product 1 leadership and management: a strategy for the ... · all those who have obtained a full...

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Programme Specification

MSc/PG Dip in Professional Leadership and Management (Higher Specialist/

Advanced Social Work):

This is a programme of education and training for leaders and managers working in

social care and related fields. For those with professional social work qualifications it

is also a higher specialist/ advanced programme of post-qualifying social work

education and training.

The programme is designed to be relevant to a wide range of leaders and managers

working in a wide range of sectors.

Awards associated with the programme

All those who successfully complete the programme will be awarded either the Post-

Graduate Diploma in Professional Leadership and Management or the MSc in

Professional Leadership and Management. However, as „social work‟ is a title

protected by law only registered social workers can receive the bracketed awards

referring specifically to the profession of social work and the General Social Care

Council post-qualifying framework of social work education and training.

Social workers who for whatever reason withdraw from the course having failed to

complete all the taught modules may (if they have acquired at least 60 credits) be

eligible for a Certificate in Professional Leadership and Management, but they will

not be eligible to receive the Higher Specialist Social Work Award

The relationship between the programme and the values of social care

management

The programme, as a whole, is rooted in the values associated with the GSCC Codes

of Practice and the Skills for Care (SfC) principles of good social care management as

described in Product 1 of Leadership and Management: A Strategy for the Social

Care Workforce. All modules make some reference to these codes and principles and

their links to service user involvement and good management practice.

Entry requirements

These are the entry requirements for the programme;

Either a first or second class honours degree,

Relevant supervisory or management experience,

For those enrolling on this inter-professional programme as social workers, a

recognised social work qualification is essential,

All home students enrolling for the social work programme must be currently

registered with the General Social Care Council, and

It is a condition of entry to the course that all candidates are actively supported

by their employers and it is not possible for individuals to study on the

programme without providing evidence of this support.

2

Entry requirements for single modules

All taught modules are available on a stand-alone basis to anyone with relevant

academic qualifications, normally a good honours degree in any subject capable of

achieving the module learning outcomes. Interviews will not normally be necessary

for those wanting to study modules on a stand-alone basis.

Selection process

All candidates must be formally nominated by their employers All candidates will

then be interviewed to ascertain their readiness for the programme. The interview day

will incorporate a presentation by service users and all selection decisions will need to

be confirmed by a panel consisting of employers, service users and university staff.

Accreditation of Prior Learning (APL)

All those who have obtained a full GSCC Practice Teaching Award will be deemed to

have achieved learning outcomes broadly equivalent to the Supervision, Mentoring

and Workforce Development module.

Holders of the University‟s Certificate in Supervision and Mentorship will also

receive 20 credits against the same module learning outcomes.

Holders of the University‟s Certificate in Community Care Contracting will receive

20 credits of APL against the learning outcomes of Introduction to Commissioning

and contracting. All these students will also receive 20 credits of APL

Accreditation of Prior Experiential Learning (APEL)

Students with a record of leadership and management achievement in practice who

believe they may be eligible for APL are encouraged to submit detailed portfolios

validated by line managers or other independent assessors. The University may

provide APEL on the basis of these portfolios provided the verified learning outcomes

can be aligned with the learning outcomes of one of the core or option modules on the

programme.

No student can claim AP(E)L of any kind that exceeds 20 credits in total.

Aims and objectives

This programme is designed to meet the needs of front-line supervisors and managers

working in the fields of social care, early years and integrated/ multi-disciplinary

health/social care/education environments. The programme is fully aligned with all

aspects of the GSCC Post-Qualifying Framework for Social Work Education and

Training. However, individual modules are designed to meet the needs of a wide

range of health, education and social care professionals. One core module is

specifically designed to address the challenges of managing in an inter-professional

and multi-disciplinary environment. The programme is also designed to address the

changing knowledge and skills requirements of leaders and managers and to this end

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one option module focuses on commissioning, contracting and procurement. All

distance learning materials will draw on service user and carer knowledge and

experiences and workshop days will often incorporate teaching from service users and

carers. Assessment of student‟s work will also involve structured input from service

users and carers usually linked to assessment of practice competence.

On completion of the Post-Graduate Diploma students with professional

leadership, management or supervisory responsibilities will:

Have acquired the knowledge, skills and competences to operate confidently

and effectively as „good social care managers‟ , as defined by the Skills for

Care Leadership and Management Strategy;

Have acquired the knowledge, skills and competences to work effectively

with individuals and teams providing a sense of direction and achieving

results in line with business plans and objectives;

Have learnt how to effectively support, mentor and develop their staff and

contribute effectively to workforce development at a team or wider

organisational level;

Have developed their capacity for critical thinking and be able to apply this to

complex problem-solving work in the professional areas for which they are

responsible, including supporting complex social care and social work

assessments;

Be able to analyse and use research evidence to develop their leadership and

management practice

Have substantially enhanced their ability to use reflection and critical analysis

as key tools for the improvement of quality and/or performance in their areas

of professional responsibility;

Have developed the knowledge and skills needed to work collaboratively

with other managers, organisations and professional disciplines

Be able to work in partnership with service users and carers responding to

requests and providing information to service users and carers in a timely and

appropriate way and enabling carers and people who use services to

participate in decision-making;

Be able to respond to the challenges associated with modern social care

management, including the need to work within a clear framework of

accountability and to analyse, respond to and manage both risk and complex

change processes; and

Have learnt how to manage and communicate effectively in complex multi-

agency and multi-disciplinary teams and networks.

In addition, those completing the MSc programme will:

Be able to undertake strategic leadership roles; and

Be able to develop and carry out applied social care research projects in areas

relevant to leadership and management practice.

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Programme quality indicators/external reference points and benchmarks

This programme builds on a well-established certificate in supervision and mentorship

which was linked to an advanced award. It has been designed to align fully with the

GSCC Post-Qualifying Framework for Social Work Education and Training (PQF)

and in particular the GSCC Specialist Standards and Requirements for Social work

Education and Training: Leadership and Management (PQL&M). In order to

promote and develop high standards of professional practice, the GSCC Codes of

Practice for Social Care Workers have been fully embedded in the programme while

the implications of the Codes of Practice for Employers of Social Care Workers have

informed the development of programme learning outcomes.

In line with GSCC requirements and the best practice guidance disseminated by SCIE

and GSCC, the programme has fully embedded service user involvement in all

aspects of programme design, delivery and assessment.

All the national standards for social care management are fully incorporated in the

programme. These include the ten principles of good social care management

published originally by TopssEngland and subsequently adopted by Skills for Care

(SfC). The programme has also drawn heavily on the SfC document Leadership and

Management: A Strategy for the Social Care Workforce, especially the map of

management standards incorporated in Product 3. This „product‟ includes the „generic

management standards‟ of the Management Standards Centre (MSC) and the MSc/PG

Dip Professional Leadership and Management programme makes specific reference to

the six „functional areas‟ associated with these widely recognised standards for

management education.

A central focus of the programme is the role of managers in supporting and

developing the practice of the members of staff for whom they are responsible as well

as developing their own ability to do this. In this respect the work published by the

GSCC and SfC as Guidance on the Assessment of Practice in the Workplace and now

supplemented by further advice and guidance from East Midlands SfC has been fully

incorporated in the approach taken to both developing and assessing skills in

supervision and mentoring.

Approaches to teaching and learning:

The PG Dip/MSc in Professional Leadership and Management is designed on the

principles of „blended learning‟, in which written distance learning materials, internet

resources, telephone and email communication and face-t-face seminars and

workshops are blended together in a coherent educational methodology.

The content of the course is largely delivered by means of distance learning materials.

These materials take the form of six workbooks each one linked to the learning

associated with a taught module. Each workbook is sub-divided into study units and

each study unit consists of a mixture of exercises, learning materials and a map of key

learning resources. The Applied Research Project (Dissertation) differs from all other

modules in that it focuses on a piece of individual research and is largely self-

directed.

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Tutorial support

All students have a designated tutor to support and guide them through the course.

Contact is normally by email or telephone but face-to face time with individual tutors

to review progress is also normally built into workshop, seminar and study days.

Mentors

Every student has a designated mentor who will not normally be their line manager.

The role of the mentor is to enable students to develop their skills and practice

competences in the workplace setting. It is the responsibility of employers to identify

an appropriate mentor when nominating individuals to be interviewed for admission

to the programme. All mentors receive initial training and on-going support from the

University of Leicester.

Modules

All modules are taught and assessed at M level, which is the appropriate academic

level for General Social Care Council approved Higher Specialist (HSA) and

Advanced Awards (AA) (PQF 20-21 and PQF 33-36). All modules, apart from the

dissertation, carry 20 credits in line with the East Midlands Credit Agreement.

There are two types of module:

Core modules- All students take these modules.

Option modules- These will be followed by some students from more than one MA

programme.

In due course, common modules will be introduced making it possible for students

on this programme to study jointly with students on other related post-qualifying

programmes.

In addition, there will be an optional return to study module designed to enable

those who have been out of formal education for some years to refresh their academic

skills and study habits. This module is not assessed and does not carry credit, but can

be used to develop a portfolio to claim APEL credit. Students will normally undertake

the return to study module before the start of the course.

There is a substantial commitment to individualisation of learning across all modules

including common and core modules. This will be achieved by linking assessments to

practice wherever possible and by programmes of individualised skills development

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Programme Structure

Return to Study (optional)

Two day orientation/induction at University – programme requirements, study

skills, meeting tutors, etc

Module 1 (Core)

Leadership and Management in a Changing World

Module 2 (Core)

Supervision, Mentoring and Workforce Development

Module 3 (Core)

Multi-Disciplinary and Inter-Professional Teamwork for Managers

Module 4 (Core)

Advanced Skills Development

Module 5 (Option)

Either:

a. Introduction to Commissioning, Contracting and Procurement

Or:

b. The Learning Organisation

Module 6 (Core)

Research and Practice Development

Module 7

Applied Research Project (Dissertation) (for MSc/Advanced Awards only)

Progression

The majority of modules are delivered and assessed within a twelve week envelope.

The exception to this is the Advanced Skills Development module which is designed

to be delivered and assessed over a period of twenty-four weeks alongside other

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modules. Students can progress through the programme at their own pace, but all

students are encouraged to complete the programme within four years and the

majority of students are expected to achieve a PG Dip in two years and an MSc within

three years.

In order to achieve the Postgraduate Diploma all the taught modules must be passed.

In order to progress to the MSc in Professional Leadership and Management all the

taught modules must first be passed and the Line Manager‟s Report must confirm that

the student‟s management practice has demonstrated skills in strategic leadership as

well as operational management.

A typical student is likely to progress through the course as follows:

Module Dates Credit Award

From To

Year 1

Module 1 January March 20 credits

Module 2 May July 20 credits

Module 3 October December 20 credits

Year2

Module 4 January June 20 credits

Module 5 March June 20 credits

Module 6 September November 20 credits PG Dip/ HSA

Year 3

Module 7

(Dissertation) February September 60 credits MSc/AA

Workshops, seminars and study days

Each module is preceded by workshop, seminar and study days. The programme as a

whole is introduced by a study conference normally held at the university in January.

Workshop, seminar and study days look back to and consolidate the learning from the

module which has just been completed and look forward to and introduce the new

module on which students are about to embark. Workshop, seminar and study

sessions are normally held over a period of two days. For those travelling from some

distance, this may involve one overnight stay. In total there are seven of these

integrative workshop, seminar and study sessions spread over fourteen days.

In addition the Multi-Disciplinary and Inter-Professional Teamwork for Managers

module includes two participative multi-disciplinary and inter-professional workshop

days.

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The relationship between intended learning outcomes, teaching methods and

assessment

This table sets out the relationship between learning, teaching, assessment and the

overall programme learning outcomes to which all the individual modules contribute.

Subject and professional knowledge and skills

Intended Learning

Outcomes

Teaching Methods How Demonstrated

Knowledge

Critical knowledge and

understanding of the ten

principles of good

practice in social care

management, including

the values that underpin

these principles.

Distance learning

exercises

Workplace mentoring

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Reports from the mentor

Video of a supervision or

mentoring session,

together with a 1500

word critical analysis

Management plan


understanding of

the principles of team

working and team

leadership, including the

knowledge associated

with establishing shared

objectives and working

together to achieve

results.

Distance learning

exercises

Workplace mentoring

Management practice

Inter-professional

learning

Management analysis


Management plan


understanding of

theories and models of

supervision, support,

performance

management and

development.

Distance learning

exercises

Workplace mentoring

Management practice

Workshops

Lectures

Seminars

Tutorials


mentoring session, together with

a 1500 word critical analysis

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understanding of models

of workforce planning

and development.

Distance learning

exercises

Literature searches

and review

Service user and carer

input

Workplace mentoring

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis


mentoring session,

together with a 1500 word

critical analysis


understanding of the

range of research

methods and techniques

relevant to leadership

and management

research in social care.

Distance learning

exercises

Literature searches

and reviews

Research project

Management practice

Workplace mentoring

Workshops

Lectures

Seminars

Tutorials

Five research exercises

Essay looking at how

research could help to

improve practice


understanding of


collaboration and

partnership

Distance learning

exercises

Workplace mentoring

Management practice

Workshops

Service user input

Lectures

Seminars

Tutorials

Management analysis

Management plan



nature and uses of

service user knowledge

and research and its

relationship to

practitioner knowledge

and research and formal

research evidence.

Service user input

Distance learning

exercises

Literature searches

and reviews

Research project

Workplace mentoring

Management practice

Workshops

Lectures

Seminars

Tutorials




improve practice

10


understanding of


risk analysis and risk

management

Distance learning

exercises

Literature searches

and reviews

Management practice

Workplace mentoring

Workshops

Lectures

Seminars

Tutorials

Management analysis


understanding of


change and change

management

Distance learning

exercises

Literature searches

and reviews

Practitioner research

Management practice

Workplace mentoring

Workshops

Lectures

Seminars

Tutorials

Exercises on change

management

Management analysis


understanding of


inter-professional, multi-

agency and multi-

disciplinary working

including theories and

models of networking.

Distance learning

exercises

Literature searches

and reviews

Workplace mentoring

Research project

Inter-professional

learning

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management plan

Either:


understanding of drivers

and contexts in

commissioning.

Study materials

Exercises Management study


understanding of

commissioning,

contracting and

procurement processes

Study materials


11

Or:


understanding of

learning organisation

theory.

Workplace learning

Mentoring

Seminar

Distance learning

materials

Analysis of a learning

organisation initiative


understanding of

theories of adult

learning.

Workplace learning

Mentoring

Seminar

Distance learning

materials



MSc Only



ethical issues or

concerns raised by

undertaking a research

project with or for the

benefit of vulnerable,

marginalized or at risk

populations in a complex

and diverse society.

Applied research

project Dissertation

Comprehensive and in-

depth knowledge and

understanding of a

specific issue relevant to

leadership and

management in social

care and related settings.

Applied research

project

Applied research

project

Dissertation

Dissertation

Concepts

A full grasp of the

concepts of „good‟ and

„best‟ practice in social

care management.

Distance learning

exercises

Literature searches

and reviews

Research project

Inter-professional

learning

Management practice

Workshops

Mentoring

Lectures

Seminars

Tutorials

Management analysis

Exercises on change

management



mentoring session,


critical analysis

12

A full grasp of the

concepts of „team‟ and

„team working‟.

Distance learning

exercises

Literature searches

and reviews

Research project

Inter-professional

learning

Management practice

Mentoring

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management plan

A full grasp of the

principles of

„professional

supervision‟ and how

supervision can be used

to develop and improve

practice.

Distance learning

exercises

Literature searches

and reviews

Mentoring and

supervision

Inter-professional

learning

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis


mentoring session,


critical analysis

A full grasp of the

concept of „evidence-

based practice‟ together

with an ability to

interrogate different

ideas about what

constitutes evidence.

Distance learning

exercises

Literature searches

and reviews

Research project

Management practice

Mentoring

Workshops

Lectures

Seminars

Tutorials




improve practice

13

Full grasp of concepts of

„reflection‟ and

„reflexivity‟ and their

application to

professional leadership

and management.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials


mentoring session,


critical analysis

Management analysis

Management plan

A full grasp of the

concepts of

„collaborative network‟,

„partnership‟ and

„collaborative practice‟.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management plan

A full grasp of concepts

of „participation‟ and

„involvement‟.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management plan

14


of „risk‟ and „risk

management‟

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis


of „change‟ and „change

management‟.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Exercises on change

management (1000

words)


Management plan


of „inter-

professionalism‟ and

„multi-disciplinarity‟ and

their application to

leadership and

management in multi-

disciplinary settings.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management plan

15

Either:


of contracting,

commissioning and

procurement.

Management study

Or:

A full grasp of the

concept of the learning

organisation.



MSc only

A systematic grasp of

ways of applying

research methodology to

leadership and

management research

Applied research

project

Dissertation

Skills, Competences

and Techniques

Competence in the ten

distinctive things that

social care managers do.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis



mentoring session,


critical analysis

Management plan

Multimedia presentation

Line manager‟s report

A substantially enhanced

level of competence in

professional leadership

and management in a

specific service context

and across the six

functional areas of the

Management Centre

Standards.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis



mentoring session,


critical analysis



16

Ability to use reflection

and research evidence to

improve performance of

self and others.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials


mentoring session,


critical analysis






improve practice

Ability to respond

creatively to problems

and challenges,

including those posed by

complex professional

issues, for example

complex assessment

issues

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis



mentoring session,


critical analysis



Ability to communicate

information and

management decisions in

a timely, appropriate and

effective way to a range

of stakeholders,

including service users

and carers.

Distance learning

exercises


input

Workplace mentoring

Inter-professional

learning

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis



Ability to manage

complex change

processes

Distance learning

exercises

Literature searches

and reviews


Management analysis

Exercises on change

management


Management plan

17

input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials



Competence in

networking and cross-

boundary working.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management plan



Competence in quality

management, including

both quality assurance

and quality enhancement

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management study (2000

words)




Competence in the

management of teams in

a multi-agency and

multi-disciplinary

context

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Management plan



18

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Making effective

decisions that take full

account of both benefits

and risks, including risks

to vulnerable children

and/or adults

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management study




Management plan

Ability to successfully

manage complex and

challenging situations

taking full account of the

framework of

accountability and

responsibilities to

service users

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials


words)



mentoring session,


critical analysis



Management plan

Either:

The ability to construct

effective commissioning,

contracting and

procurement processes.

Study materials


19

Or:

The ability to construct

exercises and strategies

to promote

organisational learning.

Workplace learning

Mentoring

Seminar

Distance learning

materials



MSc only

The ability to undertake

a competent literature

review and to analyse

and evaluate the quality

of the research

underpinning a specific

literature.

Applied research


The ability to categorise

and analyse data.

Applied research


Write accounts of

research projects and

present research

findings.

Applied research


Critical Analysis

Critical analysis of

information and

evidence.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management study






improve practice

20


arguments, opinions and

perspectives.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management plan



improve practice


performance by self and

others and ability to

identify ways in which

performance can be

improved.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management study





improve practice

Critical analysis of the

impact of professional

and organisational

cultures on behaviour

and relationships in

multi-disciplinary

settings.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management plan

21


complex problems.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis





improve practice

Management plan

Critical analysis of key

leadership and

management concepts.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis



improve practice


collaborative issues and

problems.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis

Management plan

22

Either:

Critical analysis and

evaluation of

commissioning,

contracting and

procurement models and

methods.

Study materials


Or:


workforce development

issues

Mentoring

Seminar

Distance learning

materials



MSc only:

Critical analysis of the

ethical issues and

dilemmas associated

with conducting a

research project.

Applied research


Interrogating a research

literature and posing

research questions.

Applied research


Presentation

Ability to present

convincing oral and

written reports

containing complex

arguments and

evaluating the strengths

and weaknesses of

different theoretical

positions and courses of

action.

Distance learning

exercises


input

Workplace mentoring

Inter-professional

learning

Workshops

Lectures

Seminars

Tutorials

Management analysis



Management plan



improve practice

23

Ability to present

reflective and self-

critical accounts of

leadership and

management practice.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis


MSc only

Ability to present an

extended research report.

Applied research

project

Dissertation

Appraisal of Evidence

Ability to gather,

organise, interpret and

evaluate a range of

evidence from different

sources, incorporating

different types and forms

of knowledge, including

practitioner perspectives,

service user and carer

perspectives and formal

research evidence.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis



improve practice

MSc only

Ability to make

appropriate use of both

primary and secondary

data in finding answers

to research questions and

exploring the evidence

base behind theories and

arguments.

Applied research


24

Transferable Skills

Intended Learning

Outcomes

Teaching Methods How Demonstrated

Managing Learning

Use a range of distance

learning prompts and

resources to develop

projects, presentations

and reports

Distance learning

exercises

Literature searches

and reviews

Management analysis

Exercises on change

management




improve practice

Work independently ,

making extensive use of

electronic and internet

based resources

Distance learning

exercises

Literature searches

and reviews


input

Seminars

Tutorials




improve practice

Research Skills

Locate, organise and

marshall evidence from

a range of secondary

sources.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials




improve practice

25

MSc only

Make effective use of

primary data to discover

answers to research

questions

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials





improve practice

Write extended essays

and/ or a dissertation,

analysing, synthesising

and evaluating evidence.

Distance learning

exercises

Literature searches

and reviews

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials



improve practice

Working Relationships

Contribute to and work

effectively in teams.

Distance learning

exercises

Literature searches

and reviews


input

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management analysis


mentoring session,


critical analysis

Management plan



26

Data Presentation

Ability to present

research findings

effectively using a range

of appropriate

presentational

technologies, including

PowerPoint.

Distance learning

exercises

Virtual presentations

to the student group

Literature searches

and reviews

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials

Management study




improve practice

Communication Skills

Communicate

effectively and to a

professional standard

both orally and in

writing, either

individually or as part of

a group.

Distance learning

exercises

Workplace mentoring

Inter-professional

learning

Research project

Management practice

Workshops

Lectures

Seminars

Tutorials


words)



mentoring session,


critical analysis


27

MODULE SPECIFICATIONS

Return to Study (Option Module)

This is an optional module that does not carry any formal credit.

Assessment arrangements: There is no formal assessment for this module but all

students develop a portfolio

Teaching and learning components

A study day (7 hours)

Study skills package (20 hours)

Exercises: (10 hours)

Subject specific and transferable skills

Aims

This module aims to enable those who have been out of full-time education for an

extended period of time or who have not had a recent opportunity to engage in part-

time study to re-acquaint themselves with the techniques and habits of academic study

and to simultaneously provide opportunities to gain feedback on any issues associated

with academic or report writing. It will run at least once a year but may take place

more often if there is sufficient demand.

Methods

This module draws on the resources available at the University of Leicester for those

new to returning to study. It also provides a workshop-style study day for participants

and the opportunity to prepare and submit for feedback a portfolio of written work

providing practice in a range of study tasks.

Learning outcomes

By the end of this module students will have:

1. Improved their ability to write eassays and reports

2. Improved their ability to undertake literature reviews

3. Improved their ability to reference correctly

4. Improved their ability to undertake electronic searches

5. Improveed their study techniques

6. Developed their confidence in their academic skills

28

Module 1 Leadership and Management in a Changing World (Core Module)

Credits: 20

Contact: Steve Trevillion

Level: M

Assessment arrangements

Management study discussing and analysing a service issue (2000 words)

Completed distance learning exercises on change management (1000 words)

Mentor‟s Report on skills development (This element of the assessment must receive

a pass, but does not contribute to the overall mark of the module).


Distance learning exercises and activities: 30 hours

Workplace research: 10 hours

Workplace mentoring: 4 hours

Telephone/email tutorials: 3 hours

Workshop/study days: 7 hours (2x0.5days)

Subject knowledge

Aims

This broad-based introductory module examines the changing roles of leaders and

managers in social welfare organisations. It looks at both the public and the

independent (voluntary and private) sectors and draws on organisational and

management theory to illuminate some current issues and dilemmas. The module will

encourage students to examine power, accountability and decision-making within

organisations and to use standpoint theory to analyse the reasons why issues may look

very different at different organisational levels.

The module will introduce students to a range of knowledge and skills needed by

modern managers in social welfare organisations, including knowledge and skills in

managing teams, budgeting, business planning, performance management, quality

assurance, and risk analysis. The module will introduce the concept of „leadership‟

and open up the question of leadership styles. It will also explore the concept of the

„reflective manager‟. The module will emphasise the need for strong values and an

explicit ethical framework to underpin actions and decision-making.

The module will also explore the range of knowledge and skills needed to operate

effectively in a rapidly changing organisational environment. In the second part of the

module there is a strong focus on the management of change, the effective use of

scarce resources to achieve results for service users, the skills needed to manage

effectively in inter-professional and multi-agency contexts and the capacity to reflect

on and evaluate management practices in a busy and pressurised working

environment. Students explore how the ten principles of good practice in social care

management can be used to help manage change in a way which is rooted in the core

values of social care. There are opportunities to look at change at both the macro and

micro levels of change, including the management of change in a team context. The

29

challenges and opportunities posed by organisational change for collaborative practice

will also be explored, alongside the particular problems associated with trying to work

with service-users and carers at a time of rapid change in a spirit of partnership.

The primary vehicle for teaching and learning will be the module handbook, but key

themes will be explored at the workshop held towards the end of the module and

during tutorials.

Learning outcomes

By the end of this module, students will:

1. Be able to take a systematic approach to complex decision-making tasks,

incorporating risk analysis and risk management ;

2. Be able to develop and apply a range of modern management tools to

management tasks, problems and issues;

3. Develop a critical understanding of the concept of leadership and be able to

explore the implications for personal leadership practice;

4. Plan, organise and facilitate change with individuals and teams;

5. Incorporate professional values in the management of change drawing on the

Codes of Practice for Social Care Workers and Employers and the ten

principles of good social care management;

6. Use outcomes based methods to evaluate management interventions;

7. Use mentor feedback to develop their leadership and management skills; and

8. Operate effectively as a leader and manager in a modern framework of

stakeholder accountability

Methods

This module will be delivered by means of prepared course study materials, use of

internet resources, exercises to be completed at home and additional reading.

Research undertaken in the workplace to prepare for the management study will play

a major role in the module. Mentoring and telephone/email tutorials will ensure

students receive the support and guidance they need.

Transferable skills

Aims

To contribute to the development of a range of transferable skills associated with

analysis, reflection, the development of arguments, written communication and

research. The module will also enable students also to develop skills in the evaluation

of management processes through the use of research and relevant literature.

30

Learning outcomes

The module will develop the following transferable skills:

1. Improved ability to reflect and analyse; and

2. Ability to manage own learning.

31

Module 2 Supervision, Mentoring and Workforce Development

Credits: 20


Level: M


A thirty minute video recording of a supervision or mentoring session, together with a

1500 word critical analysis


Distance Learning workbook: 30 hours

Internet-based resources: 20 hours

Individual mentoring: 5 hours

Workshop/study days 7 hours (2x 0.5 days)

Tutor support, telephone and email: 4 hours

Aims

This module builds on a basic level of prior knowledge and understanding about

practice teaching and practice. It is designed to enable students to develop higher level

skills in the art and science of enabling others to develop and improve their practice.

The module is based on the philosophy that effective supervisory skills can help

individuals to manage themselves, provide an important source of direction for

individual‟s, bring about change, develop inter-personal skills enable human

resources to be used effectively and help individuals and teams to achieve results (as

described in the Management Standards). The approach taken is broad based and

looks at issues around both student and staff supervision and mentorship. The module

draws on the lengthy tradition of scholarship and research in the field of supervision

as well as those aspects of management theory which address workforce development

and human resource management. The module examines the role of supervisors,

practice assessors and mentors in improving the quality of practice. It seeks to

encourage a reflective and critically aware approach to supervision and mentorship. It

helps students to understand the importance of the organisational context for learning

through consideration of models of the learning organisation. It also encourages

students to be aware of the impact of discrimination in the workplace on staff

performance and the role of supervision in enabling staff to disclose these

experiences. It draws on service user research so as to ground concepts of effective

supervision in ways of improving services and enabling practitioners to build

effective relationships with service users. The focus is on equipping students with the

knowledge and skills to work with complex and challenging issues. In particular the

module will explore:

The relationship between supervision, leadership and management;

Concepts of „professional development‟ and the role of supervision in

professional development;

The complexities associated with the concept of „supporting staff‟;

32

Inspiring staff and helping individuals and teams to change and where

necessary raise their standards of performance;

Good supervision and quality management;

Challenging under-performance; and

Balancing the need to provide appropriate professional guidance, and

leadership with the need to enable and empower.

Learning outcomes

By the end of this module students will:

1. Be able to critically analyse and evaluate their own supervisory style;

2. Demonstrate a broad grasp of the relationship between supervision, mentoring

and the improvement of services;

3. Apply supervisory, mentoring and learning organisation theories to the

resolution of practice problems;

4. Understand the contribution of supervision and mentorship to the handling of

complex practice situations; and

5. Be able effectively to challenge bad or poor practice.

Methods

This module makes use of a prepared course study materials, study exercises, and

additional reading. A large part of the learning is associated with the production and

self assessment of a video recording of a supervision or mentoring session and the

critical analysis of the video material.

Transferable skills

Aims

To contribute to the development of a range of transferable skills associated with

analysis, reflection, the development of arguments, written communication and

research. The module will also enable students also to develop skills in the evaluation

of management processes through the use of research and relevant literature.

Learning outcomes


1. Improved skills in reflection and analysis; and

2. Ability to manage own learning.

33

Module 3 Multi-Disciplinary and Inter-Professional Teamwork for Managers

Credits: 20

Contact: Liz Anderson

Level: M


A 2000 word management plan to promote inter-professional, multi-disciplinary and

collaborative working in a team context together with evidence of the process leading

up to the development of the plan.


Workshop/study days: 7 hours (2x 0.5 days)

Groupwork : 14 hours

Distance learning exercises: 20 hours

Research and development project leading to a management plan: 30 hours

Subject knowledge and skills

Aims

The professions of medicine and allied groups and social work possess different

histories, cultures and are engaged in different tasks. Their activities may interact, but

their legislative frameworks, languages, values and priorities are often different.

However, the goal of developing a positive and holistic health outcome for their

patients or service users is the same. This module is based on the principle that

effective teamwork maximises the potential of each profession working for the good

of those they serve. Although in its infancy, evidence based research confirms that

collaboration between agencies, professionals, carers and services users gives a sense

of success and satisfaction which is absent when professionals work in isolation. The

module aims to address the specific needs of professional managers and to focus both

on skills in multi-disciplinary team working across health and social care settings and

the knowledge and skills required to promote the development of collaborative and

inter-professional values in team settings. This often involves developing

competences in culture change. The module will explore this issue in the context of

multi-disciplinary and inter-professional concerns. The module will enable students to

find answers to the following questions:

What are the characteristics of successful inter-professional collaboration?

What hinders inter-professional working?

How can we replicate good practice in team working?

How do we integrate inter-professional learning into the Continuous

34

Professional Learning Plans (CPD/PRTL) of all health and social care

professions?

Learning Outcomes

By the end of the module students will be able to

1. Assess the central role of the patient/service user in service delivery;

2. Evaluate the importance of team working in delivering effective health and

social care;

3. Analyse cross-boundary issues and develop networking strategies for

addressing problems and needs;

4. Analyse the inter-dependence of different professions through exploration of

5. team working;

6. Analyse the unique contribution of their own and others, both statutory and

voluntary sector, in the provision of health and social care;

7. Reflect on personal preferences and contributions to team dynamics;

8. Explore the importance of effective communication within multi-disciplinary

teams and systems;

9. Apply theoretical understandings of team work to the daily realities of busy

professional lives;

10. Analyse where professional responsibilities and patient/service user needs may

overlap or be in conflict and seek solutions to use these interactions positively;

and

11. Identify the barriers and consider solutions to effective team working.

Methods

This module makes use of self directed problem-solving methods including a research

and development practice, internet resources, distance learning exercises:, inter-

professional groupwork and directed reading.

Transferable skills

Aims

To develop a range of transferable skills associated with team working.

Learning outcomes


1. Ability to keep a group focussed on a task;

1. Clear, concise and relevant verbal and non-verbal skills;

2. An ability to overcoming barriers in team working;

3. Teach and sustain others; and

4. Collective problem solving.

35

Module 4 Advanced Skills Development for Leaders and Managers

Credits: 20


Level: M


Thirty minute multimedia presentation on the work undertaken providing evidence of

skills development, reflective practice and responsiveness to feedback.

Line manager‟s report on management competence



Internet resources: 10 hours

Videoing and video analysis: 15 hours

Leadership and management practice : 500 hours

Workplace mentoring: 10 hours

Line management supervision 18 hours

Guided reading 20 hours

Aims

This module takes place over twenty-four weeks. It is entirely workplace-based and

organised around individual learning targets set by students in consultation with their

employers as an initial learning contract. Students work on specific areas of skill

development in a focused way over a period of two months. Students will develop and

apply relevant knowledge and skills to leadership and management practice in the

specific context of their working environment.

Students will choose from areas relevant to the management standards. Skills

development will therefore focus on at least two of the following functional areas:

Managing self and personal skills;

Providing direction to others;

Facilitating change;

Working with people;

Using resources;

Achieving results.

Whatever the specific focus of skills development, the issue of communication will be

addressed and, in particular, the impact of management communications on people

who use services.

36

Learning outcomes


1. Have either acquired new skills or developed existing skills to an advanced

level so that they will have substantially enhanced their overall level of

leadership and management competence in these areas;

2. Be able to apply their leadership and management skills to the management of

risk, taking full account of all their accountabilities and any specific risks

posed to vulnerable children and/or adults;

3. Have developed a high level of reflective practice enabling them to improve

their own leadership and management practice and help others to develop and

improve their practice;

4. Have developed management communication skills together with an

appreciation of the impact of management communication on service users

5. Be able to make use of mentoring feedback to develop their own practice;

6. Be able to use the experience of being mentored and coached to develop their

understanding of mentoring and coaching principles; and

7. Recognise the potential of mentoring for individual professional development.

Methods

There are no formal teaching sessions. Each student has a designated Practice Mentor

Assessor and an agreed programme of learning and skill acquisition. However,

students will be encouraged to work collaboratively where they have shared skills

targets. Methods used will include video, reflective diaries, role play, and in some

cases groupwork. The module will also provide an experiential introduction to a range

of mentoring and coaching methods.

Transferable skills

Aims

Contribute to the development of skills in mentoring, coaching and self-evaluation.

Learning outcomes


1. Mentoring;

2. Coaching; and

3. Self-evaluation.

37

Module 5a: Introduction to Commissioning, Contracting and Procurement

Credits: 20

Contact: Moira Coates and John Bull

Level: M


Management study discussing and analysing the context and legal basis for

commissioning, contracting and procurement within the workplace (3,000 words)

Components of teaching and learning

Distance Learning exercises and activities: (100 hours)

Workplace research (10 hours)

Workplace mentoring (4 hours)

Telephone/email tutorials (6 hours)

Workshops (20 hours)

Subject knowledge

Aims

This broad based introductory module examines the pivotal role that commissioning,

contracting and procurement now plays within the changing landscape of health,

social care, independent and voluntary organisations. This module will introduce

students to the background to commissioning, contracting and procurement and

consider the context and legal basis for its introduction. The module will also cover

the importance of working in partnership with other agencies to bring about improved

outcomes for service users and their carers.

Consideration will also be given to the challenges posed in “joining it all up” – and

the opportunities of bringing together a range of agencies to promote the wider health

and well-being agenda.

Learning outcomes

By the end of this module, students will:

1. Be able to describe the key drivers in the development of the commissioning,

contracting and procurement culture;

2. Demonstrate an appreciation of the context and legal basis of commissioning,

contracting and procurement;

3. Develop a critical understanding of models of quality within social welfare;

4. Understand the importance and complexity of partnership working;

38

5. Be able to describe the main features of an effective commissioning and

contracting process; and

6. Use outcome based methods to evaluate commissioning, contracting and

procurement practices.

Methods

Prepared course study materials, study exercises, additional reading, essential and

recommended

Transferable skills

Aims

Contribute to the development of a range of analytic and presentational skills.

Learning outcomes


1. Organise own learning;

2. Negotiating skills;

3. Analysis of data;

4. Analysis of complex problems;

5. Evaluation of evidence;

6. Developed powers of critical appraisal, commensurate with postgraduate

education and training;

7. Developing arguments;

8. Team working;

9. Presenting arguments; and

10. Writing reports

39

Module 5b The Learning Organisation

Credits: 20

Level: M



3000 word analysis of an initiative to promote learning organisation principles in the

workplace


Workplace Mentoring: 6 hours

Workplace research: 20 hours

Individual telephone tutorials: 2 hours

One day seminar: 7 hours

Distance learning exercises 20 hours

Internet-based resources 20 hours

Aims

This inter-professional blended learning module will build on the Supervision and

Mentoring module and look at a range of issues associated with organisations as sites

for learning and the way in which effective learning can feed through into practice

and service improvement. It will look at the issues associated with trying to embed

critical reflection, research-mindedness and a positive attitude to innovation and

creativity into the basic assumptions underpinning organisational culture and

individual and team behaviour. A major focus of the module will be on the different

theories and models about organisational learning and their relevance to attempts to

promote „good practice‟. In particular students will explore ways of enabling others to

adopt the values of learning and improvement in their own practice. Questions will be

raised about the relationship between professional ideas and values, organisational

aims, objectives and the impact of the values and attitudes associated with service

user and carer involvement. The module will consider a range of approaches to adult

learning and enable students to critically examine the various paradigms of effective

learning including the kind of top-down learning linked to policy drivers and

organisational and human resource targets and the alternatives to this including the

reflection in action paradigm associated with Donald Schon and others. Students will

consider how learning organisation models can be applied to inter-professional teams

and networks as well as traditional organisations.

Learning outcomes

By the end of this module, students will be able to:

40

1. Critically debate the concept of the „learning organisation‟;

2. Understand and use the main theories of adult learning;

3. Evaluate their workplaces using „organisational culture‟ frameworks, linking

these analyses to workforce development strategies and individual and team

learning.

4. Use the workplace as a site of learning and initiate an exercise in

organisational learning and improvement; and

5. Implement creative strategies for learning within their area of responsibility.

Methods

Distance learning, including non-assessed exercises to prompt reflection, guided

reading, tutorials and seminars.

Transferable skills

To enable learners to develop transferable skills in teaching, training and strategic

planning

Learning outcomes


1. Teaching;

2. Training; and

3. Strategic planning.

41

Module 6 Research and Practice Development

Credits: 20

Level: M

Assessment arrangements: Five research exercises (total 1500 words), and an essay

looking at how research could help to improve practice in a specified practice setting

(2000 words).


Two research workshops: 14 hours


Developing research questions and analysis of practice problems : 20 hours

Literature searches: 20 hours

Aims

This inter-professional module is designed to develop knowledge and understanding

of the role of research in developing and improving professional practice, facilitating

the development of learning organisations and the leadership and management of

professional practice. It will be relevant for professionals from a variety of

backgrounds keen to use research to improve social work/social care, health or early

years‟ services.

The module will equip students with the skills needed to conceptualise and if

necessary undertake their own applied research projects and the independent work

necessary for the successful completion of a research-based dissertation.

A major focus of the module will be on the challenges associated with undertaking

research with or for vulnerable, marginalized or at risk populations in a complex and

diverse society. Research ethics, problems of confidentiality, and issues around the

involvement and participation of service users in research projects will all be

examined and students will have an opportunity to discuss the specific issues

associated with research in their own areas of professional practice.

The first part of the module will focus on introducing students to a range of research

methods. The second part of the module will focus on the issues associated with using

research to improve practices and services. Specific attention will be given to the

contribution of research to the development of critical and reflective practice.

42

Learning outcomes


1. Be able to develop research proposals that take full account of and

satisfactorily address the complex issues associated with professional ethics,

power relationships and the values of diversity, equality and social inclusion;

2. Be able to critically analyse and evaluate research studies drawing on quality

criteria relevant to a wide range of different types of research;

3. Be able to apply a range of different types of research, including service user

research to the development and improvement of practice, practice education

or practice management, drawing on a critical understanding of the complex

relationship between research and practice/service improvement;

4. Be able to demonstrate a sound grasp of both qualitative and quantitative

research methodologies; and

5. Use their knowledge and understanding of research methods to develop

applied research proposals.

Methods

This module uses distance learning materials study exercises, additional reading,

workshop exercises, lectures and service-user input.

Transferable Skills

Aims

Contribute to the understanding of research methods, the development of ethically

sound research skills, and the ability to use research critically.

Learning outcomes


1. The ability to analyse and interpret data and to undertake a research project.

2. The ability to manage own learning.

43

Module 7 Applied Research Project (The Dissertation)

Credits: 60

Contact: S Trevillion

Level M


A 12,000 word dissertation on an approved topic.


Self-directed research

Individual research supervision: 3 hours

Group supervision: 2 hours

Aims

This applied research project enables students from a range of professional

backgrounds to undertake a piece of research relevant to issues and problems

associated with their own areas of professional practice, practice education and skills

development or leadership and management. The focus will be on issues and

problems in the fields of social work/social care, health or early years. All students

will be encouraged to identify ways in which their research could contribute to

practice/service improvement. The module builds on the Research and practice

development module. Students are allocated a research supervisor, but will be

expected to work independently. Individual tutorials are supported by a sequence of

workshops addressing key issues and challenges associated with researching and

writing a dissertation. They will also provide opportunities for students to share their

work with one another and to obtain peer feedback.

Students research topics will need to be formally approved and this approval process

will include a scrutiny of the ethical issues raise by the project.

Learning outcomes

By the end of the module, students will be able to:

1. Analyse and address any ethical issues or concerns raised by undertaking a

research project with or for the benefit of vulnerable, marginalized or at risk

populations in a complex and diverse society, demonstrating that they can

exercise effective critical judgement and draw effectively and appropriately on

professional ethics, codes of practice and their understanding of power

relationships;

44

2. Undertake a competent literature review critically analysing and evaluating

published research relevant to their chosen topic;

3. Choose a research method appropriate to the research question;

4. Undertake a piece of research designed to address identified issues or

problems relevant to direct practice, practice education and practice

development or professional management ( students on the MSC programme

in Professional Leadership and Management must include reference to

concepts of „leadership‟ and „management strategy‟ in their dissertations);

5. Demonstrate skills in data analysis and data management; and

6. Write a fully evidenced and appropriately referenced dissertation based on the

research project.

Methods

In order to complete work on the dissertation students will undertake independent

research and be supported by telephone tutorials and a workshop/ research seminar.

Transferable skills

Aims

Contribute to the understanding of research methods, the development of ethically

sound research skills and the ability to use research critically.

Learning outcomes


1. The ability to analyse and interpret data;

2. The ability to undertake a research project; and

3. The ability to manage own learning.

product 1 leadership and management: a strategy for the ... · all those who have obtained a full...

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