MNM3LDP: Leading and Developing people

Module code: MNM3LDP

Module provider: International Business and Strategy; Henley Business School

Credits: 15

Level: Postgraduate Masters Stage 3

When you'll be taught: Full year

Module convenor: Dr Charmi Patel, email: charmi.patel@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: 28 May 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 Leading and Developing People within organisations.  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.  

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. 

Module 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.  

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

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

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.  

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. 

Module 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 followership  

Agile leadership 

Workforce design 

Politics and power 

Strategic workforce management 

Leading, coaching and mentoring  

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

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 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 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.

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

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.

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. 

Reassessment

Additional costs