Resonant Leadership (MGTS7812)

Context

In 2005, Professor Tom Calma AO called for government action to achieve equality for Aboriginal and Torres Strait Islander peoples within 25 years. By 2020, this evolved into the National Agreement on Closing the Gap, aiming to overcome entrenched inequality. Despite over 2,000 initiatives, progress remains limited, exemplifying a classic "wicked problem."

Assessment Overview

Students will deliver an innovative 20-minute group presentation analysing a successful initiative within the Closing the Gap framework.

Key Requirements

Format and Duration

• Creative presentation methods (no PowerPoint/Prezi)
• Role plays, media interviews, board meetings, formal inquiries
• 20 minutes duration

Theoretical Frameworks

• Four Frames paradigm
• Wicked problems framework
• Indigenous ways of being, doing and knowing

Presentation Components

1. Initiative Identification - Describe a successful program with clear background and context.
2. Success Analysis - Present quantifiable outcomes incorporating Indigenous perspectives and evidence.
3. Success Factors - Analyse key contributing elements through theoretical frameworks.
4. Barrier Analysis - Identify obstacles and discuss mitigation strategies implemented.
5. Recommendations - Provide scalable solutions for government, private sector, and civil society.

Assessment Method

• Presentations will be evaluated through an equal weighting of peer assessment (class average, 50%) and course instructor assessment (50%). Assessment will focus on clear initiative analysis, evidence of success, demonstrated understanding of contributing factors, barrier analysis, and the quality and feasibility of recommendations.

AI STATEMENT

Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.

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

Context

As employees, managers or as ordinary citizens, we often find ourselves wondering why leaders fail to deliver on their promises or seemingly fail to act for the common good. This is particularly pertinent in the world we are living in right now. This report will give each student an opportunity to reflect on the barriers to resonant leadership faced by both leaders they admire and themselves as leaders. 

Assessment Overview

The purpose of this assessment is for you to reflect upon the concepts, frameworks, theories, models and readings discussed in the course and apply them to understanding the barriers to enacting more resonant forms of leadership. This will be done through a 3500 word +/-10% case study report.

Key Requirements

Format

The case study will be delivered in a report format and is in four parts:

Part 1

In the course, we have drawn from multiple theoretical conceptions of what resonant leadership encompasses, as well as attempting to understand a root construct of human leadership. In your own words, describe what resonant leadership entails. This will be used by you to frame the rest of the case study. 

Part 2

You need to identify a well-known business, political or community leader whom you admire or who ‘speaks to you’ as a leader and describe why this is the case. This person can be either contemporary or from the past twenty-five years. You need to document their aspirations, plans and/or vision for stakeholders either through biography, autobiography, media coverage or other documentable sources as they entered their leadership role. You then need to contrast this with what they actually delivered. A key focus will be upon identifying the barriers that prevented them enacting their aspirations either in part or in full.

Part 3

During the course we have noted that the environment for leadership has changed dramatically from the context in which leadership evolved. As you have gone through the course, you’ve probably found yourself saying ‘Well that’s all very good, but my situation is different and I wouldn’t be able to do that.’ Reflecting upon the key barriers identified in Part 2, as well as your own personal leadership context, identify and discuss the barriers you personally face or would face if you were to try to act as a more resonant leader.

Part 4

What needs to change and how might this be accomplished? The barriers to resonant leadership are real and have been socially constructed over the past ten-thousand years. This part of the case study is not asking you to unravel all of this. However, in this final part of the case study, you are to explore what pragmatic steps could be undertaken to create an environment more conducive to resonant leadership in your leadership context/field. The course content may have prompted you to make new sense of your personal experience and to develop fresh insights into the dynamics involved in your field. Identify two or three key changes and how they might be achieved.

Theoretical Frameworks

Students may draw upon all of the theoretical frameworks explored in the course.

Some additional advice on how to proceed:

Start with browsing through the PowerPoint slides for weeks 1-11. You will then need to dig deeper and look for additional sources to explore a particular issue beyond the discussions in course and the listed course readings.

Use the readings that provoke insights for you in making sense of your experience. You will need to be judicious in your choice of issues to explore in depth. Two or three areas of focus will be more than enough in the word limit specified. 

The case study should contain the following elements:

• A reference list containing ALL and ONLY the references cited in your essay formatted in the prescribed manner (APA format)

Formatting recommendations:

• In-text author/date referencing style; for example, (Smith, 2008, p. 112) or (Smith, 2008), and NOT (M. Smith 2008, p. 112) or (Smith: 112).
• Size 12 font with 1 inch or 25mm margins all round
• Word limit does not include title page, references, or tables / figures.

Assessment Method

See marking rubric for further details on the assessment criteria.

AI Statement

Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.

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

Students will maintain a reflective learning journal throughout the course. with 5-10 minutes allocated at the end of each specified learning session to document insights and reflections. Following the final session, students will synthesize their learning journey in a 2,500-word reflective essay that demonstrates their understanding of responsible leadership concepts, their practical application, and their personal growth throughout the course.

Key Components:

• Brief (5-10 minute) progressive journal entries following eleven learning sessions:

1. Introduction – Leadership for What? (Session 1)
2. The Evolution of Leadership Theory (Session 2)
3. Indigenous Perspectives on Leadership - Human Leadership (Session 3)
4. Executive Mindset (I): Framing Ways to View the World (Session 4)
5. Executive Mindset (II): Framing Ways to View the World (Session 5)
6. Ethics and the Ethical Foundations of Leadership (Session 6)
7. Responsible Leadership (Session 7)
8. Managing Stakeholders and reconciling dilemmas in climate leadership and sustainability (Session 10)
9. Inclusion - The Business Case (Session 11)
10. Governance, Board Dynamics and Power (Session 12)
11. Responsible Governance of AI (Session 13)

The final synthesis should demonstrate:

• Integration of course concepts with practical leadership applications
• Critical reflection on personal development and understanding
• Connection to academic literature and professional practice

Assessment Criteria:

• Quality of reflection and synthesis of learning
• Connection to course content and academic literature
• Application to professional practice
• Academic writing quality and presentation

The detailed assessment guidelines and requirements will be provided in the course materials.

AI STATEMENT

Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.

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