Overview
This unit will provide you with opportunities to develop advanced knowledge of management and leadership styles within the non-government organisation health and human services sector, with a focus on domestic and family violence organisations. It builds on the knowledge and skills acquired in previous units with a specific focus on organisational contexts and practices. Using a gendered approach, critical use is made of evidence-based research and practice and policy documents addressing management and leadership requirements in this sector. You will explore a range of governance considerations, financial accountability and legislative requirements pertinent to the domestic and family violence sector. You will consider ethical, professional and self-management implications for practice.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback
Student evaluation - practice-based assessments were valued
Continue to design practice-based assessments (real-world relevance)
Feedback from Student feedback
Student experience - Personal contact through phone calls / student experience was positive
Continue to use announcements through the general discussion forum, regular posts, and personalised emails and phone calls
- Examine the difference between leadership and management particularly as these concepts apply in domestic and family violence contexts.
- Interpret and explain key leadership and management theories that underpin non government organisation health and human services.
- Analyse key leadership and management challenges and practices within non-government organisation health and human services policy environments, with a focus on the intersection of gender, ethnicity and culture.
- Evaluate key accountabilities required of leaders and managers in non-government organisation health and human services.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Written Assessment - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 40% | ||||||||
| 2 - Written Assessment - 60% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
m.guggisberg@cqu.edu.au
Module/Topic
What is Leadership and Management
Chapter
Cassells, R., & Duncan, A. (2019). Gender equity insights 2019: Breaking through the glass ceiling.
Perth, WA: Bankwest Curtin Economics Centre |
Workplace Gender Equity Agency, Curtin Business School, Curtin University.
Available from
https://bcec.edu.au/publications/gender-equity-insights-2019-breaking-through-the-glass-ceiling/
Events and Submissions/Topic
Module/Topic
Effective Communication
Chapter
Carlson, C. (2018, 26 January). 4 strategies for being assertive. Business Management Daily. Available from: https://www.businessmanagementdaily.com/34909/4-strategies-for-being-assertive
Events and Submissions/Topic
Module/Topic
Managing Relationships
Chapter
Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. The Academy of Management Review, 20, 709-734
Events and Submissions/Topic
Portfolio
Written Assessment - Portfolio Activity Due: Week 3 Monday (29 July 2019) 11:55 pm AEST
Module/Topic
Organisational Culture
Chapter
Watch Claire Madden's TED Talk: 'When Values Backfire'
Events and Submissions/Topic
Module/Topic
Flexibility
Chapter
Demerouti, E., & Bakker, A.B. (2011). The Job Demands–Resources model: Challenges for future research. SA Journal of Industrial Psychology, 37, Art. 974
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Specific Leadership/Management Skills
Chapter
Goodwin, C. R. (2008). The supervisor's role and responsibility in the modern organization. In C. R. Goodwin & D B. Griffith, Supervisor's survival kit (11th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Events and Submissions/Topic
Module/Topic
Emotional Intelligence
Chapter
David, S., & Congleton, C. (2013). Emotional agility. Harvard Business Review. Available from: https://hbr.org/2013/11/emotional-agility
Events and Submissions/Topic
Module/Topic
Stress and Coping
Chapter
Gallo, A. (2011). Turning stress into an asset. Harvard Business Review. Available from: https://hbr.org/2011/06/turning-stress-into-an-asset
Events and Submissions/Topic
Module/Topic
Conflict in the Workplace
Chapter
Oachesu, M. (2016). Conflict management, a new challenge. Procedia Economics and Finance,39, 807-814.
Events and Submissions/Topic
Module/Topic
Project Planning and Management
Chapter
Vitek, D. (2012). Project management: Supporting a common project delivery framework. Unified Process Project Management Newsletter, 6. Centers for Disease Control and Prevention. US Department of Health and Human Services. Available from: https://www2a.cdc.gov/cdcup/library/newsletter/CDC_UP_Newsletter_v6_i11.pdf
Events and Submissions/Topic
Module/Topic
Managerial Ethics and Reflective Practice
Chapter
Finlay, L. (2008). Reflecting on reflective practice. Paper 52, Practice-based Professional Learning Centre. The Open University. Available from: https://www.open.ac.uk/opencetl/sites/www.open.ac.uk.opencetl/files/files/ecms/web-content/Finlay-(2008)-Reflecting-on-reflective-practice-PBPL-paper-52.pdf
Events and Submissions/Topic
Module/Topic
Self-care
Chapter
Killelea, G. (n.d.). The secret to leadership stamina: Self-care. Half the Sky Leadership. Available from: http://halftheskyleadership.com/about-the-half-the-sky-leadership-institute/
Events and Submissions/Topic
Stakeholder Analysis
Written Assessment - Stakeholder Analysis Due: Week 12 Monday (7 Oct 2019) 11:55 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
The Portfolio activity provides you with the opportunity to demonstrate a range of skills including different ways of researching, compiling and presenting information and acquired knowledge.
For this assessment, you are asked to provide an analysis of the concept of the ‘glass ceiling’ effect in relation to women and management/leadership. This will allow you to demonstrate your insight of management and leadership issues as they apply to women who remain significantly underrepresented in leadership positions. You may wish to examine gender differences and draw on key management and leadership theories and examine challenges and practices as they apply in domestic and family violence contexts.
You should integrate appropriate key leadership and management theories that underpin non-government organisation health and human services delivery.
Essay format should be used, which means that your
paper should have the following structure:
·
A brief
introduction that contains appropriate definitions and an outline of the
structure of your paper (statements appropriately supported with making
reference to the academic literature)
·
A body with paragraphs logically
structured (only one issue discussed per paragraph)
· A conclusion (no citations and no new information)
At least five journal articles published in 2012 or later should be used.
Submission of the Portfolio is through the Moodle site, Turnitin submission point. Note that all assessments need to be attempted and a Cover Page is required. You are strongly encouraged to submit a draft prior to the due date to review your Turnitin Report prior to making a final submission.
Please read the instructions on the Moodle site carefully and understand the specific requirements in terms of length, format, structure, required referencing, and purpose.
Week 3 Monday (29 July 2019) 11:55 pm AEST
Within approximately 10 working days of submission
|
DFVP20008 – Portfolio Assessment |
|||||
|
|
Fail |
Pass |
Credit |
Distinction |
High Distinction |
|
Definition of Concept of Glass ceiling (20%) |
Definition
is absent |
Definition provided, but superficial – no understanding
demonstrated |
Provides definition with appropriate
understanding of the concept |
Provides definition with insightful
understanding of the concept mentioning gender differences and similarities |
Provides definition with excellent
understanding of gender similarities and differences |
|
Integration of Key Leadership and Management
Theories (20%) |
Discussion
of key leadership and management theories is absent |
Key leadership and management theories
included, but superficial |
Provides discussion of key leadership and
management theories |
Provides critical discussion of key
leadership and management theories |
Provides
in-depth critical discussion of key leadership and management theories |
|
Development of main idea and organisation (20%) |
Lacks logical structure and
examples, reasons or evidence. Paper is disorganised with little or no
structure; difficult to understand what is being argued, and/or missing
introduction and/or conclusion |
Structure is evident but at times
unclear and inconsistent use of examples reasons or evidence. Paper is
adequately organised; appropriate introduction and conclusion |
Clear structure including
provision of adequate examples, reasons and evidence. Good organisation with
information in effective order & argument flows; paragraphs well
constructed; adequate introduction and conclusion |
Effectively presented analysis, well
supported by appropriate examples, reasons and evidence, demonstrating
critical thinking. Strong organisation with all
information in effective order & argument flows well; all paragraphs well constructed; effective
introduction and conclusion |
Effectively and insightfully
presented and developed analysis using excellent examples, reasons and
evidence, demonstrating outstanding critical thinking. Excellent organisation - argument
flows powerfully and seamlessly; extremely well constructed paragraphs; highly effective introduction
and conclusion |
|
Demonstrated knowledge of content area & development of ideas (20%) |
Unable to demonstrate
understanding of content or only a few general points made, and/or factual
errors presented |
Demonstrated developing
understanding of content (general
points made with some detail; and/or irrelevant information given) |
Demonstrated understanding of content presented and most points were
elaborated with details; information is relevant; some original thought
presented |
Demonstrated understanding of all
content with all points elaborated with illustrative examples and with original
ideas & thoughts presented |
Demonstrated well developed
understanding of all content; insightful discussion of fully elaborated
points with effective illustrative examples; clear & detailed information,
many original thoughts & ideas |
|
Academic writing, paraphrasing, referencing (in-text and end-text) (20%) |
Major
difficulties, inappropriate paraphrasing and referencing |
Some errors with writing and
referencing – focus of attention is required to improve academic writing and
referencing style |
Good writing and referencing style
– some minor errors (more careful editing is required) |
Good academic writing and
referencing style, (minor, insignificant
errors) |
Well written paper following all
academic writing and referencing conventions – fully correct, no errors |
|
Comments
/100 |
|||||
- Examine the difference between leadership and management particularly as these concepts apply in domestic and family violence contexts.
- Interpret and explain key leadership and management theories that underpin non government organisation health and human services.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Ethical and Professional Responsibility
2 Written Assessment
This Assignment provides you with the opportunity to demonstrate a range of different practice skills including critical thinking, visualisation and presenting information systematically and analytically. This activity underpins the strong link between academic knowledge development and DFV-related practice. You are asked to conduct a Stakeholder Analysis, which is a systematic way to assess key partners in an organisation.
A stakeholder analysis may assist in the development/improvement of effective and efficient management. It also helps understand which stakeholders are likely to be assets and which ones may pose some barriers. A stakeholder analysis is a systematic way to assess key partners in an organisation. Read the instructions provided to you on Moodle and e-Unit Profile carefully and understand the specific requirements in terms of length, format, structure, and purpose.
The steps to conduct stakeholder analysis are
described below. Please ensure that you complete each step carefully. (1)
identify purpose of analysis and context, (2) identify stakeholders, (3)
examine patterns of relationships and interactions and (4) analyse the stakeholders
and evaluate the results.
Week 12 Monday (7 Oct 2019) 11:55 pm AEST
Within approximately 10 working days of submission
|
DFVP20008 Written Assessment – Stakeholder Analysis |
|||||
|
|
Fail |
Pass |
Credit |
Distinction |
High Distinction |
|
Visualisation (10%) |
Mapping of stakeholders in relation to their interest of and
influence in the organisation entirely absent |
Mapping of stakeholders in relation to their interest of and
influence in the organisation attempted |
Mapping of stakeholders in relation to their interest of and
influence in the organisation provided with some detail |
Insightful and creative mapping of stakeholders in relation to their
interest of and influence in the organisation provided with detail |
Detailed, creative and very insightful mapping of stakeholders in
relation to their interest of and influence in the organisation provided with
sophistication |
|
Introduction and Stakeholder Overview (10%) |
Formulation of purpose against background of organisational context
is absent |
Formulation of purpose against the background of organisational
context is provided, but quite superficial |
Formulation of purpose against the background of organisational
context is provided with some detail (incl. Intended results, pertinent
history and information on the local community) |
Formulation of purpose against the background of organisational
context is provided with sufficient detail noting pertinent history, intended
results and commenting on the local community |
Formulation of purpose against the background of organisational
context provided professionally with insight and sophistication (including
intended results, pertinent history, information on the local community and
stating the specific enquiry with defining important terms) |
|
Identification
of Stakeholders (20%) |
No or
insufficient identification of stakeholders |
Identification
of specific groups of stakeholders; work climate and specific attributes
considered |
Identification
of specific groups of stakeholders with some insight; consideration given to
work climate, specific attributes and organisational culture |
Identification
of specific groups of stakeholders with demonstrated insight; consideration
given to work climate, specific attributes and organisational culture |
Effective
identification of specific groups of stakeholders with demonstrated insight
and sophisticated consideration given to work climate, specific attributes
and organisational culture |
|
Stakeholder
Analysis (40%) |
Unable to
demonstrate understanding of a Stakeholder Analysis |
Demonstrated
understanding of a Stakeholder Analysis (general points made with little
specific details given) on patterns of relationships, interactions,
communication styles, potential conflict, identification what works well,
challenges and recommendations |
Demonstrated
good understanding of a Stakeholder Analysis;
appropriate integration of patterns of relationships, interactions,
communication styles, potential conflict identification, what works well,
challenges and recommendations |
Demonstrated
understanding of all content with all points elaborated giving illustrative
examples and making effective links between patterns of relationships,
communication styles, potential conflict and balanced consideration of what
works well and identified challenges with insightful recommendations |
Demonstrated
well developed understanding of all content; insightful discussion of fully
elaborated points with effective illustrative examples; clear & detailed
information, excellent original thoughts & ideas in relation to patterns
of relationships, communication styles, potential conflict, balanced
consideration of what works well and identified challenges, and insightful
recommendations |
|
Academic
writing style (20%) |
Major
difficulties, not well developed academic writing style |
Some errors
with writing – more careful editing is required |
Appropriate
writing style – professionally presented analysis |
Very
appropriate writing style academic presentation (references included) |
Excellent writing style, academic presentation
including intext and endtext citations - fully correct, no errors |
|
Comments
/100 /60% |
|||||
- Interpret and explain key leadership and management theories that underpin non government organisation health and human services.
- Analyse key leadership and management challenges and practices within non-government organisation health and human services policy environments, with a focus on the intersection of gender, ethnicity and culture.
- Evaluate key accountabilities required of leaders and managers in non-government organisation health and human services.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
