BUSM7058 Leadership Critical Analysis Report

Purpose:

This assignment is intended to increase awareness of the multifarious depictions of leadership approaches and theories and leaders (discussed in this class) in the media (such as newspapers, social media, TV show or movie). Throughout the subject, you will be expected to compare what you have found in your research of media to what we study in class.

Process:

This assignment requires that you analyse depiction of leadership in popular media (such as: a credible print media, the social media, TV show, or a movie), and share it with the class. You are strongly encouraged to explore both international and local media (if possible).

You will also be required to present a group mini-presentation to the class providing a progressive update and discussion of your analysis, highlighting main points while relating it back to the approaches and theories discussed in class.

Begin by selecting a medium from the following list that interests you.

• Print Media
• Social Media
• TV Shows
• Movies

Start by searching through the media that has been selected.

For print and social media, please go back (up to) 1 year in time - and review leadership stories and leaders who have trended during this time. While reviewing these stories and trends, think about:

• who are the leaders and the leadership topics in the news;
• why are they being talked about;
• what actions are being focused upon, and;
• how do these leaders and their stories inform and contribute to our broad range discussion of leadership on international diversity leadership?

NB. It is important that you select a few short audiovisual items (print and social media trends) that form the foundation of your analysis and share with the class.

OR

For TV shows and movies, you should also go back up to 1 year in time to catch leaders’ and leadership depiction in the entertainment industry.

While reviewing several videos, think about:

• who are the leaders and;
• the types of leader behaviour being shown;
• how do these behaviours feed into the story line, and;
• how do these leaders and their stories inform and contribute to our broad range discussion of leadership?

NB. It is important that you select a few short video clips (TV shows and movies) that form the foundation of your analysis, and share with the class.

Please remember it is an analysis- thus it is very important for you to review and document from at least 6 sources as a group.

Please note that your paper should be written and submitted as a Report. Avoid use of bullet points. Please make sure to use the format for font, spacing, headings, references in text and the reference list. You must cite all references you use, both in the text and the reference list.

In-class mini-presentation of this analysis

Your group should also facilitate a class discussion. This includes identifying 1-2 questions (related to the topic of your presentation) for them to reflect upon and respond.

In facilitating an in-class mini-presentation of this analysis, please be creative and try to adopt a style that engages the audience.

The mini-presentations should use the assigned reading material in a manner consistent with good adult learning practices, and represent shared leadership.

The content should build on the main points of your Group report.

SPARK: Self and Peer Assessment Resource Kit available through vUWS.

Note: The group will assess each other on a continuous basis using Spark . An individual mark can be assigned to each group member for the group activity should their performance be considered rated as below the standard put in place by the other group members through Spark. However, do try to demonstrate through the use of Spark how the team worked as a whole to achieve greater synergy, thoroughly debate the issues and solve problems and differences collaboratively.

As SPARK ratings are a submission requirement, students not completing the ratings may be at risk of an Absent Fail (AF) grade.

Note: The individual mark allocated to group members will be a reflection of SPARK ratings. This means that some students may get more or less than the value awarded to a group report. The maximum mark achievable equates to five per cent more than the group mark. There is no minimum, however, if students are unhappy with their result they may appeal to the coordinator in writing (up to 500 words), documenting their contribution and the quality of their contribution. Spark criteria are as follows:

SPARK criteria evaluate the extent to which each group member has:

• Sourced and appraised quality research material.
• Suggested reasonable ideas for the project.
• Efficiently fulfilled assigned role.
• Organisation and ensuring things get done by deadlines.
• Submitted work to an agreed standard.
• Level of enthusiasm and participation.
• Cooperated and helped the group to function well as a team
• Attended all group meetings (including workshops where group work occurs)

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