Leading and Managing People (MGTS2603)

OVERVIEW

During the workshop in Weeks 3, 6 and 9, your allocated group will have a total of 60 minutes to complete a short discussion and produce a co‑authored 300–400 word reflection.

Each reflection must explicitly address the relevant theme focus and prompts for that particular submission (see task guide for details), demonstrate your group’s shared insights, make differences in perspective visible, and identify what has changed or deepened in your collective understanding.

Assessment 1 will be conducted during scheduled class time in Week’s 3, 6, and 9, and will be formalised as a secure assessment, requiring students to present their University ID for verification prior to commencing the task. While ideas may be discussed informally beforehand, the written submission must be produced during the scheduled 60‑minute in-class session.

Group size and membership will be determined by the Course Coordinator.

KEY REQUIREMENTS

Step 1: In-class Discussion (approx. 30 minutes)

• Review the relevant weeks’ online materials and in‑class activities.
• Identify 3–5 shared insights about leadership and management.
• Make agreements and differences explicit and briefly note what those differences would mean for how you lead or manage.
• Capture 2–3 specific examples from activities or real situations to use in your reflection.
• Decide what has changed or deepened in your collective understanding (state this in 1–2 sentences).

Step 2: In-class Collaborative Writing (approx. 30 minutes)

Co‑author one reflection (300–400 words) in a coherent group voice. Coherent means the piece reads as a single, integrated narrative; it does not mean everyone must agree. Where perspectives differ, explain what each view would imply for leadership choices. For example: “Some of us initially prioritised decisiveness as being the most useful contribution of a leader, while others emphasised inclusion. After discussing each perspective, we now see that …”

Your reflection must:

• Address the relevant focus and prompts (see task guide for details) for each themed reflection.
• State key collective insights and any points of difference.
• Explain how your understanding changed or deepened and why.
• Refer to specific examples to make your points concrete.
• Identify practical implications—what you would do in similar situations and any boundaries (when an approach works or doesn’t).
• Use clear signposting (e.g., “Initially… Now/Deeper… Therefore…”) and stay within 300–400 words.

COLLABORATION EXPECTATIONS

• Produce one co‑authored reflection per submission with a coherent group voice.
• Differences are welcome - show where you diverge and what those differences mean for leadership in practice.
• Your stance may change or deepen; both are valid. Make the evolution in your thinking explicit.

USE OF GENERATIVE AI

This assessment is designed to capture students’ own group discussion, reflection, and developing understanding of leadership during a scheduled in‑class session. While students will have access to computers for writing and submission, responsibility for academic integrity rests with students.

Ideas, interpretations, examples, and reflective judgements must originate from the group’s own discussion and thinking during the session. Generative AI tools must not be used to generate or substantively shape reflective content or responses to the assessment prompts. Limited use of digital tools for surface‑level language editing (such as spelling or grammar) is permitted.

This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) tools will not be permitted.

The aim of this assessment is to examine the relationship between leadership theory and practice. This assessment takes the form of a leadership case study to allow students to analyse a practical example of leadership through the lens of one or more theoretical perspectives.

Key Requirements

1. Select a leader (great, good, average, bad, or toxic - it is up to you!) to focus your case study on:
2. Choose a current leader who is a widely recognised (well-known) public figure, currently occupying a high-profile leadership position.
3. The leader must be currently active in their leadership role (i.e., not deceased, retired or incarcerated).
4. Ensure sufficient information about this leader is available online and can be referenced to support your case study.
5. Select 2-3 leadership theories, concepts, models or frameworks covered in this course to frame your case study. For example, a student might select ‘transformational leadership’ and examine how a political leader uses this to manage ‘organisational change’ within their party. Another case study might examine ‘ethical leadership’ against the backdrop of a corporate scandal and the use of ‘positional power’ and the 'dark side of leadership' by a CEO.
6. The case study must clearly draw from these selected theories, concepts, models and frameworks and related research, to critically analyse the chosen leader in terms of their leadership style(s) and the impact this has on others. An overview of the leadership context must also be provided, for example, is the company experiencing a crisis, or is it operating in a stable and predictable business environment?
7. Apply insights and learnings to your own leadership development: Reflect on the insights and learnings gained from analysing the chosen leader. Discuss how these insights can be applied to your own leadership development and practice. Consider how understanding different leadership styles and their impacts can enhance your effectiveness as a leader in various contexts.
8. Students are expected to read beyond the textbook by making reference to relevant academic journal articles, which should be formatted in an appropriate referencing style (APA 7th is the preferred style).

See the Assessment section of the MGTS2603 course Blackboard (https://learn.uq.edu.au) for more information and the marking rubric.

AI Statement

This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.

A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.

To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.

The aim of this assessment is to create an individual leadership development plan based on self-reflection, observations, and discussions during workshops. Students are encouraged to draw on insights gained from:

• reflecting on course materials
• responses to self-assessment tools
• engagement in workshop activities
• individual contributions to Assessment 1 Leadership Impact Reflective Journal

Key Requirements

This assessment should be presented in a report format including a cover page. It should explore your leadership strengths and development gaps, as well as an action plan focused on developing and applying relevant course concepts in the workplace. The report should be 1500 words (+/- 10%), excluding references and appendices, and consist of the following four sections:

Part 1 - Introduction: Provide a brief personal background (e.g., study, work, and informal/formal leadership experience) and outline your future leadership aspirations or goals (e.g., when and where you aspire to become a leader). The introduction should also include a brief overview of the report structure and key outcomes (e.g., insights, conclusions, actions).

Part 2 - Leadership Self-Appraisal:

a) Provide a snapshot of your leadership strengths and opportunities for improvement. These should be drawn from your weekly insights throughout the course. Importantly, this self-appraisal must be linked and referenced to relevant theories and frameworks presented throughout the course (e.g., various leadership styles, motivation, managing conflict). Identify the major themes that emerge from this self-appraisal and, where possible, include examples from the course or your own work experience as supporting evidence. Consider the implications of these themes, particularly in terms of work experience and career aspirations, that may reinforce your leadership goals.

b) Provide a summary of your weekly insights from the semester in Table 1 (to be included in the appendix).

Part 3 - Leadership Development Plan:

a) Identify your key areas that need to be emphasised or leveraged (i.e., strengths), and those requiring further development or practice (i.e., weaknesses). Draw on your insights gained throughout the course.

b) This section must also contain an action plan in table format (to be included as Table 2 in the appendix). At a minimum, this table must contain:

Column A: Key leadership development goals (minimum of 3 goals). For example, “Learn to effectively manage stress by improving my emotional intelligence within the next six months.”

Column B: Related actions that will lead to achieving each goal. For example, “Attend a workshop on developing emotional intelligence by the end of May.”

Column C: Obstacles to achieving each goal. For example, “Lack of funds to pay for a public workshop by the end of May.”

Column D: Sources of support for achieving each goal. For example, “The university is offering a subsidised workshop on developing emotional intelligence in April.”

Column E: Strategies to overcome obstacles. For example, “Delay my planned holiday during the Easter break and use the funds to attend the April workshop.”

Part 4 - Conclusion: Provide a summary of your overall leadership development goal, key insights, major strengths/gaps, and key actions.

Students are expected to read beyond the course materials by referencing relevant academic journal articles, which should be correctly cited and formatted using an appropriate referencing style (APA 7th is the preferred referencing style).

See the Assessment section of the MGTS2603 course Blackboard (https://learn.uq.edu.au) for further information and marking rubric.

AI Statement

This task has been designed to be challenging, authentic and complex. Whilst students may use AI and/or MT technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.

A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.

To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of AI and MT tools.t.