MANAGEMT 7086 - Fundamentals of Leadership

North Terrace Campus - Trimester 2 - 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 7086
    Course Fundamentals of Leadership
    Coordinating Unit Adelaide Business School
    Term Trimester 2
    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 '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: Lorraine Caruso

    Course Facilitators


    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)
    E: chad.habel@adelaide.edu.au

    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.





    Office               The Business School, Rm 1041, 10 Pulteney St

    M:                    +61 417 871 218

    E:                     lois.whittall@adelaide.edu.au

    Skype:             loisemma

    Lois Whittall has been an Adjunct Lecturer in Leadership in the University of Adelaide’s MBA program since 1998. She has extensive
    experience in facilitating management education around the world - in Australia, the UK, and a wide range of Asian countries, particularly in Adelaide University’s postgraduate management program in Singapore. Currently, she teaches the core course Fundamentals of Leadership (FOL). She also works extensively in Adelaide University’s Executive Education program teaching short workshops. Lois has a distant background in finance and completed the Chartered Management Accounting
    qualification in 1982.

     In 2013 Lois completed Ronald Heifetz’s course at Harvard: The Art and Practice of Teaching Leadership. That was the catalyst for
    introducing the concepts of adaptive leadership into the Fundamentals of Leadership Course and moving to Case-in-Point teaching for this course. As well as Leadership, her research interests are Change, Appreciative Inquiry and  Social Entrepreneurship. She currently uses Action Research to explore these topics across her teaching and consulting and in the complex diverse culture of Cambodia.

    Lois has worked at Executive Director and senior management levels in a variety of public and private sector firms in roles encompassing Organisational Development, Human Resource Management and Finance.  Lois’ last full time role was as Executive
    Director of a small company with about 50 employees. In the five years before she left she worked with her team to more than double the size of the business. At present as well as teaching for the university she designs and delivers Leadership Development programs for a number of large and small firms. Her experience has included working with global companies in the oil sector, electronics,
    pharmaceuticals, software development, and government corporations.

    In 2005 Lois started a project in Northern Cambodia which provides resources so that young women living in remote communities can finish high school and (if they do well enough) continue with higher education. The aim is to return teachers, doctors, nurses, business people and confident young women leaders to their villages. Working with some of the world’s poorest people in a province still infested with landmines involves a lot of learning especially about culture and leadership and creates an interesting life balance.

     Availability for consultation:  Please feel free to contact either Chad or Lois by email if you have any queries and we will endeavour to respond in a timely fashion. We are available for face-to-face consultation by appointment. Please contact us by email in the
    first instance.


    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
    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 strategic leadership.
    Recommended Resources
    Online Learning
    MyUni is used extensively in this course in a blended learning format, meaning that it is an important 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 Modes

    No information currently available.

    Workload

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

    he 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

    No information currently available.

  • 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

    No information currently available.

    Assessment Detail





    Submission
    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 (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.

  • 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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.