LEADING ORGANISATIONS IN A CHANGING CONTEXT

SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHN625221
Module Leader Gillian Kellock Hay
School Glasgow School for Business and Society
Subject Human Resource Management
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)

Summary of Content

The impact of leadership style and approach in a diverse world, especially during change processes, has significant implications for organisational effectiveness and employee engagement. The aim of this module is to enable students to examine what attributes and competencies do they need to have and/or to develop -from both an individual and a strategic perspective- in order to become leaders of tomorrow. Leadership skills are not just confined to leaders; these can be attributed distributed throughout all levels of an organisation. A variety of tools and perspectives will be utilised to assist self-awareness and future development plans, e.g. questionnaires, 360 feedback and critical reflection. Through evaluating different styles of leadership and examining the complexity of organisational life from a leader's perspective, they will be able to determine the key characteristics of good leaders. By relating this to issues in the contemporary business world, they will be able to project past and present needs forward into the future. Examining these issues will help you to develop a model which captures your own leadership style and values and enabled you to identify and encourage leadership skills in others. Students will not only be afforded the opportunity to assess their own leadership skills and competences generally, but also specifically in relation to leading change in a global context. This module will enable students to evaluate the key concepts and factors of change, considering the strategic perspective of the organisation. Students will have the opportunity to be involved in a work based change event, and to then further develop their skills of self - reflection, personal analysis and presentation skills, in addition they will critique the leadership and processes adopted in relation to a business related change initiative within their organisation. PRME-related issues - consideration will be given to responsible leadership generally and specifically in relation to leading change ethically.

Syllabus

The syllabus of the module will cover the following issues: -142b7 The Theory of Leadership b7 Contemporary Theories/ Approaches of Leadership b7 Contingency approaches to leadership b7 Defining the socially responsible leader; leadership, values and ethics) b7 Personal Leadership b7 Leadership power and influence b7 Leadership Competencies -360 - Supervision - Conflict Management - Negotiation and Dispute Resolution - Emotional Intelligence - Communicating and influencing diverse stakeholders - Empowerment, Coaching and Mentoring - Change Management -142b7 Introduction to Change -Theories and Processes b7 Designing Change b7 The role of the leader in change; leading and implementing change b7 Stakeholder analysis b7 The cultural web b7 Power and Politics and change b7 Managing Organisational Resources to effect change b7 Managing self - personal transition b7 Reflective Writing, Self-Analysis and Self- Awareness

Learning Outcomes

On successful completion of this module, the student should be able to:1. Review different leadership theories, models and competencies and evaluate appropriate skills and behaviours for your organisational context2. Critically reflect on their current personal leadership traits, style and values.3. Reflect and assess current level of competence in a range of management and leadership skills and apply the process of continuing personal development within your organisational context4. Develop a comprehensive understanding of the strategic change theories and processes utilised by organisations 5. Critically evaluate the skills and values of leaders in relation to leading change.6 Critically evaluate the design and impact of contemporary management processes on both people and organisations undergoing strategic change

Teaching / Learning Strategy

This work based module adopts a blended approach to learning which combines face to face contact and online learning via GCU's virtual learning environment, GCU Learn. The teaching and learning strategy encourages an active and self-directed approach to learning. In the context of a work based ethos, teaching and learning methods use real world and real work scenarios to promote action learning, inquiry based learning, problem based learning and peer learning. To this end learning will involve formal and informal strategies which place an emphasis on the integration of learning and work. Students will be expected to take a critical stance as they draw on academic theories and techniques in order to frame, analyse and solve actual work-based problems. The module utilises an interactive lecture programme where students are encouraged to participate and contribute. Students are required to undertake a programme of specified reading for independent learning, and reflect upon managerial practices within the workplace. The teaching and skills development programme will be supported via GCU Learn, which will also enhance the students' ability to utilise e-communication. Learners will be supported during the module by the module team which includes module tutors, work based mentors and Academic Development Tutors. Module tutors act as facilitators and also determine the level and accuracy of knowledge acquisition at key points in the delivery. Additionally, input, when necessary, either directly or with the support of external experts will add to the authenticity, credibility and application of education and learning to the workplace. Work based mentors provide a full spectrum of workplace support; helping apprentices to identify relevant work activity that can operate as a source for work-integrated learning, advise on the development of work-based projects, provide feedback on the development of professional competence, and formatively comment on progress in achieving negotiated work-integrated learning objectives. Academic Development Tutors will provide support to help maximise potential in relation to academic writing, referencing and the development of effective study techniques. Both formative and summative assessment strategies will be adopted during the module. Formative assessment will be used not only to encourage knowledge of the subject, but also to help develop transferable skills. Summative assessments will provide evidence of the learning achieved throughout the module. Summative assessments are compulsory. A mark of 35% must be achieved for each summative assessment and an overall mark of 40% must be achieved in the module. Students will have access to ongoing academic support as they work through the module assessment activities, and staff will assist students to reflect on and evaluate achievement of the learning outcomes. The percentage of Work Based Learning for this module, as represented by the Independent Learning 'Activity Type' is 72%. Work Based Assessment will account for 20% with the remainder of 8% accounted for by Lectures and Seminars.

Indicative Reading

AVERY, G. C., 2004. Understanding leadership paradigms and cases. California: Sage (Available as e-book from GCU Library) BUCHANAN, D., A. and BADHAM, R. J., 2008. Power, politics and organizational change: winning the turf game. 2 nd ed. California: Sage Publications (Available as e-book from GCU Library) BURNES, B., 2009. Managing change: a strategic approach to organisational dynamics. 5 th ed. London: Pearson Education. (Available as e-book from GCU Library) CAMERON, E. and GREEN, M., 2015. Making sense of change management: a complete guide to the models, tools and techniques of organizational change. 4 th ed. London: Kogan Page (Available as e-book from GCU Library) FAIRHOLM, G. and FAIRHOLM, M., 2009. Understanding leadership perspectives theoretical and practical approaches. New York: Springer (Available as e-book from GCU Library) FULLAN, M., 2014. Leading in a Culture of Change. San Francisco, California: Jossey Bass (Available as e-book from GCU Library) JACKSON, B. and PARRY, K., 2011. Studying Leadership. 2 nd ed. London: Sage (Available as e-book from GCU Library) MARQUES, J. and DHIMAN, S., 2017. Leadership today practices for personal and professional performance. Cham: Springer International Publishing (Available as e-book from GCU Library) NAHAVANDI, A., 2015. The art and science of leadership. 7 th ed. Harlow: Pearson Education (Available as e-book from GCU Library) WINKLER, I., 2009. Contemporary leadership theories enhancing the understanding of the complexity, subjectivity and dynamic of leadership. Heidelberg: Physica-Verlag HD (Available as e-book from GCU Library) Recommending Reading BESSANT J., 2003. High-involvement innovation: building and sustaining competitive advantage through continuous change. Hoboken, NJ : J. Wiley BOLTON, G.E.J., 2014. Reflective Practice: Writing and Professional Development. 4 th ed. London: Sage Publications CORVETTE, B., 2007. Conflict management: a practical guide to developing negotiation strategies. Upper Saddle River, NJ : Pearson Prentice Hall DOHERTY, N. and GUYLER, M., 2008. The essential guide to workplace mediation and conflict resolution: rebuilding working relationships. London: Kogan Page (Available as e-book from GCU Library) FLAHERTY, J., 2011. Coaching - evoking excellence in others. 3 rd ed. Butterworth Heinemann FRYER, M., 2011. Ethics and organizational leadership: developing a normative model. Oxford: Oxford University Press (Available as e-book from GCU Library) FISHER, C. and LOVELL, A., 2013. Business ethics and values. 4 th ed. Harlow : Pearson Education (Available as e-book from GCU Library) HAYES, J., 2014. The theory and practice of change management. 4 th ed. Palgrave Macmillan (Available as e-book from GCU Library) HOFSTEDE, G., 2010. Cultures and organizations: software of the mind. 3 rd ed. London: McGraw-Hill Education (Available as e-book from GCU Library) HUGHES, M., 2010. Change Management: A Critical Perspective; 2nd Edition. London: Chartered Institute of Personnel and Development. ISAKEN, S. and TIDD, J., 2006. Meeting the innovation challenge; leadership for transformation & growth. Hoboken, NJ : John Wiley (Available as e-book from GCU Library) MAYLE D., 2006. Managing innovation and change. 3 rd ed. London: Sage Publications MULLINS, L. J., 2013. Management and organisational behaviour. 10 th ed. Pearson Education (Available as e-book from GCU Library) NORTHOUSE, P., 2016. Leadership: theory and practice. 7 th ed. Los Angeles: Sage Publications PUCCIO, G. J. MURDOCK, M., C., and MANCE, M., 2011. Creative leadership: skills that drive change. 2 nd ed. Thousand Oaks, California: SAGE Publications SENIOR, B., and SWAILES, S., 2010. Organisational Change. 4 th ed. Prentice Hall SCHEIN, H., 2017. Organizational culture and leadership. 5 th ed. Hoboken, New Jersey: John Wiley and Sons, Inc. (Available as e-book from GCU Library) Western, S., 2013. Leadership: a critical text. 2 nd ed. London: Sage (Available as e-book from GCU Library) WHETTEN, D. A. and CAMERON, K. S. 2016. Developing Management Skills. 9 th ed. Harlow: Pearson Education -56 YUKL, G., 2013. Leadership in Organizations. 8 th ed. Englewood Cliffs, N.J.: Pearson Education Inc. ( Available as e-book from GCU Library) Journals: Academy of Management Journal Academy of Management Review Administrative Science Quarterly British Journal of Industrial Relations British Journal of Management Business Ethics Quarterly Business & Professional Ethics

Transferrable Skills

-Self-management: self-motivation, time management and critical self-reflection and evaluation of personal performance. -Interpersonal Skills: an ability to work collaboratively and constructively with others in seminars and outside of class in allocated groups. -Oral and written communication skills, negotiation skills and presentation skills -Group work when participating in the group work in seminars and outside of class in allocated groups. -Information technology skills will be developed through Internet searches and online communication. -Analytical, evaluative and creative problem solving will be developed throughout the module experience but especially through case studies, seminar debates. -Using Turnitin software to improve writing style.

Module Structure

Activity Total Hours
Independent Learning (FT) 145.00
Assessment (FT) 40.00
Lectures (FT) 15.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 50.00 35% Individual critical analysis and reflection on leadership competencies (2500 words). Following this self-analysis of your leadership develop a Personal Development Plan that relates to the self-evaluation indicated above.
Course Work 02 n/a 50.00 35% Negotiated individual work based assignment: critical analysis of how a change has been designed and led in the workplace (report - 2500 words)