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PUBH6004 Leadership and Effecting Change

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PUBH6004 Leadership and Effecting Change in Public Health

ASSESSMENT BRIEF
Subject Code and TitlePUBH6004: Leadership and Effecting Change in Public Health
AssessmentAssessment 2: Report – Public Health Professionals
Individual/GroupIndividual
Length2,000 words
Learning OutcomesThis assessment addresses the following learning outcomes: Critique theories, styles, approaches and strategies of leadership in public healthAnalyse the influence of diversity on leadership (gender, culture, professional discipline and community)Evaluate personal leadership strengths and areas for improvement through analysis of public health leadership frameworks
SubmissionDue Sunday end of Module 3 (Week 6) by 11:55pm AEST/AEDT*
Weighting30%
Total Marks100 marks

*Please Note: This time is Melbourne/Sydney/Brisbane time (AEST or AEDT). Please convert to your own time zone (e.g. Adelaide = 11:25pm).

Instructions:

In this assignment, you will be provided a scenario (problem) involving a public health leader that you will need to analyse using the knowledge gained from this subject for 3 modules. Subsequently, immersing yourself in the scenario, you will evaluate yourself as a public health leader. (Note: Scenario will be provided after Module 2).

You will be writing a 2000‐word report in three parts, as follows:

Part 1: Analyse the scenario of the public health leader, presented in the Australian public health context using the Australian Health Leadership Framework [ 1000 words ]

(Australian Health Leadership Framework: https://www.aims.org.au/documents/item/352 ) Part 2: Undertake a self‐assessment using the Leadership self‐assessment tool [ 500 words ] NHSLeadership‐Framework SelfAssessmentTool.pdf .  

Apply the tool to obtain your results. (The tool is not automatic – you need to apply it honestly)

Part 3: Imagine yourself to be in the situation. Reflect on your leadership style, its strengths, and apply them to this scenario. How would you have responded to the situation based on the self‐evaluation in part 2? Where do you see the gaps in your profile? Prepare an action plan. [500 words]

Assessment Criteria:

Your graded assignment will be assessed against the following specific criteria:

  • Demonstrated ability to analyse public health leadership scenario in the context, applying the Australian Health Leadership Framework to the scenario presented (40%)
  • Demonstrated ability to self‐assess leadership style, summarise and critique (10%)
  • Demonstrated ability to contextualise, reflect on leadership style, assess gaps and prepare an action plan for improvement (30%)
  • General assessment criteria (20%):
    • Provides a lucid introduction
    • Shows a sophisticated understanding of the key issues
    • Shows ability to interpret relevant information and literature in relation to chosen topic
    • Demonstrates a capacity to explain and apply relevant concepts
    • Shows evidence of reading beyond the required readings
    • Justifies any conclusions reached with well‐formed arguments and not merely assertions
    • Provides a conclusion or summary
    • Correctly uses academic writing, presentation and grammar:
      • Complies with academic standards of legibility, referencing and bibliographical details (including reference list)
      • Writes clearly, with accurate spelling and grammar as well as proper sentence and paragraph construction
      • Uses appropriate APA style for citing and referencing research

Marking Rubric:

  Assessment Attributes0‐34 (Fail 2 – F2)   Unacceptable35‐49 (Fail 1 – F1)   Poor50‐64 (Pass ‐P)   Functional65‐74 (Credit ‐ CR)   Proficient75‐84 (Distinction – DN)   Advanced85‐100 (High Distinction – HD) Exceptional
Grade Description (Grading Scheme)Evidence of unsatisfactoryEvidence ofEvidence of a good levelEvidence of a highEvidence of an
 achievement of one or moresatisfactoryof understanding,level ofexceptional level of
 of the learning objectives ofachievement ofknowledge and skillachievement of theachievement of
 the subject, insufficientsubject learningdevelopment in relationlearning objectiveslearning objectives
 understanding of the subjectobjectives, theto the content of theof the subjectacross the entire
 content and/or unsatisfactorydevelopment ofsubject or work of ademonstrated incontent of the course
 level of skill development.relevant skills to asuperior quality on thesuch areas asdemonstrated in such
  competent level, andmajority of the learninginterpretation andareas as
  adequateobjectives of the subject.critical analysis,interpretation and
  interpretation andDemonstration of a highlogical argument,critical analysis,
  critical analysis skills.level of interpretationuse of methodologylogical argument,
   and critical analysisand communicationcreativity, originality,
   skills.skills.use of methodology
     and communication
     skills.
Knowledge and understanding     Demonstrated ability to analyse public health leadership scenario in the context, applying the Australian Health Leadership Framework to the scenario presented (40%)Limited understanding of required concepts and knowledge. Key components of the assignment are not addressed.Knowledge/understa nding of the field or discipline. Resembles a recall or summary of key ideas.   Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.Thorough knowledge/understandi ng of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacityHighly developed understanding of the field or discipline/s.   Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extendedA sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course
   to explain and apply relevant concepts.reading.   Well demonstrated capacity to explain and apply relevant concepts.materials and extended reading. Mastery of concepts and application to new situations/further learning.
Analysis and application with synthesis of new knowledge Demonstrated ability to self‐assess leadership style, summarise and critique (10%)Limited synthesis and critiqueDemonstrated analysis and synthesis of new knowledgeWell‐developed analysis and synthesisThoroughly developed and creative analysis and synthesisHighly sophisticated and creative analysis, synthesis of new knowledge.
Critical reasoning, presentation and defence of an argument and/or position Demonstrated ability to contextualise, reflect on leadership style, assess gaps and prepare an action plan for improvement (30%)Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.   Makes assertions that are not justified.Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion.Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with well‐ formed arguments not merely assertion.Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with well‐ developed arguments.Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged.   Justifies any conclusions reached with sophisticated arguments.
Use of academic and discipline conventions and sources of evidence Use of academic conventions including appropriate resources and referencing (20%) *General assessment criteria shown below)Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style.Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction.   Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style.Is well‐written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style.Is very well‐written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading.   There are no mistakes in using the APA style.Expertly written and adheres to the academic genre. Demonstrates expert use of high‐quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading.   There are no mistakes in using the APA Style.

*General Assessment Criteria:

¾   Provides a lucid introduction

¾   Shows a sophisticated understanding of the key issues

¾   Shows the ability to interpret relevant information and literature in relation to your chosen topic

¾   Demonstrates a capacity to explain and apply relevant concepts

¾   Shows evidence of reading beyond the key reading

¾   Justifies any conclusions reached with well‐formed arguments not merely assertion

¾   Provides a conclusion or summary

¾   Use of academic writing and presentation and grammar:

¾   Complies with normal academic standards of legibility, referencing and bibliographical details (including reference list).

¾   Is written clearly with accurate spelling, grammar and sentence and paragraph construction

¾   Appropriate citation and referencing used (using APA style)