SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3N226343
Module Leader Caroline Tuff
School School for Work Based Education
Subject SCWBE
  • C (May start)

Pre-Requisite Knowledge

Students must be working in the rail industry in a full-time, part-time or voluntary capacity.

Summary of Content

This module seeks to enable the student to use methods of investigation to prevent re occurrence of issues and to use good planning methodology to minimise the risks and disruption at times of change. Students will be introduced to the assessment of risks in times of change and how best to manage them: placing emphasis on the potential to increase profit and/ or other benefits to the organisation and taking stakeholders with them on the journey.


The following key areas will be considered; -426b7 The business continuity lifecycle b7 Assessing and managing risk b7 Normal and degraded modes of operation, failure and incidents b7 Main models of innovation b7 Managerial strategies to introduce and maximise benefits of change b7 Current elements of innovation in rail b7 Planning for emergencies b7 Interfaces with railway and other agencies b7 Purpose of investigations b7 Theories of causation b7 Human factors- aspects of human behaviour and the operator as a sub system b7 Safety critical and non-safety critical staff and the concept of staff competence b7 Communications b7 The public interest in railway

Learning Outcomes

On successful completion of the module the student should be able to:1. examine the concept of business resilience in the context of rail business and the industry. 2. evaluate management and investigative practices in proactive and reactive rail emergency management. 3. appraise the management of change in the introduction of contemporary rail innovations to the sector.

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

BLYTHE, M., 2009. Business Continuity Management: Building an Effective Incident Management Plan , New Jersey: John Wiley & Sons BURKE, W. & NOUMAIR, D., 2015. Organization Development: A Process of Learning and Changing , 3 rd ed. PH Professional Business. ELLIOT, D., SWARTZ, E., HERBANE, B. 2010. Business Continuity Management , London: Routledge HILES, A., 2011, The Definitive Handbook of Business Contnuity Management , New York: John Wiley & Sons Inc MCCALMAN, J, PATON, R. A. & SIEBERT, S. 2016. Change Management: a guide to effective implementation , 4 th ed. Sage Publications Ltd MULLINS, L. J. 2019, Management and Organisational Behaviour , 12 th ed, Financial Times Pitman Publishing ROBBINS, S. P. & JUDGE. T., 2013. Organizational behavior . 15 th ed,Pearson. SENIOR, B. & SWAILES, S. 2010. Organisational change . 4th ed. Pearson/Prentice Hall. SULLIVANT, J., 2016. Building a corporate culture of security?: strategies for strengthening organizational resiliency , Amsterdam: Butterworth-Heinemann

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

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% CW1: Work Based AssignmentWord count: 4000 wordsWeighting: 100%Addressing: All LOs