NAM07 Managing Change - Summative Assignment Guide
NAM07 Managing Change - Summative Assignment Guide
The following pages act as an outline for you to determine your assignment structure and provide general information for you to consider in completing your NAM07 assignment.
My advice would be for you to consider the work that was discussed within the module, cross referenced to the full Module PowerPoint Presentations, available to you on NAM07 MyStudies- Study Materials and via the Aspire Reading List.
How you structure your assignment is optional, but the assignment guidance outlined below provides you two options on a suggested structure in compiling your summative assignment.
Writing at level 7 is a challenge but when you focus and identify clear themes for discussion and examine how you apply your ideas (and the ideas of others) in an innovative way to your own context and identify what this may look like this is Level 7 evaluation in action. You are advised to clearly structure your ideas with flow and cohesion.
Whilst challenging, this work provides for a for both personal and professional growth opportunities and innovation (however small) in your own context.
Wishing you every success.
Deborah Miarkowska, Senior Lecturer, Leadership & Service Development/Module Lead, NAM07 Managing Change.
d.miarkowska@brighton.ac.uk
Contents:
NAM07 Background Information & Module Aims: P3
NAM07- Module Learning Outcomes: P6
NAM07 Module Learning ResourcesP6
NAM07- Outline of themes addressed: P9
NAM07 Assignment Submission dates:P12
NAM07 - Summative Assignment Outline P13
NAM07 - Guidance on compiling your NAM07 Summative Assignment
Option 1- P14
Option 2- P23
Guidance on use of appendices: P27
NAM07 Managing Change Level 7 Marking Criteria: P28
NAM07 Guidance if you have problems with your course: P33
NAM07 - Confirmation of your results and the Examination Boards P33
NAM07 Background information & Module Aims:
This dynamic student-centred module is designed to offer you key insights and to develop your critical understanding ofcontemporaryleadership and management of change theories, frameworks, models and strategies. Together we explore the applicability of these ideas to your practice and service improvement ideas and your role within this.
This exploration will enable you to develop both personally and professionally and critically evaluate how to achieve organisational development, innovation and change within your work setting, with a focus on achieving organisational strategic results.Together we explore the complexity and interdependency of change using diagnostic models and change strategies.
The learning outcomes of the module are practice-based and your practice setting and experience will be utilised for learning and assessment purposes.This ensures applicability to your individual development needs via a module that is deeply rooted in practice. The module consists of around 30 hours of teaching and a further 170 hours of guided independent study.
As an organisational decision-maker (or aspirational one), youll gain the knowledge and tools necessary to successfully take advantage of change opportunities, examine advanced research and ideas in change management via real life case studies. Youll be empowered to embody change across a range of environments whilst also critically reflecting on your own potential in terms of change management systems and processes and ultimately how to manage change and operationalise it. The outcomes are practice-based and the students practice settings, organisations and experience are utilised for learning and assessment purposes. This ensures applicability to your individual development needs via a module that is deeply rooted in practice.
You will be encouraged to critically explore the context of your role as a change agent and to examine if your ways of doing things are yielding success.
Youll be invited to contribute to this debate through discussions based upon personal/professional work situations, the analysis of present challenges and opportunities and the relevance of change theory to professional/clinical experience.
Above all you will be encouraged to critically think to reach the correct decision-making strategy. Together we will run questions aloud and answer your own questions through an examination of models, frameworks and strategies. You'll understand what good change management and leadership theory is and how it is built and enacted to stimulate innovation and growth via necessary managerial and strategic leadership actions.
On completion of the Module, it is anticipated that you will develop key programme skills:
Knowledge & understanding
Understand self in the change process
Analysis of personal, professional and organisational reactions to change
An examination of change theory in planning change and the role of the change agent
Leadership and strategies of planned and unplanned change
Examine the concept of the learning organisation
Leading and managing change in complex and uncertain environments
Understand the complexity and interdependence of change using diagnostic models
Intellectual Skills:
To develop skills to critically explore, analyse and evaluate the range and appropriateness of change management literature available.
Develop an ability to examine organisational culture and its inextricable link to leadership
Practical Skills:
Apply change models and techniques to specific organisational change case studies. (SWOT, PESTELE)
Determining who and what can change capability for change, drivers and constraints including the use of Force Field analysis.
Developing skills in leading change.
Develop skills in project management in order to manage the change process
Transferable skills:
Develop a key ability and insight into organisational analysis
Use of models/frameworks and strategies for change management
Develop a body of knowledge in support of consultancy roles.
Develop insights into project management. Develop a body of knowledge in support of consultancy roles.
Develop insights into project management.
Develop an ability to respond adaptably to policy change.
NAM07 Module Learning Outcomes:
These are the teaching themes that we address within the module:
LO1: Critically explore, analyse and evaluate the range and appropriateness of change management literature available.
LO2: Develop proposals for the application of appropriate change management theories/frameworks for potential use in the work situation.
LO3: Demonstrate the ability to synthesise and evaluate strategies and frameworks used within the context of change managed in practice settings.
LO4: Critically self-reflect on the potential to utilise and apply the theories, case studies and literature identified within the context of their own organisations; to enable innovation and change
NAM07 Learning resources:
Please remember you have 170 hours of independent study to complete this module.
Learning materials: You will find key learning materials following each session (Days 1-5) within NAM07 My Studies, under Study Materials with content pertaining to the themes we discussed in the module.
Reading list: Please access the Aspire Reading list for a detailed list of key resources in support of the module.
Module Flipbook: The link to the Module Flipbook is HEREThe flipbook is a designated key resource for you to expand your understanding of the themes we have discussed and holds key resources, tools, guidance and activities for you to follow through with on the following themes:
Within our taught sessions we will discuss the following:
Day 1:
Module Introduction/Journey
Select a critically reflective model to enhance your leadership and change management practice
Identify what is meant by service improvement/QI and change management and business planning
Identify the scope of your role in service improvement
Identify priorities and making your case for you service improvement/change innovation
Discuss what goes into a business plan/service development plan and the use of key templates for you to choose from.
We examine what is defined as Leadership Excellence in Healthcare and developing self as an effective leader
Together we examine leadership for effective service improvement- the skills, styles, competencies, behaviours and values that are necessary for innovation success.
Together we define and develop your leadership approach and examine areas for self-development.
We focus on what emotional intelligence means for effective leadership and change management.
We discuss the requirements of the NAM07 summative assignment & writing at level 7, to include key critical evaluation skills.
Day 2:
We diagnose the need for change and examine the value in understanding your organisations landscape. We select key tools to examine the structure and culture of your organisation and identify the micro and meso issues that you need to consider in your service improvement initiative.
Vincent Sai, Group Chief Executive, Modality Partnership, joins us for a discussion on how to effectively lead the change process.
Activity: Deborah Miarkowska and ex-student Amanda McAndrews hold a discussion on the tools used within her service development to analyse and understand her organisation (for example: OCAI and Pestele/McKinsey 7S) and what value this held for her in understanding her organisation and developing herself as a leader of change.
Dr Jane Thomas looks at key insights for leadership practice and how is it possible to create a learning organisation; to enhance the chances of success inthe practical application of change strategies.
Day 3:
Together we look at setting the conditions for the effective leadership of change via creative and disruptive thinking tools and how we make effective decision-making for change initiatives.
We look at look at the value of systems thinking.
We examine the value of effective team working and creating an environment of safety. We explore the value in understanding your team and how it works and could work better via creating higher levels of collaboration and engagement for change defines as buy-in.
We touch on how it is possible to overcome the five dysfunctions of a team and creating a healthy team model
Activity: Deborah Miarkowska and ex-student Amanda McAndrews hold a discussion on how she looked to engage her team in the change process and developed here strategy and created her vision.
Day 4:
The effective leadership of planned change
Viewing change as a process and planning for change
Models of change- review, select and apply
Driving change via project management skills and models
Activity: Deborah Miarkowska and ex-student Amanda McAndrews hold a discussion on how she drove the change using key models of change and utilised creative thinking tools and made good decisions to drive her project forward.
Day 5:
Dr Heather Baid discusses key concepts on Sustainability in healthcare practice and sustaining the change within your change initiative.
Deborah Miarkowska looks at evaluation methodologies for service improvement and self-reflection - evaluating yourself as a leader of innovation.
We finish the module with a group tutorial to discuss the requirements of your Summative Assignment with a Q&A session.
Key resource: you will be provided with a 'take home' module flipbook following the completion of the module. This is a resource for to engage with, in support of your 170 hours of independent study.
You will be offered a module Flipbook for you to use following the completion of the module, including audio and visual links to enrichment activities.
The University of Brighton Online Library provides links to subject guides, library catalogue, literature searching, journal finder, reference management software, library guides and how to book a one-to-one session with a librarian (in person or through Microsoft Teams).
A highly detailed module reading list is available via MyStudies NAM07 Aspire Reading List.
The NAM07 Module Specification for the academic year is highlighted under NAM07 Module Information via My Studies.
Please access this is support of your learning and professional development.
NAM07 Managing Change Essay is to be submitted on:
Assignment Due Date Submission point
A 3000-word essay and reflective account NAM07 2023 Submission dates:
1st submission date: 11.09.23 by 4pm
Ext or LSP submission date: 25.09.23 by 4pm
Ext & LSP submission date: 09.10.23 by 4pm
Via Turnitin- please see MyStudies- Assessment and marks for further guidance
NAM07 Summative Assignment outline and guidance:
The assignment is a 3000-word essay, worth 100% of the overall mark for this module comprised of the following:
This marking of 3000-word assignment is completed in conjunction with the University of Brighton Level 7 marking criteria below.
Following submission each learner will be provided with 3 + 3 feedback on NAM07 My Studies and feedback via the Module rubric.
The assignment provides students with an opportunity to demonstrate wide reading, in-depth understanding and the ability to synthesise issues, arguments and theories that have been studied in the module.
Assignment outline:
The assignment may be either a critical analysis of a planned change/innovation or a retrospective analysis of a change that has already taken place (or is on-going) in the work or organisational contexts. If the writer is to play (or has played) a key role in the change process this role needs to be included and critically analysed.
Details of the assignment will be individually negotiated during the course of the module and will reflect the students specific needs and interests. Arguments and discussion points will be supported by evidence of appropriate reading. A clear ability to articulate both micro and macro influences/issues associated with the change will enhance the mark.
In addition, you are asked to write a 500-word reflective account of the extent to which the knowledge you have obtained within the module has influenced or affected aspects of your working practice. Please submit this with your assignment.
This reflection will not be assessed but will be used to inform the module evaluation process.
Find your structure in the delivery of your assignment. Please see examples from the Module Flipbook
The question: the assignment may be either a critical analysis of a planned change/innovation or a retrospective analysis of a change that has already taken place (or is on-going) in the work or organisational contexts. If the writer is to play (or has played) a key role in the change process this role needs to be included and critically analysed. (3000 words)
Option 1: details expanded from the NAM07 Module Specification:
Introduction: Introduce the theme under discussion and the focus of your assignment.
Include the background information.
The theme is essentially where you see the need for your planned change/innovation or details of your retrospective change.
The theme will be diagnosed from your macro-meso-micro analysis and your OCAI review.
Ideas/Notes:
Assess/Diagnosis: Identifying priorities
Organisational analysis- this examines the organisational behaviours and provides the data that will inform the focus of your planned change or retrospective analysis.
From the use and application of the macro-miso-meso tools we discussed (Organisational SWOT, PESTELE, McKinsey 7s), what is your organisational scan telling you?
Examine the Strengths, Weaknesses, Opportunities and Threats as you see them in your organisation currently.
What did your organisational cultural scan (OCAI) reveal?
If appropriate complete a Root cause Analysis, the FISHBONE tool may be useful here to look at a key identified problem in detail.
Analyse your unique selling point for your service improvement/business plan/change initiative.
What are the issues that are identified?
Where is the focus of your change going to be - Identify your strategic options and policy drivers of your change.
Assess the development of yourself as a leader: What are your strengths, weaknesses, opportunities and threats in driving service innovation?
What do the leadership styles, EI test and DISC profiling tools tell you about yourself? Please see the Module flipbook for further resources.
Ideas/Notes:
Plan
Outline your case for your change initiative with a view to resolve a key identified issue or problem to enable innovation.
Where do you see the need for the change in your organisation and why?
What are the policy drivers that will influence your change initiative from a national and local perspective?
Discuss your change leadership strategy in support of your service improvement/innovation (both planned or retrospective).
What is the vision for your change initiative?
Do you have a service development/business plan- discuss this.
Based on your role and professional framework how does this inform your leadership approach going forward- what skills, qualities competencies, attitudes and behaviours will you look to embed?
What style of leadership will you look develop?
What leadership and management practices will you look to develop and enact?
Who are your key stakeholders?
How will you plan for a psychologically safe team to facilitate the change and to enable buy-in?
How will develop a communication plan to share the strategic vision of your ideas to facilitate change?
Ideas/Notes:
Implement- How did you create the conditions for effective change
Create buy-in for change? How will you look to develop your team in support of the change or how did you achieve this?
Ideas/Notes:
How will you look to develop a learning organisation within your team?
Managing the change:
Outline the steps taken to facilitate the planned change/innovation and the models utilised in support of this process.
Remember a Change Model guides you on managing the people side of change. A Project management model looks at driving the process of change.
Ideas/Notes:
Select a change model for looking at the people side of change and outline the rational for choice of model balancing models against each other.
You may wish to look at Kotters, Lewins Models of Change, the ADKAR Model, Boundary Spanning leadership Model, The NHS Change Model and the Healthcare Leadership Model.
Ideas/Notes:
Apply the chosen change model to the issues identified?
How effective do you envisage the use of the model to be in practice?
How will you look to coach your team in using the model as a leader of change?
Ideas/Notes:
Examine the challenges in the application of your chosen change model and your context.
Here you are encouraged to critically explore the context of your role as a change agent and to examine if your ways of doing things are yielding success.
Ideas/Notes:
Driving the change what tools will you use?
Select a project management model or process to enable you to deliver your project and to continuously plan, monitor and evaluate it.
You may wish to look at the Deming Cycle or Agile Project Management
How effective do you envisage the project management process to be? Evaluate this.
How will you monitor the change and demonstrate this? The use of a GANT chart is a possibility here.
Evaluate the process of driving the change.
Ideas/Notes:
Demonstrate effective decision-making and creative thinking
How did you or would you make effective decision making in support of your change initiative? Evaluate this.
Will you select and utilise a decision-making tool?
Ideas/Notes:
Sustainability: How will you plan ahead and sustain the change?
Ideas/Notes:
Evaluate
How will you look to evaluate your change initiative?
You may wish to examine the Susqi.org tools and look to see how these will apply. What do they indicate to you?
What problems do you foresee in the delivery of your project and how will you overcome these?
For retrospective projects - what problems did you overcome and how did you overcome these?
Ideas/Notes:
Summary Points- identify key learning, strengths and weakness of proposed ideas and a self-evaluation of your own leadership approach
Conclusion
Ideas/Notes:
In addition, you are asked to write a 500-word reflective account of the extent to which the knowledge you have obtained within the module has influenced or affected aspects of your working practice. Please submit this with your assignment.
This reflection will not be assessed but will be used to inform the module evaluation process.
From your selection of a Critically Reflective Tool, you selected on Day 1 how have you developed from the process of undertaking the Module.
Please select a model of your choice. You may wish to look at the Willis, Driscoll or Johns Model.
Ideas/Notes:
Option 2: Revised Standards for Quality Improvement Reporting Excellence - SQUIRE 2.0. Examine the content here and consider the relevance to your change/innovation ideas.
Notes to Authors
The SQUIRE guidelines provide a framework for reporting new knowledge about how to improve healthcare.
The SQUIRE guidelines are intended for reports that describesystemlevel work to improve the quality, safety, and value of healthcare, and used methods to establish that observed outcomes were due to theintervention(s).A range of approaches exists for improving healthcare. SQUIRE may be adapted for reporting any of these.
Authors should consider every SQUIRE item, but it may be inappropriate or unnecessary to include every SQUIRE element in a particular manuscript.
The SQUIRE Glossary contains definitions of many of the key words in SQUIRE.TheExplanation and Elaborationdocument provides specific examples of well-written SQUIRE items, and an in-depth explanation of each item.
Please cite SQUIRE when it is used to write a manuscript.
Title and Abstract
1. Title Indicate that the manuscript concerns aninitiativeto improve healthcare (broadly defined to include the quality, safety, effectiveness, patient-centeredness, timeliness, cost, efficiency, and equity of healthcare)
2. Abstract a. Provide adequate information to aid in searching and indexingb. Summarize all key information from various sections of the text using the abstract format of the intended publication or a structured summary such as: background, localproblem, methods, interventions, results, conclusions
Introduction Why did you start?
3. Problem DescriptionNature and significance of the localproblem4. Available Knowledge Summary of what is currently known about theproblem, including relevant previous studies
5. Rationale Informal or formal frameworks, models, concepts, and/ortheoriesused to explain theproblem, any reasons orassumptionsthat were used to develop theintervention(s),and reasons why theintervention(s)was expected to work6. Specific Aims Purpose of the project and of this report
Methods What did you do?
7. ContextContextual elements considered important at the outset of introducing theintervention(s) 8. Intervention(s)a. Description of theintervention(s)in sufficient detail that others could reproduce it
b. Specifics of the team involved in the work
9.Study of the Intervention(s) a. Approach chosen for assessing the impact of theintervention(s)b. Approach used to establish whether the observed outcomes were due to theintervention(s)10. Measures a. Measures chosen for studyingprocessesand outcomes of theintervention(s),including rationale for choosing them, their operational definitions, and their validity and reliability
b. Description of the approach to the ongoing assessment of contextual elements that contributed to the success, failure, efficiency, and cost
c. Methods employed for assessing completeness and accuracy of data
11. Analysis a. Qualitative and quantitative methods used to drawinferencesfrom the data
b. Methods for understanding variation within the data, including the effects of time as a variable12. Ethical Considerations Ethical aspectsof implementing and studying theintervention(s)and how they were addressed, including, but not limited to, formal ethics review and potential conflict(s) of interest
Results What did you find?
13. Results a. Initial steps of theintervention(s)and their evolution over time (e.g., time-line diagram, flow chart, or table), including modifications made to the intervention during the project
b. Details of theprocessmeasures and outcome
c. Contextual elements that interacted with theintervention(s)d. Observed associations between outcomes, interventions, and relevant contextual elementse. Unintended consequences such as unexpected benefits,problems, failures, or costs associated with theintervention(s).f. Details about missing data
Discussion What does it mean?
14. Summary a. Key findings, including relevance to therationaleand specific aims
b. Particular strengths of the project
15. Interpretation a. Nature of the association between theintervention(s)and the outcomes
b. Comparison of results with findings from other publications
c. Impact of the project on people andsystemsd. Reasons for any differences between observed and anticipated outcomes, including the influence ofcontexte. Costs and strategic trade-offs, includingopportunity costs16. Limitations a. Limits to thegeneralizabilityof the work
b. Factors that might have limitedinternal validitysuch as confounding, bias, or imprecision in the design, methods, measurement, or analysis
c. Efforts made to minimize and adjust for limitations
17. Conclusions a. Usefulness of the work
b. Sustainability
c. Potential for spread to othercontextsd. Implications for practice and for further study in the fielde. Suggested next steps
Other Information
18. Funding Sources of funding that supported this work. Role, if any, of the funding organization in the design, implementation, interpretation, and reporting
Link for further information: SQUIRE | SQUIRE 2.0 Guidelines (squire-statement.org)Use of Appendices Be Creative
The appendices you submit are optional but can be used to support your writing. It is an opportunity for you to reinforce your ideas. Sample Templates are available on the Module site under Study Materials and can include project design tools, (for example GANT charts) Testimonials, PowerPoint presentations, feedback on surveys and feedback from colleagues.
In addition, you are asked to write a 500-word reflective account of the extent to which the knowledge you have obtained within the module has influenced or affected aspects of your working practice. Please submit this with your assignment.
This reflection will not be assessed but will be used to inform the module evaluation process.
NAM07 Managing Change - Level 7 Marking Criteria please read carefully.
NAM07 Managing Change Marking Criteria 80-100 (A+) First class/Distinction: An outstanding response to the task. All criteria have been achieved to an exceptionally high level 70-79 (A A-) First class/Distinction: An excellent response to the task. All criteria have been achieved to a high standard and many at an exceptionally high level 60-69 (B+ B B-) Upper Second class/ Merit: A good to very good response to the task. All criteria have been met fully at a good or a very good standard 50-59 (C+ C C-) Lower Second class/Pass: A sound, competent response to the task. All criteria have been met and some may have been achieved at a good standard 40-49 Fail
An unsatisfactory response to the task
One or more of the criteria have not been met 0-39 (E+ E E-) Fail:
An unsatisfactory response to the task
Most of the criteria have not been met
Knowledge and understanding Authoritative knowledge, critical understanding and depth of reflection of relevant theories, models, policies, principles, ethics, legal requirements and philosophical debates and concepts of change leadership literature, service improvement and practice innovation.
An outstanding ability to apply creative and disruptive thinking in relation to leadership and service improvement and to synthesise new insights into the application of ideas for service improvement and team development within their own work context.
An outstanding ability to evaluate the delivery of a service improvement project and self as leader.
Excellent knowledge, critical understanding and depth of reflection of relevant theories, models, policies, principles, ethics, legal requirements and philosophical debates and concepts of change leadership literature, service improvement and practice innovation.
An excellent ability to apply creative and disruptive thinking in relation to leadership and service improvement and to synthesise new insights into the application of ideas for service improvement and team development within their own work context.
An excellent ability to evaluate the delivery of a service improvement project and self as leader.
Good to very good knowledge and critical understanding and depth of reflection of relevant theories, models, policies, principles, ethics, legal requirements and philosophical debates and concepts of change leadership literature, service improvement and practice innovation.
A good ability to apply creative and disruptive thinking in relation to leadership and service improvement and to synthesise new insights into the application of ideas for service improvement and team development within their own work context.
A very good ability to evaluate the delivery of a service improvement project and self as leader.
Sound knowledge and critical understanding and depth of reflection of relevant theories, models, policies, principles, ethics, legal requirements and philosophical debates and concepts of change leadership literature, service improvement and practice innovation.
A sound ability to apply creative and disruptive thinking in relation to leadership and service improvement and to synthesise new insights into the application of ideas for service improvement and team development within their own work context.
A sound ability to evaluate the delivery of a service improvement project and self as leader.
Limited knowledge and critical understanding and depth of reflection of relevant theories, models, policies, principles, ethics, legal requirements and philosophical debates and concepts of change leadership literature, service improvement and practice innovation.
A limited ability to apply creative and disruptive thinking in relation to leadership and service improvement and to synthesise new insights into the application of ideas for service improvement and team development within their own work context.
A limited ability to evaluate the delivery of a service improvement project and self as leader.
Very limited knowledge and critical understanding and depth of reflection of relevant theories, models, policies, principles, ethics, legal requirements and philosophical debates and concepts of change leadership literature, service improvement and practice innovation.
A very limited ability to apply creative and disruptive thinking in relation to leadership and service improvement and to synthesise new insights into the application of ideas for service improvement and team development within their own work context.
A very limited ability to evaluate the delivery of a service improvement project and self as leader.
Communication and presentation The communication of work to specialist and non-specialist audiences using the techniques of the discipline across a range of contexts, including structure, coherence, accuracy and presentation is exemplary throughout and work is of a publishable/exhibitable standard
Referencing throughout, including construction of the final list of references, and adherence to technical requirements such as word count is exemplary
The communication of work to specialist and non-specialist audiences using the techniques of the discipline across a range of contexts, including structure, coherence, accuracy and presentation is excellent throughout and there is potential for the work to be published/exhibited
Referencing throughout, including construction of the final list of references, and adherence to technical requirements such as word count is excellent
The communication of work to specialist and non-specialist audiences using the techniques of the discipline across a range of contexts, including structure, coherence, accuracy and presentation is very good
Referencing throughout, including construction of the final list of references, and adherence to technical requirements such as word count is very good
The communication of work to specialist and non-specialist audiences using the techniques of the discipline across a range of contexts, including structure, coherence, accuracy and presentation is sound
Referencing throughout, including construction of the final list of references, and adherence to technical requirements such as word count is sound
The communication of work to specialist and non-specialist audiences using the techniques of the discipline across a range of contexts, including structure, coherence, accuracy and presentation is adequate but may contain inaccuracies
Referencing throughout, including construction of the final list of references, and adherence to technical requirements such as word count is adequate
The communication of work to specialist and non-specialist audiences using the techniques of the discipline across a range of contexts, including structure, coherence, accuracy and presentation is inadequate and contains inaccuracies
Referencing throughout, including construction of the final list of references, and adherence to technical requirements such as word count is inadequate
Identifying, analysing and solving problems An original approach to the identification and analysis of an actual or potential service improvement project demonstrating outstanding levels of intellectual rigour in formulating evidence-based approaches to the impact of a service improvement project and change leadershipinitiative is discussed in an original manner with a very high level of fluency. . An original approach to the identification and analysis of an actual or potential service improvement project demonstrating excellent levels of intellectual rigour in formulating evidence-based approaches to the impact of a service improvement project and change leadershipinitiative is discussed in an excellent manner.
Some originality in the approach to the identification and analysis of an actual or potential service improvement project demonstrating some originality of intellectual rigour in formulating evidence-based approaches of the impact of a service improvement project and change leadershipinitiative is discussed with some originality.
Ability to identify and analyse an actual or potential service improvement project is presented in a standard way, and sound evidence of formulating evidence-based approaches to the impact of a service improvement project and change leadershipinitiative is discussed in a standard manner.
Limited ability to identify and analyse an actual or potential service improvement project and limited evidence of formulating evidence-based approaches to the impact of a service improvement project and change leadershipinitiative is discussed in a limited manner.
Very limited ability to identify and analyse an actual or potential service improvement project and limited evidence of formulating evidence-based approaches to the impact of a service improvement project and change leadershipinitiative is discussed in a limited manner.
Critical enquiry and appraisal of evidence Originality in the approach to using established techniques of research and enquiry to critically appraise arguments and methodologies and to propose quality improvement initiatives aligned to service improvement.
Extensive range of current and relevant literature used Originality in the approach to using established techniques of research and enquiry, to critically appraise arguments and methodologies and to propose quality improvement initiatives aligned to service improvement.
Wide range of current and relevant literature used
High level of ability to use established techniques of research and enquiry, to critically appraise arguments and methodologies and to propose quality improvement initiatives aligned to service improvement.
Range of current and relevant literature used
Appropriate level of ability to use established techniques of research and enquiry, to critically appraise arguments and methodologies and some ability to propose quality improvement initiatives aligned to service improvement.
Current and relevant literature used
Insufficient ability to use established techniques of research and enquiry, to critically appraise arguments and methodologies and limited evidence of proposing quality improvement initiatives aligned to service improvement.
Limited range of literature which may be old and/or irrelevant
Failure to use established techniques of research and enquiry, to critically appraise arguments and methodologies and no evidence of proposing quality improvement initiatives aligned to service improvement.
Inadequate use of literature
Decision-making and demonstrating initiative and personal responsibility
Exceptional decision-making within complex (professional) contexts with incomplete data, and levels of initiative and personal responsibility as well as demonstrating self-direction and autonomy in providing evidence-based ideas for practice. Excellent decision-making within complex (professional) contexts with incomplete data, and levels of initiative and personal responsibility as well as demonstrating self-direction and autonomy in providing evidence-based ideas for practice. Good decision-making within complex (professional) contexts with incomplete data, and levels of initiative and personal responsibility as well as ability to show autonomy in providing evidence-based ideas for practice. Sound decision-making within complex (professional) contexts with incomplete data, and some level of initiative and personal responsibility as well as some ability to show autonomy in providing evidence-based ideas for practice. Little evidence of decision-making within complex (professional) contexts with incomplete data, and limited evidence of initiative and personal responsibility or autonomy in providing evidence-based ideas for practice. No evidence of decision-making within complex (professional) contexts with incomplete data, nor evidence of initiative and personal responsibility or autonomy in providing evidence-based ideas for practice.
Reflection and analysis of learning needs Exceptional analysis of own learning needs in relation to continuing professional development and critical awareness of leadership and change management concepts, theories, models and frameworks Excellent analysis of own learning needs in relation to continuing professional development and a high degree of awareness of leadership and change management concepts, theories, models and frameworks Good analysis of own learning needs in relation to continuing professional development and very good awareness of leadership and change management concepts, theories, models and frameworks
Sound analysis of own learning needs in relation to continuing professional development and sound understanding of leadership and change management concepts, theories, models and frameworks Limited analysis of own learning needs in relation to continuing professional development and limited understanding of leadership and change management concepts, theories, models and frameworks
Very little analysis of own learning needs in relation to continuing professional development and no understanding of leadership and change management concepts, theories, models and frameworks
Guidance if you have problems with your course:
We recognise that problems can arise when undertaking a period of study.
Students who wish to apply for an extension to the submission of assignment dates or to submit mitigating circumstances should contact the Graduate Programme Administrator (01273 644048) to obtain the relevant forms and you can also email Postgradhealthsciences@brighton.ac.uk or Click on the URL https://www.brighton.ac.uk/current-students/my-studies/problems-with-your-course/index.aspxFull details of these procedures are found in the University of Brighton General Examination and Assessment Regulations (GEAR) on studentcentral
Confirmation of your results and the Examination Boards -
For post-graduate programmes your papers will be marked within a flexible twenty work day period and your provisional; unratified results will be available through MyStudies after twenty working days.
Students final module results will be posted on MyStudies (personal tab) 7-10 working days after the Examination Board meets. Please be aware that until the examination board has met these results may be subject to change.
