MNM3BRS: Boardroom Skills

Module code: MNM3BRS

Module provider: Marketing and Reputation; Henley Business School

Credits: 10

Level: 7

When you'll be taught: Full year

Module convenor: Professor Andrew Kakabadse, email: a.kakabadse@henley.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: No placement specified

Academic year: 2024/5

Available to visiting students: No

Talis reading list:

Last updated: 19 November 2024

Overview

Module aims and purpose

The Boardroom Skills Elective examines the challenges, capabilities and qualities needed of high performing board directors. The dynamics of management boards and governance/non-executive boards are examined and the differences highlighted. The ever increasing importance and impact of boards is given due consideration, bearing in mind global events, fast changes taking place in technology, the maturation and saturation of markets and the continuous struggle to identify and realise competitive advantage. Of particular focus will be the skills required to effectively lead through change and emerge with a sustainable organisation and product service base. In so doing, the difference between management teams and the boards will be identified, particularly from a perspective of how to realise engagement and buy in from critical stakeholders. (Note that this is the only content section that appears in the module browser for student module selection)

The aim is to identify the role and contribution of boards. This is presented as a challenge as research identifies that boards do not offer great value, but that their importance and relevance is on the increase. How boards came to be and why we have boards will be a focal part of the day. All this will lead to an examination of the critical skills, capabilities and qualities needed for a high performing, world class board director.

Module learning outcomes

Assessable Learning Outcomes:

• To better understand the role and contribution of boards
• To better understand the role and contribution of key board roles: CEO, Chairman, Co Secretary and independent director
• To better understand the reason for the growing importance of boards
• To better understand the nature and value adding impact of governance
• To better understand board dynamics and the critical contribution of stewardship
• To better understand how to lead through change in adverse circumstances

Module content

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• The context in which strategic change is necessary to pursue and why managers and board members find it difficult to proceed with change.
• The criticality of organisation design and how to structure the enterprise to effectively achieve its goals and objectives.
• The necessity for developing political skills to be able to negotiate through contrasting agendas promoted by stake holders who are not aligned with each other.
• The importance of being seen to make change, irrespective of the effectiveness of change and why perception and reputation are fundamental to leadership today.

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Structure

Teaching and learning methods

Learning will take place within a workshop / seminar setting. The participants will be divided into sub groups and tasked with identifying ways forward, as consultants, in the challenges provided by a real life case. Each group will prepare a presentation as how they, as consultants, will recommend ways forward. These recommendations will be scrutinized from the perspective of a management in distress having to work with consultants when they least desire such partnership. The quality of the presentation and the capability to effectively respond to questions will be offered as feedback to each sub group. The participants will be informed as to what happened in the real life case and will be tasked with assessing their own quality of thinking in this participative case.

The contact hours are shown for one semester in the table below for illustative purposes only. The actual timing will vary depending on your cohort start date.Ìý

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-directed learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module. Please note that the hours listed below are indicative and for guidance purposes only. hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

50% pass mark - Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month 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;Ìý
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs