APPLIED PERSONAL AND PROFESSIONAL DEVELOPMENT

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N226341
Module Leader Brian Smith
School School for Work Based Education
Subject SCWBE
Trimesters
  • B (January start)-C (May start)
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This work based learning module will focus on empowering work based learners to apply key concepts of personal and professional developmental to self within the work place. Applied reflective practice will be a core component of the module, but this will be expanded to encompass grounding in the management of key organisational realities which impact on and have linkages to the development of self, including, but not limited to, organisational structure, culture, change and leadership. The module will link back to the development of meta skills including integrity, adaptability and initiative.

Syllabus

1. Applied reflective skills 2. Foundations of Organisational structure 3. Organisational culture and implications for managers 4. Foundations of managing organisational change 5. Applied management skills: Leadership; stakeholder management, conflict and negotiation.

Learning Outcomes

On successful completion of the module the student should be able to:-1. Self-manage personal and professional development impacted by organisational influences in the work place2. Evaluate, synthesise and apply key management skills to work based situations3. Apply evidence based reflective processes and practices through critical incident analysis at work4. Manage change through the application of techniques in negotiation, conflict resolution and leadership with integrity

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

General core Texts in bold. Mullins L. (2016) Management & Organisational Behaviour (11th Edn) FT Prentice Hall Robbins (2012) Fundamentals of Management, Pearson? Buchanan, D. & Huczynski, A. (2004) Organizational Behaviour, London, Prentice Hall. Cottrell, S (2005) Critical Thinking Skills: Developing Effective Analysis and Argument, Palgrave Macmillan COTTRELL, S. (2010) Skills for Success: Personal Development and Employability, 2nd ed, Palgrave Macmillan Thompson N. (2009) People Skills, 3rd edition, London: Palgrave Macmillan. - Chapter 1? Watson, G & Reissner, SC (2010) Developing Skills for Business Leadership. CIPD London - Chapter 4? Whetton, D & Cameron, K (2011) Developing Management Skills (8th ed). Prentice Hall - Chapter 1? Yukl, G (2010) Leadership in Organizations (7th ed.) Pearson - Chapter 2 Argyris,C. (1982) Reasoning, Learning and Action, Jossey-Bass, San Francisco Bolton, Gillie (2010) Reflective Practice: Writing and Professional Development, Third Edition, Sage Publications Ltd Boud, David. (2005) Productive reflection at work: learning for changing organizations, Routledge (also available as an ebook) Schf6n, D. (1983) The Reflective Practitioner: how professionals think in action, New York: Basic Books. KOLB, D. A. (2014) Experiential Learning: Experience as the Source of Learning and Development, 2nd ed, Pearson, FT Press MEGGINSON, D. and WHITAKER, V. (2007) Continuing Professional Development, 2nd ed, London: CIPD Caproni, P (2012) Management Skills for Everyday Life. (3rd International Ed.) Upper Saddle River, New Jersey: Pearson. Chapter 5 "Gaining and using sustainable, ethical power and influence"? Daft, R L & Marcic (2014) Building Management Skills: an action-first approach. (International Edition). South-Western: Cengage Learning. Chapter 10 "Handling difficult conversations, conflict & negotiation"? Robbins, S P & Hunsaker, P L (2012) Training in Interpersonal Skills (sixth ed.) Upper Saddle River, New Jersey. Pearson. Chapter 13 " Persuading" and Chapter 21 "Negotiating"? Bennis, W. (1998). Rethinking Leadership: True leaders imbue work with meaning. Executive Excellence, 15, 7-8.? Blake, R. R., & McCanse, A. A. (1991). Leadership dilemmas--grid solutions. Gulf Professional Publishing.? DuBrin, A. J. (1995). Getting it done. Princeton, NJ: Pacesetter Books? Lewin, K., Lippitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created "social climates". The Journal of social psychology, 10(2), 269-299.

Transferrable Skills

-425b7 Reflection and reflective writing b7 Self-manage learning and work in a self-directed manner. b7 Planning, monitoring, reviewing and evaluating own learning and development b7 Communication skills: literacy and numeracy b7 Critical thinking, assessment and evaluation skills -425b7 Retrieval and analysis of information -425b7 Problem solving and decision making b7 Negotiation, time management and forward planning skills -426b7 Applying theory to practice

Module Structure

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

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 50.00 35% CW2: Critical incident analysisWord Count: 2000Addressing: LO3 & LO4
Course Work 01 n/a 50.00 35% CW1: EssayWord Count: 2000Addressing: LO1 & LO2