MNM3ENE-Engaging Employees

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: 2023/4

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 Engaging Employees.  The module covers a range of areas relating to Engaging Employees and is designed to meet the learning outcomes of Apprenticeship Standard E: Engaging Employees.  

As the first of three Managing People modules, an introduction to managing people provides the context of Engaging Employees at individual, team and organizational levels. The Engaging Employees module will work in tandem with Leading and Developing People and Developing Collaborative Relationships. The module draws on social Psychology and current changes in work and the workplace to provide opportunities for exercises to deepen understanding and practise the skills related to the learning outcomes.

Aims:

The key objectives of this module are to give learners both breadth and depth of knowledge and understanding of Engaging Employees in the context of managing people at work. One of the key factors to running a successful organization is knowing how to engage employees. If the leaders of a business or organization understand the level of passion their workforce has for the job, 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: 

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  Understand the value of engaged employees at work and their role in supporting positive organizational results. 

  
  


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  Understand and explore the contextual role of Human Resource management in developing and managing a culture of employee engagement in a changing work context. 

  
  


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  Reflect on the role of psychological constructs such the psychological contract, inner work life and the progress principle in supporting employee engagement and positive outcomes for organizations. 

  
  


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  understand the benefits and challenges of remote working as part of changes in the workplace and explore techniques for creating a remote people positive culture that is sensitive to safeguarding individual’s well-being.  

  
  


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  understand the role and purpose of smart business experiments and be able to apply in practice, an experimental approach in the workplace. 

  
  

Assessable learning outcomes: 

Skills 

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

E1. Use of personal presence and ‘storytelling’to articulate and translate vision into operational strategies. 

E2. Demonstrating clarity in thinking. 

E3. Create an inclusive culture and encourage diversity and difference promoting well-being. 

E4. Give and receive feedback at all levels. 

E5. Building confidence and developing trust, and enable people to take risks and challenge where appropriate. 

Additional outcomes:

To know and understand: 

A4. Diversity 

F1. Organisational/team dynamics and how to build engagement and develop high performance  

Outline content:

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

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  Introduction to managing people 

  
  

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  Understanding national culture and the external context 

  
  


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  Internal context and climate of inclusion beyond diversity – focusing on climate of inclusion 

  
  


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  Performance and reward management  

  
  


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  Understanding and motivating individuals and teams at work 

  
  


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  The Progress Principle: Optimizing Inner Work Life to Create Value 

  
  

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  Remote working and engagement in managing virtual teams 

  
  


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  Smart Business Experiments 

  
  

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).  Programme 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 deck to be submitted as per the submission schedule for the cohort.   

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’.  In order to gain a ‘Proceed’ the learner must satisfactorily meet 50% of the learning outcomes for the module (listed above).  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).  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).   

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.  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.  No further resubmissions will be evaluated by the Learning Coach.  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.  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):

Last updated: 18 December 2023