Preparation and participation (including IVLE Forum) 30%
In-class test 30%
A. Participation 30%
You will be assessed on the quality of your comments, questions and contributions to class discussions and learning. Participation in the IVLE forum will also be taken into account.
Your participation will be monitored and noted on a daily basis.
The focus is on quality and not quantity.
Participation should be constructive and contribute to a positive learning environment. For that reason, unhelpful behaviour such as over-domination or aggressiveness may also result in marks being deducted.
Grading will be as follows:
B. In-Class test 30%
||Does not participate or contribute in any meaningful way that day.
||Volunteers or answers when called upon, once per half day; some value in the contribution.
||Volunteers or answers when called upon or asks questions, more than once during the day, and value of presence felt during that day.
||Volunteers or answers when called upon or asks questions and makes an impactful contribution to class that day.
This is to be done individually without any help from others. The test will be held in the afternoon of the second day of class.
PLEASE REMEMBER TO BRING YOUR COMPUTER TO CLASS ON THAT DAY. YOU WILL BE REQUIRED TO TYPE YOUR ANSWER AND UPLOAD IT TO IVLE.
C. Presentation (to be done in groups) 40%
In this assignment, you will do independent study of a particular leader or of a leadership issue that your group has chosen to focus on.
Your presentation will be in the afternoon of the last day of your class session.
No report is required but you are to prepare a poster that summarizes what you have studied.
You will make a short presentation to the class using your poster and any other supporting materials e.g., slides, video, etc.
After the presentation please submit your presentation slides and materials.
Please upload to the IVLE project workbin the following items:
(a) the soft copy of the poster, your slides and any other materials you used during the presentation.
Please upload the items by 11.59 pm on 8 September.
A Guide to the Presentation is provided below.
You will make a presentation on an organizational leader or of a cross-cutting challenge commonly faced by leaders.
Read widely and think about your own work experience to identify possible leaders or issues for the presentation.
Make sure that the subject you have selected is substantial and interesting.
To identify a leader or a leadership, refer to your own experiences and to sources such as books, newspapers, journals and the internet.
In the past, students have written on the leadership of Narayana Murty, Tony Fernandes, Pope Francis, Mary Barra and Aung San Suu Kyi. You may choose leaders from any sector or industry. The leader does not have to be famous. Please, however, refrain from choosing fictonal leaders such as anime characters or Marvel heroes.
You need not write only on positive examples. The most interesting cases are those that are controversial or raise questions.
Your approach should not be to merely describe the leader and what he/she did but also to analyse the leader’s actions and the organization or situation using relevant concepts and models. You should draw learning points and suggest how the leader might have been more effective.
You may use the following questions as a guide.
Alternatively, you can focus on cross-cutting issues that pose challenges to leaders. Examples of these are diversity, climate change and ethical dilemmas. Below, I have listed some possible issues:
- What is the leader’s background? (Make this very brief)
- What challenges or issues did the leader face? It will be useful to select specific time periods instead of assessing someone’s entire record as a leader.
- How did the leader respond?
- Concentrate on analysing how the leader acted. What was done well and what could have been done better? How would you act if you were the leader?
- What are the main learning points from your study of the leader?
- Ethical challenges (e.g., security and privacy; personal relationships vs. work relations.).
- Demographic or social or environmental changes — e.g., ageing, climate change. What can leaders do to respond to these challenges, e.g, of an ageing workforce?
- Health at work — how can leaders create an enviroment that promotes health, instead of one that damages health?
- Leadership that blends business and social objectives — social entrepreneurship and socially innovative business practices that leaders could adopt.
- Managing diversity and enabling employees to feel included at work.
For the challenge you have chosen:
- Explain why you chose it.
- How is the challenge relevant to leadership? What is its signficance for you and for other classmates in the leadership module?
- Provide an overview of the challenge then dive into two dimensions of it.
- Discuss how leaders can rise to this challenge. What are some of the obstacles, barriers and what are some facilitators?
- How can you apply what you have learnt to face these challenges? Give at least three solid recommendations.
Plan for a presentation that lasts 15 minutes. Not every group member needs to present.
This will be followed by questions from the class.
You may use any format for the presentation: role play, debate, talk show, seminar, interaction with the class, etc. Be as creative as you like.
Bring a copy of whatever you have read in preparation for this case, to class. Also whatever data you have collected.
You will need it to answer questions and verify facts.
a) After the last class, you will be asked to do a peer evaluation of the performance and contribution of all the members in your presentation group.
b) In addition, every group’s presentation will be peer reviewed by others in the class based on the following criteria:
· Ability of the group to draw learning points from the case
· Degree to which the presentation provoked further thinking and ideas
· General quality of the presentation.
Enjoy working on the presentation!
ACADEMIC HONESTY & PLAGIARISM
* Please acknowledge all references and sources that you use in your work. This is not only good manners but also academic honesty.
Academic integrity and honesty are essential to the pursuit and acquisition of knowledge.
The University and School expect every student to uphold academic integrity & honesty at all times. Academic dishonesty is any misrepresentation with the intent to deceive, or failure to acknowledge the source, or falsification of information, or inaccuracy of statements, or cheating at examinations/tests, or inappropriate use of resources.
Plagiarism is ‘the practice of taking someone else's work or ideas and passing them off as one's own' (The New Oxford Dictionary of English). The University and School will not condone plagiarism.
Students have the obligation to make clear to the assessor which work is their own, and which is the work of others (this is the minimum that is required). If this isn’t made clear, the assessor is entitled to assume that everything that is presented for assessment is being presented as entirely the student’s own work.
In case of any doubts, please consult your instructor.
Additional guidance is available at:
Online Module on Plagiarism: