Run by School of Medical and Health Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr David Evans
Overall aims and purpose
This module is aimed at existing and aspiring leaders and managers within health, social care and other allied professions who have an interest in leading and developing services in order to better meet the needs of customers, clients, patients and other key stakeholders. The module specifically aims to support the leadership and management skills and knowledge to support the development of professional managers within NHS and Social Care Organisations, within the context of the prevailing policy and leadership frameworks.
Face to face session will be delivered where possible, but replaced by online sessions if Covid-19 requirements demand it.
The module includes but is not limited to the following broad themes: • Clinical/Service leadership and management • Performance management • People Management (including developing self and others) • Resource management • Quality management including managing the patient/customer experience • Service improvement and change management
Other related content • Critical evaluation of theory, research and health &related policy • Developing critical thinking and writing skills (see key skills)
B- to B+ Grade: students will demonstrate a very good knowledge and understanding of the key topics and show the ability to critically analyse issues.
D- to D+ Grade: students will demonstrate and understanding and knowledge of key areas/principles related to the module outcomes.
C- to C+
C- to C+ Grade: A good pass with students being able to demonstrate a sound knowledge and understanding and knowledge of key areas/principles related to the module outcomes. • Strong knowledge • Understands most but not all • Evidence of background study • Focussed answer with good structure • Arguments presented coherently • Mostly free of factual/computational errors • Some limited original interpretation • Well known links between topics are described • Problems addressed by existing methods/approaches • Good presentation with accurate communication
A- • Comprehensive knowledge • Detailed understanding • Extensive background study • Highly focussed answer and well structured • Logically presented and defended arguments • No factual/computational errors • Original interpretation • New links between topics are developed • New approach to a problem • Excellent presentation with very accurate communication
A systematic understanding of theory, policy and research relating to leadership within health and social care.
An appreciation of the uncertainty, ambiguity and limits of knowledge relating to leadership.
An ability to deploy accurately established leadership methods, approaches and techniques within a health and care setting.
Critically analyse and apply theory, research and health policy in order to develop the knowledge and skills necessary to effectively manage people and resources
An ability to manage their own learning, make use of scholarly reviews and primary sources, as well as applying critical analysis techniques to the evidence
|SUMMATIVE THEORETICAL ASSMT||Blog||
Part 1 Online Discussion Board (Pass/Fail). 20% of the total marks
You are required to contribute a minimum of 250 words to each of four Online Discussion Board activities. The contribution to the online forums will entail a minimum of 1000 words in total and will be marked by a Pass/Fail Criteria. (Learning outcome 1-3)
Online discussion board forums - contributions between October and January will entail a minimum of 1000 words in total. All discussion board forum posts must be completed and ready for marking by the Module Co-ordinator by the deadline
|SUMMATIVE THEORETICAL ASSMT||Health Leadership Presentation||
Part 2 Presentation (Bangor University Categorical Marking). 80% of the total marks
You are required to present a summative presentation lasting 15 minutes (Learning outcomes 3-5) via Panopto Assignment Folder: (https://bangor.cloud.panopto.eu).
The presentation will focus upon a leadership issue relevant to your own work and / or organisational context, drawing on a range of theoretical and other perspectives. The presentation should:
• Critically review the broad leadership literature (theory) and identify the key drivers that accounts for the approaches used in the specific context of your example
• Identify and discuss the facilitators and barriers to leadership in organisations (such as culture and team working)
• Consider which tools or approaches may, based on the evidence, support or overcome the leadership issue you are discussing
• Critically appraise the literature and the application of this theory in your example.
The summative presentation requires that you deliver a presentation which will utilise learning from the application of knowledge gained from.
Teaching and Learning Strategy
Assessment workshop and practical classes
Practical classes may be delivered online if the guidance relating to Covid 19 require it
1 Introduction to the module and assessment. Consider what is leadership? 2 Learning about theories (the best way to do things) 3 Learning about you and the team 4 Leading change and improvement 5 Learning from when things go wrong 6 Making sense of organisations 7 Preparing for the presentation
participation in weekly online discussion board over 10 weeks
working through on line material
Private study - 100 hours reading time and assessment preparation
Live online tutorials
- Literacy - Proficiency in reading and writing through a variety of media
- Computer Literacy - Proficiency in using a varied range of computer software
- 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
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- 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
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- 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
Retrieve, source and select information including digital Information regarding health leadership from a variety of health or social care sources.
Critically appraise and interpret policies and legislative documents relevant to health leadership.
Manage complex issues in an organised and creative manner, make justifiable judgements in the absence of complete data, and communicate conclusions clearly to health and social care colleagues
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/nhs-3157.html
Barr, J; Dowding, L. (2016). Leadership in Healthcare (3rd ed). SAGE Publications Inc.
NHS Leadership Academy. (2013). Healthcare Leadership Model. NHS Leadership Academy, 1–16. Retrieved from http://www.leadershipacademy.nhs.uk/discover/leadershipmodel/
Northouse, P. (2018). Introduction to leadership Concepts and Practice (4th ed). SAGE Publications
Storey, J., & Holti, R. (2013). Towards a New Model of Leadership for the NHS. Retrieved from https://www.leadershipacademy.nhs.uk/wp-content/uploads/2013/05/Towards-a-New-Model-of-Leadership-2013.pdf
West, M., Armit, K., Loewenthal, L., Eckert, R., West, T., & Lee, A. (2015). Leadership and Leadership Development in Health Care: The Evidence Base. The Kings Fund, 1–36. https://doi.org/19022015
Yukl, G. (1999). An evaluation of conceptual weaknesses in transformational and charismatic leadership theories. Leadership Quarterly, 10(2), 285–305. https://doi.org/10.1016/S1048-9843(99)00013-2
Adair, J. (1997). Decision Making and Problem Solving. London: Institute of Personnel and Development.
Bass, B. (1985). Leadership and performance beyond expectations. New York: Free Press.
Bennis, W., & Nanus, B. (1985). Leaders Strategies for Taking Charge.
Blake, R; Moulton, J. (1964). The Managerial Grid. Houston: Gulf.
Burns, J. M. (1978). Leadership. Harper & Row.
Carlyle, T. (1841). On heroes and hero worship and heroic in history. Boston MA: Adams.
Charlesworth, K., Maggie Jamieson, C., Professor Rachel Davey, A., & Colin Butler, D. D. (2016). Transformational change in healthcare: an examination of four case studies. https://doi.org/10.1071/AH15041
Collins, J. (2001). Good to Great : Why Some Companies Make the Leap and Others Don t. Harper Collins.
Daft, R. (2016). Management (12th ed). Retrieved from https://www.academia.edu/38127481/Management_-_Richard_L._Daft
Davidoff, F., Dixon-Woods, M., Leviton, L., & Michie, S. (2015). Demystifying theory and its use in improvement. BMJ Quality and Safety, 24(3), 228–238. https://doi.org/10.1136/bmjqs-2014-003627
Fayol, H. (1925). General and Industrial Management. London: Pitman and Sons.
Fielder, F. (1967). A theory of leadership effectiveness. New York: McGraw-Hill.
Goetsch, D Davis, S. (2013). Quality Management for Organizational Excellence: Introduction to Total Quality. Retrieved from https://www.pearson.com/us/higher-education/product/Goetsch-Quality-Management-for-Organizational-Excellence-Introduction-to-Total-Quality-7th-Edition/9780132558983.html?tab=order
Greenleaf, R. K. (1977). Servant leadership : a journey into the nature of legitimate power and greatness /. Paulist Press.
Hersey, P; Blanchard, K. (1969). Life-cycle theory of leadership. Training and Development Journal, 23(5), 26–34.
James, W. (1890). The principles of psychology. New York: Henry Holt and Company.
Johnson, G. (1992). Managing strategic change- strategy, culture and action. Long Range Planning, 25(1), 28–36. https://doi.org/10.1016/0024-6301(92)90307-N
Lewin, K. (1951). Field Theory in Social Sciences. New York: Harper & Row.
Lowe, K. B., Kroeck, K. G., & Sivasubramaniam, N. (1996). Effectiveness correlates of transformational and transactional leadership: A meta-analytic review of the mlq literature. Leadership Quarterly, 7(3), 385–425. https://doi.org/10.1016/S1048-9843(96)90027-2
Mannion, R., & Davies, H. (2018). Understanding organisational culture for healthcare quality improvement. BMJ (Online), 363(November), 1–5. https://doi.org/10.1136/bmj.k4907
Marquis, B; Hutson, L. (2012). Leadership and Management Function (Vol. 53).
McGergor, D. (1960). The human side of enterprise. New York: McGraw-Hill.
Rosener, J. B. (2011). America’s Competitive Secret: Women Managers. In America’s Competitive Secret: Women Managers. https://doi.org/10.1093/acprof:oso/9780195119145.001.0001
Schein, E. H. (1985). Organizational culture and leadership (1st ed). San Francisco : Jossey-Bass Publishers.
Spencer, H. (1873). Principles of Sociology. New York: Appleton and Company.
Vroom, V., & Jago, A. (1988). The new leadership. Eaglewood Cliffs: Prentice-Hall.