Creating Engaging and Learning Cultures
| Module title | Creating Engaging and Learning Cultures |
|---|---|
| Module code | HPDM190DA |
| Academic year | 2025/6 |
| Credits | 20 |
| Module staff | Dr Susanne Smith (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 |
| Number students taking module (anticipated) | 48 |
|---|
Module description
This module builds on the themes of the previous three modules (Understanding and Develoing Leadership Practice, HPDM186DA; Building Foundations for Team Effectiveness, HPDM187DA; and Making Sense of Organisational Values, Engagement and Service Delivery, HPDM189DA), examining how to shape your team’s culture, engagement with improvement, innovation, and capability to learn and adapt. This module will require you to develop routine reflective practice to gauge your influence and effectiveness at promoting innovative and learning cultures at a personal, team, and organisational level (drawing from the work you did in Understanding and Developing Leadership Practice, HPDM186DA). The reflective practices which you refine in this module will be underpinned by evidence-based theory and you will be encouraged to take a critical view of the academic literature informed by your own experiences.
Module aims - intentions of the module
This module aims to draw together the theoretical learning from the previous three modules and to interweave it with further reflexive exercises which examine your leadership capabilities and how these can be further shaped and deployed to enhance team effectiveness and quality of care. It is intended that your deepening appreciation of learning organisations will help to strengthen these reflections in considering not just your individual performance, but that of the teams they lead. Once again, the golden threads around equality, diversity and inclusion; quality of care; and sustainable improvement will act as the anchors for your reflective practice. Faculty will support through individual tutorials and tutor group facilitation the development of these reflections which will prepare you for the next module.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate critical awareness of and how to apply the theory and practice of creating engaging and learning cultures
- 2. Demonstrate critical awareness of theory and innovation practices to improving care quality and patient experience
- 3. Demonstrate understanding of programme management principles and their application to healthcare
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. Apply workforce redesign tools and consider their application in the workplace
- 5. Demonstrate practical skills in building a trusting culture and inclusive practice
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 6. Demonstrate taking responsibility for creating and maintaining an engaging and learning culture
Syllabus plan
Weeks 1-2 – Engagement, team and context.
Weeks 3-4 – Building a climate of trust.
Weeks 5-6 – Innovation.
Weeks 7-8 – Learning and sustainability.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 50 | 150 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 50 | Tutor group and Masterclasses |
| Guided independent study | 150 | Guided online materials, self-learning and work-based learning |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Draft Critical assignment | 500 words | 1-6 | Written & oral |
| Draft Work-based assignments x2 | 500 words | 4-6 | Written & oral |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Critical assignment | 100 | 2000 words | 1-6 | Written |
| Work-based learning assignment 1 (Pass/Fail grading) Must be passed for the module to be passed. | 0 | 500 words | 4-6 | Written |
| Work-based learning assignment 2 (Pass/Fail grading) Must be passed for the module to be passed. | 0 | 500 words | 4-6 | Written |
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Critical assignment | Critical assignment (100%) | 1-6 | Programme schedule dependent |
| Work-based learning assignment 1 (Pass/Fail grading) Must be passed for the module to be passed. | Work-based learning assignment (work-based evidence) (0% P/F) | 4-6 | Programme schedule dependent |
| Work-based learning assignment 2 (Pass/Fail grading) Must be passed for the module to be passed. | Work-based learning assignment (work-based evidence) (0% P/F) | 4-6 | Programme schedule dependent |
Re-assessment notes
All passed components of the module will be rolled forward and will not be reassessed in the event of module failure.
Re-assessment is not available for work-based evidence assignments once Gateway deadline is passed.
Indicative learning resources - Basic reading
AON Hewitt (2017) 2017 trends in global employee engagement. Available at: https://www.aon.com/unitedkingdom/attachments/trp/2017-Trends-in-Global-Employee-Engagement.pdf. (Accessed: 2 September 2019).
Bakker, A.B. (2009) ‘Building engagement in the workplace’, in Burke, R.J. and Cooper, C.L. (eds.) The peak performing organization. Abingdon: Routledge. pp. 50-72.
Best Companies (no date) The ultimate methodology for measuring engagement. Available at: http://www.b.co.uk/Methodology/BCI# (Accessed: 11 July 2019).
Gilson, L.L. and Shalley, E. (2004) ‘A little creativity goes a long way: an examination of teams’ engagement in creative processes’, Journal of Management, 30 (4), pp. 453-470.
King’s Fund, The (2015) Staff engagement: six building blocks for harnessing the creativity and enthusiasm of NHS staff. Available at: https://www.kingsfund.org.uk/publications/staff-engagement (Accessed: 11 July 2019).
Chambers, N., and Taylor, J. (2021). Organising care around patients, Manchester, England: Manchester University Press. available from https://doi.org/10.7765/9781526147448 (Accessed 20 November 2022)
Clark, P.G., Cott, C. and Drinka, T.J. (2007) ‘Theory and practice in interprofessional ethics: a framework for understanding ethical issues in health care teams’, Journal of Interprofessional Care, 21 (6), pp. 591-603.
Croydon Health Services NHS Trust (no date) Patient stories. Available at: https://web.archive.org/web/20160410080133/http://www.croydonhealthservices.nhs.uk/patients-visitors/patient-stories.htm (Accessed: 29 June 2016).
Hope-Hailey, V. (2012) Where has all the trust gone? Available at: https://web.archive.org/web/20220916060745/https://www.cipd.co.uk/knowledge/culture/ethics/has-trust-gone-report (Accessed: 30 May 2024).
Mahon, A. (2013) ‘Relationships in healthcare: trust in transition’, in Llewellyn, S., Brookes, A. and Mahon, A. (eds.) Trust and confidence in government and public services. Abingdon: Routledge. pp. 185-203.
Wiles, K., Bahal, N., Engward, H. and Papanikitas, A. (2016) ‘Ethics in the interface between multidisciplinary teams: a narrative in stages for inter-professional education’, London J Prim Care (Abingdon) 8 (6), pp.100-104.
Guillaume, Y.R.F., Dawson, J.F., Priola, V., Sacramento, C.A., Woods, S.A., Higson, H.E., Budhwar, P.S. and West M.A. (2014) ‘Managing diversity in organizations: an integrative model and agenda for future research’, European Journal of Work and Organizational Psychology, 23 (5), pp. 783-802.
European Commission (2008) Continuing the diversity journey: business practices, perspectives and benefits. Available at: https://op.europa.eu/en/publication-detail/-/publication/d168ae74-2e97-4565-9cf0-1b403e2b0db3 (Accessed: 5 September 2019).
Health Education England (2017) The Topol Review: Preparing the healthcare workforce to deliver the digital future. (Available here) https://www.hee.nhs.uk/sites/default/files/documents/Topol%20Review%20interim%20report_0.pdf (Accessed: 2 September 2019).
Also: https://topol.hee.nhs.uk/https://www.youtube.com/watch?v=hVyyLMZPJ-o (Accessed: 2 September 2019).
Leadership Centre, The (2015) The art of change making. Available at: https://www.leadershipcentre.org.uk/wp-content/uploads/2016/02/The-Art-of-Change-Making.pdf (Accessed: 10 July 2019).
Sanson-Fisher, R. (2004) ‘Diffusion of innovation theory for clinical change’, The Medical Journal of Australia, 180 (6 Suppl), pp. S55.
Schippers, M.C., West, M.A. and Dawson, J.F. (2015) ‘Team reflexivity and innovation: the moderating role of team context’, Journal of Management, 41 (3), pp.769-788.
West Midlands Combined Authority (no date) Diversity in leadership resource report: the state of knowledge and new evidence about diversity in leadership in the West Midlands. Available at:
https://www.wmca.org.uk/media/2692/wmlc-resource-report-knowledge-and-evidence-about-diversity.pdf (Accessed: 6 September 2019).
Centre for Sustainable Healthcare (no date) Centre for Sustainable Healthcare. Available at: http://sustainablehealthcare.org.uk/ (Accessed 11 July 2019).
Centre for Sustainable Healthcare (no date) Sustainable action planning. Available at: http://sustainablehealthcare.org.uk/resources/sustainable-action-planning-sap (Accessed: 29 June 2016). NB: This site has been restuctured - potentially use https://networks.sustainablehealthcare.org.uk/
Garvin, D.A. and Edmondson, A.C. (2008) The importance of learning in organizations. Available at: https://hbr.org/2008/12/the-importance-of-learning-in (Accessed: 29 June 2016).
Garvin, D.A., Edmondson, A.C. and Gino, F. (2008) ‘Is yours a learning organization?’ Harvard Business Review, 86 (3), pp. 109-116.
Health Foundation, The (2017) Join the community – we are inviting applications to Q. Available at: https://q.health.org.uk/join (Accessed: 9 July 2019).
Health Foundation, The (no date) The improvement journey. Available at: http://reader.health.org.uk/the-improvement-journey/part-i-why-organisational-improvement-matters (Accessed: 11 July 2019)
Healthcare Improvement Scotland (2013) Guide on spread and sustainability.
Kaplan, C.H., Adlar, J. and Saeed, S.A. (2013) A personalized learning system for improving patient-physician collaboration. Available at: https://hbr.org/2013/10/a-personalized-learning-system-for-improving-patient-physician-collaboration/2 (Accessed: 29 June 2016).
Moser, K.S., Dawson, J.F. and West, M.A. (2019) 'Antecedents of team innovation in health care teams', Creativity & Innovation Management, 28 (1), pp. 72-82.
National Advisory Group on the Safety of Patients in England (2013) A promise to learn – a commitment to act. Improving the safety of patients in England. Available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/226703/Berwick_Report.pdf (Accessed: 11 July 2019).
Senge, P.M. (2006) The fifth discipline: the art and practice of the learning organisation. London: Random House. pp. 216-252.
Smith, E.A. (2001) ‘The role of tacit and explicit knowledge in the workplace’, Journal of Knowledge Management, 5 (4), pp. 311-321.
Smith, M.K. (2013) Chris Argyris: theories of action, double-loop learning and organizational learning. Available at: http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/ (Accessed: 29 June 2016).
Sustainable Improvement Team and the Horizons Team (2018) Leading large scale change: a practical guide. Available at: https://www.england.nhs.uk/wp-content/uploads/2017/09/practical-guide-large-scale-change-april-2018-smll.pdf (Accessed: 11 July 2019).
Thomas, E.J., Sexton, J.B. and Helmreich, R.L. (2004) ‘Translating teamwork behaviours from aviation to healthcare: development of behavioural markers for neonatal resuscitation’, BMJ Quality and Safety, 13, pp. i57-i64. Available
at: http://qualitysafety.bmj.com/content/13/suppl_1/i57 or https://doi.org/10.1136/qshc.2004.009811 (Accessed: 30 May 2024).
Indicative learning resources - Web based and electronic resources
| Credit value | 20 |
|---|---|
| Module ECTS | 10 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 07/10/2024 |
