University of Technology Sydney

32553 Leadership and People Management

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 2022 is available in the Archives.

UTS: Information Technology: Information, Systems and Modelling
Credit points: 6 cp

Subject level:


Result type: Grade and marks

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


This postgraduate subject explores the phenomenon of organisational leadership within a global knowledge economy dominated by a revolution in information and communication technology (ICT). Its focus is on the leadership practices that generate the intangible capital resources (ICRs) required for success in this knowledge economy; in particular those practices that build a social environment characterised by strong relationships and committed, focused endeavour. In the development and leveraging of these ICRs, and the relationships that generate them, critical practices around the management of power are identified and explored. Furthermore, the subject attempts to develop in students appropriate theoretical and conceptual frames of reference and knowledge bases for the mastery of such practices.

Subject learning objectives (SLOs)

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

1. Execute leadership practices that enable employer organisation to achieve sustainable outcomes.
2. Build relationships that enable the execution of business strategy.
3. Demonstrate a range of strategies through which managers in knowledge-intense industries can mobilize relationship-based resources.
4. Execute the practices underpinning the construction, and management, of mission-pertinent knowledge.
5. Manage power constructively in the interests of the mission of the organization.

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of the following Course Intended Learning Outcomes (CILOs):

  • Socially Responsible: FEIT graduates identify, engage, and influence stakeholders, and apply expert judgment establishing and managing constraints, conflicts and uncertainties within a hazards and risk framework to define system requirements and interactivity. (B.1)
  • Design Oriented: FEIT graduates apply problem solving, design thinking and decision-making methodologies in new contexts or to novel problems, to explore, test, analyse and synthesise complex ideas, theories or concepts. (C.1)
  • Collaborative and Communicative: FEIT graduates work as an effective member or leader of diverse teams, communicating effectively and operating autonomously within cross-disciplinary and cross-cultural contexts in the workplace. (E.1)
  • Reflective: FEIT graduates critically self-review their own and others' performance with a high level of responsibility to improve and practice competently for the benefit of professional practice and society. (F.1)

Teaching and learning strategies

This subject consists of weekly 3x hour sessions which are made up of lectures and in-class interactive discussions and debates. Students are expected to access the UTSOnline site for the subject to read indicated material, view online resources such as video clips, etc before the on-campus activities so that this time can be more effectively used for interactive problem solving and other collaborative activities.

Assessment tasks are work-based and are focused on assisting students to reflect on and improve their professional practice.

Content (topics)

1. Leadership: A Complex Role.
The advent of a global knowledge economy, fuelled by technological innovation, has brought about political, social and economic transformation across the world. In particular, knowledge and social capital have become key resources and this has focused leadership attention on collaborative human creativity, entrepreneurial leadership practices, and organisational innovation as the key sources of competitive advantage. This topic explores the complex concept of leadership and its role in organizational and personal success.

2. Creating Purpose and Building Morale.
The complexity of the global business environment calls for leadership that transcends the conventional role of ‘management' – leadership that is capable of articulating a compelling vision and of mobilizing the committed resources of all stakeholders. Through the co-creation of a meaningful Core (mission, vision and values) leaders focus the everyday behavior of stakeholders on ‘what really matters’ with respect to mission accomplishment.

3. Aligning Organisational Structure with the Core.
Realizing the Core of the organization requires leaders to scrutinize the appropriateness of the organizational structure or form with respect to addressing effectively the strategic challenges faced by the organization. This session explores structural options and matches these with the strategic intent of the organization.

4. Working with Culture and Mental Models.
In a dynamic and challenging global context, organizational stakeholders need to exhibit flexibility and the capacity to learn and transform. This session explores the leadership practices around the cultural and personal behavioural transformation necessary to align stakeholder action with espoused strategy and purpose.

5. Leading Organisational Renewal.
In complex, dynamic and highly competitive business environments, an important competitive advantage is the capacity of organizational stakeholders to manage relationships with others who have important resources but who belong to other organizations. The facilitation of the conditions under which knowledge, pertinent to the mission of the organization but not ‘owned’ by its stakeholders, is acquired, constructed, distributed and transformed will be a vital aspect of leadership over the next decade. A key dimension of this session will be exploring leadership practices in contexts where the leader has no formal authority over those that s/he must influence.


Assessment task 1: Essay

Intent: Self-analysis of your leadership behaviour in your current role

This assessment task addresses the following subject learning objectives (SLOs):

1, 2 and 3

This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs):

B.1, C.1 and F.1

Type: Essay
Groupwork: Individual
Weight: 40%
Length: Maximum length: 2 000 words

Assessment task 2: Self-transformation Project

Intent: Learning through action. Accessing the knowledge of self embedded in contexts of your life

This assessment task addresses the following subject learning objectives (SLOs):

4 and 5

This assessment task contributes to the development of the following Course Intended Learning Outcomes (CILOs):

B.1, C.1, E.1 and F.1

Type: Case study
Groupwork: Individual
Weight: 60%
Length: Maximum length: 6 pages

Required texts

There are no prescribed texts

Recommended texts

A select list of Readings will be posted on the UTSOnline site for this subject.


Alvesson, M. (2012) 'Critical Leadership Studies: The Case for Critical Performativity', Human Relations, 65, 3: 367-390.

Brindle, M and Mainiero, L. (2000) Managing Power Through Lateral Networking. London: Quorum Books.

Carroll, B., Levy, L. and Richmond, D. (2008) ‘Leadership as Practice: Challenging the Competency Paradigm’. Leadership, 4: 363-379.

Dovey, K. and McCabe, B. (2014) 'The Politics of Innovation: Realising the Value of Intrapreneurs'. International Journal of Learning and Intellectual Capital, 11, 3: 185-201.

Dovey, K. and Mooney, G. (2012) ‘Leadership Practices in the Development and Deployment of Intangible Capital Resources for Innovation’. International Journal of Learning and Intellectual Capital. 9, 3: 295-306.

Dovey, K. (2009) ‘The Role of Trust in Innovation’. The Learning Organization, 16: 311-325.

Gino, F. and Staats, B. (2015) 'Why Organizations Don't Learn', Harvard Business Review (November Issue).

Kerr, S. (1995) ‘On the Folly of Rewarding A, While Hoping for B’. Academy of Management Executive. 9, 1: 7-14.

Lipman-Blumen, J. (2005) The Allure of Toxic Leaders. Oxford: Oxford University Press.

Nahapiet, J. & Ghoshal, S. (1998) ‘Social Capital, Intellectual Capital, and the Organizational Advantage’. Academy of Management Review. 23, 2: 242-266.

Naim, M. (2013) The End of Power: From Boardrooms to Battlefields and Churches to States, Why Being In Charge Isn’t What It Used to Be. New York: Basic Books

Pina y Cunha, M., Clegg, S. & Rego, A. (2013) 'Lessons for Leaders: Positive Organization Studies meets Niccolo` Machiavelli', Leadership, 9, 4: 450-465.

Pless, N. & Maak, T. (2005) ‘Relational Intelligence for Leading Responsibly in a Connected World.’ Academy of Management Proceedings: Best Conference Paper: SIM: I6.

Thomson, N. & Pascal, J. (2012) 'Developing Critically Reflective Practice'. Reflective Practice: International and Multidisciplinary Perspectives, 13, 2: 311-325.

Zuboff, S. & Maxmin, J. (2002) The Support Economy: Why Corporations Are Failing Individuals and the Next Episode of Capitalism. New York: Allen Lane.