MQ2PEC: Personal Effectiveness 2: Leading and Coaching

Module code: MQ2PEC

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 20

Level: 5

When you'll be taught: Full year

Module convenor: Dr Dorota Bourne, email: dorota.bourne@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: No

Last updated: 11 December 2024

Overview

Module aims and purpose

This module is the second in a series of three to support student’s personal development.Ìý
The module introduces students to leadership style and effectiveness and supports them in their development as a leader. It further engages students in the application of coaching and mentoring principles and techniques and explores the importance of emotional and social intelligence in the workplace.

Module learning outcomes

Ìý

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

Ìý

To know and understand:

• Demonstrate knowledge of different leadership styles and models, in particular the inclusive and ethical leadership.

• Explain the importance of both values and capabilities in effective leadership.

• Explain the role of coaching and mentoring in supporting people and developing teams and be able to manage the delivery of it in a workplace via appropriate models and processes.

• Evaluate the importance of emotional and social intelligence, and listening skills in effective working relationships.Ìý

Module content

The module covers the following topics:

• Leadership
• Coaching and Mentoring

To meet the apprenticeship standards, the following additional learning outcomes will be covered during the teaching of the module

Skills

• Enable others to achieve by developing and supporting them through coaching and mentoringÌý
• Use active listening and open questioning to structure conversations and discussions and demonstrate the use of these to challenge others where appropriate

Structure

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, weekly virtual seminars with a Learning Coach, and one face-to-face workshopÌýwith Faculty.

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

Ìý

Study hours

At least 7 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

40%

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

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.

Facilitated learning activities are undertaken during the seminars and workshops, including formative feedback on these activities.

Reassessment

Additional costs