Program Director Contact Details:
Project Management
Name: Professor Vernon Ireland
Phone: +618 8313 7422
Email: vernon.ireland@adelaide.edu.au

Lecturer Name: Anama Morriss

Short Bio:
Anama Morriss is an independent consultant focusing on human resources in the higher education and public sectors and has developed and delivered lively interactive leadership programs for managers and executives in these sectors. 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, and an Associate Member of the Australian Psychological Society. 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

Opening intensive:
Friday, 2nd October 2015        7pm to 10pm
Saturday, 3rd October 2015    1pm to 8pm
Sunday, 4th October 2015      9am to 4pm

Closing intensive:
Friday, 30th October 2015      7pm to 10pm
Saturday, 31st October 2015  1pm to 2pm
Sunday, 1st November 2015   9am to 4pm   

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:

None required.

The following are readings:

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

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

3. 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.

4. Northouse, P.G. Chapter 14 Culture and Leadership in Leadership: Theory and Practice, 5th Edition 2010 Sage Publications L.A. pp. 335-361

5. 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.

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

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

8. 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.

9. 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.

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

11. Sheard, A. G. & Kakabadse, A. P. 2002, Key roles of the leadership landscape, Journal of Managerial Psychology, vol. 17, no. 2, pp. 129-144.

12. 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
13. 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.

14. Mitchell, Terence R., Dowling, Peter J., Kabanoff, Boris V. & Larson, James R. 1988, Formal systems for managing employee performance, in Mitchell, Terence R., Dowling, Peter J., Kabanoff, Boris V. & Larson, James R., People in organizations: an introduction to organizational behaviour in Australia, McGraw-Hill, Sydney, pp. 453-485.

15. Schein, Edgar H. 2003, On dialogue, culture, and organizational learning, Reflections, vol. 4, no. 4, pp. 27-38. 
 
During the second Intensive
16. 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.

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

18. 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
 
19. 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.

20. 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.

Bibliography

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Arvonen, J.&Ekvall,E. 1999 "Effective Leadership Style: Both Universal and Contingent." Creativity and Innovation management (Blackwell) 8, no. 3: pp 242- 250.

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Avolio, B.J. & Bass, B. M. 1991 The full range of leadership development, Basic & Advanced Manuals. Binghamton, NY: Bass, Avolio & Associates

Bartol, K, Tein, M, Matthews, G & Sharma, B 2008, Management-A Pacific Rim Focus, 5th edn, McGraw Hill, North Rude, NSW

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

Becker, B.E., Huselid, M.A. & Beatty, R.W. 2009 The Differentiated Workforce. Boston, Mass.: Harvard Business Press

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Bolden R., Gosling, J., Marturano, A. and Dennison, P. 2003, A review of leadership theory and competency frameworks. http://centres.exeter.ac.uk/cls/documents/mgmt_standards.pdf 

Burgess, S. (2004), Incentives in the Public Sector: Evidence from a Government Agency, University of Bristol, CMPO and CEPR

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

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Eagly, A.H. & Carli, L. 2007 "Women and the Labyrinth of Leadership." Harvard Business Review. September 1 http://hbr.org/2007/09/women-and-the-labyrinth-of-leadership/ar/1 accessed December 2011

El Sawy, Omar and Pavlou, Paul A, (2008), IT enabled Business Capabilities for Turbulent Environments, MIS Quarterly Executive, Vol 7, No 3, Sept, 139-150;

Emery, F. and Trist, E, (1965). Causal texture of organisational environments, Human Relations, 18, 21-32;

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Fritz, K., Kaestner, M., Bergmann, M., (2010), Coca-Cola Enterprises Invests in On-Boarding at the Front Lines to Benefit the Bottom Line, Global Business and Organisational Excellence, May/June 2010, Wiley Inter Science, New Jersey.

Goldsmith, M. Leading@Google: Marshall Goldsmith Youtube http://www.youtube.com/watch?v=3WBeGAAYWg8&feature=related accessed December 2011

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

Govindarajan, Vijay. ‘In Pictures: CEOs Who Inspire--And How They Do It "The Emotionally Bonded Organization: Why Emotional Infrastructure Matters and How Leaders Can Build It."

http://www.forbes.com/2008/02/22/ceo-tips-passion-lead-cx_tw_0222loyalty.html accessed December 2011

Handy, C. The Empty Raincoat. London: Arrow, 1994.

Hofstede, H. "The Cultural Relativity of Organizational Practices and Theories." International Business Studies, Fall 1983: 75-89.

Karl, K.A., & C. L. Sutton. “Job Values in Today's Workforce: A Comparison of Public and Private Sector Employees.” Public Personnel Management, 1998.

Kotter, J. P. “What Leaders Really do.” Harvard Business Review, 1990: 1-9.

Lindell, M.& Arvonen,J. 1997 "The Nordic Management Style in a Eurpean Context." International Studies of Management and organisation, No. 3: pp73-91.

Ling, F., Ang, A. and Lim, S.(2007), ‘Encounters between foreigners and Chinese Perception and management of cultural differences’, Engineering, Construction and Architectural Management,Vol.14, No.6, pp.501-518

Magerison & McCann. "The concepts: work preferences." Team Management Systems Worldwide. http://www.tms.com.au/tms07.html (accessed accessed December 2011).

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

Miller, D. 2009 "Stages of group development: a retrospective study of dynamic team processes." http://onlinelibrary.wiley.com/doi/10.1111/j.1936-4490.2003.tb00698.x/abstract accessed December 2011

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

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Peters, T., Waterman, R. (1982) “In Search of Excellence ”, New York, London: Harper & Rowe

Pornpitakpan, C 2000, ‘Trade in Thailand: A Three-Way Cultural Comparison,’ Business Horizon, pp. 61-70

Porter, Michael, 1985a, Competitive Advantage, The Free Press, Macmillan, New York;

Porter, Michael, 1985b, Competitive Strategy, The Free Press, Macmillan, New York;

Rainey, H, & B. Bozeman. 2000 “Comparing Public and Private Organizations: Empirical Research and the power of the A Priori.” Journal of Public Administration Research and Theory Part - 10, no. 2 : 447-469.

Reese, V., (2005), Maximising Your retention and Productivity with On-Boarding, Employment Relations Today, Winter 2005, Wiley Inter Science, New Jersey

Schein, E.H. 2003 "On Dialogue, Culture, and Organizational Learning." Reflections 4, no. 4.

Schuler, R. S., Dowling, P.J. & Smart, J.P. 1988 Personnel/Human Resource Management in Australia Harper & Rowe (Australasia)

Schutz, W. 1958 FIRO: A Three-Dimensional Theory of Interpersonal Behavior. New York, NY: Rinehart

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,

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Tuckman, B.W. 1965 "Developmental Sequence in Small Groups." Psychological Bulletin, Vol 63, 6, pp 384-399 http://aneesha.ceit.uq.edu.au/drupal/sites/default/files/Tuckman%201965.pdf accessed December 2011

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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.

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) Storyline modules are available on the topics Leadership models, Team Dynamics and Your Leadership Style.

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)

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

The intensives are presented in an interactive way, including small group discussion and assignment.

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	10%	See MyUni	1,5
2	Major Project: Leadership Project: Coordinated individual assignment	7000 words	45%	See MyUni	3-6,9
3	Team Questionairre: Individual	15 minutes	5%	See MyUni	7
4	Safety and Fairness Assignment	1500 words	15%	See MyUni	2,9
5	Communication and Performance Management Questionairre: Individual	30 minutes	10%	See MyUni	2, 6
6	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: Business and Leadership Questionnaire
Weighting: 10%
Due Dates: See MyUni
Submission Details: Online through MyUni

Learning objectives with this assessment (refer to section 2.1): 1, 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 *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: 5%
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: 10%
Due Date: See MyUni
Submission Details: Online through MyUni
Learning objectives with this assessment (refer to section 2.1):

Assignment 5 Safety and Fairness Assignment (Individual)
Weighting: 15%
Due Date: See MyUni
Submission Details: Online through MyUni
Learning objectives with this assessment (refer to section 2.1):

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 completionwith 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  development of 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.                                                                                                          


Assessment 6: 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

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.