MQM1PLDP: Personal Leadership Development for Property

Module code: MQM1PLDP

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

Credits: 20

Level: 7

When you’ll be taught: Full year

Module convenor: Dr Ibrahim Dabara Daniel , email: ibrahimdabara.daniel@henley.reading.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: 11 July 2025

Overview

Module aims and purpose

This module aims to demonstrate the importance of the interpersonal domain in making leadership effective in the property sector.  It provides an evidence base to demonstrate the impact of relationships in a variety of positive, work-related and life enhancing outcomes.  It aims to ensure that the interpersonal domain takes its place at the heart of effective leadership and sits firmly on the leadership development agenda for individuals, teams and organisations.

This is the final module of the programme and considers the interpersonal domain in leadership especially as it relates to leadership in the property sector. Whilst the focus initially will be on the theoretical elements and practicalities of building relationships, networking, developing and empowering others to lead and effective teamworking, it is vital to also consider the intrapersonal elements of leadership. There is a qualitative shift when making a significant career transition i.e., from grade 6 to Senior Civil Service roles or equivalent and this requires a mindset, as well as a skill set shift. The focus for this module will be in supporting these leaders to thrive in complexity. A large part of that is to support the students in understanding their own personal strengths and resistant limitations and work towards the practical application of the proposition that leaders are incomplete, but that teams can be complete. It will deploy the NEO (or similar) personality profile to provide insights to candidates on the ways in which their personality both helps and hinders their leadership and the learning that can be undertaken to make the most of individual differences. This will enable candidates to reflect and evaluate their personal contributions and the shift in thinking that is required to operate at a more strategic level. The canditates will also explore the implications of new working patterns on teams, inclusivity, psychological safety, and well-being. Finally, it provides practical techniques for developing those around them.

Module learning outcomes

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

1. Demonstrate flexibility in leadership style, and an ability to lead cross-functionally
2. Critically assess the factors that increase team effectiveness, giving due consideration to inclusion, psychological safety and well-being in a hybrid working environment
3. Demonstrate self-awareness in understanding the impact of mindset on leadership behaviours
4. Demonstrate the ability to engage with and develop team members
5. Identify tactics required to create and enhance alignment with strategic goals.

Module content

The module will comprise different types of activity.

• Brief input will place the interpersonal domain of leadership in the broader context of leading in today’s world and in the Civil Service, reflecting on the importance of the interpersonal domain more generally
• Small groups will review stakeholder relationships prework to identify where there are good foundations and more relational work needed, as backdrop for the rest of the residential
• Small groups will review some particular leadership ideas and practices and connect these to their day to day leadership challenges and context

1.  ​Discussion and input around developing flexibility in leadership style and approach to lead experts and non-experts and the crucial role of self awareness and emotional intelligence in modern leadership will be a theme throughout the three days

• Other exercises will encourage developing skill in dialogue and listening whilst working on particular aspects of the Civil Service context today

2. The leader’s role in virtual/hybrid working and inclusion, psychological safety, and well-being will be discussed with input around approaches to conflict and assertive communication

3. Understanding mindset, professional identity, values and purpose will also be explored through small group work.

Structure

Teaching and learning methods

• Independent study and blended learning 
• Faculty input 
• Plenary and small group discussion 
• Peer-to-peer learning 
• Practice sessions 
• Peer/tutor/ feedback 
• Group coaching 
• Reflective writing. 

As this module is the final one, the approach to learning will capitalise on the connections made between learners to go deeper into personal exploration of the issues surrounding the change from an expert leading other experts to cross functional leadership.

The independent study and group coaching will be more personally and critically reflective. The focus will be on gaining insight into their leadership and using that insight to improve the effectiveness in practice. On the face-to-face module, the approach will be more workshop based, using challenges highlighted from previous modules and assignments, with shorter inputs from faculty and offering more challenge and feedback on impact as a leader.

The final assignment will have academic, practical application and personal insight elements incorporated.

Study hours

At least 20 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

A minimum overall mark of 50% is required to pass the module)

Summative assessment

Penalties for late submission of summative assessment

This module is subject to the Penalties for late submission for Postgraduate Flexible programmes policy, which can be found at:

https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmissionpgflexible.pdf

The Module Convenor will apply the following penalties to work submitted late:

• where the piece of work is submitted up to one calendar month after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark; 
• where the piece of work is submitted more than one calendar month after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

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.

Reassessment

Additional costs