MNM3ENE: Engaging Employees

Module code: MNM3ENE

Module provider: International Business and Strategy; Henley Business School

Credits: 15

Level: 7

When you'll be taught: Full year

Module convenor: Dr Washika Haak-Saheem, email: w.haak-saheem@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 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. 

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. 

Module learning outcomes

Intended learning outcomes: 

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

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

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. 

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.  

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

Module content

1. Introduction to engaging employees 

2. Understanding national culture and the external context 

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

4. Performance and reward management 

5. Understanding and motivating individuals and teams at work 

6. The Progress Principle 

7. Remote working and engagement in managing virtual teams 

8. Smart business experiments 

Structure

Teaching and learning methods

Teaching and learning take 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 throughout the module. 

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

Study hours

At least 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.  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

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).   

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:

https://www.reading.ac.uk/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; 
• 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.

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. 

Reassessment

Additional costs