- Class Number 6001
- Term Code 3160
- Class Info
- Unit Value 6 units
- Topic On-campus
- Mode of Delivery In Person
- Prof Giles Hirst
- Prof Giles Hirst
- Class Dates
- Class Start Date 26/07/2021
- Class End Date 29/10/2021
- Census Date 14/09/2021
- Last Date to Enrol 02/08/2021
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||Key Theories and Concepts in Leadership||Reading: Bolden, R. (2004). What is Leadership? University of Exeter: Centre for Leadership Studies.|
|2||Personal Leadership||Reading: Boyatzis, R. & McKee, A. (2006). Intentional change: The Leader’s Journey to Renewal. Harvard Business Review. Goleman, D. (1998). What makes a Leader? Harvard Business Review. Sinclair, A. and Searle, R. (2010). Leading Mindfully at Work. Written for the ‘Mind and its Potential’ Conference.|
|3||Understanding Influence, Power and Conflict||?Reading: Cialdini (2013). The Uses (and Abuses) of Influence. Harvard Business Review, July–August, 76-81. 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.|
|4||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. 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. Uhl-Bein, M. (2006). Relational Leadership Theory: Exploring the social processes of leadership and organizing. The Leadership Quarterly, 17, 654-676.|
|5||Pro-Social Leadership||Reading: Craig, N., & Snook, S.A. (2014). From Purpose to Impact. Figure out your passion and put it to work. Harvard Business Review, May, 105-134. Bass, B. and Steidlmeier, P. (1999). Ethics, Character and Authentic Transformational Leadership Behavior. Leadership Quarterly, 10(2), 181-217.|
|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. 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||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. Coatu, D. (2002). How Resilience Works. Harvard Business Review.|
|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 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. 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||Leading Organisational 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. Harvard Business Review. Beer, M. and Nohria, N. (2000). Cracking the Code of Change. Harvard Business Review.|
|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 Jansen, K., Shipp, A. J. and Michael, J. H. (2016) Champions, converts, doubters, and defectors: the impact of shifting perceptions on momentum for change. Personnel Psychology, 69 (3). pp. 673707. ISSN 00315826 doi: https://doi.org/10.1111 Meyer, C., and Stensaker, I. (2006). Developing Capacity for Change. Journal of Change Management, 6(2), 217-231.|
|11||Culture and Complexity in Change||Reading: Any articles posted on Wattle|
|12||Transformational Thinking for Change Leaders|
There is no tutorial for this course which is delivered in a 3-hour seminar (hybrid) mode.
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Personal Reflection on Leadership||20 %||08/08/2021||17/08/2021||1|
|Additional Reflections on Leadership||25 %||05/09/2021||26/09/2021||1,3, 7|
|Change Management Proposal||45 %||04/11/2021||02/12/2021||2, 4, 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.
Seminars may be streamed live through ZOOM, recorded and made available on Echo360 and Wattle. 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.
There is no formal examination for this course.
Assessment Task 1
Learning Outcomes: 5
Individual Assessment - 10%.
Class participation is a critical component of the learning process. Students are expected to contribute to class discussions and class exercises. Demonstrate ability to reflect on feedback during cases and class group exercises to improve leadership and improve skills. Students are expected to come to lectures having read the course materials with the intent of participating in lecture discussions and group exercises.
Additional marking criteria will be posted on Wattle at least two weeks before the due date.
Due: In-class Weeks 2-12 (equally weighted)
Return of assessment: Regular progress updates within three weeks
Assessment Task 2
Learning Outcomes: 1
Personal Reflection on Leadership
Individual Assessment - 20%.
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. How would you describe your current leadership style to a friend?
- Describe what you hope to learn from this course and why.
The paper should be a maximum of three pages i.e. 800-1000 words excluding references and 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 at least two weeks before the due date. Late submissions will be considered with permission from the lecturer.
Due: midnight Sunday week 2
Return of assessment: midnight Sunday week 3
Assessment Task 3
Learning Outcomes: 1,3, 7
Additional Reflections on Leadership
Individual Assessment - 25%.
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 be a maximum of five pages i.e. 1200-1500 words excluding references and should reflect ideas shared in lectures and in reading materials during the first four weeks of the course, as well as additional sources as appropriate.
Additional marking criteria will be posted on Wattle at least two weeks before the due date.
Due: midnight Sunday week 7
Return of assessment: midnight Monday week 9
Assessment Task 4
Learning Outcomes: 2, 4, 6, 7
Change Management Proposal
Individual Assessment - 45%.
You have 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 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 8-10 pages i.e 3000-3500 excluding references.
Additional marking criteria will be posted on Wattle at least two weeks before the due date.
Due: Midnight first day of examination period
Return of assessment: after release of results on 02 December 2021
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/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.
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.
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
Leadership; Innovation and creativity; Refugee employment.
Prof Giles Hirst