20101 Management Skills

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Business: Management
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

There are course requisites for this subject. See access conditions.

Description

This subject aims to equip students with the theoretical underpinnings and practical tools necessary to increase proficiency in a number of management and communication skills areas. Specifically, the subject provides students with the opportunity to engage in active participation, personal reflection, experimentation and practice. It is based on the premise that we ourselves are responsible for the outcomes in our lives and that non-judgemental self-awareness and acceptance is fundamental to personal development. To this end, there is a strong focus on experiential learning and the role of individual and team reflection.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

1.	discuss the application of various theoretical frameworks in interpersonal management and communication skills
2.	demonstrate an increased self-awareness and proficiency in nominated skill areas
3.	illustrate a range of practical techniques to increase proficiency in nominated skill areas in themselves and others
4.	appreciate the role of reflection in personal skill development

Contribution to the development of graduate attributes

This subject develops an understanding of the nature of intrapersonal and interpersonal competencies and their relevance to management practice in contemporary organisations. It provides students with the framework for future skill development as members of a broader social community and within organisations in their chosen careers. By integrating theory derived from the disciplines of social psychology, sociology and management, the subject offers students a multidisciplinary intensive learning experience to establish a platform for continued self-development.

Teaching and learning strategies

The subject is based on a combination of dynamic and interactive lecture and practical workshop sessions. The lectures involve critical debate and the workshops are built around in-class exercises and presentations. Case studies will be a major component of these lectures and practical sessions. These classes will be supplemented with both printed and electronic learning materials and resources. All students will be provided with the opportunity for initial feedback on their performance in the subject during the first six weeks of the semester, for example, online quizzes, tutorial exercises, draft assignments and other assessment methods. Further feedback will be provided in relation to submitted assessment tasks.

Content (topics)

Self-awareness, perception and attribution
Goal-setting through identifying values and ethics
Stress and time management
Interpersonal communication
Group and team skills
Creative thinking and decision making
Public speaking and presentation skills
Conflict management skills

Assessment

Assessment task 1: Tutorial Workbook and Self Reflective Journal (Individual)

Objective(s):	This addresses program learning objectives(s): .2
Weight:	40%
Length:	In total, your tutorial summary and self reflections should represent 4000 words (±5%).

Assessment task 2: Final Exam (Individual)

Objective(s):	This addresses program learning objectives(s): .1
Weight:	60%
Length:	Three hours plus 10 minutes reading time.
Criteria:	Assessment Criteria: The mark will be awarded by the lecturer and will take into consideration a number of criteria including content, creativity and presentation technique.

Minimum requirements

Students must achieve at least 50% of the subject’s total marks. Students must also attend 80% of tutorial workshops.

Required texts

Nil

Recommended texts

1.David A. Whetton and Kim S. Cameron (2020). Developing Management Skills, 10th edition, Pearson.

2.UTS Business School Writing Guide 2020:

https://www.uts.edu.au/sites/default/files/2020-02/UTS%20Business%20writing%20guide%202020_0.pdf

References

· Achor, S. (2012) ‘Positive intelligence’. Harvard Business Review, 90 (1): 100-102

· Amabile, Teresa M. & Kramer, Steve J. (2010). What really motivates workers. Harvard Business Review, 88(1): 44–45.

· Becker, E & Wortman, J (2009). Mastering Communication at Work: How to Lead, Manage and Influence, McGraw-Hill, New York.

· Bradley, Brent H., Bennett E. Postlethwaite, Anthony C. Klotz, Maria R. Hamdani & Kenneth G. Brown. (2012). Reaping the benefits of task conflict in teams: The critical role of team psychological safety climate. Journal of Applied Psychology, 97:151–158.

· Cameron, K., Quinn, R.E. and Caldwell (2017) Positive leadership and adding value - a lifelong journey, International Journal of Public Leadership, 13 (2): 59-63

· Dalio, R. (2017). Principles: Life and Work, Simon & Schuster, New York.

· Dana, D. (2001). Conflict Resolution: Mediation Tools for Everyday Worklife McGraw-Hill, New York.

· David A. Whetton and Kim S. Cameron (2020). Developing Management Skills, 10th edition, Pearson.

· Diener, Ed, D. Wirtz, W. Tov, C. Kim-Prieto, D. Choi, S. Oishi, & R. Biswas-Diener. (2010). New well-being measures: Flourishing and positive and negative feelings. Social Indicators Research, 39, 247-266.

· Drucker, Peter. (1999) Managing oneself. Harvard Business Review, March–April, pp. 65–74.

· Dweck,C. 2014. Talent: how companies can profit from a "growth mindset" Harvard Business Review, 2014-11-01, Vol.92 (11), p.28

· Egan, G. (1998). The Skilled Helper –A Problem Management and Opportunity Development Aproach to Helping, Brooks/Cole, Pacific Grove.

· Fletcher, Clive, & Baldry, Caroline. (2000). A study of individual differences and self-awareness in the context of multi-source feedback. Journal of Occupational and Organizational Behavior, 73, 303–319.

· Ford, Jeffrey D., Ford, Laurie W., & D’Amelio, Angelo. (2008). Resistance to change: The rest of the story. Academy of Management Review, 33(2), 362-377.

· Lumsden, G. and Lumsden, D. (2009). Communicating in Groups and Teams: Sharing Leadership, Wadsworth/Thompson Learning, Boston.

· Pentland, Alex. (2012). The new science of building great teams. Harvard Business Review, 90(4), 60–69.

· Rohlander, D. (2014). Management Skills: Easy-to-Follow Lessons on Effectively Managing People (Idiot's Guides), Alpha, Indiana.

· Seaward, B. (2004). Managing Stress: Principles and Strategies for Health and Well-being, Jones and Bartlett Pub., Sudbury.

· Seligman, M. E. (2011) ‘Building resilience.’ Harvard Business Review, 89 (4): 100-106.

· Stewart, J. (Ed) (2002) Bridges Not Walls. A Book About Interpersonal Communication, 8th Ed. McGraw Hill, Boston.

· Woods, S.A. and West, M.A. (2010). The Psychology of Work and Organizations, Cengage, Hampshire.

Other resources

CANVAS

This subject makes use of the Canvas internet-based learning platform. When you log in to Canvas, you will find a number of subject resources on topics covered in the subject. Some class lecturers use Canvas to communicate with students. Your individual lecturer will discuss his/her preferred method of communication with you in class.

JOURNAL ARTICLES

For most topic areas, there will be additional readings in the form of articles or case studies for you to read prior to class. These readings are compulsory and have been carefully selected to complement the textbook and provide you with an applied understanding of principles covered in lectures as they apply to management and organisational effectiveness. The articles will be discussed in class, usually in lectures.

As you read a research article, use a highlighter and make notes on the key points to assist your learning. Think critically about the assumptions made by the authors, methodologies used in research studies, limitations of the research. In the case of a research study, you should be able to identify and understand the following components:-

The aims of the research, and any hypotheses formulated
Sample size and nature of the sample
Methodology used by the researchers to study the phenomenon of interest
Key results and implications of the study for individuals, organisations etc.