Overview
Compassionate and ethical leadership is an essential element of enabling teams to meet organisational objectives. This module will enable students to consider their role in supporting team performance, both as a team leader within their area of practice, and also as a member of a wider organisational team. Students will develop the ability to critically reflect on team performance and make recommendations for their personal and professional development as a leader.
This module will enable students to demonstrate their achievement in relation to the States of Guernsey Competency Framework (2017) sections:
- Leadership: Leadership: Making effective decisions
- Team working: Leading and Communication
- Team working: Collaborating and Partnering
- Team working: Building capability for all
Healthcare Leadership Model (NHS Leadership Academy, 2013) dimensions:
- Leading with care
- Sharing the vision
- Engaging the team
Leadership Qualities Framework (Skills for Care, 2016) dimensions:
- Working with others
- Setting direction
This module is quality assured by Middlesex University and the student will receive a Middlesex University award on successful completion.
Course content
Module aims:
This module will enable the student to critically explore leadership in relation to supporting and developing team performance. Students will also consider the role of a team leader as a member of a wider leadership team.
Knowledge (understanding):
- Critically appraise the nature and purpose of teams within their operational sphere, comparing them with the structure and function of similar teams in the national and international context.
- Critically explore the leadership models and styles that may be utilised in supporting and developing teams within the student’s field of practice to meet organisational strategic objectives.
- Critically analyse the key concepts of compassionate and ethical leadership and how these can foster effective team working and provide outcomes that meet local and organisational objectives.
Skills (competencies):
- Critically evaluate the effectiveness of team working in their area of practice, including service user involvement, in order to make recommendations to improve team performance
- Reflect on the student’s personal leadership skills and areas for development.
Syllabubs:
The student will have the opportunity to explore the following:
- Action Centred Leadership Model
- Situational Leadership Model
- Compassionate and ethical leadership
- Post Modern and Feminist Leadership
- The nature and purpose of teams
- Team roles and individual contribution to teams
- Interprofessional collaboration
- The leader as an organisational team member
- Fostering equality and diversity within teams
- Emotional intelligence
- Effective communication strategies
- Developing team performance
- Motivating teams
- Addressing conflict within teams
Teaching
The students will undertake 300 hours of independent and facilitated learning over one semester of 15 weeks.
Our pedagogical approach, aligned to Universal Design for Learning (CAST 2018), is to offer a range of teaching and learning experience to enable deep learning and mastery of the subject. Using a blended learning multimedia approach, teaching content will be available using technology such as videos, narrated PowerPoints and podcasts through the Institute’s Learning Pod. Knowledge and understanding, as well as application to the student’s area of practise, will be developed through a range of teaching methods and formative assessment suited to the module content.
Students will be encouraged to participate in and reflect upon practical team leadership workshops organised by the local organisation, such as the ‘Values into Action’ series.
Within this module students will be expected to prepare a poster and share it online for summative assessment. They will participate in an online discussion with their fellow students to consider the results of their own and their colleagues’ analyses of team working in their area of practice. This will enable them to develop skills in engaging with colleagues within an electronic environment, and to gain formative feedback. This element of the assessment task will be completed approximately one third of the way through the module term to enable students to receive formative feedback in relation to the final assessment task. Students will also gain skills in report writing and reflection on practice.
There will be embedded sessions to address the expectations of studying at Masters level for all students who are new to this level of study, which will also be available to continuing students, as well as access to additional optional study skills sessions, both online and workshop based
Assessment methods
The assessment methods for this module comprise three tasks comprising different methods, and with an option for Task 3. This assessment strategy is designed in accordance with the programme’s pedagogic approach for inclusive learning.
Tasks 1 and 2 will be submitted for summative assessment approximately half way through the module timetable to enable the student to build on the feedback received in their final task..
Task 1:
Students will prepare a poster that will critically analyse the roles of the members of the inter-professional team(s) in which they work or relate to. They will also evaluate the nature of their team in relation to those delivering a similar service in the national and international context. This poster will be presented virtually with a 15 minute recorded voice over and supporting notes and shared via the module discussion forum. The Forum discussion will enable students to compare and contrast the results of the analysis of their own team with those of their colleagues.
This assessment will demonstrate the student’s achievement of Learning Outcomes 1. It will contribute to 25% of the total module mark.
Task 2:
Students will submit a 1,500 word written reflection on their team and leadership roles, considering how their skills could be developed to facilitate effective teamwork within their sphere of practice.
This Assessment will demonstrate the student's achievement of Learning Outcomes 5. It will contribute to 25% of the total module mark.
Task 3 Option 1:
Students will undertake an informal survey of their fellow team members, including those from other professions. This will enable them to identify areas of good leadership practice and those that could be improved by their team leader(s). The students will then write a 3,000 worked written report that will critically analyse the results of their survey, and identify how application of recognised team leadership module could enable effective teamwork.
Or
Task 3 Option 2:
Students will write a 3,000 word critical reflection on their experience of leading a team within their area of practice, identifying as a focus one instance where their leadership could have been improved, and one where it had been effective. They will make recommendations for their own future practice utilising a relevant team leadership model.
This assessment will demonstrate the student’s achievement of Learning Outcomes 2 and 3 and 4, and will contribute to 50% of the total module mark.
Entry requirements
Students accessing this programme will normally hold a relevant first degree (2:2 or above). Consideration will be given to applicants who have extensive experience and can demonstrate that they have the equivalent 'graduate level' skills by virtue of this experience. These individuals will be able to seek alternative entry through the accreditation of prior learning process. International students must demonstrate competence in English language through IELTS 6.5 (with minimum 6.0 in all components) or equivalent.
Fees and funding
Funding may be available for States of Guernsey employees. Please discuss with your manager.
Careers
This module is a designated module of the leadership programmes and completion of these programmes will enable students to take on more advanced leadership roles
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Email: theinstitute@gov.gg
