|Gold Coast||Session 2,3||Session 2,3|
|Melbourne||Session 3||Session 2,3|
|Melbourne - The Hotel School||Session 2,3||Session 2,3|
|Online||Session 2,3||Session 2,3|
|Perth||Session 3||Session 2,3|
|Sydney||Session 2,3||Session 2,3|
|Sydney - The Hotel School||Session 2,3||Session 2,3|
Introduces students to the latest evidence based research about how leaders can build organisational and individual support for employees, which reduces their stress and increases their wellbeing and engagement. The student will undertake assessment that builds lifelong learning, communication, social skills and cultural competence by developing and running an evidence based targeted training package for different types of employees and then analysing its impact and effectiveness.
Leading for sustaining an engaged workforce: Transformational, Authentic and Servant Leadership
Authentic leadership (Relationships, Ethics, Balanced processing and Self-Awareness) and why is it important
How do authentic leadership and psychological capital fit together?
The role of the supervisor and organisational support in building psychological capital, increasing employee outcomes (commitment and engagement) and increasing organisational effectiveness
Why is psychological capital important for employees (reducing stress, increased wellbeing), the organisation (increased employee performance, reduced turnover intentions), government (reduced workers compensation claims) and the community (reduced cost of stress-related illnesses)
How can you increase psychological capital in organisations?
Managing Effectively: Supervisor support, psychological capital and wellbeing of the employee
Linking psychological capital to better understanding the emotions of employees and clients/customers etc
Transformational/ Servant/Authentic Leadership in practice: Using constructive language and communication to stop the cycle of conflict in organisations
Leadership and Change: The role of analysis tools to measure the impact of change for intervention programs
Bringing individual and social support together in practice so as to sustain an engaged workforce
Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.
Learning outcomes and graduate attributes
GA1: Intellectual rigour,
GA3: Ethical practice,
GA4: Knowledge of a discipline,
GA5: Lifelong learning,
GA6: Communication and social skills,
GA7: Cultural competence
|On completion of this unit, students should be able to:||GA1||GA2||GA3||GA4||GA5||GA6||GA7|
|1||Differentiate types of leadership required for developing engaged employees based on awareness and respect of group diversity.||Cultural competence|
|2||Relate authentic leadership, effective Leader-Member Exchange and management support and the psychological capital of employees based on the recognition and legitimacy of employee group differences||Cultural competence|
|3||Run a targeted evidence based intervention for different types of employees to develop their competency to communicate in a professional setting based on listening to the views of participants and then re-directing the slant of the presentation to meet the needs of specific clientele.||Communication and social skills|
|4||Analyse and reflect upon an intervention to increase employee outcomes using a process of reflecting on how others received the training package. ||Lifelong learning|
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