PROJMGNT 7038 - Leadership of Organisations
North Terrace Campus - Summer - 2016
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General Course Information
Course Details
Course Code PROJMGNT 7038 Course Leadership of Organisations Coordinating Unit Entrepreneurship, Commercialisation & Innov Centre Term Summer Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Intensive: 36 to 40 hours Available for Study Abroad and Exchange Y Assessment Assignments, quizzes Course Staff
Course Coordinator: Associate Professor Graciela Corral de Zubielqui
Program Director Contact Details:
Project Management
Name: Dr Graciela Corral de Zubielqui
Email: graciela.corraldezubielqui@adelaide.edu.au
Teaching Staff:
Summer School, Semester 1 and Trimester 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 成人大片, 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 成人大片. 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: anama.morriss@adelaide.edu.au
Phone: 0404 032 807
Teaching Staff:
Five years after setting up an accounting and tax consultancy, he sold his shares to his partners and set out to establish, grow and harvest a number of business ventures in the education and training space.
Trimester 2
Name: Dr Anton Jordaan
Short Bio:
Anton Jordaan was originally trained as an accountant and tax specialist.
In subsequent years, one of his businesses was acquired by a stock exchange listed company; and a few years later his business was involved in an IPO. Following the IPO he served as a director of this newly listed company for 2 years.
In addition to the strategic leadership and financial roles over the years, Anton has maintained an interest in education and training, and has 20 years teaching experience in tertiary, vocational and corporate education environments. He has delivered programs in Singapore, Malaysia, Brunei, Hong Kong, USA, UK, Netherlands, South Africa, Oman, Qatar, Russia, Canada and Australia.After attaining a Bachelor of Commerce degree in Accounting, he completed an Honours degree in Accounting, a Master of Commerce degree in Business Management, a MBA degree, and a Master of Advanced Business Practice degree. He has completed a PhD in Entrepreneurship at The 成人大片. He is a member of CPA Australia.
Email: anton.jordaan@adelaide.edu.au
Phone: As I travel overseas often, email is my preferred method of contact.Course Timetable
The full timetable of all activities for this course can be accessed from .
Summer School
Opening Intensive:
Thursday 14th January to Friday 15th January 2016
9am to 6pm
Nexus10 Building, UB34 Teaching Room
Closing Intensive:
Thursday 11th February to Friday 12th February 2016
9am to 6pm
Nexus10 Building, UB34 Teaching Room -
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)
1,3 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
1,2, 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
6,7,8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1-9 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
4,6,7,9 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
6,8 -
Learning Resources
Required Resources
The University’s preferred textbook supplier is Unibooks:
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.
The 成人大片’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:
Library Resources
From this link, you are able to access the Library's electronic resources.
Other resources
If you are a member of the PMI () 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
Online Learning
MyUni is the 成人大片'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: -
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.
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
· Discussion2 - Leadership Models
- Teams
Notes
Online presentations
Readings
Readings Optional· Case study
· Self reflection
· Discussion
. Commence work on Assignments3 - Engaging People
- Communication and Influence
Notes
Readings
Optional
Readings· Self reflection
· Video
· Practice exercises
. Discussion4 - Leading and Organisational Structures
- Leaders' organisation responsibilities
Notes
Readings
Optional
Readings· Discussion
· Case study
· Discussion -
Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- 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) 1a Leadership of Organisations Quiz: Individual 10% See MyUni 1,5 1b Team Development Quiz 5% 7 2 Major Project: Leadership Project: Coordinated individual assignment 7000 words 45% See MyUni 3-6,9 3 Leadership of Organisations Questionnaire 2 10% See MyUni 2,9 4 Safety & Health Assignment 1500 words 15% See MyUn 2,9 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 must complete all course assessment requirements and must attend lectures to be eligible to pass the course.
Course results are subject to moderation by the ECIC Board of ExaminersAssessment Detail
Assessment 1a: Leadership of Organisation Questionnaire 1
Weighting: 5%
Due Dates: See MyUni
Submission Details: Online through MyUni
Learning objectives 1
Assessment 1b: Team Development Questionnaire
Weighting: 5%
Due Dates: See MyUni
Submission Details: Online through MyUni
Learning objectives 1, 7
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): 1,2, 3, 4, 6, 9
Assessment 3: Leadership of Organisation Questionnaire 2
Weighting: 5%
Due Dates: See MyUni
Submission Details: Online through MyUni
Learning objectives 1
Assignment 4: Safety and Fairness Assignment (Individual)
Weighting: 15%
Due Date: See MyUni
Submission Details: Online through MyUni
Task:
Read the following scenario and then identify the health, safety and equity issues and identify how they should be addressed. Your analysis should be a maximum of 1500 words in length.
Scenario
The eight unit managers met with the Division Head to review the demand for services in order to prepare the submission for funding for the next financial year. As usual there was an increase in clients identified by the Case Workers and limited opportunities for increased funding. Each manager had to put their unit’s case and then the group would have to work out the priorities. The scheduled meeting had been deferred twice and now, at 3.00 p.m. a week before the deadline, the parties were together in the basement room. No one was expecting to leave on time today and the Division head was a Shaper, driving the task to completion with as few breaks as possible.
It’s going to be a marathon session, thought Paula as she wondered whether she would be able to get out to get some food before her diabetes caused problems. Lennie clutched his sheaf of case notes, wondering if he could get a word in early enough to make his points before he had to leave to collect the kids from childcare. If the meeting had run as scheduled he wouldn’t be under this pressure because he arranged for one of the other parents to collect them. Maris looked around the long narrow table as she entered trying to work out where she could position herself to best influence the head and the other key players. The room was already stuffy and wouldn’t get more comfortable as the evening wore on. At least she had some water in her drink bottle. As the room filled up and piles of paper supporting the presentations, were dumped on the table and behind chairs.
Grading will be based on your understanding of Occupational Health and Safety and Equity principles use of range of information sources and develop effective and innovative solutions, and managers’ responsibilities for professional behaviour.
Length and Presentation:
1500 words maximum
Criteria by which your assignment will be marked:
· Demonstrated understanding of management responsibilities in an organisation.
· Demonstrate effective and innovative solutions to OH&S, equity, and meeting issues.
· Demonstrated ability to transfer or apply concepts covered in the course to this topic.
· Quality of writing.
Learning objectives with this assessment (refer to section 2.1): 2, 9
Assessment 5: 3 Learning Logs (Individual)
Weighting: 15%
Due Dates: At least one Learning Log submitted after the first Intensive
The remaining Logs submitted after the second Intensive
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 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
Submission
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 成人大片 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 .
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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.
"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
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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鈥檚 disciplinary procedures.
The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.