PROJMGNT 7038NA - Leadership of Organisations

Ngee Ann Academy - Trimester 2 - 2016

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.

  • General Course Information
    Course Details
    Course Code PROJMGNT 7038NA
    Course Leadership of Organisations
    Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre
    Term Trimester 2
    Level Postgraduate Coursework
    Location/s Ngee Ann Academy
    Units 3
    Contact Intensive: 36 to 40 hours
    Available for Study Abroad and Exchange Y
    Assessment Assignments, quizzes
    Course Staff

    Course Coordinator: Associate Professor Indra Gunawan

    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


    Phone: 0404 032 807
    Course Timetable

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

    Opening intensive:
    Friday, 3rd June 2016        7pm to 10pm
    Saturday, 4th June 2016    1pm to 8pm
    Sunday, 5th June 2016      9am to 4pm

    Closing intensive:
    Friday, 8th July 2016         7pm to 10pm
    Saturday, 9th July 2016     1pm to 2pm
    Sunday, 10th July 2016      9am to 4pm
  • 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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources

    The University’s preferred textbook supplier is Unibooks: 

    Text book:

    None required.

    The following are readings:

    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).

    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).
    Safework Australia website, -information for safety in the workplace, (accessed Nov 2012).
    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.

    Recommended Resources


    Arvonen, J. (2002). Change, production and employees (PhD Dissertation, Stockholm University, 2002). Scandinavian Journal of Management, 18(1), pp. 101–112.

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

    Australian Human Rights Commission. Information for Employers. January 2010. accessed December 2011

    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

    Bennis, W., Parikh, J. & Lessem, R. 1994 Beyond Leadership: Balancing Economics, Ethics and Ecology Blackwell Business

    Blanchard, K. Hersey, P. Situational Leadership. (accessed December 2011).

    Bolden R., Gosling, J., Marturano, A. and Dennison, P. 2003, A review of leadership theory and competency frameworks. 

    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

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

    Dess, Gregory, Lumpkin, G.T. and Eisner, Alan B., 2008, Strategic Management, Boston, McGraw-Hill Irwin;

    Dilts, R, Grinder, J. Bandler, R., Bandler, L. & DeLozier, J 1980 Neurolinguistic Programming: The Study of the Structure of Subjective Experience, Meta Publications, San Francisco

    Eagly, A.H. & Carli, L. 2007 "Women and the Labyrinth of Leadership." Harvard Business Review. September 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;

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

    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 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." 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. (accessed accessed December 2011).

    Management Study Guide. Great Man Theory of Leadership. 2009. (accessed December 2011).

    McCann, Joseph E and Selky, (1984), John, Hyper-turbulence and the Emergence of Type 5 Environments, Academy of Management Review, July, Vol 9, Issue 3, 460-470;

    McCarthy, T.E. & Stone, R.J. 1986 Personnel Management in Australia Brisbane: John Wiley & Sons

    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." accessed December 2011

    Mintzberg, Henry and Quinn, James, (1991), The Strategy Process, Englewood Cliffs, Prentice Hall;

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

    - Organizational Culture and Leadership. 2004 San Francisco: John Wiley & Sons,.

    Our Community. Great Australian Leaders - Interviews. (accessed December 2011).

    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,

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

    The Myers & Briggs Foundation. MBTI Basics. (accessed December 2011).

    Thompson, Arthur, Strickland, A.J.,& Gamble, John, (2007), Crafting and Executing Strategy, Boston, McGraw-Hill Irwin;

    Tuckman, B. & Jensen, M. A. 1977 "Stages in small group development revisited." Group and Organizational Studies 2: 419-427.

    Tuckman, B.W. 1965 "Developmental Sequence in Small Groups." Psychological Bulletin, Vol 63, 6, pp 384-399 accessed December 2011

    Ward, Steven, & Lewandowska, Aleksandra, (2006) The effectiveness of customer, competitor, and societal strategies in business environment types, European Journal of Marketing, Vol 42, No 1, 222-237;

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

    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: 

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

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

  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course is offered in blended learning mode with the face-to-face component offered as intensives. Reading the Notes and watchjing the Storyline presentations before class will deepen Student understanding and the value of the intensives

    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
    • Business & Environmental Context
    • Leadership Models
    • Teams


    Optional Readings
    · Questionnaire
    · Discussion
    • Leadership Models
    • Teams


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


    · Self reflection
    · Video
    · Practice exercises
    . Discussion
    • Leading and Organisational Structures
    • Leaders' organisation responsibilities


    · Debate
    · Case study
    · Discussion
    Small Group Discovery Experience
    The intensives are presented in an interactive way, including small group discussion and assignment. Attendance at all sessions means that you and your fellow students will experience some of the group processes explored in the course, and 
    deepen your understanding.
  • 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 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
    See MyUni
    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%


    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.

    Please see here for assistance in appropriate referencing and avoiding plagiarism

    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. You can use the report to check that you are referencing appropriately.

    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.
    Assessment Detail
    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

    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.

    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 including references
    · Demonstrated ability to transfer or apply theories and concepts covered in the course to this topic and 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):

    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.


    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

    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 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

    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: 

    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 ( 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.

    "As a result of feedback in the past I have revised some of the assessment formats in this course, and expanded the content to include a section and references on Virtual Teams. I continue to provide feedback and support to students as this is much appreciated, according to the SELTS." Anama Morriss
  • 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.