GSZ409 Understanding and Leading Others

Unit Outline: Flexible Period - 03A 2024, Gardens Point, Internal (Start Date: 03 Feb 2024)

Overview

One of the greatest challenges for organisational leaders is how to harness the collective talents within a team to create high performing individuals capable of achieving the goals of the organisation and thriving in the workforce. This unit aim to develop theoretical and applied knowledge of human behaviour at work, how to develop and lead face-to-face and virtual high performing teams.

It is critical that leaders are able to not only be aware of the factors that influence the thoughts, feelings, motivations and actions of individuals in the workplace, but also to have the tools to actively build capability, motivation and attitude in others. Leadership coaching is a key method taught in this unit to achieve these objectives.

This unit is offered at the mid point of the program to build upon the earlier work on self-awareness completed in GSZ497 Personal Leadership - and Change, and lay the foundations covered in GSZ415 - Leadership and Complexity.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Demonstrate and apply knowledge of organisational behavior, management theory, models and frameworks to understand and address organisational issues. KS 1.1
   Relates to: EXEC Business Capabilities: KS (1.1)
2. Apply and evaluate organisational theories across social, cultural and ethical issues HO 2.1, SEC 5.2, PC 3.2
   Relates to: EXEC Business Capabilities: HO (2.1), PC (3.2), SE (5.2)
3. Recommend a range of effective people management strategies for leading and empowering teams to seek an opportunity or to manage an issue. KS 1.1, HO 2.1
   Relates to: EXEC Business Capabilities: HO (2.1), KS (1.1)
4. Conduct workplace research and create a comprehensive development and change management plan for a specific team opportunity or issue. KS 1.1, HO 2.1, HO 2.2
   Relates to: EXEC Business Capabilities: HO (2.1), HO (2.2), KS (1.1)
5. Practice and apply performance management and other leadership conversations. SL 4.1, SEC 5.2
   Relates to: EXEC Business Capabilities: SE (5.2), SL (4.1)

Content

Learning Approaches

This unit adopts a blended learning approach and as such, includes a variety of teaching and learning approaches.

Intensive face-to-face class sessions and/or webinars are the primary methods of teaching this unit. A textbook and/or readings and a range of digital materials that are designed to support and extend learning prior to, during and after class sessions available in the unit Canvas site supplements the classes and/or webinars. Where appropriate, social media tools and forums will be used to extend learning and build connections with students outside the class or webinar sessions. Given the importance of the unit Canvas site to the teaching and learning strategy used in this unit, a computer and tablet device with internet access is strongly recommended for all students.

The principal purpose of the classes, webinars and readings is to build upon the key concepts that were introduced through the Preparation for Class activities and readings. The purpose of the case study work, experiential learning tasks and assessment tasks is to help the student develop their understanding of the concepts and enable them to be applied within a range of business contexts.

There is an expectation that the student will participate in class sessions and/or webinars, to take advantage of the opportunity to discuss important issues with their instructor and their peers.

It is expected that students have completed all Preparation for Class activities and readings identified in the unit Canvas site prior to coming to class and/or webinar to be able to maximise the learning opportunities of the class sessions.

A variety of learning activities designed to engage students in their learning will be incorporated into the lectures/workshops and webinars. Such learning activities may include short lectures, class discussions, debates, role plays, group work, guest speakers, student presentations, simulations, case study analysis, videos, readings, wikis, media/current events reports, web searches, etc.

There is a commitment to critical inquiry and intellectual debate in regard to the material covered, with a particular focus on the application of holistic thinking and Systems Thinking approaches to solving complex problems. Students are encouraged to relate the theories and research discussed to situations known to them and will be encouraged to share their experiences relating to the topics explored in this unit with the class to enrich the overall learning experience of all students.

Expanding the awareness of Australian management policies and practices into intercultural and global perspectives is fostered within this unit. Typically, students enrolling in this unit have extremely varied backgrounds. There is diversity of professional background and socio-cultural background. Students are reminded that this is to their advantage and they have much to learn from one another. To this end, students are strongly encouraged to be sensitive to cultural, gender-related and international issues.

Feedback on Learning and Assessment

Students will receive a variety of formative feedback throughout this unit.
Informally, feedback will be given verbally in class through 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 Canvas 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

A further Guide to the Assessment Items is available from the unit Canvas Site.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Case Analysis Presentation

Each group will critically analyse and present a workplace case using the organisational behaviour and team theories and frameworks covered in the first three modules of the unit. The group is to demonstrate their understanding of the key concepts and theoretical frameworks they are using and be able to apply them in diagnosis and problem solving.

Teams should identify a team and leadership case / scenario based on one team member’s context and experience, or a team and leadership context or issue that is shared by more than one team member.  

Looking at the theories and principles presented in the first three modules, develop a team presentation (there will be four or five members in the team) addressing:

a) What the team members have learned about team leadership and how it applies to their case / scenario / issue; and

b) What key principle(s), frameworks, theories, models, etc., they see reflected in and relevant to the case / scenario / issue; and

c) What strategies they recommend for addressing / improving the case / scenario / issue they have analysed? The strategies need to come from the theories and principles discussed, and obviously emerge from the context you have provided.

Team members will also be asked to provide group feedback to each other about the presentation and team experience – strengths, limitations, things they noticed about themselves and others. This feedback will also from part of Assessment 2 content. (It is highly recommended that you keep a journal of your experience of the team assessment task – to draw when you work on Assessment 2.)

Formative or Summative: Formative and Summative

Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), PC (3.2), SEC (5.2)

Assessment: Team and Leadership Learning and Development Analysis

For the self-reflection paper, you are to reflect on your leadership and team experiences (including the Assessment 1 team task), your leadership learning across the two leadership units, and your own intentional development to identify and analyse issues and strategies for further strengthening and/or broadening your leadership of others in the workplace.

This paper should reflect a high level of self-awareness (i.e., your leadership strengths, limitations and challenges; how you understand your impact on others; how they impact on you; how you manage your reactions to certain situations; etc.). To that end, provide an individual reflection paper that draws upon:

a) What you are learning about your leadership (strengths, limitations, challenges, opportunities for intentional development); and

b) Your experience of working in the Assessment 1 team (exploring the group dynamics and the roles played), including the feedback session (what you were told, what was shared, what you noticed about your own and others’ reactions), what you have learned and how this relates to your own learning to date; and 

c) How your learnings from the Assessment 1 experience might apply your own organisation and team contexts going forward; and

d) Some personal strategies to address your identified development needs based on the points above (using theory, literature, frameworks, and experiences from the two leadership units).

Formative or Summative: Summative

Postgraduate Executive (AoL goals): KS (1.1), HO (2.2), SL (4.1)

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

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.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Prescribed text(s)

Daft, R. L., & Lane, P. G. (2023). The Leadership experience (Eighth edition.). Cengage Learning.

HBR Guide to Coaching Employee

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: ULO2, ULO3, ULO4, Case Analysis Presentation

HO (2.2): Independent Judgement and Decision-Making

Relates to: ULO4, Team and Leadership Learning and Development Analysis

KS (1.1): Advanced Discipline and Professional Practice Knowledge

Relates to: ULO1, ULO3, ULO4, Case Analysis Presentation, Team and Leadership Learning and Development Analysis

PC (3.2): Professional Communication (Oral)

Relates to: ULO2, Case Analysis Presentation

SE (5.2): Global, Cultural and Social Responsibility

Relates to: ULO2, ULO5, Case Analysis Presentation

SL (4.1): Personal Leadership, Accountability and Reflective Practice

Relates to: ULO5, Team and Leadership Learning and Development Analysis

Course Learning Outcomes

GS50 Executive Master of Business Administration

1. Demonstrate, apply and integrate contemporary, advanced multidisciplinary knowledge, business practices, and research principles underpinned by a systems thinking framework to respond to global, complex real-world challenges.
   Relates to: ULO1, ULO3, ULO4, Case Analysis Presentation, Team and Leadership Learning and Development Analysis
2. Apply knowledge and skills to identify, interpret and critically reflect upon the social and cultural influences and impacts of personal, executive level and organisational actions and decision-making in organisational, local, national and global contexts.
   Relates to: ULO2, ULO5, Case Analysis Presentation
3. Critically analyse, interpret, evaluate and synthesise complex data, research, theoretical knowledge, ideas and situations to lead and support decision-making in global complex business environments.
   Relates to: ULO2, ULO3, ULO4, Case Analysis Presentation
4. Demonstrate holistic thinking, creativity, problem solving and critical reflection to design, plan and implement strategies and solutions for strategic leadership in global complex business environments.
   Relates to: ULO4, Team and Leadership Learning and Development Analysis
5. Demonstrate advanced professional oral communication skills and media to clearly communicate strategic and complex thinking and to engage, persuade, influence and lead diverse stakeholders to achieve a strategic outcome.
   Relates to: ULO2, Case Analysis Presentation
6. Demonstrate reflective practice, foresight, self-awareness and personal accountability and the flexibility to adapt leadership style to achieve personal and organisational outcomes in complex business environments.
   Relates to: ULO5, Team and Leadership Learning and Development Analysis

GS89 Executive Graduate Certificate in Business Administration

1. Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
   Relates to: ULO1, ULO3, ULO4, Case Analysis Presentation, Team and Leadership Learning and Development Analysis
2. 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: ULO2, ULO5, Case Analysis Presentation
3. Exercise critical thinking in analysing, interpreting, evaluating and synthesising theories, ideas and practices to support decision making in complex business environments
   Relates to: ULO2, ULO3, ULO4, Case Analysis Presentation
4. Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
   Relates to: ULO4, Team and Leadership Learning and Development Analysis
5. Exercise oral communication and persuasion skills with diverse stakeholders for a variety of purposes
   Relates to: ULO2, Case Analysis Presentation
6. 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: ULO5, Team and Leadership Learning and Development Analysis