Leadership and Teams
| Module title | Leadership and Teams |
|---|---|
| Module code | BEM1021 |
| Academic year | 2023/4 |
| Credits | 15 |
| Module staff | Dr Allan Lee (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 |
| Number students taking module (anticipated) | 166 |
|---|
Module description
In this module we will explore team dynamics and how the role of leadership in influencing the effectiveness of teams. Each week, using various sources (e.g. videos, activities and readings), we will review theories and models of topics like group dynamics, communication, motivation, diversity etc., and consider their implications for leadership in a team environment. In seminars/webinars participants will have the opportunity to discuss these topics with colleagues and tutors and engage with the material.
Additional Information: Internationalisation
This is a diverse module with a specific session explicitly considering cross-cultural dimensions of teams and leading across boundaries.
Sustainability
Some of the lecture materials cover sustainability issues and students have the opportunity to explore these further in their group work.
All of the resources for this module are available on the ELE (Exeter Learning Environment).
Employability
Students develop a number of transferable skills including critical and reflective thinking, independent research, as well as getting insight into leading teams, group dynamics, followership and team-building skills.
Module aims - intentions of the module
This module aims to provide practical and conceptual insights into the nature of leadership in teams, groups and organisations. The module is structured around the investigation of a number of interrelated topics including: group dynamics, communication, motivation and performance. In relation to each of these topics, this module aims to combine experiential and practical learning with more propositional learning (in the form of relevant theories, models and ideas) as expected from a Level 1 Module. Consequently, this module will enable students to make links between the theoretical and practical aspects of leadership, and individual and group behaviour in teams.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. illustrate factors that influence the teamwork processes within organisations
- 2. identify the ways leaders can enhance or reduce team communication, motivation and performance
- 3. formulate practical interventions that could be used to improve the teamworking processes in organisations
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. develop arguments which demonstrate the use of data to support points made
- 5. illustrate arguments using reflections upon own experience and drawing from own reading of assigned texts recognise where learning originates and translate new knowledge into suggestions for practice
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 1. communicate ideas effectively by written, oral and visual means
- 2. with some guidance, study autonomously and plan own workload
- 3. with some guidance, select and properly manage information drawn from books, journals, and the internet
Syllabus plan
Lectures
The module comprises a series of 11 weekly lectures, each focusing on a different issue/theme on leadership and teams. An indicative outline of sessions is given below.
- Introduction to leadership and teams
- Team roles and interpersonal communication
- Leader-follower relations and group dynamics
- Motivation and performance in teams
- Negotiation and conflict
- Power and politics in groups and organisations
- Creativity and problem solving
- Self-directed teams and distributed leadership
- Culture and diversity in teams
- Leading across boundaries
- Module summary/review
Tutorials
Tutorials will be based around a topic. There will be three webinars/seminars during the term. During these sessions, students will interact with other students and module tutors to develop better understanding of the topic.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 25 | 125 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 22 | Lectures |
| Scheduled Learning and Teaching Activities | 3 | Seminars/Webinars |
| Guided Independent Study | 125 | Reading and preparation for classes and assessments. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Discussions | In class | 1-8 | Verbal in class |
| Exam Paper Answers | In class | 1-8 | Verbal in class |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 60 | 40 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Individual essay | 60 | 2000 words | 1-8 | Written mark and feedback from tutor |
| Exam | 40 | Answer 2 exam questions | 1-8 | Written mark and feedback from tutor |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 |
|---|---|---|---|
| Individual Essay (60%) | Individual Essay (60%) | 1-9 | Within 6 weeks of notification of reassessment |
| Exam (40%) | Exam (40%) | 1-9 | Within 6 weeks of notification of reassessment |
Indicative learning resources - Basic reading
Up to date readings and resources will be provided for each topic
Indicative resources:
Erdogan, B., & Enders, J. (2007). Support from the top: Supervisors' perceived organizational support as a moderator of leader-member exchange to satisfaction and performance relationships. Journal of applied psychology, 92, 321-330
Lee, A., Thomas, G., Martin, R., & Guillaume, Y. (2019). Leader-member exchange (LMX) ambivalence and task performance: The cross-domain buffering role of social support. Journal of Management, 45, 1927-1957.
Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. The Leadership Quarterly, 6, 219-247.
Indicative learning resources - Web based and electronic resources
Web based resources will be used to host readings, course notes and other relevant resources
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 4 |
| Available as distance learning? | No |
| Origin date | 07/04/2014 |
| Last revision date | 30/07/2020 |
