UNIT OUTLINE Read this document to learn essential details about your unit. It will

also help you to get started with your studies.

BMA328 Leadership in Organisations

Semester 2, 2015

THIS UNIT IS BEING OFFERED IN: HOBART, LAUNCESTON AND BY DISTANCE

Taught by:

Ms Christine Adams

(Unit Coordinator)

CRICOS Provider Code: 00586B

BMA328, Leadership in Organisations 2

Contents Contact Details ........................................................................................................................................ 2

Unit Description ...................................................................................................................................... 3

Prior Knowledge &/or Skills OR Pre-Requisite Unit(s) ............................................................................ 3

Enrolment in the Unit ............................................................................................................................. 3

When does the unit commence? ............................................................................................................ 3

University of Tasmania Graduate Quality Statement ............................................................................. 4

Intended Learning Outcomes for BMA328 ............................................................................................. 5

Learning Expectations and Teaching Strategies/Approach .................................................................... 6

Learning Resources ................................................................................................................................. 6

Student Feedback via eVALUate ........................................................................................................... 11

Details of Teaching Arrangements ........................................................................................................ 11

Assessment ........................................................................................................................................... 13

Submission of Assessment Items .......................................................................................................... 19

Review of Assessment and Results ....................................................................................................... 21

Further Support and Assistance ............................................................................................................ 22

Academic Misconduct and Plagiarism .................................................................................................. 23

Study Schedule ...................................................................................................................................... 24

Contact Details Unit Coordinator: Ms Christine Adams Campus: Sandy Bay Room Number: 422, Centenary Building Email: cadams0@utas.edu.au Phone: 03 6226 2953 Consultation: By Appointment.

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Unit Description Leadership is increasingly seen to be a key factor affecting the performance of contemporary organisations and is an important area of study in the fields of management and organisational behaviour. Effective leadership of organisations, whether they are professional practices, multinational organisations, public sector or not-for-profit organisations, is of increasing importance. While leadership principles are often associated with the work of senior management, they also have potential application to all members of organisations. This unit explores conventional and alternative perspectives on leadership and also examines the practice of leadership in diverse organisational contexts. Effective leadership requires a thorough knowledge of theory, and skills in application, so leaders have the capability to develop and implement carefully planned, well-integrated strategies that will support the organisation to achieve its objectives. This Unit is interactive and examines principles and practices of leadership that are vital for aspiring leaders of the future. Through a range of experiential activities focused on leadership concepts, character and competencies, students develop their potential for growth as strategic leaders of 21st century organisations. Inspiring stories of leadership successes and journeys will guide students' leadership journey to find their own authentic voice. A variety of contemporary leadership materials (research articles, videos, podcasts, case studies, role plays, games and self-assessments) will also be featured weekly to enhance students' learning experience.

Prior Knowledge &/or Skills OR Pre-Requisite Unit(s) BMA121 and BMA247/201 are pre-requisites.

Enrolment in the Unit Unless there are exceptional circumstances, students should not enrol in this unit after the end of week two of semester, as the Tasmanian School of Business and Economics (TSBE) cannot guarantee that:

any extra assistance will be provided by the teaching team in respect of work covered in the period prior to enrolment; and

penalties will not be applied for late submission of any piece or pieces of assessment that were due during this period.

When does the unit commence? The unit’s teaching schedule commences in the week beginning 13 July 2015.

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University of Tasmania Graduate Quality Statement The units in your course, including this unit, have been designed to cumulatively develop the graduate qualities outlined in the University’s Graduate Quality Statement:

Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. Graduates acquire subject and multidisciplinary knowledge and skills and develop critical and creative literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability.

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Intended Learning Outcomes for BMA328

INTENDED LEARNING OUTCOMES Related Assessment Criteria or Module Level Learning

Objectives ASSESSMENT METHODS COURSE LEVEL LEARNING OUTCOMES

Learning Outcome 1 Critically assess the strengths and weaknesses of major theories and approaches of organisational leadership.

Critically evaluate the different types of leadership, and the role they play in organisations.

Workshop Attendance and Contribution

Group Sense Making and Reflective Writing Task

Group Presentation and Report

Argumentative Essay

Successful completion of this unit supports your development of course learning outcomes, which describe what a graduate of a course knows, understands and is able to do. Course learning outcomes are available from the Course Coordinator. Course learning outcomes are developed with reference to national discipline standards, Australian Qualifications Framework (AQF), any professional accreditation requirements and the University of Tasmania’s Graduate Quality Statement.

Explain the limitations of approaches to leadership within different organisational and cultural contexts.

Apply models of leadership to complex business situations.

Learning Outcome 2 Formulate a framework of leadership that would help students make sense of their current and future leadership experiences and determine critical lessons drawn.

Effectively combine a personal belief with extant theory and supporting data to translate informed belief into a vision

Workshop Attendance and Contribution

Group Sense Making and Reflective Writing Task Reflect on leadership experiences and develop a framework for

leadership

Learning Outcome 3 Develop a higher self-awareness of students’ own personality, values, attitudes and styles as well as strengths and weaknesses pertinent to their leadership aspirations.

Identify and analyse your personal beliefs, dispositions, experiences and attitudes towards the meaning of leadership and seek validation of this analysis

Workshop Attendance and Contribution

Group Sense Making and Reflective Writing Task

Reflect on your development of personal beliefs, dispositions, experiences and attitudes and how this reflection may influence your perspectives or approaches

Learning Outcome 4 Construct a personal leadership philosophy outlining students’ convictions on ethics and ‘Compassionate Leadership’ and its impacts in real-world organisational contexts.

Discuss different ethical lenses that may be employed by leaders within organisations

Workshop attendance and contribution

Group Presentation and Report

Argumentative Essay Apply knowledge of ethics and compassionate leadership to different challenges within organisations.

Learning Outcome 5

Analyse and synthesise crucial roles and positive impacts that managers and leaders can make to organisations and their stakeholders.

Outline knowledge, skills and behaviour contemporary leaders can demonstrate to proactively foster innovation and development within their organisation.

Explain how various leadership approaches impact on self, employees, organisations and stakeholders.

Group Presentation and Report

Argumentative Essay

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Learning Expectations and Teaching Strategies/Approach The University is committed to a high standard of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers. The University’s Code of Conduct for Teaching and Learning states:

Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.

Work, Health and Safety (WH&S) The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit, you should refer to the University’s policy at: www.utas.edu.au/work-health-safety.

Learning Resources

Prescribed Text/Software A prescribed text is a resource that you must have access to for the purposes of studying this unit. Information regarding how these may be purchased is attached.

There is no prescribed text for the unit. Instead, a set of readings which reflect the latest leadership research findings are prepared to facilitate the learning process. Students will need to have regular access to the readings from the Library throughout the semester.

Recommended Texts/Software A recommended text is a resource that you can use to broaden your understanding of the topics covered in this unit. You may also find a recommended text helpful when conducting research for assignments.

Alvesson, M & Spicer, A 2010, Metaphors we lead by: understanding leadership in the real world, Psychology Press, London, UK.

Avery, GC 2004, Understanding leadership: paradigms & cases, Sage Publications, London, UK.

Bass, BM 2008, The Bass handbook of leadership, theory, research & managerial applications, Free Press, New York, USA.

Chhokar, JS, Brodbeck, FC & House, RJ (eds) 2007, Culture & leadership around the world: the GLOBE book of in-depth studies of 25 societies, Psychology Press, London, UK.

Daft, R & Pirola-Merlo, A 2009, The leadership experience, Asia Pacific edn, Cengage Learning, South Melbourne.

Daglish, C & Miller, P 2010, Leadership, understanding its global impact,Tilde University Press, Melbourne.

Drucker, P 2005, ‘Managing Oneself’, Harvard Business Review, January, pp. 100-119.

Dubrin, AJ 2005, Leadership: second Asia Pacific edition, John Wiley & Sons, Qld, Australia.

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Dubrin, AJ 2009, Political behavior in organizations, Sage Publications, Los Angeles, USA.

Goffee, R & Jones, G 2006, Why should anyone be led by you? What it takes to be an authentic leader, Harvard Business School Press, Boston.

Greene, R & Elffers J 1998, The 48 laws of power, Hodder Headline Australia Pty Ltd, New South Wales, Australia.

Haslam, SA, Reicher, SD & Platow, MJ 2010, The new psychology of leadership: identity, influence and power, Psychology Press, London, UK.

Nahavandi, PG 2003, Leadership: theory and practice, 3rd edn, Thousand Oaks, California.

Pierce, J & Newstrom, JW 2010, Leaders and the leadership process, 5th edn, McGraw-Hill Irwin, Boston, USA.

Rickards, T 2005, Dilemma’s of leadership, Routledge, London, UK.

Rosenbach, WE & Taylor, RL 2006, Contemporary issues in leadership, Westview Press, Boulder, CO.

Skringar, ER & Stevens, T 2008, ‘Evaluation & learning’ (Chapter 10), In Driving change & developing organisations, 1st edn, Tilde University Press, Prahran, Australia, pp.382-394.

Singer, P 2004, ‘Section B Introduction: deciding what is right’, in Ethics, Oxford University Press, Oxford, UK, pp.243-246.

Yukl, G 2010, Leadership in organisations, 7th edn, Pearson, Upper Saddle River. (At the end of this book there is a very large list of leadership references).

Other Resources/Software Journal Articles Outlined below is a series of seminal articles on leadership in organisations. These articles can be accessed through the UTAS library. These are supplementary references to the readings list in the Study Schedule.

Aasland, MS, Skogstad, A, Notalaers, G, Nielsen, MB & Einarsen, S 2010, ‘The toxic triangle: destructive leaders, susceptible followers, and conducive environment’, Leadership Quarterly. vol. 18, no.3, pp.176 – 194.

Ammeter, AP, Douglas, C, Gardner, WL, Hochwarter, WA & Ferris, GR 2002, ‘Toward a political theory of leadership’, The Leadership Quarterly, vol.13, pp.751-796.

Astley, WG & Zajac, E. 1990, ‘Beyond dyadic exchange: functional interdependence and sub-unit power’, Organization Studies, vol.11, pp. 481-502. Avolio, BJ & Gardner, WL 2005, ‘Authentic leadership development: getting to the root cause of positive forms of leadership’, The Leadership Quarterly, vol.16, pp. 315-338. Awamieh, R & Gardner, WL 1999, ‘Perceptions of leader charisma and effectiveness: the effects of vision content, delivery and organisational performance’, Leadership Quarterly, vol.13, no. 4, pp. 343-377.

BMA328, Leadership in Organisations 8

Baum, JR, Locke, EA, Kirkpatrick, SAO 1998, ‘A longitudinal study of the relation to venture growth in entrepreneurial firms’, Journal of Applied Psychology. vol.83, no. 1, pp. 43-54. Bennis, WG & Thomas, RJ 2002, ‘Crucibles of leadership’, Harvard Business Review, September, 39- 45.

Boddy, CR 2011, ‘The corporate psychopaths theory of the global financial crisis’, Journal of Business Ethics, vol.102, pp. 255-259.

Carney, D 2010, ‘Powerful people are better liars’, Harvard Business Review, vol. 88, pp. 32-33.

Collins, JC & Porras, JI 1996, ‘Building your company’s vision’, Harvard Business Review, vol.74, no.5, pp.65-77. Denis, T & Vatcha, N 2005, ‘Charismatic leadership and corporate cultism at Enron: the elimination of dissent, the promotion of conformity and organisational collapse’, Leadership, vol.1, no. 4, pp. 455-480.

Drucker, P 2005, ‘Managing oneself’, Harvard Business Review, January, pp. 100-119.

Einarsen, S, Shanke Aasland, M & Skogstad, A 2007, ‘Destructive behaviour: a definition and conceptual model’, The Leadership Quarterly, vol. 18, pp. 207-216.

Fredrickson, BL 2001, ‘The role of positive emotions in positive psychology’, American Psychologist, vol. 56, no. 3, pp. 218-226.

George, JM 2000, ‘Emotions and leadership: the role of emotional intelligence’, Human Relations, vol. 53, pp. 1027-1055.

George, B, Sims, P, McLean, AN & Mayer, D 2007, ‘Discovering your authentic leadership’, Harvard Business Review, February, pp. 129-138. Greenwood, M & Van Buren III, HJ 2010, ‘Trust and stakeholder theory: trustworthiness in the organisation – stakeholder relationship’, Journal of Business Ethics, vol. 95, pp. 425-438. Hannah, S & Avolio, B 2011, ‘Ready or not: how do we accelerate the developmental readiness of leaders?’ Journal of Organisational Behaviour, vol. 31, pp. 1181-1187. Hogue, M & Lord, RG 2007, ‘A multilevel, complexity theory approach to understanding gender bias in leadership’, The Leadership Quarterly, vol.18, pp. 370-390.

Javidan, M, Dorfman, RW, Sully de Luque, M & House, RJ 2006, ‘In the eye of the beholder: cross cultural lessons in leadership from project GLOBE’, Academy of Management Perspective, vol.20, no. 1, pp. 67-90.

Levine, DP 2005, ‘The corrupt organization’, Human Relations, vol. 60, pp. 723-740. Liu, H 2010, ‘When leaders fail: a typology of failures and framing strategies’, Management Communication Quarterly, vol.24, pp. 232-259.

Maccoby, M 2000, ‘Narcissistic leaders: the incredible pros and the inevitable cons’, Harvard Business Review, vol. 78, pp. 68-77.

Martinko, MJ, Harvey, P & Douglas, SC 2007, ‘The role, function and contribution of attribution theory to leadership: a review’, The Leadership Quarterly, vol. 18, pp. 561-585.

BMA328, Leadership in Organisations 9

Murphy, SE & Johnson, SK 2011, ‘The benefits of a long-lens approach to leader development: understanding the seeds of leadership’, The Leadership Quarterly, vol. 22, pp. 459-470. Padilla, A, Hogan, R & Kaiser, RB 2007, ‘The toxic triangle: destructive leaders, susceptible followers and conducive environments’, The Leadership Quarterly, vol. 18, pp. 176-194.

Pekerti, A & Sendjaya, S 2010, ‘Exploring servant leadership across cultures: comparative study in Australia and Indonesia’, International Journal of Human Resource Management, vol.21, no.5, pp. 754-780.

Price, TL 2008, ‘Kant’s advice for leaders: “No, you aren’t special” ’, The Leadership Quarterly, vol.19, pp.478-487.

Quick, JC, Macik-Frey, M & Cooper, CL 2007, ‘Managerial dimensions of organisational health: the healthy leader at work’, Journal of Management Studies, vol. 44, no. 2, pp.189-205.

Strange, JM & Mumford, MD 2002, ‘The origins of vision: charismatic versus ideological leadership’, The Leadership Quarterly, vol.13, pp.343-377.

Stein, M 2007, ‘Oedipus Rex at Enron: leadership, Oedipal struggle and organisational collapse’, Human Relations, vol.60, no.9, pp.1387-1410.

Thoms, JC 2008, ‘Ethical integrity in leadership and organizational moral culture’, Leadership, vol.4, pp. 419-442.

Tourish, D & Vatcha, N 2005, ‘Charismatic leadership and corporate cultism at Enron: the elimination of dissent, the promotion of conformity and organizational collapse’, Leadership, vol. 1, pp. 455-480.

Turner, JC 2005, ‘Explaining the nature of power: a three-process theory’, European Journal of Social Psychology, vol.35, pp. 1-22.

Uhl-Bien, M, Marion, R & McKelvey, B 2007, ‘Complexity leadership theory: shifting leadership from the industrial age to the knowledge era’, The Leadership Quarterly, vol. 18, pp. 298-318.

Yukl, G & Lepsinger, R 2005, ‘Why integrating the leading and managing roles is essential for organizational effectiveness’, Organizational Dynamics, vol. 34, pp. 361-375. Zaleznik, A 2004, ‘Managers and leaders: are they different?’, Harvard Business Review, vol. 82, pp. 74-81.

My Learning Online (MyLO) Access to the MyLO online learning environment unit is required for this unit. The unit has its own MyLO site. To log into MyLO and access this unit, go to: http://www.utas.edu.au/mylo. To access the unit, select BMA328. For help using MyLO go to http://www.utas.edu.au/mylo. Technical requirements for MyLO

MyLO can be accessed via Library computers and in computer labs on campus. See: http://www.utas.edu.au/it/computing-distributed-systems/computer-labs-facilities-and-locations

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For further technical information and help, contact the UTAS Service Desk on 6226 1818 or at http://www.utas.edu.au/service-desk during business hours.

Learning to use MyLO When you log into MyLO, you will see a unit called Getting Started with MyLO. Enter this unit to learn more about MyLO, and to practise using its features.

MyLO Expectations 1. Students are expected to maintain the highest standards of conduct across all modes of

communication, either with staff or with other students. Penalties may be imposed if the Unit Coordinator believes that, in any instance or mode of communication, your language or content is inappropriate or offensive. MyLO is a public forum. Due levels of respect, professionalism and high ethical standards are expected of students at all times.

2. Submission of assessment tasks via MyLO presumes that students have read, understood and abide by the requirements relating to academic conduct, and in particular, those requirements relating to plagiarism. All work submitted electronically is presumed to be “signed-off” by the student submitting as their own work. Any breach of this requirement will lead to student misconduct processes.

3. MyLO is an Internet service for teaching and learning provided by the University. It is

expected that you check your units in MyLO for updates at least once a day.

Using MyLO for BMA328 IMPORTANT!: Before you are provided with access to your unit’s MyLO resources, you must complete the Student Agreement form. To do this:

1. Access the unit’s MyLO site. 2. Locate the Begin Here folder and click on it to open it. You can find the Begin Here folder by

scrolling down until you see Content Browser OR by clicking on the Content button.

OR

3. Once you have opened the Begin Here folder, click on the Student Agreement file.

OR

4. Read the terms, then check the I agree box. You should now be able to access all available unit content on MyLO. You only need to do this once in each MyLO unit.

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Other important resources on MyLO Students are expected to regularly check on MyLO for any updates in relation to the unit. Essentially, MyLO has been incorporated into the delivery of this unit to enhance students’ learning experience, by providing access to up-to-date course materials, and allowing for online discussion. In addition to the lecture slides which are uploaded on MyLO on a weekly basis, other unit-related materials such as supplementary readings and assessment guides can also be accessed on MyLO. Further, students are also expected to engage in an active discussion about issues related to the unit through the discussion forums or chat rooms that are available on MyLO: this is particularly helpful for distance students who may utilise the facilities available on MyLO to contact their fellow distance students and form groups to complete any group assessment tasks for this unit. In this regard, MyLO should be treated as the unit's critical platform for learning and communication.

Student Feedback via eVALUate At the conclusion of each unit, students will be asked to provide online responses to a number of matters relating to the learning and teaching within that unit. All students are asked to respond honestly to these questions, as all information received is used to enhance the delivery of future offerings.

Changes to this Unit Based on Previous Student Feedback The structure of this unit has been changed to a 1 hour content lecture (recorded) and a 2 hour weekly workshop. Some specific Australian content has been added to the unit and the structure of the content and sequencing of assessment has been more clearly aligned.

Details of Teaching Arrangements

Lecture/Tutorial Mode Lectures There will be a series of thirteen 1 hour recorded lectures over the course of the semester, available through the MyLO Learning Hub. These lectures will provide an overview of the topic for the week and guidance on student-centred activities for the week. Please also refer to the Study Schedule of this Unit Outline on page 24 for readings to be undertaken each week prior to attending workshops. Workshops There will be a series twelve workshops commencing in Week 2. These workshops will be two hours in duration.

Distance Mode Distance students will have access to recorded lectures and online workshops activities and assessment tasks. There will also be regular online student support. Please see MyLO for further information.

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Communication, Consultation and Appointments TO KEEP UP WITH ANNOUNCEMENTS REGARDING THIS UNIT Check the MyLO News tool at least once every two days. The unit News will appear when you first enter our unit’s MyLO site. Alternatively, click on the News button (towards the top of the MyLO screen) at any time. WHEN YOU HAVE A QUESTION Other students may have the same question that you have. Please go to the Q&A Forum on our course’s MyLO site. Check the posts that are already there – someone may have answered your question already. Otherwise, add your question as a new topic. Students are encouraged to support each other using this forum – if you can answer someone’s question, please do. We will attempt to respond to questions within 48 business hours. If your question is related to a personal issue or your performance in the unit, please contact the appropriate teaching staff member by email instead. WHEN YOU HAVE AN ISSUE THAT WILL IMPACT ON YOUR STUDIES OR THE SUBMISSION OF AN ASSESSMENT TASK If you have a personal question related to your studies or your grades, please contact teaching staff by email. For general questions about the unit, please add them to the Q&A forum on our unit’s MyLO site. This way, other students can also benefit from the answers. A NOTE ABOUT EMAIL CORRESPONDENCE You are expected to check your UTAS email (WebMail) on a regular basis – at least three times per week. To access your WebMail account, login using your UTAS username and password at https://webmail.utas.edu.au/. You are strongly advised not to forward your UTAS emails to an external email service (such as gmail or Hotmail). In the past, there have been significant issues where this has occurred, resulting in UTAS being blacklisted by these email providers for a period of up to one month. To keep informed, please use your UTAS email as often as possible. We receive a lot of emails. Be realistic about how long it might take for us to respond. Allow at least TWO (2) business days to reply. Staff are not required to respond to emails where students do not directly identify themselves, are threatening or offensive, or come from external (non-UTAS) email accounts. When you write an email, you must include the following information. This helps teaching staff to determine who you are and which unit you are talking about.

Family name

Preferred name

Student ID

Unit code (i.e. BMA328)

Questions

If your question is about an assessment task, please include the assessment task number or name.

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Assessment

How Your Final Result Is Determined In order to pass this unit you must achieve an overall mark of at least 50% of the total available marks. Details of each assessment item are outlined below.

Assessment Schedule

Assessment Items Due Date Value/Weighting Link to Learning Outcomes

Assessment Item 1: Workshop Attendance and Contribution

Accumulative across the semester starting in Week 2

15% LO 1, LO 2, LO 3,LO 4, LO 5

Assessment Item 2: Group Activity – Group Presentation and Report

Weeks 12 and 13 25% LO 1, LO 4, LO 5

Assessment Item 3: Group Sense Making and Reflective Writing Task

Week 8 30% LO1, LO 2, LO 3,

Assessment Item 4: Argumentative Essay

Week 11 30% LO 1, LO 4, LO 5

Assessment Item 1 – Workshop Attendance and Contribution Task Description:

This cumulative task is designed to assist students with their understanding of leadership theories and approaches and being able to recognise its relevance to contemporary organisation practice.

Each week we will discuss (in the workshops or online via discussion board for distance students) two questions that relate to the week’s key topic area. The questions will be available through MyLO. This is an important opportunity for your emergent thoughts to be surfaced and expressed. Your performance will be assessed using two specific factors:

The frequency of your attendance, and

The quality of your contribution to the discussion.

While it is not expected that every student will contribute to each and every question discussion (or be able to), your willingness to raise your ‘hand’, combined with the previous quality of your past comments, will be taken into consideration when determining the nature and value of your contributions. As part of your contribution, you will be expected to refer to at least one (1) of the nominated journal articles noted in the Study Schedule. In essence, your contribution, based on your understanding of the journal article and how it relates to answering the question/s under consideration, is important. Distance students will be required to provide answers to the weekly questions via a discussion blog on MyLO.

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Task Length:

N/A

Assessment Criteria:

The following criteria will be used to assess your performance:

0 – 40% Irregular or no contribution to discussions.

41% - 70% A consistent effort to contribute across and/or within most questions with an attempt to apply theory to practice and comprehend the personal leadership challenges.

71% - 100% A very consistent contribution across and within all questions with the ability to apply theory to practice and comprehend the personal challenges of leadership well demonstrated.

Link to Unit’s Learning Outcomes:

Learning Outcomes 1, 2, 3, 4 and 5.

Due Date:

Cumulative: Weeks 2 - 13

Value:

15%

Assessment Item 2 – Group Presentation and Report Task Description:

The presentations will be conducted during tutorials in Weeks 12 and 13. This is a task for a group of 4 or 5 students. Each group presents the profile of one of the Fortune 100 CEOs. This list of Fortune 50 greatest leaders can be found on the following link:

http://fortune.com/2014/03/20/worlds-50-greatest-leaders/

The first place to research these leaders is in their biographies or autobiographies (i.e. books). In addition, to get the latest coverage, you need to research other sources (case study books, magazines, journal articles etc.). You cannot rely on websites such as Wikipedia, Google entries, etc. to reference your work. While journal articles are not requirements for this assessment, evidence of research from various reliable sources apart from a (auto) biography needs to be shown.

To benefit your learning, choose a CEO that is not so well known. Check with your Unit Coordinator if unsure.

In Week 2, presentation groups will be formed. Students can choose their own group members. Once group members are formed, the CEO presented should be selected. No two groups can present the same leaders.

The presentation and short report comprises the following two sections:

1) Leadership Approach: What principles, models or patterns of leadership can you observe from the leader? Use a particular theory of leadership discussed in class or in the readings to analyse the leaders’ approach – one theory is sufficient for this purpose. Avoid discussing the obvious (e.g. ‘the leader works really hard,

BMA328, Leadership in Organisations 15

hence is successful’, or ‘she didn’t treat her employees well because she was too focused on her own ambitions’, or ‘being preoccupied with his work, he showed a disregard for his own health’). An intelligent analysis of the leader will look at a pattern shown by the leaders over the years in terms of their approach to business, life, leadership etc. This is the not-so-obvious. In addition, you also need to identify and analyse the positive and negative aspects of the leader.

2) Leadership Lesson: As a group discuss what have you learned personally from the leader, and why do you think they are important to your own leadership development? Discuss with your group some personal and practical strategies you can use to emulate the leader.

Apart from the PowerPoint presentation, each group has to submit a presentation report (immediately following the presentation), which is essentially a written form of the presentation, using an essay format.

Presentation requirements:

Each group presentation must be no more than 10 minutes (marks will be deducted if your presentation is longer). Following each presentation, there will be a 3 minute Question and Answer session by other students in the workshop.

Task Length:

A group’s presentation will be no more than 10 minutes. The presentation report should be no more than 1000 words (exclusive of references). Guidelines on the report format will be provided on MyLO.

Assessment Criteria:

A detailed assessment rubric is available on MyLO.

Link to Unit’s Learning Outcomes:

Learning Outcomes 1, 4, and 5

Due Date:

Group presentations will be undertaken in the tutorials during Weeks 12 and 13. Group reports are to be submitted immediately following the presentation. Distance students will present using an on-line format and submit their reports via MyLO.

Value:

Group Presentation 15% Group Report 10%

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Assessment Item 3 – Group Sense Making and Reflective Writing Task

Task Description:

The group you work with for this assessment task will most likely contain a lot of diversity. Understanding such diversity will be the key to ensuring you are capable of performing at a high standard during this unit. The purpose of this task is to ensure you have the opportunity to make sense of your temperament (ie. your natural tendencies) and the collective capacities of your group.

For this assessment you will complete a reflective task. The task has four phases, preceded by reading of a situation statement below that has been prepared for you. Assessment of the task is also explained below.

Situation Statement

‘Charisma, while not the only important leadership quality, is the distinctive quality that sets truly effective leaders apart from the rest of the crowd’.

Phase 1: Identification of feeling (5%)

You are required to report your personal feelings, thoughts or comments related to the above ‘situation statement’. It is quite likely you may experience more than one feeling, thought etc. Conflicting feelings/thoughts and/or those feelings/thoughts that change over time should be noted. It is important that you don’t only note the assumed or described feelings/thoughts; focus on your feelings/thoughts. The assessment criteria for this phase are outlined below:

0% - 40% Little if any personal feelings/thoughts identified

41% - 70% Personal feelings/thoughts identified linked to observed behaviour within the context of the situation statement

71% - 100% A range of feelings/thoughts (including personal) explored and linked to observed behaviour within the context of the situation statement.

Phase 2: Search for Meaning (5%)

You are required to make sense of the context in the situation statement, now using the perspectives of all your involved group members. Use the identified feelings/thoughts to help you analyse your personal responses to the situation statement. This analysis may incorporate an exploration of personal believes, dispositions, experiences and attitudes. You might consider speculating as to the meaning others attributed to the situation given the feelings/thoughts reported. Conclude by explaining what it all means. The assessment criteria for this phase are outlined below:

0% - 40% Little if any analysis of situation provided

41% - 70% Personal judgement or interpretation of situation made from personal perspective

71% - 100% Alternate interpretations justified/supported with attention to the behaviour, beliefs, dispositions and experiences of

BMA328, Leadership in Organisations 17

yourself and others.

Phase 3: Validation of Meaning (5%)

With reference to the (Phase 2) comments of group members, you are required to validate the analysis of the situation by asking for feedback from other external participants, peers etc. In other words, the meaning attributed to the situation is confirmed (or disconfirmed) with reference to the ideas and perspectives of others and/or through personal reflection of your own personal experiences. The assessment criteria for this phase are outlined below:

0% - 40% Little or no validation attempted

41% - 70% The nature of feedback is clearly outlined and discussed with examples or illustrations

71% - 100% The comments and behaviours of others and/or references to sources are clearly linked to support the meaning attributed to the situation.

Phase 4: Outcome of Reflection (10%)

You are required to indicate how your reflection of the situation has influenced your approach and/or perspective to this specific issue. Any possible shift in your values, beliefs and/or attitudes should also be noted. The assessment criteria of this phase are outlined below.

0% - 40% Little or no outcomes of the reflective process identified

41% - 70% The identified outcomes are clearly and logically linked to the situation

71% - 100% The identified outcomes are clearly and logically linked to the situation and past/present attitudes, values, beliefs or behaviours.

Please watch the short video on MyLO to clarify any questions you may have regarding this assessment task. Instructions for group formation and communication will be provided on MyLO.

Task Length:

Phases 1, 2 and 3 should be approximately 250 words in length for each phase. Phase 4 can be up to, but no 500 words in length.

Link to Unit’s Learning Outcomes:

Learning Outcomes 1, 2, and 3

Due Date:

Monday 4 September 2015 at 2 pm.

Value:

25%.

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Assessment Item 4 – Argumentative Essay Task Description:

Students are required to write an argumentative essay addressing the following topic:

Avolio, Walumbwa and Weber’s (2009) review article brings to light a vast number of gaps in our knowledge of leadership. They submit that even the most basic questions remain unanswered such as whether a leader is born or made. They cite biological studies in support of the notion that leaders are born. They propose that “life context” is more important than genes and they also find that studies addressing the latter fail to differentiate a born leader from a taught one because all leaders involved in the interventions they reviewed showed improvement.

In light of this and other evidence, are we asking the wrong questions about leadership? Is there a case for leaders being self-made or even emergent? Using the above article as the basis for your essay, along with relevant theory and concepts relating to leadership development in other articles/texts, you are required to argue for or against the belief that leaders are born or self-made.

The specific stance that you take must be supported with refernces to academic literature and research. You should refer to these sources using the Harvard Referencing style.

An argumentative essay requires you to develop a perspective on a topic and defend it. Usually there is no right or wrong answer so the ability to argue your viewpoint becomes critical to your mark. You are required to use research to define your thesis statement and present the facts in an orderly fashion as you see them - all of which lead to an inevitable conclusion (as you would want the reader to come to).

Argumentative essays need to be written in “third person” – to appear objective you need to take yourself, as the author, and also the reader out of the equation, this means not using “I”, “me” (or first person) and “us”, “we” (or second person). Another reason for following this convention is some readers may so object to being openly co-opted or coerced to your point of view, that in the end they express their displeasure at your presumption by disagreeing with your viewpoint entirely. Structure The introduction in an argumentative essay should have links between the topic and an outcome; could contain a question; should state a counter-argument to your viewpoint and contain your viewpoint. It should not have supporting evidence for your viewpoint nor a solution.

The body of the essay should address key issues and provide supporting evidence (i.e. references to academic articles; research theory). Where a key issue and evidence can run over a few paragraphs, one paragraph should not contain more than one issue or provide supporting evidence for more than

BMA328, Leadership in Organisations 19

one issue. It is a good idea to re-state your position throughout the essay as it is easy for readers to forget your particular position or argumentative stance.

The conclusion should mirror the introduction, re-state key issues raised in the body, and offer a solution or suggestion.

Task Length:

2500 words (+/- 10%) excluding reference list. A minimum of ten academic references is required.

Assessment Criteria:

A detailed assessment rubric will be available on MyLO.

Link to Unit’s Learning Outcomes:

Learning Outcomes 1, 4 and 5.

Due Date:

Monday 28 September 2015 at 2.00 pm.

Value:

30%.

Submission of Assessment Items

Lodging Assessment Items Assignments must be submitted electronically through the relevant assignment drop box in MyLO. Students must ensure that their name, student ID, unit code, tutorial time and tutor’s name (if applicable) are clearly marked on the first page. If this information is missing, the assignment will not be accepted and, therefore, will not be marked. Where relevant, Unit Coordinators may also request students submit a paper version of their assignments. Students will be advised by the Unit Coordinator of the appropriate process relevant to each campus (Hobart, Launceston or Cradle Coast). Please remember that you are responsible for lodging your assessment items on or before the due date and time. We suggest you keep a copy. Even in ‘perfect’ systems, items sometimes go astray.

Late Assessment and Extension Policy In this Policy: 1. (a) ‘day’ or ‘days’ includes all calendar days, including weekends and public holidays;

(b) ‘late’ means after the due date and time; and (c) ‘assessment items’ includes all internal non-examination based forms of assessment

2. This Policy applies to all students enrolled in TSBE Units at whatever Campus or geographical location.

3. Students are expected to submit assessment items on or before the due date and time specified in the relevant Unit Outline. The onus is on the student to prove the date and time of submission.

4. Students who have a medical condition or special circumstances may apply for an extension. Requests for extensions should, where possible, be made in writing to the Unit Coordinator on

BMA328, Leadership in Organisations 20

or before the due date. Students will need to provide independent supporting documentation to substantiate their claims.

5. Late submission of assessment items will incur a penalty of 10% of the total marks possible for that piece of assessment for each day the assessment item is late unless an extension had been granted on or before the relevant due date.

6. Assessment items submitted more than five (5) days late will not be accepted. 7. Academic staff do NOT have the discretion to waive a late penalty, subject to clause 4 above.

Academic Referencing and Style Guide Before starting their assignments, students are advised to familiarise themselves with the following electronic resources. The first is the Harvard Referencing System Style Guide, which can be accessed from the UTAS library: http://utas.libguides.com/content.php?pid=27520&sid=199808. The Harvard style is the appropriate referencing style for this unit and the guide provides information on presentation of assignments, including referencing styles. In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others and maintain academic integrity. Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

The second is the Tasmanian School of Business and Economics’ Writing Assignments: A Guide, which can be accessed at: http://www.utas.edu.au/business-and-economics/student-resources .. This guide provides students with useful information about the structure and style of assignments in the TSBE.

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Review of Assessment and Results

Review of Internal Assessment It is expected that students will adhere to the following policy for a review of any piece of continuous/internal assessment. The term continuous/internal assessment includes any assessment task undertaken across the teaching phase of any unit (such as an assignment, a tutorial presentation, and online discussion, and the like), as well as any capstone assignment or take-home exam. Within five (5) days of release of the assessment result a student may request a meeting with the assessor for the purpose of an informal review of the result (in accordance with Academic Assessment Rule No. 2 Clause 22 – www.utas.edu.au/academic-governance/academic-senate/academic-senate-rules . During the meeting, the student should be prepared to discuss specifically the marks for the section(s) of the marking criteria they are disputing and why they consider their mark(s) is/are incorrect. The assessor will provide a response to the request for review within five (5) days of the meeting. If the student is dissatisfied with the response they may request a formal review of internal assessment by the Head of School, with the request being lodged within five (5) days of the informal review being completed. A Review of Internal Assessment Form is available at the following link: http://www.utas.edu.au/business-and-economics/student-resources/forms. The form must be submitted to the TSBE Office.

Review of Final Exam/Result In units with an invigilated exam students may request a review of their final exam result. You may request to see your exam script after results have been released by completing the Access to Exam Script Form, which is available from the TSBE Office, or at the following link – http://www.utas.edu.au/business-and-economics/student-resources/forms. Your unit coordinator will then contact you by email within five (5) working days of receipt of this form to go through your exam script. Should you require a review of your final result a formal request must be made only after completing the review of exam script process list above. To comply with UTAS policy, this request must be made within ten (10) days from the release of the final results (in accordance with Academic Assessment Rule No. 2 Clause 22 – www.utas.edu.au/academic-governance/academic-senate/academic-senate-rules . You will need to complete an Application for Review of Assessment Form, which can be accessed from http://www.utas.edu.au/exams/exam-and-results-forms. Note that if you have passed the unit you will be required to pay $50 for this review. The TSBE reserves the right to refuse a student request to review final examination scripts should this process not be followed.

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Further Support and Assistance If you are experiencing difficulties with your studies or assessment items, have personal or life-planning issues, disability or illness that may affect your study, then you are advised to raise these with your lecturer or tutor in the first instance. If you do not feel comfortable contacting one of these people, or you have had discussions with them and are not satisfied, then you are encouraged to contact:

ACADEMIC DIRECTOR – UNDERGRADUATE PROGRAMS Name: Mr David Kronenberg Room: 301, Centenary Building, Sandy Bay Email: David.Kronenberg@utas.edu.au

Students are also encouraged to contact their Undergraduate Student Adviser who will be able to help in identifying the issues that need to be addressed, give general advice, assist by liaising with academic staff, as well as referring students to any relevant University-wide support services. Please refer to the Student Adviser listings at www.utas.edu.au/first-year/student-advisers for your adviser’s contact details. There is also a range of University-wide support services available to students, including Student Centre Administration, Careers and Employment, Disability Services, International and Migrant Support, and Student Learning and Academic Support. Please refer to the Current Students website (available from www.utas.edu.au/students) for further information. If you wish to pursue any matters further then a Student Advocate may be able to assist. Information about the advocates can be accessed from www.utas.edu.au/governance-legal/student-complaints. The University also has formal policies, and you can find out details about those from that link.

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Academic Misconduct and Plagiarism Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student: (a) seeks to gain, for themselves or for any other person, any academic advantage or advancement

to which they or that other person are not entitled; or (b) improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline. This can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in the Ordinance of Student Discipline – Part 3 Academic Misconduct, see http://www.utas.edu.au/university-council/university-governance/ordinances. Plagiarism is a form of cheating. It is taking and using someone else’s thoughts, writings or inventions and representing them as your own, for example: • using an author’s words without putting them in quotation marks and citing the source; • using an author’s ideas without proper acknowledgment and citation; or • copying another student’s work. It also means using one’s own work from previously submitted assessment items if repeating a unit. If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity resources on the web at http://www.utas.edu.au/academic-integrity/The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course, or the University. The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed. For further information on this statement and general referencing guidelines, see www.utas.edu.au/plagiarism/ or follow the link under ‘Policy, Procedures and Feedback’ on the Current Students homepage.

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Study Schedule

Week

Start of Week

Topic/s and activities

Readings

Due Dates

1 Monday 13 July

Unit Overview Introduction – The nature and importance of leadership The context and boundaries of leadership Leadership issues and questions

Compulsory: Hunter, ST, Bedell-Avers, KE & Mumford, MD 2007, ‘The typical leadership study: assumptions, implications and potential remedies’, Leadership Quarterly. vol.18, no.5, pp. 435-446. Recommended: Dinh, JE, Lord, RG Gardner, WL, Meuser, JD Liden, RC & Hu, J 2014, ‘Leadership theory and research in the new millennium: current theories, research, and future directions’, Leadership Quarterly, vol. 25, pp. 421-449.

2 Monday 20 July

Modern and Post-Modern views of Leadership Introduction to key leadership theories and models

Compulsory: Avolio, BJ, Walumbwa, FO & Weber, TJ 2009, ‘Leadership: current theories, research and future directions’, Annual Review of Psychology, vol. 60, pp. 421-449.

Eisenstat, RA, Beer, M, Foote, N, Fredberg, T, & Norrgren, F 2008, ‘The uncompromising leader’, Harvard Business Review, July-August, pp. 51-57.

Recommended: Bennis, W 2002, ‘Will the legacy live on?’ Harvard Business Review, February, pp. 95-99.

Start Assessment 1: Workshop Attendance and Contribution Form groups for Group Presentation and Report – Assessment 2

BMA328, Leadership in Organisations 25

3 Monday 27 July

Leadership Development Elements of Leadership: leaders, followers and situational context Elements of Leadership: knowing, being, doing Developmental readiness Crucibles of leadership.

Compulsory: Hannah, S & Avolio, B 2011, ‘Ready or not: how do we accelerate the developmental readiness of leaders?’ Journal of Organisational Behaviour, vol. 31, pp. 1181-1187. Murphy, SE & Johnson, SK 2011, ‘The benefits of a long-lens approach to leader development: understanding the seeds of leadership’, Leadership Quarterly, vol. 22, pp. 459-470. Bennis, WG & Thomas, RJ 2002, ‘Crucibles of leadership’, Harvard Business Review, September, pp. 39-45. Recommended: George, B, Sims, P McLean, AN & Mayer, D 2007, ‘Discovering your authentic leadership’, Harvard Business Review, February, pp. 129-138.

Start Assessment 3: Group Sense Making Process

4 Monday 3 August

Visionary Leadership Leading as personal calling Discovering your personal life vision

Compulsory: Collins, JC, & Porras, JI 1996, ‘Building your company’s vision’, Harvard Business Review, vol. 74, no.5, pp. 65-77. Baum, JR, Locke, EA & Kirkpatrick, SAO 1998, ‘A longitudinal study of the relation to venture growth in entrepreneurial firms’, Journal of Applied Psychology, vol. 83, no. 1, pp. 43-54. Recommended: Awamieh, R & Gardner, WL 1999, ‘Perceptions of leader charisma and effectiveness: the effects of vision content, delivery and organisational performance’, Leadership Quarterly, vol. 13, no. 4, pp. 343-377.

5 Monday 10 August

Value-Based Leadership Identifying your core values Leading in tune with your core values

Compulsory: Drucker, P 2005, ‘Managing oneself’, Harvard Business Review, January, pp. 100-119.

Sull, DN, & Holder, D 2005, ‘Do your commitments match your conviction?’ Harvard Business Review, January, pp. 82-91.

BMA328, Leadership in Organisations 26

6 Monday 17 August

Servant Leadership The six elements of servant leadership Servant leadership in organisations

Compulsory: Sendjaya, S, Sarros, JC & Santora, J 2008, ‘Defining and measuring servant leadership behaviour in organisations’, Journal of Management Studies, vol. 45, no.2, pp. 402-424. Yoshida, D, Sendjaya, S, Hirst, G & Cooper, B 2014, ‘Does servant leadership foster creativity and innovation? A multi-level mediation study of identification and prototypicality’, Journal of Business Research, vol. 67, pp. 1395-1404. Recommended: Collins, J 2005, ‘Level 5 leadership: the triumph of humility and fierce resolve’, Harvard Business Review, July-August, pp. 136-146.

7

Monday 24 August

Authentic and Holistic Leadership Definitions and dimensions of authenticity The role of emotions in leadership Leading with appreciative inquiry Leadership and the search for meaning and purpose The role of spirituality in leadership

Compulsory: Eubanks, DL, Antes, AL, Friedrich, TL, Caughron, JJ, Blackwell, LV, Bedell-Avers, KE & Mumford, MD 2010, ‘Criticism and outstanding leadership: an evaluation of leader reactions and critical outcomes’, The Leadership Quarterly, vol. 21, pp. 365-388. Quick, JC, Macik-Frey, M & Cooper, CL 2007, ‘Managerial dimensions of organisational health: the healthy leader at work’, Journal of Management Studies, vol. 44, no. 2, pp. 189-205.

Recommended: Fredrickson, BL 2001, ‘The role of positive emotions in positive psychology’, American Psychologist, vol. 56, no. 3, pp. 218-226.

Mid-Semester Break: 31 August–4 September inclusive

BMA328, Leadership in Organisations 27

8 Monday 7 September

Destructive Leadership The domain of destructive leadership How not to be a destructive leader in organisations

Compulsory: Nevicka, B, Ten Velden, FS, De Hoogh, AHB & Van Vianen, AEM 2011, ‘Reality at odds with perceptions: narcissistic leaders and group performance’, Psychological Science, vol. 22, no. 10, pp. 1259-1264. Aasland, MS, Skogstad, A, Notalaers, G, Nielsen, MB & Einarsen, S 2010, ‘The prevalence of destructive leadership behaviour’, British Journal of Management, vol. 21, no. 2, pp. 438-452.

Recommended: Padilla, A, Hogan, R & Kaiser, RB 2007, ‘The toxic triangle: destructive leaders, susceptible followers and conducive environments’, The Leadership Quarterly, vol. 18, pp. 176-194.

Maccoby, M 2000, ‘Narcissistic leaders: the incredible pros and the inevitable cons, Harvard Business Review, vol. 78, pp. 68-77.

Assessment Item 3 due Monday 7 September at 2.00 pm.

9 Monday 14 September

Moral Leadership Leadership ethics and moral reasoning The Parable of the Sadhu

Compulsory: Price, TL 2008, ‘Kant’s advice for leaders: “No, you aren’t special” ’, The Leadership Quarterly, vol.19, pp. 478-487. Sendjaya, S 2005, ‘Morality and leadership: examining the ethics of transformational leadership’, Journal of Academic Ethics, vol. 3, pp. 75-86.

Recommended: McKoy, BH 1983, ‘The parable of the Sadhu’, Harvard Business Review, September-October, pp. 103-108.

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10

Monday 21 September

Corrupt Leadership Leadership lessons from the Enron debacle

Compulsory: Moss Kanter, R 2010, ‘Powerlessness corrupts’, Harvard Business Review, vol.88, pp. 36.

Denis, T & Vatcha, N 2005, ‘Charismatic leadership and corporate cultism at Enron: the Elimination of dissent, the promotion of conformity and organisational collapse’, Leadership, vol. 1, no. 4, pp. 455-480.

Recommended: Boddy, CR 2011, ‘The corporate psychopaths theory of the global financial crisis’, Journal of Business Ethics, vol. 102, pp. 255-259. Stein, M 2007, ‘Oedipus Rex at Enron: leadership, Oedipal struggle and organisational collapse’, Human Relations, vol. 60, no. 9, pp. 1387-1410. Levine, DP 2005, ‘The corrupt organization’, Human Relations, vol. 60, pp. 723-740.

11

Monday 28 September

Leading Change in a cross cultural context How leaders build, sustain and change corporate culture Key findings from Hofstede’s and the GLOBE study Cultural sensitivity of the global leaders

Compulsory: Javidan, M, Dorfman, RW, Sully de Luque, M & House, RJ 2006, ‘In the eye of the beholder: cross cultural lessons in leadership from project GLOBE’, Academy of Management Perspective, vol. 20, no. 1, pp. 67-90. Pekerti, A & Sendjaya, S 2010, ‘Exploring servant leadership across cultures: comparative study in Australia and Indonesia’, International Journal of Human Resource Management, vol. 21, no. 5, pp. 754-780.

Recommended: Semler, R 1989, ‘Managing without managers’, Harvard Business Review, September–October, pp. 76-84.

Assessment Item 4 due Monday 28 September at 2.00 pm.

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12

Monday 5 October

Where are we now with leadership? Leadership in Australia and critique of leadership theory

Compulsory: Cho, J & Dansereau, F 2010, ‘Are transformational leaders fair? A multi-level study of transformational leadership, justice perceptions and organizational citizenship behaviors’, The Leadership Quarterly, vol. 21, pp. 409-421.

Assessment Item 2 Tutorial presentation

13

Monday 12 October

Unit in Review – Reflections on personal leadership journey and lessons learned

Assessment Item 2 Tutorial Presentation

Finish Assessment 1: Workshop Attendance and Contribution.