GSZ632 Managing Self and Others
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: | GSZ632 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
Unit Outline: Flexible Period - 05A 2025, Non-QUT location, Online (Start Date: 10 Mar 2025)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this second unit in the PSMP is for students to increase their understanding of themselves and to create working environments that support people to perform at their best, in order to develop greater insight and more effective strategies for managing within the public sector environment.
Self-awareness provides a foundation for personal and management capability.
This unit provides an opportunity for students to increase their understanding of important principles of managing self and others particularly in the context of a rapidly transforming public sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self, including strengths and development needs and how your behaviour impacts on workplace relationships. KS1.1; HO2.1; PC3.1; SL4.1
- Analyse the dynamics of relationships in workplace settings in groups/teams from a systems perspective and develop strategies for an ethical, inclusive and resilient workplace both physical and digital. HO2.1; SEC 5.1
- Apply relevant models of communication and organisational behaviour to enhance team cohesiveness and productivity. PC 3.1; SL4.2
- Develop a strategy for maintaining professional well being, growth and adaptation for yourself and your team. KS1.1; HO2.2; SL4.1
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning; understanding the concept of 'self' and relationship with others from different cultural perspectives.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
- Communication Skills: Skills to communicate constructively and effectively with individuals across diverse personality styles and preferences, fostering collaboration, mutual understanding and professional growth.
- Team Culture: Building a culture of ethics, resilience, accountability and inclusion; harnessing group diversity and strengths.
- Managing Learning, Adaptation and Change: Building personal and team resilience by fostering adaptability and continuous learning in response to changing work conditions.
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, professional practice and digital innovation.
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, situations trends across multiple contexts 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, lead and transform 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 (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face or virtual sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3 days duration or 5 virtual classrooms of 3 hours duration, with additional virtual engagement, where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring their own and group behaviours and testing new behaviours and new management approaches in the context of their own lives and their own management positions in the public sector.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Profile and Plan
Personal Profile and Development Plan
- Personal Profile: Referencing the personality frameworks, theories and tools explored in the first two modules, develop a personal profile outlining what you have discovered about yourself from the self-analysis process that has occurred. Identify the personal values and strengths that most strongly influence your life and work; and the personality and behavioural styles that you use. Reflect on how you interact with others and with your organisational culture.
- Development Plan: Using the insights from your personal profile, identify your areas of strength as well as areas requiring further development for your continuing professional and personal development, justifying your decisions with reference to relevant readings and models. Share elements of this development plan you are comfortable to disclose with peers from your cohort and have a conversation about why you have chosen your areas of strength and development and your strategies for growth. Include a reflection on the insights of this conversation as part of your plan.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.1), SL (4.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
A. Peer coaching reflection. Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you are comfortable to discuss in the context of your own workplace (for example, managing teams, strengths-based developments, hard conversations, mentoring relationships, learning and adaptation). Over a series of three Action Learning Group sessions you will share your challenge and work in a peer coaching process to develop strategies to address the issue and draw insights for your personal and professional growth. You should document the conversation and your insights from each of these sessions in a coaching journal.
B Individual Reflective Essay: A reflective essay will present your analysis of your workplace issue. Your discussion should:
- Describe and analyse the relevance of the area of study to your team and/or organisation.
- Outline a plan for how to address the issue that you have identified and how you take into account diverse social and cultural contexts, referencing the GSZ632unit learning resources.
- Summarise the lessons learned from your peer coaching (looking across the three journal entries) and workplace analysis and how this might influence your personal or career development.
The entries from your coaching journal will be included as an appendix to your reflective essay and will be included in the word count.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.2), SL (4.1; 4.2) SEC (5.1)
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
Other
Resource Materials.
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Profile and Plan, Workplace Analysis
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO4, Workplace Analysis
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Profile and Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO1, ULO3, Profile and Plan, Workplace Analysis
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Workplace Analysis
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO1, ULO4, Profile and Plan
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Workplace Analysis
Unit Outline: Flexible Period - 08A 2025, Non-QUT location, Online (Start Date: 07 Jul 2025)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this second unit in the PSMP is for students to increase their understanding of themselves and to create working environments that support people to perform at their best, in order to develop greater insight and more effective strategies for managing within the public sector environment.
Self-awareness provides a foundation for personal and management capability.
This unit provides an opportunity for students to increase their understanding of important principles of managing self and others particularly in the context of a rapidly transforming public sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self, including strengths and development needs and how your behaviour impacts on workplace relationships. KS1.1; HO2.1; PC3.1; SL4.1
- Analyse the dynamics of relationships in workplace settings in groups/teams from a systems perspective and develop strategies for an ethical, inclusive and resilient workplace both physical and digital. HO2.1; SEC 5.1
- Apply relevant models of communication and organisational behaviour to enhance team cohesiveness and productivity. PC 3.1; SL4.2
- Develop a strategy for maintaining professional well being, growth and adaptation for yourself and your team. KS1.1; HO2.2; SL4.1
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning; understanding the concept of 'self' and relationship with others from different cultural perspectives.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
- Communication Skills: Skills to communicate constructively and effectively with individuals across diverse personality styles and preferences, fostering collaboration, mutual understanding and professional growth.
- Team Culture: Building a culture of ethics, resilience, accountability and inclusion; harnessing group diversity and strengths.
- Managing Learning, Adaptation and Change: Building personal and team resilience by fostering adaptability and continuous learning in response to changing work conditions.
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, professional practice and digital innovation.
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, situations trends across multiple contexts 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, lead and transform 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 (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face or virtual sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3 days duration or 5 virtual classrooms of 3 hours duration, with additional virtual engagement, where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring their own and group behaviours and testing new behaviours and new management approaches in the context of their own lives and their own management positions in the public sector.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Profile and Plan
Personal Profile and Development Plan
- Personal Profile: Referencing the personality frameworks, theories and tools explored in the first two modules, develop a personal profile outlining what you have discovered about yourself from the self-analysis process that has occurred. Identify the personal values and strengths that most strongly influence your life and work; and the personality and behavioural styles that you use. Reflect on how you interact with others and with your organisational culture.
- Development Plan: Using the insights from your personal profile, identify your areas of strength as well as areas requiring further development for your continuing professional and personal development, justifying your decisions with reference to relevant readings and models. Share elements of this development plan you are comfortable to disclose with peers from your cohort and have a conversation about why you have chosen your areas of strength and development and your strategies for growth. Include a reflection on the insights of this conversation as part of your plan.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.1), SL (4.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
A. Peer coaching reflection. Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you are comfortable to discuss in the context of your own workplace (for example, managing teams, strengths-based developments, hard conversations, mentoring relationships, learning and adaptation). Over a series of three Action Learning Group sessions you will share your challenge and work in a peer coaching process to develop strategies to address the issue and draw insights for your personal and professional growth. You should document the conversation and your insights from each of these sessions in a coaching journal.
B Individual Reflective Essay: A reflective essay will present your analysis of your workplace issue. Your discussion should:
- Describe and analyse the relevance of the area of study to your team and/or organisation.
- Outline a plan for how to address the issue that you have identified and how you take into account diverse social and cultural contexts, referencing the GSZ632unit learning resources.
- Summarise the lessons learned from your peer coaching (looking across the three journal entries) and workplace analysis and how this might influence your personal or career development.
The entries from your coaching journal will be included as an appendix to your reflective essay and will be included in the word count.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.2), SL (4.1; 4.2) SEC (5.1)
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
Other
Resource Materials.
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Profile and Plan, Workplace Analysis
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO4, Workplace Analysis
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Profile and Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO1, ULO3, Profile and Plan, Workplace Analysis
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Workplace Analysis
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO1, ULO4, Profile and Plan
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Workplace Analysis
Unit Outline: Flexible Period - 08A 2025, Non-QUT location, Online (Start Date: 07 Jul 2025)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this second unit in the PSMP is for students to increase their understanding of themselves and to create working environments that support people to perform at their best, in order to develop greater insight and more effective strategies for managing within the public sector environment.
Self-awareness provides a foundation for personal and management capability.
This unit provides an opportunity for students to increase their understanding of important principles of managing self and others particularly in the context of a rapidly transforming public sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self, including strengths and development needs and how your behaviour impacts on workplace relationships. KS1.1; HO2.1; PC3.1; SL4.1
- Analyse the dynamics of relationships in workplace settings in groups/teams from a systems perspective and develop strategies for an ethical, inclusive and resilient workplace both physical and digital. HO2.1; SEC 5.1
- Apply relevant models of communication and organisational behaviour to enhance team cohesiveness and productivity. PC 3.1; SL4.2
- Develop a strategy for maintaining professional well being, growth and adaptation for yourself and your team. KS1.1; HO2.2; SL4.1
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning; understanding the concept of 'self' and relationship with others from different cultural perspectives.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
- Communication Skills: Skills to communicate constructively and effectively with individuals across diverse personality styles and preferences, fostering collaboration, mutual understanding and professional growth.
- Team Culture: Building a culture of ethics, resilience, accountability and inclusion; harnessing group diversity and strengths.
- Managing Learning, Adaptation and Change: Building personal and team resilience by fostering adaptability and continuous learning in response to changing work conditions.
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, professional practice and digital innovation.
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, situations trends across multiple contexts 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, lead and transform 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 (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face or virtual sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3 days duration or 5 virtual classrooms of 3 hours duration, with additional virtual engagement, where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring their own and group behaviours and testing new behaviours and new management approaches in the context of their own lives and their own management positions in the public sector.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Profile and Plan
Personal Profile and Development Plan
- Personal Profile: Referencing the personality frameworks, theories and tools explored in the first two modules, develop a personal profile outlining what you have discovered about yourself from the self-analysis process that has occurred. Identify the personal values and strengths that most strongly influence your life and work; and the personality and behavioural styles that you use. Reflect on how you interact with others and with your organisational culture.
- Development Plan: Using the insights from your personal profile, identify your areas of strength as well as areas requiring further development for your continuing professional and personal development, justifying your decisions with reference to relevant readings and models. Share elements of this development plan you are comfortable to disclose with peers from your cohort and have a conversation about why you have chosen your areas of strength and development and your strategies for growth. Include a reflection on the insights of this conversation as part of your plan.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.1), SL (4.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
A. Peer coaching reflection. Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you are comfortable to discuss in the context of your own workplace (for example, managing teams, strengths-based developments, hard conversations, mentoring relationships, learning and adaptation). Over a series of three Action Learning Group sessions you will share your challenge and work in a peer coaching process to develop strategies to address the issue and draw insights for your personal and professional growth. You should document the conversation and your insights from each of these sessions in a coaching journal.
B Individual Reflective Essay: A reflective essay will present your analysis of your workplace issue. Your discussion should:
- Describe and analyse the relevance of the area of study to your team and/or organisation.
- Outline a plan for how to address the issue that you have identified and how you take into account diverse social and cultural contexts, referencing the GSZ632unit learning resources.
- Summarise the lessons learned from your peer coaching (looking across the three journal entries) and workplace analysis and how this might influence your personal or career development.
The entries from your coaching journal will be included as an appendix to your reflective essay and will be included in the word count.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.2), SL (4.1; 4.2) SEC (5.1)
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
Other
Resource Materials.
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Profile and Plan, Workplace Analysis
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO4, Workplace Analysis
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Profile and Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO1, ULO3, Profile and Plan, Workplace Analysis
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Workplace Analysis
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO1, ULO4, Profile and Plan
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Workplace Analysis
Unit Outline: Flexible Period - 09A 2025, Non-QUT location, Online (Start Date: 21 Jul 2025)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this second unit in the PSMP is for students to increase their understanding of themselves and to create working environments that support people to perform at their best, in order to develop greater insight and more effective strategies for managing within the public sector environment.
Self-awareness provides a foundation for personal and management capability.
This unit provides an opportunity for students to increase their understanding of important principles of managing self and others particularly in the context of a rapidly transforming public sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self, including strengths and development needs and how your behaviour impacts on workplace relationships. KS1.1; HO2.1; PC3.1; SL4.1
- Analyse the dynamics of relationships in workplace settings in groups/teams from a systems perspective and develop strategies for an ethical, inclusive and resilient workplace both physical and digital. HO2.1; SEC 5.1
- Apply relevant models of communication and organisational behaviour to enhance team cohesiveness and productivity. PC 3.1; SL4.2
- Develop a strategy for maintaining professional well being, growth and adaptation for yourself and your team. KS1.1; HO2.2; SL4.1
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning; understanding the concept of 'self' and relationship with others from different cultural perspectives.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
- Communication Skills: Skills to communicate constructively and effectively with individuals across diverse personality styles and preferences, fostering collaboration, mutual understanding and professional growth.
- Team Culture: Building a culture of ethics, resilience, accountability and inclusion; harnessing group diversity and strengths.
- Managing Learning, Adaptation and Change: Building personal and team resilience by fostering adaptability and continuous learning in response to changing work conditions.
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, professional practice and digital innovation.
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, situations trends across multiple contexts 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, lead and transform 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 (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face or virtual sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3 days duration or 5 virtual classrooms of 3 hours duration, with additional virtual engagement, where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring their own and group behaviours and testing new behaviours and new management approaches in the context of their own lives and their own management positions in the public sector.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Profile and Plan
Personal Profile and Development Plan
- Personal Profile: Referencing the personality frameworks, theories and tools explored in the first two modules, develop a personal profile outlining what you have discovered about yourself from the self-analysis process that has occurred. Identify the personal values and strengths that most strongly influence your life and work; and the personality and behavioural styles that you use. Reflect on how you interact with others and with your organisational culture.
- Development Plan: Using the insights from your personal profile, identify your areas of strength as well as areas requiring further development for your continuing professional and personal development, justifying your decisions with reference to relevant readings and models. Share elements of this development plan you are comfortable to disclose with peers from your cohort and have a conversation about why you have chosen your areas of strength and development and your strategies for growth. Include a reflection on the insights of this conversation as part of your plan.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.1), SL (4.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
A. Peer coaching reflection. Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you are comfortable to discuss in the context of your own workplace (for example, managing teams, strengths-based developments, hard conversations, mentoring relationships, learning and adaptation). Over a series of three Action Learning Group sessions you will share your challenge and work in a peer coaching process to develop strategies to address the issue and draw insights for your personal and professional growth. You should document the conversation and your insights from each of these sessions in a coaching journal.
B Individual Reflective Essay: A reflective essay will present your analysis of your workplace issue. Your discussion should:
- Describe and analyse the relevance of the area of study to your team and/or organisation.
- Outline a plan for how to address the issue that you have identified and how you take into account diverse social and cultural contexts, referencing the GSZ632unit learning resources.
- Summarise the lessons learned from your peer coaching (looking across the three journal entries) and workplace analysis and how this might influence your personal or career development.
The entries from your coaching journal will be included as an appendix to your reflective essay and will be included in the word count.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.2), SL (4.1; 4.2) SEC (5.1)
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
Other
Resource Materials.
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Profile and Plan, Workplace Analysis
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO4, Workplace Analysis
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Profile and Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO1, ULO3, Profile and Plan, Workplace Analysis
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Workplace Analysis
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO1, ULO4, Profile and Plan
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Workplace Analysis
Unit Outline: Flexible Period - 09A 2025, Non-QUT location, Online (Start Date: 28 Jul 2025)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this second unit in the PSMP is for students to increase their understanding of themselves and to create working environments that support people to perform at their best, in order to develop greater insight and more effective strategies for managing within the public sector environment.
Self-awareness provides a foundation for personal and management capability.
This unit provides an opportunity for students to increase their understanding of important principles of managing self and others particularly in the context of a rapidly transforming public sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self, including strengths and development needs and how your behaviour impacts on workplace relationships. KS1.1; HO2.1; PC3.1; SL4.1
- Analyse the dynamics of relationships in workplace settings in groups/teams from a systems perspective and develop strategies for an ethical, inclusive and resilient workplace both physical and digital. HO2.1; SEC 5.1
- Apply relevant models of communication and organisational behaviour to enhance team cohesiveness and productivity. PC 3.1; SL4.2
- Develop a strategy for maintaining professional well being, growth and adaptation for yourself and your team. KS1.1; HO2.2; SL4.1
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning; understanding the concept of 'self' and relationship with others from different cultural perspectives.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
- Communication Skills: Skills to communicate constructively and effectively with individuals across diverse personality styles and preferences, fostering collaboration, mutual understanding and professional growth.
- Team Culture: Building a culture of ethics, resilience, accountability and inclusion; harnessing group diversity and strengths.
- Managing Learning, Adaptation and Change: Building personal and team resilience by fostering adaptability and continuous learning in response to changing work conditions.
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, professional practice and digital innovation.
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, situations trends across multiple contexts 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, lead and transform 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 (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face or virtual sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3 days duration or 5 virtual classrooms of 3 hours duration, with additional virtual engagement, where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring their own and group behaviours and testing new behaviours and new management approaches in the context of their own lives and their own management positions in the public sector.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Profile and Plan
Personal Profile and Development Plan
- Personal Profile: Referencing the personality frameworks, theories and tools explored in the first two modules, develop a personal profile outlining what you have discovered about yourself from the self-analysis process that has occurred. Identify the personal values and strengths that most strongly influence your life and work; and the personality and behavioural styles that you use. Reflect on how you interact with others and with your organisational culture.
- Development Plan: Using the insights from your personal profile, identify your areas of strength as well as areas requiring further development for your continuing professional and personal development, justifying your decisions with reference to relevant readings and models. Share elements of this development plan you are comfortable to disclose with peers from your cohort and have a conversation about why you have chosen your areas of strength and development and your strategies for growth. Include a reflection on the insights of this conversation as part of your plan.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.1), SL (4.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
A. Peer coaching reflection. Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you are comfortable to discuss in the context of your own workplace (for example, managing teams, strengths-based developments, hard conversations, mentoring relationships, learning and adaptation). Over a series of three Action Learning Group sessions you will share your challenge and work in a peer coaching process to develop strategies to address the issue and draw insights for your personal and professional growth. You should document the conversation and your insights from each of these sessions in a coaching journal.
B Individual Reflective Essay: A reflective essay will present your analysis of your workplace issue. Your discussion should:
- Describe and analyse the relevance of the area of study to your team and/or organisation.
- Outline a plan for how to address the issue that you have identified and how you take into account diverse social and cultural contexts, referencing the GSZ632unit learning resources.
- Summarise the lessons learned from your peer coaching (looking across the three journal entries) and workplace analysis and how this might influence your personal or career development.
The entries from your coaching journal will be included as an appendix to your reflective essay and will be included in the word count.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.2), SL (4.1; 4.2) SEC (5.1)
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
Other
Resource Materials.
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Profile and Plan, Workplace Analysis
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO4, Workplace Analysis
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Profile and Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO1, ULO3, Profile and Plan, Workplace Analysis
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Workplace Analysis
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO1, ULO4, Profile and Plan
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Workplace Analysis
Unit Outline: Flexible Period - 10A 2025, Non-QUT location, Online (Start Date: 25 Aug 2025)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this second unit in the PSMP is for students to increase their understanding of themselves and to create working environments that support people to perform at their best, in order to develop greater insight and more effective strategies for managing within the public sector environment.
Self-awareness provides a foundation for personal and management capability.
This unit provides an opportunity for students to increase their understanding of important principles of managing self and others particularly in the context of a rapidly transforming public sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self, including strengths and development needs and how your behaviour impacts on workplace relationships. KS1.1; HO2.1; PC3.1; SL4.1
- Analyse the dynamics of relationships in workplace settings in groups/teams from a systems perspective and develop strategies for an ethical, inclusive and resilient workplace both physical and digital. HO2.1; SEC 5.1
- Apply relevant models of communication and organisational behaviour to enhance team cohesiveness and productivity. PC 3.1; SL4.2
- Develop a strategy for maintaining professional well being, growth and adaptation for yourself and your team. KS1.1; HO2.2; SL4.1
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning; understanding the concept of 'self' and relationship with others from different cultural perspectives.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
- Communication Skills: Skills to communicate constructively and effectively with individuals across diverse personality styles and preferences, fostering collaboration, mutual understanding and professional growth.
- Team Culture: Building a culture of ethics, resilience, accountability and inclusion; harnessing group diversity and strengths.
- Managing Learning, Adaptation and Change: Building personal and team resilience by fostering adaptability and continuous learning in response to changing work conditions.
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, professional practice and digital innovation.
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, situations trends across multiple contexts 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, lead and transform 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 (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face or virtual sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3 days duration or 5 virtual classrooms of 3 hours duration, with additional virtual engagement, where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring their own and group behaviours and testing new behaviours and new management approaches in the context of their own lives and their own management positions in the public sector.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Profile and Plan
Personal Profile and Development Plan
- Personal Profile: Referencing the personality frameworks, theories and tools explored in the first two modules, develop a personal profile outlining what you have discovered about yourself from the self-analysis process that has occurred. Identify the personal values and strengths that most strongly influence your life and work; and the personality and behavioural styles that you use. Reflect on how you interact with others and with your organisational culture.
- Development Plan: Using the insights from your personal profile, identify your areas of strength as well as areas requiring further development for your continuing professional and personal development, justifying your decisions with reference to relevant readings and models. Share elements of this development plan you are comfortable to disclose with peers from your cohort and have a conversation about why you have chosen your areas of strength and development and your strategies for growth. Include a reflection on the insights of this conversation as part of your plan.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.1), SL (4.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
A. Peer coaching reflection. Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you are comfortable to discuss in the context of your own workplace (for example, managing teams, strengths-based developments, hard conversations, mentoring relationships, learning and adaptation). Over a series of three Action Learning Group sessions you will share your challenge and work in a peer coaching process to develop strategies to address the issue and draw insights for your personal and professional growth. You should document the conversation and your insights from each of these sessions in a coaching journal.
B Individual Reflective Essay: A reflective essay will present your analysis of your workplace issue. Your discussion should:
- Describe and analyse the relevance of the area of study to your team and/or organisation.
- Outline a plan for how to address the issue that you have identified and how you take into account diverse social and cultural contexts, referencing the GSZ632unit learning resources.
- Summarise the lessons learned from your peer coaching (looking across the three journal entries) and workplace analysis and how this might influence your personal or career development.
The entries from your coaching journal will be included as an appendix to your reflective essay and will be included in the word count.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.2), SL (4.1; 4.2) SEC (5.1)
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
Other
Resource Materials.
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Profile and Plan, Workplace Analysis
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO4, Workplace Analysis
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Profile and Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO1, ULO3, Profile and Plan, Workplace Analysis
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Workplace Analysis
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO1, ULO4, Profile and Plan
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Workplace Analysis
Unit Outline: Flexible Period - B 2025, Non-QUT location, Online (Start Date: 27 Oct 2025)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this second unit in the PSMP is for students to increase their understanding of themselves and to create working environments that support people to perform at their best, in order to develop greater insight and more effective strategies for managing within the public sector environment.
Self-awareness provides a foundation for personal and management capability.
This unit provides an opportunity for students to increase their understanding of important principles of managing self and others particularly in the context of a rapidly transforming public sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self, including strengths and development needs and how your behaviour impacts on workplace relationships. KS1.1; HO2.1; PC3.1; SL4.1
- Analyse the dynamics of relationships in workplace settings in groups/teams from a systems perspective and develop strategies for an ethical, inclusive and resilient workplace both physical and digital. HO2.1; SEC 5.1
- Apply relevant models of communication and organisational behaviour to enhance team cohesiveness and productivity. PC 3.1; SL4.2
- Develop a strategy for maintaining professional well being, growth and adaptation for yourself and your team. KS1.1; HO2.2; SL4.1
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning; understanding the concept of 'self' and relationship with others from different cultural perspectives.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
- Communication Skills: Skills to communicate constructively and effectively with individuals across diverse personality styles and preferences, fostering collaboration, mutual understanding and professional growth.
- Team Culture: Building a culture of ethics, resilience, accountability and inclusion; harnessing group diversity and strengths.
- Managing Learning, Adaptation and Change: Building personal and team resilience by fostering adaptability and continuous learning in response to changing work conditions.
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, professional practice and digital innovation.
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, situations trends across multiple contexts 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, lead and transform 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 (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face or virtual sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3 days duration or 5 virtual classrooms of 3 hours duration, with additional virtual engagement, where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring their own and group behaviours and testing new behaviours and new management approaches in the context of their own lives and their own management positions in the public sector.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Profile and Plan
Personal Profile and Development Plan
- Personal Profile: Referencing the personality frameworks, theories and tools explored in the first two modules, develop a personal profile outlining what you have discovered about yourself from the self-analysis process that has occurred. Identify the personal values and strengths that most strongly influence your life and work; and the personality and behavioural styles that you use. Reflect on how you interact with others and with your organisational culture.
- Development Plan: Using the insights from your personal profile, identify your areas of strength as well as areas requiring further development for your continuing professional and personal development, justifying your decisions with reference to relevant readings and models. Share elements of this development plan you are comfortable to disclose with peers from your cohort and have a conversation about why you have chosen your areas of strength and development and your strategies for growth. Include a reflection on the insights of this conversation as part of your plan.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.1), SL (4.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
A. Peer coaching reflection. Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you are comfortable to discuss in the context of your own workplace (for example, managing teams, strengths-based developments, hard conversations, mentoring relationships, learning and adaptation). Over a series of three Action Learning Group sessions you will share your challenge and work in a peer coaching process to develop strategies to address the issue and draw insights for your personal and professional growth. You should document the conversation and your insights from each of these sessions in a coaching journal.
B Individual Reflective Essay: A reflective essay will present your analysis of your workplace issue. Your discussion should:
- Describe and analyse the relevance of the area of study to your team and/or organisation.
- Outline a plan for how to address the issue that you have identified and how you take into account diverse social and cultural contexts, referencing the GSZ632unit learning resources.
- Summarise the lessons learned from your peer coaching (looking across the three journal entries) and workplace analysis and how this might influence your personal or career development.
The entries from your coaching journal will be included as an appendix to your reflective essay and will be included in the word count.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.2), SL (4.1; 4.2) SEC (5.1)
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
Other
Resource Materials.
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Profile and Plan, Workplace Analysis
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO4, Workplace Analysis
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Profile and Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO1, ULO3, Profile and Plan, Workplace Analysis
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Workplace Analysis
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO1, ULO4, Profile and Plan
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Workplace Analysis
Unit Outline: Flexible Period - B 2025, Non-QUT location, Online (Start Date: 10 Nov 2025)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this second unit in the PSMP is for students to increase their understanding of themselves and to create working environments that support people to perform at their best, in order to develop greater insight and more effective strategies for managing within the public sector environment.
Self-awareness provides a foundation for personal and management capability.
This unit provides an opportunity for students to increase their understanding of important principles of managing self and others particularly in the context of a rapidly transforming public sector.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self, including strengths and development needs and how your behaviour impacts on workplace relationships. KS1.1; HO2.1; PC3.1; SL4.1
- Analyse the dynamics of relationships in workplace settings in groups/teams from a systems perspective and develop strategies for an ethical, inclusive and resilient workplace both physical and digital. HO2.1; SEC 5.1
- Apply relevant models of communication and organisational behaviour to enhance team cohesiveness and productivity. PC 3.1; SL4.2
- Develop a strategy for maintaining professional well being, growth and adaptation for yourself and your team. KS1.1; HO2.2; SL4.1
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning; understanding the concept of 'self' and relationship with others from different cultural perspectives.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
- Communication Skills: Skills to communicate constructively and effectively with individuals across diverse personality styles and preferences, fostering collaboration, mutual understanding and professional growth.
- Team Culture: Building a culture of ethics, resilience, accountability and inclusion; harnessing group diversity and strengths.
- Managing Learning, Adaptation and Change: Building personal and team resilience by fostering adaptability and continuous learning in response to changing work conditions.
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, professional practice and digital innovation.
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, situations trends across multiple contexts 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, lead and transform 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 (both physical and digital) 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, responsible and agile practice in contemporary complex digital environments.
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 adaptable, transformative and sustainable courses of action in contemporary environments.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical, legal and responsible 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, socially and ecologically inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
There is a commitment to critical inquiry and intellectual debate in regard to the material covered, and students are encouraged to relate the theories and research discussed to situations known to them.
A blended learning approach is taken with this unit. Students engage with the theories, research and practice through a blend of:
- Guided instruction, learning activities and learning resources presented in a comprehensive electronic learning guide.
- Students are expected to engage with the readings and learning activities in the learning guide prior to face-to-face or virtual sessions.
- A comprehensive set of readings, cases, workplace documents and other authentic materials are provided to support student access to the content of the unit. Where appropriate electronic and printed textbooks will also be provided.
- Face-to-face workshops of 3 days duration or 5 virtual classrooms of 3 hours duration, with additional virtual engagement, where students actively engage in exploring the concepts, issues and cases provided in the learning guide. A focus on facilitated group learning and collaboration is a feature of these sessions.
- Action learning groups (ALGs) where students provide peer support and coaching on unit content.
- A Canvas learning site providing additional materials such as podcasts, vodcasts, audio, video files and computer simulations, which can be accessed through the life of the unit.
Wherever possible guest speakers from government and industry will be invited to the face-to-face workshops to discuss live issues and real cases in the context of their effect on the delivery of government business and the development of policy.
The learning activities emphasise practical application and deep connection to job experience. The assessments involve tasks that replicate real world challenges and require meaningful performance in work contexts where students are provided the opportunity to demonstrate mastery of the real work done in public sector contexts.
In this unit, students will be encouraged to apply their learning to real workplace practice by actively exploring their own and group behaviours and testing new behaviours and new management approaches in the context of their own lives and their own management positions in the public sector.
Feedback on Learning and Assessment
Students will receive feedback in various forms throughout the study period, which may include:
- Informal: worked examples, such as verbal feedback in class or in personal consultation.
- Formal: in writing, using criterion referenced assessment checklists and further written commentary.
- Direct: to individual students, either in written form or in consultation.
- Indirect: to whole class.
Assessment
Overview
Academic honesty means that you are expected to exhibit honesty and act responsibly when undertaking assessment. Any action or practice on your part which would defeat the purposes of assessment is regarded as academic dishonesty. The penalties for academic dishonesty are provided in the Student Rules. For more information you should consult the Academic Integrity Kit and the QUT Library resources for avoiding plagiarism. QUT Reserves the right to use plagiarism detection software.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Profile and Plan
Personal Profile and Development Plan
- Personal Profile: Referencing the personality frameworks, theories and tools explored in the first two modules, develop a personal profile outlining what you have discovered about yourself from the self-analysis process that has occurred. Identify the personal values and strengths that most strongly influence your life and work; and the personality and behavioural styles that you use. Reflect on how you interact with others and with your organisational culture.
- Development Plan: Using the insights from your personal profile, identify your areas of strength as well as areas requiring further development for your continuing professional and personal development, justifying your decisions with reference to relevant readings and models. Share elements of this development plan you are comfortable to disclose with peers from your cohort and have a conversation about why you have chosen your areas of strength and development and your strategies for growth. Include a reflection on the insights of this conversation as part of your plan.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.1), SL (4.1)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
A. Peer coaching reflection. Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you are comfortable to discuss in the context of your own workplace (for example, managing teams, strengths-based developments, hard conversations, mentoring relationships, learning and adaptation). Over a series of three Action Learning Group sessions you will share your challenge and work in a peer coaching process to develop strategies to address the issue and draw insights for your personal and professional growth. You should document the conversation and your insights from each of these sessions in a coaching journal.
B Individual Reflective Essay: A reflective essay will present your analysis of your workplace issue. Your discussion should:
- Describe and analyse the relevance of the area of study to your team and/or organisation.
- Outline a plan for how to address the issue that you have identified and how you take into account diverse social and cultural contexts, referencing the GSZ632unit learning resources.
- Summarise the lessons learned from your peer coaching (looking across the three journal entries) and workplace analysis and how this might influence your personal or career development.
The entries from your coaching journal will be included as an appendix to your reflective essay and will be included in the word count.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1; 2.2), PC (3.2), SL (4.1; 4.2) SEC (5.1)
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
Other
Resource Materials.
Electronic unit learning guide.
Journal articles and other readings.
Diagnostic tools.
Authentic state-specific documents.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with 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, Profile and Plan, Workplace Analysis
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO4, Workplace Analysis
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, ULO4, Profile and Plan
PC (3.1): Professional Communication (Written)
Relates to: ULO1, ULO3, Profile and Plan, Workplace Analysis
SE (5.2): Cultural , Environmental and Social Responsibility
Relates to: ULO2, Workplace Analysis
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO1, ULO4, Profile and Plan
SL (4.2): Leading and Developing Teams
Relates to: ULO3, Workplace Analysis