115.709

center-125600

115.709

Applied Personal Leadership

COURSE PROFILE

2023

EMBA NZ 17 - Albany

Massey Business School

Te Kura Whai Pakihi

Moemoe (Vision):To be a business school of consequence.

Te Pae Twhiti (Mission):To be an educator that supports the wellbeing and ambition of students and staff, contributes to sustainable prosperity in Aotearoa New Zealand, and engenders impactful research of theoretical and practical significance.

Ng Uara (Values):Whai ngkau ttahi ki ttahiRespect for all

Hngai ki te tino aoReal-world relevance

He ako noaLearning without boundaries

M te rangahau e AratakiResearch-led thinking

CONTENTS

TOC o "1-3" h z u Course staff PAGEREF _Toc144294552 h 4Lecturer: Dr Patricia Bossons PAGEREF _Toc144294553 h 5Contact details PAGEREF _Toc144294554 h 5What is this course about? PAGEREF _Toc144294555 h 6Course prescription PAGEREF _Toc144294556 h 6Summary of the course PAGEREF _Toc144294557 h 6Key terms: Strategic leadership vs management vs strategic management PAGEREF _Toc144294558 h 6Course student learning outcomes PAGEREF _Toc144294559 h 8Relationship to other courses on the EMBA programme PAGEREF _Toc144294560 h 8Course role in development of programme competencies PAGEREF _Toc144294561 h 9Overview of the topics covered PAGEREF _Toc144294562 h 10Confidentiality expectations PAGEREF _Toc144294563 h 10The role of coaching in this course PAGEREF _Toc144294564 h 10How is this course assessed? PAGEREF _Toc144294565 h 14Completion requirements for this course PAGEREF _Toc144294566 h 14The assessment at a glance PAGEREF _Toc144294567 h 14Overall grading criteria PAGEREF _Toc144294568 h 15Assessment 1: Team leadership scenario presentation PAGEREF _Toc144294569 h 17Assessment 2: Team leadership scenario essay PAGEREF _Toc144294570 h 24Assessment 3: Workplace leadership problem or opportunity PAGEREF _Toc144294571 h 27Assessment 4: Individual reflective essay PAGEREF _Toc144294572 h 32For students wishing to submit assessments in Te Reo Mori and NZ Sign Language PAGEREF _Toc144294573 h 39Academic Honesty and Plagiarism PAGEREF _Toc144294574 h 39How will we learn in this course? PAGEREF _Toc144294575 h 40Approach to teaching and learning in the course PAGEREF _Toc144294576 h 40Notional hours of learning PAGEREF _Toc144294577 h 40Required and recommended readings PAGEREF _Toc144294578 h 42How this course is organized PAGEREF _Toc144294579 h 42Communication tools PAGEREF _Toc144294580 h 43EMBA Programme Guidelines PAGEREF _Toc144294581 h 44

0293370THIS MATERIAL IS PROTECTED BY COPYRIGHT AND HAS BEEN COPIED BY AND SOLELY FOR THE EDUCATIONAL PURPOSES OF THE UNIVERSITY UNDER LICENCE. YOU MAY NOT SELL, ALTER OR FURTHER REPRODUCE OR DISTRIBUTE ANY PART OF THIS COURSE PACK/MATERIAL TO ANY OTHER PERSON. WHERE PROVIDED TO YOU IN ELECTRONIC FORMAT, YOU MAY ONLY PRINT FROM IT FOR YOUR OWN PRIVATE STUDY AND RESEARCH. FAILURE TO COMPLY WITH THE TERMS OF THIS WARNING MAY EXPOSE YOU TO LEGAL ACTION FOR COPYRIGHT INFRINGEMENT AND/OR DISCIPLINARY ACTION BY THE UNIVERSITY.

00THIS MATERIAL IS PROTECTED BY COPYRIGHT AND HAS BEEN COPIED BY AND SOLELY FOR THE EDUCATIONAL PURPOSES OF THE UNIVERSITY UNDER LICENCE. YOU MAY NOT SELL, ALTER OR FURTHER REPRODUCE OR DISTRIBUTE ANY PART OF THIS COURSE PACK/MATERIAL TO ANY OTHER PERSON. WHERE PROVIDED TO YOU IN ELECTRONIC FORMAT, YOU MAY ONLY PRINT FROM IT FOR YOUR OWN PRIVATE STUDY AND RESEARCH. FAILURE TO COMPLY WITH THE TERMS OF THIS WARNING MAY EXPOSE YOU TO LEGAL ACTION FOR COPYRIGHT INFRINGEMENT AND/OR DISCIPLINARY ACTION BY THE UNIVERSITY.

Course staffLecturer: Dr Patricia BossonsPatricia is teaching on this course in her area of professional and academic expertise. She is a Chartered Psychologist and Associate Fellow of the British Psychological Society in the UK, specialising in personality, individual differences, coaching and behavioural change. Before coming to Massey in 2016 as Director of Executive Qualifications and the EMBA, more recently as Honorary Teaching Fellow, Patricia was the Founder and Director of the Centre for Coaching and Behavioural Change at Henley Business School, University of Reading, in the UK, where she also taught on a range of programmes in the UK and globally. She has extensive experience of designing and delivering leadership development programmes for organisations and has worked as an executive coach and business psychologist for many years. Her practitioner background includes roles such as Director of Training and Consulting for Financial Times Management, part of the Pearson Group.

Contact details( Patricia: 021 591 594

G Massey Executive Education, MBS building, Albany campus

You can also contact me via the Personal Communication tool on Stream or email us: p.bossons@massey.ac.nz

What is this course about?Course prescriptionThe official prescription for the course is:

An advanced-level study of leadership theory and practice. The course provides a particular focus on preparing students for senior leadership roles.

Summary of the courseThis course is intended to extend the knowledge you developed in 115725 People and Leadership but with a particular focus on your own leadership and on understanding the requirements of leadership at a senior level within organisations. The course will require you to engage in critical reflective practice in order to examine your own thinking and patterns of behaviour in relation to leading and collaborating with others. Developing self-awareness of what makes you tick and how that affects your approach to leadership is therefore a core focus, along with analysis of case studies to examine the leadership issues they involve. This will help build your capacity to understand yourself, others and the kinds of leadership issues and approaches involved in dealing with complex issues of strategic importance to organisational success. You will also have the opportunity for one-to-one peer coaching sessions, guided by a specific coaching method to add to your leadership and management skills toolkit.

Key terms: Strategic leadership vs management vs strategic managementFor the purposes of this course it is very important you be mindful of the distinctions set out below as this is NOT a course in management or strategic management. Rather, it is a course in leadership, the domain of which we have scoped below in ways that also includes its strategic aspects, so as to ensure this framing has specific relevance to senior leadership roles.

Strategic leadership meaning efforts to influence and persuade employees and other stakeholders in relation to strategic issues of vision, mission, purpose, goals and priorities, as well as efforts to influence values, beliefs, attitudes, norms, organisational culture, emotions, mindsets, ethics and behaviours, and, decision-making on all these matters. Because of its focus on these issues strategic leadership is typically oriented toward enabling change, rather than sustaining or optimising the status quo. Because change is disruptive and typically creates conflict and confusion strategic leadership is intellectually, emotionally and physically demanding, relying on the capacity to handle volatility, uncertainty, complexity and ambiguity. Strategic leadership also includes what leaders personally role model and symbolise by way of their own beliefs, attitudes, values, mindset, identity and behaviours, all of which influence their approach and how it is perceived by others. The relevance and suitability of leader actions routinely depends on follower expectations and situational requirements, meaning there is no one right, best or fixed approach. Leadership is not fundamentally a matter of formal authority but, rather, involves the process of influencing others. It thus depends for its existence on the willingness of others to expend their energies and talents to engage in followership, not mere compliance with the instructions of someone possessing formal authority.

Management meaning actions and decisions related to issues of organisational structures, systems, policies, procedures, planning, resource allocation and performance management and measurement, including of people. Managerially-oriented action and decision-making pertains principally to the tangibles of organisational functioning and is primarily rooted in a rationalist frame of reference and the exercise of formal authority. It is fundamentally concerned with optimising the efficiency and effectiveness of organisational practices to generate tangible and measurable results. Accordingly managerial action is more oriented toward bringing about order, routine and control when compared to strategic leadership, with the latter being concerned to enable change that in some way disrupts or challenges the status quo. Moreover leadership-oriented action is, in contrast to management, underpinned by an holistic frame of reference that weaves together reason, emotions and values, is underpinned by influence vs authority and is routinely concerned with often intangible, but nonetheless influential, aspects of organisational functioning. Both leadership and management can influence organisational success and neither is inherently superior to the other, theyre just different. Effective managers use both, as do effective leaders. We therefore understand them as potentially complementary modalities however they may also be quite starkly at odds in terms of the responses they imply to a given situation. The readings by Grint (2010) and Heifetz and Laurie (2001) located in Theme 2 address these very issues.

Strategic management meaning actions and decisions related to issues of market forces, competitive positioning, product or service mix and design, business models, formal planning and evaluation of competitive strategies, yield and profitability and other considerations of a commercial or market-oriented nature. The fundamental concern is around competitive positioning of the business, product or service in relation to its market context. Strategic management is thus distinguished from leadership, as we are approaching it here, because of its primary focus on commercial issues, whereas leadership requires a more holistic frame of reference about the whole of the organisations functioning, in which commercial factors are but one consideration. The two can, of course, be combined and ideally that would be the case.

So what: While in real life responsibilities and decisions informed by all three of these approaches routinely forms part of a senior leadership role and they are, consequently, fused and blurred together, for the purposes of this course we require a primary focus on the domain of strategic leadership, as defined above. We do freely acknowledge that the distinctions we set out are contestable: you will find a diverse range of definitions and boundaries in the literature. We have no inherent problem with that, but believe it is nonetheless helpful to distinguish between these different domains so as to help you to understand where the focus for this course lies. Be careful in your assignments, therefore, that you do not end up focussing principally on issues or approaches that are fundamentally in the nature of management and strategic management, as framed above. Some consideration of management and/or strategic management issues and approaches may be needed in your assignments, but these should not be a major focus. You should come back to these definitional statements when preparing your assignments to ensure you are correctly focussed on strategic leadership issues.

Course student learning outcomesStudents who successfully complete this course should be able to:

Critically evaluate a range of leadership theories, frameworks and models.

Discuss the use of coaching as an element of effective leadership practice.

Apply scholarly knowledge to analyse the leadership dynamics of a workplace.

Critically reflect on their own leadership practice.

In addition to these official learning outcomes, which are measured via achievement in the formal assessment activities, active and sincere engagement with what the course invites you to explore can lead to transformative changes in the following:

your understanding of yourself

your capacity to regulate your own thoughts, feelings and behaviours

your self-confidence

your sense of purpose

your ability to build collaborative, trusting relationships

your ability to lead others in ways that elicit their trust, respect, support and motivation to do their best

your capacity to remain clear-headed and constructive in conditions of conflict, volatility, uncertainty, complexity and ambiguity

your ability to direct your own continued learning about yourself and others, after the completion of the course.

Your capacity to access these kinds of transformative benefits is largely reliant on the extent to which you are willing to challenge and seek to alter your current patterns of thought and action, which is not something anyone else can do for you or legitimately force you to do.

Relationship to other courses on the EMBA programmeThis course builds on (and in some ways challenges) the knowledge you developed in other core EMBA courses which will have given you a broad appreciation of the various responsibilities and technical knowledge required in general management roles. It now focusses your attention on the leadership aspects of such roles, especially those required at more senior levels where ambiguity, complexity and uncertainty are endemic features of the operating context and there is typically a need to influence and persuade (vs just direct and instruct) multiple layers of employees and a range of external stakeholders, not just your own team of direct reports.

This capacity to cope effectively in the face of complexity, uncertainty and ambiguity and also to influence and persuade others rests on a strong capacity to actively manage your own behaviour - meaning it requires a high level of self-awareness and reflexivity as to your own values, beliefs, assumptions, ways of thinking and actions, as well as the capacity to understand others. It also requires the ability to help others grow, for which coaching is a key skill.

Consequently, for the purposes of this course it is assumed that competent leadership in a senior role typically demands the following:

Conceptual complexity Conceptual capacity, flexible integrative complexity, interpersonal skills, knowledge of organisational operating environment, temperamental proclivity for reflective thinking and mental model building

Behavioural complexity Conceptual complexity, pro-social need for power, social intelligence, behavioural flexibility

Strategic decision-making Cognitive abilities, knowledge of operating environment, functional expertise, need for achievement, internal locus of control, self-efficacy, risk propensity, flexibility

Visionary and inspirational capacities Cognitive abilities, self-confidence, socialised power motives, social skills, nurturance skills, risk propensity

(source: adapted from Zaccarro, 2001, located in the Theme 2 page on the Stream site. Note that Zaccarros model does include elements that are more managerial and/or concerned with strategic management in nature, again reflecting these boundaries are not clear cut in reality).

Course role in development of programme competencies

The EMBA is designed for senior decision-makers in public and private sector organisations. The emphasis is on preparing students for senior roles, for integrated general management roles and to lead with a lifelong commitment to learning and the fundamental desire to serve others.

The overarching learning goals for the EMBA programme are that graduates will be able to:

Demonstrate self-awareness, resilience and relationship management skills characteristic of an effective leader

Respond to emerging challenges facing business with personal currency and relevance

Enhance business performance by developing and implementing effective strategy.

Function confidently in an international business environment

Use critical analysis, judgement and synthesis skills to identify and resolve complex business problems

Work collaboratively as an effective team member in a range of business contexts.

In addition to these learning outcomes the EMBA programme aims at integrating the following themes in the courses: working across cultures; digital transformation; sustainability; and ethics.

This course aims to support your development with a particular emphasis on items 1, 2, 3, 5 and 6 above, while also seeking to advance your appreciation of the leadership implications of issues related to working across cultures, digital transformation, sustainability and ethics. This course specifically aims to advance your knowledge, understanding and skill in strategic leadership, the kind of leadership especially needed in more senior roles at or near the top of organisations. That said, there is no assumption or pressure from faculty that your personal goal should be to secure a senior leadership role, indeed if you decide that such roles are not for you that constitutes a positive outcome from the reflective work you are expected to undertake.

Overview of the topics coveredThe course is organised into three main themes:

understanding self and others

strategic leadership

coaching

However, identifying connections between them and seeking to form a holistic sense of key ideas that can guide your leadership efforts is very important. In that sense the themes are merely an organising device to help you navigate the course materials on Stream and to help organise the agenda for the workshop. Please see the section entitled How this course is organised later in this document for more details about the workshop and the online sessions prior to the workshop.

Confidentiality expectationsIt is expected that students will be sensitive to the fact that this course can raise issues that are personal in nature. The expectation is that what happens on tour, stays on tour, meaning you should not share issues of a personal nature about someone else with anyone else.

You are, of course, free to share your own personal experiences with anyone - but please respect that it is for each person to determine what they wish to share about themselves with anyone beyond the course group.

During the workshop, please be aware of not sharing information disclosed to you by another person in a one-to-one conversation, or in a small group, with the whole group or other students, without the individuals expressed permission.

This will enable everyone to feel safe to explore personal issues in an environment which they have control over.

The role of coaching in this courseAs part of this course we are introducing you to executive coaching to underpin your personal leadership development journey. We will spend some time during the workshop introducing coaching, experimenting with it and beginning your 1-1 peer-coaching sessions.

We do know that there will be quite a range of familiarity and/or comfort with the idea of coaching amongst the group. Some of you will have been working with a coach as part of your company development activities, some of you may have arranged it privately for yourselves. There are many different types of coaching, in what is still an unregulated industry. The Executive coaching approach we will be working with as part of this course follows the guidelines of the International Coaching Federation, which is the largest of the professional coaching bodies.

What is coaching?

The definition of coaching, and how it differs from other, similar, activities such as mentoring, or consultancy, will be explored during the workshop. The overall purpose of coaching is to enable the coachee (in this case, you), to be more effective. In the context of the EMBA, we also mean this to be more effective in a strategic leadership capacity and to understand more clearly what that means for you. You will also practice the skills of being a coach yourself, which are also a very useful management and leadership skillset.

How do we use coaching in this course?

During the workshop we explore what coaching is and introduce a coaching process which you will have the opportunity to practice in class, both as a coach and as a coachee. This means that you will also be developing coaching skills yourself, which will be a useful additional take-away for you back in your workplace.

At the workshop we will set you up in coaching relationships with two of your fellow students. With person A, you will be their coach and they are your coachee. With person B, they will be your coach and you will be the coachee. We will give you guidelines and an overall structure to work with and during the workshop you will undertake the first session in each role, as coach and coachee. You will then need to schedule the remaining 2 sessions with your coach and your coachee, which we recommend be completed by mid to late October so that the insights gained can feed into the final Reflective Assignment for the course.

The focus of the coaching will be led by the coachee. The coach is there to facilitate the coachees thinking. They will be working with the coachee to enable them to find solutions that will work for them, not to solve problems for them. When you are working as the coach, you are not there as an academic tutor or to help your coachee with their assignments! But you might be able to use the coaching to help your coachee work out why they have a problem with assignments, and whether this crops up in other areas of their business life as well.

How does it connect to the EMBA and confidentiality?

The coaching sessions are there to support your personal development during the EMBA. No content from your sessions needs to be reported back to anyone at Massey. We will discuss the details of the confidentiality agreement during the workshop.

How to make the most of the coaching sessions

The coaching included as part of the EMBA is intended to be used to support you in defining your identity as an EMBA graduate, and in clarifying your future career path and goals. You will probably be aware that you have already shifted and changed many aspects of your goals and perspectives since you began the programme and the Applied Personal Leadership course will help you get even more clarity. By the end of the programme we would like everyone to be able to present themselves in the most effective way, to the business context of their choice.

We know that we cant expect to turn everyone in to a professional-level coach as a result of one workshop. We do hope that we can give you sufficient training and practice so that you can conduct useful coaching conversations, both with your allocated coachee on the course, and with others for whom this would be useful. We will be sharing with you specific tools, techniques and a basic coaching process which offer clear guidance for you about how to have effective coaching sessions.

The structure of the coaching sessions

The three coaching sessions included as part of the programme are designed to follow a common path, as follows.

Session One (Day 2 of the workshop):

Establishing the coaching contract between each coach-coachee pair. This will include an agreement on confidentiality, how you will work together between sessions, if at all, and what is within the scope of these sessions.

A review of where you are in your leadership development journey so far, what data you have to support your observations (including any diagnostic test data from the programme, or from your work, any feedback from colleagues and fellow students etc), and what development themes you might have noticed emerging for you during your journey in the EMBA so far.

Identifying one or two areas you would like to work on in the coaching sessions, and what outcomes you would like to achieve.

Session Two (recommended for mid-October):

Working on the areas you have chosen, using a variety of coaching tools and techniques. The choice of coaching topic is entirely up to you, and if you have changed your mind since Session One, this is absolutely fine but it might be interesting to explore why that has occurred.

Session Three (recommended for end-October):

Taking stock of progress and continuing to work on specific goals.

Reviewing progress on any work you have been doing on your goals between previous sessions.

Developing an Action Plan for on-going work on your goals.

Ensuring you are able to articulate who you are, as an EMBA graduate, as clearly as possible, in whatever situations you want to be able to do this.

Allocation of coaches

We will set up everyone in coaching relationships during the workshop. As explained above, you will be the coach for person A while person B will be your coach. This keeps each of the relationships clean in terms of the role each party has during coaching meetings and allows practice of the full coaching process each time. If any problems arise during the coaching sessions, Patricia can be contacted for help and support.

Continuing with coaching after the 3 allocated sessions

If you find the coaching useful and that 3 sessions are not enough, you are encouraged to continue with more sessions by mutual agreement. This could be with the same coach, or you could ask a different colleague to coach you.

Using a professional coach

As part of our encouragement for you to experience coaching, and develop coaching skills yourself, we are also able to help you obtain coaching from external, experienced coaches, who have worked with some participants of the Massey EMBA programmes for the last few years. If anyone would like to explore the option of participating in additional coaching, it is up to you to negotiate this as a purely private arrangement between you and your chosen coach. Massey does not endorse any specific coach and has no relationship with any external coaches.

How is this course assessed?Completion requirements for this courseStudents must submit all assessments and achieve 50% of the marks available over all of the individually completed assessments combined, to be eligible to pass the course.

All grades awarded by the lecturer are subject to review and moderation by the School and do not become final grades until approved by the School. In all EMBA courses it is expected that A-level grades represent no more than 50% of all grades.

Class attendance is compulsory as per EMBA Programme Guidelines.

Whilst not formally assessed, class sessions, team meetings and active participation are an integral part of your EMBA experience. You are expected to contribute to discussion and debate and failure to do so will likely undermine the quality of your assessed work.

NB. Due to the potential of unforeseen pandemic developments, please refer to the courses Stream site for updated information regarding lectures, assessments, etc. This information will be regularly updated if the situation changes.

The assessment at a glance

Assessment number and title Learning outcomes Weighting

(%) Due dates

Assignment 1: Team leadership scenario presentation

(Group project/assignment) 1 10% In class presentation during the workshop Oct 5th 6th

Final submission 6th October 11.55pm via Stream

Assignment 2: Team leadership scenario essay

(Group project/assignment) 1 20% 11th October, 11.55pm via Stream

Assignment 3: Workplace problem or opportunity

(Case study; individual assignment) 1,3 35% 18th October, 11.55pm via Stream

m 1, 2, 4 35% 25th October, 11.55pm via Stream

Note: for each assessment task you will be given a raw score out of 100. To understand the relationship between marks out of 100 and what this means in terms of letter grades (A, B, C) see this page on the Massey website. To convert your raw score into a net score, so as to calculate your progress toward the overall course mark/grade, multiply it by the weighting for that assignment.

Detailed instructions and guidance in relation to each assessments requirements are provided later in this document. Make sure that you read these carefully as soon as possible.

Unless instructed differently by the lecturer, assessment files should be submitted in Word format at 1.5 line spacing in a legible font size (no smaller than 12 pt). Insert page numbers and insert a line space between paragraphs for clarity.

Assignments are to be submitted via Stream, not later than the due date and time stated here.

Overall grading criteriaEach assignment has its own specific marking factors and weightings for those factors, which is set out in the section relating to each assignment. That information should be read in conjunction with the grading descriptors below:

For the purposes of this course:

an A range result (80% plus) pertains to work that addresses all aspects of the topic statement and most aspects of the marking factors for a given assignment to a highly accomplished level of achievement. Work of this nature will demonstrate:

very thoughtful and insightful quality of content

excellent analytic and critical thinking

an excellent research effort

extensive use and/or intellectual mastery of scholarly material that is complex in nature

a very high professional standard in terms of any technical requirements (such as quality of writing and/or referencing technique)

a B range result (65 - 79.99%) pertains to work that addresses all aspects of the topic statement to a good/very good level of accomplishment and most aspects of the marking factors for a given assignment to good/very good level of accomplishment. Work of this nature will demonstrate:

scope to address aspects of the topic statement and/or marking criteria to a more accomplished level

some thoughtful and insightful quality of content, but with scope for further development

some good/very good analytic and critical thinking, but with scope for further development

a good/very good research effort, but with the scope for further development

a reasonable intellectual grasp of some scholarly material that is complex in nature, but with scope for further development

a tendency to rely on scholarly material that is not especially difficult to grasp

a good/very good professional standard in terms of any technical requirements (such as quality of writing and/or referencing technique), but with scope for further development

a C range (50 - 64.99%) result pertains to work that addresses all aspects of the topic statement to a satisfactory level of achievement and which addresses most aspects of the marking factors for a given assignment to a satisfactory level of achievement. Work of this nature will demonstrate:

considerable scope to address aspects of the topic statement and/or marking criteria more effectively

some thoughtful and insightful quality of content, but with considerable scope for further development

some analytic and critical thinking, but with considerable scope for further development

the minimum standard for research effort, but with the considerable scope for further development

some use and/or a basic intellectual grasp of scholarly material that is complex in nature but with considerable scope for further development

a tendency to rely primarily on scholarly material that is rudimentary or introductory in nature

an acceptable basic standard in terms of any technical requirements (such as quality of writing and/or referencing technique), but with considerable scope for further development

a D or E range (0-49.99%) result pertains to work that fails to address all aspects of the topic statement to a satisfactory level of achievement and which fails to address substantive aspects of the marking factors for a given assignment criteria to a satisfactory level of achievement. Work of this nature will demonstrate:

material inadequacies in terms of focus, quality and/or quantity of content

insufficient or weak analytic and critical thinking

an inadequate research effort

little use and/or a very basic intellectual grasp of scholarly material that is complex in nature, but with multiple errors in understanding or application of that material

extensive reliance on scholarly material that is rudimentary/introductory in nature or insufficient reliance on scholarly material

an unacceptable standard in terms of any technical requirements (such as poor quality of writing and/or referencing technique

The complete marking rubrics for each assignment, which combine the material above and the specific marking factors and weightings for each assignment, are located on Stream, in each assignments drop box. We recommend you download these and keep them on hand when preparing your assignments.

The following pages provided detailed advice about all 4 assignments. Read this information very carefully! Read it again when you start preparing an assignment and read it again once you have prepared a draft. Then read it again before you submit your assignment! You must respond to the topic statement as set for each assignment and you should pay careful heed to the marking criteria for each assignment, as they vary according to the nature of the assignment.

Assessment 3: Workplace leadership problem or opportunityASSESSMENT TYPE Individual case study essay

WEIGHTING 35%

DUE DATE 18th Oct., 11.55pm

WORD COUNT 2500 words, plus or minus 10%, excl reference list

FORMAT Word document, 1.5 line spacing, standard 12 point font; submitted via Stream

LEARNING OUTCOMES

1,3

Topic

Select a leadership-related problem or opportunity in your current or previous workplace and draw on relevant scholarly ideas and sources to:

provide an analysis that explains the nature, causes and effects of the problem or opportunity; AND

identify a leadership intervention or approach that you argue will help to address the problem or opportunity, including specifying how you will personally seek to influence this, even if you have no formal authority to lean on.

Guidance

Selecting your focus

The problem or opportunity you select must be something leadership-related in your chosen organisation. Set out below are some possible leadership issues that could be explored:

the leadership approach/style/practices or capability of your organisation/unit and how this affects matters such as employee motivation, trust, organisational culture or performance

how issues of vision, mission, purpose and values are led within your organisation

the ethics or values demonstrated by leaders in your organisation and the effects of this on employees, other stakeholders and organisational performance

the leadership processes and practices the organisation uses to develop its standing within its industry

cultural influences on the leadership approach taken or needed for your organisation

leadership communication in your organisation and the effects of this on employees, other stakeholders and organisational performance

how crisis leadership is enacted in your organisation and the effects of this on employees, other stakeholders and organisational performance

the processes, dynamics and effects of leadership decision-making in your organisation

how strategic leadership is enacted in your organisation and the effects of this on employees, other stakeholders and organisational performance

how change leadership is enacted within your organisation and the effects of this on employees, other stakeholders and organisational performance (NB: do not confuse change leadership with the use of standardised change management or project management methodologies!)

gender-related issues and dynamics in leadership in your organisation

the underrepresentation of certain groups within the leadership ranks of your organisation (eg youth, women, different ethnic communities)

informal leadership within your organisation

dysfunctional or toxic leadership within your organisation and the effects of this on employees, other stakeholders and organisational performance

how emerging leaders are identified and developed within in your organisation

follower expectations and influence and how leaders respond to these

how leadership is given an embodied expression within your organisation and the effects of this on employees, other stakeholders and organisational performance

Basically, you should be looking for a leadership-related issue, which may have multiple dimensions, that has significance for the organisations functioning and about which, guided by scholarly ideas, you could formulate ideas for how to make an improvement.

Note that any one of the above list of issues could constitute a suitable essay topic. At most you might consider addressing parts of perhaps two or three of the above options. This is because you should aim for depth of analysis, not shallow consideration of multiple issues. It may be that none of the above have direct relevance for the problem or opportunity in your workplace at this time, in which case you need to design your own focus, provided that this must still address the topic statement as set. If you are not sure about your proposed focus, then please discuss this with Suze or Patricia.

Developing your essay

Essentially you are to produce an account of what is going on (diagnosis element A) and what can be done about it (prescription element B) which is framed (i.e. conceptualised or theorized) by reference to scholarly knowledge.

Your response to element A of the topic statement should explain what is the problem or opportunity in depth. Use literature to inform and justify your diagnosis. While the topic statement directs to you explain the nature, cause and effect of the problem of opportunity we of course recognise that in real life it is often difficult to tease apart which is nature, what is cause and what is effect. You should therefore treat those terms as cues for ways to unpack and explore the problem or opportunity in depth. Think about its various dimensions and characteristics. Aim to lay out a nuanced and insightful analysis of what is going on, in which you frame your thinking by drawing on relevant scholarly material and not simply relying on a lay-persons description.

Your response to element B should explain what you propose should be done, why you are proposing this and how this will be done. As part of this you need to specifically address how you personally intend to influence what you propose should be done, regardless of whether you have formal authority to do so or not. Use literature to inform and justify what you are prescribing ought to be done.

Be specific about what you propose. Avoid a focus on solutions that are fundamentally more managerial in nature - such as dismissing poor performers - as the ideal approach. Avoid also approaches that are more in the nature of strategic management rather than leadership-oriented. Instead, try to think holistically about a range of leadership approaches that could help in addressing the issues at hand. It is likely the sources you explored for Assignments 1 and 2 could be of use here, but you are expected to also do independent research for this assignment.

If your problem or opportunity you are examining relates to something that happened in a previous workplace, rather than something that is still ongoing, please ensure that you approach element B of the topic statement as if the situation was still unresolved. Do not merely report on what did happen to address the problem or opportunity. The point of the exercise is for you to figure out for yourself what might be helpful when dealing with the problem or opportunity you are analysing, meaning just reporting on what did happen is of little value for your learning. Essentially you need to step back in time to a point where the problem or opportunity was unresolved and figure out what would have been a useful way forward at that point.

Your essay must be analytic in style and focus, not descriptive. For example, the following is descriptive it deals with issues of what happened, when and who did what, while also making no use of any relevant concepts, theories or models:

The problem first arose last year when senior leaders could not reach agreement over the annual bonus policy, meaning staff got mixed messages about priorities from different members of the senior leadership team. This saw staff morale take a hit.

While you will need to make some occasional and brief descriptive statements to set the scene, limit these as much as possible because their weakness, as a piece of academic work, is that they offer no theoretical/conceptual analysis to demonstrate your engagement with scholarly literature.They offer no insights into why we might see a situation such as this occur, which engaging with theory and concepts affords.

The following, however, is strongly analytic, providing clear evidence of your engagement with relevant literature, via citations and the use of scholarly terms, while weaving in some descriptive elements to keep the narrative flowing:

Conflicting values and competing political coalitions (Green, 2015) amongst seniorleadersled to disagreement about an annual bonus policy. This policy was intended to motivate via extrinsic rewards (White, 2016). However, because of the disagreement staff got mixed messages about priorities from different members of the senior leadership team. The flow on effects include a reduction in discretionary effort by employees (Red, 2015), reduced organisational citizenship behaviours (Orange, 2014) and eroded employee trust in management (Blue, 2013).

Obviously the citations are of fictionalized sources. However, what should also be clear is that the analysis conceptualises or theorizes the situation by using scholarly knowledge. This is what we are looking for, as it demonstrates your ability to understand and apply scholarly knowledge to actually analyse a real-world case. It shows, in other words, that you have grasped hold of the intellectual tools of theory and concepts which you can then apply in multiple situations, rather than just narrating a story about events in your workplace as a lay-person might.

Your case study will be treated in confidence, so you can be blunt in your analysis, knowing the information will not be divulged further. You may use pseudonyms if you wish.

NB: do not repeat the same case analysis you did for 115725! You must choose a different issue to explore or, alternatively, explore that same issue but using different literature. TurnItIn will catch you out if you ignore this advice!

Some basis tips about structuring your case study

structure your case study as you would an essay, i.e. with an introduction, a body and a conclusion

approximately 10% of your essay (i.e. 250 words) should be dedicated to your introduction and conclusion, so these each need to be carefully crafted to be succinct

parts A and B should be roughly 1125 words each so depth of both diagnosis (what is the problem/opportunity) and prescription (what should be done about it) are expected

in structuring the body of your essay you can either explain your analysis of the problem first (Part A of the topic statement) and then follow that with your proposed approach (Part B of the topic statement) OR, alternatively, for each element of the problem/opportunity you set out (ie your response to Part A of the topic statement) you can at that point also set out your proposed approach (ie your response to Part B of the topic statement). Either approach can work well.

do not provide headings for sections within an essay of this length

A minimum of 8 scholarly references is expected. Wikipedia is not a scholarly source. Commercial websites are not a scholarly source. Trade magazines are not scholarly sources. YouTube is not a scholarly source. The scholarly sources we would expect to see as your primary focus should be peer-reviewed journal articles in scholarly journals or books or chapters written by scholars.

Assessment 3 marking factors and weightings

Marking factors Weighting

Quality of content

The mark given will be based on the quality of the essays content in relation to these factors:

addresses the topic as set

stays on topic throughout the paper

is leadership-oriented in nature

offers both in-depth diagnosis and prescription in regards to the problem or opportunity being examined, within the confines of the word limit

is analytic, not descriptive, in nature

provide a convincing and thoughtful analysis that is well informed by relevant scholarly literature

applies the scholarly ideas used with skill

develops key ideas in sufficient depth, within the confines of the word limit

is coherent, cohesive and comprehensive in its scope and focus and tailored to address key issues of relevance to the situation being analysed

grapples credibly with the complexities, subtleties and nuances of the situation by recourse to leadership responses

relies on plausible assumptions

indicates awareness of potential risks and the limitations of the proposed response

clearly states the proposed practical actions and their scholarly underpinnings

falls within the expected word count range Up to 70 marks

Quality of writing

The mark given will be based on the extent to which the essay is:

well organised, with a clear and succinct introduction and conclusion

has a clear narrative/logical structure and flow of argumentation

demonstrates competence in regard to issues of grammar, syntax and sentence and paragraph construction

is professionally presented Up to 15 marks

Research effort and citation and referencing technique

The mark given will be based on:

the range of scholarly sources used, with a minimum of 8 scholarly sources expected to achieve a passing mark for this element of the marking process

the extent to which the essay demonstrates skill and compliance with the APA style for in-text citations and referencing Up to 15 marks

Total 100

Marking philosophy

Your essays are treated in confidence and the role of faculty and marking assistants in assessing them is not to judge you as a person. We are looking for evidence of your engagement with reflective practice and of being able to learn from and change as a result of your experiences. Grading decisions are not based on our judgement about the effectiveness of your leadership as we are not in a position to know your actual effectiveness in your workplace setting. Feedback will include suggestions for issues to consider to aid in your further development, while the grading decision as such relates to the factors and weightings set out in the marking rubric for this assignment.

Some basic tips about structuring your essay

ensure you have an introduction, a body and a conclusion

approximately 10% of your essay (i.e. 300 words) should be dedicated to your introduction and conclusion, so these each need to be carefully crafted to be succinct

do not provide headings for sections within an essay of this length

it is both sensible and acceptable to write in the first person for an essay of this nature

avoid the royal we.

Recommended readings for course:

Theme 1 UNDERSTANDING SELF AND OTHERS

Armstrong, T. R. (2006). Revisiting the Johari Window: Improving communications through self-disclosure and feedback.Human Development, 27(2), 10-14.

Ashforth, B. E., &Schinoff, B.S. (2016). Identity under construction: How individualscome to define themselvesin organizations.Annual Review of Organizational Psychology and OrganizationalBehavior,3,111-137.Bossons, P., Riddell, P., & Sartain, D. (2015).The neuroscience of leadership coaching. Bloomsbury.

Dasgupta, N., & Asgari, S. (2004). Seeing is believing: Exposure to counterstereotypic women leaders and its effect of the malleability of automatic gender stereotyping.Journal of Experimental Social Psychology,40(5), 642-658.Diehl, A. B., & Dzubinksi, L. (2017). An overview of gender-based leadership barriers. In S. R. Madsen (Ed.),Handbook of research on gender and leadership(pp. 271-286). Edward Elgar.

Fisk, S.T.( 2002). What we know now about bias and intergroup conflict: The problem of the century.Current Directions in Psychological Science, 11(4), 123-128Goleman, D., & Boyatzis, R. (2008). Social intelligence and the biology of leadership.Harvard Business Review, 86(9), 71-81.

Note:please note that the attitude expressed toward people with autism or Aspbergers in the opening paragraph of the Goleman and Boyatzis article is not one we consider helpful or legitimate. Personally, we value diversity in all its forms and think it regrettable that the authors express this kind of able-ist bias, while also believing there are other aspects of the article that make it worth consideration.

Heron, J. (2001).Helping the client: A creative practical guide(5th ed.). Sage.

Javidan, M., Dorfman, P. W., de Luque, M. S., & House, R. J. (2006). In the eye of the beholder: Cross cultural lessons in leadership from Project GLOBE.Academy of Management Perspectives, 20(1), 6790.Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work.Academy of Management Journal, 33(4), 692-724.

Kahn, W. A. (2001). Holding environments at work.The Journal of Applied Behavioral Science, 37(3), 260-279.

Rilling, J., K., & Sanfey, A., G., (2011). The neuroscience of social decision making.Annual Review of Psychology, 62, 23-48.

Rogelberg, S. G., Justice, L., Braddy, P., Paustian-Underdahl, S. C.,Heggestad, E.,Shanock, L., et al, (2013). The executive mind: Leader self-talk, effectiveness and strain.Journal of Managerial Psychology,28(2), 183201.Scharff, C. (2015). The psychic life of neoliberalism: Mapping the contours of entrepreneurial subjectivity.Theory, Culture & Society, 33(6), 107-122.Sinclair, A. (2011). Being leaders: Identities and identity work in leadership. In A. Bryman, D. Collinson, K. Grint, B. Jackson, & M. Uhl-Bien (Eds.), The Sage Handbook of Leadership (pp. 508 - 517). Sage.

Stokes, J. (1994). The unconscious at work in groups and teams: Contributions from the work of Wilfred Bion. In A. Obholzer & V. Zagier Roberts (Eds.),The unconscious at work: Individual and organizational stress in the human services. (pp. 19-27). Routledge.Taylor, S., E., Cousino Klein, L., & Lewis, B., P., (2000). Biobehavioural responses to stress in females: Tend-and-befriend, not fight-or-flight. Psychological Review, 107(3): 411-429.Walker, B. W., & Caprar, D. V. (2019). When performance gets personal: Towards a theory of performance-based identity.Human Relations, 73(8), 1077-1105.Walton, G. M., & Wilson, T. D. (2018). Wise interventions: Psychological remedies for social and personal problems.Psychological Review, 125(5), 617-655.

Other resources (non peer-reviewed)

These resources may be of interest to explore, but we would not expect them to used as citations in your essays. Be wary when exploring sources such as these to consider what evidence base, if any, is being offered for the claims that are made. There may be sound foundations for some material but others may be nothing more than personal opinion.

http://www.psychologytoday.com/basics/neuroscience

THEME 2 STRATEGIC LEADERSHIP

Required readings:

There are4required readingsfor Theme 2 thateveryonein your team should review. However to make things easy, the first 3 of these are readings we already explored in 115725:

Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (2014). Leadership:Enhancing the Lessons of Experience. McGraw-Hill Higher Education.Chapter 1: What do we mean by leadershipHaslam, S. A., & Reicher, S. D. (2016). Rethinking the psychology of leadership: From personal identity to social identity.Daedalus, 145(3), 2134.Cunliffe, A. L., & Eriksen, M. (2011). Relational leadership.Human Relations, 64(11), 14251449.To help you in quickly identifying the key ideas of interest in these 3 readings, thesesummary slideswill be helpful:click here.

You may also wish to go back to the 115725 stream site and look at the introductory videos for these readings.

The 4th required reading is chapter 1 of this book:

Ladkin, D. (2021)Mastering ethics in organizations: A self-reflective guide to developing ethical astuteness.(2nd ed). Edward Elgar.

The copyright for Ladkin's ebook only permits 1 reader at a time. Please therefore download the required chapter rather than reading it online, so that you do not impede other students from accessing this book.

Part of the marking criteria for A1 and A2 requires that your response to the scenario "grapples thoughtfully and insightfully with ethical dimensions of the scenario and the proposed response". Ladkin's book offers excellent guidance to help you in doing that, which is why we've made its first chapter a required reading.We suspect many of you will find this book so engaging that you'll actually want to read more than just the first chapter. For clarity then, you are free to draw onany chapterfrom Ladkin'sbook to help inform your scenario response.

Recommended readings:

Recommended readingsthat you will also need to draw on for Assignments 1 and 2, as explained in the Course Profile, are located below. These should be allocated out amongst your team, as explained in the instructions for Assignment 1.

HYPERLINK "https://stream.massey.ac.nz/mod/page/view.php?id=4927979"

.

Boal, K. B., & Schultz, P. L. (2007). Storytelling, time, and evolution: The role of strategic leadership in complex adaptive systems.The Leadership Quarterly, 18(4), 411-428.Bolden, R., Williams, R., & ORegan, N. (2021). Leading to achieve social change: An interview with Ruth Hunt, former Chief Executive Officer of Stonewall.Journal of Management Inquiry, 30(1), 91-97.

Burnes, B., Hughes, M., & By, R. T. (2018). Reimagining organisational change leadership.Leadership, 14(2), 141-158.Chia, R. (2014). Reflections: In praise of silent transformationAllowing change through letting happen.Journal of Change Management, 14(1), 8-27.Elkington, R., & Tuleja, E.A. (2018). How the communal philosophies of Ubuntu in Africa and Confucius thought in China might enrich Western notions of Leadership. In J.L. Chin, J.E Trimble and J.E Garcia (Eds).Global and culturally diverse leadership and leadership: New dimensions and challenges for business, education and society.Emerald.Gosling, J., & Mintzberg, H. (2003). The five minds of a manager.Harvard Business Review, 81(11), 54-63. (Do not be put off by the title - the substance of what they argue includes leadership aspects)Grint, K. (2010). The cuckoo clock syndrome: Addicted to command, allergic to leadership.European Management Journal, 28(4), 306-313.Heifetz, R. A., & Laurie, D. L. (2001). The work of leadership.Harvard Business Review, 79(11), 131-141.

Hughes, M. (2016). Leading changes: Why transformation explanations fail.Leadership, 12(4), 449-469.Krause, R., & Miller, T. L. (2020). From strategic leaders to societal leaders: On the expanding social role of executives and boards.Journal of Management10.1177/0149206320950439Ladkin, D. (2018). Self constitution as the foundation for leading ethically: A Foucauldian possibility.Business Ethics Quarterly,(28)3, 301-323Mayfield, J. M., & Mayfield, M. (2018).Motivating language theory: Effective leader talk in the workplace.Palgrave Macmillan. (Chapter 2: A few words to get us started)Mazutis, D., & Abolina, E. (2019). The Five I model of sustainability leadership: Lessons from the Zibi One Planet Living sustainable urban development.Journal of Cleaner Production, 237, 117799.doi:https://doi.org/10.1016/j.jclepro.2019.117799Mumford, T. V., Campion, M. A., & Morgeson, F. P. (2007). The leadership skills strataplex: Leadership skill requirements across organizational levels.The Leadership Quarterly, 18(2), 154-166.

Schoemaker, P. J. H., Krupp, S., & Howland, S. (2013). Strategic leadership: The essential skills.Harvard Business Review, 91(1-2), 131 -134.Schulschenk, J. (2016). Ecologically embedded leadership. In T. H. Veldsman, A. J. Johnson, & T. H. Madonsela (Eds.),Leadership: Perspectives from the front line(pp. 315-323). KR Publishing.Spiller, C., & Stockdale, M. (2013). Managing and leading from a Maori perspective: Bringing new life and energy to organisations. In J. Neal (Ed.),Handbook of faith and spirituality in the workplace(pp. 149-173). Springer.

Tourish, D. (2018). Dysfunctional leadership in corporations. In P. Garrard (Ed.),The Leadership hubris epidemic: Biological roots and strategies for prevention(pp. 137-162). Palgrave Macmillan.Wilson, S., Cummings, S., Jackson, B., & Proctor-Thomson, S. (2018).Revitalising leadership: Putting theory and practice into context. Routledge. (Chapter 6 only: Leading in strategy)

Zaccaro, S. J. (2001).The nature of executive leadership: A conceptual and empirical analysis of success. American Psychological Association. (Chapter 10 only: Executive leadership: An integrated model)

THEME 3: COACHING

HYPERLINK "https://stream.massey.ac.nz/mod/page/view.php?id=4927980"

Recommended readings

Anderson, V. (2013). A Trojan Horse? The implications of managerial coaching for leadership theory.Human Resource Development International, 16(3), 251-266. doi:10.1080/13678868.2013.771868Berglas, S. (2002). The very real dangers of executive coaching.Harvard Business Review, 80(6), 86 -93.

Bossons, P., Riddell, P., & Sartain, D., (2015).The Neuroscience of Leadership Coaching.Bloomsbury.

Cox, E., Bachkirova, T., & Clutterbuck, D. (Eds). (2010).The complete handbook of coaching. Sage.(Physical book only. MU library has 1 copy)

Dixey, A. (2015). Managerial coaching: A formal process or a daily conversation?International Journal of Evidence Based Coaching and Mentoring(S9), 77-89.Filsinger, C. (2014). The virtual line manager as coach: Coaching direct reports remotely and across cultures.International Journal of Evidence Based Coaching and Mentoring, 12(2), 188-202.Hicks, R. (2014).Coaching as a leadership style: The art and science of coaching conversations for healthcare professionals. Routledge.

Lancer, N., Clutterbuck, D., & Megginson, D. (2016).Techniques for coaching and mentoring(2nd ed.). Routledge.Lawrence, P. (2017). Managerial coaching - A literature review.International Journal of Evidence Based Coaching & Mentoring, 15, 43-69.McAdam, S. (2005).Executive coaching: How to choose, use and maximize value for yourself and your team. Thorogood.Peltier, B. (2010).The psychology of executive coaching(2nded). Routledge.Skiffington, S.(2000).The complete guide to coaching at work. McGraw-Hill(physical book only: MU library has 2 copies)

Whitmore, J. S. (2002).Coaching for performance. GROWing people, performance and purpose(3rd ed.). Nicholas Brealey(physcial book only: MU library has 1 copy)

If you wish to conduct wider research on coaching, theInternational Journal of Evidence Based Coaching and Mentoring,may be a helpful source to explore.