University of Technology Sydney

21440 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 2020 is available in the Archives.

UTS: Business: Management
Credit points: 6 cp

Subject level:


Result type: Grade and marks

Requisite(s): Completionof subject 26100 Integrating Business Perspectivesc Completion of subject 26100 Integrating Business Perspectives
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.


This subject aims to equip students with the theoretical underpinnings and practical tools necessary to increase proficiency in a number of areas of self-development relevant to the world of work. Drawing on knowledge from theories of developmental and self-psychology, philosophy, positive psychology, positive organisational scholarship and neuroscience, the subject has been designed around three critical pillars of self-learning and growth. These are: (i) foundations of self-knowledge and understanding, (ii) managing the self at work, and (iii) facilitating self-growth and change for organisational success. The subject is based on the premise that we ourselves are responsible for the outcomes in our lives and that non-judgemental self-awareness, reflection and self-acceptance is fundamental to personal development. Students interact with the subject through a variety of engaging learning techniques, which emphasise active participation, collaborative and personal reflection, experimentation and practice. It is anticipated that students complete this subject equipped with an enhanced understanding and awareness of the role of the self in the creation of a fulfilling, engaged and successful working life.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:
1. Demonstrate a critical understanding of how classic theories of the self, along with current research on the self at work, can improve one’s understanding of how to build fulfilling and successful working lives
2. Display evidence of personal growth and increased self-awareness in a nominated specialty area of self-development
3. Demonstrate knowledge of scholarly research, specifically in relation to identifying high quality, context-relevant academic sources of reference
4. Explain the role of individual and group reflection in understanding the interaction between the self and others
5. Apply practices and principles of theories of the self, and self at work, in an interactive setting

Contribution to the development of graduate attributes

This subject aims to develop within students an applied understanding of the role of the self in facilitating successful, engaged and rewarding working lives. Students will become familiar with the workplace application of a number of significant theoretical frameworks, models and concepts in areas such as self-development, self-awareness, emotions and emotional intelligence, character strengths and virtues, stress and wellbeing, mental health, mindfulness, positive psychology and authentic leadership. Tutorial group work emphasising collaborative and team approaches to the analysis of key readings, videos and applied case studies will provide students with opportunities to enhance their communication and teamwork skills. Students will also be encouraged to improve self-confidence and oral communication skills via short informal presentations of group work findings to their tutorial peers.

This subject contributes to the development of the following graduate attributes:

  • Attitudes and Values
  • Communication and interpersonal skills
  • Business Practice Oriented Skills

This subject also contributes specifically to develop the following Program Learning Objective for the Bachelor of Business:

  • 3.2: Use oral communication appropriately to convey information clearly and fluently

It also contributes to developing the following program learning objective for the Bachelor of Management:

  • 3.3: Employ teamwork and communication skills to work effectively within a team

Teaching and learning strategies

This subject adopts a strong focus on experiential and applied learning and on focused and thoughtful individual and team reflection. The approach to learning is designed around three fundamental building blocks, or ‘pillars’ as follows:-

  1. Foundations of Self-Knowledge and Understanding
  2. Managing the Self at Work
  3. Facilitating Self-Growth and Change for Organisational Success

Lectures and Tutorials

Lectures will introduce you to the key theoretical frameworks and concepts underpinning the nominated topic area. Lectures will also provide opportunities to explore recent advances in the field, current workplace applications of topic areas and applied real-life cases and examples. Lectures will make use of multimedia resources including video cases, interactive online demonstrations, TED talks, and shared communication via the online platform,

Secondly, tutorials have been designed to engage you with resources to further apply your theoretical knowledge as well as practice and reflect upon applied skills in the various topic areas. All tutorials will engage you in teamwork with your peers, and opportunities for brief, informal presentations will build your self-confidence and oral presentation skills. Examples of the kinds of activities you will experience in tutorials include personality self-assessments, online learning modules, mindfulness meditation, applied case studies and analysis of scholarly journals.


The assessment structure for this subject has been designed around the subject learning objectives and incorporates opportunities for early feedback and online Q&A sessions with the subject coordinator.

Students will be provided, via the UTS Online site, with rubric criteria used to assess their performance, as well as sample assignments from previous semesters, and useful links to online resources, library study modules and UTS HELPS centre.

UTS Online

UTS Online provides students in this subject with a rich variety of resources and communication tools to assist them navigate their way through the subject. Here, you will find week-by-week lecture notes, tutorial preparation work and instructions, assessment information and sample assignments, links to useful resources online, interactive discussion boards and more.

Content (topics)

  • Foundations of Self-Knowledge and Understanding
    • Self-Awareness: origins and theories of the self, introspection and reflection
    • Personality theories, including workplace and leadership correlates
    • Basic brain anatomy, neural mechanisms of learning, habit-formation, perception, emotions; leadership and neuroscience research
  • Managing the Self at Work
    • Emotions, emotional and social intelligence, positive emotions
    • Stress: the stress response, workplace stressors, resilience and coping
    • Mindfulness: wellness and workplace correlates, performance benefits and leadership research
  • Facilitating Self-growth and change for Organisational Success
    • Character development: strengths, virtues, values, humility, compassion
    • Mindset: fixed vs growth mindsets, mindsets and change
    • Motivation: intrinsic vs extrinsic, engagement, flow
    • Authentic leadership
    • Positive workplaces: happiness, meaning and purpose, positive relationships


Assessment task 1: Self Development Project (Individual)


This addresses subject learning objective(s):

1, 2, 3 and 4

Weight: 40%

Part A - 1500 words (+/- 10%) (this does NOT include title page or references)


Part B - 1500 words (+/- 10%) (this does NOT include title page or references or appendices)

Assessment task 2: Class Participation (group)


This addresses subject learning objective(s):

1, 4 and 5

Weight: 20%

Assessment task 3: Final Examination (Individual)


This addresses subject learning objective(s):

1, 3 and 4

Weight: 40%

2 hours and 10 mins

Minimum requirements

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

Required texts

There is no prescribed text book for this subject. Students will be provided with reading materials for each content area via the UTS Online site - see weekly readings.

Keep your eye out for new and updated references under "Helpful References" on UTSOnline.The UTS Guide to Writing Assignments should be of use for assignment writing.


Brown, K. W. & Ryan, R. M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 84 (4), 822- 848.

Doskoch, P. (2005). The Winning Edge. Psychology Today.

Eden, D. & Aviram, A. (1993). Self-efficacy training to speed reemployment: Helping people to help themselves. Journal of Applied Psychology, 78(3)

Emmons, R. A., & McCullough, M. E. (2003). Counting blessings versus burdens: An experimental investigation of gratitude and subjective well-being in daily life. Journal of Personality & Social Psychology, 88, 377-389.

Fredrickson, B. L. (2001). The Role of Positive Emotions in Positive Psychology: The Broaden-and-Build Theory of Positive Emotions. American Psychologist, 56, 218-226.

Giustiniano, L., Clegg, S.R., e Cunha, M.P. and Rego, A. eds., 2018. Elgar Introduction to Theories of Organizational Resilience. Edward Elgar Publishing.

Kabat-Zinn, J. (2003). Mindfulness-Based Interventions in Context: Past, Present, and Future. Clinical Psychology, 10 (2), 144-156.

Kreiman, G., Koch, C., & and Fried, I. (2000). Imagery Neurons in the Human Brain. Nature 408, 357-361.

Maslow, A. (1962). Toward a psychology of being. Princeton, NJ, US: D Van Nostrand xi 214 pp.

Seligman, M. E. P. (2002). Positive Psychology, Positive Prevention, and Positive Therapy. In C. R. Snyder and S. J. Lopez (Eds.), Handbook of Positive Psychology, 528-540. Oxford University Press.

Whetten, D. & Cameron, K. (2016). Developing Management Skills: Global Edition. Pearson Higher Ed.

Other resources


This subject makes use of the UTSOnline internet-based learning platform. When you log in to UTSOnline, you will find a number of subject resources on topics covered in the subject as well as discussion forums, announcements etc. Your lecturer and tutors use UTS Online to communicate with students.


Each week there will be set work for you to complete in your tutorial. This might be a journal article, a case study or activity. In most cases, it will be required that you read and prepare prior to your attendance at the tutorial. All materials that require advance preparation will be provided online. Your tutor may also provide other materials and handouts from time to time. Please note that some of these additional compulsory materials are potentially examinable whether or not they are discussed in class.