MQM1PSL-Property Strategic Leadership

Module Provider: Real Estate and Planning
Number of credits: 20 [10 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: Prof David Pendleton
Email: d.pendleton@henley.ac.uk

Type of module:

Summary module description:

This module has two distinct elements which are handled differently.  The first is the strategic domain of leadership.  Its focus is the role, impact and methods deployed in setting strategic direction.  It looks at a wide range of topics from horizon scanning and sense-making to providing purpose, vision and mission before creating organisational strategy. 

The second is real estate strategy per se.  It considers the various ways in which strategy is created, described and communicated citing examples of good practice and those that have proven to be less successful.

Aims:

This module aims to create a degree of comfort and understanding of working in the strategic domain in the context of real estate and property departments and in organisations that are facilitated or enabled by real estate considerations.  It does not aim to create high levels of strategic expertise but rather to equip participants to be active students in the strategy conversation from whichever leadership domain or mindset they occupy- strategic, operational or interpersonal.

Assessable learning outcomes:

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

• Analyze and critically evaluate the activities that lead to the emergence of real estate strategy in any organisation


• Identify and apply the elements of effective strategy


• Describe the role of strategy in setting priorities and shaping decisions, including what we will not be doing from now on


• Synthesize a range of strategic factors todemonstrate how performance targets can be derived 


• Understand and combine short- and long-term objectives into a practical strategy


• Understand how organisational and environmental constraints affect strategy decisions


• Articulate and critically reflect on a vision which engages and aligns key constituents.

Additional outcomes:

• Ability to engage with both technical and non-technical people at the same time


• Competence to handle trade-off and conflicting situations in setting objectives


• Effectiveness in managing expectations


• Ability to adapt to change.

Outline content:

The module will set out the primary colours approach to leadership described in ‘Leadership: no more heroes’ (Pendleton et al 2021) showing the three domains of leadership: strategic, operational and interpersonal.  The module will use case studies to identify examples of good and poor practice in creating and executing strategy.  It will focus initially on the steps taken to move from an external perspective on events to an internally focused strategy on which performance can be based.  It will then switch to a consideration of specific strategy in real estate both in real estate organisations and in those organisations where real estate facilitates the realisation of other organisational goals.

Global context:

The module will consider the new paradigm of flexible working and the impact COVID had on this issue and the related demand for real estate (e.g., office, retail, housing, etc.). The new environment is also requiring more than ever, the ability to adapt to change as short-term situations may lead to long-term changes.

Brief description of teaching and learning methods:

• Independent study and blended learning


• Self-assessment


• Faculty input from subject matter experts


• Plenary and small group discussion


• Peer-to-peer learning


• Practice presentations


• Peer/tutor/stakeholder feedback


• Group coaching


• Reflective writing. 

The module is delivered with a blended learning methodology. Firstly, stu dents will access online content containing a brief video, text and references detailing core concepts and guiding them through  the learning pathway. Alongside theory, a presentation of case studies will also be included   to provide stimulus and support the more detailed analysis of students’  own real-world cases. 

After directed pre-work, students will attend a three-day workshop, where theoretical concepts will be recalled and inserted within the w ork and discussion on case studies. Theoretical aspects of strategic decision-making and the leadership tasks required to build alignment and commitment with be considered. As these learners will have experience of the property profession the approach will be to utilise their real-world experience whenever possible.

Particularly, after an exploration of key issues to be analysed and discussed, students will be asked to work in groups and the main lecturer, alongside a facilitator, wi ll support the learning by engaging the groups in teamwork and peer-to-peer learning. Students will also learn how to create a compelling vision and generate engagement and commitment. The group will engage with key stakeholders and develop a deeper appreciation of the qualitative shift in thinking that is required to appreciate the complexity of the system within which they operate. They will critique the requirements of a senior leadership role (e.g., what it means to be a Senior Civil Servant ).

After the workshop, students will then be required to apply their learning to one of the main themes and to write an assignment which blends theoretical concepts with real world insight and application.  The group coaching element will facilitate the peer-to-peer learning and develop the critical reflection skills required at this level. Each student will bring their chosen topic to the group and will receive questions, observations, and supportive challenge to deepen their t hinking and understanding.  Some group surgery sessions on the content of the written assignment will be provided throughout the following weeks until the assignment hand-in date. Students will be encouraged to keep a reflective journal of some description to aid in the final written assessment which will include a critically reflective element. Students will also learn by applying key concepts in their work environment and the contact points after the workshop will serve as a possibility t o verify this action-based learning.

 

Contact hours:

	Autumn	Spring	Summer
Lectures		8
Seminars		12
Practicals classes and workshops		12
Work-based learning		20
Guided independent study:
Wider reading (independent)		28
Peer assisted learning		10
Advance preparation for classes		10
Group study tasks		20
Essay preparation		80
Total hours by term	0	200	0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	70
Oral assessment and presentation	30

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Group presentation and discussion during the three-day workshop – 30%

Individual written assignment (max. 3,000 words) – 70%

Formative assessment methods:

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy £Penalties for late submission for Postgraduate Flexible programmes£, which can be found here: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• 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 five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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.

Assessment requirements for a pass:

Average mark 50%

Reassessment arrangements:

Individual written assignment 100%

Additional Costs (specified where applicable):

Last updated: 22 September 2022