Overview
Leadership and mentoring are key skills required for effective business consultancy. Leadership is defined as the ability to influence others in a goal directed path, with transformational leadership specifically focussing on collaborative endeavours to work through change. Mentoring involves a long-term, supportive relationship between mentor and mentee, in which mentees take control of the process of personal and professional development with encouraging support from their mentor. In this unit, you will develop an understanding of the differences between mentoring and leadership. You will address specific aspects of different mentoring and leadership styles, including their appropriateness and impact given people and cultural context. You will critically examine the individual attributes such as values, personality, motivation and the use of power and how they affect individual and team performance. You will also gain an appreciation of the key role played by organisational leaders and mentors (both within the organisation and external, such as business consultants) in the implementation and alignment of the United Nation's Sustainable Development Goals and how organisations and businesses can become institutions of positive social change as well as meeting the needs of shareholders and/or stakeholders.
Details
Pre-requisites or Co-requisites
Anti-requisite: MGMT29004 Transformational Leadership and Mentoring
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 - 2024
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 Informal discussions with student
The unit was reported by the students as very engaging, productive and added to their understanding of transformational leadership in business consulting
The focus of the unit and the materials. The assessments aligned with the graduate attributes expected by the profession.
Feedback from Informal discussions with student
The unit did not include industry guest speakers. Thus limiting students ability to understand how transformational leadership relates to leadership within consulting firms
Future iterations of the unit could include guest speakers from the business consulting profession.
Feedback from Informal discussions with student
The timing of the workshops were scheduled well to address the needs of students in the workplace
Consideration should be given to continuing to schedule classes late afternoon and early evening
Feedback from Informal discussions with student
The assessments met the unit requirements and were scaffolded
Future iterations could address the needs of students in the workforce by adopting a two assessment model, rather than three.
- Analyse and critically reflect on the contribution made by leaders and mentors in different organisational settings, in particular their role in fostering commitment to Sustainable Development Goals
- Evaluate the impact of different approaches to mentoring and leading on employees and consultancy clients
- Apply established mentoring and leadership theories, both independently and collaboratively, to effectively identify and manage organisational and individual performance issues and change
- Interpret and successfully apply knowledge, skills and ideas related to leading and mentoring to a range of internal and external stakeholders
- Analyse critically and reflect on cultural differences in leadership and mentoring and the implication for followers.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 40% | |||||
| 2 - Presentation - 20% | |||||
| 3 - Take Home Exam - 40% | |||||
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 | |||||
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 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
u.ekanayake@cqu.edu.au
m.n.johnson@cqu.edu.au
Module/Topic
Understanding leadership
Chapter
Cole, K. (2019). Leadership & Management: theory & practice (7th edition). Cengage Learning Australia. Chapter 10
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Characteristics of leaders
Chapter
DuBrin, A.J. (2022). Leadership: research findings, practice and skills. (10th edition). Cengage: Chapter 2
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Transformational leadership
Chapter
DuBrin, A.J. (2022). Leadership: research findings, practice and skills. (10th edition). Cengage: Chapter 3
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Group development and team building
Chapter
Mosley, D.C. Jr., Mosley, D.C. Sr., & Pietri, P.H. (2008). Supervisory Management: The art of inspiring, empowering, and developing people. (9th edition). Cengage: Chapter 9
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Leading today's teams
Chapter
Cole, K. (2019). Leadership & Management: theory & practice (7th edition). Cengage Learning Australia: Chapter 14
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Mentoring skills for developing employees
Chapter
Cole, K. (2019). Leadership & Management: theory & practice (7th edition). Cengage Learning Australia: Chapter 29
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Motivation and coaching skills
Chapter
DuBrin, A.J. (2022). Leadership: research findings, practice and skills. (10th edition). Cengage: Chapter 10
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Communication and conflict resolution skills
Chapter
DuBrin, A.J. (2022). Leadership: research findings, practice and skills. (10th edition). Cengage: Chapter 12
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Facilitation skills
Chapter
Mosley, D.C. Jr., Mosley, D.C. Sr., & Pietri, P.H. (2008). Supervisory Management: The art of inspiring, empowering, and developing people. (9th edition). Cengage: Chapter 10
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Performance management skills
Chapter
Cole, K. (2019). Leadership & Management: theory & practice (7th edition). Cengage Learning Australia: Chapter 15
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Coaching skills for higher performance
Chapter
Mosley, D.C. Jr., Mosley, D.C. Sr., & Pietri, P.H. (2008). Supervisory Management: The art of inspiring, empowering, and developing people. (9th edition). Cengage: Chapter 11
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Strategic Leadership
Chapter
Hanson, D., Backhouse, K., Leaney, D., Hitt, M.A., Ireland, D,R., & Hoskisson, R.E. (2022) Strategic management: competitiveness and globalisation (7th Asia-Pacific edition). Cengage: Chapter 12
Please also refer to selected papers uploaded to the eReading list in Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
For this assignment, and with approval from your Unit Coordinator, you are able to choose a company with which you are familiar and a Sustainable Development Goal (https://sdgs.un.org/goals) within that company.
Your essay comprises three parts:
Part 1: Provide evidence of, or lack of, transformational leadership within the selected company
Part 2: Provide evidence for the consideration, or non-consideration, of a selected Sustainable Development Goal within the company
Part 3: Provide recommendations for how the company could improve/implement transformational leadership initiatives that help to achieve the selected SDG
Please see the Moodle site for further information about this task.
Week 5 Friday (5 Apr 2024) 12:00 pm AEST
Please submit your assignment through Turnitin in Moodle
Week 7 Friday (26 Apr 2024)
Results and feedback will be released through Feedback Studio in Moodle (click on the blue pencil icon)
Your essay on transformation leadership and SDGs will be assessed on the following criteria:
- Understanding (20%)
- Analysis (20%)
- Research skills (20%)
- Recommendations (20%)
- Referencing (10%)
- Written presentation (10%)
A marking rubric will be provided in Moodle that elaborates on each of these criteria.
- Analyse and critically reflect on the contribution made by leaders and mentors in different organisational settings, in particular their role in fostering commitment to Sustainable Development Goals
- Evaluate the impact of different approaches to mentoring and leading on employees and consultancy clients
- Apply established mentoring and leadership theories, both independently and collaboratively, to effectively identify and manage organisational and individual performance issues and change
- Interpret and successfully apply knowledge, skills and ideas related to leading and mentoring to a range of internal and external stakeholders
- Analyse critically and reflect on cultural differences in leadership and mentoring and the implication for followers.
2 Presentation
For this task, you will undertake a performance appraisal of a notional consultant who has worked on a typical client project. Having identified a common performance issue, this one-way dialogue needs to demonstrate the following:
- Ability to demonstrate professionalism
- Clear explanation of area where performance needs to be improved
- Ability to apply coaching/mentoring skills
- Identification of appropriate recommendations where performance needs to be improved
See the Moodle site for more information about this assessment task.
Week 12 Friday (31 May 2024) 12:00 pm AEST
Please upload your recorded presentation through Turnitin using the link provided in Moodle
Review/Exam Week Friday (7 June 2024)
The assessment task will be assessed on the following criteria:
- Professionalism (20%)
- Application (20%)
- Skills (20%)
- Recommendations (20%)
- Oral presentation (20%)
A marking rubric will be provided in Moodle that elaborates on each of these criteria.
- Analyse and critically reflect on the contribution made by leaders and mentors in different organisational settings, in particular their role in fostering commitment to Sustainable Development Goals
- Apply established mentoring and leadership theories, both independently and collaboratively, to effectively identify and manage organisational and individual performance issues and change
- Interpret and successfully apply knowledge, skills and ideas related to leading and mentoring to a range of internal and external stakeholders
3 Take Home Exam
This is a take home exam. For this task you will be provided with a detailed case study and several questions that require application of relevant theories from the list below:
- Trait leadership theory
- Transformational leadership theory
- Group development theory
- Managerial succession
- Coaching and mentoring concepts
- Conflict management theory
- Supervisory coaching
See the Moodle site for further information about this assessment task.
Exam Week Friday (14 June 2024) 12:00 pm AEST
The marks and feedback for the final assessment task will be released on the certification of grades date.
This assessment task will be assessed on the following criteria:
- Understanding (20%)
- Analysis (20%)
- Research skills (20%)
- Recommendations (20%)
- Referencing (20%)
- Written submission (20%)
A marking rubric will be provided in Moodle that elaborates on each of these criteria.
- Evaluate the impact of different approaches to mentoring and leading on employees and consultancy clients
- Analyse critically and reflect on cultural differences in leadership and mentoring and the implication for followers.
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?
