TECHCOMM 7038 - Leadership of Organisations

North Terrace Campus - Semester 1 - 2014

The objective of this course is to develop an understanding of the role of leadership in both traditional and complex organisations. Traditional organisations include government organisations and corporations, including those for profit and those not for profit organisations. Complex organisations include those addressing significant change and adaptation. The content includes: being aware of current leadership and management theories, including the bases of authority, transformational leadership, values based leadership, situational leadership and the role of emotional intelligence supporting leadership; having an understanding of the differences in personality types and the influence of the participant's personality type on their leadership style; having a basic knowledge of people management practices to align team performance with project outcomes within organisations with a range of different goals, values and stakeholders; and, understanding people management policies and programs and identifying organisational strategy and leading change. Behaviours such as managing feedback effectively and encouraging motivation of staff are also examined. The context of the course is engineering, technology and information technology design and production, operations and processes, which include consulting, production, procurement, maintenance and logistics supply for technology based operations, including defence, construction, and manufacture, and IT provision for ongoing businesses, assessment of efficiency, risk and quality management, and related aspects.

  • General Course Information
    Course Details
    Course Code TECHCOMM 7038
    Course Leadership of Organisations
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Course Description The objective of this course is to develop an understanding of the role of leadership in both traditional and complex organisations. Traditional organisations include government organisations and corporations, including those for profit and those not for profit organisations. Complex organisations include those addressing significant change and adaptation. The content includes: being aware of current leadership and management theories, including the bases of authority, transformational leadership, values based leadership, situational leadership and the role of emotional intelligence supporting leadership; having an understanding of the differences in personality types and the influence of the participant's personality type on their leadership style; having a basic knowledge of people management practices to align team performance with project outcomes within organisations with a range of different goals, values and stakeholders; and, understanding people management policies and programs and identifying organisational strategy and leading change. Behaviours such as managing feedback effectively and encouraging motivation of staff are also examined.
    The context of the course is engineering, technology and information technology design and production, operations and processes, which include consulting, production, procurement, maintenance and logistics supply for technology based operations, including defence, construction, and manufacture, and IT provision for ongoing businesses, assessment of efficiency, risk and quality management, and related aspects.
    Course Staff

    Course Coordinator: Emeritus Professor Vernon Ireland

    Name: Anama Morriss

    Short Bio:
    Anama Morriss is an experienced lecturer who is valued by her students for her depth of knowledge and concern about their understanding of the material she presents. As an independent consultant she focuses on human resources in the higher education and public sectors and has developed and delivered lively interactive leadership programs for managers and executives. Her focus is on
    translating theory and policy into effective daily practice. Her students value the insight and interaction offered in her course and consistently rate her teaching highly. Anama has valuable experience developing knowledge workers.

    She co-wrote online training modules for the Go8 Future Research Leaders Program and ECIC Leadership in Organisations. She also worked in Human Resources for 8 years in the University of Adelaide, one of the Australian Group of 8 Universities, and for 7 years in the Commonwealth Scientific and Industrial Research Organisation (CSIRO) building her expertise in workforce planning,
    performance management, organisation development and HR policy development.    An experienced speaker at national and international conferences, she is a registered psychologist, an Associate Member of the Australian Psychological Society, and an Adjunct Lecturer at the University of Adelaide. Anama holds a Master of Policy and Administration degree.  With her family she produces fine Extra Virgin Olive Oil and she teaches Tai Chi for peaceful enjoyment

     

    Email: morrees@senet.com.au

     

    Phone: 0404 032 807


    Course Timetable

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

    Opening intensive:
    Thursday 3rd & Friday 4th April 2014
    9am-6pm
    Masonic Lodge B02 Sem Room East

    Closing intensive:
    Wednesday 7th & Thursday 8th May 2014
    9am-6pm
    Masonic Lodge B03 Sem Room West
  • Learning Outcomes
    Course Learning Outcomes
    1  Knowledge and understanding of the latest research and development of leadership theories and practice;
    2 Application of research and professional practice tools to a range of contemporary leadership issues affecting commercial and government organisations;
    3 Assist students to explore the leadership role within organisations through an awareness of current leadership and management theories;
    4 Understand and recognise in one’s own and the personality profile of others as it affects leadership;
    5 Understand the differences between leadership of the CEO and top-team and first-line supervisors;
    6 Understand and practice communication and engagement approaches, including recognition of emotional intelligence, connecting with staff, providing feedback, and team management generally;
    7 Recognition and understanding of stages of team development, team dynamics and team role preferences;
    8 Recognition of the need for continued personal professional development;
    9  Understanding of the need to maintain ethical, social and cultural standards on projects
    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-2
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 1-4
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 5-6
    Skills of a high order in interpersonal understanding, teamwork and communication. 7
    A proficiency in the appropriate use of contemporary technologies. 4,8
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 9
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 3
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 9
  • Learning Resources
    Required Resources

    The University’s preferred textbook supplier is Unibooks: http://www.unibooks.com.au/ 

    Text book:

    No textbook is required with this course

    The following readings are provided on MyUni

    Arvonen, Jouko & Ekvall, Göran 1999, Effective leadership style : both universal and contingent?, Creativity and Innovation Management, vol. 8, no. 4, pp. 242-250.

    Bolden, Richard 2011, Distributed leadership in organizations: a review of theory and research, International Journal of Management Reviews, vol. 13, no. 3, pp. 251-269.

    Fisher, R, and W. Ury 1987 Getting to Yes: Negotiating Agreement without Giving In. London: Arro Books. p154-161

    Hofstede, Geert 1983, The cultural relativity of organizational practices and theories, Journal of International Business Studies, vol. 14, no. 2, pp. 75-89.

    Hofstede, Geert 2007, Asian management in the 21st century, Asia Pacific Journal of Management, vol. 24, no. 4, pp. 411-420.

    Iles, P. & Feng, Y. 2011, Distributed leadership, knowledge and information management and team performance in Chinese and Western groups, Journal of Technology Management in China, vol. 6, no. 1, pp. 26-42.

    Karl, Katherine A. & Sutton, Cynthia L. 1998, Job values in today's workforce: a comparison of public and private sector employees, Public Personnel Management, vol. 27, no. 4, pp. 515-527.

    Lencioni, P. 2002 The Five Dysfunctions of a Team; A Leadership Fable, Jossey-Bass, San Francisco pp.187-190, 195-220

    McCann, Joseph E. & Selsky, John 1984, Hyperturbulence and the emergence of type 5 environments, The Academy of Management Review, vol. 9, no. 3, pp. 460-470.

    Mintzberg, Henry, Quinn, James Brian, Anderson, Philip & Finkelstein, Sydney 1996, '[Extracted from] Dealing with structure and systems' in Mintzberg, Henry & Quinn, James Brian, The strategy process : concepts, contexts, and cases, 3rd ed., Prentice Hall, Upper Saddle River, N.J., pp. 331-362.

    Nonaka, I & Takeuchi, H. 1995 The Knowledge – Creating Company: How Japanese Companies create the Dynamics of Innovation OUP New York p. 65,224-246

    Petersen, D n.d., SafeWork Bookshelf, 4th Edn Safety Policy, Leadership and Culture, International Labour Organization Vol. 2, Part 8, Section 59, http://www.ilo.org/safework_bookshelf/english?d&nd=170000102&nh=0 accessed December 2011

    Porter, Michael E. c1985, 'Competitive strategy: the core concepts' in Porter, Michael E., Competitive advantage : creating and sustaining superior performance, Free Press, New York, pp. 1-30.

    Safework Australia Resources http://www.safeworkaustralia.gov.au/SafetyInYourWorkplace/Pages/SafetyInYourWorkplace.aspx accessed 12/3/2012

    Schein, E. 1997 Organisational Culture and Leadership http://www.tnellen.com/ted/tc/schein.html accessed December 2011

    Singapore WSHCOUNCIL website https://www.wshc.sg/wps/portal?openMenu=-1 accessed December 2011

    The Myers & Briggs Foundation. MBTI Basics. http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/ accessed December 2011.

    Recommended Resources

    Bass, B.M. & Riggio, R.E. 2006 Transformational Leadership 2nd Edition. Mahwah, New Jersey: Lawrence Erlbaum Associates,

    Bushe, G. “Five Theories of Change Embedded in Appreciative Inquiry” 1998, Published in Cooperrider, D. Sorenson, P., Whitney, D. & Yeager, T. (eds.)(2001) Appreciative Inquiry: An Emerging Direction for Organization Development (pp.117-127). Champaign, IL: Stipes

    Kotter, John P. What Leaders Really Do. Harvard Business Review, May/Jun 90, Vol. 68 Issue 3, p103-111

    Ciarrochi J., Forgas J.P., & Mayer J.D. (Eds.), (2001) Emotional Intelligence in Everyday Live, Chapter 1: J.D Mayer, A Field Guide to Emotional Intelligence, pp3-24, Psychology Press, Philadelphia, PA

    Covey, S.R. 1990 The Seven Habits of Highly Effective People. Franklin Covey Co

    Hofstede, G. & Hofstede, G. J. 2005 Culture and Organisations 2nd Edn McGraw Hill Ch. 1-9

    Johnson, S. Who moved my cheese? 2002 Vermilion London

    Kamensky , J. 2011 Managing the Complicated vs. the Complex IBM Center for The Business of Government Fall/winter, at http://www.businessofgovernment.org 

    International Labour organization occupational Health and Safety standards http://www.ilo.org/global/standards/subjects-covered-by-international-labour-standards/occupational-safety-and-health/lang--en/index.htm accessed 12/3/2012

    McMaster, M., and J. Grinder. Precision: a new approach to communication. Beverly Hills: Precision Models, 1980.

    Newman, W.H., and J. P. Logan. Strategy, Policy and Central management. Ohio: South-Western Publishing company, 1981

    Schein, Edgar H. 2003, On dialogue, culture, and organizational learning, Reflections, vol. 4, no. 4, pp. 27-38.

    Schuler, Randall S., Dowling, Peter J. & Smart, John P. 1988, [Extracted from] Occupational health and safety, in Schuler, Randall S., Dowling, Peter J. & Smart, John, Personnel/human resource management in Australia, Harper & Row, Sydney, pp. 344-361.

    Senge, P., Kleiner, A., Roberts, C., Ross, R., Roth, G. & Smith, B. 1999 The Dance of Change: the challenge of sustaining momentum in learning organisations. New York: Doubleday Currency.

    Sveiby, K. E. 1997 The New Organizational Wealth; Managing and Measuring Knowledge-based Assets. San Francisco: Berrett-Koehler Publishers, Inc.

    Tuckman, Bruce W. and Jensen, Mary Ann C. (1977). Stages of Small-Group Development Revisited. Group & Organization Management, 2(4), 419-427. Copyright 1977 by Sage Publications

    Whiteley, Alma 1995, [Extracted from] Managing change: a core values approach, in Whiteley, Alma, Managing change: a core values approach, Macmillan Education, South Melbourne, pp. 42-65, 132.

    Library Resources

    The University of Adelaide’s Barr Smith Library provides a range of learning resources including texts, journals, periodicals, magazines, and access to online databases and information services. It also offers a virtual library which is accessible via the University’s website. The University Library web page is: http://www.adelaide.edu.au/library/ 

    From this link, you are able to access the Library's electronic resources.

    Other resources

    If you are a member of the PMI (http://www.pmi.org/Membership.aspx) you will “gain exclusive access to PMI publications and our global standards*, networking options with our chapters and online communities of practice, and leadership and volunteer opportunities. You’ll also receive discounts on certification exams and renewals, as well as our professional development offerings.” Student membership is USD$40 to join and USD$30 to renew.

    * Log in to access complimentary read-only PDFs of all of PMI's published standards or take advantage of discounts on paperback editions

    http://www.pmi.org/PMBOK-Guide-and-Standards/Standards-Library-of-PMI-Global-Standards.aspx 

    Online Learning
    MyUni is the University of Adelaide's online learning environment. It is used to support traditional face-to-face lectures, tutorials and workshops at the University. MyUni provides access to various features including announcements, course materials, discussion boards and assessments for each online course of study (see: https://myuni.adelaide.edu.au)
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in blended learning mode with the face-to-face component offered as intensives.
    Workload

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

    As a guide, a 3 unit course comprises a total of 156 hours work (this includes face-to-face contact, any online components, and self directed study).
    Learning Activities Summary
    Intensive Date Content Readings Activities
    1 03/04/14
    • Business & Environmental Context
    • Leadership Models
    • Teams
    Notes

    Readings

    Optional Readings
    · Questionnaire
    · Discussion
    2 04/04/14
    • Leadership Models
    • Teams
    Notes

    Readings
    Optional

    Readings
    · Case study
    · Self reflection
    · Team building exercise
    . Commence work on Assignments
    3 07/05/14
    • Engaging People
    • Communication and Influence
    Notes

    Readings
    Optional

    Readings
    · Self reflection
    · Video
    · Practice exercises
    . Discussion
    4 08/05/14
    • Leading and Organisational Structures
    • Leaders' organisation responsibilities
    Notes

    Readings
    Optional

    Readings
    · Debate
    · Case study
    · Discussion
     
  • 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

    An overview of the course assessment appears in the following table. Details appear in the following section:

    PMBOK is a registered marks of the Project Management Institute, Inc

    Assessment No. Form of Assessment/Collaborative Task Length (in word count) Weighting Due Date Learning outcomes covered (see 2.1 for detail)
    1 Leadership Writing Assignment: Individual 2000 words 25% 14/04/14 1,3,5
    2  Major Project: Leadership Project: Coordinated individual assignment 7000 words 45% 25/05/14 3-6,9
    3 Safety & Fairness Writing Assignment: Individual 1500 words per week 15% 18/05/14 2,9
    4 Learning Logs (3) – written: Individual 700 words each at least 1 after first intensive 15% 21/04/14
    remaining
    30/05/14
    3,4,8
    Total 100%

     

    Assessment Related Requirements
    Students must complete all course assessment requirements and must attend lectures to be eligible to pass the course.

    Course results are subject to moderation by the ECIC Board of Examiners
    Assessment Detail
    Assessment 1: Leadership Writing Assignment (Individual)
    Weighting: 25%
    Due Dates:
    Submission Details: Online through MyUni

    Task:
    Compare and contrast 2 major models of leadership (e.g. Full Range Leadership Model, Situational Leadership, Complexity Leadership Theory etc) and discuss their relevance addressing turbulence faced by 21st Century organisations. Your response should include descriptions of the models considered, identification of the areas of turbulence and evidence of academic references.

    Length and Presentation:
    2000 words maximum

    Criteria by which your assignment will be marked:
    · Demonstrated quality and depth of analysis
    · Demonstrated understanding of concepts covered in the first three week’s learning materials
    · Demonstrated ability to transfer or apply concepts covered in the course to this topic
    · Quality of writing

    Learning objectives with this assessment (refer to section 2.1): 1, 3, 5



    Assessment 2: Major Project: Leadership Project (Coordinated individual assignment)
    Weighting: 45% (Individual = 36%: group = 9%)
    Due Dates:
    Submission Details: Online through MyUni

    Task:
    Prepare a Report of a maximum of 7000 words on the topic below. It should be structured with headings and sub-headings and include an Executive Summary, Table of Contents, and Bibliography, and refer to the literature where appropriate.

    This is an Individual assignment coordinated into a Group exercise. Each member of the group writes a section of the report on one of the aspects listed below, with a maximum of 1750 words. The student’s name and number should be listed against the section they wrote. The Report must reflect a common coherent approach to the project. The Group will need to meet to select the project, allocate sections, prepare the report and ensure that the different sections of the Report are consistent and support each other. 80% of your grade will come from the mark you received for the section you wrote and 20% from the overall grade for the Report.

    You will have reminders during the intensive to consider the issues raised during the session’s topic for the paper and the opportunity for some preliminary Group discussion.

    An outline may be submitted one week after the end of the first intensive session for Instructor feedback.

    Topic:
    Prepare a Report for the project sponsor, identifying the leadership issues for the project.

    Choose an organisational scenario. It can be an actual situation or one you create.

    As a middle level manager you were selected to guide the implementation of a change initiative to improve the performance of your section. The section has many staff members who have worked in the same area for a long time. Some of them work in a physically demanding environment. Recently new technical staff joined the section, increasing the proportion of women and of younger staff. Competition in your industry has increased and if the changes are not achieved then the area may be closed or outsourced. You have 5 months to show results.

    · Briefly describe the key elements of the project, and its objectives in the context of the broad nature of the business (commercial, not for profit, public sector), the organisational configuration and the pressures impacting on the business that affect the leadership of the project.
    · Identify the challenges in establishing a high performing project team, the roles, required knowledge and commitment of the individuals, including potential conflicts and how this can be handled
    · Discuss
    o The leadership approach most appropriate for this project,
    o Communication strategies including managing key relationships with stakeholders and other sections of the organisation.
    · How will the company’s formal and informal people management and risk management policies and alignment processes be applied or need to be adapted to achieve the project objectives, including management of the end of the project.


    Length and Presentation:
    7000 words maximum

    Criteria by which your assignment will be marked:
    · Demonstrated quality and depth of analysis and critical thinking
    · Demonstrated understanding of concepts covered in the course learning materials
    · Demonstrated ability to transfer or apply theories and concepts covered in the course to this topic and to realistic situations.
    · Demonstrated ability to apply theories to realistic situations
    · Quality of writing

    Learning objectives with this assessment (refer to section 2.1): 3, 4, 6, 9



    Assignment 3: Safety and Fairness Assignment (Individual)
    Weighting: 15%
    Due Date:
    Submission Details: Online through MyUni

    Task:
    Read the following scenario and then identify the health, safety and equity issues and identify how they should be addressed. Your analysis should be a maximum of 1500 words in length.

    Scenario

    The eight unit managers met with the Division Head to review the demand for services in order to prepare the submission for funding for the next financial year. As usual there was an increase in clients identified by the Case Workers and limited opportunities for increased funding. Each manager had to put their unit’s case and then the group would have to work out the priorities. The scheduled meeting had been deferred twice and now, at 3.00 p.m. a week before the deadline, the parties were together in the basement room. No one was expecting to leave on time today and the Division head was a Shaper, driving the task to completion with as few breaks as possible.

    It’s going to be a marathon session, thought Paula as she wondered whether she would be able to get out to get some food before her diabetes caused problems. Lennie clutched his sheaf of case notes, wondering if he could get a word in early enough to make his points before he had to leave to collect the kids from childcare. If the meeting had run as scheduled he wouldn’t be under this pressure because he arranged for one of the other parents to collect them. Maris looked around the long narrow table as she entered trying to work out where she could position herself to best influence the head and the other key players. The room was already stuffy and wouldn’t get more comfortable as the evening wore on. At least she had some water in her drink bottle. As the room filled up and piles of paper supporting the presentations, were dumped on the table and behind chairs.

    Grading will be based on your understanding of Occupational Health and Safety and Equity principles use of range of information sources and develop effective and innovative solutions, and managers’ responsibilities for professional behaviour.

    Length and Presentation:
    1500 words maximum

    Criteria by which your assignment will be marked:
    · Demonstrated understanding of management responsibilities in an organisation.
    · Demonstrate effective and innovative solutions to OH&S, equity, and meeting issues.
    · Demonstrated ability to transfer or apply concepts covered in the course to this topic.
    · Quality of writing.

    Learning objectives with this assessment (refer to section 2.1): 2, 9

    Assessment 4: 3 Learning Logs (Individual)
    Weighting: 15%
    Due Dates: At least one Learning Log submitted by
    The remaining Logs submitted by
    Submission Details: Online through MyUni

    Task:
    Prepare at least 3 Learning Log Entries from the list below. Issues for consideration and action are those explored in the course. (In addition you can also use this as a journal to add unprompted reflection. )

    Learning Log Topics.
    1. Outline the internal and external pressures on your organisation and the implications for your role.

    2. Leader Role models
    · Identify three leaders in your life.
    · Briefly describe the 3 scenarios illustrating their leadership outcomes and style;
    · Analyse how they influenced you and others;

    3. Based on what you’ve read, determine what your team role preferences are. Describe how your personal traits and preferences impact on how you work in a team.

    4. Leadership development planning
    a) Part 1: Identify your MBTI preferences and reflect on your leadership style.
    b) Part 2: Self-reflection and good feedback are invaluable tools in developing your leadership skills. Identify and note:
    · What are the attributes of a good leader that you would like to acquire?
    · What skills do you need in order to lead and manage projects to completion?

    5. Reflect on your own communication skills. When do you communicate well? Where could you improve?

    6. What impact of formal policies and processes have you experienced? What made them effective? How could the outcome be improved?

    Length and Presentation:
    700 words for each log

    Criteria by which your assignment will be marked:
    · Demonstrated ability to transfer or apply concepts covered in the course to this topic.
    · Demonstrated awareness of own style/perspective and insights into implications for own behaviour.
    · Demonstrated quality and depth of analysis.
    · Demonstrated quality of writing

    Learning objectives with this assessment (refer to section 2.1): 8, 3, 4
    Submission

    No information currently available.

    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.

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