Leadership Intervention Reflection Paper (25 points) In the past few weeks, you practiced observation skills by watching Invictus, a movie that tells “the inspiring true story of how Nelson Mandela joined forces with the captain of South Africa's rugby team to help unite their country

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Leadership Intervention Reflection Paper (25 points)

In the past few weeks, you practiced observation skills by watching Invictus, a movie that tells “the inspiring true story of how Nelson Mandela joined forces with the captain of South Africa's rugby team to help unite their country.”[footnoteRef:1]. While watching the film, you were instructed to pay special attention to the factors relating to group dynamics for teams, which include but are not limited to: [1: alfiehitchie (2016). Storyline. Retrieved from http://www.imdb.com/title/tt1057500/]

1. Team beginnings

2. Leader’s behaviours

3. Communication patterns

4. Conflict resolution style

5. Power styles

6. Decision making style

7. Creativity

8. Diversity

You were also instructed to identify interventions/ style developed by different leaders in the film.

Write a paper (1500 – 2000 words) with your responses to the following three questions:

Each answer should have at least 2 quote .

 

1. Which leadership intervention has impressed you the most?

2. How does a leader contribute to the development of this intervention?

3. If you were that leader, do you think you could or would want to develop a different intervention?

Grading Rubric

Identified Leadership Intervention (3 points)

 

 

 

 

Emerging (1)	Developing (2)	Mastering (3)
Student describes the leadership intervention with some aspects incorrect or confused.	Student identifies and summarizes the leadership intervention with most aspects accurate.	Student clearly and accurately identifies and summarizes the leadership intervention with key details included.

 

 

Background (4 points)

 

Emerging (1)	Developing (2)	Mastering (3)
Student does not attempt to or fails to identify and describe the background, in which the identified leadership intervention is developed.	Student clearly identifies and summarizes key background information such as key players, timeline, and context of the identified leadership intervention although in a limited way.	Student summarizes relevant background information accurately and interprets the information with consideration of assumptions and their implications. This may include additional research and identification of potential biases.

 

 

Discussion (10 points) 

 

Emerging (1 - 4)	Developing (5 - 7)	Mastering (8 - 9)
Student does not attempt to or fails to identify and summarize critical issues related to the identified leadership intervention.   Student does not analyze a leader’s contribution to the identified intervention from the perspective of a chosen theory and engages ideas that are obvious or agreeable.   Student does not attempt to or fails to analyze a leader’s worldview in the development of the identified intervention.   Student analyzes the priority set by a leader in a simplistic way with little consideration of the organization’s goals.	Student identifies and summarizes critical issues related to the identified leadership intervention. Most aspects are accurate, but nuances and key details are missing or glossed over.   Student clearly analyzes a leader’s contribution to the identified intervention from the perspective of a chosen theory and engages challenging ideas tentatively although he/she may dismiss alternative views hastily.   Student analyzes the integration of a leader’s worldview in the development of the identified intervention although in a limited way.   Student clearly analyzes priority set by a leader based on accurate understanding of the organization’s goals.	Student clearly and accurately identifies and summarizes subsidiary, embedded, or implicit aspects of the critical issues related to the identified leadership intervention.     Student clearly analyzes a leader’s contribution to the identified intervention from the perspectives of a variety of theories and engages integrating a leader’s ideas with others’ ideas.   Student clearly connects a leader’s worldview and the development of the identified intervention in a precise meaningful way.   Student analyzes priority set by a leader in a sophisticated way, integrating a leader’s thoughts in line with accurate understanding of the organization’s goals.

 

 

 

Reflection on Possible Alternative Intervention (8 points)

 

Emerging (1 - 2)	Developing (3 - 4)	Mastering (5)
Student does not attempt to or fails to reflect on possible alternative intervention.   Student shows little evidence of reflection on his/her own worldview and assumptions.	Student reflects on possible alternative intervention in a limited way. For example, his/her proposed alternative is not really viable.   Student shows some evidence of reflection on his/her own worldview and assumptions.	Student clearly reflects on possible alternative intervention and justifies his/her answer with support from information relevant to the assigned case. This may include additional research.   Student shows strong evidence of reflection on his/her own worldview and assumptions.