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 leadership and teams they will lead in the future;

(4) engaging with clients, understanding their need and presenting professional, research-based report and recommendations to client.

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

Project teams will need to prepare a video presentation of their recommendations and transmit it to their client, using Zoom or other internet technology

Recommended Resources

Please refer to Class Schedule 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 Collaboration and Teamwork in Organisations	Content: Overview of subject Mutual expectations: lecturer – students Assessment requirements The social context of work Types of collaborations and teams Benefits and transactional costs of collaboration. Definition of Teams Activities: Introduction of Lecturers and Students Live sociograms to share backgrounds Forming 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 Additional readings as provided on Wattle.
2	Lecture No 2 with group activities and discussions Week 2: Leadership Concepts and Definitions Learning to Lead in Work Teams	Content: Defining leadership Exploring types of leadership, including informal, formal, and shared Major leadership theories and models Developing emotional intelligence Activities: Understanding and sharing leadership journeys 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 Additional readings as provided on Wattle Resource: Bolton, R. (2009). People Skills. Simon and Schuster. New York. eBook available on-line.
3	Lecture No 3 with group activities and discussions Week 3: Team Formation and Early Development	Content: Team formation Review of research on models of team development Team norms, goal and ground rules Activities: Individual presentation on leadership reflections and goals Team exercise - Clarifying team goals and developing ground rules 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 . 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 . 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. Personal Reflection on Leadership Capability and Learning Objectives due Friday
4	Lecture No 4 with group activities and discussions Week 4: Leadership - Authenticity, Trust, Power and Influence	Content: Authentic leadership Interpersonal skills and strategies for building trust Theories of power and influence Activities: Influencing 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
5	Lecture No 5 with group activities and discussions Week 5: Leadership and Team Communications	Content: Characteristics of effective communication in teams Cores skills for team communication: listening, assertiveness, facilitation, dialogue, conflict management Activities: Team communication exercise Readings: 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. Resource: Hunter, D. (2007.) The art of facilitation: the essentials for leading great meetings and creating group synergy. Jossey Bass. San Francisco, CA Additional Readings as provided on Wattle.
6	Lecture No 6: Day Long Intensive Teaching Morning Session: 9.00 am - 12.30 pm Afternoon Session: 1.30 pm - 5.00 pm	Content: Creativity and innovation in work teams Knowledge generation and sharing in work teams Decision making in teams Activities: Introduction of team project for final assessment Meeting with the Project Client Facilitation skills practice Readings: Marshall, R. J. and Begeman, M. (2005) Necessary but not sufficient: the role of expertise in technical team success. Cutter IT Journal. Vol 18, No 2, pp5-10. 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. Reflection on Project Team formation due Tuesday 31 March.
7	Lecture 7: Day Long Intensive Teaching Morning Session: 9.00 am - 12.30 pm Afternoon Session: 1.30 pm - 5.00 pm	Content: Team and individual rewards Getting to high performance in teams Summary of key research on work team effectiveness The future of work Activities: Progressing team project Meeting with the Client 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. 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
8	Week 8 - No Lecture
9	Week 9 - No Lecture
10	Week 10 - No Lecture
11	Week 11 - No Lecture
12	Week 12 - No Lecture	Written report and video presentation on team project due on 1 May

Tutorial Registration

Not relevant

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Personal Reflection on Leadership Capability and Learning Objectives	20 %	13/03/2020	17/03/2020	1
Personal Reflection on Formation of Project Team	20 %	31/03/2020	04/04/2020	3
Team Consulting Project	50 %	29/05/2020	02/07/2020	2,4,5,7,9
Student Participation	10 %	*	*	6,8

* 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. 10% of the grade for the class will be allocated for contribution to and participation in class activities and discussions.

Examination(s)

There is no examination for this course.

Assessment Task 1

Personal Reflection on Leadership Capability and Learning Objectives

Each class participant will write a paper of no more than three pages or about 1,500 words (references excluded) summarising the following:

• How they would describe their leadership style to a fellow team member.
• A personal assessment of their own leadership capability, 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 discussed during the first two weeks of the course.

Student will present a brief summary of their reflections to the class in Week 3.

Additional marking criteria will be posted on Wattle at beginning of semester.

Due date: Friday 13 March, 4 pm, Week 3

Form of submission: Turnitin via Wattle

Return of Assessment: Tuesday, 17 March, Week 4

Assessment Task 2

Personal Reflection on Formation of Project Team

Each student will write a personal reflection on the formation and early stages of the development of their Project Team. The reflection should be informed by one of the established models of team formation. It should include an assessment of what the team has done well, any gaps or deficiencies in the team formation process so far and suggestions for enhancing performance for the remainder of the project.

Students will be encouraged to share their personal reflections with other team members.

Additional assessment details will be posted on Wattle at beginning of semester.

Due date: Tuesday, 31 March 4 pm, Week 6

Form of submission: Turnitin via Wattle

Return of Assessment: Saturday, 4 April

Assessment Task 3

Team Consulting Project

The project will require teams to develop recommendations for a client company that is interested in establishing a team-based approach within a newly created division.

Teams will need to establish a relationship with a representative of the client organisation, understand the client's needs and present research-based and practical recommendations that the client can implement. Team members will be organised in consultation with the course convener and team sizes to be dependent on enrolments and student consultation.

Word count: 3,000 words for written report.

A video presentation of no more than 10 minutes will also be required from each team. Team members will also need to include a statement about their individual contributions to the team project.

Additional information and marking criteria will be posted on Wattle and provided at the first, full-day intensive session at the end of Week 5.

Due date: Friday, 29 May, 4 pm

Form of submission: Turnitin via Wattle

Return of Assessment: With release of final grade.

Assessment Task 4

Student Participation

Students will be graded on their participation in class lectures and 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.

Additional assessment details will be posted on Wattle at beginning of semester.

Due date: On-going

Form of submission: N/A

Return of Assessment: Friday, 29 May

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

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