HR4S70 - People Development 01 Sep 2024 - 31 Aug 2030 | Version 0
Associated Module Information
| Module Code: | HR4S70 | ||
|---|---|---|---|
| Module Title: | People Development | ||
| Faculty: | Faculty of Business and Creative Industries | ||
| Faculty Group: | Leadership and Public Services | ||
| Faculty Sub Group: | Leadership and Public Services | ||
| Module Leader: | Sian Jenkins, Adam Poole | ||
| Module Team: | |||
| First Intended Intake: | SEP 2024 | Final Year of Intake: | 2029 |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100088 - leadership | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2030 |
Module Aims
The aim of the module is to examine a variety of individual career development tools and evaluate their role in contributing to overall personal and organisational development.
Content Summary
Indicative content may include topics outlined below and/or any other relevant current topics to fulfil the module aims and learning outcomes:
The module explores our understanding of what a 'career' is and compares the true meaning of jobs and vocations. Changes to careers over the 21st century, including how we manage work life balance and expectations will also be studied.
What is meant by coaching and mentoring in a workplace setting? The module investigates these terms and what they mean to individuals, and looks at the impact of coaching to help better develop high value employees to adapt to change, etc.
What makes a high performing healthcare team? We will be comparing the work of academics and practitioners to help us define what makes a high performing team. We will also be focusing on the contribution of individuals and how people build relationships to work towards a common purpose.
The module also examines the potential differences between team leadership and team management. Students will be asked to consider their own places of work and think about how about how shared team leadership can be more effective in healthcare.
Leading through crisis.
In exploring inter-professional teams, the focus is on the collaborative nature of teams working more effectively across boundaries. It also considers what profession-specific culture and barriers may hinder the effectiveness of inter-professional working, and how significant building effective networks are to inter-professional working.
The aim of the final week is to bring all the learning together, and consider how to select effective team leaders by considering a potential team leader’s social capital versus human capital. Social capital will be considered in light of its association with relationships, and human capital is explored with regard to its focus being on competences of the leader.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Seminars (Online) | 40 |
| Independent Study | 80 |
| Directed Study (Online) | 40 |
| Problem/Challenge based learning | 40 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Evaluate the role of career development tools in complex healthcare organisations. |
| LO2 | Critically appraise the elements of mentoring and coaching and effectively consider ‘wellbeing’ in complex healthcare situations. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Case study 1 | A concentrated inquiry into a single case or subject. | 0 | 2000 | 50 | No | 40 |
| Asynchronous Assessment | Self Reflective Assessment 1 | A personal record of a student’s learning experiences. It requires students to record and reflect upon their observations and responses to situations, which can then be used later to explore and analyse ways of thinking and being in context. Generally involves critical diaries, learning logs and written / visual journals. | 0 | 1000 | 20 | No | 40 |
| Asynchronous Assessment | Poster 1 | A two- or three-dimensional visual representation of information on a specific topic, aimed at a particular audience without the need for the author's presence | 0 | 2000 | 30 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Case study 1 | ✔ | ✔ | |
| Self Reflective Assessment 1 | ✔ | ✔ | |
| Poster 1 | ✔ | ✔ | |