product 1 leadership and management: a strategy for the ... · all those who have obtained a full...
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Programme Specification
MSc/PG Dip in Professional Leadership and Management (Higher Specialist/
Advanced Social Work):
This is a programme of education and training for leaders and managers working in
social care and related fields. For those with professional social work qualifications it
is also a higher specialist/ advanced programme of post-qualifying social work
education and training.
The programme is designed to be relevant to a wide range of leaders and managers
working in a wide range of sectors.
Awards associated with the programme
All those who successfully complete the programme will be awarded either the Post-
Graduate Diploma in Professional Leadership and Management or the MSc in
Professional Leadership and Management. However, as „social work‟ is a title
protected by law only registered social workers can receive the bracketed awards
referring specifically to the profession of social work and the General Social Care
Council post-qualifying framework of social work education and training.
Social workers who for whatever reason withdraw from the course having failed to
complete all the taught modules may (if they have acquired at least 60 credits) be
eligible for a Certificate in Professional Leadership and Management, but they will
not be eligible to receive the Higher Specialist Social Work Award
The relationship between the programme and the values of social care
management
The programme, as a whole, is rooted in the values associated with the GSCC Codes
of Practice and the Skills for Care (SfC) principles of good social care management as
described in Product 1 of Leadership and Management: A Strategy for the Social
Care Workforce. All modules make some reference to these codes and principles and
their links to service user involvement and good management practice.
Entry requirements
These are the entry requirements for the programme;
Either a first or second class honours degree,
Relevant supervisory or management experience,
For those enrolling on this inter-professional programme as social workers, a
recognised social work qualification is essential,
All home students enrolling for the social work programme must be currently
registered with the General Social Care Council, and
It is a condition of entry to the course that all candidates are actively supported
by their employers and it is not possible for individuals to study on the
programme without providing evidence of this support.
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Entry requirements for single modules
All taught modules are available on a stand-alone basis to anyone with relevant
academic qualifications, normally a good honours degree in any subject capable of
achieving the module learning outcomes. Interviews will not normally be necessary
for those wanting to study modules on a stand-alone basis.
Selection process
All candidates must be formally nominated by their employers All candidates will
then be interviewed to ascertain their readiness for the programme. The interview day
will incorporate a presentation by service users and all selection decisions will need to
be confirmed by a panel consisting of employers, service users and university staff.
Accreditation of Prior Learning (APL)
All those who have obtained a full GSCC Practice Teaching Award will be deemed to
have achieved learning outcomes broadly equivalent to the Supervision, Mentoring
and Workforce Development module.
Holders of the University‟s Certificate in Supervision and Mentorship will also
receive 20 credits against the same module learning outcomes.
Holders of the University‟s Certificate in Community Care Contracting will receive
20 credits of APL against the learning outcomes of Introduction to Commissioning
and contracting. All these students will also receive 20 credits of APL
Accreditation of Prior Experiential Learning (APEL)
Students with a record of leadership and management achievement in practice who
believe they may be eligible for APL are encouraged to submit detailed portfolios
validated by line managers or other independent assessors. The University may
provide APEL on the basis of these portfolios provided the verified learning outcomes
can be aligned with the learning outcomes of one of the core or option modules on the
programme.
No student can claim AP(E)L of any kind that exceeds 20 credits in total.
Aims and objectives
This programme is designed to meet the needs of front-line supervisors and managers
working in the fields of social care, early years and integrated/ multi-disciplinary
health/social care/education environments. The programme is fully aligned with all
aspects of the GSCC Post-Qualifying Framework for Social Work Education and
Training. However, individual modules are designed to meet the needs of a wide
range of health, education and social care professionals. One core module is
specifically designed to address the challenges of managing in an inter-professional
and multi-disciplinary environment. The programme is also designed to address the
changing knowledge and skills requirements of leaders and managers and to this end
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one option module focuses on commissioning, contracting and procurement. All
distance learning materials will draw on service user and carer knowledge and
experiences and workshop days will often incorporate teaching from service users and
carers. Assessment of student‟s work will also involve structured input from service
users and carers usually linked to assessment of practice competence.
On completion of the Post-Graduate Diploma students with professional
leadership, management or supervisory responsibilities will:
Have acquired the knowledge, skills and competences to operate confidently
and effectively as „good social care managers‟ , as defined by the Skills for
Care Leadership and Management Strategy;
Have acquired the knowledge, skills and competences to work effectively
with individuals and teams providing a sense of direction and achieving
results in line with business plans and objectives;
Have learnt how to effectively support, mentor and develop their staff and
contribute effectively to workforce development at a team or wider
organisational level;
Have developed their capacity for critical thinking and be able to apply this to
complex problem-solving work in the professional areas for which they are
responsible, including supporting complex social care and social work
assessments;
Be able to analyse and use research evidence to develop their leadership and
management practice
Have substantially enhanced their ability to use reflection and critical analysis
as key tools for the improvement of quality and/or performance in their areas
of professional responsibility;
Have developed the knowledge and skills needed to work collaboratively
with other managers, organisations and professional disciplines
Be able to work in partnership with service users and carers responding to
requests and providing information to service users and carers in a timely and
appropriate way and enabling carers and people who use services to
participate in decision-making;
Be able to respond to the challenges associated with modern social care
management, including the need to work within a clear framework of
accountability and to analyse, respond to and manage both risk and complex
change processes; and
Have learnt how to manage and communicate effectively in complex multi-
agency and multi-disciplinary teams and networks.
In addition, those completing the MSc programme will:
Be able to undertake strategic leadership roles; and
Be able to develop and carry out applied social care research projects in areas
relevant to leadership and management practice.
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Programme quality indicators/external reference points and benchmarks
This programme builds on a well-established certificate in supervision and mentorship
which was linked to an advanced award. It has been designed to align fully with the
GSCC Post-Qualifying Framework for Social Work Education and Training (PQF)
and in particular the GSCC Specialist Standards and Requirements for Social work
Education and Training: Leadership and Management (PQL&M). In order to
promote and develop high standards of professional practice, the GSCC Codes of
Practice for Social Care Workers have been fully embedded in the programme while
the implications of the Codes of Practice for Employers of Social Care Workers have
informed the development of programme learning outcomes.
In line with GSCC requirements and the best practice guidance disseminated by SCIE
and GSCC, the programme has fully embedded service user involvement in all
aspects of programme design, delivery and assessment.
All the national standards for social care management are fully incorporated in the
programme. These include the ten principles of good social care management
published originally by TopssEngland and subsequently adopted by Skills for Care
(SfC). The programme has also drawn heavily on the SfC document Leadership and
Management: A Strategy for the Social Care Workforce, especially the map of
management standards incorporated in Product 3. This „product‟ includes the „generic
management standards‟ of the Management Standards Centre (MSC) and the MSc/PG
Dip Professional Leadership and Management programme makes specific reference to
the six „functional areas‟ associated with these widely recognised standards for
management education.
A central focus of the programme is the role of managers in supporting and
developing the practice of the members of staff for whom they are responsible as well
as developing their own ability to do this. In this respect the work published by the
GSCC and SfC as Guidance on the Assessment of Practice in the Workplace and now
supplemented by further advice and guidance from East Midlands SfC has been fully
incorporated in the approach taken to both developing and assessing skills in
supervision and mentoring.
Approaches to teaching and learning:
The PG Dip/MSc in Professional Leadership and Management is designed on the
principles of „blended learning‟, in which written distance learning materials, internet
resources, telephone and email communication and face-t-face seminars and
workshops are blended together in a coherent educational methodology.
The content of the course is largely delivered by means of distance learning materials.
These materials take the form of six workbooks each one linked to the learning
associated with a taught module. Each workbook is sub-divided into study units and
each study unit consists of a mixture of exercises, learning materials and a map of key
learning resources. The Applied Research Project (Dissertation) differs from all other
modules in that it focuses on a piece of individual research and is largely self-
directed.
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Tutorial support
All students have a designated tutor to support and guide them through the course.
Contact is normally by email or telephone but face-to face time with individual tutors
to review progress is also normally built into workshop, seminar and study days.
Mentors
Every student has a designated mentor who will not normally be their line manager.
The role of the mentor is to enable students to develop their skills and practice
competences in the workplace setting. It is the responsibility of employers to identify
an appropriate mentor when nominating individuals to be interviewed for admission
to the programme. All mentors receive initial training and on-going support from the
University of Leicester.
Modules
All modules are taught and assessed at M level, which is the appropriate academic
level for General Social Care Council approved Higher Specialist (HSA) and
Advanced Awards (AA) (PQF 20-21 and PQF 33-36). All modules, apart from the
dissertation, carry 20 credits in line with the East Midlands Credit Agreement.
There are two types of module:
Core modules- All students take these modules.
Option modules- These will be followed by some students from more than one MA
programme.
In due course, common modules will be introduced making it possible for students
on this programme to study jointly with students on other related post-qualifying
programmes.
In addition, there will be an optional return to study module designed to enable
those who have been out of formal education for some years to refresh their academic
skills and study habits. This module is not assessed and does not carry credit, but can
be used to develop a portfolio to claim APEL credit. Students will normally undertake
the return to study module before the start of the course.
There is a substantial commitment to individualisation of learning across all modules
including common and core modules. This will be achieved by linking assessments to
practice wherever possible and by programmes of individualised skills development
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Programme Structure
Return to Study (optional)
Two day orientation/induction at University – programme requirements, study
skills, meeting tutors, etc
Module 1 (Core)
Leadership and Management in a Changing World
Module 2 (Core)
Supervision, Mentoring and Workforce Development
Module 3 (Core)
Multi-Disciplinary and Inter-Professional Teamwork for Managers
Module 4 (Core)
Advanced Skills Development
Module 5 (Option)
Either:
a. Introduction to Commissioning, Contracting and Procurement
Or:
b. The Learning Organisation
Module 6 (Core)
Research and Practice Development
Module 7
Applied Research Project (Dissertation) (for MSc/Advanced Awards only)
Progression
The majority of modules are delivered and assessed within a twelve week envelope.
The exception to this is the Advanced Skills Development module which is designed
to be delivered and assessed over a period of twenty-four weeks alongside other
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modules. Students can progress through the programme at their own pace, but all
students are encouraged to complete the programme within four years and the
majority of students are expected to achieve a PG Dip in two years and an MSc within
three years.
In order to achieve the Postgraduate Diploma all the taught modules must be passed.
In order to progress to the MSc in Professional Leadership and Management all the
taught modules must first be passed and the Line Manager‟s Report must confirm that
the student‟s management practice has demonstrated skills in strategic leadership as
well as operational management.
A typical student is likely to progress through the course as follows:
Module Dates Credit Award
From To
Year 1
Module 1 January March 20 credits
Module 2 May July 20 credits
Module 3 October December 20 credits
Year2
Module 4 January June 20 credits
Module 5 March June 20 credits
Module 6 September November 20 credits PG Dip/ HSA
Year 3
Module 7
(Dissertation) February September 60 credits MSc/AA
Workshops, seminars and study days
Each module is preceded by workshop, seminar and study days. The programme as a
whole is introduced by a study conference normally held at the university in January.
Workshop, seminar and study days look back to and consolidate the learning from the
module which has just been completed and look forward to and introduce the new
module on which students are about to embark. Workshop, seminar and study
sessions are normally held over a period of two days. For those travelling from some
distance, this may involve one overnight stay. In total there are seven of these
integrative workshop, seminar and study sessions spread over fourteen days.
In addition the Multi-Disciplinary and Inter-Professional Teamwork for Managers
module includes two participative multi-disciplinary and inter-professional workshop
days.
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The relationship between intended learning outcomes, teaching methods and
assessment
This table sets out the relationship between learning, teaching, assessment and the
overall programme learning outcomes to which all the individual modules contribute.
Subject and professional knowledge and skills
Intended Learning
Outcomes
Teaching Methods How Demonstrated
Knowledge
Critical knowledge and
understanding of the ten
principles of good
practice in social care
management, including
the values that underpin
these principles.
Distance learning
exercises
Workplace mentoring
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Reports from the mentor
Video of a supervision or
mentoring session,
together with a 1500
word critical analysis
Management plan
Critical knowledge and
understanding of
the principles of team
working and team
leadership, including the
knowledge associated
with establishing shared
objectives and working
together to achieve
results.
Distance learning
exercises
Workplace mentoring
Management practice
Inter-professional
learning
Management analysis
Reports from the mentor
Management plan
Critical knowledge and
understanding of
theories and models of
supervision, support,
performance
management and
development.
Distance learning
exercises
Workplace mentoring
Management practice
Workshops
Lectures
Seminars
Tutorials
Video of a supervision or
mentoring session, together with
a 1500 word critical analysis
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Critical knowledge and
understanding of models
of workforce planning
and development.
Distance learning
exercises
Literature searches
and review
Service user and carer
input
Workplace mentoring
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
Critical knowledge and
understanding of the
range of research
methods and techniques
relevant to leadership
and management
research in social care.
Distance learning
exercises
Literature searches
and reviews
Research project
Management practice
Workplace mentoring
Workshops
Lectures
Seminars
Tutorials
Five research exercises
Essay looking at how
research could help to
improve practice
Critical knowledge and
understanding of
theories and models of
collaboration and
partnership
Distance learning
exercises
Workplace mentoring
Management practice
Workshops
Service user input
Lectures
Seminars
Tutorials
Management analysis
Management plan
Critical knowledge and
understanding of the
nature and uses of
service user knowledge
and research and its
relationship to
practitioner knowledge
and research and formal
research evidence.
Service user input
Distance learning
exercises
Literature searches
and reviews
Research project
Workplace mentoring
Management practice
Workshops
Lectures
Seminars
Tutorials
Five research exercises
Essay looking at how
research could help to
improve practice
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Critical knowledge and
understanding of
theories and models of
risk analysis and risk
management
Distance learning
exercises
Literature searches
and reviews
Management practice
Workplace mentoring
Workshops
Lectures
Seminars
Tutorials
Management analysis
Critical knowledge and
understanding of
theories and models of
change and change
management
Distance learning
exercises
Literature searches
and reviews
Practitioner research
Management practice
Workplace mentoring
Workshops
Lectures
Seminars
Tutorials
Exercises on change
management
Management analysis
Critical knowledge and
understanding of
theories and models of
inter-professional, multi-
agency and multi-
disciplinary working
including theories and
models of networking.
Distance learning
exercises
Literature searches
and reviews
Workplace mentoring
Research project
Inter-professional
learning
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management plan
Either:
Critical knowledge and
understanding of drivers
and contexts in
commissioning.
Study materials
Exercises Management study
Critical knowledge and
understanding of
commissioning,
contracting and
procurement processes
Study materials
Exercises Management study
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Or:
Critical knowledge and
understanding of
learning organisation
theory.
Workplace learning
Mentoring
Seminar
Distance learning
materials
Analysis of a learning
organisation initiative
Critical knowledge and
understanding of
theories of adult
learning.
Workplace learning
Mentoring
Seminar
Distance learning
materials
Analysis of a learning
organisation initiative
MSc Only
Critical knowledge and
understanding of the
ethical issues or
concerns raised by
undertaking a research
project with or for the
benefit of vulnerable,
marginalized or at risk
populations in a complex
and diverse society.
Applied research
project Dissertation
Comprehensive and in-
depth knowledge and
understanding of a
specific issue relevant to
leadership and
management in social
care and related settings.
Applied research
project
Applied research
project
Dissertation
Dissertation
Concepts
A full grasp of the
concepts of „good‟ and
„best‟ practice in social
care management.
Distance learning
exercises
Literature searches
and reviews
Research project
Inter-professional
learning
Management practice
Workshops
Mentoring
Lectures
Seminars
Tutorials
Management analysis
Exercises on change
management
Reports from the mentor
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
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A full grasp of the
concepts of „team‟ and
„team working‟.
Distance learning
exercises
Literature searches
and reviews
Research project
Inter-professional
learning
Management practice
Mentoring
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management plan
A full grasp of the
principles of
„professional
supervision‟ and how
supervision can be used
to develop and improve
practice.
Distance learning
exercises
Literature searches
and reviews
Mentoring and
supervision
Inter-professional
learning
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
A full grasp of the
concept of „evidence-
based practice‟ together
with an ability to
interrogate different
ideas about what
constitutes evidence.
Distance learning
exercises
Literature searches
and reviews
Research project
Management practice
Mentoring
Workshops
Lectures
Seminars
Tutorials
Five research exercises
Essay looking at how
research could help to
improve practice
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Full grasp of concepts of
„reflection‟ and
„reflexivity‟ and their
application to
professional leadership
and management.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
Management analysis
Management plan
A full grasp of the
concepts of
„collaborative network‟,
„partnership‟ and
„collaborative practice‟.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management plan
A full grasp of concepts
of „participation‟ and
„involvement‟.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management plan
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A full grasp of concepts
of „risk‟ and „risk
management‟
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
A full grasp of concepts
of „change‟ and „change
management‟.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Exercises on change
management (1000
words)
Reports from the mentor
Management plan
A full grasp of concepts
of „inter-
professionalism‟ and
„multi-disciplinarity‟ and
their application to
leadership and
management in multi-
disciplinary settings.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management plan
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Either:
A full grasp of concepts
of contracting,
commissioning and
procurement.
Management study
Or:
A full grasp of the
concept of the learning
organisation.
Analysis of a learning
organisation initiative
MSc only
A systematic grasp of
ways of applying
research methodology to
leadership and
management research
Applied research
project
Dissertation
Skills, Competences
and Techniques
Competence in the ten
distinctive things that
social care managers do.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Reports from the mentor
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
Management plan
Multimedia presentation
Line manager‟s report
A substantially enhanced
level of competence in
professional leadership
and management in a
specific service context
and across the six
functional areas of the
Management Centre
Standards.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Reports from the mentor
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
Multimedia presentation
Line manager‟s report
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Ability to use reflection
and research evidence to
improve performance of
self and others.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
Multimedia presentation
Line manager‟s report
Five research exercises
Essay looking at how
research could help to
improve practice
Ability to respond
creatively to problems
and challenges,
including those posed by
complex professional
issues, for example
complex assessment
issues
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Reports from the mentor
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
Multimedia presentation
Line manager‟s report
Ability to communicate
information and
management decisions in
a timely, appropriate and
effective way to a range
of stakeholders,
including service users
and carers.
Distance learning
exercises
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Multimedia presentation
Line manager‟s report
Ability to manage
complex change
processes
Distance learning
exercises
Literature searches
and reviews
Service user and carer
Management analysis
Exercises on change
management
Reports from the mentor
Management plan
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input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Multimedia presentation
Line manager‟s report
Competence in
networking and cross-
boundary working.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management plan
Multimedia presentation
Line manager‟s report
Competence in quality
management, including
both quality assurance
and quality enhancement
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management study (2000
words)
Reports from the mentor
Multimedia presentation
Line manager‟s report
Competence in the
management of teams in
a multi-agency and
multi-disciplinary
context
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Management plan
Multimedia presentation
Line manager‟s report
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Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Making effective
decisions that take full
account of both benefits
and risks, including risks
to vulnerable children
and/or adults
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management study
Reports from the mentor
Multimedia presentation
Line manager‟s report
Management plan
Ability to successfully
manage complex and
challenging situations
taking full account of the
framework of
accountability and
responsibilities to
service users
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management study (2000
words)
Reports from the mentor
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
Multimedia presentation
Line manager‟s report
Management plan
Either:
The ability to construct
effective commissioning,
contracting and
procurement processes.
Study materials
Exercises Management study
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Or:
The ability to construct
exercises and strategies
to promote
organisational learning.
Workplace learning
Mentoring
Seminar
Distance learning
materials
Analysis of a learning
organisation initiative
MSc only
The ability to undertake
a competent literature
review and to analyse
and evaluate the quality
of the research
underpinning a specific
literature.
Applied research
project Dissertation
The ability to categorise
and analyse data.
Applied research
project Dissertation
Write accounts of
research projects and
present research
findings.
Applied research
project Dissertation
Critical Analysis
Critical analysis of
information and
evidence.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management study
Multimedia presentation
Line manager‟s report
Five research exercises
Essay looking at how
research could help to
improve practice
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Critical analysis of
arguments, opinions and
perspectives.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management plan
Essay looking at how
research could help to
improve practice
Critical analysis of
performance by self and
others and ability to
identify ways in which
performance can be
improved.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management study
Multimedia presentation
Line manager‟s report
Essay looking at how
research could help to
improve practice
Critical analysis of the
impact of professional
and organisational
cultures on behaviour
and relationships in
multi-disciplinary
settings.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management plan
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Critical analysis of
complex problems.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Multimedia presentation
Line manager‟s report
Essay looking at how
research could help to
improve practice
Management plan
Critical analysis of key
leadership and
management concepts.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Essay looking at how
research could help to
improve practice
Critical analysis of
collaborative issues and
problems.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Management plan
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Either:
Critical analysis and
evaluation of
commissioning,
contracting and
procurement models and
methods.
Study materials
Exercises Management study
Or:
Critical analysis of
workforce development
issues
Mentoring
Seminar
Distance learning
materials
Analysis of a learning
organisation initiative
MSc only:
Critical analysis of the
ethical issues and
dilemmas associated
with conducting a
research project.
Applied research
project Dissertation
Interrogating a research
literature and posing
research questions.
Applied research
project Dissertation
Presentation
Ability to present
convincing oral and
written reports
containing complex
arguments and
evaluating the strengths
and weaknesses of
different theoretical
positions and courses of
action.
Distance learning
exercises
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Workshops
Lectures
Seminars
Tutorials
Management analysis
Reports from the mentor
Multimedia presentation
Management plan
Essay looking at how
research could help to
improve practice
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Ability to present
reflective and self-
critical accounts of
leadership and
management practice.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Multimedia presentation
MSc only
Ability to present an
extended research report.
Applied research
project
Dissertation
Appraisal of Evidence
Ability to gather,
organise, interpret and
evaluate a range of
evidence from different
sources, incorporating
different types and forms
of knowledge, including
practitioner perspectives,
service user and carer
perspectives and formal
research evidence.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Essay looking at how
research could help to
improve practice
MSc only
Ability to make
appropriate use of both
primary and secondary
data in finding answers
to research questions and
exploring the evidence
base behind theories and
arguments.
Applied research
project Dissertation
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Transferable Skills
Intended Learning
Outcomes
Teaching Methods How Demonstrated
Managing Learning
Use a range of distance
learning prompts and
resources to develop
projects, presentations
and reports
Distance learning
exercises
Literature searches
and reviews
Management analysis
Exercises on change
management
Multimedia presentation
Essay looking at how
research could help to
improve practice
Work independently ,
making extensive use of
electronic and internet
based resources
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Seminars
Tutorials
Multimedia presentation
Essay looking at how
research could help to
improve practice
Research Skills
Locate, organise and
marshall evidence from
a range of secondary
sources.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Multimedia presentation
Essay looking at how
research could help to
improve practice
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MSc only
Make effective use of
primary data to discover
answers to research
questions
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Multimedia presentation
Five research exercises
Essay looking at how
research could help to
improve practice
Write extended essays
and/ or a dissertation,
analysing, synthesising
and evaluating evidence.
Distance learning
exercises
Literature searches
and reviews
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Essay looking at how
research could help to
improve practice
Working Relationships
Contribute to and work
effectively in teams.
Distance learning
exercises
Literature searches
and reviews
Service user and carer
input
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management analysis
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
Management plan
Multimedia presentation
Line manager‟s report
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Data Presentation
Ability to present
research findings
effectively using a range
of appropriate
presentational
technologies, including
PowerPoint.
Distance learning
exercises
Virtual presentations
to the student group
Literature searches
and reviews
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management study
Multimedia presentation
Essay looking at how
research could help to
improve practice
Communication Skills
Communicate
effectively and to a
professional standard
both orally and in
writing, either
individually or as part of
a group.
Distance learning
exercises
Workplace mentoring
Inter-professional
learning
Research project
Management practice
Workshops
Lectures
Seminars
Tutorials
Management study (2000
words)
Reports from the mentor
Video of a supervision or
mentoring session,
together with a 1500 word
critical analysis
Multimedia presentation
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MODULE SPECIFICATIONS
Return to Study (Option Module)
This is an optional module that does not carry any formal credit.
Assessment arrangements: There is no formal assessment for this module but all
students develop a portfolio
Teaching and learning components
A study day (7 hours)
Study skills package (20 hours)
Exercises: (10 hours)
Subject specific and transferable skills
Aims
This module aims to enable those who have been out of full-time education for an
extended period of time or who have not had a recent opportunity to engage in part-
time study to re-acquaint themselves with the techniques and habits of academic study
and to simultaneously provide opportunities to gain feedback on any issues associated
with academic or report writing. It will run at least once a year but may take place
more often if there is sufficient demand.
Methods
This module draws on the resources available at the University of Leicester for those
new to returning to study. It also provides a workshop-style study day for participants
and the opportunity to prepare and submit for feedback a portfolio of written work
providing practice in a range of study tasks.
Learning outcomes
By the end of this module students will have:
1. Improved their ability to write eassays and reports
2. Improved their ability to undertake literature reviews
3. Improved their ability to reference correctly
4. Improved their ability to undertake electronic searches
5. Improveed their study techniques
6. Developed their confidence in their academic skills
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Module 1 Leadership and Management in a Changing World (Core Module)
Credits: 20
Contact: Steve Trevillion
Level: M
Assessment arrangements
Management study discussing and analysing a service issue (2000 words)
Completed distance learning exercises on change management (1000 words)
Mentor‟s Report on skills development (This element of the assessment must receive
a pass, but does not contribute to the overall mark of the module).
Teaching and learning components
Distance learning exercises and activities: 30 hours
Workplace research: 10 hours
Workplace mentoring: 4 hours
Telephone/email tutorials: 3 hours
Workshop/study days: 7 hours (2x0.5days)
Subject knowledge
Aims
This broad-based introductory module examines the changing roles of leaders and
managers in social welfare organisations. It looks at both the public and the
independent (voluntary and private) sectors and draws on organisational and
management theory to illuminate some current issues and dilemmas. The module will
encourage students to examine power, accountability and decision-making within
organisations and to use standpoint theory to analyse the reasons why issues may look
very different at different organisational levels.
The module will introduce students to a range of knowledge and skills needed by
modern managers in social welfare organisations, including knowledge and skills in
managing teams, budgeting, business planning, performance management, quality
assurance, and risk analysis. The module will introduce the concept of „leadership‟
and open up the question of leadership styles. It will also explore the concept of the
„reflective manager‟. The module will emphasise the need for strong values and an
explicit ethical framework to underpin actions and decision-making.
The module will also explore the range of knowledge and skills needed to operate
effectively in a rapidly changing organisational environment. In the second part of the
module there is a strong focus on the management of change, the effective use of
scarce resources to achieve results for service users, the skills needed to manage
effectively in inter-professional and multi-agency contexts and the capacity to reflect
on and evaluate management practices in a busy and pressurised working
environment. Students explore how the ten principles of good practice in social care
management can be used to help manage change in a way which is rooted in the core
values of social care. There are opportunities to look at change at both the macro and
micro levels of change, including the management of change in a team context. The
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challenges and opportunities posed by organisational change for collaborative practice
will also be explored, alongside the particular problems associated with trying to work
with service-users and carers at a time of rapid change in a spirit of partnership.
The primary vehicle for teaching and learning will be the module handbook, but key
themes will be explored at the workshop held towards the end of the module and
during tutorials.
Learning outcomes
By the end of this module, students will:
1. Be able to take a systematic approach to complex decision-making tasks,
incorporating risk analysis and risk management ;
2. Be able to develop and apply a range of modern management tools to
management tasks, problems and issues;
3. Develop a critical understanding of the concept of leadership and be able to
explore the implications for personal leadership practice;
4. Plan, organise and facilitate change with individuals and teams;
5. Incorporate professional values in the management of change drawing on the
Codes of Practice for Social Care Workers and Employers and the ten
principles of good social care management;
6. Use outcomes based methods to evaluate management interventions;
7. Use mentor feedback to develop their leadership and management skills; and
8. Operate effectively as a leader and manager in a modern framework of
stakeholder accountability
Methods
This module will be delivered by means of prepared course study materials, use of
internet resources, exercises to be completed at home and additional reading.
Research undertaken in the workplace to prepare for the management study will play
a major role in the module. Mentoring and telephone/email tutorials will ensure
students receive the support and guidance they need.
Transferable skills
Aims
To contribute to the development of a range of transferable skills associated with
analysis, reflection, the development of arguments, written communication and
research. The module will also enable students also to develop skills in the evaluation
of management processes through the use of research and relevant literature.
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Learning outcomes
The module will develop the following transferable skills:
1. Improved ability to reflect and analyse; and
2. Ability to manage own learning.
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Module 2 Supervision, Mentoring and Workforce Development
Credits: 20
Contact: Steve Trevillion
Level: M
Assessment arrangements
A thirty minute video recording of a supervision or mentoring session, together with a
1500 word critical analysis
Teaching and learning components
Distance Learning workbook: 30 hours
Internet-based resources: 20 hours
Individual mentoring: 5 hours
Workshop/study days 7 hours (2x 0.5 days)
Tutor support, telephone and email: 4 hours
Aims
This module builds on a basic level of prior knowledge and understanding about
practice teaching and practice. It is designed to enable students to develop higher level
skills in the art and science of enabling others to develop and improve their practice.
The module is based on the philosophy that effective supervisory skills can help
individuals to manage themselves, provide an important source of direction for
individual‟s, bring about change, develop inter-personal skills enable human
resources to be used effectively and help individuals and teams to achieve results (as
described in the Management Standards). The approach taken is broad based and
looks at issues around both student and staff supervision and mentorship. The module
draws on the lengthy tradition of scholarship and research in the field of supervision
as well as those aspects of management theory which address workforce development
and human resource management. The module examines the role of supervisors,
practice assessors and mentors in improving the quality of practice. It seeks to
encourage a reflective and critically aware approach to supervision and mentorship. It
helps students to understand the importance of the organisational context for learning
through consideration of models of the learning organisation. It also encourages
students to be aware of the impact of discrimination in the workplace on staff
performance and the role of supervision in enabling staff to disclose these
experiences. It draws on service user research so as to ground concepts of effective
supervision in ways of improving services and enabling practitioners to build
effective relationships with service users. The focus is on equipping students with the
knowledge and skills to work with complex and challenging issues. In particular the
module will explore:
The relationship between supervision, leadership and management;
Concepts of „professional development‟ and the role of supervision in
professional development;
The complexities associated with the concept of „supporting staff‟;
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Inspiring staff and helping individuals and teams to change and where
necessary raise their standards of performance;
Good supervision and quality management;
Challenging under-performance; and
Balancing the need to provide appropriate professional guidance, and
leadership with the need to enable and empower.
Learning outcomes
By the end of this module students will:
1. Be able to critically analyse and evaluate their own supervisory style;
2. Demonstrate a broad grasp of the relationship between supervision, mentoring
and the improvement of services;
3. Apply supervisory, mentoring and learning organisation theories to the
resolution of practice problems;
4. Understand the contribution of supervision and mentorship to the handling of
complex practice situations; and
5. Be able effectively to challenge bad or poor practice.
Methods
This module makes use of a prepared course study materials, study exercises, and
additional reading. A large part of the learning is associated with the production and
self assessment of a video recording of a supervision or mentoring session and the
critical analysis of the video material.
Transferable skills
Aims
To contribute to the development of a range of transferable skills associated with
analysis, reflection, the development of arguments, written communication and
research. The module will also enable students also to develop skills in the evaluation
of management processes through the use of research and relevant literature.
Learning outcomes
The module will develop the following transferable skills:
1. Improved skills in reflection and analysis; and
2. Ability to manage own learning.
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Module 3 Multi-Disciplinary and Inter-Professional Teamwork for Managers
Credits: 20
Contact: Liz Anderson
Level: M
Assessment arrangements
A 2000 word management plan to promote inter-professional, multi-disciplinary and
collaborative working in a team context together with evidence of the process leading
up to the development of the plan.
Teaching and learning components
Workshop/study days: 7 hours (2x 0.5 days)
Groupwork : 14 hours
Distance learning exercises: 20 hours
Research and development project leading to a management plan: 30 hours
Subject knowledge and skills
Aims
The professions of medicine and allied groups and social work possess different
histories, cultures and are engaged in different tasks. Their activities may interact, but
their legislative frameworks, languages, values and priorities are often different.
However, the goal of developing a positive and holistic health outcome for their
patients or service users is the same. This module is based on the principle that
effective teamwork maximises the potential of each profession working for the good
of those they serve. Although in its infancy, evidence based research confirms that
collaboration between agencies, professionals, carers and services users gives a sense
of success and satisfaction which is absent when professionals work in isolation. The
module aims to address the specific needs of professional managers and to focus both
on skills in multi-disciplinary team working across health and social care settings and
the knowledge and skills required to promote the development of collaborative and
inter-professional values in team settings. This often involves developing
competences in culture change. The module will explore this issue in the context of
multi-disciplinary and inter-professional concerns. The module will enable students to
find answers to the following questions:
What are the characteristics of successful inter-professional collaboration?
What hinders inter-professional working?
How can we replicate good practice in team working?
How do we integrate inter-professional learning into the Continuous
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Professional Learning Plans (CPD/PRTL) of all health and social care
professions?
Learning Outcomes
By the end of the module students will be able to
1. Assess the central role of the patient/service user in service delivery;
2. Evaluate the importance of team working in delivering effective health and
social care;
3. Analyse cross-boundary issues and develop networking strategies for
addressing problems and needs;
4. Analyse the inter-dependence of different professions through exploration of
5. team working;
6. Analyse the unique contribution of their own and others, both statutory and
voluntary sector, in the provision of health and social care;
7. Reflect on personal preferences and contributions to team dynamics;
8. Explore the importance of effective communication within multi-disciplinary
teams and systems;
9. Apply theoretical understandings of team work to the daily realities of busy
professional lives;
10. Analyse where professional responsibilities and patient/service user needs may
overlap or be in conflict and seek solutions to use these interactions positively;
and
11. Identify the barriers and consider solutions to effective team working.
Methods
This module makes use of self directed problem-solving methods including a research
and development practice, internet resources, distance learning exercises:, inter-
professional groupwork and directed reading.
Transferable skills
Aims
To develop a range of transferable skills associated with team working.
Learning outcomes
The module will develop the following transferable skills:
1. Ability to keep a group focussed on a task;
1. Clear, concise and relevant verbal and non-verbal skills;
2. An ability to overcoming barriers in team working;
3. Teach and sustain others; and
4. Collective problem solving.
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Module 4 Advanced Skills Development for Leaders and Managers
Credits: 20
Contact: Steve Trevillion
Level: M
Assessment arrangements
Thirty minute multimedia presentation on the work undertaken providing evidence of
skills development, reflective practice and responsiveness to feedback.
Line manager‟s report on management competence
Teaching and learning components
Distance learning exercises: 10 hours
Internet resources: 10 hours
Videoing and video analysis: 15 hours
Leadership and management practice : 500 hours
Workplace mentoring: 10 hours
Line management supervision 18 hours
Guided reading 20 hours
Aims
This module takes place over twenty-four weeks. It is entirely workplace-based and
organised around individual learning targets set by students in consultation with their
employers as an initial learning contract. Students work on specific areas of skill
development in a focused way over a period of two months. Students will develop and
apply relevant knowledge and skills to leadership and management practice in the
specific context of their working environment.
Students will choose from areas relevant to the management standards. Skills
development will therefore focus on at least two of the following functional areas:
Managing self and personal skills;
Providing direction to others;
Facilitating change;
Working with people;
Using resources;
Achieving results.
Whatever the specific focus of skills development, the issue of communication will be
addressed and, in particular, the impact of management communications on people
who use services.
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Learning outcomes
By the end of this module students will:
1. Have either acquired new skills or developed existing skills to an advanced
level so that they will have substantially enhanced their overall level of
leadership and management competence in these areas;
2. Be able to apply their leadership and management skills to the management of
risk, taking full account of all their accountabilities and any specific risks
posed to vulnerable children and/or adults;
3. Have developed a high level of reflective practice enabling them to improve
their own leadership and management practice and help others to develop and
improve their practice;
4. Have developed management communication skills together with an
appreciation of the impact of management communication on service users
5. Be able to make use of mentoring feedback to develop their own practice;
6. Be able to use the experience of being mentored and coached to develop their
understanding of mentoring and coaching principles; and
7. Recognise the potential of mentoring for individual professional development.
Methods
There are no formal teaching sessions. Each student has a designated Practice Mentor
Assessor and an agreed programme of learning and skill acquisition. However,
students will be encouraged to work collaboratively where they have shared skills
targets. Methods used will include video, reflective diaries, role play, and in some
cases groupwork. The module will also provide an experiential introduction to a range
of mentoring and coaching methods.
Transferable skills
Aims
Contribute to the development of skills in mentoring, coaching and self-evaluation.
Learning outcomes
The module will develop the following transferable skills:
1. Mentoring;
2. Coaching; and
3. Self-evaluation.
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Module 5a: Introduction to Commissioning, Contracting and Procurement
Credits: 20
Contact: Moira Coates and John Bull
Level: M
Assessment arrangements
Management study discussing and analysing the context and legal basis for
commissioning, contracting and procurement within the workplace (3,000 words)
Components of teaching and learning
Distance Learning exercises and activities: (100 hours)
Workplace research (10 hours)
Workplace mentoring (4 hours)
Telephone/email tutorials (6 hours)
Workshops (20 hours)
Subject knowledge
Aims
This broad based introductory module examines the pivotal role that commissioning,
contracting and procurement now plays within the changing landscape of health,
social care, independent and voluntary organisations. This module will introduce
students to the background to commissioning, contracting and procurement and
consider the context and legal basis for its introduction. The module will also cover
the importance of working in partnership with other agencies to bring about improved
outcomes for service users and their carers.
Consideration will also be given to the challenges posed in “joining it all up” – and
the opportunities of bringing together a range of agencies to promote the wider health
and well-being agenda.
Learning outcomes
By the end of this module, students will:
1. Be able to describe the key drivers in the development of the commissioning,
contracting and procurement culture;
2. Demonstrate an appreciation of the context and legal basis of commissioning,
contracting and procurement;
3. Develop a critical understanding of models of quality within social welfare;
4. Understand the importance and complexity of partnership working;
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5. Be able to describe the main features of an effective commissioning and
contracting process; and
6. Use outcome based methods to evaluate commissioning, contracting and
procurement practices.
Methods
Prepared course study materials, study exercises, additional reading, essential and
recommended
Transferable skills
Aims
Contribute to the development of a range of analytic and presentational skills.
Learning outcomes
The module will develop the following transferable skills:
1. Organise own learning;
2. Negotiating skills;
3. Analysis of data;
4. Analysis of complex problems;
5. Evaluation of evidence;
6. Developed powers of critical appraisal, commensurate with postgraduate
education and training;
7. Developing arguments;
8. Team working;
9. Presenting arguments; and
10. Writing reports
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Module 5b The Learning Organisation
Credits: 20
Level: M
Contact: Steve Trevillion
Assessment arrangements
3000 word analysis of an initiative to promote learning organisation principles in the
workplace
Teaching and learning components
Workplace Mentoring: 6 hours
Workplace research: 20 hours
Individual telephone tutorials: 2 hours
One day seminar: 7 hours
Distance learning exercises 20 hours
Internet-based resources 20 hours
Aims
This inter-professional blended learning module will build on the Supervision and
Mentoring module and look at a range of issues associated with organisations as sites
for learning and the way in which effective learning can feed through into practice
and service improvement. It will look at the issues associated with trying to embed
critical reflection, research-mindedness and a positive attitude to innovation and
creativity into the basic assumptions underpinning organisational culture and
individual and team behaviour. A major focus of the module will be on the different
theories and models about organisational learning and their relevance to attempts to
promote „good practice‟. In particular students will explore ways of enabling others to
adopt the values of learning and improvement in their own practice. Questions will be
raised about the relationship between professional ideas and values, organisational
aims, objectives and the impact of the values and attitudes associated with service
user and carer involvement. The module will consider a range of approaches to adult
learning and enable students to critically examine the various paradigms of effective
learning including the kind of top-down learning linked to policy drivers and
organisational and human resource targets and the alternatives to this including the
reflection in action paradigm associated with Donald Schon and others. Students will
consider how learning organisation models can be applied to inter-professional teams
and networks as well as traditional organisations.
Learning outcomes
By the end of this module, students will be able to:
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1. Critically debate the concept of the „learning organisation‟;
2. Understand and use the main theories of adult learning;
3. Evaluate their workplaces using „organisational culture‟ frameworks, linking
these analyses to workforce development strategies and individual and team
learning.
4. Use the workplace as a site of learning and initiate an exercise in
organisational learning and improvement; and
5. Implement creative strategies for learning within their area of responsibility.
Methods
Distance learning, including non-assessed exercises to prompt reflection, guided
reading, tutorials and seminars.
Transferable skills
To enable learners to develop transferable skills in teaching, training and strategic
planning
Learning outcomes
The module will develop the following transferable skills:
1. Teaching;
2. Training; and
3. Strategic planning.
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Module 6 Research and Practice Development
Credits: 20
Level: M
Assessment arrangements: Five research exercises (total 1500 words), and an essay
looking at how research could help to improve practice in a specified practice setting
(2000 words).
Teaching and learning components
Two research workshops: 14 hours
Distance learning exercises: 20 hours
Developing research questions and analysis of practice problems : 20 hours
Literature searches: 20 hours
Aims
This inter-professional module is designed to develop knowledge and understanding
of the role of research in developing and improving professional practice, facilitating
the development of learning organisations and the leadership and management of
professional practice. It will be relevant for professionals from a variety of
backgrounds keen to use research to improve social work/social care, health or early
years‟ services.
The module will equip students with the skills needed to conceptualise and if
necessary undertake their own applied research projects and the independent work
necessary for the successful completion of a research-based dissertation.
A major focus of the module will be on the challenges associated with undertaking
research with or for vulnerable, marginalized or at risk populations in a complex and
diverse society. Research ethics, problems of confidentiality, and issues around the
involvement and participation of service users in research projects will all be
examined and students will have an opportunity to discuss the specific issues
associated with research in their own areas of professional practice.
The first part of the module will focus on introducing students to a range of research
methods. The second part of the module will focus on the issues associated with using
research to improve practices and services. Specific attention will be given to the
contribution of research to the development of critical and reflective practice.
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Learning outcomes
By the end of this module students will:
1. Be able to develop research proposals that take full account of and
satisfactorily address the complex issues associated with professional ethics,
power relationships and the values of diversity, equality and social inclusion;
2. Be able to critically analyse and evaluate research studies drawing on quality
criteria relevant to a wide range of different types of research;
3. Be able to apply a range of different types of research, including service user
research to the development and improvement of practice, practice education
or practice management, drawing on a critical understanding of the complex
relationship between research and practice/service improvement;
4. Be able to demonstrate a sound grasp of both qualitative and quantitative
research methodologies; and
5. Use their knowledge and understanding of research methods to develop
applied research proposals.
Methods
This module uses distance learning materials study exercises, additional reading,
workshop exercises, lectures and service-user input.
Transferable Skills
Aims
Contribute to the understanding of research methods, the development of ethically
sound research skills, and the ability to use research critically.
Learning outcomes
The module will develop the following transferable skills:
1. The ability to analyse and interpret data and to undertake a research project.
2. The ability to manage own learning.
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Module 7 Applied Research Project (The Dissertation)
Credits: 60
Contact: S Trevillion
Level M
Assessment arrangements
A 12,000 word dissertation on an approved topic.
Teaching and learning components
Self-directed research
Individual research supervision: 3 hours
Group supervision: 2 hours
Aims
This applied research project enables students from a range of professional
backgrounds to undertake a piece of research relevant to issues and problems
associated with their own areas of professional practice, practice education and skills
development or leadership and management. The focus will be on issues and
problems in the fields of social work/social care, health or early years. All students
will be encouraged to identify ways in which their research could contribute to
practice/service improvement. The module builds on the Research and practice
development module. Students are allocated a research supervisor, but will be
expected to work independently. Individual tutorials are supported by a sequence of
workshops addressing key issues and challenges associated with researching and
writing a dissertation. They will also provide opportunities for students to share their
work with one another and to obtain peer feedback.
Students research topics will need to be formally approved and this approval process
will include a scrutiny of the ethical issues raise by the project.
Learning outcomes
By the end of the module, students will be able to:
1. Analyse and address any ethical issues or concerns raised by undertaking a
research project with or for the benefit of vulnerable, marginalized or at risk
populations in a complex and diverse society, demonstrating that they can
exercise effective critical judgement and draw effectively and appropriately on
professional ethics, codes of practice and their understanding of power
relationships;
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2. Undertake a competent literature review critically analysing and evaluating
published research relevant to their chosen topic;
3. Choose a research method appropriate to the research question;
4. Undertake a piece of research designed to address identified issues or
problems relevant to direct practice, practice education and practice
development or professional management ( students on the MSC programme
in Professional Leadership and Management must include reference to
concepts of „leadership‟ and „management strategy‟ in their dissertations);
5. Demonstrate skills in data analysis and data management; and
6. Write a fully evidenced and appropriately referenced dissertation based on the
research project.
Methods
In order to complete work on the dissertation students will undertake independent
research and be supported by telephone tutorials and a workshop/ research seminar.
Transferable skills
Aims
Contribute to the understanding of research methods, the development of ethically
sound research skills and the ability to use research critically.
Learning outcomes
The module will develop the following transferable skills:
1. The ability to analyse and interpret data;
2. The ability to undertake a research project; and
3. The ability to manage own learning.