module specification

MN7137 - Leadership and Personal Development (2017/18)

Module specification Module approved to run in 2017/18
Module title Leadership and Personal Development
Module level Masters (07)
Credit rating for module 30
School Guildhall Faculty of Business and Law
Total study hours 200
155 hours Guided independent study
45 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 100%   Portfolio (4000 - 5000 words)
Running in 2017/18 No instances running in the year

Module summary

This module is a personal development programme specifically designed for a pre-experience MBA.  It is based on the principle that personal growth and sustained development of leadership potential are based on personal knowledge and understanding.
Through a reflective, action learning approach, the module enables students to become aware of themselves, their values and identity, their personal development needs and their management and leadership potential. It connects individual and team based learning and development across the course, and encourages a lifelong, life-wide attitude to personal development. It enables students to become aware of enablers and barriers to individual, team and organisational success in a global context.

Prior learning requirements


Module aims

The module aims to assist students in becoming aware of their personal potential and development needs with regard to leadership potential in a global context


• Self awareness
• Critical reflection skills
• Acquisition of self development and improvement skills
• Communication and presentation skills
• Decision-making and problem solving
• Time and priority management
• Creative thinking
• Team working
• Working in a global context
• Personal leadership potential
• Personal development planning
• Values and identity

Learning and teaching

There will be an emphasis on learning from experience in this module.  Students will form a supportive learning community, be formed into identified learning groups and be involved in collaborative and individual tasks.  There will be encouragement of good working and social relationships amongst members of the course. Extensive use will be made of the reflective practitioner model. Students will be provided with opportunities to justify choices made and develop awareness of their personal and professional values and identity.

Opportunities will be given to create a portfolio of evidence of personal development and leadership potential, drawing on a wide range of evidence collected as part of the experiences provided by the course.   These will include individual tasks, ie, learning styles and similar specific inventories, management competence self-assessment questionnaires, team development profiles, and generic occupational personality assessments such as Myers Briggs.  Group tasks will be devised to enable students to develop awareness of how groups work and the part that individuals play in their success.

The evidence produced will be used as a basis for development work during the module and as an input to the assessment.  The assessment tasks will enable students to guide their own professional development, reflect critically upon their own and others’ development, and recognise the main enablers of and barriers to personal and organisational success. The assessment tasks will be submitted at regular intervals throughout the course, and build to form a portfolio of evidence. It is anticipated that the feedback given will enable participants to reflect and respond, and build their leadership potential.

Students will be able to use individual and group opportunities for learning, and will prepare responses to the tasks set independently, and present their responses in the face to face sessions. Use of online resources and communication will be encouraged.

Learning outcomes

To understand and demonstrate  the principles of goal-related self–development and improvement

To understand and demonstrate the principles of a reflective mindset in a global context

To understand and demonstrate awareness of team based working and its relationship to individual, team and organisational  success

To demonstrate  personal leadership potential

Assessment strategy

Students will produce a range of portfolio items throughout the year, comprising a series of tasks. Students will be expected to submit all tasks

Indicative portfolio items including individual and group work

Personal learning strategy
Personal development planning
Working in a multicultural team
Team development
Personal leadership potential
Conflict resolution
Creativity development
Decision making and problem solving
Reflective (b)log


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Beard,C and Wilson, J.  (2002)  Power of Experiential Learning. Kogan Page, London
Belbin, M. (2004)   Management Teams: Why They Succeed or Fail. 2nd Ed. Butterworth-Heinemann, Oxford
Butler, G. and Hope, T. (1995)  Manage Your Mind, Oxford University Press,  New York
Delong. T. & S. (2011). ‘Managing Yourself: The Paradox of Excellence’,
Harvard Business Review.
Harrison, R. (2005) Learning and Development. 4th Ed. CIPD, London
Hedges, P. (1993) Understanding Personality Types. Sheldon Press,  London
McGill, I. and Beaty, L. (2001)  Action Learning,  Kogan Page, London
Moon, J. (2004). A handbook of reflective and experiential learning: theory andpractice.  Routledge Falmer
Pedler, M.(1996)  Action Learning for Managers,  Lemos and Crane, London
       Pedler, M., Burgoyne, J. and Boydell, T. (2001)  A Manager’s Guide to Self Development,  4th Ed  McGraw-Hill, London
Routledge,C.& Carmichael, J (2007). Personal Development and Management Skills.
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