MANAGEMT 7086 - Fundamentals of Leadership
North Terrace Campus - Trimester 2 - 2018
General Course Information
Course Code MANAGEMT 7086 Course Fundamentals of Leadership Coordinating Unit 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 "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: Lois WhittallChad Habel
Chad has been learning and teaching in all three South Australian universities for over 20 years, and has been teaching in the MBA since 2017. With a PhD in English Literature, he has taught in English, Creative Writing, Cultural Studies, and held positions in Student Development and Academic Development. He has developed two businesses from the start and held various middle-management positions supervising up to 25 staff across multiple business units in an academic setting. In his private and personal life he has had extensive opportunities to apply the insights of adaptive leadership and enjoys the lifelong learning opportunities it offers.
Lois Whittall has been an Adjunct Lecturer 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) but she has also taught Managing Contemporary Organisations in the MBA programs both on and off shore, and she teaches Organisational Behaviour, HRM and the Management of Change at undergraduate level.
She also works extensively in Adelaide University's Executive Education program running short workshops in Leadership, Change and
Appreciative Inquiry. Lois has a distant background in finance and completed the Chartered Management Accounting qualification in 1982. She no longer teaches in finance.
Lois recently completed Ronald Heifetzâs course at Harvard: The Art and Practice of Teaching Leadership. 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. Her last full time role was as Executive Director of a small company with about 40 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 consultancy experience has been with global companies working 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 enable confident young women to return to their villages, some of them as teachers, doctors, nurses and business people. Working with some of the worldâs 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.
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 ResourcesRequired Reading
Heifetz RA & Linsky M 2002, Leadership on the line: Staying alive through the dangers of leading, Harvard Business Review Press, Boston, Massachusetts.
Heiftez RA, Linsky M & Grashow A 2009, The practice of adaptive leadership, Harvard Business Review Press, Boston, Massachusetts.
Recommended ResourcesRecommended Reading
Kegan R & Lahey L 2009, Immunity to change: How to overcome it and unlock potential in yourself and your organisation, Harvard Business Press, Boston: Massachusetts.
D’Souza S & Renna D 2014, Not knowing: The art of turning uncertainty into opportunity, LID, London.
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 ModesI 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 needto 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.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 SummaryFundamenatals 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
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 yourOrganization, (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 http://www.youtube.com/watch?v=r8fcqrNO7so
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 sustainabilityhttp://www.youtube.com/v/iP9QF_lBOyA
Steve Howard: Let's go all-in on selling sustainabilityhttp://www.ted.com/talkssteve_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 Storyhttp://www.youtube.com/watch?v=D9Ihs241zeg
Brene Brown: The Power of Vulnerability http://www.ted.com/talks/brene_brown_on_vulnerability?language=en
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 Weighting Learning Outcome 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 Total 100%
Assessment DetailIndividual 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 makeyour 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
In preparation 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:
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.
SubmissionPlease 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.
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.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.