Examine the role and importance of traditional and more recent leadership theories and concepts for the health and care setting.
HCM5003 Concepts and Leadership Theories in Health and Care Consultancy Portfolio
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14:00 UK time on the date of submission)
Assignment Brief As part of the formal assessment for the programme you are required to submit a Concepts and Leadership Theories in Health and Care assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.
Learning Outcomes: After completing the module, you should be able to:
Examine the role and importance of traditional and more recent leadership theories and concepts for the health and care setting.
Analyse the value of using theoretical models when building an effective leadership team in a health and care setting.
Explain the role of leaders, the relevance of leadership styles and desired leadership personality characteristics in leading change in health and care settings.
Discuss recommendations on how to lead teams during transitional periods in a health and care setting to achieve maximum organisational performance.
Graduate attribute: Discipline expertise - Knowledge and understanding of the chosen field. Possess a range of skills to operate within this sector, have a keen awareness of current developments in working practice being well-positioned to respond to change.
All learning outcomes must be met to pass the module.
Guidance Your assignment should include: a title page containing your student number, the module name, the submission deadline and the exact word count of your submitted document; the appendices if relevant; and a reference list in AU Harvard system(s). You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.
You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number. Maximum word count: 3000 words
Please refer to the full word count policy which can be found in the Student Policies section here: Arden University | Regulatory Framework
The word count includes everything in the main body of the assessment (including in text citations and references). The word count excludes numerical data in tables, figures, diagrams, footnotes, reference list and appendices. All other printed words ARE included in the word count.
Students who exceed the wordcount up to a 10% margin will not be penalised. Students should note that no marks will be assigned to work exceeding the specified limit once the maximum assessment size limit has been reached.
Assignment Task You are commissioned to write a leadership consultancy portfolio for an organisation of your choice, where the service is listed on the Care Quality Commission UK (CQC) website as ‘requires improvement’.
Familiarise yourself with the inspection judgement of your chosen organisation and explore the relevant concepts and theories of leadership.
Your portfolio should consist of:
An introduction including an analysis of organisational culture and relevant leadership theories (Approximately 500 words)
Presentation of the health/care organisation undergoing change, in need of the right type of leadership to drive this change. (Approximately 500 words)
A report on concepts such as selection, recruitment, organisational missions, visions and objectives as well as organisational scanning tools such as PESTEL. (Approximately 1000 words)
Advice to the organisation’s board, on the leadership development suggestions decision it should pursue and why. (Approximately 1000 words)
You are required to advise the board of directors about what decisions the company should make and why, in order to implement the right type of leadership for organisational improvement so that the subsequent re-inspection would confidently amend the outcome to ‘good’. (3000 words) (100 marks) (LOs: 1, 2, 3 , 4 & GA)
This module is marked using the Arden University Categorical Marking Criteria
Formative Feedback You have the opportunity to submit a draft of 500 words to receive formative feedback.
The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.
If you are a distance learning student, you should submit your work, by email, to your tutor, no later than 2 weeks before the actual submission deadline. If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.
Formative feedback will not be given to work submitted after the above date or the date specified by your tutor - if a blended learning student.
Referencing Guidance You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system(s).
Follow this link to find the referencing guides for your subject: Arden Library
Submission Guidance Assignments submitted late will not be accepted and will be marked as a 0% fail.
Your assessment can be submitted as a single Word (MS Word) or PDF file, or, as multiple files.
If you chose to submit multiple files, you must name each document as the question/part you are answering along with your student number ie Q1 Section A STUXXXX. If you wish to overwrite your submission or one of your submissions, you must ensure that your new submission is named exactly the same as the previous in order for the system to overwrite it.
You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is available on the A-Z key information on iLearn.)
Assessment Criteria (Learning objectives covered – all) .
Level 5 reflects the continuing development in knowledge, understanding and skills from Level 4. At Level 5, students are not expected to be fully autonomous but are able to take responsibility for their own learning with appropriate guidance and direction. Students are expected to further develop their theoretical knowledge within a more intellectual context and to demonstrate this through more complex forms of expression which move beyond the descriptive or imitative domain. Students are expected to demonstrate skills of analysis in both problem-solving and resolution.
Grade
Mark Bands
Generic Assessment Criteria
First (1)
80%+
An outstanding information base exploring and analysing the discipline, its theory and any associated ethical considerations. There is sophisticated use and management of learning resources, and a high degree of autonomy is demonstrated. Writing is outstandingly well structured and accurately referenced throughout. Where appropriate, outstanding professional skills are demonstrated. The work is original and with some additional effort could considered for internal publication.
70-79%
An excellent knowledge base within which the discipline is explored and analysed. There is a degree of originality in the approach. The work demonstrates confidence and autonomy and extends to consider ethical issues. Learning resources have been managed confidently. Writing is exceptionally well structured and accurately referenced throughout. Where appropriate, an excellent level of professional skills is demonstrated, and the work demonstrates a high level of intellectual and academic skills.
Upper second (2:1)
60-69%
A very good knowledge base which explores and analyses the discipline, its theory, and any associated ethical issues. There is evidence of some originality and independence of thought. A very good range of learning resources underpin the work and there is evidence of growing confidence and self-direction. The work demonstrates the ability to analyse the subject and apply theory with good academic and intellectual skills. Academic writing skills are very good, expression is accurate overall, and the work is consistently referenced throughout.
Lower second (2:2)
50-59%
A good understanding of the discipline which begins to analyse the subject and apply some underpinning theory. There may be reference to some of the ethical considerations. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are good and accurate overall, and the work is planned and structured with some though. Professional skills are good (where appropriate). The work lacks original thought, but academic and intellectual skills are moving into the critical domain. The work is referenced throughout.
Third (3)
40-49%
Satisfactory level of performance in which there are some omissions in understanding the subject, its underpinning theory, and ethical considerations. There is little evidence of independent thought, and the work shows a basic use of sources and materials. Academic and intellectual skills are limited. The work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). There is an attempt to reference the work.
Marginal Fail
30-39%
A limited piece of work in which there are clear gaps in understanding the subject, its underpinning theory, and ethical considerations. The work shows a limited use of sources and materials. Academic and professional skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.
Clear Fail
29% and Below
A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.
Everything You Need to Know About HCM5003 Concepts and Leadership Theories in Health and Care Assignment
The HCM5003 Concepts and Leadership Theories in Health and Care explores leadership theories and concepts that are fundamental to effective management in health and social care. Leadership plays a crucial role in shaping the quality of care, influencing organisational culture, and ensuring the well-being of both patients and staff. This module examines various leadership styles, their application in real-world healthcare settings, and the challenges faced by leaders in an industry that is constantly evolving. Understanding these concepts helps future healthcare professionals develop the skills necessary to drive positive change within their organisations.
Leadership in health and care is distinct from leadership in other sectors due to its strong ethical considerations, emphasis on patient-centred care, and the need for multidisciplinary collaboration. Healthcare leaders must navigate complex systems, regulatory frameworks, and workforce challenges while ensuring that high-quality care is delivered. Theories such as transformational leadership, which encourages motivation and innovation, and servant leadership, which prioritises the well-being of patients and staff, are particularly relevant in this field. By studying these theories, students gain insights into how leadership styles can influence decision-making, staff engagement, and overall healthcare outcomes.
One of the key aspects of this module is the exploration of the difference between leadership and management in healthcare. While leadership focuses on inspiring and guiding teams toward a shared vision, management involves planning, organising, and ensuring adherence to policies and procedures. Both are essential for the smooth operation of healthcare services, but effective leadership is often what drives meaningful change. Leaders in health and social care must be able to adapt to new challenges, such as workforce shortages, policy reforms, and technological advancements, while maintaining a compassionate and ethical approach.
HCM5003 also examines the practical application of leadership in different healthcare settings. Whether in hospitals, care homes, or community health organisations, leadership plays a vital role in service delivery. The module encourages students to critically assess leadership approaches used in the NHS and other healthcare systems, analysing how these impact patient care, staff well-being, and organisational effectiveness. By engaging with case studies and real-world examples, students can develop a deeper understanding of the qualities required to be a successful leader in health and social care.
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