Summer School, Nov-Dec 2014
PRESENTED BY: Dr. Keith Thomas
BMO 5003
GLOBAL LEADERSHIP
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CONTACT INFORMATION
YEAR 2014 SEMESTER 3 UNIT TITLE Global Leadership UNIT CODE BMO5003 PRE-REQUISITES Nil CREDIT POINTS 12
MODE OF DELIVERY On-campus LOCATION City Flinders UNIT COORDINATOR Dr Keith Thomas (Room 10.44)
keith.thomas@vu.edu.au
+61 3 9919 1954 OTHER TEACHING STAFF [Insert phone] LECTURE ROOM City Flinders Room 11.05
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Contents Contact Information 1
Welcome 3 About this Unit 3
Your lecturer 3
Course details Learning outcomes 4 Graduate attributes 4 Required reading 4 Other references 4
Course Structure and Schedule Block Sessions 5/6/7 Teaching & Learning strategies Attendance – Participation 7 Critical Thinking 7/8 Assessment Grade Sets 8 Summary of Assessment Tasks 8 Assessment components 8 Feedback on assignments 9 Assignment 1: Personal reflection on leadership 10 Assignment 2: CT presentation 11 Assignment 3: Thematic reflection & leadership philosophy 12 Assignment cover sheet – see VU Collaborate Appendices 1. General Guidelines for Assignments 13 2. Assignment 1 Reflective Paper Rubric 14 3. Assignment 2 Presentation Rubric 15 4. Assignment 3 Reflective Report Rubric 16 5. Performance Based Assessment Guide 17 6. Graduate Capabilities & Administrative Details 18
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WELCOME
Welcome to BMO5003 Global Leadership. This Unit of Study Guide contains information about the course and your study responsibilities. Please read this outline in conjunction with the College handbook, which provides course structure and unit details (http://www.vu.edu.au/sites/default/files/mcd/pdfs/bl-course- handbook-2011.pdf). As the handbook advises, courses may be altered due to unforeseen circumstances, such as a new course leader with a different approach to achieve the same learning outcomes.
ABOUT THIS UNIT The unit seeks to develop a personal understanding of leadership as a process of scanning the environment and setting the direction, and achieving organisational goals through influencing people both inside and outside the organisation. The unit is structured as follows: Foundations (of Leadership) and three themes - the contextual challenges facing leaders, the dynamics of interpersonal power, and the leader as a social architect, which is implicit in the concepts of transformational and authentic leadership.
The focus is on constructed knowledge through critical reflection that will also involve a degree of out-of- classroom work and online interaction. Timely and reliable access to a text and to VU Colaborate is essential. Please keep a journal for reflective notes about class activity – this will be needed for Assignment 3. I will look to establish a clear commitment to the following matters: ? Attendance – please understand this is not a 'come when it suits you' course as it is not how leaders operate. You must make a commitment to the group and sub-group you join, while to a lesser degree attendance will support your learning outcomes. ? Plagiarism – don’t; I expect an honest effort and one that reflects what we do & discuss in class; and ? Creating a safe space – where people can just be themselves and where both the lecturer (I can) and you (the student can) speak openly.
ATTENDANCE The course is taught in block mode over summer school. The block campus-based mode of the course involves an equivalent workload, but within a tightly defined schedule. You are expected to attend all sessions; there is no room for catching up on material or instructions. Your full participation is assumed.
Unit specifications Prerequisites BMO6506 Work and Organisations Credit points 12 Mode of delivery On-campus or Online
LECTURER Keith Thomas (City Flinders campus) – Room 10.44 keith.thomas@vu.edu.au 03 9919 1954
Dr Thomas is a senior lecturer in leadership and management. He is an experienced teacher and facilitator of management education and development, with previous teaching appointments at The Chinese University of Honk Kong, (CUHK) University of New South Wales (Australia Defence Force Academy campus) and the Graduate School of Management, La Trobe University. CUHK aside, he has also taught overseas extensively with secondments to China, Malaysia and Vietnam. Subjects taught include Organisational Behaviour, Leadership, and Developing People and High Performance Organisations. Dr Thomas has a PhD in Education (Thesis title: Understanding Educational Process in Leadership Development) from Deakin University (2004). He is a graduate of the Royal Military College and the Joint Services Staff College and a Visiting Fellow at the Defence Leadership & Ethics Centre, in Canberra.
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COURSE DETAILS
Learning Outcomes On successful completion of this unit, students will be able to:
3. Taking a critical perspective, conceptually link leadership theory with practice given a globalised environment 4. Assess a leader’s actions using an integrated theoretical (authentic leadership) framework 5. Show evidence of enhanced knowledge, skills and attitudes, including inter-cultural competence, as they relate to the effective exercise of leadership across boundaries. 6. Develop a personal leadership statement and action plan that demonstrates a sound critical social analysis and a constructed understanding of what is an authentic leader in a contemporary workplace.
Graduate Capabilities See Appendix 6
REQUIRED READING Recommended Text (recommended as there are a number if useful texts available) Shriberg, D & Shriberg, A. (2011), Practicing Leadership: Principles and Applications, Fourth Edition, Wiley & Sons, NJ
Required readings are on VU Collaborate for easy online access. There are: ? Two base readings: the article by Rost on 21st century leadership and a collated set of pages from the Shriberg text “Practicing Leadership’ – you will need both for Assignment 1 and 2, respectively. ? Further selected articles organised in three broad themes: Context, Organisational dynamics, and Leader as a social architect, to support your studies and reflections. ? Extracts from The Story of Philosophy, by Bryan Magee.
Other Readings Selected reference article are provided by subject theme on VU Collaborate. In addition, you may want to use other leadership articles and texts to gain access to alternative perspectives on particular issues. The texts listed below may be useful in that regard.
a. Northouse, P. G. (2003), Leadership: Theory and Practice. Sage Publications; 3rd edition b. Pfeiffer, J. (1994) Managing With Power: Politics and Influence in Organizations. Harvard Business School. (Paperback). c. Pierce, J. L. & Newstrom, J. W. (2003), Leaders and the Leadership Process: Readings, Self- Assessments, and Applications, Third Edition. Irwin McGraw Hill. d. Yukl, G. (2001), Leadership in Organizations (5th Edition). Prentice Hall; 5th edition
For a selection of useful databases, please go to: http://w2.vu.edu.au/library/linking/.
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COURSE STRUCTURE AND SCHEDULE
The schedule detailed below is prepared to help you do the pre-reading required and so gain maximum benefit from the interactive elements of the course. Activities may vary as circumstances dictate.
Block Sessions
Theme and Topic Activity/ Readings/ Presentations
Session 1 Tuesday 11 Nov 1730- 2030
Introductions: Meet and discuss unit outcomes, assignment and class process The Nature of Leadership (20 mins) So you want to be a Leader (Ex 1.a – 20 mins) Form sub-groups (and) buddy groups (pairs) Break: groups form and introductions (20 mins)
Leadership 101: Foundations Introduction to leadership (incl Exercise 1.c) Art of Leadership Developing leaders (Set the Agenda) – 20 mins ? Sub-group discussion ? Exercise: Leadership challenge (envelope)
Opening music and video
Brainstorm: Nature of Leadership Complete Ex: Session 1.a (p2) Discuss & complete Ex 2 p9 (handout)
Video: Complete Ex: Session 1.c (p6)
Homework: read Mellahi article MBA’s & leadership education –VUC
Session 2 Thursday 13 Nov 1730- 2030
Reading (MBA & leadership): Class discussion (30 mins)
Presentation: Lessons from Ancient Greece (60 mins) Subgroup activity: 30 mins Allocate Assessment 2 (Presentation) topics Allocate group roles: leader, deputy, QC
(Mellahi article)
Guest speaker (Stella Avram)
Homework: read Shriberg, 2011; p36-40; 43-45 (The multi-cultural leader & GLOBE study)
Session 3 Saturday 15 November 1000-1300
Session 4 13.30 -1630
Review readings: leadership in a global and multi-cultural society (in sub-groups); (30 mins) Sub- group meet – clarify roles (10 mins) In-class reflection on reading (20 mins)
Theme 1: Leadership Context Presentation: Operational Leadership/ Women in leadership Lunch Presentation: GLOBE study Video: Zulu or alternate option Sub-group activity: clarify assessment 1 and 2 (topic)
Reflections led by sub-group 1 (5 mins); all in this group to submit a summary 1page report 1 (Multiu- cultural leader) – (5%) See reading on Theme 1 Guest presenter: Stella Avram, CEO Kildonan Uniting Care
Homework: read Philosophy & leadership (Shriberg; p208-220)
Session 5 Tue 25 Nov 1730- 2030
Review: Assignment 1 Team meeting (30 mins) In-class reflection on assignment 1 (20 mins)
Guest presentation: The Evolution of the Wealth Concept Presentation: Leadership theory/self-assessment (30 mins) Contingency approaches & other theories Activity: System thinking (20 mins)
Group activity: (30 mins) Confirm topics (assignment 2)
Assignment 1 due - start of class Reflections led by sub-group 2 (5 mins)
Guest speaker Dr Ricardo Natoli Video DPS Leadership (Rip it Up) Refer section3.So what – changing paradigms (p12) Video - Shackleton
Homework: Philosophy & leadership
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Session 6 Thurs 27 Nov 1730- 2030
Review homework: Philosophy & leadership (Shriberg) In-class reflection on selected reading Review of leadership theory/ foundations
Theme 2 –Leadership Dynamics Presentation: Operational lessons The dyadic construct – leaders and followers
Reflections by sub-group 3 (5 mins) All in this group to submit a summary 1page report 2 (Philosophy) – (5%)
See handout booklet + reading on Theme 2 (VUC)
Guest presenter: James F (Army) Homework: Thomas article – Leadership at the Sharp End (VUC)
Session 7 Sunday 30 Nov
1000-1200
1200-1330
Session 8 1330-1630
Review reading: Leadership at the Sharp End (Thomas) In-class group reflection (20 mins)
Activity: Influence, Power, Conflict and Politics Personality/ Nature-Nurture/ Emotional intelligence/ Perception Lunch (and prepare presentations)
Presentations: Assignment 2 Sub-group presentations – 50 mins, Large group presentations x 4 – 50 mins Activity: Understanding why people behave as they do
Reflections by sub-group 4 (5 mins) All in this group to submit a 1page summary report 3 (Sharp end) - (5%) Guest presenter: James F (Army) See Shriberg; p152-157 Self-rating ex: EI - Shriberg, 2011; p90-92, 95-101 and EQ (VUC)
Video: Dan Pink Homework: Philosophy: East meets West handout – (VUC)
Session 9
Tue 2 Dec 1730- 2030
Review reading: East meets West In-class reflection (20 mins) Review previous sessions
Theme 3 – The Leader as Social Architect Presentation: Structuration theory (and The Dark Side) Fishbowl Ex: Framing awkward conversations
Reflections by sub-group 2 (5 mins) All in this group to Submit a summary summary 1page report 4 (East meets West) – 5%
Homework: read Shriberg, 2011; p258-259 (Rachel Carson)
Session 10
Thurs 4 Dec 1730-2030
Review reading: (Sharpen the Saw) – in sub-groups Presentation: DPS Leadership (Carpe Diem)
Activity: Leading Teams & Change (Activity)
Small group discussion: Legacy (Silent Spring)
Reflections led by sub-group 1 (5 mins)
Ex: Tigger (See Shriberg, 2011; p177-181) Homework: read extract - Sharpen the Saw (handout)
Session 11 Sat 6 Dec 1000-1300
1300-1400 Session 12 14.00-17.00
Review: Change and Sharpen the Saw – in sub-groups
Presentation: From Boat to Board (60 mins)
Activity: Finding your voice ? Brief and prepare for exercise) – 30 mins ? Present in sub-groups (60 mins) Lunch: group lunch Exercise: Fierce conversations (60 mins) Presentation: Direction & Purpose Leading Change (Berlin Wall)/ Symbolic and substantive actions. Reflections – in sub-groups, then class (30 mins) Planning Assignment 3 – small groups
Close
Reflections led by sub-group 3 (5 mins) Guest: Phong Nyhuen In sub-gps, select topics for fierce conversations; Each sub-group selects a speaker to present to class after lunch Individual presentation (in large gp) Video: Berlin Wall Video: Big Rocks
Draft action plan Return envelopes
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Session 13 Tue 9 Dec 17.30-2000
- optional
Plan Assignment 3 – 60 mins Leadership Development ? Coaching, Stewardship & Legacy ? Ex: Handwriting / (message to the unconscious)
Mon 12 January 2014 1200 hrs
Individual Assignment 3 reports due (1200) Soft copy or collection box on 10th floor; or Room 10.44
TEACHING AND LEARNING STRATEGIES This Unit of Study will be delivered as three hours seminar in block mode. It is expected that you will spend at least 3 hours per session doing out-of-class work preparing for this Unit of Study (excluding seminar time). This time should be made up of reading, research, working on exercises and group work. In periods where you need to complete assignments or prepare for tests, the workload may be greater. The Unit is supported online through VU Collaborate, a web-based content management system. You will find information, assignments, sample questions and other materials that will be made available to you.
Self-assessments There are a range of self-assessments you are invited to complete as part of your self-development and reflection. See the VU Collaborate folder titled “Self-Reflection”.
CRITICAL THINKING (CT) This subject is presented in a form to encourage critical thinking (CT), which involves the ability to cast a sceptical mental eye over various claims, arguments and assertions and being able to assess and examine these issues objectively. While there are important philosophical arguments about the definitions, there is a convergence of opinion towards an emphasis on reasonableness, reflection, scepticism, and commitment to using one's capacities for reason and reflection. The table below outlines basic components of critical thinking.
In brief, place your ideas in context and qualify your conclusion as necessary. For example, ask when is something accurate; where is it accurate and so on, and the use an ‘If’ clause and ‘However’…..these strategies encourage you to contextualise argument and to look at/ highlight alternate views and options. When writing, here are a few tips based on recent history:
Critical thinking: some basic components Critical thinking (CT) involves considerable cognitive effort. However, since it can help you avoid serious errors of judgement, bad decisions, and many other pitfalls, it is a skill well worth having.
Aspect Value/Purpose
Define the issue or problem clearly, including key terms Examine all relevant evidence, avoid jumping to premature conclusions
Carefully consider assumptions and biases
Avoid the tendency to oversimplify
Avoid the tendency to overgeneralise
We can't think clearly about an issues unless we know just what it involves Avoid the temptation to go with -gut-level' feelings. Better decisions and judgements can be made if all available evidence is taken into account. All arguments are based on assumptions. These must be brought out into the open to determine their validity. Simple answers or solutions are very misleading and ignore important complexities. Avoid leaping from a single event or experience to all related events or experiences.
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a) when writing, make sure that you identify the key issue(s) and state any definitional issues clearly; b) use evidence to support any statements (avoid assertions); c) avoid giving a detailed descriptive history of theory; rather, synthesise theory, d) use placement and sentence structure to emphasise and de-emphasise facts as necessary, and e) avoid introducing new information in your conclusion.
ASSESSMENT
GRADE SETS There are five grade sets, namely fail (N: 0-49%), pass (P: 50-59%), credit (C: 60-69%), distinction (D: 70-79%), and high distinction (HD: 80-100%).
Summary of Assessment Tasks The assessment tasks are detailed on page 8 onwards. The assessment process is a progressive task and is completed individually, but with reflective support by a sub-group within and out of the class. You will also be invited to work with a buddy (colleague); this person will act as a sounding board through the unit of study. I suggest you keep a journal to record classroom activity.
The assessment components and related details are as follows:
Assessment Weight Learning Outcome
Graduate capabilities
Format Due Date
Purpose
1 Reflective essay
10%
1 & 2
GC1
Individual Critical thinking reflection 800 words)
Session 5
Identify foundational concepts and practice critical thinking & research
2 Presentation (15 mins)
20%
1, 2 & 3
GC1, 2
Small group presentation (15 mins)
As per schedule
Develop awareness of leadership issues & practice communication
Report 3a. 4 x s- ummary readings (CT)
10%
1, 2 & 3
GC 1, 2, 3
Individual: 200 words x 4
As per schedule
Develop awareness of core issues
3.b. Reflections on class activity by themes
40%
1, 2, 3
GC 2, 3
2500 words +
Monday 12 Jan 2015
Integrate/ critique subject knowledge (self, group, context)
3c: Personal leadership philosophy
10%
1, 2, 3
GC 1, 2, 3
action plan/ philosophy
Linking theory and personal practice
4. Participation
10%
1, 2 # 3
GC 1
Individual Session 12 To encourage peer- learning & participation
Please refer to page 10 of the Unit Guide for a detailed outline of each assignment
Please go to VU Collaborate for: 1 Assignment Declaration coversheets
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2 Plagiarism Guidelines 3 Harvard Referencing Guidelines 4 Supporting unit study notes
Feedback on Assignments Generally, feedback provided in the class will pick up on common issues for improvement for all students. The same comments will not be written on each person’s assignment. However, where there is an issue that is not common across students, brief comments will be made on your paper. I will not edit your paper, but will mark a section perhaps to flag an aspect of your submission that may need to improve. You will have opportunity to use this formative feedback in subsequent work. I encourage assignments as learning exercises and not work for assessment purposes. All feedback will be offered on that basis. If you do not get a mark you consider reflective of your individual or group effort talk with me about it. However, do not confuse effort with marks, quality or learning value. Grades given can be broadly correlated with four assessed levels of understanding - naïve, novice, apprentice, and advanced (see Appendix 5). These levels are determined by elements such as content (knowledge), knowledge connectedness, and mastery of form (written/verbal/criticality).
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ASSESSMENTS: DETAILED OUTLINE ________________________________________________________________________________ Assessment 1: Individual reflection (on leadership)
Weight: 10% Due: Start of session 5 Length: 800 words
Introduction Leadership is a valued constant in our lives and in organisations; reflecting this importance, people & organisations typically invest in developing capabilities in a number of ways (via formal training, developmental activities and self-help activities). One of our greatest avenues of learning about how to lead and manage organisations is from personal and professional life experiences. By reflectinbg on earlier life experience(s), I hope you discover some of what resonates most with you, and why.
The task: Write a personal reflection on what you understand leadership (as a process) to be and why (what is it that informs this view).
Instructions Select a personal experience or experiences as an individual in a group and/or organisation. ? For example: describe a leadership moment or event and then explore ideas such as: ? What seems important to you in a group or when you lead a group ? What assumption, for example, under pin your views of leadership ? What are typical performance ideals that you have of effective leaders ? Where you are most comfortable/uncomfortable in a leadership context ? Any reflective thoughts on future personal actions on leadership development. ? Try to demonstrate that you have thought deeply about how you view leadership both professionally and personally, and how you will try to manage & lead in the future. ? References are not essential, unless used to clarify a specific term or idea. This is NOT a research essay or literature review. A reflective paper is personal, but you are encouraged to relate your writing to course material. If unsure, select 2-3 key ideas from the various identified topics and examine how they relate to you as a professional and as a leader. ? Your lecturer will regard your essay in the strictest confidence.
5. Rubric: see Appendix 2
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__________________________________________________________________ Assessment 2: Presentation on a selected topic – in pairs or as an individual
Weight: 20% (presentation) Due Date: Session 8 Length: 15 minutes
Instructions: select a topic from these options (each group must cover all options)
Assignment 2: Topic options
Option 1 ? Read the item ‘Tragedy of the Commons’ (page 248-249, Shriberg & Shriberg, 2011). Select an idea related to leadership comparable in terms of reach – for example, its ethical and long-term consequences of action and inaction.
Option 2 ? Read the item about Plato’s Republic (page 209-212, Shriberg & Shriberg, 2011). ? Do you believe in his idea about the core characteristics of ideal leaders? Where might you agree and disagree?
Option 3 ? Read the item ‘Virtual leadership’ (page 191-193, Shriberg & Shriberg, 2011).
Critique traditional leadership practices with their application in a virtual world. Be sure to address the issue of trust.
Option 4 ? Read the item ‘Exercising Presidential Leadership (page 162-166, Shriberg & Shriberg, 2011). In this view, individuals are captives of history to a certain extent. Do you agree? Explain making reference to the six sets of skills identified by Greenstein (Presidential Studies Quarterly, 2000).
Each sub-group to select a team to present to the larger group. ? Topics for large class presentations are allocated as follows: Team 1 (Option 1), Team 2 (Option 2), Team 3 (Option 3) and Team 4 (Option 4)
? First, select a topic from one of the above options. Presentations will be within sub-groups. ? Peer-evaluation by the sub-group (group leaders to discuss arrangements with the lecturer). ? Task: present a 15-minute presentation with supporting notes on the selected topic; the aim is to illustrate application and insights for leadership using the selected case. You mighta slo discuss the characteristics that make it difficult for an organisation. Similarly, address what makes this issue difficult at a personal level. ? Tips: 1) Originality and creativity encouraged; 2) show your analytical and integrative skills.
Presentation structure & suggested format A suggested format for your 15 minutes talk is as below. Allow time for reflection and discussion. 2 minutes – Introduction (issues and context) with theoretical relevance 6-8 minutes – Analysis of issue, highlighting factors and relevant lessons for leaders today 2 minutes – Conclusion/recommendations 1-2 minutes – Summary reflection (insights), followed by Q&A (4 mins) Assessment rubric – see Appendix 3, using peer-evaluation with the lecturer retaining the right to moderate results.
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Assignment 3: Thematic review (reflective analysis) of leadership
Weight: 60% (see rubric for breakdown of marks)
Due: 1200hrs, Mon 12 Jan
Length: Part 3.a (600 words); Part 3.b (2500 words), Part 3.c (action plan – (250 words)
Part 3.a: One-page summaries of the four class readings. Reflect the feedback on papers submitted in class. Aim for a succinct (one-page) summation of content and clarity of presentation.
Part 3.b: Write a reflective summary of the unit content and related activity. Use your journal to substantiate your reflections of in-class activity. The aim is to develop a critical and integrative report (not a descriptive essay) of the subject, supported as appropriate literature (theory). As a guide, use the outline structure of foundational theory and three broad themes to write your reflective paper.
Part 3.c: Draft a personal leadership theory or philosophy (see Shriberg & Shriberg, 2011, p279- 280), explaining how do you plan to start ‘Doing Leadership. Include a leadership development action plan, using available self-assessments as the basis of your response.
Assessment rubric: See Appendix 4. In general, please note the following: 1. Assessment Declaration – please include a signed statement as a cover document
2. Assessment 3 rubric – please include this rubric next
3. Content - include evidence of research and the discussion must be connected to the course and related in-class activities. Creative and original efforts are encouraged. 4. Presentation – seek excellence in format and clarity 5. Evidence of quality in research – as a guide aim for a minimum of eight good journal articles in addition to material from (secondary) texts is an example of adequate research. 6. Draft personal leadership philosophy & action plan – open in format but 1) please include reference to selected leadership instruments, and 2) explain how you plan to start Doing Leadership.
APPENDICES 1. General Guidelines for Assignments 2. Reflective paper Rubric (for Assignment 1) 3. Presentation Assessment Rubric (Assignment 2) 4. Thematic review Rubric (for Assessment 3) 5. Performance Based Assessment Guide 6. Graduate Capabilities (Unit of Study)
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Appendix 1
General Guidelines for Assignments
1. All assignments must be your own work, be of a professional and -post-graduate- standard. They should include critical analysis and incorporate theory from relevant research.
2. Assignments should be typed using Times New Roman, 1.5 lines spacing and font size 11. ? All sources of information should be acknowledged in a standard manner - Harvard in-text referencing is suggested. Please refer either to one of the recommended journals for an appropriate format. If web based access, you must show access date details. ? Please consult the lecturer before conducting any interviews, even in your own organisation. ? Assignment style should be based on normal academic formats. Headings and sub- headings are likely to add value for the reader and help the structure of your paper. ? Endnotes and use of footnotes should be avoided, but include a reference list.
3. Plagiarism will result in a significant penalty deduction, and may result in a -FAIL- grade. The practice of 'block copying' from references is considered as plagiarism.
4. Assignments should be submitted in class on the due date. Late submissions will incur a penalty per day, in accordance with school guidelines.
5. A cover sheet (& declaration) should be attached to the front of each assignment. The cover sheet should include a signed declaration that confirms that work submitted is your own, not written by anyone else, and not been submitted for any other subject or course that you have taken. If such a signed statement does not appear, the paper cannot be assessed.
6. If your paper has been carried out in groups, you need to add a statement to the effect that you have contributed equally to the paper (or, if not, in what proportions the work was carried out). Where the contributions to a joint paper have been equal a shared mark will be assigned, otherwise marks will be apportioned according to contribution. In the event of a dispute the lecturer may determine either to require each student to write on an alternative topic or some other arrangement as appropriate.
7. For the critical thinking (CT) aspects of any paper, review the basic components of ‘Critical Thinking’ provided in this outline. I am interested in your thoughts after consideration of suitable research sources, as opposed to a simple repetition of text.
8. Participation: attendance is assumed; the aim is to build a culture of thinking in classrooms and a community of inquiry. Key aims: focus of effort, persistence, and influence.
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Appendix 2
Assessment 1: Reflective Paper Rubric
NAME Topic:
Assessment Scale
Naïve (1)
Novice (2)
Satisfactory (3)
Good (4-5)
Group Mark Content: see Blooms guide below1 (5)
Presentation: (2)
Conceptual & reflective clarity (3)
Students to complete details below: 1. Can you identify the process that you undertook to answer the topic:
2. What is the key issue for you?
Presentation and Research Your presentation was good - satisfactory - in need of improvement - weak. Your content and related general discussion appears good - satisfactory - weak. Your conceptual/reflective process (on the basis of what you wrote) is good - satisfactory - in need of improvement - weak.
Result: Your paper is awarded a score of: …..
1 Bloom's Taxonomy: The progressive levels are - Knowledge, comprehension, Application, Analysis, Synthesis and Evaluation. The suggested topics all invited a higher level of abstraction and thus critical thinking. This invites different strategies to listing (knowledge level), describing (comprehension level), and illustrating/relating (application level). You need to aim to integrate, modify, combine (synthesis level) and assess, recommend, explain, discriminate, compare, conclude, summarise (evaluation level).
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Appendix 3
Assessment 2: Presentation Rubric
Presenter(s): Topic: ……………………………..
Assessor: ………………………………………….. Date: ………………………………
Key insights/Characteristics:
1. ………………..………………………………………………………………………………
2. ………..………………………………………………………………………………………
3. ………..………………………………………………………………………………………
Competent Weak Strong
Development
Voice modulation
Demeanour / Appearance
Body Language
Balanced Session Structure
Evidence of Research
Appropriate Use of Visual Aids
Adherence to time
Relevant Content
1. Presentation Style (consider structure of presentation; use of any aids; clarity of speech; general approach) Very professional 6-10 Quite professional 4-5 Poor effort; lacked evidence of professionalism 0-3
3. Clarity of concept and evident effort (or originality): 0-10
TOTAL _______ /20__
-------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------
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Appendix 4
Assessment 3 – Reflective Report rubric
NAME:
Scale Naïve (1)
Novice (2)
Satisfactory (3)
Good (4-5)
Total Mark
Introduction: (3 marks) Topic and purpose identified, Main argument foreshadowed, and Essay structure foreshadowed
Summary of readings (10 marks) Clarity of summation Linkage to themes
Thematic analysis: (20 marks) Scope and coverage - 5 Orginality - 5 Coherent reflection and synthesise of the foundations and 3 themes - 5 Use of appropriate theory and classroom activities - 5
Supporting evidence: (5 marks) incl self-evaluation instruments
Conclusion: (2 marks) Coherent, reasonable and founded on earlier discussion
Presentation (5 marks) Prefessional appearance of report Attention to detail Page numbers
References: (5 marks) Accurate and adequate citation of references and reference list using the Harvard System
.... /50 Leadership philosophy: (10 marks) Demonstrate a serious effort to explaining how you plan to Do Leadership Action plan (next 12 months) …/10 Overall assessment: 1. The content was good (evaluation - synthesis) - satisfactory - limited (descriptive) – weak (listing). 2. Your presentation was good - satisfactory - in need of improvement - weak. 3. Your research and conceptual understanding appears good - satisfactory - weak. 4. Your reflective process (on the basis of what you wrote) is good - satisfactory - needs improvement - weak.
Result: Your paper was awarded a score of: /60
See specific comments overleaf
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Appendix 5
Performance Based Assessment Guide - An Outline Framework A 'teaching for understanding' framework is illustrated in the table below. Understanding is characterised across four dimensions -knowledge, methods, purposes and forms- and four levels -naïve, novice, apprentice and master- (Wiske 1998: 172). The framework is a conceptual tool to examine students' understanding and to orient future work. It needs to be adapted to the specific content, contexts and levels of instruction being used.
The assessment scale for the Knowledge dimension only is illustrated in the table below.
A performance based stance casts teachers less in the role of informers and testers and more in the role of facilitators or coaches. Lectures and tests are supportive activities and not central activities. The main agenda is arranging, supporting and sequencing performances of understanding. This vision of teaching, David Perkins says (in Wiske, 1998), aligns well with other contemporary conceptions of pedagogy including building a culture of thinking in classrooms and the idea of communities of inquiry. It suggests broad principles for learner and teacher alike such as learning for understanding through reflexive engagement in challenging performances, a gradual development of understanding building on previous understanding and a logically progressive chain of performances of increasing challenge and variety (Wiske 1998).
Naïve (1) Novice (2) Apprentice (3) Advanced (4)
Knowledge: Transformed intuitive beliefs and coherent & rich conceptual webs
Concepts are intuitive, based on mythical beliefs; Knowledge seem dull, blurred or undifferentiated; Students see examples and generalisations as unconnected; Even when prompted they either see from the point of view of specific examples or broad generalisations
Eclectic; mixed intuitive and fragments of disciplinary knowledge; rephrased connections between concepts; When prompted can move from examples to generalisations;
Theories and concepts prevail; knowledge is still unrelated to common sense and unable to reason creatively; Knowledge is still unrelated to common-sense beliefs; Fertile network of ideas, some gaps or contradictions; not able to reason creatively within disciplinary frameworks
Concepts prevail, organised networks of ideas, examples & generalisations support one another; knowledge can refine common-sense beliefs; New interpretations are consistent with frameworks; highly organised networks of ideas; fluent movement between examples & generalisations that support each other; create new associations, examples or responses consistent with disciplinary frameworks
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Appendix 6
Graduate Capabilities
Victoria University’s Graduate Capabilities are generic skills that all students should possess at graduation. These skills are in addition to the specific knowledge and skills associated with the discipline area of students’ degrees. Graduate Capabilities are divided into five levels (for undergraduates) and will be achieved progressively with increasing levels of sophistication. A full description of the Graduate Capabilities can be found in the VU Graduate Capabilities policy pages 7-8.
This unit of study contributes to development of these Graduate Capabilities in a number of ways, with emphasis on Capabilities 1 and 2.
GRADUATE CAPABILITY DESCRIPTIONS (Victoria University) GC1. Adaptable and capable 21st century citizens, who can communicate effectively, work collaboratively, think critically and solve complex problems.
UNDERPINNING CONCEPTS: 2. Identifying, anticipating and solving problems ranging from simple to important, complex and unpredictable problems. 3. Accessing, evaluating and analysing information 4. Effective communication using known and yet to be developed tools in many contexts. Using effective interpersonal skills, collaborate with and influence, their personal, work, and community networks locally and globally. GC2. Confident, creative lifelong learners who can use their understanding of themselves and others to achieve their goals in work and learning.
UNDERPINNING CONCEPTS Understanding of the role of culture, values and dispositions in affecting achievement of goals. Understanding how to initiate and develop new ideas Planning and organising self and others Decision making GC3. Responsible and ethical citizens who use their inter-cultural understanding to contribute to their local and global communities.
UNDERPINNING CONCEPTS Respecting and valuing diversity Developing capacities required to contribute to a more equitable and sustainable world, including courage and resilience. Understanding the workings of local and global communities and individual’s responsibilities within these. Understanding the intricacies of balancing individual and public good.
Source: THE VU AGENDA AND BLUEPRINT FOR CURRICULUM REFORM – CAPABILITIES FOR THE FUTURE, November 2012, page 10.