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 $ +,- 0-10,- 12+- 2014- */
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5% $6
&7 2 
$(&8" %$8(   
1 Why leaders were chosen 2
2 Identification/justification of theoretical approach to analysis 2
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3 Description of leadership of chosen leaders 1
4 Using appropriate theories and concepts 5
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8(  
5 Basis for comparing leaders 1
6 Ability to evaluate the similarities and differences 4
97&($( 8 %8
     
7 Clear, well-structured summary 2
8 Focus on leadership learning 4
&:&(%$(  
9 Reference sources (include Internet websites) 1
10 Relevance of references to leadership and leaders 2
11 Correct Format is used i.e. Harvard Referencing 2
86&'&
($8(
Overall aesthetics of the report including Intro/ Conclusion, TOC,
12 2
Cover Page, Title Page, Fonts, Spacing, etc
8 
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( 
(*) Indicate grade (e.g. 65%) in corresponding box for each item
*
%*  =========================================================================
===============================
_______________________________________________________________________________________________________
_________________________________________________________ ______________________________________________
_______________________________________________________________________________________________________
__________________________________________________________________________________________________ _____
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

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$(&8" %$8(
R No or few reasons are
1. Why leaders were chosen? given
2. Identification/justification of R Less than two theories or
theoretical approach to concepts are used.
analysis Lack of identification/
justification
"$
%

$8(?(7
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R None or unclear description
3. Description of leadership of
of leadership of leaders
chosen leaders
R Incorrect information is
given about leaders
R Discussion which is highly
4. Using appropriate theories
descriptive
and concepts
R Lack of understanding or
misinterpretation of
individual theories which
apply to the leadership of
chosen leaders
R Leaders¶ actions are
incorrectly diagnosed or
completely mismatched with
theories/concepts
%8'&$
8( 
R Provide none or modest

basis to support discussion
5. Basis for comparing leaders
of comparison of two
leaders
R No or little evaluation of the
6. Ability to evaluate the
similarities and differences
similarities and differences
between leaders
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R Reasons are given but not
very convincing
R Three or more theories/
concepts are employed.
Justification is given but
argument not convincing
R Description of leadership of
leaders is not well explained
R Information about leaders is
inaccurate
R Discussion which is either
descriptive or not well
explained
R Misinterpretation of
individual theories which
apply to the leadership of
chosen leaders
R Description of leader¶s
action with little reference to
theories/concepts.
R Provide some bases for the
discussion of comparison,
but are weak to support a
sound assessment
R Evaluation is generally
prescriptive
88"
12+-
R Reasons are given together
with convincing argument
R Three or more theories/
concepts are employed.
Justification for the choices
is convincing
R The leadership of leaders is
well described
R Information about leaders is
accurately researched
R Discussion which is critically
and logically given
R Application of individual
theories to the leadership of
chosen leaders is
appropriate and accurate
R Leader¶s actions are fully
diagnosed and the analysis
provides correct matching
with theories/concepts
R Provide sound and
adequate grounds to
support the discussion of
comparison
R Evaluation is generally good
and convincing
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("&"
2014-
R Clearly and succinctly explain
the reasons.
R Three or more theories/
concepts are employed.
Accurately and convincingly
justify the choices
R Excellent description of
leadership and insightful
information about leaders
R Explanations provide good
compatibility between
leaders¶ actions and theories/
concepts. An insightful
discussion of leadership case
R Application of individual
theories to the leadership of
chosen leaders is sound and
highly convincing
R Provide coherent grounds to
support the discussion of
comparison
R Evaluation are insightful and
compelling
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97&($( 8 %8

 R Minimal effort put in to write
7. Clear, well-structured the summary unclear on
summary purpose and key findings,
lacking logical flow
8. Focus on leadership learning R Key learning is too general;
neither reflecting leadership
issues nor contents of the
discussion
R Incorrectly identifies
leader¶s key practices/
behaviour/ styles

&:&(%$( R Less than six (6) reference
9. Level of reference sources sources are used. No
(include Internet websites) academic reference source
is sighted
10.Relevance of references to R References are pertaining
leadership and leaders neither to chosen leaders¶
nor leadership contexts
11.Correct reference and citation R Incorrect style of writing of
formats i.e. Harvard references
Referencing (author/date R No or little writing citation of
system) sources.
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R The summary contains clear
purpose and some key
findings, however lacking
logical flow
R Key learning is leadership
focus but not reflecting
adequately contents of the
discussion
R Correctly identify leader¶s
key practices; however, fail
to explain why they make
leader effective or not
R Key practices/behaviour/
styles are neither relevant
nor consistent to what had
been discussed
R Less than 10 reference
sources are used. More
than 20 percent is from
academic sources
R References are partially
pertaining either to leaders¶
or leadership contexts
R Some errors in style of
writing of references.
R Lack (or partially) of writing
citation of sources
R The summary contains
clear purpose and some
key findings, however
lacking logical flow
R Correctly identify leaders¶
effectiveness (or lack of)
through key practices/
behaviour/ styles
R Good discussion in which
clearly defines situation/
condition identifying conflict
may have occur among
theories
R Key findings can
holistically be used to
contribute to one¶s
leadership learning
R More than 10 reference
sources are used. More than
30 percent is from academic
sources
R Most references are related
either to leaders¶ or
leadership contexts
R Mainly correct style of
writing of references is used
with minor errors.
R Most referencing points in
the text are properly cited.
Sheet 3 of 3
R The summary contains clear
purpose, key findings, and
logical flow helps ease of
reading
R Correctly identify leaders¶
effectiveness (or lack of)
through key practices/
behaviour/ styles
R Key findings can holistically
be used to contribute to one¶s
leadership learning
R EITHER argue convincingly
leadership qualities that are
not covered by the course
OR compellingly proves in
some situation theory/
concept is not valid
R More than 15 reference
sources are used. More than
40 percent is from academic
sources
R References are truly related
either to leaders¶ or
leadership contexts
R Correct style of writing of
references is used.
R Most referencing points in
the text are properly cited.
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12. 86& R Intro, Conclusion are well R Clear and well presented
'&
($8( R No TOC/ Introduction/ R Intro, Conclusion are not written report structure
Conclusion properly written R Cover pager, title page, R Intro, Conclusion are

R No cover/ title page/TOC R Writing not well edited TOC are included and well succinctly written
 Cover page, Title page, TOC,
R Writing not edited R Report is not well formatted presented R Cover pager, title page, TOC
intro/ conclusion.
 Line spacing format, headings R using single spaced lines i.e. headings/subheadings, R Writing is generally edited are well presented
and subheadings R No headings/subheadings spacing and fonts are not with major headings/subs R Writing is generally well
 Writing fonts R Different writing fonts consistent are numbered. edited with headings/ subs
 R Use of double or 1½ appropriately numbered.
spacing. R Use of double or 1½
spacing.

13. 5% $6
&7   No Executive Summary
 included
 Not properly written
 Writing not edited
 A fair Executive Summary
detailing summary of
findings
 Some key learnings
 A good Executive
Summary detailing
summary of findings, key
learnings, and the purpose
of the research
 An concisely written
Executive Summary,
accurately detailing key
findings, key learnings,
and the purpose of the
research

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