Career Development Module NCL3007
Student Handbook 2019-20
Contents Contents Welcome to the Career Development Module At a Glance Key Contacts Useful Links Module Overview Your Year Planner Semester One Semester Two Health & Safety and Safeguarding Overview Essential Documents Preparation for Placement Placement Learning Agreement (PLA) Record of Activities Mid-year Review Assessment Materials Personal Reflection on Team Task Professional Conversation Placement Evaluation Module Engagement Tasks Additional Information Assessment Policies Attendance
3 3 3 4 5 6 7/8 9 11 13 15
16 18 20 24
25 26
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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, key documents and checklists. It is not intended to be a comprehensive guide to the module as there are many resources available online via Blackboard. Please familiarise yourself with Blackboard as this is where materials, resources and assessments sit. If you would like this or any of our resources in a different format, please contact your module leader 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 workrelated 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 module assessments and beyond.
Key Contacts Module Tutors: Darrin Beattie: Darrin.Beattie@ncl.ac.uk 0191 208 3448 Salome Bolton: Salome.Bolton@ncl.ac.uk 0191 208 7112 Jessica Jung: Jessica.Jung@ncl.ac.uk 0191 208 5584
General Enquiries: The general email account for enquiries: csmodules@ncl.ac.uk
Useful Links
Blackboard: www.bb.ncl.ac.uk Student Voice: https://www.nusu.co.uk/yourvoice/reps/academic/ Personal Extenuating Circumstances: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/change/PEC.htm
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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 who can independently self-manage, 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
Students negotiate their role at their placement and work alongside staff to achieve the organisation’s aims whilst also developing their own knowledge and skills. They consider their skills set and potential career destinations at the start of the module and are expected to develop these through a reflective cycle of plan-do-review.** Assessment
Personal Reflection on team task (30%) Professional Conversation (30%) Placement Evaluation (30%) Module Engagement tasks (10%)
*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.
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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 and the end of April.
23/09/2019
Events and Reminders Register placement details/preferences, complete other module pre-requisites
30/09/2019
Read information in Blackboard and start to work through Learning Resources Seminar: Career planning part 1 Deadline for registering placement details/preferences: Friday 4th October
07/10/2019
Seminar: Succeeding at your placement part 1
14/10/2019
Seminar: Experiential learning Student Tutors: check University email for placement information and arrange initial visit to placement
21/10/2019
Seminar: Effective Communication and Team work
28/10/2019
Seminar: Emotional Intelligence
04/11/2019
Seminar: Creative Problem Solving and into to group problem
11/11/2019
Workshop: Problem exploration stages
18/11/2019
Deadline for Placement Learning Agreement Form: Friday 15th November (scan and upload to Blackboard) Workshop: Problem consolidation stages
25/11/2019
Seminar: Group presentations and debrief
02/12/2019
Seminar: Preparation for assessment 1
09/12/2019
Seminar: Succeeding at your placement part 2 Before Christmas break, conclude placement visits and ensure that you have arranged the date of your first visit for next term with your supervisor. Deadline for Personal Reflection on Team Task: Friday 14th December Newcastle University Christmas Vacation
16/12/201903/01/2020 06/01/2020 13/01/2020 20/01/2020
No teaching University Exam Period University Exam Period
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Semester Two
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 Placement visits should be made between the beginning of October and the end of April.
Date 27/01/2020
Events and Reminders Drop in support Check timetable location for next week’s group tutorial
03/02/2020
Group tutorial
10/02/2020
Seminar: Networking and your career Check timetable for next week’s lecture location
17/02/2020
Employer Lecture Book 1-2-1 tutorial via Blackboard Bookings
24/02/2020
Seminar: Career Planning 2
02/03/2020
Seminar: Preparation for assessment 2
09/03/2020
1-1 tutorials available
16/03/2020
1-1 tutorials available
23/03/2020
1-1 tutorials available Book Professional Conversation through Blackboard Bookings
30/03/202024/04/2020
Newcastle University Easter Holiday
27/04/2020
Drop in support
04/05/2020
Professional conversations week 1
11/05/2020
Professional conversations week 2 Deadline: Placement Evaluation and Record of Activities submission Monday 11 May 2020- (via Blackboard) Professional conversations week 3
18/05/2020
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Health and 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?
To appoint you with a supervisor H&S policy and induction Insurance that covers you as an employee To assess and manage risks To provide access to first aid materials and a trained first aider To outline emergency procedures for dealing with imminent danger (e.g. fire evacuation) To maintain a record of accidents which occurred at work To provide training for use of equipment or for any high risk activity
What do we expect from you?
To follow instructions and training and act sensibly to protect own health & safety and that of others To 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 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.
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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 and advice contact:
Essential Documents
Emma Reay, Emma.Reay@ncl.ac.uk, 0191 208 8324 or
Anna Jenner, Anna.Jenner@ncl.ac.uk, 0191 208 6148 or Catherine Moat, Catherine.Moat@ncl.ac.uk, 0191 208 8739 or Gemma Kirkbride, Gemma.Kirkbride@ncl.ac.uk, 0191 208 8855.
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Preparation for Placement Form
Preparation for initial visit This document is designed to help you to 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
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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:
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Placement Learning Agreement Form 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
2
The student will undergo an induction and receive other safety-related training necessary to undertake the placement
3
The student will be provided with any necessary safety equipment or protective clothing
4
The student will be supervised during the placement
5
Risk assessments are available that cover the work the student will be undertaking
6
Arrangements are in place in the event of an emergency
7
The University will be informed of any accident involving the student
8
There is a formal procedure for reporting and recording accidents and incidents
9
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
No
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).
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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 a personal record of content agreed to aid your progress and future review meetings as this form is submitted to the Careers Service upon completion. 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 Personal Enterprise?
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 by the final deadline of 15th November. **Failure to complete and return this document by the deadline may result in suspension or removal from the module.**
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Record of Activities Form Student Name
Module Code
Placement Name
Use this form to record your hours spent on placement. This should 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 you/supervisor what you did
Signed
Hours
Total of Hours
13
Date
Start Time
End Time
Description – brief details about what you did
Signed
Hours
Tally of Hours
***Student Tutors Only*** Campus-based event
Total number of hours completed on placement: 70 hours
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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 Personal Enterprise 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?
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Personal Reflection on Team Task Assessment Assessment 1 – Personal Reflection on team task (30% of final module mark) What’s this assessment all about? Students on the module will be allocated into teams to consider solutions to a challenging real world issue. The task will be to critically analyse and evaluate the issue in order to identify an underlying problem, the team will then work together to identify a solution. The output from the team task will be presented in a five minute pitch (no slides to be used). Through this, you will use all four main graduate skills (planning and organising, communication, team work and problem solving).You will be assessed on an individual piece of work which will include personal reflection on your experience and on feedback received from your teammates, and your personal development needs to progress at placement and towards your career aspirations. There are three criteria weighted 45:45:10 that you will be assessed against and these are identified below. NOTE: Assignment 1 must relate to your personal experience of this task only i.e. you must not complete assignment 1 on any experience other than that from the team task. To present your personal reflection you can choose between two formats: a. An interactive PowerPoint presentation with voiceover. The presentation should include no more than 10 slides with a pre-recorded voiceover to accompany this (no longer than 8 minutes). You can include images, hyperlinks and/or screenshots and may also choose to embed a short video clip of no longer than one minute. b. A video of no longer than eight minutes. This can be recorded and edited using a video camera or using video functionality on a computer, phone or tablet. The majority of the video should be narrated by you but you can choose how your wish to present evidence to meet the criteria, this could include images, interviews, etc.
The guidance and marking criteria below, along with material covered in teaching and on Blackboard, have been designed to help you to prepare for and perform effectively during this assessment. Why are you assessing me this way? Team work and contributing to team or group tasks and projects are essential parts of most careers. This task gives you experience working as part of a team to address a problem – something that commonly forms part of assessment centre activities for graduate level jobs. Through this form of assessment you will experience team work as well as the opportunity to give and receive feedback to your peers, and will use this along with your personal reflection to develop your awareness of personal strengths and weaknesses to help you succeed in current and future roles. How will I do this?
Apply structured reflection How to fulfil this: Evidence your competency as a reflective practitioner by engaging with a model of reflection to reflect on team activity [criterion 1]. Demonstrating self-development How to fulfil this: Reflect on skills audit outcomes, job descriptions, person specifications and professional standards and reflection to help you build a clearer picture your strengths and weaknesses in relation to future roles and engage with goal setting and action planning approaches [criterion 2]. Produce an informed and well considered reflection on development needs How to fulfil this: Ensure the submission is within the time allowance, free from grammar and other mistakes and addresses all assessment criteria [criterion 3].
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Personal Reflection on Team Task Assessment Criteria Criterion
To partially meet this criteria you will:
1. Applied structured reflection: For this criterion you are expected to evidence your competence as a reflective practitioner through your application of a model of structured reflection to facilitate learning from the team task activity. Structured reflection marking scale 2. Self-development from team task challenges: For this criterion, you are expected to demonstrate development from reflection upon team task activity by setting goals and planning actions to reinforce strengths and improve upon weaknesses in the skills and/or attributes necessary for your current placement role and future career aspirations. Self-development marking scale 3. Presentation: For this criterion, you are expected to ensure that how you present your portfolio is appropriate to your chosen submission format.
Presentation marking scale
Describe engagement with team task experience without sufficient evidence of learning from the experience.
<4
4
Discuss some general personal development needs with limited evidence of action planning or benefits for your current placement and career aspirations.
<4
4
Present the assignment in a style that is unsuited to the chosen format of your submission.
<4
4
To mainly meet this criterion you will:
To fully meet this criterion you will:
Contrast your performance during the team task with feedback and/or observed behaviours of others to evidence learning from this experience. 5
6
Make explicit links between your actions, observed behaviours of others, feedback received, and your use of self-awareness tools and audits to appraise your performance and identify personal strengths and weaknesses.
7
Identify clear personal development goals arising from reflection on team task and apply techniques to set out an effective action plan. Explain why your goals are relevant for your current placement role and career aspirations.
5
6
7
Present the assignment in a style that is matched to the chosen format of your submission.
5
6
The criteria are weighted as follows: Criteria 1 - 45%; Criteria 2 â&#x20AC;&#x201C; 45%; Criteria 3 â&#x20AC;&#x201C; 10%
8
>8
Determine the personal challenge inherent within your development goals and related action plans. Connect these to improved performance at your current placement and for your career aspirations through reference to occupational research.
8
>8
Present the assignment in a style that is enhanced by the format chosen for your submission.
7
8
>8
Professional Conversation Assessment Assessment 2– The Professional Conversation (30% of final module mark) What’s this assessment all about? A professional discussion is a planned, in-depth, two way conversation between assessor and student. The purpose of the conversation is to assess complex understanding and knowledge through a critical incident (something that is worth noting that occurred) at placement and for the student to demonstrate how they have a strong awareness of self and career aspirations and how they have developed graduate skills or attributes required for a future role. Your professional conversation will be assessed in terms of the pre-assessment document you submit in advance, its content and your performance during the conversation. There are three criteria weighted 45:45:10 that you will be assessed against and these are identified below. The assessor will use a marking sheet and you will be able to see how you scored against each criteria and read the summative comment. The guidance and marking criteria below, along with material covered in teaching and on Blackboard, have been designed to help you to prepare for and perform effectively during this assessment. Why are you assessing me in this way? The format is based on the type of discussion you might hold with a manager or other professional in a workplace environment, and as such it will be semi-formal and structured to encourage you to share your reflections on your goal setting and planning for your placement and career ambitions. The professional conversation is not the same as a formal recruitment interview. As it is a dialogue the questions you will be asked by your tutor will be responsive to what you say, and designed to encourage you to provide evidence to meet all of the marking criteria at the highest levels. How will I do this? •
•
•
Reflect on own strengths and weaknesses in relation to both skills and attributes required for your current and future posts. How to fulfil this: Skills audit outcomes, preference tests results, feedback and own self-knowledge inform skill development [criterion 1]. Prioritises self-development to improve performance at placement and progress towards career aspirations How to fulfil this: As a result of the aforementioned criterion you can now use goal setting and appropriate action planning methods to prioritise your development focus for during your placement to improve on your weaknesses [criterion 2]. Undertake a confident and well considered professional conversation. How to fulfil this: Engage with the assessor in a natural relaxed two way conversation which builds on the one-to-one tutorial and the pre-assessment document submitted in advance of assessment (max 250 words). This document will outline the critical incident, determine the development need and outline the purposeful action opted for. The assessment will last 15 minutes (including time for the assessor to read the pre-assessment document (roughly five minutes)) and will address in detail how one of the graduate skills or attributes has been developed at placement through a critical incident [criterion 3]
Professional Conversation Assessment Criteria Criterion
To partially meet this criteria you will: Describe general personal strengths and weaknesses and indicates their relevance to current placement and/or future career aspiration.
To mainly meet this criterion you will: Analyse the results of tests and/or other sources of feedback to determine personal strengths and weaknesses Make insubstantial links from strengths and weaknesses to current placement and future career aspirations.
Self-awareness marking scale Self-development: Plans purposeful actions to improve performance at placement and make progress towards career aspiration by reinforcing skills and attributes and improving upon weaknesses
<4 4 Describes goals and subsequent action relative to current placement and/or future career aspiration.
5 6 7 Discuss goals and planned actions relative to current placement and future career aspiration. Review the benefits of these goals and planned actions for current placement and future career aspiration.
Self-development marking scale Presentation: For this criterion, you are expected to perform effectively and professionally during your assessment
<4 4 Answer some questions effectively. Display some distracting or defensive behaviours.
5 6 7 Demonstrate familiarity with the requirements for this assessment, answering most questions effectively.
Self-awareness: Knows own strengths and weaknesses in skills and attributes in relation to current placement and future career aspiration
Presentation marking scale
<4
4
5
The criteria are weighted as follows: Criteria 1 - 45%; Criteria 2 â&#x20AC;&#x201C; 45%; Criteria 3 â&#x20AC;&#x201C; 10%
6
7
To fully meet this criterion you will: Evaluate the results of tests and other sources of feedback to establish personal strengths and weaknesses. Appraise the product of independent research to confirm the relevance of these for your current placement and future career aspiration. 8 >8 Evaluate planned purposeful actions taken to reinforce strengths and/or improve upon weaknesses. Appraise the benefits from these actions for your current placement and future career aspiration.
8 >8 Respond fully and fluently to all questions to provide depth, reasoning and rationale. Engage using positive and open body language to convey confidence and build rapport. 8 >8
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.
U
W
G
VG
E
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
no
Are you interested in receiving another student next academic year?
yes
no
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/
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Skills Matrix Criteria: To aid completion of Skills Matrix (page 1 of Placement Evaluation)
Indicators of Unsatisfactory competence include:
Indicators of Weak To demonstrate Good competence include competence the student inconsistent and/or will have: ineffective use of skills resulting in: Planning and Not setting personal Setting personal goals Set and communicated Organising goals; that are unrealistic in personal goals; Set targets, plan actions Frequently not Planned actions; relation to personal and manage time and following Managed time and strengths and resources effectively to instructions; resources to improve weaknesses; Setting personal goals achieve personal and Not learning from own performance and that are not achievable placement goals. feedback; contribute to placement Goal setting and action Poor time and in relation to placement goals. planning will inform policies and practice. resource development of the management. other Graduate Skills. Communication Frequently not Providing inaccurate or Produced accurate and Use speech, writing, engaging in confusing messages; coherent messages that Failing to meet the non-verbal methods and appropriate met the needs of the needs of the audience. technology to present communication; audience; Encouraged dialogue and exchange opinions, Not listening. with others. ideas and information effectively. Teamwork Frequently opting Not building and Agreed their role and Build effective working out of teamworking maintaining working responsibilities with relationships and activities; relationships; supervisor and Acting in ways that Making a limited collaborate with other colleagues; Formed working adversely affect the contribution to people. relationships across team. achieving team goals. teams; Contributed to achieving team goals. Personal Enterprise Not actively seeking Not identifying Identified some problems Use problem solving to opportunities; opportunities or and opportunities; Not anticipating Generated and shared respond to problems that are problems; solutions to some opportunities to relevant to role; Not generating ideas to Avoiding problems for themselves improve own solve problems. challenges. or their team. performance and work processes.
To demonstrate Very Good competence the student will have consistently and effectively:
To demonstrate Excellent competence the student will have consistently and effectively:
Set challenging personal goals; Exceeded personal and Planned SMART actions: Specific, placement goals e.g. Measurable, Achievable delivered results early or (considering placement policies used fewer resources than and practice), Realistic anticipated; Demonstrated professional (considering own practice. 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.
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
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Module Engagement Tasks Module Engagement Tasks (10% of final module mark) Across the module you will be expected to complete a number of tasks designed to prepare for scheduled teaching sessions, to consolidate your learning, or to apply module tools in practice. These tasks are intended to encourage timely engagement with the tools, resources and strategies introduced through module learning and teaching and to help you maximise your learning and professional development. Full details of all assessed module engagement tasks are available on Blackboard within the relevant â&#x20AC;&#x2DC;Learning Resourcesâ&#x20AC;&#x2122; sub-folders. A summary of the tasks and deadlines for submission can be found opposite for your reference. These tasks combine to form 10% of your final module mark. You must complete at least five out of the six available tasks to be eligible for the full range of marks available for this assessment component. What? (summary only - see further information in Blackboard Learning Resources, or follow course links below) Skilful Communication Communication becomes more complex the greater the value of the message to be communicated. Completing this task will help you to understand what distinguishes skilful from non-skilful communicators.
Where?
When?
Seminar 4
Friday 1/11/19
Team Roles People behave differently in team situations. Understanding this can help you to adapt your behaviour to improve team performance. Completing this task will develop your understanding of how you and others prefer to behave in teams. Shared learning You will be expected to share what you have learned about your skill as a communicator and teamworker with your peers. Completing this task will aid your reflections on both your preparations for and actual experience of the module provided group activity. This will help you to formulate a better understanding of your skills and abilities in team settings and begin to formulate your development needs in this area. Placement Awareness To be effective in the workplace, you need to understand both the responsibilities associated with your role and the skills required to perform these effectively. Completing this task will enable you to better understand what is expected from your to perform effectively at your placement. Career Planning This module is for students who have yet to decide on their career path. Completing this task will enable you to list up to 5 possible occupations that you hadn't considered before.
Seminar 4
Friday 1/11/19
Seminar 8
Friday 22/11/19
Seminar 2
Friday 6/12/19
Seminar 1
Friday 10/1/20
Personal values Happiness at work is significantly improved when the workplace is in harmony with your personal values. Completing this task will help you begin to think about what is important to you.
Seminar 1
Friday 10/1/20
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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 a single 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 ‘Assessment Irregularity’. 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.
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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 non-attendance 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.
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