The overarching logic behind this module is that leadership grows from the inside out: That a leader first knows, understands, and is able to lead oneself before s/he can lead others. The module will focus directly on personal values, character, and integrity. To this end, the module will make explicit to students their personal leadership styles and habits, patterns of communications, biases in decision making, and reflective practice. The module aims to the highlight reflective thinking and reflective practice as a means to make you more aware of your own values, and to change patterned, habitual behaviours.
Aims and Objectives
The module places an intense focus on the individual, and is driven by current theoretical and empirical research in personal leadership, decision theory, interpersonal and organisational communications, and reflective practice—all underpinned by values, character, and integrity.
Having successfully completed this module you will be able to:
- Identify and critically analyse their own personal values, character and integrity to demonstrate personal accountability
- Critically appraise leadership theory and assess, compare and contrast with their own emotional competency and personal leadership style
- Recognise and critically evaluate their own personal strengths and articulate development needs necessary to maximise their potential as an effective leader
- Critically analyse the complexities of leadership styles and demonstrate insight into why some leadership styles are used inappropriately.
The syllabus is divided into four overlapping themes: Personal leadership, Communications, Decision Making, and Reflective Thinking and Practice. The overarching theme that informs the module is centered on values, character, and integrity. • Theme One: Personal leadership. • Values, character, and integrity • Identifying personal leadership styles • Understanding your professional identity and its relationship to your practice • Making explicit biases and habits • Research on narratives and personal histories of leaders • Critical awareness of leadership challenges • Connecting your practice with leadership theories • Truth and self-delusion • Theme two: Communications. • What makes you want to be a leader? • Authentic dialogues • Influencing and persuading • Emotion and communicating • Theme Three: The Individual and the Decision • What is the essence of a decision? • Identifying your personal decision making style • Uncovering personal biases in decision making • Attention biases • Availability • Heuristics • One-aspect focus • Motivational biases • Psycho-physical distortions • Moral thinking, values and fairness • Judgement • Theme Four: Reflective Thinking and Reflective Practice • Models of reflective thinking and reflective practice • Reflective leadership
For features such as field trips, information should be included as to how students with special needs will be enabled to benefit from this or an equivalent experience
Learning and Teaching
Teaching and learning methods
The conduct of the module is informed by the following principles: • Learning should be relevant to work environments • Learners should be exposed to experiential learning • As much as is practical, learners should be involved in the planning and evaluation of their own learning • Teaching and learning should be problem-centred In practice, this means that we will keep lectures to an absolute minimum, and will instead adhere to these principles through a deep, intentional emphasis on practice-based and activity-driven classroom time that both delineate and make real practical, personal leadership. We will give ample opportunity to participants to construct their leadership strengths, identify their weaknesses, and build plans to overcome their weaknesses and maximize their strengths. Through facilitation rather than lecturing on personal leadership theories, we will engage in activities that uncover (unknowing to the participant) habits of leading. Then we will explore the theory and research behind these habits. The key is for students to discover their habits of thought, their biases, etc., and then to delineate theory that at once helps to explain them and leads students to a reflective manner of working.
|Total study time||250|
Resources & Reading list
Alimo-Metcalfe, B., (37266). The Great and the Good. People management. ,Vol.8 , pp. 32-34 .
Goffman, E. (1959). The Presentation of Self in Everyday Life.
Sparrowe, R.T (2005). Authentic leadership and the narrative self. Leadership Quarterly. ,16 , pp. 419-439.
Allwood, C.M. & Salo, I. (2012). Decision-Making styles and stress. International Journal of Stress Management. ,19 , pp. 34-47.
Teekman, B. (2000). Exploring reflective thinking in nursing practice. Journal of Advanced Nursing. ,31 , pp. 1125-1135.
Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving decisions about health, wealth, and happiness.
Urbany, J.E., Reynolds, T.J., Phillips, J.M. (2008). How to make values count in everyday decisions. MIT Sloan Management Review. ,49 , pp. 75+.
Weick,K (1995). Sense Making in Organisations.
Avolio, B.J., Gardner, W.L (2005). Authentic leadership development: Getting to the root of positive forms of leadership. Leadership Quarterly. ,16 , pp. 315-338.
Caldwell, C. (2009). Identity, Self-Awareness, and Self-deception: Ethical Implications for Leaders and Organizations. Journal of Business Ethics. ,90 , pp. 393-406.
Kotter,J.P (May-June, 1990). What leaders really do. Harvard Business Review. ,0 , pp. 37-60.
Kotter, J.P. (1996). Leading Change.
Stanovich, K. E., & West, R. F. (1998). Individual differences in rational thought. Journal of Experimental Psychology,General. ,127 , pp. 161–188.
Silver, M., Sabini, J., & Miceli, M. (1989). On knowing self-deception. Journal for the Theory of Social Behavior. ,19 , pp. 213–227.
Commission on leadership and management in the NHS (2011). The Future of Leadership and Management in the NHS: No more heroes.
Northhouse. P (2013). Leadership: Theory and Practice.
|Assignment (3500 words)||100%|
Repeat type: Internal & External