BUS301 Leadership
Unit description
This unit allows students to explore and analyse the qualities, traits, behaviours, and characteristics of effective
leaders focusing upon leadership in the business and industry sectors. Students consider the power of vision and
explore the psychology of both leadership and ‘followership.’ Through case studies students examine both
effective and ineffective leaders and examine how they can persuade and empower others. A variety of
leadership constructs will be explored and challenged in order to interrogate the nuances of leadership that
relates to diversity, technology, industry sector, size of organisation and organisational structure.
Why this unit matters
This unit also plays a crucial role in the whole of the Bachelor of Business at Stanley College and the study of
leadership in organizational settings. Successful completion of this unit will give you the ability to apply an
alternative lens through which to look at your other units. You will develop an appreciation for how looking at
business and enterprise by understanding the interface between leadership and the organisation. It can help you
gain a firmer grasp on theories and concepts in other units. In this unit, we ask you to consider the proposition that
the success of an organisation stems on effective leadership. Without successful leadership, organisations struggle
to make sense of the shifting environment and thrive in the midst of turmoil.
Lecturer, Unit Coordinator (West Perth Campus)
Name: Dr Shannice Ong
Email: wee.ong@sche.edu.au
Name: Kristyna Vavrova
Email: kristyna.vavrova@stanleycollege.edu.au
Name: Evan Chelios
Email:
Consultation hours:
Lecturers can be contacted by email to set up appointments for consultation sessions.
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Stanley International College Pty Ltd trading as Stanley College | ABN 16 130 977 221
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IMPORTANT CONTACTS
Help
Contact
Student Services Team (HE)
Student Support
Tell: 08 6371 9986
Email: studentservices@sche.edu.au
Sanjeev Thapa
Administrator, LMS Team
eLibrary, Canvas and Learning Resources
Tel: 08 6371 9969
Email: lmsadmin@sche.edu.au
IT Support
Tel: +08 6371 9969
Email: itsupport@stanleycollege.edu.au
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Stanley International College Pty Ltd trading as Stanley College | ABN 16 130 977 221
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Unit details
Unit Learning outcomes
On successful completion of this unit students will be able to:
1. Critically analyse theories of leadership and leadership styles.
2. Differentiate between the nature and roles of leaders and managers.
3. Assess the appropriate leadership styles and skills within diverse business contexts.
4. Respond to and address the barriers and enablers for effective leadership.
Resources
Resources available to students to assist in completing this unit include:

This student study guide

Specific unit readings

Online support materials (e.g. full text journal databases, listed Internet resources, etc.)

Prescribed and recommended textbooks

Professional journals.
Prescribed text
Daft, RL 2023. The leadership experience, 8th edn, Cengage Learning USA, Boston.
Recommended texts
Cole, K 2019. Leadership and management: theory and practice, 7th edn, Cengage Learning Australia, South
Melbourne.
Manning, G, Curtis, K 2022. The art of leadership, 7th edn, McGraw Hill LLC, New York.
Reference Journals
Australian Journal of Management
Harvard Business Review
Journal of Leadership Studies
Leadership and Organizational Development Journal
Leadership Quarterly
Organisation Development Journal
Organizational Dynamics
Personnel Psychology
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Other resources
EBSCO is an electronic database which contains academic journal articles and is very useful for your assignments
and unit activities.
Other resources will be recommended as the unit progresses.
Library services
In addition to the resources listed above, Stanley College maintains a professional academic library. This offers
access to a range of selected texts (prescribed and recommended), databases, journals, and relevant articles.
Library contact: Mr. Arun Limbu, LMS Administrator
Email: lmsadmin@sche.edu.au
Study requirements
Students are expected to attend all scheduled sessions. Students should familiarise the topic for each week and
complete any preparatory study, reading, exercises, or activities.
This unit is presented in blended learning mode combining pre-work, face-to-face workshops, collaborative group
activities, case study analysis, and online learning activities from Canvas, the Learning Management System (LMS).
Therefore, it is fundamental that you be familiar with navigating Canvas and to access and complete the learning
resources during the course of your studies. In addition to all scheduled classes, students are expected to complete
at least seven hours of personal study each week.
Each session has three (3) inter-connected components that can be found on Canvas, the Learning Management
System (LMS):
Preview & Prepare
Pre-session includes reading of relevant textbook chapter(s), reviewing online resources, watching short videos,
listening to audio podcasts and complete self-assessments and activities to prepare for the workshop. It is your
responsibility as a student to come prepared for each session, previewing and preparing all the materials.
In-session
In-session is the actual class you are required to attend. It includes a review of the Preview & Prepare materials and
other applied learning activities. The learning activities provide an opportunity for you to discuss and apply the OB
theories and concepts. Instructions and details of all applied learning activities will be provided during the sessions
by your lecturer.
Review & Reflect
Post-session includes summarising, collaborating, and reflecting on the topic(s) covered. You are required to apply
critical thinking skills, theories and concepts learned, integrating them with practical experience to demonstrate a
sound understanding of the key tenets of Leadership.
Some students may require more guidance and need more time in private study than others. Please contact your
lecturer for any help with the unit and your studies, such as writing, formatting, planning, preparing, or referencing
assignments.
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Unit requirements
Pass/fail requirements
This unit has three assessment activities: a leadership profile report that includes a visual summary, an essay, and
with two parts for the final assessment. The third assessment comprises part A - a leadership reflection journal and
development plan as well as part B - team report on leadership challenge.
In order to pass this unit students must:

Complete and submit all assessment items

Achieve a minimum overall score of 50%

Achieve a mark of a least 50% in any final examination where these are offered.
BUS 301 2025 S2 Study Guide Leadership_Final
Stanley International College Pty Ltd trading as Stanley College | ABN 16 130 977 221
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Academic Integrity
Following are details and a link to Stanley College’s academic integrity and honesty policy. All students are
encouraged to familiarise themselves with this policy, together with other relevant College policies, prior to
commencing their studies.
Stanley College believes that academic integrity is based on honesty in scholarly endeavours. Students must conduct
themselves in their academic studies honestly and ethically and are expected to carefully acknowledge the work of
others in all academic activities.
A failure to uphold the Stanley College’s policies and standards of academic honesty and integrity may result in a
finding of academic misconduct which can incur serious penalties including a loss of marks, failure of an assessment,
failure of the unit, or expulsion from the institution.
Academic misconduct includes cheating, collusion, plagiarism, and other conduct that deliberately or inadvertently
claims ownership of an idea or concept without acknowledging the source of the information. This includes any
form of activity that negates the academic integrity of the student or another student and his or her work.
Detailed information about relevant terms, penalties, and the processes for investigating allegations of academic
misconduct, and for appealing a finding is provided in relevant policy documents.
The
Academic
Integrity
policy
can
be
found
on
the
https://highereducation.stanleycollege.edu.au/about-us/policies-procedures/
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Stanley International College Pty Ltd trading as Stanley College | ABN 16 130 977 221
Stanley
College
website:
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Assignment presentation
Student assignments must generally be neatly and correctly typed on a word-processor. Correct formatting and
referencing procedures should be strictly adhered to. Stanley College has adopted the Harvard referencing style.
Details of the Harvard referencing style can be located at the following link: https://guides.lib.monash.edu/citingreferencing/harvard2020-intro . All assignments must be submitted using the Harvard system.
A brief online tutorial for how to use Harvard style is available at the following site: http://www.lib.rmit.edu.au/easycite/.
Students should submit a proper reference list for all essay-type assignments. The reference list should contain only
those works cited in your essay.
Essays, reports, and written responses
Essays, reports, and written-response assignments will normally be assessed against the following criteria:
Relevance to the topic
Are all of the important issues required of the question addressed? Did the
student answer the question/s?
Critical analysis
Has reference material been carefully analysed or
accepted/refuted and explained in the student’s own words?
Extent of reading
Does the essay, report, or written response indicate a satisfactory coverage
of literature relevant to the question?
Logical structure
Is the essay, report, or written response well structured, and any
argument(s) logically developed? In the case of an essay, does it have an
introduction (essay plan/synopsis), body, and conclusion?
Writing style/grammar
Is the writing style concise and lucid or confused, making it difficult for the
reader to get the point? Is written material free from spelling, typing, and
grammatical errors?
Referencing
Is there a properly presented list of reference material (only those items
actually cited in the essay)? Were these items referenced using the Harvard
referencing style?
BUS 301 2025 S2 Study Guide Leadership_Final
Stanley International College Pty Ltd trading as Stanley College | ABN 16 130 977 221
critically
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Grades and appealing an assessment mark
Stanley College’s assessment policy is located on the College website:
https://highereducation.stanleycollege.edu.au/about-us/policies-procedures/
Prior to submitting assignments students should make themselves familiar with all relevant policies and procedures.
The grades awarded for assignments are described as follows:
Result
Grade
>80%
High Distinction (HD)
70 – 79%
Distinction (D)
60 – 69%
Credit (C)
50 – 59%
Pass (P)
<50%
Fail (F)*
<50%
Fail Non-submission (FNS)
Pass grade for a non-graded (pass/fail) unit
Pass (PA)
Fail grade for a non-graded (pass/fail) unit
Fail
WD
Withdrawn without penalty
Appealing a grade
Students who, for whatever reason, are dissatisfied with their assessment mark may ask to have that mark
reviewed. All formal requests for review must be made in writing to the unit lecturer.
All appeals for an assessment review should be made in accordance with the requirements of assessment
procedures.
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Submitting assignments
All assignments must be submitted through Stanley College’s Learning Management System (LMS) Canvas. Students
must submit all assessment items electronically through Canvas by the due date specified. It is recommended you
include your name and student number in the header or footer of every page of any assignment.
Acknowledgement of all sources used in an assignment or work submitted for assessment in any written assessment
task is expected by Stanley College students. It is considered plagiarism if work is not properly sourced. Work that is
not completed by a student yet deliberately submitted as that student’s work is considered cheating.
Any assessment that is received after the due date and time is deemed to be late. The time and date as
recorded by LMS will be used to determine the timeliness of the submission. Late assessments will receive a
10% decrease in the total mark allocated for the assessment items for every 24-hour period the assessment is
late (including weekends and public holidays). For example, a student, who has submitted a piece of work for
an assessment item late by three days and was scored a mark of 60 out of a possible mark of 100, receives after
penalty a mark of 30 out of 100 (a mark of 10 is deducted per day as a penalty for each student from the mark
obtained). After eight days past the due date the assessment item will not be accepted for submission and will
receive a mark of 0%.
If an extension has been applied for and granted before the assessment due date, then the penalty does
not apply. If students fail to submit their assessment by the granted extension date, the 10% decrease in
marks applies from the granted extension due date. Applications for an assessment extension or for special
consideration must be in writing either via email or using the Assessment Cover Sheet before the assessment
due date to the Lecturer. Students are to submit appropriate evidence of the reason for extension or special
consideration. It is at the Lecturer’s discretion whether or not an extension is granted after reviewing the
reason and evidence provided.
For full details of Stanley College’s assignment submission procedure, see
https://highereducation.stanleycollege.edu.au/about-us/policies-procedures/
Student Progress and Feedback
Feedback is an integral element of the learning processes. It aims to be informative and analytical, supportive,
constructive and formative. It should not only provide information to students on how they have performed in
the assessment task and towards achieving the learning outcomes, but also provide advice and guidance to
improve their learning and future performances (known as formative or feed-forward feedback).
Feedback will be provided in a number of formats, i.e., written feedback recorded in the rubric; oral feedback
provided in week-to-week class discussion activities; and digital feedback through the various online activities via
the LMS, for both individual and group contexts.
Student Evaluation of Unit
Students will complete a survey towards the end of the semester. The aim of the survey is to enable the students
to provide feedback and the feedback is used for quality improvement purposes.
The survey will be administered through the Student Support office and student participation is anonymous.
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Learning Management System
Stanley College utilises a Learning Management System to allow staff and students to engage and interact for
subject resources and teaching content, to communicate with staff and other students, and to submit
assessments.
Each unit will have specific content areas designated that will hold specific information about the unit (instructor
details, pre-requisites, consultation times etc), weekly topics, learning modules and lesson plans, quizzes and
worksheets, and any assessment details including due dates and submission requirements.
Work Integrated Learning (WIL) Portfolio
The Stanley College Bachelor of Business seeks to develop students who are readily employable when they
graduate. Thus, it seeks to engage students in WIL in all years of the course, gradually at first, and then more
intensively as progress is made towards graduation. As part of the process of enhancing employability, students are
expected to create a portfolio of WIL related activities. Here, students build an evidence-base for understanding
how their learning in pursuit of unit-specific Learning Outcomes may contribute to the success of their placement
in a workplace for the Business Practicum (BUS303). The Portfolio is both a tool to guide personal and professional
growth and a collection of reflective experiences. Students are encouraged to identify and reflect on the
transferable skills and knowledge that can be applied as they progress in their course, and in their careers.
Lecturers will assist students to identify and create appropriate entries for their portfolios. WIL Portfolios are
accessible via the LMS.
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WIL Authentic Assessment Framework
The Authentic Assessment Framework facilitates careful contemplation and collaboration of how student learning
is evidenced, and skills are developed when the curriculum integrates aspects of Work Integrated Learning (WIL).
In this degree program, the curriculum has both vertical and horizontal scaffolded skill development, that requires
evidence of how students are engaging and developing in terms of graduate employment capabilities. The
Authentic Assessment Framework table provides a graphic representation of where each WIL component in a unit
is being evaluated. The descriptors reflect key elements of authentic learning and assessment identified through
contemporary research. The descriptors have been rewritten to reflect the level of autonomy, responsibility,
contribution, diversity and engagement implicit in the assessment task. As these qualities increase in complexity,
the task becomes more authentic with closer alignment to a work-based environment.
For the purposes of WIL at Stanley College, the more authentic a learning activity is, the more it is like one that
would be conducted in an actual business context. An authentic learning activity engages, to a greater or lesser
degree, the essential elements of workplace-based issues for consideration by students. Thus, a case study
concerning a real organization and a particular issue has a degree of authenticity. However, having managers from
local organizations attend class and brief students about an issue they are currently dealing with, and ask students
to develop a plan to resolve the issue and present it to these managers for feedback has a higher degree of
authenticity. In addition to the level of authenticity, assessments are considered from the perspective of the
proximity to the workplace.
Assessment activities for this unit with examples of WIL authenticity are indicated in the following table.
WIL: Authentic Assessment Framework
Proximity to the workplace
Authenticity
Educational setting
Placement
High
Medium
Leadership profile report & visual
summary, essay, leadership reflection
journal & development plan and team
report
Low
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Weekly Topic Learning Activities and goals
Weekly topics
Learning activities/3 learning goals
Reference materials
(from set text)
1. The Nature of
Leaders and
Leadership (LO2,4)
1. Understand the meaning of leadership
2. Identify the primary reasons for leadership derailment
and the new paradigm skills to avoid it
3. Recognise the traditional functions of management and
the fundamental differences between leadership and
management
4. Appreciate the crucial importance of providing
direction, alignment, relationships, personal qualities,
and outcomes
Chapter 1. What Does It Mean to
Be a Leader?
2. Leadership Theories
and Styles (LO1,3)
1. Outline personal traits and characteristics that are
associated with effective leaders
2. Distinguish among various roles leaders play in
organisations
3. Learn the various contingency approaches to leadership
Chapter 2. Traits, Behaviours, and
Relationship
3. The Leader and
Leadership Qualities
(LO2)
1. Understand the importance of self-awareness and
recognise blind spots
2. Identify personality dimensions, define attitudes, clarify
values and recognise differences in cognitive style, and
how they influence leader’s thoughts and behaviours
3. Exercise emotional intelligence and motivation others
based on fear or love
Chapter 4. The Leader as An
Individual
4. Power of Vision
(LO2,3,4)
1. Explain the relationship among vision, mission, strategy,
and mechanisms for execution
2. Describe four basic approaches for framing a noble
purpose
3. Formulating and implementing strategies effectively
Chapter 7. Creating Vision and
Purpose
5. Leadership and
Followership (LO2,3,4)
1. Effectively manage both up and down the Hierarchy
2. Understand the Leader’s role in developing effective
followership and using leadership coaching and
feedback to develop followers
3. Recognise followership style apply principles of
effective followership
Chapter 13. Setting the Stage for
6.
Chapter 5. Leading with Head and
Heart
Followership
Semester Break – 29/9/2025 to 5/10/2025
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7. Power, Influence
and persuasion
(LO2,3,4)
1. Understand and apply the Influential Leadership Styles
and Machiavellian-style Leadership
2. Explain and use the specific types of power in
organisations.
3. Identify the effects of Leader Frames of Reference
4. Use influencing tactics to persuade and influence.
Weekly topics
8. Leaders as
Communicators
Learning activities/3 learning goals
Chapter 12. Leadership Power and
Influence
Reference materials
(from set text)
1. Understand the different focus in management
communication and leader as communication champion
2. Apply communication factors to have strategic
conversations
3. Communicate with purpose and identify appropriate
channels to reach followers
4. Address communication challenges for effective
leadership
Chapter 9. Leadership
Communication
9. Leading Teams (LO2,
3,4)
1. Identify challenges associated with teamwork and
addressing the negative feelings about working in a
team
2. Lead teams to high performance by focusing on key
success factors and understanding stages of team
development
3. Apply effective conflict styles and negotiation skills
when leading teams
Chapter 10. Leading Teams
10. Managing
Performance and
Empowerment
(LO2,3,4)
1. Recognise and apply employee motivation strategies to
increase performance
2. Empower employees through delegation and
development
3. Review poor performance and apply steps to improve
performance
Chapter 8. Motivation and
Empowerment
11. Leading in a Time
of Change (LO2,3,4)
1. Describe the qualities of change leader and how leaders
can serve as role models for change
2. Learn and apply change models to lead change
initiatives and address resistance to change
3. Apply techniques to promote collaboration and foster
creativity for change
Chapter 15. Leading Change
(LO2,3,4)
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Page 13 of 32
12. Leadership and
Ethics (LO2,3,4)
1. Understand leaders set the ethical tone in organisations
and recognise the distinction between ethical and
unethical leadership
2. Know and apply mechanisms that enhance ethical
organisational culture
3. Apply the principles of stewardship and servant
leadership
4. Unlock own’s potential to live and act courageously as a
leader.
Chapter 6. Courage and Moral
Leadership
13. Developing
Leadership Diversity
(LO2,3,4)
1. Apply an awareness of the dimensions of diversity and
multicultural issues in everyday life
2. Consider the role of cultural values and attitudes in
determining how to work with employees from
different cultures or ethnic backgrounds
3. Encourage and support diversity by breaking down
personal barriers that may stand in the way of
becoming an inclusive leader
4. Use sponsorship and employee affinity groups to
support females and minority participation and
advancement
Chapter 11. Developing
Leadership Diversity
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Assessment details
Due dates
Assessment
Description
Value
Due date
ULOs
1
In-class reflective journal and
Visual Summary (Individual)
30%
Week 5
1, 2, 3
2
In Class Case Study (Individual)
35%
Week 9
1, 2, 4
3
Presentation and Interview
35%
Week 13
2, 3, 4
BUS 301 2025 S2 Study Guide Leadership_Final
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Assessment item 1 (30%):
In-Class Reflective Journal and Visual Summary (Individual)
Date due
: Week 5
Time
: (1) In-Class Reflective Journal 1,000 words Due Week 5
and (2) Visual Summary Due Week 5 Friday 26/9/2025
before 11.59pm
Weighting:
: 30%
Word Length
: (1) In-Class Reflective Journal 1,000 words and (2) Visual
Summary (One Page, A4 size)
Assessment 1 (Individual)
Type: In-Class Reflective Journal and Visual Summary
Duration: 1,000 words journal and Visual Summary (One Page, A4 size)
In Week 5, students are required to complete an in-class reflective journal summary of 1,000 words (at
beginning of the class time) and submit Visual Summary in week 5 Friday 26th September 2025 before
11.59pm
This assessment is designed to help students develop a profile of an individual who has demonstrated
leadership. The profile should:
 Identify the leader and the organisations he or she has been associated with
 Identify the qualities or characteristics that have distinguished effective leadership
 Include examples of some of the initiatives where leadership has been demonstrated
 Critically explore and discuss any perceived deficiencies or criticisms related to the leadership approach.
 Provide a summary of how their own leadership approach may have differed.
The In-Class Reflective Journal should reflect the above points and focus on the student’s personal
experiences, reactions and reflections. The journal needs to provide an analysis and reasoning aligned with
Leadership theories and concepts.
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For submission of the Visual Summary:
It is suggested that you use the PowerPoint Infographic template to create the visual summary. Save it to
PDF before submitting. If, however, you choose to you other methods (such as Canva etc.) please convert it
to PDF before submitting.
Submission:
The Visual Summary has to be submitted to Canvas, Assessment 1 submission portal. Please refer to the study
guide on assessment submission guidelines and procedures.
ePortfolios:
You can upload the Visual Summary to your ePortfolios under your personal account. The ePortfolios is used to
capture your work to allow you to reflect upon strengths and weaknesses. Reflecting on your works saved in
ePortfolios allow you to connect your learning across the units in your degree. It can also help you to be focused
on your self-development, as a result, create a pathway to understand your capabilities and progress. Work that
has been executed well can also be used to showcase your capabilities to future and potential employers.
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Page 17 of 32
Assessment item 2 (35%):
In Class Case Study (Individual)
Date due
: Week 9
Time
: In-Class
Weighting:
: 35%
Word Length
: 1,000 words
Type: In-Class Case Study
Duration and word length: 1 hour and 1000-word in-class written case study.
Students will be provided with a case study to assess information, formulate arguments, and critically evaluate different
alternatives to issues or problems in the context of leadership.
Outside of class, they will conduct their research on this case and then complete a case study assessment in
class.
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Page 18 of 32
Assessment item 3 (35%):
Presentation and Interview Knowledge Assessment
Date due
: Week 13
Time
: In-Class
Weighting:
: 35%
Presentation
: 20 minutes per group and 5
mins face-to-face interview
Type: Presentation and Interview Knowledge Assessment
Duration and word length: 20 minutes and 5 mins face-to-face interview
This assessment is designed to create an awareness of your own leadership capabilities. Together with the result from
your leadership Self-assessment questionnaire, you will be able to reflect on the extent to which you are currently
practicing the capabilities of leadership and to set up a specific plan to guide your leadership development.
Teamwork allows students to engage in learning at a deeper level. Students are encouraged to compare leadership
capabilities with group members to share ideas and explain their reasonings. Teamwork promotes problem-based
learning and improves critical core skills such as communication and project management.
The presentation requires students to synthesize information and learnings from the unit to critically analyse two
important questions leaders have to answer, “what are current leadership challenges that are relevant to me?” and,
“how can I address these issues to be an effective leader?”
Students will prepare a PowerPoint presentation (or any other presentation format of around 20 mins) and will be
required to undergo a 5 mins face-to-face interview knowledge assessment.
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Weekly planning related to assessment related activities
Assessment and feedback plan
Weekly topics
Weekly assessment task and feedback activities
1. The Nature of
Leaders and
Leadership
•
•
An overview of Assessments
Integrate learning to prepare for Assessment 1
2. Leadership
Theories and Styles
•
•
•
Briefing for Assessment 1
Integrate learning to prepare for Assessment 1
Consultation for Assessment 1
3. The Leader and
Leadership
Qualities
•
•
•
Briefing for Assessment 1
Integrate learning to prepare for Assessment 1
Consultation for Assessment 1
4. Power of Vision
•
Final Consultation for Assessment 1
5. Leadership and
Followership
•
Integrate learning to prepare for Assessment 2
Assessment items due
Assessment 1:
In-class reflective
journal & visual
summary
due
week 5 Friday
26th September
2025
before
11.59pm
Semester break
6. Power, Influence
and Persuasion
•
•
Integrate learning to prepare for Assessment 2
Consultation for Assessment 2
7. Leaders as
Communicator
•
•
Integrate learning to prepare for Assessment 2
Consultation for Assessment 2
8. Leading Teams
•
Integrate learning to prepare for Assessment 3
Assessment 2:
In-Class Case Study
9. Managing
Performance and
Empowerment
•
Integrate learning to prepare for Assessment 3
10. Leading in a Time
of Change
•
•
Integrate learning to prepare for Assessment 3
Preparation & Consultation for Assessment 3
11. Leadership and
Ethics
•
•
Integrate learning to prepare for Assessment 3
Preparation & Consultation for Assessment 3
12. Developing
Leadership
Diversity
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Assessment 3
 Presentation
and
Interview In-class
Page 20 of 32
Session 1
What Does It Mean to Be a Leader?
In week 1, you will be introduced to the concept of leadership and be able to explain how individuals can grow as
leaders. Leadership is defined as an influence relationship among leaders and followers who intend real changes
and outcomes that reflect their shared purposes. The biggest challenge facing leaders today is the changing world
that wants a new paradigm of leadership. The new reality involves the shift from stability to change, from control
to empowerment, from competition to collaboration, from uniformity to diversity, and from a self-centered focus
to a higher purpose. Although leadership is often equated with good management, leadership and management
are different processes. Leadership can be integrated with management to achieve the greatest possible outcomes.
Organizations need to be both managed and led, particularly in today’s turbulent environment.
Learning objectives
Related Unit Learning Outcomes
1. Understand the meaning of leadership
2. Identify the primary reasons for leadership derailment
and the new paradigm skills to avoid it
3. Recognise the traditional functions of management and
the fundamental differences between leadership and
management
4. Appreciate the crucial importance of providing
direction, alignment, relationships, personal qualities,
and outcomes
2. Differentiate between the nature and roles of leaders
and managers
4. Respond to and address the barriers and enablers for
effective leadership
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 1, What Does It Mean to Be a Leader?
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 1 > Session 01 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
POST Discussion via Canvas, “WHAT DO YOU CONSIDER YOUR OWN STRENGTHS AND WEAKNESSES FOR
LEADERSHIP?”
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Session 2
Leadership Theories and Styles
This chapter explains the importance of traits and behaviors in the development of leadership theory and
research. A large number of personal traits and abilities have been associated with successful leaders, but traits
themselves are not sufficient to guarantee effective leadership. Natural traits and behavior patterns can be
developed into strengths. It is important for leaders to recognize their strengths and acknowledge the
interdependence that is a key to effective leadership. On the other hand, situational variables affect leadership
outcomes. The contingency approaches focus on how the components of leadership style, subordinate
characteristics, and situational elements affect one another. By discerning the characteristics of tasks,
subordinates, and organizations, leaders can determine the style that increases the likelihood of successful
leadership outcomes. Therefore, effective leadership depends partly on developing diagnostic skills and being
flexible in your leadership behaviour.
Learning objectives
Related Unit Learning Outcomes
1. Outline personal traits and characteristics that are
associated with effective leaders
Recognise the different behaviour approach and
individualised leadership
2. Learn the contingency approaches to leadership
1. Critically analyse theories of leadership and leadership
styles.
3. Assess the appropriate leadership styles and skills
within diverse business contexts.
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 2, Traits, Behaviours and Relationship
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 2 > Session 02 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
POST Discussion via Canvas
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Page 22 of 32
Session 3
The Leader and Leadership Qualities
Individuals differ in many ways, including personality, values and attitudes, and styles of thinking and decision
making. Leaders must be aware of individual differences for some of the differences affect the leadership process.
Differences in personality, values, and attitudes also influence perception, which is the process people use to select,
organize, and interpret information. Another area of individual differences is cognitive style. The whole brain
concept explores a person’s preferences for right-brained versus left-brained thinking and for conceptual versus
experiential thinking. The model provides a powerful metaphor for understanding differences in thinking styles.
Individuals can learn to use their “whole brain” rather than relying on one thinking style. This also leads to the
importance of leaders understanding emotions and emotional intelligence.
Learning objectives
Related Unit Learning Outcomes
2. Understand the importance of self-awareness and
recognise blind spots
3. Identify personality dimensions, define attitudes, clarify
values and recognise differences in cognitive style, and
how they influence leader’s thoughts and behaviours
2. Differentiate between the nature and roles of leaders
and managers
4. Respond to and address the barriers and enablers for
effective leadership
4. Exercise emotional intelligence and motivation others
based on fear or love
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 4, The Leader as an Individual
READ Ch. 5, Leading with Head and Heart
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 3 > Session 03 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
READ Article, “Want to Become a Better Leader? Question Your Assumptions”
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Session 4
The Power of Vision
This week we will be learning that leaders establish organizational direction through vision and strategy. They are
responsible for studying the organization’s environment, considering how it may be different in the future, and
setting a direction everyone can believe in. The shared vision is an attractive, ideal future for the organization that
is credible yet not readily attainable. Leaders make a real difference for their organization when they link vision to
strategic action, so that vision is more than just a dream. The vision can also give meaning to work and establish a
standard of excellence by presenting a challenge that asks all workers to give their best. The mission includes the
company’s core values and its core purpose or reason for existence. Visions for the future change, whereas the
mission should persist, as a reflection of the enduring character of the organization. Like vision, strategy changes,
but successful companies develop strategies that focus on core competence, develop synergy, and create value
for customers.
Learning objectives
Related Unit Learning Outcomes
1. Explain the relationship among vision, mission, strategy,
and mechanisms for execution
2. Describe four basic approaches for framing a noble
purpose
3. Formulating and implementing strategies effectively
2. Differentiate between the nature and roles of leaders
and managers.
3. Assess the appropriate leadership styles and skills
within diverse business contexts.
4. Respond to and address the barriers and enablers for
effective leadership
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 7, Creating Vision and Purpose
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 4 > Session 04 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
READ Article, “So Your Company Has a Vision: Why Can’t Everyone See It?”
BUS 301 2025 S2 Study Guide Leadership_Final
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Page 24 of 32
Session 5
Leadership and Followership
The important role of followership in organizations is increasingly recognized. Leaders and followers are
interdependent, and people are followers more often than leaders. People who effectively manage both up and
down the hierarchy are more successful but managing up can be difficult for new leaders. Leaders want followers
who are positive and self-motivated, who take action to get things done, who accept responsibility, and who excel
at required tasks. An effective follower is both independent and active in the organization. On the other hand,
followers want their leaders to be honest and competent. In Week 5, you will learn how to be an effective follower,
managing up the hierarchy and to be a leader that a follower desires to follow.
Learning objectives
Related Unit Learning Outcomes
1. Effectively manage both up and down the Hierarchy
2. Understand the Leader’s role in developing effective
followership and using leadership coaching and
feedback to develop followers
2. Differentiate between the nature and roles of leaders
and managers.
3. Assess the appropriate leadership styles and skills
within diverse business contexts.
4. Respond to and address the barriers and enablers for
effective leadership
3. Recognise followership style apply principles of
effective followership
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 13, Setting the Stage for Followership
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 5 > Session 05 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
READ Article, “Why Effective Leaders Must Manage Up, Down, and Sideways?”
* Note: Week 6 is semester break.
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Session 6
Persuading and Empowering
This week we look at how leaders use power and exercise influential leadership to get things done. Four types of
influential leadership that rely strongly on a leader’s personal characteristics and relationships are transformational,
charismatic, coalitional, and Machiavellian-style leadership. All leaders use power to influence people and
accomplish goals. Power is acquired, developed, and exercised through political activities. Having a political
perspective on the organization is important because leaders need to use politics to accomplish important goals. A
political perspective can be combined with other leader frames of reference. Leaders use a wide variety of influence
tactics, but they fall within some broad categories based on general principles for asserting influence. One
important consideration for leaders is how to use power and politics ethically and responsibly to serve the
organisation’s goals.
Learning objectives
Related Unit Learning Outcomes
1. Understand and apply the Influential Leadership Styles
and Machiavellian-style Leadership
2. Explain and use the specific types of power in
organisations.
3. Identify the effects of Leader Frames of Reference
1. Critically analyse the theories of leadership and
leadership styles
3. Assess the appropriate leadership styles and skills
within diverse business contexts
4. Respond to and address the barriers and enablers for
effective leadership
4. Use influencing tactics to persuade and influence.
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 12, Leadership Power and Influence
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 6 > Session 06 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
WATCH Video, “What Machiavellian Really Means?”
BUS 301 2025 S2 Study Guide Leadership_Final
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Session 7
Leaders as Communicators
Communicating effectively is a crucial skill for leaders. Leaders are communication champions who inspire and
unite people around a common sense of purpose and identity. They lead strategic conversations that get people
talking across boundaries about the vision, key strategic themes, and values that can help the group or
organization achieve desired outcomes. To do so, open communication is essential for building trust, and it paves
the way for more opportunities to communicate with followers, thus enabling the organization to gain the
benefits of all employees’ minds. However, leaders must be active listeners to identify strategic issues and build
productive relationships that help the organization succeed, and they must be straightforward and candid in
communicating with followers.
Learning objectives
Related Unit Learning Outcomes
1. Understand the different focus in management
communication and leader as communication champion
2. Apply communication factors to have strategic
conversations
3. Communicate with purpose and identify appropriate
channels to reach followers
2. Differentiate between the nature and roles of leaders
and managers.
3. Assess the appropriate leadership styles and skills
within diverse business contexts.
4. Respond to and address the barriers and enablers for
effective leadership
4. Address communication challenges for effective
leadership
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 9, Leadership Communication
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 7 > Session 07 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
READ Article, “How to Communicate Effectively in Times of Uncertainty”
BUS 301 2025 S2 Study Guide Leadership_Final
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Page 27 of 32
Session 8
Leading Teams
Many leaders are called upon to facilitate teams rather than manage direct-report subordinates. Teams can be
effective in providing the coordination and information sharing needed to accomplish interdependent tasks.
However, teams present a dilemma for many people. Individuals have to give up their independence and
sometimes make sacrifices for the good of the team. Other potential problems are free riders and dysfunctional
teams. Therefore, the team leader plays a big part in whether a team achieves high performance. Furthermore,
teams go through stages of development and change over time. Guiding a team through these stages is an
important part of team leadership. This week we learn how to lead a team to high performance and understand
the challenges of leading teams in today’s business context.
Learning objectives
Related Unit Learning Outcomes
1. Identify challenges associated with teamwork and
addressing the negative feelings about working in a
team
2. Lead teams to high performance by focusing on key
success factors and understanding stages of team
development
3. Apply effective conflict styles and negotiation skills
when leading teams
2. Differentiate between the nature and roles of leaders
and managers.
3. Assess the appropriate leadership styles and skills
within diverse business contexts.
4. Respond to and address the barriers and enablers for
effective leadership
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 10, Leading Teams
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 8 > Session 08 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
READ Article, “12 Tips for Managing Remote Teams”
BUS 301 2025 S2 Study Guide Leadership_Final
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Session 9
Managing Performance and Empowering
Week 10, we look at several important ideas in managing performance, motivating, and empowering individuals.
The role of the leader is to create situation in which followers’ higher needs and the needs of the organisation can
be met simultaneously. From the followers’ point of view, delegating indicates faith and trust in them. It can enrich
their jobs and it’s a great way to develop, train and coach people. Leaders sharing their knowledge and skills with
followers and giving them additional responsibilities can also be a great motivator. When an employee’s
performance is unsatisfactory, it is the responsibility of a leader to recognise the problem and take corrective
actions. Failing to address problems related to underperformance of an employee, means other team members
may need to work extra hard to compensate and this affects the morale of the team. One of the problems to
underperformance can be lack of skills and capabilities. Hence, it is important for a leader to establish a learning
environment that creates and supports meaningful learning and development for an organisation to thrive and
excel.
Learning objectives
Related Unit Learning Outcomes
1. Recognise and apply employee motivation strategies to
increase performance
2. Empower employees through delegation and
development
2. Differentiate between the nature and roles of leaders
and managers.
3. Assess the appropriate leadership styles and skills
within diverse business contexts.
4. Respond to and address the barriers and enablers for
effective leadership
3. Review poor performance and apply steps to improve
performance
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 8, Motivation and Engagement
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 9 > Session 09 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
READ Article, “4 Ways to Create a Learning Culture on Your Team”
BUS 301 2025 S2 Study Guide Leadership_Final
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Session 10
Leading in a Time of Change
The focus for week 11 is to help leaders facilitate creativity and change. The increased pace of change in today’s
global environment has led to even greater problems for leaders struggling to help their organizations adapt. Many
people have a natural resistance to change, but leaders can serve as role models to facilitate change. Leaders who
can successfully accomplish change typically define themselves as change leaders, describe a vision for the future
in vivid terms, and articulate values that promote change and adaptability. Implementation is a critical aspect of
any change initiative. Leaders should strive to understand why people resist change. For something new to begin,
something old has to end, and most people have a hard time letting go of something they value. Additionally,
leading creativity for change and innovation is a significant challenge for today’s leaders. Leaders instill creative
values in particular departments or the entire organization by fostering a creative culture and promoting
collaboration.
Learning objectives
Related Unit Learning Outcomes
1. Describe the qualities of change leader and how leaders
can serve as role models for change
2. Learn and apply change models to lead change
initiatives and address resistance to change
2. Differentiate between the nature and roles of leaders
and managers.
3. Assess the appropriate leadership styles and skills
within diverse business contexts.
4. Respond to and address the barriers and enablers for
effective leadership
3. Apply techniques to promote collaboration and foster
creativity for change
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 15, Leading Change
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 10 > Session 10 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
READ Article, “How to Lead a Team Through Change?”
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Session 11
Leadership and Ethics
This chapter explores several ideas concerning moral leadership and leadership courage. People want honest and
trustworthy leaders. However, leaders face many pressures that challenge their ability to do the right thing—
pressures to cut costs, increase profits, meet the demands of various stakeholders, and look successful. Creating
an ethical organization requires that leaders act based on moral principles. Leaders are the symbols for the
organization’s ethical climate. Ethical leaders are humble, honest, and straightforward. They are courageous
leaders who accept responsibility, take risks, and make changes, speak their minds, and fight for what they
believe. Ethical leaders maintain a concern for the greater good, strive for fairness, and demonstrate the courage
to stand up for what is right. And leaders who operate from the principles of stewardship and servant leadership
can help build ethical organizations.
Learning objectives
Related Unit Learning Outcomes
1. Understand leaders set the ethical tone in organisations
and recognise the distinction between ethical and
unethical leadership
2. Know and apply mechanisms that enhance ethical
organisational culture
3. Apply the principles of stewardship and servant
leadership
2. Differentiate between the nature and roles of leaders
and managers.
3. Assess the appropriate leadership styles and skills
within diverse business contexts.
4. Respond to and address the barriers and enablers for
effective leadership
4. Unlock own’s potential to live and act courageously as a
leader.
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 6, Courage and Moral Leadership
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 11 > Session 11 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
READ Article, “Cultivating Everyday Courage”
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Session 12
Developing Leadership Diversity
Diversity is defined as all the ways in which people differ. This definition has been broadened in recent years to be
more inclusive and recognize a broad spectrum of characteristics. The inclusive definition of diversity embraces not
only dimensions such as gender and race but also characteristics such as work style, nationality, and income level.
There are several reasons why organizations are recognizing the need to value and support diversity. Diversity of
thought provides a broader and deeper base of experience for problem solving and is essential to keep
organizations thriving in today’s rapidly changing environment. Today’s leaders face significant challenges leading
people who are different from themselves. The ultimate goal for leaders in the twenty-first century is to build
organizations as integrated communities in which all people feel encouraged, respected, and committed to
common purposes and goals.
Learning objectives
Related Unit Learning Outcomes
1. Apply an awareness of the dimensions of diversity and
multicultural issues in everyday life
2. Consider the role of cultural values and attitudes in
determining how to work with employees from
different cultures or ethnic backgrounds
3. Encourage and support diversity by breaking down
personal barriers that may stand in the way of
becoming an inclusive leader
4. Use sponsorship and employee affinity groups to
support females and minority participation and
advancement
2. Differentiate between the nature and roles of leaders
and managers.
3. Assess the appropriate leadership styles and skills
within diverse business contexts.
4. Respond to and address the barriers and enablers for
effective leadership
PREVIEW & PREPARE
Reading:
Daft, RL 2023. The Leadership Experience, 8th edn, Cengage Learning USA, Boston.
READ Ch. 11, Leading Diversity and Inclusion
Preparation for tutorial activities and discussions:
In Canvas > Modules > Session 12 > Session 12 - Preview & Prepare: Review all items in this section
REVIEW & REFLECT
READ Article, “Why You Need Cultural Intelligence (And How to Develop It)”
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