- Class Number 9100
- Term Code 2960
- Class Info
- Unit Value 6 units
- Topic On-campus
- Mode of Delivery In Person
- Paul Stewart
- Ayman Malik
- Paul Stewart
- Class Dates
- Class Start Date 22/07/2019
- Class End Date 25/10/2019
- Census Date 31/08/2019
- Last Date to Enrol 29/07/2019
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.
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:
- Distinguish between various leadership and change models and frameworks, their relevant foundations, and their strengths and weaknesses. (EBM: Ask and Understand)
- Choose appropriate models and approaches for addressing specific leadership and change challenges. (EBM: Acquire and Apply)
- Summarize relevant contextual information and factors influencing effective leadership and change management practice. (EBM: Aggregate and Analyse)
- Critique the factors and events contributing to failures in leadership and change implementation using applicable models and frameworks. (EBM: Appraise and Evaluate)
- Reflect on feedback provided during cases and exercises to improve leadership and change skills. (EBM: Assess and Evaluate)
- Integrate evidence from real-world leadership and change problems to find solutions. (EBM: Aggregate and Create)
- 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 includes:
· Critical discussion of contemporary research in Leading People and Change;
· In-class activities and in class group work to help students apply Leading People and Change concepts to personal and organisational change;
· The assessment in the course requires students to do independent research on a chosen topic of leadership and personal change;
· The assessment requires students to reflect on contemporary research articles and apply leadership theory.
There are no field trips.
Additional Course Costs
There are no additional class costs.
Examination Material or equipment
There will be no examination for this course.
Articles as listed above; all of which are accessible through the ANU Library.
The journals listed below are available on the ANU library database.
Leadership Specialist Journals - Leadership, Leadership and Organisational Development, The Leadership Quarterly;
Organisational Change Specialist Journals - Journal of Change Management, International Journal of Organisational Change Management;
Management Journals - The following journals cover a range of topics in Leadership and Change: Academy of Management Review (conceptual articles only),
Academy of Management Journal (empirical articles only), Journal of Management Studies, Journal of Management, International Journal of Management Reviews (literature reviews of topics in management).
Staff FeedbackStudents 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 FeedbackANU 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.
|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.|
|2||Week 2: Personal Leadership||Reading: Boyatzis, R. & McKee, A. (2006). Intentional change: The Leader’s Journey to Renewal. Harvard Business Review. OR Goleman, D. (1998). What makes a Leader? Harvard Business Review. OR Sinclair, A. and Searle, R. (2010). Leading Mindfully at Work. Written for the ‘Mind and its Potential’ Conference.|
|3||Week 3: Leading Groups and Teams||Reading: Dionne, S. D., Yammarino, F. J., Atwater, L. E., & Spangler, W. D. (2004). Transformational leadership and team performance. Journal of organizational change management, 17(2), 177-193. OR 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. OR Uhl-Bein, M. (2006). Relational Leadership Theory: Exploring the social processes of leadership and organizing. The Leadership Quarterly, 17, 654-676.|
|4||Week 4: Culturally Endorsed Leadership||Reading: Liu, B., Hu, W., & Cheng, Y. C. (2015). From the west to the east: Validating servant leadership in the Chinese public sector. Public Personnel Management, 44(1), 25-45. OR Joris Van der Voet, Ben S. Kuipers & Sandra Groeneveld (2016). Implementing Change in Public Organizations: The relationship between leadership and affective commitment to change in a public sector context, Public Management Review, 18:6, 842-865, DOI: 10.1080/14719037.2015.1045020|
|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.|
|6||Week 6: Transformational Leadership for the Digital Age||Reading: Jiang, H., Luo, Y., & Kulemeka, O. (2016). Leading in the digital age: A study of how social media are transforming the work of communication professionals. Telematics and Informatics, 33(2), 493-499. OR 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.|
|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. OR Coatu, D. (2002). How Resilience Works. Harvard Business Review.|
|8||Week 8: Key Theories and Concepts of Change||Reading: Bernard Burnes * (2004) Kurt Lewin and complexity theories: back to the future? Journal of Change Management, 4:4, 309-325, DOI: 10.1080/1469701042000303811 OR Cummings, S., Bridgman, T., & Brown, K. G. (2016). Unfreezing change as three steps: Rethinking Kurt Lewin’s legacy for change management. Human Relations, 69(1), 33-60. OR Burnes, B. (2004). Emergent change and planned change–competitors or allies? The case of XYZ construction. International Journal of Operations & Production Management, 24(9), 886-902.|
|9||Week 9: Leading Organisational Change||Reading: Jansen, K. (2000). The Emerging Dynamics of Change. Human resource Planning, 23(2), 53-55. OR Kotter, J. P. (1995). Leading change: Why transformation efforts fail. Harvard Business Review. OR Beer, M. and Nohria, N. (2000). Cracking the Code of Change. Harvard Business Review.|
|10||Week 10: Challenges for Change Leaders||Reading: Bernard Burnes (2015) Understanding Resistance to Change – Building on Coch and French, Journal of Change Management,15:2, 92-116, DOI: 10.1080/14697017.2014.969755 OR Meyer, C., and Stensaker, I. (2006). Develop ing Capacity for Change. Journal of Change Management, 6(2), 217-231. Personal Change Project Report (PCP) Due- 4pm Friday|
|11||Week 11: Culture and Complexity in Change||Reading: Please purchase access to the simulation and read the simulation pre-reading prior to coming to class this week|
|12||Week 12: Transformational Thinking for Change Leaders||Reading: Hughes, M. (2016). Leading changes: Why transformation explanations fail. Leadership, 12(4), 449-469. OR Beer, M., Eisenstat, R., and Spector, B. (2006). Why Change Programs Don't Produce Change. Harvard Business Review. Capabilities Task Due- 4 pm Friday|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Assessment Tasks (8 of 10 options, worth 5% each)||40 %||02/08/2019||25/10/2019||1,2,3,4,5,6,7|
|Assessment Task Personal Change Project Report (PCP)||50 %||11/10/2019||25/10/2019||2,5,6,7|
|Change Leadership Capabilities Task||10 %||25/10/2019||28/11/2019||1,2,3,4,5,6,7|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
PoliciesANU 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:
Assessment RequirementsThe 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 AssessmentMarks 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.
Students are encouraged to read at least one of the weekly readings and participate in discussion during the weekly seminars. Knowledge gained through seminar discussion, in class activities, and in class group work, will assist students to prepare for the formative and summative assessment items. Group members can collectively allocate specific tasks to individuals, however, the distribution of work should be made evident in the 'Group Contribution Form' which must be signed by everyone in the group and submitted along with the assessment tasks.
There is no formal examination for this course.
Assessment Task 1
Learning Outcomes: 1,2,3,4,5,6,7
Assessment Tasks (8 of 10 options, worth 5% each)
Students are required to undertake eight (8) of the ten (10) tasks offered in weeks 2-11 of the course. Satisfactory completion of 8 tasks offered (5% per task) will allow students to accumulate a maximum of 40% towards their final grade. The tasks may include:
- Two items that feed directly into the development of the Personal Change Project;
- three group work items that develop your understanding of identifying the need for change, designing change, and recognizing and providing solutions for challenges to change;
- three brief reflections on journal articles used in the seminars;
- a leadership diagnostic task,
- and one reflection on an in class activity.
Regular feedback will be given about the tasks you undertake and multiple attempts at tasks are allowed.
Eight of the 10 tasks must be completed to obtain the full 40% available. Partial completion will result in less marks (e.g. only 5 tasks completed limits mark to 25%). Students are welcome to complete all 10 tasks however 40% is the maximum credit available.
Due weeks 2-11. All students will receive feedback on this assessment by the end of week 6.
Assessment Task 2
Learning Outcomes: 2,5,6,7
Assessment Task Personal Change Project Report (PCP)
Individual Assessment - 50%.
This is an individual assignment that requires you to undertake a project in personal change. Please consult with the Course Convenor, either by email or in consultation, to ensure your change project meets the assessment requirements. Proposals and other key aspects of this assignment will be done in class as part of the assessment components for the course. This assignment will be the final report regarding outcomes of your personal change project.
Part One Word limit: 1500 words (+/- 10%), weighting 30%
Part Two Word limit: 1000 words (+/-10%), weighting 20%
The assignment brief will available on Wattle during week one - it is essential that students read and follow the instructions provided including required components of the report.
Due 4 pm Friday Week 10 via Turnitin
Assessment Task 3
Learning Outcomes: 1,2,3,4,5,6,7
Change Leadership Capabilities Task
Individual Assessment - 10%.
This task requires students to write a brief demonstrating their key capabilities (skills and competencies) as a leader and a change manager.
Further information, including assignment requirements, marking criteria and how to write your brief is available in the assignment brief on Wattle during week one.
Due 4 pm Friday week 12.
Feedback: after release of course results.
Academic IntegrityAcademic 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 SubmissionThe 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 SubmissionFor 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 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. Late submission is not accepted for take-home examinations.
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 RequirementsAccepted 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.
All assignments will be graded and feedback will be provided either:
- Via the course Wattle site,
- and where appropriate in person by appointment with the course lecturer.
Extensions and PenaltiesExtensions 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.
Distribution of grades policyAcademic 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 studentsThe 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
Human Resource Management, especially Performance Management