GSZ497 Personal Leadership and Change
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: | GSZ497 |
|---|---|
| Equivalent(s): | GSN497,GSN503,GSZ503,GSZ554 |
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| Domestic tuition unit fee | $3,516 |
| International unit fee | $3,420 |
Unit Outline: Flexible Period - 06A 2024, Gardens Point, Internal (Start Date: 10 May 2024)
| Unit code: | GSZ497 |
|---|---|
| Credit points: | 6 |
| Equivalent: | GSN497,GSN503,GSZ503,GSZ554 |
| Coordinator: | Rachel Collis | r.collis@qut.edu.au |
Overview
This unit is included in the program to provide an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as leaders in complex business environments. Personal development is explored in the context of cultural understanding and ethics. Identifying and building on leadership characteristics assists with career development goals.
Personal Leadership Development and Change is positioned in the early phases of this program to assist students to benchmark where they currently are as a leader and to identify opportunities for personal growth and career development throughout the MBA program and beyond. Throughout the program, students will have the opportunity to revisit, review and extend their career development goals in later leadership units in the program.
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 1.1Relates to: EXEC Business Capabilities: 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 development opportunities. HO 2.1, SL 4.1
- Critically reflect on the social, cultural and ethical influences on personal actions, goals and decision-making. KS 1.1, HO 2.1, SEC 5.1, SEC 5.2
- Prepare a self-development and personal change plan incorporating feedback. HO 2.2, SL 4.1
Content
- Developing EI and a Growth Mindset
- Self-Awareness - Personality & Strengths
- Self-Awareness - Values & Ethics
- Self Control & Regulation
- Stress, Strengths & Managing Energy
- Methods for Personal Mastery
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit 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. Students completing this unit will be required to complete a range of diagnostic tools including a 360 tool to assist them to gain new insights and a deeper understanding of themselves. All students will be provided with access to a series of individual Executive Coaching sessions designed to assist students in their understanding and personal leadership development.
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: Personal Profile
Each student is required to submit a personal profile demonstrating an understanding of the various theories, frameworks and instruments discussed in class in modules 1 - 4. These frameworks should outline what the student has discovered about him/herself from the self-analysis process that has occurred and discuss the implications of this understanding for career development and leadership.
The purpose of this profile is to assess the learner's self-awareness and provide a foundation for the creation of a Personal Development Plan undertaken in Assessment Task 2. The profile should demonstrate an understanding of theories covered and how they assist self analysis. Student strengths as well as weaknesses should be discussed.
The profile must be supported by a minimum of three diagrams, other illustrations and/or brief journal extracts to help clarify the ideas presented. These are excluded from the word count.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1), SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Self Development Plan
The purpose of this self development plan is to assess the learner's ability to identify areas for improvement and their ability to design a development plan to address the areas identified. This provides a platform for integrating previous learning gained from other units in the program as well as from the workplace.
The Self Development plan will consist of:
- The areas of personal, cultural or ethical understanding and behaviour that need to be addressed
- The reasons why these particular areas have been chosen
- The strategies required to develop the particular competencies or attitudes identified and why they have been chosen
- An assessment of the barriers to self-development and risk mitigation tactics to reduce impacts
- The time line over which the plan will extend. It may pay to use SMART goals.
To support the assertions made in the plan, a reflective journal should be kept over the period from the beginning of the contact time to the submission of the plan. For assessment, you are required to select three entries.
It is important to remember that these extracts from your Reflective Journal are also an assessment item and therefore require more formal structure that would be the case if the journal was being written for you alone. You have to explain your behaviour, emotions and reflection for the reader to appreciate what you have understood and learned. The journal provides an opportunity for you to practise the action-observation-reflection model of learning.
There is no set ratio for the word spread between the Plan and Reflective Journal, though 50:50 is a guide. You may decide to integrate Journal extracts through your Plan or keep the Journal Extracts in a separate section and make references to them in the Plan.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): 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
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)
Hougaard, R., & Carter, J. (2018). The mind of the leader: How to lead yourself, your people, and your organization for extraordinary results. Boston, Massachusetts: Harvard Business Review Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit. You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to
view the Emergency video.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO2, ULO3, Personal Profile, Self Development Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO3, ULO4, Self Development Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, Personal Profile
SE (5.1): Ethical and Legal Understanding
Relates to: ULO3, Personal Profile, Self Development Plan
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO3, Personal Profile, Self Development Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, ULO4, Personal Profile, Self Development Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS50 Executive Master of Business Administration
- 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, Personal Profile - 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: ULO3, Personal Profile, Self Development Plan - 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, Personal Profile, Self Development Plan - 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: ULO3, ULO4, Self Development Plan - 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: ULO2, ULO4, Personal Profile, Self Development Plan - Apply knowledge and skills of responsible organisational governance, legal and business practices to make executive level ethical business decisions in organisational and local, national and global contexts.
Relates to: ULO3, Personal Profile, Self Development Plan
GS89 Executive Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: ULO1, Personal Profile - 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: ULO3, Personal Profile, Self Development Plan - 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, Personal Profile, Self Development Plan - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: ULO3, ULO4, Self Development 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: ULO2, ULO4, Personal Profile, Self Development Plan - Demonstrate and apply knowledge of ethical or legal principles and practices of business in responding to complex business issues
Relates to: ULO3, Personal Profile, Self Development Plan
Unit Outline: Flexible Period - 06B 2024, Online (Start Date: 15 May 2024)
| Unit code: | GSZ497 |
|---|---|
| Credit points: | 6 |
| Equivalent: | GSN497,GSN503,GSZ503,GSZ554 |
Overview
This unit is included in the program to provide an opportunity for students to increase their understanding of themselves and how their interactions with others impact on their effectiveness as leaders in complex business environments. Personal development is explored in the context of cultural understanding and ethics. Identifying and building on leadership characteristics assists with career development goals.
Personal Leadership Development and Change is positioned in the early phases of this program to assist students to benchmark where they currently are as a leader and to identify opportunities for personal growth and career development throughout the MBA program and beyond. Throughout the program, students will have the opportunity to revisit, review and extend their career development goals in later leadership units in the program.
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 1.1Relates to: EXEC Business Capabilities: 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 development opportunities. HO 2.1, SL 4.1
- Critically reflect on the social, cultural and ethical influences on personal actions, goals and decision-making. KS 1.1, HO 2.1, SEC 5.1, SEC 5.2
- Prepare a self-development and personal change plan incorporating feedback. HO 2.2, SL 4.1
Content
- Developing EI and a Growth Mindset
- Self-Awareness - Personality & Strengths
- Self-Awareness - Values & Ethics
- Self Control & Regulation
- Stress, Strengths & Managing Energy
- Methods for Personal Mastery
Course Learning Outcomes (Postgraduate - Executive)
The Graduate School of Business has established the Assurance of Learning (AoL) Goals to meet contemporary industry needs and standards. Achieving these learning outcomes will assist you to meet the desired graduate outcomes set at QUT - aligned with other internationally renowned business schools. Students will develop the following capabilities relevant to a contemporary global and sustainable business environment:
Knowledge and Technological Skills (KS)
1.1 Demonstrate and apply integrated and advanced theoretical and practical knowledge (including systems thinking approaches, multidisciplinary frameworks and knowledge of research principles and methods) that incorporate recent development in business disciplines and professional practice.
1.2 Apply advanced technical and technological knowledge and skills to critically reflect on, evaluate and contribute to developments that enhance innovative, sustainable and effective business performance in local, national and global business environments.
Higher Order Thinking (HO)
2.1 Provide evidence of effective analysis, interpretation, evaluation and synthesis of complex data, theories, ideas, issues and situations and demonstrate knowledge of how research and inquiry can be used to interpret, contribute to and create theoretical and practical knowledge.
2.2 Provide evidence of higher order thinking including creativity, judgement, cognitive flexibility and critical reflection in designing, planning and implementing strategies and solutions for effective performance in complex business environments.
Professional Communication (PC)
3.1 Demonstrate advanced use of language and argumentation in written communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead in diverse and complex contexts and for diverse audiences.
3.2 Demonstrate advanced use of language and argumentation in oral communication, including digital communication, to frame strategic and influential responses to engage, persuade, negotiate, collaborate and lead across diverse and complex contexts and for diverse audiences.
Self and Leadership (SL)
4.1 Demonstrate adaptive personal leadership and accountability, including self-awareness, reflective practice and foresight in adapting and applying knowledge and skills to inform and influence effective and innovative practice.
4.2 Lead, manage and foster the development of collaborative teams that value and leverage the diverse knowledge and skills of others to contribute to the development of robust, adaptable and sustainable courses of action.
Social, Ethical and Cultural Understanding (SEC)
5.1 Demonstrate and apply knowledge of ethical and legal principles and practices of business, to contribute to responsible organisational governance and citizenship in local, national and global business environments.
5.2 Apply knowledge and skills to demonstrate, interpret and critically reflect on, appropriate culturally and socially inclusive and responsible decisions and actions across diverse social and cultural contexts.
Learning Approaches
This unit 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. Students completing this unit will be required to complete a range of diagnostic tools including a 360 tool to assist them to gain new insights and a deeper understanding of themselves. All students will be provided with access to a series of individual Executive Coaching sessions designed to assist students in their understanding and personal leadership development.
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: Personal Profile
Each student is required to submit a personal profile demonstrating an understanding of the various theories, frameworks and instruments discussed in class in modules 1 - 4. These frameworks should outline what the student has discovered about him/herself from the self-analysis process that has occurred and discuss the implications of this understanding for career development and leadership.
The purpose of this profile is to assess the learner's self-awareness and provide a foundation for the creation of a Personal Development Plan undertaken in Assessment Task 2. The profile should demonstrate an understanding of theories covered and how they assist self analysis. Student strengths as well as weaknesses should be discussed.
The profile must be supported by a minimum of three diagrams, other illustrations and/or brief journal extracts to help clarify the ideas presented. These are excluded from the word count.
Formative or Summative: Formative and Summative
Postgraduate Executive (AoL goals): KS (1.1), HO (2.1), SL (4.1), SEC (5.2)
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Self Development Plan
The purpose of this self development plan is to assess the learner's ability to identify areas for improvement and their ability to design a development plan to address the areas identified. This provides a platform for integrating previous learning gained from other units in the program as well as from the workplace.
The Self Development plan will consist of:
- The areas of personal, cultural or ethical understanding and behaviour that need to be addressed
- The reasons why these particular areas have been chosen
- The strategies required to develop the particular competencies or attitudes identified and why they have been chosen
- An assessment of the barriers to self-development and risk mitigation tactics to reduce impacts
- The time line over which the plan will extend. It may pay to use SMART goals.
To support the assertions made in the plan, a reflective journal should be kept over the period from the beginning of the contact time to the submission of the plan. For assessment, you are required to select three entries.
It is important to remember that these extracts from your Reflective Journal are also an assessment item and therefore require more formal structure that would be the case if the journal was being written for you alone. You have to explain your behaviour, emotions and reflection for the reader to appreciate what you have understood and learned. The journal provides an opportunity for you to practise the action-observation-reflection model of learning.
There is no set ratio for the word spread between the Plan and Reflective Journal, though 50:50 is a guide. You may decide to integrate Journal extracts through your Plan or keep the Journal Extracts in a separate section and make references to them in the Plan.
Formative or Summative: Summative
Postgraduate Executive (AoL goals): 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
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)
Hougaard, R., & Carter, J. (2018). The mind of the leader: How to lead yourself, your people, and your organization for extraordinary results. Boston, Massachusetts: Harvard Business Review Press.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with lectures or tutorials in this unit. You should, however, familiarise yourself with evacuation procedures operating in the buildings in which you attend classes and take the time to
view the Emergency video.
Standards/Competencies
This unit is designed to support your development of the following standards\competencies.
QUT Business Capabilities (Postgraduate Executive)
HO (2.1): Critical Analysis
Relates to: ULO2, ULO3, Personal Profile, Self Development Plan
HO (2.2): Independent Judgement and Decision-Making
Relates to: ULO3, ULO4, Self Development Plan
KS (1.1): Advanced Discipline and Professional Practice Knowledge
Relates to: ULO1, Personal Profile
SE (5.1): Ethical and Legal Understanding
Relates to: ULO3, Personal Profile, Self Development Plan
SE (5.2): Global, Cultural and Social Responsibility
Relates to: ULO3, Personal Profile, Self Development Plan
SL (4.1): Personal Leadership, Accountability and Reflective Practice
Relates to: ULO2, ULO4, Personal Profile, Self Development Plan
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.GS50 Executive Master of Business Administration
- 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, Personal Profile - 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: ULO3, Personal Profile, Self Development Plan - 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, Personal Profile, Self Development Plan - 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: ULO3, ULO4, Self Development Plan - 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: ULO2, ULO4, Personal Profile, Self Development Plan - Apply knowledge and skills of responsible organisational governance, legal and business practices to make executive level ethical business decisions in organisational and local, national and global contexts.
Relates to: ULO3, Personal Profile, Self Development Plan
GS89 Executive Graduate Certificate in Business Administration
- Demonstrate and apply integrated discipline knowledge and skills in the critical understanding of complex real world challenges
Relates to: ULO1, Personal Profile - 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: ULO3, Personal Profile, Self Development Plan - 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, Personal Profile, Self Development Plan - Demonstrate strategic planning, critical thinking and creative problem solving to generate and evaluate real word business issues
Relates to: ULO3, ULO4, Self Development 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: ULO2, ULO4, Personal Profile, Self Development Plan - Demonstrate and apply knowledge of ethical or legal principles and practices of business in responding to complex business issues
Relates to: ULO3, Personal Profile, Self Development Plan