- Department: Social Policy and Social Work
- Module co-ordinator: Dr. Slobodan Tomic
- Credit value: 10 credits
- Credit level: M
- Academic year of delivery: 2021-22
Occurrence | Teaching period |
---|---|
A | Autumn Term 2021-22 |
B | Autumn Term 2021-22 |
The module has two main aims.
The first is to analyse how learning takes place within organisations. All organisations need to have the capacity to learn in order to improve their performance. Various factors may, however, help or hinder this capacity. Aspects of organisational life such as culture, leadership, the role of emotions and the exercise of power are highly relevant here.
Secondly, the module will help students to develop further their understanding of how their personal and professional learning is affected by the context in which they work. In this respect, this module builds directly on Reflective Practice for Professional Development 1
By the end of this module you will be able to:
Task | Length | % of module mark |
---|---|---|
Essay/coursework Reflective Journal |
N/A | 100 |
None
Task | Length | % of module mark |
---|---|---|
Essay/coursework Reflective Journal |
N/A | 100 |
The lead marker (the module tutor) will include comments about the content, structure, and evidence used etc. to provide you with constructive information that will enable you to improve on future work. The feedback a tutor can offer can be invaluable to your studies, so it is important you read this carefully
We aim to return your marked work to you within one month of its submission.
Feedback will be given in three ways:
(1) Comments within the actual text will highlight specific points and examples that the marker wants to draw to your attention.
(2) The marking criteria will be highlighted to show how your assignment has been rated against those criteria. This will enable you to calibrate your performance against a consistent scale, and therefore to aim to improve in specific areas.
(3) Finally the marker will provide a narrative summary in which the main points will be set out and any major areas for improvement highlighted.
Brooks, S. and Roberts, E. (2015) ‘Simultaneous Immersion’: How online postgraduate study contributes to the development of reflective practice among public service practitioners, Interactive Learning Environments, Vol 24:7, pp. 1692-1705
Easterby-Smith, M. and Lyles, M. (2011) Handbook of Organizational Learning and Knowledge Management, Chichester, Wiley
Hailey, J. and James, R. (2002) Learning leaders: The key to learning organisations, Development in Practice, Vol. 12, No. 3-4, pp. 398-408.
Romme, G. and Dillen, R. (1997) Mapping the landscape of organizational learning, European Management Journal, Vol. 15, No. 1, pp. 68-78
Smith, K. AND Taylor, W. (2000) The learning organisation ideal in Civil Service organisations: deriving a measure, The Learning Organization, Vol. 7, No. 4, pp. 194-205.
Vera, D. and Crossan, M. (2004) ‘Strategic leadership and organizational learning, Academy of Management Review, 29, No. 2, pp. 222-242.
Vince, R. and Saleem, R. (2004) The impact of caution and blame on organisational learning, Management Learning, Vol. 35, No. 2, pp. 133-154.