REALISING OPPORTUNITIES: PPD

SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHN223753
Module Leader Caroline Tuff
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)
  • A (September start)-B (January start)-C (May start)

Summary of Content

This module will encourage students to plan their career and aspirations, including realistic promotion opportunities and the learning activities that would facilitate attainment of promotion.

Syllabus

-1 The syllabus of the module will cover the following issues: Theories of knowledge Theories of experiential learning Theories of reflective practice Models of practical implementation of reflective practice Models of personal and professional development Career trajectories Career Planning Exploration of relevant professional standards and their requirements Managing - resources, projects Working and enabling others -1

Learning Outcomes

On successful completion of the module the student should be able to:1. Demonstrate an awareness of promotion and career opportunities, as well as the optimum aspirations and standards for Human Capital within your company, business, industry or profession, 2. Design and deliver an appropriate work based development activity based on an insightful and critical awareness of own professional standards versus aspirations and the opportunities available 3. Use a range of strategies to evaluate and review the impact your chosen activity had from both the personal and professional development perspectives.

Teaching / Learning Strategy

Work Based Education aims to maximise any contact time with students by practicing teaching and learning strategies that use real world and real work scenarios and encourage action learning, enquiry based learning, problem based learning and peer learning. Approaches which all aim to directly involve the students in the process of learning and to encourage sharing of learning between students. The module team members are essentially facilitators but will also guide on online activities and determine the level and accuracy of knowledge acquisition at key points in the delivery. Inputting when necessary either directly, face-to-face, online or with the support of external experts who will add to the authenticity, the credibility and application of the education and learning to the workplace.

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

The key transferable skills developed in this module are oral and written communication, use of information technology, and evaluate and creative problem solving skills. Information technology skills will be developed through Internet searches and online communication. Analytical, evaluative and creative problem solving will be developed throughout the module experience but especially through case studies, seminar debates.

Module Structure

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

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 1.00 100.00 40% To be negotiated with student but typically a student will be asked to undertake a reflective exercise that analyses past and current roles and explores future aspirations and priorities; 4000 words