This course introduces learners to the principles and practices of Thought Leadership.  It draws on theories and frameworks from psychology, management, and philosophy to explore the role that leaders play in leading discussions, raising awareness and changing behaviours on issues that impact the growth and progress of our society.  Sessions will provide opportunities to develop skills and practices for effectively leading innovation, adaptation and change, for managing through uncertainty and building communities of practice.  In developing an evidence-based approach to thought leadership, you will learn essential meta-cognitive abilities, skills to inspire and engage others, gain insight into how to turn ideas into reality and how to transfer these skills to others, integrating them into organisational culture.  This course is designed for people wishing to take a courageous approach to work and leadership, who aspire to act as catalysts for new ideas, alternate practices and organisational learning and change.

Learning Outcomes

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

1. Classify historical and contemporary approaches to leadership and expertise and distinguish the consequences of these approaches on how people work. (EBM: Ask and Understand)
2. Use appropriate theories and frameworks to address specific leadership, interpersonal and organisational challenges. (EBM: Acquire and Apply)
3. Critique the factors and events contributing to success in leadership, adaptation and innovation based on strong research literacy. (EBM: Appraise and Evaluate)
4. Summarize relevant empirical evidence regarding the contextual and organisational factors influencing the way people think and act at work. (EBM: Aggregate and Analyse)
5. Integrate evidence from diverse disciplines to find new ways of thinking and leading. (EBM: Aggregate and Create)
6. Generate a plan for leading thought with regard to solutions to the social and environmental challenges faced by today’s leaders. (EBM: Apply and Create)
7. Reflect on feedback provided during tasks and exercises to improve meta-cognitive and leadership skills. (EBM: Assess and Evaluate)

Research-Led Teaching

The models and concepts of the course are based on peer-reviewed publications and research in relevant disciplines.

The team-based scenario thinking project requires engagement with leading researchers from ANU, CSIRO and other institutes.

Field Trips

There are no field trips in this course.

Additional Course Costs

There are no additional costs expected for this course.

Examination Material or equipment

There are no formal examinations for this course.

Required Resources

Internet access for on-line classes and activities.

Recommended Resources

Please check course Wattle site for details about recommended resources. All recommended resources are available at no cost from the ANU Library or 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 teams and to individuals

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	Topic 1: Introduction and course overview	Outline of course and learning outcomes. Introduction of lecturer and students. Assessment requirements and processes. Defining "Thought Leadership" - conceptual frameworks and models.
2	Topic 2: The role of expertise in organisations	Knowledge, expertise, power and influence. Preparation for Assessment 1.
3	Topic 3: Metacognition, learning and critical thinking	Deep learning, systems thinking and reflective analysis.
4	Topic 4: Idea generation and adaptive expertise	Generating and gaining support for ideas. Creating and telling stories. Scenario thinking. Personal Reflection and Thought Leadership Development Plan due at end of Week 4.
5	Topic 5: Creativity and innovation	Developing creativity at the individual, team and organizational levels. Introduction of Team-based Scenario Thinking Project. Project proposals.
6	Topic 6: Design thinking	Concepts and processes for design thinking. Interpersonal and facilitation skills for thought leadership. Select critical issues for scenario thinking and finalize teams.
7	Topic 7: Improvisation and collaboration	Improvisation in organizations. Models and skills for teamwork and collaboration. Scenario team formation and orientation. Information gathering, trend data and projections.
8	Topic 8: Decision making in teams	Models and tools for decision making at the individual, team and organizational levels. Biases and decision traps. Identifying the driving forces for the scenario question.
9	Topic 9: Organisational change and adaptive leadership	Leading and influencing change in organizations and societies. Personal reactions to change. Selecting the most significant driving forces and deciding on the scenario logics.
10	Topic 10: Threats to expertise	Challenges to thought leadership and evidence-based policy. E-leadership and social media. Develop scenario stories for each of the selected positions.
11	Topic 11: Bringing it all together	Integration and synthesis of core concepts and capabilities for thought leadership. Implications of the scenarios for current business and public policy. Identifying early signs.
12	Topic 12: Team presentations on scenario thinking	Presentations to class and stakeholders. Feedback to teams and individuals. Written reports due first week of exam period.

Tutorial Registration

Further details about the structure and teaching activities for this course will be available on the course Wattle site by start of Week 1.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Personal Reflection on Thought Leadership	30 %	21/08/2020	28/08/2020	1,2,6
Team-based Scenario Thinking Project (Presentation 10% + Report 20%)	30 %	06/11/2020	03/12/2020	3,4,5,7
Individual Reflection on Contribution to Senario Project and Personal Assessment Against Development Plan	30 %	06/11/2020	03/12/2020	5,6,7
Contribution and Engagement Mark	10 %	*	*	7

* 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 for all classes and assessments tasks.

Examination(s)

There is formal no examination for this course

Assessment Task 1

Personal Reflection on Thought Leadership

Each student will prepare a written reflection on his or her current capabilities and development needs in relation to thought leadership. The task requires critical evaluation of the relevant literature, adapting and applying the concepts to individual circumstances and developing a personal model of thought leadership that will guide on-going learning and development.  Students will use their individual models to assess their current capabilities and to prepare plans for their development as thought leaders.  The plans should include short term goals (for the duration of the course) and longer-term goals (beyond the course and for the next 2 to 5 years).

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

Additional information and marking criteria will be posted on Wattle during Week 1.

Word Guide: 1,500 words.

Due Date: 4pm Friday Week 4 through Turnitin on the course Wattle site

Feedback Date: 4pm Friday Week 5

Assessment Task 2

Team-based Scenario Thinking Project (Presentation 10% + Report 20%)

Students will form teams at start of semester and develop scenarios based on one of the major risks or challenges facing humanity in the next 30 to 100 years.  A compilation of risks and issues is contained in the Commission for the Human Future’s report: “Surviving and Thriving in the 21st Century”. Scenario thinking is a technique and process for exploring alternative futures, deepening our current understanding and assumptions in relation to the issues and engaging with other people in creative dialogue about possible futures.  

 

The Lecturer will guide the teams through the scenario thinking process, starting in Week 5 and concluding with on-line presentations (worth 10%) to the class and other stakeholders in Week 12. The presentations will be recorded and could use Zoom, or Echo 360 and the teams should be available to answer questions from stakeholders. A final, written report (worth 20%) is required on the Friday of the week following the presentation.

Additional information and marking criteria will be posted on Wattle before Week 5.

Time limit for each team presentation: 20 minutes, including question time. Word Guide for Team Report: 6,000 words.

Presentation Due Date: Week 12 class

Written Report Due Date: 4pm Friday Exam Week 1 (6th Nov 2020) through Turnitin on the course Wattle site

Feedback Date: After the release of results on 03 December 2020

Assessment Task 3

Individual Reflection on Contribution to Senario Project and Personal Assessment Against Development Plan

Individual, written report documenting:

(a) personal reflection on contribution to the scenario process;

(b) personal learning from the subject, including progress against personal learning goals as set in Assessment 1.

 

Additional information and marking criteria will be posted on Wattle before Week 5.

Word Guide: 1,500 words.

Due Date: 4pm Friday Exam Week 1 (6th Nov 2020) through Turnitin on the course Wattle site

Feedback Date: After the release of results on 03 December 2020

Assessment Task 4

Contribution and Engagement Mark

Class participation is a critical component of the learning process (Course Learning Outcome 7). Students are expected to contribute to on-line class discussions and team projects. The quality and impact of contributions to on-line discussion forums will be assessed by the lecturer each week and each student will be allocated a scaled mark out of 10 at end of semester. Students will be provided with feedback about participation for each class within two weeks.

Additional information on marking criteria will be posted on Wattle during Week 1.

Due Date: Weekly

Feedback Date: Continually throughout semester

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.

Hardcopy Submission

Not required.

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

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, re-submissions 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