- Class Number 3291
- Term Code 3130
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Robert Marshall
- Robert Marshall
- Class Dates
- Class Start Date 22/02/2021
- Class End Date 28/05/2021
- Census Date 31/03/2021
- Last Date to Enrol 01/03/2021
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.
Upon successful completion, students will have the knowledge and skills to:
- Determine frameworks for inspiring people and motivating them to perform at a higher level. (EBM: Ask and Apply)
- Construct a development plan to grow your leadership and managerial capabilities. (EBM: Acquire and Apply)
- Critique the strategies, behavioral approaches that help you managing individuals and teams. (EBM: Appraise and Evaluate)
- Evaluate the appropriateness of the plan developed by your peer. (EBM: Appraise and Evaluate)
- Summarize relevant empirical evidence regarding yours and your partner’s performance development plan. (EBM: Aggregate and Analyse)
- Integrate evidence from diverse disciplines to find new ways of thinking and leading. (EBM: Aggregate and Create)
- Coach your peer to lead at a higher and more successful level. (EBM: Apply and Create)
- Develop new insights into your leadership style. (EBM: Apply and Create)
- Reflect on class and peer feedback provided during tasks and exercises to improve meta-cognitive and leadership skills. (EBM: Assess and Evaluate)
This course involves the students in multi-disciplinary research including:
- different fields that relate to leadership and teams;
- conducting their own analysis, reflection and research on specific topic areas;
- 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;
- engaging with clients, understanding their needs and presenting professional, research-based reports and recommendations to clients.
There are no field trips
Additional Course Costs
There are no additional costs
Examination Material or equipment
There is no formal exam
Project teams will need to prepare a live or pre-recorded video presentation of their recommendations and transmit it to their client, using Zoom or other internet technology
Please refer to Class Schedule for further details
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.
|Summary of Activities
|Lecture No 1 with group activities and discussions: Subject Overview and Introduction of Students and Lecturer 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. Definitions 7 characteristics of "teams" Activities: Introduction of Lecturers and Students Live sociograms to share backgrounds Preparing to Form 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.
|Lecture No 2 with group activities and discussions: 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 for team leadership Activities: Understanding and sharing leadership journeys Capabilities for successful team leadership Individual development needs for team leadership 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.
|Lecture No 3 with group activities and discussions: Team Formation and Early Development
|Content: Team formation Review of research on models of team development Team norms, goal and ground rules Activities: Student presentations on team leadership reflections and goals Project Team formation First Project Team Meetings - 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 available 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, pp 31-38. 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 Team Leadership Capability and Learning Objectives due Friday Week 3
|Lecture No 4 with group activities and discussions: Leadership - Authenticity, Trust, Power and Influence
|Content: Authentic leadership Interpersonal skills and strategies for building trust in teams and collaboration Theories of power and influence Activities: Influencing exercise Second Project Team Meetings - Clarifying team goals and developing ground rules 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
|Lecture No 5 with group activities and discussions: 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 Third Project Team Meeting - Preparing for the project 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, pp. 31-38. 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.
|Lecture No 6 with group activities and discussions Knowledge: Its Generation, Sharing and Flow in Teams and Organisations
|Content: The nature of knowledge Tacit and explicit knowledge Knowledge generation and sharing in work teams and organisations Activities: Understanding tacit knowledge Team meetings with the Project Client 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, pp. 5-10. 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 Reflection on Project Team formation due Tuesday Week 6.
|Lecture No 8 with group activities and discussions Creativity and Innovation
|Content: Creativity and innovation in work teams Enhancing individual and team creativity Organisational support for creativity Activities: Team creativity challenge Progressing team project Team meetings with the Project Client (if required) 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. Additional readings as provided on Wattle
|Lecture No 8 with group activities and discussions Decision Making for Individuals and Teams
|Models of decision making Matching decision tools to decision models Decision making in teams Activities: Decision making challenges in teams Progressing team project Team meetings with the Project Client (if required) Readings: Krogerus, M. and Tschappeler, R. (2011). The Decision Book. Fifty models for strategic thinking. Profile Books Ltd. London. Additional readings as provided on Wattle
|Lecture No 9 with group activities and discussions Rewards and Recognition for Individuals and Teams
|Rewarding individual and team performance Extrinsic and intrinsic rewards The relationship between rewards and motivation Activities: Case studies in team rewards Progressing team project Team meetings with the Project Client (if required) Readings: Aime, F et al. (2010). Legitimacy of team rewards: Analyzing legitimacy as a condition for the effectiveness of team incentive designs. Journal of Business Research, Vol. 63 (2010) pp. 60-66. Additional readings as provided on Wattle
|Lecture No 10 with group activities and discussions Getting to High Performance in Teams
|The meaning of high performance in teams Indicators of high performance Benefits of high performance Activities: Assessing the performance of our project teams Progressing team project Team meetings with the Project Client (if required) Readings: O'Neill, T. A. and Salas, E. (2018). Creating high performance teamwork in organisations. Human Resource Management Review. Vol 28. pp. 325-331. Additional readings as provided on Wattle
|Lecture No 11 with group activities and discussions Summary of Key Research on Work Team Effectiveness
|Research on work team effectiveness Key research findings The future of work and teams Activities: Brainstorming questions/issues for future research Progressing team project Final team meetings with the Project Client (if required) Readings: Mathieu, J. E. et al. (2019). Embracing complexity: Reviewing the past decade of of team effectiveness research. Annu. Rev. Organ. Psychol. Organ. Behav. 2019. Vol 6. pp. 17–46. Additional readings as provided on Wattle
|Week 12 - Team Presentations to Class and Stakeholders
|Presentation to Client and Class on Team Projects (live or via Zoom) Questions from Client, stakeholders and other teams Written report on team project due on Friday of Week 12
|Return of assessment
|Personal Reflection on Leadership Capability and Learning Objectives
|Personal Reflection on Formation of Project Team
|Team Consulting Project
* 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.
The mode of delivery is "dual delivery" to allow on campus and off campus students to engage with each others. Lectures may be streamed live through ZOOM, recorded and made available on Echo360 and Wattle. 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 on-line discussion forums.
There is no examination for this course.
Assessment Task 1
Learning Outcomes: 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 team leadership style to a fellow team member.
- A personal assessment of their own team leadership experiences and capability, including areas of current skill and areas for improvement.
- What they hope to learn from this course and why.
The paper should be based on ideas and concepts ideas from lectures, discussions and readings that are covered during the first two weeks of the course. The paper is worth 20%.
Students will present a brief summary of their reflections to the class in Week 3. The presentation is worth 0% and is for practice, feedback and sharing knowledge within the class.
Additional marking criteria will be posted on Wattle at beginning of the semester (by end of Week 1).
Due date: Friday, 12 March 2021, 4 pm, Week 3
Form of submission: Turnitin via Wattle
Return of Assessment: Friday, 19 March, Week 4
Assessment Task 2
Learning Outcomes: 3
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 the semester (by end of Week 3).
Due date: Thursday, 01 April, 4 pm, Week 6
Form of submission: Turnitin via Wattle
Return of Assessment: 09 April 2021
Assessment Task 3
Learning Outcomes: 2,4,5,7,9
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 membership will be organised in consultation with the course convener. The size of each team will be dependent on enrolments and student consultation.
Word count: 3,000 words for written report. The report is worth 50%.
A presentation of no more than 10 minutes will also be required from each team during the final week of the semester. The presentation is worth 0% and is for practice, feedback and sharing knowledge within the class.
Additional information and marking criteria will be posted on Wattle and provided in class at the start of the semester (by end of Week 3).
Extension requests will not be considered for the group report or presentation.
Due date: Friday, 28 May, 4 pm, Week 12
Form of submission: Turnitin via Wattle
Return of Assessment: With release of final grade on 01 July 2021.
Assessment Task 4
Learning Outcomes: 3,5,6,7,8,9
Students will be graded on their participation in class lectures and on-line discussion forums. Each student should make a constructive contribution to each topic during the week of the topic or the week immediately following the topic.
Participation is related to students demonstrating an ability to:
- LO3 - Critique the strategies and behavioral approaches to managing individuals and team;
- LO5 - Summarize relevant empirical evidence regarding team performance;
- LO6 - Integrate evidence from diverse disciplines to find new ways of thinking and leading;
- LO7 - Coach their peers to higher levels of performance;
- LO8 - Develop new insights into your leadership style; and
- LO9 - 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 (by end of Week 1).
Due date: On-going
Form of submission: N/A
Return of Assessment: within 3 weeks
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.
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/rsm-assessment-extension/ .
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.
Please see relevant assessment task details above
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.
Resubmission of Assignments
Unless specified otherwise in the assignment requirements, resubmissions are permitted up until the due date and time, but not allowed afterwards
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
Team Effectiveness, Leadership, Creativity and Innovation, Experiential Learning, The Future of Work.