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MBA
Personal Development and Effective
Learning
February 2011

Khyati Patel
Module Leader
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Module Leader – Contact Details

MODULE LEADER: KHYATI PATEL

Office: Based at Wembley branch, 2nd floor

Email: kpatel@[Link]

Office Hours:

Mutual Respect

It is important that we ALL have mutual respect for each other. Therefore

please make sure:

1. That your mobile phone is switched off before you enter either the lecture or
seminar rooms. Place your mobile in either your bag or jacket pocket so that
you’re not tempted to text!

2. Please also avoid chatting amongst yourselves, as this is disruptive to both

your fellow colleagues and the teaching team.

3. Please be on time for each session. We operate by ‘Swiss Time!’

4. Respect each others opinions and perspectives, even if you might disagree
with them. Healthy debate is important to mutual understanding and individual
learning.

ATTENDANCE

Class attendance must take priority over any personal activities such as part-time
working which must be considered as secondary to the programme. Our experience
suggests that students can be successful if they apply themselves fully to their study
and plan according to the deadlines given.
Under UKBA laws, students who miss 10 consecutive or non-consecutive classes
will be in breach of their visa conditions, TASMAC has a legal obligation to report
those students to the UKBA.
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Moreover group work is involved in this module. Failure to attend could impact upon
the performance of group members, both collectively and individually.
If a student (whether on a visa or not) attends less than 50% of the PDEL module
they will have been deemed to have failed the module. This will result in having to re-
take the module at the next available opportunity and paying additional fees for the
re-take.

CHECKING YOUR EMAIL AND MOODLE

Communication will take place via email and Moodle. It is strongly advised that you
check both your TASMAC email and the Moodle pages for this module on a regular
basis, at least once per day.

Please Note:

Every endeavour has been taken to confirm the accuracy of the information
contained within this Module Guide at the time of writing. However, from time to time,
changes, for a variety of reasons, may need to be made during the life of this
module. The Module Leader will inform you of any changes should they be
necessary. It is therefore vital that you attend the lectures, seminars/workshops and
check your email on a regular basis.

MODULE SYLLABUS

MODULE CREDITS: 5

ECTS: 2.5

MODULE AIMS

This module focuses on students for personal development and effective leadership
skills. It aims to enhance their business communication, negotiation, team working
and leadership skills. Each topic in this module is designed to help students adjust to
the standards expected at Masters level. While the focus will be on written work, due
attention will be paid to presentation output, data analysis and research practices. All
sessions are to be held in a workshop format.

LEARNING OUTCOMES

 Integrate and develop enhanced skills in business communications

 Formulate and develop negotiating strengths with enhanced skills at the
personal as well as organizational level
 Discriminate between working as an individual and to perform as a team
 Synthesise knowledge learnt and developed in the programme to perform as
effective team leaders.
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INDICATIVE CONTENT

 Integrate Exercises in Business Communication Skills

 Team working; team building and team leadership skills- group discussions,
extempore speech
 Develop leadership skills for Managers

TEACHING AND LEARNING EXPERIENCE

The module will be delivered through a mixture of lectures, seminars, workshops and
Moodle exercises. Students will be required to do independent learning. Restating
that not everything is contained within the lecture slides, for instance.

INDICATIVE READING

CORE TEXTBOOK: Cottrell, S. (2008) The Study Skills Handbook (3rd ed) Basingstoke:
Palgrave MacMillan

This is also the key reading that student should consider both before and after the
session.

SUPPLEMENTARY:

Gudykunst and Ting-Toomey (1998) Culture and Interpersonal

Communication (London: Sage)

Brislin, W. and Yoshida, T. (1994) Improving intercultural

interactions: modules for cross cultural training

Gardner, H. (2006) Changing minds: The art of changing our own

minds and other people’s minds. (Boston MA: Harvard Business
School Press)

Northedge, A. (2005) The good study guide (2nd ed.) (Milton Keynes:
Open University Press)

Belbin, M. (2004) Management teams: why they succeed or fail. (2nd

ed.) (London: Elsevier Butterworth Heinemann)

Guirdham, M. (1995), Interpersonal Skills at Work, 2nd Edition,

Prentice Hall: Delhi

Robinson, D. (2002), Business Etiquette, Kogan Page: Delhi

Kaul, A. (2002) Effective Business Communication, Tata McGraw

Hill: Delhi

Students must use journal articles to supplement their textbook reading.

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SEMESTER OVERVIEW AND MODULE SESSIONS

WK SESSION TITLE LEARNING OUTCOMES TEACHING READING

AND FOR
LEARNING SESSION

1. By the end of this session and your 1. Group Belbin, M.

Course Review additional reading you should be able to: discussion (2004)
Personal  To ensure all MBA candidates are clear 2. Group Management
Development on what is expected of them with activity teams: why
Plan (PDP) and respect to written submissions. 3. Q and A they succeed
 Students will identify their strengths and 4. Distributing or fail. (2nd ed.)
Reflecting on weaknesses and make efforts to Handouts (London:
personal improve. 5. Monitoring Elsevier
experiences  Students will reflect on personal group work Butterworth
experiences and record reasons why it Heinemann)
is useful to reflect.
 Understand what a reflective journal is
and how reflective practices relate to
skills taught in their courses.

2 Business By the end of this session and your 1. Group Guirdham, M.

Communication additional reading you should be able to: discussion (1995),
workshop  Define communication and explain why 2. Group and Interpersonal
it is important to managers. individual
Skills at Work,
activity
 Describe the communication process. 2nd Edition,
3. Q and A
 List techniques for overcoming 4. Distributing Prentice Hall:
communication barriers. Handouts Delhi
5. Monitoring
 Understand what is active listening.
group work
 Know how to provide an effective
feedback.

3 Team work and By the end of this session and your 1. Group Robinson, D.
Leadership additional reading you should be able to: discussion (2002),
theory  Explain the importance of teamwork 2. Group and Business
 Know the nine team roles within the individual
Etiquette,
Belbin Model activity
Kogan Page:
 Assess their own team role and that of 3. Q and A
other team members 4. Distributing Delhi
 Identify the progressive stages in the Handouts
development of an effective team and 5. Monitoring
the changing role played by the leader group work
 Recognize other theories of team
development and leadership style.
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4 Leadership By the end of this session and your 1. Group 1. Kaul, A.

skills for additional reading you should be able to: discussion (2002)
Managers and  Develop an understanding of the skills, 2. Group Effective
an effective leader need to develop. activity
Team building Business
3. Q and A
 Explain some of the personal qualities Communicatio
4. Distributing
needed to work effectively in groups or n, Tata
Handouts
teams. McGraw Hill:
5. Monitoring
 Build rapport with team members. group work Delhi
 Know the difference between functional 2. Belbin, M.
and dysfunctional teams.
(2004)
Management
teams: why
they succeed
or fail. (2nd ed.)
(London:
Elsevier
Butterworth
Heinemann)

5 Action Planning By the end of this session and your 1. Group Cottrell, S.
and Problem additional reading you should be able to: discussion (2008) The
solving  Identify the different sections of the 2. Group Study Skills
problem solving cycle activity Handbook
Workshop
3. Q and A (3rd ed)
 Recognize a way of diagnosing a
4. Distributing Basingstok
problem effectively
Handouts e: Palgrave
 Identify a variety of techniques that can 5. Monitoring MacMillan
be used to solve problems group work
 Understand how to apply the steps in
the problem solving cycle to try and
solve a problem
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6 By the end of this session and your 1. Group Cottrell, S.

Project additional reading you should be able to: discussion (2008) The
management  Understand what is project 2. Group Study Skills
workshop management activity
Handbook (3rd
3. Q and A
 Identify the needs and advantages of ed)
4. Distributing
project management Basingstoke:
Handouts
 Identify how they can use project 5. Monitoring Palgrave
management skills for their personal group work MacMillan
and professional development
 Understand how to write a reflective
statement about their personal
development leadership skills were
enhanced due to this course (250
words maximum)

7 CV and Cover By the end of this session and your 1. Group Students
letter writing additional reading you should be able to: discussion must create
workshop  Identify the do’s and don’ts of writing a 2. Group and their latest CV
CV individual and bring it to
activity the class for
 Identify the do’s and don’ts of writing a
3. Q and A reviewing it
cover letter
4. Distributing
Handouts
5. Monitoring
group work
8 Presentation, By the end of this session and your 1. Group 1. Guirdham,
Negotiation and additional reading you should be able to: discussion M. (1995),
Interview  Identify the important factors in 2. Group Interperson
techniques – preparing a presentation activity
al Skills at
skills 3. Q and A
 Identify the important factors in Work, 2nd
workshop 4. Distributing
negotiation skills Edition,
Handouts
 Know interview techniques. 5. Monitoring Prentice
group work Hall: Delhi
Students 2. Robinson,
must submit D. (2002),
their
Business
assignments
in this class Etiquette,
Kogan
Page: Delhi
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9 Group working By the end of this session and your Monitor group
additional reading you should be able to: work

 Students will use this time to prepare

for final presentations
 Students will submit their portfolio and
get feedback from the lecturer
10 By the end of this session and your 1. Monitor
Group additional reading you should be able to: and assess
Presentations  Learn to process information and students for
by students organize responses in an acceptable their group
(ASSESSMENT) manner. presentatio
 Build rapport with team members. ns
 Develop Presentation skills. 2. Students
will deliver
group
presentatio
n
3. Q and A

ASSESSMENT
The assessment for this module is divided into two components:

1. Assignment (60% of overall marks). [n Week 8 in the session]

The assignment will consists of
 Essay 40% (800-1,000 words maximum)
 Reflective statement 10% (250 words maximum)
 Personal development plan 10% of overall marks
2. Group Presentation (40% of overall marks). [in Week 10, Date and Time to
be emailed to students]

Assignment Question & Learning Outcomes

‘To what extent the leadership styles drive change in an organisation? Provide
an example from the business world.
Reference all sources of information using Harvard style referencing. In-text
referencing is a compulsory. Anybody who does not reference will have to
redo their assignment.
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Assignment Length

800-1000 words

By the end of this assignment, the students will be able to:

 Critically analyze the quality, skills and applicability of the of the leadership styles
currently being pursued by the CEO of an organisation (chosen by students).
 Analyse extent the leadership styles drive change in an organisation (chosen by
students).
 Adjust to the academic standards expected at Masters level.
 Recommend for the future strategic leadership roles within the framework of the
company
 The ability to synthesise information from a variety of sources and cross-
reference issues within the assignment.

Personal Development plan & Learning Outcomes

It is a form that students will download from Moodle, fill it out and print it.
Students will be able to
 focus on your personal development
 self analyze,
 self critique,
 know methods to deal with self development and
 understand when to expect changes in themselves
 know their own skills and qualities and which skills/ qualities they need to work
on.

Reflective statement & Learning Outcomes:

Students must produce a reflective statement about what they have learnt
through their research for assignment, presentation and the PDEL module
overall.
Students will be able to reflect on their learning.

Reflective statement Length

250 words maximum

Group presentation topic & Learning Outcomes:

Demonstrate by using real world example how important is a particular skill

set used by a business leader to an organisation. What have you personally
learnt from examining the ways in which business people use the skills set?
All students must participate in the group presentation.

Students will be able to:

 Learn to process information and organize responses in an acceptable manner.
 Build rapport with team members.
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 Develop Presentation skills.

Assignment Format

 Assignments must be presented in the following format:

 Assignments must be word-processed in 12 font Arial and double spaced
 All pages must be numbered
 The assignment must have a front cover containing programme title, module
name, title of the assignment, name of the person submitting the work and
submission date
 Margins must be as follows: Top: 1 inch, Bottom: 1 inch (2.5 cm), Left: 1.25
inches, Right: 1.25 inches (3.2 cm)
 Assignments must not exceed the number of permitted pages. The specified page
count refers to the main body of the report and does not include front cover, title
page, contents page, executive summary, references, bibliography or appendices.
 Students are required to complete assignments in compliance with the specified
page count. You will need to think carefully about how best to explain your case
within the permitted number of pages, using, for example, an appropriate mix of
text, drawings, diagrams and tables, supplemented by information contained in
appendices.
 Please also remember that a report can be enhanced or damaged through
layout, for example, placing all tables and drawings in appendices can hamper
the flow of discussion. Decisions therefore need to be made about the most
appropriate place to use tables, etc, to support your case.
 Assignments not complying with this format will be returned to students
unmarked.
Late Submission of Assignments

Late submitted assignments will be strictly dealt in accordance to the schools policy.

Submission Requirements

 Please note that 100% of the module output is to be subject to the grading
schedule as above.
 A hard copy of written assignment, Presentation, Reflective statement and
Personal development plan must be submitted on April 1, 2011 (Friday)
Week 8 in the session in class.
 All assignments must be submitted in a plastic folder/wallet with student’s
details on the front page such as Name, student id number, email address
and course attending.
 All assignments must be submitted via Moodle and submit a full turnitin
report including bibliography. DO NOT TAMPER WITH THE TURNITIN
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REPORT, OR ELSE IT WLL BE CONSIDERED AS VIOLATION OF

EXAMINATION RULES.
 Groups will be allocated in week 1 for Group Presentations with colleagues
that will take place in week 10 (DATE/TIME will be notified to all students).
Students must consult with module lecturer for approval of group topics
via email.

MARKING CRITERIA:

Marking criteria for the assignment:

 The assignment must demonstrate:
 A professional approach to the presentation of the assignments
 The ability to synthesise information from a variety of referenced sources.
 The ability to critically evaluate information and provide a supported perspective.
 An analytical approach.
 The effective and efficient use of the Harvard system of referencing.
 The ability to write clearly, succinctly and effectively to communicate key issues
and ideas.

Marking criteria for the business presentation:

 Formal Dress
 Confidence and ability to speak in front of audience
 Presentation slides
 Presentation style
 Critical thinking
 Relevance
 Compliance
 Fluency
 Organisation
 Interest
 Content
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GRADE CRITERIA
CRITERIA MARKS
Critical analysis of the quality, skills and applicability of the MAX 30
of the leadership styles currently being pursued by the CEO
of the company.
Recommendations for the future strategic leadership roles MAX 30
within the framework of the company (specifically over the
next two years). The detail to which the recommendations
have been substantiated by reasoned argument.
The ability to synthesise information from a variety of MAX 15
sources.
The ability, where appropriate, to cross-reference issues MAX 15
within the assignment.
Presentation of the report (including grammar, formatting MAX 10
and referencing).
TOTAL 100

UNFAIR PRACTICE REGULATIONS

It is a vital part of your studies that you adopt good academic practice and conduct.
Academic Conduct is more than how you interact with both your peers and staff it
also concerns how you undertake your studies. We hope that all students will
undertake their studies in an honest and professional manner.
Both TASMAC London and the University of Wales have clear regulations in place to
deter any form of cheating, misconduct or unfair practices. It is vital that you are fully
conversant with the regulations. By being aware of the regulations you will know how
to approach your studies with integrity.
Below are the regulations from the University of Wales. During the course of your
studies you will be provided with regulations regarding attendance and behaviour in
examinations. Again you will need to familiarise yourself with these regulations.
The University of Wales defines unfair practices as:
‘….an act whereby a person may obtain for himself/herself or for another, an
unpermitted advantage. This shall apply whether the candidate acts alone or in
conjunction with another/others. Any action or actions shall be deemed to fall within
this definition whether occurring during, or in relation to, a formal examination, a
piece of coursework, or any other form of assessment in pursuit of a qualification of
the University of Wales. The University of Wales has distinct procedures and
penalties for dealing with unfair practice in examination or non-examination
conditions.’
The University of Wales states that examples of unfair practice include the following.
However it must be noted that this is not an exhaustive list and other cases/forms
may be considered within the realms of unfair practice.
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Non-Examination Conditions
‘Plagiarism, which can be defined as using without acknowledgement another
person’s words or ideas and submitting them for assessment as though it were one’s
own work, for instance by copying, translating from one language to another or
unacknowledged paraphrasing.
‘Use of any quotation(s) from the published or unpublished work of other persons,
whether published in textbooks, articles, the Web, or in any other format, which
quotations have not been clearly identified as such by being placed in quotation
marks and acknowledged.
‘Use of another person’s words or ideas that has been slightly changed or
paraphrased to make it look different from the original.
‘Summarising another person’s ideas, judgements, diagrams, figures, or computer
programs without reference to that person in the text and the source in the
bibliography.
‘Use of services of essay banks and/or any other agencies.
‘Use of unacknowledged material downloaded from the Internet.
‘Re-use of one’s own material except as authorised by the department.
‘Collusion, which can be defined as when work that has been undertaken by or with
others is submitted and passed off as solely the work of one person. This also
applies where the work of one candidate is submitted in the name of another. Where
this is done with the knowledge of the originator both parties can be considered at
fault.
‘Fabrication of data, making false claims to have carried out experiments,
observations, interviews or other forms of data collection and analysis, or acting
dishonestly in any other way.
‘Presentation of evidence of special circumstances to Examining Boards, which
evidence is false or falsified or which in any way misleads or could mislead
Examining Boards.’
Examination Conditions:
‘Introduction into an examination room and/or associated facilities any unauthorised
form of materials such as a book, manuscript, data or loose papers, information
obtained via any electronic device, or any source of unauthorised information.
‘Copying from or communication with any other person in the examination room
and/or associated facilities except as authorised by an invigilator.
‘Communication electronically with any other person, except as authorised by an
invigilator.
‘Impersonation of an examination candidate or allowing oneself to be impersonated.
‘Presentation of an examination script as one’s own work when the script includes
material produced by unauthorised means.
‘Presentation of evidence of special circumstances to Examining Boards, which
evidence is false or falsified or which in any way misleads or could mislead
Examining Boards.’
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Please note that any student who breaches the regulations will face a formal
investigation.
Further details can be found at:
[Link]

STUDENT FEEDBACK FORM

Included here is the student feedback form. You will be required to complete this
form at the end of the module.