MNM1LPD1-Leadership & Personal Development

Module Provider: Leadership, Organisations and Behaviour
Number of credits: 0 [0 ECTS credits]
Level:NA
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Module Convenor: Dr Chris Dalton

Email: chris.dalton@henley.ac.uk

Type of module:

Summary module description:

Personal Development is an integrated and holistic part of the MBA at Henley Business School. The module supports and challenges managers in all aspects of their growth while studying and is a catalyst for reflection on learning from all other modules and aspects of the MBA. Personal Development is about lifelong learning, and gaining greater awareness and control of health and well-being.


Aims:

Personal Development is:



“the identification and removal of those restraints that limit the likelihood of sustainable individual, organizational, social and environmental health and well-being” (Dalton, 2018)



There are four ideas at the heart of the Personal Development activities at Henley:




  1. PD is a holistic activity. It starts with raising self-awareness about personal values, beliefs, capabilities, motivations and approaches to learning and leads to a broad understanding of the role of the manager in society.

  2. Self-awareness requires the space and time to reflect

  3. From reflection on current reality, learners find and move towards aims and goals (at work and in life) by establishing where there are gaps and systematically building a personal action plan

  4. The articulation of thoughts, emotions, goals and achievements across a range of media and the demonstration of critical thinking are necessary outcomes to measure personal development



The module aims to enable each programme member to:




  • take control of their direction;

  • have and pursue life and career goals;

  • obtain maximum benefit for self and organisation from the learning opportunity;

  • reflect upon their own learning, performance and achievement and plan for their personal, educational and career development;

  • support the assessment of learning outcomes as stated in the programme and subject module specifications.



However, while joining other structured activities such as Careers Support that promote employability and career progression, the Personal Development is not just about competences, strengths, weaknesses or goal-setting.  Over time, students are presented with a process that models the maturing of their thought process and clarifying of their passion and purpose. Personal Development aims to open the doors to each student to understand how they think, and how others think, in order to generate more freedom to choose and take advantage of the opportunities that their studies will bring.


Assessable learning outcomes:

Programme Members will demonstrate self-awareness and understanding of Personal Development by:




  1. reflect on their own self-awareness, with appropriate and critical use of relevant theories, models and frameworks, as well as psychometric and related instruments

  2. present a structured and critical approach to self-development over time

  3. state and revise short-term development goals

  4. critically examine their principles and beliefs and actively manage balance in personal life and career

  5. reflect on environmental factors driving change in organisational structure and the patterns and character of work, employment and career


Additional outcomes:


  1. record experiences, reflections and achievements in a personal learning journal




  1. identify how to be a more independent learner

  2. deploy a range of inter-personal skills, especially those relating to building and working in teams: communication, facilitation and coaching


Outline content:










































PART 1



Perspective



Section 1  Personal development planning and self-development




  • Establishing why you are here

  • What managers do; seeing strengths and limitations in your practice

  • The 11 Qualities of the Effective Manager

  • Learning as an adult, and “learning to learn”: the learning cycle, lifecycle and learning styles



Session 3  Resourcing yourself




  • Learning support: learning skills and learning teams

  • The pragmatic view of personal resources

  •  Resourcing: the psychometric view

  • The systemic view of resources



Session 3  Working with and through other people




  • Collaborative versus co-operative teams and groups

  • Co-operative team learning

  • Action Learning sets

  • Collaborative team working


Session 4  Beliefs, principles and universal values

  • Universal values

  • Motivation

  • Mental health and well-being


Session 5   Mind the gap

  • Finding the gaps

  • Weighing things up

  • Identifying systemic gaps


Session 6  Balance, Coaching and Feedback

  • Finding Balance

  • The Coaching Conversation

  • Mentoring and coaching


Session 7   Reflection and assignment preparation

  • Dilemmas and Choices

  • Assignment preparation

  • Looking ahead to Stage 2



PART 2



Relationships



Session 1  Relationshipr




  • Why relationship (as a concept) matters to your Personal Development

  • The social context of being a manager

  • Progression in role and career development: the Career Anchor

  • Global context:

    The PD module operates across all Henley locations and among a great diversity of participant (nationality, culture, business, work function etc.). The topics of self-awareness and personal growth are universal, and much of the specific content of the module is what the participants bring to it.


    Brief description of teaching and learning methods:

    For Flexi (IPN) Executive MBA, Global Executive MBA and SLMDA Apprenticeship Levy MBA



    Contact Hours


















      Stage 1 Stage 2 Stage 3
    Lectures (workshops) 16 8 8


    Independent Study Hours (Guide)
























      Stage 1 Stage 2 Stage 3
    Wider reading (directed) 20 20 20
    Reflection - for example lecture consolidation or engaging with feedback (preparation for PD assignments) 6 6 6


    Personal Development Review and Planning



    The module is designed around a core process of teaching and learning by reflection to equip MBA students to prepare a Personal Development Reflection and Plan at the end of Stage 1. This is then updated iteratively towards the end of Stages 2 and 3 of the programme.



    Blended Learning



    The module is mostly self-study, with elements of face-to-face and blended learning, combining:




    • on-line resources and exercises supporting awareness and self-reflection

    • a sequence of four, one-day PD workshops

    • a core text available to all programme members.

      • A Managers Guide to Self-Development (2013, 6th edition) Pedler, Burgoyne and Boydell), plus an additional text,

      • The Every Day MBA, (2015), Dalton





    Self-awareness and learning teams



    Awareness is arguably THE key element in the PD process and assessment at Henley. Typically this is promoted both through personal introspection and reflection, as well as in the company of fellow students as a goal of the co-operative learning teams.



    It is a significant part of the development experience that individual development goals co-exist with team goals and may give rise to dynamic tension. It is for programme members individually and collectively in their teams, to manage this process to maximise the benefits for all parties, drawing from the team-building activity and charter. 



    Participative Style:



    On-line activities and face-to-face workshops are conducted in a participative style to provide opportunities for students to practice relevant behaviours, especially relating to the core skills of communication, facilitation and coaching.












    Item



    For all programme modes



     



    Face to face Personal Development Workshops:



     



    Stage 1: &nb

    Contact hours:
      Autumn Spring Summer
    Practicals classes and workshops 28
           
    Total hours by term 28
           
    Total hours for module

    Summative Assessment Methods:
    Method Percentage
    Written assignment including essay 100

    Summative assessment- Examinations:

    Summative assessment- Coursework and in-class tests:

    Programme members must submit their first assignment toward the end of the programme in Stage 1 and two further assignments at the end of Stages 2 and 3 of the programme.



    PD Reviews should be reflective in style and should comment on the context, demonstrating an evolving sense of personal development and reflection as part of management practice. PD Plans should focus on development goals, noting in particular the opportunity to demonstrate learning outcomes. The assessment involves two criteria that connect action to thinking:




    1. Increasing evidence of understanding and skills relating to the generic process of reflection:  the critical review of experience, analysis and recording of learning, and statement or application of new perspectives.

    2. Increasing evidence of understanding and skills relating to the purpose of reflection:  the appropriate application of reflection to your Personal Development. Justification of an agenda of short, medium and long term goals, sense-making as a manager and groundwork for development of competences and perspectives needed for Senior Leadership.


    Formative assessment methods:

    Students are encouraged to respond to regular prompts in the study materials to undertake activities and record their thoughts, learnings and reflection in a learning journal.


    Penalties for late submission:
    Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

    Assessment requirements for a pass:

    It is a ‘gateway’ assessment (no marks or grades are awarded) with a “Proceed” or “Revise” decision, based on demonstration of sufficient  competence in line with the criteria expressed above to permit an award or progression to the next Stage. Heavy emphasis is placed on providing clear and insightful tutor feedback.


    Reassessment arrangements:

    There are no limits to the number of times a Programme Member may re-submit in the few occasions when required to do so. In most cases the focus will be on formative assessment in terms of feedback specifying developments required at the next end of Stage assessment.


    Additional Costs (specified where applicable):

    Last updated: 1 May 2019

    THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.

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