Introduction to Leadership
| Module title | Introduction to Leadership |
|---|---|
| Module code | PYC3135 |
| Academic year | 2024/5 |
| Credits | 20 |
| Module staff | Miss Eve Bampton-Wilton (Convenor) Mrs Katie Lockwood (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 6 | 2 |
| Number students taking module (anticipated) | 16 |
|---|
Module description
The transition to a Senior Practitioner role may not be your first experience of leadership. However, it may be that it will be your first formal experience of leadership within a setting focused on low-intensity psychological practice. Leadership roles undertaken by Senior Practitioners can be diverse, varying by seniority in the service and service preference. Such roles vary from a more performance managing focus, leading a small number of junior PWP’s perhaps overlapping with supporting supervision, or, it may be less about direct management, and more about strategic and operational leading of other staff at the level of low-intensity service provision working. Indeed, you may be taking senior leadership roles within the IAPT service more generally. The role may also focus on leading the implementation of new areas of service provision or to enhance change following service evaluation. Given this range of responsibilities, Senior Practitioners will need to represent their teams in a setting with other leaders, and it is crucial to feel empowered and confident as a leader, no matter your position. In this module you will gain a critical understanding of key leadership topics relevant to the role, such as compassionate leadership, challenges, and leading high-performance teams to help you work effectively as a leader and implement change.
Module aims - intentions of the module
This module will provide a tailored introduction to leadership, enabling students to develop knowledge and competency in leadership, organizational theory and principles of implementation science applied to IAPT Step 2 and Senior Practitioner roles. It will include content on values-based service improvement within IAPT and achieving and sustaining a culture for effective delivery and improvement. You will broaden the knowledge and skills that contribute to sustained personal and system resilience. You will develop your knowledge of the fundamental principles of leadership, how successful team development is achieved and develop an advanced knowledge of competencies necessary for leading team improvement.
The module will be broken into teaching days, covering the following areas:
-Why is leadership important and where do you fit?
-Leadership vs management.
-Compassionate leadership.
-Supporting resilience of team members.
-Challenges in Leadership.
-Leading high-performance teams and what does it expect from you?
-Building relationships and establishing influence.
-Improvement as a social movement.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Describe key features and functions associated with leadership in team transformational change and sustainable development
- 2. Communicate complex and contentious information clearly and effectively to specialists and non-specialists, acting as an effective leader
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Systematically address complex leadership dilemmas which may be framed within unpredictable contexts, think independently, and appreciate the complexities of the issues
- 4. Building confidence for achieving and sustaining a culture for effective delivery and improvement, including personal and system resiliency.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Manage complexity, incompleteness and contradiction through leadership and effective team working
- 6. Appraise your personal limitations in training and experience, and reflect upon the impact of these during personal development and the implications of these for further training
Syllabus plan
Five teaching days, followed by a sixth for live presentations to the programme leads and other trainees. There will also be individual coaching sessions to help explore a range of leadership topics and support with implementing positive changes in practice and improvements in your service.
You will also have an opportunity to reflect on your role as a leader, using a variety of tools to support putting your learning into practice, for example the NHS 360 feedback and tailored coaching sessions. The first coaching session will be mid-way through the module and will form part of the formative assessment. You will also be required to give a presentation based on how you have/intend to put an element of your learning into practice in your service. Your second coaching session will be a few months after the module finishes, and will be to review implementation and progression of acquired leadership skills. demonstrating the ability to critically evaluate aspects of the Module learning objectives with reference to the evidence base.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 38 | 162 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 15 | Lectures |
| Scheduled Learning and Teaching Activities | 11 | Seminars used to explore, debate and reflect upon issues |
| Scheduled Learning and Teaching Activities | 6 | Practical classes used to develop leadership competency and confidence |
| Scheduled Learning and Teaching Activities | 4 | Reflective Groups |
| Scheduled Learning and Teaching Activities | 2 | Individual Coaching Sessions with a senior member of the teaching team |
| Guided Independent Study | 80 | Engaging with online learning approach to prepare and read directed learning set by teaching team |
| Guided Independent Study | 30 | Independent discussion with supervisor, manager and service lead to inform ongoing skills development and application within service |
| Guided Independent Study | 52 | Personal and blogged reflection to develop understanding, practice and application within service and support course-based reflective groups |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Reflective commentary structure. | 500 words | 1, 3-6 | Written |
| Written proposal for implementation of leadership skills, which will form the basis of the presentation | 500 words | 1-6 | Oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 50 | 0 | 50 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Reflective commentary | 50 | 2500 | 1, 3-6 | Written. |
| Presentation exploring way leadership competency applied and evaluated. | 50 | 20 minutes (15 presenting, 5 questions) | 1-6 | Written informed by marking criteria. |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
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 |
|---|---|---|---|
| Reflective commentary. | Reflective commentary. | 1, 3-6 | Four weeks from the date that feedback was provided. |
| Presentation exploring way leadership competency applied and evaluated. | Presentation. | 1-6 | Four weeks from the date that feedback was provided. |
Re-assessment notes
Two assessments are required for this module. In all cases re-assessment will be the same as the original assessment. Where you have been referred/deferred for any form of assessment detailed above you will have the opportunity to retake within four weeks from the date that feedback was provided.
If you pass re-assessments taken as a result of deferral, your re-assessment will be treated as it would be if it were your first attempt at the assessment and the overall module mark will not be capped.
If you pass re-assessments taken as a result of referral (i.e. following initial failure in the assessment), the overall module mark will be capped at 40%.
Indicative learning resources - Basic reading
Core reading:
-National Collaborating Centre for Mental Health (2021). The Improving Access to Psychological Therapies Manual. Available at: https://www.england.nhs.uk/wp-content/uploads/2018/06/the-iapt-manual-v5.pdf
-Haslam, S.A.; Reicher, S.D. and Platow, M.J. (2010). The New Psychology of Leadership: Identity, Influence and Power. Hove: Psychology Press.
-Schein, E.H. (2004). Organisational Culture and Leadership. San Francisco: Wiley.
-Onyett, S. (2003). Team Working in Mental Health. Basingstoke: Palgrave.
Wider reading:
-Andrews, S., & Thorne, F. (2015). What do people need to be resilient in the current NHS. Clinical Psychology Forum, 276, 12-15.
-Farrand, P., Dawes, A., Doughty, M., Phull, S., Saines, S., Winter, S., & Roth, A. (2022). Development and application of criteria to evaluate written CBT self-help interventions adopted by Improving Access to Psychological Therapies services. the Cognitive Behaviour Therapist, 15.
-Meyers, D. C., Durlak, J. A., & Wandersman, A. (2012). The quality implementation framework: a synthesis of critical steps in the implementation process. American Journal of Community Psychology, 50(3), 462-480.
-Westwood, S., Morison, L., Allt, J., & Holmes, N. (2017). Predictors of emotional exhaustion, disengagement and burnout among improving access to psychological therapies (IAPT) practitioners. Journal of Mental Health, 26(2), 172-179.
Additional resources to support a computer-mediated learning approach will be made available via a link from ELE. This includes additional material covered in the tutorials, the required readings, information about assessment and additional material.
Good Governance Institute (2020). Board Assurance Prompt: Improving Access to Psychological Therapies. Available at: https://www.good-governance.org.uk/assets/uploads/publication-documents/BAPs/GGI-Improving-Access-to-Psychological-Therapies-BAP-2020.pdf
Improving Access to Psychological Therapies Dataset. Available at: https://digital.nhs.uk/data-and-information/data-collections-and-data-sets/data-sets/improving-access-to-psychological-therapies-data-set
Psychological Professions Network. Available at: https://www.ppn.nhs.uk [Includes range of resources for Practitioner workforce].
Copy of CBT Strength-Based Resiliency Intervention. Available at: https://cedar.exeter.ac.uk/resources/iaptinterventions/
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | PYC3019, PYC3020, PYC3021 |
| Module co-requisites | N/A |
| NQF level (module) | 6 |
| Available as distance learning? | No |
| Origin date | 15/06/2022 |
| Last revision date | 05/09/22 |
