Overview
Managers work with and through others in a variety of organisational structures, each with a set of internal contextual factors. In this unit you will critically examine the role of individuals, groups and managers in the performance outcomes of organisations in a dynamic environment. You will examine the context of organisations as structural frames and the different cultures, political networks and human resource processes that emerge and how these affect the management of people. The unit addresses specific aspects of the emotional intelligence model that will allow you to identify the key competencies required of managers to effectively work with and through others. Using reflective practice as the basis for personal development, you will be required to examine, develop and acquire the conceptual knowledge, behavioural skills and attitudinal components specific to managing others competencies including: social awareness, teamwork, conflict, and empathy and managing change.
Details
Pre-requisites or Co-requisites
Students enrolled in CL 20 MBA, CC58 MBA, CC51 Graduate Certificate in Business Administration, CC52 Graduate Diploma in Business Administration and CL15 Graduate Certificate in Authentic Leadership can enrol in this unit. Any Masters or Postgraduate student not enrolled in CL20, CC58, CC51, CC52 or CL15, may also enrol in this unit, provided that they have a minimum of three years of relevant work experience.
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 1 - 2018
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).
Residential Schools
This unit has a Optional Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.
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 Unit evaluation
The best thing about the unit was the presentation part that helped a lot for us to understand...
Continue to incorporate presentation tasks that promote students to apply the learning from this unit.
- Critically evaluate organisational context as evidenced by structure, culture, systems and political processes and how these affect the management of people
- Critically analyse, reflect on and develop the key competencies , such as social awareness, conflict, teamwork and empathy and change, required to successfully manage others in an emotionally intelligent manner
- Research and apply established theories, both as independent learners and as members of work groups, related to individual behaviour and organisational systems to effectively identify and diagnose performance management problems
- Analyse critically and reflect on the factors that lead individuals to resist or accept change and to successfully apply established theories to address these challenges
- Interpret and successfully transmit knowledge, skills and ideas related to organisational context and managing people to a range of internal and external stakeholders.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Presentation - 30% | |||||
| 2 - Reflective Practice Assignment - 70% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - Presentation - 30% | ||||||||
| 2 - Reflective Practice Assignment - 70% | ||||||||
Textbooks
There are no required textbooks.
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.
m.segon@cqu.edu.au
Module/Topic
Competency Models and Superior Performance and EI
The Competent Manager
Understanding Social Competence
Chapter
Carlopio and Andrawartha (2012) Chapters 1, 2
Quinn et al. (2015) Introduction. Module 1 pp. 35-46.
Goleman (2007) Chapter 1
Refer to the Moodle site for further reading
Events and Submissions/Topic
For face to face students, groups for Assessment 1 will be formed in the Introductory Session on Friday 16th March, 2018 so it is vital that all students attend.
Groups for distance students will be formed via the discussion forum and consultation with the unit coordinator.
Each group needs to select an organisation for analysis using Bolman and Deal's four frame model. Refer to the Moodle site for further details.
Group Presentations Due: Week 2 Friday (16 Mar 2018) 9:00 am AEST
Module/Topic
Topic 1 - Understanding Organisational Context
The Structural Frame
The Human Resources Frame
The Symbolic Frame
The Political Frame
Chapter
Bolman and Deal (2017) Chapters 1, 4, 7, 10, 11, 12, 13.
Mintzberg (1981)
Refer to the Moodle site for detailed course notes and further recommended reading.
Events and Submissions/Topic
Group preparation for organisational review.
Group Presentations Due: Week 2 Friday (16 Mar 2018) 9:00 am AEST
Module/Topic
Personality, Motivation and Difficult People
Understanding the Psychology of Resistance to Change and Transition
Chapter
Bolman and Deal (2015) Chapter 15
Carlopio and Andrawartha (2012) Chapters 6, 10
Quinn et al. (2015) Module 3: pp191-210, Module 4: pp 294-307.
Refer to the Moodle site for detailed course notes and further recommended reading.
Events and Submissions/Topic
Group Presentation 1. Analysing Organisations using the Four Frames: Implications for Managing Others.
Online Students will prepare Group Presentation 1- Please refer to the Moodle site for details of the submission date.
Group Presentations Due: Week 2 Friday (16 Mar 2018) 9:00 am AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Competency 2: Managing Teams and Groups
Competency 3: Conflict Management
Competency 4: Developing Others/Mentoring
Chapter
Bolman and Deal (2015) Chapter 5, 9
Carlopio and Andrawartha (2012) Chapters 7, 8, 9
Quinn et al. (2015) Module 1: pp.58-69, 70-87, 88-102. pp 294-30.
Refer to the Moodle site for detailed course notes and further recommended reading.
Events and Submissions/Topic
Review of Major individual assessment-
Continuation of self diagnosis using appropriate diagnostic tools.
Module/Topic
Competency 2: Managing Teams and Groups
Competency 3: Conflict Management
Competency 4: Developing Others/Mentoring
Chapter
Bolman and Deal (2015) Chapter 5, 9
Carlopio and Andrawartha (2012) Chapters 7, 8, 9
Quinn et al. (2015) Module 1: pp.58-69, 70-87, 88-102. pp 294-30.
Refer to the Moodle site for detailed course notes and further recommended reading.
Events and Submissions/Topic
Submission of Part A of individual assignment- Conceptual analysis of chosen competencies.
Refer to Moodle site for further submission details.
Module/Topic
Performance Management
Conducting performance management interviews.
Basic Industrial legislation and implications for managing others. Organisational processes for insuring natural justice- review of HR frame.
Chapter
Bolman and Deal (2017) Chapter 3.
Carlopio and Andrawartha (2012) Chapters 12, 5.
Refer to the Moodle site for detailed course notes and further recommended reading.
Events and Submissions/Topic
Review of Part B of individual assignment and reflective practice and action plan component.
Second group component presentation. Refer to Moodle site for further details.
Module/Topic
Review Session
Chapter
Review session of unit and back up session for any topics requiring further elaboration.
Events and Submissions/Topic
Major individual paper due Friday 1st June, 2018.
Reflective Practice Assignment: Learning Contract Due: Week 12 Friday (1 June 2018) 12:00 pm AEST
Please note that this unit is available only to MBA and Graduate Certificate in Authentic Leadership students. Post graduate student from other courses who meet a minimum of 3 years of work experience, may also apply directly to the MBA Director, to undertake this course.
The unit is offered in face to face mode on the Melbourne campus only, using a series of intensive workshops. The unit is also offered in an online mode. Please note that assessment tasks are completed during the face to face workshops and are considered pass fail activities.
1 Presentation
You will be allocated into groups during the introductory session. On campus students will be required to deliver two presentations, the first during the commencement intensive and the second on the final full day workshop on Saturday 28th May, 2018. Distance students will also be required to deliver two group presentations via Zoom, but the format of these will be arranged via consultation with the unit coordinator. Further details on each of the two presentation tasks will be provided in class and on Moodle, but in general, they will focus on a particular organisation, managing others issues and how individuals accept or resist change. Each group will required to present an analysis with appropriate reference to theories and models discussed in this unit. The group will assume the role of organisational consultants, either external to the organisation, similar to consultants from companies such as KPMG, Ernst and Young etc, or internal consultants from departments such as Legal, Governance or HR. The group should assume that they are presenting to the organisation's CEO or Board to identify causes of problems, inappropriate structures or process and or behaviours. Supported recommendations are expected to be made. Each member of the group is required to contribute to the preparation and delivery of each of the presentations. On campus students are also required to be in class for all presentations.
Each presentation will be graded as either fail, pass, credit, distinction or high distinction. Both presentations will be added together, then converted to a mark out of 30 for this assessment task.
Week 2 Friday (16 Mar 2018) 9:00 am AEST
On campus students will deliver one presentation in the commencement on Sunday 18th March workshop and a second on the final workshop on Saturday 12 May ,2018. Distance students will deliver the same presentation content as per consultation with unit coordinator.
Feedback for presentations will be available immediately following the presentations for that session. Grades will usually be available within a week following each presentation.
1. Ability to deliver concise, structured, and accurate analysis with introduction, main presentation and conclusion.
2. Ability to use key theories, concepts, and models to analyse an organisation and or managing others issue.
3. Ability to source industry relevance standards, cases or legislation to support analysis and recommendations.
4. Ability to meet professional standards in the use of audio visuals and verbal communication, and deliver the presentation within the time allocation.
4. Ability to work in a collaborative and effective manner as a team.
- Critically evaluate organisational context as evidenced by structure, culture, systems and political processes and how these affect the management of people
- Research and apply established theories, both as independent learners and as members of work groups, related to individual behaviour and organisational systems to effectively identify and diagnose performance management problems
- Analyse critically and reflect on the factors that lead individuals to resist or accept change and to successfully apply established theories to address these challenges
- Interpret and successfully transmit knowledge, skills and ideas related to organisational context and managing people to a range of internal and external stakeholders.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Reflective Practice Assignment
This assignment has two components.
Section 1: Conceptual Knowledge and Implications for Managing Others.
The first is an exploration of 2 competencies that students self select from the four "Managing Others" competencies examined in this unit.
1 Empathy and Trust
2 Managing Teams and Groups
3 Managing Conflict
4 Developing others/Mentoring.
Students are to explore these concepts using a variety of sources identifying the conceptual, behavioural and attitudinal aspects that typify managers who have developed these competencies. Students must also identify how these lead to superior performance as outlined by Goleman, Mckee, Hielregal, Salovey and Mayer, Boyatzis etc.
This section should be between 2500-3000 words in length and cite a minimum of 12 quality academic sources. This document should be submitted for review by Friday 11th May 2018.
This document accounts for 35 marks of the total 70 marks available fro this assignment.
Section 2: Self-Analysis and Learning Contract
In this section students must use a minimum of 5 diagnostic tools related to the specific competencies chosen in section 1. Students must discuss the results in terms of their own behaviour and reflect on their level of competence referring to at least 2 specific work related events from within the past 12 months. This means specifically referring to the results of the tools, contrasting the different tools to identify consistencies or inconsistencies of the results against your own practice. The results pages of the tools are to be included in the appendices of the assignment.
The reflective component should be approximately 1000-1200 words and needs to conclude with identification at least one specific learning need related to each of the two competencies selected. Based on the results of the diagnostic tools, refection and conceptual analysis, students are to devise an action-learning contract that will address the learning identified above. This involves a range of tasks, activities or learnings that must be actionable, examples can include identifying further units at CQUniversity, short courses offered by other providers, reflective journals and or industry training. This section can be presented in either descriptive or in table form.
This document accounts for 35 marks of the total 70 marks available fro this assignment.
Refer to the Moodle site for further details and assessment rubric.
Please note these are the minimum requirements for this assignment. Students who only submit the minimum should not expect more than a minimum grade.
Week 12 Friday (1 June 2018) 12:00 pm AEST
Both components are to be submitted as a compressive single document. Results of the 5 diagnostic tools are to be attached as appendicies.
Exam Week Friday (15 June 2018)
1. Understanding of key terms, theories, capabilities and concepts presented related to competency models.
2. Inclusion and understanding of a minimum of five diagnostic tools distributed or completed in class.
3. Demonstration of self-analysis, including reflection on personal results directly linked to examples of own behaviour and relevant literature.
4. Presentation of a development plan that identifies specific activities and appropriate timeframes for implementation.
5. Breadth and quality of research, using a minimum of 12-16 academic sources.
- Critically analyse, reflect on and develop the key competencies , such as social awareness, conflict, teamwork and empathy and change, required to successfully manage others in an emotionally intelligent manner
- Research and apply established theories, both as independent learners and as members of work groups, related to individual behaviour and organisational systems to effectively identify and diagnose performance management problems
- Analyse critically and reflect on the factors that lead individuals to resist or accept change and to successfully apply established theories to address these challenges
- 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?
