SUBJECT OUTLINE 49069 Leadership and Responsibility Subject coordinator Tom Anderson Building 11 Level 6 Email: [email protected] Telephone: 9514 2639; Teaching staff Tom Anderson Email: [email protected] Please do not hesitate to contact Tom should you have any academic questions relating to this subject. Email enquires will be accepted at any time and generally will be responded to within 24 hours unless the issue is complex. It makes some sense to have a subject line that does not suggest that the email is spam. Please provide adequate subject identification and if your enquiry warrants it personal identification. If your issue is a significant one possibly requiring some administrative assistance you should also provide your student number. Your student's UTS email address is the formal address that UTS uses to contact and communicate with you. University rules require email sent from a student to the University must be sent from the student's UTS email address. Subject description This subject develops an understanding of the role of engineering and technical managers as responsible leaders in organisations. It focuses on the need to work through other people, not only subordinates and supervisors, but other managers and leaders. The subject provides a comprehensive review of leadership theory by following the timeline of historical development. It teaches that there exists many complex facets of leadership and emphasises the belief that one should not accept a position of trust without accepting the responsibility that goes with it. However, the art of leadership cannot be learned solely from books, virtual cafes or YouTube videos, it needs to be experienced and practised by doing and by interacting with real humans. A central teaching element of this subject is a set of activities that require engagement, motivation, critical thinking, verbal communication, group participation, perseverance and performance under time pressure. Subject learning objectives (SLOs) Upon successful completion of this subject students should be able to: 1. Demonstrate a developed capacity to be a life long student of leadership. 2. Identify and demonstrate a capacity to consider both positive and negative aspects associated with a set of ideas or a problem or opportunity and reach a personal position that places due weight on different perspectives. Students should be able apply critical analysis/thinking effectively. 3. Execute and proactively pursue self-reflection as a means of guiding their personal, managerial and leadership development. 4. Communicate a well developed awareness of the historical development and the thrust of the dominant leadership theories and be able to discuss their strengths and weaknesses. Course area UTS: Engineering Delivery Autumn 2017; distance mode Credit points 6cp Result type Grade and marks 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 1 of 21Course intended learning outcomes (CILOs) This subject also contributes specifically to the development of the following faculty Course Intended Learning Outcomes (CILOs) and Engineers Australia (EA) Stage 1 competencies: Apply systems thinking to understand complex system behaviour including interactions between components and with other systems (social, cultural, legislative, environmental, business etc.) (A.5) Demonstrate research skills (B.6) Apply abstraction, mathematics and/or discipline fundamentals to analysis, design and operation (C.1) Manage own time and processes effectively by prioritising competing demands to achieve personal goals (Manage self) (D.1) Reflect on personal and professional experiences to engage in independent development beyond formal education for lifelong learning (D.2) Communicate effectively in ways appropriate to the discipline, audience and purpose. (E.1) Work as an effective member or leader of diverse teams within a multi-level, multi-disciplinary and multi-cultural setting (E.2) Be able to conduct critical self-review and performance evaluation against appropriate criteria as a primary means of tracking personal development needs and achievements (F.1) Appreciate ethical implications of professional practice (F.2) Understand cross-cultural issues (regions or workplaces) (F.3) Contribution to the development of graduate attributes Engineers Australia Stage 1 competencies Students enrolled in the Master of Professional Engineering Practice should note that this subject contributes to the assurance of Engineers Australia Stage 1 competencies: 1.5, 3.1, 3.2, 3.4, 3.5, 3.6. Teaching and learning strategies Students are expected to access the UTSOnline site for the subject and engage with the extensive set of digital self-learning resources provided. The subject’s Lecture Support Notes (LSN) book, Reading Material (RM) book and Workbook (refer to Other resourcse) are resources used for both in-class and out of class learning activities. Virtual lectures are provided in video or audio files supported by power point presentation format. Student learning in the subject is facilitated by a combination of: 1. Active learning tasks to reinforce and consolidate learning. Tasks are scheduled for each session week (see "Program" below). The Workbook contains a collection of specifically focused exercises and activities and is the source of many in-class activities and self-assessment/evaluation instruments. 2. Contact meetings that incorporate: Blended lectures that aim at providing supplementary explanation and broader real-life context to the information and theoretical concepts contained in the LSN. Some synthesis is attempted to demonstrate connections between various ideas and aspects of knowledge. A feature of subject delivery is the modelling of critical thinking and encouragement of student thoughtful analysis. Small group collaborative discussion exercises and problems aimed at clarifying the level of understanding of important concepts. Several subject exercises encourage self-monitoring and self-awareness. Two or three classes will focus on collaborative student guided completion of open ended leadership/management problems. Student presentations and peer review and feedback. Question and answer sessions offer an opportunity to progressively raise queries and to discuss and clarify concepts regarding subject content and assignment tasks. 3. A set of seven Debates that occur within a complex operational structure. Each student will be allocated to a seven-member debate group and over the last six to eight weeks of the session seven debates will be held using UTSOnline forums under the main Discussion Board and the Private Group discussion forums and communication facilities. Each group will have at least one Distance student embedded in the group. 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 2 of 21facilities. Each group will have at least one Distance student embedded in the group. 4. Encouraged consultation directly after contact meetings and by out of meeting email correspondence. Questions raised as part of this consultation will form the basis of every other day announcements that provide advice, guidance and feedback via UTSOnline. The announcements aim at assisting student learning and motivating continuous engagement. 5. Assignments that reinforce aspects of leadership theory but are also designed and structured to allow students to reflect on real-life application and to develop practical skills. The second assignment attempts to reinforce the value of studying the leadership of others. 6. Subject announcements will be made using UTSOnline. Students are expected to regularly check the announcements page for information. A specific design feature of the subject delivery is that from Week 6 subject participation activities are generally not pre-scheduled. This approach is used because it best models (within the significant constraints of an academic environment) the reality of leadership. Leaders have a set of objectives which generate a base work load and in addition they must cope with a range of unexpected task that are often required to be resolved or completed urgently. You need to be aware of the assignment due dates and be vigilant in identifying the announcement of subject participation activities and their deadlines. 7. Use of similarity detection software. Each assignment offers at least one opportunity to submit a draft and obtain similarity feedback. This allows the student to reflect on their success in putting information in their own words and where necessary to appropriately reference the words of others. 8. Leadership and Responsibility does not have a final examination. This aspect of the subject’s educational design results from the coordinator’s belief that whilst leadership theory is important and beneficial in providing insights, leadership development requires practice and direct experience. The subject offers opportunities to practice and observe others practicing (or in a few cases not practicing) leadership skills. Note: Feedback is available prior to the session census date for Week 1 tasks; the early diagnostic test titled “Management Understanding Diagnostic Test”; Subject Activity #1 Individual Home Page Blog and Subject Activity #2 “Manager from Technocrat” Parts 1 and 2. Study approach The subject is offered in a few different modes. Each learning mode has a separate subject outline. The learning objectives and content are the same for all modes. There are however some differences in emphasis and in assignment work because of specific constraints presented by the various modes. The Subject Outline for the specific session of study being undertaken must be read in conjunction with the Supplementary Instructions. Both documents will be posted on UTSOnline and provide information and advice on many facets of the subject content, its administration and the student’s obligations. It is mandatory that students obtain, read and comply with the requirements of both the subject outline and supplementary instructions. Whilst your study approach is a personal choice, do keep in mind that this subject is not one that can be mastered by some cursory reading and frantic activity just prior to the due dates for assignments. The participation requirements demand a schedule of continuous engagement with the subject. Of course, assignment due dates set time limits for achieving necessary competence in some aspects of material comprehension and subject objectives. A willingness to take personal responsibility is a key element of successful learning. It is estimated that you should set aside a minimum total of approximately 9 hours of study time per week (inclusive of any face to face contact) throughout the session. This is a rough guide only as people learn at different rates and will approach the subject from different backgrounds and levels of experience and have different ambitions and expectations regarding outcomes. It is also reasonable to expect assignment deadlines will add a potential load peak. Leaving study/activity and assessment items to the last minute is a common problem for most students. Such behaviour is the antithesis of leadership. To maximise your learning from this subject you should work consistently and progressively throughout the study session. The best way to achieve this is to allocate a study time at the beginning of the session, given the participative nature of the subject this should be planned as a few blocks of time each week rather than a single large weekly block. Make sure you adhere to the planned schedule making adjustment as your experience dictates. You should also have a contingency allowance for the requirements that you hadn't been able to foresee. The assessment regime of the subject requires every student to have some involvement with the learning opportunities 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 3 of 21associated with the three resource books. However, the books also provide extension subject matter and are particularly valuable for those students who wish to do more than just study the basics. They offer an opportunity to gain a far more rounded and deeper understanding of organisational leadership theory and practices than will be achieved by simply focusing on assignments and mandatory subject activities. Content (topics) Leadership involves a complex range of activities and one possible framework for studying the topic is outlined below. This subject will focus on the elements of “the Research”, “the Popular Literature and Practitioner’s Views” and “Critical Thinking”. However, it is important to remember that the scope of any leadership position is likely to be very broad. ________________________________________________________________________________ SELF Leadership - the Research, the Popular Literature and Practitioner’s Views Self Management Ethics Critical Thinking Strategic Thinking OTHERS AS INDIVIDUALS Motivation Coaching / Mentoring Conflict Management OTHERS COLLECTIVELY Teams / Groups Communication / Meetings ORGANISATION ISSUES Recruitment / Placement Appraising Training / Development Occupational Health and Safety ______________________________________________________________________________ . Program Week/Session Dates Description Week 1 refer timetable Preparation Week before first contact meeting in Session Week 2. Essential: Read the welcome message and all current announcements posted on UTSOnline under the announcement navigation button. Download the 49069 Leadership and Responsibility “Subject Outline” booklet applicable to your mode of study and the “Supplementary Instructions” document from UTSOnline. Students must read both the subject outline and the supplementary instructions diligently before Session Week 2. After reading these documents students should attempt the short diagnostic test “Management Understanding Diagnostic Test“ on UTSOnline. Obtain the text book “Covey” it can be purchased from the co-op bookshop, the web or from most large bookstores or possibly borrowed from a friend or colleague. 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 4 of 21You should be browsing through the various resources on the 49069 UTSOnline subject site to become familiar with both the resources and the structure of the site. The use of the UTSOnline portal for communication and learning activity will be substantial. Continue to check regularly for new announcement posted on UTSOnline. Advisable: The subject is supported by a “Reading Materials” book and a “Lecture Support Notes” book, both books can be down loaded from UTSOnline. Students should be generally aware of these two resources and be confident they can readily access them. Students should ensure they have a sound understanding of the assessment requirements. Important note: The program below sets out the thrust of each of the semester's contact meetings. Distance student may find the program schedule and the subject audio files a useful resource. The subject announcement page on UTSOnline will provide a continuous stream of subject information, subject administrative and assignment advice, content explanation and learning tips as well as proclaiming the commencement and deadlines for various subject activities and each of the web debates. This resource aims to ensure a continuous and semester long engagement with Leadership and Responsibility and its various potential learning experiences. Week 2 refer timetable Meeting: Session Week 2 Pre-reading: Please read the paper/book extract “Pirsig” contained in the Instruction booklet Appendix 3 - “Manager from Technocrat” papers. Topic: Introduction to subject. In class Haiku activity completed and submitted if time available. Post meeting activity and reading: Students must complete Subject Activity # 1 (their "home-page" blog on UTSOnline) and continue Subject Activity # 2 Manager from Technocrat by reading the remaining two papers (2. Posner and 3. South) contained in the Instruction booklet Appendix 3 - “Manager from Technocrat” papers. Students are advised to prepare a concise reflective report on the three papers. This report is not to be submitted but will be beneficial for the second part of Subject Activity #2 Week 3 refer timetable Meeting: Session Week 3 Pre reading: Read and consider the validity of the views expressed in the article “The Family” Topic: Topic: Critical Analysis. Session topic to be completed however limited time will be available to discuss all aspects of "The family" article in class, therefore students should review this exercise at home after class in the light of the thrust of the ideas 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 5 of 21exercise at home after class in the light of the thrust of the ideas engaged with in the class session. Resources provided: 1. Workbook (to be returned at the end of each class). 2. DVD "Manager from Technocrat" made available through UTSOnline. Post meeting activity and reading: Study the self-learning material titled "Manager from Technocrat". Resources: Lecture Support Notes, Audio file and DVD. Week 4 refer timetable Meeting: Session Week 4 Topic: Preliminary “Debate Groups” established. A class activity on brainstorming undertaken. The content associated with the activity will be recorded in a mp3 file. Post meeting work: Subject Activity # 3 must now be undertaken. Each debate group must prepare a single statement setting out their understanding of what is required of the group and its members for the Web Debate activity (maximum length 300 words). This statement is to be placed on the Groups private chat board with a heading “Final Statement Web Debate Responsibilities” Each individual student in the group must make at least one chat board entry contributing some comment to the final statement’s development or agreeing to its content. Week 5 refer timetable Meeting: Semester Week 5 Pre meeting work: Read and consider the validity of the short written item “Obsolescence” Topic: A mini debate based on the topic of "Obsolescence" undertaken in class. After the debate individuals (selected at random) will be asked to present their assigned position. Debate Groups finalised. Post meeting work: Web Debate 1 to start towards the end of the week. Important note: Pre reading and Post meeting work for Session Weeks 6 through to 12 and the details of various further participation activities and the commencement of each of the web debates will be progressively announced via UTSOnline. This is part of the subject's learning design, refer "Teaching and learning strategies". Week 6 refer timetable Meeting: Session Week 6 Topic: Start Leadership Theory, complete Part 1 “Introductory Comments The focus of the remaining lecture time is the "Trait" approach up to the concept of self-monitoring. The exercise in the workbook "Traits: What Makes a Good Leader " probably undertaken in a more limited format (2 traits only). Begin to explore the concepts of self-monitoring and self-awareness. Probably up to the connection between the two. Undertaken in class “Self -monitoring” test. 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 6 of 21-monitoring” test. Week 7 refer timetable Meeting: Session Week 7 Topic: Complete self-monitoring and self-awareness. " Empathy Quotient (EQ)" test including the self-prediction of results and scoring. Gender is identified as a trait largely overlooked by the research." Systematizing Quotient (SQ)" test including the self-prediction of results and scoring. Class scores will be identified for both EQ and SQ. Look at some of the complexities that are appearing with the attempt to develop a theory. Intelligence - professional capability, IQ and Theory of multiple intelligences considered. Undertake the workbook quiz on multiple intelligences. Weeks 8 and 9 refer timetable Meetings: Session Week 8 and Week 9 Standard mode students must attend both sessions. Note: Distance students do not participate in the in class group presentations they are set a modified assessment item. In addition to delivering a group presentation every individual standard mode student must also complete separate subject activities during the meetings these are part of the standard mode group presentation assessment task. Over the duration of these two weeks both standard and distance mode student must study the Guest lecture by Ross Fowler via the resources on UTSOnline (an audio file and power point file). A UTSOnline forum discussion of Ross' lecture will be set as an out of class subject activity. Week 10 refer timetable Meeting: Session Week 10 Topic: Start Behavioural Theories, 2 Factor approach, Fiedler's Theory. Complete workbook exercise - "Assessing a Leadership Situation" Week 11 refer timetable Meeting: Session Week 11 Topic: Spend 30 minutes on class activity Centralising Purchasing. Introduce Vroom and Yetton's Decision Process Flow Chart. Possibly Team Role Theory Week 12 refer timetable Meeting: Session Week 12 Topic: Path Goal Theory, LMX, Management and Leadership - the early steps Tom's views Possible extension study Extension Topics For those students who would like to explore the area of leadership and responsibility in greater depth than the subject curriculum allows resources for a number of additional topics will be provided as possible personal interest extension study. Examples include: 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 7 of 21Extension Topic 1 "Team Role Theory" Extension Topic 2 "Managing your career to prepare for Leadership" Extension Topic 3 "Leadership of Teams Delivering Major Infrastructure Projects" Extension Topic 4 "Leadership in Large Organisations" Additional subject costs Provided a student is willing to use electronic copies the additional subject costs are relatively minimal, at the time of publication the approximate cost of the textbook was $25. Assessment There is a separate Subject Outline for Standard Mode students and separate one for Distance Mode students. Ensure you a using the outline that aligns with your enrolment status, this is particularly important with regard to the assessment tasks. 1. Tasks All assessment tasks must be completed and submitted by the due dates stated in this Outline, students must submit what has been completed by the due date independent of whether the work is finished or meets requirements or is to the standard desired. All assignments must be typed. It is advisable to keep a copy of your submitted assignment. Great care is taken in recording and processing submitted assignments, but in the event of an assignment being lost it is the student’s responsibility to provide an extra copy. 1.1 Standard mode students must complete: Critical Analysis Assignment: An individual assignment, Group presentation (Face to Face attendance mode students only): a group assignment requiring extensive collaboration with one other student, Response paper An individual assignment,and Subject participation (Face to Face attendance mode students only); activities which may be individual or group based. A pass in the subject is achieved by gaining a total of 50 marks. 1.2 Distance students must complete: Critical Analysis Assignment: An individual assignment, Leader Case Study (Distance mode students only): An individual assignment, Response paper An individual assignment,and Subject Participation (Distance mode students only): activities which may be individual or group based. A pass in the subject is achieved by gaining a total of 50 marks. 2. Submission All assignments must have a cover sheet with your name, student number, mode of study, subject name and number and assignment identification clearly shown. For the group assignment, the group number and each student's details must be provided. All assignments must be submit as both: hard copy AND electronic copy to Turnitin. For the standard mode group assignment only one student should submit the various components of the assignment. Students or groups failing to submit both hard and electronic copies will not have their work marked. 2.1 Hard Copy - Standard Mode students: 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 8 of 212.1 Hard Copy - Standard Mode students: Standard students must bring their assignment hard copy to class and submit at the beginning of the class meeting. It is important that you attach a Standard Mode cover sheet to your assignment (a copy is included in Appendix 1 of the Supplementary Instructions and an electronic copy is available on UTSOnline). 2.2 Hard Copy – Distance Mode students The distance mode “hard copy” of assignments must be submitted by one of the means below: by mail (postmarked by the date nominated) to the Distance Mode Officer, UTS: Engineering, Level 6, Building 11, PO Box 123, BROADWAY NSW 2007 or by hand (by the date nominated) to the UTS City Campus - Distance Mode Drop Box, located outside the FEIT Learning Precinct (FLP - Building11, Level 5, Room 300) - Drop Box #33. by email (by the date nominated) submit soft copy in PDF format to [email protected]. Please ensure that the soft copy complies with all hard copy requirements (a hard copy will be printed on your behalf). Please send your submission from your student's UTS email address. Students enrolled in distance mode must not submit their assignments at a class meeting. It is important that you attach a Distance Mode cover sheet to your assignment (a copy is included in Appendix 1 of the Supplementary Instructions and an electronic copy is available on UTSOnline). 3. Extensions Extensions to due dates will only be granted ahead of time or for illness on the basis of a medical certificate or for exceptional circumstances outside the control of the student and the extension application is supported by appropriate evidence. Academic workload related to other subjects, industry work or travel pressures are not normally valid grounds for extension. No late assessment items will be accepted for marking once marked papers have been returned to other students. Late assessment items if accepted may have significant marks deducted. Assignments submitted after the due date (extended or late) or submitted contrary to the requirements set out in the subject documentation, if assessed will not receive feedback on performance. 4. Assignment return Arrangements for the return of Assessment tasks 1, 2 and 3 will be announced on UTSonline. It is intended to return marked assignments within four weeks of their receipt. Students may not rewrite or resubmit assignments. Assessment task 1: Critical Analysis Assignment Objective(s): This assessment task addresses the following subject learning objectives (SLOs): 1 and 2 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.6, C.1, D.1, E.1, F.2 and F.3 Type: Report Groupwork: Individual Weight: 15% Task: STANDARD and DISTANCE MODE 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 9 of 21Task: STANDARD and DISTANCE MODE The Reading Material book (RM) contains Recommended Readings and four sections of Topic Readings. The topic readings section: Section 4 Gender and Leadership Style (pages 367 to 470) is to be used for the Autumn 2017 assessment task. The section contains six articles (Reading 4.1 through to Reading 4.6), students should read the articles and then must choose one of them and complete a detailed critical analysis of that chosen paper. You may refer to other articles (correctly referenced) in the Reading Material book or other recent peer reviewed journal papers. If you rely substantially on a paper not included in the RM you must attach a copy of the paper as an appendix to your assignment. You must avoid opinion; do provide logical, considered reasons for your analysis of the paper’s approach to its subject, assertions and conclusions. Identify the key ideas and concepts being put forward by the author. Rigorously consider the relevance, validity, consistency and logic of the evidence provided by the author to justify his/her ideas or to support the conclusions reached. Discuss any identifiable bias or motive that may have coloured the author’s approach or influenced the formulation of the conclusions. Applications or relevant knowledge from other sources may be used in this discussion provided they are completely referenced. Original and thoughtful comment well substantiated will be highly regarded. Good presentation, structured organisation of the content and clarity of writing are basic expectations for a satisfactory report. Length: 1200 words Due: Tuesday 11 April 2017 Students must submit what has been completed by the deadline. See submission information under the heading "Assessment" above. All students must submit a hard copy and an electronic copy to Turnitin. Both hard copy and electronic submission to TURNITIN must be received by the due date. Turnitin Autumn 2017 login information is as follows - Class ID: 14717534 - Name : 49069 Autumn 2017 L&R Sydney - Enrolment Password: rigorous. Standard mode students are expected to submit the assignment at their class meeting during Week 5. Distance assignments must not be submitted at a class meeting, details of the procedure for Distance mode submission are contained in "Assessment" above. Criteria linkages: Criteria Weight (%) SLOs CILOs Compliance with the assignment brief. Demonstrated knowledge and understanding of relevant subject topic(s). Clear shown capacity to develop and present argument and analysis of high quality and a capacity to draw conclusions. Demonstrated clarity and coherence of writing style. Appropriate referencing. On-time submission. 100 1, 2 A.5, B.6, C.1, D.1, E.1, F.2, F.3 SLOs: subject learning objectives CILOs: course intended learning outcomes Further information: A key subject learning requirement/objective is the development and application of critical thinking. Early in the session a few in class and out of class active learning tasks will require students to write short critical responses. Open discussion of various responses will provide students with the opportunity to develop an understanding of possible approaches and to gain feedback. Exemplar responses to discussed and further potential practice exercises will be available on UTSOnline. During the session feedback related to individual student enquiries will be provided beneath the 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 10 of 21“Assignment 1 advice” navigation button on the L&R UTSOnline site. Individual feedback will be provided on return of assignments. Cohort performance statistics will be posted on UTSOnline at that time. Assessment task 2: Leader Case Study (Distance mode students only) Objective(s): This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 4 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.6, D.1, E.1, E.2, F.2 and F.3 Type: Presentation Groupwork: Individual Weight: 15% Task: DISTANCE MODE This is an individual assessment component Study a leader of your choice. Your leader may be either a real-life present day or historical person or a leader-character featured in literature or film. You must provide appropriate referencing including citing the novel or film if you choose a fictional character. 1) Write a maximum 900 word essay on the nature of this person and the nature of their influence: What makes/made this person a successful leader? What can be learnt about leadership from a thoughtful study of this person? 2) Prepare a PowerPoint presentation based on your study that would be suitable for a conference presentation. 3) Present your presentation preferably to a senior colleague however if that is not feasible a same level colleague, friend or family member is acceptable. You should do this under conditions as close to a conference situation as you can possibly arrange. The time period for which you are preparing and must present is 5 minutes. The person that acts as the audience for your presentation must complete a “Speech Audience Report” details and the proforma report are provided in Appendix 4 of the Supplementary Instructions. Should you choose to do so you may present to more than one colleague and submit a number of audience reports. An audience of more than one is encouraged, particularly if you are unable to access a senior colleague, but is not mandatory. More detail is provided in "Further information" below Due: Not applicable Components to be progressively submitted, see "Further information" below. Criteria linkages: Criteria Weight (%) SLOs CILOs Compliance with assignment brief. Demonstrated knowledge and understanding of chosen leader. Shown capacity to concisely document and present findings professionally. Ability to communicate effectively to an audience of peers. Demonstrated competence in reviewing and critiquing the work and 100 1, 2, 4 A.5, B.6, D.1, E.1, E.2, F.2, F.3 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 11 of 21presentations of peers. On time, progressive delivery of set tasks. SLOs: subject learning objectives CILOs: course intended learning outcomes Further information: (i) About task Electronic Copies: Submit the PowerPoint presentation by email to [email protected]. Submit the essay to TURNITIN. # Hard Copies: Submit a single document which binds together a hard copy of both the essay and PowerPoint presentation (six slides to a page is acceptable provided all text is legible) and the audience report(s). Students are encouraged to also provide a photograph of themselves presenting and the audience however it is not mandatory. # Your essay must be: 1. in an organised format, with brief introduction and conclusion 2. concise no more than 900 words long. 3. well structured and well written and convincing. 4. free of grammatical and typographical errors. 5. well referenced. # The assignment talk must be: 1. focused, succinct, and tell a coherent story; 2. pitched at the level of your peers, that is the target audience is fellow leadership students. delivered in a highly professional manner, the verbal presentation must demonstrate significant prior preparation, organisation and practice. You should not read from notes or visual aids for any extended length of time. You are expected to communicate with passion and confidence 3. 4. interesting AND relate to and explain important concepts associated with good leadership; stylish in presentation of introduction, evidence, and conclusions. The power point presentation should not be a reproduction or simply a summary of your essay. It must be specifically designed to accompany the verbal presentation adding emphasis and interest to your words. the slides must be easy to read and easy to understand. 5. 6. structured to clearly demonstrate you have undertaken sound research. well referenced, but not overly so; references on individual slides should be indicated as: (Author, Year). On the last slide of your presentation supply a list of the most relevant references that were essential to your talk (probably about 3). 7. (The present length is to be no less than 4 minutes and no more than 6 minutes in duration). # Speech Audience Report(s) A proforma audience report is included as Appendix 4 of the supplementary instructions. Your audience member(s) must complete and sign this report and you must submit their report(s) together with the hardcopy of your essay and power-point slides. # (ii) About submission: The electronic copy of the PowerPoint presentation must be submitted by email to [email protected] and is due on Monday 8th May 2017. You must check your file for viruses before submitting, any file that has a virus will not be opened and accordingly will not be accepted. (It 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 12 of 21is also possible that files with a virus may not reach the instructor as the University firewalls may reject them). The submission of the essay to Turnitin is due on Monday 8th May 2017. The report document which binds together a hard copy of the essay, PowerPoint presentation and audience report(s) is due on Monday 15th May 2017. Turnitin Autumn 2017 login information is as follows - Class ID: 14717534 - Name : 49069 Autumn 2017 L&R Sydney - Enrolment Password: rigorous (iii) About feedback A collated list of selected feedback comments offered to students in the last two sessions will be provided through UTSOnline. During the session feedback related to student/group general enquiries will be provided beneath the “A2 Std & Dist advice” navigation button on the Leadership and Responsibilty UTSOnline site. Individual feedback will be provided on return of assignments. Cohort performance statistics will be posted on UTSOnline at that time. Assessment task 3: Response paper Objective(s): This assessment task addresses the following subject learning objectives (SLOs): 1, 2 and 3 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.6, D.2, E.1, F.1, F.2 and F.3 Type: Report Groupwork: Individual Weight: 25% Task: STANDARD and DISTANCE MODE Write a personal response to Stephen Covey’s The 7 Habits of Highly Effective People. Do not review or critically analyse the book. Do provide a personal response to the book’s ideas that have particular interest to you and your professional experience. Express your opinon and reasoning, do not use or quote others opinions. Focus on what you agee with, what you disagee with, what you think might be valuable in your personal and professional life, what having studied the book you plan to change and why. Length: 2000 words Due: Tuesday 6 June 2017 All students must submit a hard copy and an electronic copy to Turnitin. Both hard copy and electronic submission to TURNITIN must be received by the due date. Turnitin Autumn 2017 login information is as follows - Class ID: 14717534 - Name : 49069 Autumn 2017 L&R Sydney - Enrolment Password: rigorous Standard mode students must submit the hard copy at their class. Details for Distance submission is included under "Assessment" above. Criteria linkages: Criteria Weight (%) SLOs CILOs 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 13 of 21linkages: Demonstrated competence formulating opinion(s) about the ideas and work of others. Shown capacity to drawn from your own experience and the quality of your insights into the distinctive features of your own learning. A willingness and capacity to engage in self-reflection and personal development. Shown capacity to present personal views professionally. On time delivery. 100 1, 2, 3 A.5, B.6, D.2, E.1, F.1, F.2, F.3 SLOs: subject learning objectives CILOs: course intended learning outcomes Further information: A small number of exemplar response papers will be provided through UTSOnline. During the session feedback related to individual student enquiries will be provided beneath the “A3 Covey advice” navigation button on the L&R UTSOnline site. Individual feedback will be provided on return of assignments. Cohort performance statistics will be posted on UTSOnline at that time. Assessment task 4: Subject Participation (Distance mode students only) Objective(s): This assessment task addresses the following subject learning objectives (SLOs): 1, 2, 3 and 4 This assessment task contributes to the development of the following course intended learning outcomes (CILOs): A.5, B.6, C.1, D.1, D.2, E.1, F.2 and F.3 Type: Exercises Groupwork: Individual Weight: 45% Task: DISTANCE MODE There is no formal examination for this subject. Three assessment tasks set at the beginning of the study session, Critical Analysis, Leader Case Study and Response Paper, must be returned on stated dates. Continuous assessment of participation in subject based exercises provides the remaining (fourth) assessment component. Participation Mark Distribution: in general the 45 marks available for participation will be spread over subject based activities as follows: Web Debates (25 marks) Distance Blogs/Subject Activities (15 marks); Manager from Technocrat - Subject Activity #2 (5 marks); Continuous formative feedback will be provided throughout the session (refer futher information below). However, progressive marks will not be published. Student participation marks will be released towards the middle of the examination period. # Web Debates The "Web Debates" group activity will be introduced to all students through UTSOnline 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 14 of 21The "Web Debates" group activity will be introduced to all students through UTSOnline announcements and small subject acivities. The debates program should begin in late Week 5 or Week 6 (depending on enrolment stability) and will continue for the remainder of the session. This complex activity will be entirely undertaken via UTSOnline and there are a number of navigation buttons dedicated to web debates. The Debates are the centre piece of “Participation” and consist of a set of seven Debates that occur within a complex operational structure. Each student will be allocated to a seven-member debate group and over the last six to eight weeks of the session seven debates will be held using UTSOnline forums under the main Discussion Board and the Private Group discussion forums and communication facilities. At least one distance student is embedded in each debate group. The reason for this is in industry the norm is increasingly for members of a team to be in at least three countries with collaboration taking place using media technology. Technology’s impact on business models and organizational and individual work practices are aspects that are raised both formally and informally by the debate activity. One measurement of the success of a debate group is the level of engagement they achieve with their “virtual” distance member(s) Much of the value of the debates stems from the difficulty of organizing a disparate group of people, it is a significant leadership challenge. The structure of this subject component has been carefully designed so that every student has an opportunity to engage with and experience the various tasks. (Two entirely independent sets of debates are used to maximise these opportunities. Every individual student is scheduled to play a different role in each of the debates, they will be required to be a leader or member of a subgroup in addition to their individual responsibilities). Many of the rules and requirements have been chosen to necessitate the groups make operational decisions. The rules continue to evolve and change debate by debate to ensure that each fresh leader must cope with some variation. One of the lessons that the debates brings home is the difficult of leadership - and the extreme difficulty when as leader you have very limited formal power to fall back on. The debates also offer an opportunity for the development of an understanding of how people from a different gender, from different cultures, different technical backgrounds and in some cases, different age groups think. This is likely to be invaluable experience in terms of personal development. Industry greatly values people with a broad understanding of others. The debate topics are not trivial; they raise issues all leaders and managers should all think about. For some students, the debates will be an opportunity to gain confidence in expressing their opinions – and defending them. By itself a potentially liberating experience. # Distance Blogs In this subject distance mode students may not attend the contact sessions. (Distance students are provided with the subject Workbook to assist their self-study and self-assessment. Distance students do not submit their workbook at the end of the semester and it does not form a formal part of their assessment). An area has been created exclusively for distance students on UTSOnline (see under the “XXX Distance Blogs” navigation button. –“XXX” will identify the current semester for example A17 will be Autumn 2017). However, access may not be provided until enrolments have stabilised (probably Week 4). Standard mode students do not have access to this area. The area is for the development of distance student's personal reflection about their learning. Whilst any aspect of learning associated with the subject is appropriate, the intent is that this journal will have a prime focus on the "Leadership Theories" introduced and discussed within the contact meetings. Your study of this material can be done directly from the Lecture Support Notes (LSN), however the files under the “Audio Files” navigation button on UTSOnline provide a complimentary resource. The Workbook should also assist in your exploration and understanding of the material. 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 15 of 21Blog entries should be a reflection, not a summary of a theory or a lecture. The following theories/topics should be the basis of your reflections and it is anticipated that you will provide as a minimum a separate blog for each; Traits Self-awareness Gender; Intelligence Behavioural Models Vroom and Yetton Path Goal Theory Leader Member Exchange Team Role Theory It is recommended that you progressively complete your blogs throughout the study session. Blog entries are expected to be concise and to the point. Distance students are unable to view each other's entries, but the lecturer can view all entries in the blog. These reflections will contribute to the distance student’s participation mark. There is no required schedule for completing the blogs however, students are advised the most productive learning experience will be obtained by undertaking them progressively throughout the semester. The information contained under "Program" above would suggest a sensible time line. However all intended blog contributions must be completed by the end of Week 11 when they will be assessed as a body of work. # Subject Activities Subject Activities will be progressively announced on UTSonline with details provided beneath the "Subject Activities" navigation button. Initial Subject Activities (Subject Activities #1 and #2) Subject Activity #1: INDIVIDUAL HOME PAGE BLOG As an initial activity you must complete your UTSOnline Home Page Blog providing a brief introduction of yourself, a digital photograph and at least one favourite website link that tells the reader something about your interests. It is essential that this activity is completed by the due date. Details are provided under the Subject Activities navigation button on UTSOnline. Due date: complete end of Session Week 1. Subject Activity #2: MANAGER FROM TECHNOCRAT (This activty requires substantive effort and is accordingly provided with dedicated participation marks.) The activity has a number of components. The first step (Part 1) is to study carefully three papers and develop your ideas on the material. I suggest you compile your ideas into a concise report of say 200 to 400 words. The report you prepare is not to be submitted it is for your reflective benefit. It should however be of assistance in undertaking the second part of this activity. Due date Part 1: complete by the begining of Session Week 3 You will be advised of the second part after the contact meeting in Week 3. The three papers are included as Appendix 3 in the Supplementary Instructions. Following is a brief introduction to each and a suggested focus for your study: Pirsig The reading material is taken from “Zen and the Art of Motor Cycle Maintenance: An Inquiry into Values”. The author, Robert Pirsig, began a college science course but increasingly became interested in philosophical approaches. In his late thirties, Pirsig was institutionalised as mentally ill. 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 16 of 21The book was written after his discharge whilst the author was attempting to “discover himself”. The setting is a motorcycle trip across the USA that he embarks upon with his son Chris and two friends. He adopts the name “Phaedras” when he reflects back on his life and illness. The book has developed a cult following, particularly in technical/communication courses and has sold over 3 million copies. Study the extracted pages thoroughly and form an opinion on what main ideas Pirsig is promoting. Posner This paper, written by Barry Posner, an American academic, was published in the American “Project Management Journal” in early 1987. It reports the author’s findings based on the analysis of 287 responses to a questionnaire. Study this paper carefully. Identify the key ideas being put forward by Posner and rigorously consider the relevance, consistency and validity of the evidence provided to justify his conclusions. South Peter South’s article was published in the Australian based “Electrical Engineer” in early 1991. It describes the significant benefits that have accrued from a Government Authority pursuing a program of replacing overseas sourced mechanical spare parts with local items. Form an opinion on the merits of re-engineering and identify the factors that might be appropriate to consider in formulating a policy approach. # Further Subject Activities will be advised throughout the study session. Due: Not applicable Tasks together with their associated deadlines will be introduced progressively throughout the semester. See "Further information" below Criteria: Work ready, able to settle in quickly. Willingness and ability to tackle a variety of small and medium size tasks outside technical domain. 1. 2. Compliance with directions for a wide range of (seemingly) adhoc tasks 3. Demonstrated competence formulating personal opinion(s) about the ideas and work of others. Clearly demonstrated understanding of power structures, business perspectives and social practices and culture. 4. 5. Clear ability to present written argument and/or discourse with considerable clarity and coherence. 6. A willingness and capacity to engage in self-reflection and personal development. The appropriateness of your written submission, that is style, grammar, spelling, and paragraphing. 7. The extent and quality of your contributions to the relevant online discussions and the personal blog 8. 9. Ability to reflected critically on the leadership theories presented throughout the semester. 10. Evidence of clear thinking and the development of a holistic viewpoint 11. On-time delivery. Criteria linkages: Criteria Weight (%) SLOs CILOs Demonstrated competence in performing against the set of multiple dimensioned criteria 100 1, 2, 3, 4 A.5, B.6, C.1, D.1, D.2, E.1, F.2, F.3 SLOs: subject learning objectives CILOs: course intended learning outcomes Further Submission requirements are progressive, due dates of components as specified throughout the 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 17 of 21Further information: Submission requirements are progressive, due dates of components as specified throughout the semester. Various forms of peer comment and review forms part of most participation tasks. The coordinator will provide continuous generic feedback for most subject participation activities via UTSOnline announcements. For Subject Activity #1 “Home Page Blog”, anonymous examples of varying quality will be discussed before the final due date as students begin to complete their blog. Later in the session this activity leads into the formation of groups for “Online Debates” activities. For all participation activities that require group collaboration, individuals and groups who have genuine difficulties of understanding or operation will be aided. However, this assistance will attempt to be framed in a way that encourages group members to work through their difficulties. Cohort performance statistics will be posted on UTSOnline. At the end of the session a virtual Debate Award ceremony will take place through UTSOnline. The event recognises and provides performance analysis of high quality contributions from both groups and individuals across nine categories as well as the announcement of the groups taking out the “Overall Debate Winner” title and the two runner-up places. Important notice about study patterns: The subject has been designed to encourage students to engage with continuous learning, and accordingly there is no final examination. The educational design results in significant weekly activities and Distance students are expected to make a similar weekly time commitment to these subject activities as their face to face counterparts The majority of subject activities are undertaken outside class time and are reported online so physical location is not an encumbrance. Because of the continuous learning requirements, the subject will not suit distance students wishing to organise or limit their study to three or four concentrated time slots during the session. Use of plagiarism detection software The subject uses "Turnitin", as a student personal review tool and an electronic assignment plagarism detection system www.turnitin.com The Supplementary Intructions (Appendix 2) provide guidance for gaining acess to Turnitin and the JDM Turnitin class. The Supplementary Instructions also provides some exampes of paraphrasing that may assist you to understand some of the ways you can use the work of others and give credit to their ideas. Please note: It is not sensible to state a “turnitin similarity %” that is acceptable as this is a relatively coarse measure of lack of originality. The intent of the turnitin submission requirement is that students use the revision folder(s) to judge the appropriateness of their work before they submit it to the final folder. The software, understandably, has some difficulty differentiating between good academic authorship where material is correctly quoted/referenced and plagiarism. It hass been set to also treat reference statements as similarity incidents. Therefore human intervention is necessary to check an assignment for style and appropriateness. However, for this subject it is reasonable to place an upper bound requirement that final submissions will not be considered or accepted if the “turnitin similarity %” is greater than 30%. Students submitting assignments not meeting this requirement will receive zero marks for the assignment – no assignment resubmissions will be accepted. This does not suggest that a “turnitin similarity %” of 30% is satisfactory but simply establishes that there is no excuse for submitting an assignment in the former category in this subject. Use the revision folder(s) to check your work before submitting to the final folder. Students submitting a hard copy but not an electronic copy to “turnitin” will be deemed to have failed the submission requirements and will receive zero marks for the assignment. Even if you get a low “similarity” value on the originality report, your assignment could be identified later for investigation – Turnitin does not find all types of plagiarism. Also, after you submit your report, if other work is submitted that matches yours, the system will identify you as the one of the authors to be investigated. Students should never share assignments electronically with other students, otherwise there is a risk that your work may be 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 18 of 21copied and Turnitin will show this as plagiarism.If you are identified as submitting plagiarised work late in the semester all your subject submissions will be further invesigated. Cheating, Plagiarism and Referencing Any attempt to use or provide unauthorised assistance, materials, information, work prepared by other persons or found on the Internet in any academic assessment task is considered cheating. A student must not submit substantial portions of the same academic work more than once without permission of the subject coordinator. Plagiarism will not be accepted and may be subject to disciplinary action. The basic principles of appropriate authorship are as follows; The work you submit must be your own. You must not copy another student’s work or allow another student to copy your work. You must acknowledge fully and clearly the ideas of another author within the text of the assignment or report e.g. Bruck (1991) has noted that ….. Full details of the source must be included in your reference list e.g. Bruck, J. (1991) ‘Writing in the Electronic Age’, Media Information Australia, No. 61. If you use the actual words of another author, you must place them in quotation marks and reference the page number (in this example page 13) e.g. Render and Stair (2000:13) argue that “a ‘good’ solution to the right problem is much better than an ‘optimal’ solution to the wrong problem”. Again, full details of the source must be included in your references e.g Render B. and Stair R. M. (2000) ‘Quantitative Analysis for Management’ Prentice-Hall, Inc, New Jersey p13. You must list as your reference the actual publication in which you read about a particular article e.g. The in text reference for reproduced data on ‘seasonality indices for adult impatient days at San Diego Hospital’ would be Sterk and Shyrock (1987:97) and the full reference in the reference list would be as follows: Sterk W. E. and Shyrock E.G. ‘Modern Methods improve hospital Forecasting’ Healthcare Financial Management March 1987 p 9 quoted in Render B. and Stair R. M. (2000) ‘Quantitative Analysis for Management’ Prentice-Hall, Inc., New Jersey p175. Web references must include date accessed, e.g. Walker, Janice R. “MLA-style citations of electronic sources.” http://www.cas.usf.edu/english/walker/mla.html (15 Jan 1996) Generally no more than about ten precent of your assignment or report should be direct quotations. Your reference list should not contain any item that is not mentioned in the body of your assignment or report. Suggested useful resources to assist you in understanding how to reference in academic writing and avoid plagiarism can be found at http://www.lib.uts.edu.au/help/study-skills Required texts Covey, Stephen R. (2004). The 7 Habits of Highly Effective People, Free Press, Simon & Schuster, New York. This popular book which fits in the "self-help" genre is used as the basis for one of the assignments. The text may be obtained from the Co-op Bookshop refer to http://www.coop-bookshop.com.au - students can order online arrange to pick the book up from a store or have it mailed or delivered. The Co-op Bookshop has a general store at 3 Broadway, City Campus as well as specialist stores on the Broadway campus. Refer to the Co-op web site for further details and opening hours. The text is also available from large general bookshops and some web book sellers. References The academic content of the subject predominantly consists of the leadership theories that underpin current understanding. These are well documented in many standard texts, however as much as possible the subject considers the theories through the academic lens of critical analysis. For those students wishing to study beyond the "in class content" a text that appears to go some way towards being sympathetic with this approach is Nahauandi, Afsaneh (2003). The Art and Science of Leadership, 3rd Ed. Pearson Education Inc., Upper Saddle River, New Jersey. Other resources UTSOnline The subject is very significantly supported by UTSOnline http://online.uts.edu.au/webapps/login/ Substantive subject advice will be provided progressively throughout the semester via the subject’s UTSOnline site. Many of the subject activities will be undertaken using the portal. Access to the site will be available to enrolled students at the beginning of the transition week(s). Students enrolling after the start of the session will experience a 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 19 of 21delay before access is granted. The site is intended to be your resource and web interface. Please note that UTS prides itself as a place of learning and tolerance. The University will take action to protect its reputation in this regard. Student behaviour within the UTSOnline virtual portal should be in keeping with appropriate behaviour anywhere on the campus. Please be aware that the University and the subject coordinator monitor the site and that the software supports extensive traceability of activity. Supplementary Instructions The Supplementary Instructions document is posted on UTSOnline, it must be read in conjunction with the semester specific Subject Outline. The Reading Material (RM) and Lecture Support Notes (LSN) books. The Reading Material book contains copies of journal papers or portions of key books. The papers are not necessarily written by acknowledged experts in the field. The Reading Material aims to provide a broad glimpse of the vast array of academic papers that have been published in the leadership area. The Lecture Support Notes are provided as a resource additional to the RME. It intended to assist students in their understanding of the key leadership theories and is one focus of the blended lecture series associated with the subject. It has been organised to enable distance mode students to work through the material in a measured and comprehensive manner particulally if used in conjuction with the audio files made available on UTSOnline. Electronic copies of the RM and LSN are freely available to all enrolled students on UTSOnline. Workbook Students enrolled in the class will be issued a subject Workbook without cost. It will be provided at the first class and must be returned at the end of each class. The Workbook will be the basis of numerous individual and collaborative activities undertaken throughout the class meetings. Aspects of the workbook should helpful in understanding both the subject material and your individual characteristics and attributes. The individually completed workbook will become the students personal property at the end of the session. Distance students are able to download the workbook from UTSOnline to assist their self-study and self-assessment. Graduate attribute development For a full list of the faculty's graduate attributes and EA Stage 1 competencies, refer to the Student Guide. Assessment: faculty procedures and advice Special Consideration If you believe your performance in an assessment item or exam has been adversely affected by circumstances beyond your control, such as a serious illness, loss or bereavement, hardship, trauma, or exceptional employment demands, you may be eligible to apply for Special Consideration. Academic integrity Work submitted electronically may be subject to similarity detection software. Student work must be submitted in a format able to be assessed by the software (e.g. doc, pdf (text files), rtf, html). For information about avoiding plagiarism see: https://avoidingplagiarism.uts.edu.au www.gsu.uts.edu.au/rules/student/section-16.html#r16.2 Academic liaison officer Academic liaison officers (ALOs) are academic staff in each faculty who assist students experiencing difficulties in their studies due to: disability and/or an ongoing health condition; carer responsibilities (e.g. being a primary carer for small children or a family member with a disability); and pregnancy. ALOs are responsible for approving adjustments to assessment arrangements for students in these categories. Students who require adjustments due to disability and/or an ongoing health condition are requested to consult a disability services officer in the Special Needs Service before speaking to the relevant ALO. The ALO for undergraduate students is: 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 20 of 21The ALO for undergraduate students is: Chris Wong telephone +61 2 9514 4501 The ALO for postgraduate students is: Associate Professor Rob Jarman telephone +61 2 9514 2368 Disclaimer This outline serves as a supplement to the Faculty of Engineering and Information Technology Student Guide. On all matters not specifically covered in this outline, the requirements specified in the Student Guide apply. 19/02/2017 (Autumn 2017) © University of Technology Sydney Page 21 of 21? Illustrate using Excel. .