Key texts:
Adair, J. (2006) Leadership and Motivation, London: Kogan Page.
Covey, S. (1992) The Seven Habits of Highly Successful People: restoring the character ethic, London: Simon and Schuster.
Belbin, M. (2003) Management Teams: why they succeed or fail, Oxford: Butterworth Heinemann.
Buchanan, D. and Huczynski, A. (2004) Organisational Behaviour An Introductory Text, Fifth Edition, FT Prentice Hall.
Crawford, M., Kydd, L., and Riches, C. (Eds) (1997) Leadership and Teams in Educational Management, Buckingham: Open University Press.
Harrison, R., Mann, G., Murphy, M., Taylor, A. and Thompson, N. (2003) Partnership made Painless: A joined up guide to working together, Lyme Regis: Russell House Publishing.
Latham, G. P. (2007) Work Motivation: History, Theory, Research and Practice, London: Sage.
Sullivan, H. and Skelcher, C. (2002) Working Across Boundaries: Collaboration in Public Services, London: Palgrave Macmillan.

Library
VLE - Blackboard

A written assignment of 2500 words - weighted at 100%.
The assignment comprises three sections. Students will be required to;
Section a) Produce an audit of communication or motivation or team work based upon a team/ partnership in their professional context. The audit should provide a rationale for the focus area chosen (1000 words - tests learning outcomes c & d)
Section b) Produce an evaluation which draws upon the audit and clearly outlines the team/partnership's characteristics, strengths and weaknesses in relation to the identified area drawing on relevant literature where appropriate. (1000 words - tests learning outcomes a & b)
Section c) Write an action plan to develop practice in relation to the chosen area (500 words equivalent - tests learning outcome d)

The purpose of this module is to provide students with an informed theoretical perspective about working in teams and multi-agency partnerships. Students will be introduced to the following topics: communication as a building block of professional life; communicating at different levels; barriers to communications; theories of motivation; applying motivational theory; characteristics of effective teams; how to develop a team; policy on multi-agency working; enablers and barriers to multi-agency / partnership working; change in professional contexts.

The learning strategies will require students to commit 300 learning hours.
There will be 30 hours of class contact and 270 hours of independent and self-directed study (including 40 hours of work-based learning). Teaching for this module takes place via 5 sessions. Specific work-based learning activities will be set to complement and feed into each taught session. Work-based learning activities will be carried out in-between taught sessions. Each taught session involves 6 hours of teaching. Taught sessions provide students with a broad theoretical overview and the conceptual frameworks which underpin team and partnership working in relation to community learning contexts. This incorporates tutorial support activities which will provide students with the opportunity to develop critical reading, writing and thinking skills, and reflective skills, which can be applied to the development of their own practice, in preparation for their assignment. The following will also be included:
Seminars - Students will be given the opportunity to contribute to seminars which discuss, in depth, issues covered in the lectures and presentations in order to encourage discussion, reflection and the exchange of ideas. Students will be engaged in providing and receiving critical feedback from peers and tutors on presentations.
The module will also provide opportunities for students to;
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
VLE - Blackboard will be used to facilitate the exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, powerpoint presentations, internet communication, information retrieval and on-line searches throughout their studies. Students will be expected to make full use of the VLE, contributing to discussion boards and submitting work-related tasks to the module tutor
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead class discussions individually and as part of a group.