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CUC107 Safe space Assignment help
October 15, 2016 Uncategorized
CUC107 Safe Space Assignment Help

It
has been argued that safe spaces are fundamental to operating effectively in the workplace, community and the
university. Cultural self-awareness, cultural intelligence and cultural capability are all required for
creating safe spaces. So successfully completing this task will require that you draw together all of the
learning from the unit to show how it is possible to create safe spaces for people? This assessment requires
that you use the template provided to write a report on creating safe spaces.

CUC107 Safe Space Assignment
Help

Due date: Monday Week 13
Length: 1500 – 1700 words
Value: 45
%

CUC107 Safe Space Assignment
Help

Get Assignment help for this assignment at hndassignmenthelp@gmail.com for only 80 AUD

Using an
excerpt from a media clip of people interacting within a ‘space', analyse the various aspects of the
scenario including the physical location and interactions between actors to highlight your understanding of
safe and unsafe spaces.

CUC107 Safe Space Assignment Help

Your analysis should be written in report
format using formal academic language to:

CUC107 Safe Space Assignment Help

analyse the chosen filmed
scenario for safe or unsafe spaces;
demonstrate your understanding of the characteristics of culturally safe
or unsafe spaces by discussing those spaces identified in the clip;
based on the scenario shown in your clip,
provide recommendations for creating or sustaining culturally safe spaces; and
support discussion and
recommendations with research literature
Please note: Your research literature should be drawn from the
readings we have provided during the semester, as well as at least two other readings you have found through
your own research. In total you need at least six references including reference details for the
film.

CUC107 Safe Space Assignment Help

CUC107 Assignment Help

Use the report template (see link on
right)

You should use the report template that we have provided (see the link on the right). (You can
either fill the template in (recommended) or you can design your own. If you choose to design your own, you
should still organise your report under the following sections and use numbered headings for each section in
the body of your report.)

Suggestions about what you should include and suggested word counts under each
heading are also provided in the template. Try to keep to the word count for each section. Remember, word
count guidelines are an indication only for each section (as maximum). Review the assessment criteria as well
to ensure you understand that referencing, research and critical analysis are highly valued in the marking of
your work.

***Please note: If you provide a great, long description of the scenario, this will not give you
an excellent grade. Apply the literature that you have included in the literature review to your discussion
and recommendations to show that you understand the links between cultural self-awareness, cultural
intelligence and the development of culturally safe spaces.

Title of Report
This should be on a separate
page and include the title, your name, student number, and the date. Think of a catchy title.

Table of
Contents

This should be on a separate page – remember to include page numbers. (See template for details
on how to set this out.)

Introduction (approx. 150 words) Includes:
1 Background(An orientation to the
topic of cultural safety and safe spaces).
1.2 Scope (Explain what the report will focus on including what
media clip, what particular scenes and if the example depicts a safe or unsafe space).
1.3 Aim (Tell the
reader what the report aims to do – i.e. provide a summary and description and analysis of an example of a
safe or unsafe, and recommend ways to improve the safety of the space where appropriate).
Summary of media
clip (approx. 150 words)
Summarise your chosen TV or Video excerpt. This is where you briefly explain the
storyline and key events related to the context of the safe or unsafe space depicted in the clip. Your summary
needs to include the following details:
the name of TV show or movie,
the season and episode if it is a TV
show or year released for movie,
the setting (social, academic or workplace),
a general overview of what the
scene is about,
identify who the key characters are.
Summary of literature (approx. 400 words and at least
four sources including 2 from your own independent research)
This is where, by using relevant literature, you
demonstrate your understanding of the key concepts covered in the unit. So, you should include definitions of
safe spaces, cultural intelligence, cultural capabilities and cultural self-awareness. Show how these are all
linked to increasing our ability to create safe spaces. (For information on referencing, see the link to the
CDU library on the right. Then, scroll down and click on the referencing link on the library
home-site).
Observations/description of Video (approx. 250 words)
In this section you should identify the
behaviours and scenarios in the media clip that are evidence of the cultural safety issues displayed. These
observations should confirm your statement in the introduction about whether the space is safe or unsafe.
Some of the things to look for and describe are: physical factors (size and layout of space, position of
people in the space), communication factors (body language, voice, words), signs of inclusion or exclusion
(see the Holley & Steiner reading for a description of what these are), and displays of, or lack of,
cultural intelligence. You could use the table below as guide and as a way of briefly describing in key words
what you observe. Alternatively you might prefer to describe this in couple of paragraphs.
If you use the
table, make sure that you give it a number and a title(see template).
Discussion (approximately 400 words and
at least four sources– remember to include independent researched sources as well as core readings from the
unit. You can refer to some of the sources that you covered in the literature review).
Use key elements
within the film excerpt and the theory you have outlined in the literature review section to discuss your
observations of the media clip and to support your view about whether each scene is a safe or unsafe space.
For example you might write something like:'In the early part of the film, Jane displayed a high level of
cultural intelligence by adjusting her behaviour as soon as she became aware that her patient had never been
in a hospital before. This had an instant effect on the patient who visibly relaxed and began to talk. This is
an excellent example of what Brislin, Worthley and McNab (2006, p.40) define as cultural intelligence or the
ability to adjust to another culture. Jane showed she was reading the other person's uncomfortable body
language and adjusted her approach appropriately to make the patient feel safe in that new
place.'
Recommendations (approx. 200 words supported by academic sources)
Your recommendations for how
the scenario film clip you describe should be changed to make the space safer should be based on your
discussion. So it will be a summary of the things that need to change to enable a safer space in the scenario
depicted. Your recommendations will need to be supported with literature sources.
Conclusion (approx. 150
words)
This is where you sum briefly everything covered in your report. So it would include: what the film
clip covered, what it was about, what it showed regarding safe spaces, what needed to be changed if anything.
(Don't introduce new material or references into this section).
References (last section of report on
separate page and not numbered)
For this report we expect you to use core readings, some of which you may
have provided and utilised in your previous assignment. In addition, you will need to use at least two
additional references you might source that relate to the particular context of the scenario depicted in your
film. For example, if your media clip depicts bullying at the workplace you may find articles on workplace
bullying. This will be helpful for your discussion and recommendations. Altogether, you should use at least 6
sources, including the source that you used to reference your film.
NB Check how to reference correctly for
multimedia. The references, title and content pages are not counted in your final word count.
You should use
the APA 6th referencing style for in-text citations, and for the reference list at the end.
CDU referencing
link **
At this stage of your study, aim for perfection in
referencing.
Remember, you can take your assignment to the library staff, who will check over your references
with you.
The readings and learning materials for each week are relevant in developing the background
knowledge and skills necessary for this assessment task. What follows is a suggested time-table which links
each week's learning materials to your on-going work on Assessment 3.

Choose your media clip this
week!

As you think about which media clip to choose for Assessment 3, observe the way that various cultural
groups are represented in fictional (or non-fictional) scenes.
The media clip in this week's web-site
learning materials [Section: Effective strategies] about ‘active listening' clearly shows a male
businessperson first ignoring advice from his female adviser. But then he goes on to listen actively. Not only
is active listening illustrated, but there are also cultural norms being shown about male and female roles in
this clip.

When you are looking at narrative films or documentaries, look for and try to comment on the
hidden cultural communication that is also being shown. Start to view some of the recommended media clips
below and choose one that you wish to analyse and write about in the report. This will prepare you for writing
a summary of the chosen clip next week.

Choose a scene

Choose a scene to analyse (about 3-10 minutes in
length) from a television program, media clip or movie, that focuses on a conflict situation in a community,
university/school or workplace. Although fictional, the scene should depict a ‘real life' situation. In
other words avoid action films or over the top movies/shows. Also avoid media clips that are documentaries. Do
not spend too much time looking for the ‘perfect scenes' as the analytic report is the main focus. You
are encouraged to choose from films/segments provided below.

As you view them, remember you will need to
focus on writing a report answering: How do cultural self-awareness and cultural intelligence help to create
effective safe spaces?

Also Remember: You need to correctly use APA reference so your tutor can find and
view the media clip if they wish to.

**
**

Cleese, J.and Booth, C. (Writers). (2009). Fawlty Towers –
Basil Gives Manuel a Language Lesson(BBC Television program)

**
** />https://**
**




What is a report?

In this assessment, you need to produce a report that demonstrates your understanding
of safe spaces. Report writing is an important skill which you will need to learn for university studies and
possibly your future employment.

We have provided a template to help you see how an academic report is
structured.
The question that you are answering in this report is:

How can cultural self-awareness and
cultural intelligence help create effective safe spaces?

Tools

This specific report requires an
analytical response in the third person (no personal language such as ‘I', or ‘my', and so on).
Use these resources to familiarise yourself with what an analytical report is and how to write one:

The
CUC100 handbook – Communicating at University pp.189-253.
Reference: Rolls, N. & Wignell, P. (2015).
Communicating at University. Darwin, NT: Charles Darwin University.

This book is available for loan from
the CDU Library (** or for sale (recommended) from the CDU Book Shop
(**

The Academic Language and Learning Success Program (ALLSP) runs regular
free workshops and drop-in consultations. (See the ALLSP link on the right.

Getting started on your
report

Summarise your media clip
In the final report, you are required to provide a 150 word summary
(approximately) of the scene you have chosen, so the reader is able to understand what you are
analysing.
Your summary needs to include the following details:

the name of the TV show or movie;
the
season and episode if it is a TV show or year released for movie;
the setting (social, academic or
workplace);
a general overview of what the scene is about;
identify who the key characters are.
Brainstorm
connections between cultural intelligence, cultural self-awareness and cultural judgements
In assessment 2,
you made connections between cultural self-awareness and cultural intelligence. Assessment 3 requires you to
articulate your understanding of these concepts in a formal written report form.

One way to
begin…

write down the connections you identified in assessment 2 about cultural intelligence, and
cultural self-awareness.
think about what you have just learned about cultural judgments: how do effective
cultural judgments create productive spaces?
jot down some key points (with references).
Summarise some main
ideas from relevant readings to include in your literature review
Readings

Along with the readings we have
provided during the semester, you will need to conduct your own research by including at least two references
apart from the film and set readings. In total you need at least six references.

Holley and Steiner (2005)
– creating safe spaces
Bruhn (2005) – culture brain interactions
Brislin, Worthley and McNab (2006) –
cultural intelligence
Quappe and Cantatore (2005) – cultural awareness
Russell (2011) – Third culture
kid
Flanja (2009) – culture shock & intercultural communication
Spencer-Oatey (2012) – culture
See
CDU Library Summon for additional journal articles and books.
Avoid referencing websites. You are expected to
use academic texts. See the media clip link at right.
Writing an effective analysis

In the last two weeks
chose your media clip scene and thought about how cultural self-awareness and cultural intelligence can help
to create safe spaces

This week you will

Review what an analysis is and apply this technique to your
media clip.
Identify the links between cultural empathy and effective social, academic and work
settings.
Consider how the literature can help to explain and analyse your chosen film scene.
What is an
analysis?

In this assessment you are asked to write a report which includes analysis.

What is an
analysis? Check the handbook – Communicating at University (Rolls and Wignell, 2014 pp. 17-22).

Analyse
your media clip

Use the following framework to help analyse the media clip. Remember to refer back to what
you have learned throughout the Semester to think about the following questions.

Do any of the characters
display cultural self-awareness? How do they do this?
What sort of insight into the character's culture
do you get?
What sorts of behaviours indicate their awareness or lack thereof?
How do the behaviours of the
characters reflect their culture?
Cultural Intelligence:

Do the characters display characteristics of
cultural intelligence? How do you know?
How is cross-cultural communication being conveyed?
Is cultural
difference a source of conflict? What happens when conflict is present, how do the characters
respond?
Cultural Capabilities:

Are there any cultural judgements present in this scene? Which characters
make cultural judgements and if so how do they do this?
What do the characters do to display cultural
empathy? Why is this important for creating and sustaining safe spaces
How do the characters create safe or
unsafe spaces?
Visual cues to look for:

Safe atmosphere
Body language – eye contact, hand placement,
stance, proximity
Verbal communication (what and how)
What type of ‘safeness': Are the characters
safe from:

Physical harm?
Emotional Harm?
Psychological harm?
How does cultural empathy relate to safe
spaces?

Think about:

How is cultural empathy related to creating effective work, social, or academic
setting?
How would you recognise that cultural empathy is occurring (or not) in any setting above?
What
aspects of the communications would signal effective use of cultural empathy in a specific setting?
Tying it
all together

Last week you reviewed what an analysis is, and worked out the links between cultural empathy
and effective social, academic and work settings.

This week you will link the ideas and concepts about
cultural judgments, and cultural empathy to build an understanding of safe spaces.

Thinking question

Why
are cultural judgments and cultural empathy so vital in developing cultural capabilities and creating safe
spaces?

To help you answer this question you could:

Think about the answers to the followingquestions in
relation to the media clip you have chosen:
What is the relationship between cultural judgments and cultural
empathy?
How do we negotiate and create safe spaces?
Whose responsibility is it to create and sustain these
spaces?
Who could take an action to improve the situation being represented?
Work through the sections of
the report and ensure that you integrate the literature to explain your ideas,especially in the discussion and
the recommendations. There is an example of how to integrate literature into the discussion in the
template.
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UNIT 14: MANAGING FINANCIAL RESOURCES IN HEALTH AND SOCIAL CARE

January 3, 2016

**
HND Assignment
Help
UNIT 14: MANAGING FINANCIAL RESOURCES IN HEALTH AND SOCIAL CARE
UNIT 14: MANAGING FINANCIAL RESOURCES
IN HEALTH AND SOCIAL CARE
UNIT 14: MANAGING FINANCIAL RESOURCES IN HEALTH AND SOCIAL CARE

UNIT 14:
MANAGING FINANCIAL RESOURCES IN HEALTH AND SOCIAL CARE
Unit 14: Managing Financial Resources in
Health
and Social Care
Unit code: R/601/1615
QCF level: 4
Credit value: 15

Get Assignment help for this
assignment at hndassignmenthelp@gmail.com
UNIT 14: MANAGING FINANCIAL RESOURCES IN HEALTH AND SOCIAL
CARE
• Aim
The aim of the unit is to enable the health and social care manager to develop understanding of
how to control their expenditure against fixed budgets.
UNIT 14: MANAGING FINANCIAL RESOURCES IN HEALTH AND
SOCIAL CARE
• Unit abstract
This unit will equip the health and social care manager with the knowledge and
understanding needed to monitor costs, make predictions, evaluate the process of effective control of resource
allocation, including shortfalls, and make recommendations for expenditure. Most importantly, it will
emphasise the key factors of both efficiency and effectiveness.
UNIT 14: MANAGING FINANCIAL RESOURCES IN
HEALTH AND SOCIAL CARE

HND Assignment Help
Health and social care managers need to understand the role of
planning in the management of financial budgets and the importance of monitoring and managing expenditure.
This unit is most appropriate for those who hold responsibilities for managing budgets in a health or social
care workplace or who have access to financial information and processes within an organisation. The unit is
designed to develop knowledge, skills and understanding in the key areas and covers how systems and processes
for managing financial resources influence a specific service for individuals.
• Learning outcomes
On
successful completion of this unit a learner will:
• Understand how systems are used to manage financial
resources in health and social care

• Understand the role of planning in the management of health and
social care budgets

• Understand the importance of monitoring budget expenditure in health and social
care organisations

• Understand how systems and processes for managing financial resources influence
health and social care services
BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in
Health and Social Care – 65
Issue 1 – May 2010 © Edexcel Limited 2010


UNIT 14: MANAGING
FINANCIAL RESOURCES IN HEALTH AND SOCIAL CARE

Unit content
• Understand how systems are used to manage
financial resources in health and social care

Costing and business control systems: costs, income,
cost-benefit analysis, expenditure, budget, capital, cost control, cost centre; outsourcing, competitive
tendering, forecasting, profit, break even; basic software for monitoring financial information within an
organisation
Information: business costs eg people, equipment, finance, buildings, consumable items,
administration; income streams; trends and external influences eg changes in policy, competitive factors,
legal requirements
Regulatory requirements: legislation and codes of practice, audit, accountability,
policies
Systems: sources of income, how budgets are set, administration of budgets, cost centres,
accountabilities, audit requirements
• Understand the role of planning in the management of health and
social care budgets
Diverse sources of income: public, private, voluntary; local, national
Influences on
resource availability: funding priorities, agency objectives and policies, private finance, outsourcing,
inter-agency partnerships, government policies, geography, type of service
Types of budget: cost centre,
project management, outsourcing contract
Decisions about expenditure: environmental analysis,
accountabilities, priorities, short-, medium- and long-term planning; cost-benefit analysis; financial risk,
project management

• Understand the importance of monitoring budget expenditur in health and social care
organisations

Information for monitoring expenditure: cash flow, controlling costs, spreadsheet data,
training needs

Financial shortfalls: priorities, virement, reserve funds, alternative external income
sources; implications for individuals within the service

Suspected fraud: analysing financial information
for reliability, validity and sufficiency; reporting, evidence of fraud

66 BH023333 – Edexcel BTEC
Levels 4 and 5 Higher Nationals specification in Health and Social Care
– Issue 1 – May 2010 © Edexcel
Limited 2010


UNIT 14: MANAGING FINANCIAL RESOURCES IN HEALTH AND SOCIAL CARE
• Understand how
systems and processes for managing financial resources influence health and social care services

Financial
decisions: responsibility for decision making, information available, sources of income, priorities etc


Relationship between service delivery, costs and expenditure: cost-benefit, pricing policies, purchasing
arrangements

Impact on individuals: quality of service, access to service

Recommendations: options
available, supporting evidence, information to be presented for discussion by financial decision
maker
BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care
– 67
Issue 1 – May 2010 © Edexcel Limited 2010


UNIT 14: MANAGING FINANCIAL RESOURCES IN
HEALTH AND SOCIAL CARE
Learning outcomes and assessment criteria

Learning outcomes Assessment criteria
for pass
On successful completion of The learner can:
this unit a learner will:

LO1
Understand how systems are 1.1 explain the principles of costing and business control
used to manage
financial systems
resources in health and 1.2 identify information needed to manage financial
social
care
resources

1.3 explain the regulatory requirements for managing
financial
resources
1.4 evaluate systems for managing financial resources in a
health or care
organisation

LO2 Understand the role of 2.1 discuss the diverse sources of income that may
be
planning in the management encountered in health and social care
of health and social
care 2.2 analyse the factors that may influence the availability of
budgets
financial resources
in health and social care

organisations
2.3 review different types of budget expenditure in
health
and social care organisations
2.4 evaluate how decisions about expenditure are
made
within a health or social care organisation

LO3 Understand the importance 3.1 explain how
financial shortfalls can be managed
of monitoring budget 3.2 explain the actions to be taken in the event
of suspected
expenditure in health and
fraud
social care
organisations

3.3 evaluate budget monitoring arrangements in a health or
social care
organisation

LO4 Understand how systems 4.1 identify information required to make financial
decisions
and processes for managing relating to a health and social care service
financial resources
influence 4.2 analyse the relationship between a health and social
health and social care
care
service delivered, costs and expenditure
services.

4.3 evaluate how financial considerations
impact upon an
individual using the health and social care service
4.4 suggest ways to improve the
health and social care
service through changes to financial systems and
processes.



68 BH023333 – Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care

Issue 1 – May 2010 © Edexcel Limited 2010


UNIT 14: MANAGING FINANCIAL RESOURCES IN HEALTH AND
SOCIAL CARE
Guidance
Links

This unit has links with, for example
• Unit 13: Managing Human Resources
in Health and Social Care

• Unit 27: Managing Quality in Health and Social Care.

This unit also has
links with the National Occupational Standards in Health and Social Care. See Annexe B for mapping.

This
unit also has links with the National Occupational Standards in Leadership and Management for Care Services.
See Annexe C for mapping.

Essential requirements

It will be necessary for tutors to advise learners
about the scale of service to be investigated for learning outcome 4. The service will encompass several cost
centres but, for a large organisation, must focus on an appropriate local dimension sufficient to enable
learners to meet the requirements of the unit.
Employer engagement and vocational contexts

Learners will
benefit from discussion of different systems and practices within their experience in health and social care.
It will be necessary to draw on information from health and social care organisations in order to meet the
assessment criteria.
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james marks
London
Erstellt am Dienstag, 11. Oktober 2016 05:41

UNIT 13: MANAGING HUMAN RESOURCES IN HEALTH AND SOCIAL CARE

January 3, 2016

**
HND Assignment
Help
UNIT 13: MANAGING HUMAN RESOURCES IN HEALTH AND SOCIAL CARE
UNIT 13: MANAGING HUMAN RESOURCES IN HEALTH
AND SOCIAL CARE
Unit 13: Managing Human Resources in
Health and Social Care
Unit code: A/601/1611
QCF
level: 4
Credit value: 15

Get Assignment help for this assignment at
hndassignmenthelp@gmail.com
UNIT 13: MANAGING HUMAN RESOURCES IN HEALTH AND SOCIAL CARE
• Aim
The aim of
this unit is to enable the learner to understand the processes involved in the recruitment, management and
development of people in the health and social care workplace.
UNIT 13: MANAGING HUMAN RESOURCES IN HEALTH
AND SOCIAL CARE
• Unit abstract
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.

HND Assignment Help
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
On successful completion of this unit a learner will:
• Understand processes
for recruiting individuals to work in health and social care
• Understand strategies for building effective
teams for working in health and social care
• Understand systems for monitoring and promoting the
development of individuals working in health and social care
• Understand approaches for managing people
working in health and social care.

UNIT 13: MANAGING HUMAN RESOURCES IN HEALTH AND SOCIALCARE
Unit
content
• Understand 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 eg full-time, part-time; job description and person
specification eg 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 eg interview, audition, psychometric assessment, assessed task;
involvement of stakeholders eg members of team, service users, external stakeholders
• Understand
strategies for building effective teams for working in health and social care
Theories on behaviour ingroups:
formation of groups; group dynamics eg theories of Belbin, Tuckman, Woodcock, Gross, McClelland
Types of
team: formal, informal; work groups, multi-disciplinary teams, inter-agency, project groups
Influences on
effective teamworking: team purpose, empowerment of team, leadership, individual priorities/roles, team
morale
• Understand systems for monitoring and promoting the development of individuals working in health
and social care
Performance of individuals: monitoring systems eg observation, appraisal, periodic review,
achievement of successful outcomes, use of targets, benchmarks, feedback from others
Training and
development: identifying individual needs eg 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 eg care standards, professional registration; dedicated allocation of resources;
use of external kitemarks eg Investors in People; implementing a staff development training plan (in-house
training, using supervision and appraisal, external courses, action-centred learning, lifelong learning,
coaching and mentoring, assessing competence)

UNIT 13: MANAGING HUMAN RESOURCES IN HEALTH AND SOCIAL
CARE
• Understand approaches for managing people working in health and social care
Theories of leadership:
transactional, transformational, emotional intelligence; theories proposed by eg 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

UNIT 13: MANAGING HUMAN RESOURCES IN HEALTH AND SOCIAL
CARE
Learning outcomes and assessment criteria

Learning outcomes Assessment criteria for pass
On
successful completion of The learner can:
this unit a learner will:

LO1 Understand processes
for 1.1 explain the factors to be considered when planning the
recruiting individuals to
work recruitment of individuals to work in health and social
in health and social
care 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

LO2 Understand strategies for 2.1 explain theories of how individuals interact in
groups in
building effective teams for relation to the types of teams that work in health and
working
in health and social social care
care 2.2 evaluate approaches that may be used to
develop

effective teamworking in health and social care

LO3 Understand systems
for 3.1 explain ways in which the performance of individuals
monitoring and promoting working in health
and social care can be monitored
the development of 3.2 assess how individual training and development
needs
individuals working in health
can be identified
and social
care

3.3 analyse different strategies for promoting the continuing
development of
individuals in the health and social care
workplace

LO4 Understand approaches for 4.1 explain
theories of leadership that apply to the health
managing people working in and social care
workplace
health and social care. 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.

UNIT 13: MANAGING HUMAN RESOURCES IN HEALTH AND SOCIAL
CARE
Guidance
Links
This unit has links with, for example:
• Unit 14: Managing Financial Resources in
Health and Social Care
• Unit 25: Influences on Health and Social Care Organisations
• Unit 28: Managing
Quality in Health and Social Care.
This unit also has links with the National Occupational Standards in
Health and Social Care. See Annexe B for mapping.
This unit also has links with the National Occupational
Standards in Leadership and Management for Care Services. See Annexe C for mapping.
Essential
requirements
Learners must be provided with current legislative requirements relating to employment. Learners
must also have access to texts on management theory relating to team building, management styles and
leadership.
Employer engagement and vocational contexts
It will be imperative for learners to use their work
experience as a case study for the purpose of assessment, investigating the recruitment practice and policies
of the organisation in which they have been working.
It would be beneficial for learners to share their
findings with peers through presentations to aid the learning process.
HND Assignment help is pioneer in the
human resource management assignment help services and we offer coursework help with 100% unique content,
quality content by adopting required theories & concepts. Our experts have PhD in various fields so that
the students can get their assignment with quality work for attain A++ grades in their work. We are having 7
years of experience for offering assignment help for marketing assignment help,management assignment help,
economics assignment help, finance assignment help, Accounting assignment help, operation assignment help and
others. For assignment help you can contact us at hndassignmenthelp@gmail.com
HND Assignment help is leading
and most trusted assignment help service providing range of services for the different subjects but the major
area of focus for the organization is HND Assignments. HND in the higher national diploma being offered by the
various universities across the world and highest number of students pursue their HND from United Kingdom. HND
Assignment help is working with the students in UK since last 7 years for helping them in their HND
assignments. We provide help for various HND subjects like HND in business management, HND in travel &
tourism management, HND in hospitality management, HND in accounting management, HND in human resource
management, HND in law and HND in health and social care etc. Our experts have long experience in writing HND
Assignments and they themselves are HND holder from the top notch Universities in United Kingdom. So, we are
the best place to get your HND assignments. Contact us at hndassignmenthelp@gmail.com.

 
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