Posted: April 1st, 2015

Leadership and Governance.

MGMT20125 – Leadership and Governance.

Assessment Task Submission Guidelines
Note: You must read and understand all information on this document. Specific information for

Assessment Task 1 – Report
Due Date: 11:45PM AEST, Monday of Week 6 (20-April-2015) ASSESSMENT
Length: 3500 words ± 10% (including executive summary, table of
contents, tables, figures, and appendixes, but excluding
title page and reference list) 1 Weighting: 30%
Reference Style: CQU Harvard Style http://www.cqu.edu.au/?a=14032
Document type: MS Word document only
Objectives
This assessment item relates to course learning outcomes numbers 1, 2, 5 and 6 as stated in the course
profile.
Purpose
This assessment is to assist students in developing skills in analysing organisational
management practices and issues employing principles, theories, and models in relation to leadership
and governance. It provides students with the opportunity to practice and improve skills related to
research, analysis, critical thinking, problem solving, and academic and business writing.
Before starting this assessment, please read the marking criteria (at the end of this document) and refer
to the university’s guide for writing reports (available on the Moodle course site).
You should always check the course website for course-specific instructions, which may be updated
continuously.
Description
Assessment task 1 requires the writing of a report. The report should be designed as a management
document that can be used to implement recommended changes. It should include a comprehensive
analysis of the current situation using theories, models and frameworks related to leadership and
governance. Students are expected to engage in extensive research within the academic literature
relating to leadership and governance. It also requires students to suggest practical
solutions/recommendations based on research and analysis.
Page 5 of 7
Details
The assessment item is based on the case study titled “Blake Mycoskie and TOMS” (pp. 59-60) of the
textbook: Leadership: theory, application & skill development (6th Ed.) by Lussier & Achua, Cengage
Learning. You should read, and carefully analyse, the case and respond to the issues presented in, and
hidden behind, the case scenario within the context of a professionally developed report. You are
required to support your arguments with appropriate theoretical discussion and references.
This assignment MUST be a properly constructed report. It MUST contain headings and sub-headings.
The introduction should introduce the report, thesis statement (main objectives of the assignment) and
include your argument. The main body of the assignment should present the evidence you have
collected to support your arguments for the questions you are required to research. The conclusion
section should restate your arguments, summarise the evidence and make a conclusion from all
previous discussions.
The assignment should contain a coherent, but necessarily restricted review of the academic literature
on HRM topics in question. The literature review should be integrated into the assignment and not be
a separate section. A reference list formatted in the prescribed Harvard style is compulsory. Further
information regarding formatting of assignments and other information is available at
http://www.cqu.edu.au/student-life/services-and-facilites/referencing/cquniversity-referencing-guides
This assessment item involves researching your assigned topic to enhance your understanding of and
utilisation of academic literature. Whilst you should AVOID using only textbook, the prescribed
textbook for the course should be cited in regard to broad leadership principles. You will be expected
to present information and evidence from, and cite, at least twelve (12) relevant peer
reviewed journal articles (absolute minimum requirement). These do not include other academic
references such as books, conference papers, and book chapters and so on. Although you can cite
these other academic references in your report, they will not be counted as part of the 12 journal
articles. It is expected that you find twelve (12) peer reviewed journal articles not listed in the course
materials. The quality and number of citations will demonstrate the breadth and depth of the literature
used to support your arguments. Your marker is interested in the analysis that how you have
developed from YOUR review of the literature and how well you use the literature to discuss the topic.
AVOID presenting a descriptive account ONLY of your readings. What is required in this assessment
is a critical evaluation of the academic literature as it relates to the specific details of the case study.
Your marker is also interested in the conclusions that you reach by evaluating the literature and the
case scenario.
Page 6 of 7
Tasks
Case Study: Blake Mycoskie and TOMS (Pages 59-60 of the textbook: Leadership: theory,
application & skill development (6th Ed.) by Lussier & Achua, Cengage Learning.)
Based on the case scenario, answer the following questions in a business format (see the Moodle
course website for the university’s guide regarding writing reports).
NOTE: You MUST address the questions below. Some of these questions are not the same as
that listed in your textbook:
1. On the basis of evidence in the case, what would you assess Blake Mycoskie’s personality
traits are along each of the Big Five dimensions?
2. Which of these traits of effective leaders would you say has had the greatest impact on Blake
Mycoskie success at TOMS?
3. Which motivation would McClelland say was the major need driving Blake Mycoskie to
continue to work so hard despite being worth millions of dollars?
4. Does Blake Mycoskie have an LMP?
5. What type of self-concept does Blake Mycoskie have, and how does it affect his success?
6. Which leadership managerial role(s) played by Blake Mycoskie have an important part in the
success of TOMS?
7. Is Blake Mycoskie ethical in business? Which level of moral development is he on?
8. How may Blake Mycoskie’s ethical and/or unethical behaviours have affected TOMS’
corporate social responsibility?
9. How may Blake Mycoskie’s leadership traits and behaviours have contributed to effective
governance in TOMS?
MGMT20125 – Leadership and Governance | Assessment 1 – Report Marking Sheet (Marker Use Only)
Page 7 of 7
Student Name: Click here to enter text. Student Number: Click here to enter text.
Note: Only one of the available marking options is to be chosen for each criterion. Please be aware that for some criteria, unequal intervals between tick marks are used to distinguish the quality of the essay. For each grade level (i.e., HD, D,
Cr, P, F1, and F2), there are two (or one) tick marks only. This sheet should be read in conjunction with the instruction for Assessment 1. It is expected that Turnitin similarity score is less than 20%. Below 20% is the suggested level. It
is possible that you get a little bit higher level if you have a very long reference list. But if the higher similarity is found in the texts, it is unacceptable. Higher similarity score may significantly affect your marks for each
criterion as marks are given based on original texts and appropriately referenced texts only. It is suggested that you reduce direct quotes for other sources wherever possible. Markers will analyse the similarity score reported
by Turnitin case by case.
Attention Markers: At most circumstances, the tick boxes are usable; p lease simply tick one box from the mark options for each criterion. In case the tick box cannot be used in your version, please write one mark option in the blank cell
“Click here to enter text” for the corresponding criterion.
Criteria 85-100% (HD) 75-84% (D) 65-74% (Cr) 50-64% (P) 30-49% (F1) 0-29% (F2)
1. (25 Marks)
Knowledge &
understanding
Click
here to
enter
text.
As for D, plus demonstrates
exceptional comprehension of
topic.
Shows thorough and relevant
knowledge and understanding
of the topic, with evidence of
reading beyond the key texts.
Shows evidence of relevant
and sound knowledge and
understanding of the topic.
Shows relevant knowledge
with basic understanding of
the topic.
Signs of emerging knowledge
of the topic but insufficient
for progression to a Pass.
Shows inadequate knowledge
of the topic to meet learning
outcomes
25 ? 22.5 ? 21 ? 19 ? 18 ? 16.5 ? 15 ? 13 ? 11 ? 8 ? 4 ? 0 ?
2. (25 Marks)
Evaluation &
analysis
Click
here to
enter
text.
As for D, plus sophisticated
analysis using ideas and
principles beyond those
introduced in the module
content.
Report shows a resourceful
and imaginative analysis
using ideas and principles
beyond those introduced in
the module content.
Shows evidence of analysis
using ideas and principles
introduced in the module
content.
Report is largely descriptive
with some discussion using
ideas and principles
introduced in the module
content.
Generally descriptive and
uncritical. Some inaccuracy in
the material. Frequent
unsupported facts and
opinions.
Descriptive and uncritical.
Some discussion irrelevant to
the title
25 ? 22.5 ? 21 ? 19 ? 18 ? 16.5 ? 15 ? 13 ? 11 ? 8 ? 4 ? 0 ?
3. (10 Marks)
Reading &
Literature
Click
here to
enter
text.
As for D, plus fully supported
by reference to relevant up to
date material. 12 or more
journal articles are used.
As for Cr, plus clear evidence
of wide and relevant reading.
12 or more journal articles are
used.
As for P, plus well informed
by reading which goes
beyond the key texts covered
in the course modules. 12 or
more journal articles are used.
Effective use of key reading.
12 or more journal articles are
used
Some use of very limited
reading, although fairly
superficial. 12 or more
journal articles are used, but
very not applied effectively.
Poor use of reading. All
reports citing less than 12
journal articles fall into this
category.
10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 2 ? 0 ?
4. (10 Marks)
Use of language
Click
here to
enter
text.
Excellent use of standard
written English for academic
purpose, being concise, very
clear and effective. No
grammar and spelling errors.
Report displays an excellent
use of standard written
English for academic purpose.
No grammar and spelling
errors.
Report displays a very good
standard written English with
all statements clearly
expressed. Nearly no
grammar and spelling errors.
Use of a good standard
written English with few, if
any, grammatical or spelling
errors. Written in an
appropriate academic style.
Care needs to be taken with
elements of grammar,
spelling, and sentence
construction.
Poor standard of written
English. Inappropriate
register.
10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 2 ? 0 ?
5. (10 Marks)
Referencing
Click
here to
enter
text.
Completely accurate use of
the CQU Harvard referencing
style, for both in-text citations
and reference list. No errors
can be found.
Accurate use of the CQU
Harvard referencing style, for
both in-text citations and
reference list. Nearly no
errors.
Largely accurate use of the
CQU Harvard referencing
style, for both in-text citations
and reference list. Very
limited errors.
Largely accurate use of the
CQU Harvard referencing
style, for both in-text citations
and reference list. Limited
errors.
Inaccurate use of the CQU
Harvard referencing style.
Errors are apparent.
Poor or incorrect using of the
CQU Harvard referencing
style.
10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 2 ? 0 ?
6. (10 Marks)
Structure & format
Click
here to
enter
text.
Clear structure enriching the
discussion and argument. The
structure conforms to the
CQU guide.
Clear structure enhancing the
discussion and argument. The
structure conforms to the
CQU guide.
Structure is clear and supports
coherent discussion and
argument. The structure
conforms to the CQU guide.
Structure supports the
discussion and argument. The
structure conforms to the
CQU guide.
Structured although key
issues may be omitted. Some
repetition. The structure not
completely conforms to the
CQU guide (e.g., no
recommendations)
Little evidence of planning
the report. Structure is not
relevant to the title. It is not a
standard report (e.g., no
recommendations).
10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 2 ? 0 ?
7. (10 Marks)
Relevant Length
Click
here to
enter
text.
Total length is between 3150-
3850 words. All highly
relevant.
Total length is between 3150-
3850 words. All relevant.
Total length is between 3150-
3850 words. Considerably
relevant.
Total length is between 3150-
3850 words. Largely relevant.
Total length is between 3150-
3850 words. Insufficiently
relevant.
Length is NOT between
1800-2200 words.
10 ? 9 ? 8 ? 7.5 ? 7 ? 6.5 ? 6 ? 5 ? 4 ? 3 ? 0 ?
8. Late submission – 5.0 × (Choose an item.) Days = – ( Click here to enter text. ) Marks (5% of the total marks for a calendar day)
Total Marks = Sum of all marks for the above 8 items
(Note: Marks for Item 8 are minors)
Click here to enter text./100
Additional comments:
(if any)

This the report instructure
It should has headings and subheadings
The report based on the case study titled “ Blake Mycoskie and TOMS”(pp.59-60)of the textbook leadership: theory, application &skills development(6thEd.)lussier & Achua, cengage learning.

“ Blake Mycoskie and TOMS
By age 29, “ Blake Mycoskie  had already started four businesses. He got the idea to start his fifth business on a trip t Argentina. “ Blake Mycoskie  observed that many people were wearing alpargatas ”soft casual canvas shoes ”, and he thought they would sell in America. But he also realized they were also many poor people without any shoes who had blisters,sores, and infections. So he decided to help.
Bake home in America, Blake got involved in volunteer shoe drive to ship overseas. But he realized that there was a need for a constant flow of shoes and that even a non-profit organization couldn’t be very sustainable through simply donations. He was also an entrepreneur by combining business and charity to help others and make the world a better place.
“ Blake Mycoskie founded  TOMS, which stands for TOMmorrowS shoes, in 2006. He developed the One for One business model- for every pair of shoes TOMS sells, it gives away a free pair to a child in need, but as with entrepreneurial new ventures, its wasn’t easy. In fact, Blake was told that he didn’t understand the shoe industry and that his business wouldn’t be successful, but that didn’t stop  Blake. To date TOMS has given away more than 10 million pairs of shoes.
Blake realized that he couldn’t just buy the alpargate shoes. They needed to be more stylish, comfortable, and durable to sell in united state. So with no knowledge of the shoe industry and not speaking Spanish, he returned to Argentina to find a local partner, and teamed up with shoe maker Alejo for help. Togather they developed a prototype and Bale brought 250 pairs home to Los Angeles.
Blake ran a focs group by inviting a bunch of friends, mostly women, to his place, he told them his story and One for One, and they discussed the potential market and price for the shoes and where they could be sold. They loved the story, bought a pair of shoes, and spread the word.
Blake went to a retail stores and told his story and tried to get them to sell TOMS, but he got lots of rejections. Blake would tell his story to anyone who would listen. He would wear two different shoes just to get people to talk him so he could tell his story. Blake’s first two big breaks came when American Rag agreed to sell TOMS and LA Times ran his story in newspaper. Orders started pouring in. so blake started the business on shoestring budget bu using his apartment nad three interns he found through Craigslist.
Blake went back to Argentina to give away free shoes and develop supply chain of TOMS shoes . blake believes that success is more than statuse and money and that its about contributing to the world and living and working on your own terms. He has personal, professional, and philanthropic success. Today TOMS gives  free shoes to 60 countries.
Blake has expanded his social entrepreneurship mission to include writing a book, start something that matter, to inspire others to contribute to the world. He also expanded his unique One for One business model to include TOMS Eyewear, helping save and restore sight for those in need TOMS Web site (www.toms.com) include the Marketpplace where people can shop for  variety of other products and contribute to funding educations. TOMS has giving partner to increase the charity, and it has given a million to non-profit organizations. To encourage social entrepreneurship, TOMS develops ways to use its platform to support their ventures. In addition the start something that matters foundation has begun to help innovators bring their ideas to life.

Executive Summary
This is an overall summary of the entire report. It should:
•    Introduce the topic of your report
•    Indicate the main subjects (major findings) examined in the discussion section of your report
•    State your conclusions d) State your recommendations

Table of Contents

BODY OF THE REPORT
1.Introduction
1.1Background
1.2Aims
1.3Scop

Discussion (Approximately 60% of the word count)
2.Mycoskie’s personality traits are along each of the big five dimensions?

3.Which of these traits of effective leaders would u say has had the greatest impact on Blake Mycoskie success at TOMS?

4.Which motivation would McClelland say was the major need driving Blake Mycoskie to continue to work so hard despite worth millions of dollars

5.Dose Blake mycoskie have an LMP?

6.What type of self-concept dose Blake Mycoskie have,and how dose it affect his success?

7.Which leadership managerial role(s) played by Blake Mycoskie have an important part in the success of TOMS?

8.Is Blake Mycoskie ethical  in business? Which level of moral development is he on?

9.How may Blake Mycoskie’s ethical and/ or unethical behaviours have affected TOMS’ corporate social responsibility?

10. How may Blake Mycoskie’s leadership traits and behaviours have contributed to affective governance in TOMS?

11. Conclusion

12. Recommendations

Referencing
Should be Harvard referencing style .and minimum of 14 journal Articles.