This course is a highly practical course focused on interpersonal- and managerial- skill development and enhancement. It is a unique course developing crucial skills to lead and succeed when managing teams. The programme will equip you with a concrete strategy for developing and transforming your team leadership abilities. It draws upon well-validated frameworks and tools to help learners implement and practice new practically oriented ways of leading and managing people. Theories and frameworks come from psychology, management, and validated consulting practices.  Under-pinning evidenced based management practice a core component will be about developing greater insight about one’s own interpersonal skills.  This will involve completion of a 360-style instrument. Data and key behavioural competencies will map on to topics covered during the course. From this you will receive personal feedback on your own skills sets, as well as opportunities to focus on key managerial priorities for development. Utilising the 360 feedback you will explore interpreting personal data, providing constructive feedback, coaching others, managing performance, conflict, senior relationships, politics and the essential roles needed to succeed at as a high performing manager and beyond. 

By improving your effectiveness managing individuals, working in groups through giving feedback, providing intrinsic rewards and coaching, you will learn how to create and sustain team momentum and manage periods of change, conflict or crisis. More importantly, you will learn how to create a culture of achievement and accountability delivering effective team and managerial outcomes. 

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Determine frameworks for inspiring people and motivating them to perform at a higher level. (EBM: Ask and Apply)
2. Construct a development plan to grow your leadership and managerial capabilities. (EBM: Acquire and Apply)
3. Critique the strategies, behavioral approaches that help you managing individuals and teams. (EBM: Appraise and Evaluate)
4. Evaluate the appropriateness of the plan developed by your peer. (EBM: Appraise and Evaluate)
5. Summarize relevant empirical evidence regarding yours and your partner’s performance development plan. (EBM: Aggregate and Analyse)
6. Integrate evidence from diverse disciplines to find new ways of thinking and leading. (EBM: Aggregate and Create)
7. Coach your peer to lead at a higher and more successful level. (EBM: Apply and Create)
8. Develop new insights into your leadership style. (EBM: Apply and Create)
9. Reflect on class and peer feedback provided during tasks and exercises to improve meta-cognitive and leadership skills. (EBM: Assess and Evaluate)

Research-Led Teaching

This course involves the students in multi-disciplinary research including:

(1) different fields that relate to leadership and teams;

(2)conducting their own analysis, reflection and research on specific topic areas:

(3) engaging in research, data collection and analysis to provide the empirical evidence to help them understand how to enhance their own team leaders and teams they will lead in the future.

Field Trips

There are no field trips

Additional Course Costs

There are no additional costs

Examination Material or equipment

There is no formal exam

Required Resources

Please refer to class overview for further details

Recommended Resources

Please refer to class overview for further details

Staff Feedback

Students will be given feedback in the following forms in this course:

• Written comments
• Verbal comments
• Feedback to the whole class, to groups, to individuals, focus groups

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Lecture No 1 with group activities and discussions - Week 1: Subject Overview and Introduction. Defining Teams	Content: Overview of subject. Mutual expectations: lecturer –students. Assessment requirements. The social context of work. Types of collaborations. Benefits and transactional costs of collaboration. Definition of Teams Activities: Introduction of Lecturers and Students. Defining Teams and concepts maps Creating initial Project Teams Readings: Adams, S. (2014). The 10 Skills Employers Most Want in 2015 Graduates. Forbes Magazine. On-line edition: http://www.communicationacademy.com/wp-content/uploads/2017/07/10_Skills_Employers_Want_in_Grads.pdf Accessed 25 January 2018. Additional readings as provided on Wattle
2	Lecture No 2 with group activities and discussions - Week 2: Defining Leadership	Content: Defining leadership Exploring types of leadership, including information, formal, and shared Reviewing the characteristics of effective leaders Activities: Defining Leadership and concept maps Readings: Ibarra, H and Hansen, M. (2011). Are you a collaborative leader? Harvard Business Review. July-August, 2011. On-line edition: https://hbr.org/2011/07/are-you-a-collaborative-leader . Accessed 24 January 2018. Additional readings as provided on Wattle Resource: Bolton, R. (2009). People Skills. Simon and Schuster. New York. eBook available on-line. Additional readings as provided on Wattle
3	Lecture No 3 with group activities and discussions - Week 3: Exploring Team Formation and Effectiveness	Content: Team formation Review of research on team effectiveness Team norms and social contracts Activities: Initial Team Exercise - Social Contract Readings/Video: Nestor, R. (2013). Bruce Tuckman’s Team Development Model. Leadership Foundation for Higher Education, UK. PDF version is availabe on Wattle site. Cheruveil. K. S., Soranno, P. A., Weathers. K. C., Hanson, P. C., Goring,, S. J. and Filstrup, C. T. (2014). Creating and maintaining high performing collaborative research teams: The importance of diversity and interpersonal skills. Frontiers in Ecology and the Environment. Vol 2, Issue 1, February 2014, pp31-38. On-line edition: http://onlinelibrary.wiley.com/doi/10.1890/130001/full . Accessed 24 January 2018. Drexler, A. , Sibbet, D., & Forrester, K. (1988). The team performance model. In W. B. Reddy, B. K. and Jamison, K. (Eds.), Team building: Blueprints for productivity and satisfaction. pp. 19-31. University Associates. San Diego, CA. PDF summary available at: https://www.fbi.h-da.de/fileadmin/personal/n.paul/PM_Vorlesung/03_Drexler_Sibbet_Team_Performance_Model.pdf . Accessed 28 January 2018. Delizonna, L. (2017.) High-performing teams need psychological safety. Here’s how to create it. Harvard Business Review. Reprint HO3TK7. Published on HBR.org, August 24, 2017. Additional readings as provided on Wattle Resource: The Power to Influence. University of Minnesota Library. http://open.lib.umn.edu/organizationalbehavior/chapter/13-3-the-power-to-influence/
4	Lecture No 4 with group activities and discussions - Week 4: Leadership - Power, Trust and Conflict Management	Content: Theories of Power Strategies for building trust Conflict Management Activities: Trust-building exercise Readings: Leadership and trust: Their effect on knowledge sharing and team performance. Management Learning. Vol 41, Issue 4, pp. 473 –491. Additional readings as provided on Wattle Resource on Creativity Techniques: The Creativity Web. http://members.optusnet.com.au/charles57/Creative/index2.html . Accessed 28 January 2018. Additional readings as provided on Wattle
5	Lecture No 5 with group activities and discussions - Week 5: Leadership and Team Communications	Content: Defining effective communication Listening Skills Influencing Skills Activities: Team communication exercise Readings: Additional readings as provided on Wattle
6	Lecture No 6 with group activities and discussions - Week 6: Leadership Skills - Motivation, Negotiation, Facilitation	Content: Motivation theory Negotiation skills Facilitation skills Activities: Negotiation exercise Facilitation Skills Practices Readings: Additional readings as provided on Wattle Resource: Krogerus, M. and Tschappeler, R. (2011). The Decision Book. Fifty models for strategic thinking. Profile Books Ltd. London. Resource for team facilitation: Hunter, D. (2007.) The art of facilitation: the essentials for leading great meetings and creating group synergy. Jossey Bass. San Francisco, CA
7	Lecture No 7 with group activities and discussions - Week 7: Assessing and Rewarding Team Performance	Content: Team and individual reward theory Goal-setting and Team KPI's Dashboards Activities: Pairs coalesce to form teams of 4 or 6. First team meetings to experience Orientation and Trust Building stages. Readings: Sunstein, C. R. and Hastie, R. (2004). Making Dumb Groups Smarter. Harvard Business Review. December, 2004. On-line edition: https://hbr.org/2014/12/making-dumb-groups-smarter . Accessed 28 January 2018. Additional readings as provided on Wattle
8	Lecture No 8 with group activities and discussions - Week 8: Leadership - Emotional Intelligence, Neuroscience and Team Decision-making	Content: Emotional Intelligence The neuroscience of leadership Decision-making theory Activities: Decision-making exercise Readings: Kudaravalli, S. Faraj, S. and Johnson, S. L. (2017.) How to get experts to work together effectively. Harvard Business Review. May 10, 2017. Additional readings as provided on Wattle .
9	Lecture No 9 with group activities and discussions - Week 9: Team -Collaboration, Knowledge Creation, Innovation and Creativity	Content: Collaboration skills Knowledge creation Innovation and creativity theory Activities: Innovation exercise Readings: Amabile, T. and Khaire, M. (2008). Creativity and the Role of the Leader. Harvard Business Review. October, 2008. On-line edition: https://hbr.org/2008/10/creativity-and-the-role-of-the-leader . Accessed 28 January 2018. West, M. A. and Hirst, G. (2005.) Cooperation and teamwork for innovation. In: West, M. and Tjosvold, D. and Smith, K. G. The Essentials of Teamworking: International Perspectives, pp.257 –279. John Wiley and Sons. London. Marshall, R. J. and Begeman, M. (2005.) Necessary but not sufficient: the role of experitse in technical team success. Cutter IT Jounal. Vol. 18, No. 2, pp. 5 –10. Lee, P., Gillespie, N., Mann, L. and Wearing, A. (2010.) Additional readings as provided on Wattle
10	Lecture No 10 with group activities and discussions - Week 10: Leadership - Coaching and Performance Feedback	Content: Coaching Skills Performance feedback Activities: Performance feedback exercise Readings: Pentland, A. (2012.) The new science of building great teams. Harvard Business Review. Vol.90, No. 4. (Apri l2012), pp 60 –69. Coutu, D. (2009). Why Teams Don’t Work. Harvard Business Review. May, 2009. On-line edition available at: https://hbr.org/2009/05/why-teams-dont-work Accessed 31.01.2018. Guide to Effective Student Presentations. https://www.monash.edu/rlo/quick-study-guides/a-guide-to-oral-presentations . Accessed 28 January 2018. Additional readings as provided on Wattle
11	Session No 11: team presentations - Week 11: Team Agility and Team Project Presentations	Content: Team agility Avoiding group-think Activities: Agility Exercise Initial Team Presentations Readings: Asproni, G. (2004). Motivation, Teamwork and Agile Development. Agile Times. Vol. 4, February, 2004. On-line edition: http://www.giovanniasproni.com/articles/MotivationTeamworkAndAgileDevelopment.pdf . Accessed 24 January, 2018. Additional readings as provided on Wattle
12	Lecture No 12 with group activities and discussions - Week 12: Reflection and Team Project Presentations	Content: Reflection Activities: Final Team Presentations Celebrations! Readings: To be advised Additional readings as provided on Wattle

Tutorial Registration

Not relevant

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Personal Reflection on Leadership Skills and Learning Objectives	10 %	11/03/2019	18/03/2019	1
Learning Journal	20 %	01/04/2019	15/04/2019	3
High Performing Team Elements and Assessment	20 %	06/05/2019	13/05/2019	2,4,5,7,9
Team Consulting Project	40 %	27/05/2019	04/07/2019	6,8
Class Participation	10 %	31/05/2019	04/07/2019	3, 4, 7, 9

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Participation is expected in all classes and assessments

Examination(s)

There is no examination for this course.

Assessment Task 1

Personal Reflection on Leadership Skills and Learning Objectives

Each class participant will write a paper of no more than three pages (references excluded) summarizing the following:

• How they would describe their leadership style to a fellow team member.
• A personal assessment of their own leadership skills, including areas of high level of skill and areas for improvement.
• What they hope to learn from this course and why.

The paper should reflect ideas shared in lectures and in reading materials shared during the first two weeks of the course.

Additional marking criteria will be posted on Wattle

Due date: Friday, 11 March at 4 pm Week 3

Form of submission: Turnitin via Wattle

Return of Assessment: Monday, 18 March Week 4

Assessment Task 2

Learning Journal

Students will choose one topic from each of the five weeks of the course and write 1/2 to 1 page on each of the five topics to demonstrate a knowledge of the topic. References should include both materials and lectures provided for the course and additional materials researched by the student. The goal is to demonstrate an understand of the topic and its application within a business setting. An example topic would be "leader communication skills" - what skills are important for leaders, why, based on what research.

Due date: 1 April at 4:00 PM Week 6

Form of submission: Turnitin via Wattle

Return of Assessment: 15 April

Assessment Task 3

High Performing Team Elements and Assessment

Students will choose six-to-eight elements of high performing teams and write one page on each describing the element (examples - shared goals, social contracts) and then reflect on how their team(s) during the course have been performing in relation to that element. References should include materials provided in the course.

Due date: Monday, 6 May 4:00 PM

Form of submission: Turnitin via Wattle

Return of Assessment: 13 May

Assessment Task 4

Team Consulting Project

Team Consulting Project

Please refer to Wattle for assessment requirements. This project will involved teams developing recommendations for a company that is interested in developing a team-based approach within a newly created division.

Word count: 3,000 words

Additional marking criteria will be posted on Wattle

Due date: Monday, 27 May, 4 pm, Week 12

Form of submission: Turnitin via Wattle

Return of Assessment: After release of final grades

Assessment Task 5

Class Participation

Students will be graded on their attendance and participation in class lecture seminars. Participation is related to LO3 - students should demonstrate an ability during seminar exercises to critique the strategies and behavioral approaches to managing individuals and team; LO4 - students should demonstrate an ability during seminar exercises to summarize relevant empirical evidence regarding team performance; LO7 - students should demonstrate an ability during seminar exercises to coach their peers to higher levels of performance; and LO9 - students should demonstrate an ability during seminar exercises to reflect on class and peer feedback provided during tasks and exercises to improve meta-cognitive and leadership skills.

Due date: Friday, 31 May, 4 pm, Week 12

Form of submission: N/A

Return of Assessment: After release of final grades

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

The ANU uses Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. While the use of Turnitin is not mandatory, the ANU highly recommends Turnitin is used by both teaching staff and students. For additional information regarding Turnitin please visit the ANU Online website.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Please see relevant assessment task details above

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Unless specified otherwise in the assignment requirements, resubmissions are permitted up until the due date and time, but not allowed afterwards

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information. In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service — including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy. If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes. Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students