GSZ614 Leading for High Performance
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | GSZ614 |
|---|---|
| Assumed Knowledge: | Completion of 'Leading for High Performance' active learning module is assumed knowledge. |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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Unit Outline: Flexible Period - 04A 2025, Online (Start Date: 10 Mar 2025)
| Unit code: | GSZ614 |
|---|---|
| Credit points: | 12 |
| Assumed Knowledge: | Completion of 'Leading for High Performance' professional development module is assumed knowledge. |
Overview
With the ability to do business globally, and new entrants representing disruption to established business models, it is now more important than ever to have a distinctive, high performance culture. Organisations need to be looking for ways to achieve the next level of excellence through focus on elements of high performance culture.
Leading for High-Performance explores practical implementation of current practices adopted by successful high-performance organisations worldwide. Students are provided with an opportunity to broaden their management skills within the context of high-performance organisations by engaging with the relationship between people management and general management issues and processes.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply integrated knowledge and skills to critically engage with conceptual frameworks, tools and techniques used in high-performance organisations and the issues linked to their implementation.
- Make informed decisions and judgements in formulating responses to issues in contemporary organisational management.
- Exercise self-reflection, critical thinking and accountability in relation to individual learning, professional practice and working effectively in organisational contexts.
- Use professional written and oral communication skills to discuss and critique complex real-world issues in managing high-performance organisations.
Content
The topics covered in this unit have been developed to provide students with a broad grasp of the principled of high performance in teams and organisations. Topics explored will include:
- Leading Performance: Theoretical foundations
- High Performance Teams
- Coaching conversations
- Difficult Performance conversations
- Recognition and feedback
- Enabling a culture of learning and adaptation
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit is presented in two components: a professional development module and a credential unit. Both involve online learning and the completion of readings and activities prior to intensive face-to-face workshops and/or virtual classrooms and work applied assessments. Students engage in reflective practice as they apply theories and technical skills to their work, sharing their experience with peers and synthesising these experiences with academic principles. Activities and assessment equip students to apply analytical skills and concepts for investigating and evaluating a range of issues in workplace context.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the teaching period, which may include:
- Informal: worked examples, such as verbal feedback in class, personal consultation
- Formal: in writing, such as checklists (e.g. criteria sheets), written commentary
- Direct: to individual students, either in written form or in consultation
- Indirect: to whole class
Assessment
Overview
Academic Honesty
QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. A breach of academic integrity is regarded as student misconduct and can lead to the imposition of penalties Important information about the university's approach to academic integrity of assessment is on your unit site. This unit may use content matching software to assist in verifying that original work has been submitted.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: High Performance Organisations
Students are required to critically evaluate the key arguments, models and theories of leading for high performance presented in the unit, identifying whether they remain effective in the context of the changing 21st century environment, with particular reference to socially and culturally diverse organisations.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Culture Assessment
Students are required to identify, describe and analyse the performance culture in their workplace using the theories and models presented in the unit, identify the key issues, and outline a strategy to address these issues. Students are also required to reflect on their own contribution to the performance culture of the organisation through their leadership behaviours.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Prescribed text(s)
Nil
Other
GSZ614 Canvas site
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to view the Emergency video
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO1, ULO2, ULO4, High Performance Organisations, Workplace Culture Assessment
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO2, ULO4, Workplace Culture Assessment
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO2, ULO3, ULO4, High Performance Organisations, Workplace Culture Assessment
KS (1.2): Advanced Technical and Technological Skills
Relates to: ULO3, ULO4, High Performance Organisations, Workplace Culture Assessment
PC (3.1): Professional Communication (Written)
Relates to: ULO4, High Performance Organisations, Workplace Culture Assessment
SE (5.1): Social, Ethical and Legal Understanding
Relates to: ULO2, ULO4, Workplace Culture Assessment
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: High Performance Organisations
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO3, Workplace Culture Assessment