MQM1PLDP-Personal Leadership Development for Property

Module Provider: Leadership, Organisations and Behaviour
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 David Pendleton
Email: d.pendleton@henley.ac.uk

Type of module:

Summary module description:

This is the final module of the programme and considers the interpersonal domain in leadership. Whilst the focus initially will be on the theoretical elements and practicalities of building relationships, networking, developing and empowering others to lead and effective teamworking, it is vital to also consider the intrapersonal elements of leadership. There is a qualitative shift when making a significant career transition i.e., from grade 6 to Senior Civil Service roles or equivalent and this requires a mindset, as well as a skill set shift. The focus for this module will be in supporting these leaders to thrive in complexity. A large part of that is to support the studentsÌý Ìý in understanding their own personal strengths and resistant limitations and work towards the practical application of the proposition that leaders are incomplete, but that teams can be complete. It will deploy the NEO (or similar) personality profile to provide insights to studentsÌý on the ways in which their personality both helps and hinders their leadership and the learning that can be undertaken to make the most of individual differences. This will enable studentsÌý to reflect and evaluate their personal contributions and the shift in thinking that is required to operate at a more strategic level. The studentsÌý will also explore the implications of new working patterns on teams, inclusivity, psychological safety, and well-being. Finally, it provides practical techniques for developing those around them.

Aims:

This module aims to demonstrate the importance of the interpersonal domain in making leadership effective.Ìý It provides an evidence base to demonstrate the impact of relationships in a variety of positive, work-related and life enhancing outcomes.Ìý It aims to ensure that the interpersonal domain takes its place at the heart of effective leadership and sits firmly on the leadership development agenda for individuals, teams and organisations.

Assessable learning outcomes:

By the end of the module, it is expected that students will be able to:Ìý

• Demonstrate flexibility in leadership style, and an ability to lead cross-functionally


• Critically assess the factors that increase team effectiveness, giving due consideration to inclusion, psychological safety and well-being in a hybrid working environment


• Demonstrate self-awareness in understanding the impact of mindset on leadership behaviours


• Demonstrate the ability to engage with and develop team members


• Identify tactics required to create and enhance alignment with strategic goals.

Additional outcomes:

Some important skills will also be developed in the interpersonal domain:

• Critical reflection


• Open questioning to provide support and challenge


• Advanced listening and feedback.

Outline content:

The module will comprise different types of activity.

• Brief input will place the interpersonal domain of leadership in the broader context of the Primary Colours Approach to leadership (Pendleton, Furnham and Cowell 2021) and the evidence demonstrating the power of the interpersonal domain more generally


• Personality feedback will be provided and the implications for leadership discussed in small groups


• Discussion and input around developing flexibility in leadership styles – leading experts and non-experts and the place of compassion in modern leadership


• Exercises will tackle the issues of effective collective leadership and empowerment in hierarchical systems, creating alignment and engagement and developing others to step into leadership


• The leader’s role in virtual/hybrid working and inclusion, psychological safety, and well-being will be discussed with input around the neuroscience of leadership to inform this discussion


• Understanding mindset and professional identity and its influence on meaning making and behavioural choices. Getting comfortable with the discomfort common in ambiguity.Ìý

Global context:

The programme will also refer and develop skills and understanding of key global concepts that are key to developing interpersonal skills. In particularly the awareness of diversity and inclusion, organisational sustainability, and the impact COVID may have had on the perception of the self and others.

Brief description of teaching and learning methods:

• Independent study and blended learningÌý


• Faculty inputÌý


• Plenary and small group discussionÌý


• Peer-to-peer learningÌý


• Practice sessionsÌý


• Peer/tutor/ feedbackÌý


• Group coachingÌý


• Reflective writing.Ìý

As this module is the final one, the approach to learning will capitalise on the connections made between l earners to go deeper into personal exploration of the issues surrounding the change from an expert leading other experts to cross functional leadership.

The independent study and group coaching will be more personally and critically reflective. The focus will be on gaining insight into their leadership and using that insight to improve the effectiveness in practice. On the face-to-face module, the approach will be more workshop based, using challenges highlighted from previous module s and assignments, with shorter inputs from faculty and offering more challenge and feedback on impact as a leader.

The final assignment will have academic, practical application and personal insight elements incorporated.

Ìý

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures			8
Seminars			12
Practicals classes and workshops			12
Work-based learning			20
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)			18
Ìý Ìý Wider reading (directed)			10
Ìý Ìý Peer assisted learning			10
Ìý Ìý Advance preparation for classes			10
Ìý Ìý Group study tasks			20
Ìý Ìý Essay preparation			80
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	0	200
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Individual written assignment (4,000-5,000 words) – 100%

Formative assessment methods:

Collaborative work, group presentations and discussions will be used during the three-day workshop. During the following weeks, group surgery sessions and coaching sessions will also be important opportunities to reflect on the learning and receive feedback on the learning path.

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy £Penalties for late submission for Postgraduate Flexible programmes£, which can be found here: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

Average mark 50%

Reassessment arrangements:

Individual written assignment 100%

Additional Costs (specified where applicable):

Last updated: 22 September 2022