MODULE BOOKLET Module Title: Leadership and management in professional contexts Module Code: SH6000 Session: 2016/17 Semester: Autumn and Spring ________________________________________ Introduction to the module Welcome to SH6000 Leadership and management in professional contexts. We hope you find this module informative, stimulating and practical. It has been designed to enable you to learn new concepts, theories and policies and test out the principles of management through carefully designed activities during the module. This module is appropriate for those who will be working in teams and or alongside the public sector - social care, community nursing, youth work and youth studies, primary care and those working in community sector organisations, third sector and social enterprises. You will be expected to draw upon your learning and skills developed here and be able to apply them to your own practice. The module will be taught through lectures, exercises and practical exercises- so the more you put in in terms of engagement, the more you will get out of the module. I hope you find the module useful and enjoyable Graham Whitehead Module Leader ________________________________________ Details of the staff teaching team Module leader: Graham Whitehead Office location: BEU1- 08, Benwell Road Extension, North Campus Email: [email protected] Office contact hours: 2-4pm Tuesdays Term- time. Please email me to book appointments during office hours. Seminar Leaders Ruzanna Gevorgyan: [email protected] Sam Assan: [email protected] Brian Tutt: [email protected] Jennifer Egbunike: [email protected] ________________________________________ Module aims The aims of this module are to: 1. Explore key concepts, approaches, skills and styles relevant to leadership and management practices and examine how these are affected by changing trends in professional settings. 2. Explore issues of leadership and management in the context of recent changes in organisational structures, management styles and service priorities. 3. Analyse the pursuit of quality and efficiency in service provision and examine how it can best be managed and contrast managerial, professional and stakeholders’ perspectives. 4. Examine ethical issues arising from different leadership and management approaches, across professional sectors. ________________________________________ Module outcomes On successful completion of this module you will be able to: 1. Demonstrate a critical awareness, understanding of theoretical approaches to teamwork, leadership and management and demonstrate practical skills in application of theoretical knowledge in professional settings. 2. Analyse the effects of different approaches, policies and contexts on services, and on practices in relation to leadership and management. 3. Understand and analyse the organisational and managerial context as it relates to the delivery of services and to professional practice within dynamic changing environments. 4. Apply gained theoretical knowledge in ethical and anti-oppressive practice in a range of professional organisational contexts. ________________________________________ Module specification Teaching Location North Campus Teaching Semester Autumn and Spring Module Level 6 Home Academic Department Faculty of Social Sciences and Humanities Module Leader Graham Whitehead Teaching Mode Full and part time Module Title Leadership and management in professional contexts Timeslot 11am to 2pm on Tuesday/Friday (two groups) Credit Rating For Module 30 ________________________________________ Weekly teaching and learning programme Please note that the order of delivery is subject to amendment. There are two groups for this Module – Tuesday and Friday (check your timetable). You only need to attend one lecture and seminar per week. Wk Date Content of session Lecturer PART 1- MANAGEMENT HISTORY AND THEORY 1 4th or 7th October Lecture • Introductory lecture. • Introduction to diary • Introduction to team work • Introduction to reading No Seminar in Week 1. See Online resources on Weblearn • Print handbook and workbook for next week • Print workbook to use each week • Complete management style questionnaire • Familiarise yourself with Module Content and reading resources. GW 2 11th or 14th October Lecture Introduction to assessment History of management and leadership • Brief history, focus on current theory • Key current theories transformational and authentic leadership Seminar • Group selection exercise • Reflection on how you took the decision on your team • Develop criteria for selecting team GW 3 18th or 21st October Lecture What is the difference between management and leadership? • Define ‘leadership’ • Define ‘management’ • What is the difference (if any)? Seminar • Group decision on topic/case study GW 4 25th or 28th October Activity week Groups do initial work on presentation No lecture or Seminar Reading for following week (This is School half term week) 5 1st or 4th November Lecture Personality vs skills • Trait theory. Are leaders born not made? • Situational theory Seminar • Group work to develop case study GW 6 8th or 11th November Lecture Key theories of leadership and management outlined Freedom vs control • Autocratic/democratic (Lewin) • X-Y (McGregor) Seminar GW 7 15th or 18th November Lecture Conflict resolution in teams Seminar RG 8 22nd or 25th November Lecture Leadership & Management focus(to be confirmed) Seminar Preparation time for Presentation TBC 9 29th November or 2nd December Lecture Key theories of management Task vs relationships • Blanchard • Blake and Moulton Seminar Preparation time for Presentation GW 10 6th or 9th December. Lecture Key theories of management style outlined • Handy Seminar Preparation time for Presentation GW 11 13th or 16th December 2016 Activity week No lecture or Seminar this week Complete section one of the handbook Christmas break 19th December 2016 to 6th January 2017 12 10th or 13th January 2017 Preparation for presentations There is no Lecture or Seminar this week You can use this opportunity to finalise and test your presentation. Staff will be available for advice by appointment. 13 17th or 20th January 2017 Presentations (with Seminar Tutors) ALL 14 24th or 27th January 2017 Presentations (with Seminar Tutors) ALL PART TWO- MANAGING CHANGE 15 31st January or 3rd February 2017 National Student Survey session GW/RG 16 7th February 2017 Lecture Managing change Seminar Group Activity on managing Change Aim to start Section Two of the workbook BT 17 14th February 2017 Activity week. An online activity will be given. You must bring this to your Seminar in Week 18 in order that we can record attendance for Week 17. No lecture or Seminar this week. (This is School half term week.) GW 18 21st February 2017 Lecture Organisational development Seminar BT 19 28th February 2017 Lecture The New Public Management and changing organisations. New organisations Seminar BT 20 7th March 2017 Leadership & Management Broadcast (tbc) Module Review – student activity GW 21 14th March 2017 Lecture Project management and using Prince2 Seminar RG 22 21st March 2017 Lecture Power and decision making Seminar BT PART THREE- DECISION MAKING 23 28th March 2017 Lecture Theories and application of decision making. Barriers to decision making Seminar GW 24 4th April 2017 Lecture Performance management and service quality, value for money Seminar tbc EASTER BREAK 10TH TO 21ST APRIL 2017. This is an opportunity to do preparatory work on section three of the handbook 25 25th April 2017 Activity week No lecture Complete section 3 of the handbook Your seminar group can book appointments with your seminar leader to discuss this section this week 26 2nd May 2017 Lecture Management, leadership and ethics Does it matter what leaders do as long as they get the job done? (utilitarian and deontological) Seminar Focus on the section on Skills and prepare for the Ethics draft. GW 27 9th May 2017 AARVERK EXERCISE This will be one extended session in the main lecture room. The session will be from 10am to 1pm, and consequently there are no seminars today. ALL 28 16th May 2017 Activity week No lecture or Seminar Complete section 4 of the handbook You can book appointments with your Seminar Leader to discuss this section this week 29 26th May 2017 by 3pm No lecture or Seminar You can book appointments with your Seminar Leader to discuss completion of your Workbook. Hand in workbook. This should be submitted electronically, and should include all 4 sections. 30 30th May 2017 Online Activity – see Module Weblearn page. This week is for the development of employability skills. There will be an online task which will offer guidance on how to aim for a job in a management or role in health and social care settings. This is School half term week so attendance is not required. Module Team GW Graham Whitehead RG Ruzanna Gevorgyan BT Brian Tutt SA Sam Assan ________________________________________ Teaching and learning approach How you will learn The module will be delivered in range of ways: interactive workshops based on problem solving and analysis of live issues and real cases, personal study, private reading, reflective writing and thinking in advance of class attendance, case studies, critical incidents, role play and small group work, video clips, formal lectures and personal reflection. Keeping a reflective diary for this module is useful. We will also be using WebLearn - guidance will be given during the module about how to best use this. It is designed to support your learning providing access to wider reading and resources to help you to prepare for each session e.g. websites, policy documents and articles and or to revise and deepen knowledge after sessions e.g. lecture notes. It is not possible to pass the module using lecture notes on WebLearn alone. A central element of the programme is the critical reading and reasoning followed up by writing regularly throughout the course - this develops through the class and group activities which are necessary to pass and achieve high marks, as well as sharpen your skills for the working environment. Learning in groups You will be allocated to a small group of around 4-6 people - ideally with students representing a mix of different courses or professional interests. You are likely to be in the same group throughout the programme. Normally each class based session will have small group activities (see sessions later) following this you will then rejoin the larger group to debate key issues. The purpose of these groups is to allow you to explore in an informed way the concepts and policies that impact on management. It will help to develop your ability to be self-aware and self-critical in relation to your own development and assess implications for practice and management of services. The quality of group work is important to help challenge and inform your thinking about management and team working. You will have the opportunity to set ground rules within your group. ________________________________________ Study hours outside contact hours Students are expected to study independently away from the class. This includes keeping abreast of media and other coverage of the subject area, and carrying out independent and guided reading. This 30 credit module requires 300 hours of study time. ________________________________________ Assessment Strategy Everything we do during the module is to help you to build up the knowledge and skills you will need to complete your assessments successfully. There are informal individual and group work exercises and self-assessments, peer-review, reflective writing tasks. These informal exercises are designed specifically to help you build the knowledge and skills you will need and so that we can give you feedback. The formal assessment is via a presentation and a workbook, pass on aggregate. This means that it is possible to pass the module if you fail an element, but pass on average. Assessment type Description of item % Weighting Qual Mark Tariff Week due ORL 001 Presentation 25 40 13 14 CWK 002 Workbook 75 40 3600 words 29 Please note the word length of the written work. Students will lose marks if the completed work is significantly too long, or too short. ________________________________________ Advice on your work We want to help you to achieve your full potential in your work. However, as third year undergraduate students, you need to be able to work independently. The feedback process for this module is set out below: • You will be given the opportunity to practice your presentation, and staff will be available after Christmas to give you advice • Surgery style seminar sessions will allow you to discuss progress with your Seminar Tutor for Section 1. • You may discuss the rest of the workbook with your seminar leader as a group (not individually). Dates have been set aside to do this in the timetable above. The group may only meet the seminar leader once about the section of the workbook. We will not discuss the assessment with you unless you have read the assessment details and the workbook carefully. We will only offer advice on the sections of the handbook up to the deadline date for each section: • Section one- 16th December 2016 • Section two- 17th February 2017 • Section three- 28th April 2017 • Section four- 19th May 2017 Assessment one – group presentation (25% of the total mark for the module) You are to carry out a 20 minute group presentation in the teams you set up at the start of the semester. Your group presentation should: • Briefly set out a case study of a management situation. This situation is one that you have developed, and which allows you to explore aspects of management theory you have covered so far o Please note that this will not include management style which is tested in the workbook o Examples of case studies can be found on weblearn o This is 10% of the mark for the presentation mark • Set out your analysis of the context to the case study. You should carry out research to find the extent of the problem locally and/or nationally. For example, if the case study is about stress in a care home, you should demonstrate research into stress levels among health and social care professionals o This is 20% of the mark for the presentation mark • Apply two management theories you have covered so far this year in lectures. You need to explain the theory- but the main aim is to APPLY the theory to the case study you have set out o You are required to apply relevant leadership & management theories to your case study. You may also use either Tuckman or Belbin- but not both o Please note that the focus is on the application of the theories to the case study you have outlined- not for describing the theory o This is 40% of the total mark for the presentation • Set out some recommendations to improve the situation in the case study o This should relate directly to the case study you have outlined, and to the theories you have chosen o This is 10% of the mark • Be carried out effectively. This includes evidence of team work, and presentation skills. Your references for the presentation should be included in the final slide in Harvard style o This is 20% of the mark Please note the proportion of the mark which is awarded for each element- this should guide you on how long you should spend on each element of the presentation. There should be an equal contribution from each group member and a group mark will be awarded. The Module Leader reserves the right to award differing marks across a group where a lack of equal contribution is evident amongst group members. Marking criteria for presentation Grade A (70%-100%) • Excellent description and analysis of relevant case study • Excellent ability to explain and apply underlying concepts, theories and principles to the case study • Excellent ordering of thoughts and analysis of contextual information relevant to the case study • Excellent presentation skills and communication to audience. Accurate referencing provided in Harvard style Grade B (60%-69%) • Very good description and analysis of relevant case study • Very good ability to explain and apply underlying concepts, theories and principles to the case study • Very good ordering of thoughts and analysis of contextual information relevant to the case study • Very good presentation skills and communication to audience. Accurate referencing provided in Harvard style Grade C (50-59%) • Competent description and analysis of relevant case study • Competent ability to explain and apply underlying concepts, theories and principles to the case study • Competent ordering of thoughts and analysis of contextual information relevant to the case study • Competent presentation skills and communication to audience. Accurate referencing provided in Harvard style Grade D (43%-49%) • Adequate description and analysis of relevant case study • Adequate ability to explain and apply underlying concepts, theories and principles to the case study • Adequate ordering of thoughts and analysis of contextual information relevant to the case study • Adequate presentation skills and communication to audience. Accurate referencing provided in Harvard style Grade E (40-42%) • Basic description and analysis of relevant case study • Basic ability to explain and apply underlying concepts, theories and principles to the case study • Basic ordering of thoughts and analysis of contextual information relevant to the case study • Basic presentation skills and communication to audience. Accurate referencing provided in Harvard style Assessment two- workbook (75% of total mark for the module) On weblearn under ‘online assessment’, you will find a template for the workbook. You should download and complete this workbook. The final deadline for the workbook is week 29 of the module. However, there are deadlines for each section, allowing you to complete the assessment as the module progresses. Time has been set aside for you to complete the handbook and to discuss drafts of the work with your seminar leader. YOU ARE STRONGLY ADVISED TO FOLLOW THE TIMETABLE AND DEADLINES SET OUT IN THE HANDBOOK. This workbook is in four parts 1. Management style (this tests L01, L02)- 900 words- aim to complete by week 12, 16th December 2016. This is 25% of the mark for the workbook 2. Management of change (this tests L02)- 900 words- aim to complete by week 18, 17th February 2017. This is 25% of the mark for the workbook 3. Decision making and management (this tests L01, L02)- 900 words- aim to complete week 25, 21st April 2017. This is 25% of the mark for the workbook 4. Reflection on development of skills (this tests L01-L04)- 900 words- to be completed week 29. This is 25% of the mark for the workbook You should attempt to keep to the word limit set out above. If the overall word limit is exceeded by more or less than than 10% of the required word count, marks will be deducted. Marking criteria for workbook Grade A (70%-100%) • Excellent ability to explain and apply underlying concepts, theories and principles to the questions • Excellent ordering of thoughts in relation to the questions • Excellent structure, presentation and writing • Excellent use of relevant literature and referencing Grade B (60%-69%) • Very good ability to explain and apply underlying concepts, theories and principles to the questions • Very good ordering of thoughts in relation to the questions • Very good structure presentation and writing • Very good use of relevant literature and referencing Grade C (50-59%) • Competent ability to explain and apply underlying concepts, theories and principles to the questions • Competent ordering of thoughts in relation to the questions • Competent structure presentation and writing • Competent use of relevant literature and referencing Grade D (43%-49%) • Adequate ability to explain and apply underlying concepts, theories and principles to the questions • Adequate ordering of thoughts in relation to the questions • Adequate structure presentation and writing • Adequate use of relevant literature and referencing Grade E (40-42%) • Basic ability to explain and apply underlying concepts, theories and principles to the questions • Basic ordering of thoughts in relation to the questions • Basic structure presentation and writing • Basic use of relevant literature and referencing ________________________________________ Handing in work Handing in work is absolutely vital if you wish to continue on your course. If you know you will have valid reasons for not handing work in on time, you must either apply for an extension or for mitigating circumstances. Below is a quick summary of what to do if you are not able to hand work in. Full guidance is in the University Regulations, but the best advice if you are in this situation is to approach the Undergraduate Office for advice as soon as possible. All work must be handed in by the assessment date set out in this handbook. If you are unable to do this, there are two options: 1. Exceptional coursework extension The University requires all students to submit their work on time. This process is for students who encounter exceptional circumstances which prevent them from submitting a coursework component by the due date. This applies to unforeseen events that directly affect you when are about to hand in work- not for ongoing conditions or situations. Please note that IT problems of any sort will not be accepted as a reason for an exceptional extension. If you have such exceptional circumstances, please read the instructions and notes below fully before submitting a request. This is for handing in work a maximum 5 days after the designated hand-in date. If your extension application is accepted, you will still get the full mark. If your extension application is refused, you will then have to submit your coursework at the re-sit date and the mark will be capped. The earliest you can apply for an extension is two weeks before the hand in date. The latest you can apply for an extension is 24 hours after the assessment deadline. You make a request for an extension via Evision. The request button is in the ‘my modules’ section. Do not email staff directly This procedure only applies to coursework and is only for the first sitting- it does not apply to work that is being re-presented. For further information, please see the university website: https://metranet.londonmet.ac.uk/registry/$services/$coursework-exams/ecep.cfm 2. Mitigating circumstances This is for situations where you will not be able to hand in work on time, or you need more than the 5 days allowed for an exceptional extension. Mitigating circumstances are for when you have compelling reasons why you cannot hand work in. This could be illness, or particular family circumstances, but would not include ‘pressure of work’. You can download a form from the University website; you should complete this and hand this in at the Undergraduate Office with any relevant evidence. A University Panel will consider this application. If the Panel accepts your reasons, you will be able to submit the work, and the mark is not capped - you will receive the full mark awarded for the work. If this is the case, you will be required to submit at the next opportunity- which is usually the Summer reassessment date. If mitigating circumstances are refused, you will have to submit your coursework at the re-sit date and the mark will be capped. This means that your maximum mark will be 40% For further information, please see the university website: https://metranet.londonmet.ac.uk/registry/$services/$coursework-exams/mitigating-circumstances.cfm What if I fail the module? If you do not pass the assessment, you will have one more chance to submit the work. This is usually in the summer resit period (July 2015). It is your responsibility to check your mark when the marks are published and take action. If you do not pass, it is a good idea to see the module leader to go through the reasons for failing, and to collect written feedback. As well as the overall comments provided for your work, there will be useful feedback written on your work. So make sure you get this and read it carefully. It is also a good idea to ask the module leader to check the work before it is resubmitted. ________________________________________ Avoiding plagiarism Plagiarism involves passing off someone else's work as ones own. This might be from a published source, such as a book or article, or the work of another student or person helping you. Copying of sentences, phrases, paragraphs or even certain expressions, without appropriate acknowledgement, is likely to constitute plagiarism. Paraphrasing another person's work is also plagiarism, if it not appropriately referenced. Reference to other people's work and ideas must be made clear and obvious in the text. It is not sufficient simply to include the source in a bibliography. Please note that plagiarism is taken very seriously at the University. You could fail this module, or even be suspended, if you break the academic rules. If you are not clear on rules governing plagiarism, please talk to the module leader. Alternatively, you can access a useful guide to avoiding plagiarism at: http://learning.londonmet.ac.uk/TLTC/learnhigher/Plagiarism/ All course submissions are routinely checked for plagiarism ________________________________________ Attendance You are required to attend all teaching sessions of this module. If your attendance is unsatisfactory, the module leader will arrange that you are withdrawn the module. Before doing this, the module leader will email you to inform you of this. If there is a specific reason why you cannot attend a particular session, you must contact the module leader in advance of the lecture. If the reason is accepted, it will be noted on the register as an authorised absence. You will only be granted authorised absence for one week; if the absence is longer you must discuss this further with the module leader. ________________________________________ Reading list Please note that many of the documents below are available on the Weblearn site for this module. These are marked (W). Books available at Calcutta House are marked (CH), those available at Holloway Road (HR). . E-books are (E). Documents and links are regularly updated on weblearn, so please visit it regularly and make use of this resource Access to library services While you are at the University, you will be able to access the wide range of books, journals and other materials at our library sites. You may also wish to consider joining Islington Council’s libraries- this is free and open to everyone- not just people who live in Islington. Central library is located near the North Campus at 2 Fieldway Crescent, N51P. Details can be found at: http://www.islington.gov.uk/services/libraries/Pages/default.aspx?extra=8. This library is open to 8.00pm three days a week, and 5.00pm on other days. PART ONE. MANAGEMENT THEORY Note: ‘w’ means it is available on weblearn There is not set text for this module. The most comprehensive Leadership book is Northouse (2016). Chapter 1 of this book has a helpful summary- this is provided on weblearn. If you plan to buy one text for the module this book is suggested. If you wish to purchase Northouse, older editions are still useful and cost about £15 (check on amazon & Ebay) Yukl is also a good leadership general text. Boddy is a comprehensive introduction to management, as is Mullins There are materials on weblearn. Bolden is a good introductory summary of leadership and management issues Recommended texts are marked ** in the general reading list History and management theory Barnes P. 2002. Leadership with young people. Lyme Regis: Russell House. Chapter 2: vision and style and chapter 3: leadership orientation Barr J and Dowling L. 2012 (2nd ed.). Leadership in health care. London: Sage. Chapter 14: theories of management Boddy D. 2014 (6th Ed). Management: an introduction. Edinburgh: Pearson .Chapter 14: influencing. Boddy, D. 2016 (E book). Management: an introduction. (6th Ed). Harlow: Pearson. Chapter 14: trait theory, transformational theory, power, McGregor Bolden R. 2004. What is leadership? Exeter: Exeter Centre for leadership studies (w) Gilbert P. 2005. Leadership: being effective and remaining human. Lyme Regis: Russell House. Chapter 4: theories of leadership. Chapter 5: who leaders are and what leaders do. Gill R. 2006. Theory and practice of leadership. London: Sage. Chapter 1: the nature and importance of leadership. Chapter 2: current thinking about leadership. Gopee N and Galloway J. 2014. Leadership and management in healthcare. London: Sage. Chapter 1 leadership and the care manager Grint K. 2005. Leadership: limits and possibilities. Basingtoke: Macmillan. Chapter 1: what is leadership? Lawlor J and Bilson A. 2010. Social work management and leadership: managing complexity with creativity. London: Routledge. Chapter 3: individual management and leadership and chapter 4: rational planning and control Northouse P. 2013 (6th ed). Leadership: theory and practice. London: Sage Northouse P. 2016 (7th ed). Leadership: theory and practice. London:Sage. Chapters 2-12 Rayner C and Adam-Smith D (ed). 2009. Managing and leading people. London: CIPD. Chapter 4: leadership (Gill Christy) (W) Western S. 2013 (2nd ed.). Leadership: a critical text. London: Sage. Chapter 2: what is leadership? Yukl G. 2010 (7th ed). Leadership in organisations. New Jersey: Pearson. Chapter 1: introduction and Chapter 2: theory What is leadership? Bolden R. 2004. What is leadership? Exeter: Exeter Centre for leadership studies (w) Hughes M. 2010. Managing change: a critical perspective. London: CIPD. Chapter 10: leadership of change Lawlor J and Bilson A. 2010. Social work management and leadership: managing complexity with creativity. London: Routledge. Chapter 3: individual management and leadership (e Book) Linstead S, Fulop L and Lilley S. 2009 (2nd ed). Management and organization: a critical text. Basingstoke: macmillan. Chapter 10: leadership and leading. Naylor J. 2004 (2nd ed). Management. Edinburgh: Pearson. Chapter 11: leadership and motivation. Northouse P. 2016 (7th ed). Leadership: theory and practice. London:Sage. Chapter 1 Rayner C and Adam-Smith D (ed). 2009. Managing and leading people. London: CIPD. Chapter 4: leadership (Gill Christy) (W) Western S. 2013 (2nd ed.). Leadership: a critical text. London: Sage. Chapter 2: what is leadership? Yukl G. 2010 (7th ed). Leadership in organisations. New Jersey: Pearson. Chapter 1: introduction and Chapter 2: theory Team leadership Adair, J. 1988. The Action-Centred Leader. The Industrial Society, London Barnes P. 2002. Leadership with young people. Lyme Regis: Russell House. Chapter 6: teamwork Belbin, R.M. 2010. Team Roles at Work, London, Butterworth-Heinemann. (E Book) Belbin R M. 2010 (3rd ed). Management teams, why they succeed or fail. London: Elseivier Boddy D. 2014 (6th Ed). Management: an introduction. Edinburgh: Pearson. Chapter 17: teams. Boddy, D. 2016 (E book). Management: an introduction. (6th Ed). Harlow: Pearson. Chapter 17: teams Gopee N and Galloway J. 2014. Leadership and management in healthcare. London: Sage. Chapter 10: uni-professional, inter-professional and inter-agency teamwork. Linstead S, Fulop L and Lilley S. 2009 (2nd ed). Management and organization: a critical text. Basingstoke: Macmillan. Chapter 11: managing teams. Naylor J. 2004 (2nd ed). Management. Edinburgh: Pearson. Chapter 12: groups and teams Northouse P. 2016 (7th ed). Leadership: theory and practice. London:Sage. Chapter 14. Watson G and Gallagher K. 2005 (2nd ed). Managing for results. London: CIPD. Chapter 7: teamwork Management style Blanchard K. 1994. Leadership and the one minute manager: increasing effectiveness through situational leadership. London: Harper Collins. This is a short book- a bit simplistic but explains Blanchard’s theory well Gill R. 2006. Theory and practice of leadership. London: Sage. Chapter 1: the nature and importance of leadership. Chapter 2: current thinking about leadership Gopee N and Galloway J. 2014. Leadership and management in healthcare. London: Sage. Chapter 10: uni-professional, inter-professional and inter-agency teamwork. Naylor J. 2004 (2nd ed). Management. Edinburgh: Pearson. Chapter 11: leadership and motivation Northouse P. 2013 (6th ed). Leadership: theory and practice. London: Sage. Chapter 4: style approach ** Northouse P. 2015 (7th ed). Leadership: theory and practice. London:Sage. Chapter 4: behavioural approach Rayner C and Adam-Smith D (ed). 2009. Managing and leading people. London: CIPD. Chapter 4: leadership (Gill Christy) (W) PART TWO MANAGEMENT, LEADERSHIP AND CHANGE Change and leadership Broom, A. 1998 (2nd ed). Managing Change. Basingstoke: Palgrave Macmillan Watson G and Gallagher K. 2005 (2nd ed). Managing for results. London: CIPD. Chapter 16: future directions, managing change PART THREE DECISION MAKING Decision making and barriers Barnes P. 2002. Leadership with young people. Lyme Regis: Russell House. Chapter 7: decision making. Gray I. Field R and Brown K. 2010. Effective leadership, management and supervision in health and social care. London: Sage. Linstead S, Fulop L and Lilley S. 2009 (2nd ed). Management and organization: a critical text. Basingstoke: Macmillan. Chapter 14: decision making in organisations Naylor J. 2004 (2nd ed). Management. Edinburgh: Pearson. Chapter 9: decision making Power Barnes P. 2002. Leadership with young people. Lyme Regis: Russell House Publishing. Chapter 2: power Boddy D. 2014 (6th Ed). Management: an introduction. Edinburgh: Pearson. Chapter 14: influencing. Bolden R. 2004. What is leadership? Exeter: Exeter Centre for leadership studies (w) Gill R. 2006. Theory and practice of leadership. London: Sage. Chapter 1: the nature and importance of leadership. Chapter 8: leadership and influence. Lawlor J and Bilson A. 2010. Social work management and leadership: managing complexity with creativity. London: Routledge. Chapter 3: individual management and leadership and chapter 4: rational planning and control Mullins L. 2013 (10th ed). Management and organisational behaviour. Edinburgh: Pearson Naylor J. 2004 (2nd ed). Management. Edinburgh: Pearson. Chapter 11: leadership and motivation Northouse P. 2016 (7th ed). Leadership: theory and practice. London:Sage. Chapter 1 Pitsis T, Kornberger M and Clegg S. 2011 (3rd ed.). Managing and organizations: an introduction to theory and practice. London: Sage Watson G and Gallagher K. 2005 (2nd ed). Managing for results. London: CIPD. Chapter 11: power Western S. 2013 (2nd ed.). Leadership: a critical text. London: Sage. Chapter 3: leadership, power and authority Yukl G. 2010 (7th ed). Leadership in organisations. New Jersey: Pearson. Chapter 7: power and influence. Performance management and measurement Audit Commission. 2002. Performance Breakthroughs: improving performance in public sector organisations. London: Audit Commission. (W) Audit Commission. 2000. Aiming to Improve: the principles of performance management. London: Audit Commission. (W) Bevan H and Hood C. 2006. What’s measured is what matters: targets and gaming in the English public health care system. Public Administration Vol. 84, No. 3, 2006 (517–538) (W) Boddy, D. 2016 (E book). Management: an introduction. (6th Ed). Harlow: Pearson. Chapter 14: trait theory, transformational theory, power, McGregor. Chapter 20: performance management Improvement and Development Agency. 2006 (2nd ed.). A Councillor’s guide to performance management. London: IdEA. (W) Improvement and Development Agency. 2005. Performance Management: the people dimension. London: IdEA (W) Power M. 1997. The audit society: rituals of verification. Oxford: Oxford University Press. Wilson D. Targets, choice and voice: accountability in public services. 2010. London: Public Services Trust. (W) Ethics Aitamaa E Leino-Kilpi H and Suhohen R. 2010. Ethical problems in nursing management: the role of codes of ethics. Nursing Ethics. 17 (4) 469-482 Banks S. (ed). 2012. Ethical issues in youth work. London:Routledge Dracopoulou, S. 1998. Ethics and Values in Health Care Management. London: Routledge. Jones-Devitt S and Smith L. 2007. Critical thinking in health and social care. London: Sage Loewenberg F and Dologoff R. 1992 (4th ed). Ethical decisions for social work practice. London: Cengage learning Northouse P. 2016 (7th ed). Leadership: theory and practice. London:Sage. Chapter 14 GENERAL READING LIST Adair J. 1988. The action centred leader. London: Industrial Society. Adair J. 2012. Develop your leadership skills. London: Kogan Page (E book) Adirondack S. 2006. Just About Managing? Effective Management for Voluntary Organisations and Community Groups (4th edn), London: London Voluntary Service Council. Ali R, Hewes S and Kahn L. 2009. Taking the lead: youth leadership in theory and practice. London: Young Foundation. (w) Armstrong, M.1999 (5th ed) How to be an even better manager London: Kogan Page Banks S, Butcher H, Henderson P, Robertson J (ed). 2003. Managing community Practice. Bristol: Policy Press Barnes P. 2002. Leadership with young people. Lyme Regis: Russell House Baxter, C. 2001. Managing Diversity and Inequality in Health Care. Edinburgh: Balliere Tindall Blanchard K. 1994. Leadership and the one minute manager: increasing effectiveness through situational leadership. London: Harper Collins. Boddy D. 2013 (6th ed). Management: an introduction. Harlow: Pearson. (E Book)** Bolden R. 2004. What is leadership? Exeter: Exeter Centre for leadership studies (w)** Buchanan, A. & Huczynski, A. 2013. Organisational Behaviour. London: Prentice-Hall. (E Book) Flynn N. 2012 (6th ed). Public sector management. London: Harvester Wheatsheaf Handy C. 1993 (4th ed). Understanding Organisations. London: Penguin Hartley J and Bennington J. 2010. Leadership for healthcare. Bristol: Policy Press (E book) Harrison, R., Benjamin, C., Curran, S. and Hunter, R. (eds) (2007) Leading Work with Young People. Milton Keynes and London: Open University Hunter, D. (2007) Managing for Health. London: Routledge. (E book) Hughes M. 2010. Managing change: a critical perspective. London: CIPD. Mullins L. 2007 (8th ed). Management and organisational behaviour. Edinburgh: Pearson Mullins L. 2013 (10th ed). Management and organisational behaviour. Edinburgh: Pearson** Northouse P. 2016 (7th ed). Leadership: theory and practice. London:Sage. Chapter 14 ** Palestini, R. 2009 From Leadership Theory to Practice: a game plan for success as a leader. Lanham: Rowman and Littlefield Education. Chapter one is a summary of management theories. Pitsis T, Kornberger M and Clegg S. 2011 (3rd ed.). Managing and organizations: an introduction to theory and practice. London: Sage Tyler,M. Hoggarth,L .Merton,B (ed) (2009) Managing Modern Youth Work, Learning Matters , Exeter Yukl G. 2010 (7th ed). Leadership in organisations. New Jersey: Pearson. ** Websites The key sources are: The CIPD has a comprehensive website. You need to sign on (this takes one minute) and you have access to factsheets on change management; leadership; organisational development; performance management; PESTLe etc. Look under ‘resources’ The site is at: http://www.cipd.co.uk/ Background research on your area of study will be on relevant government websites. You can also find relevant information on websites for charities and voluntary organisations There are a number of journals relevant to this module including the Journal of Management Development. Belbin team roles at: http://www.belbin.com/ The King’s Fund has a number of reports on management and leadership in the NHS: http://www.kingsfund.org.uk/ The Young Foundation has reports on management and leadership for youth workers: http://youngfoundation.org/uk You will also find relevant articles in the journal Leadership Quarterly There is a very useful website, based on Northouse’s book, with background reading and tests: https://edge.sagepub.com/northouse7e/student-resources/chapter-2/sage-readings Business In the Community. This organisation has a number of articles and reports on ethical organisations: http://www.bitc.org.uk/ Appendix one- expectations of student behaviour Our expectations of student behaviour in class As students of LondonMet, you know that we ask you to behave in the spirit of our University’s Student Charter, which sets out what you can expect of the University, and what we expect of you. The Charter is an important document, but it might be helpful to you to know that in the Faculty of Social Sciences & Humanities we have developed a checklist of ‘dos’ and ‘don’ts to help you understand how we expect you to behave on campus. The behaviours in the ‘Do’ section below are those we have found to help everyone study effectively and get the most out of their time here, with the best possible qualification when graduation comes round; those in the ‘Don’t’ section are disruptive and distracting, and would affect not only your own performance but that of your fellow students in class. You should be aware that if a student persistently behaves in a negative way, the Faculty invokes the Student Disciplinary Procedure, which can lead to a student being excluded from class or even excluded permanently from the University. Please do … attend all timetabled classes for your modules; email the lecturer beforehand if you cannot attend a lecture, and give your reasons for this do any preparatory reading or work for your class beforehand arrive on time for every class, and stay till the end; inform the lecturer before s/he begins if you have to leave early sign in for every class switch off your mobile phone at the start of the class ask the lecturer for permission before taping a lecture use your iPad, tablet or other electronic device for taking notes take notes of the lecture or seminar discussion ask questions of there is anything you don’t understand listen respectfully to other people’s opinions in discussions contribute to class discussions check the Weblearn site for your modules regularly and frequently for information and help, and for any changes in rooms or timetabling respect your lecturers and always follow their instructions Please don’t… miss classes unless you are unwell turn up without having prepared for the class arrive late or leave early: missing parts of the class means you learn less – and so do your colleagues sign in for friends who are not in class: this really doesn’t help them in the long run make or answer phone calls during a class use your iPad, tablet or any other electronic device for playing games in class, texting, checking for texts, messaging, web-browsing for non-relevant material, tweeting, going on Facebook and so on – all of these behaviours will distract you and others from learning bring food into class, or eat during a class talk while others are trying to contribute to class discussions refuse to follow instructions from a lecturer or other member of University staff