The University of Southampton
Courses

HLTH6075 Leading Others

Module Overview

The overall structure of the Leadership and Management Pathway is supported by three parts: Self Leadership, Leading Others, and Leading Organizations. This module forms the second part, Leading Others. Self Leadership helped you to understand your own leadership style, and to build the capacity for reflective leadership and practice and was concerned with individual values, character, and integrity. This module builds on the previous one and will help you to enact leadership in a principled way as you engage with others.

Aims and Objectives

Module Aims

Modern Healthcare delivery demands effective teamwork between healthcare professionals and other professional groups. This module aims to instil an enthusiasm for management and team working by providing the opportunity to develop managerial, leadership and team building capabilities in a novel and unfamiliar environment. You will develop your appreciation of working with and managing others through the experience of undertaking a series of management exercises in a two day activity based workshop. The key skill you should develop from this module goes further than getting the best from teams—although this is a critical element of the module. Instead, it should help you to get the best from yourself, and to lead others in a way where individuals get the best from themselves—where they are able to do things and achieve accomplishments that they believed were beyond their grasp

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Critically appraise the literature on leadership within groups and develop strategies for effective team working within organisations
  • Identify the work styles and values of both yourself and others and demonstrate how to utilise them effectively within a team.
  • Understand and apply the principles of motivation and inspiration to lead successful teams
  • Demonstrate a critical understanding of change management leadership theory and articulate how to build high performing inclusive teams that contribute to productive and efficient health and social care services
  • Critically appraise group decision theory and demonstrate greater insight into making effective decisions in group settings
  • Critically analyse yourself in relation to working in teams

Syllabus

Please refer to Resources section to see the theoretical and empirical research that inform this module. Summary of the syllabus • Review of leadership theories relating to leading others (e.g. Team leadership models, transformational leadership, servant leadership etc.) • Application of leadership and teamwork theory to team tasks • Leading group decision making • Principles and strategies for effecting change and the need to engage and involve staff in this process • Consideration of the roles of values and ethics in leadership

Special Features

The formative assessment will be through a two day practical workshop to develop your appreciation of working with and managing others in team based activities. You will develop a variety of skills including decision making, time management, resource management, creative thinking, risk taking, problem solving, planning and control

Learning and Teaching

Teaching and learning methods

The conduct of the module is informed by the following principles: • Learning should be relevant to practitioners and their work environments • Practitioners should be given experience and learn through errors • As much as is practical, practitioners should be involved in the planning and evaluation of their instruction • Instruction 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 practice-based and activity-driven classroom time that both delineate and make real practical, personal leadership. The instructors will act more like facilitators than lecturers. For example, rather than lecturing on personal group dynamics, we will engage in activities that uncover group dynamics. Then we will explore the theory and research that explain or predict such dynamics. As much as is practical, we will engage in classroom activities (such as simulations, collective problem-solving, debates, etc.), and reflect together on the dynamics from both a theoretical and practical point of view.

TypeHours
Completion of assessment task50
Preparation for scheduled sessions150
Wider reading or practice14
Lecture21
Practical classes and workshops15
Total study time250

Resources & Reading list

Raelin, J.A (2012). Dialogue and deliberation as expressions of democratic leadership in participatory organizational change. Dialogue and deliberation as expressions of democratic leadership in participatory organizational change. ,25 , pp. 7 to 23.

Ancona, D. (2009). The X-Factor: Six steps to leading high performing X-Teams. Organizational Dynamics. ,38 , pp. 38(3).

Kouzes and Posner (1998). Encouraging the heart. 

Choice architecture..

De Greiter, S. et al (2006). Identifying nurses' rewards: a qualitative categorization study in Belgium. Human Resources for Health. ,4 , pp. 0.

Schriesheim, C. A., and Linda L. Neider.L.L., (2006). Least Preferred Coworker Theory. 

Roberts, Joanne (2006). Limits to Communities of Practice. Journal of Management Studies (Wiley-Blackwell.) . ,43 , pp. 623-639.

Tversky, A., & Kahneman, D. (1981). The framing of decisions and the psychology of choice. Science. ,211 , pp. 453–458.

Cornwall, E.Y., & Hans, V.P. (2011). Representation through participation: A Multilevel analysis of jury deliberations. Law and Society Review. ,45 , pp. 667-698.

Bushe, G.R (1998). Appreciative inquiry with teams. The Organization Development Journal. ,16 , pp. 41-50.

Kotter,J.P (1990). What leaders really do. 

Collingwood, H (2001). Leadership's first commandment: Know Thyself. 

Caughron, J.J. & Mumford, M.D. (2012). Embedded leadership: How do a leader’s superiors impact middle-management performance?. Leadership Quarterly. ,23 , pp. 342-353.

Sunstein, C. R (2005). Moral heuristics (with commentary). . Behavioral and Brain Sciences. ,28 , pp. 531–573.

Bennis, W (1989). On Becoming a Leader. 

George, W.G (2003). Authentic Leadership. 

Johnston, J.H., Driskell, J.E., & Salas, E. (1997). Vigilant and hypervigilent decision making. Journal of Applied Psychology. ,82 , pp. DOI: 10.1037/0021-9010.82.4.614.

London Borough of Lambeth (2003). Change Management Toolkit. 

Kotter, J.P. (1995). Leading Change, Why transformation efforts fail. 

Ancona, D., Malone, T.W., Orlikowski, W.J., Senge, P., (2007). In praise of the incomplete leader. Harvard Business Review. ,85 , pp. 92+.

Allwood, C.M. & Salo, I. (2012). Decision-Making styles and stress. International Journal of Stress Management. ,19 , pp. 34-47.

Northhouse. P (2009). Leadership: Theory and Practice. 

Alimo-Metcalfe, B (2002). The Great and the Good. People management. ,Vol.8 No 1 , pp. 32-34.

Gill, R (2003). Change management—Or change leadership?. Journal of Change Management. ,3 , pp. 307-318.

Wenger, E, McDermott, Richard; Snyder, William M (2002). Cultivating Communities of Practice. 

Burke, W.W., Lake, D.G., Paine, J.W (2009). Organization Change: A Comprehensive Reader. 

Cornwall, E.Y., & Hans, V.P. (2011). Representation through participation: A Multilevel analysis of jury deliberations. Law and Society Review. ,45 , pp. 667-698.

Thaler, R. H., & Sunstein, C. R (2008). Nudge: Improving decisions about health, wealth, and happiness. . 

Goleman, D, Boyatzis, R,and Mckee, A (2001). Primal Leadership. 

Choice architecture..

Mudrack, P.E., Bloodgood, J.M., & Turnley, W.H. (2012). Some ethical implications of individual competitiveness. Journal of Business Ethics. ,108 , pp. 347-359.

By, RT (2005). Organizational Change Management: A Critical review. Journal of Change Management. ,5 , pp. 369-380.

Iles,P (2006). Developing Leaders or developing leadership? The academy of chief executives' programme in the NE of England. Leadership. ,3 , pp. 317-340.

Collins, J (2001). Level 5 Leadership, The triumph of humility and fierce resolve.. 

Assessment

Formative

Team and leadership development event

Summative

MethodPercentage contribution
Coursework 100%

Referral

MethodPercentage contribution
Coursework 100%

Repeat Information

Repeat type: Internal

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Books and Stationery equipment

Students may wish to purchase texts to support their learning, however, the library is well stocked with suitable texts

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

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