Evaluating my Leadership Behaviours and Impact
| Module title | Evaluating my Leadership Behaviours and Impact |
|---|---|
| Module code | HPDM191DA |
| Academic year | 2024/5 |
| Credits | 10 |
| Module staff | Dr Susanne Smith (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 4 |
| Number students taking module (anticipated) | 48 |
|---|
Module description
Having considered the impact of evidence-based leadership at the team and organisational level, you will return to appraise your own leadership style and whether it facilitates team/organisational development and high performance. You will reflect on your leadership journey during the programme and assess changes that you have made for their effectiveness in various contexts. You will scrutinise your progress in promoting equality, diversity and inclusion, and addressing the corporate social responsibility and sustainability agendas. On completion of this module, you will have developed a personal action plan to progress your leadership development for the remainder of the programme and beyond.
Module aims - intentions of the module
The aim of this module is to support you to further enhance your leadership practice through sustained reflection. In this module the focus will be on your behaviours and the impact that these have at both team-level and on the your influence in and beyond your organisation. Critical group discussions will facilitate the further development of self-awareness and challenge you to critically analyse your learning to date and to synthesise the evidence-based theory with practical personal impact in the workplace. It is intended that you will understand the need for continuous reflection and praxis as you continue your leadership development for the remainder of the programme and beyond.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate critical awareness of leadership behaviours and performance that impact on service improvement, care quality and patient experience
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 2. Demonstrate how your leadership practice improves and sustains care quality
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 3. Demonstrate practical skills in leadership practice at individual, team and organisational levels
- 4. Demonstrate reflexivity in your leadership practice
- 5. Demonstrate confidence and ability to challenge poor behaviours and performance
Syllabus plan
Week 1 – Understanding leadership repertoire.
Week 2 - The shadow side of leadership.
Week 3 – Leading safe and compassionate care.
Week 4 – Influencing for improvement.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 22 | 78 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 22 | Tutor group and Masterclass |
| Guided independent study | 78 | Guided online materials, self-learning and work-based learning |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Draft Critical assignment | 500 words | 1-5 | Written & oral |
| Draft Work-based assignment | 500 words | 4-5 | Written & oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Critical assignment | 100 | 1500 words | 1-5 | Written |
| Work-based learning assignment (Pass/Fail grading) Must be passed for the module to be passed. | 0 | 500 words | 2-5 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Critical assignment | Critical assignment *resubmission (100%) | 1-5 | Written |
| Work-based learning assignment (Pass/Fail grading) Must be passed for the module to be passed. | Work-based learning assignment (work-based evidence) *resubmission (0%, P/F) | 2-5 | Written |
Re-assessment notes
All passed components of the module will be rolled forward and will not be reassessed in the event of module failure.
Re-assessment is not available for work-based evidence assignments once Gateway deadline is passed.
Indicative learning resources - Basic reading
Ballatt, J., Campling, P. and Maloney, C. (2020). Intelligent kindness?: rehabilitating the welfare state. Second edition. Cambridge: Cambridge University Press. Chapters 4 & 5, pp. 37-65. Available at Intelligent kindness : rehabilitating the welfare state / John Ballatt, Penelope Campling, Chris Maloney. - University of Birmingham (exlibrisgroup.com)
Block, P. (2000) 'Techniques are not enough' in Flawless consulting: a guide to getting your expertise used. (2nd ed.). San Francisco: Jossey-Bass Pfeiffer. pp 13-36. https://sla-uob.leadershipacademy.nhs.uk/mod/resource/view.php?id=3078
De Haan, E. and Burger, Y. (2014) 'A wide scope for conversations' in Coaching with colleagues: an action guide for one-to-one learning. (2nded). Basingstoke: Palgrave Macmillan. pp. 5-14.
Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. London: Further Education Unit.
Kline, N. (2010) More time to think. Pool-in-Wharfedale: Fisher King. pp.186-189.
NHS Leadership Academy (no date) Healthcare Leadership Model self-assessment tool. Available at: http://www.leadershipacademy.nhs.uk/resources/healthcare-leadership-model/supporting-tools-resources/healthcare-leadership-model-self-assessment-tool/ (Accessed: 18 July 2016).
NHS Leadership Academy (no date) Healthcare Leadership Model: the nine dimensions of leadership behaviour. Available at: https://www.leadershipacademy.nhs.uk/wp-content/uploads/2013/10/NHSLeadership-LeadershipModel-10-Print.pdf (Accessed: 18 July 2016).
Schon, D. (1984) The reflective practitioner. How professionals think in action. Basic Books.
Chartered Institute of Personnel and Development (2013) Employee outlook: focus on culture change and patient care in the NHS. Available at: http://www.cipd.co.uk/hr-resources/survey-reports/culture-change-patient-care-nhs.aspx (Accessed: 16 December 2019).
Einarsen, S., Aasland, M.S. and Skogstad, A. (2007) ‘Destructive leadership behaviour: a definition and conceptual model’, Leadership Quarterly, 18 (3), pp. 207-216.
Storey, J. and Holti, R. (2013) Towards a new model of leadership for the NHS. Available from: http://www.leadershipacademy.nhs.uk/wp-content/uploads/2013/05/Towards-a-New-Model-of-Leadership-2013.pdf (Accessed: 18 July 2016).
Cooper, A. (2012) What happened to the idea of unconscious defences against anxiety? [Presentation to the Tavistock Policy Seminar, 14 June 2012]
Crawford, P., Gilbert,P., Gilbert, J. and Gale, C. (2011) ‘The language of compassion’, Taiwan International ESP Journal, 3 (1), pp. 1-16.
Froggatt, Katherine (1998) The place of metaphor and language in exploring nurses’ emotional work Vol.28 (2), p.332-338.
Gilbert, P. (2009). The compassionate mind?: a new approach to life’s challenges. London: Constable.
McKee, L. (2010) Understanding the dynamics of organisational culture change: creating safe places for patients and staff. Available at: http://www.netscc.ac.uk/hsdr/files/project/SDO_FR_08-1501-092_V01.pdf (Accessed: 18 July 2016)
National Advisory Group on the Safety of Patients in England (2013) A promise to learn – a commitment to act. Improving the safety of patients in England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/226703/Berwick_Report.pdf (Accessed: 16 December 2019).
Newsnight (2013) BBC Two England (6 August, 22:30). Available at: https://learningonscreen.ac.uk/ondemand/index.php/clip/709 (Accessed: 21 December 2016).
Patient Safety First (no date) The ‘How to Guide’: leadership for safety. Available at: http://www.institute.nhs.uk/safer_care/general/patient_safety_first.html (Accessed: 21 December 2016).
Hillman, A., Tadd, W., Calnan S., Calnan, M., Bayer, A. and Read, S. (2013) ‘Risk, governance and the experience of care’, Sociology of Health and Illness, 35 (6), pp. 939-955.
Indicative learning resources - Web based and electronic resources
ELE –Course: Senior Leader Healthcare EGA (APP_DA_Senior_Leader_Healthcare_EGA) | ELE (exeter.ac.uk)
| Credit value | 10 |
|---|---|
| Module ECTS | 5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 07/10/2024 |
