GSQ001 Leadership: Managing Self and Teams
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: | GSQ001 |
|---|---|
| Antirequisite(s): | GSZ409, GSN409, GSZ497, GSN497 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $2,174 |
| Pre-2021 CSP student contribution | $1,703 The pre-2021 commonwealth supported place (CSP) contribution amount only applies to students enrolled in a course prior to 2021. To learn more, visit our Understanding your fees page. |
| Domestic tuition unit fee | $4,992 |
Unit Outline: Session 1 2026, QUT Online, Online
| Unit code: | GSQ001 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | GSN409 |
| Anti-requisite: | GSZ497 |
| Anti-requisite: | GSN497 |
| Anti-requisite: | GSZ409 |
Overview
This unit helps students enhance self-awareness and understand how their interactions impact leadership effectiveness in complex settings. It focuses on personal development, cultural understanding, and ethics, with an emphasis on building leadership competencies to support career goals.
Positioned as a core MBA unit, Leadership: Managing Self and Teams allows students to assess their leadership abilities and identify areas for growth during the MBA and beyond. It offers ongoing opportunities to review and enhance career aspirations.
One challenge for leaders is harnessing the collective talents of their team to drive performance and achieve organisational goals. This unit also develops knowledge of human behaviour at work and how to lead high-performing teams, both face-to-face and virtually.
The unit looks at leadership holistically, considering followership and context. It equips students with tools to build motivation, capability, and attitude in others.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and application of leadership theoretical frameworks, models and tools. KS 1.1
- Synthesise, reflect upon and evaluate data received from a variety of sources and tools in order to understand the current situation and to inform personal leadership and change development opportunities. HO 2.1, SL 4.1
- Critically reflect on the social, cultural and ethical influences on leadership and decision-making. SL 4.1, SEC 5.1, SEC 5.2
- Using data and feedback prepare a personal profile change and a change management plan applied to a workplace team scenario. HO 2.2, SL 4.1
- Synthesise advanced organisational behaviour and management theories and frameworks to demonstrate how leaders need to respond to complex issues. KS 1.1, HO 2.1
Content
The modules covered in this unit have been developed to provide students with a broad grasp of the key leadership principles that operate within an organisation. Topics explored will include:
- Methods for Personal Change
- Developing EI & Growth Mindset
- Self-Awareness - Personality & Strengths
- Values, Ethics & Destructive Leadership
- Self-Control & Emotional Regulation
- Understanding Others - Individuals & Followers
- Understanding Contingencies
- Strategies for Creating High Performance Teams
- Coaching for Engagement & Performance
- Wellbeing, Strengths & Managing Energy
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 Business capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
1.2 Apply advanced technical and technological knowledge and skills from a range of business disciplines to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable, effective, and transformational business performance in local, national, global, and virtual business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate, lead, and transform in diverse and complex contexts (both physical and digital) and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts (both physical and digital) and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice, and foresight in adapting and applying knowledge and skills to inform and influence effective, responsible, innovative and agile practice in contemporary complex digital environments.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of adaptable, transformative, and sustainable courses of action in complex contemporary environments.
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, global, and virtual business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally, socially and ecologically inclusive and responsible decisions and actions across complex, diverse social and cultural contexts.
Learning Approaches
In this fully online unit, you will be engaged in a combination of synchronous (live) scheduled classes and asynchronous (self-paced) learning. Synchronous classes will focus on addressing key concepts and provide you with the opportunity develop and demonstrate your competence through active participation as well as through self-assessed problems and model answer feedback. Additionally, these classes provide an opportunity for collaboration with your peers, and a forum for asking questions and checking your understanding of the learning materials.
You are also expected to work independently through carefully prepared curated resources in the form of asynchronous modules. These activities in these modules may include:
- Online discussions
- Readings
- Learning activities
- Digital practices for creating professional resources.
You are responsible for your academic progression through this unit. Unit staff will provide a learning environment designed to maximise your learning experience. To realise your full potential, it is strongly recommended that you actively participate in all the learning activities offered in this unit. You should expect to spend on average 15 hours per week, attending scheduled classes, working through asynchronous modules, preparing for and completing assessment tasks as well as in independent study to consolidate your learning.
A commitment to critical inquiry and intellectual debate is encouraged throughout the unit. Students are urged to relate the theories and research explored to their own experiences and real-world situations, sharing insights with the class to enhance the overall learning experience.
This unit fosters an awareness of Australian management policies and practices within an intercultural and global context. Students enrolled in this unit typically come from diverse professional and socio-cultural backgrounds. This diversity is considered an advantage, as students are encouraged to learn from one another. Sensitivity to cultural, gender, and international issues is strongly emphasised.
Real World Learning Design:
- Career Development and Employability: This unit provides students with hands-on experience in applying leadership theory to their professional lives. Through tools like 360-degree feedback and reflective practice, they gain deeper self-awareness and actionable insights into their leadership style. Working in teams, both virtually and in person, students build key workplace capabilities including communication, collaboration, and ethical decision-making. The unit also supports ongoing career planning by helping students align their personal development with long-term goals, enhancing their leadership impact and employability in diverse industries.
- Diverse Perspectives and Inclusion: Students actively engage with diverse perspectives by exploring the complexities of working in teams and leadership across a range of cultural and organisational contexts. The unit fosters inclusive leadership by encouraging students to seek feedback, reflect on bias, and understand how their behaviour impacts others. Ethical considerations and followership are also explored, supporting empathy and open-mindedness. By understanding complexities in group dynamics and communication, students develop cultural intelligence and the capability to lead inclusively in today’s global and hybrid work environments.
Feedback on Learning and Assessment
- Students will receive a variety of formative feedback throughout this unit.
- Informally, feedback will be given verbally in synchronous class discussions and during the debriefing of learning activities.
- Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
- Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the unit learning management site at the commencement of the unit.
- Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
- This unit includes two assignments aimed at deepening students' understanding of key concepts. The assignments will be discussed in scheduled synchronous sessions to clarify their requirements. Supporting resources and marking guides will be made available on the learning management system. Teaching staff will provide feedback during tutorials and consultation hours.
- The unit includes two summative assignments, each contributing to the assessment for this 12-credit point unit. The first assignment is due during the consolidation (non-teaching) week, and the second is due at the end of the assignment (non-teaching) week.
The Graduate School of Business endeavours to ensure the consistent and equitable application of assignment word limits. The word limit includes all text in the body of an assignment, including in-text references, abstract, tables, images, quotes, and figures. Word count excludes the reference list and appendices, but only the main body of the assignment will be marked. While a word count of up to 10% over the word limit will be accepted, for those assignments that exceed this acceptable limit, the marker will stop reading when the word count exceeds the limit (plus 10% allowance).
Gen AI tools may be used ethically and responsibly. Students may use generative artificial intelligence (GenAI) tools to prepare for, generate and refine content for this assessment task. AI-generated content may be inaccurate, unreliable, or biased. It is each student's responsibility to critically evaluate any information used.Students must clearly acknowledge and appropriately reference any AI-generated content following the guidance in Cite | Write
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Personal Profile with Improvement Agenda Video
Assignment Requirements:
Each student is required to submit a recorded video presentation their personal profile that demonstrates an understanding of the various theories, frameworks, and tools discussed in Topics 1 to 4. The profile should reflect what the student has learned about themselves through the self-analysis process and discuss the implications of this self-awareness for their career development and leadership potential.
Both strengths and areas for improvement should be addressed. Areas for improvement within a team setting should be outlined clearly as they will be explored in Assessment Task 2.
Video Requirements:
The video presentation must be supported by a minimum of three diagrams, additional illustrations, and/or brief journal extracts to aid in clarifying the ideas presented. The video presentation must be between 9-10 minutes in length, show the student's face and have captions.
Viva Voce:
After the video presentation, students will be required to complete a 10-minute viva voce in a synchronous virtual session. This oral examination will serve to confirm authorship of the submitted work, assess their understanding of the material, clarify specific points from the video presentation, and explore their reasoning and depth of knowledge in greater detail.
Purpose of Assignment:
The purpose of this assignment is to assess the learner's self-awareness and to lay the groundwork for the creation of a Change Plan, which will be developed in Assessment Task 2. The profile should clearly demonstrate the student's comprehension of the theories covered and how they support self-analysis.
Requiring students to create video presentations with their face visible prepares them for the modern workforce, where digital communication and virtual presentations are vital. This develops key skills like confident speaking, clear expression, and effective use of digital platforms—essential for success in today’s technology-driven, remote, and hybrid work environments.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assessment item requires your attendance at your scheduled tutorial/session.
This assessment item is a Verified Identity Assessment. Requirements are provided on the Unit Canvas site.
Formative or Summative: Formative and Summative
Postgraduate (AoL goals): KS 1.1, HO 2.1, SL 4.1, SEC 5.2
The late submission period does not apply and no assignment extensions are available.
Assessment: Leadership and Team Development: An Intentional Change Plan
Assignment Requirements
For the self-reflection change plan, students are required to write a report reflecting on areas they intend to improve on with regard to their leadership and team experiences, and how they went about it.
Students must base their change plan on 2-3 elements from their learning agenda in Assessment 1. The focus should be on intentional change, identifying and analysing issues and strategies for strengthening or broadening leadership skills in the workplace. They need to implement some changes and report on them as a part of this change plan.
This intentional change plan should demonstrate a high level of self-awareness, addressing aspects such as leadership strengths, limitations, challenges, understanding the impact on others, managing reactions in various situations, and the reciprocal impact of others on the student. Incorporating feedback from peers, colleagues, or mentors, as well as relevant data or observations, is essential for identifying areas of growth and refining leadership strategies. The reflection should draw on the following:
- Insights into their leadership—strengths, limitations, challenges, and opportunities for intentional development.
- Experiences working in teams, including group dynamics, roles played, feedback received (what was shared, noticed reactions), and how these experiences relate to their own learning.
- Show a deep understanding of the social, cultural and ethical influences on leadership and decision-making.
- How the learnings and feedback from Assessment 1 were applied to their organisation and team contexts in the future.
- Personal strategies to address identified development needs, using theory, literature, frameworks, experiences, and feedback to guide improvement.
Purpose of Assignment
The purpose of this assignment is to encourage students to reflect deeply on their leadership and team experiences, fostering self-awareness and identifying key areas for growth and apply them. By examining their strengths, limitations, and challenges, students will develop and implement strategies for enhancing their leadership skills in the workplace. Incorporating feedback from others and relevant data is critical, as it helps validate self-perceptions and offers valuable insights into how students can improve. This assignment also aims to help students apply their learning to real-world contexts (including social, cultural and ethical influences) to create actionable strategies for ongoing personal and professional development while fostering a continual cycle of reflection and growth.
The Graduate School of Business endeavours to ensure the consistent and equitable application of assignment word limits. The word limit includes all text in the body of an assignment, including in-text references, abstract, tables, images, quotes, and figures. Word count excludes the reference list and appendices, but only the main body of the assignment will be marked. While a word count of up to 10% over the word limit will be accepted, for those assignments that exceed this acceptable limit, the marker will stop reading when the word count exceeds the limit (plus 10% allowance).
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Formative or Summative: Summative
Postgraduate (AoL goals): KS 1.1, HO 2.1, 2.2, SL 4.1, SEC 5.1
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resources to support your learning including contemporary industry and academic journal articles, podcasts, and videos will be provided.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GQ30 Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Exercise critical thinking in analysing, interpreting, evaluating and synthesising theories, ideas and practices to support decision making in complex business environments
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Exercise written communication and persuasion skills with diverse stakeholders for a variety of purposes
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate reflective practice and self-awareness about leadership and collaboration to act with responsibility and accountability as a leader in complex business environments
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate and apply knowledge of ethical or legal principles and practices of business in responding to complex business issues
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Apply knowledge and skills to demonstrate, interpret and critically reflect on decisions and actions that are appropriate and responsible in diverse social and cultural contexts.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan
GQ51 Master of Business Administration
- Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate, lead, and transform in diverse and complex contexts (both physical and digital) and for diverse audiences.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice, and foresight in adapting and applying knowledge and skills to inform and influence effective, responsible, innovative, and agile practice in contemporary complex digital environments.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national, global, and virtual business environments.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally, socially and ecologically inclusive and responsible decisions and actions across complex, diverse social and cultural contexts.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan
Unit Outline: Session 3 2026, QUT Online, Online
| Unit code: | GSQ001 |
|---|---|
| Credit points: | 12 |
| Anti-requisite: | GSN409 |
| Anti-requisite: | GSZ497 |
| Anti-requisite: | GSN497 |
| Anti-requisite: | GSZ409 |
Overview
This unit helps students enhance self-awareness and understand how their interactions impact leadership effectiveness in complex settings. It focuses on personal development, cultural understanding, and ethics, with an emphasis on building leadership competencies to support career goals.
Positioned as a core MBA unit, Leadership: Managing Self and Teams allows students to assess their leadership abilities and identify areas for growth during the MBA and beyond. It offers ongoing opportunities to review and enhance career aspirations.
One challenge for leaders is harnessing the collective talents of their team to drive performance and achieve organisational goals. This unit also develops knowledge of human behaviour at work and how to lead high-performing teams, both face-to-face and virtually.
The unit looks at leadership holistically, considering followership and context. It equips students with tools to build motivation, capability, and attitude in others.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge and application of leadership theoretical frameworks, models and tools. KS 1.1
- Synthesise, reflect upon and evaluate data received from a variety of sources and tools in order to understand the current situation and to inform personal leadership and change development opportunities. HO 2.1, SL 4.1
- Critically reflect on the social, cultural and ethical influences on leadership and decision-making. SL 4.1, SEC 5.1, SEC 5.2
- Using data and feedback prepare a personal profile change and a change management plan applied to a workplace team scenario. HO 2.2, SL 4.1
- Synthesise advanced organisational behaviour and management theories and frameworks to demonstrate how leaders need to respond to complex issues. KS 1.1, HO 2.1
Content
The modules covered in this unit have been developed to provide students with a broad grasp of the key leadership principles that operate within an organisation. Topics explored will include:
- Methods for Personal Change
- Developing EI & Growth Mindset
- Self-Awareness - Personality & Strengths
- Values, Ethics & Destructive Leadership
- Self-Control & Emotional Regulation
- Understanding Others - Individuals & Followers
- Understanding Contingencies
- Strategies for Creating High Performance Teams
- Coaching for Engagement & Performance
- Wellbeing, Strengths & Managing Energy
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 Business capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
1.2 Apply advanced technical and technological knowledge and skills from a range of business disciplines to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable, effective, and transformational business performance in local, national, global, and virtual business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate, lead, and transform in diverse and complex contexts (both physical and digital) and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts (both physical and digital) and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice, and foresight in adapting and applying knowledge and skills to inform and influence effective, responsible, innovative and agile practice in contemporary complex digital environments.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of adaptable, transformative, and sustainable courses of action in complex contemporary environments.
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, global, and virtual business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally, socially and ecologically inclusive and responsible decisions and actions across complex, diverse social and cultural contexts.
Learning Approaches
In this fully online unit, you will be engaged in a combination of synchronous (live) scheduled classes and asynchronous (self-paced) learning. Synchronous classes will focus on addressing key concepts and provide you with the opportunity develop and demonstrate your competence through active participation as well as through self-assessed problems and model answer feedback. Additionally, these classes provide an opportunity for collaboration with your peers, and a forum for asking questions and checking your understanding of the learning materials.
You are also expected to work independently through carefully prepared curated resources in the form of asynchronous modules. These activities in these modules may include:
- Online discussions
- Readings
- Learning activities
- Digital practices for creating professional resources.
You are responsible for your academic progression through this unit. Unit staff will provide a learning environment designed to maximise your learning experience. To realise your full potential, it is strongly recommended that you actively participate in all the learning activities offered in this unit. You should expect to spend on average 15 hours per week, attending scheduled classes, working through asynchronous modules, preparing for and completing assessment tasks as well as in independent study to consolidate your learning.
A commitment to critical inquiry and intellectual debate is encouraged throughout the unit. Students are urged to relate the theories and research explored to their own experiences and real-world situations, sharing insights with the class to enhance the overall learning experience.
This unit fosters an awareness of Australian management policies and practices within an intercultural and global context. Students enrolled in this unit typically come from diverse professional and socio-cultural backgrounds. This diversity is considered an advantage, as students are encouraged to learn from one another. Sensitivity to cultural, gender, and international issues is strongly emphasised.
Real World Learning Design:
- Career Development and Employability: This unit provides students with hands-on experience in applying leadership theory to their professional lives. Through tools like 360-degree feedback and reflective practice, they gain deeper self-awareness and actionable insights into their leadership style. Working in teams, both virtually and in person, students build key workplace capabilities including communication, collaboration, and ethical decision-making. The unit also supports ongoing career planning by helping students align their personal development with long-term goals, enhancing their leadership impact and employability in diverse industries.
- Diverse Perspectives and Inclusion: Students actively engage with diverse perspectives by exploring the complexities of working in teams and leadership across a range of cultural and organisational contexts. The unit fosters inclusive leadership by encouraging students to seek feedback, reflect on bias, and understand how their behaviour impacts others. Ethical considerations and followership are also explored, supporting empathy and open-mindedness. By understanding complexities in group dynamics and communication, students develop cultural intelligence and the capability to lead inclusively in today’s global and hybrid work environments.
Feedback on Learning and Assessment
- Students will receive a variety of formative feedback throughout this unit.
- Informally, feedback will be given verbally in synchronous class discussions and during the debriefing of learning activities.
- Direct feedback will be available to those students who request a private or group consultation session with the lecturer.
- Formal feedback will be received on both formative and summative assessment tasks through a Criterion Reference Assessment sheet which will also include written feedback on the assessment task. The Criterion Reference Assessment Sheet will be available in the unit learning management site at the commencement of the unit.
- Students will receive feedback on their formative assessment task prior to their summative assessment task being submitted.
Assessment
Overview
- This unit includes two assignments aimed at deepening students' understanding of key concepts. The assignments will be discussed in scheduled synchronous sessions to clarify their requirements. Supporting resources and marking guides will be made available on the learning management system. Teaching staff will provide feedback during tutorials and consultation hours.
- The unit includes two summative assignments, each contributing to the assessment for this 12-credit point unit. The first assignment is due during the consolidation (non-teaching) week, and the second is due at the end of the assignment (non-teaching) week.
The Graduate School of Business endeavours to ensure the consistent and equitable application of assignment word limits. The word limit includes all text in the body of an assignment, including in-text references, abstract, tables, images, quotes, and figures. Word count excludes the reference list and appendices, but only the main body of the assignment will be marked. While a word count of up to 10% over the word limit will be accepted, for those assignments that exceed this acceptable limit, the marker will stop reading when the word count exceeds the limit (plus 10% allowance).
Gen AI tools may be used ethically and responsibly. Students may use generative artificial intelligence (GenAI) tools to prepare for, generate and refine content for this assessment task. AI-generated content may be inaccurate, unreliable, or biased. It is each student's responsibility to critically evaluate any information used.Students must clearly acknowledge and appropriately reference any AI-generated content following the guidance in Cite | Write
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Personal Profile with Improvement Agenda Video
Assignment Requirements:
Each student is required to submit a recorded video presentation their personal profile that demonstrates an understanding of the various theories, frameworks, and tools discussed in Topics 1 to 4. The profile should reflect what the student has learned about themselves through the self-analysis process and discuss the implications of this self-awareness for their career development and leadership potential.
Both strengths and areas for improvement should be addressed. Areas for improvement within a team setting should be outlined clearly as they will be explored in Assessment Task 2.
Video Requirements:
The video presentation must be supported by a minimum of three diagrams, additional illustrations, and/or brief journal extracts to aid in clarifying the ideas presented. The video presentation must be between 9-10 minutes in length, show the student's face and have captions.
Viva Voce:
After the video presentation, students will be required to complete a 10-minute viva voce in a synchronous virtual session. This oral examination will serve to confirm authorship of the submitted work, assess their understanding of the material, clarify specific points from the video presentation, and explore their reasoning and depth of knowledge in greater detail.
Purpose of Assignment:
The purpose of this assignment is to assess the learner's self-awareness and to lay the groundwork for the creation of a Change Plan, which will be developed in Assessment Task 2. The profile should clearly demonstrate the student's comprehension of the theories covered and how they support self-analysis.
Requiring students to create video presentations with their face visible prepares them for the modern workforce, where digital communication and virtual presentations are vital. This develops key skills like confident speaking, clear expression, and effective use of digital platforms—essential for success in today’s technology-driven, remote, and hybrid work environments.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assessment item requires your attendance at your scheduled tutorial/session.
This assessment item is a Verified Identity Assessment. Requirements are provided on the Unit Canvas site.
Formative or Summative: Formative and Summative
Postgraduate (AoL goals): KS 1.1, HO 2.1, SL 4.1, SEC 5.2
The late submission period does not apply and no assignment extensions are available.
Assessment: Leadership and Team Development: An Intentional Change Plan
Assignment Requirements
For the self-reflection change plan, students are required to write a report reflecting on areas they intend to improve on with regard to their leadership and team experiences, and how they went about it.
Students must base their change plan on 2-3 elements from their learning agenda in Assessment 1. The focus should be on intentional change, identifying and analysing issues and strategies for strengthening or broadening leadership skills in the workplace. They need to implement some changes and report on them as a part of this change plan.
This intentional change plan should demonstrate a high level of self-awareness, addressing aspects such as leadership strengths, limitations, challenges, understanding the impact on others, managing reactions in various situations, and the reciprocal impact of others on the student. Incorporating feedback from peers, colleagues, or mentors, as well as relevant data or observations, is essential for identifying areas of growth and refining leadership strategies. The reflection should draw on the following:
- Insights into their leadership—strengths, limitations, challenges, and opportunities for intentional development.
- Experiences working in teams, including group dynamics, roles played, feedback received (what was shared, noticed reactions), and how these experiences relate to their own learning.
- Show a deep understanding of the social, cultural and ethical influences on leadership and decision-making.
- How the learnings and feedback from Assessment 1 were applied to their organisation and team contexts in the future.
- Personal strategies to address identified development needs, using theory, literature, frameworks, experiences, and feedback to guide improvement.
Purpose of Assignment
The purpose of this assignment is to encourage students to reflect deeply on their leadership and team experiences, fostering self-awareness and identifying key areas for growth and apply them. By examining their strengths, limitations, and challenges, students will develop and implement strategies for enhancing their leadership skills in the workplace. Incorporating feedback from others and relevant data is critical, as it helps validate self-perceptions and offers valuable insights into how students can improve. This assignment also aims to help students apply their learning to real-world contexts (including social, cultural and ethical influences) to create actionable strategies for ongoing personal and professional development while fostering a continual cycle of reflection and growth.
The Graduate School of Business endeavours to ensure the consistent and equitable application of assignment word limits. The word limit includes all text in the body of an assignment, including in-text references, abstract, tables, images, quotes, and figures. Word count excludes the reference list and appendices, but only the main body of the assignment will be marked. While a word count of up to 10% over the word limit will be accepted, for those assignments that exceed this acceptable limit, the marker will stop reading when the word count exceeds the limit (plus 10% allowance).
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
Formative or Summative: Summative
Postgraduate (AoL goals): KS 1.1, HO 2.1, 2.2, SL 4.1, SEC 5.1
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resources to support your learning including contemporary industry and academic journal articles, podcasts, and videos will be provided.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GQ30 Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Exercise critical thinking in analysing, interpreting, evaluating and synthesising theories, ideas and practices to support decision making in complex business environments
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Exercise written communication and persuasion skills with diverse stakeholders for a variety of purposes
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate reflective practice and self-awareness about leadership and collaboration to act with responsibility and accountability as a leader in complex business environments
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate and apply knowledge of ethical or legal principles and practices of business in responding to complex business issues
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Apply knowledge and skills to demonstrate, interpret and critically reflect on decisions and actions that are appropriate and responsible in diverse social and cultural contexts.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan
GQ51 Master of Business Administration
- Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks, and knowledge of research principles and methods) that incorporate recent development in business disciplines, professional practice, and digital innovation.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues, situations, and trends across multiple contexts and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing transdisciplinary digital strategies and solutions for effective performance in complex digital business environments.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate, lead, and transform in diverse and complex contexts (both physical and digital) and for diverse audiences.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice, and foresight in adapting and applying knowledge and skills to inform and influence effective, responsible, innovative, and agile practice in contemporary complex digital environments.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national, global, and virtual business environments.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan - Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally, socially and ecologically inclusive and responsible decisions and actions across complex, diverse social and cultural contexts.
Relates to: Personal Profile with Improvement Agenda Video, Leadership and Team Development: An Intentional Change Plan