This course introduces you to leadership and organisational change theories and frameworks, and provides opportunities to develop skills and practices for effectively achieving personal, interpersonal, and organisational goals.  In leading people, you will explore ethical and values-based leadership, and develop skills to motivate others, negotiate, and make decisions.  In leading change, you will develop skills for setting and communicating a compelling vision, gaining support, and leading yourself and others through transformational change processes. 

Learning Outcomes

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

Upon successful completion of the requirements for this course, students will be able to:

1. Distinguish between various leadership and change models and frameworks, their relevant foundations, and their strengths and weaknesses. (EBM: Ask and Understand)
2. Choose appropriate models and approaches for addressing specific leadership and change challenges. (EBM: Acquire and Apply)
3. Summarize relevant contextual information and factors influencing effective leadership and change management practice. (EBM: Aggregate and Analyse)
4. Critique the factors and events contributing to failures in leadership and change implementation using applicable models and frameworks. (EBM: Appraise and Evaluate)
5. Reflect on feedback provided during cases and exercises to improve leadership and change skills. (EBM: Assess and Evaluate)
6. Integrate evidence from real-world leadership and change problems to find solutions. (EBM: Aggregate and Create)
7. Generate a plan for implementing a solution to leadership and change challenges in one’s life and work roles. (EBM: Apply and Create)

 

Research-Led Teaching

The course provides students with a framework to investigate leadership and organisational change that has been developed over many years by entrepreneurs, practitioners and academics.

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

Please check course wattle site for details about required resources. All required resources are available for free on the Internet.

Recommended Resources

Please check course wattle site for details about my recommended resources. All recommended resources are available for free on the Internet.

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	Week 1: Key Theories and Concepts in Leadership	Reading: Bolden, R. (2004). What is Leadership? University of Exeter: Centre for Leadership Studies. Additional Readings Posted on Wattle
2	Week 2: Personal Leadership	Reading: Boyatzis, R. & McKee, A. (2006). Intentional change: The Leader’s Journey to Renewal. HBR. Goleman, D. (1998). What makes a Leader? Harvard Business Review. Additional Readings Posted on Wattle Further Reading (optional): Sinclair, A. and Searle, R. (2010). Leading Mindfully at Work. Written for the ‘Mind and its Potential’ Conference. Assessment: Personal Reflection on Leadership due Friday Week 2
3	Week 3: Leading Groups and Teams	Reading: Hogg, M., van Kippenberg, D., and Rast, D. (2012). The social identity theory of leadership: Theoretical origins, research findings, and conceptual developments. European Review of Social Psychology, 23, 258-304. Additional Readings Posted on Wattle Further Reading (optional): Uhl-Bein, M. (2006). Relational Leadership Theory: Exploring the social processes of leadership and organizing. The Leadership Quarterly, 17, 654-676.
4	Week 4: Leading Decisions	Reading: Cunha, M., Pacheco, M., Castanheira, F., and Rego, A. (2107). Reflexive work and the duality of self-leadership. Leadership, 13(4), 472-495. Additional Readings Posted on Wattle
5	Week 5: Pro-Social Leadership	Reading: Bass, B. and Steidlmeier, P. (1999). Ethics, Character and Authentic Transformational Leadership Behavior. Leadership Quarterly, 10(2), 181-217. Additional Readings Posted on Wattle?
6	Week 6: Transformational Leadership for the Digital Age	Reading: Uhl-Bein, M., Marion, R., and McKelvey, B. (2007). Complexity Leadership Theory: Shifting leadership from the industrial age to the knowledge era. The Leadership Quarterly, 18, 298-318. Anthony, S., and Schwartz, E. (2017). What Transformational Leaders Do. Harvard Business Review. Additional Readings Posted on Wattle Assessment: Additional Reflections on Leadership due Friday Week 6
7	Week 7: Personal Change	Reading: Boyatzis, R., Smith, M., Van Oosten, E., and Woolford, L. (2013). Developing resonant leaders through emotional intelligence, vision and coaching. Organizational Dynamics, 42, 17-24. Additional Readings Posted on Wattle Further Reading (optional): Coatu, D. (2002). How Resilience Works. HBR.
8	Week 8: Key Theories and Concepts of Change	Reading: Pfeffer, J. & Sutton, R. (2006). Change or die: An evidence-based approach to change management. HBR. Nadler, D. and Tushman, M. (1989). Organisational Game Bending: Principles for Managing Reorientation. The Academy of Management Executive, 3(3), 194-204. Additional Readings Posted on Wattle
9	Week 9: Leading Organistional Change	Reading: Jansen, K. (2000). The Emerging Dynamics of Change. Human resource Planning, 23(2), 53-55. Kotter, J. P. (1995). Leading change: Why transformation efforts fail. HBR. Beer, M. and Nohria, N. (2011). Cracking the Code of Change. HBR. Additional Readings Posted on Wattle
10	Week 10: Challenges for Change Managers	Reading: Meyer, C., and Stensaker, I. (2006). Developing Capacity for Change. Journal of Change Management, 6(2), 217-231. ?Additional Readings Posted on Wattle
11	Week 11: Culture and Complexity in Change	Reading: Readings Posted on Wattle Assessment: Personal Development Plan Reflection due Tuesday Week 11
12	Week 12: Transformational Thinking for Change Leaders	Reading: Meyerson, D. (2001). Radical Change, the Quiet Way. HBR Beer, M., Eisenstat, R., and Spector, B. (2006). Why Change Programs Don't Produce Change. HBR. Additional Readings Posted on Wattle Assessment: Group Project – Change Management Proposal due Wednesday week 12 (report via Turnitin; presentation during the seminar)

Tutorial Registration

N/A

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Personal Reflection on Leadership	10 %	02/08/2019	09/08/2019	1
Additional Reflections on Leadership	20 %	30/08/2019	17/09/2019	1,3
Personal Development Plan Reflection	10 %	15/10/2019	22/10/2019	5,7
Group Project – Change Management Proposal	50 %	23/10/2019	28/11/2019	2,4,6
Participation	10 %	24/07/2019	23/10/2019	5

* 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 course lectures and assessments.

Examination(s)

No formal examinations.

Assessment Task 1

Personal Reflection on Leadership

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

• Pulling from multiple course and outside sources, and using Tier 2 critical thinking skills from Bloom’s Taxonomy, evaluate and analyze multiple definitions and frameworks of leadership and create your own definition of leadership.
• Reflect upon your personal leadership style as it compares to leadership styles and frameworks discussed in class and in the readings.
• Analyze your leadership strengths and areas for improvement. 
• Describe what you hope to learn from this course and why.

The paper should reflect ideas shared in lectures and in reading materials during the first two weeks of the course, as well as additional sources as appropriate.

Additional marking criteria will be posted on Wattle

Due: Friday week 2

Feedback: Friday week 3

Assessment Task 2

Additional Reflections on Leadership

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

• Pulling from multiple course materials and outside sources, and using Tier 2 critical thinking skills from Bloom’s Taxonomy, evaluate and analyze the elements of a successful leader. Create your own taxonomy/framework of the skills and traits necessary to be a successful leader.
• Share examples of great leaders you’ve observed and how they do or do not emulated these elements.
• Select one of the skills or traits that you feel is an opportunity for improvement for you. Develop a personal development plan for how you will practice new behaviors and improve this skill/trait during the second half of this course.

The paper should reflect ideas shared in lectures and in reading materials during the first two weeks of the course, as well as additional sources as appropriate.

Additional marking criteria will be posted on Wattle.

Due: Friday week 6

Feedback: Tuesday week 7

Assessment Task 3

Personal Development Plan Reflection

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

·      Reflect upon the skill/trait you chose in Week 6 to enhance. How successful were you in practicing new behaviors? What worked well? What did not work well?

·      What will you do differently in the future to continue to enhance this skill and other leadership skills?

·      What are the eight-to-ten most important elements to consider when implementing change as a leader?

·      How will you practice these elements in future roles?

Additional marking criteria will be posted on Wattle.

Due: Tuesday week 11

Feedback: Tuesday week 12

Assessment Task 4

Group Project – Change Management Proposal

Your group has been hired to address an under performance situation in Company XYZ. More details regarding the specific challenges of that company will be provided to you in Week 7. Your task is to prepare and present a change management plan to resolve this performance issue. This plan should include:

·      The change management model(s) that provide the theoretical basis for your plan.

·      The specific steps of your plan as they relate to this model. This includes actions to be taken by leadership.

·      How this plan addresses the culture of the organization and any desired changes in culture.

·      How the employees impacted by the change will be engaged.

·      A proposed timeline for implementation.

·      Additional aspects of the plan as appropriate.

The plan should be a maximum of 12 pages and will account for 40% of the course grade.

The presentation should be limited to 10 minutes with an additional 5 minutes for Q&A and will account for 10% of the course grade. The presentations will be recorded for QA purposes.

Additional marking criteria will be posted on Wattle.

Due: Wednesday week 12 (report via Turnitin; presentation during the seminar)

Feedback: after release of results

Assessment Task 5

Participation

Class participation is a critical component of the learning process. Students are expected to contribute to class discussions and class exercises, so as to demonstrate competency in course learning outcomes. This assessment links to LO7. This assessment will based upon students asking questions and demonstrating a knowledge of assigned reading materials during class.

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

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item.

All requests for extensions to assessment in RSM courses must be submitted to the RSM School Office with a completed application form and supporting documentation. The RSM Extension Application Form and further information on this process can be found at https://www.rsm.anu.edu.au/education/education-programs/notices-for-students/extension-application-procedure/

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

Assessments will be returned on the date indicated in Wattle.

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