Overview
Organisations are social entities and as such require the coordination and alignment of activities undertaken by people to achieve organisational goals. Management is defined as working with and through others whilst leadership is defined as the ability to influence others in a goal directed path. In this unit you will develop an understanding of the differences between management and leadership. You will address specific aspects of different management and leadership styles, including delegation and performance management, 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 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
Students enrolling in this unit must be undertaking the CL84 Master of Business Administration (International).
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 Semester 2 - 2021
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.
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 MBA Director and Indonesian unit coordinator.
Increased contextualisation
Ongoing review of content with an emphasis on application of management and leadership to reflect an Asian perspective in addition to global examples.
- Analyse and critically reflect on the contribution made by leaders and managers in different organisational settings, in particular their role in fostering commitment to sustainable development goals
- Evaluate the impact of different approaches to managing and leading on employees
- Apply established management and leadership theories both independently and collaboratively to effectively identify and manage organisational and individual performance issues
- Interpret and successfully apply knowledge, skills and ideas related to leading and managing people to a range of internal and external stakeholders
- Analyse critically and reflect on cultural differences in leadership 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 - Examination - 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 | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 40% | ||||||||
| 2 - Presentation - 20% | ||||||||
| 3 - Examination - 40% | ||||||||
Textbooks
Information for Textbooks is not yet available.
The textbooks have not yet been finalised.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.
a.habir@cqu.edu.au
m.segon@cqu.edu.au
r.kountur@cqu.edu.au
Module/Topic
Introduction to Management and Leadership
Differentiating management and leadership Reviewing the history of managerial thought Management Models and approaches:
1. Fayol’s Administrative Model
2. Mintzberg’s 10 Managerial Roles. Management and Leadership in Indonesia
Chapter
Daft (2015) Ch 1 & 2
Whetten & Cameron (2016) Ch 1
Quinn et al., (2015) Ch 1
Lussier and Achua (2016) Ch 1
Gosling and Mintzberg (2004)
Schermerhorn et al. (2020) Ch 2
Irawanto, D. W. (2009)
Refer to the Moodle site for full citation of recommended readings
Events and Submissions/Topic
Module/Topic
Professionalism, Ethics and Decision Making
What is a professional manager or leader?
What are the ethical duties of management and leadership?
Ethical decision making: How do we make informed and ethical decisions using a simplified approach.
Chapter
Daft (2015) Ch 6
Velasquez et al., (2017)
Segon and Booth (2015)
Lussier and Achua (2016) Ch 2 & 10
de Janasz et al., (2015) Ch 18
Schermerhorn et al., (2020) Ch 5
Refer to the Moodle site for full citation of recommended readings.
Events and Submissions/Topic
Module/Topic
Emotional Intelligence and Self Awareness
Distinguishing EI from IQ
The Input based approaches to competency
Review of the ESCI model
Self-awareness and the importance of reflection in management and leadership
Chapter
Daft Ch 5
Whetten & Cameron (2016) Ch 3
Quinn et al., (2015) Ch 1
Goleman (2017)
de Janasz et al., (2015) Ch 1 & 2
Refer to the Moodle site for full citation of recommended readings.
Events and Submissions/Topic
Module/Topic
Situational Leadership
Understanding leadership styles based on context
Fielder’s contingency model
Hershey and Blanchard
Vroom’s Expectancy Model
Chapter
Daft (2015) Ch 3
Lussier and Achua (2016) Ch 4
Schermerhorn et al., (2020) Ch 13
Refer to the Moodle site for full citation of recommended readings
Events and Submissions/Topic
Module/Topic
Leadership: Authentic Leadership
Transformational vs Transactional Leadership
Authentic Leadership and Followership
Kouzes and Posner’s 5 Leadership practices
Chapter
Daft (2015) Ch 5 & 7
Kouzes and Posner (2013)
Lussier and Achua (2016) Ch 7 & 9 Schermerhorn et al., (2020) Ch 13
Refer to the Moodle site for full citation of recommended readings
Events and Submissions/Topic
Module/Topic
University Vacation
Chapter
Events and Submissions/Topic
Module/Topic
Understanding Others: Motivation
Intrinsic vs extrinsic motivation
Needs based approaches: Maslow and Hertzberg
Process Approaches: Equity theory
Chapter
Daft (2015) Ch 8
Whetten & Cameron (2016) Ch 8
Quinn et al. (2015) Module 3 pp 194-210
Lussier and Achua (2016) Ch 3
Schermerhorn et al., (2020) Ch 15
Refer to the Moodle site for full citation of recommended readings
Events and Submissions/Topic
Module/Topic
Effective Delegation and Empowerment
Strategies for effective delegation
Authority and Responsibility: The Tannenbaum and Schmidt continuum and Leadership.
Mentoring and developing staff.
Chapter
Whetten & Cameron (2016) Ch 10
Quinn et al. (2015) Module 4 pp 243-257
Daft (2015) Ch 8
de Janasz et al., (2015) Ch 14
Refer to the Moodle site for full citation of recommended readings.
Events and Submissions/Topic
Module/Topic
Developing Power and Influence
Understanding and developing power bases
Individual and organisational sources of power.
French and Raven’s 5 power bases Ethical use of power
Influence strategies.
Chapter
Daft (2015) Ch 12
Whetten & Cameron (2016) Ch 7
Quinn et al. (2015) Module 4 pp 243-257
Lussier and Achua (2016) Ch 5
de Janasz et al., (2015) Ch 9 & 10
Refer to the Moodle site for full citation of recommended readings
Events and Submissions/Topic
Module/Topic
Managing Conflict and Negotiation
Understanding the sources of conflict
Conflict handing Behaviours
Integrative and distributive negotiation
Chapter
Whetten & Cameron (2016) Ch 9
Quinn et al. (2015) Module 1 pp 88-102 & Module 4 pp 283-293
Lussier and Achua (2016) Ch 5
de Janasz et al., (2015) Ch 11 & 12
Refer to the Moodle site for full citation of recommended readings.
Events and Submissions/Topic
Return of Assignment 1
Module/Topic
Performance Management
Sources of poor performance
Types of performers and strategies for dealing with employees (the Potential Productivity Matrix).
The importance of process and procedural fairness in performance management.
Chapter
Whetten & Cameron (2016) Ch 14
de Janasz et al. (2015) Ch 6,7 & 13
Schermerhorn et al., (2020) Ch 12
Buckingham and Goodall (2015)
Refer to the Moodle site for full citation of recommended readings.
Events and Submissions/Topic
Module/Topic
Global perspectives on leadership and international business
Global leadership competencies
The "Globe" studies of international leadership
Leadership in cultural contexts.
International business challenges: bribery and corruption and International legislation.
Chapter
Daft Ch 11
Nitin and Khurana (2010) Ch 20
Lussier and Achua (2016) Ch 10 Hassanzadeh et al., (2015)
Mendenhall et al., (2017)
Molisky (2017) [In HBR Guide to Emotional Intelligence]
Schermerhorn et al., (2020) Ch 4
House et al.,(2002)
Refer to the Moodle site for full citation of recommended reading
Events and Submissions/Topic
Module/Topic
Group Presentations
Unit and Topic Review
Exam Preparation
Chapter
Events and Submissions/Topic
1 Written Assessment
The purpose of the assignment is to increase the student’s understanding of what constitutes effective management and leadership practices within an organisational context. Students will also increase their own level of self-awareness by reflecting on their management and leadership capability, via the completion of a minimum of two diagnostic tools, one related to management and one related to leadership. Students are to reflect on the results of these tools and what they say about the student's preferences in terms of managing and leading others. Students are expected to use examples from their own practice or observations to illustrate key aspects effective management and leadership practice. Students need to conclude by identifying how they will use this information as a future manager and leader.
Word Count: 1500-1800 words
Due Date: End of Week 7
Further details are available in the Moodle site including a rubric and an audio file that provides further guidance on this assessment task.
Week 7 Friday (30 Apr 2021) 6:00 pm AEST
Submit via the Moodle site.
Week 9 Friday (14 May 2021)
Feedback will be provided via Feedback Studio
-
Clear definitions and overview of management and leadership concepts.
-
A concise summary of the key theories related to management, leadership and self-awareness.
-
The use of a minimum of two diagnostic tools; one related to management and the other to leadership.
-
A concise reflection on the results of the tools and how these enhance greater awareness of individual management and leadership practice
-
Breadth and quality of research, using a minimum of 12 academic sources
-
Correctly using the APA in text referencing system to cite academic sources.
As Masters students you are required to engage in research consistent with the Australia Quality Framework (AQF) guidelines, that establishes the standards for all CQUniversity's Masters courses. Two specific requirements need to be
considered:
1. Students need to demonstrate “a body of knowledge that includes the understanding of recent developments in a discipline and/or area of professional practice", and
2. Students must demonstrate "knowledge of research principles and methods applicable to a field of work and/or learning”.
Each Masters unit has a number of required 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.
As Masters students you are expected to research beyond this minimum standard through additional texts, journals and studies to demonstrate an ability to engage in independent research.
Your attention is also drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS, WHICH ARE INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full list of references must be submitted as part of the assessment).
No submission method provided.
- Analyse and critically reflect on the contribution made by leaders and managers in different organisational settings, in particular their role in fostering commitment to sustainable development goals
- Evaluate the impact of different approaches to managing and leading on employees
- Apply established management and leadership theories both independently and collaboratively to effectively identify and manage organisational and individual performance issues
- Interpret and successfully apply knowledge, skills and ideas related to leading and managing people to a range of internal and external stakeholders
- Analyse critically and reflect on cultural differences in leadership and the implication for followers.
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Presentation
Students are to prepare a business style presentation addressing specific aspects of leadership and management practice. Students will be allocated to groups in Week 6 of term, the size and composition of which will be determined by the class facilitator and will normally not be negotiable.
Each group will select two prominent leaders or managers, one of which must be a business leader. The specific task is to analyse the demonstrated behaviour of each, citing examples to illustrate, and then contrast these against management and leadership models and theories. Students are expected to refer not only to leadership and management theories, but also to appropriate concepts studied throughout the term including ethics, motivation, delegation, power and influence etc. Groups are to assess how these leaders and managers use these aspects as part of their practice, determine the impact on followers and whether these leaders and managers display effective or ineffective practice.
This is a pass-fail activity and students must be in a group. Students cannot undertake this task individually.
Each group will present in class and will be afforded 15-20 mins, including Q&A.
Students must then upload their presentation which consists of the PowerPoint slides, an executive summary of approximately 1000 words and a reference list to the Moodle site by the due date.
Presentation: 15 - 20 minutes per group.
Written Summary: 1000 words (maximum).
Weighting: 20%
Week 12 Friday (4 June 2021) 6:00 pm AEST
Submit powerpoints and written summary via Moodle
Exam Week Friday (18 June 2021)
Feedback is provided via Feedback Studio
-
Demonstrate a thorough knowledge of relevant concepts/materials through use of a minimum of 12 academic quality sources (including a minimum of five relevant peer-reviewed academic journal articles).
-
Demonstrate an ability to incorporate relevant key leadership and management terms, theories, models, and concepts.
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Use specific examples of leader and management behaviours to illustrate effective or ineffective practice.
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Utilise a clear and professional presentation structure with an introduction, main presentation and conclusion.
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Ability to effectively use audio visuals and verbal communication delivered within the time allocation.
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Ability to work in a collaborative and effective manner as a team.
-
Provide an effective and concise written summary fo the main points from the presentation.
No submission method provided.
- Analyse and critically reflect on the contribution made by leaders and managers in different organisational settings, in particular their role in fostering commitment to sustainable development goals
- Apply established management and leadership theories both independently and collaboratively to effectively identify and manage organisational and individual performance issues
- Interpret and successfully apply knowledge, skills and ideas related to leading and managing people to a range of internal and external stakeholders
- Knowledge
- Communication
- Research
- Self-management
- Ethical and Professional Responsibility
Examination
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?
