AN INTRODUCTION TO PERSONAL AND PROFESSIONAL DEVELOPMENT
| SHE Level | 1 |
| SCQF Credit Points | 20.00 |
| ECTS Credit Points | 10.00 |
| Module Code | M1N223750 |
| Module Leader | Caroline Tuff |
| School | School for Work Based Education |
| Subject | SCWBE |
| Trimesters |
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Pre-Requisite Knowledge
General entry requirements to the programme.
Summary of Content
This -1 work based-1 learning-1 module -1 will -1 support -1 the -1 student to develop-1 an understanding-1 of -1 the -1 concept of professional-1 development and -1 the pedagogy-1 of learning-1 through and for work and life. It -1 will introduce the student to the concept of learning styles and the idea of -1 engaging -1 with -1 reflective practice-1 as a means-1 of -1 reviewing and improving-1 their own learning-1 in -1 the -1 workplace.
Syllabus
-1 During -1 this module -1 the -1 student -1 will -1 cover -1 the -1 following -1 syllabus: -360b7 Learning-1 theories; -360b7 Learning-1 Styles; b7 Critical thinking and reflection practice; b7 Goal setting theory; b7 Continuous-1 Professional -1 Development; -360b7 The current higher education environment; -357b7 An introduction-2 -1 to -1 core and interpersonal-1 skills including-1 essay -1 writing, presentation-1 skills, -1 time management,-1 communication and basic numeracy-1 (as defined-1 by -1 SCQF level 7 descriptor) -357
Learning Outcomes
On successful completion of the module the student should be able to:1. Demonstrate current understanding of lifelong learning, formal, informal and non-formal learning and demonstrate the application of these to the workplace.2. Demonstrate an understanding of relevant theories in relation to Continuous Organisational, Professional and Personal Development.3. Demonstrate the application of relevant theories and concepts and plan, design and develop a Personal and Professional Development Plan
Teaching / Learning Strategy
Work Based Education aims to maximise the face to face contact time with students by practicing teaching and learning strategies that use real world and real work scenarios and encourage action learning, enquiry based learning, problem based learning and peer learning. Approaches which all aim to directly involve the students in the process of learning and to encourage sharing of learning between students. The module team members are essentially facilitators but will also determine the level and accuracy of knowledge acquisition at key points in the delivery. Inputting when necessary either directly or with the support of external experts who will add to the authenticity, the credibility and application of the education and learning to the workplace.
Indicative Reading
Coffield,-1 F., Edward, -1 S., -1 Finlay, I., -1 Hodgson, A., -1 Spours, K. and -1 Steer, R. (2008)-1 Improving Learning, -1 Skills and Inclusion, Routeledge,-1 New -1 York and London Cottrell,-1 S. (2011)-1 Critical-1 Thinking -1 Skills: -1 Developing Effective-1 Analysis-1 and Argument,-1 2 nd edition, Palgrave Macmillan Cottrell,-1 S. (2010)-1 Skills for Success: Personal Development and Employability,-1 2 nd edition, Palgrave Macmillan Dochy, F., Gijbels, D. Segers, M. and Van Den Bosche P. (2011) Theories of Learning for the Workplace: Building blocks for training and professional development programs,. Routledge -1 Field, J. (2006)-1 Lifelong-1 Learning-1 and -1 the -1 New Educational Order-1 , 2 nd edition, Wiltshire: Trentham -1 Books Jarvis,-9 P.-9 (2000)-9 The-8 Age-9 of-8 Learning: Education and the Knowledge Society,-9 London: Kogan-8 -1 Page ,-8 Kolb, D. A. (2014) Experiential Learning: Experience as the Source of Learning and Development, 2 nd edition, Pearson, FT Press Megginson, D. and Whitaker, V. (2007) Continuing Professional Development, 2 nd edition, London: CIPD On-Line -1 Resources Coffield,-1 F, Moseley,-1 D, -1 Hall, E, Ecclestone, K, Learning-1 styles and pedagogy in post-16-1 learning:-1 a -1 systematic and -1 critical -1 review accessible-1 at http://www.hull.ac.uk/php/edskas/learning%20style.... <http://www.hull.ac.uk/php/edskas/learning%20style.>-6 <http://www.hull.ac.uk/php/edskas/learning%20styles.pdf> <http://www.hull.ac.uk/php/edskas/learning%20styles.pdf> -1 Honey & Mumford-1 Learning -1 Styles Questionnaire-1 (LSQ) accessible-1 at <http://www.peterhoney.com/> Learning-1 Theories accessible-1 at <http://www.learning-theories.com/> <http://www.learning-theories.com/>
Transferrable Skills
The key transferable skills developed in this module are oral and written communication, use of information technology, and evaluate and creative problem solving skills. Information technology skills will be developed through Internet searches and online communication. Analytical, evaluative and creative problem solving will be developed throughout the module experience but especially through case studies, seminar debates.
Module Structure
| Activity | Total Hours |
|---|---|
| Independent Learning (FT) | 145.00 |
| Seminars (PT) | 15.00 |
| Assessment (PT) | 40.00 |
Assessment Methods
| Component | Duration | Weighting | Threshold | Description |
|---|---|---|---|---|
| Course Work 01 | 1.00 | 100.00 | 40% | Negotiated assignments are work based for example: an essay (50%), PPD Plan (50%) |
