Undergraduate Course: Childhood Studies Work Based Learning 2: Organisational Development (EDUA10157)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | Utilising analytical and planning tools, students will assess the contribution of management theory and practice to professional and organisational development. This course focuses on the organisational development and management roles of professionals who work with children in a variety of statutory and voluntary sector settings. Participants will consider what is involved in building and developing organisations and being responsible for their own and others' work. The emphasis is on applied knowledge and understanding in areas such as organisational structure, developing participative organisations, supervision, teamwork, planning and development, finance and funding, evaluation and accountability. The skills and activities of management are considered with reference to the current policy context and in relation to differing interpretations of the management function.
The course will link to the childhood practitioner¿s work situation through weekly group tutorials and students will work in learning clusters to identify and develop their understanding of organisational issues. The course will be require the students to compare the role of different management approaches within a children and family centre, a community centre and a Sure Start provision. There will be an emphasis on using web-based and other ICT materials and facilities. Students will be encouraged to critically analyse their own agency in relation to the changing policy context in Scotland.
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| Course description |
Work-based learning involves learning closely bound to the work role, which may be located in your workplace, or a tailored placement. An important part of work-based learning is that you promote participatory change through your work role and base collaborative decision making on analysis of directed reading, research and group work.
The major themes covered in the course will be:
Organisational, leadership and management theory: its relevance to professional practice
Analytical frameworks and techniques such as SWOT, PEST, the 7s framework and force-field analysis
Contemporary, creative, innovative and complex approaches to organisational change, leadership and management
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | Small Conference/Poster Costs |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: 30 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 44,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
348 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
The assessment for this course is in three parts:
Semester 1: Each student will utilise selected analytical frameworks to carry out a critical review of organisational performance in their work setting and to consider issues of working with different professionals (c. 4000 words). 50% of total marks.
Semester 2: Each student will produce and present an A1 poster at the BACP conference. (25%)
Semester 2: 2000 word essay, writing up the poster. (25%)
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| Feedback |
Feedback is an integral part of Workbased Learning 2 and takes many forms. We encourage you to see learning and teaching as a partnership: we will do our best to give you helpful feedback on your work, and it is up to you to make the best use of the feedback you receive. If you find yourself unsure of how to make good use of feedback, please speak to Lynn McNair.
You will also find a wealth of information on feedback, including information about what to expect and how to make use of it, on the University¿s Enhancing Feedback website, available at:
http://www.enhancingfeedback.ed.ac.uk/
The University of Edinburgh is committed to providing at least one feedback or feedforward opportunity as part of every course, with feedback provided within 15 working days or in time to be useful for the next piece of assessed work, whichever is the sooner.
In Workbased Learning 2 we significantly exceed this stated commitment by offering the following opportunities to all students:
Formative Assessment Opportunities
1. WORKSHOP GROUP DISCUSSIONS
Class sessions for Workbased Learning 2 have been designed to include interactive group workshop activities. Information about these activities can be found in the learning materlals in advance of each class. You should come fully prepared and able to share ideas and questions. Through discussion, your tutor and other students will help clarify any misunderstandings, and work on applying theoretical ideas to practical examples. Such discussions are very important opportunities for feedback. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress.
Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression. To really make the most of them, you may find it helpful to write up notes from the discussions as soon as possible after the event. You will also be able to extend these discussions with your classmates using the online discussions function on Learn.
2. ONLINE GROUP DISCUSSIONS
You will also be taking part in online discussions, which offers opportunities for peer feedback and your tutor will also pick up issues raised in these discussions during workshop sessions.
3. ASSIGNMENT EXAMPLES
Workbased is assessed by two essays and one poster. Examples of essays from previous years are available via the course assessment folder, together with other guidance including the grade-related marking criteria. You can use these in a number of ways. For instance, you could discuss them with another student or small group of students, you might want to try ¿marking¿ them yourself and comparing your assessment with the actual marking sheet. There will be an opportunity for discussion of the examples in Week 9 class where you will work in groups to discuss the essays, try and ¿mark¿ them yourself and compare to the grade-related marking criteria. This is a feed-forward activity which will help you develop the skills and knowledge needed for the assignment. This will work best if you come well prepared, having already familiarised yourself with the examples, and have notes on what you want to share or ask.
Making good use of feed-forward and feedback is a skill which, like any other, needs to be learned, practised and honed. You can find information and resources to help you make good use of feedback on the University of Edinburgh¿s Enhancing Feedback website available at:
http://www.enhancingfeedback.ed.ac.uk/
If you feel you would benefit from guidance on making good use of feedback you can talk to your PT, and/or ask whether the topic can be discussed at one of your PT group meetings.
Formal Feedback
Formal written feedback will be given to each student on his or her assignment at the end of the course. The comments from assignment 1 and 2 are feed-forward input for assignment 3.
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| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Critically evaluate different theories of management and their own ability to work in teams, act as leaders and develop effective tools/techniques,
- Contribute to the annual BACP conference, communicate information on an identified issue to peers, senior colleagues and specialists utilising a range of media technologies.
- Analyse issues of effective management practice, explain contrasting approaches to leadership, critically carry out business needs analysis and resolve a wide range of professional problems that arise from working across professional boundaries within the changing policy context.
- Critically consider the role of the manager in recruitment and retention and show knowledge interview skills.
- Evaluate their interpersonal skills, demonstrate emotional intelligence and exhibit the ability to consider and implement creative, innovative and complex problem solving strategies to enable the smooth running of their work place.
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Reading List
Adirondack, A. (1989) Just About Managing: Effective Management for Voluntary Organisations and Community Groups, London: Voluntary Service Council.
Davis, J.M. (2011) Integrated Children¿s Services, London: Sage.
Davis-Smith, J., Rochester, C. & Hedley, R. (1995) An Introduction to the Voluntary Sector, London:Routledge.
Handy, C. (1985) Understanding Organisations, Penguin.
Hugman, R. (2005) New Approaches in Ethics for the Caring Professions. Palgrave Macmillan
Lawler, J. & Bilson, A. (2010) Social Work Management and Leadership: Managing complexity with creativity, London, Routledge
MacDonald, K. M. (1995) The Sociology of Professions. Sage
Miller, L. & Cable, C. (Editors) (2008). Professionalism in the Early Years. Hodder Education
Mintzberg, H. (1989) Mintzberg on Management: Inside our Strange World of Organisations,
Mullins, L (2007) Management and Organisational Behaviour. Prentice Hall/Financial Times/Pearsons
NorthHouse, P.G. (2010) Leadership (Theory and Practice). Sage Publications
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Additional Information
| Graduate Attributes and Skills |
This course enables students to achieve all of the University of Edinburgh graduate attribute skills:
A. Research and Enquiry
Graduates of the University will be able to create new knowledge and opportunities for learning through the process of research and enquiry. This may be understood in terms of the following:
¿ be able to identify, define and analyse problems and identify or create processes to solve them
¿ be able to exercise critical judgment in creating new understanding
¿ be ready to ask key questions and exercise rational enquiry
¿ be able to critically assess existing understanding and the limitations of their
own knowledge and recognise the need to regularly challenge all knowledge
- search for, evaluate and use information to develop their knowledge and
understanding
- have an informed respect for the principles, methods, standards, values and
boundaries of their discipline(s) and the capacity to question these
¿ understand economic, legal, social, cultural and environmental issues in the
use of information
¿ recognise the importance of reflecting on their learning experiences and be
aware of their own learning style
B. Personal and Intellectual Autonomy
Graduates of the University will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges. This may be understood in terms of the following:
¿ be open to new ideas, methods and ways of thinking
¿ be creative and imaginative thinkers
¿ be able to identify processes and strategies for learning
¿ be independent learners who take responsibility for their own learning, and
are committed to continuous reflection, self-evaluation and self-improvement
¿ be able to make decisions on the basis of rigorous and independent thought,
taking into account ethical and professional issues
¿ be able to use collaboration and debate effectively to test, modify and
strengthen their own views
¿ be intellectually curious and able to sustain intellectual interest
¿ be able to respond effectively to unfamiliar problems in unfamiliar contexts
¿ have a personal vision and goals and be able to work towards these in a
sustainable way
C. Communication
Graduates of the University will recognise and value communication as the tool for negotiating and creating new understanding, collaborating with others, and furthering their own learning. This may be understood in terms of the following:
¿ make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
¿ use communication as a tool for collaborating and relating to others
¿ further their own learning through effective use of the full range of
communication approaches
¿ seek and value open feedback to inform genuine self-awareness
¿ recognise the benefits of communicating with those beyond their immediate
environments
¿ use effective communication to articulate their skills as identified through self-
reflection
D. Personal Effectiveness
Graduates of the University will be able to effect change and be responsive to the situations and environments in which they operate. This may be understood in terms of the following:
¿ appreciate and use talents constructively
¿ be able to create and harness opportunities
¿ be able to manage risk while initiating and managing change
¿ be responsive to their changing surroundings, being both flexible and
proactive
¿ have the confidence to make decisions based on their understandings and
their personal and intellectual autonomy
¿ be able to flexibly transfer their knowledge, learning, skills and abilities from
one context to another
¿ understand social, cultural, global and environmental responsibilities and
issues
¿ be able to work effectively with others, capitalising on their different thinking,
experience and skills
¿ work with, manage, and lead others in ways that value their diversity and
equality and that encourage their contribution to the organisation and the wider community |
| Additional Class Delivery Information |
10 x 2 hours per week workshop, lecture or tutorial and 1 x reading week problem solving activities. |
| Keywords | Not entered |
Contacts
| Course organiser | Miss Lynn Mcnair
Tel:
Email: |
Course secretary | Ms Laura Francis
Tel: (0131 6)51 4906
Email: |
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