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LO1: Evaluate a range of inclusive leadership styles and models.

Contents Page                                                    

Module Introduction Page 2

Module Aims Page 3

Learning Strategy Page 3

Scheme of Learning Page 4

Assessment and Assessment Briefs Page 4

Assessment Criteria Page 7

Assessment Submission Page 9

Module Expectations Page 9

Module Reading List Page 10

Student Module Review Page 11

Module Introduction

Welcome to the Module Leadership and Management at Level 4

This module aims to help students discover different leadership styles and models and allow them to understand the impact of culture on leadership. Students will understand how to create an inclusive high performance work culture and understand development opportunities through using a variety of coaching and mentoring techniques.

The following pages will answer some questions you may have about the module.  After your first session you may have further questions or wish to seek clarification. If this is the case, then please do not hesitate to ask me either in person or using my contact details given below.

I look forward to working with you over the coming year; hope you enjoy the module and that you will make the most of the opportunity to further develop your knowledge, understanding and skills

Good luck with your studies.

Module Leader:

Module Aims

This module aims to help students discover different leadership styles and models and will allow them to understand the impact of leadership on culture. Students will understand how to create an inclusive high performance work culture and understand development opportunities through using a variety of coaching and mentoring techniques.

MODULE LEARNING OUTCOMES

LO1: Evaluate a range of inclusive leadership styles and models

LO2: Assess the impact of leadership on organisational culture and diversity management

LO3: Assess the value of high-performance work culture to an organisation

LO4: Design appropriate coaching and mentoring techniques that can be used to develop staff

Module Skills

Knowledge & Understanding

• Develop an understanding of leadership theories and styles.
• Demonstrate application of theory to organisational practice.
•  Reflect on the application of theory to organisational practice in recognition of high-performance work culture

Programme Skills

• Problem solving and critical analysis
• Research
• Commercial acumen
• Fostering inclusive and ethical cultures

Teaching and Learning Strategy

Students will learn about the importance of balancing leadership styles and models to develop teams and support people using coaching and mentoring approaches. You will assess your own leadership style and understand why and how you need to adapt this to different situations. You will develop your understanding of organisational culture and the impact this has on leadership styles. Opportunities to review diversity management and employment law in this field and take actions to create an inclusive work culture will be examined through class-based activities. Your research will include a study of high performance working and how this enhances business performance and develop and support others through coaching and mentoring.

Scheme of Learning/ Module Timetable

1	Management	LO1
2	Leadership	LO1
3	Assignment Review
4	Leadership Styles	LO1
5	Organisational Culture	LO3
6	Managing Diversity	LO2
7	Coaching and Mentoring	LO4
8	Mentoring	LO4
9	Providing Effective Leadership	LO1
10	Leadership and Management	LO1
11	Strategic Leadership and Organisational Change	LO1
12	Module Revision	LO 1/2/3/4

The timetable has been designed to build your knowledge and understanding of the module material over the whole of the module, therefore it is important that you make every opportunity to attend all timetabled sessions. Its development has been informed by feedback provided by previous students, employers and the external examiner, however the timings and content may change to take advantage of newly available learning opportunities which will enhance your learning experience.

If any changes are made to the timetable, teaching or other study related activity, they will be communicated to you at the earliest opportunity via email and the Virtual Learning Environment (VLE) therefore it is important that you check this regularly.

Assessment

Formative assessment is defined in the Foundation Degree Academic regulations as ‘Assessments which are non-contributory,’ these will take place throughout the module to help check your understanding. They also help you to prepare for summative assessments and provide you with feedback which identifies strengths and areas for development.

Summative assessment is defined in the Foundation Degree Regulations as ‘Assessments which contribute marks used to determine a student’s ability to progress from one stage of a programme to the next, and which are used to determine an overall award classification, are referred to for the purpose of these Regulations as summative assessments.’

The module comprises the following summative assessment components (total 100%):

Assessment ElementPercentage Weighting

Report	50%
Presentation	50%

Assessments have been clearly structured and presented to support you, however if you are unclear about what is required, speak to your module leader to seek clarification. It is important that you read the assessment guidelines and assessment criteria in detail and use them to structure your work. The content of the assessment should provide evidence that you have met all the module learning outcomes therefore it is important that you have an understanding of what the learning outcomes mean e.g. explore, define, critically discuss.

To support the development of your academic writing skills, it may be useful to devise a glossary of terms. This can be added to as you progress through the year and onto the next level of study.

Further information related to assessment can be found in the Programme Handbook.  

Assessment Brief 1 

Assessment Title: Leadership Report

Weighting: 50%

Issue Date: 01.06.24

Module Learning Outcomes Addressed:   

LO1: Evaluate a range of inclusive leadership styles and models.

LO2: Assess the impact of leadership on organisational culture and diversity management.

TASK: In order to meet the requirements of this assignment you should evaluate within your report a range of inclusive leadership styles and models in different situations in a business context. You should consider the balance and use of leadership styles and models to develop teams. (LO1) Your report should also explore organisational culture and the impact this has on leadership styles, assessing the impact of diversity management and employment law to create an inclusive work culture.  (LO2)

Other relevant assessment information:

• You will need to include and reference at least 8 different sources including 4 academic textbooks, 1 academic journal to help provide supporting evidence for any assertions that you make within your report.  You must include both a reference list and bibliography.

Word Count: 2,000 (-/+10%)

Submission Date:

Feedback Date:

Assessment Brief 2 

Assessment Title: High Performance Work Culture

Weighting: 50%

Issue Date: 01.06.24

Module Learning Outcomes Addressed:   

LO3:   Assess the value of high-performance work culture to an organisation.

LO4:   Examine appropriate coaching and mentoring techniques that can be used to develop staff.

TASK: To meet the requirements of this assignment your presentation paper should include an analysis of high-performance work culture that explores the value of such a culture to an organisation.  Your assessment should also encompass the use of coaching and mentoring strategies to enhance business performance (LO3). Recommend within your presentation appropriate coaching and mentoring techniques that you have analysed based on your research into high performance work cultures and strategies used to develop staff (LO4)

Other Relevant Assessment Information:

• You will need to include and reference at least 6 different sources including 3 academic textbooks, 1 academic journal to help provide supporting evidence for any assertions that you make within your presentation.  Your presentation should outline your research, judgements as well as the conclusions drawn. The presentation should have no more than 15 slides.   You must include both a reference list and bibliography.

Word Count: supporting notes 2,000 (+/-10%)

Submission Date:

Feedback Date:

Assessment Criteria (guidance)

		Categories
	Grade	Relevance	Knowledge	Analysis	Argument and Structure	Critical Evaluation	Presentation	Reference to Literature
Distinction*	86 – 100%	The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification.  There is also ample excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.
	76-85%	The work examined is outstanding and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be outstanding in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
	70 – 75%	The work examined is excellent and is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification.  There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are satisfied   At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse.
Distinction	60 – 69%	Directly relevant to the requirements of the assessment	A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein	Good analysis, clear and orderly, with consistent links from analysis to solutions of problems in a work context.	Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s)	May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and the application of practice in a work context.	Well written, with standard spelling and grammar, in a readable style with acceptable format	Critical appraisal of up-to-date and/or appropriate literature.  Recognition of different perspectives.  Very good use of source material.  Uses a range of sources
Merit	50 – 59%	Some attempt to address the requirements of the assessment: may drift away from this in less focused passages	Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance	Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose, and which does not consistently link analysis to solutions of problems in a work-based context.	Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms	Sound work which expresses a coherent position and evaluates appropriateness of approaches to problem-solving in a work context only in broad terms and in uncritical conformity to one or more standard views of the topic	Competently written, with only minor lapses from standard grammar, with acceptable format	Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts.  Competent use of source material.
Pass	40 – 49%	Some correlation with the requirements of the assessment but there is a significant degree of irrelevance	Basic understanding of the subject but addressing a limited range of material	Largely descriptive or narrative, with little evidence of analysis which links to solutions of problems in a work-based context.	A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence	Some evidence of a view and a very basic evaluation of the appropriateness of approaches to problem-solving in a work context starting to be formed but mainly derivative.	A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader	Some up-to-date and/or appropriate literature used.  Goes beyond the material tutor has provided.  Limited use of sources to support a point. Weak use of source material.
Fail	35 – 39%	Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms	A limited understanding of a narrow range of material	Heavy dependence on description, and/or on paraphrase, is common, poor evidence of linking analysis to proposed solutions of problems in a work-based context.	Little evidence of coherent argument: lacks development and may be repetitive or thin	Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase and does not adequately evaluate the appropriateness of different approaches to solving problems in a work context.	Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style	Barely adequate use of literature.  Over reliance on material provided by the tutor.
		The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied.  May be considered for compensation if regulations allow for this.
	30 – 34%	The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied.  The work will be weak in some of the indicators.
	15-29%	The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators.
	0-14%	The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification.  The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.

Assessment Submission

You will submit all work to be assessed through Turnitin via the Student Portal.

Module Expectations

What you can expect from your lecturer

• High quality teaching
• Accessible academic support
• Fair and accurate assessment of your work
• Assessment feedback within 4 College weeks of the submission date
• Provision of detailed feedback on your assessment that clearly indicates where you have or have not met the criteria
• Provision of detailed feedback that helps you identify what you can do to improve future assessment performance

What is expected of you

• Attendance at all taught sessions
• Active participation in teaching, learning and assessment activities
• Make effective and timely use of the available academic support including the module tutor, the VLE, the Student Intranet, Library, online resources (including Discovery) and the HE Academic Support Tutor
• Make effective use of formative assessment opportunities
• Submit assessed work on time (unless you have an agreed extension in place)
• Read and make use of the assessment feedback provided on summative work to improve your future assessment performance
• Make sure that you understand the assessment regulations that apply to your course. They can be accessed via the Student Intranet.
• Discuss at an early stage, any concerns or issues you have with the module leader/programme leader, Curriculum Manager or Head of School.
• Contribute to the module evaluation

Module Reading List

Essential

Adair, J, 2010, Strategic Leadership:  How to Think and Plan Strategically and Provide Direction Kogan Page, London

Rees, G and French, R, 2016, Leading, Managing and Developing People, CIPD, London

Recommended

Taylor, S, 2018, Resourcing and Talent Management, CIPD, London

Pilbeam, S and Corbridge, M, 2010, People Resourcing and Talent Planning HRM in practice, Financial Times/Prentice Hall, London

Other Sources

In addition to the Indicative Reading List/Learning Resources, students will identify relevant project specific resources utilising sources identified on other modules being studied or studied previously. 

Students will be encouraged to take advantage of the range of opportunities/resources typically available to them (e.g. personal networking, work colleagues, mentors), and in their studies (including libraries, journals, relevant websites)

Student Module Review

As part of Student Voice, towards the end of this module you will be asked by the module leader to complete a module review.  This review allows you to rate your experience of the module in relation to areas such as organisation, timetables, assessment, teaching and learning and support. You are also encouraged to provide additional qualitative comments which the module tutor can use to assist in developing the module.

This forms part of the Student Voice and feedback is discussed at curriculum reviews and action plans for development are put in place.

LO1: Evaluate a range of inclusive leadership styles and models

Evaluating a range of inclusive leadership styles and models involves exploring how different approaches to leadership emphasize inclusivity, diversity, and equity within organizations. Here are several leadership styles and models that prioritize inclusivity, along with their evaluation:

1. Transformational Leadership

Key Features:

• Focuses on inspiring and motivating followers to achieve their full potential.
• Leaders act as role models, create a vision, and foster an environment of intellectual stimulation and individualized consideration.

Evaluation:

• Strengths: Promotes high levels of engagement, creativity, and innovation. Encourages a culture of continuous improvement and personal growth.
• Weaknesses: Can be highly dependent on the leader`s charisma and vision. May overlook the importance of day-to-day operations and practical considerations.

2. Servant Leadership

Key Features:

• Emphasizes serving others, including employees, customers, and the community.
• Leaders prioritize the needs of their team, promote a sense of community, and share power.

Evaluation:

• Strengths: Builds strong, trust-based relationships and a supportive work environment. Encourages collaboration and team cohesion.
• Weaknesses: Can be seen as too passive or slow to make decisive actions. May struggle with balancing the needs of the organization and its stakeholders.

3. Adaptive Leadership

Key Features:

• Focuses on the ability to adapt and respond to changing environments and challenges.
• Leaders encourage experimentation, learning, and flexibility.

Evaluation:

• Strengths: Promotes resilience and the ability to navigate complex and uncertain situations. Encourages a culture of learning and adaptability.
• Weaknesses: Can be challenging to implement as it requires a high level of commitment and open-mindedness from both leaders and followers.

4. Inclusive Leadership

Key Features:

• Leaders are aware of their own biases and work actively to ensure all team members feel valued and included.
• Emphasizes diversity, equity, and inclusion in decision-making processes.

Evaluation:

• Strengths: Fosters a diverse and inclusive workplace where all voices are heard and respected. Enhances creativity and innovation by leveraging diverse perspectives.
• Weaknesses: Can be difficult to measure and implement effectively. Requires ongoing effort and commitment to maintain.....