Module Details
Module Code: |
LEAD C4703 |
Module Title:
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Leading Self and Others
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Title:
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Leading Self and Others
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Module Level:: |
8 |
Module Coordinator: |
Janette Davies
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Module Author:: |
Veronica Kelly
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Module Description: |
The aim of this module is to support learners to develop skills in leading others through an increased awareness of self. Leading the self, a prerequisite for leading others begins with self-awareness, and this module uses contemporary approaches including emotional intelligence as a theoretical framework for self work.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Describe the theoretical approaches underpinning the premise that leading others begins with leading the self (D2, 10, D5 13, 19). |
LO2 |
Be able to evaluate the effect of self on others (D1 22), and through self-awareness improve communication, working in partnership and professional judgement for effective practice (D5 13), including role of whistle-blowing (D1 14). |
LO3 |
Understand how to increase personal growth (D1 17), self-awareness, non-judgemental attitude (D1 23) and professional development through the life plan (D 5 19). |
LO4 |
Leading Others -learn to enhance relationships with professional colleagues and develop skills to create professional relationships based on mutual respect and trust (D 5 8 9 12 13 15 ) and asses the dynamics of communicating (power, authority, values) in leading and relating to others. (D2 12 13 15 D5 12). |
LO5 |
Demonstrate understanding of the appropriate use of emotions in professional placement and how this is relevent to the professional social care worker (D2 1 2 10 13 16: D4 1 2 5 6) |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is recommended before enrolment in this module.
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9992 |
PRTC C3701 |
Supervised Professional Practice 2 |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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Indicative Content |
Theoretical Understanding on Leading Self Before Leading Others
Leading self before leading others, dare to lead, mindful leadership, mindful and sustainable practice (D2, 10, D5 13, 19).
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Learning to Understand Self
Self-awareness, understand personal growth (D5 19), learning (D5 18), role of self and responsibility for actions and workload (D1 17),
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Leaning to Lead Self
Develop personal self-care skills (D5 19), non-judgemental attitude (D1 23) and emotional intelligence through self-plan (Hacker and Washington, 2018).
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Leading Others
Learn to enhance relationships with professional colleagues and develop skills to create professional relationships based on mutual respect and trust (D 5 15) and using emotional intelligence assess the dynamics of communicating (power, authority, values) in leading and relating to others. (D1 22 23 D2 10 12 13 15 D5 8 9 12 13 19)
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 40.00% |
Project | 60.00% |
AssessmentsFull Time
No End of Module Formal Examination |
Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
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SETU Carlow Campus reserves the right to alter the nature and timings of assessment
Module Workload
Workload: Full Time |
Workload Type |
Workload Category |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
Lecture |
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Contact |
Class lectures, case studies, group work
D1 17 22 23 D2 10 12 13 15 D4 1 2 3 6 D5 8 9 12 13 15 18 19 |
12 Weeks per Stage |
2.00 |
24 |
Independent Learning |
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Non Contact |
Independent research, group work, case studies and reading |
15 Weeks per Stage |
6.73 |
101 |
Total Weekly Contact Hours |
2.00 |
Module Resources
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Recommended Book Resources |
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Allen, A.. (2020), Workbook for Dare to Lead by Brené Brown: A Companion Workbook for Individuals, Educators, and Leaders to Using Dare to Lead by Brené Brown.
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Brown, B.. (2018), Dare to Lead Brave Work. Tough Conversations. Whole Hearts, Penguin Random House, USA, [ISBN: 9781984844217].
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Goleman, D.. (2020), The Power of Emotional Intelligence: Why it can matter mor than IQ., Bloomsbury, London.
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Hacker, S. and Washington, M.. (2018), Lead Self First Before Leading Others: A Life Planning Resource, Business Expert Press, [ISBN: 97819478438].
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Howard, N and Lyons, D.. (2014), Social Care Learning from Practice, Gill Education, p.320, [ISBN: 9780717159697].
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Kotter, J. and Rathgerber, H. (2006), Our Iceberg is Melting, 2. Penguin Random House, London, [ISBN: 978-039956391].
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Lyons, D. and Brown, T. (2021), Proficiency Guide to the Standards of Proficiency for Social Care Workers, eBook.
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MacKian, S. and Simons, J. (Eds). Leading, Managing, Caring: Understanding Leadership and Management in Health and Social Care, Routledge, London, [ISBN: 9780415658515].
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Melnyck, B. and Raderstorf, T.. (2021), Evidence-Based Leadership, Innovation and Entrepreneurship in Nursing and Healthcare: A Practical Guide to Success, 1. Springer.
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O’Sullivan, T.. (2011), Decision Making in Social Work., UK; Palgrave Macmillan, [ISBN: 978-033368481].
| Supplementary Book Resources |
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Kotter, J and Cohen. D.. (2012), The Heart of Change: Real-Life Stories of How People Change Their Organizations, Harvard Business School.
| Recommended Article/Paper Resources |
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Yang, F.. (2017), Better understanding the perceptions of
organizational politics: its impact
under different types of work unit
structure, European Journal of Work and
Organizational Psychology, 26(2), p.250,
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Huda, M., Teh, K., Muhamad, N. and
Nasir, B.. (2018), Transmitting leadership based civic
responsibility: insights from service
learning, International Journal of Ethics and
Systems, 34(1),
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Baron, L., Rouleau, V., Grégoire, S. and
Baron, C.. (2018), Mindfulness and leadership flexibility, Journal of Management Development, March,
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Maamari, B.E. and Majdalani, J.F.. (2017), Emotional intelligence, leadership style
and organizational climate, 25(2),
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Issah, M.. (2018), Change leadership: the role of emotional
intelligence, SAGE Open, 1(6),
| Supplementary Article/Paper Resources |
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Aughterson H, McKinlay A.R, Fancourt D,
et al.,. (2021), Psychosocial impact on frontline health
and social care professionals in the UK
during the COVID-19 pandemic: a
qualitative interview study, British Medical Journal, 11,
| Other Resources |
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