MQBS1010: Leadership Reflections Assessment

AI Acknowledgement Statement

I acknowledge that I have only used Gen AI (e.g., ChatGPT) in drafting and proofreading discussion points to be used in class, which is permitted in the assignment instructions.

Leadership Reflection Guide

Types of Questions to Consider in Each Paragraph

• What have I learnt from this tutorial?

• What new knowledge have I gained?

• What insights have emerged?

• What strengths and weaknesses did this tutorial reveal?

• What challenges arose and how did I overcome them?

• How well did I handle the learning task or topic?

• How could I improve, and what would the expected outcome be?

• What theories were helpful, why, and what did I learn from them?

Required Reflection Components

Each weekly reflection should include:

1. A summary of the leadership concept (in your own words)

2. Reflection on its relevance to your personal experiences

   • e.g., group projects, part-time job, sports teams, volunteering

3. Insight into how this concept applies in leadership practice and workplace settings

Suggested Sentence Starters

• Upon reflection, it was observed that…

• In reflecting upon this event, it was useful to observe…

• To reflect upon the learning process this semester, it can be argued that…

Relevant Personal Context

• Part-time job as Assistant Manager

Week 3 Reflection 

Students completed a Self-Awareness Questionnaire. My score indicated that I was likely an average leader based on my current emotional responses. Upon reflection, I recognised that I may have a positive bias toward myself, which could have skewed the results. I realised that confirming my responses with a close classmate would improve the validity of the activity. This classmate suggested that several of my responses should be amended, highlighting my below-average self-awareness and low confidence in evaluating myself.

Previously, I had been told that I would be suitable for a leadership role, which motivated me to pursue my current position as an assistant manager in retail. However, the questionnaire and follow-up discussion proved helpful in identifying specific areas for improvement. Conversely, it can be argued that because I immediately sought feedback, I may hold overly negative views about my self-awareness, suggesting that I may be more capable than I assume.

Historically, I aligned with the status quo belief that emotions should be excluded from workplace interactions. After learning about Goleman’s Emotional Awareness Quadrant, I better understand the value of emotional intelligence in leadership and identified Social Awareness as my weakest domain. I now recognise that during conversations with colleagues, I often overlook non-verbal cues such as tone or body language that might indicate deeper concerns.

Moving forward, I will engage in active listening with greater empathy so that both parties feel acknowledged. Additionally, I aim to seek regular feedback from team members regarding my awareness of their perspectives and feelings. Through ongoing self-reflection, I can gradually improve across all four areas of Goleman’s Emotional Intelligence model.

Personal Development Plan 

Instructions:

• Identify 1–2 leadership skills you want to improve
  (e.g., time management, influence, communication, conflict resolution)

• Outline specific actions, timelines, and measurable outcomes

• Ensure this is your own original work and not AI-generated

Assessment Requirements 

This assessment requires students to complete a series of weekly leadership reflections and a final Personal Development Plan (PDP). Each reflection must demonstrate an understanding of the leadership concept covered during the tutorial, along with personal insights and workplace relevance. Students are expected to:

1. Summarise Weekly Leadership Concepts

• Explain the leadership concept taught each week in their own words.

• Identify the theoretical frameworks presented in the tutorial.

2. Connect Concepts to Personal Experience

• Reflect on how the weekly topics relate to real-life situations such as part-time jobs, teamwork, sports, or academic projects.

• Identify how personal behaviour aligns or contrasts with the leadership concepts.

3. Demonstrate Practical Application

• Discuss how each concept applies to leadership practice.

• Explain how the concepts can be used within workplace or team environments.

4. Engage in Critical Self-Reflection

Each reflection must address:

• What was learned during the tutorial

• Insights gained

• Strengths and weaknesses

• Challenges faced and how they were managed

• Strategies for future improvement

• Useful theories and why they were relevant

5. Use Reflective Academic Language

Students should use formal reflective writing and recommended prompts such as:

• Upon reflection, it was observed that...

• In reflecting upon this learning experience...

• It can be argued that...

6. Complete a Personal Development Plan (PDP)

The final component requires students to:

• Select one or two leadership skills to improve

• Outline specific actions, timelines, and methods of evaluation

• Produce original work without relying on AI-generated text

How the Academic Mentor Guided the Student

The Academic Mentor supported the student through a structured reflective process to ensure the assessment met the academic requirements.

Clarifying the Purpose of the Task

The mentor explained the overall purpose of the assignment:

• to demonstrate understanding of leadership theory

• to apply concepts to personal experience

• to use reflective analysis rather than simple description

This helped the student move beyond recounting tutorial activities and begin analysing their own behaviour as a developing leader.

Reviewing the Reflection Guide

The mentor walked through the Leadership Reflection Guide with the student, highlighting:

• the key questions to be answered in each paragraph

• the need to connect the tutorial content to the student's real-world experiences

• the importance of including insight, evaluation, and future improvement

This established a clear structure for all weekly reflections.

Structuring the Week 3 Reflection

Using the student's Week 3 content, the mentor demonstrated how a strong reflection should be organised:

1. Explain the leadership concept
   The student summarised self-awareness and Goleman's Emotional Intelligence Quadrants.

2. Link to personal experience
   The student discussed their role as Assistant Manager and the results of the Self-Awareness Questionnaire.

3. Identify insight and areas for growth
   The student recognised a tendency to misjudge their emotional awareness and understood the need to better interpret non-verbal cues.

4. Describe future improvement strategies
   Plans to practice active listening, increase empathy, and seek feedback were outlined.

This example served as a model for structuring the remaining reflections.

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