Run by School of Medical and Health Sciences

10.000 Credits or 5.000 ECTS Credits

Semester 1

Organiser: Dr Nathan Bray

Students completing this module will gain an understanding of the importance of creating an appropriate continuous improvement culture leading to a self-improving system. They will then have the opportunity to demonstrate through a series of progressions how to ensure a sustainable cultural change in their organisation.

Workshops will introduce you to the main concepts in creating a learning culture, and provide you with an opportunity to explore the topic by considering real-world case studies.

A lecture series will also provide an understanding of learning cultures. These lectures will also give specific guidance on how to foster a learning culture in the workplace. Each lecture will be accompanied by a reading list accessible through the University library.

Assessments will enable you to demonstrate your own applied understanding of learning cultures in a reflective essay followed by a presentation to your peers.

good

B+ to B- • Some insight into how to foster learning cultures in the workplace • Strong knowledge of Learning Cultures • Clear understanding and mostly free of factual errors • Some analysis showing critical evaluation and links between ideas • Some originality in approach, interpretation, and/or voice • Some independent research • Coherent arguments with evidence for most claims • Focused and well structured • Good presentation with accurate and appropriate expression • Mostly correct format in appropriate referencing style

threshold

C+ to C- • Limited insight into how to foster learning cultures in the workplace • Some knowledge of Learning Cultures • Understanding of the main concepts, but with factual errors in non-core concepts • Limited analysis showing only obvious points of evaluation and links between ideas • Highly limited originality in approach, interpretation, and/or voice • Highly limited evidence of independent research • Arguments presented but lack coherence with evidence for only some claims • Focused but with some irrelevant material and weaknesses in structure • Acceptable presentation with appropriate expression • Attempt at correct format in appropriate referencing style

excellent

A* to A- • Insightful awareness into how to foster learning cultures in the workplace • Comprehensive knowledge of Learning Cultures • Detailed understanding with no factual errors • Critical analysis showing evaluation and synthesis of ideas • Originality in approach, interpretation, and/or voice • Extensive independent research • Logically defended arguments with evidence for all claims • Highly focused and well structured • Excellent presentation with accurate and appropriate expression • Correct format in appropriate referencing style

1. Appreciate how a learning culture can support others to lead change, with critical recognition of the risks, costs, and benefits of establishing a learning culture in the workplace.

2. Demonstrate reflective self-awareness of their own journey towards fostering a learning culture in a workplace setting.

3. Critically apply techniques and strategies to foster a learning culture in order to facilitate both individual and organisational behavioural change.

4. Develop inclusive, equitable, and sustainable approaches for promoting a learning culture.

Type	Name	Description	Weight
ESSAY	Reflective Essay	Reflective essay to demonstrate your own applied understanding of learning cultures	50.00
INDIVIDUAL PRESENTATION	Presentation	Peer presentation to share your own applied understanding of learning cultures	50.00

		Hours
Workshop	Two 5hr workshops (Introduction and Advanced)	10
Private study	80hrs of independent study to complete associated readings and produce assessments	80
Lecture	10hrs of pre-recorded lectures available for on-demand access	10

• Literacy - Proficiency in reading and writing through a variety of media
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

• Reflective self-awareness of own leadership journey
• Critical recognition of own professional standards
• Active forward-planning for future professional development.

Resource implications for students

None

Talis Reading list

http://readinglists.bangor.ac.uk/modules/ila-4006.html

Reading list

Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. McGraw-Hill Education. Clawson, M. L. (2004). Creating a learning culture: Strategy, technology, and practice. Cambridge University Press. Jarvis, P., Holford, J. & Griffin, C. (2003). The Theory and Practice of Learning. Kogan Page. Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. Cambridge UP. Nonaka, I., Toyama, R., & Konno, N. (2000). SECI, ba and leadership: A unified model of dynamic knowledge creation. Long Range Planning, 33(1), 5–34.