MQ2PEL: Personal Effectiveness: Leadership

Module code: MQ2PEL

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

Credits: 30

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:

Talis reading list:

Last updated: 19 November 2024

Overview

Module aims and purpose

Collaborative relationships are crucial in business particularly when problems are hard to define, unpredictable, changing, and where experience and knowledge of particular problems may not lead to the solution. This module explores the attitudes and skills required to take leadership responsibilities in the workplace through reflection, co-coaching, dialogue, inclusive leadership, adaptability and to be cognisant of complexity.Ìý

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The module aims to prepare students to:Ìý

• Demonstrate awareness of the application of coaching, mentoring and conflict resolution principles.Ìý
• Show critical engagement with models for examining collaborative relationships.Ìý
• Work collaboratively with colleagues on a complex task.Ìý
• Demonstrate an awareness of current leadership debates in a world of complexity.Ìý
• To determine how effective leadership skills contribute to personal development planning.Ìý
• Lay the foundation for Year 3 – Personal Effectiveness for Growth and Change.Ìý

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Module learning outcomes

By the end of the module the student will be able:Ìý

• Understand a range of leadership styles and models leadership styles, including inclusive leadership.Ìý
• Evaluate the impact of different leadership styles and models on organisational performance and culture.Ìý
• Analyse own leadership style and how to adapt to situations.Ìý
• Evaluate and apply tools for leading teams and developing others such as coaching and mentoring.Ìý

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Module content

In the context of their organisations vision, mission and values, students will be required toÌý

examine various leadership approaches to support the creation of an inclusive, high performance work culture. By exploring the range of leadership theories and models, students will critically evaluate their own and others leadership styles. The role of coaching and mentoring as a development tool will be explored, providing students with skills for developing a coaching leadership style.Ìý

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

• Aligned their leadership style with the culture and values of their organisation.Ìý
• Applied techniques to promote inclusiveness in the workplace.Ìý
• Understood the elements of a high performing team.Ìý
• Developed an open, approachable, authentic leadership style.Ìý
• Built trust with others.Ìý

Structure

Teaching and learning methods

Students will be guided, but not directed in their investigations. A formal learning pathway is provided consisting of both self-directed learning, online sessions and live face to face workshops. Students will be guided by the course facilitators as well as the apprenticeship tutor who will support them in the application of new knowledge into the workplace. The students will also be required to demonstrate learning to peers through presentations and group discussions.Ìý

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Study hours

At least 14 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

Students need to achieve an overall module mark of 40% 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