Module Descriptors
PERFORMANCE IN COMMUNITY PROGRAMMES
XCPD70392
Key Facts
Faculty of Health Sciences
Level 7
15 credits
Hours of Study
Scheduled Learning and Teaching Activities: 20
Independent Study Hours: 130
Total Learning Hours: 150
Assessment
- COURSEWORK -ESSAY weighted at 100%
Module Details
Module Resources
There are extensive web materials on performance management in community programmes. The Staffordshire University library provides relevant textbooks, journals and audio-visual materials.
Module Learning Strategies
The module incorporates three inter-related learning strategies.
Workshops are devoted to consideration of core issues and themes relating to policies and models relating to performance management in local community programmes. The workshops combine tutor-centred sessions with case-focused student-centred sessions. (10%)
Tutorials allow discussion about assignment research and preparation for individual students with formative feedback relating to draft work (5%).
Independent study time allows students to read around selected issues and develop responses to prepare for work-based case studies. (85%)
Students will access Blackboard for Reading Resources.
Workshops are devoted to consideration of core issues and themes relating to policies and models relating to performance management in local community programmes. The workshops combine tutor-centred sessions with case-focused student-centred sessions. (10%)
Tutorials allow discussion about assignment research and preparation for individual students with formative feedback relating to draft work (5%).
Independent study time allows students to read around selected issues and develop responses to prepare for work-based case studies. (85%)
Students will access Blackboard for Reading Resources.
Module Indicative Content
The module sets the policy context of performance management in UK community programmes with a focus on public, private, voluntary and community organisations.
Students assess the scope and nature of problem-focused and asset-focused outcome approaches with reference to outcome management (OM) and the "learning organisation".
Students, using case materials related to community working environments, appraise different models and approaches applied in the performance management of community programmes including community development, the Balanced Scorecard, the Logical Framework and whole systems approaches.
Students critically assess the conceptual/theoretical assumptions underlying approaches and the practical policy implications of the different meanings of terms and concepts used in performance management.
Students assess the influence of mind-sets and biases in the performance management of local programmes.
Students assess the scope and nature of problem-focused and asset-focused outcome approaches with reference to outcome management (OM) and the "learning organisation".
Students, using case materials related to community working environments, appraise different models and approaches applied in the performance management of community programmes including community development, the Balanced Scorecard, the Logical Framework and whole systems approaches.
Students critically assess the conceptual/theoretical assumptions underlying approaches and the practical policy implications of the different meanings of terms and concepts used in performance management.
Students assess the influence of mind-sets and biases in the performance management of local programmes.
Module Texts
Department of the Environment, Transport and the Regions (DETR) (2001), Local Strategic Partnerships: Government Guidance. London: DETR).
European Foundation for Quality Management (EFQM) and British Quality Foundation (BQF) (2003), EFQM Excellence Model: Public and Voluntary Sector Version. London: EFQM and BQF.
Kaplan, R.S. and Norton, D.P. (2004), Strategy Maps: Converting Intangible Assets into Tangible Outcomes. Boston Mass.: Harvard Business School Press. ISBN: 1-59139-134-2
Mintzberg, H., Ahlstrand, B., Lampel, J. (1998), Strategy Safari: The Complete Guide Through the Wilds of Strategic Management. London: Financial Times / Prentice Hall. ISBN: 0-273-65636-8
Neely, A., Adams, C. and Kennerley, M. (2002), The Performance Prism: The Scorecard for Measuring and Managing Business Success. London: Financial Times, Prentice Hall. ISBN: 0-273-65334-2
Niven, P. R. (2003), Balanced Scorecard Step-by-Step for Government and Nonprofit Agencies. New Jersey: John Wiley.
ISBN: 0-471-42328-9
European Foundation for Quality Management (EFQM) and British Quality Foundation (BQF) (2003), EFQM Excellence Model: Public and Voluntary Sector Version. London: EFQM and BQF.
Kaplan, R.S. and Norton, D.P. (2004), Strategy Maps: Converting Intangible Assets into Tangible Outcomes. Boston Mass.: Harvard Business School Press. ISBN: 1-59139-134-2
Mintzberg, H., Ahlstrand, B., Lampel, J. (1998), Strategy Safari: The Complete Guide Through the Wilds of Strategic Management. London: Financial Times / Prentice Hall. ISBN: 0-273-65636-8
Neely, A., Adams, C. and Kennerley, M. (2002), The Performance Prism: The Scorecard for Measuring and Managing Business Success. London: Financial Times, Prentice Hall. ISBN: 0-273-65334-2
Niven, P. R. (2003), Balanced Scorecard Step-by-Step for Government and Nonprofit Agencies. New Jersey: John Wiley.
ISBN: 0-471-42328-9
Module Additional Assessment Details
The essay requires students to cover all the learning outcomes (1-4)
Formative feedback will be given relating to draft work.
Formative feedback will be given relating to draft work.