MANAGEMT 7086 - Fundamentals of Leadership
North Terrace Campus - Trimester 1 - 2020
General Course Information
Course Code MANAGEMT 7086 Course Fundamentals of Leadership Coordinating Unit Business School Term Trimester 1 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 36 hours Available for Study Abroad and Exchange Restrictions Available to Certificate, Grad Dip and Master of Business Administration students only. Course Description "To lead is to live with danger. Although it may be exciting to think of leadership as inspiration, decisive action, and powerful rewards, leading requires taking risks that can jeopardize your career and your personal life. It requires putting yourself on the line, disturbing the status quo, and working with organizational and political conflicts. Those who choose to lead take the risks and sometimes are neutralized for doing so." Ronald A Heifitz
An essential skill of leadership in our time is the ability to work with people to tackle challenges and changes which are not only technical in nature but which require people (including ourselves) to change. In Fundamentals of Leadership, we will identify the challenges of leadership in the second decade of the 21st Century. We will explore habitual responses to many modern challenges and identify why they often do not work (John Kotter, a leading scholar on Change suggests that around 75% of change initiatives fail). We will explore other responses and use the classroom to help us to understand the role of culture, systems, authority and leadership in people-based change.
Positioned at the beginning of the MBA, Fundamentals of Leadership encourages you to think about the nature of what you will study over the whole Program. It also encourages you to explore and develop personal skills central to leadership. By exploring self-awareness, and developing a personal leadership philosophy students will be well placed to broaden their understanding of other individuals and social groups at work.
Course Coordinator: Dr Chad Habel
Chad Habel, PhD (English), Flinders University, Grad Cert Ed (HE), University of Adelaide, BA (Hons), Flinders University
M: +61 433 318 001 (text preferred to phone calls)
Chad Habel has been teaching learning, and researching in South Australian universities for over 20 years, has been participating in FoL (including teaching) since 2017. With an academic background in English Literature, he has also taught and researched in Education, Enabling Programs, and Student Development, and has held team supervision roles in various units and departments across all three South Australian Universities. This includes roles as the Student Development Program Coordinator at the University of Adelaide as well as University Preparatory Program Coordinator and Course Coordinator of ‘The Enquiring Mind’ a foundational course in the first year of the Faculty of Arts for 1000+ students a year. Most recently he worked as an Academic Developer on the UniSA Online Course development process which presented a whole range of interesting challenges.
He also has experience in small business, having started his own business several years ago. Here he learned that the challenges of working in a large organisation with sizeable teams also apply to smaller contexts. He uses the method and material of LEGO Serious Play to explore complexity in organisation and groups of people, using playful learning approaches to open up mental models and shift thinking.
Chad began his MBA many trimesters ago and, like most of you, began with Fundamentals of Leadership and adaptive leadership frameworks. The course was something of a revelation for him: it helped to explain much of what he had experienced in the tertiary sector and, crucially, helped him to understand his own ‘part in the mess’, or how his thinking and behaviour had helped to create the situations he found himself in. He also became intensely curious about systems and complexity and has begun to see how the principles of adaptive leadership apply to a wide diversity of contexts and situations, including in personal life.
Availability for consultation: Please feel free to contact me by email if you have any queries and I will endeavour to respond in a timely fashion. I am available for face-to-face consultation by appointment. Please contact by email in the first instance.
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesFundamentals of Leadership, positioned at the beginning of the MBA program, encourages students to explore issues and develop personal skills central to leadership. By developing analytical skills and self-awareness, students will be well placed to broaden their understanding of others thoughout the MBA program.
At the conclusion of this course, students should be able to:
1 Distinguish between ‘authority’ and ‘adaptive leadership’, identify examples of ‘authority’ and ‘adaptive leadership’ and reflect on their relative effectiveness in specific contexts 2 Identify, diagnose and analyse complicated and complex systems in the workplace and shift analytical focus from individuals towards these systems as well as separate the processes of observation and interpretation and resist quick interpretations leading to misguided actions 3
Undertake a process of personal transformation through the development of a wide array of leadership skills
4 Propose ‘safe-to-fail’ experiments designed to help understand systems, themselves, and others and guide the way towards more effective leadership 5 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 6 Identify, source, evaluate, interpret and analyse both primary and secondary data to inform small scale research task
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
CLO 1 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
CLO 1,2,5,6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
CLO 1,2,4,5 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
CLO 1,2,3,4,5,6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
CLO 1,3,5 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Required ResourcesHeifetz RA and Linsky, M 2002, Leadership on the Line: Staying Alive through the Dangers of Leading (Boston: Harvard Business School Press).
Kegan R and Lahey L 2009, Immunity to Change, How to overcome it and Unlock the potential in Yourself and your Organization, (Harvard Business Review Press).
Recommended ResourcesD’Souza S & Renna D 2014, Not knowing: The art of turning uncertainty into opportunity, LID, London.
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 (Business Source Complete is recommended: http://web.a.ebscohost.com.proxy.library.adelaide.edu.au/ehost/search/advanced?vid=0&sid=83494a09-40f6-4d71-87ed-57eff51786e4%40sessionmgr4006).
There are numerous references at the conclusion of each set reading which will supplement your learning of particular topics. We will point out additional articles on various topics for those who are inspired to delve more deeply during the course.
Online LearningMyUni is used extensively in this course in a blended learning format, meaning that it is an impootant aspect of your learning prior to and in between your formal class activities. The most important information for your daily engagement with the course can be found on MyUni, especially information relating to your prepartion for each class and your assignment information. MyUni is also where you will submit all your assignments and receive your feedback and grades on them. You should get in the habit of visiting MyUni several times a week for updates and activities.
Also, important communications will be transmitted both via MyUni and to your student email addres, so please ensure you check your student email regularly or set up a reliable forwarding system to your primary email address.
Learning & Teaching Activities
Learning & Teaching ModesWe have ‘taught’ FOL and other Leadership courses for many years and we have both gone through a learning process as we 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 governments. We 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 us leadership requires some information giving, 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 to that is good news for all of us: Leadership can be learned and all of us have daily opportunities to learn 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. Whether we take note of our thinking, whether we consider our stereotypes and biases as we experience human interactions is another question.
Our aim in FOL is to help you to learn by crafting a course that enables you to surface and challenge your thinking and your approach to leadership. We want you to ponder and reflect on leadership generally and your own experience in particular. We 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. We want you to read widely and critically about leadership and think about its application to your own context. Most importantly we want you to intentionally and mindfully make some decisions about your own approach to leadership and present your thinking through a series of assignments.
Our purpose in this course is your learning. You will learn what you are ready and able to learn at this time, although students also report that learning continues well after the course finishes. For some the course is challenging – both the style of teaching and the workload. Our request is that you ‘hang in there’ – much of what we do becomes clear over time; we read many final assignments which say ‘I just got it… or I think I have…’: there is learning from the heart as well as in the head and this sometimes takes time to work through. ‘Presence’ and ‘mindfulness’ are important aspects of this course, and, we would suggest of leadership in any context. The Chade-Meng Tan Youtube clip explores the concept of mindfulness.
In the FOL intensives we will try to have as little traditional ‘teaching’ as possible. So if you don’t read / watch in advance you may find it challenging to follow the discussion and you may compromise your own learning. This will become increasingly apparent to us in your assignments throughout the course.
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 SummaryPlease see MyUni for details on intensive content.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome Part A: Individual Case Study Individual 5% 1,2,3,4,5,6,7,8,9 Part A: Consultation Report 1 Individual 7.5% 1,2,3,4,5,6,7,9 Part A: Consultation Report 2 Individual 7.5% 1,2,3,4,5,6,7,9 Part B: Sustainability Essay Individual 20% 3,6,8 Part B: Peer Feedback on Sustainability Essay Individual 10% 3,6,8,9 Part C: Final Group Report Group 15% 1,2,3,4,5,6,7,9 Part C: Final Individual Report Individual 35% 1,2,3,4,5,6,7,9
Assessment Related RequirementsFor assessment information please visit MyUni.
Assessment DetailFor assessment information please visit MyUni.
SubmissionAll assessments are to be submitted via MyUni.
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.
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 (http://www.adelaide.edu.au/policies/101/) 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.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
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