Read this document to learn essential details about your unit. It will
also help you to get started with your studies.
Learning Through Practice A (Workplace)
Semester 2, 2015
Taught by:
Professor Janelle Allison
Dr Christine Angel (Unit Coordinator)
Rob Nielsen (Adjunct Lecturer)
CRICOS Provider Code: 00586B
BAA506, Learning Through Practice A (Workplace)
Contact Details ........................................................................................................................................ 2
Unit Description ...................................................................................................................................... 3
Prior Knowledge &/or Skills OR Pre-Requisite Unit(s) ............................................................................ 3
Enrolment in the Unit ............................................................................................................................. 3
When does the unit commence? ............................................................................................................ 3
University of Tasmania Graduate Quality Statement ............................................................................. 3
Intended Learning Outcomes for BAA506 .............................................................................................. 4
Learning Expectations and Teaching Strategies/Approach .................................................................... 5
Learning Resources ................................................................................................................................. 5
Student Feedback via eVALUate ............................................................................................................. 7
Details of Teaching Arrangements ........................................................................................................ 10
Assessment ........................................................................................................................................... 12
Submission of Assessment Items .......................................................................................................... 15
Review of Assessment and Results ....................................................................................................... 16
Further Support and Assistance ............................................................................................................ 17
Academic Misconduct and Plagiarism .................................................................................................. 18
Study Schedule ...................................................................................................................................... 19
Contact Details
Unit coordinator:
Room Number
Dr Christine Angel
Cradle Coast
[email protected]
6430 4518
Professor Janelle Allison
Cradle Coast
[email protected]
6430 4948
Adjunct Lecturer:
Room Number:
Mr Rob Nielsen
Cradle Coast
[email protected]
6430 4518
BAA506, Learning Through Practice A (Workplace)
Unit Description
Through a wide range of activities in the workplace, potential post graduate students grow
professional skills and capabilities relevant to both leadership and management. The unit recognises
this experience by developing, with the student, the frameworks and tools to understand how they,
as adults, can acknowledge and understand what deeper learning has occurred, what capabilities
have been developed, and how these skills and capabilities might be applied.
Participation in the unit requires deep reflection on, and articulation of, the skills and knowledge
gained through these different learning and life experiences. The unit is designed to foster skills and
capacity in:
Adult learning (approaches and styles).
Reflective and deliberative practice - as manager and supervisor.
Awareness of leadership and management approaches and styles.
Building effective organisational and workplace cultures.
Through a number of different learning approaches students are given the opportunity to reflect on
their experiences, and to draw from these experiences examples of skills learned and where they
have been applied.
Prior Knowledge &/or Skills OR Pre-Requisite Unit(s)
This unit is structured around a range of post graduate student work experiences. The unit
recognises that students with more than five years’ work experience (and particularly where they
have used high level judgment in varied or specialised contexts) have already gained a considerable
amount of codified and tacit knowledge.
Enrolment in the Unit
Unless there are exceptional circumstances, students should not enrol in this unit after the end of
week two of semester, as the Tasmanian School of Business and Economics (TSBE) cannot guarantee
• any extra assistance will be provided by the teaching team in respect of work covered in the
period prior to enrolment; and
• penalties will not be applied for late submission of any piece or pieces of assessment that were
due during this period.
When does the unit commence?
The unit’s 12-week teaching schedule commences in the week beginning 10 August 2015.
University of Tasmania Graduate Quality Statement
The units in your course, including this unit, have been designed to cumulatively develop the
graduate qualities outlined in the University’s Graduate Quality Statement:
Our graduates are equipped and inspired to shape and respond to the opportunities and
challenges of the future as accomplished communicators, highly regarded professionals and
culturally competent citizens in local, national, and global society. Graduates acquire subject and
multidisciplinary knowledge and skills and develop critical and creative literacies and skills of
inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical
conduct and sustainability.
BAA506, Learning Through Practice A (Workplace)
Intended Learning Outcomes for BAA506
Learning Outcome 1
Have a greater understanding of how your work life and
experiences have developed lifelong adult learning skills.
1. Postcard
Learning Outcome 2
Be aware of the significance and impact of your adult
learning styles and approaches in the workplace and
management activities.
Learning Outcome 3
Have a framework for identifying and understanding the
depth and breadth of different skills, know-how and learning
approaches used in the workplace.
Learning Outcome 4
Have the capacity to reflect on and clearly articulate your
skills, how and where your skills were learned and how they
can be applied.
Learning Outcome 5
Have a framework within which to reflect on your own
practice (how decisions are made, negotiated and
Learning Outcome 6
Ability to research, discuss, reflect and evaluate to produce
effective portfolio entries.
Learning Outcome 7
Feel confident in applying these skills and capabilities in
other work settings and locations.
2. Experiential Report
3. Portfolio Plan
4. Learning Portfolio
Successful completion of this unit
supports your development of course
learning outcomes, which describe what
a graduate of a course knows,
understands and is able to do. Course
learning outcomes are available from the
Course Coordinator. Course learning
outcomes are developed with reference
to national discipline standards, the
Australian Qualifications Framework
(AQF), any professional accreditation
requirements and the University of
Tasmania’s Graduate Quality Statement.
BAA506, Learning Through Practice A (Workplace)
Learning Expectations and Teaching Strategies/Approach
The University is committed to a high standard of professional conduct in all activities, and holds its
commitment and responsibilities to its students as being of paramount importance. Likewise, it
holds expectations about the responsibilities students have as they pursue their studies within the
special environment the University offers. The University’s Code of Conduct for Teaching and
Learning states:
Students are expected to participate actively and positively in the teaching/learning
environment. They must attend classes when and as required, strive to maintain steady
progress within the subject or unit framework, comply with workload expectations, and
submit required work on time.
These are some of the expectations we have of you as a student enrolled in this unit:
This unit is taught intensively over just four days. It is therefore expected that students attend all
four days. Learning resources (see below) are provided to students during the workshops and most
also will be available in MyLO. Tutorial notes are provided as additional help (see under Details of
Teaching Arrangements)
Work, Health and Safety (WH&S)
The University is committed to providing a safe and secure teaching and learning environment. In
addition to specific requirements of this unit, you should refer to the University’s policy at:
Learning Resources
Prescribed Text/Software
A prescribed text is a resource that you must have access to for the purposes of studying this unit. Information regarding
how these may be purchased is attached.
The following resources will be available as part of this unit:
• A manual which contains the unit outline, unit notes, and space for your own notes.
• Other readings and reference material accessible through the Library.
• The Myers-Briggs Personality Type Indicator Questionnaire, and the booklet entitled You’ve
Got Personality: An Introduction to the Personality Types Described by Carl Jung and Isabel
Myers (McGuiness, 2004).
• The Learning Styles Questionnaire (Peter Honey and Alan Mumford), incorporated in the
booklet entitled The Learning Styles Questionnaire 80-Item Version (Honey & Mumford,
• The combined knowledge and experience contributed by yourself and other students
through participation in discussion, debate and development of scenarios, solutions and
Group work and informal collaboration and discussions are important learning tools and will be a key
part of the resources provided in the unit to facilitate learning.
Required readings are available from the Library Reading List on
BAA506, Learning Through Practice A (Workplace)
Recommended Texts/Software
A recommended text is a resource that you can use to broaden your understanding of the topics covered in this unit. You
may also find a recommended text helpful when conducting research for assignments.
The recommended reading centres around three core bodies of literature. Several of the texts listed
here such as Kolb and Schön are considered seminal works. It is recommended you make some
effort to engage with these authors. Sennett’s works give a sociological perspective to current
themes in leadership and management and Amanda Sinclair’s recent text is a useful contemporary
Australian work.
Adult Learning
Burns, R 2002, The adult learner at work: the challenges of lifelong education in the new millennium,
2nd edn, Allen & Unwin, Crows Nest.
Knowles, MS, Holton, EF III & Swanson, RA 2005, The adult learner: the definitive classic in adult
education and human resource development, 6th edn, Elsevier, Amsterdam.
Kolb, DA 1984, Experiential learning: experience as the source of learning and development, Prentice
Hall, Englewood Cliffs.
McGill, I & Beaty, L 2001, Action learning: a guide for professional, management and educational
development, Routledge, London.
Stiglitz, J 2014, Creating a learning society: a new approach to growth, development, and social
progress, Columbia UP.
Reflective and Deliberative Practice
Argyris, C & Schön, D 1974, Theory in practice: increasing professional effectiveness, Jossey-Bass,
San Francisco.
Boyd, D & Fales, A 1983, ‘Reflective learning: key to learning from experience’, Journal of Humanistic
Psychology, vol. 23, pp. 99-117.
Forester, J 1999, The deliberative practitioner: encouraging participatory planning processes, MIT
Press, Cambridge, Mass.
Hemphill, D 2004, ‘Putting it into words: experience-based writing and pedagogy’, Journal of
Hospitality, Leisure, Sport and Tourism Education, vol. 3, no. 2, pp. 15-24.
Johns, N & Henwood, J 2009, ‘Building reflective practitioners on business programmes: an action
research study’, Journal of Hospitality, Leisure, Sport and Tourism Education, vol. 8, no. 1, pp. 20-36.
Moon, JA 2004, A handbook of reflective and experiential learning: theory and practice,
RoutledgeFalmer, London.
Schön, DA 1983, The reflective practitioner: how professionals think in action, Temple Smith, London.
----- 1987, Educating the reflective practitioner, Jossey-Bass, San Francisco.
Tomkins, A 2009, ‘"It was a great day when...": an exploratory case study in reflective learning
through storytelling’, Journal of Hospitality, Leisure, Sport and Tourism Education vol. 8, no. 2, pp.
Tripp, D 1993, Critical incidents in teaching: developing professional judgement, Routledge, London.
Smith, D & Hatton, N 1993, ‘Reflection in teacher education: a study in progress’, Education Research
and Perspectives, University of Western Australia, 20(1), 13-23.
BAA506, Learning Through Practice A (Workplace)
Cole, K 2013, Management theory and practice, 5th edn, Pearson, Frenchs Forest.
Collins, J 2006, Good to great and the social sectors: a monograph, Random, UK.
Heifetz, RA & Linsky, M 2002, Leadership on the line: staying alive through the dangers of leading,
Harvard, Boston, Mass.
[email protected]
Kim, W Chan & Mauborgne, R 2006, Blue ocean strategy: how to create uncontested market space
and make the competition irrelevant, Harvard Business Publishing Corporation, Boston.
Morrison, M 2007, The other side of the card, McGraw Hill, New York.
Productivity Commission 2003, Social capital: reviewing the concept and its policy implications,
Research Paper, AusInfo, Canberra.
Sennett, R 1998, The corrosion of character: the personal consequences of work in the new
capitalism, Norton, New York.
----- 2004, Respect: the formation of character in an age of inequality, Penguin, London.
----- 2007, The culture of the new capitalism, Yale UP, New Haven.
Siddique, R 2013, My journey as a woman, a soldier and a Muslim, MacMillan Australia.
Sinclair, A 2007, Leadership for the disillusioned, Allen & Unwin, Sydney.
---- 2011, ‘Leading with body’, in Jeanes, EL, Knights, D & Martin, PY (eds), Handbook of gender, work,
and organization, Wiley, Hoboken.
Workplace Gender Equality Agency 2014, viewed 3 December 2014 https://www.wgea.gov.au/
Other Recommended Resources/Software
In addition to the texts (or software) recommended above, students are also expected to be familiar
with the key academic journals in the discipline from which useful insights may be derived. In
particular, students are encouraged to review regularly the relevant papers that are published in:
Honey, P & Mumford, A 2006, The learning styles questionnaire 80-item version, Pearson
Assessment, London.
McGuiness, M 2004, You’ve got personality: An introduction to the personality types described by
Carl Jung and Isabel Myers, MaryMac Books, Cherrybrook.
Student Feedback via eVALUate
At the conclusion of each unit, students will be asked to provide online responses to a number of
matters relating to the learning and teaching within that unit. All students are asked to respond
honestly to these questions, as all information received is used to enhance the delivery of future
BAA506, Learning Through Practice A (Workplace)
My Learning Online (MyLO)
Access to the MyLO online learning environment unit is required for this unit. The unit has its own
MyLO site.
To log into MyLO and access this unit, go to: http://www.utas.edu.au/mylo. To access the unit,
select BAA506.
For help using MyLO go to http://www.utas.edu.au/mylo.
Technical requirements for MyLO
MyLO can be accessed via Library computers and in computer labs on campus. See:
For further technical information and help, contact the UTAS Service Desk on 6226 1818 or at
http://www.utas.edu.au/service-desk during business hours.
Learning to use MyLO
When you log into MyLO, you will see a unit called Getting Started with MyLO. Enter this unit to
learn more about MyLO, and to practise using its features.
MyLO Expectations
Students are expected to maintain the highest standards of conduct across all modes of
communication, either with staff or with other students. Penalties may be imposed if the Unit
Coordinator believes that, in any instance or mode of communication, your language or
content is inappropriate or offensive. MyLO is a public forum. Due levels of respect,
professionalism and high ethical standards are expected of students at all times.
Submission of assessment tasks via MyLO presumes that students have read, understood and
abide by the requirements relating to academic conduct, and in particular, those requirements
relating to plagiarism. All work submitted electronically is presumed to be ‘signed-off’ by the
student submitting as their own work. Any breach of this requirement will lead to student
misconduct processes.
MyLO is an Internet service for teaching and learning provided by the University. It is
expected that you check your units in MyLO for updates at least once a day.
BAA506, Learning Through Practice A (Workplace)
Using MyLO for BAA506
IMPORTANT!: Before you are provided with access to your unit’s MyLO resources, you must
complete the Student Agreement form. To do this:
1. Access the unit’s MyLO site.
2. Locate the Begin Here folder and click on it to open it. You can find the Begin Here folder by
scrolling down until you see Content Browser OR by clicking on the Content button.
3. Once you have opened the Begin Here folder, click on the Student Agreement file.
4. Read the terms, then check the I agree box. You should now be able to access all available
unit content on MyLO. You only need to do this once in each MyLO unit.
Other important resources on MyLO
Students are expected to check regularly on MyLO for any updates in relation to the unit.
For attending students:
MyLO has been incorporated into the delivery of this unit to enhance students’ learning experience,
by providing access to up-to-date course materials (including tutorial notes), and allowing for online
For distance students:
In addition to the lecture slides which are uploaded on MyLO on a weekly basis, other unit-related
materials such as supplementary readings, assessment guides, and tutorial notes can also be
accessed on MyLO.
Students are also expected to engage in an active discussion about issues related to the unit through
the discussion forums or chat rooms that are available on MyLO.
This is particularly helpful for distance students who may utilise the facilities available on MyLO to
contact their fellow distance students and form groups to complete any group assessment tasks for
this unit. In this regard, MyLO should be treated as the unit's critical platform for learning and
BAA506, Learning Through Practice A (Workplace)
Details of Teaching Arrangements
The face to face workshops for BAA506 are scheduled as follows:
Title: Adult Learning, Reflective Practice, Leadership, and Individual Preferences
Date: Friday, 14 August and Saturday 15 August, 2015
Time: 9.30am to 4.30pm (lunch 12.30pm to 1.00pm)
The workshops will comprise lectures, discussions and activities. Each of the workshops will focus on
specific themes such as valuing knowhow (tacit knowledge), understanding oneself, reflective
practice, leadership and its practice, and coping with change.
Online modules:
The first module will be available in MyLO from Monday, 10 August 2015, and will comprise notes
and video clips in preparation for the face to face workshops.
Following modules, which will be available from the Monday of each ensuing week, incorporate
lecture notes, readings, and activities, including provocations and discussions.
Tutorial notes will be uploaded into MyLO each week after week one, by 5pm each Wednesday. The
notes (a total of nine) provide additional suggestions and help, in a just-in-time format. That is, each
is dedicated to the next upcoming assignment, and incorporates help with structuring the
assignments, expectations of language, grammar and spelling (good written communication), and
UTAS assignment conventions (including referencing). The final tutorial is dedicated to helping with
editing and proofreading.
Notes may be supplemented by webconferences through MyLO if required by staff or requested by
BAA506, Learning Through Practice A (Workplace)
Communication, Consultation and Appointments
Check the MyLO News tool at least once every two days. The unit News will appear when you first
enter our unit’s MyLO site. Alternatively, click on the News button (towards the top of the MyLO
screen) at any time.
Other students may have the same question that you have. Please go to the Q&A Forum on our
course’s MyLO site. Check the posts that are already there – someone may have answered your
question already. Otherwise, add your question as a new topic. Students are encouraged to support
each other using this forum – if you can answer someone’s question, please do. We will attempt to
respond to questions within 48 business hours. If your question is related to a personal issue or your
performance in the unit, please contact the appropriate teaching staff member by email instead.
If you have a personal question related to your studies or your grades, please contact teaching staff
by email.
For general questions about the unit, please add them to the Q&A forum on our unit’s MyLO site.
This way, other students can also benefit from the answers.
You are expected to check your UTAS email (WebMail) on a regular basis – at least three times per
week. To access your WebMail account, login using your UTAS username and password at
You are strongly advised not to forward your UTAS emails to an external email service (such as gmail
or Hotmail). In the past, there have been significant issues where this has occurred, resulting in UTAS
being blacklisted by these email providers for a period of up to one month. To keep informed, please
use your UTAS email as often as possible.
We receive a lot of emails. Be realistic about how long it might take for us to respond. Allow at least
TWO (2) business days to reply. Staff are not required to respond to emails where students do not
directly identify themselves, are threatening or offensive, or come from external (non-UTAS) email
When you write an email, you must include the following information. This helps teaching staff to
determine who you are and which unit you are talking about.
Family name
Preferred name
Student ID
Unit code (i.e. BAA506)
If your question is about an assessment task, please include the assessment task
number or name.
BAA506, Learning Through Practice A (Workplace)
How Your Final Result Is Determined
In order to pass this unit you must achieve an overall mark of at least 50% of the total available
marks. Details of each assessment item are outlined below.
Assessment Schedule
Assessment Items
Due Date
1. Postcard
2pm, Friday 21 August 2015
Link to Learning
2. Experiential Report
2pm, Friday 25 September
2pm, Friday 25 September
2pm, Friday 30 October 2015
3. Portfolio Plan (with
Reference List)
4. Learning Portfolio
(academic report)
(with Experiential
Report appended)
Assessment Item 1 – Postcard
Task Description:
The Postcard is the first stage of the two-stage process of building data for
later analysis by the student. The Postcard requires students to select a key
and significant learning experience (at least one, and a maximum of two).
Students will need to identify the sequence of events relating to that
experience, and briefly and clearly (in statements or as dot points and
without description):
(1) Set the scene/context of the experience.
(2) List the series of events as the experience unfolded, from start to finish.
(3) State the consequences of the experience, that is, the significance of the
learning moment.
(4) Indicate the resolution of the experience, that is, the context at the
The Postcard is a form of assessment that is part of the learning strategy
building up to the Portfolio. It gives the learner an opportunity to start the
reflection process, and also provide formative assessment and feedback to
assist in developing academic skills.
Task Length:
250 words
Assessment Criteria:
Identification and understanding of concepts
Application of concepts/ rationale
Critical thinking; evidence of analysis and synthesis
Evidence of learning
BAA506, Learning Through Practice A (Workplace)
Link to Unit’s
Learning Outcomes:
1, 2, 3, 4, 5, 6.
Due Date:
2pm, Friday 21 August, 2015
Assessment Item 2 – Experiential Report
Task Description:
The Experiential Report is the second stage of the two-stage process of
building data for later analysis by the student. The Experiential Report:
(1) Requires students to expand their Postcard (after marking and return
with helpful suggestions by the lecturer) by using the same material but
adding in descriptive detail, such as emotions engendered at different
stages of the experience.
(2) Will also clearly state the lesson that was learnt by the student from the
(3) Is a form of assessment that is part of the learning strategy building up
to the Portfolio. It gives the learner an opportunity to continue the
reflection process, and also provides formative assessment and
feedback to assist in developing academic skills.
Task Length:
Assessment Criteria:
750 words
Identification and understanding of concepts
Application of concepts/ rationale
Critical thinking; evidence of analysis and synthesis
Evidence of learning
Link to Unit’s
Learning Outcomes:
1, 2, 3, 4, 5, 6.
Due Date:
2pm, Friday 25 September, 2015
Assessment Item 3 – Portfolio Plan
Task Description:
The Portfolio Plan (with Reference List) requires the student to reflect on
their data (that is, the material in their Experiential Report) and consider
through which concepts (at least three) they could examine that data.
Various concepts are provided to the student during the course of the unit.
The Reference List is on a separate page, attached to the Plan. It correctly
lists the references for the three concepts to which students refer in the
Plan. The Reference List uses the Harvard referencing style. The Reference
List forms part of the Plan and is marked as part of the Plan.
The Portfolio Plan (with Reference List) is a form of assessment that is part of
the learning strategy building up to the Portfolio. It gives the learner an
BAA506, Learning Through Practice A (Workplace)
opportunity to continue the reflection process, and also provides formative
assessment and feedback to assist in developing academic skills.
Task Length:
Assessment Criteria:
Identification and understanding of concepts
Application of concepts/ rationale
Critical thinking; evidence of analysis and synthesis
Evidence of learning
Link to Unit’s
Learning Outcomes:
1, 2, 3, 4, 5, 6.
Due Date:
5pm, Friday 25 September, 2015
Assessment Item 4 – Learning Portfolio
Task Description:
The Learning Portfolio requires students to examine the data in the
Experiential Report (that is, the significant learning experience/s and for each
of them if there are two) and to:
(1) Apply one or some of the concepts introduced in the workshops to what
has been learned.
(2) Reflect on the importance of the learning – that is, the ‘what and how’
of what was learned.
(3) Reflect on the importance of exercising leadership.
(4) Consider where these learnings have been, or could be, transferred or
applied to other settings.
The Learning Portfolio is both a learning strategy and form of assessment
which facilitates the development of lifelong adult learning and leading skills.
Through the documentation in the Portfolio the learner is afforded the
opportunity to be aware of the significance and impact of their adult learning
styles and approaches in the workplace and management activities. The
Learning Portfolio is where the learner teases out, develops and tests the
frameworks needed for reflection and evaluation, which in turn builds the
learner’s capacity to reflect on and articulate clearly their skills; how and
where the skills were learned; and where they can be applied.
Task Length:
Assessment Criteria:
3000 words
Identification and understanding of concepts
Application of concepts/ rationale
Critical thinking; evidence of analysis and synthesis
Evidence of learning
BAA506, Learning Through Practice A (Workplace)
Link to Unit’s
Learning Outcomes:
1, 2, 3, 4, 5, 6, 7.
Due Date:
5pm, Friday 30 October, 2015
Submission of Assessment Items
Lodging Assessment Items
All assignments are to be submitted before 2.00pm on the day nominated for submission.
Submission dates and the form of submission for each of the assignments are detailed
No extensions will be granted for submissions unless there are extraordinary circumstances.
Late submission of work is penalised at a rate of 5% per day, unless an extension has been
requested from, and granted by, teaching staff.
Format of assignments
Assignments are to be typed in 12 font (Arial or Times New Roman), and with one and a half line
Submission of assignments
Assignments are to be submitted in Word format via the Dropbox in MyLO.
Note: by submitting any assignment electronically through the Dropbox in MyLO, you are deemed to
have acknowledged that:
1. You have kept a copy of the assignment.
2. The assignment has not been submitted for assessment in any other unit.
3. All material in the assignment is your own work except where there is clear acknowledgement
or reference to the work of others and you have complied and agreed to the University
statement on Plagiarism and Academic Integrity on t he University website at
Late Assessment and Extension Policy
In this Policy:
1. (a) ‘day’ or ‘days’ includes all calendar days, including weekends and public holidays;
(b) ‘late’ means after the due date and time; and
(c) ‘assessment items’ includes all internal non-examination based forms of assessment.
2. This Policy applies to all students enrolled in TSBE Units at whatever Campus or geographical
3. Students are expected to submit assessment items on or before the due date and time specified
in the relevant Unit Outline. The onus is on the student to prove the date and time of
4. Students who have a medical condition or special circumstances may apply for an extension.
Requests for extensions should, where possible, be made in writing to the Unit Coordinator on
or before the due date. Students will need to provide independent supporting documentation
to substantiate their claims.
5. Late submission of assessment items will incur a penalty of 10% of the total marks possible for
that piece of assessment for each day the assessment item is late unless an extension had been
granted on or before the relevant due date.
6. Assessment items submitted more than five (5) days late will not be accepted.
7. Academic staff do NOT have the discretion to waive a late penalty, subject to clause 4 above.
BAA506, Learning Through Practice A (Workplace)
Academic Referencing and Style Guide
Before starting their assignments, students are advised to familiarise themselves with the following
electronic resources.
The first is the Harvard Referencing System Style Guide, which can be accessed from the UTAS
library: http://utas.libguides.com/content.php?pid=27520&sid=199808. The Harvard style is the
appropriate referencing style for this unit and the guide provides information on presentation of
assignments, including referencing styles. In your written work you will need to support your ideas
by referring to scholarly literature, works of art and/or inventions. It is important that you
understand how to refer correctly to the work of others and maintain academic integrity.
Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty
(plagiarism), a matter considered by the University of Tasmania as a serious offence.
The second is the Tasmanian School of Business and Economics’s Writing Assignments: A Guide,
which can be accessed at: http://www.utas.edu.au/business-and-economics/student-resources ..
This guide provides students with useful information about the structure and style of assignments in
the TSBE.
Review of Assessment and Results
Review of Internal Assessment
It is expected that students will adhere to the following policy for a review of any piece of
continuous/internal assessment. The term continuous/internal assessment includes any assessment
task undertaken across the teaching phase of any unit (such as an assignment, a tutorial
presentation, an online discussion, and the like), as well as any capstone assignment or take-home
Within five (5) days of release of the assessment result a student may request a meeting with the
assessor for the purpose of an informal review of the result (in accordance with Academic
Assessment Rule No. 2 Clause 22 – www.utas.edu.au/academic-governance/academicsenate/academic-senate-rules). During the meeting, the student should be prepared to discuss
specifically the marks for the section(s) of the marking criteria they are disputing and why they
consider their mark(s) is/are incorrect. The assessor will provide a response to the request for
review within five (5) days of the meeting.
If the student is dissatisfied with the response they may request a formal review of internal
assessment by the Head of School, with the request being lodged within five (5) days of the informal
review being completed. A Review of Internal Assessment Form is available at the following link:
http://www.utas.edu.au/business-and-economics/student-resources/forms. The form must be
submitted to the TSBE Office.
Review of Final Exam/Result
In units with an invigilated exam students may request a review of their final exam result. You may
request to see your exam script after results have been released by completing the Access to Exam
Script Form, which is available from the TSBE Office, or at the following link –
http://www.utas.edu.au/business-and-economics/student-resources/forms. Your unit coordinator
BAA506, Learning Through Practice A (Workplace)
will then contact you by email within five (5) working days of receipt of this form to go through your
exam script.
Should you require a review of your final result a formal request must be made only after
completing the review of exam script process list above. To comply with UTAS policy, this request
must be made within ten (10) days from the release of the final results (in accordance with
Academic Assessment Rule No. 2 Clause 22 – www.utas.edu.au/academic-governance/academicsenate/academic-senate-rules . You will need to complete an Application for Review of Assessment
Form, which can be accessed from http://www.utas.edu.au/exams/exam-and-results-forms. Note
that if you have passed the unit you will be required to pay $50 for this review.
The TSBE reserves the right to refuse a student request to review final examination scripts should
this process not be followed.
Further Support and Assistance
If you are experiencing difficulties with your studies or assessment items, have personal or lifeplanning issues, disability or illness that may affect your study, then you are advised to raise these
with your lecturer or tutor in the first instance.
If you do not feel comfortable contacting one of these people, or you have had discussions with
them and are not satisfied, then you are encouraged to contact:
Dr Rob Hecker
307, Centenary Building, Sandy Bay
[email protected]
Students are also encouraged to contact their Undergraduate Student Adviser who will be able to
help in identifying the issues that need to be addressed, give general advice, and assist by liaising
with academic staff, as well as referring students to any relevant University-wide support services.
Please refer to the Student Adviser listings at www.utas.edu.au/first-year/student-advisers for your
adviser’s contact details.
There is also a range of University-wide support services available to students, including Student
Centre Administration, Careers and Employment, Disability Services, International and Migrant
Support, and Student Learning and Academic Support. Please refer to the Current Students website
(available from www.utas.edu.au/students) for further information.
If you wish to pursue any matters further then a Student Advocate may be able to assist.
Information about the advocates can be accessed from www.utas.edu.au/governance-legal/studentcomplaints. The University also has formal policies, and you can find out details about those from
that link.
BAA506, Learning Through Practice A (Workplace)
Academic Misconduct and Plagiarism
Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an
assignment or an examination, and any other conduct by which a student:
(a) seeks to gain, for themselves or for any other person, any academic advantage or advancement
to which they or that other person are not entitled; or
(b) improperly disadvantages any other student.
Students engaging in any form of academic misconduct may be dealt with under the Ordinance of
Student Discipline. This can include imposition of penalties that range from a deduction/cancellation
of marks to exclusion from a unit or the University. Details of penalties that can be imposed are
available in the Ordinance of Student Discipline – Part 3 Academic Misconduct, see
Plagiarism is a form of cheating. It is taking and using someone else’s thoughts, writings or
inventions and representing them as your own, for example:
using an author’s words without putting them in quotation marks and citing the source;
using an author’s ideas without proper acknowledgment and citation; or
copying another student’s work.
It also means using one’s own work from previously submitted assessment items if repeating a unit.
If you have any doubts about how to refer to the work of others in your assignments, please
consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity
resources on the web at http://www.utas.edu.au/academic-integrity/The intentional copying of
someone else’s work as one’s own is a serious offence punishable by penalties that may range from
a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit,
a course, or the University.
The University and any persons authorised by the University may submit your assessable works to
a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable
works may also be included in a reference database. It is a condition of this arrangement that the
original author’s permission is required before a work within the database can be viewed.
For further information on this statement and general referencing guidelines, see
www.utas.edu.au/plagiarism/ or follow the link under ‘Policy, Procedures and Feedback’ on the
Current Students homepage.
BAA506, Learning Through Practice A (Workplace)
Study Schedule
Two-day workshop
Start of Week
Monday 10 August
Topic/s and activities
Fri 14 August: Overview:
Adult Learning, Reflective Practice,
Leadership, and Individual
Activity: learning styles questionnaire
Text Chapter/s
Due Dates
Honey & Mumford
Majors 2011
McGuiness 2004
Nielsen 2009
Schön 1983
Tripp 1993
Sat 15 August: Myers-Briggs
Activity: Myers-Briggs Personality
Type Indicator Test
Activity: Postcard
Online modules
Start of Week
Topic/s and activities
Text Chapter/s
Monday 10 August
Honey & Mumford 2006
Knowles Holton &
Majors 2011
McGuiness 2004
Nielsen 2009Swanson
Schön 1983
Tripp 1993
Monday 17 August
Module 1: Adult Learning - Valuing
My Knowhow
Activity: What is knowhow? From
where do I get it?
Activity: What is learning?
Activity: Finding my ‘significant
learning experience’ (SLE)
Activity: Learning styles
Activity: MBTI
Activity: Thinking about assessment 1
Tutorial 1: The Postcard
Assessment 1: Postcard
Module 2: Reflective Learning
Activity: Practising reflective practice:
learning cycles
Activity: ‘Paul’s story’
Activity: Putting the reflective
practice model into action:
Experiential Report
Tutorial 2: The Experiential Report
Majors 2011
McGuiness 2004
Morrison 2007
Nielsen 2009
Burns 2002
Gibbs 1988
Honey & Mumford 2006
Kolb 1984
Due Dates
1 due 2pm
21 August
BAA506, Learning Through Practice A (Workplace)
Monday 24 August
Module 3: Thinking About
Cole 2013
Collins 2006
Activity: Reflecting on good
Morrison 2007
leadership qualities: transformational
leadership and the new leadership
Tutorial 3: The Experiential
Report (Again)
Mid-Semester Break: 31 August – 4 September inclusive
7 September
14 September
21 September
28 September
Module 4: Leadership and
Diagnosing Self
Activity: Finding my ‘unique’ talent
Activity: Making meaning from a
negative experience
Activity: Finding my values
Activity: Thinking about Assessments
2 (Experiential Report) and 3 (Plan
and Reference List)
Tutorial 4: The Portfolio Plan
Module 5: Understanding Change
Activity: Video: chosen and unchosen
Activity: Reflecting on change
Activity: Practical steps to move
through change
Tutorial 5: Leadership and power
Assessment 2: Experiential Report
Assessment 3: Portfolio Plan and
Reference List
Module 6: Exercising Leadership and
Scope of Authority (Part 1)
Activity: Getting on the balcony: the
value of observation
Activity: Leadership dangers
Tutorial 6: Researching
Collins 2006
Heifetz & Linsky 2002
Morrison 2007
Module 7: Exercising Leadership and
Scope of Authority (Part 2)
Activity: The dangerous pronoun ‘we’
Activity: Reflecting on ‘they don’t
care what you know until they know
that you care’
Activity: Understanding stakeholders
Tutorial 7: Writing your Portfolio
Collins 2006
Heifetz & Linsky 2002
Heifetz, Linsky &
Grashow 2009
Morrison 2007
Sennett 1998
Gillard 1997
Nielsen 2015
Collins 2006
Heifetz & Linsky 2002
Morrison 2007
2 due 2pm
Friday 25
3 due 5pm
Friday 25
BAA506, Learning Through Practice A (Workplace)
5 October
12 October
19 October
26 October
Module 8: The Practice of Leadership
– Tools and Techniques
Activity: How we bring our bodies to
work: embodied leadership
Activity: Creating meaningful change
as a leader
Activity: Understanding ‘my story’
through ‘Paul’s story’
Activity: Diagnosing lost
Activity: Understanding the
difference between analysis, and
Tutorial 7: Referencing
Module 9: Review
Activity: Review
Activity: Pie Corbett video ‘A Box of
Activity: Learning Portfolio
Tutorial 9: Editing and Proofreading
Cole 2013
Heifetz, Linsky &
Grashow 2009
Morrison 2007
Sinclair 2007, 2011
Assessment 4: Learning Portfolio
Examination: There is no examination for this unit
4 due 5pm
Friday 30
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