DM2005-Personal Effectiveness: Leadership

Module Provider: Henley Business School
Number of credits: 30 [15 ECTS credits]
Terms in which taught: Autumn / Spring / Summer module
Non-modular pre-requisites:
Modules excluded:
Current from: 2018/9

Module Convenor: Dr Dorota Bourne


Type of module:

Summary module description:

Collaborative relationships are crucial in business particularly when problems are hard to define, unpredictable, changing, and where experience and knowledge of particular problems may not lead to the solution. This module explores the attitudes and skills required to take leadership responsibilities in the workplace through reflection, co-coaching, dialogue, shared leadership, adaptability and to be cognisant of complexity.


The module aims to prepare students to:

  • Demonstrate awareness of the application of coaching, mentoring and conflict resolution principles

  • Show critical engagement with models for examining collaborative relationships

  • Work collaboratively with colleagues on a complex task

  • Demonstrate an awareness of current leadership debates in a world of complexity

  • To determine how effective leadership skills contribute to personal development planning


Assessable learning outcomes:

By the end of the module the student will be able:

1. To demonstrate an understanding of the impact of different inclusive leadership styles and models on organisational performance.

2. To develop teams and support people using coaching and mentoring approaches.

3. Understand and provide explanations for organisational culture and diversity management.

Additional outcomes:

Students should demonstrate how they have:

1. Applied leadership concepts to personal development planning, identifying how their own leadership style impacts workplace situations.

2. Identified and taken actions that support greater inclusion in the workplace.

3. Proposed and evaluated actions that support the creation of a high performance work culture


This module is benchmarked against the following CMDA Knowledge and Skill criteria: (Leading People) which are set out in the CMDA Assessment Plan – see ger_Degree_Apprenticeship_.pdf. It is also benchmarked against the following four behaviour criteria: Takes responsibility, Inclusive, Agile, Professionalism.

Outline content:

Students will be required to review and articulate organisational purpose and values. They will examine approaches to support the creation of an inclusive, high performance work culture; whilst considering how to enable others to achieve by developing and supporting them through coaching and mentoring.

They will use these concepts to plan the continued adapting and resourcing of a personal development plan that can continue to be used throughout the duration of their studies to enhance self-awareness and personal development. They will be required to report their findings. These will be shared with the apprenticeship provider.

Brief description of teaching and learning methods:

Students will be guided but not directed in their investigations. They will be allocated an academic supervisor. There will be an initial workshop to help them appraise, evaluate and review, and there will be formative assessment of their evaluation. The student will be required to prepare a reflective commentary on their personal learning and implications for ongoing and future practice. They will be required to demonstrate learning to peers and colleagues.

Contact hours:
  Autumn Spring Summer
Practicals classes and workshops 21
Work-based learning 220
Guided independent study 59
Total hours by term 300.00
Total hours for module 300.00

Summative Assessment Methods:
Method Percentage
Portfolio 100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

Whilst students will be supported to develop a portfolio of evidence, the assessment will predominantly be based on structured reflection on the learning achieved during the year. This will comprise a blog and end of module summary. In addition students will make two presentation to peers. Peers will assess the presentation against identified assessment criteria

Formative assessment methods:

Formative Assessment Methods - work which provides opportunities to improve performance (e.g. through feedback provided) but which does not necessarily always contribute towards the overall module mark:

Will be embedded in the learning path and workshop activities. Peer review will be an integral element

Penalties for late submission:

Standard penalties will apply see here

Assessment requirements for a pass:


Reassessment arrangements:

By resubmission of coursework to the same brief

Additional Costs (specified where applicable):

Last updated: 13 September 2018


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