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 - 03A 2024, Non-QUT location, Online (Start Date: 22 Jan 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 - 03A 2024, Non-QUT location, Online (Start Date: 22 Jan 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 - 03A 2024, Non-QUT location, Online (Start Date: 05 Feb 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 - 04A 2024, Non-QUT location, Online (Start Date: 04 Mar 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 2024, Non-QUT location, Online (Start Date: 24 Jun 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 2024, Non-QUT location, Online (Start Date: 01 Jul 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 2024, Non-QUT location, Online (Start Date: 15 Jul 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 2024, Non-QUT location, Online (Start Date: 29 Jul 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 2024, Non-QUT location, Online (Start Date: 19 Aug 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 - 11A 2024, Non-QUT location, Online (Start Date: 16 Sep 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 2024, Non-QUT location, Online (Start Date: 11 Nov 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 2024, Non-QUT location, Online (Start Date: 04 Nov 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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 2024, Non-QUT location, Online (Start Date: 25 Nov 2024)
| Unit code: | GSZ632 |
|---|---|
| Credit points: | 12 |
Overview
The aim of this unit is for students to increase their understanding of themselves 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 development. This unit provides an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as managers in the public sector environment.
This unit is the second unit of the program and references effective behaviour and style of management in the context of government examined in unit one.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate an understanding of self and how this impacts on workplace relationships.
- Analyse the dynamics of relationships in workplace settings in groups/teams from a cultural and diversity perspective.
- Apply relevant models of communication and individual and group behavior to influence and persuade others and improve individual and workplace performance.
- Develop a strategy for maintaining personal well being and career development.
Content
- Understanding Self: Building self awareness and the impact of values and beliefs on action; roles, goals and identity; self-development planning.
- Understanding Others: Understanding the dynamics of relationships at work; groups as systems; diversity and culture harnessing group strengths.
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
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 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 3-4 days duration 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.
- 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: In light of 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.
Formative or Summative: Formative and Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Workplace Analysis
Workplace Analysis and Application
Drawing on the content in the GSZ632 unit guide, readings and workshop sessions, identify one area of study that you can discuss in the context of your own workplace (for example, managing teams, strengths based developments, hard conversations, mentoring relationships). 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 collaboratively address the issue that you have identified and how you take into account diverse social and cultural contexts.
- Implement your identified plan and evaluate what was successful, as well as the limitations of the approach.
- Summarise the lessons learned from your approach and how this might have influenced your own personal or career development.
Formative or Summative: Summative
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
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