Unit Outline

The world needs more effective leaders to respond to the myriad of challenges we face, across every discipline and sphere of life. The task of leading was once associated with senior management, but everyone has the potential to exercise leadership by influencing and inspiring themselves and others. Effective leadership is enabled by advanced knowledge of theory and cultivating good leadership skills and practices. Leadership requires authenticity, the capacity to build relationships, fostering a sense of belonging, and cultivating high quality followership to achieve organisational and individual objectives. This unit is divided into three modules. In the first module, students will be guided through the history of leadership theory and practice, and get up to speed with theories like transformational leadership, authentic leadership, servant leadership, Machiavellian leadership, and more. In the second module, students will focus on designing interventions to support their own leadership development using a leadership style or theory suited to individual students. The third module provides opportunity for students to inquire and evaluate the impact of their leadership, and allows students to evaluate a leadership approach on contemporary leadership challenges (e.g., climate change, quiet quitting, declining engagement, mental health and psychological wellbeing, intersectionality, and generative artificial intelligence).

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1.	Critically evaluate the nature of leadership theories and concepts.
2.	Cultivate awareness of the student's leadership self-concept.
3.	Evaluate the impact of leadership on individuals, teams, and organisations.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	87.5 credit points in any Bachelor degree or higher, from any discipline

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Assessment Task 1: Evaluating Your Leader Self-Concept	Week 6	30 %	LO1, LO2
Assessment Task 2:	Assessment Task 2: Developing Leadership Impact	Week 10	30 %	LO1, LO3
Assessment Task 3:	Assessment Task 3: Vlogging Your Leadership Development	Week 13	40 %	LO2, LO3

Assessment details

Assessment Task 1: Assessment Task 1: Evaluating Your Leader Self-Concept

Task Description:

Students will evaluate leadership theories to identify an approach that best aligns with their values and approach. Based on the selected approach, students will conduct an appropriate 360-degree evaluation of their current practice. To conclude, students will reflect on their 360-degree evaluation results from a diagnosis perspective.

Task Length:

2,000 words and 360-degree evaluation appendices

Due Date:

Week 6

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Propose a preferred leadership style using a critical evaluation of leadership theory	LO1
2	Apply leadership evaluation methods using a preferred leaderships style	LO2
3	Critically evaluate individual strengths and growth areas based on the leadership evaluation and theory	LO2

Assessment Task 2: Assessment Task 2: Developing Leadership Impact

Task Description:

During Leadership Learning Circles, students will work collaboratively to solve a weekly contemporary leadership problem and design solution. Each week students will rotate roles described in MyLO. Students will individually evaluate the impact of their preferred leadership style on any one contemporary issue discussed during the semester and respond to peer feedback on their solution.

Task Length:

1,000 words individually, and supplementary LLC appendices for team documentation.

Due Date:

Week 10

Weight:

30 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Diagnose a leadership style for its contemporary relevance	LO1
2	Evaluate the impact of a leadership style on a contemporary issue	LO3
3	Apply critical peer feedback to improve the quality of diagnosis and evaluation	LO3

Assessment Task 3: Assessment Task 3: Vlogging Your Leadership Development

Task Description:

In the third assessment, students will record an outdoor social media influencer-style leadership capacity development video based on findings from their 360-degree evaluation proposing a future leadership development activity. In this assessment, students will be working in regular Leadership Learning Circles (LLC) to design individual interventions to practice key improvements in their capacity to lead and influence. To conclude, students will reflect on their progress and team effectiveness.

Task Length:

10 minutes face-to-camera recording words and supplementary LLC appendices

Due Date:

Week 13

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Propose an individual leadership intervention using theory and practice	LO2
2	Critically reflect on progress towards leadership goals through interventions	LO2
3	Evaluate the efficacy of leading teams in the Leadership Learning Circles	LO3

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

This unit has weekly readings embedded into the online MyLO content to support student learning without a specific textbook.