Developing Managerial Behaviours
| Module title | Developing Managerial Behaviours |
|---|---|
| Module code | BEM3017DA |
| Academic year | 2021/2 |
| Credits | 30 |
| Module staff | Professor Sarah Tudor (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 4 | 4 | 4 |
| Number students taking module (anticipated) | 40 |
|---|
Module description
The purpose of this module is to enable apprentices to develop and enhance their management and leadership behaviours. These will include time management, stress management and their ability to prioritise workload. You will complete a suite of personal development activities, engaging with both your academic tutor and workplace mentor to reflect regularly upon both your personal progression and professional impact in the workplace.
Module aims - intentions of the module
To provide time and techniques to develop reflective practice. To adopt improved management of self. To consider and implement a range of tools for wellbeing and stress management. To consider and implement a range of tools and techniques in developing an effective and meaningful Personal Development Plan. To develop an understanding of Social and Emotional intelligence, their benefits to an individual and an organisation and develop personal skills in these areas. Consider portfolio evidence and develop appreciation of what good quality evidence looks like and how to build a high quality portfolio.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. understand principles of reflective practice and self-management and develop a meaningful PDP
- 2. Understand principles of social and emotional intelligence and their potential impact of self and organisation.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Produce a Professional Development Plan
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Effectively use time management tools
- 5. Apply active listening skills
- 6. Use Open questioning effectively
- 7. Consider and apply a range of stress management and wellbeing techniques
- 8. Utilise Coaching and mentoring skills
- 9. Know what good portfolio evidence look like and how to build own portfolio.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 260 | 40 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Masterclass | 21 | Faculty-led workshops and seminars |
| Webinars | 11 | Online action learning set facilitated by module lead. |
| Professional development to underpin WBL project. | 40 | Guided independent study through online learning activities. Reading, case studies, professional practise forums. |
| Time at work | 228 | Time at work |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Case Study | 40 | 3000 words | 2 | |
| PDP inc Reflective Journal | 60 | 6000 words | 1, 3 - 10 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Case Study | Case Study, 3,000 words (40%) | 2 | August |
| PDP including reflective journal | PDP including reflective journal, 6,000 words (60%) | 1, 4-10 | August |
Re-assessment notes
All passed components of the module will be rolled forward and will not be reassessed in the event of module failure.
Defer – as first time
Refer – capped at 40%
Indicative learning resources - Basic reading
Boud, D., & Garrick, J. (1999). Understanding Learning at Work (1st ed.). Routledge.
Eraut, M. (1994). Developing Professional Knowledge And Competence (1st ed.). Routledge.
Young, G., Grant, D., & Knights, J. (2018a). Leading Beyond the Ego: How to Become a Transpersonal Leader (1st ed.). Routledge.
Miller, D. (2014). Brilliant Personal Effectiveness: What to Know & Say to Make an Impact at Work. Trans-Atlantic Publications.
Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge.
Pedler, M. (2006). A Manager’s Guide to Self-Development (5th ed.). McGraw-Hill.
Riggio, R. E., & Tan, S. J. (2013). Leader Interpersonal and Influence Skills: The Soft Skills of Leadership (Leadership: Research and Practice) (1st ed.). Routledge.
Seelhofer, D. (2017). Interpersonal Leadership: An Applied Guide (Fundamentals of Leadership) (Academic ed.). Ogma Education.
Indicative learning resources - Web based and electronic resources
CMI - Management Direct - an online management resource portal. Management Direct allows managers at any level to learn, research and think. It offers fast, 24-hour access to the latest digital content to help overcome hundreds of managerial challenges from absence to performance to change: 5 minute, 20 minute and extended briefings; Creative tools for problem solving; Hundreds of checklists and interactive scenarios to aid self-directed learning; Self-Assessments and automatic CPD recording/reporting; Document templates and best practice guides.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 6 |
| Available as distance learning? | Yes |
| Origin date | 13/10/2020 |
| Last revision date | 13/10/2020 |
