Leadership and Governance.

MGMT20125 – Leadership and Governance. Assessment Task Submission Guidelines Note: You must read and understand all information on this document. Specific information for Assessment Task 1 – Report Due Date: 11:45PM AEST, Monday of Week 6 (20-April-2015) ASSESSMENT Length: 3500 words ± 10% (including executive summary, table of contents, tables, figures, and appendixes, but excluding title page and reference list) 1 Weighting: 30% Reference Style: CQU Harvard Style http://www.cqu.edu.au/?a=14032 Document type: MS Word document only Objectives This assessment item relates to course learning outcomes numbers 1, 2, 5 and 6 as stated in the course profile. Purpose This assessment is to assist students in developing skills in analysing organisational management practices and issues employing principles, theories, and models in relation to leadership and governance. It provides students with the opportunity to practice and improve skills related to research, analysis, critical thinking, problem solving, and academic and business writing. Before starting this assessment, please read the marking criteria (at the end of this document) and refer to the university’s guide for writing reports (available on the Moodle course site). You should always check the course website for course-specific instructions, which may be updated continuously. Description Assessment task 1 requires the writing of a report. The report should be designed as a management document that can be used to implement recommended changes. It should include a comprehensive analysis of the current situation using theories, models and frameworks related to leadership and governance. Students are expected to engage in extensive research within the academic literature relating to leadership and governance. It also requires students to suggest practical solutions/recommendations based on research and analysis. Page 5 of 7 Details The assessment item is based on the case study titled “Blake Mycoskie and TOMS” (pp. 59-60) of the textbook: Leadership: theory, application & skill development (6th Ed.) by Lussier & Achua, Cengage Learning. You should read, and carefully analyse, the case and respond to the issues presented in, and hidden behind, the case scenario within the context of a professionally developed report. You are required to support your arguments with appropriate theoretical discussion and references. This assignment MUST be a properly constructed report. It MUST contain headings and sub-headings. The introduction should introduce the report, thesis statement (main objectives of the assignment) and include your argument. The main body of the assignment should present the evidence you have collected to support your arguments for the questions you are required to research. The conclusion section should restate your arguments, summarise the evidence and make a conclusion from all previous discussions. The assignment should contain a coherent, but necessarily restricted review of the academic literature on HRM topics in question. The literature review should be integrated into the assignment and not be a separate section. A reference list formatted in the prescribed Harvard style is compulsory. Further information regarding formatting of assignments and other information is available at http://www.cqu.edu.au/student-life/services-and-facilites/referencing/cquniversity-referencing-guides This assessment item involves researching your assigned topic to enhance your understanding of and utilisation of academic literature. Whilst you should AVOID using only textbook, the prescribed textbook for the course should be cited in regard to broad leadership principles. You will be expected to present information and evidence from, and cite, at least twelve (12) relevant peer reviewed journal articles (absolute minimum requirement). These do not include other academic references such as books, conference papers, and book chapters and so on. Although you can cite these other academic references in your report, they will not be counted as part of the 12 journal articles. It is expected that you find twelve (12) peer reviewed journal articles not listed in the course materials. The quality and number of citations will demonstrate the breadth and depth of the literature used to support your arguments. Your marker is interested in the analysis that how you have developed from YOUR review of the literature and how well you use the literature to discuss the topic. AVOID presenting a descriptive account ONLY of your readings. What is required in this assessment is a critical evaluation of the academic literature as it relates to the specific details of the case study. Your marker is also interested in the conclusions that you reach by evaluating the literature and the case scenario. Page 6 of 7 Tasks Case Study: Blake Mycoskie and TOMS (Pages 59-60 of the textbook: Leadership: theory, application & skill development (6th Ed.) by Lussier & Achua, Cengage Learning.) Based on the case scenario, answer the following questions in a business format (see the Moodle course website for the university’s guide regarding writing reports). NOTE: You MUST address the questions below. Some of these questions are not the same as that listed in your textbook: 1. On the basis of evidence in the case, what would you assess Blake Mycoskie’s personality traits are along each of the Big Five dimensions? 2. Which of these traits of effective leaders would you say has had the greatest impact on Blake Mycoskie success at TOMS? 3. Which motivation would McClelland say was the major need driving Blake Mycoskie to continue to work so hard despite being worth millions of dollars? 4. Does Blake Mycoskie have an LMP? 5. What type of self-concept does Blake Mycoskie have, and how does it affect his success? 6. Which leadership managerial role(s) played by Blake Mycoskie have an important part in the success of TOMS? 7. Is Blake Mycoskie ethical in business? Which level of moral development is he on? 8. How may Blake Mycoskie’s ethical and/or unethical behaviours have affected TOMS’ corporate social responsibility? 9. How may Blake Mycoskie’s leadership traits and behaviours have contributed to effective governance in TOMS? MGMT20125 – Leadership and Governance | Assessment 1 – Report Marking Sheet (Marker Use Only) Page 7 of 7 Student Name: Click here to enter text. Student Number: Click here to enter text. Note: Only one of the available marking options is to be chosen for each criterion. Please be aware that for some criteria, unequal intervals between tick marks are used to distinguish the quality of the essay. For each grade level (i.e., HD, D, Cr, P, F1, and F2), there are two (or one) tick marks only. This sheet should be read in conjunction with the instruction for Assessment 1. It is expected that Turnitin similarity score is less than 20%. Below 20% is the suggested level. It is possible that you get a little bit higher level if you have a very long reference list. But if the higher similarity is found in the texts, it is unacceptable. Higher similarity score may significantly affect your marks for each criterion as marks are given based on original texts and appropriately referenced texts only. It is suggested that you reduce direct quotes for other sources wherever possible. Markers will analyse the similarity score reported by Turnitin case by case. Attention Markers: At most circumstances, the tick boxes are usable; p lease simply tick one box from the mark options for each criterion. In case the tick box cannot be used in your version, please write one mark option in the blank cell “Click here to enter text” for the corresponding criterion. Criteria 85-100% (HD) 75-84% (D) 65-74% (Cr) 50-64% (P) 30-49% (F1) 0-29% (F2) 1. (25 Marks) Knowledge & understanding Click here to enter text. As for D, plus demonstrates exceptional comprehension of topic. Shows thorough and relevant knowledge and understanding of the topic, with evidence of reading beyond the key texts. Shows evidence of relevant and sound knowledge and understanding of the topic. Shows relevant knowledge with basic understanding of the topic. Signs of emerging knowledge of the topic but insufficient for progression to a Pass. Shows inadequate knowledge of the topic to meet learning outcomes 25 ? 22.5 ? 21 ? 19 ? 18 ? 16.5 ? 15 ? 13 ? 11 ? 8 ? 4 ? 0 ? 2. (25 Marks) Evaluation & analysis Click here to enter text. As for D, plus sophisticated analysis using ideas and principles beyond those introduced in the module content. Report shows a resourceful and imaginative analysis using ideas and principles beyond those introduced in the module content. Shows evidence of analysis using ideas and principles introduced in the module content. Report is largely descriptive with some discussion using ideas and principles introduced in the module content. Generally descriptive and uncritical. Some inaccuracy in the material. Frequent unsupported facts and opinions. Descriptive and uncritical. Some discussion irrelevant to the title 25 ? 22.5 ? 21 ? 19 ? 18 ? 16.5 ? 15 ? 13 ? 11 ? 8 ? 4 ? 0 ? 3. (10 Marks) Reading & Literature Click here to enter text. As for D, plus fully supported by reference to relevant up to date material. 12 or more journal articles are used. As for Cr, plus clear evidence of wide and relevant reading. 12 or more journal articles are used. As for P, plus well informed by reading which goes beyond the key texts covered in the course modules. 12 or more journal articles are used. Effective use of key reading. 12 or more journal articles are used Some use of very limited reading, although fairly superficial. 12 or more journal articles are used, but very not applied effectively. Poor use of reading. All reports citing less than 12 journal articles fall into this category. 10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 2 ? 0 ? 4. (10 Marks) Use of language Click here to enter text. Excellent use of standard written English for academic purpose, being concise, very clear and effective. No grammar and spelling errors. Report displays an excellent use of standard written English for academic purpose. No grammar and spelling errors. Report displays a very good standard written English with all statements clearly expressed. Nearly no grammar and spelling errors. Use of a good standard written English with few, if any, grammatical or spelling errors. Written in an appropriate academic style. Care needs to be taken with elements of grammar, spelling, and sentence construction. Poor standard of written English. Inappropriate register. 10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 2 ? 0 ? 5. (10 Marks) Referencing Click here to enter text. Completely accurate use of the CQU Harvard referencing style, for both in-text citations and reference list. No errors can be found. Accurate use of the CQU Harvard referencing style, for both in-text citations and reference list. Nearly no errors. Largely accurate use of the CQU Harvard referencing style, for both in-text citations and reference list. Very limited errors. Largely accurate use of the CQU Harvard referencing style, for both in-text citations and reference list. Limited errors. Inaccurate use of the CQU Harvard referencing style. Errors are apparent. Poor or incorrect using of the CQU Harvard referencing style. 10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 2 ? 0 ? 6. (10 Marks) Structure & format Click here to enter text. Clear structure enriching the discussion and argument. The structure conforms to the CQU guide. Clear structure enhancing the discussion and argument. The structure conforms to the CQU guide. Structure is clear and supports coherent discussion and argument. The structure conforms to the CQU guide. Structure supports the discussion and argument. The structure conforms to the CQU guide. Structured although key issues may be omitted. Some repetition. The structure not completely conforms to the CQU guide (e.g., no recommendations) Little evidence of planning the report. Structure is not relevant to the title. It is not a standard report (e.g., no recommendations). 10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 2 ? 0 ? 7. (10 Marks) Relevant Length Click here to enter text. Total length is between 3150- 3850 words. All highly relevant. Total length is between 3150- 3850 words. All relevant. Total length is between 3150- 3850 words. Considerably relevant. Total length is between 3150- 3850 words. Largely relevant. Total length is between 3150- 3850 words. Insufficiently relevant. Length is NOT between 1800-2200 words. 10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 0 ? 8. Late submission – 5.0 × (Choose an item.) Days = – ( Click here to enter text. ) Marks (5% of the total marks for a calendar day) Total Marks = Sum of all marks for the above 8 items (Note: Marks for Item 8 are minors) Click here to enter text./100 Additional comments: (if any) This the report instructure It should has headings and subheadings The report based on the case study titled “ Blake Mycoskie and TOMS”(pp.59-60)of the textbook leadership: theory, application &skills development(6thEd.)lussier & Achua, cengage learning. “ Blake Mycoskie and TOMS By age 29, “ Blake Mycoskie had already started four businesses. He got the idea to start his fifth business on a trip t Argentina. “ Blake Mycoskie observed that many people were wearing alpargatas ”soft casual canvas shoes ”, and he thought they would sell in America. But he also realized they were also many poor people without any shoes who had blisters,sores, and infections. So he decided to help. Bake home in America, Blake got involved in volunteer shoe drive to ship overseas. But he realized that there was a need for a constant flow of shoes and that even a non-profit organization couldn’t be very sustainable through simply donations. He was also an entrepreneur by combining business and charity to help others and make the world a better place. “ Blake Mycoskie founded TOMS, which stands for TOMmorrowS shoes, in 2006. He developed the One for One business model- for every pair of shoes TOMS sells, it gives away a free pair to a child in need, but as with entrepreneurial new ventures, its wasn’t easy. In fact, Blake was told that he didn’t understand the shoe industry and that his business wouldn’t be successful, but that didn’t stop Blake. To date TOMS has given away more than 10 million pairs of shoes. Blake realized that he couldn’t just buy the alpargate shoes. They needed to be more stylish, comfortable, and durable to sell in united state. So with no knowledge of the shoe industry and not speaking Spanish, he returned to Argentina to find a local partner, and teamed up with shoe maker Alejo for help. Togather they developed a prototype and Bale brought 250 pairs home to Los Angeles. Blake ran a focs group by inviting a bunch of friends, mostly women, to his place, he told them his story and One for One, and they discussed the potential market and price for the shoes and where they could be sold. They loved the story, bought a pair of shoes, and spread the word. Blake went to a retail stores and told his story and tried to get them to sell TOMS, but he got lots of rejections. Blake would tell his story to anyone who would listen. He would wear two different shoes just to get people to talk him so he could tell his story. Blake’s first two big breaks came when American Rag agreed to sell TOMS and LA Times ran his story in newspaper. Orders started pouring in. so blake started the business on shoestring budget bu using his apartment nad three interns he found through Craigslist. Blake went back to Argentina to give away free shoes and develop supply chain of TOMS shoes . blake believes that success is more than statuse and money and that its about contributing to the world and living and working on your own terms. He has personal, professional, and philanthropic success. Today TOMS gives free shoes to 60 countries. Blake has expanded his social entrepreneurship mission to include writing a book, start something that matter, to inspire others to contribute to the world. He also expanded his unique One for One business model to include TOMS Eyewear, helping save and restore sight for those in need TOMS Web site (www.toms.com) include the Marketpplace where people can shop for variety of other products and contribute to funding educations. TOMS has giving partner to increase the charity, and it has given a million to non-profit organizations. To encourage social entrepreneurship, TOMS develops ways to use its platform to support their ventures. In addition the start something that matters foundation has begun to help innovators bring their ideas to life. Executive Summary This is an overall summary of the entire report. It should: • Introduce the topic of your report • Indicate the main subjects (major findings) examined in the discussion section of your report • State your conclusions d) State your recommendations Table of Contents BODY OF THE REPORT 1.Introduction 1.1Background 1.2Aims 1.3Scop Discussion (Approximately 60% of the word count) 2.Mycoskie’s personality traits are along each of the big five dimensions? 3.Which of these traits of effective leaders would u say has had the greatest impact on Blake Mycoskie success at TOMS? 4.Which motivation would McClelland say was the major need driving Blake Mycoskie to continue to work so hard despite worth millions of dollars 5.Dose Blake mycoskie have an LMP? 6.What type of self-concept dose Blake Mycoskie have,and how dose it affect his success? 7.Which leadership managerial role(s) played by Blake Mycoskie have an important part in the success of TOMS? 8.Is Blake Mycoskie ethical in business? Which level of moral development is he on? 9.How may Blake Mycoskie’s ethical and/ or unethical behaviours have affected TOMS’ corporate social responsibility? 10. How may Blake Mycoskie’s leadership traits and behaviours have contributed to affective governance in TOMS? 11. Conclusion 12. Recommendations Referencing Should be Harvard referencing style .and minimum of 14 journal Articles.