Note: use this definition of leadership to support your answer and these key words.

definition of leadership: The capacity to motivate and guide individuals by promoting collaboration and positive encouragement while cultivating a team-oriented atmosphere is known as leadership. It entails adaptiveness in situations, making flexible decisions, problem-solving, and inspiring and motivating people to accomplish common goals.

key words

Supportive

Decision-making

Inspiring

Question/ The portfolio you write on the reflection of your learning on your leadership skills and alignment with theory

The assignment is based on what are described as constructivist approaches to learning, providing you the opportunity to: - review leadership theories and juxtapose these against those your own theories. - critically reflect on how your own theories of leadership were influenced or reformulated by the course readings and activities (explicit theory) - identify and critically discuss any particular aspects of leadership that you would like to strengthen as part of your own personal and professional development. - demonstrate use of conceptual theoretical knowledge. - creation of new knowledge and skills evident in final summary. - able to structure clearly and cohesively, with style and fluency.

The Portfolio should include: - Compare and contrast your initial depiction of leadership and your revised understanding. Highlight the different theoretical approaches on leadership. - Outline how you have deepened your understanding and knowledge of leadership through the collaboration. - Conclude by discussing key aspects of leadership that you would like to strengthen as part of your future personal and professional development.

1. Demonstrates use of practical/experiential knowledge and demonstrates how 'lay' theories of leadership were changed and shaped by experiential activity - Describing how personal understanding of leadership has been shaped through interaction/discussion while working with your group members OR discussing your group members views of leadership and how its same/different to your leadership views. 2. Demonstrates conceptual theoretical knowledge and integrative thinking - This is referring to your understanding of leadership from a theoretical perspective (literature review on leadership theories) - you need to mention actual leadership theories and information on leadership, make sure you show you have done your research. Cite properly. 3. Sociocultural knowledge evidentegotiated meaning/can explain how lay theories of leadership changed based on others' reactions/input - This is referring to your ability to working with a team to achieve outcomes. How well were you able to do it? What sort of issues/challenges did you face in these group activities and how did you overcome them? Better responses will be able to show growth and development in your understanding of leadership when working within teams. 4. Creation of new knowledge/critical reflection/changing and shaping of concepts evident - You need to show aspects of leadership for improvement in future personal and professional development - a selfevaluation of your learning process in the L&E unit and specific tasks/activities that changed/shaped your leadership skills. 5. Demonstrates sound research skills/use of quality academic sources - Your research throughout the portfolio assessment should show good research through citations of quality academic sources. The more quality academic references used, the more you will be demonstrating your developed research skills.

- please include introduction

. Marking Criteria: Demonstrates use of practical/experiential knowledge, and demonstrates how "lay' theories of leadership were changed and shaped by experiential activity 8 Marks Demonstrates conceptual theoretical knowledge and integrative thinking 7 Marks Sociocultural knowledge evidentegotiated meaning/can explain how lay theories of leadership changed based on others' reactions/input 7 Marks Student demonstrates significant learning and understanding from 'doing' and 'experiencing' in 'Image of Leadership' online and practical exercises. Highly developed capacity to identify tacitly held concepts of leadership and compare/contrast those to others. Demonstrates highly integrated knowledge and understanding of relevant concepts, theories and other information on leadership. Student demonstrates outstanding ability to work with/lead others embedded in shared practices. Always actively and reflexively engages in simulations and problem solving, role play or analytical tasks. Student demonstrates learning and more advanced understanding from 'doing' and 'experiencing' in 'Image of Leadership' online and practical exercises. Well- developed capacity to identify tacitly held concepts of leadership and compare/contrast those to others. Well integrated knowledge evident using relevant concepts, theories and other information on leadership. Student demonstrates strong ability to work with others embedded in shared practices. Mostly actively and reflexively engages in simulations and problem solving, role play or analytical tasks. Student demonstrates learning and very good understanding emerging from 'doing' and 'experiencing' in 'Image of Leadership' online and practical exercises. Sound capacity to identify tacitly held concepts of leadership and compare/contrast those to others. Some adept integration of key relevant concepts, theories and other information on leadership. Student demonstrates solid ability to work with others embedded in shared practices. Generally, engages actively in simulations and problem solving, role play or analytical tasks. Did not meet criterion Student demonstrates satisfactory learning and some understanding of 'doing' and 'experiencing' in 'Image of Leadership' online and practical exercises. Adequate capacity to identify tacitly held concepts of leadership and compare/contrast those to others. Did not meet criterion Satisfactory integration of knowledge using key concepts, theories and other information on leadership. Did not meet criterion Student demonstrates some ability to work with others embedded in shared practices. Satisfactorily engages in simulations and problem solving, role play or analytical tasks. Creation of new Demonstrates very Demonstrates solid Demonstrates Demonstrates Did not meet knowledge/critical strong confidence in skills in self- confidence in emerging self- criterion reflection/changing self-evaluation and evaluation and self-evaluation and awareness of and shaping of reflection reflection reflection leadership concepts concepts evident throughout throughout throughout and some the learning the learning the learning confidence 7 Marks process. process. process. in self-evaluation Highly effective in Very effectively Adeptly shows and reflection articulating articulates development of throughout development of development of leadership skills and the learning leadership skills and leadership skills and | task-related process. task-related task-related reflection. Adequately reflection. reflection. demonstrates development of some leadership skills and self- awareness. Demonstrates Qutstanding Above average Good research Uses only basic Did not meet sound research research skills. skills. sources of criterion research skills/use skills; independence Effective searches Effective use of information. of quality academic sources 5 Marks and initiative. Effective searches that go beyond obvious materials. Consistent use of quality academic sources. for less obvious academic sources, showing independence and initiative. obvious information sources. Criteria High Distinction Distinction Credit Pass Unsatisfactory Writing Style Presents work of a Presents work of a Appropriate use of Basic use of Does not use high professional professional discipline specific discipline specific discipline specific Articulate standard using standard using language, written language, written language, written information in a logical, flowing, integrated manner making it easy to read 2 Marks Presentation of information Present work in a professional way in relation to Qraanisation, content, formatting and appropriateness to audience and context discipline-specific language, written work is logical, integrated, easy to read Professionally presented with no spelling, grammar, punctuation errors and accurate choice of words discipline-specific language, written work is logical, easy to read Professionally presented with minimal spelling, grammar, punctuation errors and accurate choice of words work shows logic and writing flows well Professionally presented with some spelling, grammar, punctuation errors. work shows a good attempt at logic although at times has a diserganised writing style Basic presentation with spelling, grammar and punctuation errors. work shows little attempt at logic and has a diseraaniged writing style Poor presentation with frequent grammatical and spelling errors 2 Marks Persuasiveness Articulates an Articulates an Articulates an Suitable attempt at Failed to provide Communicates the argumentin a clear, | argumentin a clear argument well articulating an clear information ideas and competent way, and way, and presents drawing on some argument although and articulate an conclusions presents substantial persuasive and discipline specific lacks some clarity argument convincingly. and convincing convincing ideas theory/evidence, ideas using using discipline 2 Marks discipline specific specific theory/evidence theory/evidence