CVC103 Teamwork & Leadership – Comprehensive Study Notes

Course: CVC103 Teamwork and Leadership
Institution: Loughborough University (#Inspiring Winners since 1909)
Lead Lecturer: Scott Fernie (Office RT208, Tel 01509 222 813, Email s.fernie@lboro.ac.uk)
Affiliation/Mention: RAND (research orientation implied)
Delivery Weeks: $12$ & $13$ of the academic calendar (moved one week earlier than previous years)
Historical Growth: cohort size has risen each year (exact figures shown symbolically on slide; emphasis that numbers keep growing and bringing extra funding – “££”)

Freedom ➔ Independent learning
Creativity encouraged in research & presentation
Independent, critical research is central
Critical analysis developed through two essays
Broad theoretical coverage applied in practice
"No right answer" culture – success judged on well-argued, well-supported interpretations
Experiential/outdoor components (learning should feel “uncomfortable” to stimulate growth)
Fun & Challenge integral to motivation

Outdoor experiential component: $35\%$
Group essay: $35\%$
Individual (sole) essay: $30\%$
Ongoing peer-assessment via WEBPA (used throughout for formative & summative feedback)

Desire for earlier placement of the module in degree timetable
Request for clearer essay guidance & marking criteria
Mixed feelings on traditional lectures
Group size of $8$ retained because it best fits field-course logistics
Prior drop-in sessions created confusion → replaced by clearer up-front guidance (no more scheduled drop-ins)

Compulsory 2-hour group meetings each week (W2–W9)
• Designed as an anchor for team development, research, debate, discussion, writing
• Serves as a benchmarking opportunity for WEBPA peer evaluations
• Full timetable issued once groups are confirmed
Power-video resources newly added
Lecturer predicts/“hopes for” snow, ice, frost to intensify outdoor challenge

Leadership:

Motivation:

Expectancy Theory (Vroom; $\text{Motivation} = \text{Expectancy} \times \text{Instrumentality} \times \text{Valence}$ )
McClelland’s Needs (Achievement, Power, Affiliation)
Herzberg’s Two-Factor Theory (Hygiene vs Motivators)

Teams:

Tuckman’s stages of development (Forming, Storming, Norming, Performing, Adjourning)
Belbin’s team-role descriptors (Plant, Shaper, Implementer, etc.)

Ethical/Philosophical Lens:

Machiavelli’s “The Prince” highlighted—invites debate on pragmatic vs ethical leadership

Pop-Culture Illustrations:

Rat-Pack icons (Frank Sinatra, Dean Martin, Sammy Davis Jr., Peter Lawford, Angie Dickinson)
“Oceans 11” (original Las Vegas heist movie) – metaphor for complex team roles & trust
“DodgeBall: A True Underdog Story” (Vince Vaughn, Ben Stiller) – illustrates underdog motivation, cohesion, adaptive leadership
Lesson: effective leaders must “know who is in what groups” and tailor strategy accordingly

Location: Castleton, Hope Valley, Peak District National Park (gritstone & limestone scenery)
Accommodation: modern, $3$ – $4$ berth rooms, mostly en-suite
Outdoor environment leveraged for experiential learning

Workshop sessions on theory
Practical exercises to test theory (e.g.
- Rock-climbing, abseiling, raft-building, orienteering, “skiing-ish,” etc.)
Review & reflection on group/individual performance

Participants manage their own organisation ➔ learning through both success & failure

General Advice: casual dress is fine; bring multiple outdoor-suitable layers because activities run whatever the weather.

Essential Kit (Centre can supply waterproofs, boots, etc.):

Multiple changes of outdoor clothing (old trousers, joggers, sturdy shirts, jumpers)
Indoor casual clothes & shoes
Walking socks
Training shoes (& an older spare pair for water activities)
Tights/thermal underwear for winter
Personal toiletries, soap, towel
Pen & notebook
Torch
Thermos flask & lunch box
Scarf, hat, gloves (winter)

Hollowford cannot insure loss/theft/damage of personal effects ➔ check personal/home insurance for coverage
Emergency contact number (Admin Office): $01433\ 620\ 377$
• Answer-phone checked regularly out of hours
• Students must give this number to family for urgent messages

Brooks, I. (2003) Organisational Behaviour, 2nd Ed. Prentice Hall
Pettinger, R. (2002) Introduction to Management, 3rd Ed. Palgrave
Cole, G.A. (2004) Management Theory and Practice, 6th Ed. Thomson
Wren, D.A. (1994) The Evolution of Management Thought, 4th Ed. Wiley
Clegg, S., Kornberger, M., Pitsis, T. (2005) Managing and Organizations, Sage
Northouse, P.G. (2007) Leadership: Theory and Practice, 4th Ed. Sage
Handy, C. (1985) Understanding Organizations, Penguin
Emphasis on using journal articles to test assumptions, identify contextual limitations, and connect theory to practice

Builds on foundational OB and management concepts studied in earlier modules
Field-course mirrors real-life project environments: ambiguous goals, time pressure, limited resources, environmental unpredictability
Pop-culture cases (heist films, sports comedies) serve as relatable analogies for group dynamics, risk management, charismatic vs distributed leadership
Ethical debate framed by Machiavellian pragmatism vs modern participatory values

Practical: Mastery of leadership theory aids evidence-based decision-making in professional settings (e.g., selecting motivation strategies, structuring teams).
Ethical: Awareness of power bases prompts responsible use of influence, preventing coercion or manipulation.
Philosophical: The call for “uncomfortable learning” challenges students’ epistemic comfort zones, fostering growth mind-sets.

Effective teamwork & leadership demand deep contextual awareness: “Know your conversational partner.”
Theory is only powerful when tested against practice; expect discrepancies and learn from them.
Peer evaluation (WEBPA) will both shape and reflect your team climate—engage honestly.
Preparation (mental, theoretical, logistical) parallels success in the field course—pack wisely, study broadly, reflect continuously.
Embrace discomfort; that is where the richest learning and leadership growth will occur.