The UFHD Teaching and earning esource Bank nitiative Title eadership Development pplied roject This is an applied project which requires students to work in small groups to design, develop and evaluate a publically tendered real life leadership development programme for a public sector organisation. uthors Key Words Context urpose Dr lma McCarthy ecturer J.. Cairnes School of Business and conomics National University of reland, Galway Galway reland eadership development, case study, applied, HD design, HD evaluation This project was initially designed for the Human esource Development (MG566) module on the postgraduate MSc in and HM at NU Galway. The programme is evel 9 on the rish qualification framework (QQ). The project could be incorporated into HD specialisms in undergraduate programmes and could be used in MB teaching. The purpose of this project is to enable students to apply HD theory to a practical real life case thereby enhancing their learning, critical thinking and analysis skills in the HD field. earning Outcomes at the end of the project, learners will be able to: Critically analyse and evaluate approaches to the formulation and implementation of leadership and management development strategies to meet current and future organisational needs and analyse the internal and external contextual factors impacting on the design, delivery and assessment of learning interventions in organisations Design, critically evaluate and advise on a range of leadership and management development interventions to implement leadership and management development strategies and plans Critically evaluate a range of learning and instructional design theories and principles and apply them to select and justify appropriate learning and development methods and delivery channels valuate leadership development approaches. How it works Students are allocated to small groups to work on this project over the semester. Students are presented with the project outline and requirements at the first lecture (see ppendix for a copy of the Task Brief and Scope and ppendix B for the roject ssignment). To assist students in the earlier part of the semester as they start work on the project, a guest speaker is used to provide input on the practical issues associated with leadership programme design and development who has worked extensively 1
in the public sector, as well as the private sector, and therefore understands the key issues relevant to the project. Students must prepare in advance for this workshop and must present questions in advance. This ensures that the workshop is focussed and that students do the preparatory work required to enable them to engage critically and fully in lecture and make the best use of the guest lecturer s knowledge and experience. The consultant also attends the presentations which form part of the assessment of the project. Throughout the semester, the module covers the theory of HD relevant to the analysis, design, delivery, and evaluation of learning and development interventions which the students apply to the real case project. valuation/ Feedback Feedback on the applied HD project has been very positive. The following is a sample of student feedback that was gathered at the end of the project through anonymous student evaluations: The objectives of the course were well matched with the applied project. The applied project itself was very practical and therefore enjoyable. n my opinion learned a lot as the course was designed the way that students could experience the real work of professionals in the HD field instead of writing academic essay The applied project was very practical and it brought together what we had learnt throughout the course. believe this was of great benefit because we were learning and doing at the same time, which helped when it came to exams as you could talk about the applied project. ach topic had plenty of examples and the classes were interactive, so we were not just sitting there looking at lecture slides. think the details on the applied project given out on the first day was very helpful. found the applied project very good as was practical and something we can use in the future. The applied project allowed us to practice what we were being taught in the lectures which made the topics easier to understand. ll of the journals recommended and project materials were very useful. really enjoyed the applied project. thought it was a fun and interactive experience as you got to develop a company name and integrate what you learned in class to your own T+D programme. n addition to this student feedback, a colleague who replaced me while on sabbatical to deliver the module and used the applied project has provided the following testimonial: had the pleasure of covering the NU Galway MSc HD module for Dr McCarthy during her sabbatical and used the HD applied case project. The case is so valuable because it requires learners to understand HD theory and critically, to apply the theory within a specific organisation. t is extremely challenging to find case studies that are of sufficiently high standard to use at MSc level. Moreover, this case requires learners to draw 2
upon topics from across the HD curriculum e.g. competencies; leadership; delivery modes; knowledge transfer; evaluation. The insight provided from a leading practitioner who was a guest lecturer for one lecture on how to approach such a case study provided further insight on the application of the theory to practice and also gave learners practical advice on how to approach such a consultancy project in their future careers. The learners also enhanced their team working and presentation competencies as a result of this project. The case study was very favourably reviewed in the learners evaluations of the module. strongly encourage Dr McCarthy to continue to develop additional excellent case studies in the future. rofessor Maura Sheehan, NU Galway The following is a testimonial from the external HD consultant about the project: have been involved in the applied leadership development project on the NU Galway MSc HD module for the past number of years as a guest speaker drawing on over a decade of industry and executive education experience. Dr McCarthy has designed an excellent project which requires the students to really apply the theory to the practice of leadership development in a real case organisation with real competency frameworks and which require students to account for realistic internal and external environmental factors that impact on leadership development. t is rare that you come across a project which is so well designed to meet the learning outcomes associated with applying the theory of HD design, development and evaluation using a real case example which is based on a real training needs analysis. commend Dr McCarthy for this project and would like to see more of this applied approach which would greatly enhance the pedagogical value of HD education at postgraduate level. Gillian McKenna, Human esource Development Consultant ppendices lease see: ppendix for a copy of the eadership Development pplied roject Task Brief and Scope including the marking criteria and weighting ppendix B for the full roject ssignment and equirements. 3
ppendix eadership Development pplied roject Task Brief and Scope ntroduction This applied project requires you to work in small groups to design a eadership Development rogramme for the griculture and Food Development uthority in reland (also known as Teagasc) 1 as set out in ppendix B. Task You are working in a training and development consultancy business. Your organisation has decided to tender for the attached project. n small groups, you are required to do the following: 1. Write a 4000 word report which sets out the design, content, delivery and evaluation of the eadership Development rogramme to meet the requirements of the griculture and Food Development uthority. Your proposed eadership Development rogramme and report should include: The learning outcomes/objectives of the programme The competencies to be developed within the programme The structure and format for your programme ationale for the methodology used Outline and justification for the tools, techniques and interventions to be used rogramme duration, modules, numbers to attend sessions etc. How you will make this programme practical and relevant to ensure learning is transferred to the job and has a positive effect on participant performance rogramme evaluation process to prove a return on investment. 2. repare a 20 minute presentation on your report which you will deliver to your lecturer (who will pose as the Board of the griculture and Food Development uthority). Word Count The main part of the project should not exceed 4,000 words but you can use appendices where valuable. ssessment Criteria The following criteria will be used to assess the written project and presentation: Criterion Weight 1. Course outline, structure and course content in the context of its ability to meet 25% the specified project requirements 2. roposed method of course delivery, structure, teaching methods and techniques 25% 3. roposed evaluation methods and approach 25% 4. rofessional presentation, evidence of external reading, and critical analysis 25% 1 This document has been adapted from a public tender request published by the agriculture and food development authority in reland (Teagasc) in 2012. 4
ppendix B eadership Development Training rogramme Design roject ssignment Background nformation Teagasc is the national body responsible for providing integrated research, advisory and education services for the agriculture and food industry in reland. t is a semi state organisation established under legislation enacted by the rish government. (For further information see www.teagasc.ie ) Teagasc has recently developed a eople, eadership and Change Strategy (C). The C strategy outlines critical pillars for success and sets a framework for driving these critical people, leadership and change management work programmes which will be implemented over the coming years. The primary objective of this project is to design and implement a eadership Development rogramme (D) for senior managers. This will drive an empowering leadership culture within the organisation supported by a modular action based learning approach using real organisational challenges. This will facilitate the development of future and existing leaders who will demonstrate an identifiable leadership brand and style. These leaders will have: (i) (ii) (iii) (iv) an excellent understanding of the meaning of their leadership role an identifiable set of leadership competencies high autonomy and demonstrate self leadership in their roles emphasising an empowering leadership style a belief that they can achieve high impact outcomes for the organisation. Design of the eadership Development rogramme articipants taking part in the eadership Development rogramme will be required to undertake 6 modules over a two year period see Figure 1 which provides an outline of the modules. n year one, participants will undergo a total of four modules over a period of 13.5 days. n Orientation module consisting of 2.5 days of formal training followed by a further 3 modules each consisting of 2 days formal training and 5 days (informal training) action based training focusing on a real organisational challenge and related to module content. t is intended that each formal learning module will be supported by a related action learning type organisational challenge. The successful tenderer will not be directly involved in the informal training related to the organisational challenge. However, they will be required to (i) customise their formal learning module to optimise its relevancy to the organisational challenge and (ii) provide, if required by participants, telephone, email, video conferencing support. Teagasc staff member will be assigned as module leader and will be responsible for the supervision of the participants in the carrying out of the organisational challenge and the presentation of the output to the relevant Teagasc eadership team. n year two, participants will undergo a total of three modules over a period of 11 days. ach module consisting of 2 days formal training and 5 days (informal training) action based training focusing on a real organisational challenge and related to module content (please see D Framework Figure 1). 5
Figure 1 D Framework NDUSTY & BUSNSS DVOMNT MODUS SHD (jointly undertaken by both ndustry and eople) O ND FOMNC MODUS D S H Becoming an ndustry eader Developing ntrepreneurial Skills Knowledge management and innovative application in your sector. Techniques for innovative thinking and follow through. Understanding and managing entrepreneurial relationships e.g. ndustry Organisation artnerships/ Joint rogrammes mpowering eadership roviding meaning to staff llowing employees to have sufficient autonomy in their roles emoving obstacles to the achievement of your employees goals xpressing confidence in staff and developing their competencies Developing the belief of your staff in the impact they can make in their work Developing Self eadership Social psychology understanding others Social intelligence empathy skills Managing individual performance and conflict resolution lign individual and organisation goals factors shaping motivation and commitment C H N G rofessional Communication Understanding the media its power and how it can be positively managed to achieve organisational objectives Developing owerful messages, understanding your audience, types of media channels. Networking and being perceived as a player with your industry sector eading Change For example Kotter s eight step process Why Change efforts fail Dealing with esistance to Change nticipating and recognising the forces for Change Teagasc Change Management Toolkit pplying the continuous change model recognising the forces for change, defining the problem, applying the process for problem solving, implement change, measure, evaluate and control owerful conversations for effective eadership ffective communication Using dialogue to motivate and bring people onboard effective communication ppreciative enquiry and listening skills empathy erformance conversations ssertiveness Management performance and assessment dialogue Coaching 6
S T T G Y Being an ndustry artner Define the bottom line, essential financial information for business decision making. Understanding key market trends, new product development and marketing techniques. Being a credible difference maker within your industry section of profession development. Business Strategy rinciples, objectives and tools of strategic planning Creating value, implications for organisational structure and activity xecuting strategy, analysing organisational capability and leveraging competitive advantage Business Strategy and Technology (ecommerce/social media) Developing High erformance Teams Talent Management Building trust and commitment Team Management Delivering difficult messages nabling Creativity Clarity in goal setting and evaluation roject equirements n your small group, you are required to set out for each proposed module above the following information: a detailed individual module design based on the high level requirements set out in Figure 1. a detailed module course content the learning methodology to be followed an indication of the adaptability of the course content/learning methodology to complement the related organisational challenge that will be set for module participants a detailed indication of the learning outcomes to be achieved within the formal learning part of the individual module details on how you will evaluate the effectiveness of the eadership Development programme. 7