MQM1BDE-Building Board and Director Effectiveness

Module Provider: Marketing and Reputation
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Prof Andrew Kakabadse
Email: a.kakabadse@henley.ac.uk

Type of module:

Summary module description:

This module aims to introduce the role, responsibility and dynamics of directors and board for their effective strategic engagement.

Students will learn about the different roles at board level - chairman; CEO; SID; NEDs; CFO; company secretary and their responsibilities in role and as part of the board. This will include developing an awareness of their own strengths and weaknesses; personal background influences and skills/capability as part of the broader board that sets the tone at the top. Further, the module will consider influencing skills at board level as individual contribution and as board capacity in enabling strategy design and execution. The module includes both academic and practitioner supported learning: 0.5-day workshop with specialist board effectiveness practitioner. Students will also learn about leading through change e.g. through crisis and innovation. This module includes a psychometric test in handling complexity at the top. Further, the nature/issues of dysfunctional board cases and succession planning as critical to director effectiveness and board value will be considered.

Aims:

• Outline the nature of governance and its importance for the development and sustainable future of the organisation


• Define the role, contribution and responsibilities of different board positions


• Discuss the abilities required to be a high-performing board director

Assessable learning outcomes:

By the end of the module it is expected that the student will be able to:

• Identify the role and responsibilities of different board members on the board


• Demonstrate a greater awareness of their own strengths and weaknesses as part of the board


• Judge the strategic value and contribution of directors as board members

Additional outcomes:

To evaluate capabilities of high performing board director as part of board and organisation?

Additionally to:

• Express their own skills, competencies and capabilities in terms of governance and leadership qualities and have the confidence to call out the issue


• Formulate at board level more broadly (wider informed, with greater critical judgement of the evidence) and in alignment with each other for longer term sustainability

Outline content:

This module will provide an overview of the different roles and responsibilities at board level and highlight the characteristics and features of board dynamics and relationships as critical to effective monitoring and realising strategic alignment. Students will benefit from both specialist practitioner and academic sessions on the director as part of board.Ìý Further, students will enhance their own self-awareness and skills through doing a psychometric test and consider through cases on board performance, their own board and organisation context as contribution to building board effectiveness.

This module is designed to allow for multiple delivery points.

Content:

• Role, responsibility and influences of directors and board


• Board dynamics, relationships and strategic alignment


• Depth of engagement (practitioner)


• Building board value and effectiveness (practitioner)


• Strategy: leading through change


• Psychometric: dealing with complexity


• Dealing with dysfunctional board


• Evaluation and succession planning

Global context:

Private, Public and Third sector boards international governance contexts and at multi-level.

Brief description of teaching and learning methods:

The module will be taught by practitioner and academic staff, reflective of their specialisms. The lectures/workshop will include:

• PowerPoint presentations


• Appropriate use of learning technologies where relevant


• Interactive Q&A


• Individual exercises


• Group exercises


• Work based and active learning opportunities


• Problem solving opportunities


• Cases th at combine theory and practice to support facilitates T&L approaches and exercises will cater to individual needs by including wide ability range questions as part of scaffolding, moving progressively towards more active learning for confident learners.Ìý Each student will also have opportunity to contribute to their own diary as part of the learning experience.

Guided Independent Study includes preparation and planning for scheduled sessions, pre-reading or research, follow-up work, wider reading, practice or application to practice, understanding learning tools and techniques (e.g. technologies, software and different research methods) - relevant to participants own area of interest or context of study. This also includes completion of assessment tasks e.g. getting access or information, analysing data, evaluating, synthesising and reflecting on the particular case or topic of interest.

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

Ìý

Submission dates are in accordance with the programme schedule.

Formative assessment methods:

Engagement with class activities; interactive Q&A.

Penalties for late submission:

Penalties for late submission on this module are in accordance with the University policy.

Assessment requirements for a pass:

A mark of 50% for each element.

Reassessment arrangements:

One resubmission of any element with a mark below 50%.

Additional Costs (specified where applicable):

Ìý

Last updated: 22 September 2022