Task: Portfolio

To include:

1) Myers-Briggs assessment

2) A reflective personal evaluation of self as a leader to manage a team through a change process.

3) Evaluation of leadership theory

You will be using Microsoft Sway to create your online portfolio. The Sway template has been created for you and there is a link to thid under the suggested template section.

Learning outcomes

Rate approaches to change management in Health and Social Care.
Evaluate theories of leadership and management.
Assess yourself as a leader.
Specific Guidance on the Outcomes of the Assignment:

This module explores theories and tools applied to sustain and manage change in Health and Social Care.

You will have a clear case scenario that forms a part of your portfolio.

Leadership theories are introduced. You will learn and evaluate Lewin’s theory of change and Kotter`s 8 step model of change.

This will help you to understand and apply evaluation to interdisciplinary staff relations and team dynamics.

You will complete a Myers-Briggs self-evaluation and then apply the Gibbs model as a framework for critical reflection of personal experiences, which are useful to support leadership in the future.

The curriculum will include:

Contemporary opinions and differences between leadership and management.
Theories and perspectives on leadership.
Coaching theories and evaluation of self as leader.
Theories of change and stakeholder analysis.
Core:

Aveyard H., Sharp, P. (2017) A beginner’s guide to evidence-based practice in Health and Social Care, 3rd Edition (UK Higher Education OUP Humanities & Social Sciences Health & Social Welfare) UK: Open University Press.

Bianchi, M., Bagnasco, A., Bressan, V., Barisone, M., Timmins, F., Rossi, S., Pellegrini, R., Aleo, G. and Sasso, L. (2018), A review of the role of nurse leadership in promoting and sustaining evidence‐based practice. Journal of Nursing Management, 26(8), pp.918-932.

Gibbs, G. (2005), Improving the quality of student learning. University of South Wales [PhD thesis] (United Kingdom).

Nyström, M.E., Karltun, J., Keller, C. and Andersson Gäre, B. (2018), ‘Collaborative and partnership research for improvement of health and social services: researcher’s experiences from 20 projects’, Health Research Policy and Systems, 16(1), pp.1-17.

Recommended:

Lorenzi, N.M. and Riley, R.T. (2000) ‘Managing change: an overview’, Journal of the American Medical Informatics Association, 7(2), pp.116-124.

Taylor, B.J. and Devine, T. (2020) Assessing needs and planning care in social work, Abingdon: Routledge.

Websites:

Free personality test, type descriptions, relationship and career advice | 16Personalities

Myers-Briggs – https://www.myersbriggs.org/

16 MBTI Personality Types Descriptions (myersbriggs.org)

University of Edinburgh. (2023) Reflection toolkit: Gibbs` Reflective Cycle. Available at:

https://www.ed.ac.uk/reflection/reflectors-toolkit/reflecting-on-experience/gibbs-reflective-cycle

Suggested Framework to present 3000 words:

Part 1: Carry out a Myers-Briggs assessment or Personality Types | 16Personalities or Personality Types and Leadership Styles | 16Personalities

Part 2: Reflection on conducting the Myers-Briggs assessment

Evaluate how useful a personality assessment is to understanding yourself as a leader

Part 3: Using change management theory to support a staff team through a change proces

Reading before the task: Practice manager | Health Careers. Imagine that you are the practice manager and your company is going through a period of change such as trying out new ways of working, job cuts due to funding or responding to new legislation.

Use change management theories (e.g. Lewin’s Theory of Change and Kotter’s 8 step model of change) to analyse their value to you as a leader when supporting a staff team through a change process

Part 4: Evaluation of leadership theories

Evaluate Leadership theories to explain how you would successfully use leadership skills and abilities to manage a team through a change process

Part 5: Reflection on self as a leader

Use the Gibbs model of reflection to reflect on your learning about yourself as a leader and evaluate your capability to lead and manage a team through a change process

Please see the below link to take you to your online template:

Instructions:

Open the link
Choose the option to EDIT
Press three dots in the right-hand corner
Click ‘duplicate this sway’
Save this with a new name: [student name: module 4]
Go to edit
This should now save in your own sway section on MS 365 – this is available on your 365 online accounts

Assignment Sections

A+/A (70-100%

B+/B (60-69%)

C+/C (50-59%)

D/D+ (40-49%)

Fail (0-39%)

Reflection on Myers-Briggs assessment

5/100

A Myers-Briggs self-evaluation has been competently completed. A clear and concise evaluation of its relevance to understanding self as a leader

A Myers-Briggs self-evaluation has been completed. A good evaluation of its relevance to understanding self as a leader

A Myers-Briggs self-evaluation has been completed. A sound evaluation of its relevance to understanding self as a leader.

A Myers-Briggs self-evaluation has been completed but with errors. A brief evaluation of its relevance to understanding self as a leader.

The sections is missing or the assessment is incomplete. No/minimal evaluation of its relevance to understand self as a leader.

Evaluation of change management theories

30/100

The leadership scenario is clearly and concisely outlined.

Rating the value and relevance of the Lewin’s and Kotter’s theories of change is justified with the use of relevant evidence. The theories have been applied precisely to the scenario. Critical writing should be seen throughout the section.

The scenario is accurately outlined. There is a good outline rating the relevance of Lewin’s and Kotter’s theories of change. The theories have been applied to the scenario but there may be some areas where critical writing is missing.

The scenario is outlined. There is a sound outline rating the relevance of Lewin’s and Kotter’s theories of change. There is adequate application of the theories to the scenario. Entirely descriptive writing is not sufficient for this grade.

The scenario is introduced but with some inaccuracies. Rating the relevance of Lewin’s and Kotter’s theories of change is introduced but with some inaccuracies. The theories are described but they are not always linked fully to the scenario and there may be sections where there are no critical statements

The introduction of the scenario is absent/minimal. There is no/minimal introduction to rating the relevance of Lewin’s and Kotter’s theories of change. There is little or no demonstration of understanding of the theories and their relevance to the scenario

Evaluation of leadership theories

30/100

Knowledge and understanding of theory is exceptionally detailed and sophisticated. Appreciation of the limits of theory demonstrated. Appropriately selected theoretical knowledge is integrated into the reflection of self as a leader.

Shows a systematic and accurate understanding of key theories, which are appropriately applied within the context of the reflection of self as a leader.

Sound descriptive knowledge of the key theories with some appropriate application to the reflection of self as a leader.

The discussion of the theory is satisfactory but application and/or understanding to the relevance of the reflection is limited.

Knowledge of theory inaccurate and/or incomplete. Application to the reflective task is very limited/absent.

Application of the Gibbs Model

15/100

The Gibbs model has been competently applied as a framework for critical reflection. Demonstrated excellent reflective awareness, articulating imaginative thinking about implications for future practice as a leader.

The Gibbs model has been applied as a framework for critical reflection. Demonstrated good reflective awareness, considers implications for future practice as a leader.

The Gibbs model has been applied but critical reflection is limited. Demonstrated sound reflective awareness and considered some implications for future practice as a leader.

The Gibbs model has been applied but is descriptive rather than analytical. Demonstrated limited reflective awareness and briefly considered implications for future practice as a leader.

The stages of the Gibbs model are missing or not expressed correctly. There has been no/minimal reflective awareness and no/minimal consideration of the implications for future practice as a leader

Use of information to analyse and evaluate

20/100

There is an exceptional fluent writing style and organisation and coherence that clearly enhances the argument. All claims are supported with high-quality sources. The relevance of the information is clearly analysed and evaluations are made. References are correctly formatted using the OBU Harvard style as per the guidance.

There is a fluent writing style and strong logical organisation that enhances the argument. Claims are supported with high-quality sources although there may be one or two errors or omissions. The relevance of the information is analysed and evaluations are made. The reference list uses a different referencing style or has a small number of errors. But all references should be included.

In some parts, there is a fluent writing style and some logic to the organisation. There are references to support claims, but these may be lower-quality or there may be some omissions. There is some analysis of the relevance of the information and limited evaluations are made. The reference list may have multiple errors, but it will be complete, and it should be possible to identify the sources used.

Writing has limited fluency and organisation to support arguments. There are minimal references to support claims and they are of a low-quality with omissions. There is limited analysis of the relevance of the information and minimal/no evaluations are made. The reference list may be incomplete or have errors which misses information needed to find sources.

Writing is incoherent and disorganized. There is no analysis of the relevance of the information and no evaluations are made. Referencing may be missing or may not match sources used. The errors are found in nearly all references.