TRINITY BUSINESS

MBA/MBE 7002: LEADERSHIP &

PROFESSIONAL DEVELOPMENT

Richard Long, Red Slate Line 1986. Photo: Ian McGregor Brown© 2017
 Semester 1 2019-20
Welcome to Leadership & Professional Development

Delivery by …

I’m Ian McGregor Brown, call me Ian. I am a member of the Trinity Business team with lead
responsibility for the Chartered Manager Degree Apprenticeship. I am delighted to have
been asked to support you through this MBA module on Leadership and Professional
Development and I sincerely hope that we will get to know one another rapidly and find we
are able to support one another to learn about leadership, our own leadership abilities and to
find opportunities to understand and action professional development.

On this module you will…

Engage in activities designed to explore what we mean by leadership considering a range of

leadership models, theories and concepts; how best to recognise your strengths in
leadership and those areas that would benefit from particular attention for professional
development, how best to project your leadership credentials to others and consider some
associated aspects of leading successfully, such as big data, systems thinking and leading
change.

Once you have done this module you will be able to…

 Critically review a range of leadership models, theories and concepts and evaluate
their effectiveness.
 Demonstrate awareness of your leadership development needs and formulate a plan
to address these.
 Utilise online networks for personal and professional development
 Analyse drivers of change that impact on individuals and their organisation.
 Examine and discuss the impetus for new ways of working across infrastructure,
processes, people and culture and sustainability in own organisation.
 Critically evaluate approaches to systems thinking, knowledge/data management and
programme management.

It connects with the rest of your MBE programme/Senior Leader Degree

Apprenticeship….

Leadership and professional development is essential to the successful operation of any

organisation and directly links with all other MBE modules whether this be strategy,
marketing, supply chain, HRM, finance or project management – the need for leadership is
essential.

You will hopefully enjoy my approach to the module delivery and I truly appreciate both
constructive criticism and positive feedback alike and you should be comfortable to
provide this as we proceed, not just in the final module evaluation questionnaire!

Ian
 MODULE GUIDE
1. Module Code and Title:
MBA/MBE 7002, Leadership and Professional Development

2. Where and When

Leeds Trinity University – Thursdays, 09:00-17:00:
Delivery, activity and practice will take place:
AS18 on 8th October
LC1-31 on 22nd October and
AS18 on 5th November.
3. Module Leader:
Ian McGregor Brown, MA, SFHEA, MCIM

4. Module Leader Contact Details & Availability:

Office: Shrewsbury S8.
Phone: 0113 283 7100 ext. 691
Email: i.mcgregor-brown@leedstrinity.ac.uk
Office hours: My working days are Tues-Thu. Due to apprenticeship commitments off site I do not
have regular office hours available. Any requests for face-to-face meetings should be requested in
advance to determine a mutually convenient time.
5. Module Team Tutors / Contact Details:
Ian McGregor Brown contact details above.
6. Learning Outcomes and Summary of Content

Number On successful completion of the module, students will be able to:

Critically review a range of leadership models, theories and concepts and evaluate
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their effectiveness.
Demonstrate awareness of their leadership development needs and formulate a
2
plan to address these.
Utilise online networks for personal and professional development and evidencing
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expertise and thought leadership.
4 Analyse drivers of change that impact on individuals and their organisation.
Examine and discuss the impetus for new ways of working across infrastructure,
5
processes, people and culture and sustainability in own organisation.
Critically evaluate approaches to systems thinking, knowledge/data management
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and programme management.

The module will enable you to consider learning theory to inform personal self-directed development
including the ability to critically reflect on personal experiences and articulate the learning from these
experiences. Individual reflection will be developed to enable consideration of your own personal
leadership potential, drawing on a range of exercises to evaluate your own style/s and approaches,
your leadership journey and development needs.

Based on a professional development model, you will develop your leadership style and be able to
justify its theoretical base, as well as show how ongoing professional development can continually
enhance your skills. You will be expected to showcase your expertise in online networks, whereby
you contribute to debates and discussions and develop your online persona which has integrity in
your professional life.

You will develop critical consideration of traditional approaches to leadership, such as trait, situational

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and process theories. Wide-ranging consideration of new approaches, which conceptualise
leadership as separate from authority and management, such as Connective Leadership,
Shared/Distributed Leadership, Servant Leadership, VUCA, Narrative Leadership and Critical
Leadership. A critical analysis of ethical and values based leadership and principles of corporate
social responsibility which underpins organisational strategy will be expected.

This consideration fo leadership will also draw on the concepts of change drivers, change
management and the supporting evidence required to inform change initiatives.

7. Breakdown of Sessions

Date Lecture/Content
8 October 2019 Introductions
How we learn and develop and the importance to leadership.
Developing Reflective Practice – core critical to leadership.
What is leadership?
Some traditional management to leadership models.
Critical Leadership Model.
Emotional Intelligence
Manager or leader?
Issues of personality.
Assessment expectations explained and discussed.
22 October 2019 Followership
Transactional vs. transformational leadership
Values
Authentic leadership
Leadership challenge
Power/authority and challenges to
Dispersed, shared, collaborative and convening leadership
The river of life exercise
Assessment support
5 November 2019 Narrative Leadership - finding and developing our stories – the art of
Narrative Leadership
VUCA
Drivers of change.
Change management.
Knowledge and data management and consideration of big data impact.
Systems thinking
Who leads change?
Action Learning.
Chartered Manager (CMI)
Assessment support

NB. The schedule may be adjusted to reflect the nature of leadership in a changing world, thereby
taking advantage of opportunities, world events and so on. All ‘delivery’ sessions will incorporate
practical activities to reinforce learning; time allocation to offer assessment guidance and ample
opportunity for individual learners to contribute their stories of leadership.

8. Assessment and Deadlines

Assessment
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 Component form Magnitude Weighting Timing Learning
(eg. Essay or Online test) (eg. 2,000 words and/or (Which semester and Outcomes
Each must be entered in a separate row or 2 hours) approximate timing
and be easily classifiable into one of the Pass/Fail within it, eg. mid- / assessed
three categories of Written exams, end) (eg. 1, 2)
Coursework and Practical exams.
A portfolio and / or work Equivalent to 100% 13 December 1, 2, 3, 4, 5,
artefact(s) and critical 4,000 words 2019 6
reflective commentary

Time will be given to explaining assessment requirements within the taught sessions and this allowing
discussion and questions such that all learners leave the third day clear in expectations. Brief
guidance is provided below.
The assessment for this module should signal the need for deployment of concise writing that can
convey substantial understanding in few words.

For traditional MBA students (none apprentices) it is envisaged that you will present a 4,000 word
portfolio that demonstrates coverage of the learning outcomes and your understanding against these.

For MBE students (apprentices) you may take a similar approach, however the option to utilise
work artefacts, created by yourself, that relate to the learning outcomes and can offer evidence of
your understanding and practice of these accompanied by a critical reflective commentary is
acceptable. Naturally, these artefacts might also be used in other contexts elsewhere in the
programme and therefore as well as including for assessment on the MBE, you might also wish to
upload these to your e-portfolio.

You are expected to convey your understanding of change management and the data required to
inform this and to provide substantial coverage and understanding of the leadership theories and
models such that they inform personal analysis of your own leadership style/approaches and a plan
for your own personal development.

Late Submission: Where there is no agreed request for an extension, a deduction of 5 marks will be
made for assignments which are submitted in the 24-hour period immediately after the deadline. This
means that work submitted one minute after the submission time will lose 5 marks. Subsequent
deductions of 5 marks will be made for assignments submitted during subsequent 24-hour periods
(not including non-working days), down to a mark of 40% for work of a pass standard (50% for Level
7 modules) and 0% for work of a fail standard. Work submitted more than 5 working days after the
deadline will not be marked and a mark of zero will be returned.

Plagiarism is a form of cheating which involves presenting another person’s ideas or expressions
without acknowledging the source. The penalties for this are severe. Extensive and repeated
instances can result in your removal from the degree programme. It is therefore very important that
you understand how to avoid being accused of plagiarism. Any work submitted for assessment must,
unless collaborative work has been specifically permitted in the assignment guidelines, be your own
work. Any material used, from whatever source, must be clearly acknowledged. Any words that are
not your own should be shown as quotes and their author and publication details given. Where you
paraphrase the words of another you should make this clear and give details of where you found this
material. You should make use of the referencing guidelines on the Library website and complete the
online plagiarism tutorial to ensure that you are providing such details correctly
https://lib.leedstrinity.ac.uk/iguana/www.main.cls?surl=Referencing Doing so will gain you marks for
showing evidence of research and ability to reference. Not doing so could lead to accusations of
plagiarism. You can also use Turnitin in advance of the deadline to enable you to check for elements
of plagiarism in your work and then correct these.
9. Assessment Criteria
Standard Leeds Trinity University assessment criteria will be applied to assessment of your work.

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Your assignments will be graded on the following criteria:
 The relevance of your answer to the question.
 Your use of sources and the knowledge of the subject shown.
 The level of critical analysis shown.
 The structure and development of the argument within your work.
 The independence of thought shown.
 The standard of written presentation – including spelling, grammar, and syntax.
 The correct use of referencing and scholarly conventions.

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Classification: Exceptional Distinction Distinction Merit Pass Fail
Criterion: 80-100 70-79 60-69 50-59 0-49
Exceptional and nuanced Comprehensive, in-depth and Wide-ranging and detailed Broad understanding of key Limited or no understanding
Disciplinary Knowledge & understanding of evaluative understanding, understanding. Engagement concepts and issues. Some of key concepts and issues.
Understanding developments at the including engagement with with recent developments in engagement with recent Insufficient engagement with
forefront of the discipline. recent developments in the the discipline. Awareness of developments in the debates. Little awareness of
Astute and authoritative discipline. Informed and complexity of the discipline. discipline. Some awareness of complexity of the discipline.
approach to complexity. confident approach to complexity of the discipline.
complexity.
Outstanding and purposeful Purposeful and systematic use Purposeful and wide-ranging Relevant use of primary and Irrelevant, insufficient or
Research systematic use of primary and of primary and secondary use of primary and secondary secondary sources. Some inappropriate selection of
secondary sources. Sustained sources. Independent thought sources. Evidence of evidence of independent primary and secondary
independent thought, and methodological independent thought and thought. Justified use of sources. Little evidence of
innovative and sophistication. methodological methodological approaches. independent thought. Limited
methodological sophistication. justification for
sophistication. methodological approaches.

Extensive, selective and Thorough, selective and Focused, selective and Some selection and Poor/insufficient selection
Application and evaluative use of evidence. evaluative use of evidence. evaluative use of evidence. evaluation in the use of and evaluation in the use of
evaluation Rigorous and sustained Careful and sustained Careful attention to the evidence. Some attention to evidence. Little application of
application of research application of research application of research the application of research research evidence to impact
evidence to impact on evidence to impact on evidence to impact on evidence to impact on on practice.
practice. practice. practice. practice.
Original, detailed and Detailed and perceptive Some detailed and perceptive Some detailed analysis. Some Mainly descriptive approach.
Analysis and Critique perceptive analysis. Rigorous analysis with some originality. analysis. Wide-ranging critical critical appraisal and Inconclusive argument or
and sustained critical Rigorous and sustained critical appraisal. Consistently logical application to conclusions. inadequately supported
appraisal. Convincing appraisal. Persuasive conclusions. conclusions.
conclusions. conclusions.
Sophisticated and nuanced Highly effective over-arching Effective over-arching Sound basic argument or Lack of or flawed basic
Language and over-arching argument or argument or structure. Clear, argument or structure. Clear structure. Attempts at argument or structure. Little
communication structure. Perceptive, insightful and creative synthesis with some insights. synthesis with some insights. attempt at synthesis. Flawed
insightful and creative synthesis. Professional and Fluent writing style Accurate writing showing an and inaccurate writing with
synthesis. Professional and discerning writing, appropriate to the audience awareness of audience and limited awareness of audience
discerning writing, appropriate to the audience and discipline discipline and discipline.
appropriate to the audience and discipline
and discipline.

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 Highly developed Highly developed Very good understanding of Good basic understanding of Little or no understanding of
Presentation and understanding of the understanding of the the appropriate genre. the appropriate genre. the appropriate genre.
academic Conventions, appropriate genre. appropriate genre. Accurate referencing or Generally accurate Inaccurate referencing or
Flawless referencing or Flawless referencing or technical skills. referencing or technical skills. technical skills.
technical skills. technical skills.

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11. Making Use of Feedback

Probably the most important feedback you will get is formative feedback which tutors give you
before you submit your assignments. This will happen during your timetabled sessions and/or
tutors’ office hours. During such sessions, tutors will be able to answer questions about your work
and provide guidance as to how you can improve it before submission.

Tutors will read essay plans/presentation outlines/etc. and give guidance on approach and content.
They will not read full drafts of essays/presentations/etc. at these sessions and comment on them
as there is not time to do this.

Where you want to take a draft of an essay/etc. to discuss with a tutor, you will be expected to
have identified areas of it which you think are weaker or where you think you might have some
level of misunderstanding. These areas you have identified will form the basis of the discussion.

Tutors will also only read part of the work, e.g. the first page of an essay, in such sessions to give
you general guidance on your approach and writing style. Again, you will be told if you are making
spelling and grammar errors but tutors will not identify all the corrections you need to make - you
must carefully proof read yourself (or find a critical friend with good proof reading skills!).

Please do not email drafts of work to tutors and expect feedback by return. Feedback is given in
face-to-face meetings. You get the most out of feedback when you engage in one-to-one or group
discussion. Do not leave such conversations until the last minute and do not expect to be able to
arrange such a meeting with your tutor at less than a week’s notice. If such a meeting has been
arranged the tutor may suggest that material is emailed to her/him beforehand.

You should also remember that alongside the help you are able to access from academic tutors,
you can also book appointments to get sections of drafts of your work looked at by the Learning
Hub (see Section 13 below). They can also help with time management and a range of other
useful academic skills.

It is Leeds Trinity University policy that all students receive feedback and a mark on a piece of
work within 20 working days of it being submitted. Please remember that weekends, Bank
Holidays and the closure period over Christmas and New Year are not working days.

Summative feedback and a provisional mark for this module should be available on or before
Tuesday 16th January 2020. Any mark you receive for assessed work will have formal feedback
with it. This will help to explain your mark and give you suggestions as to how you can improve
next time. You should download your marked work along with the feedback as soon as possible
after these dates. Using this as part of a discussion with your Development Tutor and the module
tutor will greatly increase your understanding of where you can make improvements in your work.

12. Resources
You are not expected to purchase a set text.

Books:
I do not set core texts for this module, however the following publications are ones that inform my
thinking and practice in the delivery of the module and therefore would enable you to dig deeper
behind some of the ideas that I might convey. I also believe they offer a solid and reliable
backbone of understanding for the subjects under consideration.

Heneberry, P; Turner, A and Pardey, D (2019) Critical Leadership, How we learn to be better
leaders. Wells, Davidpardey.com
Kotter, J P (2012) Leading Change 3rd Edition, Boston, Harvard University Press

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Kouzes, J M and Posner, B Z (2016) Learning Leadership, The Five Fundamentals of Becoming
an Exemplary Leader. San Francisco, Wiley.
Mead, G (2014) Telling the story: the heart and soul of leadership. San Francisco, Jossey-Bass
Miller, D and Proctor, A (2016) Enterprise Change Management, London, Kogan Page
Pardey, D (2016) Introducing Leadership 2nd Edition, Abingdon, Routledge, (available as an e-
book).

It is recommended that you read widely on the subjects being covered and I personally believe it
best to find the books that work for you, i.e. ones that you find accessible and meeting your own
individual learning style. In order to offer some thoughts in respect of useful books and journals
available via the Andrew Kean Learning Centre I offer the following:

Carroll. B, Ford. J, and Taylor. S, (2015) Leadership: Contemporary Critical Perspectives London,

Sage Publications.
Covey, S. (1999) Principle-Centred Leadership, London: Simon & Schuster
Fleming, Kerrie, Delves, Roger (2017) Inspiring Leadership, Bloomsbury
Hersey, P. & Blanchard, K. (2013) Management of organizational behavior: leading human
resources, London, Pearson
Iszatt-White, M. and Saunders, C. (2014) Leadership Oxford, Oxford University Press
Johnson, M. (2014) The Worldwide Workplace, London; Palgrave MacMillan
Kouzes, J. & Posner, B. (2008) The Leadership Challenge, London: Jossey-Bass
Oshry, B. (2007) Seeing Systems: Unlocking the Mysteries of Organisational Life 2nd Edition, San
Francisco, Berrett-Koehler
Western, S. (2013) Leadership: A critical text, London, Sage

Journals:
Harvard Business Review
Journal of Leadership Studies
Journal of Business Ethics
Leadership Quarterly

Useful websites:
Businessballs - http://www.businessballs.com/
Mindtools - https://www.mindtools.com/
TED presentations - https://www.ted.com/topics/leadership

Any specific reading, articles and videos expected to be read/viewed will be available on/linked to
via Moodle.

13. Academic Support

I am your delivery tutor for this module. This does not mean that I am only available in sessions
and to deliver/guide you through content but also to offer advice, support and explanation of
assessment feedback.

I work at Leeds Trinity University Tuesday-Thursday each week. As with all lecturers I have a
case-load that means I have regular commitments during this time. As such, the best means of
contacting me is via e-mail as I will respond as rapidly as I can to this. You may request me to
telephone/Skype/Google Hangout you and I will endeavour to find a mutually convenient time for
this as soon as possible on receipt of such a request.

Alongside tutors the University has considerable resource invested in aiding all learners to
progress and succeed and the following indicates just some of this support:

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LIBRARY AND LEARNING RESOURCES

Leeds Trinity’s Library has a great range of online and printed resources for your subject,
and is based in the Andrew Kean Learning Centre (AKLC). The AKLC also has a variety
of group, quiet and silent study environments, networked PCs and laptops for loan, and
facilities for printing, copying, binding and laminating.

For help with using the Library, contact the Learning Centre Helpdesk:
Email: libraryenquiries@leedstrinity.ac.uk
Tel: 0113 2837244

You can also make an

appointment with your
Liaison Librarian, Sarah
Cohen if you would like help
and support with using any
aspect of the library or the
resources available. Sarah is
happy to see students on a 1-
2-1 basis or in groups to help
develop research skills and
find information such as
books, electronic books and journal articles.
 s.cohen@leedstrinity.ac.uk
 0113 2837596

The Library Website

The library provides access to electronic books, journals and other information covering a
wide range of subjects. You can easily access these from the Library Website.
Access on-campus:
 Either select the ‘Library’ tile from myLTU
 Or type the following into your browser: https://lib.leedstrinity.ac.uk
 Check your library account, renew your loans and reserve items via the My
Library Account tab.

Access off-campus:
 Go to https://lib.leedstrinity.ac.uk
 Enter your Leeds Trinity network username and password when prompted to do
so

/leedstrinitylibrary

@ltulibrary1

Learning Hub
This provides academic support to all students at the University, including help with the essay
writing process, revision strategies, time management, critical thinking and help with research
projects and dissertations.

Learning Hub Contact Details:

Call in: our office (AG12A) is next to the South Entrance automatic doors near the cash machine.
Call Us: 0113 283 7168
Text Us: 07785622972

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Email Us: learninghub@leedstrinity.ac.uk
Tweet Us: www.twitter.com/LTLearningHub
Facebook Us: www.facebook.com/learninhubatleedstrinity
Skype Us: learninghubleedstrinity

More content focused support can also be accessed through use of your Peer Learning Mentors.
These are upper level students trained to provide support to other students in their departments.

Peer Learning Mentors host drop-in sessions where you can go along and get guidance with your
academic studies, as well as running an online hour where they will reply to any emails sent in to
plm@leedstrinity.ac.uk. These session times will be publicised, and if you want to find out about
when your sessions are then you can follow us on Twitter and like us on Facebook.

Peer Learning Mentor Contact Details:

Email Us: plm@leedstrinity.ac.uk
Tweet Us: www.twitter.com/PLMLTU
Facebook Us: www.facebook.com/PLMLTU

Careers Service
The Graduate Employment Team offer a range of advisory and information services to students
and graduates up to 3 years after they leave university. These include:
 Student and graduate jobs advertised through our myFuture vacancy service – Log on to
search and apply today via Leeds Trinity myFuture
 Support with application forms/CVs/preparing for interviews
 Careers guidance appointments and term-time drop-ins
 Business start-up and self-employment advice
 Creating a professional LinkedIn profile
 Professional Mentoring Programme where you will be matched with an industry expert to
share their knowledge, experience and skills
 Employer events

We are located on the Student Support corridor (Room AG11 – next to the cash machine) and our
usual opening times are 9am-5pm, weekdays.

Contact the myFuture Team:

Room:                 AG11
Telephone:         0113 283 7151
Email:                 myfuture@leedstrinity.ac.uk  
Web:                   www.leedstrinity.ac.uk/careers
Facebook:          @LTUmyFuture
Twitter:               @LTUmyFuture

IF IN DOUBT – ASK!

14. Learning and Teaching Strategies

The approach to delivery is one of introducing theoretical underpinning to leadership and
developments in the study of leadership; group discussion around these theories and concepts
and activities designed to assist in understanding relevance and applicability of theory to practice.

The nature of the module is such that the outcomes will be highly student centred, developing as it
does an individualised plan for ongoing learning. The development of skills in leadership and
professional development planning will underpin your future development as a leader.

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15. Action taken/Changes made in response to student feedback
This is the first time this module has been delivered and therefore there is currently no feedback
provided by prior students.

The predecessor module only covered learning outcomes 1-3 of those now incorporated into this
module. Feedback was generally positive, the only criticism being the limited time available for
delivery. With this in mind and considering the increased number of learning outcomes to be
covered my intention is to cover less leadership theory, whilst leaving content available on Moodle
for those theories not covered allowing personal study in order to ‘streamline’ content.

I encourage you to provide feedback face-to-face as we proceed and at any point during the
operation of the module rather than waiting for the formal module evaluation questionnaire (good
for next year’s cohort but not for you!). It is important for me to know about what is working
well/not working in order that this can be considered immediately, and actions taken if appropriate.

If you do not feel confident in raising issues with me, which I hope you will, do please provide
feedback to Denis Kobzev, Programme Leader for the MBA (d.kobzev@leedstrinity.ac.uk).

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