Overview
Research undertaken by Richard Boyatzis and Daniel Goleman of the Emotional Intelligence Consortium has clearly identified that superior performing managers and leaders use a variety of leadership and managerial competencies and engage in reflective practice to identify developmental needs. In this unit you will examine the range of competencies required of managers and leaders and how these may change based on different positions, roles and organisational context. You will establish your own level of competence and personal development needs though increased self awareness based on reflective practice and diagnostic instruments. You will explore the specific aspects of professional practice as they relate to leading people, teams and organisations and how this impacts on your career choices.
Details
Pre-requisites or Co-requisites
Students must be enrolled in CL15 Graduate Certificate in Authentic Leadership
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 - 2020
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 directly to Unit coordinator.
CQUniversity staff undertaking the unit indicated they did not like the unit being scheduled on week-ends as intensives. They preferred using normal working hours as part of professional development.
Consideration to return to week day intensives, provided enrolment number are considered a viable cohort.
Feedback from Have your say Student evaluations
Timeliness/return of assignments and feedback.
Consultation with unit facilitator and marker to ensure assignments are returned with sufficient feedback within CQU nominated turn around time. Furthermore, the unit coordinator and facilitator need to make the policy of a two week turnaround on assignments more explicit so as to clarify expectations among students.
Feedback from Have your say Student evaluations
Order of topics in the e-profle didn't match delivery
Information in the profile indicated that the order of topics would be adapted to suit learner needs at the intensives. This needs to be made clearer.
Feedback from Have your say Student evaluations
Best aspects of the unit were the intensives and the discussions linked to the assessments
Greater profiling of the value of face to face interaction and engagement needs to be developed so as to encourage more online students to attend the workshops
- Use your advanced understanding and application of the input competency approaches to identify the critical competencies required for your management and leadership development
- Reflect on and assess your own level of competence through greater self awareness and reflective practice
- Evaluate and implement specific strategies to acquire new competencies identified through self-awareness and reflective practice, as your leadership role and position changes
- Understand the concept of career, assess future career options and the competencies required to achieve your career objectives.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Reflective Practice Assignment - 60% | ||||
| 2 - Presentation - 20% | ||||
| 3 - Report - 20% | ||||
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 - Reflective Practice Assignment - 60% | ||||||||
| 2 - Presentation - 20% | ||||||||
| 3 - Report - 20% | ||||||||
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
The Concepts of Career and Occupation.
Professionalism & Profession and duties
The role of Professional Associations.
Chapter
Seminal Research: Careers Arthur & Rousseau (1996); DeFillippi & Arthur (1994)
Contemporary Research & Refs: Svejenova (2005); Restubog, Bordia & Bordia (2011); De Vos, De Hauw & Van der Heijden (2011).
Research and Refs: Professionalism May, (1989); Eraut, (1994); Friedson (2001); Gold, Rodgers & Smith, (2002); Khurana, Nohria & Penrice, (2005); Evetts (2009); Edwards (2014); Segon, Booth & Pearce (2018)
Refer to Moodle for course notes and further readings.
Events and Submissions/Topic
Introduction to the unit, objectives and overview of assessment tasks.
Group formation and selection of occupations for analysis.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
The Self-Directed Learner
Personal Learning Styles and Preferences
Chapter
Seminal Research: Knowles (1975), (1980), (1989)
Contemporary Research & Refs:
Knowles, Swanson & Holton (2005); Merriam (2001); Van der Colff (2004); Mainemelis, Boyatzis & Kolb (2002).
Refer to Moodle for course notes and further reading
Events and Submissions/Topic
Module/Topic
Identifying Managerial Styles
Managing Up (managing your manager)
Networking and Politicking
Work Life Balance
Chapter
Contemporary Research & Refs:
Cooper, Makin & Cox (2000); de Janasz & Forret (2008); Friar & Eddleston (2007); de Janasz, Sullivan & Whiting (2003); Forrett & Dougherty (2001); Healey (2008); Munn & Chaudhuri (2016); Wheatley (2012).
Events and Submissions/Topic
Group presentation to be delivered in class
Module/Topic
Self-Awareness -Feedback, Trust & Disclosure.
Values
Personality and Preferences.
Chapter
Contemporary Research & Refs:
Scaffidi Abbate (2016); Boyatzis (2011); De Janasz, Dowd & Schneider (2012); Carlopio & Andrewartha (2012); Knowdell (2006); Sortheix, Chow and Salmela-Aro; (2015); Da Silva, Trevisan, Veloso, Dutra, Revista Brasileira de Gestão de Negócios, (2016); Cennamo & Gardner (2008).
Refer to Moodle for course notes and further reading
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Return of Group Assignment with feedback
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Reflective Practice as a learning and development strategy.
Strategies for Coping with Personal Change.
Managing Career Transitions & Professional Development.
Chapter
Seminal Research:
Agyris & Schon (1974); Mezirow (1981); Boud, Keogh & Walker (1985); Kolb (1984); Argyris (1982), (1991), (1999); (Reynolds (1999), (2003); Danielson (2008); Thompson & Pascal (2012); Griggs, Holden, Lawless & Jan (2016).
Events and Submissions/Topic
Module/Topic
Identifying Career Anchors
Strategies for Coping with Personal Change.
Managing Career Transitions & Professional Development.
Chapter
Seminal Research:
Schein, (1990), (1992), (1993), (1996); Abessolo, Rossier & Hirschi (2017)
Seminal Research:
Woodward (1994); Lazarus & Lazarus (1994); Elliot, Thrash & Murayama (2011)
Seminal Research:
Bridges (1990), (2001)
Contemporary Research & Refs:
Burns (2010); Bridges (2017); Goodman, Schlossberg & Anderson (2006).
Events and Submissions/Topic
Module/Topic
Review Session
Links to key managing others and leadership competencies examined in MGMT20129 Managing People, Organisations an Context and MGMT 20131 Leadership and Integrity.
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
This is a core unit in the Graduate Certificate in Authentic Leadership. It is available as a series of face to face workshops (subject to minimum enrolments) and online. The Unit Coordinator and facilitator will contact students via the Moodle Forums to arrange zoom sessions and meeting schedules that will occur approximately every two weeks.
1 Presentation
This is a group presentation in which team members explore the concepts of what constitutes a job, an occupation and a profession as they apply to the members of the team.
The purpose is to clarify the differences between the concepts and in particular to focus on what it means to be a "professional" and what constitutes a "true" profession.
Teams are to select two representative "occupations" from the team membership and analyse, the knowledge required to "practice", how this is acquired, the typical activities performed and whether it meets the requirements of a true profession.
Teams are then to consider whether the duties of being a member of these professions may at times align or conflict with organisational expectations.
Teams are to propose how to reconcile such conflicts in ways that maintain professional integrity.
Each team will have approximately 15 minutes to deliver the presentation and are expected to provide an executive summary of key points in no more than 2 pages (500-800 words) along with a detailed reference list of sources used in support of the information presented.
As Masters students, you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in the discipline and/or area of professional practice, and demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”.
Each unit in your course has a number of required weekly readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF.
In order to demonstrate the ability to engage in appropriate research, students should read and utilise these texts and journals and publications, and as Masters students, indicate a willingness to research beyond this minimum standard through additional texts, journals and studies that demonstrate an ability to engage in independent research.
Week 5 Friday (10 Apr 2020) 11:45 pm AEST
Groups are to upload their presentation- including a voice over, and the 2 page summary, via the Moodle site by the due date. Late submissions will be penalised at 5% per day (or part there of).
Week 6 Friday (24 Apr 2020)
Feedback will be provided on summary document only, but will include commentary on the presentation and voice overs, via Feedback Studio.
- Ability to deliver a concise, structured, and an accurate professional presentation with introduction, main presentation and conclusion.
- Ability to use key theories, concepts, and models related to career, occupation and professionalism to analyse two specific "occupations".
- Ability to identify and resolve the implications or duties associated with being a member of a "profession" and how these align or conflict with organisational roles and expectations.
- Ability to make specific recommendations, supported by the literature to address any identified conflicts between professional and occupational responsibilities.
- Ability to meet professional standards in the use of audiovisuals and verbal communication, and deliver the presentation within the time allocation.
- Ability to work in a collaborative and effective manner as a team.
- The ability to use a minimum of 12-16 quality academic sources to support the discussion and analysis.
- Use your advanced understanding and application of the input competency approaches to identify the critical competencies required for your management and leadership development
- Understand the concept of career, assess future career options and the competencies required to achieve your career objectives.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
2 Reflective Practice Assignment
This assignment is an individual reflective essay, of between 1800-2500 words, that allows the student to conduct a significant review of their career aspirations, current career path and assess their own learning styles and capabilities for greater reflective practice.
It is based on the studies of Goleman, Agris and Schon and Mezirow that reflective practice leads to greater self-awareness that allows for personal and professional development.
Students will utilise a range of diagnostic tools to identify their personal learning styles, behavioural preferences and their current career anchors and preferences. The results are to be used as the basis for personal reflection to determine what critical learnings and activities are required for individuals to achieve their career aspirations. All students must undertake a common diagnostic test such as the MBTI, ESCI, DISC, or similar instrument, to establish their behavioural preferences, and complete the Career Anchors Inventory. These two tools are compulsory and form the basis of the self analysis.
A minimum of 3 further tools including the Learning Styles Inventory, Big 5 or similar tools are to be used as the basis for self analysis. The results of these tools must be included as appendices as part of this assignment.
The reflective component of this essay needs to utilise the results of the diagnostic tools and include reflections on recent personal and work related events. Key literature relating to reflective practice and learning styles are to be used to support the self-analysis and the identification of learning needs.
A minimum of 12-16 quality academic sources are to be used.
As Masters students, you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in the discipline and/or area of professional practice, and demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”.
Each unit in your course has a number of required weekly readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF.
In order to demonstrate the ability to engage in appropriate research, students should read and utilise these texts and journals and publications, and as Masters students, indicate a willingness to research beyond this minimum standard through additional texts, journals and studies that demonstrate an ability to engage in independent research.
Week 9 Friday (15 May 2020) 10:55 pm AEST
This reflective essay is to be submitted online and must have a Turnitin similarity score of no more than 10%. Late submissions will be penalised at 5% per day ( or part there of).
Week 11 Friday (29 May 2020)
Feedback will be provided online via "Feedback Studio"
1. Ability to deliver a concise, structured and accurate self-analysis and reflective essay with an introduction, reflective discussion and analysis, conclusion and relevant appendices.
2. Ability to use a minimum of two self-reflective and diagnostic tools to identify personal values, learning preferences, career anchors and behavioural styles and to accurately reflect on their relevance to work place behaviour.
3. Ability to use key theories, concepts, and models related to values, personality, career, reflective practice and self-awareness to analyse and reflect on individual values and behaviour and the implications for future career development.
4. The ability to use a minimum of 12-16 quality academic sources to support the discussion and analysis.
Refer to the Moodle site for further details and rubrics.
- Reflect on and assess your own level of competence through greater self awareness and reflective practice
- Evaluate and implement specific strategies to acquire new competencies identified through self-awareness and reflective practice, as your leadership role and position changes
- Knowledge
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
3 Report
This individual report enables individuals to analyze and explore the critical capability of "managing up" or managing your boss and the associated capabilities of politicking and networking as means of enhancing career development.
Students are to analyze the literature around different managerial styles and how managers relate to, or in some cases, ineffectively manage their employees. Of particular importance is the work of Cooper, Makin & Cox (2000) and students are to use this typology to analyse and classify the managerial approaches used within their own organisations.
Strategies are then to be examined regarding how employees can effectively "manage up" using a variety of strategies including: building coalitions, networking and engaging in the positive political process. Students should use their own experience as the basis for the report and identify how they might more effectively manage their own work place and enhance their relationships with their superiors.
Students are expected to write a business report of between 1200-1500 words and use a minimum of 12-16 academic sources to support the discussion.
As Masters students, you are required to engage in research as per the Australia Quality Framework (AQF) guidelines. Two specific requirements need to be considered. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in the discipline and/or area of professional practice, and demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”.
Each unit in your course has a number of required weekly readings in terms of academic texts, journals and business publications that represent the appropriate body of knowledge and recent developments referred to by the AQF.
In order to demonstrate the ability to engage in appropriate research, students should read and utilise these texts and journals and publications, and as Masters students, indicate a willingness to research beyond this minimum standard through additional texts, journals and studies that demonstrate an ability to engage in independent research.
Review/Exam Week Monday (8 June 2020) 11:45 pm AEST
Students are to submit their report online and must insure a Turnitin similarity score of 10% or less. Late submissions will be penalised at 5% per day ( or part there of).
Exam Week Monday (15 June 2020)
Feedback will be provided via online "Feedback studio".
1. Ability to deliver concise, structured, and accurate business report with introduction, main presentation and conclusion.
2. Ability to use critical literature including theories, concepts, and models related to managerial styles as the basis for analysing the relationship between manager and employee.
3. Ability to identify specific strategies designed to "manage up" so as to enhance effectiveness.
4. The ability to devise recommendations supported with literature related to politicking and networking and how these may enhance career development.
5. Ability to use real organisational and personal exemplars as the basis for the analysis.
6. The ability to use a minimum of 12-16 quality academic sources to support the discussion and analysis.
- Use your advanced understanding and application of the input competency approaches to identify the critical competencies required for your management and leadership development
- Understand the concept of career, assess future career options and the competencies required to achieve your career objectives.
- 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?
