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Assignment Preparation Guidance

7512NSC

Aviation Leadership and

Communications

Primary Convenor: Mr Barry Sutherland, N25_1.17

Email: b.sutherland@griffith.edu.au

Course Lecturer: Mr Barry Sutherland; e-mail:

Email: b.sutherland@griffith.edu.au

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