This course provides students with a signature learning experience in business leadership and strategy befitting the status of the course as the program capstone. The course invites students both in project teams and later individually to address a major contemporary challenge in business, government, or society. For example, student projects could address such diverse and challenging topics as access to and the cost of health care, access to water, management of national parks and fire prevention/rehabilitation, mitigating waste and pollution, aspects of climate change and other complex challenges facing organisations and our communities. Central to this analysis will be the application of a four frames model of thinking that combines analysis of issues using a structural/strategy frame, a human resource/people frame, a cultural frame and power/politics frame. Working under academic supervision, students also will work as change agents applying change management theory in providing a critical analysis of a change experience that involved the application of strategies to change an organisation, community or societal set of attitudes, behaviours and performance.
Leadership and Strategy Practicum as a capstone course brings the focus upon using the accumulated knowledge from the courses completed so far, combined with the new knowledge from this course, to identify the leadership and strategies required to resolve the wicked or difficult to solve problems faced by communities, their organisations and people. The course initially examines the nature of the “wickedness” of problems in communities and organisations. We then investigateﾠthe role of individuals as change agents either asﾠinternal managers in organisations or as external consultants to provide advice about why these problems exist, and what types of leadership and associated strategies might be considered to begin to resolve them.
After this introduction, the focus is upon the role of framing, frame breaking, and we introduce the notion of the four frames as a form of multi-frame thinking for analysing and taking action in organisations, and in their broader communities, in resolving problems. Students are introduced to Bolman and Deal’s four organisational frames for understanding, analysing and solving organisational and community problems. These comprise the structural/strategy, human resource, political and symbolic/cultural frames. Collectively these frames demonstrate how leaders can operate effectively to achieve goals and create change within a context influenced by current laws and legislation, organisational structures and cultures, power and politics, and increasing demands around corporate sustainability. Students will use the four frames to investigate selected challenging problems, both in a small team project, and in an individual analysis of an identified organisational or community problem. Topics can range widely, with potential examples of small team and individual projects including challenging topics such as access to and the cost of health care, provision of aged care, access to water, water and irrigation management, management of national parks and fire prevention/rehabilitation, the management of natural disasters (drought, flood, bush fires), COVID-19 management, mitigating waste and pollution, or algorithmic trading and market volatility, "big data" and consumer privacy, blockchain and cybersecurity, implementing clean supply chains and the analysis of an ASX200 company’s success or failure.
To support this multi-frame analysis, also we will investigate two specific leadership styles that are focused upon the roles of strategy and change: being an adaptive and strategic leader; and being a transformational leader of change. Through the completion of a wide range of diagnostic and psychological measures, students will also build upon their understanding of their leadership and management styles, and will use insights from these measures to reflect upon their skills, strengths and areas for development in managing change around resolving challenges and problems in their organisational, community or personal lives.
In the later parts of the course, attention turns to how then to make change, once the causes of a wicked or complex problem are identified. Focus will be upon the leadership of change, and change models that guide its management. In an individual piece of assessment, they will apply guidance from one or more change models to analyse and critique a change event.
Course Changes in Response to Previous Student Feedback
The Course continues to evolve now into its fourth offering as the capstone. In 2022 a new piece of assessment was added on change management and that has now provided an opportunity for students to apply a change management plan. That change management assessment continues into 2024. From 2023 there are now more options in the 4 frames assessment in that students can choose to apply all 4 or possibly only 3 frames, to allow more depth of coverage in the limited word limit.
You'll need to complete the following courses before enrolling in this one:
32 units in BAdvBus(Hons)
Final year students. Course is restricted to students enrolled in the BAdvBus(Hons) program.
When emailing the lecturer, please add in the email subject box the course code of MGST4602. Discussion about the course can also occur after class, or by appointment for a live or Zoom meeting.
The timetable for this course is available on the UQ Public Timetable.
Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need help with your timetable and/or allocation of classes, please ensure you email business.mytimetable@uq.edu.au from your UQ student email account with the following details:
As the capstone course for the Bachelor of Advanced Business Honours program, this course aims to provide new knowledge and understanding about being a leader and strategist, while also providing the opportunity to incorporate the knowledge and skills developed in other courses in the program. Students are introduced to the value of using multiple perspectives to analyse complex and difficult to resolve wicked problems that may exist in organisations, communities, or other contexts. The aim is to further build upon student's problem-solving skills, both individually and in teams, using a range of perspectives and frameworks that can be used at an individual level of analysis or at a broader organisational and societal level to address complex challenges facing our orgnisations, communities, and societies. This includes developing an understanding of the practice of the structural, human resource, political and symbolic frames (ie. the four frames perspective) for diagnosing and analysing difficult problems. The course aims to build student's analytical and problem-solving skills by completing projects that provide recommendations about strategies to begin to resolve complex and difficult to resolve challenges. The assessment projects are designed to allow students to apply the four challenges. The assessment projects are designed to allow students to apply the four frames of thinking, and to investigate how change can be more successfully implemented.
After successfully completing this course you should be able to:
LO1.
Analyse personal and organisational situations from multiple perspectives.
LO2.
Work effectively in a team towards the presentation of ideas, analysis and conclusions.
LO3.
Engage in structured reflection as a way to leverage personal learning.
LO4.
Design an effective change management plan.
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Presentation |
Assessment 1. Four frames group presentation
|
20% |
16/09/2024 - 11/10/2024
During Class Weeks 9, 10 and some of Week 11. |
| Paper/ Report/ Annotation | Assessment 2: Four frames individual report | 40% |
3/10/2024 9:00 am |
| Essay/ Critique | Assessment 3: Change management analysis | 40% |
6/11/2024 9:00 am |
16/09/2024 - 11/10/2024
During Class Weeks 9, 10 and some of Week 11.
Assessment 1: Four frames group presentation (20 marks)
Your team of 6 maximum if required by class numbers will deliver a live in class 15 minute presentation with all group members percent (with 3-5 minutes of questions - so 20 minutes in total) to the whole class on a challenging problem that allows a four frames analysis.
Those topics will be identified in week 1 and 2 of the course and time will be given during the course to work on these topics. Topics should be selected that are: (1) topical; (2) reflect some of the criteria of a “wicked problem”; (3) it will be possible to find academic research articles or industry (grey) reports about the issue, or ideas that help explain the issue at least in a search of the text book, the UQ library or Google search; and (4) the topic opens itself to the application of all of the four frames.
Special attention by each member of the group should be given to the incorporation of the academic and grey literature to support key points, and evidence that the frames was applied by each group member in a convincing way to the topic. Smooth transitions between speakers and frames is expected, as well as presenting in the time frame allocated of 15 minutes plus 3-5 minutes of questions.
There will be a maximum of 12 PowerPoint slides used in the presentation (plus not part of the 12 slides maximum, 2 extra slides, one introductory slide that gives the topic name and team members’ names; and 1-2 slides of all of the references used in preparing the presentation).
Each of the 6 team members will present as the assessment will be based on the slides and each individual's component of the presentation. Prior examples of successful presentations will be provided on Week 1 and on Blackboard.
Peer Review: Group members are expected to contribute equally, fulfilling the tasks agreed on. If there are disagreements in relation to team members' contributions that cannot be resolved, students must bring the problem to the attention of the lecturer as early as possible. Students will undertake then a Peer Review process, which can influence the marks of those who do not contribute to group work.
Please Note: The presentation will be recorded for marking purposes.
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submit via Blackboard
You may be able to apply for an extension.
You will receive a mark of 0 if this assessment is submitted late.
3/10/2024 9:00 am
Assessment 2: Four frames individual report (40% of the final grade)
2000 words (excluding reference list)
Task Description:
The primary purpose of this assignment is to develop your skills and understanding in applying the four organisational frames, as well as other relevant models and concepts from the course, to analyse and solve organisational, community or societal problems. The assignment will also further develop your written communication and analytical skills.
The Task: Use the four (three frames is also permissible, but not less) organisational frames and related concepts and literature to identify, analyse and offer a solution to an organisational/community/societal issue. It is recommended that you choose an issue or problem which is complete (even if it was never successfully resolved), and which you see there is scope for learning by reflection. Note: you are free to choose the issue.
You should structure the report as follows :
Also consider the following:
This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
To be submitted via Blackboard.
You may be able to apply for an extension.
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
6/11/2024 9:00 am
Assessment 3: Change Management Analysis
Task Description:
A focus on the course is upon developing your change management knowledge and skills. It is these analytical skills around change that will be an asset to you initially in your career, either in analysing your own emerging roles and your changing organisation, or those of a client.
This is an ideal time to reflect on, and to critically analyse, a change event that involved a change to an organisation, a community or to a society. Your task is to provide a consultancy report to the organisation, community body or to society more generally that (1) initially describes what this change was around its degree of complexity and timing; (2) how well this change was managed and lead or not across a number of key stages or major issues that are typically identified in the academic literature in numerous change management models or frameworks; and (3) finally as a consultant you will provide a list of recommendations that follow on from this detailed critical analysis based on this academic analysis.
You may have been a leader or recipient of this change that will guide this choice of a change event. Or more likely in your choice of topic, this change event is well-known publicly, and there is an academic and related literature that can be used to provide, and assist you, with an in-depth and critical analysis. Your sources of data that will guide your analysis of the change must include the major use of the large body of academic research published in reputable journals as articles, as book chapters, quality books and web pages; available case study materials that might include reports about the change published as case studies, in government reports, and to a lesser degree as newspaper reports; and if feasible, but not essential, a small set of interviews (3-5 maximum) with those individuals who either designed and lead the change, and/or were recipients of the change.
In sum, you will need to read scholarly articles from quality sources to ascertain not only the effectiveness according to theory/models of best practice of the change process that was implemented, but also to then work from this analysis to provide a number (5-10 maximum) of recommendations about how this change might have been even more effectively planned and executed.
This Change Management Analysis assignment might be structured in the four parts as follows:
Part One: Description and contextualisation of the change
This section of the report provides the reader with some insight into the topic of the change, including what it is (organisation, community, broader societal change); and the complexity and challenges involved. Let the reader know here the single change management model and its core principles about change (5-10 maximum) that you will apply to examine this change event, while it is also acceptable to apply from several change models a set of change management principles (5-10 maximum) that will guide your analysis.
Part Two: Analysis and evaluation of the change issue
Then the report will provide the core part of the evaluation, based on a guiding model(s) and their guiding principles about change, with supporting analysis of the key issues or change stages, with major use of the academic literature to evaluate the evidence about the importance or not of the application of those change principles. So, across several sub-headings the report will provide a sound structure that moves into providing a detailed and critical analysis of the complexity of the challenges faced in making this change; using the variety of sources as detailed above under the Task Description to critique what was done; and with each sub heading or issue that has been analysed, providing the logic or case that supports the recommendations that will follow in the next section.
Part Three: Recommendations
In this section: the report provides firstly a brief overview section on “what was done well” and so does not require much improvement if this organisation, community group or similar was to make such changes in the future. The key part on this section, however, is the set of Recommendations about how to improve this change event or similar change events based on the critical analysis and academic literature that is presented. As noted above, these Recommendations should not “be a surprise” to the reader, as they will logically flow from the evidence and analysis in the prior sub-sections in the report.
Part Four: References
Also consider the following:
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
Turnitin via Blackboard
You may be able to apply for an extension.
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 30 - 46 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 47 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Grades will be allocated according to University-wide standards of criterion-based assessment.
Supplementary assessment is available for this course.
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Find the required and recommended resources for this course on the UQ Library website.
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 |
Seminar |
Introduction to MGTS4602 Introduction to Leadership and Strategy Practicum (MGTS4602), including course overview, objectives, learning materials and resources, and assessment; introduction to different degrees of wicked problems, and the role of the change agent/consultant, and the notion of framing and reframing towards seeking strategies to resolve problems Learning outcomes: L01, L02, L03 |
Week 2 |
Seminar |
Using framing to examine wicked problems Using framing - Overview of the four frames, the case of workplace gender equity as a wicked problem, and introduction to the structural frame. Learning outcomes: L01, L03 |
Week 3 |
Seminar |
The structural frame Analysis using the structural frame that considers the role of getting organised, appropriate structures and restructuring, and organising groups and teams in identifying strategies to solving challenging problems Learning outcomes: L01, L02, L03 |
Week 4 |
Seminar |
The human resource frame Under the human resource frame we will investigate the roles of people and organisations, improving human resource management and the contribution of groups and teams in helping leaders solve challenging and wicked problems especially around aspects of people management Learning outcomes: L01, L02, L03, L04 |
Week 5 |
Seminar |
The human resource frame (Continued) Continue the examination of how groups and teams can be used as valuable methods to explore strategies and solutions to challenging and wicked problems Learning outcomes: L01, L02, L03, L04 |
Week 6 |
Seminar |
The political frame Organisations and communities often have political agendas that impact upon the ability to resolve a challenging problem and we will begin to investigate to roles of power, conflict, coalitions, and the manager as change agent, politician and political agent Learning outcomes: L01, L02, L03 |
Week 7 |
Seminar |
Political frame (Cont) and symbolic framing Complete the analysis of thinking about organisational and community challenges from the political frame of power and politics and begin to investigate the value in seeing how changes to issues also have symbolic and cultural issues that need to be highlighted and managed if changes are to occur Learning outcomes: L01, L02, L03 |
Week 8 |
Seminar |
The symbolic frame (Continued) Continue the examination of the value in working through the cultural aspects that underpin organisational and community problems including the roles of myths, values, heroes and heroines, stories, rituals and identities if wicked types of problems are to be resolved Learning outcomes: L01, L02 |
Week 9 |
Seminar |
Four frame group presentations Groups will present their four frame analysis of an organisational or community problem, addressing each frame and putting forward strategies to resolve these wicked types of problems Learning outcomes: L01, L02, L03 |
Mid Sem break |
No student involvement (Breaks, information) |
In-Semester Break |
Week 10 |
Seminar |
Four frame group presentations Groups will continue to present their four frame analysis of an organisational or community problem, addressing each frame and putting forward strategies to resolve these wicked types of problems Learning outcomes: L01, L02, L03 |
Week 11 |
Seminar |
Any final group presentations and Reframing change Introduce an examination of different ideas and frameworks about how to lead change that builds the engagement of people and communities in developing strategies that promote more successful change, including both incremental and more radical change Learning outcomes: L01, L02, L03 |
Week 12 |
Seminar |
Reframing change (Cont) Continue the discussion of how to lead change, including the more effective models and strategies to engage people and communities to own the changes being implemented. We will review the course, the value of framing and reframing, and discuss the progress on the change management assignment Learning outcomes: L01, L02, L03, L04 |
Week 13 |
Seminar |
Reframing change (Final) Finalise the discussion of how to lead change, including the more effective models and strategies to engage people and communities to own the changes being implemented. We will continue to review the course, the value of framing and reframing, and discuss the progress on the change management assignment, and do personal reflections on what has been learned Learning outcomes: L01, L02, L03, L04 |
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.