The portfolio

The portfolio is a discussion on your developing and changing understanding of Leadership, how different people’s understandings of leadership impact n your, and their, ledership behaviours, an alignment of ths with theory.  You also need to identify your leadership strengths and areas where you ned/want to improve or change your leadership skills and how you are going to do this.

 

You may use headings in the portfolo, it is mor a report structure than an essay.

 

The Learning Portfolio is your own Blog (compiled in vUWS) linked to weekly interactive learning activities in Weeks 9-13. The purpose of this assignment is to expand and consolidate your knowledge on the ‘leadership’ concepts explored in theonline interactive seminar exercises.

The assessment is based on what is described as constructivist approaches to learning and give students gives students the opportunity to:

  • Review traditional leadership theories and juxtapose those against those tacitly held by the learner;
  • Critically reflect on how individually held (tacit) theories of leadership were influenced or reformulated by course readings and seminar activities (explicit theory);
  • Explore the relevance of selected leadership concepts to themselves as part of a critical discussion about their digital image;
  • Identify and critically discuss any particular aspects of leadership that they would like to strengthen as part of their own personal and professional development.

Therefore, the assessment criteria as outlined further below, assesses the extent to which this is occurred by an individual student participating in the ‘Images of Leadership’ exercises.

The task

  1. Create your own original digital image (e.g. photograph- (not one from the internet)) that best captures the act of ‘leading’ or ‘leadership’ from your individual perspective.  Upload that image to your blog in vUWS.  Tag your individual image with (3) three words that are most emblematic (i.e. serve as a symbol of the concept) of your concept of leadership;
  2. Type an explanation for your choice of image (and 3 tags) in your blog.  In your written explanation cross-reference to some relevant literature on leadership (to highlight the links between your lay concepts on leading and theories of leadership);
  3. Articulate this to a seminar group, explaining the reason for your choice. Listen to other’s explanation, noting any significant differences
  4. Have two or three other students (as assigned by the unit coordinatr) comment on your individual blog and you comment on theirs.  By responding to their comments in your blog you can further demonstrate your capacity to collaborate with others in developing and re-framing your concepts;
  5. Join this group in week 12 tutorial online.  Work collaboratively to create an original group image (with 3 tags) that is representative of the group’s ‘collective’ perception of leadership (in other words, the group constructs a unique ‘depiction’ of leadership, synthesising the views of the group members).
  6. Load the group image (and tags) to your blog.  Write your explanation for the group’s choice of image, making any connections you can identify to relevant theory on leadership;
  7. Compare your depiction of leadership (reflected in your own image, tags and written explanation) with the group’s.  Highlight the different underpinning theoretical approaches on leadership portrayed;
  8. Outline how you have deepened your understanding and knowledge of leadership through the collaboration (Steps 3-6 above);
  9. Conclude by discussing key aspects of leadership that you would like to strengthen as part of your future personal and professional development;
  10. Progressively complete all the above steps (in writing) in your online blog (Weeks 9-13);
  11. Compile (cut & paste/edit/reference) your final written blog (include images and student comments as an appendix, and scholarly references) into a word document and upload to Turnitin for grading/feedback by the due date. N.B. 1500 words does not include digital images & tags or the comments of the other students which are in the appendix.  The reference list is not counted in the word count.

Further details and suggested readings will be released in vUWS and these will be available prior to face to face seminar sessions for your preparation.

  1. Student blogs that contain comments from other students and show collaboration, interaction and social learning will likely achieve higher marks based on the criteria below.  Blogs that integrate conceptual and theoretical knowledge with that knowledge and understanding developed in the practical experiential exercises are more likely to meet the higher-level criteria set out below.  Please read the assessment criteria carefully.