SHE Level 3
SCQF Credit Points 120.00
ECTS Credit Points 60.00
Module Code M3N122567
Module Leader n/a
School Glasgow School for Business and Society
Subject Management
  • A (September start)-B (January start)
  • A (September start)-B (January start)-C (May start)

Pre-Requisite Knowledge

L2 Industrial Placement Preparation Classes (Stage 1)

Summary of Content

The importance of employability skills is greater than ever for graduates in challenging economic times with Laidlaw (2009) defining that work placements are an effective vehicle in the achievement of these skills. There also exists a growing body of knowledge providing linkage between placement activity and the achievement of 'better' degree classifications (Little, 2006; Green, 2010). This module of study constitutes two main stages, taking the student through the actual period of industrial experience and the essential reflective process at the end to complete the learning cycle (Kolb, 1984). The placement involves full-time employment in the area of business management for the period of the placement and is subject to the normal terms and conditions of employment. Obviously, at the start they require an element of training and familiarisation, but should very soon assume specific responsibilities for an agreed range of tasks and/or projects. The placement programme offers good opportunities for mutual benefit. Students develop their skills and education and organisations can utilise the flexibility, knowledge, capabilities and enthusiasm of the students. Some specific reasons used for employing students are; -360 1. To carry out routine tasks in sections such as accounts, HR, marketing and planning. -360 2. To undertake special projects which might be difficult to commence without extra staff 3. To fill temporary vacancies and ease peak workloads. 4. To help assess the need for additional staff. 5. To assess their prospects for later employment. The module culminates in the submission of a placement portfolio which includes an investigative placement report that demonstrates the links between theory and practice within the context of their placement plus a personal reflection on the learning experience along with evidence of regular participation in key activities in each stage of the placement journey. Each individual student's learning journey is supported by a supervisory model involving a named academic contact and their own line manager(s). PRME-related issues This module is consistent with the GCU/GSBS approach to adopting the PRME Principles. In particular, students will be engaged with local, international and global "real world" commercial, public sector and/or social economy issues related to their employer's purpose, sustainability, mission and business. They will work, learn and participate in a learning environment conducive to developing graduate attributes consistent with a twenty-first century business school and will collaborate with partners using social learning principles that are ethical and sustainable.


On Placement - Syllabus is based on experiential learning

Learning Outcomes

On successful completion of this module, the student should be able to:Meet the primary objectives for each of the two stages:Stage 1: The Placement (Level 3)" Provide students, through practical/experiential learning opportunities with awareness and understanding of the purposes and relationships of the main functions within the business organisation." Expose students to experiences which enable them to improve their understanding of their academic studies and the integration of their contribution within a business context" Experience the environment of a commercial, public sector or social economy organisation and appreciate how needs are identified and how resources are acquired, allocated and used in order to achieve organisational objectives;" Develop the ability to receive, quickly comprehend and execute instructions to the employer's satisfaction as a means to progressing to a more responsible role;" Develop the interpersonal skills necessary for effective work as a member of a team seeking to achieve organisational goals;" Develop technical skills appropriate to the employment;Stage 2: Reflection in and on Practice" Reflection in Practice, achieved via employer feedback on the job, maintenance of a learning diary and the support provided via sharing on the GCULearn Placement Discussion Board OR Blogging;" Relate, in consultation with experienced practitioners, his/her academic studies to the real-life business environment;" Acquire knowledge that will help planning and evaluation of future study and career development options." Acquire cultural competence that would enable students to succeed in a cultural environment different from their own and better prepare them for the global borderless market of the future." Reflection on Practice achieved via completion of a Reflective Report to consolidate learning.

Teaching / Learning Strategy

At Level 3, the learning process is explicitly experiential, and individually oriented. Support and advice is offered by their work based, immediate supervisor on the basis of pre -agreement with the university and by their individual university based placement tutor. This involves a formal person to person contact during the placement period* and open access to the placement tutor via email and/or telephone. On-going support from the Placement Community via GCULearn Discussion Board and/or a Personal Blog to aid development of a learning portfolio enabling them to share and detail their experiences and a further reflective commentary on how their experience has affected them, their views and their future prospects for employability and/or self-employment *May be facilitated via Skype if student undertakes a placement abroad or if resources or circumstances dictate. GSBS will continue to use the advancement of GCU Learn as a blended learning tool through its teaching and learning as well as through engagement with students. GSBS will ensure that all modules are GCU Learn enabled and with the support of the Learning Technologists at the cutting edge of development of online materials. Academic staff and the Learning Technologists will continue to work together to develop and operate all modules on GCULearn to ensure student support and information sharing. Students are provided with formative and summative feedback via a variety of mechanisms. Feedback on coursework is provided within 3 working weeks of submission.

Indicative Reading

Arnold, J & Randall, R et al. (2010) Work Psychology: Understanding Human Behaviour in the Workplace. Prentice Hall. Essex CBI / Universities UK (2009) Future Fit - Preparing Graduates for the World of Work, London: CBI Cottrell, S (2010) Study Skills for Success. The Personal Development Planning Handbook. (2nd ed). Basingstoke, Palgrave Macmillan Daft, R. L & Marcic, D (2014) Building Management Skills: An Action-First Approach. Centage Learning Canada Hind, D.W.G (2005) Employability Skills, Business Education Publishers HM, Treasury. (2003). 21 st Century Skills Realising our Potential Individuals, Employers, Nation, Norwich, HM Treasury

Transferrable Skills

Students following this module will develop the following core transferable skillsets: COMMUNICATION AND PRESENTATIONAL SKILLS -360 1. Self-presentation (maturity, confidence, initiative, integrity etc.) 2. Oral communication (clarity, coherence etc.) 3. Report writing skills (medium, format, style, conventions etc.) 4. Presentation of a report (orally and written) 5. Presentation of research findings (orally and written) 6. Group presentations 7. Audio-visual presentations (OHP's, flip charts, power-point, video,) 8. General computing and digital skills 9. General communication skills (telephone, email, conference calls etc.) 10. Listening skills 11. Negotiating skills 12. Information: analysis, retrieval, evaluation, knowledge contextualisation and interpretation INTERPERSONAL SKILLS -360 1. Group work and team work skills (recognition of appropriateness, strengths and weaknesses, group dynamics etc.) 2. Integration skills (co-operation with superiors, colleagues or subordinates) 3. Leadership sills (delegation, co-ordination) 4. Supervisory skills 5. Counselling skills 6. General organisational and administrative skills 7. Peer and self-assessment skills 8. Interview skills (as interviewer or interviewee) 9. Collaboration: social capital, people management, project management SELF-MANAGEMENT AND PERSONAL SKILLS -360 1. Time management and task management 1. Prioritisation skills and objective setting 2. Self-awareness and self-appraisal 3. Assertiveness 4. Study skills 5. Effective use of available resources 6. Problem identification, analysis and problem solving 7. Initiative 8. Independence and critical faculties 9. Cognitive self: creativity, decision making, ethical responsibility, negotiation, intellectual capacity SPECIFIC WORK SKILLS (DEPENDANT ON NATURE OF PLACEMENT) -360 1. General numeracy and the application of numerical or statistical techniques 2. Accountancy skills (costing, budgeting) 3. Marketing skills 4. PR skills 5. Personnel management skills 6. Specialist computing skills 7. Foreign language skills (oral or written) 8. Health and Safety 9. Equal opportunities 10. Environmental management 11. Other placement specific skills

Module Structure

Activity Total Hours
Assessment (FT) 64.00
Independent Learning (FT) 900.00
Independent Learning (FT) 234.00
Practicals (FT) 2.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 2 n/a 10.00 35% Excel Spreadsheet analysing work objectives and personal outcomes
Coursework 1 n/a 60.00 35% Placement Report (3000 words)
Coursework 3 n/a 10.00 35% Personal Blog (fortnightly updated as minimum) communicating the placement experience using a multi-media approach to communication ORParticipation in GCU Learn Discussion Board
Coursework 4 n/a 20.00 35% Reflective Report (2000 words) to include reflection on feedback from Tutors and Employers