Creating a Learning Culture
Run by School of Medical and Health Sciences
10.000 Credits or 5.000 ECTS Credits
Organiser: Dr Nathan Bray
Overall aims and purpose
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.
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
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
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
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.
Demonstrate reflective self-awareness of their own journey towards fostering a learning culture in a workplace setting.
Critically apply techniques and strategies to foster a learning culture in order to facilitate both individual and organisational behavioural change.
Develop inclusive, equitable, and sustainable approaches for promoting a learning culture.
Teaching and Learning Strategy
Two 5hr workshops (Introduction and Advanced)
80hrs of independent study to complete associated readings and produce assessments
10hrs of pre-recorded lectures available for on-demand access
- 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
Subject specific skills
- Reflective self-awareness of own leadership journey
- Critical recognition of own professional standards
- Active forward-planning for future professional development.
Resource implications for students
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/ila-4006.html
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.