最新糖心Vlog

Chad Habel

Chad has been learning and teaching in all three South 最新糖心Vlogn universities for over 20 years, and has been teaching in the MBA since 2017. With a PhD in English Literature, he has taught in English, Creative Writing, Cultural Studies, and held positions in Student Development and Academic Development. He has developed two businesses from the start and held various middle-management positions supervising up to 25 staff across multiple business units in an academic setting. In his private and personal life he has had extensive opportunities to apply the insights of adaptive leadership and enjoys the lifelong learning opportunities it offers.

Lois Whittall

Lois Whittall has been an Adjunct Lecturer in the 最新糖心Vlog of Adelaide's MBA program since 1998. She has extensive experience in facilitating management education around the world - in 最新糖心Vlog, the UK, and a wide range of Asian countries, particularly in Adelaide 最新糖心Vlog'聙聶s postgraduate management program in Singapore. Currently, she teaches the core course, Fundamentals of Leadership (FOL) but she has also taught Managing Contemporary Organisations in the MBA programs both on and off shore, and she teaches Organisational Behaviour, HRM and the Management of Change at undergraduate level.
She also works extensively in Adelaide 最新糖心Vlog'聙聶s Executive Education program running short workshops in Leadership, Change and
Appreciative Inquiry.  Lois has a distant background in finance and completed the Chartered Management Accounting qualification in 1982. She no longer teaches in finance.

Lois recently completed Ronald Heifetzâ聙聶s course at Harvard: The Art and Practice of Teaching Leadership. As well as Leadership, her research interests are Change, Appreciative Inquiry and Social Entrepreneurship. She currently uses Action Research to explore these topics across her teaching and consulting and in the complex diverse culture of Cambodia.

Lois has worked at Executive Director and senior management levels in a variety of public and private sector firms in roles encompassing Organisational Development, Human Resource Management and Finance. Her last full time role was as Executive Director of a small company with about 40 employees. In the five years before she left she worked with her team to more than double the size of the business. At present as well as teaching for the university she designs and delivers Leadership Development programs for a number of large and small firms. Her consultancy experience has been with global companies working in the oil sector, electronics, pharmaceuticals, software development, and government corporations.

In 2005 Lois started a project in Northern Cambodia which provides resources so that young women living in remote communities can finish high school and (if they do well enough) continue with higher education. The aim is to enable confident young women to return to their villages, some of them as teachers, doctors, nurses and business people. Working with some of the worldâ聙聶s poorest people in a province still infested with landmines involves a lot of learning especially about culture and leadership and creates an interesting life balance.

Fundamentals of Leadership, positioned at the beginning of the MBA program, encourages students to explore issues and develop personal skills central to leadership.  By developing analytical skills and self-awareness, students will be well placed to broaden their understanding of others thoughout the MBA program.

At the conclusion of this course, students should be able to:

1	Distinguish between ‘authority’ and ‘adaptive leadership’, identify examples of ‘authority’ and ‘adaptive leadership’ and reflect on their relative effectiveness in specific contexts
2	Identify, diagnose and analyse complicated and complex systems in the workplace and shift analytical focus from individuals towards these systems as well as separate the processes of observation and interpretation and resist quick interpretations leading to misguided actions
3	Undertake a process of personal transformation through the development of a wide array of leadership skills
4	Propose ‘safe-to-fail’ experiments designed to help understand systems, themselves, and others and guide the way towards more effective leadership
5	Gain and develop insights on self and others in a workplace context and ask deep, probing questions and provide courageous feedback to colleagues that helps them to learn
6	Identify, source, evaluate, interpret and analyse both primary and secondary data to inform small scale research task

Required Reading

Heifetz RA & Linsky M 2002, Leadership on the line: Staying alive through the dangers of leading, Harvard Business Review Press, Boston, Massachusetts.

Heiftez RA, Linsky M & Grashow A 2009, The practice of adaptive leadership, Harvard Business Review Press, Boston, Massachusetts.

Recommended Reading

Kegan R & Lahey L 2009, Immunity to change: How to overcome it and unlock potential in yourself and your organisation, Harvard Business Press, Boston: Massachusetts.

D’Souza S & Renna D 2014, Not knowing: The art of turning uncertainty into opportunity, LID, London.

MyUni is used extensively in this course in a blended learning format, meaning that it is an impootant aspect of your learning prior to and in between your formal class activities. The most important information for your daily engagement with the course can be found on MyUni, especially information relating to your prepartion for each class and your assignment information. MyUni is also where you will submit all your assignments and receive your feedback and grades on them. You should get in the habit of visiting MyUni several times a week for updates and activities.

Also, important communications will be transmitted both via MyUni and to your student email addres, so please ensure you check your student email regularly or set up a reliable forwarding system to your primary email address.

My teaching of Fundamentals of Leadership is based on 20 years of experience teaching, learning, and leading in academic contexts, as well as my own busness experience. Like many of the most important things, leadership might not be able to be 'taught', but it can be learned. This means that my role is to create an environment where learning can happen, to monitor the learning that is occuring and shape it according to how you are experiencing the course.

The key elements of this environment are the readings and other course materials that are set for you, the conversations you have in class and outside it with your colleagues, friends, family, and others; and the assignments you write including the feedback that you receive on them. Crucially, your learning is only relative to your own previous knowledge and mindset, and much more than simply learning 'stuff' (information or knowledge) you will hopefully develop as an individal and as a leader. This kind of learning is often referred to as 'transformative learning'. We are also engaged in 'lifelong learning', meaning that this course will be only the beginning in a much longer journey of discovery.

For some the course is challenging – both the style of learning and the workload. My request is that you ‘hang in there’ – much of what we do becomes clear over time: there is learning from the heart as well as in the head and this sometimes takes time to work through.

This is a standard ‘3 Unit’ MBA course which requires about 156 hours of student effort. These 156 hours includes preparation time including readings, the time spent in class, working in your groups and undertaking assessment. Of course all these tasks will take a different amount of time for different people, and just like workload in the workplace it is best appraoched adaptively ratehr than technically. You could well find yourself engaged in thinking and practicing what you are learning for many more hours.

Fundamentals of Leadership classes in this trimester are framed as a single intensive followed by eight workshops.

Intensive: Friday 1pm-7pm & Saturday  9am-4pm
Workshop 1: Tuesday  5pm-8pm Nexus 10, 706, MBA Suite
Workshop 2: Tuesday  5pm-8pm Nexus 10, 706, MBA Suite
[break]
Workshop 3: Tuesday 5pm-8pm Nexus 10, 706, MBA Suite
Workshop 4: Tuesday  5pm-8pm Nexus 10, 706, MBA Suite
[break]
Workshop 5: Tuesday  5pm-8pm Nexus 10, 706, MBA Suite
Workshop 6: Tuesday  5pm-8pm Nexus 10, 706, MBA Suite
[break]
Workshop 7: Tuesday 5pm-8pm Nexus 10, 706, MBA Suite
Workshop 8: Tuesday 5pm-8pm Nexus 10, 706, MBA Suite

Further details on workshops content are available on MyUni.

The three breaks throughout the trimester have a very important purpose: they are designed to allow you time for you to meet with your group to undertake the Case Consultations that comprise the core of your assessable activity. Therefore it is strongly recommended that you set aside these dates well before the beginning of the trimester so that you and your group an commit to meeting at those times, in order to avoid the complications of managing multiple schedules. The easiest thing is for you to consider yourself fully committed to this course each Tuesday night until the 20th of November.

Apart from the required text, all readings are provided in your MBA folder and links to electronic resources and everything else you need will be provided on MyUni.

Assessment Task	Task Type	Weighting	Learning Outcome
	Formative, Individual	n/a (formative)	1,2,3,4,5,6
	Formative/summative, Individual	5%	1,2,3,4,5,6
	Formative/summative, Individual	10%	1,2,3,4,5,6
	Formative/summative, Individual	20%	2,5,6
	Summative, Individual	15%	2,5,6
	Summative, Group	15%	1,2,3,4,5,6
	Summative, Individual	35%	1,2,3,4,5,6

; this is also where you will submit all of your assessments.

Please refer to MyUni for all assessment detail.

 

Please submit your assignments via MyUni on the date due.

Students are expected to submit their work by the due date to maintain a fair and equitable system. Extensions will generally only be given for medical or other serious reasons. All requests for extensions must be emailed to the lecturer in charge of the course before the due date.  Each request will be assessed on its merits. A late assignment (without  prior arrangement) may be penalised by a 5% mark reduction for each day that it is late.