MNM3LDP-Leading and Developing people

Module Provider: International Business and Strategy
Number of credits: 15 [7.5 ECTS credits]
Level:7
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 Washika Haak-Saheem
Email: w.haak-saheem@henley.ac.uk

Type of module:

Summary module description:

This module forms part of the PGDip Business Administration (Senior Leader Apprenticeship) programme and, as such, sets out to provide the knowledge, skills and behaviours required by senior leaders in today’s world, in relation to Leading and Developing People within organisations.Ìý The module covers a range of areas relating to Leading and Developing People and is designed to meet the learning outcomes of Apprenticeship Standard F: Leading and Developing People.

As the second of three Managing People modules, this module investigates the context of Leading and Developing People from a strategic perspective. By introducing the external factors involved in shaping modern organisations as well as new trends and dilemmas in workforce, this module explores leadership, coaching and mentoring, motivating employees and building commitment, and designing performance evaluation and reward systems in the complex working environment of modern organisations. Applying a strategic view, this module investigates these subjects within a broader framework by discussing the role of power dynamics, organisational culture and design, talent management and organisational learning, to highlight the link between people management and gaining competitive advantage.Ìý

Aims:

The key objectives of this module are to give learners both breadth and depth of knowledge and understanding of Leading and Developing People in the context of managing people at work. Employees or human capital are one of the main sources of acquiring competitive advantage in modern organisations. If the leaders of a business or organization understand how to lead and develop people in order to build and develop human capital, they are a step ahead of the competition. This module draws from both the Human Resource Management and Social Psychology perspectives.

Assessable learning outcomes:

Intended learning outcomes:

• Understand the importance and value of leading and developing people at work and their role in supporting positive organizational results.


• Understand and explore team and organisational dynamics.Ìý


• Understand and explore the contextual role of Human Resource management in developing high performance, agile and collaborative cultures.Ìý


• Reflect on the role of leadership, coaching and mentoring in motivating employees and building commitment and engagement.Ìý


• Recognise the strategic position of leading and developing people by reflecting on the role of organisational culture and design, policies and power relations, performance management and reward systems.Ìý


• Understand the strategic importance of talent management and organisational learning in gaining competitive advantage.

Assessable learning outcomes:

Skills

By the end of the module, it is expected that programme members will be able to demonstrate their ability to:

F1/F2. Organisational/team dynamics and how to build engagement and develop high performance, agile and collaborative cultures.

F3. Approaches to strategic workforce planning, for example, talent management, learning organisations, group work, workforce design, succession planning, diversity and inclusion.

F4K. Coaching and mentoring techniques.

F4/F5. Enable an open culture and high-performance working environment, and set goals and accountabilities for teams and individuals in their area.

F6/F7. Lead and influence people, building constructive working relationships across teams, using matrix management where required.

F8/F9. Optimise skills of the workforce, balancing people and technical skills and encouraging continual development.

Additional outcomes:

Outline content:

The key topics covered address the aim of enabling programme members to develop an appreciation and understanding of:

• Introduction to people and organisations


• Organisational and team dynamics


• Leadership and followershipÌý


• Agile leadership


• Workforce design


• Politics and power


• Strategic workforce management


• Leading, coaching and mentoringÌý

Ìý

Global context:

Where relevant, consideration is given to the global nature of specific themes.

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 a Learning Coach, and facilitation of learning by a Learning Coach (face-to-face and online). ÌýProgramme members take an Action Learning approach, and each person forms part of an Action Learning set of approximately 6 - 8 learners thro ughout the module.

Study materials on Canvas include content on-screen, videos, PowerPoint presentations, journal articles, book chapters, practice applications and reflection points.

Summative assessment- Examinations:

N/A

Summative assessment- Coursework and in-class tests:

One 3,000 word individual assignment and a PowerPoint slide deckÌý to be submitted as per the submission schedule for the cohort.ÌýÌý

Formative assessment methods:

Formative Assessment Methods (work which provides opportunities to improve performance (e.g. through feedback provided) but which does not necessarily contribute towards the overall module evaluation):

Facilitated learning activities are undertaken to support formative evaluation of the learning. These activities are not assessed for the purposes of the final module evaluation.

This formative assessment takes the form of feedback on progress given to students at the Action Learning workshops or during other interactions with the Learning Coach as well as formative assessment of the individual assignment.

Formative assessment requirements for a decision of ‘Proceed’:

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 50% of the learning outcomes for the module (listed above).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).Ìý 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).ÌýÌý

Formative reassessment arrangements:

The revised work-based project should be submitted as soon as possible and no later than 6 weeks after 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 L7 SLA End Point Assessment.Ìý Students should discuss this with their Apprenticeship Tutor at their planned review meetings.

Penalties for late submission:

These are in accordance with the mode of study arrangements laid out in the programme specifications.

Assessment requirements for a pass:

Reassessment arrangements:

Reassessment by 100% assignment, capped at 50%.

Additional Costs (specified where applicable):

Travel, accommodation and subsistence:ÌýStudent incurred expenses when attending workshops (if any workshops take place at Greenlands or offsite.)

Last updated: 22 September 2022