UU-PhD-803

UU-PhD-803

ASSESSMENT POINT 1

Assignment 1 – Effective Leadership

Brief and Guidelines

This week you will be submitting the first summative essay that counts for 20% of your
overall grade. In order to complete this task, please read the recommended reading and
this week's topic overview carefully and critically assess how leadership style can affect the
dynamics of a group.

Assessment: What leadership is effective amidst a crisis?

Explore leadership within organizations, nations, communities during the pandemic (or
similar uncertain scenario) and compare effective to non-effective leadership.
COVID-19 pandemic quickly becomes a humanitarian crisis of unimaginable proportion,
forcing all leaders, organizations, and nations to rethink handling people and doing
business. This uncertainty put leaders to the test on what leadership traits and skills could
be of the essence to lead through the pandemic.
Nations, businesses, and communities coped to the best of their ability as they dealt with
the lingering fear of the never-ending pandemic soon. Employees looked up to their
organization leaders and were dissatisfied with their employers for closures, but the reality
was that the governments mandated the businesses' closures to contain the spread of the
virus.
Nations looked up to their leaders for answers, but in uncertain circumstances where there
is no script of effective leadership, do skill set exist, or traits become applicable? Leaders
were the captain of the ship during the pandemic, and they took on the responsibility and
did their best to make timely decisions that, at times, did not go well with everyone.
Using the key concepts mentioned above and critical points listed below, What leadership
is effective amidst a crisis?
Explore leadership within organizations, nations, communities during the pandemic (or
similar uncertain scenario) and compare effective to non-effective leadership.

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Key points to consider in completing your assessment:

1. Massive disruption in nations, businesses, and communities associated with COVID-19

2. Skills and traits essential for leaders during crisis
3. Effective leadership during uncertainty and the emergence of authentic leadership
4. Compare leadership and working with teams during a pandemic (uncertainty)
5. Leadership challenges and processes on how to address them to attain the end goal
(path-goal)
6. Explore leadership during uncertain times concerning: Trait, skill, behavioral, and
situational approach; path-goal and leader-member exchange theory; transformational,
authentic, servant, adaptive, and inclusive; followership, gender, ethics, and team
leadership.

Submission Details

Conduct rigorous secondary research using credible scholarly resources (Peer Reviewed
ONLY).
Your writing should capture an in-depth understanding of women in leadership and reflect
scholarly writing format: APA (latest edition) and Times Roman Font Size 12.
Format Expected: Title Page, Abstract, Table of Content (TOC), Introduction, Body
(compare your writing); Recommendation, Conclusion, References, Appendix. Use the
latest APA requirements
Required: A minimum of 7 pages. Each paragraph is 3 to 5 sentences long. Citing all facts
used – A minimum of seven (7) current sources (within five (5) years to date) are required
to support your writing.
List in Alphabetical Order: Each in-text citation (within the paragraph) and listing your
Reference (Double-check before submitting).
Plagiarism: Ensure that you keep this below 10%. Do not write word by word as you see in
the scholarly articles – instead, Paraphrase your writing (Use online tools to help you
understand how to paraphrase your writing).

Learning Outcome:

Apply theoretical conceptualization of leadership models to organizations.

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Level 8 Excellent (90-100) Very Good (80-89) Improvement Marginal fail (70-72) Fail (0-69)
UUs needed (73-79)
taught
modules

Knowledge ● Exemplary theoretical ● Very good ● A good ● A number of ● Significant

and and conceptual theoretical and knowledge and deficiencies or deficiencies or
understanding understanding and conceptual understanding of omissions in omissions in
20% knowledge understanding and key concepts but theories/conceptu theories/conceptu
● Highly sophisticated knowledge there may be al models al models
grasp of the subject ● Very strong grasp gaps ● Poor grasp of the ● Very poor grasp of
of the subject ● A reasonable subject matter the subject
matter
matter grasp of the matter
subject matter

Attainment of ● Exemplary ● Very good ● Sufficient ● A few of the ● Nearly none of

learning attainment of all attainment of attainment of learning the learning
outcomes 20% learning outcomes learning outcomes learning outcomes are met outcomes are met
● An excellent work, ● A well-developed outcomes ● The task has been ● The main purpose
that is relevant, work, that exhibits ● Work may lack addressed of the task is
thorough, adequate thoroughness simplistically and misunderstood
comprehensive and comprehension and detail and its purpose has and the work
relevant and relevance of may contain not been fully lacks relevance;
ideas some irrelevancy understood answer is
incomplete
and/or irrelevant
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Critical ● Exceptional analytical ● Well-developed ● The argument ● Inconsistent and ● Argument, critical
analysis and skills and ability to analytical skills sometimes lacks weak analytical thinking and
evaluation develop logical and and formation of coherence; some skills and research are
50% skilful argument logical argument attempt at formation of largely limited or
● Strong ability to ● Good ability to critical thinking argument absent
evaluate data and evaluate data and but work ● Limited evidence
creatively bring support argument remains too of logical
together evidence in through evidence descriptive argument; seldom
support of the ● Good level of brings together
argument independent evidence in its
reading in support
supporting
argument, but
needs
improvement

Overall ● Very sophisticated ● Very good grasp of ● Satisfactory ● The work lacks ● A poor grasp of
presentation grasp of subject appropriate grasp of subject fluency and appropriate
10% specific terminology. subject specific specific precision and terminology;
Very few, if any, terminology terminology written frequent errors in
language errors ● Referencing is ● Referencing may communication is grammar, syntax
● Accurate referencing generally correct contain error only partly and terminology
● Consistent formatting ● Consistent ● Formatting successful seriously impede
that facilitates the formatting with errors are ● Referencing may understanding
reader’s engagement occasional errors; evident but do contain significant ● Referencing style
only when not impede inconsistencies used very poorly
complex ideas are understanding of ● Low quality or is absent
discussed main points formatting ● Poor and
inadequate
presentation