HND UNIT 13:

MANAGING HUMAN
RESOURCES IN
HEALTH AND SOCIAL
CARE
Academic Year 2017-18
 MODULE DETAILS
Programme Name: BTEC LEVELS 4 AND 5 HIGHER NATIONALS IN HEALTH AND SOCIAL CARE

Module Number & Name: Unit 13 Managing Human Resources

Module code: A/601/1611

QCF Level: 4

Module Tutor : Martins Amadi

Email : m.amadi@londonchurchillcollege.ac.uk

Personal Tutor: Moliha Khatun

Email: m.khatun@londonchurchillcollege.ac.uk

Assignment Submission Date 26/03/2018

Module Aim
In this unit learners will investigate the processes involved in the management of individuals in the
health and social care workplace. This not only includes the recruitment of the most appropriate
personnel but importantly the support of employees in carrying out their work effectively in teams
and developing their knowledge and skills so that they can contribute to the delivery of a quality
service.
Learners will contextualise these elements within the relevant legal and policy frameworks. In
addition, learners will explore the influence of management style and organisational factors on the
effectiveness of teams. This unit is particularly appropriate for learners who have experience of
leadership and management of work groups, including involvement in the recruitment of staff.

Learning Outcomes
To achieve a pass learners must demonstrate the ability to deal with each of the following outcomes
and present these in an assignment - scripts will be checked against each of these:

1. Understand processes for recruiting individuals to work in health and social care
2. Understand strategies for building effective teams for working in health and social
care
3. Understand systems for monitoring and promoting the development of individuals
working in health and social care
4. Understand approaches for managing people working in health and social care.

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 Unit Content

1Understand processes for recruiting individuals to work in health and social care

Factors for planning recruitment: succession planning; change (organisational, policy, use of services,
work roles, local circumstances); defining human resource requirements e.g. fulltime, part-time; job
description and person specification e.g. qualifications, experience, personal attributes; advertising;
vacancies; career progression opportunities; training and development needs

Legislative and policy frameworks: relevant and current legislation, codes of practice and policies
(relating to worker rights, health and safety, diversity, anti-discriminatory practice, care standards,
protection of vulnerable people) relevant and current legislation, codes of practice and policies
(relating to worker rights, health and safety, diversity, anti-discriminatory practice, care standards,
protection of vulnerable people)

Selection of best individuals: shortlisting applicants, models of selection e.g. interview, audition,
psychometric assessment, assessed task; involvement of stakeholders e.g. members of team, service
users, external stakeholders

2 Understand strategies for building effective teams for working in health and social care

Theories on behaviour in groups: formation of groups; group dynamics e.g. theories of Belbin,
Tuckman, Woodcock, Gross, McClelland

Types of team: formal, informal; work groups, multi-disciplinary teams, inter-agency, project groups

Influences on effective team working: team purpose, empowerment of team, leadership, individual
priorities/roles, team morale

3 Understand systems for monitoring and promoting the development of individuals working in
health and social care

Performance of individuals: monitoring systems e.g. observation, appraisal, periodic review,

achievement of successful outcomes, use of targets, benchmarks, feedback from others

Training and development: identifying individual needs e.g. monitoring performance, career
development planning, changing personal circumstances

Effectiveness of systems: benefits and limitations for individuals, teams, users of health and social
care services, organisational requirements

Strategies for promoting continuing development: achieving competence (against occupational

standards); training versus education; partnerships; compliance with external requirements e.g. care
standards, professional registration; dedicated allocation of resources; use of external Kitemarks e.g.
Investors in People; implementing a staff development training plan (in-house training, using

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supervision and appraisal, external courses, action-centred learning, lifelong learning, coaching and
mentoring, assessing competence)

4 Understand approaches for managing people working in health and social care

Theories of leadership: transactional, transformational, emotional intelligence; theories proposed by

e.g. Fiedler, Vroom and Yetton, Mintzberg, Handy, Goleman

Management of working relationships: influence of management style, emotional intelligence,

organisational structure; leadership versus management; contingency management (best-fit), role-
modelling, effective communication, team building, constructive feedback, shared values;
accountability (monitoring and assessing performance, communicating decisions, disciplinary and
grievance procedures)

Own development: attributes (confidence, skills competencies, knowledge and understanding);

qualifications; career development; ability to work with change

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 Learning Outcomes and Assessment Criteria

Pass Assessment Criteria

To achieve PASS grade the student must meet all the learning outcomes mentioned below:

Outcomes Assessment Criteria for pass

LO1 Understand processes for
recruiting individuals to work
in health and social care
LO2 Understand strategies
building effective teams
working in health and social
care
1.1 explain the factors to be considered when planning the
recruitment of individuals to work in health and social care
1.2 explain how relevant legislative and policy frameworks of the
home country influence the selection, recruitment and
employment of individuals
1.3 evaluate different approaches that may be used to ensure the
selection of the best individuals for work in health and social care
for 2.1 explain theories of how individuals interact in groups in
for relation to the types of teams that work in health and social care
2.2 evaluate approaches that may be used to develop effective
team working in health and social care

LO3 Understand systems for
monitoring and promoting the
development of individuals working
in health and social care
LO4 Understand approaches for
managing people working in health
and social care.
3.1 explain ways in which the performance of individuals working
in health and social care can be monitored
3.2 assess how individual training and development needs can be
identified
3.3 analyse different strategies for promoting the continuing
development of individuals in the health and social care
workplace
4.1 explain theories of leadership that apply to the health and
social care workplace
4.2 analyse how working relationships may be managed
4.3 evaluate how own development has been influenced by
management approaches encountered in own experience.

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 Merit Descriptors

Merit Descriptors Exemplar Indicative Characteristics

In order to achieve merit the learner The learner’s evidence shows for example
must:

Identify and apply strategies to find Effectives judgments have been made
appropriate solutions Complex problems with more than one variable have been
explored
An effective approach to study and research has been applied

Select/design and apply appropriate
methods/techniques
Relevant theories and techniques have been applied
A range of methods and techniques have been applied
A range of sources of information has been used
The selection of methods and techniques/sources has been
justified
The design of methods/techniques has been justified
Complex information/data has been synthesised and processed
Appropriate learning methods/techniques have been applied

Present and communicate The appropriate structure and approach has been used
appropriate findings Coherent, logical development of principles/concepts for the
intended audience
A range of methods of presentation have been used and
technical language has been accurately used
Communication has taken place in familiar and unfamiliar
contexts
The communication is appropriate for familiar and unfamiliar
audiences and appropriate media have been used.

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 Distinction Descriptors

Distinction Descriptors Exemplar Indicative Characteristics

In order to achieve distinction the The learner’s evidence shows for example
learner must:

Use critical reflection to evaluate own
work and justify valid conclusions
Conclusions have been arrived at through synthesis of ideas and
have been justified
The validity of results has been evaluated using defined criteria
Self criticism of approach has taken place
Realistic improvement have been produced against defined
characteristics for success

Take responsibility for managing and Autonomy/independence has been demonstrated

organizing activities
Substantial activities, projects or investigations have been
planned, managed and organized
Activities have been managed
The unforeseen has been accommodated
The importance of interdependence has been recognized and
achieved

Demonstrate Ideas have been generated and decisions taken

convergent/lateral/creative
thinking Self-evaluation has taken place
Convergent and lateral thinking have been applied
Problems have been solves
Innovation and creative thought have been applied
Receptiveness to new ideas is evident
Effective thinking has taken in unfamiliar contexts

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 Support Materials

Textbooks

Adair, J. E. The Concise Adair on Teambuilding and Motivation (Thorogood, 2004)

A practical guide to building teams and motivating staff, with plenty of practical examples

Armstrong, M. A Handbook of Human Resources Management (Kogan Page, 2006)

An academic but practical textbook on all aspects of human resources, including recruitment and
selection

Journals

Human Resource Management Journal; Wiley Publishing Ltd.

A peer-reviewed subscription journal with international contributions; recognised as the leading
journal in the field. Access is available through some educational institutions via the Athens gateway.

Websites

http://businessballs.com/games-quizzes-puzzles.htm
A compendium of quizzes, games and team-building activities, with information and resources on
other aspects of human resource management

www.cipd.co.uk
The Chartered Institute for Personnel and Development. A huge site with a wide range of resources
available

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 Assignment Submission Intstructions

1. Go to the following website: www.submit.ac.uk

2. Click on “Create an Account”
3. At the bottom of the page you will find a list: Students, Instructor, and Teaching
assistant. Click on “Student”
4. On the new page you will have to provide this information:
Class ID
Class enrolment password
Your first name (your first name should start with last 4 digits of your college
ID; example: 4853 John)
Your last name
Email address
Your password (it must be 6-12 characters long and contain at least one
letter and one number)
Select a secret question and write down your answer
5. Click on “I agree –Create Profile”
6. Done.
a. You are now registered and can enrol into other classes. In order to do that,
click on “Enrol in a class”. Enter Class ID and Enrolment password for that
subject.
7. Please make sure you download and attach an assignment cover page from the e-
learning. Cover page can be found under “Instructions” tab of the student area (e-
learning).

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 Assignment Malpractice by Students

Assessment malpractice by a student is an example of academic misconduct which allows students

to gain an unfair advantage in the assessment. Malpractices undermine the integrity and validity of
an assessment. Assessment malpractice takes place in the following form:

Plagiarism Without appropriately recognizing the work of others and using the materials in
writing assessment as if it is produced by the student. Copying and pasting or
paraphrasing the other's work, using illustrations, charts, images, tables, or ideas
and passing it off as your own.

Collusion Produce individual assessment paper by working together with others to cheat or
deceive and passing it off as it is your own; copy work of other.

Cheating Acting unfairly or dishonestly to gain an advantage by impersonation, use of

unauthorized materials or equipment.

Breaching of Failing to abide by the instructions or advice of an assessor, a supervisor, an

instructions invigilator, or awarding body conditions in relation to the
assessment/examination/test rules, regulations and security.

Code of Behaving in such a way as to undermine the integrity of the

conduct assessment/examination/test.

Extension, Late Submission& Resubmission

If you need an extension for a valid reason, you must request one using a coursework extension
request form available from the college. Please note that the lecturers do not have the authority to
extend the coursework deadlines and therefore do not ask them to award a coursework extension.
The completed form must be accompanied by evidence such as a medical certificate in the event of
you being sick.

If you are doing a resubmission from the dates of result are out you have 3 weeks to resubmit your
assignment through Turnitin.

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 Student Code of Conduct

The College is expected to “ensure all students have opportunities to develop skills that enable their
academic, personal and professional progression” (Indicator 6 of Chapter B4 of the UK Quality Code).
Majority of students behave professionally. However, there are some instances where standards of
behavior of some students are below what were expected. This policy outlines what the college
expects from its students.

Students of London Churchill College are morally obliged to abide by the following codes

Code 1 Code 2

Behave and speak in a manner that does Treat everyone with respect.
not offend others.

Code 3 Code 4

Treat all college property with respect. Any Do not engage in discussions with a
damage to property will follow a thorough classmate when a member of staff is giving
investigation. a lecture.

Code 5 Code 6

Switch off mobile phones in class - it Do not take any food or drink into
disturbs others. classrooms.

Code 7 Code 8

Let others work/study in peace - do not Follow instruction of lecturers and college
distract them. staff.

Code 9 Code 10

Be punctual in attendance and work Do not leave in the middle of a lecture

submissions. without the lecturer’s permission.

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 Scheme of Work

Term Time (January - March 2018)

Date ( Week Session no. Topic/Activities

Commencing)
08/01/2018 1 Introduction

15/01/2018 2 1.1/1.3

22/01/2018 3 3.1/3.2

29/01/2018 4 3.3

05/02/2018 5 2.1

12/02/2018 6 Revision/Feedback session from Tutor

19/02/2018 7 4.1

26/02/2018 8 4.2

05/03/2018 9 4.3

12/03/2018 10 Revision/Feedback session from Tutor

19/03/2018 11 Submissions

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 Ground Rules

All students must arrive on time normally at 10 am in the morning session and 2 pm in the
afternoon session. All students must attend the tutorial session. Students must not swipe in
other students ID card. If found guilty of this practice, the students concerned will face
disciplinary actions and may be asked to leave the college. Any form of racial abuse towards staff
or students will not be tolerated. No form of physical aggression will be tolerated by the faculty.

London Churchill College Jan 2018