Career Development Module Handbook - NCL2007 - 2019-20 by Newcastle University

Career Development Module NCL2007

Student Handbook 2019-20

Contents Contents Welcome to the Career Development Module  At a Glance  Key Contacts  Useful Links Module Overview  Structure  Learning Outcomes Your Year Planner  Semester One  Semester Two Health & Safety Safeguarding Overview Assessment Overview Module Engagement Tasks summary Personal Development Plan task and criteria Personal Development Plan template Presentation task and criteria Placement Evaluation template and criteria

3 4

7 9 11 12 13 14 15 17 18 20

Essential Documents  Preparation for Placement  Placement Learning Agreement (PLA)  Record of Activities  Mid-year Review

24 26 28 30

Assessment Policies Attendance

31 32

5 6

Welcome to the Career Development Module Welcome to the Career Development Module. This handbook is designed to guide you through some of the basic information you need to complete the module, including contacts, a year planner, assessment overview and key documents. It is not intended to be a comprehensive guide to the module as there are many resources available online via Blackboard. Please make yourself familiar with Blackboard as this is where detailed materials, resources and assessments sit. If you would like this or any of our resources in a different format, please contact your module tutor and we will be happy to provide these where possible.

At a Glance The Career Development Module (CDM):  provides you with the opportunity to develop the skills graduate employers look for by undertaking work-related learning.  is like other modules you take in that it counts towards your final degree classification. It is worth 20 credits.  provides you with a selection of tools and resources you can use for the module assessments and beyond.

Key Contacts 

Module Leader/Tutor: Gayle Leach (gayle.leach@ncl.ac.uk)



Module Tutor: Gillian Mabbitt (gillian.mabbitt@ncl.ac.uk)



General Enquiries: The general email account for enquiries (csmodules@ncl.ac.uk)

Useful Links    

Our Blackboard area (blackboard.ncl.ac.uk) Our Student Voice area (Blackboard; NCL2007; Student Voice section) Personal Extenuating Circumstances form (https://www.ncl.ac.uk/students/progress/Regulations/Procedures/change/PEC.htm ) Our web pages (https://www.ncl.ac.uk/careers/modules/ )

Module Overview Newcastle University Careers Service offers work-related modules for academic credit to students from a wide range of degree programmes. The aim is to develop students like you who can independently selfmanage, proactively interact and ethically apply their knowledge and skills within the workplace. Placement These modules include a 70 hour* work placement which typically takes place between October and Easter. The placement settings are grouped into three routes:   

Student Tutoring: in North-East schools and colleges Student Volunteering: in the local community and the University Students’ Union Learning from Work: in part-time term-time work on or off campus

You negotiate your role at your placement and work alongside staff to achieve the organisation’s aims whilst also developing your own knowledge and skills. You will consider your skills set and ambitions at the start of the module and are expected to develop these through a reflective cycle of plan-do-review.** Assessment Module assessment varies according to stage of degree, but for NCL2007 breaks down as:    

Personal Development Plan (30%) Presentation (30%) Placement Evaluation (30%) Module Engagement tasks (Blackboard based) (10%)

Graduate Skills Please see Blackboard for the set of graduate skills we will be focussing on during this module. They will form the basis for your planned developed.

*Students placed in schools will usually complete 5 of their 70 hours at a campus based aspiration raising event. **See Kolb, D and others for research on Learning Cycles, Experiential Learning etc.

NCL2007 Learning Outcomes Intended Knowledge Outcomes By the end of this module students will know how to: 1. Use appropriate sources to identify occupational standards and placement information in order to clarify their placement role and inform articulation of the broader placement context. [Placement awareness] 2. Explore and expand graduate career ideas using module tools, to inform personal and professional development. [Occupational awareness] 3. Use appropriate tools to establish a personal skills baseline to inform the development of graduate skills relevant to their placement role and future career ideas. [Self-Awareness]

Intended Skills Outcomes By the end of this module, students will be able to: 1. Use techniques for structured reflection, to plan and manage their own learning and development, at the placement and for future career ideas. [Reflection] 2. Identify and describe their competence in specific graduate skills and implement planned actions to improve their performance at placement. [Professional development] 3. Articulate examples of personal development through placement experience, which are related to their graduate career aspirations. [Articulation]

Your Year Planner Semester One   

All assessment deadlines are highlighted in bold and are fixed. All other dates are subject to change so please ensure you check your personal timetable before scheduled seminars. Placement visits should be made between the beginning of October (after session 1) and the end of April.

Date 23/09

Events and Reminders To do: Blackboard (BB): Register placement details/preferences (including any route specific requirements); Getting Started section Session 1: Introduction to the module- the essential guide

30/09 To do: All students to have registered placement details/preferences on Blackboard by Friday 4 October To do: Engagement Tasks BB; Learning Resources Session 2 Session 2: What do you hope to gain from the module? 07/10 This will be a smaller group tutorial, see personal timetable for details To do: Engagement Tasks BB; Learning Resources Session 3

14/10

Session 3: How to learn by reflecting on your experience and develop your career aspirations This will be a smaller group tutorial, see personal timetable for details To do: Engagement Tasks BB; Learning Resources Session 4 Session 4: Career planning

21/10 What might your career look like and how can you explore options? Non-teaching week for NCL2007 28/10 To do: Engagement Tasks BB; Learning Resources Session 5 Session 5: Skills Challenge 04/11 A series of group activities to test your abilities within planning and organising, communication, team work and problem solving To do: Engagement Tasks BB; Learning Resources Session 6 7

Session 6: Skills reflection and forward planning 11/11 How well do you use your skills and how do you plan to develop? You will attend one smaller group tutorial in either week of 11/11 OR 18/11, see personal timetable for details Deadline: by Friday 15th November- PLA submission (via BB) 18/11

Session 6: Skills reflection and forward planning How well do you use your skills and how do you plan to develop?

25/11

You will attend one smaller group tutorial in either week of 11/11 OR 18/11, see personal timetable for details Non-teaching week for NCL2007 Drop in support available through week (date/time tbc) Deadline: Friday 29th November 4.30pm-PDP Submission (via Blackboard) To do: Engagement tasks BB; Learning Resources Session 7

02/12

Session 7: Developing a LinkedIn profile To do: Engagement Tasks BB; Learning Resources Session 8

09/12

Session 8: Reviewing progress and positive use of feedback To do: Arrange a mid-year review meeting at your placement for before/after Christmas and agree plan to conclude/resume visits

16/12

Newcastle University Christmas Holidays

23/12

Newcastle University Christmas Holidays

30/12

Newcastle University Christmas Holidays

06/01

Blackboard; Grade Centre: 07/01 marks and feedback for PDP submission available

13/01

Newcastle University Exam Period

20/01

Newcastle University Exam Period

Semester Two   

Date 27/01

Events and Reminders REMINDER IN ADVANCE: To do: Engagement Tasks BB for this week! Session 9: Employer Café, Wednesday 29th January BSTC B32 This is a large scale event for the whole NCL2007 cohort, with a chance to meet a variety of graduate employers. To do: Engagement Tasks BB; Learning Resources Session 10

03/02

Session 10: Your next steps (placement) How are you building upon your placement and module experience? To do: Engagement Tasks BB; Learning Resources Session 11

10/02

Session 11: Your next steps (preparing for future roles) How to develop your professional identity and approach recruitment and selection processes

17/02

Non-teaching week for NCL2007 Blackboard; Bookings: open for individual tutorials (09/03-26/03) To do: Engagement Tasks BB; Learning Resources Session 12

24/02

Session 12: Preparation for your presentation content How to plan and organise the best material for your presentation To do: Engagement Tasks BB; Learning Resources Session 13

02/03

Session 13: Preparation for your presentation delivery Tips and tools to help you maximise your performance Blackboard; Bookings: open for assessed presentations (27/04-07/05)

09/03

Attend one individual tutorial (as booked) between 09/03 and 26/03

16/03

Attend one individual tutorial (as booked) between 09/03 and 26/03

23/03

Attend one individual tutorial (as booked) between 09/03 and 26/03 To do: Arrange a final review meeting at your placement to complete your Placement Evaluation and conclude visits

30/03

Newcastle University Easter Holidays

06/04

Newcastle University Easter Holidays

13/04

Newcastle University Easter Holidays

20/04

Newcastle University Easter Holidays

27/04

Attend own assessed presentation (as booked) between 27/04-07/05

04/05

Attend own assessed presentation (as booked) between 27/04-08/05 Deadline: Monday 11th May- Placement Evaluation and Record of Activities submission (via Blackboard)

11/05 18/05

Newcastle University Exam Period

25/05

Newcastle University Exam Period

01/06

Marks and Feedback will be available on Blackboard as follows: Presentation: 08/06 Placement Evaluation: 09/06

Health & Safety Overview Your health and safety on placement Because you’re still registered as a student throughout your placement, both the University and your placement host have a duty of care for your safety. You also have a pretty large part to play in this! Your employer should put everything in place to ensure your health and safety, but it’s down to you to follow guidelines. If you don’t feel comfortable with anything that you’re asked to do in terms of health and safety, let us know. We try to review the Health and Safety checklist in the Placement Learning Agreement to monitor risk but this might not flag up all issues.

What do we expect from your employer? • • • • • • •

Appoint you with a supervisor H&S policy and induction Insurance that covers you as an employee Risks are assessed and managed Provide access to first aid materials and a trained first aider Outline emergency procedures for dealing with imminent danger (e.g. fire evacuation) Maintain a record of accidents which occurred at work

Provide training for use of equipment or for any high risk activity

What do we expect from you?  

Follow instructions and training and act sensibly to protect own health & safety and that of others Raise any concerns or questions immediately with your supervisor or placement advisor

If you are given any specific training around higher risk activities, make sure you follow it at all times. Although your employer is responsible for your health and safety, you have a part to play too to keep yourself and others safe. If you have any doubts or concerns around any tasks that you’re asked to do, make sure you raise it. Don’t be tempted to give it a go, particularly when dealing with unfamiliar equipment etc. We’d recommend that you read up on the information on this link from the HSE: http://www.hse.gov.uk/youngpeople/workexperience/students-and-young-people.htm

Looking After Yourself We expect students to demonstrate a reasonable degree of self-management and initiative but we also recognise that it can be challenging to try to fit into a new professional organisational environment and that sometimes things can go wrong. So, being aware of your own wellbeing is also important. If you encounter unusual difficulties, uncomfortable or distressing behaviour or other concerning issues you should contact with your module tutor to discuss your concerns as soon as possible. Similarly, if you are experiencing personal difficulties that affect your engagement with your placement or with the module please let us know. Often these challenges can be talked through and adjustments put in place.

Safeguarding Overview Within any placement setting you may work with individuals including children and/or vulnerable adults. Children and vulnerable adults have a right to protection, and everyone working with these people, in whatever capacity, has a responsibility for their protection. Safeguarding issues are to be regarded as a top priority and everyone is reminded that the welfare of children and vulnerable adults is of primary concern. 1 To protect others and to protect you, Newcastle University and all placements where people work with children and/or vulnerable adults have Safeguarding and Child Protection policies. You must look at the advice and guidance related to Safeguarding and Child Protection provided in Legal Requirements on Blackboard, and ensure that you discuss these issues during your initial visit to your placement. In summary:

To protect others: If an individual discloses something to you: 

If it indicates harm to the individual or someone else, it is a Child Protection matter;



Do not promise confidentiality as Child Protection overrides data protection;



You must make this a top priority;



You are a member of staff and must pass information on to your placement and us.

To protect you: 

Avoid one-to-one situations and conduct all conversations in a public place;



Avoid physical contact at all times;



Seek further advice from module tutor and/or Designated Safeguarding Officers;



Avoid any social networking contact and do not give or take mobile phone numbers.

Designated Senior Persons for Safeguarding Children: You should discuss any issues with the Designated Person for Safeguarding Children at your placement in the first instance, but otherwise for information, advice and contact details for support from the University, contact your module tutor and/or see Blackboard; Legal Requirements section.

Essential Documents

http://www.nspcc.org.uk/ (safeguarding children);

http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_126748 (safeguarding adults); (all accessed 10/09/2018).

Assessment Overview This overview provides you with an explanation of each assessment component. Templates and assessment criteria follow and are also available on Blackboard. Further explanation and support will be given during seminars.

Module Engagement tasks (10%) You will be directed to engagement tasks such as quizzes or skills audits throughout the teaching programme which will help you contribute to sessions and maximise the value of your learning. Completion will result in a combined score which will form 10% of your module score. For this module there are 12 tasks that contribute to this component.

Personal Development Plan (PDP) (30%) Your Personal Development Plan is a template document that will enable you to determine what you would like to achieve at your placement in relation to your future career aspirations. Your Personal Development Plan will be assessed in terms of content and presentation. There are four aspects within the criteria for you to address, and we will discuss/prepare ‘How to fulfil’ each one during the teaching programme. To simulate a personal development review process, a scoring sheet will be used by the assessors and you will be able to see how you scored for each aspect, along with a summative feedback comment to help your future development.

Presentation (30%) Title: The most significant learning from my placement Your 10 minute presentation, at the end of the module, allows you to summarise and articulate your development throughout the placement and will be assessed in terms of content and presentation skills. There are four aspects within the criteria for you to address, and we will discuss/prepare ‘How to fulfil’ each one during the teaching programme. Again, to simulate a recruitment and selection process, a scoring sheet will be used by the assessors and you will be able to see how you scored for each aspect, along with a summative feedback comment to help your future development.

Placement Evaluation (30%) The placement evaluation document is within this handbook (and the Placement Handbook) and is completed by your placement supervisor at the end of your placement. It is intended that you will discuss your placement performance at the end of your placement to help inform its completion. You should provide your placement supervisor with the electronic placement handbook on Blackboard and the evaluation should be completed, printed and signed by hand before you submit it via Blackboard. Please see Blackboard for further details on all assessment components.

Module Engagement Tasks The purpose of the engagement task component is to acknowledge and encourage engagement with material that should enhance learning and contribution to sessions.

What? (summary only, see Learning resource folder for details) Hopes and Fears questions Reflection task Prospects quiz Complete skills audits Read theory and task question/do Belbin test (bring draft PDP) Review a LinkedIn profile View/Read content re Feedback Questions for the Employer Café (verified in session) Answer questions on progress, bring answers Exploring next steps task Summary of key examples for presentation Read article and identify paragraph to read aloud

Where to find it (within Learning Resources folder) Session 2 –Do Session 3 –Do Session 4 –Do Session 5 –Do Session 6 –Do Session 7 –Do Session 8 –Do Session 9 –Do Session Session Session Session

10 11 12 13

–Do –Do –Do –Do

**NB - you must complete at least 10 out of the 12 available tasks to be eligible for the full range of marks available for this assessment component**

Marks will be allocated on a percentage of tasks completed basis, which allows students to accumulate marks per task and to not be penalised for just missing 1 or 2. To assist this approach, more tasks than points available are offered e.g. 12 tasks offered, doing 10 will equate to 10%. No PECS will be allowed for individual tasks as this component is seen as an overall group of tasks, but if a student misses several tasks due to illness/absence from studies etc. a PEC can be sought for the whole 10% component. Feedback ways: 1. 2. 3.

will be provided on all engagement tasks and can be done by 1 or combination of the following Auto feedback e.g. from a test/quiz Via module tutor (individual or cohort level) During session discussion/peer to peer

Task and Criteria for Personal Development Plan Whatâ&#x20AC;&#x2122;s this assessment all about? Your Personal Development Plan will enable you to determine what you would like to achieve at your placement and how that will help you towards your future career aspirations. It will be assessed in terms of content and presentation. There are five criteria for you to demonstrate, and we will prepare â&#x20AC;&#x2DC;How to fulfilâ&#x20AC;&#x2122; each one during sessions. Why and how are you assessing me in this way? It is a useful life skill to be able to set yourself goals and action plans whatever career path you take. By setting yourself realistic goals that can be referred back to, you have a much greater chance in succeeding and being able to recall how and why you have been successful. A scoring sheet will be used by the assessors and you will be able to see how you scored for each criteria, along with a summative feedback comment to help your future development. Content Criteria 1. Explores and expands graduate career ideas using module tools to inform personal and professional development. How to fulfil this: Refer to use of e.g. skills audits, Prospects, experience, initial meetings and tutorials and what you have found from these sources that will inform your development. Make clear connections between exploring and developing careers ideas and how this will help you set focus for your development whilst on the module. 2. Uses appropriate sources to identify occupational standards and placement information to clarify role and articulate placement context. How to fulfil this: Explain use of e.g. National Occupational Standards, job descriptions from Prospects or other websites (referenced) and how these have helped you to identify the skills and abilities required for your placement role and details about your placement context. Relate this self-learning to your planned placement activity and your future plans. 3. Uses appropriate tools to establish a personal skills baseline to inform the development of graduate skills relevant to their placement role and future career ideas. How to fulfil this: Refer to use of e.g. skills audits, other skills quizzes (referenced), Graduate Skills Framework, other professional skills frameworks (referenced) and what you have found from these sources that will inform your development of your placement role and your future career ideas. 4. Uses appropriate planning tool: SMART Targets. How to fulfil this: Demonstrate use of an appropriate planning tool (SMART) to frame your plans within your Personal Development Plan. Organisation and Presentation Criteria 5. Presents a well organised Development Plan and adheres to template and task requirements. How to fulfil this: Present work in the required style and format. Make appropriate use of the word limit (+/10%). Ensure that work is checked for spelling, punctuation, and grammar errors. Submit work that adheres to the requirements for the task.

Understanding your PDP marking sheet There are 5 weighted assessment criteria. There are ten marks available for each of the five criteria. Criteria 1-4 are equally weighted (22.5%) and relate to the quality of the academic skill evident in providing the Personal Development Plan content. Criteria 5 (10%) relates to how well the Personal Development Plan has been organised and presented. How to read the feedback

â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

Your Personal Development Plan will be assessed on the quality of evidence presented for each of the five assessment criteria The table provides a key for understanding which numerical mark is awarded for each criteria A summative feedback statement is included at the end of the sheet and will highlight how you can make some improvements

Content Score <=3 4 5 6 7 8 >=9

Level met by criteria Unstructured and lacking focused content Completely descriptive of experience/plans/ideas Mainly descriptive, but engages with some use of module tools to inform planning (self and/or placement awareness) Mostly uses module tools to inform planning, and includes some evaluation of options and plans (self and placement awareness ) Use of modules tools applied throughout, includes evaluation and some analysis within some of the content In addition, consistent use of analysis and some evaluation within some of the content In addition, consistent use of analysis and evaluation throughout

Organisation and Presentation Score <=3 4 5 6 7 8 >=9

Level met by criteria Fails to observe format/style required. Significant and/or numerous spelling/punctuation/grammar errors; exceeds/under word count by 25% or more. Presents work in incorrect format; work is poorly structured and/or difficult to follow; exceeds or is under word count by between 15% and 24%. Required style/format used; some spelling/punctuation/grammar errors; structure could be improved; descriptive; appropriate use of the word limit. Required style/format used; appropriate use of word limit. Few spelling/punctuation/grammar errors; work is generally well-written. Work is appropriately presented and well-written throughout, appropriate length and minimal errors. Some use of active verbs to describe plans. As above, but with active verbs used throughout to describe plans and no errors. Addresses all criteria at a high standard.

Personal Development Plan (1000 words max) Part One: Placement Goals Statement: Reflect upon what you would like to achieve at the placement? What difference can you make at your placement while developing your own skills? How can your work at the placement benefit the placement?

Part Two: Career Aspirations Statement: Reflect upon what you aiming towards. Which sectors/jobs have you already identified as potential interests? If you are undecided then what interests you? What motivates you?

Part Three: Plans for specific action to develop personal skills in the context of benefitting the Placement (revisit the Action planning session and resources for further information). Communication SMART plan: (What specific element of communication you are planning to develop while at your placement). S M A R T Team work SMART plan: (What specific element of teamwork you are planning to develop while at your placement). S M A R T Problem Solving SMART plan: (What specific element of creative problem solving you are planning to develop while at your placement). S M A R T Part Four: What next? First steps of action towards personal development:

Task and criteria: Assessed Presentation (AP) ‘The most significant learning from my placement’ What’s this assessment all about? Your presentation will be assessed in terms of content and presentation skills. It is a chance for you to summarise the most significant learning from your individual placement experience. Why and how are you assessing me in this way? Presenting your ideas and information to others in a professional setting is a skill that you will develop over time and require in your future. There are 4 criteria for you to demonstrate, and we will discuss/prepare ‘How to fulfil’ each one during sessions. You will have 10 minutes to present, followed by 5 minutes to answer follow up questions from other students present. You will be 1 of 3 students in total per session. To simulate a recruitment and selection process, a scoring sheet will be used by the assessors and you will see how you scored for each criteria, with a summative feedback comment for your future development. Content Criteria 1. Explores and expands graduate career ideas using module tools to inform personal and professional development. How to fulfil this: Refer to use of e.g. skills audits, Prospects, experience, initial meetings and tutorials and what you have found from these sources and applied. Make clear connections between developing careers ideas and how this helped set focus for your development whilst on the module. 2. Uses techniques for structured reflection to plan and manage own learning and development at the placement and for future career ideas. How to fulfil this: Explain use of e.g. ePortfolio, reflective methods (referenced) and how this has helped you to record regular reflection and capture how you feel your skills, attributes and activities have developed. How has this awareness fed into your planned action? Relate this self-learning/self-awareness to your future plans; what have you learnt about yourself that will help you in your future roles? 3. Articulates examples of personal development which are related to their graduate career ideas and placement experience. How to fulfil this: Provide specific examples of how you feel you have most developed throughout the module, based on your original personal goals. You might explain how goals have evolved, what challenged you most or which skills you have enhanced. Link these outcomes to your ongoing development, have they given you a basis to confirm a career direction or discover new preferences to explore further? Organisation and Presentation Criteria 4. Delivers a professional presentation that is well organised and uses visual aids to enhance impact. How to fulfil this: A ‘professional presentation’ is one that indicates a high level of preparation to allow familiarity with content and therefore engagement with the audience (through verbal and nonverbal approaches). It should also contain well considered content (meeting the criteria for ‘content criteria’ fully), make effective use of time (using the 10 minutes available) and use visual aids to enhance the message and impact (interesting, clear and relevant images, not too much written content). Confidence in delivery is not allocated a mark as this is a skill that you are developing through experience, but feedback on how to develop will be provided. 18

Understanding your AP marking sheet There are 4 assessment criteria. There are 10 marks available for each of the criteria. Criteria 1-3 relate to the quality of the academic skill evident in providing the presentation content and are weighted at 30% each. Criteria 4 relates to how well the presentation has been organised and delivered and is weighted at 10%. How to read the feedback â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

Your presentation will be assessed on the quality of evidence presented for each of the four assessment criteria The table provides a key for understanding which numerical mark is awarded for each criteria A summative feedback statement is included at the end of the sheet and will highlight how you can make some improvements

Content Score <=3 4 5 6 7 8 >=9

Level met by criteria Unstructured and lacking focused content Completely descriptive of experience/generalised content without specific examples Mainly descriptive, but engages with some reflection indicating self or placement awareness Some reflection and some evaluation indicating self and placement awareness Consistent reflection and some analysis and some evaluation within the content Consistent reflection, analysis and evaluation within the content Consistent use of reflection, analysis and evaluation through in-depth examples

Delivery Score <=3 4 5 6 7 8 >=9

Level met by criteria Complete reliance on notes and uses less than half time available Does not use delivery/visual aids to enhance content, under-utilises time (5-8min) Relies heavily on notes and makes limited eye contact but does deliver a presentation addressing the task, whilst using time effectively Balanced use of notes/engagement with audience and well organised content delivered whilst managing time effectively In addition, uses visual aids to enhance impact and illustrate content In addition, makes full use of time available, and delivers with polish and fluency Performs at a professional level throughout

Placement Evaluation Newcastle University Career Development Module Learning from Work, Student Tutoring, Student Volunteering Student Name: Placement route: Placement Organisation:

Student ID: Module Code: Hours Completed:

Skills Matrix- to be completed by the Supervisor In the grid below: E=Excellent; VG=Very Good; G=Good; W=Weak; U=Unsatisfactory. Ideally, the supervisor will discuss this evaluation with the student at the start, in the middle and at the end of the placement. Please use the descriptors of competence for all levels and across all four skill areas as provided in the Placement Evaluation criteria to inform your evaluation of the studentâ&#x20AC;&#x2122;s performance during their time at the placement. Competence Planning and Organising

Definition

Set objectives, plan actions and manage time and resources effectively in order to achieve personal and organisational goals. Use speech, writing, non-verbal methods and technology

Communication

effectively to present and exchange opinions, ideas and information.

Team Working

Build effective working relationships and collaborate with other people.

Personal

Use problem solving to respond to opportunities to improve

Enterprise

own performance and work processes.

Please now complete the Supervisor Statement overleaf.

Supervisor Statement How has the student contributed to your team/organisational goals? Please provide specific examples and see the Placement Evaluation marking criteria and additional guidance for details and descriptors

Are you happy for us to use your comments in case study publicity?

yes

Are you interested in receiving another student next academic year?

yes

Signed : _________________ Name (please print) : ____________________ Date:

______

This evaluation is worth 30% of the studentâ&#x20AC;&#x2122;s final mark. It should be completed electronically or by hand and printed for signature before returning to the student for them to submit after completion by the deadline of Monday 11th May 2020.

https://www.ncl.ac.uk/employers/connect/cdm/

Skills Matrix Criteria: To aid completion of Skills Matrix (page 1 of Placement Evaluation)

Indicators of Unsatisfactory competence include:

Planning and Organising Set targets, plan actions and manage time and resources effectively to achieve personal and placement goals. Goal setting and action planning will inform development of the other Graduate Skills. Communication Use speech, writing, non-verbal methods and technology to present and exchange opinions, ideas and information effectively. Teamwork Build effective working relationships and collaborate with other people.

 Not setting personal goals;  Frequently not following instructions;  Not learning from feedback;  Poor time and resource management.  Frequently not engaging in appropriate communication;  Not listening.  Frequently opting out of teamworking activities;  Acting in ways that adversely affect the team.

Personal Enterprise  Not actively seeking Use problem solving to opportunities; respond to opportunities  Not anticipating problems; to improve own  Avoiding challenges. performance and work processes.

Indicators of Weak competence include inconsistent and/or ineffective use of skills resulting in:  Setting personal goals that are unrealistic in relation to personal strengths and weaknesses;  Setting personal goals that are not achievable in relation to placement policies and practice.

To demonstrate Good competence the student will have:

To demonstrate Very Good competence the student will have consistently and effectively:

 Set and communicated personal goals;  Planned actions;  Managed time and resources to improve own performance and contribute to placement goals.

 Set challenging personal goals;  Planned SMART actions: Specific, Measurable, Achievable (considering placement policies and practice), Realistic (considering own strengths/weaknesses), Time bound;  Recorded and reflected on progress.  Used a range of appropriate communication methods;  Met the needs of different audiences;  Actively listened to others.

Consistently evaluated and selected from a range of methods; to communicate with different audiences, for different purposes.

 Regularly consulted with colleagues and other stakeholders;  Developed and adapted their role within the team;  Made an important contribution to achieving team goals.

 Performed a variety of team roles, including appropriate leadership;  Made a substantial contribution to achieving team goals.

 Proactively identified problems and opportunities that were relevant to the role;  Used problem solving techniques to generate ideas;  Selected and implemented appropriate actions.

Proactively generated, evaluated, and presented/implemented innovative ideas that improved own performance and work processes.

 Providing inaccurate or confusing messages;  Failing to meet the needs of the audience.

 Produced accurate and coherent messages that met the needs of the audience;  Encouraged dialogue with others.

 Not building and maintaining working relationships;  Making a limited contribution to achieving team goals.

 Agreed their role and responsibilities with supervisor and colleagues;  Formed working relationships across teams;  Contributed to achieving team goals.  Identified some problems and opportunities;  Generated and shared solutions to some problems for themselves or their team.

 Not identifying opportunities or problems that are relevant to role;  Not generating ideas to solve problems.

To demonstrate Excellent competence the student will have consistently and effectively:  Exceeded personal and placement goals e.g. delivered results early or used fewer resources than anticipated;  Demonstrated professional practice.

Marking Criteria: Placement Evaluation Combined Skills Matrix and Supervisor Statement (University Common Marking Scale) <40 Relates to Skills matrix (page 1 of Placement Evaluation form) A point value is allocated to each tick. Where ticks are distributed across more than one matrix column, a numeric score will be awarded accordingly

Relates to Supervisor statement (page 2 of Placement Evaluation Form) provides specific examples of student actions that explicitly evidence that:

Four “Unsatisfactory” equivalent to a score of 30+

40 - 50 Four “Weak” equivalent to a score of 40+

Student seemed unaware of or unconcerned with team and/or organisational goals OR Supervisor statement not completed.

50-60 Four “Good” equivalent to a score of 50+

60-70 Four “Very Good” equivalent to a score of 60+

Student had a clear understanding of team and/or organisational goals and contributed to these in a meaningful way OR Supervisor statement not completed.

70+ Four “Excellent” is equivalent to a score of 70+

Student helped formulate team and/or organisational goals and made a substantial contribution to these e.g. • Providing critical resources for increasing the productivity of others • Increased organisational revenue/productivity • Improved service user satisfaction • Produced performance levels equal to that of permanent staff • Addressed organisational needs that otherwise would not have been met

Preparation for Placement Form Preparation for initial visit This document is designed to help you identify the range of opportunities arising from this module. Think about:  How this module will benefit your future career;  What you want to experience;  Skills and knowledge you want to develop;  How you can contribute to the placement using all of your abilities and talents. These ideas should then be discussed with your placement supervisor during your initial visit as you explore and agree your role using your Placement Learning Agreement Form (PLA). 1) Use the space below to record your initial thoughts on what you would like to achieve from this module and what you aspire to:

2) Prior to your initial visit you should also undertake research into your placement and begin to identify and record their policies and practice. Record this information below and consider it along with your aspirations before and during your initial visit:

3) You should also consider and note practical considerations (e.g. key contacts and phone numbers, other students, travel arrangements).

4) Note any other questions you want to ask at your initial visit

Use your Placement Learning Agreement form (PLA) as an agenda for your initial meeting to work through Health and Safety requirements at your placement (including Safeguarding and Child Protection policies where appropriate), and to explore the duties and activities planned for your placement, how these relate to the graduate skills you are developing through this module, and any further actions or development required. An extra space to record notes from this discussion, and any other important practicalities at your placement:

Placement Learning Agreement Please complete this form with your work/placement supervisor Part 1: Health and Safety checklist We are required to ensure that all of our students are working in a safe and healthy environment. Placement Name: Student Name: Yes 1

We have a written Health and Safety policy

The student will undergo an induction and receive other safety-related training necessary to undertake the placement

The student will be provided with any necessary safety equipment or protective clothing

The student will be supervised during the placement

Risk assessments are available that cover the work the student will be undertaking

Arrangements are in place in the event of an emergency

The University will be informed of any accident involving the student

There is a formal procedure for reporting and recording accidents and incidents

If the role involves working with children or vulnerable adults, then the student will be provided with the relevant Child Protection documentation and briefed on the placement procedures

The above statements are true to the best of my knowledge and belief. Supervisor name: …………………………………………………… Job Title: ……………………………………………………………... Signed: ……………………………………………………………….. Date: ………………………………………………………………….. Thank you for completing the checklist, please complete part 2 of the form overleaf (and see instructions for submission).

Part 2: Learning Agreement A learning agreement must be signed off in collaboration with your placement Supervisor, clearly stating you have discussed and agreed expectations of the work-based learning activities and outcomes you will achieve during your placement. You should keep this as a personal record of content agreed to aid your progress and future review meetings and submit a copy via Blackboard. Use the space below to record initial agreement of activities/projects you will be carrying out at your placement. This can form the basis of your personal goals once discussed further during seminars.

How will these activities allow development of your graduate skills in Planning and Organising, Communication, Team work and Problem Solving?

What development/further action is required to enable progress of this placement learning agreement?

Student name: …………………………………….Signed: ………………………………… Supervisor name: …………………………………Signed: …………………………………… Date: …………………………………………. This form should be scanned and submitted via Blackboard within seven days of starting your placement, and no later than the 15th November. **Failure to complete and return this document by the deadline may result in suspension or removal from the module.**

Record of Activities Student Name

Module Code

Placement Name

You should use this form to record your hours spent on placement and include:  Initial visit to placement;  Placement visits;  Placement supervisor review meetings;  Mid-year and final review meetings with placement supervisor;  Campus-based Event (Student Tutoring route). It is your responsibility to ensure that you have completed the required number of hours on placement. You must complete 70 placement hours across the academic year, normally completing at least 30 hours in each semester. If you cannot fit all visits onto the two sides provided here please photocopy the form or print out an additional copy from Blackboard. Date

Start Time

End Time

Description – brief details to remind Signed you/supervisor what you did

Hours

Total of Hours

Date

Start Time

End Time

Description â&#x20AC;&#x201C; brief details to remind you/supervisor what you did

Signed

Hours

Total of Hours

***Student Tutors Only*** Campus-based event

Total number of hours completed on placement: 70 hours 29

Mid-year Review Form You should arrange a mid-year review meeting with your placement supervisor to discuss progress towards your Placement Learning Agreement (PLA) during semester 1, using the points below as an agenda. You should also take a copy of the Placement Evaluation and any other information or evidence you think might be helpful. Seminar content will give you more information on organising your mid-year review and asking for, receiving and acting on feedback appropriately. The Skills Audits in Blackboard Learning Resources will also help you to review your progress and plan your next steps. Review your progress towards the personal goals you have identified. To what extent have these goals changed or evolved? How have your actions so far towards these goals benefitted you and your placement? What are your next steps and what is your timescale?

How have you demonstrated and developed your Graduate Skills of Planning and Organising, Communication, Teamwork and Problem Solving at your placement?

What further development is needed as the result of feedback received (in relation to personal goals and/or the Graduate Skills?) What actions will you take to ensure this development?

Assessment Policies Assessment submission: Unless explicitly indicated otherwise, all module assessment and required documentation (e.g., Placement Learning Agreement and Record of Activities) should be uploaded or returned via BlackBoard. When submitting scanned versions of handwritten documents these should be scanned into 1 pdf document. University policy on late submission of assessed work: Late submission of assessed work after a deadline will lead to a maximum mark of 40% for work that is handed in within seven calendar days of the deadline. Assessed work submitted more than seven calendar days after a deadline will receive 0%. All assessed work that is not submitted will also receive 0%. This policy is strictly enforced. Extensions: As a matter of University policy individual module leaders/tutors do not have the discretion to grant extensions. These can only be approved by your academic school. If you are aware in advance of a legitimate circumstances impacting your ability to meet a published submission deadline you must follow the procedures outlined by your academic school, this is usually part of the PEC process. If your ability to meet a submission deadline is due to illness or other extenuating circumstances you should again follow the PEC application procedure in your academic school. Return of submitted work: All students will be informed by BlackBoard announcement when their assessment mark and feedback is available. With the exception of the formative 10% Engagement Tasks, marks and feedback will normally be available within 20 working days. Marks and feedback are available via the My Grades area in BlackBoard. You are strongly encouraged to engage with and reflect on your written feedback and to consider how you can feed this forward into future assessment. Once you have had sufficient time to reflect on and review your feedback you are welcome to request a meeting with your module tutor for clarification or with further questions. Good academic conduct and discipline: Newcastle University expects students to be committed to academic honesty and provides briefing and support materials to ensure that students know what is expected of them. All breaches of the University and School rules and regulations regarding assessments (including examination rules) constitute an â&#x20AC;&#x2DC;Assessment Irregularityâ&#x20AC;&#x2122;. Any student that has breached these rules and regulations is liable to academic penalties (including deduction of marks or the award of 0% for an assignment, examination or module) and disciplinary action. No credit will be given for plagiarised work. Disciplinary actions may range from a written warning to expulsion for serious offenders. Information on assessment irregularities, procedures and regulations can be viewed at: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/ The best site on good academic conduct, including correct referencing and avoiding plagiarism is: https://www.ncl.ac.uk/right-cite/

These are examples of the more common assessment irregularities: Plagiarism is the use of other’s work without proper acknowledgement. This includes using the words of others, and also concepts, data, ideas, images, and music. Therefore, it is important to acknowledge the source of an idea even if you expressed the idea in your own words. Self-plagiarism is reusing work, in whole or in part, submitted for a different assessment without indicating the original source. You may never submit the same work or part of the same work for assessment more than once and without exception. Collusion is the submission by two or more students of the same or substantially similar pieces of work, or parts of pieces of work that are presented as a student’s individually authored work. Collusion may arise from students working together or from one student allowing others to copy his or her work. While all students are actively encouraged to work with others, students must never pass off the other’s work as their own. Falsification of evidence or research results is to attempt to present as factually true information or other outcomes which are demonstrably false such as claiming to have completed activities, contributed to a project or delivered specific results when that has not in fact been the case. Please note these are not the only possible assessment regularities. Further information is available at: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/assessment.htm.

Attendance As per University policy ‘Students are, except for absence with good cause, expected to attend all elements of their programme of study, including lectures, seminars, tutorials, laboratory work, etc. [. . . ]. If for illness or other good reason you are unable to attend scheduled module teaching you should inform the module tutor indicating why you cannot, or could not, attend. A student who is not able to attend University should follow the procedures outlined at https://newcastle.sharepoint.com/hub/sp/Pages/internal_Attendance.aspx . Attendance at timetable teaching and individual tutorials is monitored and poor attendance will be noted on your student record. A record of unexplained or unwarranted nonattendance will be reported to your personal tutor and your academic school and, in accordance with University policy may contribute to a judgment of unsatisfactory progress and the implementation of monitoring or the setting of additional work