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 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).
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 Student Feedback- Have your Say
Contradictory feedback from students about the clarity of the assessment information. Some students provided feedback that they found the assessment difficult to follow others indicated that the assignments were explained clearly and the unit was very well resourced.
Better clarification of assessment objectives for each of the assessment tasks will be prepared both in the profile and on the Moodle site for term 1, delivery. In addition, clearer directions to the location assignment folder where videos, audios and rubrics are to be found explaining expectations, will also be prepared on on the Moodle site to assist students, as several were unaware that these resources existed.
Feedback from Student Feedback- Have your Say
Contradictory feedback from students about the frequency quality of the zoom sessions. One or two indicytaed that taht advice for zoom session was only through the forums- whcih is automactically sends emails messages to teh stduenst.= others indicated that the zoom sessions were regular ( every 2 weeks) and very informative. On student indicated annoyance that additional information about assignments was only available at the zoom sessions-despite the sessions being recorded and posted in a Zoom folder on Moodle
A clear statement outlining the purpose of zoom sessions and the expectation that students review course notes and video topics in preparation for each session,will be put on the Moodle site. As noted elsewhere - open zoom consultation sessions were also organised as a means of increasing engagement, but no online student took advantage of these sessions. These will continue and be promoted via the online forum as a means if increasing engagement.
- Critically evaluate organisational contexts 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 - 20% | |||||
2 - Written Assessment - 30% | |||||
3 - Presentation - 20% | |||||
4 - Reflective Practice Assignment - 30% |
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 - 20% | ||||||||
2 - Written Assessment - 30% | ||||||||
3 - Presentation - 20% | ||||||||
4 - Reflective Practice Assignment - 30% |
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.segon@cqu.edu.au
Module/Topic
Competency Models and Superior Performance and Emotional Intelligence
The Competent Manager
Understanding Social Competence
Chapter
Carlopio & Andrawartha (2012) Chapters 1, 2
Quinn et al. (2015) Introduction. Module 1 pp. 35-46.
Goleman (2013) Chapter 1
Goleman, Boyatzis & McKee (2013) Appendix B
Boyatzis (1982) Ch 1, 2 & 6
Goleman et al. (2017) Emotional Self Awareness : Book 1: A primer
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 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.
Module/Topic
Topic 1 - Understanding Organisational Context
The Structural Frame
The Human Resources Frame
The Symbolic Frame
The Political Frame
Chapter
Bolman & 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
Module/Topic
Personality and Motivation: Understanding Difference
Chapter
Bolman & Deal (2013) Chapters 9-11
Carlopio & Andrawartha (2012) Chapter 6
deJanasz et al. (2015) Chapter 8
Quinn et al. (2015). Module 1 pp. 35-46. Module 3 pp.194-210
Events and Submissions/Topic
Module/Topic
Competency 1: Managing Teams and Groups
Chapter
Goleman et al. (2017) Teamwork: Book 11: A primer
Quinn et al. (2015) Module 1: pp.70-87.
Bolman & Deal (2013) Chapter 5 & 7
Carlopio & Andrawartha (2012) Chapter 9.
deJanasz et al. (2015) Chapter 15
Valcour (2017) In HBR Guide to Emotional Intelligence
Boyatzis (1982) Ch 6
Refer to the Moodle site for detailed course notes and further recommended reading.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Competency 2: Conflict Management
Chapter
Goleman et al. (2017) Conflict Management: Book 11: A primer
Bolman & Deal (2015) Chapters 9 & 19
Carlopio & Andrawartha (2012) Chapters 7, 8, 9
Quinn et al. (2015) Module 1: 88-102.
Refer to the Moodle site for detailed course notes and further recommended reading.
Events and Submissions/Topic
Module/Topic
Competency 3: Empathy
Chapter
Goleman et al. (2017) Empathy: Book 6: A primer
deJanasz et al. (2015) Chapter 2
Carlopio & Andrawartha (2012) pp.94-96
Boyatzis (1982) Ch 6 & 8
Goleman (2017) In HBR Guide to Emotional Intelligence
Goleman, Boyatzis & McKee (2013) Ch 9
Events and Submissions/Topic
Module/Topic
Approaches to Change: radical vs gradual and impact on others
Levels of organisational change
Understanding the Psychology of Loss
Resistance to Change and the stages of Transition
Chapter
Carlopio & Andrawartha (2012) Chapters 10
Quinn et al. (2015) Module 4: pp 294-30.
Goleman et al. (2017) Adaptability: Book 3: A primer
Refer to the Moodle site for detailed course notes and further recommended reading.
Events and Submissions/Topic
Module/Topic
Performance Management
Organisational processes for insuring natural justice- review of HR frame.
Reviewing competencies and key skills for performance management
Conducting performance management interviews.
Basic Industrial legislation and implications for managing others.
Chapter
Bolman & Deal (2015) Chapter 8
Carlopio & Andrawartha (2012) Chapters 12
deJanasz et al. (2015) Chapter 5-7
Refer to the Moodle site for detailed course notes and further recommended reading.
Events and Submissions/Topic
Module/Topic
Review Session
Link to MGMT20131 Leadership and Integrity
Chapter
Review session of unit and back up session for any topics requiring further elaboration.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Feedback on Presentation 2
Reflection and Action Plan due.
Individual Reflection and Action Plan Due: Review/Exam Week Friday (18 Oct 2019) 12:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
This unit is offered in face to face mode at the Melbourne campus. Furthermore it is offered as an intensive across 3 days in August at the end of week 3 of term. All students are encouraged to attend this intensive. Synchronous sessions are conducted for online students approximately every two weeks and are recorded and uploaded for review on the Moodle site.
1 Presentation
All students will be allocated to a group by the Unit coordinator and this will normally not be negotiable. All students will be required to deliver two presentations across the term with accompanying powerpoints and executive summaries.
This first presentation is based on Henry Mintzberg’s concept of “organisational fit”. He proposes that organisations need to have the right structure for their external context and that the internal components, such as policies, culture and informal systems, need to align with the correct structure. He suggests that many organisational problems can be attributed to organisations having the wrong structure and poor alignment rather than individual performance always being the primary cause.
For this presentation groups will assume the role of organisational consultants, external to the organisation, similar to consultants from companies such as KPMG, Ernst and Young, etc. and focus on an organisation with which they are familiar. The group should assume that they are presenting to the organisation's CEO or Board, identifying the organisational context by using Bolman and Deal's four frames as the basis for analysis. Please note all groups must use the structural frame to classify the organisation’s structure, and then may select any one of the remaining three frames, either HR, Political or Symbolic frame.
The objective of the presentation is to establish whether the organisation has the appropriate structure for its' context and whether the other frame (HR, Political or Symbolic /Organisational culture) is aligned with the structure. The group are to identify possible issues in the organisation and how these might be explained by the structural and frame alignment or misalignment.
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 group will be allocated 15-20 minutes to deliver the presentation.
Week 4 Friday (9 Aug 2019) 12:00 pm AEST
Whilst oncampus students present on Sunday 11th August, a formal submission that includes the powerpoints and a one page executive summary and reference list must be uploaded to the Moodle site
Week 6 Monday (26 Aug 2019)
Feedback will be provided at the time of presentation and via Feedback Studio for the written submission
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.
3. 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 prepare an Executive Summary that identifies key findings and recommendations using literature to support.
5. Breadth and quality of research, using a minimum of 12-16 academic sources.
6. Ability to work in a collaborative and effective manner as a team.
The assessment rubric and an audio file detailing further information regarding this assessment is available to download the Presentation Folder on the Moodle site.
- Critically evaluate organisational contexts as evidenced by structure, culture, systems and political processes and how these affect the management of people
- 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 Written Assessment
The written assignment is an exploration of one (1) competency that students can self-select from the "Managing Others" competencies examined in this unit. Students should select the competency that they wish to develop based on self analysis and reflection, which they believe will enhance their ability to manage others.
- Empathy
- Managing Teams and Groups
- Managing Conflict
It is important to note that the exploration is not just a review of the topic. Rather students need to identify the conceptual, behavioural and attitudinal aspects that typify managers who have developed these competencies. The key authors associated with the input based competency movement such as Goleman, McKee, Hielregal, Salovey and Mayer, Boyatzis etc. describe the behaviours that managers who have developed this competency exhibit. This is an important aspect of the report. Students need to summarise the conceptual knowledge associated with the competency, and identify the specific behaviours that managers with this competency exhibit. Furthermore students need to identify some evidence that their chosen competency leads to superior performance. This information then becomes the analytical frame that is the basis for the reflective assignment and action plan.
This section should be between 1200-1500 words in length and cite a minimum of 12-16 quality academic sources.
Week 8 Friday (13 Sept 2019) 12:00 pm AEST
Students are to upload the conceptual analysis via the moodle site
Week 10 Monday (23 Sept 2019)
Feedback will be provided via Feedback Studio
Clear definition and overview of the chosen competency, using the key authors such as Goleman, Boyatizis, Pedler etc
A concise summary of the conceptual knowledge of the chosen competency
A discussion of the behaviours exhibited by managers who have developed this competency.
Identification of at least two (2) sources of evidence that managers with this competency are more effective or demonstrate superior performance.
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
- 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
3 Presentation
The second presentation task will focus on a particular "managing others" issue that can include performance management, how individuals accept or resist change or whether managers have demonstrated good practice and followed appropriate procedures. Each group will be given a case study that details a particular scenario that the team is to analyse with appropriate reference to theories and models discussed in this unit. Students are expected to research similar cases available through employer sites, union sites and Fair Work (Australia) so that precedents can be used to support conclusions and or recommendations. The group will assume the role of organisational consultants, similar to consultants from companies such as KPMG, Ernst and Young etc., or as 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 identifying any problems, processes, good or poor management practices and the implications for the organisation. 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.
A one page executive summary of key issues, reference list and copy of the powerpoint slides must be provided to the Unit facilitator before the presentation.
Please note these are the minimum requirements for this assignment. Students who only submit the minimum should not expect more than a minimum grade.
To assist students indicative rubrics and audio files for the assignment are available on the Moodle site
Week 11 Friday (4 Oct 2019) 12:00 pm AEST
Week 12 Monday (7 Oct 2019)
Feedback will be provided via Feedback Studio
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 the 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.
5. Ability to prepare a one page Executive Summary that details key findings and recommendations, with a reference list.
6. Ability to work in a collaborative and effective manner as a team.
- 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
- 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
- Research
- Self-management
4 Reflective Practice Assignment
The purpose of the assignment is to increase the student’s self-awareness by reflecting on their level of capability in the specific competency explored in assignment 2. Students are to complete a minimum of three diagnostic tools, one of which can be a general management or personality test such as the MBTI, the Big Five, DISC tool etc, and a minimum of 2 diagnostic tools specifically related to the chosen competency. Students must reflect on their level of competence by analysing at least one specific work related event from within the past 12 months. Using the conceptual knowledge and behaviours identified in assignment 2, being those exhibited by managers who have developed this competency as the basis of the analysis, contrasting these with the results of the diagnostic tools. (Please note tools completed in other units such as the Johari Window. Leadership Styles Questonnaire or Learning styles tool, etc., are not specifically aligned to the three competencies examined in this unit and are therefore deemed inappropriate for this unit).
Based on the results of the self-analysis, students are to identify one learning or developmental need that will enhance their competence, and devise an action-learning contract that will address the issue. This means identifying a range of tasks, activities or learnings, that must be actionable and related to conceptual, behavioural or attitudinal component of the chosen competency. Examples can include identifying further units at CQUniversity, short courses offered by other providers and professional bodies, reflective journals and or industry training. This section can be presented in either descriptive or in table form.
Please note these are the minimum requirements for this assignment. Students who only submit the minimum should not expect more than a minimum grade.
To assist students indicative rubrics and audio files for the assignment are available on the Moodle site
Review/Exam Week Friday (18 Oct 2019) 12:00 pm AEST
Exam Week Friday (25 Oct 2019)
Feedback will be provided via Feedback Studio
- Inclusion and understanding of a minimum of three relevant diagnostic tools distributed or completed in class. (Results sheet attached as appendicies)
- Demonstration of self-analysis, including reflection on diagnostic results directly linked to examples of own behaviour and relevant conceptual and behavioural competency literature
- Presentation of a development plan that identifies specific activities and appropriate time-frames for implementation.
- Breadth and quality of research, using a minimum of 12-16 academic sources.
- Correctly using the APA in text referencing system to cite 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
- 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.