An Action Plan (2000 words equivalent) Tests learning outcomes 1, 2, 3

The action plan will outline how the participant will develop their professional practice. It will identify a significant development focus, normally in the context of a specific project. The action plan should clearly indicate key milestones and success criteria.
The action plan should demonstrate the appropriate use of human and physical resources.

Ackoff, R (1999) Ackoff's best: his classic writings on Management. John Wiley
Ashford, G. (2001) The positive path: using appreciative inquiry in rural Indian communities DFID/IISD
Bawden, R (1997) 'The community challenge: the learning response' Plenary paper for 29th Annual International meeting of the Community Development
Society. Athens-Georgia 27-30th July
Flood, R. (2000) 'A brief review of Peter Checkland's contribution to systemic thinking' Systemic practice and Action Research Vol.13, no.6
Gosling, L. with Edwards, M. (2003) Toolkits: a practical guide to planning, monitoring, evaluation and impact assessment. Save the Children.
Harri-Augstein, S. and Thomas, L. (1991) Learning Conversations: the Self-organised Way to Personal and Organisational Growth, London: Routledge.
Levin, H. (2001) Cost-effectiveness analysis methods and applications: new perspectives on evaluation. Sage

University e-resources
Award resources on VLE
Award resources on netbooks
Award resources - hard copy of core module resources held in Addis Ababa

The learning strategies will require participants to commit 150 learning hours of which 79 hours will consist of contact time.

Learning time takes two forms:

Mandatory: (Input Days delivered in Country)
Sessions will `normally' comprise the following activity types;
- seminars and workshops to generate learning conversations, discussion, reflection and exchange of ideas;
- practical workshops for the analysis and discussion of issues, documents and materials;
- live and simulated case-scenario activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- work related learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities
- lectures and presentations by the tutor;


Mandatory Personalised: 71 Hours of learning as determined by personalised action plan.
This learning will `normally' comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- Individual telephone / web based tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning - e.g.; professional dialogue, attendance at network meetings, which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches
- VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies

This module aims to give participants an awareness of the complexities of leading and managing people and change. The module includes a review of relevant theory and practice in relation to:
- Identifying opportunities for generating change and barriers to success
- Identifying the needs of different stakeholder groups in the change process
- Establishing and communicating the vision for change - participation of, and, tensions between stakeholders; looking for the quality of interaction between the parts
- Maintaining clear communication and developing collaborative practice
- Making effective, short, medium and long-term action plans including evaluation of current resources and resources required for implementation of a plan;
- Sources of motivation (e.g. Comfort, structure, relationships, recognition and status, power, autonomy), theories of motivation (Maslow, Hertzberg, McGregor, ) and the role of extrinsic and intrinsic rewards; (Kohn)