LO1:Understand, analyse and critically evaluate themselves as HR professionals and develop skills including building interpersonal relationships at work, understanding of financial information
Lincoln International Business School (LIBS)
LIBS Vision:
To provide an innovative, scholarly learning environment based on a commitment to responsible management practices and a global community mind-set.
LIBS Mission:
To develop socially responsible leaders ready to meet the challenges of 21st century business.
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Module Title |
Business Leadership for HR Professionals |
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Subject Group |
MSc HRM |
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Academic Year |
2024-25 |
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Module Code |
HRM9049 |
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Credit Rating |
15 |
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Level |
7 |
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External Examiner |
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Module Synopsis
This module is suited for HR Professionals who are seeking to develop a strong sense of self-awareness and of their own strengths and weaknesses as managers and colleagues. The module is primarily concerned with the development of skills, for example: communication and engagement.
This module is suited for HR professionals who are seeking to develop and improve a range of definable skills that are pivotal to successful management practice and to effective leadership. These include thinking and decision-making skills, influencing, a range of team working and interpersonal skills, developing leadership capabilities and others associated with developing personal effectiveness and credibility at work.
This module is suited for HR professionals who are seeking to develop further more-specialised skills that are of particular significance to effective higher-level people management, the importance of Continuous Professional Development and how this should be embedded by an individual.
Module Learning Outcomes
On successful completion of the module, you will be able to:
LO1 Understand, analyse and critically evaluate themselves as HR professionals and develop skills including building interpersonal relationships at work, understanding of financial information, data and statistics, that will enable them to operate effectively at work or in another professional context.
LO2 Understand, analyse and critically evaluate decision making processes, and apply these to challenge constructively and confidently help solve problems more effectively.
LO3 Understand, analyse and critically evaluate leadership and influencing skills and their application.
LO4 Understand and analyse how to critically engage in continuous professional development via a range of interpersonal work relationships and other methods.
LO5 Identify, reflect and understand different ways of seeking and applying feedback to enhance one`s effective learning and professional development.
AACSB
In addition to module learning outcomes, selected modules within Lincoln International Business School are required to deliver and assess particular core competencies associated with our mission as an AACSB Accrediting Business School; and as such reflect core skills and knowledge sets associated with being a graduate in business management. There are twelve core competencies, and these are distributed across modules associated with each programme. Each core competency is assessed through the assessment(s) for a module and is identified on relevant the Assessment Rubric.
The assessment of these core competencies is not weighted (they don’t contribute to your grade) but is assessed on the basis of proficiency/non-proficiency. If you find yourself not achieving proficiency then this will not directly affect the outcome for a module but is an opportunity for you to reflect on your own development and how you can work towards proficiency at a later opportunity. We will also reflect on the overall outcomes for modules and programmes and seek to enhance our teaching, learning and assessment as a result.
The Core Competencies assessed in this module are as follows:
AoL C4 Design innovative and creative solutions to real world problems.
Learning and Teaching Approach
The module will normally be delivered via 2 hours of classes per week over a 12-week semester. These will normally take the format of lectures, workshops and seminars. During these classes, discussions, short lectures, workshops and case studies will be used to facilitate the development of knowledge, understanding and skills in relation to this dimension of HR practice. Slight variations to this pattern may be required. A precise teaching schedule is available on the Blackboard module site and indicated on student timetables.
Principles for Responsible Management Education (PRME)
Lincoln International Business School is committed to the Principles for Responsible Management Education (PRME) to develop future leaders that are socially responsible who will create sustainable environmental and economic value.
This module contributes to the PRME agenda by Principle One: This module develops the capabilities of students to be future generators of sustainable value for business and society by identifying the following key sustainable development goals in relation to Managing Human Resources in the Visitor Economy
(Purpose):
- Goal 3: Good Health – Ensure healthy lives and promote well-being for all at all ages
- Goal 5: Gender Equality – Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
- Goal 8: Decent Work & Growth – Promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all
- Goal 10: Reduce Inequality – Reduce inequality within and among countries
Principle Two: This module incorporates the values of global social responsibility by assessing how ethical values are assimilated into the culture of exemplar institutions (Values).
Principle Three: The module enables effective learning experiences for responsible leadership by encouraging students to recognise examples of ethical leadership behaviour in organisations (Method).
Principle Four: The module advances understanding about the role, dynamics, and impact of organisations in the creation of sustainable, social environmental and economic value by encouraging students to research trends of ethical behaviour in exemplar organisations (Research).
Principle Five: The module will extend students’ knowledge of the challenges business managers face in meeting social and environmental responsibilities by considering the work of organisations such as the Institute of Business Ethics and their partnerships with ethical organisations (Partnership)
Principle Six: The module will engage students with stakeholders on critical issues related to global social responsibility by encouraging students to research organisations that promote the sustainable development goals and the module will promote open discussion on sustainable development goals in seminar settings (Dialogue).
The full list of Sustainable Goals and further information can be found here:
http://www.undp.org/content/undp/en/home/sustainable-development-goals.html
Module Delivery
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Module Delivery |
Total Hours |
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Lectures |
12 |
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Seminars |
12 |
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Independent Study |
126 |
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Nominal Total (15 CATS) |
150 |
Formative Feedback Strategy
Receiving formative feedback during your learning is essential to ensure you are prepared for your final assessments. To support your learning throughout the module the following formative feedback strategies are used
- Feedback on draft summative portfolio
- Peer Feedback
- Verbal Feedback
Assessment
Portfolio: 100% Individual Personal Development and Professional Practice Portfolio. The module will be assessed by an individual portfolio in which students will demonstrate their skill development over the course of the module.
Full assessment details are available in the Assessment Briefing(s) at the end of the module handbook. This module uses Assessment Criteria Grids to provide feedback via Turnitin.
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Assessment Method |
Weighting |
LO’s tested |
Assessment hand in Date |
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Portfolio of 3000 words |
100% |
LO1, LO2, LO3, LO4, LO5 |
Monday 6th January 2025 at 11.59am |
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Please refer to the assessment brief for guidance. |
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Professional, Statutory and Regulatory Body Requirements
This module is part of MSc HRM with is validated by the Chartered Institute of Personnel & Development.
Learning Resources
The key text(s) for this module are:
Bassot, B, 2023. 2nd Ed The Reflective Practice Guide: An Interdisciplinary Approach to Critical Reflection. Routledge
Moon, J.A., 2024.2nd Ed Learning journals: A handbook for reflective practice and professional development. Routledge.
Watson, G. and Reissner, S. 3 ed., 2023. Developing skills for business leadership. Kogan Page Publishers.
Other recommended reading for the module is:
Belbin, R.M., 2012. Team roles at work. Routledge.
Bolton, G., 2014 Reflective practice: writing and professional development Sage
Huczynski, A. and Buchanan, D., 2019. Organisational Behaviour Pearson.
Ryan, B. and Collett, N., 2017. Finance and Accounting for Business: A New Insight. Manchester University Press.
Other more specific references are provided on the module Blackboard site and will be signposted in class. You are also expected to read independently for this module including referring to the Chartered Institute of Personnel & Development and the Chartered Management Institute. This module requires that you follow the Harvard System of referencing.
Schedule of Activity
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Week |
W/C |
Lecture Topic |
Supporting Reading (Available via Talis reading list) |
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1 |
23-Sep |
Introduction to the Module, including Learning Outcomes and Assignment preparation |
Look at core texts to begin background reading. |
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2 |
30-Sep |
Learning Theories & Reflexive Learning |
Read the CIPD Factsheet “Learning Theories for the Workplace” dated 10th June 2021. |
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3 |
7-Oct |
Personality, Perception & Behaviour |
Review – Individuals in Organisation, Chapters on Personality & Perception – Organizational Behaviour – Huczynski, A. and Buchanan, D., 2019. Organisational Behaviour Pearson |
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4 |
14-Oct |
Group Dynamics & Decision Making: roles and decision making in groups |
Undertake wider individual research on cultures e.g.: Johnson & Scholes, Handy to contribute to class discussion |
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5 |
21-Oct |
Building Professional Identity & Awareness |
CIPD Profession Map – interactive activity to complete (www.cipd.co.uk) |
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6 |
28-Oct |
Leadership – Review of individual leadership and inclusivity |
Research – Leadership Chapter from Organizational Behaviour – Huczynski, A. and Buchanan, D., 2019. Organisational Behaviour Pearson |
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7 |
4-Nov |
Independent Study Week |
Guidance will be given to undertake reading and prepare a portfolio plan for the summative assessment, as well as additional reading. |
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8 |
11-Nov |
Leadership and influencing |
Topical research on Leadership and Influencing to be identified by students via wider reading |
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9 |
18-Nov |
Continuous Professional Development |
CIPD Profession Map and review of Continuous Professional Development, Self-Assessment and preparation of a CPD plan |
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10 |
25-Nov |
Reflexive Writing |
Undertaking research on writing e.g.: Reflexive, Critical Analysis etc to support the preparation of the portfolio |
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11 |
2-Dec |
Seeking and Applying Feedback |
Step by step guidance for line manager support materials | Support materials | CIPD |
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12 |
9-Dec |
Guest Speaker – Finance /Accounting Department |
Additional Reading matter for Portfolio from Finance and Accounting Department |
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13-15 |
16-Dec |
Christmas Break |
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16 |
6-Jan |
Summative Assessment Guidance |
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Assessment Briefing: Portfolio
Module Title: Business Leadership for the HR Professional
Module Code:HRM9049
Assessment:Portfolio
Weighting:100%
Deadline:Monday 6th January 2025 at 11.59am
Description of Assessment Task and Purpose:
The module is assessed by one submission of a Personal Development and Professional Practice Portfolio of 3000 words.
Task:
The portfolio is an individual assessment where the student needs to show specific personal evidence for each learning outcome eg: past work experience, or an activity undertaken at University. The example should be supported by relevant academic underpinning, which may have been learnt during the course of the module lectures or via wider academic research. The student needs to demonstrate reflection on these experiences eg: what they have learnt and moving forward what would they do in the future to enhance their leadership skills.
When submitting the portfolio the assessment should have 5 sections, 1 for each Learning Outcome.
Learning Outcomes Assessed:
LO1 Understand, analyse and critically evaluate themselves as HR professionals and develop skills including building interpersonal relationships at work, understanding of financial information, data and statistics, that will enable them to operate effectively at work or in another professional context.
LO2 Understand, analyse and critically evaluate decision making processes, and apply these to challenge constructively and confidently help solve problems more effectively.
LO3 Understand, analyse and critically evaluate leadership and influencing skills and their application.
LO4 Understand and analyse how to critically engage in continuous professional development via a range of interpersonal work relationships and other methods.
LO5 Identify, reflect and understand different ways of seeking and applying feedback to enhance one`s effective learning and professional development.
Knowledge & Skills Assessed:
Subject Specific Knowledge, Skills and Understanding: e.g., Literature searching, Referencing, Numeracy, Project Planning, Techniques and Skills Subject-specific knowledge.
Professional Graduate Skills: e.g., independence and personal responsibility, adaptability, verbal communication, written communication, creativity, critical thinking, IT skills, self-reflection and life-long learning, problem solving, group or team skills, effective time management, working under pressure to meet deadlines, negotiation skills, leadership.
Emotional Intelligence: e.g., self-awareness, self-management, awareness of others, managing and supporting others, motivation, resilience, self-confidence.
Career-focused Skills: An understanding of the range of graduate careers, skills and attributes required by employers, a range of strategies to present skills and attributes to employers
Assessment Submission Instructions
Please submit to Turnitin, no later than 11.59am on Monday 6th January 2025 please ensure the portfolio is an individual piece of work and complies with the University’s Academic Offence policies.
Date for Return of Feedback:
Summative feedback will be received by Monday 27th January 2025 at 11.59am via Turnitin.
Format for Assessment:
Please follow the following formatting guidelines for your essay:
Font/size: Arial or Calibri/12-point font
Spacing/sides: 1.5 line spacing/single sides
Page numbers required: Yes
Margins: At least 2.54 to the left and right and text ‘justified’
Referencing: Full compliance with Harvard protocols
Please notice this assignment is limited to 3000 words. The word count includes everything in the main body of the text (including headings, tables, citations, quotes etc). It does NOT include your reference list.
The word count should be clearly stated on the front cover page. Please note that the word limit for this assignment is an absolute maximum. Misrepresentation of word counts in an attempt to gain an unfair advantage in assessment may be referred as an academic offence.
Marking Criteria for Assessment:
Please refer to the criterion reference grid that shows the criteria utilised in awarding the different categories of pass marks for the assessment in question.
Please note that all work is assessed according to the University of Lincoln Management of Assessment Policy and that marks awarded are provisional on Examination Board decisions (which take place at the end of the Academic Year.
Feedback Format:
Feedback will be received by development points and will be displayed on Turnitin.
Important Information on Dishonesty & Plagiarism:
In submitting your work for assessment, in accordance with the University Regulations, you are certifying that this is entirely your own work without input from either commercial or non-commercial writers or editors, or advanced technologies such as Artificial Intelligence services, unless explicitly allowed and referenced, beyond that permitted by the proof-reading policy (web). You also confirm all sources have been correctly attributed or referenced. You may be required to evidence that the work submitted is indeed your own, through making available drafts and data to any integrity investigation. Should such misconduct in assessment be detected prior to or following the final examination board, then the penalties imposed could be severe; including the revoking of any degree awarded. Academic offence proceedings initiated by the University may delay graduation and/or extend beyond the time frame of an academic year. For further information, see plagiarism.org