| Effective Term: | 2025/04 |
| Institute / School : | Institute of Health and Wellbeing |
| Unit Title: | Leadership Development in Health Contexts |
| Unit ID: | HEALT7004 |
| Credit Points: | 30.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 060301 |
| Other Change: | |
| Brief description of the Unit |
This unit begins from the perspective that in order to be an effective leader one must first have a sound understanding of the self. The unit provides students with a framework for supporting critical reflection upon one's own social, emotional and capital in order to evaluate and develop the capacity to become an effective leader in health contexts. Students will have an opportunity to explore their own perspectives on inclusive leadership and that of Australian and international leadership experts. Students will engage with local leaders as they become more critically self- reflective of their self-leadership in practice. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | |  | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Discriminate between social and emotional intelligence and a self-reflective cycle for effective leadership |
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| K2. | Recognize the importance of preferred inter-personal behavior, team identity and roles in the enhancement of leadership practice developing social and emotional intelligence to support a self-reflective cycle for enhancing leadership |
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| K3. | Identify and appraise the effectiveness of personal and collective resources to support leadership and followership contingent on the situation performance in a health care setting |
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| Skills: |
| S1. | Demonstrate the skills required to critically engage and reflect upon leadership frameworks for health contexts |
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| S2. | Demonstrate a capacity for self-reflection and the identification of areas of development for leadership effectiveness |
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| S3. | Critically analyze the role of Self in the development of a teams capacity to work effectively in health contexts |
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| Application of knowledge and skills: |
| A1. | Apply a self-reflective cycle in a personal context and develop an appraisal that highlights areas of strength, growth and development |
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| A2. | Engage with leadership experts to enhance personal knowledge, skills and attitudes for leadership across boundaries |
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| A3. | Demonstrate confidence and competence in self-reflective leadership for application in a range of health contexts |
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| Unit Content: |
Topics may include: The role of social and emotional intelligence to support effective leadership Leadership concepts. The self-reflective cycle for leadership Critical appraisal of Leadership capital as it relates to Self Leadership Strategic long term development of Self leadership vision and practice Developing Self leadership in practice a case study |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | 1 - Yes | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | 1 - Yes | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | 1 - Yes | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S3 | Development of a health leadership reflective case study that explores the role that social, emotional and cultural capital has on the leadership experience | Online Group / Individual Activity | 30 - 50% | | 2. | K1, K2, K3, S1, S2, S3, A1, A2, A3 | Engagement in a self-reflective cycle informed by a recognised framework to identify areas for personal development including implications and potential strategies | Written Essay | 50 - 70% |
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