learning in action (5) is where you implement the strategies youve identified in your
methodology, monitor how theyre working and make changes to them if needed as you go along. You
need to carry out your learning in action over at least a six week period.
Keep a record of your progress in a diarytry to write in it a couple of times a week. For example, if
one of your strategies is to your work tasks, comment on your progress, any difficulties, any organise
refinements you introduced etc. These diary notes will help you when you write your report.
Once youve finished your learning in action, its time to and evaluate your outcomes (6). analyse
Here you should evaluate each of the strategies you tried out in your learning in action in relation to
your learning goal.
How do you keep active?

We suggest:
setting tasks/goals for each week
keeping a weekly diary of your progress - and check this against your Contract Action Plan and
your Methodology
talking to your subject coordinator.
Once youve done this, you are ready to write of your report. (See Part C - Guide to Section II
Contract Report).
Part C Writing Up Your Learning Contract Final Report
NB Read this section through carefully when youre developing your contract, and again before you
begin your report.
Your contract report needs to document thoroughly what you did, how you did it and your results and
reflections on these results. Your report should be a professional presentation and provide sufficient
detail to convince the reader that you have achieved your objectives.
Your report must have a structure so that the reader can easily follow it, and it should cover the
following aspects which form the basis for the assessment of your report.
Your report will consist of the following two sections:
Section I
This will contain the introduction, literature review, reflections on the literature, methodology,
and reference list (NB When completing the Final Report this reference list moves from Section
1 and goes to the end of the Final report).
Section II
This will contain your learning in action, analysis and evaluation of the outcomes, reference list
and reflections of your learning.
You will send Section I as a draft by the date indicated at the beginning of this Subject Outline.
This will give you a chance to receive feedback on this draft from your facilitator. You will then
make any changes necessary and send in Section I together with Section II of your final report
for consideration by your group facilitator.
The trigger questions included below are intended to stimulate your thinking and to help you cover
each section adequatelythey are a guide for you. You may well come up with additional or
alternative questions of your own.
SECTION I
1. Introduction (half to one page)
This should state your learning goal and its relevance for youit will be very similar to that which
you wrote on your contract proposal for learning goal and preliminary diagnosis.
2. Literature review (5 to 10 pages)

Your literature review should flow from your contract goal. That is, if youre looking at improving
decision making in your work group, the literature review should focus primarily on this, although it
would also include a general discussion of group effectiveness.
You are expected to read quite extensively for the literature review. This includes both reading on your
learning goal and reading generally in the area of your contract to place your goal within the context of
the area. In general, you would be expected to read and refer to approximately eight (8)
articles/papers/books in your literature review. This means that you will need to search for information
in addition to the articles in the collected readings.
Following this section on the learning contract report, I have included some notes on writing a
literature review which you should find helpful. Please refer to them before you begin this section.
*** See also: Guide for writing a literature review in Interact resources/Assessment
Information. ***
3. Reflections on your reading (about 2-3 pages)

Your reflections should flow from your reading and relate back to your contract goal. This is where
you express your feelings, reactions and ideas about what youve read and its relevance for your
learning goal. Use this section to explore the meaning of your contract goal now that youve read some
literature on it. Toss around some ideas for strategies for your methodology.
Use the following trigger questions to help you here, as well as the reflections process as a mind map,
at the end of this section on writing your report.
What are the major implications of what youve read for your contract goal? What ideas,
concepts, etc. are most relevant to your contract goal? Why?
How has your understanding of the topic broadened and deepened as a result of your reading?
What ideas does it give you for your strategies?
Where you are working on a goal to develop some skill(s) within yourself or a group, include
here an assessment of your strengths and weaknesses (or those of your group) in relation to your
contract goal and in the light of what youve read and reflected on.
4. Methodology (about 1-2 pages)

Your methodology should flow from your reading and reflections and indicate clearly your strategies
and how you intend to carry them out. Keep it specific and concise.
This is where you describe how you intend to reach your goal.
What was your basic plan for achieving your learning goal? Clearly list three to four strategies,
showing what youll do, and how youll do it. Remember, one strategy must be a collection of media
reports related to your issue.
What steps, processes or tools will you use?
e.g. suggestions from the literature re developing the skills, interviews, observations, plans/strategies
you implemented, methods you used to analyse and evaluate your learning etc. If you use interviews
or questionnaires, list the themes you explored here, and put a copy of the questions in an Appendix at
the end of your report. Also, describe the sample of people you approached re age, sex, etc.
*** See also: Guide for conducting interviews in Interact resources/Assessment Information
NB: The methodology you choose may need to be massaged and modified as you go along. This is
what learning in action is all about. You try something, and if it doesnt work, you modify your
approachmaybe even your theory, and try again.
The next section of your report is where you describe any
action ------> revision ------> further action and the
or strategies outcomes.
5. Reference list (this moves to the end when doing the Final Report)
List all your references using APA Referencing. Attach any appendices, e.g. questionnaire, detailed
tables etc.
SECTION II
6. Learning in action (about 3-5 pages)
Your learning in action section must comment on your action regarding each of the strategies you
listed in your methodology and also show if you introduced any new strategies or modified the
original ones.
If you conducted interviews, see below for specific guidelines.
This is where you describe in some detail WHAT you did and what the outcomes were for each
strategy. It is, in effect, your action theory in action. Give plenty of specific examples to illustrate what
happened.
We suggest you use each strategy as a subheading to help you organise this section. Then, use the
following questions to guide your description of the action on each strategy. The relevance of some
questions will depend on your contract focus.
What happened as you put your ideas/plans/strategies into action?
How did your colleagues, workgroup etc. respond?
What problems were encountered? Why do you think they arose? How did you address these?
What worked? What didnt?
What did you learn about yourself from your assessment of your strengths and weaknesses?
What changes did you need to make to your strategies to keep moving towards achieving your
learning goal?
Why did you need to make these changes?
If you conducted interviews or surveys, set out this section as follows:
Describe your experiences in setting up and conducting the interviews/surveys. Discuss any
problems, and note any changes to your original method.
Identify the major themes emerging from your data. These will generally be the same as the
ones you listed in your methodology. However, you may have discovered some new ones as well.
Use the themes as subheadings and summarise your results for all respondents under each
theme. Dont summarise each participants responses separately: combine the data and show where
there is agreement/disagreement between the participants. If you want to, you can quote some
responses (sparingly!) if you think they serve to illustrate the theme well. If you want to include the
transcripts of your interviewsput them in an appendix.
Include an appendix with a copy of your interview questions or survey, and your Subject
Information Sheet.
7. Analysis and evaluation (3-4 pages)

Use each strategy you tried out (or theme you explored in the case of interviews or surveys) as a
subheading for this section.
For contracts which are based on interviews:
This is where you interpret the outcomes of your learning in action. Youll need to think deeply about
the implications of your outcomes. For each strategy or theme, ask yourself questions such as:
How effective was the strategy/theme in helping me move towards my goal?
What do these outcomes mean? Why?
How do they affect me/my group/the people I interviewed? Why?
What implications do they have for me/my group/the people I interviewed/the theme I was
exploring? Why?
What implications do they have for staff generally, but specifically for managers and leaders?
Why?
What are the implications for my community (relevant for some contracts)?
For each strategy or theme link your outcomes to the literature you read, showing where there is
agreement or disagreement.
Examples
I found Johnson and Johnsons (1991) concept of interdependence was central to the effectiveness of
my group. If this was lacking, our ability to solve problems was reduced.
The women in this rural community are still having difficulty being accepted as farmers in their own
right. Many businesses see the male farmer as the manager, and often refuse to talk to the female
farmer re the business. This supports Alstons (1995) and Dempseys (1992) findings that women were
mostly seen as the helpers in the farm partnership, and were not equal in terms of management.
Your ability to see links between the literature and your outcomes indicates to us that you can think
critically about the outcomes and can see how theory and practice work together.
For contracts which are based on interviews or surveys:

In addition to the above, identify two major issues/problems emerging from the data. For
example, if you were interviewing about management style, you might identify managers discomfort
at relinquishing control as a major problem.
Then, develop a recommendation for addressing each issue or problem, based on your reading,
but showing your ideas here, but based on and informed by the literature and your research. Identify
major advantages and disadvantages of your recommendation.
Devote about a page to each issue/problem.
For all contracts

Consider the following general questions re your contract:
How did you handle the key events that influenced the achievement of the contract? What did
you do well/not so well? Why?
What unintended/unexpected outcomes occurred?
What are the what ifs? Speculate briefly on what the outcomes might have been if youd done
things differently.
How would you approach the goal next time around? That is, what changes would you make to
your methodology?
8. Reference list
List all your references using APA referencing style. Attach any appendices, e.g. questionnaire,
detailed tables etc.
9. Reflections on your learning (2-4 pages)

This is where you reflect deeply on your learning processes in your contracts.
Heres where you step back from the content, which youve described in the other parts of your report,
and think about how you went about doing the learning.
The Kolb Learning Cycle (Learning style inventory) and the Principles of Experiential Learning
should form the basis for your reflections here. The Reflection Process as a mind map will help here
also.
Did you feel more comfortable using one part of the Kolb Cycle in preference to another? For
example, what time did you devote to reflecting on what happened as compared with actually doing
the activity? How much time did you give to generating new ideas - to thinking about what to do next?
The learning contract process pushes you to plan, act, reflect and generate ideas from analysis, which
is very similar to the finer points of the Kolb Cycle.
What did you discover about the way you learn?
Did you learn mostly by:
being told something?
puzzling things out for yourself?
emotional responses?
intellectual, abstract thinking process?
talking problems through with other people?
observing others?
letting ideas incubate in the back of your mind?
consciously reflecting about your past experiences?
trial and error, experimentation?
other ways?
a combination of some of these ways?
what do you now have to offer about learning that would help someone just beginning this
process?
what would you do to be a more effective learner?
look at the Principles of Experiential Learning. What connections do you see between these
principles and your learning in the contract?
The Reflection Process as a Mindmap
[Source: Developed by K.W. Cochrane and G.K. Watson, UNE-OAC.]

LEARNING CONTRACT PROPOSAL FORM [with sample content]
IDENTIFICATION
Leadership Issues SUBJECT NAME:
Wilson LAST NAME:
: Kim FIRST NAME
.: STUDENT NO
ORIGINAL CONTRACT [ ] AMENDED CONTRACT [ ]
SPECIFIC LEARNING GOAL 1.

By July I will have identified differences in the way men and women communicate and will develop,
implement and evaluate some strategies to help me communicate more effectively, both at home and at
work.
PRELIMINARY DIAGNOSIS 2.
A short description of my background highlights my lack of understanding of the differences in the
way men and women communicate.
I come from a family of four where I am one of two brothers. I completed the first four years of
primary school by school of the air (correspondence) and was then sent to a boy's boarding school for
the last eight years of my schooling. After leaving school, most of my working life has been spent
working either on the family farm with my father and a number of different casual employees (mostly
male), or in other male dominated occupations. As a result I have had very little experience living with
or working alongside women (that is, until I met my wife).
I believe the greatest strength of my marriage is the fact that my wife and I communicate very well. By
that I mean that we talk openly and unashamedly about anything and everything and respect each
other's opinions. I have noticed that when we do have arguments, nine times out of ten it will be the
result of misunderstanding. One of us has completely misunderstood what the other person has meant.
I welcome the opportunity that this module has provided to explore communication issues between
men and women. Apart from communication issues within my family, this topic has important
implications for my career too. Next year I will be back in the work force and more than likely
working either with or for a woman or women. If this is the case I want to be sure that communication
is not a problem.
ACTION PLAN 3.
Start Finish
Read module and readings associated with Managing Diversity in the workplace 20 February 27
February
Read other books, articles on the subject. 27 February 5 March
Complete Section I of Learning Contract (Introduction, Literature Review, Reflections on Readings
and Methodology). 7 May 14 May
Action Phase
i) Observe men and women in they workplace to monitor how they communicate 14 May ongoing
ii) Self assessment exercises to highlight my strengths and weaknesses as a communicator. Plan
improvement strategies.
Collect recent newspaper articles on this issue.
Ongoing
iii) Survey 10 men and 10 women to identify the differences in the way men and women communicate
ongoing
Analysis and Evaluation. Take each strategy above and analyse findings. Relate back to literature 25
May ongoing
Review my actions in relation to Kolb Learning Cycle 1 June
Write up report and submit. 5 June
MEASURES OF ACHIEVEMENT 4.
The extent to which I have achieved my learning goal will be evidenced by:
The completion of all steps in the action plan.
The feedback I receive from the group facilitator and the other members of the management
learning group.
The feedback I receive from my wife with regard to our strengths and weaknesses in
communication.
My own reflections on the results of the strategies I identify and implement to improve
communication with my wife.
My ability to generate an interest or hobby outside of work and family.
Recognition of other issues related to communication between men and women that require
further investigation.
CONTRACT PROPOSAL ACCEPTANCE 5.

Subject Coordinators Acceptance
[Adapted with permission from material prepared by the Faculty of Business, Royal Melbourne
Institute of Technology, Melbourne.]
LEARNING CONTRACT PROPOSAL FORM

IDENTIFICATION
: Leadership Issues SUBJECT NAME
Wilson LAST NAME:
Kim FIRST NAME:
STUDENT NO.:
ORIGINAL CONTRACT [ ] AMENDED CONTRACT [ ]
SPECIFIC LEARNING GOAL 1.
2. PRELIMINARY DIAGNOSIS
3. ACTION PLAN
4. MEASURES OF ACHIEVEMENT
5. CONTRACT PROPOSAL ACCEPTANCE
[Adapted with permission from material prepared by the Faculty of Business, Royal Melbourne
Institute of Technology, Melbourne.]
Rationale
The assessment addresses the following learning outcomes:
* be able to demonstrate an understanding of the chaotic nature of organisations and the wider
* be able to demonstrate an understanding of the work of the manager and leader within this context,
with particular reference to change;
* be able to demonstrate an understanding of the movement from mechanistic to holistic management
and leadership structures;
* be able to demonstrate an understanding of current leadership issues;
* synthesise a position in relation to the issues covered;
* be able to demonstrate an understanding of the interface between management and leadership;
* be able to demonstrate an understanding of the complexities involved in holistic leadership;
Marking criteria
Assessment 2(c)
Evidence of implementing strategies outlined in methodology;
Evaluation of each of the strategies;
Ability to link analysis and evaluation to literature review;
Reflecting on your learning.
More detailed explanation of the marking criteria and standards may be found in the marking rubric on
the following page.


Awarded
Learning goal
The goal should
bespecific,
measureable,
time-related, and
achievable
The goal should
develop from an
analysis of the
students learning
needs.
needs.
students ability.
learning needs.
A learning goal is
issue.
students ability.
and/or more easily
learning needs.
learning needs.
/30
Justification
to one of the three
leadership issues
Some preliminary
synthesis of a
issue is evident.

issue.
Some preliminary
evident.

it relates to the
leadership issue.
evident.


/30
Action plan
Major steps are
described
Collection of media
file needs to be
included


of achievement may
detail is needed.
achievement may be
specific.
missing.
/20
Referencing
- Research/ reading
cited
accurate.
Referencing is
accurate
unsystematic/
Awarded
/10
* Presentation of
Paper
communication
- Quality of
presentation

the reader.
separate page.

errors in grammar,
reader.
guidelines.

more consideration
the reader.
Presentation mainly
follows
issues.

reader.
guidelines.


/10
Total for Paper as

%
/100
(weighted) Total
marks for the
assessment
/20

Presentation
As per Learning ContractReport outlineprovided in TASKinformation.
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MGT367 - Leadership Issues

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Charles Sturt University Subject Outline

MGT367 201430 SM I-31 January 2014-Version 1 Page of 1 41

http://www.csu.edu.au/division/library/ - CSU Library Services catalogue including online tutorials

SGA Melbourne Library:

Academic learning skills assistance

Charles Sturt University Subject Outline

2 10 March Traits, motives and

7 28 April Ethics and social

Greater than 65 but-

Charles Sturt University Subject Outline

Charles Sturt University Subject Outline

Learning Contract(a) -Proposal

How this assessment relates to other assessments

What is a learning contract?

MGT367 Assessment 2a Learning Contract Proposal Marking Rubric

The learning goal is

The learning goal is

The learning goal is related

No clear reason is given for

The major steps of the

The major steps of the

Fluent writing style

Language fluent, few

Language mainly fluent

Meaning apparent but

Meaning unclear and/or

Poor presentation eg single

Total for Paper as

Charles Sturt University Subject Outline

Assignment 2(b)Learning Contract: Report Section I

MGT367 Assessment 2a Learning Contract Proposal Marking Rubric

The learning goal is

The learning goal is

The learning goal is related

No clear reason is given for

The major steps of the

The major steps of the

Fluent writing style

Language fluent, few

Language mainly fluent

Meaning apparent but

Meaning unclear and/or

Poor presentation eg single

Total for Paper as

Charles Sturt University Subject Outline

Learning contract guide (Parts A, B & C)

Learning contract proposal form [with sample content]

Learning contract proposal form

(Assessment 2a) Part ADeveloping Your Learning Contract Proposal

Part A: Guide to developing your Learning Contract Proposal

Choosing your learning goal.

Diagnosing your learning needs

Completing the Learning Contract Proposal

1. Specific learning goal

5. Contract proposal acceptance

Managing and linking your learning

Writing up the Learning Contract Report Section I

How do you keep active?

Part C Writing Up Your Learning Contract Final Report

2. Literature review (5 to 10 pages)

3. Reflections on your reading (about 2-3 pages)

4. Methodology (about 1-2 pages)

7. Analysis and evaluation (3-4 pages)

For contracts which are based on interviews: