LEADING HIGH PERFORMING TEAMS (APPRENTICESHIP) - 2020/1
Module code: MAN3188
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
The module will use theories and models to support learners to evaluate their own leadership styles and preferences and explore the impact of this on own and team performance. Tools and techniques for building and sustaining high performing teams, including coaching and mentoring, negotiation and conflict management will be used to distinguish the differences between the most successful from the least successful teams. The module will provide practical advice on how to deal with specific team-related problems such as dealing with difficult individuals and dysfunctional team dynamics, and leading cross-functional, dispersed and virtual teams.
Surrey Business School
HOLLAND Anna (SBS)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 6
Module cap (Maximum number of students): N/A
Teaching block 1
Prerequisites / Co-requisites
Indicative content includes:
- What is a team? How are teams different from groups. Elements of effective teams
- Teams and individual team members: performance v competition orientation
- Using performance management techniques such as goal setting or Key Performance Indicators
- Assessing team roles and making sure that everyone is in the best position to be able to contribute to the team’s goals to the best of their ability
- Coaching and mentoring as tools for delivering best performance (both individual and team).
- Analysing and dealing with difficult team dynamics and members – negotiation and conflict management techniques
- Leading cross-functional, virtual and geographically dispersed teams
- Evaluating leadership approaces such as Trait Approach, Situational Approact, Contingency Theory or LMX Theory
- Evaluating Leadership styles such as Transformational Leadership, Transactional Leadership
|Assessment type||Unit of assessment||Weighting|
|Coursework||A written report (Maximum 2000 words).||60|
|Coursework||Reflective assignment (Maximum 1500 words)||40|
The assessment strategy is designed to provide learners with the opportunity to demonstrate all intended module learning outcomes, knowledge, skills and behaviours, and to provide maximum opportunity for applied learning.
Thus, the summative assessment for this module consists of:
A report evaluating the learner’s current team to assess team traits, dynamics and performance and identify a strategic development plan to address opportunities for improvement. (maximum 2000 words). Learners should provide supporting evidence of the work undertaken with their team to complete this assessment.
A reflective assignment using a variety of theories and frameworks to evaluate current leadership style and competencies, including conflict management and negotiation skills (maximum 1500 words).
Learners will work regularly in groups and as individuals, participating in classroom or online discussion forums, webinars etc, to demonstrate their understanding of the subject contents and application.
Learners will be given formal feedback on their assessments in line with the University’s policy on assessment and feedback, and within the current three-week feedback period. Learners will receive regular, informal feedback on their contribution throughout the module.
- Provide frameworks, concepts and tools for learners to understand how employees are managed by different leadership practices, and the extent to which these leadership practices have made an impact to individual welling and organisational performance.
- Help the learners to understand the differences between groups and teams and the key factors to building positive team dynamics
- Provide examples of best practice in teams and the secrets of the most successful teams’ success
- Help learners to motivate team members and ensure that they are in the most suitable roles to most benefit the team
- Develop individual learners’s confidence in identifying and tackling problems within teams both with individual members or overall team dynamics
- Help learners to cope with specific challenges in their working environment including leading teams which are working cross-functionally, are geographically dispersed or virtual
|001||Understand the differences between teams and groups and why they are significant when leading people in the workplace||CKPT|
|002||Understand the different roles played by team members and how these impact dynamics within their teams||CKPT|
|003||Understand how to get the best out of every member of their team through individual and team coaching and mentoring||CKPT|
|004||Analyse the dynamics within their teams, identify any problems therein and have techniques for dealing with any difficult team members, including any relevant adaptations for dispersed, virtual or cross functional teams.||CKPT|
|005||Evaluate negotiation and conflict management techniques||CKPT|
|006||Analyse the performance and competitive orientations of their team members and how to use this knowledge to get the best out of them||KPT|
|007||Evaluate a variety of leadership styles and approaches to leadership and apply to own workplace practice||CKPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Methods of Teaching / Learning
The hours listed within the overall student workload section represent off-the-job learning.
The learning and teaching strategy is designed to incorporate a blended learning approach, centred around the key online learning design principles of – Learner-centred; Useful; Engaging; Flexible; Consistent; Supportive and Accessible.
In line with the Apprenticeship Off the Job Training guidance, the teaching and learning undertaken on this module will reflect the following categories of training:
- Teaching of Theory – may include lectures, role play, simulation exercises, online learning, research and networking)
- Practical Training – may include shadowing, mentoring, industry visits and participation in competitions
- Learning support and time spent writing assignments and partaking in assessments
- Reflective learning and self-evaluation to impart new knowledge, skills and behaviours only.
Learners completing this module will undertake a combination of campus-based sessions and online directed learning activities supported through SurreyLearn. Learners, with support from their employers, will be expected to demonstrate accountability and commitment to effectively managing their agreed off-the-job training hours to complete required learning activities and assessments. Learners should take an active part in any asynchronous activities such as forums, wikis, blogs etc., as well as synchronous activities (i.e. virtual meetings, webinars etc.) as appropriate. Participation in these activities will be essential to the successful achievement of the learning outcomes in this module.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for LEADING HIGH PERFORMING TEAMS (APPRENTICESHIP) : http://aspire.surrey.ac.uk/modules/man3188
Through completion of the learning and assessments for this module, it is expected that most learners will be able to produce suitable evidence for their Portfolio of Evidence to fully or partially meet specific assessment criteria for the following areas of the Chartered Manager Degree Apprenticeship Standard. Learners may also refer to the CMDA Assessment Plan for further information.
1.2. How to manage change in the organisation (K)
1.4. Develop and deliver operational plans; key performance indicators, set targets and manage resources, and monitor and measure outcomes to establish operational effectiveness, efficiencies and excellence (S)
1.5. Produce reports that clearly present information and data, using a range of interpretation and analytical processes (S)
1.6. Gain wide support to deliver successful outcomes (S)
2.3. Plan, organise and manage resources in order to achieve organisational goals (S)
6.1. Different forms of communication (written, verbal non-verbal, digital) and how to apply them (K)
6.2. How to maintain personal presence and present to large groups (K)
6.3. Interpersonal skills awareness including effective listening, influencing techniques, negotiating and persuasion (K)
6.4. Communicate clearly, effectively and regularly using oral, written and digital channels and platforms (S)
6.5. Use active listening and open questioning to structure conversations and discussions, and able to challenge when appropriate (S)
6.6. Manage and chair meetings and clearly present actions and outcomes (S)
6.7. Apply influencing and persuading skills, to the dynamics and politics of personal interactions (S)
7.1. Different inclusive leadership styles and models, how to develop teams and support people using coaching and mentoring approaches (K)
7.4. Support the creation of an inclusive, high performance work culture (S)
7.5. Enable others to achieve by developing and supporting them through coaching and mentoring (S)
8.3. How to set goals and manage performance (K)
8.4. Build teams, empower and motivate others to improve performance or achieve outcomes (S)
8.5. Delegate to others, provide clear guidance and monitor progress (S)
8.6. Set goals and accountabilities (S)
Developing Collaborative Relationships
9.1. Approaches to stakeholder, customer and supplier management, developing engagement, facilitating cross functional working and negotiation (K)
9.2. How to shape common purpose, as well as approaches to conflict management and dispute resolution (K)
9.3. Build rapport and trust, develop networks and maintain relationships with people from a range of cultures, backgrounds and levels (S)
9.4. Contribute within a team environment (S)
9.5. Effectively influence and negotiate, being able to have challenging conversations and give constructive feedback (S)
9.6. Work collaboratively with internal and external customers and suppliers (S)
Management of Self
10.1. How to be self–aware and recognise different learning styles (K)
10.2. How to use emotional and social intelligence, and active listening and open questioning to work effectively with others (K)
10.4. Understand impact on others (S)
10.5. Manage stress and personal well-being, being confident in knowing core values and drivers (S)
K – Knowledge
S – Skills
B - Behaviours
Degree apprenticeships are delivered over three teaching blocks:
- Teaching Block 1 - September - December
- Teaching Block 2 - January - April
- Teaching Block 3 - May - August
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.