TECHCOMM 7038 - Leadership of Organisations

North Terrace Campus - Winter - 2015

The objective of this course is to develop competencies in leadership in both traditional and complex organisations. 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. These theories are built on to develop competencies in leadership using appropriate techniques. This will include translation of concepts into behaviours such as managing feedback effectively and encouraging motivation of staff are also examined.

  • General Course Information
    Course Details
    Course Code TECHCOMM 7038
    Course Leadership of Organisations
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Winter
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Available for Study Abroad and Exchange Y
    Course Description The objective of this course is to develop competencies in leadership in both traditional and complex organisations. 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. These theories are built on to develop competencies in leadership using appropriate techniques. This will include translation of concepts into behaviours such as managing feedback effectively and encouraging motivation of staff are also examined.
    Course Staff

    Course Coordinator: Associate Professor Graciela Corral de Zubielqui

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

    Teaching Staff:


    Semester 1
    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


    Winter School

    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


    Semester 2
    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 teachesTai 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:
    Tuesday 30th June and Wednesday 1st July 2015
    9am-6pm
    Nexus10 UB34 Seminar Room 3G
     
    Closing intensive:
    Tuesday 14th and Wednesday 15th July 2015
    9am-6pm
    Nexus10 UB34 Seminar Room 3G
  • Learning Outcomes
    Course Learning Outcomes
    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.
    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 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.


    Recommended Resources
    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
    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 Content Readings Activities
    1
    • Business & Environmental Context
    • Leadership Models
    • Teams
    Notes

    Readings

    Optional Readings
    · Questionnaire
    · Discussion
    2
    • Leadership Models
    • Teams
    Notes

    Readings
    Optional

    Readings
    Storyline module
    · Case study
    · Self reflection
    · Team building exercise
    . Commence work on Assignments
    3
    • Engaging People
    • Communication and Influence
    Notes

    Readings
    Optional

    Readings
    · Self reflection
    · Video
    · Practice exercises
    . Discussion
    4
    • 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 Business Context and Leadership Questionairre: Individual 60 minutes 15% See MyUni 1,3
    2  Major Project: Leadership Project: Coordinated individual assignment 7000 words 45% See MyUni 3-6,9
    3 Team Questionairre: Individual  15 minutes 10% See MyUni 7
    4 Communication and Performance Management Questionairre: Individual 30 minutes 15% See MyUni 2, 6
    5 Learning Logs (3) – written: Individual 700 words each at least 1 after first intensive 15% See MyUni 3,4,8
    Total 100%

     

    Assessment Related Requirements
    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 Detail
    Assessment 1: Business and Leadership Questionnaire
    Weighting: 15%
    Due Dates: See MyUni
    Submission Details: Online through MyUni

    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: See MyUni
    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: Team Questionaire (Individual)
    Weighting: 10%
    Due Date: See MyUni
    Submission Details: Online through MyUni

    Learning objectives with this assessment (refer to section 2.1): 7

    Assignment 4 Communication and Staff management Questionnaire (Individual)
    Weighting: 15%
    Due Date: See MyUni
    Submission Details: Online through MyUni
    Learning objectives with this assessment (refer to section 2.1):


    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

    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 but should be lodged via the MyUni Course site. 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. Assignments handed in after 14 days from the due submission date will fail even if a 100% mark is granted for the work.
    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.