Program Director Contact Details:
Project Management
Name: Professor Vernon Ireland
Phone: +61 411 153 861
Email: vernon.ireland@adelaide.edu.au

Teaching Staff:

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Email: morrees@senet.com.au
Phone: 0404 032 807


Winter School
Name: Anama Morriss

Short Bio:
Email: morrees@senet.com.au

Phone: 0404 032 807


Semester 2
Name: Anama Morriss

Short Bio:
Email: morrees@senet.com.au

Phone: 0404 032 807

Opening intensive:
Tuesday 10 & Wednesday 11 March 2015
9am-6pm
Nexus10, UB34, Seminar Rm 3G

Closing intensive:
Tuesday 7 & Wednesday 8 April 2015
9am-6pm
Nexus10, UB34, Seminar Rm 3G

1	Demonstrate knowledge and understanding of the latest research and development of leadership theories and practice;
2	Competently use research and professional practice tools for a range of contemporary leadership issues affecting commercial and government organisations;
3	Develop confidence in leadership roles within organisations through an awareness of current leadership and management theories;
4	Recognise their own and the personality profile of others, and how it affects leadership;
5	Recognise the differences between leadership of the CEO and top-team and first-line supervisors;
6	Develop competence in communication and engagement approaches, including recognition of emotional intelligence, connecting with staff, providing feedback, and team management generally;
7	Develop competence in recognition and understanding of stages of team development, team dynamics and team role preferences;
8	Develop competence in recognition of the need for continued personal professional development;
9	Develop competence in maintain ethical, social and cultural standards on projects.

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

Text book:

No text required; however if you can gain access to any of the following three books, they are very good references for the subject overall:

Carlopio, J & Andrewartha G. 2012. Developing Management Skills: A Comprehensive Guide for Readers. Pearson Australia. Frenchs Forest.

McKee, A., Kemp, T. & Spence, G. 2013. Management: A Focus on Leaders. Pearson Australia. Frenchs Forest.

Northouse P. 2013. Leadership: Theory and Practice, 6th edition. Sage Publications, California. This book is particularly valuable for its coverage of a wide range of leadership models, concepts and theories.

The following readings are provided on MyUni:


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

McKee, A., Kemp, T. & Spence, G. Ch. 9 Organising for a complex world: structure and design in Management: A Focus on Leaders. 2013 Pearson Australia, p. 286-298

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.

Northouse, P.G. Chapter 15 Culture and Leadership in Leadership: Theory and Practice, 6th Edition 2013 Sage Publications L.A. pp. 335-361

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.

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.

Quirke, B. 2010, Steering leaders out of a crisis using effective communication: How to help leaders regain trust from their people. SCM Vol. 14, Issue 1, pp. 24-27

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

Bass, Bernard 1993, The inspirational processes of leadership, The Journal of Management Development, vol. 7, no. 5, pp. 21-31.

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.

Lencioni, Patrick 2002, 'Understanding and overcoming the five dysfunctions', in Lencioni, Patrick, The five dysfunctions of a team: a leadership fable, Jossey-Bass, San Francisco, Calif., pp. 195-220.

Margerison & McCann, "The concepts: work preferences" Team Management Systems Worldwide. (accessed Nov 2012). http://www.tms.com.au/tms07.html

Martin, A. & Ernst. C. 2005, Leadership, learning and human resource management: Exploring leadership in times of paradox and complexity. Corporate Governance, Vol. 5, No. 3., pp. 82-94.

Uhl-Bien, Mary, Marion, Russ & McKelvey, Bill 2007, Complexity leadership theory: shifting leadership from the industrial age to the knowledge era, The Leadership Quarterly, vol. 18, no. 4, pp. 298-318.

Between Intensives
Bratvold, Reidar B. & Begg, Steve H. 2010, 'How to make good decisions', in Bratvold, Reidar B. & Begg, Steve H., Making good decisions, Society of Petroleum Engineers, Richardson, TX, pp. 17-57.

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

During the second Intensive
Kotter, John P. & Cohen, Dan S. 2002, 'Introduction: the heart of change' in Kotter, John P. & Cohen, Dan S., The heart of change: real-life stories of how people change their organizations, Harvard Business School Press, Boston, pp. 1-14.

McKee, A., Kemp, T. & Spence, G. Ch. 12 Organisational Controls: People Processes Quality and Results in Management: A Focus on Leaders. 2013 Pearson Australia pp. 416-426, 436-439

Petersen, D. n.d., SafeWork Bookshelf, 4th Edn., Safety Policy, Leadership and Culture, International Labour Organization, Refer to Vol. 2, Part 8, Section 59, (accessed Nov. 2012). http://www.ilo.org/safework_bookshelf/english?content&nd=857170683

Safework Australia website, -information for safety in the workplace, (accessed Nov 2012).  http://www.safeworkaustralia.gov.au/sites/swa/pages/default

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.

The following readings will add depth to your studies. Some articles can be downloaded for free through the university library.

Pre-reading
Arvonen, Jouko & Ekvall, Göran 1999, Effective leadership style: both universal and contingent? Creativity and Innovation
Management, vol. 8, no. 4, pp. 242-250.
Also listed week 2 and required 

Grobman, G.M. Complexity Theory: A New Way to look at Organizational Change Public Administration Quarterly, Vol. 29, No. 3/4 (FALL 2005-WINTER 2006), pp. 350-382

Hofstede, G. Cultures and organisations: Software of the Mind/ Intercultural Cooperation and its importance for survival,Profile
Books London UK 2003

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

Kamensky , John M. 2011, Managing the Complicated vs. the Complex, IBM Center for The Business of Government Fall/winter

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

Snowden, D. & Boone, M. A Leader’s Framework for Decision Making, HBR Nov. 2007

Stacey ,R.D.The science of complexity: an alternative Perspective for strategic change Processes, Strategic Management Journal, Vol.16, 477495 (1995)

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

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.

Fitzsimons, Declan, Turnbull James, Kim & Denyer, David 2011, Alternative approaches for studying shared and distributed leadership, International Journal of Management Reviews, vol. 13, no. 3, pp. 313-328.

Gronn, Peter 2002, Distributed leadership as a unit of analysis, The Leadership Quarterly, vol. 13, no. 4, pp. 423-451.

Hersey, P., Blanchard, K. Johnson, D.E.  Management of Organizational Behavior : Leading Human Resources 10th edn Prentice Hall Inc 2007

Kotter, J. P. “What Leaders Really do.” Harvard Business Review, May -June p104-111 1990

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

Read the interviews of some Australian community leaders to find out what they see as the key attributes of a leader and the
challenges to leadership today at our community website (accessed Nov 2012) (video) http://www.ourcommunity.com.au/leadership/leadership_article.jsp?articleId=744

Summary of Situational Leadership Model
http://www.12manage.com/methods_blanchard_situational_leadership.html

Summary of Meredith Belbin team roles (accessed Nov 2012).
http://www.improvingteams.com/using-the-nine-belbin-team-roles-for-team-development
  
Barnett, K. & McCormick, J. Leadership and Team Dynamics in Senior Executive Leadership Teams, Educational Management
Administration & Leadership 40(6) 653–671, 2012
http://ema.sagepub.com/content/40/6/653

Berry, G. Enhancing Effectiveness on Virtual Teams: Understanding Why Traditional Team Skills Are Insufficient, Journal of Business
Communication April 2011 48: 186-206, 2011
http://job.sagepub.com/content/48/2/186

Burnes, B. (2005), Complexity theories and organizational change. International Journal of Management Reviews, 7: 73–90

Dackert, Ingrid, Lööv, Lars-Åke & Mårtensson, Malin , Leadership and climate for innovation in teams, Economic and Industrial
Democracy, vol. 25, no. 2, pp. 301-318.2004

Niederman, F & Tan, F Managing global IT teams; Considering cultural dynamics Communications of the ACM  April 2011 , vol . 54 , no. 4, 2011

Nonaka, Ikujiro & Takeuchi, Hirotaka 1995, '[Extracted from] The knowledge-creating company : how Japanese companies
create the dynamics of innovation' in Nonaka, Ikujiro & Takeuchi, Hirotaka, The knowledge-creating company : how Japanese companies create the dynamics of innovation, Oxford University Press, New York, pp. 65, 224-246

Tuckman, B.W. & Jensen, M.A. 1977 Stages of Small-Group Development Revisited Group & Organization Management, 2(4),
419-427. Group & Organization Management, Sage Publications 

Xiao-Hua (Frank) Wang, Jane M. Howell, A multilevel study of transformational leadership, identification, and follower outcomes,
The Leadership Quarterly, Volume 23, Issue 5, October 2012, Pages 775-790

Johnson, S., Who moved my cheese? Random House Publishing 1999

Between Intensives
Zimmerman, B., Lindberg, C. &  Plsek, P. Nine Emerging and Connected Organizational and Leadership Principles Adapted 1998,From: Edgeware: Lessons From Complexity Science for Health Care Leaders, by Zimmerman, B.,  Lindberg, C. &  Plsek, P, 
Dallas, TX: VHA Inc.1998,"

Cavazotte, F.,Moreno, V.,  Hickmann, M. Effects of leader intelligence, personality and emotional intelligence
on transformational leadership and managerial performance, The Leadership Quarterly, Volume 23, Issue 3, June 2012, Pages 443-455, 2012

Communicating without Words (video)

Chung, J.  Chi (Qi) process: the interplay of opposites in selected communication contexts,
China Media Research. 7.4 (Oct. 2011) p85. 2011

Goleman, D. Emotional Intelligence. London: Bloomsbury Publishing, 1996

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

Hoogervorst, van der Flier, H,  Koopman, P.  "Implicit communication in organisations: The impact of culture, structure and management practices on employee behaviour", Journal of Managerial Psychology, Vol. 19 Iss: 3, pp.288 - 311 (2004)

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 Organisation Development (pp.117-127). Champaign, IL: Stipes.

Thomas, E. C. Appreciative Inquiry: A Positive Approach to Change. http://www.ipspr.sc.edu

During the second Intensive    
Murray, K, Toulson, P. & Legg, S. Generational cohorts’ expectations in the workplace: A study of New Zealanders Asia Pacific
Journal of Human Resources December 2011 49: 476-493  2011
http://apj.sagepub.com.proxy.library.adelaide.edu.au/content/49/4/476

Kotter, J  Leading Change Harvard Business School Press 1996

Whiteley, A. Managing change: A Core Values Approach. Melbourne: MacMillan Education Australia Pty Ltd, 1996.

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

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)

This course is offered in blended learning mode with the face-to-face component offered as intensives.

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).

This is a draft schedule and session dates are a guide only. The timetable may be changed during the course delivery if necessary.

Intensive day	Content	Readings	Activities
1	Business & Environmental Context Perspectives of organisations Leadership Models	Notes Readings Optional Readings	Questionnaire Discussion
2	Personal perspectives about leading Leading Change Teams	Notes Readings Optional Readings	Self reflection/evaluation Team building exercise Commence work on Assignments
3	Engaging People Communication and Influence Problem solving Decision making Feedback	Notes Readings Optional Readings	Self reflection Video Practice exercises Discussion
4	Leading and Organisational Structures Leading and aspects of HRM Leaders' organisation responsibilities	Notes Readings Optional Readings	Case study Discussion

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

#	Assessment	Length	Weighting	Due Date	Learning Outcomes
1	Individual Assignment: essay focusing on leadership	2000 words	25%	30/3/2015	1,3,5
2	Major Leadership Project: individual assignment	4000 words	45%	26/5/2015	3-6,9
3	Group Assignment	1500 words	15%	16/3/2015	2,9
4	Learning Logs (3) – written: Individual	700 words each at least 1 after first intensive	15%	See MyUni	3,4,8
	Total		100%

Students should attend all classes in order to pass the course. There is considerable experiential learning in workshops during the intensive classes that build your knowledge and thus enable you to be successful in this course.  

Course results are subject to moderation by the ECIC Board of Examiners

Appropriate use of the Internet in assignments

The purpose of this document is to assist students with appropriate use of the material they have accessed on the Internet in assignments. The Internet is a wonderful source of information and sometimes students are not aware of how to use it properly. For example, a recent case had over 70% of words copied from over 20 other sources. Furthermore, many students think this is the appropriate use of the Internet.

IT IS NOT.

Due to an increasing number of students infringing the University’s Academic Dishonesty Requirements within the Master of Applied Project Management, a more rigorous method of checking assignments is used.

There is a hierarchy of penalties, the lowest of which is the loss of some assignment marks and the student’s name being placed on the Faculty’s Academic Dishonesty Register for six months. This only occurs if I believe this occurred through error. The second level penalty is more significant which is loss of all marks for the assignment and being placed on the University’s Academic Dishonesty Register for the remainder of their time at the University. Even higher penalties can involve the University deciding the student should not graduate. This has occurred in the Master of Project Management.

Appropriate use of the Internet is to include all directly copying of sections of other reports in ‘inverted comas’, as a quotation, and note the source of the quote. To include a group of words without use of inverted commas and without noting where the words came from is an example of academic dishonesty.

Students may not be aware that the University has use of an international database called Turnitin in which all direct use of other material can be traced.

On a more positive note students need to understand the points made in any paper they access on the Internet and integrate these thoughts into their argument rather than just copying large passages. Of course this takes more work but this is what tertiary education requires and, in the end, make students into better thinkers and more able to express their ideas in their assignments.

Professor Vernon Ireland
Director of Project Management

Assessment 1: Leadership Writing Assignment (Individual essay)
Weighting: 25%
Submission Details: Online through MyUni

Task:
There are numerous concepts and models of leadership. Having an understanding of their nature and relevance in today’s complex organizational environment, together with the ability to understand and apply or embody appropriate leadership styles and behaviours seems to be increasingly crucial in contemporary work settings. Explore, compare and contrast two major leadership models, (e.g. Situational Leadership; Transactional Leadership; Transformational Leadership; Full Range Leadership Model and so on) and discuss their relevance in the context of the increasing turbulence faced by 21st Century organisations. Show your understanding of these models by not just describing them, but more importantly, discussing your views as to their relative merits in dealing with change and uncertainty. Show evidence also of using credible academic sources as your 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

Assessment 2: Major Leadership Project: (individual assignment)
Weighting: 45% 
Submission Details: Online through MyUni

Task:

The project details: The purpose of this assignment is to give you an opportunity to use some of the knowledge and skills developed or further strengthened through this course and to apply that learning to either an actual situation, or the hypothetical scenario depicted here. PLEASE ensure you indicate on your submitted assignment, whether your project is based upon an actual scenario or on the hypothetical one that follows here. Project based upon an actual scenario entailing a change: It is possible to undertake this assignment IF you will be managing and leading, or have already managed, a change scenario that offers an opportunity to analyse, plan, discuss and learn from and that allows you to demonstrate your competencies across several areas we cover in this course. If you are describing an actual scenario please give sufficient details about the organisation without needing to identify it. Proceed to achieve a balance between giving an account of the nature of the change and its outcomes with an in depth analysis of the leadership approach taken as well as the change management strategies and practices that occurred. It is very important to demonstrate what has been learnt from this course, not just describe what happened.

OR, Hypothetical scenario: As a middle level manager you are selected to guide the implementation of a change initiative to improve the performance of your section/unit/department/organisation. The section has many staff members who have worked in the same area for a long time and there is a combination of responses to change; some individuals are enthusiastic and others are very resistant to the change. 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. In your project, indicate the type of change you are managing as well as your strategies and actions that demonstrate how you will as a leader, proceed to facilitate the change, in order to achieve desired outcomes.

The Assignment should commence in the first weeks of the course. It is vital that you undertake aspects of your project as you progress through your course, not attempt to undertake it at the ‘last minute.’ The following applies to both options (i.e. actual or hypothetical scenario).

Overall, your report should demonstrate:
• the leadership approach you would adopt to successfully implement change in this environment, including addressing potential obstacles;
• the team dynamics you anticipate/d and how you would/did handle them;
• how you could/did manage difficult conversations with individuals within the team;
• key lessons learnt about the influence leaders have on change processes and outcomes. 

Length and Presentation:
4000 words approx.

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


Assignment 3: Group Assignment 
Weighting: 15%
Submission Details: Online through MyUni

Task:
Students will have a number of opportunities to work in small groups; this small group assignment will allow students to submit their findings about a leadership related topic or issue based upon work undertaken in the first intensive. The specific topic or issue will be determined by groups and approved by the course lecturer during the first intensive.  

Length and Presentation:
1500 words maximum ( may include a powerpoint presentation given during the first intensive.

Criteria by which your assignment will be marked:
· Demonstrated understanding of a leadership related issue or topic relevant to contemporary organisational life.
· Quality of writing/presentation.


Assessment 4: 3 Learning Logs (Individual)
Weighting: 15%
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 aid 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 challenges do you think you would face as a leader seeking to implement a change process in your organisation?

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

All text based assignments must be submitted via MyUni.
Please refer to step by step instructions: http://www.adelaide.edu.au/myuni/tutorials/files/AssignmentStudentSubmission.pdf

There are a few points to note about the submission of assignments:

• Assignment Submission:  Assignments should not be emailed to the instructor; they must be lodged via the MyUni Course site (unless specified to do both). Note that assignments may be processed via TURNITIN, which is an online plagiarism prevention tool.
• Cover Sheet:  Please submit, separate to your assignment, the completed University of Adelaide Assessment Cover Sheet providing details of yourself and your team members (if applicable), your assignment, the course, date submitted, etc. as well as the declaration signed by you that this is your (your team’s) work.  Note that the declaration on any electronically submitted assignment will be deemed to have the same authority as a signed declaration.
• Backup Copy of Assignments:  You are advised to keep a copy of your assignments in case the submitted copy goes missing.  Please ensure that all assignment pages are numbered. If your assignment contains confidential information, you should discuss any concerns with the Course Lecturer prior to submission.
• Extensions of Time:  Any request for an extension of time for the submission of an assignment should be made well before the due date of the assignment to the Course Lecturer.  Normally, extensions will only be granted for a maximum of two weeks from the original assignment submission date.  Extensions will only be granted in cases of genuine extenuating circumstances and proof, such as a doctor’s certificate, may be required.
• Failure to submit: Failure to submit an assignment on time or by the agreed extension deadline may result in penalties and may incur a fail grade.  Note that a late penalty of 5% of the total available marks for that assessment item will be incurred each day an assignment is handed in late (Unless otherwise stated in 'Assessment Related Requirements' or 'Assessment Detail' above).  Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.

Resubmission & Remarking
Resubmission of an assignment for remarking after reworking it to obtain a better mark will not normally be accepted.  Approval for resubmission will only be granted on medical or compassionate grounds.