STRUCTURED PROFESSIONAL DISCUSSION

SHE Level 5
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MML526564
Module Leader Timothy Armstrong
School School of Health and Life Sciences
Subject Social Work
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Successful completion of MML523612 Re-orientation to Learning Module.

Summary of Content

The module is underpinned by two theoretical approaches, sense-making (Weick, 1995) and the social ecology metaphor (Weaver- Hightower, 2008; Evans et al., 2011). Using the social ecology metaphor with its four aspects of actors, relationships, environments and structures, and processes, this module seeks to review, synthesise and deepen the learning achieved over the earlier sections of the programme. It also focusses on the CSWO's sense making, which is "about such things as placement of items into frameworks, comprehending, redressing, surprise, constructing meaning, interacting in pursuit of mutual understanding, and patterning" (Weick, 1995, p. 6) According to SQA assessment guidance professional discussion is, "more suitable for assessing higher-order skills", making it eminently suitable for the last component of a bespoke award for senior leaders. The module allows the candidate to reflect on their learning from the programme, provide additional sources of evidence as to how they are meeting the CSWO standard and areas where more work is required. In addition candidates will have the opportunity to explore future learning needs.

Syllabus

-360b7 Review of portfolio b7 Revisiting of the CSWO Standard b7 Review of learning contract b7 Structured professional discussion

Learning Outcomes

On successful completion of the module the student should be able to:1. Demonstrate a critical understanding of the environments and structures within which the CSWO operates2. Reflect critically on their role as an actor within those contexts3. Demonstrate that they are able to deal with complex issues, manage complex relationships and make informed judgements in their role as CSWO4. Critically analyse the processes within which they operate as CSWOs.5. Identify future continuing professional development needs as CSWOs.

Teaching / Learning Strategy

This module builds on earlier learning and consist of two activities undertaken jointly by the candidate and the academic advisor. The first of these is a review of the learning contract and work-based learning, that will identify areas for particular exploration in the second component that is the Structured Professional Discussion (SPD). The module commences with two day's teaching ( one offered as a staging post ) day to summarise the learning across the programme to date and to set the parameters for the written assignment. This relates to the structure both of the written assignment and the discussion itself. Individual tutor contact is also offered at this point.

Indicative Reading

BILLETT, S. (2011). Subjectivity, self and personal agency in learning through and for work in The Sage handbook of workplace learningb8 ed. M. MALLOCH, L. CAIRNS, K. EVANS AND B. O'CONNOR, Sage, London, pp. 60-73. BOUD D. & SOLOMON, N., (2001). Work-based learning: a new higher education? Buckinghamshire: OU Press. BOUD, D. (2006) Productive reflection at work: learning for changing organisations, Routledge: New York. CUNNINGHAM, I., DAWES, G., & BENNETT, B. (2004) The handbook of work based learning, Burlington: England EVANS, K., WAITE, E. AND KERSH, N., (2011). Towards a social ecology of adult learning in and through the workplace in. The Sage handbook of workplace learningb8 ed. M. Malloch, L. Cairns, K. Evans and B. O'Connor, Sage, London, pp. 356-370. KOLB, D., (2015). Experiential learning: experience as the source of learning and development 2nd edn. Pearson Education. KNOWLES M., HORTON E. AND SWANSON R. (Eds) (2011). The adult learner: The definitive classic in adult education and human resource development, Oxford: Butterworth-Heinmann. SSSC (2014) Standard for Chief Social Work Officers, Dundee: SSSC. WEAVER-HIGHTOWER, M., 2008. An ecology metaphor for educational policy analysis: A call to complexity, Educational Researcher, 37, 3, pp. 153-167. WEICK, K., (1995). Sensemaking in organisations, Sage: London.

Transferrable Skills

-360 1. Develop critical evaluation skills relating to policy and practice data 2. Develop communication skills in group and individual presentations 3. Communicate and work effectively in peer relationships 4. Exercise substantial autonomy in learning and professional development 5. Develop skills in carrying out research into specialist areas of practice 6. Develop written skills in presentation of complex information

Module Structure

Activity Total Hours
Independent Learning (FT) 260.00
Lectures (FT) 3.00
Seminars (FT) 12.00
Assessment (FT) 25.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 70.00 45% Structured Professional Discussion.
Course Work 01 n/a 30.00 45% Structured Professional Discussion.