Module Descriptors
TRANSFORMATIONAL LEADERSHIP IN LOCAL SUPPORT TEAMS
SOWK60212
Key Facts
School of Health, Science and Wellbeing
Level 6
15 credits
Contact
Leader: David Mason
Email: D.Mason@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 48
Independent Study Hours: 102
Total Learning Hours: 150
Assessment
- GROUP PRESENTATION weighted at 50%
- REPORT weighted at 50%
Module Details
Module Texts
Anning, A, (2010) Developing Multi-Professional Teamwork for Integrated Children's Services OU Press
Harrison P, (2009) Managing Child Welfare and Protection Services
Hawkins, P &Shohet R (2009) Supervision in the Helping Professions
Quinton, D (2004) Supporting Parents: Messages from Research. Jessica Kingsley Publishing
Journal of Leadership and Management
Harrison P, (2009) Managing Child Welfare and Protection Services
Hawkins, P &Shohet R (2009) Supervision in the Helping Professions
Quinton, D (2004) Supporting Parents: Messages from Research. Jessica Kingsley Publishing
Journal of Leadership and Management
Module Special Admissions Requirements
Must be a manager or aspiring manager/leader in the public sector. Must have the agreement of their line manager to attend the module.
Module Resources
Blackboard VLE; internet, laptop and projector, flipchart and pens, handouts, classroom
Module Learning Strategies
Contact Hours: (48)
6 hours seminars
14 hours lectures
14 hours interactive workshops
2 hours individual/group tutorials
12 hours action learning sets
Independent Study Hours: (102)
18 hours Assessment preparation/study time
62 hours Private study
22 hours Use of VLE/technology assisted learning
6 hours seminars
14 hours lectures
14 hours interactive workshops
2 hours individual/group tutorials
12 hours action learning sets
Independent Study Hours: (102)
18 hours Assessment preparation/study time
62 hours Private study
22 hours Use of VLE/technology assisted learning
Module Indicative Content
The overall aim of this module is to enable those with supervisory management or leadership roles within the broad span of children and family services to develop their ability to lead and manage multi-agency teams during periods of increasing change and turbulence whilst maintaining a key focus on outcomes for children and their families.
An emphasis will be placed on the development of self awareness, reflective skills, enhanced leadership and management skills and the ability to work with partners across the whole range of children¿s services in order to improve outcomes for children, young people and their families. Candidates will be enabled to explore ways of planning and explaining an outcome based focus on their practice to themselves and others so that they know why they do what they do and can identify what they hope to get out of it and how they are going to measure it.
The importance of `taking the team with you' and making quality monitoring real will be addressed.
Candidates will be encouraged to explore the impact of their practice and learning on team performance, organisational culture and the broader children's agenda.
Guided learning, action learning sets and reflective approaches including the role of emotional intelligence will form a central plank of the module.
Participants will be expected to explore the political, legislative and social context of their work and will become more sophisticated in how they reflect national agendas alongside localism and exploration of concepts such as the `Big Society' and doing more with less.
The use of effective supervision, coaching and mentoring will be explored as a vehicle for `getting the best out of your people' in order to provide transformational services for children young people and their families. The need to maintain a healthy concept of self, to manage stress and to retain resilience will also be explored.
The role of decision making in relation to children in need will be considered in relation to current research, evidence based practice and `what works'. The importance of maintaining close links with other parts of the organisation which deal with risk and highly vulnerable children will be addressed as will the need to recognise and respond appropriately to children at risk when they become engaged with local support services.
An emphasis will be placed on the development of self awareness, reflective skills, enhanced leadership and management skills and the ability to work with partners across the whole range of children¿s services in order to improve outcomes for children, young people and their families. Candidates will be enabled to explore ways of planning and explaining an outcome based focus on their practice to themselves and others so that they know why they do what they do and can identify what they hope to get out of it and how they are going to measure it.
The importance of `taking the team with you' and making quality monitoring real will be addressed.
Candidates will be encouraged to explore the impact of their practice and learning on team performance, organisational culture and the broader children's agenda.
Guided learning, action learning sets and reflective approaches including the role of emotional intelligence will form a central plank of the module.
Participants will be expected to explore the political, legislative and social context of their work and will become more sophisticated in how they reflect national agendas alongside localism and exploration of concepts such as the `Big Society' and doing more with less.
The use of effective supervision, coaching and mentoring will be explored as a vehicle for `getting the best out of your people' in order to provide transformational services for children young people and their families. The need to maintain a healthy concept of self, to manage stress and to retain resilience will also be explored.
The role of decision making in relation to children in need will be considered in relation to current research, evidence based practice and `what works'. The importance of maintaining close links with other parts of the organisation which deal with risk and highly vulnerable children will be addressed as will the need to recognise and respond appropriately to children at risk when they become engaged with local support services.
Module Additional Assessment Details
1. A 20 minute small group presentation based on one of a choice of given topics. (50% weighting) Learning Outcomes 1 and 2
2. A 1500 word individual report outlining the three areas of learning from the module which have been most significant for you and how you are integrating this into your practice as a manager in a complex multi-agency setting. (50% weighting) Learning Outcomes 3 and 4
Both elements must be passed
Additional Assessment Details (include formative feedback / assessment):
Formative Assessment will be based upon the following: feedback via group and individual tutorials; action learning sets where learners will explore issues relating to practice and theory, question and answer sessions and small group exercises during formal taught sessions. Formative assessment will also be offered in relation to a portion of the formal summative assessments required e.g. through the reading of a section of a written assignment.
Students will be offered the opportunity to complete a SLOT analysis at the beginning of the programme and to review this at the end of the programme.
2. A 1500 word individual report outlining the three areas of learning from the module which have been most significant for you and how you are integrating this into your practice as a manager in a complex multi-agency setting. (50% weighting) Learning Outcomes 3 and 4
Both elements must be passed
Additional Assessment Details (include formative feedback / assessment):
Formative Assessment will be based upon the following: feedback via group and individual tutorials; action learning sets where learners will explore issues relating to practice and theory, question and answer sessions and small group exercises during formal taught sessions. Formative assessment will also be offered in relation to a portion of the formal summative assessments required e.g. through the reading of a section of a written assignment.
Students will be offered the opportunity to complete a SLOT analysis at the beginning of the programme and to review this at the end of the programme.