Self Reflection
this is a self reflection of that will be written on group models, please use every guidance attached including the module guide, also remember that this is a UK assignment and it should be written in Harvard format.
Assignment 2: Reflection Outline Guidance
Format suggestion
Introduction (10% of your word count)
This should set the scene for the reader:
1) Tell the reader why reflective practice in team work is important
2) Say that you will be reflecting on an example of team work/group work with a particular focus on… (Here you should look at two points that you may want to reflect on – these are personal to you ie. everybody’s examples will be different). This is where you should link to team roles and group stages (Belbin and Tuckman).
3) Then, say that you will be applying a reflective model (say which one) in order to… (Here state the purpose of reflection).
Remember in writing up the main body, you should cover each theme in order that you outlined them in your introduction.
Main body
1st paragraph – define/explain the reflective model that you will be using and say that you will be apply these to your reflection on the group/team scenario.
2nd paragraph – provide a brief explanation of how you felt prior to the team work/group meeting. Depending on the reflective theory, you could apply it starting here e.g. Schon has a “before the event” stage.
3rd paragraph – during the meeting discuss your feelings and the way you reacted to the team/roles that you took on.
4th chapter – Here you should delve into a chapter or two on analysis:
· Consider applying theories of your personal attributes and apply to how you were performing in order to meet the group goal (addresses LO5).
· Look at your communication skills – what does this reveal about you (consider Belbin’s traits in terms of your own role).
· Consider the team’s (Belbin’s ) roles they adopted within the group and how these roles contributed to group dynamics (LO2).
· Consider either how the different personality traits worked during the process (relating to Tuckman’s stages), or what your role at a specific stage that may have helped the group to progress with the task. It is important that you do not focus on only one stage, demonstrate a moving forward and reflective thinking… Consider areas of difficulty/conflict under as the storming stage etc.
· Where possible in the main body, refer to articles on team roles and performance in health and social care and aspects of reflexive practice.
Conclusion
Here, you should conclude the whole episode and demonstrate the importance of reflective practice in helping you to evaluate and analyse yourself in terms of character and traits. You should also state that this is on-going reflection, thus formulate an action plan on how you would handle the situation differently next time.
Bibliography
You should reference between 6-10 sources.
BSc Health & Social Care
HSO5000
Group Dynamics and
Working in Teams
MODULE GUIDE
2017/2018
Semester 2
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Level HE6
Contents 1. Module Overview 2 2. Learning and Teaching Strategy 2 3. Module Communications 2 4. Module Description 2 5. Learning Outcomes and Assessments 3 6. Assessment Deadlines 3 7. Assessment Feedback 3 8. Module Calendar 4 9. Formative Assessment 5 10. Indicative Reading 6 11. Guidelines for the Preparation and Submission of Written Assessments Error! Bookmark not defined. 12. Academic Misconduct 9 13. Assessments 10 14. 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.
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.
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
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
Thursday
3th May 2018
9PM
60%
2
Reflective Account
1000 words
Thursday
3th 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.
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
Self-Awareness & Johari Window
3
12/2/2018
Transactional Analysis
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
Leadership
6
5/3/2018
Reflective Models
7
12/3/2018
Belbin Theory
Roles within Groups Team Development:
Friday 23/3/2018 room: T2.26
Study Skills (Paula)
8
19/3/2018
Tuckman
Hierarchy within groups
Spring Break
Spring Break
9
9/4/2018
Assignment Revision
Assessment 1 Guidance – Essay
Assessment 2 Guidance – Reflection
Essay & Reflection Tutorials
10
16/4/2018
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.
11
23/4/2018
Critical Thinking
12
30/4/2018
Group Tutorials
Thursday 3rdth 2018 both assessments are due in. 9pm deadline
Friday 4th May Study Skills
9.30 – 12pm Room: T2-26
(Paula)
13
7/5/2018
No Class session (Bank Holiday)
14
14/5/2018
Tutorial Drop in Support for refer/defer work
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
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.
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.
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.
Thompson, N. (2015) People Skills. Basingstoke: Palgrave Macmillan
11. Guidelines for the Preparation and Submission of Written Assessments
Adapt for other formats
1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered.
2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.
3. You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).
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.
4. All written work should be referenced using the standard University of Bolton referencing style– see: http://www.bolton.ac.uk/bissto/Finding-Information/Referencing/Home.aspx
5. Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.
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).
7. Late work will be subject to the penalties:
8. Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.
9. More than 7 calendar days late = 1 mark awarded
10. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.
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.
See: http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2017-18-Documents/MItigating-Circumstances-Regulations-and-Procedures-2017-18.pdf
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.
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.
Please note that penalties apply if academic misconduct is proven. See the following link for further details:
http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2017-18-Documents/Academic-Misconduct-Regulations-and-Procedures-2017-18.pdf
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
Thursday
3th 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
Thursday
3rd 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
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.
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.
4
General Assessment Guidelines for Written Assessments Level HE5
Relevance
Knowledge
Argument/Analysis
Structure
Presentation
Written English
Research/Referencing
Class I (Exceptional
Quality)
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 (Excellent
Quality)
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.
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.
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.
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