1

BUSM2411 19 s2 MBA
Name of Course: Leadership & Management
The link below provides important information on the following topics that relate to all courses:
http://www.rmit.edu.au/policies/student

 Student Feedback at RMIT

 Student Progress
 Special Consideration, appeals, and discipline
 Academic Integrity
 Student Progress Committee (SPC)
 Assignment Grades
 Classification of award

Teaching Period Viet 2 2019

Course Title and Code Leadership & Management BUSM2411
Campus Saigon & Hanoi RMIT University Vietnam
Learning Mode Weekly (Saigon) & Intensive (Hanoi)
Primary Learning Mode Face-to-Face + Online (Canvas)
Teacher guided hours 36
Learner directed hours Up to 108 hours
Name: Dr Phil Smith (Saigon Weekly) &
Dr Matthew McDonald (Hanoi Intensive)
Email: phil.smith@rmit.edu.au
matthew.mcdonald@rmit.edu.au
Location: Asia Graduate Centre

Course Description
This course aims to develop understandings and skills adequate to the complexities of being
a managerial leader. The course covers leadership and management from early theories to
contemporary perspectives. It provides a conceptually rich framework for understanding
managerial leadership effectiveness within organisational contexts. The course aims to enable
you to think creatively about the capabilities required of managerial leaders, with an emphasis
on self-development related to becoming workplace ready. A central feature of this course is
the way it highlights the challenges and problems that managing people in organisations pose
and the various tools available to solve them. The course will assist you to relate concepts to
your own leadership or to the leadership of the people you report to providing opportunities for
reflection and for learning-in-action.

Course Learning Outcomes

Upon successful completion of this course you should be able to:

 Recognise the appropriateness of different types of leadership styles for a range of

employees and organisational settings (CLO1)
 Accurately assess your personal strengths and areas of challenge in order to
effectively self-manage towards improved practice (CLO2)
 Explain how effective managerial leaders are able to diagnose and ethically improve
in key areas of organisational functioning (CLO3)
 Motivate and influence others in ways that contribute to sustainable organisational
performance (CLO4)
1
 2

Learning Activities
You will be encouraged to critically compare and contrast what is happening in your workplace
with what you are learning from the course reading materials. To facilitate this learning
process, it is important that you participate in classroom discussions and activities (e.g.
questionnaires, workplace inventories) as well as reading the ‘topic readings’ as directed such
as text book chapters, journal articles, encyclopaedia entries and case studies.

Above all, the learning activities are designed to maximize the likelihood that you will not only
understand the main concepts in the course but be able to apply these materials to improving
your own practice as a managerial leader.

Overview of Learning Activities

Although the course has a substantial face-to-face component it is important that you factor in
reading, other activities and assignments that occur before and after class time. Outside of
the classroom the course will be delivered online through Canvas and through interactions
with your peers and lecturer via three assignments. The course comprises eleven core topics
with the teaching schedule and readings for each detailed overleaf. Topic readings will be
supported in class with PowerPoint slides and other supporting materials.

2
 3

Weekly Teaching Schedule (Saigon)

Week Topic Readings

Week 1. Northouse, P. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks,
Introductions, CA: Sage. (Chapter 1 pp. 1-17).
Assignments,
Canvas
Quinn, R., Faerman, S., Thompson, M., McGrath, M., & Bright, D.
+ (2015). Becoming a master manager (5th ed.). Hoboken, N.J.: John Wiley &
Sons. (Chapter 1, pp. 1-34)
Introduction to
Leadership & Activity:
Management *Competing Values Competency Questionnaire
Week 2. Quinn, R., Faerman, S., Thompson, M., McGrath, M., & Bright, D.
The (2015). Becoming a master manager (5th ed.). Hoboken, N.J.: John Wiley &
Paradoxes of Sons. (Chapter 1, pp. 1-34)
Management
Arsenault, P., & Faerman, S. R. (2014). Embracing paradox in management:
The value of the competing values framework. Organization Management
Journal, 11(3), 147-158.
Week 3. Goleman, D. (2004). What makes a leader? Harvard Business Review, 82(1), 1-
Emotional 21.
Intelligence
McCleskey, J. (2014). Emotional intelligence and leadership: A review of the
progress, controversy, and criticism. International Journal of Organizational
Analysis, 22(1), 76-93.

TEAM PRESENTATION:
“Mentoring & Developing Others”

Week 4. Ferrell, O. C., & Fraedrich, J. (2015). Business ethics: Ethical decision making &
Ethical cases (10th ed.). Boston, MA: Cengage. (Ethical Leadership Chapter 11 pp. 309-
Leadership 345).
Den Hartog, D. N. (2015). Ethical leadership. Annual Review of Organizational
Psychology & Organizational Behavior, 2(1), 409-434.

Jackall, R. (2010). Moral mazes: The world of corporate managers. Oxford, UK:
Oxford University Press. (Introduction & Chapter 1 pp. 1-17)

Week 5. Charan, R. (2006). Home Depot's blueprint for culture change. Harvard Business
Lessons of Review, 84(4), 60.
Practice
Jaros, S. (2010). Commitment to organizational change: A critical review. Journal
of Change Management, 10(1), 79-108.

TEAM PRESENTATION:
“Using Power and Influence Ethically and Effectively”
● J
Week 6. Drucker, P. F. (2005). Managing oneself. Harvard Business Review, 83(1), 100-
Self- 109.
Awareness
● Roberts, L. Spreitzer, J. Quinn, R. Heapby, E. & Barker, B. (2005). How to play
to your strengths. Harvard Business Review, 83(1), 75-80.

George, B., Sims, P., McLean, A. N., & Mayer, D. (2007). Discovering your
authentic leadership. Harvard Business Review, 85(2), 129-138.

Presentation
“Planning and Coordinating Projects”
3
 4

Week 7. Week 7 – Work on Assignment Preparation

No Lecture
Week 8. Readings:
Transformatio
Presentation:
nal Leadership
“Encouraging and Enabling Compliance”
Northouse, P. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks,
CA: Sage. (Chapter 8 pp. 161-194).
Week 9. Usborne, E., & de la Sablonnière, R. (2014). Understanding my culture means
Cultural understanding myself: The function of cultural identity clarity for personal identity
Awareness clarity and personal psychological well‐being. Journal for the Theory of Social
Behaviour, 44(4), 436-458.

Meyer, E. (2014). Navigating the cultural minefield. Harvard Business Review,

92(5), 119-123.

Presentation:
“Fuelling and Fostering Innovation”

Week 10. Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in
Motivation work organizations: The state of a science. Annual Review of Organizational
Psychology and Organizational Behavior, 4, 19-43.

Nohria, N., Groysberg, B., & Lee, L. (2008). Employee motivation: A powerful
new model. Harvard Business Review, 86(7/8), 78-84.

Presentation:
“Managing Execution and Driving for Results”

Week 11. Cialdini, R. (2013). The uses (and abuses) of influence. Harvard Business
Influencing & Review, 91(4), 1-7.
Conflict
De Dreu, C. K. W., & Weingart, L. R. (2003). Task versus relationship conflict
and team effectiveness: A meta-analysis. Journal of Applied Psychology, 88,
741-749.
Presentation:
“Measuring and Monitoring Performance and Quality”
Week 12. Jackall, R. (2010). Moral mazes: The world of corporate managers. Oxford, UK:
Decision Oxford University Press. (Chapter 4 pp. 79-104)
Making &
Mastering and Bazerman, M. H., & Chugh, D. (2006). Decisions without blinders. Harvard
Improving Business Review, 84(1), 88-97.
Day, D. V., & Dragoni, L. (2015). Leadership development: An outcome-oriented
review based on time and levels of analyses. Annual Review Organizational
Psychology & Organizational Behavior, 2(1), 133-156.
Quinn, R., Faerman, S., Thompson, M., McGrath, M., & Bright, D.
(2015). Becoming a master manager (5th ed.). Hoboken, N.J.: John Wiley &
Sons. (Conclusion, pp. 312-328)

4
 5

Intensive Teaching Schedule (Hanoi)

DAY 1

Unit/Topic Topic Readings

1a. Northouse, P. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks,
Introduction CA: Sage. (Chapter 1 pp. 1-17).
Assignments
& Canvas
Quinn, R., Faerman, S., Thompson, M., McGrath, M., & Bright, D.
1b. (2015). Becoming a master manager (5th ed.). Hoboken, N.J.: John Wiley &
Leadership & Sons. (Chapter 1, pp. 1-34)
Management
*Competing Values Competency Questionnaire
2. The Quinn, R., Faerman, S., Thompson, M., McGrath, M., & Bright, D.
Paradoxes of (2015). Becoming a master manager (5th ed.). Hoboken, N.J.: John Wiley &
Management Sons. (Chapter 1, pp. 1-34)
Arsenault, P., & Faerman, S. R. (2014). Embracing paradox in management:
The value of the competing values framework. Organization Management
Journal, 11(3), 147-158.
3. Emotional Goleman, D. (2004). What makes a leader? Harvard Business Review, 82(1), 1-
Intelligence 21.
McCleskey, J. (2014). Emotional intelligence and leadership: A review of the
progress, controversy, and criticism. International Journal of Organizational
Analysis, 22(1), 76-93.
Team Project
Work

DAY 2

Unit/Topic Topic Reading

4. Ethical Ferrell, O. C., & Fraedrich, J. (2015). Business ethics: Ethical decision making
Leadership & cases (10th ed.). Boston, MA: Cengage. (Ethical Leadership Chapter 11 pp.
309-345)
Den Hartog, D. N. (2015). Ethical leadership. Annual Review of Organizational
Psychology & Organizational Behavior, 2(1), 409-434.

Jackall, R. (2010). Moral mazes: The world of corporate managers. Oxford, UK:
Oxford University Press. (Introduction & Chapter 1 pp. 1-17)
5. Lessons of Charan, R. (2006). Home Depot's blueprint for culture change. Harvard
Practice Business Review, 84(4), 60.

Jaros, S. (2010). Commitment to organizational change: A critical review.

Journal of Change Management, 10(1), 79-108.
● J
6. Self- Drucker, P. F. (2005). Managing oneself. Harvard Business Review, 83(1), 100-
Awareness 109.
●
● Roberts, L. Spreitzer, J. Quinn, R. Heapby, E. & Barker, B. (2005). How to play
to your strengths. Harvard Business Review, 83(1), 75-80.

George, B., Sims, P., McLean, A. N., & Mayer, D. (2007). Discovering your
authentic leadership. Harvard Business Review, 85(2), 129-138.
Team Project
Work

5
 6

DAY 3

Unit/Topic Topic Reading

7. Cultural Usborne, E., & de la Sablonnière, R. (2014). Understanding my culture means
Awareness understanding myself: The function of cultural identity clarity for personal identity
clarity and personal psychological well‐being. Journal for the Theory of Social
Behaviour, 44(4), 436-458.

Meyer, E. (2014). Navigating the cultural minefield. Harvard Business Review,

92(5), 119-123
8. Motivation Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in
work organizations: the state of a science. Annual Review of Organizational
Psychology and Organizational Behavior, 4, 19-43.

Nohria, N., Groysberg, B., & Lee, L. (2008). Employee motivation: A powerful
new model. Harvard Business Review, 86(7/8), 78-84.
9. Influencing & Cialdini, R. (2013). The uses (and abuses) of influence. Harvard Business
Conflict Review, 91(4), 1-7.
De Dreu, C. K. W., & Weingart, L. R. (2003). Task versus relationship conflict
and team effectiveness: A meta-analysis. Journal of Applied Psychology, 88,
741-749.
Team Project
Work

DAY 4

Unit/Topic Topic Reading

10. Decision Jackall, R. (2010). Moral mazes: The world of corporate managers. Oxford, UK:
Making Oxford University Press. (Chapter 4 pp. 79-104)

Bazerman, M. H., & Chugh, D. (2006). Decisions without blinders. Harvard

Business Review, 84(1), 88-97.
Preparation for Team Presentations

Team *Mentoring & Developing Others

Presentations *Planning and Coordinating Projects
*Measuring and Monitoring Performance and Quality
*Managing Execution and Driving for Results
*Fuelling and Fostering Innovation
*Encouraging and Enabling Compliance
*Using Power and Influence Ethically and Effectively
11. Mastering & Day, D. V., & Dragoni, L. (2015). Leadership development: An outcome-oriented review
Improving based on time and levels of analyses. Annual Review Organizational Psychology &
Organizational Behavior, 2(1), 133-156.
Quinn, R., Faerman, S., Thompson, M., McGrath, M., & Bright, D.
(2015). Becoming a master manager (5th ed.). Hoboken, N.J.: John Wiley & Sons,
Hoboken NJ. (Conclusion, pp. 312-328)
Briefing: Course Guide
Assignments 2
&3

6
 7

Learning Resources: Readings

This is a Master’s Degree course, so it is important to analyse a number of sources for your
reading and assignments. The three text books below provide a basis in which to start, specific
chapters from each are noted in the topic readings.

Quinn, R. Faerman, S. Thompson, M. McGrath, M. Bright, D. (2015). Becoming a master

manager: A competing values framework (6th ed.). Hoboken, N.J: John Wiley & Sons.
(Chapter 1 & Conclusion available on Canvas electronically through the library)

Northouse, P.G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: Sage.
(Select Chapters available on Canvas)

Ferrell, O. C., & Fraedrich, J. (2015). Business ethics: Ethical decision making & cases (10th
ed.). Boston, MA: Cengage. (Available on Canvas electronically through the library)

Additional readings (journal articles, edited book chapters and academic encyclopaedia
entries) are available through the RMIT Library and on the course Canvas site.

Assignments
Assignments in this course are cumulative and all assessable work must be submitted in order
to pass the course. There will be three pieces of assessable work with the due dates noted as
follows:

1.Team Presentation 20%

Due Weekly Class Saigon: Weekly: Starting in Week 3

Due Intensive Class Hanoi: Monday 5 August (Day 4 Intensive during class)

2. Managerial Leadership Essay 40%

Due Weekly Class Saigon: Sunday 11 August (23:59)

Due Intensive Class Hanoi: Sunday 18 August (23:59)

3. Professional Leadership Reflection & Development Action Plan 40%

Due Weekly Class Saigon: Sunday 8 September (23:59)

Due Intensive Class Hanoi: Sunday 1 September (23:59)

No other forms of assessment are available for this course.

Please Note:
There are no opportunities to resubmit assignments. It is therefore imperative that you do your
best work during the course as there are no second chances.

Late Submission of Assignments: If you encounter health difficulties or misadventure (e.g. a

victim of crime) during the semester, you should immediately communicate with your lecturer
as well as contact RMIT Connect to apply for Special Consideration. Do not leave this until
after the due date of the assignment because that will be too late.

7
 8

Assignment 1: Team Presentation (Weekly Class Saigon)

Length: 20-minute presentation

Marks Allocated: 20%
Due Weekly Saigon: Weekly Starting in Week 3

Purpose: Students will work as part of a team to develop an overview of one of the topics in
Leadership & Management with the aim of presenting an integration and evaluation of core
readings and insights. The activity is also aimed at developing individual insights through team
processes and team presentation capabilities within a presentation time limit of 20 minutes.

Instructions: Develop a team presentation supported by PowerPoint or other professional

audio-visual approach which provides an integrated overview of one of the leadership
competencies areas in Leadership and Management.

The presentation will encompass the following features:

 It must demonstrate the competency in some form. For example, using a role-play,
critical analysis of the presentation process or application to a case study (not from the
text book).
 Interview a local leader and make a 3 to 5-minute video to understand how that
competency is applied to a Vietnamese organisation by that leader. A leader in this
sense may be a company manager, supervisor of staff, a sports team leader, political
or religious leader or another person leading a team.
 Each team member must present to gain a mark for this assignment, any student who
does not present will gain a grade of zero.

Your lecturer will assign your team a topic, which will be taken from Quinn, Faerman,
Thompson, McGrath and Bright (2015) below. These include:

 Mentoring & Developing Others (pp. 58-70)

 Planning and Coordinating Projects (pp. 128-143)
 Measuring and Monitoring Performance and Quality (pp. 144-152)
 Encouraging and Enabling Compliance (pp. 153-169)
 Managing Execution and Driving for Results (pp. 227-241)
 Using Power and Influence Ethically and Effectively (pp. 243-255)
 Fuelling and Fostering Innovation (pp. 271-283)

Quinn is available on Canvas and will form the basis of your presentation. You will also be
required to read additional peer review references to provide a ‘critical’ understanding of the
topic. The presentation must be properly and fully referenced using the Harvard Business
Reference style or American Psychological Association (APA) style (see page 14 for more
details on how to reference). A Reference List will be required on the final slide of your
PowerPoints or other selected presentation media. The presentation will explain to your
audience how the theories and concepts in your topic can be implemented to improve
leadership and organisational performance.

The URL below provides you with some useful tips on how to prepare for a team presentation:
https://learninglab.rmit.edu.vn/content/oral-presentations

8
 9

Assignment 1 Marking Guide: Team Presentation (Weekly Class Saigon)

Criteria Possible
Marks
Presentation Content 10
 Demonstrated clear understanding of the issues and concepts involved
in the topic
 Identification of key theoretical concepts and themes involved in the
topic from provided readings and from other peer review readings
sourced by the team. These are cited in the presentation
 Links made to relevant workplace and business examples to the
conceptual issues, paying particular attention to application and
feasibility
 Vietnamese Leader interviewed about the competency

Presentation Process 10
 Presentation engages the class and evokes class thinking and
interaction
 Kept to 20-minute presentation schedule.
 Produced a professional level power point presentation or other
audio-visual medium to enhance presentation
 Team members displayed creativity and professional organisation
skills in delivery of presentation
 Team members displayed professional business practice demeanour
through - voice projection, gestures and facial expression, eye contact
and body movement to connect with audience

TOTAL 20

9
 10

Assignment 1: Team Presentation (Intensive Class Hanoi)

Length: 20-minute presentation

Marks Allocated: 20%
Due Intensive Hanoi: Monday 5 August (Day 4 of Intensive).

Purpose: Students will work as part of a team to develop an overview of one of the topics in
Leadership & Management with the aim of presenting an integration and evaluation of core
readings and insights. The activity is also aimed at developing individual insights through team
processes and team presentation capabilities within a presentation time limit of 20 minutes.

Instructions: Develop a team presentation supported by PowerPoint or other professional

audio-visual approach which provides an integrated overview of one of the leadership
competencies areas in Leadership & Management.

The presentation will encompass the following features:

 It must demonstrate the competency in some form. For example, using a role-play,
critical analysis of the presentation process or application to a case study (not from the
text book).
 Each team member must present to gain a mark for this assignment, any student who
does not present will gain a grade of zero.

Your team is required to choose a topic that most interests you from Quinn, Faerman,
Thompson, McGrath and Bright (2015) below. These include:

 Mentoring & Developing Others (pp. 58-70)

 Planning and Coordinating Projects (pp. 128-143)
 Measuring and Monitoring Performance and Quality (pp. 144-152)
 Encouraging and Enabling Compliance (pp. 153-169)
 Managing Execution and Driving for Results (pp. 227-241)
 Using Power and Influence Ethically and Effectively (pp. 243-255)
 Fuelling and Fostering Innovation (pp. 271-283)

Quinn is available on Canvas and will form the basis of your presentation. You will also be
required to read additional peer review references to provide a ‘critical’ understanding of the
topic. The presentation must be properly and fully referenced using the Harvard Business
Reference style or American Psychological Association (APA) style (see page 14 for more
details on how to reference). A Reference List will be required on the final slide of your
PowerPoints or other selected presentation media. The presentation will explain to your
audience how the theories and concepts in your topic can be implemented to improve
leadership and organisational performance.

The URL below provides you with some useful tips on how to prepare for a team presentation:
https://learninglab.rmit.edu.vn/content/oral-presentations

10
 11

Assignment 1 Marking Guide: Team Presentation (Intensive Class Hanoi)

Criteria Possible
Marks
Presentation Content 10
 Demonstrated clear understanding of the issues and concepts involved
in the topic
 Identification of key theoretical concepts and themes involved in the
topic from provided readings and from other peer review readings
sourced by the team. These are cited in the presentation
 Links made to relevant workplace and business examples to the
conceptual issues, paying particular attention to application and
feasibility

Presentation Process 10
 Presentation engages the class and evokes class thinking and
interaction
 Kept to 20-minute presentation schedule.
 Produced a professional level power point presentation or other
audio-visual medium to enhance presentation
 Team members displayed creativity and professional organisation
skills in delivery of presentation
 Team members displayed professional business practice demeanour
through - voice projection, gestures and facial expression, eye contact
and body movement to connect with audience

TOTAL 20

11
 12

Assignment 2: Managerial Leadership Essay (Weekly Saigon & Intensive Hanoi)

Marks Allocated: 40%

Word Limit: 2500 words + - 10% (excluding Reference List and Appendices)
Due Weekly Saigon: Sunday 11 August (23:59)
Due Intensive Hanoi: Sunday 18 August (23:59)
Submission: via Turnitin

Purpose: The essay assignment provides you with the opportunity to demonstrate your
understanding of and capacity to apply the course concepts to the practice of managerial
leadership in either the area of conflict, motivation or leadership.

Instructions: You are required to submit an essay on one of the following topics: (1) conflict,
(2) motivation, (3) leadership or a topic of the students choosing negotiated with the lecturer.
You are expected to write a critical analysis of the peer review literature related to your topic
and to then illustrate how it might guide managerial leadership practice. Topics are as follows:

Topic 1 Conflict: Discuss the following statement: ‘Conflicts should be minimised and avoided
in a team or organisation in order to achieve high performance’.

How do Confucian values and attitudes to conflict differ to those in western countries? Given
these differences how should a managerial leader in a Vietnamese organisation (MNC, SOE,
SME) manage conflict?

Topic 2 Motivation: Answer the following question: ‘Why is the study of different theories of
motivation important to managerial leaders?’

Why is an understanding of intrinsic and extrinsic motivation important for the way in which
managerial leaders design work? Are Vietnamese employees motivated more by ‘intrinsic’ or
‘extrinsic’ factors?

Topic 3 Leadership: Drawing on leadership theories and approaches, discuss the following
statement: ‘A participative leadership style is always more effective than autocratic/directive
leadership styles’.

Research indicates that young people in Vietnam (18-30) prefer participative styles of
leadership? In your experience is this correct? If yes/no please explain why?

The essay structure is outlined as follows:

a. Introduction
b. Sub-Headings
c. Conclusion
d. References

Requirements for the essay

 The essay must be properly and fully referenced using the Harvard Business
Reference style or American Psychological Association (APA) style (see page 14 for
more details)
 Use clear and meaningful sub-headings
 1½ spacing
 Proof-read and edit to a high standard.

The URL below will provide you with an outline on how to structure the different parts of your
essay: https://learninglab.rmit.edu.vn/content/essay-writing

12
 13

Marking Criteria:

In assessing your essay the following criteria will be used:

 Demonstration of Writing and Presentation Skills 20%

 Substantive Content and its Application 30%
 Argument and Critical Analysis 50%

The course Canvas shell contains the detailed marking rubric for Assignment 2

13
 14

Assignment 3: Professional Leadership Reflection & Development Action Plan

(Weekly Saigon & Intensive Hanoi)

Marks Allocated: 40%

Length: 2500 words + - 10% (excluding Reference List and Appendices)
Due Weekly Saigon: Sunday 8 September (23:59)
Due Intensive Hanoi: Sunday 1 September (23:59)
Submission: via Turnitin

Purpose: The professional leadership reflection and development action plan provides an
opportunity to analyse the various self-assessment activities you completed in class and to
identify your managerial leadership strengths and areas for improvement. Following on from
this you will then write a development action plan that will outline how you intend to further
develop your managerial leadership capabilities for the future in light of your self-
assessment.

Instructions: Write a leadership reflection that addresses two main issues:

1.Drawing upon the results of the self-assessment exercises you completed for the
course (e.g. Competing Values Framework questionnaire; skills, values and
interests; Emotional & Cultural Intelligence, email exercise), reflecting on your own
experiences of being a leader (whether in the workplace or life in general) along with
the readings on Canvas - provide a comprehensive reflection that explains what you
should do to become a better leader of people and organisations.

2. Write a development action plan on how you intend to address your identified
develop needs in relation to the evaluation above.

The Professional Leadership Reflection & Development Action Plan can be

structured as follows:
a. Introduction
b. Part 1: Leadership Reflection
c. Part 2: Development Plan
d. Reference List
e. Appendices

 The reflection must be properly and fully referenced using the Harvard Business
Reference style or American Psychological Association (APA) style (see page 14 for
more details).
 Use clear and meaningful sub-headings
 1½ spacing
 Proof-read to a high standard.

Some points/questions to ask yourself in the Leadership Reflection:

 Discuss your life history and how this has influenced the way you think about and
behave as a managerial leader today (e.g. influence of leaders in your own life, living
and travelling in different countries and cultures). What have been the most
significant events and experiences in your life – leadership epiphanies - that have
shaped your values and attitudes? What challenges have you had to overcome that
taught you important lessons about life? (e.g. George, Sims, McLean & Mayer, 2007)
 How has your cultural background and heritage shaped the person you are and your
leadership style?
 Did the self-assessment exercises and readings covered in class (or one’s you have
done previously) reveal any insights or areas you would like to work on?

14
 15

George, B., Sims, P., McLean, A. N., & Mayer, D. (2007). Discovering your authentic
leadership. Harvard Business Review, 85(2), 129-138.

Some points to consider when writing your Development Action Plan (see Quinn et
al., 2015, p. 326 Table C.2):
 Acknowledge the multi-dimensional nature of effective leadership in organisations
 How can you become a better leader of people and organisations? What steps can
you take to overcome barriers to achieve or enhance your leadership knowledge
and practice?
 Make your development plan realistic and linked to leadership theory and practice.
Identify specific areas in need of improvement by setting SMART goals
 Consider how you can use your strengths to help you develop in your weak areas.

The URL below will provide you with an outline on how to write a reflection:
https://learninglab.rmit.edu.vn/content/reflective-writing-1

Marking Criteria:

In assessing your Reflection and Action Plan, the following criteria will be used:

 Course Reflections 30%

 Integration of Peer Review Literature 30%
 Development Plan 30%
 Assignment Presentation and Structure 10%

The course Canvas shell contains the detailed marking rubric for Assignment 3

15
 16

Referencing
Referencing is a very important part of academic writing, and if you don’t do it properly, it can
cause you to lose marks, and/or have to resubmit your assignment. Referencing is about
showing where you got your information from. When you use someone else’s ideas from a
book, edited book chapter, journal article or government report, you need to acknowledge it
by referencing. That means putting their name and the year their work was published in the
text (see below in-text referencing), so that a reader can clearly see that information came
from somebody else and that it is their intellectual property. Don’t be afraid to do this often
throughout your work as it shows you have read the relevant material increasing your
knowledge and understanding of a topic as well as supporting your arguments and claims, for
which you will get higher marks.

If you don’t reference, you can potentially get into serious trouble. Not referencing ideas that
belong to someone else is seen as cheating. It is called plagiarism, which is using other
people's ideas in your assignment without referencing them. It is also very important that you
don’t take ideas or text from other student’s work as this is also considered plagiarism.

For this course you need to follow either the Harvard Business Reference Style or the
American Psychological Association (APA) Style.

The URL below provides a simple and easy to use tool to help you with your referencing.

http://www.lib.rmit.edu.au/easy-cite/

In-Text Referencing (some examples)

Cox, Hannif and Rowley (2014) found that many young urban Vietnamese have been exposed
to Western values and attitudes through Western media, the Internet and social media, which
has created a preference for more open and participative styles of leadership in the workplace.

Over the last 20 years there has been an acknowledgment that workplace learning and
development can play a significant role in boosting Vietnam’s national economy (Vo, 2009;
World Bank, 2016).

Qualitative content analysis is defined as a “research method for the subjective interpretation
of the content of text data through the systematic classification process of coding and
identifying themes and patterns” (Hsieh & Shannon, 2005, p. 1278).

Reference List

Cox, A. Hannif, Z. & Rowley, C. (2014). Leadership styles and generational effects: Examples
of US companies in Vietnam. International Journal of Human Resource Management,
25(1), 1-22.
Hsieh, H., & Shannon, S. E. (2005). Three approaches to qualitative content analysis.
Qualitative Health Research, 15(3), 1277-1288.
McDonald, M., Morgan, A., Bubna-Litic, D., Mate, S. & Nguyen, L. (2018). Power and self-
identity: Positive psychology applied to human resource development. In K. Black, R.
Warhust & S. Corlett (Eds.), Identity as a foundation for human resource development
(pp. 83-98). London: Routledge, London.
Vo, A. (2009a). The transformation of human resource management and industrial relations
in Vietnam. Oxford: Chandos.
World Bank. (2016). Vietnam 2035: Toward prosperity, creativity, equity, and democracy.
Washington, DC: World Bank.

16
 17

Assignment Submission Procedure

All written assignments must be submitted electronically through Turnitin in Canvas, which will
assess your work and quickly return a colour coded response for the originality of the text.

Plagiarism
Students are reminded that cheating, whether by fabrication, falsification of data, or plagiarism,
is an offence subject to RMIT University disciplinary procedures. Students should be familiar
with the RMIT Plagiarism Policy. Should your assignment display a Turnitin score over 30%
please re-write the sections to remove the highlighted text-match.

Assignment Extensions
If you are prevented from submitting an Assignment on time, by circumstances outside your
control, you may apply in advance for an extension to the due date of up to seven calendar
days. Where an extension of greater than seven days is needed, you must apply for special
consideration.

How to apply for special consideration:

 If you are seeking an extension of seven calendar days or less (from the original due
date) you must gain permission from your lecturer by emailing him or her at least one
working day before the Assignment deadline.
 If you submit your assignment after the due date without seeking permission, then
marks will be deducted. However, you may apply for special consideration from RMIT
Connect, and if approved marks will be re-instated.

Penalties for Late Submission

If an assignment is submitted late (without an extension) then the mark awarded will be
reduced by 10% for each day (or part of a day) it is late. Assignments that are late by 7 days
or more will not be marked and will be awarded zero marks.

Marking Criteria
Unless otherwise advised by teaching staff, grades for presentations and written work will be
awarded based on the marking criteria set out by your lecturer.

A breakdown of how grades are awarded is outlined overleaf:

17
 18

Grade Description Points / %

of points

High High Distinction involves exceptionally clear understanding of course 80-100

Distinction matter and appreciation of issues; well organised, formulated and
(HD) sustained arguments; well-thought out and structured diagrams;
relevant literature referenced, and; evidence of creative insight and
originality in terms of comprehension, application and analysis with at
least some synthesis and evaluation.

Distinction Distinction involves strong grasp of course matter and appreciation of 70-79
(DI) key issues, perhaps lacking a little on the finer points; clearly
developed arguments; relevant and well-structured diagrams;
appreciation of relevant literature, and; evidence of creative and solid
work in terms of comprehension, application, analysis and perhaps
some synthesis.

Credit Credit involves competent understanding of course matter and 60-69

(CR) appreciation of some of the main issues though possibly with some
gaps; clearly developed arguments; relevant diagrams and literature
use, perhaps with some gaps; well prepared and presented, and;
solid evidence of comprehension and application with perhaps some
analysis.

Pass Pass involves some appreciation of course matter and issues; work 50-59
(PA) generally lacking in depth or breadth and with gaps. Often work of
this grade comprises a simple factual description (i.e. basic
comprehension) but little application or analysis. Work of this grade
may be poorly prepared and presented. Investment of greater care
and thought in organising and structuring work would be required to
improve.

Fail Fail involves evidence of lack of understanding of course (minimal or <50

(NN) inadequate comprehension and little or no application) and inability to
identify issues, and often inadequate in depth and breadth and
sometimes incomplete or irrelevant.

Borderline policy
All borderline fail assignments and examination papers will be marked by a second examiner.
Assignment between 45-49 percent is considered to be borderline for this purpose. Students
who are dissatisfied with their Assignment outcomes have the right to clarification from the
School of how their Assignment was determined.

Other Relevant Information

Feedback
Feedback will be provided in class and via Blackboard (regarding your Assignments). You are
encouraged to participate in class discussions to enrich your learning experience. Finally, you
can email your lecturer to gain more feedback on your progress. You should take note of all
feedback received and use this information to improve your learning.

18