Module Descriptors
INTRODUCTION TO MANAGING PEOPLE AND RESOURCES
EDUC50301
Key Facts
Institute of Education
Level 5
15 credits
Contact
Leader: James Pugh
Email: J.Pugh@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 30
Independent Study Hours: 120
Total Learning Hours: 150
Assessment
- ASSIGNMENT weighted at 100%
Module Details
Module Indicative Content
The module will introduce the student to the main concepts of management theory and human and physical resources management. The student will link and critically evaluate general management theories, to the principles of leadership, team building, delegation and motivation. Financial and physical resources will be examined within the context and constraints of the early years setting. Students will consider the management of change and the major influences to bring this about.
Module Additional Assessment Details
Summative Assessment:
Critically evaluate the effects of a change that you have instigated in your work setting. (This may be a very small change).
This can be written as a diary/reflective log which will detail the nature of the change over a period of time, the rationale behind the change and the implications to the children, staff and parents/carers. Make reference to management theory which may have influenced your administration of the change. (2,500 words) (Weighting 100%) (LOs 1,2,3,4,5)
Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place. A draft of the reflective log will be reviewed at appropriate times throughout the modules.
Critically evaluate the effects of a change that you have instigated in your work setting. (This may be a very small change).
This can be written as a diary/reflective log which will detail the nature of the change over a period of time, the rationale behind the change and the implications to the children, staff and parents/carers. Make reference to management theory which may have influenced your administration of the change. (2,500 words) (Weighting 100%) (LOs 1,2,3,4,5)
Formative Assessment will take place throughout the module in the form of informal observations, questioning, discussion, group work and attendance monitoring. Regular feedback, from the module tutor and through the personal tutor system, will take place. A draft of the reflective log will be reviewed at appropriate times throughout the modules.
Module Resources
Multi media classroom resources, learning resource centre, internet and access to tutor
Module Texts
Clark, M.M., and Waller, T., eds, (2007), Early Childhood Education and Care: Policy and Practice, London, Sage Publications
Daly, M., Byers, E. & Taylor, W., (2004) Early Years Management and Practice, Oxford, Heinemann.
www.education.staffordshire.gov.uk/earlyyears
(accessed Feb 2008)
Moyles, J., (2006) Effective Leadership and Management in Early Years, Bucks, OUP.
Nivala, V. & Hujala, E., (2002), Leadership in Early Childhood Education: Cross Cultural Perspectives, Oulu University
Rodd, J., (2006), Leadership in Early Childhood (3rd Ed), Sydney, Allen & Unwin
Daly, M., Byers, E. & Taylor, W., (2004) Early Years Management and Practice, Oxford, Heinemann.
www.education.staffordshire.gov.uk/earlyyears
(accessed Feb 2008)
Moyles, J., (2006) Effective Leadership and Management in Early Years, Bucks, OUP.
Nivala, V. & Hujala, E., (2002), Leadership in Early Childhood Education: Cross Cultural Perspectives, Oulu University
Rodd, J., (2006), Leadership in Early Childhood (3rd Ed), Sydney, Allen & Unwin
Module Learning Strategies
The learning strategies will require students to commit 150 learning hours of which 30 hours will consist of contact time (3x10).
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation.
A key aspect of the learning strategy for this module is the direct involvement of employers and work based learning. This is particularly effective as it give students realistic, hands on experiences and develops skills relevant to the employers' needs.
The teaching strategies will employ a range of methods, including lectures, seminars, one to one tutorials, presentations and case study observations. Peer group discussion will allow students to share ideas and experiences and will encourage reflection and evaluation.
A key aspect of the learning strategy for this module is the direct involvement of employers and work based learning. This is particularly effective as it give students realistic, hands on experiences and develops skills relevant to the employers' needs.