reflective personal diary

reflective personal diary

Individual: Reflective Personal Diary ( A and B ) Now we are just doing A

A key focus of this unit is developing your capacity for learning by reflecting on your real-life leadership experiences in your Reflective Personal Diary.

Your Reflective Personal Diary is a detailed record of some of your key experiences (we call them critical incidents) during this unit and of your reflections on those experiences.

For our purposes, a critical incident is an experience that you have in real time, involving other people (one or more), in which you attempt to influence what happens.

You will be given guidance to help you to record those critical incidents, reflect on them, use concepts from theory to understand what happened and then plan action for you to take in the future

Being able to capture your critical incidents in your diary and reflect on them to gain insight and to draw conclusions is a very important leadership capability.

So your diary work should contribute significantly to your learning in this unit, as well as to your leadership development.

To help you with this task, a method of systematically reflecting on your experience and developing action based on that reflection will be outlined in class.

In your Reflective Personal Diary you will:

• reflect on your behaviour and its impact on others – and, make observations and draw conclusions about your effect on others

• clearly demonstrate that ideas/concepts from theory have been used to deepen your sense making or understanding

• outline the specific actions you might take to confirm or to change your behavior in future

• outline what might tell you that you have succeeded or are succeeding in making your change (your indicators of success)

Ideally, you should be capturing your experiences in your diary as soon as you can after they happen. The other elements of the reflective process will usually be completed later. Your first Diary submission is due at the start of Class 4. The second is due at the start of Class 10.

Individual: Reflective Personal Diary Part A –

10% of total mark Due at start of session 4: one journal entry of 750 to 850 words using the trigger questions set out in the Diary A Reflection Guide as a framework.

You must submit a hard copy and an electronic copy via Turnitin using the link in the ASSESSMENT button on Blackboard for a grade to be awarded In your diary entry you must write an account of a default routine of yours in action.

You then need to make sense of this default routine by using concepts/ideas from theory/literature.

Finally, you must develop a plan that outlines actions that you intend to take in the future and that might lead to a different result, by delaying or preventing the operation of the default routine.

Your submission must include a Reference List in Swinburne Harvard Style (see Blackboard).

The detailed criteria for evaluation of this task are set out in the Rubric Diary Part A, but the key criteria are that:
• you submit one entry of 750 to 850 words, focused on only one critical incident

• you use all elements of the Diary A Reflection Guide to capture and learn from the critical incident

• you structure your work so that it is clear that you have used the trigger questions set out in each element of the Diary A Reflection Guide

• your work is well presented and expressed

• your references are presented using the Harvard System (see Blackboard)

• you provide an accurate word count at the end of the references.

f) Referencing
To avoid plagiarism, you are required to provide a reference whenever you include information from other sources in your work.
Further details regarding plagiarism are available in Section C of this document.
Referencing conventions required for this unit are: Swinburne Harvard Style Helpful information on referencing can be found at
http://www.swinburne.edu.au/lib/studyhelp/harvard-quick-guide.pdf

Required Textbook(s)
Pedler M, Burgoyne J & Boydell T 2013 A manager’s guide to self development, 6th ed, Kogan Page, New York
Tyson T 2010 Working with groups 2nd ed, Macmillan, South Yarra
Please note that the relevant Tyson chapters will be available from the Library on line.

Recommended book: Cherry N 2015 Energising leadership, Oxford University Press, Oxford. This book outlines concepts covered in this class and is available for loan from the Library in hardcopy. It is also available as an eBook.

Recommended Reading Materials
The Library has a large collection of resource materials, both texts and current journals. Listed below are some references that will provide valuable supplementary information to this unit. It is also recommended that you explore other sources to broaden your understanding.
Antonakis, J, Fenley M & Leitchi 2012 ‘Learning charisma’ Harvard Business Review Jun pp. 127–130.
Argyris C 1986 ‘Skilled incompetence’ Harvard Business Review, 64 (5) Sep-Oct, 74-79.
Argyris C & Schon DA 1996, Organizational learning II: theory, method and practice Addison-Wesley, Reading.
Avery GC 2004 Understanding leadership, Sage Publications, London.
Banet AG & Hayden C 1977 ‘A Tavistock primer’ in The 1977 annual Handbook for Group Facilitators University Associates pp.155-167.
Bion WR 1968 Experiences in groups and other papers Tavistock Publications, London. Cherry N 2015 Energising leadership, Oxford University Press, Oxford.
Cliffe, S 2013 ‘The uses (and abuses) of influencing’ Harvard Business review, Jul-Aug, pp. 76–81.
Cuddy, AJC, Kohut, M & Neffinger, J 2013 ‘Connect then lead’ Harvard Business Review Jul–Aug pp. 55–61.
Goffee, R & Jones, G 2000 ‘Why should anyone be led by you?’ Harvard Business Review Sep-Oct pp. 63-70.
Goleman D 1998 ‘What makes a leader?’ Harvard Business Review Nov-Dec, p.93. Hallowell, EM 1999 ‘The human moment at work’ Harvard Business Review Jan-Feb pp. 58–66.
Hirschorn L 1997 Reworking authority: leading and following in the post-modern organization MIT Press, Cambridge.
Hirschorn L 2002 Managing in the new team environment Authors Choice Press, San Jose.
Isaacs W 1999 Dialogue and the art of thinking together Doubleday, New York.
Kolb DA 1984a The Adaptive Style Inventory, McBer & Co. Boston.
Kolb DA 1984b Experiential learning: experience as a source of learning and development Prentice Hall Englewood Cliffs.
Kunnanatt JT 2004 ‘Emotional intelligence: the new science of interpersonal effectiveness,’ Human Resource Development Quarterly, 15, 4, Winter, pp. 489-495 .
Long S 2001 ‘Cooperation and conflict: two sides of the same coin’ in R Wiesner & B Millett (eds) Management and Organisational Behaviour John Wiley & Sons Brisbane.
Main T 1975 ‘Some psychodynamics of large groups’ in L Kreeger (ed) The large group: Dynamics and therapy Karnac, London, pp. 57-86.
Palmer B, Walls M, Burgess, Z & Stough, C 2001 ‘Emotional intelligence and effective leadership’ The Leadership and Organization Development Journal 22, 1, 5.
Scharmer, CO 2008 ‘Uncovering the blindspot of leadership’ Leader to Leader Winter pp.52–59.
Senge PM et al 1994 The fifth discipline fieldbook: Strategies and tools for building a learning organization, Nicholas Brearley Publishing, London.
Smith KK & Berg D 1987, Paradoxes of group life, Jossey Bass, San Francisco. Smith B 1992 ‘Learning diaries’ Management development in Australia, Harcourt, Brace Jovanovich, Orlando, pp.149-54.
Stokes J 1994 ‘The unconscious at work in groups and teams: Contributions from the work of Wilfred Bion’, in The unconscious at work A Obholzer & V Zagier Roberts (eds) Routledge, London.
Tolle E 1999 The power of now Hodder, Sydney

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