A: Assessment Details

Module Title Leading Effectively

Module Code BU7066

Module Leader Dr Andy McCarroll

Component Number 1 of 1
Portfolio
Assessment Type, Word Count & Weighting 4000 words
100% of module grade
Submission Window 01-08 November 2024
Submission Instructions Online submission using Turn It In

Feedback Return Date 4 weeks after submission window closes

Is this assessment eligible for In-Year Yes
Reassessment
Faculty of Science, Business and Enterprise / Chester Business School
Assessment Brief 2024/25

B: Assessment Task
You are required to complete a leadership personal development plan.

A template is provided and attached below.

Your plan must draw on both relevant academic theory and examples of your own experience and
practice.

C: Specific Criteria, Guidance & Support

YOU MUST SUBMIT YOUR WORK IN A WORD DOCUMENT, PDF’S WILL NOT BE ACCEPTED

There is no one correct way to approach this assessment. Essentially you are being asked to demonstrate
your understanding of leadership dimensions and practice in context and reflect on specific stated
experiences.

In-class support sessions are provided through two dedicated workshop days (day 5 & 6 of delivery). These
sessions will support students to demonstrate knowledge through a group presentation and through the
completion of case study examples.

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 Students must review the Assessment Checklist which can be found in the Moodle module assessment tile.

All tutors on the module will be able to advise and support students with the assessment. You may also
wish to contact the Academic Skills Team (ASk) for additional support.

D: Learning Outcomes

This assignment will show that you are able to:

LO1. Understand and evaluate the evolution of contemporary approaches to Leadership and their application
to current organisational practice.
LO2. Critically reflect on and evaluate own leadership style and identify future leadership development needs.
LO3. Demonstrate an ability to communicate key ideas and insights effectively in a personal development plan.
LO4. Critically analyse leadership concepts, ideas and approaches demonstrating an ability to retrieve and
synthesise information

E: Key Resources.
Please refer to the recommended and further reading on the module pages, but expected sources
relevant for this assessment submission would include:

The following are key texts which will be frequently referenced throughout the module:
Beerel, A. (2021) Rethinking Leadership: a critique of contemporary theories. Abingdon: Routledge
Bolden, R., Witzel, M., & Linacre, N. (2016). Leadership paradoxes: Rethinking leadership for an uncertain
world. Abingdon: Routledge
Carroll, B., Firth, J., & Wilson, S. (2019). After leadership. Routledge.
Carroll, B., Ford, J., & Taylor, S. (2019). Leadership: Contemporary critical perspectives. London: SAGE
Publications Ltd
Flinn, K. (2018). Leadership development: A complexity approach. Routledge Taylor & Francis Group.
Galloway, L. (2022). Leadership: Perspectives from practice. SAGE Publications
Iszatt-White, M., & Saunders, C. (2020). Leadership. Oxford: Oxford University Press.
Northouse, P. G. (2019). Leadership: Theory and practice. Thousand Oaks, California: SAGE Publications,
Inc.
Pedlar M., Burgoyne, J., Boydell T. (2010). A manager's guide to leadership: an action learning approach
(2nd Ed.). Maidenhead, Berkshire, England: McGraw-Hill Publishing.
Schedlitzki, D., & Edwards, G. (2022). Studying leadership: Traditional and critical approaches. Los
Angeles: SAGE.
Western S. (2019) Leadership: a critical text. Sage Publications

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 F: Submission Guidance

 You must submit assessments in Microsoft Word / Excel / Microsoft PowerPoint / Other* (*tutors to
specify the format for the submission and delete as appropriate)
 The file must be no larger than 100MB.
 Your writing is expected to conform to Standard English in terms of spelling, syntax, and grammar.
 Include your word count at the end of the assignment or the front cover.
 Set up your page for A4 paper in portrait style.
 The font size must be a minimum of point 12 Calibri (or equivalent) for the body of the assessment.
 Line spacing in the body of the assessment must be 1.5 lines.
 Number the pages consecutively.
 Students should submit work before 1pm UK/BST time (unless otherwise specified above in part A) on
the deadline date electronically via Moodle. Please follow the ‘Turnitin submission’ link on the module
space and follow the on-screen instructions, paying particular attention to any specific instructions for
each assignment.
 You must submit your work with the following details written on the first page:
- Title of your work
- Module title and code
- Module Leader and Seminar Tutor (if relevant)
- Number of words
- Your student assessment number (J Number)

Student work that does not have this information on will not be identifiable after marking has taken place
and risks being recorded as a non-submission.

G: Academic Conduct and Penalties

It is your responsibility to ensure that you are familiar with all of the information contained in this brief as
failure to do this may impact on your achievement.

Please refer to the various Assessment Guidance below for detailed information on:
Academic Conduct
Excess Word Count Penalties
You must use the APA 7 Referencing system in the style set out by Cite Them Right Online
guidance This includes providing the page number as well as the author’s
surname and date for all in-text citations, not just for direct quotes.
University Generic Marking Criteria (Found within appendix 5D, 5E, 5F and 5H of the ‘Assessment’ Quality
and Standards Manual)

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 H: Use of Artificial Intelligence (AI) Tools
For this assessment task, you are permitted to use Artificial Intelligence tools, under these conditions.
They may only be used in the research and preparation for your assessment e.g., for:
· seeking relevant and credible sources for your work;
· general, broad insights into the focus of the assessment;
· basic ideas on how to plan the portfolio tasks.

At the start of your assessment, you must declare any use of Artificial Intelligence tools to plan, prepare or
write any element of your assessment. If no artificial intelligence tools have been used to prepare an
assessment, you do not need to make a declaration at the start of their assessment.
The University Academic Conduct Policy explains how you are expected to take responsibility for the fair
presentation of the contents of any work you present for assessment. This includes acknowledging the use
of Artificial Intelligence tools. Breaching the academic conduct policy can have serious penalties.
If artificial intelligence tools have been used to prepare an assessment, then please state:
I declare that Artificial Intelligence tools were used to plan, prepare or write the assessment. The following
artificial intelligence tools were used in the preparation of this assignment: e.g. Grammarly, ChatGPT etc.
If no artificial intelligence tools have been used to prepare an assessment, then please state:
I declare that no artificial intelligence tools have been used in the planning, preparation or writing of this
assignment.
The University Academic Conduct Policy explains how students are expected to take responsibility for the
fair presentation of the contents of any work they present for assessment. This includes acknowledging the
use of Artificial Intelligence tools. Breaching the academic conduct policy can have serious penalties.
You may use ChatGPT (or similar tools) in the early phases of planning your submission, but any ideas
obtained by this means must be referenced and supported by credible academic or industry sources.

You must not use GenAI to write all or any part of the assignment. This would be a breach of academic
conduct and could lead to a serious penalty.

I: Extensions, Deferrals and Assessment Regulations

New for 24/25 academic year:
 Students no longer need to self-certify in support of a request to submit up to 7 calendar days late as
there will now be a 7-calendar day submission window from the date of the deadline, during which
students can submit without penalty.
 Where a submission window exists, once this closes after the 7 days no further submissions are
allowed.
 If a student hasn’t submitted their assessment by this point, or if they have submitted the assessment
but feel their performance was affected, they then have a further 7 calendar days from the closure of
the submission window to submit a deferral request (see below), and in all cases, evidence will be
required to support the deferral.
 If a student does not complete the assessment, does not submit the assessment within the 7-day
window, and does not defer, a non-submission (zero) will be recorded.
On the Registry Exceptional Circumstances Portal page you can find details on:
 The evidence needed to be granted a deferral of the assessment, without penalty, to the next
assessment point
The online application system for these is available via: https://v3apps.chester.ac.uk/oed

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 TEMPLATE

Leadership Development Plan

Section Content Page

1 Leadership Dimensions 6

2 Leadership Learning notebook 7

3 Observation/Experience 8

4 Self-Reflection 9

5 The way you Learn most effectively 10

6 Leadership Style 11

7 Gaining Insights 12

8 Leadership Practices - outline 13

9 Leadership Practices - analysis 14

10 Leadership Practices - prioritising 21

11 Future Leader– Action Plan 22

 You should work through each section systematically

 This will form part of the Assessment for the BU7066 Leading Effectively module.

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  You should work through each section systematically

 This will help you to know what you can …

Do about leadership rather than just think about it.

Section 1

Leadership Dimensions

Any leadership act is framed by the 3 dimensions of:

Challenges

These are the leadership challenges that face us both personally and collectively. They come in all
shapes and sizes and may be problems, opportunities for growth, people issues or conflict
situations. It is the way we approach these challenges that determines our leadership ability and
will.

Context

Everything takes place within a context. Context is about the at the time and place conditions for
action, including history and influences from the outside and wider world. What is the situation of
the challenge you face? What are the background conditions that apply at this point in time? These
set the context for leadership.

Characteristics

These are the qualities, attributes, sets of behaviours and competencies that each of us has. These
are the gifts, qualities, and skills that we (and all those around us) can bring to bear on any
challenge within any particular context.

The ideas presented here are partly derived from the following work:

Pedler, M., Burgoyne, J., & Boydell, T. (2010). A manager's guide to leadership. [McGraw-Hill
Professional.

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Section 2

Leadership learning notebook

As an aid to your leadership development plan why not reflect on what you are learning?

Learning leadership involves adapting to new roles, tackling demanding tasks and using power in
organisations, and it also means learning a lot about yourself.

No-one ever becomes a leadership expert, except in books, but everyone can improve their practice. The
idea of practice means that learning and improving are an integral part of working. People have an unlimited
capacity to learn from experience, but a limited capacity to learn from being taught.

This can only happen if you reflect on your practice through ongoing self-assessment and feedback from
helpful people and sources.

Completing your notebook

A useful time to do this is following any event, activity or insight when you observed or learned something
about leadership.

You might include your thoughts about:

 New approaches you have attempted - what worked well and not so well, and what you will do
differently as a result.
 New insights about yourself and how these link to your strengths and weaknesses.
 How you make sense of any personal feedback you have received.
 Things you have noticed about your behavioural traits in action.
 What you have learned about the leadership practice of others
 Your progress in developing the seven core leadership practices.

If you make regular notes, you will then find it an invaluable reflection tool for your ongoing self-
development.

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Section 3

Observation/Experience

 Experience of being a leader

 Experience of being led
 Insights gained from observing leaders
 Accounts of leaders and leadership that you have read or heard about

Maybe you have you been a leader, been led, seen others being well/poorly led?

Using the above what are your observations about leadership?

Outline your observations or experiences?

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Section 4

Self-Reflection

Watch this video and plan your own personal reflective learning plan. Your leadership learning diary will help
too

Video

Take one situation be it as a leader or being led and outline what you experienced and what worked well or
not. Could it have been improved, if so, how?

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Section 5

The way you learn

(there are references this in the Workshop on ‘Reflecting’ and the activities you completed).

How do you learn most effectively, what works for you? Using the above what are your observations
about leadership? Consider how you learn and summarise

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Section 6

Leadership Style

Complete the surveys provided to help determine your style of leadership?

What do the results show about your leadership style, is one style better than another, what type of
leader do you want to be?

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Section 7

Gaining Insights

So where do I get the insights that tell me I have development areas?

Think about information sources (many provided on this module) which you can use to get the insights you
need to determine where you need to develop and why to become a better leader?

This article might help you

Skills You Need

So, what sources of information can I use to establish my areas that I need to improve as a leader?

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Section 8

Leadership Practices

The 7 Leadership Practices that make a critical difference to success are

1. Leading Yourself

2. Being on Purpose

3. Power

4. Risk

5. Challenging Questions

6. Facilitation

7. Networking

Section 9

In the following section work through the Leadership Practices. In each one the first box is where you show
your understanding and the second is where you provide examples form your experience.

You MUST complete both these boxes for each of the practices

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Practice 1 Leading Yourself

Leading yourself is about harnessing the transferable skills developed from working with any leadership
challenge: it is about learning to ‘fish' for yourself, and not just accepting the gift of fish from others

As you develop your practice in contributing to current challenges, so you increase your abilities to face any
new ones in the future.

It means adopting a learning attitude to everything. For every action you take, for everything you see
happening, for every person you encounter, for every problem or opportunity you meet - you ask what
lessons can be learned.

What does leading yourself mean to you – what is it and why does it matter?

What evidence would you give, for example in a job application or interview, of your ability to lead
yourself?

How good do you think you are at Leading Yourself?

Not at all Very good

4 3 2 1
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Practice 2 Being on Purpose

Being "on purpose" is about making things happen. It involves both the will and determination to make it
happen and knowing what to do to achieve this. Purpose is about specific goals or aims and about a deeper
and more enduring sense of purpose rooted in values. It is this deeper sense of purpose that makes the risk of
leadership worthwhile. Leaders do things "on purpose"

Like all other practices, the ability to find direction and purpose can be developed and refined. It is important
to find and understand your own purpose, and to develop your own practice of being on purpose. It is also
important to be able to achieve common purpose with others - which can be a very different matter.

What does purpose mean to you – what is it and why does it matter?

What evidence would you give, for example in a job application or interview, of your ability to be on
purpose?

How good do you think you are at being purposeful?

Not at all Very good

4 3 2 1

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Practice 3 Power

Nothing happens without the use of some power, and power comes in many forms. Power is the ability to
act, to get work done, to make things happen. Power can be both damaging and constructive, and using it
for its beneficial effects while avoiding it for its destructive potential is a subtle practice. In the context of
leadership, power is social and relational; it is power with, from, over and through other people. The unequal
distribution of formal power in work organisations gives rise to the development of many alternative sources
of power, which are often mobilised in hidden political processes. Wise leadership requires a knowledge of
power, its sources, and forms and how they may be used. Studied throughout human history, power remains
a subject of endless fascination. Although highly desirable, it is a dangerous thing, associated with high risk.
Yet lack of power is a problem too; powerlessness is also corrupting and makes of us victims and slaves.

What does power mean to you – what is it and why does it matter?

What evidence would you give, for example in a job application or interview, of your ability to be
powerful?

How good do you think you are at being powerful?

Not at all Very good

4 3 2 1

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Practice 4 Risk

Risk is the possibility or probability of undesirable or even catastrophic happenings. Some forms of risk are
relatively objective, such as mechanical or system breakdown or failure; others are more subjective, such as
risk to reputation or self-esteem. The cost, damage, or pain involved in taking risk is sometimes for you and
sometimes for other people. The consequences of risks may be either long term or short term and can limit
the future possibilities for action.

Leadership involves risk because leaders must sometimes take difficult decisions on the basis of inadequate
information. In this territory, it is important to become familiar with risk, its nature, and its effects. The risk
may never be fully overcome, but the practice of living with risk can be developed. This involves the ability to
estimate and plan for risk, but also the cultivation of personal habits and approaches to taking and living
with risk

What does risk mean to you – what is it and why does it matter?

What evidence would you give, for example in a job application or interview, of your ability to live with
risk?

How good do you think you at living with risk?

Not at all Very good

4 3 2 1
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Practice 5 Challenging Questions

Questioning is the key to creativity, action, and learning - it is where fresh ideas come from. Through
questioning, other people's opinions and views can be drawn out, tested, and brought into the decision
process. Developing this practice is a critical aspect of leadership capability because it is through challenging
questions that purpose and direction are found.

The practice of asking challenging questions involves querying existing beliefs and practices in a more
profound way than is usual. Astute questioning can bring out hidden assumptions and surface values and
beliefs that would otherwise remain hidden. Critical questioning needs to be constructive in addition to
challenging, and it this is achieved it can lead on to powerful action and learning.

What does asking challenging questions mean to you – what is it and why does it matter?

What evidence would you give, for example in a job application or interview, of your ability to be ask
challenging questions?

How good do you think you are asking Challenging Questions?

Not at all Very good

4 3 2 1

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Practice 6 Facilitation

Leadership is often about getting groups or teams to work together effectively and is usually best done by
helping people to do it for themselves. Facilitation literally means making something easier and is a subtle
form of influence.

The word "facilitator" often means someone who manages meetings, but in the context of leadership
facilitation it is an essential operational practice to enable people to share perceptions of what needs to be
done, to co-operate on tasks and to work collaboratively rather than in isolation. Effective facilitation is
measured both by enabling or empowering individuals to act and to learn and by collective

performance - by how well people work together.

What does facilitation mean to you – what is it and why does it matter?

What evidence would you give, for example in a job application or interview, of your ability to facilitate?

How good do you think you are at Facilitation?

Not at all Very good

4 3 2 1

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Practice 7 Networking

Networking is the key to connection power, one of the most underrated forms of power. Influence,
inspiration, and informal authority are exercised through networks of informal relationships inside and
outside organisations and professions. These "invisible" informal networks are a vital source of knowledge,
information, and energy into any organisation.

Building personal networks makes it easier to contact and access relevant people when we need help to
assess situations and accomplish tasks. A wide network gives the ability to cross departmental, professional,
and organisational boundaries to get things done. Such networks also help to create power for the others in
these relationships. Getting out more and networking is a crucial leadership practice.

What does networking mean to you – what is it and why does it matter?

What evidence would you give, for example in a job application or interview, of your ability to network?

How good do you think you at Networking?

Not at all Very good

4 3 2 1

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 Section 10

Prioritising your leadership practices

What are the leadership practices that matter most for you - now and in the future?

Imagine the kind of work that you will be doing in the future. This is likely to be a combination of what you
would like to be doing and what you will have the opportunity to do if you can convince others of your
capability.

Imagine writing a description of the abilities and capabilities required for this work, using the leadership
practices that you have just considered. What are the most important practices for you?

Complete the table below

 Give each of these leadership practices a ranking for Importance in column 1, from 1 (low) to 4 high).
 In column 2, copy in the ratings you have given yourself for capability at each practice - this time
from 4 (low) to 1 (high).
 Multiply your column 1 and 2 scores to give a priority score for each practice in column 3.

These scores give you a measure of priority, from 1 (very low) to 16 (very high).

Leadership Practice Importance for my How good I think I am My priority for

future work: now at this: development:
from 1 (low) to 4 (high) from 4 (low) to 1 (high) multiply columns 1 and 2

1. Leading Myself
2. Purpose
3. Power
4. Risk
5. Challenging Questions
6. Facilitation
7. Networking

The way this scoring system works is that numbers for the importance of the practice and your current level
of capability run in opposite directions. The logic is that the higher the importance and the lower the
capability the bigger the score. The higher the combined score, the more likely you are to benefit from
focusing on this. Obviously, this is just one indicator. Use your judgement in considering your priorities,
consult other people and change them if you see a reason for so doing.

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Section 11

Future Leader - Action Plan

Investigate the key skills / attributes you think leaders will need in the next 10 to 30 years?

You should use the resources provided and consider the different focuses on leadership we have considered
throughout this module

As one of tomorrow’s leaders, select FIVE of these skills/ attributes

For each one,

a) if you feel you already have acquired these then show how you have demonstrated them in practice
and /or

b) if you feel you have not yet acquired them, produce a plan with SMART targets showing how would
you seek to develop them over the next 18 months.

Key skills and attributes that leaders will need in the next 10 to 30 years

(N.B. These must be derived from your academic reading on leadership within the 21st century)

Skill/ Attribute Why important?

Justification must be based on and supported by academic reading

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As one of tomorrows leaders you should show how you consider you have obtained OR you plan to develop,
what you consider are the five most important of these skills/ attributes

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Personal reflection on skills/attributes

Skill / Attribute Why important? Already have the skill? To continue

N.B. justification based on and supported by How demonstrated in practice? How will I seek to
academic reading improve/enhance this?

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Personal future action plan

Specific Measurable Achievable Relevant Time-Bound

What will I seek to do to develop this? What resources/capabilities Reason for choosing this?
Focus area needed to achieve this goal? Target date to
How will I evidence I have developed?
NB justification based on develop identified
What is my Am I able to commit to and supported by goal?
How will I know if it is accomplished?
Development goal? accomplishing this goal? academic reading

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 J: Rubrics and Criteria

Please see attached rubric for the assessment

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 Distinction Distinction Distinction Merit
90%+ 80-89% 70-79% 60-69% Pass (strong)55-59% Pass (threshold) 50-54% Fail 40-49% Fail 30-39% Fail 0-29%
Evidence of… Evidence of… Evidence of… Evidence of…
Evidence of… Evidence of… Evidence of… Evidence of… Evidence of…

KNOWLEDGE & as 80-89 & as 70-79 & as 60-69 & as 55- 59 & as 50-54 &  A range of reading,  The range of  The range of  Paucity of
UNDERSTANDING beyond core and basic reading is reading is minimal relevant
of leadership theory  A highly  Innovative  Extensive, well-  A range in  A good range of texts and including some limited to core and does not material in
and practice original coverage, referenced breadth or depth reading, beyond core reference to current and basic extend beyond support of
piece of offering research both in of well- and basic texts and research in the texts. basic texts response
work which sophisticated breadth & depth. referenced including reasonably discipline, with sources  sources not  There may be  Sources not
30%
generates and original  Excellent research wide reference to appropriately always reliance on non- always explicitly
an original insights. coverage, offering  An awareness of current research at acknowledged according explicitly or academic sources or accurately
 Range of reading
contribution  An original sophisticated or problems and the leading edge of to academic conventions accurately  sources not always acknowledged
beyond core
to theory synthesis of original insights. insights much of the discipline, with of referencing. acknowledged explicitly or  Minimal
management texts
and/or disparate  A synthesis, which is at, or sources appropriately  Adequate understanding  . poor accurately coverage of
 Selection of
practice material. possibly, of informed by, the acknowledged of relevant knowledge. coverage of acknowledged relevant issues
relevant leadership
 Work could disparate forefront of the according to  Identification, selection relevant issues  Poor coverage of  Significant
theories and
hardly be material. discipline/practic academic and moderate with limited relevant issues errors in
insights
bettered e. conventions of understanding of key understanding with very limited understanding
 Understanding of
under referencing. issues. . understanding or  Minimal
relevant leadership
parallel  A systematic  Some conceptual  identification significant errors identification of
theories and
conditions understanding of awareness enabling of some  Limited underpinning
insights
relevant knowledge. critical analysis. underpinning identification of issues
 Good identification,  Response is appropriate issues. underpinning
selection and sound to the question and issues
understanding of key adequately addresses
issues. the range of learning
 Awareness of current outcomes.
problems and/or new  Accurate knowledge but
insights. may lack sustained
 Accuracy in detail. depth or detail.

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 Distinction Distinction Distinction Merit
90%+ 80-89% 70-79% 60-69% Pass (strong)55-59% Pass (threshold) 50-54% Fail 40-49% Fail 30-39% Fail 0-29%
Evidence of… Evidence of… Evidence of… Evidence of…
Evidence of… Evidence of… Evidence of… Evidence of… Evidence of…

CRITICAL ANALYSIS & as 80-89 & as 70-79 & as 60-69 & as 50- 59 & as 40-49 &  Ability to devise a  The ability to  Very limited  Poor or no
INTERPRETATION coherent argument construct an evidence of a structure - self-
 A highly  An innovative  A cogent  A convincing  Ability to devise and supported by evidence. argument is coherent contradiction or
30% original approach to argument with command of sustain a coherent  Some ability to deal with limited. argument confusion.
approach to the task. awareness of accepted critical argument supported complex issues both  A lack of  Analysis is very  Analysis is very
 Constructing a the task.  Highly limitations positions. by evidence. systematically and ability to deal limited, deriving limited, or non-
coherent argument  Original and creative,  . Imaginative,  Conceptual  An ability to deal with creatively, and to make with complex from limited existent,
addressing the sustained insightful, and insightful, original understanding complex issues both sound judgements. issues. sources and/or descriptive or
task, supported by analysis and original or creative that enables the systematically and  Whilst the analysis may  Judgements too limited to a merely
evidence evaluation interpretation interpretations. student to creatively and make be inconsistent, there is not all well single perspective; recounting
 Synthesising which s.  Impressive, propose new sound judgements. adequate critical substantiated. likely to be largely arguments from
different theories generates  Impressive, sustained level of hypotheses.  Consistent analysis evaluation of current  Some descriptive poor or
and arguments new insights sustained analysis and and critical evaluation research and advanced attempted  Argument or inappropriate
 Critical evaluation into level of evaluation. of current research scholarship in the evaluation of position not made sources
of theories and managemen analysis and and advanced discipline. research and clear  Argument or
insights in relation t experience evaluation scholarship in the scholarship position not
to understanding and practice which discipline. made at all
and interpreting  Work could generates clear
leadership hardly be original
experience and bettered insights into
practice under management
parallel experience
conditions and practice

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 Distinction Distinction Distinction Merit
90%+ 80-89% 70-79% 60-69% Pass (strong)55-59% Pass (threshold) 50-54% Fail 40-49% Fail 30-39% Fail 0-29%
Evidence of… Evidence of… Evidence of… Evidence of…
Evidence of… Evidence of… Evidence of… Evidence of… Evidence of…

CRITICAL REFLECTION: as 80-89 & as 70-79 & as 60-69 & as 55- 59 & as 50-54 &  Ability to identify and  Connections  Very limited  Little or no
PERSONAL &/OR explore connections between connections made connections
PROFESSIONAL  Exemplary  A highly  A sophisticated  Sophisticated  Ability to learn between theory and theory and between theory made between
APPLICATION & level of sophisticated integration reflexive analysis independently personal practice and practice are and practice theory and
EVALUATION critical synthesis of between relevant and evaluation through self- understanding superficial  Reflexive analysis personal
reflexive relevant theory and generates some reflection and  Ability to independently  Some limited and evaluation are practice
40% analysis and theory and personal practice new insights and evaluation to advance learn through self- self-evaluation very limited;  Reflexive
evaluation personal  A very self-knowledge the student’s reflection and evaluation but generating typically, analysis and
 Effectively apply generating practice sophisticated  Originality in knowledge and to advance the student’s minimal descriptive evaluation are
relevant leadership new insights  Imaginative, critical reflexive evaluating understanding, new knowledge and implications  No evidence of not evident
theories and for creative or analysis and personal skills and approaches understanding, but for developing effective personal  No evidence of
insights to managemen innovative evaluation. management or perspectives for limited ability to develop professional learning personal
personal practice t practice insights  Original insights practice and personal new skills and approaches practice learning
and understanding  Work could informing informing identifying management practice or perspectives for
 Demonstrate hardly be management personal solutions or ways personal management
critical reflexive bettered practice management to improve practice
insight, self- under practice. personal
awareness and parallel management
self-evaluation conditions practice
 Ability to
independently
learn by identifying
appropriate
solutions to
improve personal
practice

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