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PRELIMINARY ASSESSMENT TASK

Module: Individuals and groups.

Outcomes:

P2.3 examine the role of leadership (and group dynamics) in contributing to positive interpersonal relationships and achievement

P4.2 presents information in a written, oral and graphic form

P4.1 utilises research methodology appropriate to the study of social issues

Task description:
Select a world leader.

Research and discuss the skills this person possesses which have enabled them to be seen as a leader.

Analyse and discuss the leadership style(s) employed.

Evaluate the effectiveness of the leadership and the individual's pathway to leadership.

Assessment criteria:
Your task will be marked according to your ability to:

clearly describe the leadership styles employed by the leader, showing extensive analysis of how this leadership style was used to develop and maintain relationships and achieve success (5 marks)
discuss in detail the effectiveness of the leader and their leadership style using specific examples to justify your response. Predict and draw valid conclusions by analysing data/research relevant to the study (10 marks)
discuss in detail the pathway to leadership evaluating the impact this had on the leadership style of the leader (5 marks)
effectively communicates ideas, issues and opinions in an organised logical and coherent manner, using appropriate terminology (5 marks)

Marking guidelines

Leadership style

Guidelines	Mark
Clearly describes the leadership style/s employed by the leader, showing extensive analysis of how the leaership style/s were used to develop and maintain relationships and achieve success.	5
Describes the leadership style/s employed by the leader showing some analysis of how the leadership styles were used to develop and maintain relationships and achieve success.	4
Adequately describes leadership style/sbut does not directly relate the discussion to how the leader used this style to develop and maintain relationships and achieve success.	3
Identifies leadership style/s, but does not directly relate them to the leader.	2
Lists leadership style/s not related directly to the leader.	1

Effectivenss of the leader

Guidelines	Mark
Discusses in detail the effectiveness of the leader and their leadership style using specific examples to justify their response. Predicts and draws valid conclusions by analysing data/research relevant to the study.	10 - 9
Discusses the effectiveness of the leader and their leadership style using some examples to justify their response. Successfully draws conclusions using available data/research relevant to the study.	8 - 7
General discussion of the effectiveness of the leader and their leadership style using limited reference to examples.	6 - 5
Demonstrates a basic understanding of the effectiveness of leader, no examples given. Demonstrates basic data interpretation skills relevant to the study.	4 - 3
Demonstrates limited understanding of the leader's effectiveness. Demonstrates limited data interpretation skills.	2 - 1

Leadership pathway

Guidelines	Mark
Discusses in detail the pathway to leadership evaluating the impact this had on the leadership style of the leader	5
Discusses the pathway to leadership generally discussing its impact on the leadership style of the leader.	4
Pathway to leadership outlined, but not related to leadership style used.	3
Pathway to leadership outlined briefly, with no reference to leadership style.	2
Limited discussion of pathway to leadership.	1

Written discussion

Guidelines	Mark
Effectively communicates ideas, issues and opinions in an organised, logical and coherent manner, using appropriate terminology	5
Competently communicates ideas, issues and opinions in an organised, logical and coherent manner, using appropriate terminology.	4
Communicates ideas, issues and opinions in a clear and logical manner, using appropriate terminology	3
communicates ideas, issues and opinions in a basic manner, using some relevant terminology	2
Communicates simple and limited ideas and opinions using limited and elementary terminology.	1

Thank you to Sue Erikson of St Mary's Senior High School for contributing this task initially to the New HSC workshops in 2001.