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MQM2IL04: Teams and Leadership
Module code: MQM2IL04
Module provider: Leadership, Organisations and Behaviour; Henley Business School
Credits: 0
Level: 6
When you'll be taught: Full year
Module convenor: Dr Sinem Bulkan, email: s.bulkan@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
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.
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 several 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.Ìý
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 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.
Key behavioural skills – drive for results, team working and professionalism –are strongly outlined throughout the module.
Module learning outcomes
By the end of the module, it is expected that the student will be able to:
1. Develop knowledge and understanding of managing and leading a team of Improvement Specialists.
2. Develop knowledge and understanding of team types and constraints, dysfunctional teams, emotional intelligence, Neuro-linguistic programming techniques and reinforcement strategies.
3. Develop skills to be able to apply appropriate tools and techniques to diagnose and resolve sources of under-performance and conflict within teams.
4. Develop skills to apply emotional intelligence and neuro-linguistic programming techniques to support deployment of the organisation’s improvement programme.Ìý
5. Develop leadership skills to coach, train, delegate individuals and teams in improvement activities.
6. Develop knowledge and understanding to train, coach and mentor Improvement Specialists and senior stakeholders to ensure efficiency of approach
7. Develop knowledge and understanding to design, source and evaluate training solutions for the business.
8. Develop knowledge and understanding of the facilitation of the multi-functional workshops.
9. Develop knowledge and understanding of the assessing needs and the selection of individuals for different levels of training.
Module content
The module covers the following topics:
Ìý
• Team Types and Constraints, Dysfunctional Teams
• Team Formation
• Emotional Intelligence
• Neuro-Linguistic Programming Techniques
• Reinforcement Strategies
• Conflict Management
• Capability Development, Needs Assessment
• Coaching/Mentoring/ Training
• Designing Learning Interventions/Training, Facilitating multi-functional workshops
• Leadership Styles, Dark Leadership/Destructive Leadership
• Emergent, Adaptive, Change Leadership, Knowing-Doing Gap
• Developing Leadership Skills of Others
• Leading Generations (Millennials, Getting ready for Gen Z), Ageism in the Workplace
• Power and Complexity
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-The topics should be specifically linked to the behavioural skills (Drive for results, team working and professionalism).
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-The content should be mapped against the OFSTED requirements (British values / Safeguarding / Prevent / Maths / English).
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-The content should acknowledge limitations and challenges to the approaches discussed within the module content.
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, 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. Each person participates in a facilitated Action Learning sets either individually or in teams in week 4 of the module.
Materials on Canvas include content on-screen, videos, PowerPoint presentations, journal articles, book chapters, practical activities, e-portfolio, and reflection points.
Teaching and learning activities will be delivered online.
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Study hours
At least 0 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.
ÌýScheduled teaching and learning activities | ÌýSemester 1 | ÌýSemester 2 | ÌýSummer |
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Lectures | |||
Seminars | 4 | ||
Tutorials | |||
Project Supervision | |||
Demonstrations | |||
Practical classes and workshops | 7 | ||
Supervised time in studio / workshop | |||
Scheduled revision sessions | |||
Feedback meetings with staff | |||
Fieldwork | |||
External visits | |||
Work-based learning | 64 | ||
ÌýSelf-scheduled teaching and learning activities | ÌýSemester 1 | ÌýSemester 2 | ÌýSummer |
---|---|---|---|
Directed viewing of video materials/screencasts | |||
Participation in discussion boards/other discussions | |||
Feedback meetings with staff | |||
Other | |||
Other (details) | |||
ÌýPlacement and study abroad | ÌýSemester 1 | ÌýSemester 2 | ÌýSummer |
---|---|---|---|
Placement | |||
Study abroad | |||
ÌýIndependent study hours | ÌýSemester 1 | ÌýSemester 2 | ÌýSummer |
---|---|---|---|
Independent study hours | 75 |
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
The work-based projects are not marked. Evaluation of the work-based project leads to a decision of ‘Proceed’ or ‘Revise’.Ìý To gain a ‘Proceed’ the learner must satisfactorily meet the assignment brief requirements.
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).Ìý
Learners may revise their project as many times as necessary, as they progress through the programme. However, only one resubmission will be evaluated, and feedback provided by the Learning Coach (see reassessment arrangements, below).
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Summative assessment
Type of assessment | Detail of assessment | % contribution towards module mark | Size of assessment | Submission date | Additional information |
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Penalties for late submission of summative assessment
There is no penalty for late submission. However, if learners are at risk of missing the deadline, they are asked to submit an ECF (Exceptional Circumstances Form) requesting a 14-day extension.
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.
One 1500-word Work-Based Project with the delivery of a training session, for which formative feedback will be provided.
Reassessment
Type of reassessment | Detail of reassessment | % contribution towards module mark | Size of reassessment | Submission date | Additional information |
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Written coursework assignment | Work-based project (including training session) | 100 | 1500 words | Week 8 of the module; Date dependent on cohort entry and to be advised by the Programme Administrator |
Additional costs
Item | Additional information | Cost |
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Computers and devices with a particular specification | ||
Printing and binding | ||
Required textbooks | ||
Specialist clothing, footwear, or headgear | ||
Specialist equipment or materials | ||
Travel, accommodation, and subsistence | Expenses when attending workshops (in the case of a workshop taking place at Greenlands or offsite.) |
THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.