‘How Am I Doing?’: Advancing Management Skills Through the Use of a Multi-source Feedback Tool to Enhance Work-based Learning on a Post-qualifying Post-graduate Leadership and Management Programme

Hafford‐Letchfield, Trish; Bourn, Diana

doi:10.1080/02615479.2010.505263

Cited by 7 publications

(7 citation statements)

References 22 publications

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“…Put another way, programme content needs to be relevant to the work of social work managers. The concept of self-leadership is, therefore, highly likely to be critical to the future development of individuals with management responsibility in social work (Skills for Care, 2008;Hafford-Letchfi eld & Bourn, 2011;Holroyd & Brown, 2011;Leadership Academy, 2011). The skill and experience of any tutors, and the assessment process, should also not be underestimated.…”

Section: Discussionmentioning

confidence: 99%

“…Under the new Ofsted (2012) framework for the inspection of local authority children' s services, the quality of leadership and management is one of three key areas that inspectors will judge. That leadership and management development is crucial for the future of social work is not in doubt -the exact nature and potential impact of this development is (Watson, 2008;Leinster, 2010;Hafford-Letchfi eld & Bourn, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the impact of the IPOP (Improving Personal and Organisational Performance) programme

Keen¹,

Brown²,

Holroyd³

et al. 2013

Social Work and Social Sciences Review

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A host of recent UK social work publications have highlighted the critical importance of leadership and management development for social work managers. The lack of specialist leadership and management development is evidenced by the General Social Care Council's fi gures on the uptake of post-qualifying leadership and management programmes. There is a limited amount of published research on the impact of this type of professional learning as most studies focus on programme delivery rather than on their impact on practice. Hence, this paper will report on an evaluation of the practicerelated impact of an introductory leadership and management programme, using data from pre-and post-programme questionnaires (n=75), follow up telephone interviews at 3-months (n=24) and an initial analysis of submitted assignments (n=32). Those data are drawn from consenting social work managers across 5 widespread local authorities in England. The programme, Improving Personal and Organisational Performance, is taught over 4-days in two, 2-day blocks and focuses on three areas of development: self-leadership, communication and resilience as a leader. A third-party testimony process, alongside assignment submission, ensures the involvement of, and validation from, the employer. The fi ndings of the evaluation indicate positive, statistically signifi cant evidence of initial programme impact on managers and longitudinal examples of actual programme impact on managers, their teams, organisations and services. The implications of these fi ndings will be considered in relation to the new Professional Capabilities Framework.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating the impact of the IPOP (Improving Personal and Organisational Performance) programme

Keen¹,

Brown²,

Holroyd³

et al. 2013

Social Work and Social Sciences Review

View full text Add to dashboard Cite

show abstract

“…Multisource or collateral feedback is one of the major focus areas in the field of applied psychology (Armstrong et al, 2000). Management curriculum should provide opportunities to practice complex skills such as conflict, coaching, and communication; converting theory into practice (Hafford-Letchfield & Bourn, 2011). However, opportunities for students to receive feedback and practice skills in an academic setting are limited (Hess, 2007).…”

Section: Multisource Experiential Learning Frameworkmentioning

confidence: 99%

“…We contend that management training programs should teach students to give and receive feedback as a vital skill for managerial careers. Giving and receiving feedback are critical higher order skills, which rely on lesser skills including conflict, coaching, and communication, which are essential to a management curriculum (Hafford-Letchfield & Bourn, 2011). Moreover, by providing alternative sources of feedback, students have the ability to gain input while simultaneously reducing faculty feedback requirements.…”

Section: Benefits Of Multisource Feedbackmentioning

confidence: 99%

Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes

Black

DeGrassi

Sweet

2021

Journal of Management Education

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An extensive body of literature has examined the benefits and challenges of experiential learning in higher education. At the same time, colleges and universities have increased the utilization of large class sections, both online and face-to-face. To date, little research has examined mechanisms for leveraging the benefits, while mitigating the challenges, of experiential learning in large classes. This article seeks to address some of the inherent problems of experiential learning activities in large classes by providing an extension of Kolb’s experiential learning framework. Drawing on the multisource feedback literature, we integrate a multisource evaluation process employing self-assessment, peer collaboration, and community engagement to enhance experiential learning outcomes. We propose that this process will help reduce faculty feedback and coaching requirements, while increasing student engagement and career readiness in large classes. We contend that our framework provides a viable model to facilitate student learning, sheds light on an understudied area of pedagogy, and addresses a practical issue facing management instructors in large classrooms. We conclude by offering a pilot study and implementation examples in three different types of management classes as well as proposing future research directions.

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“…As a direct consequence of this complimentary approach the use of work-based learning (WBL) is often considered germane to the development of coach education and provision within the HE sector (Driska and Gould, 2014;Palermo et al, 2015;Kovacs and Corrie, 2017). Much of WBL is concerned with using reflective practice in order to improve working habits and capacity for reflective working (Cox, 2005;Hafford-Letchfield and Bourn, 2011) and it is in this context that this paper is interested.…”

Section: Introductionmentioning

confidence: 99%

Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap

Crisp

2018

jldhe

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In the fields of sports coaching and higher education, there are significant implications related to the delivery and effectiveness of work-based learning (WBL), learning styles and occupational competency. Alongside this, similar claims are made throughout the academic and policy literature in both fields about the effectiveness and necessity of improving issues of skill development and employability (see SkillsActive, 2010a; SkillsActive, 2010b; Taylor and Garratt, 2010; Pegg et al., 2012). This paper therefore examines, in the context of the sports coaching industry’s relevant skills gaps, the learning experiences of a level five cohort who undertook supported coaching placements as part of a placement module. Using two focus groups (N=15 and N=13 respectively) the findings demonstrate that it is not only preferential, from the students’ perspective, to engage in WBL but that the coaching placements also helped the students meet many of the wider professional sector’s identified skills gaps. The findings also indicated that it is the student-coaches’ learning through incidental learning (unintentional, yet through the planned placements) that most significantly determined their professional competency.

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‘How Am I Doing?’: Advancing Management Skills Through the Use of a Multi-source Feedback Tool to Enhance Work-based Learning on a Post-qualifying Post-graduate Leadership and Management Programme

Cited by 7 publications

References 22 publications

Evaluating the impact of the IPOP (Improving Personal and Organisational Performance) programme

Evaluating the impact of the IPOP (Improving Personal and Organisational Performance) programme

Multisource Feedback as an Experiential Learning Enabler in Large-Format Management Classes

Coaching placements and incidental learning - how reflection and experiential learning can help bridge the industry skills gap

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