General Information
Leading Self and Others: People, Perspectives and Performance explores how individual, interpersonal, and group processes shape behaviour and performance in organisations. Drawing on contemporary organisational behaviour research and professional practice, students develop insight into individual differences, perception, relationships, motivation, teamwork, leadership, followership, and the ethical and responsible application of these perspectives in organisational settings. Through self-assessment, critical reflection, and application to workplace contexts, students strengthen their capacity to lead themselves and work effectively with others to support individual and collective performance.
Details
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | BMBA71-101 |
| Subject title: | Leading Self and Others: People, Perspectives and Performance (January 2027) |
| Subject level: | Postgraduate |
| Semester/Year: | January 2027 |
| Credit points: | 10.000 |
Delivery & attendance
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. NOTE: BBS uses a self and peer-evaluation system to support students engaged in group-based assessments. Students are expected to provide this feedback in a timely fashion as part of their assessment. The information gathered is used by the educator as partial evidence of equitable contributions by all group members and helps to determine individual marks for group assessments. |
Resources
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | |
| Class recordings: | The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy. Students are encouraged to attend all sessions as these recordings will not be available for revision purposes. For further information please contact the subject coordinator. |
| Academic unit: | Bond Business School |
|---|---|
| Subject code: | BMBA71-101 |
| Subject title: | Leading Self and Others: People, Perspectives and Performance (January 2027) |
| Subject level: | Postgraduate |
| Semester/Year: | January 2027 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Intensive |
| Workload items: |
|
| Attendance and learning activities: | Attendance at all class sessions is expected. Students are expected to notify the instructor of any absences with as much advance notice as possible. NOTE: BBS uses a self and peer-evaluation system to support students engaged in group-based assessments. Students are expected to provide this feedback in a timely fashion as part of their assessment. The information gathered is used by the educator as partial evidence of equitable contributions by all group members and helps to determine individual marks for group assessments. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | |
| Class recordings: | The majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy. Students are encouraged to attend all sessions as these recordings will not be available for revision purposes. For further information please contact the subject coordinator. |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Analyse how individual differences, including values, personality, attitudes, perceptions and cultural influences shape behaviour in organisational settings.
- Evaluate the role of empathy, communication and trust in developing effective interpersonal relationships within organisational settings.
- Apply theories of motivation to analyse organisational situations and recommend evidence-based approaches that support individual and collective performance.
- Analyse group and team dynamics to recommend approaches that improve collective performance.
- Critically evaluate leadership and followership practices, including ethical conduct and personal leadership practice, to formulate evidence-informed actions for continuing development.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
Assessment details
| Type | Task | % | Timing* | Outcomes assessed | AI category |
|---|---|---|---|---|---|
| Portfolio | Pre-Class Learning & Reflection Portfolio | 30.00% | Week 3 | 1, 2, 3, 4, 5 | |
| Student Engagement | Participation & Contribution | 20.00% | Week 4 | 1, 2, 3, 4, 5 | |
| Written Report | Self-Analysis & Personal Development Plan | 50.00% | Week 7 | 1, 2, 3, 4, 5 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Assessment criteria
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed | AI category |
|---|---|---|---|---|---|
| Portfolio | Pre-Class Learning & Reflection Portfolio | 30.00% | Week 3 | 1, 2, 3, 4, 5 | |
| Student Engagement | Participation & Contribution | 20.00% | Week 4 | 1, 2, 3, 4, 5 | |
| Written Report | Self-Analysis & Personal Development Plan | 50.00% | Week 7 | 1, 2, 3, 4, 5 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
AI Categories
Ai Prohibited: Learning to develop AI-free knowledge and skills.
Ai Supported: Learning with the help of AI as directed.
Ai Focussed: Learning AI expertise and mastery as directed.
Refer to the assessment task sheet for specific AI instructions and review the Bond University Gen-AI Guide.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Additional subject information
As part of the requirements for Business School quality accreditation, the Bond Business School employs an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Subject curriculum
Individual Differences
Examines key individual differences and considers how personal and cultural characteristics, including personality, values, attitudes and other personal characteristics shape behaviour and experiences in organisational settings.
Perception and Attribution
Explores how people perceive and interpret themselves and others in organisational situations and considers the implications of these processes for workplace behaviour and interactions.
Interpersonal Relationships
Considers factors that shape effective interpersonal relationships in organisational settings, including communication, empathy, trust and related relational processes.
Motivation and Performance
Examines key perspectives on motivation and their application to understanding and supporting individual and collective behaviour and performance at work.
Groups and Teams
Explores fundamental group and team processes and considers how individual and collective dynamics influence how people work together and perform.
Leadership and Followership
Examines leadership and followership as interconnected organisational processes and considers different perspectives on their role in individual and collective effectiveness, development, and ethical conduct.