FOUNDATIONS OF PERSONAL AND PROFESSIONAL DEVELOPMENT

SHE Level 1
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M1N226329
Module Leader Brian Smith
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)
  • A (September start)-B (January start)
  • A (September start)-B (January start)-C (May start)

Summary of Content

The Personal and Professional Development modules, at SCQF7, 8 and 9, have been designed to develop student's professional competencies in a business context linked to personal and professional development. This SCQF7 module has two key aims. The first aligns with the ethos of the meta-skill 'self-management' and aims to offer the student embarking on university level study the opportunity to practice and develop key academic skills and also to equip students to become more confident, independent learners and effective writers in an academic environment. Areas that students could be introduced to include: locating and selecting appropriate sources, understanding the purpose of academic referencing and how to do it and plagiarism and how to avoid it. The second aim of this work based learning module is to support the student to develop an understanding of the concept of professional development and the pedagogy of learning through and for work and life. It will introduce the student to the concept of engaging with reflective practice as a means of reviewing and improving their own learning and development in the workplace.

Syllabus

During this module the student will cover the following syllabus: -426b7 Basic research and retrieval skills, identifying appropriate academic sources b7 Plagiarism and avoidance strategies b7 Fundamentals of academic referencing b7 How to organise a piece of academic writing b7 The concepts of formal, non-formal and informal learning b7 Reflection practice b7 Goal setting theory b7 Continuous Personal and Professional Development

Learning Outcomes

On successful completion of the module the student should be able to:-1. Apply the principles of good academic writing into a structured academic assignment.2. Explain the concepts of formal, informal and non-formal learning in the context of their workplace. 3. Describe the concept of continuous organisational, professional and personal development.4. Apply relevant theoretical perspectives and concepts to plan, design and develop a Personal and Professional Development Plan to support personal and organisational development.

Teaching / Learning Strategy

This work-based module adopts a blended approach to learning which combines face to face contact, through classroom based tutorials and/or webinars, and online learning via GCU's virtual learning environment, GCU Learn. The teaching and learning strategy encourages an active and self-directed approach to learning. In the context of a work-based ethos, teaching and learning methods use real world and real work scenarios to promote inquiry and problem based learning in a collaborative learning environment. Students will be expected to take an objective stance and use a wide range of evidence to support their arguments, for example academic theories/theoretical perspectives/concepts/techniques/principles/rules and regulations in order to frame and analyse actual work-based problems. Learners will be supported during the module by the module team including module tutors and the IRO Learning and Development team as well as dedicated GCU academic members of staff including Academic Development Tutors (ADT's). Module tutors act as facilitators of learning and assessment and also determine the level and accuracy of knowledge acquisition at key points in the delivery. They also support students to identify relevant work activity that can operate as a source for work-integrated learning and assessment. ADTs provide support for academic writing and the development of study techniques. Both formative and summative assessment strategies will be adopted during the module. Formative assessment is used as a foundation upon which students can build towards their summative work. Formative opportunities will be used to provide developmental feedback to enhance students' learning and academic writing. The summative assessment will enable students to demonstrate their learning in relation to the module learning outcomes in a work-based context.

Indicative Reading

-46 ANDERSON, L. E. & BOLT. S. B., 2016. Professionalism?: skills for workplace success . 4 th ed. Boston: Pearson. -46 BENNETT, B., 2006. Personal development plans: evidence from research on their use, Development and Learning in Organizations: An International Journal . [online] 20 (6), pp. 720-724 [viewed 6 September 2019] Available from: <https://doi-org.gcu.idm.oclc.org/10.1108/14777280610706167> COTTRELL,-1 S., 2011. Critical-1 Thinking -1 Skills: -1 Developing Effective-1 Analysis-1 and Argument ,-1 [online'] 2 nd ed, Palgrave Macmillan. [viewed 6 September 2019]. Available from: https://www.vlebooks.com/vleweb/Product/Index/878252?page=0 COTTRELL,-1 S., 2015.-1 Skills for Success: Personal Development and Employability ,-1 [online] 3rd ed, Palgrave Macmillan. [viewed 6 September 2019]. Available from: https://ebookcentral.proquest.com/lib/gcal/detail.action?docID=4762723 DOWSON, P., 2015. Personal & professional development for business students. London?; Thousand Oaks: SAGE. -46 GREENAN, P., 2016. Personal development plans: insights from a case based approach, Journal of Workplace Learning , [online] 28 (5) pp. 322-334 [viewed 6 September 2019] Available from; <https://doi.org/10.1108/JWL-09-2015-0068> JASPER, M., ROSSER, M. & MOONEY, G., 2013. Professional development. Reflection and Decision making in nursing and health care . John Wiley & Sons. -46 MANUTI, A., PASTORE, S., SCARDIGNO, A.F., GIANCASPRO, M.L. and MORCIANO, D., 2015. Formal and informal learning in the workplace: a research review, International Journal of Training and Development . [online] 19(1), pp.1-17 [viewed 6 September 2019] Available from: doi: 10.1111/ijtd.12044 MEGGINSON, D. and WHITAKER, V., 2007. Continuing Professional Development, 2nd ed, London: CIPD SCALES, P., 2011. Continuing professional development in the lifelong learning sector . Maidenhead: Open University Press/McGraw-Hill. WILLIAMS, K., 2014. Pocket Study Skills: Getting Critical , 2 nd ed. Palgrave Macmillan WILSON, J., 2017. Critical thinking?: a beginner's guide to critical thinking, better decision making and problem solving! . CreateSpace Independent Publishing Platform.

Transferrable Skills

-426b7 Reflection b7 Independent learning b7 Professional behaviours b7 Written communication skills b7 Information retrieval skills: library and internet research skills b7 Problem solving b7 Time management skills b7 Applying theoretical principles to workplace

Module Structure

Activity Total Hours
Seminars (PT) 25.00
Independent Learning (PT) 128.00
Assessment (PT) 40.00
Lectures (PT) 7.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 50.00 35% CW01: Essay Word Count:1500Addressing LO1 and LO2
Course Work 02 n/a 50.00 35% CW02: PPD Plan plus narrativeWord Count: 1500Addressing LO3 and LO4