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In this assignment you will analyse either your current or past workplace. In completing this you will do the following:
• Describe the context of the workplace in terms in terms of function, organisational culture, gender composition and cultural diversity.
• What is the perceived leadership style of the leader of learning in this workplace? Do this in terms of the most common leadership styles as described in the leadership literature
• Is this the most appropriate style for this workplace and what are the factors that assist or hinder the leadership of the learning in this workplace. Provide evidence to support your assertions in this analysis.
Assessment criteria
1. Relevance of ideas, issues and topic
2. Interpretation of key theories, frameworks and concepts
3. Clear expression of ideas and logical structuring of argument
4. Appropriateness reading and research evident to develop and support argument
5. Adequate literacy and formal presentation style consistent with referencing that follows the Harvard (UTS) convention
6. Degree of insight from reflections
Alternative Assignment 2 Leading Learning in the Workplace
Due Week 13
One of the expectations of leaders is that they will behave in an ethical manner and yet we constantly see our political, business and educational leaders displaying behaviours that might be labelled “less than ethical”.
Using the literature and your own experience define what ethical leadership is and how it might apply in a learning environment.
Is it culturally, time and context dependent or is ethical leadership a global construct?
How do we ensure that our leaders behave ethically and as importantly, how do we train future leaders in ethics?
(You can do this as a single essay or you can answer each part as a separate question).
Length 2500 words
Assessment Criteria
Grades in both Assignments will be awarded for:
Use of the literature and its incorporation into your assignments
Clarity of argument
Evidence of widespread reading
Referencing appropriately
Addressing the questions asked
Grammar, spelling and punctuation
Failure to submit assignments on time without notifying the lecturer will result in loss of grades.
Grades are:
High Distinction
Distinction
Credit
Pass
Fail
Students will be asked to examine the context of their workplaces and to analyse the leadership styles employed by their leaders. The perceived appropriateness of these styles as well as the effectiveness of these will be critically examined. The workplaces will be examined across a range of pertinent criteria including organisational culture, gender, social class and diversity. The factors that assist or hinder leadership practices in the organization will be analysed and solutions for effective leadership offered based on theoretical and empirical evidence.
SUBJECT OBJECTIVES
At the completion of the subject, learners should be able to:
(d) Consider the implications of leadership theory and research for facilitating and learning
(e) Critically reflect on practice in the context of the effectiveness of particular leadership styles adopted in various situations
(f) Consider which approach(s) to leadership (if any) suits the student’s workplace/teaching context
Indicative Texts:
DuBrin, A (2010) Leadership: Research Findings, Practice, and Skills (6th Edition). Mason, OH: South Western Cengage Learning.
Bass, B. M., & Stogdill, R. (1990). Handbook of Leadership: Theory, Research and Managerial Applications. New York: The Free Press.
Bernard M. Bass (1998) Transformational Leadership: Industrial, Military, and Educational Impact
Biklen, S. K., & Branigan, M. B. (1980). Women and Educational Leadership. Lexington: Free Press
Dumas, C & Sankowsky D. (1998) “Understanding the charismatic leader-follower relationship: Promises and perils;” Journal of Leadership Studies, Vol. 5, pp12-28.
Dunford, R. (1992). Organisational Behaviour. Sydney: Addison, Wesley
Hoy, W. K. & Miskel, C. C. (1991). Educational Administration. New York: McGraw Hill.
Ivancevich, I. M., & Matteson, M. T. (1993). Organizational Behavior and Management. Homewood : BPI Irwin Leadership and Administration Boston: Kluwer. Leading Successfully. New York: Macmillan
Leithwood, K. (Ed.). (1996). International Handbook of Educational Leadership and Administration Boston: Kluwer.
Locke, E. A., & Associates (1991). The Essence of Leadership: Four Keys to Leading Successfully. New York: Macmillan
Luthans, F. (1995). Organisational Behaviour. New York: McGraw Hill. Prentice-Hall.
Manning, M. & Haddock, P. (1989). Leadership skills for women. London: Kegan Page.
Mitchell, T. R., Dowling, P.J., Kabanoff, B.V., & Larson, J. R. (1988). People in Organisations. Sydney: McGraw-Hill.
Mukhi, S., Hampton, D., & Barnwell, N. (1990). Australian Management. New York; McGraw Hill.
Murphy, E. C. (1996). Leadership IQ. New York: Wiley.
Owens, R. C. (1994). Organisational Behaviour in Education. New York: Prentice Hall.
Robbins, S. P. (1995). Organisational Behaviour. London: Prentice-Hall.
Siegrist, Gerald (1999) “Educational Leadership Must Move beyond Management Training to Visionary and Moral Transformational Leaders” Education, Vol. 120, pp. 23-45.
Smyth, I. (1989). Critical Perspectives on Educational Leadership. London: Farmer Press.
Stelter N Z (2002) “Gender differences in leadership: Current social issues and future organizational implications” Journal of Leadership Studies, Vol. 8, pp. 56-71.
Still, L. (1988). Becoming a top woman manager. Sydney: Allen &Unwin.
Vecchio, R., Hearn, C. & Southey, C. (1992). Organisational Behaviour. Sydney: Harcourt and Brace.
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