Level 4 Preparing for Leadership and Management in Children s Care, Play, Learning and Development. June 2018 Version 1.0

Transcription

1 Level 4 Preparing for Leadership and Management in Children s Care, Play, Learning and Development June 2018 Version 1.0 Unit Unit Pack Pack

2 This unit pack contains the Level 4 Preparing for Leadership and Management in Children s Care, Play, Learning and Development units: Unit Number Unit title 595 Leadership and Management: promoting the rights of children to provision, protection and participation 596 Theories and practices for leadership and management in child care services 597 Leadership and Management of effective performance

3 Unit Leadership and Management: promoting the rights of children to provision, protection and participation Level: 4 Credit value: GLH: Unit Summary: 20+ tbc 200 tbc This unit aims to firmly base children within a rights agenda and provide an understanding key legislation, social policy and approaches which support provision, protection and participation 1. Understand Codes of Practice, legislative and regulatory frameworks in relation to promoting children s rights. 1.1 Analyse how the UNCRC (United Nations Conventions on the Rights of the Child) feeds in to national, legislative and regulatory frameworks 1.2 Explain the legal basis for the implementation of children s rights within the Children s Workforce 1.3 Explain how regulation and inspection can support the embedding of children s rights on a national and individual level 2. Understand how to promote equality, diversity and inclusion 2.1 Describe the responsibilities of organisations in relation to equality, diversity and participation under current legislation 2.2 Describe how children, families and carers can participate as partners in decision making 2.3 Explain how to promote a workplace culture where disadvantage and exclusion is challenged 2.4 Summarise the impact of discrimination, stereotyping, prejudice and power imbalances on the wellbeing of the child and family 2.5 Evaluate the different approaches that could be used to learn from, and respond to, individuals concerns and complaints including experiences of injustice 2.6 Promote, model and evaluate practice which reflects the principles of More than Just Words and the Active Offer Range Disadvantage and exclusion: intended or unintended, actual or potential, variations including rurality, language choice and individual circumstance

4 3. Understand how to plan and lead practice that supports approaches to early intervention, participation and protection 3.1 Describe the importance of early intervention and prevention strategies 3.2 Evaluate the use of different models, theories and approaches to early intervention and prevention 3.3 Evaluate the different approaches available to encourage families/carers and children to participate in preventative processes 3.4 Evaluate the different approaches used to encourage families/carers and children to express their feelings, views and choices about what matters to them. 3.5 Summarise how policy, practice and active participation support and promote safeguarding.

5 Unit Theories and practices for leadership and management in child care services Level: 4 Credit value: GLH: Unit Summary: 20 tbc 200 tbc This unit provides an understanding of the context of the Children s Workforce within which to situate the key building blocks of leadership and management principles; the theories and models that can support leadership, positive organisational culture and the provision of consistent quality services. 1. Understand organisational context 1.1 Explain how the key national policies provide a context for the children s workforce 1.2 Describe the regulations and legal requirements that underpin the children s workforce Range Context: values, attitudes, beliefs 2. Understand leadership styles, theories and models that support effective and innovative practice 2.1 Assess the impact different leadership and management styles have on teams 2.2 Explain ways the roles and responsibilities of leadership and management overlap 2.3 Explain the skills, behaviours, attitudes and values an employee must utilise to support effective management and leadership 3. Understand the importance of financial management to maintain childcare services 3.1 State the principles of effective financial management 3.2 Describe the operational constraints imposed on an organisation by needing to prioritise budgets limited resources staffing/workforce

6 4. Understand how to lead change and improvement through innovation 4.1 Assess the need for change in organisations, including internal and external factors that drive organisational change 4.2 Describe how to assess the benefits and risks of organizational change 4.3 Explore how to use solution focused approaches to support innovative thinking

7 Unit 597 Leadership and Management of effective performance Level: 4 Credit value: GLH: Unit Summary: 20 tbc 200 tbc This unit aims to develop understanding of theory, tools and techniques used for reviewing the performance of self, teams and others and how to improve effectiveness. The importance of the organisation s vision, goals and purpose, together with effective communication, motivation and the need for individual and team development is embedded. 1. Understand how to support strategic direction, goals and objectives 1.1 Explain the importance of having shared values and purpose within the organisation 1.2 Describe how a values driven leadership supports teams to achieve goals 1.3 Describe the relationship between the wider organisational goals and specific team or project goals 1.4 Evaluate a range of communication strategies that model the organisation s distributive leadership 1.5 Explain the importance of using feedback from teams to develop an effective and quality service 1.6 Describe how organisations measure performance and outcomes including the use of Key Performance Indicators (KPIs) 2. Understand how the development of knowledge and skills of individuals can support effective performance 2.1 Explain the purpose of the following terms and in relation to organisational management: recruitment induction supervision appraisal 2.2 Describe how the following terms form a cycle of personal development and how the process for each is implemented:

8 recruitment induction supervision appraisal 2.3 Describe the following terms: coaching mentoring reflective practice formal and informal training 2.4 Explain how coaching, mentoring, reflective practice and training are used within the performance management cycle to build resilience and motivate individuals in line with individual goals 2.5 Explain the action to take if an individual fails to respond to supportive measures to improvement and their actions threaten the integrity of the organisation s visions and goals 2.6 Describe the benefits of continuing personal development (CPD) and updated knowledge and skills to the organisation and staff 2.7 Explain personal responsibilities towards a cycle of professional development and how this relates to CPD planning 3. Understand how to empower, motivate and inspire 3.1 Evaluate approaches to empowering and motivating teams and others in the work setting 3.2 Summarise internal and external factors which can affect motivation and/or empowerment 3.3 Explain the effects of low motivation on an organisation 3.4 Describe the benefits of effective delegation to the organisation/setting, staff and others 3.5 Explain how delegation can be used to develop, motivate and empower others 4. Understanding how to work with individuals and teams 4.1 Describe the nature and characteristics, values and behaviours of effective teams 4.2 Explain the factors that can influence team development, resilience and performance 4.3 Explain how to review the effectiveness and performance of a team using appropriate theory, models or techniques