Developing Leadership Behaviour
| Module title | Developing Leadership Behaviour |
|---|---|
| Module code | BEMM118DA |
| Academic year | 2024/5 |
| Credits | 10 |
| Module staff | Dr Abdullah Gok (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 104 (concurrent with programme) |
| Number students taking module (anticipated) | 40 |
|---|
Module description
The module seeks to develop successful senior leaders who have a high level of self-awareness, who lead their team by example while developing a supporting environment of trust and of challenge and who act in the interest of their organisation and for the greater good of their customers and the society. To develop successful leaders in a complex and challenging external environment, the module content includes three personal development perspectives: Self– knowing yourselves’ actions and effectiveness, Others– understanding how we influence others, and finally Organisation– understanding our contribution and impact within and beyond the organisation. The content of the module assists personal reflection, particularly in support of individual discussion and personal development planning processes, assists in changing your behaviours to perform better in your current roles, as well as provides support you in your career progression and recognition. Grounded in your reality and applied in the workplace, the module aims to provide the balance between learning the theory and putting it into practice. The module empowers participants by taking an student-led and peer-to-peer learning approach to turn your success into constant team success and to champion compassionate performance as a senior leader.
Module aims - intentions of the module
This module runs concurrently with the core modules in the Foundations of Senior Leadership programme. In it you will create a journal of your learning across the programme supported with a portfolio of examples from your working practice of how you have applied that learning in your workplace. This portfolio will form an essential part of the end point assessment of your apprenticeship and is a valuable way of reflecting on and embedding knowledge and skills as you learn.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe the role of occupational standards in professional development and seek continuous professional development opportunities for self and wider team. (B5)
- 2. Work collaboratively enabling empowerment and delegation of the tasks (B1)
- 3. Take personal accountability aligned to clear value (B2 )
- 4. Engage with other people, being ethical, recognising diversity, championing, enabling cultural inclusion demonstrate (B4)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Relate specific workplace experiences and examples of work product to the requirements of an occupational standard.
- 6. Reflect on a portfolio of evidence to draw conclusions on the professional development needs of yourself and team members and complete a portfolio of evidence which is required for the EPA gateway stage.
Syllabus plan
Gathering my feedback and commitments and Masterclass - Pulling together all feedback on leadership behaviours, and commitments to development, with and end of week Masterclass to kick off the development planning and goal setting
Self-directed development
Self-directed development
Friendly Consulting Check in -Friendly consulting groups establish their routine check in
Self-directed development
FORMATIVE Submission date 360-degree feedback
Friendly Consulting Check in - Friendly consulting groups establish their routine check in
FORMATIVE Submission date PDP
Self-directed development
Friendly Consulting Check - Friendly consulting groups establish their routine check in
Self-directed development
Self-directed development
Friendly Consulting Check in and completion - Friendly consulting groups establish their routine check in and ready to submit
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 12 | 88 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 16 | |
| Scheduled Learning and teaching activities | 4 | Facilitated peer review workshops 4 x 1hr |
| Professional Development | 88 |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| PDP and 360 degree feedback | As appropriate | Written |
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 |
|---|---|---|---|---|
| Part 1 1x case study reports of workplace activities related to the occupational Apprenticeship standard and supported by evidence | 50 | 1 x 1000 (or recorded) words + appendices | 1,2,3,4,5, 6, | Written |
| Part 2 1 x case study reports of workplace activities related to the occupational | 50 | 1 x 1000 (or recorded) words + appendices | 1,2,3,4,5, 6, | Written |
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 |
|---|---|---|---|
| 1 x case study reports | As original | As original | Programme schedule dependent |
| 1 x case study reports | As original | As original | Programme schedule dependent |
Re-assessment notes
All passed components of the module will be rolled forward and will not be reassessed in the event of module failure.
Indicative learning resources - Basic reading
Suggested reading:
- Burke, C. S., Stagl, K. C., Klein, C., Goodwin, G. F., Salas, E., & Halpin, S. M. (2006). What type of leadership behaviors are functional in teams? A meta-analysis. The leadership quarterly, 17(3), 288-307.
- Dean, H. D., Myles, R. L., Porch, T., Parris, S., & Spears-Jones, C. (2021). Changing leadership behaviors in a public health agency through coaching and multirater feedback. Journal of Public Health Management and Practice, 27(1), 46-54.
- Liao, C., Lee, H. W., Johnson, R. E., & Lin, S. H. (2020). Serving you depletes me? A leader-centric examination of servant leadership behaviors. Journal of Management, 0149206320906883.
- Thompson, S., & Thompson, N. (2018). The critically reflective practitioner. Macmillan International Higher Education.
- Riggio, R. E., Chaleff, I., & Lipman-Blumen, J. (Eds.). (2008). The art of followership: How great followers create great leaders and organizations (Vol. 146). John Wiley & Sons.
Additional suggested reading:
- Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: Previous research and new directions. Perspectives on thinking, learning, and cognitive styles, 1(8), 227-247.
- Schon, D. A. (1984). The reflective practitioner: How professionals think in action (Vol. 5126). Basic books.
| Credit value | 10 |
|---|---|
| Module ECTS | 5 |
| Module pre-requisites | none |
| Module co-requisites | none |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 09/04/2021 |
| Last revision date | 15/11/2022 |
