MGMT6028 Leading and Facilitating Teams Trimester 3, 2016 · team leadership and team facilitation skills, and practical applications for group dynamics, effective meeting management

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Unit study package code: MGMT6028

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Block Teaching: 5 x 8 Hours Semester

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: 5698 (v.0) Organisational Behaviour 550 or any previous version OR MGMT5022 (v.0) Organisational Behaviour for Managers or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: DrName: Kim SchofieldPhone: 0411090765Email: [email protected]: Building: P01 - Room: 312Consultation times: By appointment

Teaching Staff: Name: KimPhone: SchofieldEmail: [email protected]: Building: MURR - Room: 312

Administrative contact: Name: Margot Stacy JavilloPhone: 08 9266 1205Email: [email protected]: Building: P01 - Room: 117

Learning Management System: Blackboard (lms.curtin.edu.au)

Unit Outline

MGMT6028 Leading and Facilitating Teams Trimester 3, 2016

Curtin Business School (CBS) Curtin Graduate School of Business

MGMT6028 Leading and Facilitating Teams Perth City Campus 14 Aug 2016 Curtin Graduate School of Business, Curtin Business School (CBS)

Page: 1 of 12CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Syllabus The increasing importance of teamwork in achieving organisational goals, and the ability to lead and facilitate teams utilising people's knowledge and cooperation for enhanced organisational performance. The distinction between team leadership and team facilitation skills, and practical applications for group dynamics, effective meeting management skills.

Introduction Whether you are, or will be, a leader or facilitator, ‘strong facilitation will be critical for successful business interactions’ (Clawson and Bostrum, 1995). This unit focuses on the increasing importance of teamwork in achieving organisational goals and examines the ability to lead and facilitate teams with the objective of utilising people’s knowledge and cooperation for enhanced organisational performance. Students who successfully complete this unit will be able to draw on a solid theoretical knowledge base in order to illustrate different frameworks for analysing teams and groups dynamics and apply their enhanced practical skills in team leadership, facilitation and research methodologies to their own working environments.

This unit examines the ability to lead, influence and facilitate teams as one of the most critical skills in today’s rapidly changing workplace. Effective teamwork involves bringing together diverse interests, concerns, and conflicting behaviours of staff members, departments and organisations that usually have limited resources and time. The goals are to build a shared vision and common approach rather than pursue individuals’ agendas.

This unit will make a clear distinction between team leadership and team facilitation skills. It will explain the various sub-roles under each broad category and provide students with opportunities to learn more about the theory and practice of these roles and skills. Students will learn practical applications for group dynamics, effective meeting management skills, and how to balance organisational, team and personal needs. Students in this unit will also learn and practice research skills.

It is mandatory that students attend and actively participate in the entire program. If however, you are unable to attend for any period you must email the lecturer to inform him of your absence. Absences from sessions will be determined on a case-by-case basis; please discuss with the lecturer in advance. If you know in advance that you will not be able to attend for more than half a day then you should consider deferring your enrolment in this unit.

Adult learning principles will be used throughout this unit. The lecturer will provide a variety of lectures, demonstrations, case studies, videos, inventories, exercises, worksheets, job aids, role plays and group discussions to prepare students for the roles of team facilitator and team leader in their organisations. This is a highly interactive class and students are expected to be fully and overtly participatory in the learning process.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.





Curtin's Graduate Attributes

Learning Activities Lectures, workshops, group work in class and for assignments, case studies, role plays, skills practise, interviews with experts, focus groups, self-assessmets, discussions and extensive guided reading.

Learning Resources Recommended texts

You do not have to purchase the following textbooks but you may like to refer to them.

l There is no text book for this unit.

Other resources Recommended Reading

It is not intended that students read the complete list below, neither are students expected to limited their reading to the list. However, at least 10 articles should be read prior to the first class. The Recommended Reading may provide a helpful starting point for assessments.

1. Burke, H.M. and Hutchins, L.A. 2007 Identifying trainers' knowledge of training transfer research findings – closing the gap between research and practice. International Journal of Training and Development. 11 (4): 236–264

2. Buchel, B and I. Moss. 2007. Using facilitation to drive change: the change leaders’ guide. Perspective for Managers 150: 1 – 4. ProQuest.

3. Clawson, J.G. 2006. Level three leadership: Getting below the surface. New Jersey: Pearson Prentice Hall. Leadership & Organization Development Journal, 19, 211-215.

4. deLictenberg, J. and M. London. 2008. Evaluation group interventions: A framework for diagnosing, implementing and evaluations group interventions. Group Facilitation: A Research and Applications Journal (9) 37 – 38. Proquest.

5. Druskat, V., and S. Wolff. 2001. Building the emotional intelligence of groups. Harvard Business Review 79 (3): 80.

6. Flores, L. G. and Fadden, J. 2000. How to have a successful strategic planning meeting, Training & Development, 54 ( 31), 31-34.

7. Frye. C.M., R. Bennett and S. Caldwell. 2006. Team emotional intelligence and team interpersonal process

On successful completion of this unit students can: Graduate Attributes addressed

1 Analyse contemporary concepts, models and theories relating to team work and team leadership

2 Apply team work and leadership concepts, models and theories to the analysis of team building

3 Solve problems creatively using research findings

4 Apply appropriate communication skills in a range of facilitation settings

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

effectiveness. Mid-American Journal of Business 21 (1): ProQuest. 8. Goldman, M. 2006. Facile Facilitation. Leadership Excellence 23 (8): 17. ProQuest 9. Goleman,D., R. Boyatzis and A. McKee Dec, 2001. Primal Leadership, the Hidden Driver of Great

Performance. Harvard Business Review (42-51). 10. Gratton, L. & T.J. Erickson. 2007. Eight ways to build collaborative teams. Harvard Business Review 85 (11) :100-

109 : Business Source Premier. 11. Hambley, L.A., T.A. O’Neil and J.B. Kline. 2007. Virtual team leadership: The effects of leadership style and

communication medium on team interaction styles and outcomes. Organizational Behaviour and Human Decision Process 103 (1): ProQuest

12. Hammond, J.A., R.L. Keeney R.L. and H. Raiffa. 2006. The Hidden Traps in Decision Making. Harvard Business Review. 84 (1): 118 -126.

13. Heron, J. 1993. Group facilitation theories and models. London: Kogan Page. 14. Hogan, C. 2003. Practical Facilitation: a tool kit of techniques. London: Kogan Page. 15. Hogan, C. 2002. Understanding Facilitation: theory and principles. London: Kogan Page. 16. Katzenbach, J. R., and D. K. Smith. 2005. The Discipline of Teams. Harvard Business Review. 83 (7/8): 162-171. 17. Kiser, A. G. 1998. Masterful Facilitation: becoming a catalyst for meaningful change, American Management

Association, New York. 18. Klein, R. 2009. A review of becoming a resonant leader (McKee, Boyatzis and Johnson): Contextualising the

pace of Emotional Intelligence skills with respect to team, leadership and group dynamics. Organization Management Journal 6 (1) : ProQuest

19. Kolb, J. A. and Rothwell, W. J. 2000. Competencies of Small Group Facilitators: what practitioners view as important, Journal of European Industrial Training, 26, 200-203.

20. Kolb, J. A., Jin, S., & Song, J. H. 2008. A Model of Small Group Facilitator Competencies. Performance Improvement Quarterly, 21(2): 119-133.

21. Kolfschoten, G.L., M. den Hengst-Bruggeling, and G-J deVreede. 2007. Issues in the Design of Facilitated Collaboration Processes. Group Decision and Negotiation 16 (4): 347-361. ProQuest

22. Kolfschoten, G.L., M. den Hengst-Bruggeling, and G. deVreede. 2007. The use and documentation of facilitation techniques. Group Facilitation: A Research and Applications Journal (8) 7 – 14. ProQuest.

23. Luthans, K. and A. Leung . 2010. Development of Human And Social Capital Through Industry Peer Networks. Business Research Yearbook Global Business Perspectives, International Academy of Business Disciplines.

24. McFadzean E. 2002 Developing and supporting creative problem solving teams: part 2 facilitator competencies. Management Decision 40 (6) 537 – 551.

25. McFadzean, E. and Nelson, T. 1998. Facilitating problem-solving groups: a conceptual model, Leadership & Organization Development Journal, 19, 6-13.

26. Moran, P. 2005. Structural vs. Relational Embeddedness: Social Capital and Managerial Performance. Strategic Management Journal 26: 1129-1151.

27. Nahapiet, J. and S. Ghoshal (1998) Social Capital, Intellectual Capital, and the Organizational Advantage. The Academy of Management Review. Vol. 23, No. 2 (Apr., 1998), pp. 242-266.

28. Miranda, S. M. and Bostrom, R. P. 1999. Meeting facilitation: Process versus content interventions, Journal of Management Information Systems, 15, 89.

29. Myrsiades, L. 2000. Meeting sabotage: Met and conquered, The Journal of Management Development, 19, 870. 30. Pierce, V., D. Cheesebrow and L.M. Braun. 2000. Facilitator Competencies. Group Facilitation: A Research and

Applications Journal 2, 24-31. 31. Stewart, J.A. 2006 High-Performing (and Threshold) Competencies for Group Facilitators. Journal of Change

Management 6 (4) 417 – 439: ProQuest 32. Stewart, D.W., P.N. Shamdasni and D.W. Rook. 2007. Focus Groups: Theory and Practice. 2nd Ed. Thousand

Oaks: Sage. 33. Scholtes, P. R. 1988. The Team Handbook. Madison, WI: Joiner. 34. Schuman, S.(Ed) 2005. The IAF Handbook of Group Facilitation. San Francisco, C.A. Jossey-Bass. 35. Schwarz, R.M. 2002. The Skilled Facilitator. New Revised: A Comprehensive Resource for Consultants, Facilitator,

Maangers, Trainers and Coaches. Rev ed. San Francisco: Jossey-Bass. 36. Strachan, D. 2007. Making Questions Work. San Francisco, C.A: Jossey-Bass 37. Straus, D., and T. C. Layton. 2002. How to make collaboration work: Powerful ways to build consensus, solve

problems, and make decisions. New York: Berrett-Koehler Publishers. 38. Thomas, G. 2006. Facilitator Education: Learning from group counsellor education. Group Facilitation: A

Research and Applications Journal. ProQuest.





39. Van de Water, H., K. Ahaus, and R. Rozier. 2008. Team Roles, Team Balance and Performance. Journal of Management Development 27 (5):499 – 512.

40. Wardale, D. 2013. Towards a model of effective group facilitation, Leadership & Organization Development Journal, Vol. 34 (2) pp.112 – 129

Assessment Assessment schedule

Detailed information on assessment tasks

1. Assessment 1: Interview of Team Leader or Facilitator

Interview Analysis (35%)

Written Paper: 2000 words (+/- 10%)

There is much to be learnt from role models. The main objective of this assignment is to give students the opportunity to learn from and share the advice of experienced facilitative team leaders or practicing facilitators.

The personal identity and position of your interviewee should not be mentioned, just as long as students are confident the interviewee is experienced working with teams. Specifically students are:

l Required to explain the selection of an appropriate interviewee and summarise their findings. l To support their findings and conclusions from the interview with references from the literature l Explore further one sub-topic about team leadership that your interviewee emphasised. l Use the literature to confirm and/or refute the interviewee’s comments—focus on the actual interview. l Outline the ethics you considered when undertaking your interview. l To consider the application of the interview and the literature review for your work. l To display academic merit.

Suggested questions for the interviewee are contained in Blackboard.

Further assessment information in available in the Rubrics.

2. Assessment 2: Group Paper (35%)

Written group paper: 5,000 words (+/ - 10%, excluding Appendices and references)

The goal for this assignment is for students to benefit from the practical experience of facilitating a group discussion/s on a topic that is interesting to them and their group of participants. In addition, these facilitated workshops/ forums will be done in a relatively “safe” environment that is conducive to learning.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Interview Analysis 35 percent Week: Week 7 Day: Sunday 16 October Time: 23:55

1,4

2

Report 35 percent Week: Week 10 Day: Sunday 6 November Time: 23:55

1,2,3,4

3

Essay 30 percent Week: Week 12 Day: Sunday 20th November Time: 23:55

1,3





This assignment is to be completed in teams of three or four members. The teams will be formed at the end of Day 1 and will remain consistent for the assessment. Students are allowed to choose their own team members.

Teams are to consider and reflect on at least two team-work events: the Treasure Hunt activity and the Group Facilitation experience. The Treasure Hunt will be organised by the lecturer.

The Group Facilitation experience requires the team to facilitate an event. The team will need to plan, organise, host, conduct, write-up and make recommendations for implementation. The facilitated intervention should last for between 90 minutes and 3 hours. Ideas will be discussed in class but may include:

l Conducting a focus group to gather information on a topic of interest to the group. l Facilitating a meeting in the workplace of one of the students. Ideal meetings may include strategy,

contentious meetings, change management, problem solving, innovation or ideas-generation meetings, lessons learnt, etc.

l Offering your time to a volunteer organisation for similar purposes to the above. l Other, as negotiated with the lecturer.

More details about the facilitated event will be explained in the class.

In the written paper the group is required to:

1. Provide evidence the team led a well facilitated event. Include a discussion of the planning, intervention strategies, achievement of outcomes and ideas for implementation.

2. Provide evidence the team analysed the literature on facilitation to guide the various aspect of your facilitation.

3. Provide evidence of the ethical considerations you made in relations to the facilitation. 4. Provide recommendations for future improvements when facilitating teams or contracting facilitators to

conduct similar events. 5. Provide evidence of how your team worked collaboratively and the team processes used. 6. Display academic merit.

Please refer to the Rubrics when considering this assessment.

3. Assessment 3: Individual essay on team work (30%)

Written paper: 2000 words (+/- 10%)

The goal of this paper is to delve more deeply into one of the sub-topics of the Unit as it relates to an aspect of your work, the assessment 2 group assignment or the way your assignment team worked together. The sub-topics are an opportunity for individuals to research and report on an area that is particularly interesting to them. Sub-topics include:

l High performing Teams l Team roles and dynamics l Diversity in teams l Maximising the effectiveness of virtual teams l Influencing l Dealing with excessive agreement l Dealing with excessive disagreement l Implementing meeting outcomes l Consulting and contracting l Social capital





l Or, other as negotiated with your lecturer.

Specifically the paper should include:

1. Your reason for choosing the sub-topic 2. An analysis of the sub-topic and evidence of an extensive literature review 3. A discussion of how you will apply your learnings in the future to inform the way you lead or facilitate

groups 4. Academic merit.

Please refer to the Rubrics when considering this assessment.

Pass requirements

Students must gain a grade of 50% or better for each assessment to pass the Unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.





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Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is Chicago.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.





http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

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Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

There is constant minor updating of content through the unit. There are no major changes between this trimester and the last trimester the unit ran.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





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Program calendar

Program calendar

Unit Schedule

Date Day Content Assessment Schedule

Prior to Day

1

0 l Read unit outline l Read any 10 of the articles outlined in the recommended

reading list Identify and interview a leader who is collaborative, facilitative and works well with teams. (See Blackboard information for suggested interview guide).

Mon

5 Sept

1 Overview

l Introductions to lecturer and fellow-students l Overview of unit, assessments, structure and expectations l Definitions, roles and responsibilities for facilitators and team leaders l Models of facilitation l Ethics of leading and facilitating

1. Facilitator styles and competencies

Teams

l Leading high performing teams l Considerations for working with virtual teams

Tues

6 Sept

2 Teams (continued)

l Managing and facilitating diversity within teams l Team Activity - 3 hours for your student-team of 3-4 people to

participate in a Treasure Hunt (details l provided in class).

Wed

7 Sept

3 Start the day with … Review results (and spoils) of Treasure

Hunt.

Social Capital

l Three components l Importance of developing and maximising social capital as a leader

and facilitator

Contracting the Brief

l Questioning and listening skills. l Clarifying and contracting a brief.





Mon

12 Sept

Teaching free day

l Available for team planning day for assessments 2; planning the Group Facilitation Experience

Tues

13 Sept

4 Influencing and Power

l Differentiate between power and influence l Strategies, techniques and tips for influencing from a non-positional

power base. l Presentations on interviews with leader

Dealing with Excessive Disagreement

l Dealing with difficult personalities, emotions, group dynamics organisational hierarchy.

l Practise sessions

Wed

14 Sept

5 Dealing with Excessive Agreement

Considerations for Implementation and Transfer

l Running Effective Meetings

Sun

16 Oct

Assessment 1: 23:55 on 16 October 2016

Sun 6 Nov

Assessment 2: 23:55 on 6 November 2015

Sun

20 Nov

Assessment 3: 23:55 on 20 November 2015





MGMT6028 Leading and Facilitating Teams Trimester 3, 2016 · team leadership and team facilitation skills, and practical applications for group dynamics, effective meeting management

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