MQM2IL04-Teams and Leadership

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 0 [0 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Dr Sinem Bulkan
Email: s.bulkan@henley.ac.uk

Type of module:

Summary module description:

This module forms part of the Henley Executive Diploma in Managing Business Transformation (Improvement Leader Apprenticeship), as such, sets out to provide the knowledge, skills and behaviours required by Improvement Leaders/Change Managers/Business Transformation managers in today’s world, in relation to Teams and Leadership. The module is designed to meet the learning outcomes of the Improvement Leader Apprenticeship Standard.Ìý

The module covers the leadership concepts and theories, team formation techniques and tools to support the improvement strategy of the organisation. The module is designed around a number of interrelated topics including team types and constraints, dysfunctional teams, emotional intelligence, Neuro-linguistic programming techniques, and reinforcement strategies. It aims to develop the learner’s approach in using appropriate tools and techniques to identify, diagnose and resolve sources of under-performance and conflict within teams.ÌýÌý

The module also aims to expand the knowledge and understanding of Leadership concepts in the 21st Century (e.g., Emergent, Adaptive, Change Leadership, knowing-doing gap), as well as leading different generations (e.g., Millennials, getting ready for Gen Z, Ageism in the Workplace) and developing the leadership skills of others. The module explores coaching and mentoring techniques for behavioural change and also capability development by developing the skills of the learner to design, source, and evaluate learning interventions, facilitate multi-functional workshops, and assess needs and selection of individuals for different levels of training.Ìý

Key behavioural skills – drive for results, team working and professionalism –are strongly outlined throughout the module.ÌýÌý

Aims:

The module aims to:Ìý

• Develop knowledge and understanding of managing and leading a team of Improvement Specialists.Ìý


• Develop knowledge and understanding of team types and constraints, dysfunctional teams, emotional intelligence, Neuro-linguistic programming techniques and reinforcement strategies.Ìý


• Develop skills to be able to apply appropriate tools and techniques to diagnose and resolve sources of under-performance and conflict within teams.Ìý


• Develop skills to apply emotional intelligence and neuro-linguistic programming techniques to support deployment of the organisation’s improvement programme.ÌýÌý


• Develop leadership skills to coach, train, delegate individuals and teams in improvement activities.Ìý


• Develop knowledge and understanding to train, coach and mentor Improvement Specialists and senior stakeholders to ensure efficiency of approachÌý


• Develop knowledge and understanding to design, source and evaluate training solutions for the business.Ìý


• Develop knowledge and understanding of the facilitation of the multi-functional workshops.Ìý


• Develop knowledge and understanding of the assessing needs and the selection of individuals for different levels of training.Ìý


• Develop an awareness of key behavioural skills: drive for results, team working, and professionalism.Ìý

Assessable learning outcomes:

By the end of the module, it is expected that programme members may be able to demonstrate their ability in the following areas:Ìý

Ìý

Knowledge and Understanding:Ìý

K3: Team Formation and LeadershipÌý

• To demonstrate knowledge of team types and constraints, dysfunctional teams, emotional intelligence, Neuro-linguistic programming techniques and reinforcement strategies.Ìý


• To consider team formation, performance and leadership as key elements in the improvement strategy.Ìý

Skills:Ìý

S3: Team Formation and LeadershipÌýÌý

• To apply appropriate tools and techniques to identify, diagnose, and resolve sources of under-performance and conflict within teams.Ìý


• Application emotional intelligence, neuro-linguistic programming techniques to support deployment of the organisation’s improvement programme.Ìý

S4: Capability DevelopmentÌý

• To design, source, and evaluate learning interventions.Ìý


• To facilitate multi-functional workshops to build capability in improvement principles, methods, and/or tools.Ìý


• To assess needs and selection of individuals for different levels of training.Ìý


• To assess the organisation’s approach to capability development and identify recommendations for improvement.Ìý


• To benchmark approaches used by others to develop capability and identify opportunities to enhance the business improvement strategy.Ìý

BehavioursÌý

B1: Be a primary advocate for Improvement and Operational Excellence acting as a role model for others, focusing on improving customer experience and delivering benefits. (Drive for results)Ìý

Ìý

B2: Actively seek opportunities for improving team performance and coaching others to resolve under-performance issues. (Team working)Ìý

Ìý

B3: Demonstrate personal resilience. Challenge, influence & engage seniors. (Professionalism)Ìý

Additional outcomes:

• Leadership in the 21st Century – Emergent, Adaptive, Change Leadership (-Emergent Change), Knowing-Doing GapÌý


• Dark leadershipÌý


• Leading Millennials, Getting Ready for Gen ZÌý


• Ageism in the WorkplaceÌý


• Power and ComplexityÌý

Outline content:

The module covers the following topics:Ìý

• Team Types and Constraints, Dysfunctional TeamsÌý


• Team FormationÌý


• Emotional IntelligenceÌý


• Neuro-Linguistic Programming TechniquesÌý


• Reinforcement StrategiesÌý


• Conflict ManagementÌý


• Capability Development, Needs AssessmentÌý


• Coaching/Mentoring/ TrainingÌý


• Designing Learning Interventions/Training, Facilitating multi-functional workshopsÌý


• Leadership Styles, Dark Leadership/Destructive LeadershipÌý


• Emergent, Adaptive, Change Leadership, Knowing-Doing GapÌý


• Developing Leadership Skills of OthersÌý


• Leading Generations (Millennials, Getting ready for Gen Z), Ageism in the WorkplaceÌý


• Power and ComplexityÌý

Ìý

-The topics should be specifically linked to the behavioural skills (Drive for results, team working and professionalism).Ìý

-The content should be mapped against the OFSTED requirements (British values / Safeguarding / Prevent / Maths / English) and Professional Practice Module.ÌýÌý

-The content should acknowledge limitations and challenges to the approaches discussed within the module content.Ìý

Global context:

The module is taught with reference to the global context of the learners’ organisations and their experiences.Ìý

Brief description of teaching and learning methods:

Teaching and learning takes place through a blended learning approach. The teaching and learning methods comprise a combination of self-study via a range of online materials on the Canvas learning platform, face-to-face workshops with Academic Faculty and Learning Coaches, and interaction with a Learning Coach (face-to-face and online) who supports the cohort throughout the module.Ìý Each person participates in a facilitated Action Learning sets either individually or in teams in the week 4 of the module.Ìý

Materials on Canvas include content on-screen, videos, PowerPoint presentations, journal articles, book chapters, practical activities, e-portfolio, and reflection points.ÌýÌý

Summative assessment- Examinations:

N/AÌý

Summative assessment- Coursework and in-class tests:

N/AÌý

Formative assessment methods:

One 1500-word Work-Based Project, for which formative feedback will be provided.ÌýÌý

Penalties for late submission:

There is no penalty for late submission. However, if learners are at risk of missing the deadline, they are asked to submit an ECF requesting a 14-day extension.ÌýÌý

Assessment requirements for a pass:

Evaluation of the work-based project leads to a decision of ‘Proceed’ or ‘Revise’.Ìý In order to gain a ‘Proceed’ the learner must satisfactorily meet the assignment brief requirements.Ìý

Any learning outcomes not achieved will be highlighted for the learner, so that it is clear that these learning outcomes should be addressed prior to reaching Gateway for the End Point Assessment (EPA).ÌýÌýÌý

Learners may revise their project as many times as necessary, as they progress through the programme.Ìý However, only one resubmission will be evaluated, and feedback provided by the Learning Coach (see reassessment arrangements, below).ÌýÌýÌý

Reassessment arrangements:

The revised work-based project should be resubmitted by the deadline of the notification of the ‘revise’ decision.Ìý This resubmission will be evaluated by the Learning Coach, feedback will be provided and an indication of whether the revised project has met the ‘Proceed’ criteria.Ìý No further resubmissions will be evaluated by the Learning Coach.Ìý The student will need to address any remaining gaps regarding achievement of learning outcomes prior to reaching Gateway for the L6 Improvement Leader End Point Assessment.Ìý Students should discuss this with their Learning Coach at their planned review meetings.Ìý

Additional Costs (specified where applicable):

Travel, accommodation, and subsistenceÌý -ÌýExpenses when attending workshops (in the case of a workshop taking place at Greenlands or offsite).Ìý

Last updated: 22 September 2022