Course specification for UED8024

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Course specification
The current and official versions of the course specifications are available on the web at .
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UED8024 Professional conversations - Leading Through Conversations

Semester 1, 2020 Online
Short Description: Leading Through Conversations
Units : 0.25
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Student contribution band : National Priority - Teaching
ASCED code : 079999 - Education not elsewhere classi
Grading basis : Graded

Rationale

Together, information and knowledge power professional conversations, and empower influence and leadership. In their Harvard Business Review (2012), article of the same title, Groysberg and Slind proposed that, Leadership Is a Conversation. Conversation illuminates ideas, options, and understandings, and also leads to new knowledge, even wisdom. American feminist, author, and critic Margaret Fuller who implored, If you have knowledge, let others light their candles in it.

Synopsis

This unit is about conversing with openness and purpose, and about improving the depth, interest and outcomes of professional conversations. Infusing professional conversations with information and knowledge makes them more effective, productive, persuasive, authentic and action orientated. Leaders seek greater rigour in their own exchanges, as well as encouraging those that they influence to seek, inform, authenticate, analyse, interpret and reflect as they converse.

Please be advised that this minicourse is made up of four parts please see EDU8400 for the full course specification.

Objectives

On successful completion of this course students should be able to:

  1. Apply specialist knowledge and understanding of coaching & mentoring to build individual and organisational capacity. (EDU8400 LO1)
  2. Apply advanced cognitive and communication skills to plan and articulate an advanced strategy to improve performance in a professional context (EDU8400 LO5)

Topics

Description Weighting(%)
1. Perspectives on knowledge 33.00
2. Integrating information and knowledge into professional conversation 33.00
3. Influencing and knowledge in leading and influencing others 34.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=UED8024)

Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)

There are no texts or materials required for this course.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Ackoff, R 1991, Ackoff's best: His classic writings on management, John Wiley & Sons, New York, NY.
Annan, K 1997, If information and knowledge are central to democracy, they as conditions for development, United Nations Press Release SG/SM/6268, New York, NY.
( (Links to an external site.).)
Ashkanasy, N.M. & Dasborough, M.T 2003, 'Emotional awareness and emotional intelligence in leadership teaching', Journal of Education for Business, vol. 79, no. 1, pp. 18-22.
Atwater, L.E. & Yammarino, F.J 1992, 'Does self-other agreement on leadership perceptions moderate the validity of leadership and performance predictions?', Personnel Psychology, vol. 45, no. 1, pp. 141-162.
Brann, A 2014, Neuroscience for coaches: How to use the latest insights for the benefit of your clients, Kogan Page Publishers, London, UK.
Cameron, A.-F., & Webster, J 2013, 'Multicommunicating: Juggling multiple conversations in the workplace', Information Systems Research, vol. 24, no. 2, pp. 352-371.
Cosgrove, E. & Hope, S 2019, Let’s Talk, Training Journal, Ebsco,
<>.
Dammann, O 2019, 'Data, information, evidence, and knowledge: A proposal for health informatics and data science', Online J Public Health Inform, vol. 10, no. 3, p. 224.
(Retrieved from (Links to an external site.).)
De Bono, E 2016, Parallel Thinking, Ebury Digital, Vermillion, London.
Di Virgilio, M., and Ludema, J 2009, 'Let’s Talk: Creating Energy for Action through Strategic Conversations', Journal of Change Management, vol. 9, no. 1, pp. 67-85.
( (Links to an external site.).)
Drake, D. B 2009, Evidence is a verb: A relational approach to knowledge and mastery in coaching, International Journal of Evidence Based Coaching & Mentoring, 7th edn, 1, 1-12.
Finkelstein, S., Whitehead, J. and Campbell, A 2008, Think Again: Why Good Leaders Make Bad Decisions and How to Keep It from Happening to You, Harvard Business School, Boston, MA.
Foster, S 2007, 'Positive psychology principles applied to consulting psychology at the individual and group level', Consulting Psychology Journal, vol. 59, no. 1, pp. 30-40.
Gambrill, E. and Gibbs, L 2009, Critical Thinking for Helping Professionals: A Skills-Based Workbook, 3rd edn, Oxford ¾«¶«´«Ã½app Press, Oxford [England].
( (Links to an external site.).)
Gill, L.J., Ramsey, P.L. & Leberman, S.I 2015, 'A systems approach to developing emotional intelligence using self-awareness engine of growth model', Systemic Practice and Action Research, vol. 28, no. 6, pp. 575-594.
Goleman, D 1995, Emotional intelligence: Why it can matter more than IQ, Bloomsbury, London, England.
Groysberg, B. and Slind, M 2012, 'Leadership is a conversation', Harvard Business Review, June.
(Retrieved from (Links to an external site.).)
Howard, V. and Barton, J 1992, Thinking together : making meetings work, W. Morrow, New YOrk.
Knight, J. (Ed.) 2008, Coaching approaches and perspectives, Hawker Brownlow, Moorabbin, VIC.
McKergow, M. and Bailey, H 2014, Six new rulesroles of engagement for teams, organizations, communities and movements, Solutions Books, London.
Roberts, D. and Pakkiri, R 2013, Decision sourcing: Decision making for the agile social enterprise, Routledge, Burlington, VT.
Sackett, D. L., Haynes, R. B., Guyatt, G. H., and Tugwell, P 1996, 'Evidenced based medicine: What it is and what is isn't', British Medical Journal, 13 January, pp. 13, 71-72.
Scott, K 2017, 'What Steve Jobs Taught Me About Debate in the Workplace', NBC News, 15 March,
<>.
Smith, D 2013, 'The (big) difference between conversation and communication', Grand Rapids Business Journal, vol. 31, no. 42, p. 13.
(Retrieved from (Links to an external site.).)
State Government of Victoria Business Victoria 2019, Communication skills for managers. Become confident, comfortable and consistent with staff communications, Business Victoria,
<>.
Stober, D.R. and Grant, A.M 2006, Evidence based coaching handbook: Putting best practices to work for your clients, John Wiley & Sons Inc, Hoboken, NJ.
Stoltzfus, T 2008, Decision making. In T. C: Stoltzfus, Coaching questions: A coach’s guide to powerful asking skills, Tony Stoltzfus Self Published, Virginia Beach, VA.
The Canadian Institute of Cultural Affairs, R. Brian Stanfield (ED) 2013, The Art of Focused Conversation: 100 Ways to Access Group Wisdom in the Workplace, New Society Publishers, Gabriola Island, British Columbia.
((ICA series) Kindle Edition Gabriola Island Canada.)
Turkle, S 2016, Reclaiming Conversation: The Power of Talk in a Digital Age, Penguin, New York.
Wheatley, M 2009, Turning to one another: Simple conversations to restore hope to the future, Berrett Koehler Publishers, San Francisco, CA.
Zeldin, T 1998, Conversation, Harvill Press, London.
Zeldin, T 2007, Conversation How Talk Can Change Our Lives, HiddenSpring, New Jersey.
Grant, A.M. (2005). What is evidence-based executive, workplace and life coaching? In: M. Cavanagh, A.M. Grant, T. Kemp, Travis (Eds.). Evidence-based coaching volume 1: Theory, research and practice from the behavioural sciences, (pp. 1-13). Bowen Hills, QLD: Australian Academic Press.
Levy, P. (2013) The Creative Conversation of Collective Intelligence. Translation by Aronoff, P. and Scott, H. Delwiche, A. and Jacobs Henderson, J (Eds) The Participatory Cultures Handbook (pp. 99-108). New York. Routledge.

Student workload expectations

Activity Hours
Assessments 10.00
Directed ¾«¶«´«Ã½app 30.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Assessment 1 50 100 20 Apr 2020 (see note 1)

Notes
  1. The assessment for this minicourse is due 4 weeks after teaching concludes. Students have access to the learning platform for a total of 11 weeks.

Important assessment information

  1. Attendance requirements:
    There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.

  5. Method used to combine assessment results to attain final grade:
    The final grade for the full course will be assigned on the basis of the aggregate of the weighted marks obtained for each mapped minicourse, once all assessments have been successfully undertaken.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    There is no examination in this course, there will be no deferred or supplementary examinations.

  8. ¾«¶«´«Ã½app Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .

Assessment notes

  1. Referencing in assignments must comply with the Harvard (AGPS) referencing system. This system should be used by students to format details of the information sources they have cited in their work. The Harvard (APGS) style to be used is defined by the USQ library’s referencing guide. This guide can be found at .

Evaluation and benchmarking

internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.

Other requirements

  1. There are 4 minicourses at 0.25 credit point that map to 1 full course. To receive credit for this minicourse into the full course, students must successfully pass the assessment. Once all 4 mapped minicourses have been successfully completed, a credit into the full course applies.

Date printed 19 June 2020