| Semester 2, 2020 Online | |
| Short Description: | Cultivating a Global Mindset |
| Units : | 0.25 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Management and Enterprise |
| Student contribution band : | Band 3 |
| ASCED code : | 080307 - Organisation Management |
| Grading basis : | Graded |
Rationale
The intent of Leading Global Teams to Success is to build and or enhance team leadership capability specifically in relation to global teams. As the corporate environment becomes more globalised, it is not unusual for teams to be cross-cultural and even virtual. This adds considerable complexity to the team and its leadership, with leaders needing traditional leadership skills, coupled with cultural sensitivity and a global mindset.
Synopsis
In this minicourse, you will evaluate a scenario for a global team endeavour and make recommendations regarding how you would lead the team to success.
Please be advised that this minicourse is made up of four parts please see MGT8037 for the full course specification.
Objectives
On successful completion of this course students should be able to:
- critically reflect on personal team experiences to develop a leadership approach (MGT8037 LO3);
- apply specialist team leadership knowledge to evaluate a real-world scenario (MGT8037 LO5).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Cultivating a global mindset | 33.00 |
| 2. | Leading cross-cultural teams | 33.00 |
| 3. | Building trust in virtual teams | 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=02&subject1=UMG8013)
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.
Annual Review of Psychology 2007, 'What we talk about when we talk about 鈥榞lobal mindset鈥�: Managerial cognition in multinational corporations', Journal of International Business Studies, vol. 38, no. 2, pp. 231-258.
Avolio, B.J., Walumbwa, F.O. & Weber, T.J 2009, 'Leadership: Current theories, research and future directions', Annual Review of Psychology, vol. 60, pp. 421-449.
Avolio, B.J., Walumbwa, F.O. & Weber, T.J 2009, 'Leadership: Current theories, research and future directions', Annual Review of Psychology, vol. 60, pp. 421-449.
Belbin, R.M 2010, Team roles at work, 2nd edn, Butterworth-Heinmann, Oxford, U.K.
Brett, J., Behfar, K., & Kern, M 2006, 'Managing multicultural teams', Harvard Business Review, vol. 84, no. 11, pp. 84-91.
Hofstede, G.H 2001, Culture鈥檚 consquences: Comparing values, behaviors, institutions, and organizations across nations, 2nd edn, Sage Publications, Thousand Oaks, CA.
Moran, R.T, Harris, P.R., & Moran, S.V 2011, Sage Publications, 8th edn, Taylor and Francis, Burlington, MA ; Oxford.
Neuman, G.A., Wagner, S.H., & Christiansen, N.K 1999, 'The relations between work-team personality composition and the job performance of teams', Group and Organisational Management, vol. 24, no. 1, pp. 28-45.
Park, S., Jeong, S., Jang, S., Yoon, S.W., & Lim, D.H 2018, 'Critical review of global leadership literature: Toward an integrative global leadership framework', Human Resource Development Review, vol. 17, no. 1, pp. 95-120.
Sousa, M.J. & Rocha, 脕 2019, 'Leadership styles and skills developed through game-based learning', Journal of Business Research, vol. 94, pp. 360-366.
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Williams, M 2001, 'In whom we trust: Group membership as an affective context for trust development', The academy of Management Review, vol. 261, no. 3, pp. 377-396.
Zander, L., Mockaitis, A.I., & Butler, C.L 2012, 'Leading global teams', Journal of World Business, vol. 47, pp. 592-603.
Zander, L., Mockaitis, A.I., Butler, C.L 2012, 'Leading Global Teams', Journal of World Business, vol. 47, pp. 592-603.
Bligh, M.C. (2017). Leadership and trust. In J. Marques, & S. Dhiman (Eds.), Leadership today (pp. 22-42). Springer DOI: 10.1007/978-3-319-31036-7.
Flavian, C, Guinaliu, M and Jordan,P, 2018, 鈥楢ntecedents and Consequences of Trust on a Virtual Team Leader鈥�, European Journal of Management and Business Economics, Emerald Publishing Limited. This article considers the specific challenge of developing trust in a virtual environment and what leaders can do to develop trust within their team.
Student workload expectations
| Activity | Hours |
|---|---|
| Assessments | 10.00 |
| Directed 精东传媒app | 30.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| Assessment 1 | 50 | 100 | 07 Sep 2020 | (see note 1) |
Notes
- 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
-
Attendance requirements:
There are no attendance requirements for this course. However, it is the students鈥� 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. -
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. -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
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. -
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. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
There is no examination in this course, there will be no deferred or supplementary examinations. -
精东传媒app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene 精东传媒app policies and practices. These policies can be found at .
Assessment notes
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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鈥檚 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
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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.