HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers
This module will explore communication within groups and the development of confidence in working as part of a team. You will consider the interpersonal and team working skills essential to health and social care. The importance of team roles, hierarchy and leadership will be considered.
please refer to the learning outcomes as required in the module guide and this is a 1500 word of working in health services
BSc Health & Social Care
HSO5000
Group Dynamics and
Working in Teams
MODULE GUIDE
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Semester 2
Level HE6
Contents
- Module Overview.. 2
- Learning and Teaching Strategy. 2
- Module Communications. 2
- Module Description. 2
- Learning Outcomes and Assessments. 3
- Assessment Deadlines. 3
- Assessment Feedback. 3
- Module Calendar. 4
- Formative Assessment 5
- Indicative Reading. 6
- Guidelines for the Preparation and Submission of Written Assessments. Error! Bookmark not defined.
- Academic Misconduct 9
- Assessments. 10
- General Assessment Criteria for Written Assessments. Error! Bookmark not defined.
1. Module Overview
| Module Tutor | Paula Connaughton |
| Tel. no. | 01204 903764 |
| P.Connaughton@bolton.ac.uk | |
| Office Location | T3-46 |
| Drop-in Availability | Email for an appointment |
| Web link to Moodle Class | https://modules.bolton.ac.uk/HSO5000 |
| Web link to Module Specification | http://moodle2.bolton.ac.uk/course/view.php?id=7865 |
2. Learning and Teaching Strategy
A combination of lectures, individual and small group tutorials, alongside group based activities will be used to develop knowledge and understanding. Theory will be linked with examples from health and social care through the use of numerous case studies, role plays and workshops. This is aimed at enabling you to develop a clear understanding, considering how the theory and academic knowledge will link into health and social care practice. You will have considerable one to one support from your tutors at the University. There will also be some practical and skills session, related to areas such as self-reflection and group communications. Distance and online resources will also be used to complement the learning process. Academic skills development will be embedded within the modules, with the inclusion of study skills appropriate to the stage of study. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
3. Module Communications
The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media.
Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt; however responses will be longer in holiday periods.
4. Module Description
This module will explore communication within groups and the development of confidence in working as part of a team. You will consider the interpersonal and team working skills essential to health and social care. The importance of team roles, hierarchy and leadership will be considered. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
5. Learning Outcomes and Assessments
|
Learning Outcomes
|
Assessment |
| LO1: Identify the meaning of ‘groups’ and apply these to
workplace settings |
Assessment 1
Essay |
| LO2: Analyse roles adopted within groups and how these
contribute to group dynamics |
Assessment 2
Reflective Account |
| LO3: Identify constraints to group working and contribute team working within different settings | Assessment 1
Essay |
| LO4: Explore different leadership styles and relate to health and social care settings. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers | Assessment 1
Essay |
| LO5: Identify your personal attributes and relate these to team
working/group participation
|
Assessment 2
Reflective Account |
6. Assessment Deadlines
|
Assessment item
|
Due Date |
Weight |
|
|
1
|
Essay
1500 words |
Friday
4th May 2018 9PM |
60% |
| 2 | Reflective Account
1000 words
|
Friday
4th May 2018 9PM |
40% |
7. Assessment Feedback
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.
Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.
8. Module Calendar (Check Moodle on a Regular Basis)
| Session | Date or Week Commencing | Topics Covered | |
| 1 | 29/1/2018 | Introduction to the Module
Assessment Criteria Definition of Groups |
|
| 2 | 5/2/2018 | Relating to others (Neuro Linguistic Programming)
Self-Awareness & Communication Theory Personality Activity |
|
| 3 | 12/2/2018
|
Transactional Analysis & Academic Misconduct | HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers |
| 4 | 19/2/2018 | Conflict Resolution
Giving and Receiving Feedback & Assertive Behaviour |
Friday 23/02/18 room:T2.26
9.30 – 12.00 Study Skills (Paula) |
| 5 | 26/2/2018
|
Belbin Theory
Roles within Groups
|
|
| 6 | 5/3/2018 | TIRI Global Learning Week – Employability
Students to identify their chosen session content relating to employability (guest speaker/visit etc.) Formative feedback on any assignment plans |
|
| 7 | 12/3/2018 | Team Development: Tuckman
Hierarchy within groups Reflective Practice |
Friday 23/3/2018 room: T2.26
Study Skills (Paula) |
| 8 | 19/3/2018 | Leadership
|
|
| Spring Break
|
|||
| Spring Break
|
|||
| 9 | 9/4/2018 | Reflective Models / Assessment
|
|
| 10 | 16/4/2018 | Assignment Revision & Critical Thinking
Assessment 1 Guidance – Essay Assessment 2 Guidance – Reflection
|
HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers |
| 11 | 23/4/2018 | Essay & Reflection Tutorials
& Directed Study No formal lecture You must come & sign the register (9am – 9.20 am) & work in the library before & after your appointment time. You must book Appointment via Moodle Link |
|
| 12 | 30/4/2018 | Essay & Reflection Tutorials
& Directed Study No formal lecture You must come & sign the register (9am – 9.20 am) & work in the library before & after your appointment time. You must book Appointment via Moodle Link |
Friday 4th May 9.30 – 12pm Room: T2-26
Study Skills (Paula) |
| 13 | 7/5/2018 | No Class session (Bank Holiday)
Email if Support Tutorial Required |
Assessment 1 & 2 Submission Tuesday 8th May 2018: 9pm
|
| 14 | 14/5/2018 | Tutorial Drop in Support
No Class Session Email if Support Tutorial Required |
|
| 15 | 21/5/2018 | Exam Week (not for this module)
Email if Support Tutorial Required
|
|
| 16 | 28/5.2018 | No Class Session
TIRI Transitional / support week
|
HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers |
9. Formative Assessment
Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including verbal; written (via email feedback) and does not contribute to the final module mark. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers
You will be asked to submit the introduction to your assignment along with evidence of your work towards learning outcome one for formative assessment. OR a draft plan indicating the overall structure of your essay.
Formative assessment is systematic and planned assessment that you are expected to undertake and to receive feedback on, but is not considered at an assessment board and is not subject to internal or external moderation.
10. Indicative Reading (Further reading is located on Moodle)
| Adair, J. and Thomas, N. (2002) John Adair’s 100 Greatest Ideas for Effective Leadership and Management. Oxford: Capstone Publishing Ltd.
Adair, J. and Reed, P. (2003) Not Bosses But Leaders: How to Lead the Way to Success, 3rd Ed. London: Kogan Page Ltd.
Adams, R. (2007) Foundations of Health and Social Care. Basingstoke: Palgrave Macmillan.
Belbin, M. (2010) Team Roles at Work, 2nd Ed. London: Butterworth-Heinemann
Borrill, C. S., West, M. A., Dawson, J. F., Shapiro, D., Rees, A., Richards, A.,
Garrod, S., Carletta, J., and Carter, A. J. (1999) The Effectiveness of Health Care Team in the National Health Service. Available at: http://homepages.inf.ed.ac.uk/jeanc/DOH-final-report.pdf
Borrill, C. S., West, M. A., Dawson, J. F., Shapiro, D., Rees, A., Richards, A., Garrod, S., Carletta, J., and Carter, A. J. (2003) Team Working and Effectiveness in Health Care. Available at: http://homepages.inf.ed.ac.uk/jeanc/DOH-glossy-brochure.pdf
Brotherton, G. and Parker, S. (2013) Your Foundation in Health & Social Care. Los Angeles: SAGE Publications.
Davies, C., Finlay, L. and Bullman, A. (2000) Changing Practice in Health and Social Care. London: SAGE Publications.
Elwyn, G., Greenhalgh, T. and Macfarlane, F. (2001) Groups: A Guide to Small Group work. Abingdon: Radcliffe Medical Press. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
Jelphs, K. and Dickinson, H. (2016) Working in Teams (2nd ed) Bristol: Policy.
Johnson, D. W. and Johnson, F. P. (2014) Joining Together: Group Theory and Group Skills. Harlow, Essex: Pearson.
Johns, C. (2013) Becoming a Reflective Practitioner. Oxford: Wiley-Blackwell
Levi, D. (2014) Group Dynamics for Teams. London: SAGE Publications.
Martin, V. and Rogers, A. (2004) Leading Inter-professional Teams in Health and Social Care. London: Routledge.
Payne, M. (2000) Teamwork in Multi-professional Care. Basingstoke: Palgrave.
Phillips, K. and McKimm, J. (2009) Leadership and Management in Integrated Services Exeter: Learning Matters. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
Thompson, N. (2015) People Skills. Basingstoke: Palgrave Macmillan |
| 11. Guidelines for the Preparation and Submission of Written Assessments
Adapt for other formats
Where a word limit is specified, the following penalty systems applies: · Up to 10% over the specified word length = no penalty · 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment). · More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.
6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).
Requests for extensions for periods longer than 14 calendar days must be made using the Mitigating Circumstances procedures. Requests for extensions which take a submission date past the end of the module (normally week 15) must also be made using the Mitigating Circumstances procedures.
Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
|
12. Procedures for Examinations (NOT APPLICABLE)
13. Academic Misconduct
Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
Please note that penalties apply if academic misconduct is proven. See the following link for further details:
14. Assessments
| Assessment Number | 1 |
| Assessment Type (and weighting) | Essay (60%) |
| Assessment Name | “Identify the meaning of groups and he constraints to group & team working within different settings which include application of leadership styles in a health & social care setting” |
| Assessment Submission Date | Friday
4th May 2018: 9pm |
Learning Outcomes Assessed:
LO1: Identify the meaning of ‘groups’ and apply these to workplace settings
LO3: Identify constraints to group working and contribute team working within
different settings
LO4: Explore different leadership styles and relate to health and social care
settings
Assessment Brief
Assignment 1:
Produce an essay of 1500 words in which you demonstrate your understanding of group dynamics and working in teams in health and social care settings, you are required to identify the meaning of ‘groups’ in a workplace setting, how groups work and constraints of team working and leadership in relation to health and social care.
You will be required to produce a plan of your essay to discuss at your tutorial.
| Assessment Number | 2 |
| Assessment Type (and weighting) | Reflective Account (40%) |
| Assessment Name | “Analysis of roles adopted within groups and how these contribute to group dynamics and applied to personal attributes during team working” |
| Assessment Submission Date | Friday
4th May 2018: 9pm |
Learning Outcomes Assessed:
LO2: Analyse roles adopted within groups and how these contribute to group dynamics
LO5: Identify your personal attributes and relate these to team working/group participation
Assessment Brief
Assignment 2:
Using a reflective model as a guiding framework, complete a reflective account. The reflective account may be based on a specific scenario which might have occurred when working in a group, either during study or during placement in the workplace.
This should allow you to reflect upon, analyse and evaluate the event in terms of the following:
- What are your strengths and weaknesses in relation to teamwork skills?
- In terms of communicating with others, consider how you manage conflict, apply assertive behaviour technique and respond in terms of giving and receiving feedback. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
Specific Assessment Criteria:
(Please note that the General Assessment Criteria will also apply. Please see section 15)
First class (70% and above):
Students will provide an in-depth appraisal of the effectiveness of a sustainable tourism plan, demonstrating excellent critical reasoning skills. Focused and justified recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved. Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be excellent.
Second class (50-69%):
Students will provide a comprehensive appraisal of the effectiveness of a sustainable tourism plan, demonstrating critical reasoning skills. Justified recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved. Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be good. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
Third class (40-49%):
Students will provide a satisfactory appraisal of the effectiveness of a sustainable tourism plan, demonstrating critical reasoning skills. Considered recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved. Research demonstrating use of a range of current secondary research sources will be evident. Academic style and referencing will be fair.
Fail (39% and below): Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity.
Minimum Secondary Research Source Requirements:
Level HE5 – It is expected that the Reference List will contain between ten and fifteen sources. As a MINIMUM the Reference List should include two refereed academic journals and four academic books. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
General Assessment Guidelines for Written Assessments Level HE5
| Relevance | Knowledge | Argument/Analysis | Structure | Presentation | Written English | Research/Referencing | ||
| Class I (ExceptionalQuality) |
85-100%
|
Directly relevant to title.
Expertly addresses the assumptions of the title and/or the requirements of the brief. |
Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and critical analysis of the most important issues and themes. | Makes exceptional use of appropriate arguments and/or theoretical models.
Demonstrates some distinctive or independent thinking. Presents an exceptional critical analysis of the material resulting in clear, logical and original conclusions. |
Coherently articulated and logically structured.
An appropriate format is used. |
The presentational style & layout is correct for the type of assignment.
Effective inclusion of figures, tables, plates (FTP). |
An exceptionally well written answer with standard spelling and grammar.
Style is clear, resourceful and academic.
|
Sources accurately cited in the text.
A wide range of contemporary and relevant references cited in the reference list in the correct style. |
| Class I (ExcellentQuality) |
70-84%
|
Directly relevant to title.
Addresses the assumptions of the title and/or the requirements of the brief. |
Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues and themes. | Makes creative use of appropriate arguments and/or theoretical models.
Presents an excellent analysis of the material resulting in clear, logical conclusions. |
Coherently articulated and logically structured.
An appropriate format is used. |
The presentational style & layout is correct for the type of assignment.
Effective inclusion of figures, tables, plates (FTP). |
An excellently written answer with standard spelling and grammar.Style is clear, resourceful and academic.
|
Sources accurately cited in the text.
A range of contemporary and relevant references cited in the reference list in the correct style. |
| Class II/i (Very Good Quality) |
60-69% | Directly relevant to title.
Addresses most of the assumptions of the title and/or the requirements of the brief. |
Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and analysis of key issues. | Uses sound arguments or theoretical models.
Presents a clear and valid analysis of the material in the main with clear, logical conclusions. |
Logically constructed in the main.
An appropriate format is used. |
The presentational style & layout is correct for the type of assignment.
Effective inclusion of FTP. |
A very well written answer with standard spelling and grammar. Style is clear and academic.
|
Sources accurately cited in the text and a range of appropriate references cited in reference list in the correct style. |
| Class II/ii (Good Quality) |
50-59% |
Generally addresses the title/brief, but sometimes considers irrelevant issues. | Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and analysis of some key issues. | Presents largely coherent arguments. Evidence of attempted analysis, with some descriptive or narrative passages.
Conclusions are fairly clear and logical. |
For the most part coherently articulated and logically structured.
An acceptable format is used. |
The presentational style & layout is correct for the type of assignment.
Inclusion of FTP but lacks selectivity. |
Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.
|
Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style. |
| Class III (Satisfactory Quality) |
40-49% | Some degree of irrelevance to the title/brief.
Superficial consideration of the issues. |
Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to analyse key issues. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers | Presents basic arguments, but focus and consistency lacking in places. Issues are vaguely stated.Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical. |
Adequate attempt at articulation and logical structure.
An acceptable format is used. |
The presentational style & layout is largely correct for the type of assignment.
Inappropriate use of FTP or not used where clearly needed to aid understanding. |
Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader.
Style limits communication and is non-academic in a number of places. |
Some relevant sources cited.
Some weaknesses in referencing technique. |
| Borderline
Fail |
35-39% |
Significant degree of irrelevance to the title/brief.
Only the most obvious issues are addressed at a superficial level and in unchallenging terms. |
Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues. | Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical. | Poorly structured.
Lack of articulation. Format deficient. |
For the type of assignment the presentational style &/or layout is lacking.
FTP ignored in text or not used where clearly needed. |
Deficiencies in spelling and grammar makes reading difficult.
Simplistic or repetitious style impairs clarity.
Style is non-academic. |
Limited sources and weak referencing. |
| Fail |
<34% |
Relevance to the title/brief is intermittent or missing.
The topic is reduced to its vaguest and least challenging terms. |
Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding. | Inadequate arguments and no analysis.
Conclusions are sparse. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers |
Unstructured.
Lack of articulation. Format deficient |
For the type of assignment the presentational style &/or layout is lacking.
FTP as above. |
Poorly written with numerous deficiencies in grammar, spelling and expression.
Style is non-academic. |
An absence of academic sources and poor referencing technique. |
HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers