MQM2IL04: Teams and Leadership

Module code: MQM2IL04

Module provider: Leadership, Organisations and Behaviour; Henley Business School

Credits: 0

Level: 6

When you'll be taught: Full year

Module convenor: Dr Sinem Bulkan, email: s.bulkan@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 Henley Executive Diploma in Managing Business Transformation (Improvement Leader Apprenticeship), as such, sets out to provide the knowledge, skills and behaviours required by Improvement Leaders/Change Managers/Business Transformation managers in today’s world, in relation to Teams and Leadership. The module is designed to meet the learning outcomes of the Improvement Leader Apprenticeship Standard.

The module covers the leadership concepts and theories, team formation techniques and tools to support the improvement strategy of the organisation. The module is designed around several interrelated topics including team types and constraints, dysfunctional teams, emotional intelligence, Neuro-linguistic programming techniques, and reinforcement strategies. It aims to develop the learner’s approach in using appropriate tools and techniques to identify, diagnose and resolve sources of under-performance and conflict within teams. 

The module also aims to expand the knowledge and understanding of Leadership concepts in the 21st Century (e.g., Emergent, Adaptive, Change Leadership, knowing-doing gap), as well as leading different generations (e.g., Millennials, getting ready for Gen Z, Ageism in the Workplace) and developing the leadership skills of others. The module explores coaching and mentoring techniques for behavioural change and capability development by developing the skills of the learner to design, source, and evaluate learning interventions, facilitate multi-functional workshops, and assess needs and selection of individuals for different levels of training.

Key behavioural skills – drive for results, team working and professionalism –are strongly outlined throughout the module.

Module learning outcomes

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

1. Develop knowledge and understanding of managing and leading a team of Improvement Specialists.

2. Develop knowledge and understanding of team types and constraints, dysfunctional teams, emotional intelligence, Neuro-linguistic programming techniques and reinforcement strategies.

3. Develop skills to be able to apply appropriate tools and techniques to diagnose and resolve sources of under-performance and conflict within teams.

4. Develop skills to apply emotional intelligence and neuro-linguistic programming techniques to support deployment of the organisation’s improvement programme. 

5. Develop leadership skills to coach, train, delegate individuals and teams in improvement activities.

6. Develop knowledge and understanding to train, coach and mentor Improvement Specialists and senior stakeholders to ensure efficiency of approach

7. Develop knowledge and understanding to design, source and evaluate training solutions for the business.

8. Develop knowledge and understanding of the facilitation of the multi-functional workshops.

9. Develop knowledge and understanding of the assessing needs and the selection of individuals for different levels of training.

Module content

The module covers the following topics:

• Team Types and Constraints, Dysfunctional Teams

• Team Formation

• Emotional Intelligence

• Neuro-Linguistic Programming Techniques

• Reinforcement Strategies

• Conflict Management

• Capability Development, Needs Assessment

• Coaching/Mentoring/ Training

• Designing Learning Interventions/Training, Facilitating multi-functional workshops

• Leadership Styles, Dark Leadership/Destructive Leadership

• Emergent, Adaptive, Change Leadership, Knowing-Doing Gap

• Developing Leadership Skills of Others

• Leading Generations (Millennials, Getting ready for Gen Z), Ageism in the Workplace

• Power and Complexity

-The topics should be specifically linked to the behavioural skills (Drive for results, team working and professionalism).

-The content should be mapped against the OFSTED requirements (British values / Safeguarding / Prevent / Maths / English).

-The content should acknowledge limitations and challenges to the approaches discussed within the module content.

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 Learning Coaches, and interaction with a Learning Coach (face-to-face and online) who supports the cohort throughout the module. Each person participates in a facilitated Action Learning sets either individually or in teams in week 4 of the module.
Materials on Canvas include content on-screen, videos, PowerPoint presentations, journal articles, book chapters, practical activities, e-portfolio, and reflection points.

Teaching and learning activities will be delivered online.

Study hours

At least 0 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

The work-based projects are not marked. Evaluation of the work-based project leads to a decision of ‘Proceed’ or ‘Revise’.  To gain a ‘Proceed’ the learner must satisfactorily meet the assignment brief requirements.
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

There is no penalty for late submission. However, if learners are at risk of missing the deadline, they are asked to submit an ECF (Exceptional Circumstances Form) requesting a 14-day extension.

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.

One 1500-word Work-Based Project with the delivery of a training session, for which formative feedback will be provided.

Reassessment

Additional costs