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Assignment Preparation Guidance
7512NSC
Aviation Leadership and
Communications
Primary Convenor: Mr Barry Sutherland, N25_1.17
Email: [email protected]
Course Lecturer: Mr Barry Sutherland; e-mail:
Email: [email protected]
Assignments are supposed to challenge your skills. Too often, you can end up like this.
But you don’t have to.
Some students get high marks for their assignments but with less effort than students who get lower marks yet have the same ability. Why?
The answer is great preparation!
It’s so easy and yet many still rush an assignment and wonder why they don’t get the high marks.
Follow this assignment preparation guide and you’ll improve your chances immediately of a happy outcome.
Stephen Covey, author of 7 Habits of Highly Effective People,
tells a story of the woodcutter that has a lesson for all of us.
A woodcutter was given an axe by his boss
and asked to cut trees for his wages.
Determined to do his best on the first day,
the woodcutter brought in 18 trees. Next day
he brought in 15 trees and on the third day
brought in only10 trees. The number
continued to decline.
The woodcutter apologised to his boss saying “I must be losing my
strength”, not understanding the cause.
“When was the last time you sharpened your axe?” asked the boss.
“Sharpen? I had no time to sharpen my axe. I’ve been too busy trying
to cut trees!”
Doing assignments is just like the woodcutter’s story. If you invest the
time to sharpen your skills through applying all the guidance, you’ll be far
more productive and successful
The best students start assignments early and apply all
guidance given
Too many delay the start of the assignment thinking that
a ‘magic light bulb’ event will suddenly show the way –
most times, it doesn’t happen!
The best way is to start early and follow
all the advice you are given; it will help
you not only for the assignment but also
help build good habits that will benefit
your career and private life.
Some students get average or below average marks yet use the same time to write their assignment as high performing students. Why?
While the answer includes individual abilities, a lot depends on individual productivity
Using feedback from students, most consider that their individual productivity is enhanced most by following the advice and guidance provided.
My experience from lessons learned is that most students usually have gained high marks or could have gained higher marks by using the advice and guidance given
Read and understand the Assignment Instructions ◦ Study the Assignment Instructions thoroughly – they are vital!
◦ Study the marking rubric’s marking criteria to understand how you
will be assessed and to appreciate the marker’s role
◦ Ensure you derive a clear aim and scope from reading the
Assignment Instructions
◦ Plan carefully starting from that aim
◦ Ensure that your conclusion shows achievement of the aim
Read the Griffith Aviation Publishing Style Manual,
especially the section on reports at ‘Assessments’.
Revise the APA 6 Referencing Guide using the link in the
Assignment Instructions
Use any GU Library guidance on assignment preparation
that helps you
This is a great site – use it!
If you'd like to develop your academic writing skills, as well as get help with referencing and structuring your assignment, visit Griffith’s writing mentors program.
Griffith’s writing mentors are high-achieving students who know how to succeed at university and would like to share their experience with you.
No appointments are necessary to attend a session – just call at a campus Library at the times indicated in the table.
There are many ways but they all add up to what’s below here
You must adopt a systematic and logical process – don’t leap
into writing the assignment first understanding the task!
Plan, plan, plan - failing to plan is planning to fail
Ensure you have enough of the right research material before starting
Identify the assignment aim and methodology
Define the scope or boundaries to achieve focus
Develop headings and subheadings to meet aim
Insert dot points on key issues under headings/sub-headings
Review and amend material for logical flow and completeness
Translate dot points into running text
Refine, Refine, refine
Essays have the following attributes: ◦ Develops logical argument in accordance with question
◦ Generally has no sub-headings in structure
◦ Argument stages are connected by transition sentences to
connect next stage
◦ The reader cannot understand essay by reading parts –
understanding requires reading all of essay
Reports have different attributes from essays: ◦ Reports are generally written for clients
◦ Reports comprise sections with each having a distinct purpose
◦ Sections are structured using headings and sub-headings
◦ Each section may be read by itself and understood
Reference: UNSW School of Business
http://www.asb.unsw.edu.au/learningandteaching/Documents/Writingareport.pdf
We will be using the report format
• All communications must have an aim, purpose or
objectives against which achievement is measured
• Use aim, purpose or objective statements that are
SMART (Specific, Measurable, Achievable, Relevant, Timely)
If you don’t know where you’re heading, you may end up
where you don’t want to be
The aim (or objectives or purpose) is derived from the
request for the communication: ◦ The aim of this report is .....(May be in many forms such as an
assignment question, a manager’s direction, a customer’s request
or tender, or an initiative in a proposal)
The scope defines any restrictions or boundaries of aim
Eg “The aim of this report is to determine how well airline X
performed in making its transition to a new business model during the
period 2009-2010.”
The aim for your assignments is based primarily on
information in the Assignment Instructions
Your scope can be also based on the Assignment
Instructions plus any boundaries that you wish to set
If you don’t know where you’re heading, you may end up
where you don’t want to be
Introduction Introduce your topic using interest
Provide essential background
Show topic need
State the aim/purpose
Define limitations of scope
Body
Heading 1 and key dot pots
Heading 2 and key dot points
Heading X and key dot points
Conclusion
Summarise information/argument supporting the question to
show aim has been achieved
Recommendations may indicate future implications or lessons
learned
• Usuallly10% of words
depending on length
• May be one or more paras
depending on length
• May be as many
paragraphs as needed to
address number of key
points to answer question
• Headings and sub headings
used depending on length
• Usually 10% of words depending
on length and may be one or more
paras depending on length
• Recommendations may be under a
separate heading
Organise the information ◦ Maintain focus through a clear aim/objective plus scope
◦ Develop an outline using headings, sub-headings
◦ Translate these headings and subheadings into dot points that
identify each issue for analysis
◦ Check logical order before transforming dot points into running text
◦ Put the outline into written form
Write to communicate a concise, clear message ◦ Keep sentences short, simple and relevant with a key message
◦ Make every sentence earn marks – if it doesn’t add value, don’t use it
◦ Each paragraph should focus around one key focus area
◦ Enhance clarity with numbering –see next slide
◦ Refine, refine, refine!
6–15
Assignment Cover Sheet
Table of Contents
Executive Summary (if required)
Main Report Title Page (This is important)
(para numbering – use the Aviation Publishing Guide as an example)
1.0 Introduction
2.0 First Main Section
2.1 First Sub-Heading
2.2 Second Sub-Heading
3 Second main Section
3.1 First Sub-Heading
3.2 Second Sub-Heading
3.3 Third Sub Heading
3.3.1 First division in third sub-heading
3.3.2 Second division in third sub-heading
3.3.3 Third division in third second sub-heading
4.0 Conclusion
5.0 Recommendations
Reference List
Appendices
Write the first draft ◦ Consider format and layout requirements
◦ Inclusion of graphics or tables
Re-write and improve the draft: ◦ Cut out unnecessary words and phrases
◦ Rearrange words, sentences, paragraphs
Edit and Proof-Read ◦ Check for spelling and grammar – use a break between first
draft and the refinement process to reduce over-familiarity
◦ Ensure the report complies with Assignment Instructions and all
guidance given
◦ Have others check and edit your work if possible
Refinement can make the difference between
an average and a high mark
The Griffith University Aviation
Writing Style Manual contains 35
pages of great writing tips.
Investing time in using the tips in
this manual can save hours of
wasted work.
The Manual also helps to refine
your writing style by revising
techniques long forgotten.
You will find it under L@G in
‘Assessments’, plus in the
Assignment Instructions
Use the Manual to revise and
update your written ability!
The accuracy and focus of your aim determines the focus,
quality and productivity of your research
Some tips in research: • Use the Griffith University Library as much as possible is it gives
the access to filtered information not found in other search engines
• Do not use Wikipedia – it may be unreliable
• If a source is in your reference list, its use needs to be evidenced in
your in-text referencing
Remember that aviation generally has far less research of
peer-reviewed quality compared to other fields
If a research source is of lesser academic quality, use
extra references with aligned information
Ticking
these
filters
reduced
results
from
206,000
to 6,457
We use American Psychological Association (APA 6)
Academic integrity requires to act in an honest way in
your university studies where you are responsible for
your actions and show fairness in every part of your
work.
Griffith Library provides guidance on meeting academic
integrity standards, and that breaches include: ◦ Plagiarism (when work of another is represented as your own
original work)
◦ Assisting other students to cheat by selling assignments or giving
them access to your assignment
◦ Misrepresentation (presenting an untrue statement)
◦ Fabricating results or data
◦ Cheating in exams or tests
Plagiarism is theft of someone else’s work!
You must reference all sources and acknowledge
material and sources used in your report
If you are uncertain, log in to this link to learn more on the
Griffith University Library Academic Integrity
The link takes you to the site on ‘Academic Integrity plus
it will steer you to where you can do the Student
Academic Integrity Tutorial
If you have not done the tutorial, aim to complete it early
Need for Analytical Process The quality of your analysis contributes largely to the
assignment quality and marks awarded Good analysis starts with good research and knowing which
theory best explains each research issue. Each lecture will start with aviation news where you are asked
to associate theories with each news item – this will help you develop analytical skills for the assignment
My Recommended Process Always start with each key research issue for analysis and
then link to appropriate theory Sometimes there may be more than one theory or principle to
explain an issue – select the best one Avoid repeating too much theory by itself – incorporate it into
your analysis to save words Try to make every sentence add value and earn marks
Observed Behaviour: Sir Richard Branson used experience
gained from Laker Airways to introduce successful low cost
techniques for establishing his Virgin airline organisation.
Applicable Theory. One of the personality traits of successful
and creative leaders is openness to experience.
Written Analysis of Behaviour and Theory : “Among
Branson’s personality traits was an openness to experience that
allowed him to introduce successful low cost techniques from earlier
airlines into the establishment of his Virgin airline organisation.”
Note that this is guidance for your analysis – you show only
the outcome of your thinking as in the highlighted example
Observed Behaviour: Sir Richard Branson used experience
gained from Laker Airways to introduce successful low cost
techniques for establishing his Virgin airline organisation.
Applicable Theory. One of the personality traits of successful
and creative leaders is openness to experience.
Written Analysis of Behaviour and Theory : “Among
Branson’s personality traits was an openness to experience that
allowed him to introduce successful low cost techniques from earlier
airlines into the establishment of his Virgin airline organisation.”
Note that this is guidance for your analysis – you show only
the outcome of your thinking as in the highlighted example
Observed Behaviour: Frank Whittle ignored advice from more
highly experienced and qualified production engineers on how his jet
engine could be modified to improve the ease of mass-production,
increasing their resistance to his design .
Applicable Theory. Hersey-Blanchard’s Situational leadership
theory states that a participating approach should be adopted when
followers are highly able but unwilling and a telling approach used
when followers are unable and unwilling.
Written Analysis of Behaviour and Theory in Report: “By telling experienced and able production engineers how his jet
engine was to be produced instead of allowing them to participate in
the design, Frank Whittle demonstrated poor situational leadership
that was to slow the engine development process.”
Note that this is guidance for your analysis – you show only
the outcome of your thinking as in the highlighted example
Observed Behaviour: BP managers considered that they knew best how to
contain costs and continually ignored advice from experienced
subcontractors by giving orders that led to the Deepwater-Horizon disaster.
Applicable Theory. McGregor’s Theory X managers believe that the
average person has a dislike for work and will avoid engaging in productive
activities whereas Theory Y managers work to integrate organisational and
individual goals. (You could also used another theory such as is that of
authoritarian versus democratic leadership)
Written Analysis of Behaviour and Theory in Report: “BP managers
should have adopted McGregor’s Theory Y approach that would have
recognised the vital warnings from specialist subcontractors and so avoided
the Deepwater-Horizon disaster, rather ignoring those warnings in the belief
that the subcontractors did not recognise the need for productivity,”
Note that this is guidance for your analysis – you show only
the outcome of your thinking as in the highlighted example
Observed Behaviour: When the Allied nations imposed a ban on
Konosuke Matsushita re-establishing his manufacturing factories in Japan
after the end of World War II, it was a petition of support from his
employees that had the ban removed.
Applicable Theory. The Leader-Member (LMX) theory of Graen and
associates focuses on the quality of the relationship between leaders and
followers and suggests that followers in a quality relationship are more
productive & satisfied.
Written Analysis of Behaviour and Theory in Report: “Konosuke
Matsushita’s relationship with his employees was so high as described by
the Leader-Member Exchange theory that they successfully petitioned
against a ban imposed by the Allied nations to prevent him re-establishing
his manufacturing factories.”
Note that this is guidance for your analysis – you show only
the outcome of your thinking as in the highlighted example
Observed Behaviour: Michael O’Leary used experienced
gained in the US from observing Southwest Airlines operating model
to introduce successful low cost principles to Ryanair for its
European operations.
Applicable Theory. One of the personality traits of successful
and creative leaders is openness to experience.
Written Analysis of Behaviour and Theory : “By
successfully applying low cost operations principles observed in
Southwest Airlines US operations to Ryanair’s European operations,
Michael O’Leary showed a distinct openness to experience in in his
personality traits.”
Note that this is guidance for your analysis – you show only
the outcome of your thinking as in the highlighted example
An executive summary is a section before a main report that summarises it to give the reader a quick overview
People can confuse an executive summary with an abstract but there are simple, vital differences: • An Executive Summary provides a ‘snapshot’ of a report to sell
key messages linked to a question
• An Abstract provides enough information on part of an article to entice you to read the whole article
In business and government, people often read a report only after the executive summary has shown its value.
An executive summary must have the following: • A statement of the problem or the question to answered
• Research to identify key points on the problem or question
• Proposed solutions to the researched key points of the question
• An key recommendations on the way ahead
It comes immediately after Table of Contents
For major assignments, it be at least one page or more show: ◦ Definition of the problem given
◦ Aim and scope of report
◦ Methods of analysis/data sources
◦ Key points of research identified for analysis
◦ Key solutions to points of research from analysis using theories
◦ Conclusions that satisfy the aim
◦ Key recommendations for action such as lessons learned
The executive summary must be based on content in the main report – there must be no new content
The executive summary has no paragraph numbering and is not included in the word count
“For it is a habit of mankind to entrust to careless
hope what they long for, and to use sovereign
reason to thrust aside what they do not desire.”
Thucydides, 404 BC, the Peloponnesian War
“Human beings, who are almost unique in having
the ability to learn from the experience of others,
are also remarkable for their apparent
disinclination to do so.”
Douglas Adams, science fiction author
Source: Quotes extracted from NATO Lessons Learned Handbook
Lessons Learned is broadly used
to describe people, things and
activities related to the act of
learning from experience to
achieve improvements (Source: NATO Lessons Learned Handbook)
Lessons learned are documented to increase behaviour
done well and stop behaviour not done well
The concept of Lessons learned is part of the continuous
improvement and risk reduction process
Lessons learned only achieve full value when they are
shared and recognised with those who can best use them
Lessons learned are derived from the major strengths and weaknesses identified in the body of the report ◦ What contributed most to success and to failure
In your leadership evaluation, some example questions on how lessons learned can be derived are: ◦ How well was the vision, goals or objectives defined
◦ How well was the leader vision, goals or objectives achieved?
◦ What leader behaviour should be repeated
◦ What leader behaviour needs to be modified or avoided
Lessons learned need to be expressed as recommendations capable of being actioned and can relate to reinforcement or changes to such things as people, behaviours, systems, processes, procedures and technologies
Asks the question: can this corrective action be applied in other cases?
The following recommendations are made for application
to leadership development:
Potential leaders must develop effective traits during their
early years as these will impact leadership skills in later life
Leaders must maintain a life-work balance at all times to
ensure good stability as part of emotional intelligence
Creative leaders require excellent influencing skills to gain the
necessary support to execute innovations
Leaders lacking the skills or time for manager responsibilities
must either gain those skills or use a delegate with such skills
Effective situational leadership requires excellent judgement
of stakeholder willingness and abilities
Activity Yes No Comment
Does the report have an Assignment Cover Sheet with listed information?
Does the report have a Table of Contents (TOC)?
Is the main report within the set word limit (excluding TOC, Recommendations if
required, Reference List, and Appendices?
Does the report have an introduction, a body, a conclusion (Recommendations for
Assignment 2)?
Does the introduction establish interest, a need, an aim and scope?
Is the body divided into logical flowing sections outlining key points?
Are the key behaviours and issues readily identified in the report?
Are these behaviours, issue or events aligned with the right theories in your analysis?
Doe analysis go to sufficient depth showing a balance in strengths and weaknesses?
Does the conclusion summarise key points and do the recommendations show the
major lessons to be learned?
Is the Reference List in accordance with the APA system?
Is the format exactly as per the Assignment Instructions in terms of layout, font,
spacing, heading/paragraph numbering and page numbering?
Does the overall report meet the listed requirements either in the Assignment
Instructions or in the Marking Rubric shown on L@G?
Before submitting, first complete the checklist
You can access the Assignment Upload Site via the
Learning@Griffith site starting with ‘Assessments : • Scrolling down to the Assignment Upload Site for the designated
assignment and clicking
• Go to “Browse My Computer’, upload the correct version of your
assignment submission, and then hit ’Submit’
Note the Advice and Warning on the Assignment Upload Site:
To do well, you must do the following: ◦ Read and understand the question
◦ Answer the question asked
◦ Don’t just tell a story – show your research and
analysis using the course theories
◦ Refine your first draft until satisfied with standard
◦ Ensure your report complies with all the Assignment
Instructions
◦ Ensure you report also has addressed the assignment
marking rubric and meets the checklist
◦ Your word count is from the Introduction to end of the
Conclusion – meet the limit and state count