Developing Leadership Behaviours

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. 

Full module specification

Module aims

The aim of this module is to show how you as a senior leader provide clear, inclusive and strategic leadership relating to your area of responsibility within your organisation. In it you will create a personal development plan showing how you set direction, vision and governance and provide a clear sense of purpose for your area of responsibility. The second part of this module will provide you with an opportunity to apply the learning from your other taught management modules to build a portfolio of examples from your working practice of how you have applied your learning in your workplace. The portfolio will form an essential part of the end point assessment of your apprenticeship and is a valuable way of reflecting on and embedding the knowledge and skills as you move through your apprenticeship.

ILO: Module-specific skills

• 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)
• 5. Be able to give and receive feedback at all levels, building confidence and developing trust, enabling people to take risks and challenge where appropriate

ILO: Personal and key skills

• 6. Relate specific workplace experiences and examples of work product to the requirements of an occupational standard.
• 7. 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.

Learning activities and teaching methods (given in hours of study time)

Details of learning activities and teaching methods

Formative assessment

Summative assessment (% of credit)

Details of summative assessment

Details of re-assessment (where required by referral or deferral)

Re-assessment notes

All passed components of the module will be rolled forward and will not be reassessed in the event of module failure.

Syllabus plan

1. Refresher on study skills- critical reflection and writing using models of reflection
2. Formalising my commitments to development using self-analysis and feedback
3. Introduction to action learning
4. The Professional Development Cycle- setting goals and accountabilities for teams and individuals optimising workforce skills
5. The Pre- Mortem technique
6. How to value difference and champion diversity in your organisation.
7. How to build a strong case study

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.

Module has an active ELE page?

Yes

Indicative learning resources - Other resources

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.

Origin date

09/04/2021

Last revision date

20/01/2023