Introduction to Leadership

Learning Outcomes for Leadership [UMOCB6-15-M ]

A demonstration of a breadth and depth of knowledge and application of leadership theory

Assessment – Some Additional Thoughts

  • Component 1: Self Reflection – personal learning journal, reflect on experience and relate to leadership theory (2000 words)
  • Component 2: Leader Interview – a manager responsible for staff, review the encounter from question design to a summary of findings (2000 words)

Submission – 1 September 2022

PERSONAL CHANGE from Kolb’s learning cycle may help the organisation of your material:

Experiences from both the classroom interaction/ engagement and work experiences that related to the theory. Identify specific useful incidents and include bits of dialogue.

Feelings engendered in response to any aspect of the programme/experience.

Reflections Take time to reflect and gain deeper personal insight.

Thoughts Key ideas, concepts, models, and theories from the literature that develop

and/or change how you make sense of situations.

Implications of four key elements Applications – How things might develop differently particularly in relation to new theories you may have developed. Ideas about how your personal insights might be applied in future situations. How do you need to develop?

Study Unit 2 – Activity B

Feedback on your reflective writing from an entry in your learning diary log

Assessment Criteria for Leadership Interview – Component B

Activity A

  • Read the transcript of Martin Luther King’s ‘I have a Dream’ speech.
    • What would you link to leadership from this script.
  • Now watch the film clip of the ‘I have a Dream’ speech.

• What else do you notice?

• What other things might you link to the power of this speech

Leadership context

(Edwards and Jepson, 2008; Jepson, 2009)

• Need to recognise complex and

interactive nature of different levels

within the leadership context

• 3 distinct yet interacting levels of context

– Immediate Social Context (e.g. technology,

job, organisation, industry)

– General Cultural Context (e.g.

organisational culture, national culture)

– Historical, Institutional Context (e.g.

education, socialisation)

• Individuals self-categorise into

different contexts, impacting what

(Jepson, 2009)

they see as effective leadership

Activity B

  • Read the case study
  • To what extent can you identify differing forms of distributed leadership in practice (co-leadership, shared leadership, multi-directional leadership and rotated leadership)?