Note: This is an archived Handbook entry from 2015.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2015:July, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 16 hours |
Total Time Commitment:
80 hours total
|Recommended Background Knowledge:|| |
Undergraduate degree with five years’ workplace experience or 10+ years of professional experience
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering requests for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit:
CoordinatorProf Peter Gahan
Professor Peter Gahan
Leading High Performance Teams is a practical, two-day course that develops the skills required to drive team performance. The subject has an intervention design with a full-day facilitated workshop, a four-week intervention period and a second full-day workshop. This spacing allows participants to reflect on what they have learned and put the learning into practice. There are also pre-course readings and leadership assessments to prepare participants, provide meaningful insights and build a base of relevant knowledge. Although the course involves only two days face-to-face, the individual experience is a genuine leadership journey.
The subject covers the skills and tools that facilitate team performance. What is your interpersonal style? What issues could this cause? How do you manage teams as they progress through the stages of team life? How do you have conversations with team members, actively listen, provide support and coach them? How can you better understand your team members so you can motivate them to work with you? The course focuses on learning through doing and following activities with reflection. Every lesson leads to an actionable learning that makes a difference.
The subject is structured as follows:
a) Two weeks’ preparation: pre-readings, interview with supervisor, FIRO-B online diagnostic, ‘challenging scenario at work’ personal case study
b) All-day facilitated workshop covering:
c) Four-week intervention period: additional readings, application of new knowledge / skills approaches to personal case study, application of team learning styles questionnaire, reflective journal, connect with ‘accountability partner’
d) All-day facilitated workshop covering:
e) Post-program reflective assessment
On successful completion of this subject, students should be able to:
Hurdle requirement: completion of online FIRO-B 45-minute self-assessment, prior to the first workshop
Goleman, D. (2000). ‘Leadership That Gets Results.’ Harvard Business Review, Vol. 78 Issue 2, p78-90.
Gentry, WAB. (2014). ‘It’s not about me. It’s me & you.’ Centre for Creative Leadership Transitioning into Leadership Series, Vol. 1 Issue 1.
Gorgenyi, I. (1998). ‘Hunting Territory.’ Sports Coach, Summer, pp 18-21.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On successful completion of this subject students should have enhanced their skills in:
Specialist Certificate in Executive Leadership |
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