2019SubjectOutline–PARTASubject Name Ma.docx

2019 Subject Outline – PART A
Subject Name Management and Leadership
Subject Code BX3174
Study Period SP52
Study Mode INTERNAL
Subject Coordinator Dr Murray Prideaux
Subject Lecturer Dr Adrian Bradshaw
We acknowledge the Traditional Owners of the lands and waters
where our University is
located and actively seek to contribute and support the JCU
Reconciliation Statement,
which exemplifies respect for Australian Aboriginal and Torres
Strait cultures, heritage,
knowledge and the valuing of justice and equity for all
Australians.

© Copyright 2019
This publication is copyright. Apart from any fair dealing for
the purpose of private
study, research, criticism, or review as permitted under the
Copyright Act, no part may
be reproduced by any process or placed in computer memory
without written
permission.
CBLG: Brisbane | Cairns | External | Singapore | Townsville
Page 2 of 22
Contents
1 Subject Staff Contact Details
.......................................................................................
........................... 2
2 Subject calendar
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.................................................. 3
2.1 Key dates
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.................................................. 4
3 Subject details
............................................................................. ..........
...................................................... 5
3.1 Subject description
...............................................................................................
.................................. 5

3.2 Subject learning outcomes
...............................................................................................
....................... 5
3.3 Learning and teaching in this subject
........................................................................................... ....
....... 6
3.4 Student participation requirements
...............................................................................................
........ 8
3.5 Feedback on student learning
...............................................................................................
.................. 8
3.6 Subject resources and special requirements
.......................................................................................... 8
3.7 Student Support
...............................................................................................
....................................... 9
4 Assessment details
.......................................................................................
............................................. 9
4.1 Requirements for successful completion of subject
............................................................................... 9
4.2 Assessment tasks
............................................................................................. ..
................................... 10
4.3 JCU assessment policy
...............................................................................................
........................... 15

4.4 JCU assessment support
...............................................................................................
........................ 15
5 Rubrics
.......................................................................................
................................................................ 16
1 Subject Staff Contact Details
Teaching team Staff member Room Phone Email
Consultation
times*
Subject
Coordinator Dr Murray Prideaux 27-213 47814550
[email protected] By Appointment
Lecturer/Tutor Dr Adrian Bradshaw C3-06 67093721
[email protected] By Appointment
Tutor 1 Mr. Paul FitzPatrick C2-12 96501147 [email protected]
By Appointment
*Other consultation times by appointment only.
Business Online contact details:
Please email [email protected] for support and assistance with

all educational technologies
Page 3 of 22
2 Subject calendar
Please note, the sequence of some topics may change due to
staff availability, resourcing, or due to unforeseen
circumstances.
Week/Topic and date (Mondays) Lecture/Topic
Readings
Preparation
Read BEFORE Class
Relationship to Assessment
1 15/07/2019
What is Leadership and
Management Anyway?
The changing context of
leadership
Clawson Chaps 1, 2, 14
Yukl Chap 14
Session Key Readings
Assessment 1, 2, 3

2 22/07/2019 A Critical Theory Approach to leadership
Clawson Chap 4
Clawson Chap 4
Assessment 1, 2, 3
3 29/07/2019
The leader as Person - Who
leaders are - Part 1
Clawson Chaps 3,9
Clawson Chaps 3,9
Assessment 1, 2, 3
The Leader as Person - Who
Clawson Chaps 10,12
Clawson Chaps 10,12
Assessment 1, 2, 3

4
05/08/2019
(Census Date:
Thurs 08/08/2019)
The Leader as Person - Who
Clawson Chaps 11,13
Clawson Chaps 11,13
Assessment 1, 2, 3
5
19/08/2019
(Public Holiday
Monday
12/08/2019)
Leadership as Purpose - Why
Leadership
Exploring the future and how to
get there
Clawson Chaps 5,7
Hubbard Chap 1 & 2
Clawson Chaps 5,7

Hubbard Chap 1 & 2
Assessment 2, 3
Leadership as Position - Where
Leaders Operate
Clawson Chaps 16,17,18
Clawson Chaps 16,17,18
Assessment 2, 3
STUDY WEEK/EXAMS – 19/08/2019 to 23/04/2019
6
26/08/2019
(Last date to
withdraw without
academic penalty –
Fri 30/08/2019)
Leadership as Process - HOW
leaders build towards the
future-Capacity Building - Part1
Clawson Chap 24
Nahavandi Chap 9

Clawson Chap 24
Nahavandi Chap 9
Assessment 2, 3
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Week/Topic and date (Mondays) Lecture/Topic
Readings
Preparation
Read BEFORE Class
Relationship to Assessment
7 02/09/2019
Leadership as Process - HOW
leaders build towards the
future-Capacity Building - Part 2
Session Key Readings Session Key Readings Assessment 2, 3
8 09/09/2019 Leading in Difficult Times and the Dark Side of
Leadership Session Key Readings Session Key Readings
Assessment 2, 3
9 16/09/2019
Anthropological Diversity -
Worldly Leadership-Exploring
leadership in the Tropical World
Session Key Readings Session Key Readings Assessment 3

10
23/09/2019 Leadership Development Assessment 3
Reflection and Review building
towards self-leadership
Assessment 3
EXAMS / PREP EXAMS – Monday 30/09/2019 to Friday
04/09/2019
VACATION – Monday 24/10/2019 to Friday 01/11/2019
2.1 Key dates
Key dates Date
Census date See 2019 Study Periods and Important Dates
Last date to withdraw without academic penalty See 2019 Study
Periods and Important Dates
Assessment Task 1 [Poster and response to questions]
[20%]
Due: In Tutorial:7 - 8 August 2019
Assessment Task 2 [Leadership Research Topic] [40%] Due:
Friday, 13/09/2019 Time 22.00
Assessment Task 3 [Discussion Board and Reflective Essay]
[40%]

Due: Friday, 27/09/2019 Time 22.00
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3 Subject details
3.1 Subject description
Welcome to the world of business leadership and management
excellence. In today’s turbulent world where new
industries are forming as old ones crumble, innovative new
business models appear rapidly while technological
developments appear at seemingly breakneck speeds. In such an
environment, business survival and continued
prosperity depends on leadership excellence. This subject draws
on a wide body of leadership theory and concepts to
examine leadership through an overarching leadership typology
of leadership as Person, Position, Process, Purpose
and Result. Weaving through this typology is the notion of
exploring leadership from a leadership Point of View (POV)
to see what needs to be done, understanding context, leadership-
as-Practice, self-development and exploring Worldly
leadership. This involves understanding that people behave at
three levels: visible behaviour, conscious thought and

semiconscious values, assumptions, beliefs and expectations.
You will consider leadership through the lens of self,
others and energy. Underlying this exploration of leadership is
the notion of critical theory that enables you to reflect
and be reflexive to seek new possibilities and positive
implications by linking theory to practice.
The subject explores theory and practices, issues, emerging
challenges and implications, and thinking of leadership
and management in organisations in an increasingly dynamic
and dispersed world with application to indigenous
perspectives in the tropical and global world. The subject
establishes a critical framework to study leadership and
management in context in a range of contemporary
organisational forms. A focus of the subject is for you to
critically
examine self and others involved in the leadership and
management context and to critically reflect on the impact this
has upon individuals, teams and managers, organisational
design and self. A central aim is to provide a framework for
the analysis of leadership and management of contemporary
organisations by engaging in discussion and analysis of
contemporary organisations. Ultimately, the subject draws you
to consider your own leadership point of view and
style of leadership and management within the context in which

you will be leading and managing in your career.
This subject draws together theories, concepts and knowledge
studied in other subjects in the management and
associated disciplines.
3.2 Subject learning outcomes
It is important for you to understand how the course learning
outcomes are being addressed by the subject through
specific subject learning that you are to achieve. The following
table shows the alignment between the learning
outcomes at the course and subject level. Successful completion
this subject you will be able to:
Subject Learning Outcomes Assessment
1. Demonstrate a critical ability to relate leadership theory and
practice to contemporary
organisational management processes in an increasingly
dynamic and dispersed world;
Assessment one
Assessment two
Reflective Essay and
Discussion Board
2. Reflect upon own leadership style and approach Assessment
two

Discussion Board
3. Apply critical strategic thinking skills at the organisational
level, to foster organisational
dialogue and to lead and manage processes and people in
organisations within a context
sensitive environment
Assessment one
Assessment two
Discussion Board
4. Appraise new models of leadership and management as a way
of considering structural
options for organisations, such as networked and 'virtual'
organisations
Assessment two
Discussion Board
5. Demonstrate leadership skills within a small team
environment and independently Assessment one
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Assessment two
These outcomes will contribute to your overall achievement of
course learning outcomes. Your course learning
outcomes can be located in the entry for your course in the
electronic JCU Course and Subject Handbook 2019 (click
on ‘Course Information’ bar/ select ‘Undergraduate Courses’ or
‘Postgraduate Courses’/ select relevant course/ scroll
down to ‘Academic Requirements for Course Completion’,
‘Course learning outcomes’).
3.3 Learning and teaching in this subject
Student Participation Requirements
The JCU Learning, Teaching and Assessment Policy (4.3)
indicates that, “a 3 credit point subject will require a 130 hour
work load of study-related participation including class
attendance over the duration of the study period, irrespective
of mode of delivery”. This workload comprises timetabled hours
and other attendance requirements, as well as
personal study hours, including completion of online activities
and assessment requirements.
Key subject activities Time Day & Date Room/Location
Lectures (2 hour per week) 12:00 pm Mondays C4-14

Tutorial (2 hours per week)
Tutorial A
Tutorial B
Tutorial C
Tutorial D
Tutorial E
12:00 pm
2:00 pm
9:00 am
11:00 am
3:00 pm
Wednesdays
Wednesdays
Thursdays
Thursdays
Thursdays
B3-07
B3-07

C2-04
C2-04
B3-07
Mandatory: Poster Presentation Session
See Tutorial times
above
See Tutorial days
above
See Tutorial rooms
above
Refer to Subject Outline Part B for links to Class Registration
and Timetable information. Subject Outline Part B is
available on the subject site in the Subject Outline menu item.
This subject uses a combination of approaches to learning and
teaching, including both student centred and teacher
directed approaches. The content is disseminated using a
variety of learning and teaching strategies including
workshops, group work, case studies, discussions, simulations,
and readings. At the beginning of each workshop, you
will be made aware of the expected learning outcomes, how
such outcomes are relevant to the world of business, and

the resources that support the learning outcomes of this subject.
Beyond the classroom, your learning experience will be greatly
enhanced if you collaborate and share ideas with other
students using the subject discussion board. One easy way to
achieve this is to form a study group with 2-3 other
students with similar needs and expectations. Your lecturer can
assist with this.
You are expected to be an active participant in the learning
process and are encouraged to participate in workshops and
undertake weekly readings.
Tips on how to get a good grade:
First and Foremost, ATTEND CLASS!
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• Read the assigned materials prior to class.
• Make a copy of the PowerPoint slides and add extra notes
from the lecture and your own reading.
• Try to relate the concepts read to a current situation for a
practical application of the theory/concepts.
• Actively listen to the lectures, presentations and discussions.
• Participate in the in-class and on-line discussions. If you
participate, you will get a better understanding of the
concepts with the added bonus that you will remember the

material more during exam times. We all learn
from each other.
• If you do not understand something, ask. If you are too shy or
are intimidated to ask during the workshop, ask
after class. Try to remember, there is no such thing as a silly
question. If you are confused or wondering
about something presented in class, it is highly likely that
others are confused or wondering about the same
thing. So please, ask for clarification – help the class!
• Look for practical examples of leadership in everyday
situations. Ask questions like which could the leadership
here be improved and if yes, how and what should be done
differently, how is the leader engaging, influencing
and building relationships with followers and other leadership
stakeholders?
• Participate in the group activities. Take interest in your class
and classmates.
• Have the right positive attitude. Your contribution to your
education is an investment in your future. Failure to
put in the work and effort required to be successful in this
subject is likely to lead to poor results or failure in
the subject. Effort equals result. It is your choice to be
successful or not.
Lecture/Workshops
Sessions are conducted as a three (3) hour workshop, which

requires you to prepare before the session by reading the
textbook and prescribed literature, watching prescribed videos
and/or YouTube material, conducting appropriate
research and additional material held in the Reserve on-line
and/or LibGuide. Sessions will consist of approximately 50
minutes of ‘key point’ lecture with the remaining session time
devoted to practical workshop activities, case studies,
individual and group/small group activates.
Tutorials/Practicals
Sessions are devoted to confirming understanding of the
theoretical constructs and practical application of the theory
to ‘real world’ organisations.
Page 8 of 22
3.4 Student participation requirements
The JCU Learning, Teaching and Assessment Policy (4.3)
indicates that, “a 3 credit point subject will require a 130 hour
work load of study-related participation including class
attendance over the duration of the study period, irrespective

of mode of delivery”. This work load comprises timetabled
hours and other attendance requirements, as well as
personal study hours, including completion of online learning
activities and assessment requirements. Note that
“attendance at specified classes will be a mandatory
requirement for satisfactory completion of some subjects”
(Learning, Teaching and Assessment Policy, 5.10); and that
additional hours may be required per week for those
students in need of English language, numeracy or other
learning support.
Full time international students enrolled in the Singapore
Campus are required to be on campus for at least 3 hours
per day and for 5 days a week. International students are
required by ICA to have an attendance percentage of 90%.
Students without valid reason and have an attendance rating
below 90% will be reported to ICA monthly.
Singapore Local students are required to maintain a class
attendance rate above 75% on a monthly basis. Attendance
will be regularly monitored throughout each semester. Failure to
maintain the required attendance will be subjected
to disciplinary action. Students will be liable for associated
academic penalty and financial penalty. If a student is
unable to meet the attendance requirement, the student should
discuss their reasons with a student counsellor and

the relevant associate dean prior to falling behind the
attendance requirement.
Please refer to page 40 of the James Cook University Singapore
– Student Handbook -
https://www.jcu.edu.sg/__data/assets/pdf_file/0018/4824/Handb
ook-0518-English-small_new.pdf”
3.5 Feedback on student learning
Students will receive detailed written feedback on all
assessments within 21 days of submission.
3.6 Subject resources and special requirements
Prescribed textbook
Custom Publication (2016) BX3174 Leadership and
Management Readings. Brisbane: Pearson.
Further Reading
Refer to the compulsory key readings and supplementary
readings contained in each session folder in the LearnJCU
subject materials folder.
Textbooks are available to purchase online through the Co-op
Bookshop.
Online and Electronic Resources
The following libguides available from the JCU Library website
will provide details on referencing, plagiarism, findings

marketing books and Essays:
• http://libguides.jcu.edu.au/referencing
•
http://libguides.jcu.edu.au/content.php?pid=63980&sid=472370
Students are strongly encouraged to regularly review the
following academic Essays, available through the JCU Library
electronic database holdings. These include:
• Leadership Quarterly
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• Leadership
• Leadership & Organization Development Essay
• Management Decision
• Leadership Excellence
• Strategy & Leadership
If you have little experience in searching for electronic peer-
reviewed journals, see the library staff for assistance.
Subject Website on LearnJCU
The subject website is learnjcu.jcu.edu.au. The subject site
provides comprehensive subject material.
Login using your JCU email username and password. The site

for this subject is open to all participants enrolled in the
subject at least seven days prior to the commencement of the
subject. Browser requirements for LearnJCU are provided
on the opening webpage of LearnJCU.
3.7 Student Support
Business Online responds to requests for assistance with all
learning technology and associated issues. Support is
provided for LearnJCU, Pebble Pad, Blackboard Collaborate,
recording presentations, Respondus LockDown Browser
and Monitor, online exams, and other learning technologies.
Help and Support is available 7 days a week, 8.30am -
8.00pm weekdays and emails checked by 3.00pm weekends.
Contact: [email protected]
For more student support services and related information look
for Student Support Services in the Help and Support
menu item on all CBLG LearnJCU subject sites.
4 Assessment details
4.1 Requirements for successfulcompletion of subject
• Achieve an overall percentage of 50% or more;
• Submit a credible attempt at all assessment items within this
subject. Students who have completed less than
100% of the assessment will be subject to review by the College
Assessment Committee which could result in

an ‘X’ grade (Fail (did not sit for exam/s or did not complete at
least 80% of assessment requirements or
deferred exam not granted))
• Meet mandatory tutorial attendance requirements.
• Demonstrate regular attendance and engagement with the
content of this subject in accordance with student
participation requirements as outlined above, including but not
limited to any mandatory face to face
attendance or online session participatory attendance.
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4.2 Assessmenttasks
ASSESSMENT TASK 1: POSTER PRESENTATION AND
RESPONSE TO QUESTIONS
Aligned subject learning
outcomes
Subject:

01 Demonstrate a critical ability to relate leadership theory and
04 Appraise new models of leadership and management as a
way of considering structural
organisations;
05 Demonstrate leadership skills within a small team
environment and independently
Course:
A3 Demonstrate a capacity for personal reflection and self-
development in relation to
professional business learning and practice
S3 Convey information clearly and fluently, in high quality
written form appropriate for their
audience
Group or individual
Group or Individual – MAXIMUM group size is four (4)
If working in a group, a PEER EVALUATION SHEET is
required to the submitted with the
assignment. See section 6 of this guide for a copy.
Weighting 20%

Length Poster 500-800 words (+or- 10%).
Due date In Tutorial:7 - 8 August 2019
ASSESSMENT TASK 1: Description
Assessment task One requires an analysis of topics from week
one (1) to week three (3). In particular:
1. Discuss the difference (if any) between management and
leadership.
2. State your definition of leadership within the context of an
industry that you are interested in.
3. Answer questions about your poster and its contents.
Posters will be placed on the wall in the workshop session so
that all students can view each poster. Each group (or
individual, if done as an individual effort) will respond to two
(2) or three (3) questions from the lecturer about the
poster and its contents.
What does Discuss mean?
To discuss requires an answer that explains an item or concept,
and then gives details about it with supportive
information, examples, points for and against, and explanations
for the facts put forward. It is important to give both
sides of an argument and come to a conclusion.

What does State mean?
To specify in clear terms the key aspects pertaining to a topic
without being overly descriptive. Refer to evidence and
examples where appropriate
ASSESSMENT TASK 1: CRITERIA SHEET
See Rubrics in Section 7.
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ASSESSMENT TASK 2: LEADERSHIP RESEARCH TOPIC
outcomes
Subject:

organisations;
05 Demonstrate leadership skills within a small team
environment and independently;
Course:
K1 Demonstrate essential knowledge necessary for a career in
business related professions;
S2 Apply critical thinking to address issues in business;
audience;
S5 Demonstrate the ability to work collaboratively
Group or individual
Group or Individual – MAXIMUM group size is four (4)
If working in a group, a PEER EVALUATION SHEET is
required to the submitted with the
assignment. See section 6 of this guide for a copy.
Weighting 40%
Duration 2500 words (+ or – 10%)
Due date Friday, 13/09/2019 Time 22.00

ASSESSMENT TASK 2: DESCRIPTION
You are required to choose one leadership research area (see
LearnJCU for topics) and conduct an in depth analysis of
the academic leadership literature.
1. Consult peer-reviewed journals and articles, textbooks,
Google Scholar or other relevant academic sources (NOT
newspapers, Facebook, Twitter, or other forms of social media,
trade journals, opinion pieces, or Google).
2. Choose an industry (can be the same one as in Assessment
Task One) and research the industry from a
leadership lens.
3. Describe the industry.
4. Explain the leadership topic you have chosen.
5. Discuss the implications, of the topic, for leadership in the
industry you have chosen.
What does Describe mean?
Provide a detailed explanation as to how and why something
happens.
What does Explain mean?
Clarify a topic by giving a detailed account as to how and why
it occurs, or what is meant by the use of this term in a
particular context. Your writing should have clarity so that
complex procedures or sequences of events can be

understood, defining key terms where appropriate, and be
substantiated with relevant research.
See above - Assessment Task One.
Page 12 of 22
ASSESSMENT TASK 3: DISCUSSION BOARD AND
REFLECTIVE ESSAY
outcomes
Subject:

organisations;
Course:
A3 Demonstrate a capacity for personal reflection and self-
development in relation to
professional business learning and practice
audience.
Group or individual Individual – all parts of the assessment
Weighting
Total 40% for ALL parts of the assessment. The break-up of
each parts is:
1. Reflective Essay 20%
2. Discussion Board 20%
Duration
Reflective Essay -1500 words (+or -10%) excluding title page,
TOC and references if you
have used others work.

Discussion Board - 500-800 words to each Discussion Forum
Due date
Discussion Forum:
1. Forum One (1) closes – Friday, 16/08/2019 Time: 2200
2. Forum Two (2) closes – Friday, 20/09/2019 Time 2200
Reflective Essay and Discussion Self-Assessment –
• Friday, 27/09/2019 Time 2200
ASSESSMENT TASK 3: DESCRIPTION
Reflective writing aims to get you to think about and understand
your learning experiences. It encourages Tacit
(unarticulated, ‘as yet unspoken’) knowledge to become Explicit
(captured in words, writing and drawings, knowledge
that has possibilities of being universal, supporting the capacity
to act across contexts) knowledge. ‘Tacit and explicit
knowledge interact so that an individual might, for example,
shift understanding between a task and the tools, reflect
on his or her own experiences, use language to remind him or
herself of what he or she already knows, thematise certain
circumstances and discuss these with others’ Tsoukas, (2003) p
802. Specifically, you will be reflecting on your thinking,
before, during and after the writing, pondering on progress and
how to improve, Silby and Watts (2015) p.803.

Individually you are expected to reflect and evaluate ways in
which you understand the academic and practical aspects
of the subject.
This assessment requires you to complete TWO related
activities:
1. Discussion Board - actively participate and contribute to the
subject Discussion Board on LearnJCU – see the
marking rubric for specific task requirements.
2. Reflective Essay – see the marking rubric for) specific task
requirements.
This process will help you to better understand yourself and
your capabilities.
Page 13 of 22
Discussion Board Contribution
The Discussion Board covers a variety of subjects including
personal experience of leadership, discussion of leadership
research related literature, advantages and disadvantages of
different leadership approaches.
Some topics require you to read, synthesize and critically
appraise while others require you to share your opinion,
supported by research related literature. In either case you must
be able to argue why you hold the viewpoint you do

and draw on a selection of academic articles to support your
position.
You will be asked to give yourself a mark out of TEN (10) for
each of the TWO (2) Discussion Forums. The Discussion
Forum Self-Assessment Rubric is in section Six (6) of this
subject outline and in the assessment folder of the LearnJCU
subject site.
A total out of 20, with your justification of your assessment
mark is due on 11 January 2019 (Week 10) by 12 Noon.
This is the same date and time that your Reflective Essay is due.
The lecturer will monitor your self-assessment and you
may negotiate with the lecturer if invited to do so by the
lecturer.
Your assessment may be subject to moderation (up or down) if
the lecturer considers that you have judged yourself
inaccurately. If for any reason, the marking of the self-
assessment is difficult, please seek advice from the lecturer.
However, you are expected to be able to accurately reflect on
your contribution and truthfully self-assess your
contribution. The lecturer has the final say on the mark. So, be
diligent, honest and genuine in your contribution and
self-assessment.
Your contributions count for 20% of the overall total of this
piece of assessment in recognition that your thinking and
analysis is important to generating peer learning and

contributing to a learning leadership community.
Discussion Board - Forum Topics
There are TWO (2) Discussion Board Forums:
Forum One completion date: Opens on LearnJCU Friday, 0900,
02/08/2019 and closes Friday, 16/08/2019 at
2200.
Forum Two completion date: Opens on LearnJCU at Friday,
0900, 06/09/2019 and closes Friday, 20/09/2019 at
2200.
Details of each forum will be available on LearnJCU following
the opening time and date as above.
Reflective Essay
Reflect on the all the learning activities/experiences of the
subject, and address the following questions:
1. Consider your and others response(s) to the
topics/questions/issues around the poster, the research topic and
discussion boards, discuss impact and implication of those
topics/questions/issues to an industry that you are
familiar with OR plan to be working in.
2. Explain your approach (how you intent to practice) to
leadership as a result of completing this subject.

See above - Assessment Task One.
What does Explain mean?
Clarify a topic by giving a detailed account as to how and why
it occurs, or what is meant by the use of this term
in a particular context. Your writing should have clarity so that
complex procedures or sequences of events can
be understood, defining key terms where appropriate, and be
substantiated with relevant research.
Additional resources for Reflective Writing:
• https://www.uts.edu.au/sites/default/files/reflective_Essay.pdf
•
http://learnonline.canberra.edu.au/mod/book/view.php?id=1807
20&chapterid=470
Page 14 of 22
• http://emedia.rmit.edu.au/learninglab/content/reflective-Essay-
1
•
http://emedia.rmit.edu.au/learninglab/sites/emedia.rmit.edu.au.l
earninglab/files/Refective_writing-
DIEP_2013_Accessible.pdf

• http://www.uts.edu.au/research-and-teaching/teaching-and-
learning/assessment/types-
assessment/reflective-Essays
• http://survivelaw.com/index.php/blogs/study/1408-how-to-ace-
a-reflective-Essay-assignment
• https://student.unsw.edu.au/reflective-writing
Your reflective Essay is expected to be 1500 words (+or -10%)
in length.
Submission requirements – READ VERY CARFULLY
a. The Reflective Essay is NOT self-assessed. The lecturer will
mark the Essay in accordance with the marking
rubric in Section 6.
b. Submit the Essay in hard copy and through the LearnJCU
assignment box, and
c. Attach an individual cover sheet as the first page of the
submission.
Submission:
The ability to adhere to deadlines is a highly desirable attribute
that employers seek in our graduates. Right from
the beginning, new students should acquire the habit of meeting
deadlines for their work, by organising their
study time appropriately. The following points apply to the
submission of assessment

1. Assessment must be submitted to the Assignment Drop Box
on the LearnJCU subject site (click on
Assessment in the subject site menu)
2. You must contact your lecturer well before the due date if
you are likely to require an extension
3. Extensions will be granted in cases of illness or personal
issues (supported by strong evidence – at least
medical certificate/counsellor’s statement required). It is at the
discretion of the subject
coordinator/lecturer that extension s will be granted for
inescapable, unexpected, documented work
commitments (provide documentation).
4. Where no prior extension has been approved, late
submissions will incur a penalty of 5% of the total mark
available per day including part-days, weekends and public
holidays. Assessment tasks will generally not be
graded after 14 days past the due date.
Note that the Learning, Teaching and Assessment Policy
(5.22.3) outlines a uniform formula of penalties that will be
imposed for submission of an assessment task after the due date.
This formula is 5% of the total possible marks for
the assessment item per day including part-days, weekends and
public holidays. After 20 days, the assessment item
thus would be awarded 0 marks (i.e. 5% x 20 = 100% of total
possible marks in penalties).

Return of assessment:
The marked assessment and feedback will be available online
through LearnJCU, subject to the lecturer’s
workload, 21 days after the due date (click on My Grades in the
subject LearnJCU site menu).
Page 15 of 22
4.3 JCU assessment policy
Please see the Learn Student Guide web page for general advice
on plagiarism, referencing and examinations. Here,
you can also access individual and group assessment task cover
sheets. Note that cover sheets are only required for
hard copy submissions.
Subject Outline Part B offers important information about
Referencing and Plagiarism, Submission and Return of
Assessment. Please refer to Subject Outline Part B in the
‘Subject Outline’ menu item on your LearnJCU subject site.
4.4 JCU assessment support
Please see the Current Students web page for links to all student

resources and support services to optimise your
academic and personal success.
Page 16 of 22
5 Rubrics
Assessment Task One – Poster 20%
Criteria HD
85 -100%
D
75-84%
Credit
65 – 74%
Pass
50-64%
Fail
0-49%
Mark

Discuss the
difference between
(if any) between
management and
leadership
Thoroughly explains implication
and application of the concept
to/for industry, gives details
about it with supportive
information, examples, points for
and against, explanations for the
facts put forward, gives both
sides of an argument and comes
to a conclusion.
Detailed explanation of
implication and application of the
concept to/for industry, gives
details about it with supportive
to a conclusion.
Sound explanation of implication
to/for industry, gives details
about it with supportive
to a conclusion.

Basic explanation of implication
to/for industry, gives basic details
about it with some supporting
to a conclusion.
Inadequate explanation of
implication and application of the
concept to/for industry, gives
Inadequate details about it with
some supporting information,
examples, limited points for and
against, explanations for the facts
put forward, does not give both
to an Inadequate conclusion.
/5
State your
definition of
leadership within
the context of an
industry that you
are interested in.
Specifies in clear terms the key
aspects pertaining to a topic

without being overly descriptive.
Provides appropriate evidence and
examples where appropriate.
Details in clear terms the key
aspects pertaining to a topic
without being overly descriptive.
Provides appropriate evidence and
examples where appropriate.
Sound explanation of key aspects
pertaining to a topic without being
overly descriptive. Provides
adequate evidence and examples
where appropriate.
Basic explanation of key aspects
pertaining to a topic without being
overly descriptive. Provides some
evidence and examples where
appropriate.
Inadequate explanation of key
aspects pertaining to a topic, is
overly descriptive. Provides limited
evidence and examples where
appropriate.
/5
Visual impact,
structure and
physical
presentation of the
poster

Achieves a poster of professional
standard through the use of
visually appealing:
- white space
- layout
- colour
- graphics
- corporate context
- sequence
- structure
- balance
- accurate punctuation, spelling
and grammar
No referencing errors
Achieves a poster of advanced
standard through the effective
use of:
- white space
- layout
- colour
- graphics
- corporate context
- sequence
- structure
- balance

and grammar
Minor referencing errors
Achieves an effective poster
through the use of:
- white space
- layout
- colour
- graphics
- corporate context
- sequence
- structure
- balance
and grammar
Some referencing errors
Achieves an adequate poster
through the use of:
- white space
- layout
- colour
- graphics
- corporate context
- sequence
- structure
- balance
and grammar

Major referencing errors
Achieves an ineffective poster
lacking appropriate use of:
- white space
- layout
- colour
- graphics
- corporate context
- sequence
- structure
- balance
and grammar
Poor referencing
/5
Page 17 of 22
Oral presentation
skills

Students demonstrate a
sophisticated understanding of
the leadership issues through:
- answering questions fluently
- using correct terminology
- enthusiastic engagement in the
presentation
- encouraging further discussion
Students demonstrate well-
developed understanding of the
leadership issues through:
- answering questions effectively
- using correct terminology
- keen engagement in the
presentation
- inviting further discussion
Students demonstrate a sound
understanding of the leadership
issues through:
- answering questions adequately
- using appropriate terminology
- engagement in the presentation
- responding to discussion
Students demonstrate a basic

issues through:
- answering questions
- using some appropriate
terminology
- minimal engagement in the
presentation
- limited responses to discussion
Students demonstrate an
ineffective or inadequate
issues through:
- an inability to answer questions
- using incorrect terminology
- limited engagement in the
presentation
- avoiding further discussion
/5
Total /20

Page 18 of 22
Assessment Task Two – Research Topic 40%
Criteria HD
85 -100%
D
75-84%
Credit
65 – 74%
Pass
50-64%
Fail
0-49%
Mark
Describes the
industry.
Demonstrates thoughtful critical
analysis and evaluation of essential
concepts – highly relevant and detailed
description of the industries in terms of

size, complexity and context.
Demonstrates an advanced ability to
analyse and evaluate essential
concepts relevant description of the
industries in terms of size, complexity
and context.
Demonstrates sound critical analysis /
evaluation of essential concepts basic
description of the industries in terms of
size, complexity and context.
As a basic, identifies and describes the
current state of the industry chosen.
Basic description of the industries in
terms of size, complexity and context.
Did not demonstrate critical
analysis/evaluation of essential
concepts -no description of the
industries in terms of size, complexity
and context.
/5
Explains the
leadership
topic chosen.
Clarifies the topic by giving a detailed
account as to how and why it occurs, or
what is meant by the use of this term in
a particular context. Writing

demonstrates clarity so that complex
terms and concepts are understood,
key terms defined where appropriate,
and substantiated with rigorous
relevant current academic research.
Makes the topic clear by giving a
detailed account as to how and why it
occurs, or what is meant by the use of
this term in a particular context.
Writing is clear so that complex terms
and concepts are understood, key
terms defined where appropriate, and
substantiated with current relevant
academic research.
Makes the topic plain by giving a sound
account as to how and why it occurs, or
what is meant by the use of this term in
a particular context. Writing is
unambiguous so that complex terms
and concepts are reasonably well
understood, key terms defined where
appropriate, and supported with
current relevant academic research.
Basic description of topic by giving a
basic account as to how and why it
occurs, or what is meant by the use of
this term in a particular context.
Writing tends to be contradictory so
that complex terms and concepts are
weakly understood, some terms
defined where appropriate, and
supported with some current relevant
academic research.

Inadequate description of topic by
giving an inadequate account as to how
and why it occurs, or what is meant by
the use of this term in a particular
context. Writing tends to be inaccurate
so that complex terms and concepts
are poorly understood, few terms
defined where appropriate, and
inadequate relevant academic
research.
/15
Discusses the
implications for
leadership in
the industry
chosen.
Thoroughly explains implication and
application of the concept to/for
industry, gives details about it with
supportive information, examples,
points for and against, explanations for
the facts put forward, gives both sides
of an argument and comes to a
conclusion.

Detailed explanation of implication and
conclusion.
Sound explanation of implication and
conclusion.
Basic explanation of implication and
industry, gives basic details about it with
some supporting information,
examples, points for and against,
explanations for the facts put forward,
gives both sides of an argument and
comes to a conclusion.
Inadequate explanation of implication
and application of the concept to/for
industry, gives Inadequate details about
it with some supporting information,
examples, limited points for and
against, explanations for the facts put
forward, does not give both sides of an
argument and comes to an Inadequate
conclusion.

/15
Presentation
& Style
Conveys
information
clearly and
fluently, in
high quality
written form
appropriate
for target
audiences
Demonstrates a highly developed
standard to convey information
clearly and fluently, in high quality
audience.
Referencing is correct
Demonstrates an advanced standard
to convey information clearly and
fluently, in high quality written form
appropriate for their audience.
Minor referencing errors
Demonstrates a sound standard to

convey information clearly and
fluently. Writing contains some
errors in grammar.
Some referencing errors.
Demonstrates a basic standard to
fluently. Writing contains numerous
errors in grammar.
Major referencing errors.
Failure to convey information clearly
and fluently, in high quality written
form. Does not convey specific
meaning to readers.
Inaccurate or no referencing
/5
Total Total /40
Page 19 of 22

Assessment Task Three – Discussion Board and Reflective
Essay
Use this rubric to self-assess your contribution to the
Discussion Board Forums. Each Discussion Board forum can
contribute up to 10 marks. Upload y self-assessment rubric
through the LearnJCU drop-
box with your mark and justification out of 20.
Criteria
HD
85 -100%
D
75-84%
Credit
65 – 74%
Pass
50-64%
Fail
0-49%
Mark
DISCUSSION BOARD
Postings to the discussion

board
I consistently posted insightful
comments (500 to 800 words)
to each and every forum
I regularly posted insightful
comments (500 to 800 words )
to each and every forum
I often posted insightful
to each forum
I occasionally posted insightful
to each forum
I missed many opportunities to
post responses to the forums
/6
Thoughtful connections
between lectures, inquiry
opportunities, readings and
the questions posted
I consistently made multiple
thoughtful connections
between the lectures, inquiry
opportunities, readings and the
questions posted
I made multiple thoughtful
connections between the

lectures, inquiry opportunities,
readings and the questions
posed
I made thoughtful reference to
the lectures, inquiry
opportunities and readings and
the questions posed
I occasionally made reference
to the lectures, inquiry
opportunities and readings and
the questions posed.
When I did make a posting I felt
my responses could have been
much better developed.
/3
Informed and considered
expression of my own
ideas
I expressed my own ideas at
length in a highly informed
and considered way.
I expressed my own ideas at
length in an informed and
considered way
I expressed my own ideas in an
informed and considered way and

while I did think about the issues, I
didn't fully enter all discussions.
I expressed my own ideas in a
considered way and while I did
think about the issues, I didn't
fully enter all discussions.
I either spent time reading
other people's responses but
neglected to respond or I did
not have the time to read
other people’s postings.
/3
Posing questions to start
on-topic discussions and
taking leadership in kick-
starting discussions and on-
going responses
I posed questions that started
on-topic discussions between
students and took a leadership
role in kick-starting discussions
and on-going responses.
I sometimes took a leadership
role to kick-start continuing
discussions and to pose
questions where needed.
I occasionally initiated a discussion
and took an active role online.

I was happy to meet the basic
requirements for discussion
board participation.
I made little time to participate
and complete this aspect of the
subject-assessment.
/4
Reading postings and
responding where
appropriate
I made an effort to read a
number of other postings each
week and responded at length
to other postings where
appropriate.
week and responded to other
postings where appropriate.
week and considered the issues
but I did not respond
consistently to other postings.
I did read other people's
postings and considered the
issues but I rarely responded to

other postings.
I did not read other people's
postings or consider the issues
and did not respond to other
postings.
/4
Total /20
Page 20 of 22
Assessment Task Three – Discussion Board Contribution Self-
Assessment Component – 20%
Criteria Forum One Forum Two Comments (Optional) Mark
Postings to the discussion board
/6
Thoughtful connections
between lectures, inquiry
opportunities, readings and the
questions posted

/3
Informed and considered
expression of my own ideas
/3
Posing questions to start on-
topic discussions and taking
leadership in kick-starting
discussions and on-going
responses
/4
Reading postings and
responding where appropriate
/4
SCORE (for each discussion
forum) è _____/10 _____/10
/20
TOTAL Self-assessed Score: On-Line Discussion Board Forum
_____/20 (2 x 10)
Note: no result on an individual assessment task should be taken
as an indication of the final grade for this subject. Official

subject grades are released after the exam period on scheduled
release dates
through StudentsOnline or eStudent. Students should also be
aware that raw scores may be scaled prior to the awarding of an
overall grade.
Page 21 of 22
Assessment Task Three – Reflective Essay Component – 20%
Criteria HD
85 -100%
D
75-84%
Credit
65 – 74%
Pass
50-64%
Fail

0-49%
Mark
REFLECTIVE ESSAY
Discusses the impact and
implication of subject
topics/questions/issues to
an industry that you are
familiar with OR plan to be
working in
Thoroughly explains implication and
application of the
topics/questions/issues to/for
points for and against, explanations
for the facts put forward, gives both
sides of an argument and comes to a
conclusion.
Detailed explanation of implication
and application of the
conclusion.
Sound explanation of implication and
application of the

conclusion.
Basic explanation of implication and
application of the
industry, gives basic details about it
with some supporting information,
examples, points for and against,
explanations for the facts put forward,
gives both sides of an argument and
comes to a conclusion.
Inadequate explanation of
implication and application of
the
topics/questions/issues
to/for industry, gives
Inadequate details about it
with some supporting
information, examples,
limited points for and against,
explanations for the facts put
forward, does not give both
sides of an argument and
comes to an Inadequate
conclusion.

/15
Explains approach to
leadership – how
leadership will be
practiced
Demonstrates considered and
thoughtful approach to self-leadership.
Clearly articulates how they will
approach leadership in different
contexts.
Demonstrates advanced and
thoughtful approach to self-
leadership. Clearly articulates how
they will approach leadership in
different contexts.
Demonstrates sound approach to
self-leadership. Sound discussion of
how they will approach leadership
in different contexts.
Demonstrates a basic approach to
self-leadership. Limited discussion
of how they will approach
leadership.
Little awareness of own
leadership approach or
how they will approach
leadership

/20
Presentation & Style
Conveys information
clearly and fluently, in
high quality written form
appropriate for target
audiences
Demonstrates an advanced standard to
fluently, in high quality written form
appropriate for their audience.
Referencing is correct
Demonstrates an advanced
standard to convey information
clearly and fluently, in quality
audience.
Minor referencing errors.
Demonstrates a sound standard to
fluently. Writing contains some
errors in grammar.
Some referencing errors.

Demonstrates a basic standard to
fluently. Writing contains
numerous errors in grammar.
Major referencing errors.
Failure to convey
information clearly and
fluently, in high quality
written form. Does not
convey specific meaning to
reader’s .Inaccurate or no
referencing.
/5
Reflective Essay /20
Discussion Board /20
Total for Assessment 3 /40
Page 22 of 22
Subject outline preparation

This subject outline has been prepared by Prof. Gianna
Moscardo for the College of Business, Law and Governance,
James Cook University. Updated 22nd January 2019.
Q1. This subject is offered across more than one campus and/or
mode
and/or teaching period within the one calendar year.
Yes No
Q2. If yes (Q1), the design of all offerings of this subject ensure
the same
learning outcomes and assessment types and weightings.
Yes No
Q3. If no (Q2), [Type here] has authorised any variations, in
terms of equivalence.
Subject outline reviewer
Name
Position
Date reviewed

2019SubjectOutline–PARTASubject Name Ma.docx

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