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Session: 2022/23
Last modified: 06/02/2022 18:45:56
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Title of Module: Leadership & Management Skills |
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Code: BUSN07029 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Business & Creative Industries |
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| Module Co-ordinator: | Robert
Crammond |
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| Summary of Module |
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Effective leadership and management is acknowledged to be essential to organisation effectiveness and success. Leadership and management development is a key component of learning and development (L&D). The purpose of this module is to enable learners to understand and analyse the role of L&D in leadership and management development. This will include examining the differences between leadership and management. The key roles and tasks of leaders and managers will be examined together with the design of leadership and management interventions.The role of the L&D function will also be explored to include they key principles for ensuring the success of leadership and managment development promgrammes.
- To enable learners to understand and analyse the role of learning and development (L&D) in leadership and management development.
- To examine the differences between leadership and management.
- Identify and examine the key roles and tasks of leaders and managers.
- Examine the design of leadership and management interventions.
- Explore the role of the learning and development (L&D) function.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Understand the distinction between leadership and management.
L2.
Explain different approaches to developing leaders and managers and the role of the learning and develop function.
L3.
Understand how to ensure the ownership and success of leadership and management development programmes. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Developing awareness and understanding of the foundations and operational functions of leadership and management in changing and evolving work contexts. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Using frameworks and techniques to describe and explain real-life work situations.
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| Generic Cognitive skills |
SCQF Level 7.
The ability to present and assess arguments about different approaches to L&D foundations and operational functions.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use of relevant information technology applications to produce and present documents in an appropriate form and to communicate with peers in group exercises.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercise initiative and discretion in the production of work both individually and collectively. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| The learning and teaching activities developed for the module were crafted in accordance with the UWS learning, teaching, and assessment strategy in terms of providing variety in learning and assessment practice and engaging students in learning practices. The learning and teaching activities and assessment instruments are adopted with the aim of providing learners with the opportunity to manage partnerships with fellow students in the group activity, and to develop individual independence in the coursework essay. The instruments of assessment are combined to provide learners with externally facing workplace relevant knowledge that is enhanced by a commitment to scholarly practice that enriches competence and resilience. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Independent Study | 82 |
| Tutorial/Synchronous Support Activity | 6 |
| 100
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Cole, G.A. and Kelly, P. (2020) Management Theory and Practice. 9th ed. Cengage Learning.
Buchanan, D.A. and Huczynski, A.A. (2019) Organizational Behaviour. Pearson.
Details of further resources, including textbooks, journals and online resources will be identified at the beginning of each delivery in the module handbook and made available via the relevant virtual learning environment (VLE) platform.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Management, Organisations & People |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Management, Organisations & People |
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| Moderator | M Khan |
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| External Examiner | A Wos |
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| Accreditation Details | Chartered Institute of Personnel and Development (CIPD) |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| An essay response (based on relevant theory) will account for 50% of the total marks for this module. |
| An essay response (based on application and relevant practice) will account for 50% of the total marks for this module. |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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The Equality, Diversity and Human Rights policy underpins student engagement. We aim to make UWS a fair and equal place to study an institution which addresses specific issues covering all aspects of equality, diversity and human rights. Where required module assessment will be adapted to meet student requirements.
http://www.uws.ac.uk/equality/
UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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