©Aspire2 International – DBN508 Assessment 1 – v4 2018 Page 1 of 10

NEW ZEALAND DIPLOMA IN BUSINESS (LEVEL 5) Course Title

Leadership Course

DBN508 Version

4 Title

Assessment 1: Individual Assignment Level

5 Credits

20 Total Marks [Weighting]

100

[50%]

Questions 1(a) 1(b) 2 3(a) 3(b) 4(a) 4(b) Total Total Marks

10

15

25

15

10

15

10

100 Marks Awarded

Learning Outcome Question Mark Allocation Percentage Allocation

LO1: Use techniques based on leadership theories to implement activities within the entity’s plans for efficient and effective performance of the entity.

Q1 Q2 Q3 Q4

25 marks

25 marks

25 marks

25 marks

50% Total 100 marks 50% Assessor’s Overall Feedback

Student’s Signature: _____________________________ Date: _________________

©Aspire2 International – DBN508 Assessment 1 – v4 2018 Page 2 of 10

General Instructions:

1. “APA” 6th edition referencing and citation are compulsory.

2. Plagiarism would be dealt with zero tolerance and you would fail the assessment.

3. A soft copy of assignment must be submitted on Turnitin by the due date and a hard copy must be submitted to the lecturer on date advised by lecturer.

4. Be advised that any similarity rate 15% or above will result in zero marks as stipulated above.

5. Your work should be free of errors with respect to grammar, spellings and punctuation.

Please read and sign the declaration below:

I have understood the content and learning outcomes to be assessed

I have been advised of the purpose and the process of the assessment

I consent to assessment results and materials being used by my establishment

I agree to carry out the assessment without assistance from anyone else

/ /

Student’s Signature Date

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DBN508 Assessment 1 (Individual Assignment – 50%) due in Week 5

General instructions:

1. Based on the given FOUR cases, answer Questions 1, 2, 3, and 4 using the following guidelines:

 Answer for each question should be 400-450 words.

 Each key point should be illustrated in details to demonstrate your understanding of the topics and questions.

 Demonstrate ORIGINALITY OF IDEAS and justification. PARAPHRASE sentences to show that you understand the concepts/topics.

 Demonstrate the evidence of applying concepts/theories learned from a wide range of materials, including a total of at least 6 relevant, reputed and updated sources (e.g., textbooks, journals, newspapers, company documents).

 Use APA 6th edition referencing system (In-text citation and reference list) and paraphrasing using own words.

 Be typed (font size 11, Arial, 1½ spacing) and label with question numbers and staple/bind.

 Be proof read for grammar, spelling, format and referencing.

 Show your tutor your drafted work on a weekly basis for his/her feedback.

2. Please submit your paper with the following:

 A soft copy to Turnitin, and

 A hard copy together with the signed assessment form, rubrics, cover page, your essays, reference list, and feedback form to your tutor by the due date/time as per your tutor (Note: Refer to the late submission policy for details.)

3. Read the marking guide below in order to understand the expectation.

4. ACADEMIC DISHONESTY:

All content must demonstrate ORIGINALITY OF IDEAS. If COPYING is identified, ALL parties will receive ZERO marks. (Note: Refer to academic policy for details)

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Assessment 1 (Individual Assignment, 100 marks, 50%)

LO 1

Case 1: Fujitsu New Zealand – Empowering people in the workplace (Jo Healey, Managing Director)

Read Case 1 provided on the next page and conduct secondary research to answer Questions 1 and 2. Question 1 (25 Marks. Word limit: 400-450 words words)

Using relevant examples in the given case:

a) Analyse TWO important aspects of leadership which can be used to achieve efficient and effective performance in Fujitsu New Zealand.

(2 importance X 5 marks each = 10 marks)

(Notes: Please refer to the rubric for marking criteria and scale)

b) With the given leadership styles, suggest the best one which can be applied by Jo Healey, Managing Director of Fujitsu New Zealand. Justify your answer by providing THREE characteristics of the suggested style.

 Autocratic

 Democratic

 Laissez-Faire

(3 characteristics with an example each for the best leadership style selected X 5 marks each = 15 marks)

Question 2 (25 Marks. Word limit: 400-450 words words)

Discuss how the FIVE types of power suggested by John French and Bertram Raven can be applied by Jo Healey to achieve the efficient and effective performance of Fujitsu New Zealand. Support your answer with specific examples.

(5 types of power with an example each X 5 marks each = 25 marks)

(Notes: Please refer to the rubric for marking criteria and scale)

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Case 1: Fujitsu New Zealand – Empowering people in the workplace (Jo Healey, Managing Director)

Business New Zealand, n.d. Business – The Beating Heart of New Zealand. [Online]

Available at: https://www.businessnz.org.nz/ data/assets/pdf_file/0004/85261/Business-The-Beating-Heart-of-NZ.pdf [Accessed 7 October 2018].

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Case 2: The Warehouse – Investing in Your Community (Mark Powell, Chief Executive)

Read Case 2 provided on the next page and conduct secondary research to answer Questions 3 and 4. Question 3 (25 Marks. Word limit: 400-450 words words)

Assume that one of the aims of The Warehouse is to develop an organisational culture with staff that

support the community at local, regional, and national levels.

a) Suggest THREE ways how leadership can be used by a store manager in The Warehouse to support such organisational culture.

(3 ways with an example each X 5 marks each = 15 marks)

(Notes: Please refer to the rubric for marking criteria and scale)

b) Explain TWO possible examples of resistance to change (and possible causes of each resistance) that a store manager may encounter when developing the organisational culture mentioned above.

(2 possible examples of resistance to change and causes X 5 marks each = 10 marks)

(Notes: Please refer to the rubric, below, for marking criteria and scale)

Question 4 (25 Marks, Word limit: 400-450 words words)

a) Explain THREE differences between transactional leadership and transformational leadership. Support your answer with relevant examples.

(3 differences X 5 marks each = 15 marks)

(Notes: Please refer to the rubric for marking criteria and scale)

b) Between Transactional Leadership and Transformational Leadership, which style do you think Mark Powell should use to support the organisation culture. Justify your answer by citing TWO reasons and examples.

(2 reasons with an example each for the best leadership selected X 5 marks each = 10 marks)

(Notes: Please refer to the rubric for marking criteria and scale)

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Case 2: The Warehouse – Investing in Your Community (Mark Powell, Chief Executive)

Business New Zealand, n.d. Business – The Beating Heart of New Zealand. [Online]

Available at: https://www.businessnz.org.nz/ data/assets/pdf_file/0004/85261/Business-The-Beating-Heart-of-NZ.pdf [Accessed 7 October 2018].

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Marking Rubric Marks 0 1 2 3 4 5 Assessment Criteria Knowledge & understanding of subject

Major gaps in knowledge and understanding.

Significant inaccuracies.

Gaps in knowledge and superficial understanding. Some inaccuracies.

Broadly accurate knowledge and understanding of the material. Some elements missing and flaws evident.

Sound, routine knowledge and understanding of the material, main concepts and key theories. Some flaws may be evident.

Good, consistent knowledge and understanding of the material, main concepts and key theories at this level.

Highly detailed knowledge and understanding of material, concepts and theories at this level. Awareness of the ambiguities and limitations of

knowledge. Cognitive/ Intellectual Skills (e.g. logic and argument; organisation and communication of ideas and evidence)

Brief and irrelevant. Descriptive. Only personal views offered. Unsubstantiated generalisations. Little or no attempt to draw conclusions.

For the most part descriptive. Views/ findings sometimes illogical or contradictory. Generalisations/ statements made with scant evidence.

Conclusions lack relevance and/or

validity.

Some awareness of issues. Sense of argument emerging though not completely coherent. Some evidence to support views, but not always consistent. Some relevant conclusions.

Issues identified within given areas. An emerging awareness of different views and ability to use evidence to support a coherent argument.

Broadly valid conclusions.

Arguments generally logical, coherently expressed, well organised and supported.

Acknowledgement of views of others. Sound conclusions.

Logical and persuasive points made throughout the work within a highly coherent argument.

Carefully selected evidence, drawn from relevant research.

Convincing conclusions. Use of research informed-literature (including referencing, appropriate academic conventions and academic honesty)

No evidence of reading. Views are unsupported and non- authoritative. Academic conventions largely ignored.

Evidence of little reading appropriate for the level of study, and/or random use of sources. Academic conventions used weakly.

Some evidence of reading, with superficial linking to given text(s). Some academic conventions evident and largely consistent, but with some weaknesses.

Knowledge of literature beyond core text(s).

Literature used accurately but descriptively. Academic skills generally sound.

Knowledge of the field of literature appropriately used to support views.

Research-informed literature integrated into the work. Good use of academic conventions.

Exceptionally wide range of relevant literature used to discuss argument, balance discussion and/or inform problem-solving.

Consistently accurate and assured use of

academic conventions. Use of professional English

No evidence of professional word choice.

Many sentence fragments and therefore answer is unclear.

Answer is lost in poor

construction or loss of it.

Word choice is unprofessional.

More than 2 sentence fragments.

Meaning is lost in poor construction.

Awkward paragraph

construction clouds the

Word choice is inappropriate and sometimes uses action verbs and passive voice. Sometimes uses complete simple sentences but lacks

complexity and variety.

Word choice is generally appropriate and uses action verbs and passive voice with two or three errors. Generally uses complete sentences of varied length and

complexity. Writing

Word choice is mostly appropriate and uses action verbs and passive voice appropriately.

Mostly uses complete sentences of varied length and complexity.

Writing displays some

Word choice is appropriate and uses action verbs and passive voice appropriately. Uses complete sentences of varied length and complexity. Writing

displays effective

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No paragraphs or an incomplete paragraph. Many spelling, capitalisation and punctuation errors.

Too many grammar and usage errors.

writing.

Spelling, capitalization, or punctuation errors make answer unclear. Grammar & usage errors make writing unclear.

Writing has paragraphs but underdeveloped.

3-4 spelling, capitalization, or punctuation errors.

3 – 4 grammar & usage errors.

displays some effective paragraph divisions and the number of paragraphs is generally matches the required format/task. Generally main purpose of task is clear and coherent mostly. Minor spelling, capitalisation or punctuation errors.

Minor grammar and

English usage errors.

effective paragraph divisions and the number of paragraphs is appropriate to the required format/task.

Main purpose of task is clear and coherent mostly. 1-2 spelling, capitalisation or punctuation errors. 1-2 grammar and English usage errors.

paragraph divisions and the number of paragraphs is appropriate to the required format/task. Main purpose of task is clear and coherent. No spelling, capitalisation or punctuation errors.

Excellent use of grammar and English usage

Note: If a tutor perceives a student has done sufficiently more work to be awarded a mark higher than the lower grade boundary but not enough to award a mark at the higher grade boundary, then a tutor may award a ½ mark between grade boundaries. If done so it is done at a lecturer’s discretion. For certain criteria, this means that marks of 0.5, 1.5, 2.5 … 4.5 inclusive may be awarded.

End