MANAGEMT 7086NA - Fundamentals of Leadership

Ngee Ann Academy - Quadmester 1 - 2022

'Corporate executives, strategic leaders, senior managers, and general managers of companies, business units, subsidiaries, divisions, and joint ventures among many other forms of high-level positions have specific roles, responsibilities, and duties that give them the legitimate authority to lead and manage their organizations' (Rainey 2014, p. xv). This course will immerse in the knowledge, capabilities, and behaviours required to lead in complex and changing business environments, and with consideration for human motivation in business, the hybrid workplace, a diverse workforce, complex stakeholder groups, workplace system design, and leading innovation for competitive advantage.

  • General Course Information
    Course Details
    Course Code MANAGEMT 7086NA
    Course Fundamentals of Leadership
    Coordinating Unit Adelaide Business School
    Term Quadmester 1
    Level Postgraduate Coursework
    Location/s Ngee Ann Academy
    Units 3
    Available for Study Abroad and Exchange Y
    Course Description 'Corporate executives, strategic leaders, senior managers, and general managers of companies, business units, subsidiaries, divisions, and joint ventures among many other forms of high-level positions have specific roles, responsibilities, and duties that give them the legitimate authority to lead and manage their organizations' (Rainey 2014, p. xv).

    This course will immerse in the knowledge, capabilities, and behaviours required to lead in complex and changing business environments, and with consideration for human motivation in business, the hybrid workplace, a diverse workforce, complex stakeholder groups, workplace system design, and leading innovation for competitive advantage.
    Course Staff

    Course Coordinator: Mrs Lorraine Caruso

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes

    At the conclusion of this course, students should be able to:

    1. Distinguish between leadership and strategic leadership, identify examples of the practice of strategic leadership and reflect on the effectiveness in specific contexts.

    2. Identify, diagnose and analyse key business systems in the workplace from a leadership perspective and redesign these systems to maximise people and business performance.

    3. Undertake a process of professional leadership transformation through the development of a wide array of strategic leadership skills.

    4. Gain and develop insights on self and others in a workplace context and ask deep, probing questions and provide courageous feedback to colleagues that helps them to learn.

    5. Identify, source, evaluate, interpret and analyse both primary and secondary data to inform the leadership of a change initiative.
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    CLO 1

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    CLO 1,2,5,6

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    CLO 1,2,4,5

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    CLO 1,2,3,4,5,6

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    CLO 1,3,5

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    CLO 1,2,3,4,5,6
  • Learning Resources
    Required Resources
    Text Book:

    Rainey, D 2014, Full-Spectrum Strategic Leadership, Information Page Publishing, USA.
    In addition to the textbook, there will be a range of readings provided in MyUni to reflect the theoretical and applied perspectives of corporate entrepreneurship.
    Recommended Resources
    Additional Reading and References:

    Students may wish to read more widely in specific subject areas, something that the BUSINESS SCHOOL wholeheartedly encourages. There are many general texts on management and leadership, and on managerial skills that students may find useful. Perhaps of greatest assistance though are readings from leading academic journals, current business journals and the better newspapers. Relevant journals include:
    • Academy of Management Journal (USA),
    • Academy of Management Review (USA),
    • Administrative Science Quarterly (USA),
    • Australian Journal of Public Administration,
    • California Management Review,
    • Harvard Business Review (USA),
    • Journal of Management and Organisation,
    • Journal of Conflict Resolution,
    • Journal of Management,
    • Leadership Quarterly,
    • Personnel Psychology (USA)
    Full texts of a great many of the articles that appear in these journals can be accessed via the University of Adelaide’s library databases. There are numerous references at the conclusion of each reading which will supplement your learning of particular topics. I will point out additional articles on various topics for those who are inspired to delve more deeply during the course.
    Online Learning
    Important messages, topic notes, power point slides, case studies, Discussion Boards and other materials relating to the course will be placed on MyUni throughout the course. MyUni can be found at ( )
  • Learning & Teaching Activities
    Learning & Teaching Modes
    I have ‘taught’ FOL and other Leadership courses for many years and I have gone through a persoanl learning process as I have worked with many groups in Adelaide, Singapore and Hong Kong as well as in Executive Education and in many companies,  not-for-profit organisations and government departments. I realised a long time ago that leadership cannot be taught – at least not in the traditional way that we think about teaching. There are two distinctly different types of learning: one is informational – about stuff that you need to know – and the other is transformational – about your thinking and your sense-making.  For me leadership requires a bit of both but transformational learning is the key.  So, if leadership cannot be taught  why have a core course called ‘Fundamentals of Leadership’ in the MBA?  The answer is: Leadership can be learned and all of us are learning on a daily basis as we interact with people at all levels in and beyond our organisations. We see and experience what works and we see and experience what doesn’t work in many different human interactions.  My aim in FOL is to help you to learn by crafting a course which enables you to surface and challenge your thinking and your approach to leadership. I want you to ponder and reflect on leadership generally and your own experience in particular. I want you to have many conversations about leadership and hear and tell many stories – with your FOL colleagues, people at work, family and friends: people you meet formally and people you meet informally.  I want you to read widely and critically about leadership and think about its application to your own context. Most importantly I want you to intentionally and mindfully make some decisions about your own approach to leadership and present your thinking through a series of assignments. My purpose in this course is your learning. You will learn what you are ready and able to learn at this time. Students report though that learning continues well after the course finishes. For some the course is challenging – both the style of teaching and the workload. My request is that you ‘hang in there’ – much of what we do becomes
    clear over time: there is learning from the heart as well as in the head and this sometimes takes time to work through.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This is a standard ‘3 Unit’ MBA course which requires about 156 hours of student effort. These 156 hours includes the time spent in  class, working in your groups and undertaking assessment as well as reading and assignment preparation. You could well find yourself engaged in thinking and practicing what you are learning for many more hours.

    Learning Activities Summary
    Fundamenatals of Leadership classes are framed as three Intensives or Modules.

    Module / Intensive 1.

    In this module we will explore the theory behind the practice of Adaptive Leadership. In particular we will look at the nature of management and leadership work and the different approaches of using Authority and Leadership skills. We will consider the contexts in which we work and explore a model which helps us to make sense of social systems. As well as looking at how we respond to the complex adaptive systems around us we will consider ourselves as a complex adaptive system and begin to  tease out how our individual observations and interpretations impact our actions.


    Chapters 1 – 3 of Heifetz, R.A and Linsky, M., 2002  Leadership on the Line: Staying Alive through the Dangers of Leading Boston: Harvard Business School Press
    Chapter 1 Robert Kegan and Lisa Lahey, 2009, Immunity to Change, How to overcome it and Unlock the potential in Yourself and your Organization, (Harvard Business Review Press)
    Heifetz, R.A., 1994, Chapter 3: “The roots of authority” in Leadership without easy answers, Harvard Business School Press pp 49 – 66
    Heifetz, R., Alexander, G., Linsky, M., 2009, Chapter 2: “The Theory Behind the Practice” in The Practice of Adaptive Leadership, Harvard Business Review Press pp 13 – 40
    Tan, Chade-Meng, Chapter 2: “Breathing as if Your Life Depends on It” in Search Inside Yourself, Harper Collins 2012
    Goleman, D., 1998. What makes a leader? Harvard Business Review, 82(1), pp. 93-102.
    Goleman, D & Boyatzis, R., 2008, Social Intelligence and the Biology of Leadership, Harvard Business Review, September, pp 74-81           
    Gary Hamel: Reinventing the Technology of Human Accomplishment          
    Emotional Intelligence
    How does ‘mindfulness’ connect to emotional intelligence? What does Meng mean when he says that we can re-frame emotion from existential to experiential to physiological?

    Suggestions for additional reading:
    Goleman, D., Boyatzis, R., & McKee A., 2001. Primal Leadership.  Harvard Business Review, December, pp. 42-51
    Mintzberg, H., 1994.  Rounding out the manager’s job.  Sloan Management Review, Fall, pp. 11-26
    Ibarra, H. & Hunter, M., 2007.  How leaders create and use networks.  Harvard Business Review, January, pp. 40–47.

    Module / Intensive 2

    In this module students will research and present a complex ethical leadership issue involving leadership of 'the Commons'. We will continue to explore and practice the skills required to do adaptive work including the ability to provide open and honest feedback. There will continue to be a strong focus on questioning assumptions about the social systems around us including the individuals, factions and groups likely to be part of organisational decision making.


    Chapters 4 – 6  of Heifetz, R.A and Linsky, M., 2002  Leadership on the Line:  Staying Alive through the Dangers of Leading Boston:  Harvard Business School Press 
    Heifetz, R., Alexander, G., Linskty, M., 2009,  Chapter 13:  “See yourself as the system” & Chapter 14: “Identify your loyalties” in The Practice of Adaptive Leadership Harvard Business Review Press pp 181 - 192
    Manzoni, J.F., 2002.  A better way to deliver bad news.  Harvard Business Review, September, pp. 4-8.
    Amanda Sinclair, 1992, The Tyranny of a Team Ideology, Organization Studies vol 13: 611
    Goleman, D., Boyatzis, R., & McKee, A., 2002.  The emotional reality of teams.  Journal of Organisational Excellence, Spring, pp 55–65.
    Goleman, D & Boyatzis, R., 2008, Social Intelligence and the Biology of Leadership, Harvard Business Review, September, pp 74-81
    Eisenhardt, K.M., Kahwajy, J.L., & Bourgeois, L.J., 1997.  How management teams can have a good fight. Harvard Business Review, July – August, pp. 77–85.
    Dunphy, D., Griffiths, A., & Benn, S., 2003.  Organisational change for corporate sustainability.  London: Routlege, Ch. 3, pp. 62-87.
    Benn, S., Dunphy, D. & Griffiths A. 2006. Enabling Change for Corporate Sustainability: An Integrated Perspective.
    Australasian Journal of Environmental Management (13)
    Hart, S.L. & Milstein M.B., 2003. Creating sustainable value.  Academy of Management Executive, 17(2), pp. 56-67.
    Ray Anderson: The business logic of sustainability
    Steve Howard: Let's go all-in on selling sustainability

    Suggestions for additional reading

    Levy, P.F., 2001.   Nut Island effect: When good teams go wrong.  Harvard Business Review, March, pp. 51–59. (This is a good article around the establishment of group norms)
    Hallowell, E.M., 1999.  The human moment at work.  Harvard Business Review, January – February, pp. 58-66.

    The 1957 film 12 Angry Men, provides a great example of raising and lowering the heat in a room. See pages 114 – 115 of Leadership on the Line.

    Module / Intensive 3

    As you think about the third and final FOL module it is useful to reflect on your learning over the last couple of months,  in the context of Sharon  Parks ‘five hungers’ of leadership: Personal agency – to have an effect, to contribute, to make a positive difference, to influence, help, build – and in this sense to lead; Authority – to direct, protect and control. We have talked about formal and informal authority the ability to deal with complextity  and to adapt as the the world around us constantly changes.  Moral imaginaltion and moral courage of behalf of the common good
    How would you apply the five ‘hungers’ that Parks mentions to yourself and  your own leadership context? What kind of things have you thought about that perhaps didn’t strike you before? What sort of experiences have you had over the last couple of months that you may have reflected on in a  way that is different from before? How are you thinking about the world of work and the activities and action which make up ‘leadership’? Have you thought more about your own role and responsibility in creating a sustainable world? How does what we have seen in national politics relate to our discussions on leadership?  What has your experience of working intensively and often intensley with a small group of people who were strangers 2 months ago added to your learning about leadership? In this module we will explore how observation and many interpretations are valuable in designing effective interventions to resolve adaptive challenges. We will consider how to use disequilibrium in the workplace to achieve outcomes and to help people develop themselves. We will explore the challenge of personal change. And finally we will reflect on some of the seductions and dangers of leadership.


    Chapters 2, 9 & 10,  Robert Kegan and Lisa Lahey, 2009, Immunity to Change, How to overcome it and Unlock the potential in Yourself and your Organization, (Harvard Business Review Press)
    Chapters 7 - 9 of Heifetz, R.A and Linsky, M., 2002  Leadership on the Line: Staying Alive through the Dangers of Leading Boston: Harvard Business School Press
    Parkes, S., 2005, Chapter 9: Toward a more adequate myth, in Leadership Can be Taught, Harvard Business School Press pp201 – 213
    Sinclair A., 2007, Leadership for the Disillusioned, The Melbourne Review vol 3:1 pp 65 – 71
    Kegan, R., Lahey, L., Fleming A., and Miller, M., (2014). Making Business Personal in Harvard Business Review April 2014 pp 45 – 52            
    In addition, these are a couple of TED talks that I find very insightful:

    Chimamanda Adichie: The Danger of a Single Story
    Brene Brown: The Power of Vulnerability
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Items                                              Percentage of Marks      Relevant Learning Objectives     Due or Scheduled Date      
    Individual Technical Assignment 20 3,4
    Peer Feedback of Assignment 10 3
    Individual summary of Leadership Case and Consultations     20 1,3
    Group Assignment 20 3,4
    Individual personal assignment 30 1,2,3,4
    Assessment Detail
    Individual Assignment 1 (20%)

    Research beyond the articles provided to critically explore the meaning of sustainability.  Use your sources to explain what ‘sustainability’ means to you.  Is there any sense in which it is a moral issue for you? How does it affect the way that you look at the world and make your decisions?   Identify a commercial company which seems at least on the surface, to be at Stage 5 or 6 of, Benn Dunphy and Griffith’s (2006) phase model (see readings). Note that this goes significantly beyond paper recycling or switching off the lights.
    Explain what it has doneand why you think the company is sustainable. Note that you might change your mind regarding the company’s level of sustainability as you research further.  That is fine – it’s about critical analysis, not finding a ‘right’ or ‘wrong’ answer. Explain
    the driving forces? What was the role of management / leadership in developing the approach to sustainability?  If you can talk to someone in the company that will give you additional insight – otherwise use as many and varied resources as you can find. Think critically about your definition of the concept of sustainability.  Is there any ‘dark side’ to the way that some company’s do business? It has been suggested that some companies ‘commercialise profit and socialise costs’. What might this mean and could it apply to your company? The purpose of the assignment is to expand your understanding of sustainability and in particular to help you to develop your thinking and sense-making of an important moral / ethical issue.  The word limit is 2,000 words.

    Individual Assignment 1 - Peer Feedback (10%)

    A day or two after you have submitted your assignment you will receive one assignment from an FOL colleague. They will be randomly selected and anonymous.You should think critically about the way in which they have told their story and connected it to their definition of sustainability. You should then write around 750 words of feedback.

    Leadership Challenge - Individual Components (20% of total marks)

    Your own case (5% of total individual marks)

    Before you write your leadership challenge skim as much as you can of the readings for the first module. It will help you to frame your challenge. In eparation for the first class select one important leadership challenge that you are currently facing in your work.  Choose a
    challenge that is very important to you, that you would like to make progress on but one which you have struggled with up to now. Choose one that you are willing to describe and discuss with a small group of colleagues in the context of the course. Members of your small group will receive a copy of your written challenge in the second class. Your written description should be no longer than 750 words. You will be assigned to a group of around 8 members and required to conduct consultations which take one hour each around the leadership challenges presented by your colleagues. All group members must read ALL of the leadership challenge reports and must be present at ALL consultations. As you undertake each consultation you will play one of four roles:

    Case presenter
    Balcony observer
    Consultation facilitator (no report required when you play this role)
    Consultant (no report required when you play this role)Post consultation reports (total of 2 reports)

    For each of the two roles: case presenter and balcony observer submit a report of no more than 750 words (each of these are worth 7.5% of your total FOL grade)

    Group Assignment (20% of total grade)

    Use your group as a case and ask yourselves and each other the following questions:
    What did we as a group learn from this process about:
    ·       Adaptive and technical issues
    ·       Individual and collective willingness to create and sustain disequilibrium
    ·       Authority and leadership
    ·       Factions and alliances
    ·       Vulnerability and trust
    ·       Experimenting and changing approach

    Write a 2,000 word report which is both analytical and constructively critical of your group processes.

    Final Individual Assignment (30%)

    Using your experiences of the course and group work write a 2,500 word report reflecting on your approach to authority and leadership and your aspirations for the future.  Your report should cover:
    1.     your understanding of adaptive leadership and how it relates to your current or immediate past work context.
    2.     use of evidence from data collected about yourself as you have completed self-assessment instruments and reflected in your journal
    3.      that you have reflected on your values and how they impact your decision making with regards to work;
    4.      that you understand your core strengths and how you use them in a leadership context
    5.      how you might undertake a journey of self development over the next few years through a plan based upon deep reflection and self awareness;
    6.      integration of the materials you have read and experiences you have had in this class.
    Please submit your assignments via MyUni on the date due.Students are expected to submit their work by the due date to maintain a fair and equitable system. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be emailed to the lecturer in charge of the course before the due date.  Each request will be assessed on its merits. A late assignment (without prior arrangement) may be penalised by a 5% mark reduction for each day  that it is late.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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