BECOMING A PROFESSIONAL: PERSONAL AND PROFESSIONAL DEVELOPMENT

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N223752
Module Leader Brian Smith
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)
  • A (September start)-B (January start)
  • B (January start)
  • B (January start)-C (May start)
  • C (May start)
  • A (September start)-B (January start)-C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)

Pre-Requisite Knowledge

The learner must be employed in a full time, part time or voluntary capacity.

Summary of Content

This work based learning module is intended to support you to progress both personally and professionally by looking forward to attaining your degree. It will encourage and motivate you by helping you recognise what way you best learn and to help you develop professional and diligent behaviours and attributes which complement graduateness.

Syllabus

-1 During this module the student will cover the following syllabus: The pedagogy of work based learning Policy and practice of work based learning Knowledge management Learning and organisational development

Learning Outcomes

On successful completion of the module the student should be able to:1. Demonstrate a capacity for professional development, reflection, work based learning and the process of Professional Review and development2. Review and acknowledge own strengths and development needs in respect of the demands and expectations of your role within your company, business, industry or profession and in gaining graduate status 3. Demonstrate an understanding of a commitment to the principles and requirements of the reflective, accomplished and enquiring graduate practitioner

Teaching / Learning Strategy

Students will be expected to draw on academic theories and techniques in order to frame, analyse and solve actual work-based problems. To this end learning will involve not only formal but informal learning strategies and assessment. This module particularly emphasises the integration of learning and work e.g. the student's assessment may involve them in conducting actual work based analysis and decision making within a work context. The module utilises an interactive lecture programme where students are encouraged to participate and contribute. Students are required to undertake a programme of specified reading for independent learning, and reflect upon managerial practices within the workplace. The teaching and skills development programme will be supported via GCU Learn, which will also enhance the students' ability to utilise e-communication.

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

Transferrable Skills

Self-management: self-motivation, time management and critical self-reflection and evaluation of personal performance. Interpersonal Skills: an ability to work collaboratively and constructively with others on a complex group assignment. Communication skills, negotiation skills and presentation skills when participating in the group work and group presentation Peer assessment: skills in giving and receiving constructive feedback. Research skills: data gathering using secondary methods, and data analysis. C & IT skills: engaging in a virtual learning environment; using MS Powerpoint and MS Word packages for presentations and report writing; accessing and using industry databases such as FAME, MINTEL, KEYNOTE. Using Refworks software to develop referencing skills, and Turnitin software to improve writing style.

Module Structure

Activity Total Hours
Lectures (PT) 3.00
Independent Learning (PT) 145.00
Seminars (PT) 12.00
Assessment (PT) 40.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 1.00 100.00 40% Assignments are work based and will cover all the learning outcomes.The assessment is negotiated and will comprise of portfolio of two types of evidence. An analysis of a work based event that addresses personal attributes (50%), and an event that addresses professionally (50%).