PROJECT OUTLINE - ASSIGNMENT SHEET______________________________.docx

PROJECT OUTLINE - ASSIGNMENT SHEET
______________________________________________________________________________

This document is issued at an appropriate time to clarify the requirements of major assessments.

Course Number

BBA7023

Course Title:
Leadership in the 21st century

Program

BBA Hospitality and/or BBA ESE

Lecturer
Dr D. S. Newnham

Assignment Type

Project

Assignment Name
Group presentation
Semester
7

Hand-out date:
Course Week 19, 2018.2

Campus / Learning Level

Bulle / 6

Hand-in date:
Week 22, 2018.2

Overall Grade Weighting %

60%

Grade Distribution %
100% Group





Hand-in Place:
Power point slides
TII (electronic copy) through Moodle

Academic Reception (hard copy)


Assignment overview:
The group presentation is based on the analysis of a given business case study. The students are required to research the history of the company provided and of the leadership and follow styles. The students will be required to analyzed the emotional intelligence factors of the leader/s and followers and how this impacted upon the company’s success or loss. Furthermore, the students are required to assess issues connected to leadership such as national and gender diversity; ethical behavior and environmental footprints.
Overall aim:
To develop new knowledge and future actions that are constructed based on insights and experiences of leadership potential within a case study provided.
Five significant areas
The assessment is designed on the five significant areas of leadership development framework as outlined below:
1. To attend to the changing context and demands of current and potential leadership roles and indicated expectations and realities that the world of learning, work and business opportunities face.
1. To develop professional skills and demonstrate how these influences leadership goals and underscore assumptions about business environments.
1. To examine their personal and leadership intentions based on their core values, and to be aware how their values shape the choices and decisions of their working environments.
1. To develop self-and group awareness skills as a leader and demonstrate how their work gives a distinctive style.

Learning Outcomes and Transferable Skills
· LO1 Apply critical and reflective thinking abilities in the workplace .
· LO2 Exhibit the ability to distinguish and work with diversity; cognitive, gender and national
· LO3 Demonstrate responsible decision-making and personal accountability
· LO4 Evaluate and solve a leadership problem through the design of a change scenario that considers followers, organizational culture and social environment

· LO5 Appraise and apply leadership skills and abilities such as effectively leading change, resolving conflict, and motivating others.

Resources Available:
1) Case study provided in class.
2) Documents as per course description
3) Documents on Moodle / homework folder under each topic

Tasks, Organization and Grading:
The students will critically ev.

1. PROJECT OUTLINE - ASSIGNMENT SHEET
_____________________________________________________
_________________________

This document is issued at an appropriate time to clarify the
requirements of major assessments.

Course Number

BBA7023

Course Title:
Leadership in the 21st century

Program

BBA Hospitality and/or BBA ESE

Lecturer
Dr D. S. Newnham

Assignment Type

Project

Assignment Name
Group presentation
Semester
7

Hand-out date:
Course Week 19, 2018.2

Campus / Learning Level

2. Bulle / 6

Hand-in date:
Week 22, 2018.2

Overall Grade Weighting %

60%

Grade Distribution %
100% Group





Hand-in Place:
Power point slides
TII (electronic copy) through Moodle

Academic Reception (hard copy)


Assignment overview:
The group presentation is based on the analysis of a given
business case study. The students are required to research the
history of the company provided and of the leadership and
follow styles. The students will be required to analyzed the
emotional intelligence factors of the leader/s and followers and
how this impacted upon the company’s success or loss.
Furthermore, the students are required to assess issues
connected to leadership such as national and gender diversity;
ethical behavior and environmental footprints.
Overall aim:
To develop new knowledge and future actions that are

3. constructed based on insights and experiences of leadership
potential within a case study provided.
Five significant areas
The assessment is designed on the five significant areas of
leadership development framework as outlined below:
1. To attend to the changing context and demands of current and
potential leadership roles and indicated expectations and
realities that the world of learning, work and business
opportunities face.
1. To develop professional skills and demonstrate how these
influences leadership goals and underscore assumptions about
business environments.
1. To examine their personal and leadership intentions based on
their core values, and to be aware how their values shape the
choices and decisions of their working environments.
1. To develop self-and group awareness skills as a leader and
demonstrate how their work gives a distinctive style.

Learning Outcomes and Transferable Skills
· LO1 Apply critical and reflective thinking abilities in the
workplace .
· LO2 Exhibit the ability to distinguish and work with diversity;
cognitive, gender and national
· LO3 Demonstrate responsible decision-making and personal
accountability
· LO4 Evaluate and solve a leadership problem through the
design of a change scenario that considers followers,
organizational culture and social environment

· LO5 Appraise and apply leadership skills and abilities such as
effectively leading change, resolving conflict, and motivating
others.

Resources Available:
1) Case study provided in class.
2) Documents as per course description

4. 3) Documents on Moodle / homework folder under each topic

Tasks, Organization and Grading:
The students will critically evaluate the role of company leader
with a focus on studying leadership theories, evaluations and
assessments with specific focuses on contexts and work
domains. The assessment requires reflecting on theoretical
propositions in leadership aligning these with leaders in our
world and evaluating the significance of their input towards the
economic, political and social wellbeing of our planet. The
presentation should demonstrate the students’ awareness of
roles of power in leadership of possibilities to manipulate
followers or to facilitate followers’ organizational learning

Structure or Task:
Learning Descriptor
Power point slide: group name and individual student names
Case study title
· N/A
1. Introduction

Background to the case study. The students are required to have
done a comprehensive analysis of the history of the company
and its leaders and problems or success factors.


· Knowledge and Understanding
· Synthesis
· Learning to learn
· communication
2. The students are required to demonstrate and understanding
and critical evaluation of the following factors within their case
study:
To attend to the changing context and demands of current and
potential leadership roles and indicated expectations and
realities that the world of learning, work and business

5. opportunities face.
3. A determine what forms of leadership were and are within the
company
4. Analyze the follower’s styles
5. Determine roles of power
6. Analyze how this relationship created corporate culture
7. Evaluate the strengths and weaknesses of this model
8. Ethical implications
9. Emotional intelligence of leaders and followers

· Knowledge and Understanding
· Working in groups
· Synthesis and analysis
· Learning to learn
· Communication


10. The students will be required demonstrate the following:
self-and group awareness skills as a leader and demonstrate how
their work gives a distinctive style to the case study analysis.
The student communicates his/her learning experiences of group
work and project management
· Knowledge and Understanding
· awareness
· Team work
· Learning to learn

11 Participation in other teams’ presentations:
Asking questions
Providing feedback
·
· Knowledge and Understanding
· Analysis
· Emotional intelligence
· Communication
· Learning how to learn

6. References on power point
· NA
Learning Descriptor
Task
Weight
Knowledge and Understanding
Task All


30%
Cognitive Skills
Task All


30%
Professional Competencies
Task All


25%
Transferable Skills
Task All


15%
FINAL GRADE

100%


GIHE LEVEL 6 Grading Guidelines – (semester 5, 6 to 7).


Grade
Learning Descriptor

7. 80– 100%

Excellent
1. Knowledge: A clear and exact demonstration of systematic
knowledge and the critical understanding of the subject area: all
arguments carefully developed and clearly shown. Considered
and effective use of literature beyond that supplied in the
classroom. Data specialist in nature and informed by the
existing body of knowledge.
1. Cognitive: Synthesize, critically evaluate, and challenge
information. Apply knowledge and understanding accurately to
a range of issues, questions and problems. Apply established
techniques to synthesize, critically evaluate and challenge
information. Recognizes the uncertainty, ambiguity and limits
to knowledge. Clear evidence of thinking and links to
originality.
1. Professional Competencies: Engage, as appropriate practical
and profession skills and relevant ethical issues.
1. Transferable Skills: communicate complex information,
arguments, and ideas effectively and appropriately to explore
issues and problems, use recognized literature, ICT, and
planning; excellent report structure with APA presentation of
figures, tables, references (in-text and list) where appropriate.
Evidence of originality and novelty present.
70 – 79%

Very Good


1. Knowledge: A sound grasp of the subject material, with
some critical understanding and logical arguments shown.
Reasonable evidence of wider study beyond the classroom.
1. Cognitive: Knowledge applied and used appropriately.
Evidence of synthesis, critical review, and arguments. Evidence
of critical thinking and evaluation of data.
1. Professional Competencies: Some engagement, as

8. appropriate practical and profession skills and relevant ethical
issues.
1. Transferable Skills: evidence of complex information and
argument’s evident, considered use of communication tools,
literature, ICT, and planning; well organized report; appropriate
choice and APA presentation of figures and tables; clearly
presented throughout.
50 – 69%

Pass
1. Knowledge: Reasonable understanding of subject matter with
some critical review and evaluation, but some flaws and errors
evident. Only limited evidence of wider study and use of
literature information.
1. Cognitive: Knowledge used to interpret data with some
knowledge application evident. But problems found in overall
logic and argument. Limited critical review and evaluation,
thus thinking not shown.
1. Professional Competencies: Little evidence of key skill
development in line with practical and/or professional problem
solving.
1. Transferable Skills: considered use of communication tools,
literature, ICT, and planning; a generally clear report with
acceptable format, but some errors in APA style and/or
omissions in presentation.
40 – 49%

Fail


1. Knowledge: Limited understanding of the topic with a
minimal critical application or evaluation; considerable factual
errors evident. Virtually no inclusion of literature information
beyond lecture materials.
1. Cognitive: Knowledge used to describe, a limited application
of knowledge shown. Limited evidence of argument and logical

9. thinking.
1. Professional Competencies: Limited evidence of skills
development in line with practical or professional development
or problem solving.
1. Transferable Skills: inadequate use of communication tools,
ICT, and some planning; little attention given to the report
structure; a very limited use of illustrative tables and figures.
APA problems evident and serious flaws in presentation shown.
20-39%

Fail



1. Knowledge: Minimal understanding of the subject; serious
factual errors evident. No critical review or evaluation evident.
1. Cognitive: Very limited argument or logic shown. Poor
evidence of thought.
1. Professional Competencies: Poor evidence of skills
development.
1. Transferable Skills: poor use of communication tools,
literature, ICT, and planning; poorly structured report;
disorganized, missing sections, minimal presentation of
supporting data.
0 – 19%

Fail


1. Knowledge: Very poor coverage of material with little
relevant information evident. Virtually no evidence of
understanding or exploration. A few lines of relevant material
or no material at all.
1. Cognitive: No argument or logic shown.
1. Professional Competencies: None shown
1. Transferable Skills: minimal attempt to provide a structured

10. answer. Poor.

The qualitative criteria include consideration of
· The quality of the report/essay – use of sections, diagrams,
figures, citation of references, neatness etc.
· Student knowledge of the subject; depth and quality of answer
· Evidence of reading / study beyond the regurgitation of
standard taught materials
· Shows level 5 competencies together with synthesis and
evaluation


Special Instructions:
All power points need to be turned in to (turnitin) Moodle and a
printed full page copy brought to class.






1


Learning Descriptors
Fail
0-19%
Fail
20-39%
Fail
40-49%
Pass
50-69%
Very Good
70-79%
Excellent

11. 80-100%
Knowledge & Understanding of the subject

Knowing key concepts, terms, menu items, processes, language
level,


Very poor coverage of material with little relevant information
evident. Virtually no evidence of understanding. A few lines
of relevant material or no material at all.
Minimal understanding of the subject; serious factual errors
evident. Gaps and superficial understanding.
Limited understanding of the topic with some considerable
factual errors evident. Virtually no inclusion of literature
information beyond lecture materials.
Reasonable understanding of subject matter but some flaws and
errors evident. Only limited evidence of wider study and use of
literature information. Reflect the achievement of learning
outcomes.
A sound grasp of the subject material. Reasonable evidence of
wider study beyond the classroom. Sound knowledge and
understanding of the materials, concepts and theories.
A clear and exact demonstration of systematic knowledge.
Considered and effective use of literature beyond that supplied
in the classroom. Data specialist in nature and informed by the
existing body of knowledge
Cognitive Skills

(e.g. analysis and
synthesis; logic
and argument;
analytical reflection;
organisation and
communication of
ideas and evidence)

12. No argument or logic shown. Unsubstantiated generalizations,
made without use of any credible evidence. Lack of logic,
leading to unsupportable conclusions or missing conclusions.
Very limited argument or logic shown. Poor evidence of
thought. Views/ findings largely irrelevant, illogical or
contradictory. Generalizations/ statements made with scant
evidence. Conclusions lack relevance and/or validity.
Limited evidence of argument and logical thinking. Structure of
argument effective, but with some gaps or weaknesses. Some
evidence provided to support findings, but not always
consistent. Some relevant conclusions.
Reasonable evidence of thinking and use if critical analysis.
But some problems found in overall logic and argument.
Limited critical review and evaluation, thus thinking not fully
explored. Generally sound conclusions. Reflects the
achievement of learning outcomes.
Good evidence of synthesis, critical evaluation, and tries to
challenge information. Some links to originality. Evidence
selected to support arguments. Strong conclusions.

Apply established techniques to show excellent synthesis,
critical evaluation and to challenge information. Recognizes the
uncertainty, ambiguity and limits to knowledge. Clear evidence
of thinking and links to originality. Evidence selected
judiciously and thoroughly to support arguments. Convincing
and persuasive conclusions.
Professional Competencies

(e.g.
practical and
professional skills; industry and societal standards)



None shown. Little or no evidence of the required competencies

13. in any of the areas identified for assessment at this level.
Poor evidence of competency development. Limited evidence of
skills in the range identified for assessment at this level.
Significant weaknesses evident, which suggest that the
candidate is not yet on course to gain skills necessary for
employment.
Limited evidence of competency development in line with
practical or professional competencies development.
Demonstrate reasonable practical and professional skills and
with consideration of ethical issues in semi-complex
environments. Can adapt and recognize change in a business
mindset with sensitivity. Shows some development of
professional skills and accountability although limitations
evident. Needs more supervision.
Reflect the achievement of learning outcomes.
Demonstrate good practical and professional skills and with
consideration of relevant ethical issues in semi-complex
environments. Can adapt and recognize change in a business
mindset with some level of autonomy. Shows development of
professional skills and accountability for related decisions and
actions. Can act autonomously with some supervision.
Fully demonstrate practical and professional skills and with
consideration of relevant ethical issues in semi-complex
environments. Can adapt and recognize change in a business
mindset with autonomy. Shows relevant professional skills and
accepts accountability for related decisions and actions. Locates
own role within poorly defined and/or flexible contexts
requiring a
level of autonomy.
Transferable Skills - communication

(e.g.
written, graphical
and oral, body language
skills)
Minimal attempt to communicate appropriately. Poor.

14. Poor use of communication tools, with structural issues and
poor use of APA. Communication is not adapted to the
audience.
Demonstrate a limited use of communication tools, with some
structure issues with a limited use of APA presentation of
figures, tables, references (in-text and list) where appropriate.
Communication is somewhat linked to the audience.



Demonstrate reasonable use of communication tools, reasonable
structure with some APA presentation of figures, tables,
references (in-text and list) where appropriate. Communication
is reasonably adapted to audience.
Reflect the achievement of learning outcomes.
Demonstrate good use of communication tools, a good structure
with APA presentation of figures, tables, references (in-text and
list) where appropriate.
Communication adapted to audience.
Demonstrate excellent use of communication tools, excellent
structure with APA presentation of figures, tables, references
(in-text and list) where appropriate. Communication adapted to
audience
Transferable Skills – working with others

(e.g.
group working, leadership)
Little or no evidence of the required skills in any of the skills
areas.
Limited evidence of skills in the range identified for the
assessment at this level.
Significant weaknesses evident, which suggest that the
candidate is not on course to gain skills necessary for
employment.
Can demonstrate a limited participation
as a member of a group does not meet

15. obligations to others
(e.g. tutors and peers) –lack of commitment present.
Can work reasonably well with others as a member of a group,
and meet most obligations to others (e.g. tutors and peers).

Reflect the achievement of learning outcomes.
Demonstrate good skills and work effectively with others as a
member of a group and meet obligations
to others (for example, tutors, peers, and colleagues).

Demonstrate excellent skills in working with others and
recognizing the factors that impact team performance. Can work
exceptionally well with others as a key member of a group,
showing leadership skills where appropriate, negotiating and
meeting all obligations to others (e.g. tutors and peers).
Transferable Skills – information literacy

(e.g. research related
Skills)
No evidence of reading. Views are unsupported and non-
authoritative. Academic conventions largely ignored.
Little reading appropriate for the level of study, and/or
indiscriminate use of sources. Academic conventions used
incorrectly.

Limited evidence of research and reading, with superficial use
of given text(s) or sources.
Some academic conventions evident but largely inconsistent.
Demonstrate reasonable skills in managing information,
collecting appropriate data from a range of sources and
undertaking simple research tasks with more external guidance.
Generally accurate and assured use of academic conventions.
Reflect the achievement of learning outcomes.

Demonstrate good skills in managing information, collecting
appropriate data from a range of sources and undertaking simple

16. research tasks with external guidance. Generally accurate and
assured use of academic conventions.
Demonstrate excellent skills in managing information,
collecting appropriate data from a range of sources and
undertaking simple research tasks with external guidance.
Consistently accurate and assured use of academic conventions.
Transferable Skills – numeracy


Little or no evidence of the required skills in any of the skills
areas.
Limited evidence of skills in the range identified for the
assessment at this level.
Significant weaknesses evident, which suggest that the
candidate is not on course to gain skills necessary for
employment.
Can work with numbers, although errors and inaccuracies
shown.


Demonstrate a reasonable use of your numerical skills as
appropriate to support studies. Although some weaknesses and
lack of accuracy and understanding of use and relevance
present.
Reflect the achievement of learning outcomes.
Demonstrate a good use of your numerical skills as appropriate
to support studies.
Demonstrate excellent use of your numerical skills as
appropriate to support studies.
Transferable Skills – using technology

Little or no evidence of the required skills in any of the skills
areas.
Limited evidence of skills in the range identified for the
assessment at this level.
Significant weaknesses evident, which suggest that the

17. candidate is not on course to gain skills necessary for
employment.
Can work with ICT, although weaknesses and lack of accuracy
and understanding of use and relevance present.
Demonstrate reasonable use of ICT tools as appropriate to
support studies.
Reflect the achievement of learning outcomes.
Demonstrate good use of ICT tools as appropriate to support
studies.
Demonstrate excellent use of ICT tools as appropriate to
support studies.
Transferable Skills – learning how to learn


Little or no evidence of the required skills in any of the skills
areas.
Limited evidence of skills in the range identified for the
assessment at this level.
Significant weaknesses evident, which suggest that the
candidate is not on course to gain skills necessary for work.
Limited evidence of the ability to evaluate and manage one’s
own learning.
Able to evaluate own strengths and weaknesses in relation to
professional and practical skills identified by others.
Reflect the achievement of learning outcomes.
Can take responsibility for own learning with appropriate
support. Is able to act with limited autonomy, under direction
or supervision,
within defined guidelines. Able to take initiative in evaluating
own strengths and weaknesses in relation to professional and
practical skills identified by other
Demonstrate an excellent understanding and use of the
resources available to help learn, and develops as an
independent learner. Able to show insight, resourcefulness, and
autonomy in evaluating own strengths and weaknesses in
relation to professional and practical skills.

18. _____________________________________________________
_____________________________________________________
___________