leadership in skills refinement and productivity

3.0 Aims and Content 3.1 Knowledge and Skills Framework This module relates to the following core dimensions of the NHS Knowledge and Skills Framework: 1. Communication 2. Personal and People Development 3. Service Improvement 4. Quality 3.2 Learning Outcomes By the end of the module students will be able to: • Critically evaluate leadership theories • Reflect on the role of power, influence and authority in leadership • Analyse the cultural and organisational impact of leaders in organisations • Critically assess the impact of leadership on the vision and creativity within organisations • Critically examine measures of effectiveness of leadership including skills such as communication, delegation, empowerment etc 3.3 Content Students’ own situations and reactions will be explored in the context of your experience as leaders or having been led. You will be invited to contribute to this debate through discussions based upon your own work situations, analysing present challenges and opportunities, and the relevance of leadership theory to your experience Indicative content will include: • Historical perspectives on leadership • Leadership / Management continuum • Power / influence / authority • Leadership styles; personal qualities and professional competencies • Leaders in organisations and various contexts • Communication, visioning, creativity • Impact of leadership on the organisation • Assessment and evaluation 2 4.0 Teaching and Learning Strategies Academic staff will utilise a range of teaching and learning methods specific to the topic being taught which reflect and enhance the main learning outcomes. 4.1 Debate and Discussion Students will be encouraged to discuss and reflect on their experience and knowledge by actively taking part in discussions. Students sharing ideas and experiences will facilitate student centred learning. 4.2 Online Materials and opportunities to discuss and communicate with the other students on the module are available through the module Studentcentral site. 5.0 Learning Resources 5.1 Prior Reading and Reading throughout the Module Prior to attending the module it is useful if students have some ideas about how they would like to apply the module content. On the first day we consider leaders you have admired and those who do not perform well. Think about this in advance so that you are able to get full benefit from the sessions. Some students have extensive experience having worked for many years, often in leadership roles whilst other students will have limited experience. However, everyone will be familiar with what it is like to be led and work in a team, and you can apply the module content to these experiences even if your work history is limited. Think about the kind of leader you would like to be. You might like to undertake a leadership styles self-assessment. You may have done a psychometric test in the past as part of your role development, if so please go back to this and consider the feedback. If not there is a simple quick test on the Studentcentral Module Site to identify your leadership style. Throughout the module students are expected to acquaint themselves with the principle concepts of leadership. In particular, read about the history of leadership theory development in any general text as the module content focuses on contemporary leadership theory and assumes some knowledge of its history. The studentcentral site remains quite dynamic in the week leading up to the module commencing and after the final attendance sessions. This is because lecturers often submit materials as they prepare for sessions and even after they present in response to student requests and needs. Usually, new additions are flagged up in the announcement section of studentcentral once the module has commenced. 3 5.2 Recommended Reading Links to recommended reading texts and articles can be found through the Aspire facility on the module studentcentral site in the reading list section. Students will be guided by the individual lecturers on reading which will support specific sessions. 5.3 For Health Service Staff (also of general relevance for all students) A number of relevant reports have been included within the Reading List and are available within Aspire. A number of weblinks are also available and address contemporary issues within Leadership roles and responsibilities. 6.0 Student Support Students will be expected to access the considerable stock of journals held by University and Hospital Libraries in the fields of Medicine, Nursing, Midwifery, Health Care Professionals and Therapists, and Social and Environmental Issues. They may also use the University Computer Centre to access information on the Internet or use the online library link through Studentcentral from home. Throughout the module the module leader/coordinator will provide tutoring for preparation of assignments and support for learning up two weeks prior to the submission date. 7.0 Module Assignment The aim of the assignment is to synthesise topics that have been studied in the module. 7.1 The Assignment Task Consider leadership within your organisation. You will need to focus on an aspect of the module content and critically discuss this in relation to your own organisation. In your discussion you should address the module learning outcomes. (For students who are not currently working in an organisation, the module leader will help identify with them relevant experiences on which to base their assignment). For instance, in the past some students have considered evidence that would identify the prevailing styles of leadership and leadership roles adopted by their organisation; its history in the organisation and relative merits. Using literature considered in the module they go on to discuss how this can be developed, improved on and the impact such developments might have in key areas such as power relationships, creativity etc. Details of the assignment will be individually negotiated during the course of the module and will reflect the students’ needs and interests. Keeping notes of your thoughts as you go along should help when you come to write your assignment. (3,000 words) 4 7.2 Marking Criteria You will find the marking criteria in the assignments section of the module Studentcentral site. 7.3 Maintaining Confidentiality in Academic Work All submitted assignments must maintain the confidentiality of persons and organisations to which they refer. Please see Appendix Two for more details. 7.4 Presentation of Assignments All assignments should: • have a completed student declaration form (Appendix One) • have a title page stating the module name, title of assignment and name of the student. • be typed, double spaced in black print no smaller than point 10. Students are reminded that this assignment is an academic essay, not a report. 7.5 References Students are expected to produce clear and accurate referenced using the Harvard System (see School of Health Sciences Guide and Studentcentral module site). A bibliography is not required. 7.6 Appendices One or two appendices may be submitted with the work to support or give more detailed illustration. However, marks will not be awarded for these supplements. these results may be subject to change. 9.0 9.3 Study Time, Study Skills and Essay Writing Students are reminded that every hour spent in the classroom requires an hour and a half of independent study. This is not always easy to manage in busy professional lives, however, reading around the topic areas and preparation for the assignment require time that is planned in advance. To give yourself the best opportunity to enjoy your studies try to establish a study schedule that; includes time to read, time searching in the library, time searching databases, networking with like-minded others, writing draft assignments, final 5 writing up and a little extra time for things to go wrong - like the printer failing! Hopefully, you will then find the time to enjoy your learning on the module. There are several study texts in the library that you may wish to access if you are new to academic writing or would like to refresh your memories. Some students will have recently submitted academic essays and will be ready to do so again. Other students may not be in this position and the following offer helpful guidance to either review or prepare for your study techniques on this module. Anderson, J. and M. Poole. 2001. Assignment & thesis writing. 4th ed. Brisbane: John Wiley & Sons. Cooper, S., R Patton. 2007 (5th Ed). Writing logically, thinking critically. London: Pearson Longman. Crème, P. and M. Lea. 2008. Writing at University. Buckingham: OU Press. Trzeciak, J. and S. E. Harlow. 2000. Study skills for academic writing: student's book. Melbourne: Longman. Young, P. 1996. The Art and Science of Writing – a Handbook for Health Science Students. London: Chapman and Hall. Appendix Two: MAINTAINING CONFIDENTIALITY IN ACADEMIC WORK Confidentiality is essential and must be maintained. Information is generally held under legal and ethical obligation of confidentiality. Information provided in confidence should not be used or disclosed in a format that may identify a person without his / her consent. This applies in all aspects of your being privy to confidential information and means that any confidence and or information must not be disclosed in the public domain (e.g. be discussed in a public place). There are a number of exceptions to this rule but it applies in most circumstances (DH 2005). It is essential that all students abide by the Nursing and Midwifery Council (2004) The NMC code of professional conduct: standards for conduct, performance and ethics, clause five (5.1, 2, 3 and 4) in their assessed work (written assignments, examinations, projects, reports, seminars and similar). Maintaining confidentiality promotes trust and serves to protect against the potential consequences of disclosure, preserves privacy and maintains individual choice for service users / carers / organisations. There is a general common law duty imposed on health care professionals to respect patients’ confidences. This is justified ethically by the consequences of not keeping private a person’s disclosures or information; an issue of trust in a health care relationship. Under the Human Rights Act (1998, Article 8) there is a right and obligation to respect for private and family life, home and correspondence. NB: In some assessment tasks students may be required to produce documentary evidence that identifies individuals and/or organisations. Where this is required specific guidance will be given in the course and module handbook. Before submitting academic work all students should note the following: 6 • The SHS Student Assignment Declaration Form must be read carefully, completed and submitted with the work. • Documentation should not be used if it discloses the identity of service users, carers, colleagues, organisations or NHS Trusts i.e. completed care plans, referral letters, assessment forms, prescription charts. Exceptions to this are documents that are in the public domain i.e. can be found on the Internet, government documents / information produced for the public. • To ensure the anonymity of individuals’ / organisations’ names must not be used. Pseudonyms and generalised terms, for example a health visitor, a surgical ward, young, middle aged etc. should be used. Signatures of staff in the workplace who sign student’s official documentation are an exception. • Informed consent should be obtained before undertaking any activity in which information about individuals is collected. These include interviews, questionnaires, videos, photographs, audio recordings etc. Consent must also be obtained to use unpublished, i.e. NHS Trust, documents not in the public domain. When it is relevant to include information about individuals and or organisations in assessed work, guidance and or documentation will be included in the course handbook to ensure that data protection is complied with and or to safeguard clinicians, service user, student and University. Verbal Presentations (i.e. OSCE’s, oral examinations etc) • Confidentiality should be maintained as in documentation above. Penalties • When there is a breach of confidentiality or failure to obtain consent for disclosure the Academic Misconduct Process will be followed (University GEAR Section F: Academic Misconduct). At the end of this process a recommendation will be made to the Examination Board. (This process may lead to a referral to a student’s respective professional regulatory body e.g. Nursing and Midwifery Council). Consent • Confidentiality promotes trust and gaining consent for disclosures provides choice for service users / carers / colleagues / organisations / practice placements. The NMC Code of Professional Conduct: Standards for Conduct, Performance and Ethics (2004, clause 5.2) states, “You should seek patients’/clients’ wishes regarding the sharing of information”. NB: Course / module handbooks must be referred to for specific guidance 7 Frequently asked questions The following questions may help answer queries regarding confidentiality. Students should seek guidance from academic staff if they are uncertain or have additional questions.