MASSEY BUSINESS SCHOOL-Fundamentals of leadership and teamworkTable of Contents Table of Contents..........................................................................................................................................4 Introduction .................................................................................................................................................. 5 Extensions policy........................................................................................................................................... 5 Extensions ............................................................................................................................................. 5 Late Assignments .................................................................................................................................. 5 Plagiarism policy ........................................................................................................................................... 6 Turnitin® – why we use it...................................................................................................................... 7 In-text Citations and References................................................................................................................... 7 Assignment submission and marking ........................................................................................................... 8 Assignment 1: Team Project Plan ............................................................................................................ 9 Team Project Report ...................................................................................................... 14 Peer evaluation of team contribution............................................................................ 21 Reflective journal ........................................................................................................... 24 4 Introduction This Assessment Guide provides general policy advice relevant to course assessment as well as detailed instructions and guidance for all four internal assignments that count toward how this course is assessed. For a summary overview of how the course is assessed and the course completion requirements you must also read the Course Guide. Further information about the exam format and focus will be provided in week 11 of the semester. You must achieve at least 40% in the exam to pass the course. Don’t forget that in addition to your assignments and the exam you must also attend at least 6 of the 9 workshops in order to pass the course. This requirement applies irrespective of the marks you accumulate through internal assessment and the exam. Extensions policy Extensions Extensions may be granted for exceptional and unforeseeable situations and will be solely at the discretion of the Course Co-ordinator. Please contact the Course Co-ordinator well in advance (if possible). Late Assignments If you miss the deadline and you did not ask for an extension, you may still submit your assignment late. However:
5 Plagiarism policy For all course assignments it is acceptable (and helpful) to discuss the issues with other students. You may freely ask and answer questions that promote learning. However, it is NOT acceptable to: Copy another student’s work, in part or in total, or an official answer from either the current class or from a previous class.
6 Turnitin® – why we use it Many of you are aware of the increasing difficulties educational institutions are having dealing with issues of plagiarism. This problem impacts on students as it disadvantages honest students, undermines the credibility of the qualification, and takes up huge staffing resources that could be better spent elsewhere. Massey has purchased a licence to a product called Turnitin®, which is a text matching web application, and is one of many tools available to deal with the problem. This course requires you to submit an electronic version of your assignment to Stream. The electronic version you submit will be compared with material available on the world wide web (via Turnitin) including many electronic books, journals, newspapers, cheat sites (or paper mills), web pages and previously submitted assignments. There is an opportunity to see what your Turnitin score is prior to submitting a final version of your assignment. This will give you a chance to correct some common errors students make when citing and referencing sources (too much paraphrasing). Plagiarism can be avoided by correctly acknowledging the authorship of any material in your assignment that is not your own work. Go to http://owll.massey.ac.nz/ for guidance on how to avoid plagiarism. In-text Citations and References Any in-text citations and references that you provide as part of your assignments for this course should be formatted in the APA style (5th or 6th is fine). For general guidance on how to reference go to http://owll.massey.ac.nz/main/referencing.php. For guidance on the APA style specifically go to http://owll.massey.ac.nz/referencing/apa- style.php Please note that in-text citations are included in the permitted word limit of assignments (where applicable) but your reference list is not counted as part of the permitted word limit. N.B. The use of citations and references is optional for assignment 1, mandatory/expected for assignment 2, not relevant for assignment 3 and mandatory/expected for assignment 4. 7 Assignment submission and marking All assignments are to be submitted or completed via the Assessment section in Stream. Email submissions will not be accepted. For Assignments 1, 2 and 4 the document you upload may be in Word, PDF or RTF format. Submission guidelines which provide step by step instructions on how to upload these assignments are located in the Assessment section of Stream. Follow these instructions and submit your assignment by clicking on the appropriate Assignment number. For Assignment 3 (evaluation of team members) you will be redirected, via the Assessment section in Stream, to another website to complete a questionnaire. Assignments 1 and 3 do not require detailed marking reports to be prepared. You should therefore expect the 5 marks due for successful completion of each of these assignments (i.e. 10% in total) to appear in your course Gradebook on Stream within 5 working days of the due date. Assignments 2 and 4 will require detailed marking reports to be prepared. You can expect these reports and your marks to be released back into the relevant drop box on stream within 15 working days of the due date for on-time submissions, with late submissions being released after that, in the order in which they were received. 8 Assignment 1: Team Project Plan Due date: Weighting: Assignment type: Word count: Format: Learning outcomes: Task instructions Sunday March 18th, no later than 11.55pm In collaboration with your assigned team members for this course, develop a plan for how you will work together to complete the Team Project Report (assignment 2, worth 25%, due at the end of the first week of mid-semester break). Write that plan and submit it. This is a team-based assignment. Do not complete it on an individual basis. If you submit a plan done without the involvement and agreement of other team members you will get zero marks. What is submitted must adhere to the submission instructions below. No scholarly sources are required for this assignment, but may be included if you wish, in which case appropriate in-text citations and references should be used. Guidance The plan should be developed through discussion and agreement with your assigned team members. All members of the team must agree to the plan and, if agreement cannot be achieved by the due date, then points of disagreement should be identified in the plan for future resolution. 9 Your plan should state in clear and simple terms what you have agreed are the key tasks in developing the Team Project Report, who is responsible for each task (which may be more than one person), when each task needs to be completed by and how communication and decision- making will occur in your team. You may develop your plan by adapting as you see fit from the sample shown in the boxed section below, but this format is not mandatory. For this assignment, do not waste time and energy developing complicated spreadsheets, Gantt charts, flow charts or other sophisticated planning tools commonly used in project management. What matters here is that you have discussed and agreed on your intentions as a team and the document you submit is simply to record the key outcomes of that discussion. The focus for this first assignment, then, is fundamentally about you gaining agreement as a team on how you plan to tackle your major task, the Team Project Report (assignment 2). Hint: if you are an organised, task-focussed person and you feel your team mates are dragging their feet on this task, you will probably be very tempted to simply produce a plan on your own and send it to them. Doing this is not effective teamwork by anyone. Keep trying to get your team members to make time for actual discussion, as the conversation you have together as a team really matters. And remember, social loafing is a common problem in teams, so trying out different ways of dealing with it is actually useful learning for you, even if it’s frustrating! A couple of e-books held in the Massey library that you might want to explore if you or your teamare feeling particularly ‘stuck’ at any stage are listed below. These are both very applied in their orientation and don’t offer the kind of intellectual depth and rigour you will find in the required readings, however we also recognise that sometimes simple, practical advice is what is needed to get through an impasse. Please note that the Massey license for these resources means only a few people can view them simultaneously. Parker, G. M. (2009). Teamwork : 20 Steps to Success. Amherst, MA: HRD Press Levin, P. (2005). Successful Teamwork!: For Undergraduates and Taught Postgraduates Working on Group Projects. Maidenhead: McGraw-Hill Education.  10 Assessment criteria The plan itself will not be assessed in detail by a marker and then returned with feedback. Rather, to receive the full 5 marks all that needs to be done is for a team to submit a plan via Stream by the due date that meets the basic requirements explained here. In other words, simply completing the task in accordance with the instructions and guidance given here will result in the awarding of 5 marks to all members of the team to which a given submission pertains. We will review each submission to check that it meets these basic expectations before awarding marks and if there is some fundamental problem with what has been submitted then something less than 5 marks will be awarded and feedback will be given to explain this. Why we think this assignment is important This assignment is fundamentally about you getting together (in person or virtually, online) with your assigned team members to discuss and agree on a plan which you and your team will then be relying on to help you complete the main piece of team-based assessment (Assignment 2, worth 25%) that is due after the first week of mid-semester break. The planning conversation is a key opportunity to get your team fundamentals in place: who are your team-mates, how will your team communicate and do your work; who’s doing what, and bywhen; how do you intend to make decisions, deal with difference, balance social and task cohesion and so forth. ‘Failing to plan’ ahead for a major assignment puts you and your team mates at risk of ‘planning to fail’ – so we are providing the incentive of 5 marks with this assignment so that you will do the planning and do it collectively! This assignment gives you an immediate experience of real teamwork, which can inform the self- reflection and understanding about how to work well with others that are central features of the learning this course focuses on. 11 Submission instructions Go to the Assessment page on stream and click where it says Assignment 1 to upload the submission. If you are not sure how to complete the uploading process read the Submission Guidelines first, which are located in this same section of Stream. Only one submission per team is needed or permitted, which any team member can do (so, hint, a simple but vitally important task to be decided as part of your plan is who will do the Stream upload and by when). You MUST ensure that all team members full names and student ID’s are on the document yousubmit, so that we know precisely to whom the marks are to be awarded. Do not submit spreadsheets, Gantt charts, flow charts or anything that has been generated via other specialist planning software. Success for this assignment comes from the planning conversation with your team members, not from someone drawing fancy pictures and diagrams on a computer! 12 Sample plan The sample below may be helpful in thinking about your plan. You do not have to follow this format. Do not simply paste in the names of your team members into this sample and submit that – if you do that you will get zero marks.
Note here any other agreements or arrangements that form part of your plan (e.g. we will use Google docs to share our work; we will meet using Skype; our protocols if we disagree on something are...; our team values are.....). Don’t forget to put all team members’ names and student ID’s on the document! 13 Assignment 2: Team Project Report Due date: Weighting: Assignment type: Word count: Format: Sunday, 8th April, no later than 11.55pm In collaboration with your assigned team members for this course write a report that examines the functioning and dynamics of that team. Specifically, the report will offer an analysis of your team, informed by the scholarly literature, comprising the following five parts:
All five parts of the report (A-E above) should be clearly labelled as such and each part must engage with at least 3 concepts or theories drawn from relevant scholarly literature (with appropriate citation and referencing). Some brief evaluative commentary on the concepts and theories used is highly desirable. Drawing connections between what is said in different parts of the report is also highly desirable. 14 Guidance Each part of the report is concerned with different aspects of how the team functions. To even begin writing about these therefore depends on you participating and paying attention to how the team operates (including how you engage as a member of the team), and then analysing theteam’s experiences using theory, concepts and research. The process of preparing this assignment will involve reflecting on matters such as the team’sprocesses, practices, techniques, methods, culture, norms, values, habits, and communication and relationship dynamics, and considering these in light of what the scholarly literature has to say. Ideally you will be alert to thinking about limitations in the scholarly literature and be able to provide some brief evaluative commentary about these. The team-based workshop activities in weeks 2, 3, 4 and 5 and working on Assignment 1 allprovide you with the opportunity to both contribute to the team’s work and, simultaneously,take note of how you and the team function, thereby providing the observations and experiences upon which to base your analysis for this report. Do not try to portray your team as perfect. Equally, take care to write in such a way that youdon’t simply allocate blame for the inevitable imperfections in your teamwork to individuals. Instead, offer an analysis framed using scholarly ideas to examine how the team has been functioning thus far and what might enable its greater effectiveness. The aim here is to be analytical, and to use your understanding of the scholarly literature to offer a theoretically- informed account of the team’s functioning and how this could be enhanced, rather than just expressing personal opinion, flattering your team-mates or laying blame. Avoid the temptation just to offer a narrative or descriptive account of what has happened in your team. Narratives and descriptive accounts may form a useful first draft. But from that you need to reframe your draft by making use of the scholarly literature to generate an analysis ofyour team’s functioning for each of the 5 parts of the report, i.e. the why and how underlying thewhat. Remember that the total word count for the report is only 2500 words, which is not a lot to have to write when divided by 5 or 6 people. Trying to produce a final result that is high quality, therefore, means you should expect to spend more of your effort for this assignment on engaging 15 with others in your team and analysing your team dynamics using scholarly ideas, rather than sitting at a computer on your own. Your report may include diagrams, tables, charts, photos or other visual elements, provided they can be incorporated within a single document for uploading into Stream. No ‘introduction’ or‘conclusion’ sections are required for this report, just present the five parts in the order set out above. There is no necessity that each part of the report be of roughly equal length. It may be that one or more of the parts relates to issues of particular relevance as to how your team has operated, thereby justifying some greater focus. The minimum expectation is that each part will make use of at least 3 scholarly concepts or theories in its discussion. How you divide the work involved in preparing the report amongst team members is entirely for the team to decide, although we would expect that considerations of fairness in the level of effort sought from each team member should be addressed. Do consider how to ensure the report has an overall cohesiveness and coherence to it. This is not simply a question of using the same layout all the way through and adopting a similar tone of voice throughout, although these are clearly basic steps you should take. More substantively, identify for your reader connections between the different parts of the report. For example, you could discuss how the processes used to help build trust (Part A) have helped with decision making (Part D) and/or, how your decision-making practices (that will be discussed in Part D) have had an important effect of strengthening honesty and relationships (Part A). A report that reads as if written by different authors who have simply ignored what other parts of the report say will not score as highly as one that shows cohesiveness and coherence with respect to its actual content. 16 Assessment criteria for Assignment One The following weightings and criteria will apply when marking the report:
In terms of grading decisions, unless exceptional circumstances apply to justify some differentiation in marks, all team members will be awarded the same mark for the report. Seethe section titled ‘differential grade requests’ below for more details. 17 Why we think this assignment is important Completing this assignment offers you, firstly, a significant experience of teamwork with people whom you haven’t worked with before in a context where you need to collaborate to produce something within a given timeframe. This kind of situation happens in the world of work every day, so this assignment is a great chance to develop your skills as a team member in a situationthat has many similarities to ‘real world’ conditions. Secondly, the assignment gives you the chance to engage with research and theory about topics relevant to teamwork, so as to broaden your understanding well beyond your personal experience. Thirdly, it gives you the chance to use your experience as well as the scholarly ideasyou’ve been exposed to as the basis for reflecting on your self, how you engage with others and how others think and act. For this assignment, then, you will simultaneously be doing teamwork, researching teamwork, and reflecting on your own experience of teamwork, a combination which makes it a potentially powerful learning experience for you. Because teamwork is often complicated it really doesn’tmatter if your team isn’t perfect – or even if it’s pretty dysfunctional, to be frank - because you can still draw important lessons from that experience and use theory and research to inform your analysis. What if your team is dysfunctional? Completing this assignment does not simply depend on your team functioning well. While we hope the team experience will be enjoyable in most instances, it is entirely possible for a team to prepare an excellent report which analyses itself as being dysfunctional in some or all of the matters you are required to address. In life we often learn the most when things aren’t going well – and we often have to work with people we don’t necessarily get along with that easily. Coping with these kinds of challenges is part of what this course is designed to help you learn. That said, there are three possible avenues we have for dealing with serious difficulties arising in the functioning of a team, namely exclusion, opting out requests and differential grade requests. 18 Exclusion If the course co-ordinator receives information indicating that a student is not engaging with their team mates in a constructive manner or not meeting the minimum workload expectations of team members then the course co-ordinator may exclude the student from the team. This has potentially serious implications and will only be used as a matter of last resort. A student excluded from a team will:
19 5 Parts elements set out for this assignment. The Course Co-ordinator will advise the remaining team members if this change in requirements is to be applied: it should not simply be assumed. Differential grade requests Any student who believes there are exceptional circumstances such that they should be given a higher mark for the report than others in their team should email the Course Co-ordinator detailing their reasons. The applicant must specify what actions they personally took to seek to resolve their concerns through earlier discussion with other team members. This email should be sent no later than 2 working days after the report has been submitted for marking. In investigating the matter the Course Co-ordinator may seek information from other team members. Students seeking differential grade requests should therefore be aware that the information contained in their request may be made available to other team members. Investigation of differential grade requests may lead to a delay in completing the marking process. The possible outcomes of this process are: the student who has made the request will receive a higher grade than others in the team or they will receive the same grade as others in the team. We will not accept requests from students asking that another team member be given a lower grade than the rest of the team. Submission instructions Go to the Assessment page on stream and click where it says Assignment 2 to upload the submission. If you are not sure how to complete the uploading process read the Submission Guidelines first, which are located in this same section of Stream. Only one submission per team is needed or permitted, which any team member can do. You MUST ensure that all team members full names and student ID’s are on the document yousubmit, so that we know precisely to whom the marks are to be awarded. 20 Assignment 3: Peer evaluation of team contribution Due date: Weighting: Assignment type: Word count: Format: Learning outcome: Task instructions between Monday April 16th, 8am and Friday, April 20th, 11.55pm 5% of course total Survey questionnaire 2 This assignment involves you giving and receiving feedback based on your team-working experiences in the course so far. You will be providing anonymised peer evaluation feedback to others in your team by way of a survey instrument - and they will be doing the same for you. Go to the Assessment page on Stream and locate ‘Assignment 3’. Click on that and it will redirect you to the survey web site. This survey process will be open ONLY from the Monday April 16th at 8am until Friday, April 20th at 11.55pm (week 6) so you must complete this assignment during this period. Complete the pre-set survey questionnaire for all of the team members you worked with on assignments 1 and 2*. Doing this will result in the awarding of 5 marks to your course record. The survey comprises a series of behavioural statements to ‘rate’ in relation to each of your team- mates plus scope for some free-form commentary, hence we do not expect completing this will take a lot of time – perhaps an hour in total. Once you have completed giving feedback for all your team mates and they have done the same, you will be emailed your individual feedback report within 24 hours. This will include a link to the advice (which is also on Stream) on how to deal with receiving feedback. 21 Guidance Be constructively honest with your feedback to others – this exercise is supporting their growth rather than you playing judge. Try to be aware of your own biases (cultural, gender, age, values, personality, etc.) when completing the survey. Remember there may be compelling and entirely legitimate reasons as to why people behave differently from how you might prefer them to. Remember that none of us is perfect – and that all of us are capable of personal growth. Think about what you’ve actuallyobserved, rather than second-guessing what other people’s intentions may be. Do not use the feedback survey as a means of ‘getting back’ at someone on issues you havechosen not to raise with them previously – doing that would say more about you than it would about them. Do not use the feedback survey as a means to avoid having a conversation with someone about how their actions affect you. Do not treat this as an opportunity to engage in thekind of ‘trolling’ and ‘bullying’ behaviour that often arises in social media. Act with decency and maturity. If you choose to add ‘free form’ commentary to the survey try to write in a manner that is constructive and which will retain your anonymity, if you want that. Make sure you read the guidance on coping with feedback before you read your own feedback report. Take as much time as you think is valuable to make sense of that feedback. The peer evaluation and feedback report you receive will be personal to you and will not be accessible to anyone else, including the teaching staff, unless you choose to share it. You will not be assessed in relation to the feedback you receive - but you may use it to help your thinking for assignment 4. 22 Assessment criteria for Assignment Three The only requirement to receive the full 5 marks is to complete the survey for all those in your team no later than Friday April 20th, 11.55pm. Please note it may take up to a week after the due date for your 5 marks to be entered into your Gradebook. Why we think this assignment is important Being constructively honest in the feedback you give to others relies on care, insight and humility on your part. It rests on the desire to help them along in their journey in life. Only you will really know if you brought these intentions and values to the exercise, but that is part of the opportunity this assignment offers you. Receiving feedback from others can be challenging. It can be upsetting or confronting to find out that others see us differently – perhaps less positively – than we see ourselves. It can also be both humbling and encouraging to learn that others think we have strengths in areas we hadn’tseen as such. And it can be a positive experience to know that they care enough about us to suggest things we need to reflect on if we are to learn and grow as individuals. Learning about how others see you – even if you disagree with their perceptions - is the other key opportunity this assignment offers. Submission instructions Go to the Assessment section on Stream and locate where it says ‘Assignment 3’. Click on this and you will be re-directed to the survey website. Follow the instructions provided there to complete the survey. 23 Assignment 4: Reflective journal Due date: Weighting: Assignment type: Word count: Format: Learning outcome: Task instructions Sunday, May 20th, 11.55pm 1, 2, 3 There are two options to choose from in developing your assignment, both of which are slightly adapted from the Cunliffe (2004) required reading that we examined in week 1. Please note that for both options the focus for attention is with respect to leadership, which we take to include both leading and following behaviours and the leader-follower relationship. The focus for this assignment is not teamwork, although leadership-related issues arising from your engagement in teamwork are definitely relevant. Option 1
24 Option 2 Read/reread the Drucker article (an ‘optional reading’ in week 1). Think and then write about the following in relation to yourself:
The most important thing to understand about this assignment is that there isn’t a ‘right’ or ‘wrong’ answer because this is about you as an individual. Basically what we are asking is that you think critically about ‘what makes me tick’ and ‘how am I trying to grow as a person’. Both of the options provided above are valid approaches, however as the Cunliffe (2004) article makes clear the first option is more likely to ‘push’ you toward a deeper, more ‘critically reflexive’approach. Whatever your choice, it is possible to secure a high mark if you take seriously the opportunity to take a ‘critically reflexive’ stance that explores the impact on you of the ideas and experiences you have encountered in this course. To make sure you understand what is meant by ‘critically reflexive’ re-read the Cunliffe (2004) article and consider also reading the Cunliffe (2016) article (also located in the week 1 section of Stream). Please just ignore the fact that the assignment is called a ‘reflective journal’ whereas Cunliffetalks about being ‘reflexive’. We DO want you to be reflexive (as per Cunliffe’s explanation of Guidance 25 what that involves), however the Massey database in which we have to register assignments does not recognise the term ‘reflexive journal’ so we had to officially call it a ‘reflective journal’ instead. Regardless of which option you choose, make sure you look closely at the 6 excerpts (samples) from reflexive journals that are included in the Cunliffe (2004) article to gain an understanding of the style of writing that is being sought for this assignment. Note how excerpts 5 and 6 in particular draw on concepts and theories from scholarly sources and discuss the personal significance they have for the writer – this is expected whether you pick option 1 or option 2. If you are more familiar with the impersonal/formal style of writing usually encouraged inuniversity courses, then this kind of writing may feel very uncomfortable at first. That’s ok. Stickwith it, as this is a chance to work on developing a more authentic ‘voice’, one that will help the reader gain an understanding of the ‘real’ you. There is no particular format or structure required for your journal. It does not need an introduction or a conclusion, but you may include these if you wish. The key with your writing for this assignment is to ‘keep it personal’ rather than drifting into amore formal/impersonal tone. For example, you could have an introduction that says “My focus here is on trying to become more self-confident as a leader. I will discuss a key experience in the course that caused me to examine some basic assumptions about my self and what I think leadership involves, helping me to realise how my lack of self-confidence can affect others, and my plans to keep further developing my self-confidence”. This clearly signals the topics the journalwill cover, as should an introduction, but the tone is still personal. On the other hand, thefollowing would not be appropriate as it is far too formal and impersonal: “This journal consider how issues of self-confidence are inhibiting professional success, some knowledge gained that has enabled progress and plans for further development”. What you submit should not just be the result of a ‘stream of consciousness’ that you blurt out when ‘inspiration’ strikes you. You should expect to develop several drafts, which will involve youfurther reflecting on your draft reflections, identifying themes and thinking about how to organise the material in a way that responds to the questions listed in option 1 or 2, as appropriate. In preparing your journal, do refer back to the various self-knowledge tools that you have been exposed to during this course, and to the peer evaluation feedback you received as part of 26 assignment 3 – but don’t simply ‘cut and paste’ the ‘labelling’ that these involved. Instead you should discuss what insights you’ve personally taken from these. You should also carefully review the ‘reflexive writing’ exercises we’ve asked you to do at variousstages of the course, paying particular attention to issues that have arisen repeatedly for you and how your thinking, beliefs, assumptions and/or behaviours may have changed. Another useful approach may be to identify a specific situation that arose during the course that you found challenging. Examine your assumptions and behaviours and how these may have influenced the response you got from others. Think about the following: what was left unspoken in this situation; how might others have interpreted it; what do you now understand about yourself and others as a result; what would you do differently in future; what would help you further develop? 27 Assessment criteria for Assignment Four The following weightings and criteria will apply when marking the journal:
It is very important to be aware that the marking process is not about someone judging who you are. We all come with biases and weaknesses, we all have things we find especially challenging that others seem to handle with grace or ease and this assignment is not about judging your merits as a person. For example, a journal that discusses how the writer is attempting to become more open and confident and the challenges that involves for them will be a better assignment than one that merely highlights how kind, supportive and positive the writer always is and what great strengths these are. Why? Because the former shows clear evidence of ‘critical reflexivity’, that is ‘examining critically the assumptions underlying our actions (and) the impact of those actions’ (Cunliffe, 2004, p. 407)while the latter is basically an exercise in self-congratulations. Fundamentally, then, the mark you 28 achieve for this assignment is not about a marker forming a view about whether you are a ‘nice’ or ‘good’ or ‘competent’ person – those considerations are irrelevant to the marking process. What matters is whether what you wrote demonstrated evidence of you engaging in critical reflexivity as per the criteria explained above. Why we think this assignment is important As we explained in the course guide, self-knowledge, which provides the foundation for more effective self-management and better relationships, is a key focus for this course. This assignment is an opportunity for you to explore how much and what kind of progress you have made in terms of self-knowledge and self-development during the semester – as well as thinking about your plans for continued personal growth after the course is completed. Practicing your skills in ‘critical reflexivity’ is also important, as engaging in this as an ongoing practice or habit can support your continuing development as a person. The assignment givesyou the opportunity to ‘have a go’ at this skill/practice and get some feedback on how you did.This assignment may also be the only opportunity in your undergraduate degree to write at length about your self – to put your self at the centre of your learning experience. While this may at times be challenging or even uncomfortable, the chance to sit back and think about ‘what kind of person am I’ and ‘what kind of person do I want to become’ are profoundly importantquestions to consider as part of living a fulfilled life. Submission instructions Go to the Assessment page on Stream and click where it says Assignment 4 to upload the submission. If you are not sure how to complete the uploading process read the Submission Guidelines first, which are located in this same section of Stream. Make sure your name and student ID are shown on the front page of your document. 29 Exam Due date: Weighting: Assignment type: Word count: Format: Learning outcomes: Guidance To be confirmed (by the University system during the semester) – but to help with planning exams take place in the 2nd and 3rd weeks of June. n/a Further information about the format and focus of the exam will be provided in Week 11. Please note: You must achieve a minimum of 40% in the exam in order to pass the course. If, due to circumstances beyond your control, you are unable to attend the exam (due to date clashes with international sport obligations for instance) you can contact Examinations and seek an alternative date (with approved supervision) to sit the exam, or apply for an Aegrotat (AG). If you are unwell prior to or during the exam but still manage to attend then you may wish to consider an Impaired performance application. Information about these options can be found here: http://www.massey.ac.nz/massey/learning/exams/before-your-exams/aegrotat-impaired- performance/aegrotat-impaired-performance_home.cfm
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