Overview
The aim of this unit is to enable you to gain a knowledge and understanding of management functions by examining the roles and responsibilities of a manager. You will acquire a good knowledge of management concepts. Particular emphasis is placed on the management process, its dynamic nature and its key elements of planning, organising, directing, coordinating and controlling.
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 3 - 2017
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 Undergraduate 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 Email, Moodle, Survey, phone communication with students in Term One 2017.
A review of Assessment Two to ensure students achieve success in the Unit with a reduction in stress.
More direction given in guide documents for each individual assessment which includes a marking key and a more detailed rubric detailing level of attainment for all assessment criteria.
Feedback from Student survey
Ensure that teaching team assembled are experienced teachers and that content and assessment requirements are addressed clearly without confusion for students.
Increase teaching staff meetings to four per term from two per term.
- demonstrate an understanding of basic concepts, principles and theories of management and how they have evolved
- explain the four basic management functions of planning, organising, leading and controlling and how they should be implemented
- discuss how external environmental factors can impact on managerial and organisational processes and priorities
- identify and explain contemporary management challenges.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 50% | ||||
| 2 - Written Assessment - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - 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 | 9 | 10 | |
| 1 - Written Assessment - 50% | ||||||||||
| 2 - Written Assessment - 50% | ||||||||||
Textbooks
Becoming a Master Manager: A Competing Values Approach
6th Edition (2015)
Authors: Quinn RE, Bright D, Faerman SR, Thompson MP, and McGrath MR
Wiley
Hoboken Hoboken , New Jersey , USA
ISBN: 9781119034377
Binding: Hardcover
Additional Textbook Information
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.
j.callan@cqu.edu.au
Module/Topic
Creating and Sustaining Commitment and Cohesion
Chapter
Understanding Self and Others (pp.37-46)
Communicating Honestly and Effectively (pp. 47-57)
Events and Submissions/Topic
Learning Log:
- Anchors and Oars (pp. 35-36)
- Communication Skills (pp. 47-48)
- My take on the Rational Goals Model
Module/Topic
Creating and Sustaining Commitment and Cohesion
Chapter
Mentoring and Developing Employees (pp.58-59)
Managing Groups and Leading Teams (pp. 70-87)
Events and Submissions/Topic
Learning Log:
- Assumptions about Performance Evaluations (pp. 58-36)
- Are You a Team Player? (pp. 70-72)
- My take on the Internal Process Model
Module/Topic
Creating and Sustaining Commitment and Cohesion
Establishing and Maintaining Stability and Continuity
Chapter
Managing and Encouraging Constructive Conflict (pp. 88-102)
Organizing Information Flows (pp. 108-119)
Events and Submissions/Topic
Learning Log:
- How Do You Handle Conflict? (pp. 58-36)
- Identifying Data Overload and Information Gaps (pp. 109-110)
- My take on the Human Relations Model
Module/Topic
Establishing and Maintaining Stability and Continuity
Chapter
Working and Managing Across Functions (pp.119-128)
Planning and Coordinating Projects (pp. 128-143)
Events and Submissions/Topic
Learning Log:
- Mapping Your Organization (pp. 119-120)
- Project Planning (pp. 128-129)
- My take on the Open Systems Model
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Establishing and Maintaining Stability and Continuity
Chapter
Measuring Performance and Quality (pp. 144-153)
Encouraging and Enabling Compliance (pp. 153-165)
Events and Submissions/Topic
Learning Log:
- Identifying Appropriate Performance Criteria (pp. 144-145)
- Reactions to Methods of Encouraging Compliance (pp. 153-154)
Module/Topic
Creating and Sustaining Commitment and Cohesion
Establishing and Maintaining Stability and Continuity
Chapter
Application Topic (Review):
- Solicit feedback (p. 46)
- Developing your reflective listening skills (p. 57)
- Developing your capacity to develop others (p. 70)
- Team-building action plan (p. 87)
- Managing your own conflicts (p. 102)
- Directing your own data and information traffic (p.118)
- Examining a cross functional team (p. 128)
- Managing your own project (p. 143)
- Developing performance metrics for your job (p.153)
- Your organization’s compliance policies and practices (p. 165)
Events and Submissions/Topic
Module/Topic
Improving Productivity and Increasing Profitability
Chapter
Developing and Communicating a Vision (pp. 171-182)
Setting Goals and Objectives (pp. 183-194)
Events and Submissions/Topic
Learning Log:
- How You Develop and Communicate Vision (pp. 171-172
- Identifying Your Personal Goals (p. 183)
Module/Topic
Improving Productivity and Increasing Profitability
Chapter
Motivating Self and Others (pp. 194-210)
Designing and Organizing (pp. 211-226)
Events and Submissions/Topic
Learning Log:
- When Are You the Most Motivated and Productive? (pp. 194-195)
- Assessing Organizational Culture (p. 211)
Module/Topic
Improving Productivity and Increasing Profitability
Promoting Change and Encouraging Adaptability
Chapter
Managing Execution and Driving for Results (pp. 227-236)
Using Power Ethically and Effectively (pp. 243-256)
Events and Submissions/Topic
Learning Log:
- Your Leadership Task Orientation (p. 227)
- Who Is Powerful? (p. 243)
Module/Topic
Promoting Change and Encouraging Adaptability
Chapter
Championing and Selling New Ideas (pp. 256-270)
Fueling and Fostering Innovation (pp. 271-283)
Events and Submissions/Topic
Learning Log:
- The Presenter’s Touch: You May Have It but Not Know It (pp. 256-257)
- Are You a Creative Thinker? (pp. 271-272)
Module/Topic
Promoting Change and Encouraging Adaptability
Chapter
Negotiation Agreement and Commitment (pp.283-293)
Implementing and Sustaining Change (pp. 294-307)
Events and Submissions/Topic
Learning Log:
- How Effective Are You at Negotiating Agreement? (pp. 283-284)
- Changes in My Organization (p. 294)
- My take on the Road to Mastery
Module/Topic
Unit Conclusion and Review
Chapter
Application Topic (Review):
- Envisioning your career (p. 182)
- Evaluating the use of goal setting in your organisation (p. 194)
- When are you and your colleagues the most motivated and productive? (p. 210)
- Understanding the design of your company (p. 226)
- Know your time (p. 236)
- Building your power base by changing your influence strategy (p.256)
- You be the speaker (p. 270)
- New approaches the same old problem (p. 283)
- Negotiating at work (p.293)
- Planning a change (p. 307)
- Your strategy for mastery (pp. 312-328)
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
AIM: Develop a working definition of management.
Assessment 1 comprises two tasks:
(i) Learning Log I (20%) which represents weekly progress with module learning outcomes and preparation for the written report.
(ii) Written report (30%)
Develop and submit a concise report (1000 words) that presents your working definition of management developed during modules 1 and 2 of the unit. The report’s focus must relate to observations you have personally undertaken during the early part of the term (first 4 or 5 weeks). Pay particular attention to the instructions provided in the assessment block in Moodle, and start work on the report from week 1. Your thinking and developing appreciation about management is key, since activities in modules 1 and 2 are about establishing a first-hand appreciation of management-in-action through observation and description. Find practicing managers you are able to observe and with whom you develop some form of relationship.
Assessment 1 is not about forming judgements or making evaluations. As part of the preparation for the written report, keep an open-mind about what it is that management does – the list may well be quite long. The need for a working definition stems from the fact that that your observations will not be not exhaustive, and consequently the evidence gathered represents a starting point for appreciation and understanding of today's management practices.
RESOURCES: To successfully complete the assessment
- Make use of the lectures (modules 1 and 2)
- Engage with the weekly seminars
- Complete the weekly Learning Log entries
- Use the textbook and readings as principal sources
- Apply the American Psychological Association (APA) abridged guide for layout of references
- Refer to the assessment block (Moodle) for further instructions on report structure and standards
Week 6 Thursday (21 Dec 2017) 5:00 pm AEST
Submission date and time align with Australian business conventions.
Week 8 Thursday (11 Jan 2018)
The return date applies to all submissions lodged on or before the due date and time.
Learning Log I: Each weekly entry (5 in all) is rated according to a 5 point rubric that indicates the extent to which a competency and associated with a week's set learning task(s) is/are understood and applied.
Entries may attract a maximum of 4 marks each (i.e., 5 x 4=20 marks). Learning Logs are the product of interaction, reading, and practical activity aimed at ensuring successful completion of the written report. Comments or written feedback are provided as appropriate along with ratings (marks).
The levels comprise:
inadequate (0)
well below expectations (1 mark)
below expectations (2 marks)
Expectations met (3 marks)
Expectations exceeded (4 marks)
Written Report I:
- Analysis: Observation and Interpretation; working definition (10 marks)
- Application: Uses relevant theory, concepts, competencies, and models (10 marks)
- Delivery: Problem or Focus, Structure, Format, and Written Expression Standards (10 marks)
Refer to gradebook for total marks, and Feedback Studio in Moodle for written feedback and marks
- demonstrate an understanding of basic concepts, principles and theories of management and how they have evolved
- explain the four basic management functions of planning, organising, leading and controlling and how they should be implemented
- discuss how external environmental factors can impact on managerial and organisational processes and priorities
- identify and explain contemporary management challenges.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
2 Written Assessment
AIM: Demonstrate the usefulness of the Competing Values Framework and the need for Managerial Leadership
Assessment 2 comprises two tasks:
(i) Learning Log II (20%) which represents weekly progress with module learning outcomes and preparation for the written report.
(ii) Written report II (30%)
Develop and submit a concise report (1200 words) that that demonstrates the usefulness of the Competing Values Framework for managers who also must function as leaders (managerial leadership) developed during modules 3 and 4 of the unit. Pay particular attention to the instructions provided in the assessment block in Moodle, and start work on the report from week 7. Your understanding about management and the need for authentic leadership involves appreciation of the underlying tensions, countervailing issues, and paradoxes associated with organising and functioning within today's organisations.
Assessment 2 is not about how management sets about fulfilling roles. Rather your line of reasoning must be about being effective in the face of uncertainty, disruption and competing interests or demands. To ensure you cover the necessary theoretical ground refer to one or two areas of application (see the list in Moodle). Be prepared to include an advance on your working definition of management (established in assessment 1). Alternatively, you must argue the benefit of an authoritative definition of management from the literature to make your point about the merits or otherwise of the Competing Values Framework.
RESOURCES: To successfully complete the assessment
- Make use of the lectures (modules 3 and 4)
- Engage with the weekly seminars
- Complete the weekly Learning Log entries
- Use the textbook and readings as principal sources
- Apply the American Psychological Association (APA) abridged guide for layout of references
- Refer to the assessment block (Moodle) for further instructions on report structure and standards
Week 12 Thursday (8 Feb 2018) 5:00 pm AEST
Submission date and time align with Australian business conventions.
Review/Exam Week Friday (16 Feb 2018)
See Moodle gradebook for Learning Log. Feedback and grades for Report released, per University Assessment Policy, following certification of final unit grade.
Learning Log II: Each weekly entry (5 in all) is rated according to a 5 point rubric that indicates the extent to which a competency and associated with a week's set learning task(s) is/are understood and applied.
Entries may attract a maximum of 4 marks each (i.e., 5 x 4=20 marks). Learning Logs are the product of interaction, reading, and practical activity aimed at ensuring successful completion of the written report. Comments or written feedback are provided as appropriate along with ratings (marks).
The levels comprise:
inadequate (0)
well below expectations (1 mark)
below expectations (2 marks)
Expectations met (3 marks)
Expectations exceeded (4 marks)
Written Report II:
Analysis: Interpretation and Assessment of Competing Values Framework for Managerial Leadership (10 marks)
Application: Uses relevant theory, concepts, competencies, and models (10 marks)
Delivery: Problem or Focus, Structure, Format, and Written Expression Standards (10 marks)
Refer to gradebook for total marks, and Feedback Studio in Moodle for written feedback and marks
- demonstrate an understanding of basic concepts, principles and theories of management and how they have evolved
- explain the four basic management functions of planning, organising, leading and controlling and how they should be implemented
- discuss how external environmental factors can impact on managerial and organisational processes and priorities
- identify and explain contemporary management challenges.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Cross Cultural Competence
- Ethical practice
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?
