This subject is designed to help Bond students develop the intrapersonal and interpersonal skills to function effectively as individual contributors, team players and leaders in diverse social contexts. These collaborative skills are essential to all students’ personal and professional lives in any current or future profession. Students will gain a greater understanding of their personality, values, emotions, perceptions and related attributes, and develop an appreciation of the diversity of these characteristics in others. This perspective is required to work effectively in diverse multi-disciplinary groups and to develop the followership and leadership behaviours that are highly valued in contemporary organisations. Finally, students will develop a structured, self-directed approach to their ongoing learning as a capable individual, effective collaborator, and global citizen.
|Academic unit:||Transformation CoLab|
|Subject title:||Collaboration, Teams and Leadership|
Delivery & attendance
|Attendance and learning activities:||Attend all sessions. Most sessions build on the work in the previous one. It is difficult to recover if you miss a session. Attendance will be monitored and will impact the final mark in this subject.|
|Prescribed resources:||No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.|
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
Assumed Prior Learning (or equivalent):
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:
- recognise current strengths and weaknesses and devise appropriate development plans to support personal growth.
- apply intrapersonal and interpersonal competencies in a variety of personal and professional contexts (eg, effective listening, group problem-solving, conflict resolution, etc).
- give and receive constructive feedback to enhance collaboration and enable the development of personal accountability and resilience.
- assess the performance of groups in various contexts and provide suggestions to enhance group effectiveness and timely completion of tasks.
- demonstrate the knowledge, skills and attitudes necessary to contribute effectively in a culturally diverse project team environment.
- contribute to effective ethical leadership processes in group and team contexts.
|Online Quiz||Individual Quiz||10%||Week 3||1, 3, 4, 5, 6.|
|Online Activity §||Team activity||20%||Week 7||2, 3, 4, 5, 6.|
|Online Quiz||Individual Quiz||10%||Week 9||1, 3, 4, 5, 6.|
|Online Activity §||Team Activity||20%||Week 10||2, 3, 4, 5, 6.|
|Essay||Leadership Reflection & Philosophy Paper||35%||Week 12||1, 2, 3, 4, 5, 6.|
|Individual Contribution to Team §||Attendance and teamwork assessed by instructor and peers.||5%||Week 13||1, 2, 3, 4, 5, 6.|
- § Indicates group/teamwork-based assessment
- * 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.
|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.|
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.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
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.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Students are expected to attempt all items of assessment in this subject. Students may be asked to respond to questions from the subject coordinator regarding the content of their assessments. Students are expected to keep evidence of drafting and research. For the purposes of quality assurance, Bond University has commenced 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.
Introduction to the subject; subject mission and value narrative; topics and assessment reviewed.
The characteristics and impact of the present epoch known as Liquid or Late Modern times.
Discovering how personality, values and perception shape our understanding of self and others.
Completion of various personality and values surveys.
Teams: Systems, development, roles, climate, and communication.
Quiz # 1 (Personality, Values, Perception) followed by a team-based activity and a team formation poll.
Developing a systems thinking approach to innovation. Allocation of first teams and drafting of first team contract.
Developing team-based ideation skills.
Beyond Bond is a practical activity-based program that extends across the duration of students' undergraduate degrees.
The evolution of leadership theory; leadership styles and approaches.
Introduction to first summative team-based activity (Team #1 presentation), followed by team preparation and planning.
Team preparation and planning.
Presentation review, including team and individual evaluation.
Content and Process theories of motivation.
Recognising power in all aspects of organisational life; identifying, negotiating, and resolving conflict; and team-based activities.
Recognising ethical team-based decision-making traps, rules and processes; and team-based activity.
Quiz #2 (Motivation, Power, Conflict Management, and Decision-making). Review of 'lessons learned' in team work. Allocation of second team and team contract preparation.
Introduction to second summative team-based activity (Team #2 presentation), followed by team preparation and planning.
Team preparation and planning.
Presentation review, including team and individual evaluation.
The growing importance of CQ and EQ in leadership, team work, and responsible decision-making.
Introduction to final reflection paper and reflective writing. Academic Integrity discussion revisited.
Final assessment due by Week 12 Friday 5pm.