Leading Others

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• 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
• Identify the work styles and values of both yourself and others and demonstrate how to utilise them effectively within a team.
• Critically appraise the literature on leadership within groups and develop strategies for effective team working within organisations
• Critically analyse yourself in relation to working in teams
• Critically appraise group decision theory and demonstrate greater insight into making effective decisions in group settings

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

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.

Resources & Reading list

Internet Resources

Choice architecture..

Journal Articles

Mudrack, P.E., Bloodgood, J.M., & Turnley, W.H. (2012). Some ethical implications of individual competitiveness. Journal of Business Ethics, 108(3), pp. 347-359.

Textbooks

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

Kotter, J.P. (1995). Leading Change, Why transformation efforts fail. Harvard Business Review May-June pp11-16.

Thaler, R. H., & Sunstein, C. R (2008). Nudge: Improving decisions about health, wealth, and happiness. . New Haven, CT: Yale University Press.

George, W.G (2003). Authentic Leadership. Jossey-Bass pp11-26, 71-81.

Goleman, D, Boyatzis, R,and Mckee, A (2001). Primal Leadership. Harvard Business Review, Dec 2001,pp 43-51.

Wenger, E, McDermott, Richard; Snyder, William M (2002). Cultivating Communities of Practice. Boston: Harvard Business Press.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Summative

This is how we’ll formally assess what you have learned in this module.

Repeat Information

Repeat type: Internal