Career Development Module Handbook - NCL 8007 - 2019-20

Cracking careers: exploring and driving your career options NCL8007 Student Handbook 2019-20

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Contents Welcome to the Career Development Module

4

At a Glance Key Contacts Useful Links Module Overview Module Learning Outcomes Key Dates

5 7 8

Health & Safety and Safeguarding Overview

11

Essential Documents

13

Preparation for Placement Placement Learning Agreement (PLA) Mid-year Review Exit Interview Preparation Record of Activities

13 15 17 18 34

Assessment Materials Assessment 1 Professional Conversation 1: PDP - Overview and Instructions Assessment 2.

Professional Conversation 2: Portfolio – Overview and Instructions Assessment 3. Placement Evaluation Assessment 4. Module Engagement Points

19 22 25 29

Additional Documents Tutorial Preparation Guidance

32

Welcome to Cracking Careers: Exploring and Driving your Career Options (ncl8007) Welcome to the career development module for Masters-level students. This handbook is designed to guide you through some of the basic information you need to complete the module, including contacts, key dates and activities, key documents and checklists, and an overview of module assessments.

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 Cracking Careers: Exploring and Driving your Career Options module provides:   

An opportunity to develop the skills graduate employers look for by undertaking work-related learning.

An opportunity to plan for your next career steps and start building your professional portfolio.

A selection of tools and resources you use both for the module assessments and beyond.

The module is worth 20 credits and is spread over the academic year. Like other modules you take, it counts towards your final degree classification.

Key Contacts 



Module Tutor: Ms Gigi Herbert gigi.herbert@ncl.ac.uk 0191 208 5578 Usual hours of availability: Mon-Thurs 10-4. I endeavour to respond to email queries within 2 working days. If you have an urgent query please ring me or another member of the team.

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

Module Overview NCL8007 - Cracking Careers: Exploring and Driving your Career Options is part of a suite of career learning and development modules offered through the Newcastle University Careers Service. These modules offer work-related learning for academic credit to students from a wide range of degree programmes and stages. The aim is to develop students who can independently self-manage, proactively interact and ethically apply their knowledge and skills within the workplace.

These modules include a work placement of a minimum of 70 hours which typically takes place between October and Easter. 1 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 are expected to negotiate their role at their placement and work alongside staff to achieve the organisation’s aims whilst also developing their own knowledge and skills. To succeed in this you will be expected to consider your skill set and ambitions at the start of the module and construct specific plans to progress your professional development supported by the use of reflective and experiential learning strategies (e.g., plan-do-review) 2.

In line with University guidance students are expected to complete a workload of 100 hours per 10 credits.

For 20 credit module these equates to 200 hours overall. These are broken down as follows:

The three areas of learning are: Scheduled Learning Placement Visits This includes timetabled Usually, these will take place seminars, workshops, lectures between October and April. and tutorials

1

Guided Independent Learning This includes, but is not limited to, preparatory and consolidation work alongside your timetabled sessions.

Students placed in schools will usually complete 5 of their 70 hours at a campus-based aspiration raising event.

2 See Kolb, D and others for research on Learning Cycles, Experiential Learning etc.

Assessment    

Professional Conversation 1: Professional Development Plan (30%) Professional Conversation 2: Professional Portfolio Evidencing Significant Achievement (30%) Placement Performance Evaluation (30%) Engagement with learning material - module preparation tasks (10%)

Learning Resources and Blackboard To get the most from this module you should ensure that you are familiar with the organisation and resources available in Blackboard. The Blackboard VLE for this module provides access to a range of resources including:    

Seminar and workshop slides and ReCap recordings; The Module Handbook Essential Documents (mandatory forms, meeting preparation templates, and Record of Activities form, etc.)

All assessment instructions and submission points.

It also hosts a wide range of valuable resources to support your guided and self-directed learning, including: skill audits and psychometric tools to help develop your self-awareness, suggested readings to help enhance professional effectiveness, and links to external resources to help extend your occupational awareness. These resources are aimed at providing a foundation or starting point for the further independent learning and research you are expected to undertake in light of your own specific strengths and weaknesses and your professional development objectives.

As with any academic module, a key expectation is that students develop and demonstrate the ability to seek out, evaluate, and apply new knowledge and information appropriately in a relevant context. For this module, you will be expected to go beyond application of narrow technical skills and knowledge to consider and develop your ability to understand and demonstrate the effective professional behaviours and skills needed to perform effectively in workplace organisations and for professional advancement.

To maximise your learning you should be sure to plan for and schedule in structured time for guided and self-directed independent learning outside of timetable teaching and preparing for assessment.

NCL8007 Learning Outcomes Intended Knowledge Outcomes 

Examine the relationship between their placement role and the placement’s aims and objectives to establish the value of their role, appraise their performance in this role and plan for professional development. [KO1 - Placement awareness]



Assess readiness for graduate employment in a career of their choice using specific behavioural descriptors and competencies, in order to identify and prioritise development needs for progression towards this. [ KO3-Self-Awareness]



Analyse their behaviour and competence in the core graduate skills that underpin successful performance in a professional workplace. This analysis will inform planned, purposive actions to enhance workplace effectiveness and build a portfolio of professional skills related to their career aspirations. [KO4-Core Professional Skills]



Analyse professional or occupational standards appropriate to their career aspiration to inform a professional development plan designed to extend their portfolio of skills, knowledge and experience related to their aspirations. [KO2 – Occupational Awareness]

Intended Skills Outcomes By end of this module, students will be able to: 

Apply techniques for structured reflection to generate learning from planned purposeful experiences, establish impact at the placement, and adopt new attitudes and behaviours to extend professional skills whilst also benefitting themselves and their placement. [Reflection]



Evaluate their performance in specific module graduate skills related to performance standards for their placement role. Apply new knowledge from relevant sources to enhance their effectiveness in specific aspects of their role. [Professional development]



Evaluate and select examples from a portfolio of planned purposeful experiences to illustrate improvement and impact in placement role and professional progression towards a graduate career of their choice. Successfully communicate professional competence in a way that reflects current graduate recruitment and selection practices [Articulation]



Create clearly structured and effective personal and professional development plans in relation to identified development needs (goals). The planned actions identified will improve performance in specific aspects of their placement role, benefit themselves in terms of progression towards their career aspirations, and benefit the placement organisation by contributing to the aims and objectives of a specific project or the organisation as a whole. [Professional development planning]

Key Dates

Semester One   

Timetabled teaching (workshops/seminars/lectures) will appear in your personal timetable Some dates are subject to change so please ensure you check your personal timetable and Blackboard before scheduled seminars and/or workshops.

Placement visits should be made between the beginning of October (after seminar 1) and the end of April.

Week commencing

Key Dates and Reminders Workshop/Seminar 1: Module Induction and Orientation (as per your personal timetable) To do:

30/09

 

Volunteering/LfW placement pathway to register/confirm placement details/preferences (if not done already) All Student Tutoring Route students to have provided tutoring placement preference information via Blackboard no later than 4 October 

14/10

 

11/11

18/11

 

All Learning from Work/ Volunteering route students to have registered placement details via Blackboard by 18 October* Student Tutors: check University email for placement information and arrange initial visit to placement

15/11 Final deadline: Placement Learning Agreement Form (upload to Blackboard) Booking for Assessment 1: PDP Professional Conversation opens (TBC) Student Tutors informed of Campus-based event allocation

To do: Book individual tutorial

02/12

 

1:1 tutorial appointments Arrange mid-year review meeting at your placement for before or shortly after the Christmas break

9/12

 

1:1 tutorial appointments Before Christmas break, conclude placement visits and ensure that you have arranged the date of your first visit for next term with your supervisor.

16/12-30/12

Newcastle University Christmas Vacation

06/01

13/01

No timetabled teaching Drop-in surgeries as needed  

University Exam Period Professional Conversation Assessment (PC1: PDP) (the advance submission to be uploaded via Blackboard no later than 48 working hours in advance of your booked assessment appointment).

 

20/01

University Exam Period Professional Conversation Assessment One (PC1: PDP) (the advance submission to be uploaded via Blackboard no later than 48 working hours in advance of your booked assessment appointment).

Semester Two Date

Events and Reminders 

Professional Conversation Assessment One (PC1: PDP) (the advance submission to be uploaded via Blackboard no later than 48 working hours in advance of your booked assessment appointment).



Book individual tutorial appointment



1:1 tutorial appointments: Preparation for Professional Conversation Assessments



1:1 tutorial appointments: Preparation for Professional Conversation Assessments



1:1 tutorial appointments: Preparation for Professional Conversation Assessments Bookings for Assessment 2 Professional Conversation 2: Significant Achievement open

27/01

02/03

09/03 16/03

23/03



30/03-20/04

Newcastle University Easter Holiday

27/04

 

04/05 4/5 -18/05

Drop in sessions for help with Professional Portfolio assessment (TBA) Schedule or confirm Placement ‘Exit Interview’ to review and agree with Supervisor content of Placement Performance Evaluation

Deadline: Monday 11th May- Placement Performance Evaluation and Record of Activities submission (via Blackboard) Assessment Two: Professional Conversation 2: Impact and Significant Achievement(advance portfolio to be submitted no later than 48 working hours in

advance of your booked assessment appointment) Notes:

Use this to make note of other key dates Initial Placement Meeting Mid-Placement Review Meeting Placement Exit Interview Individual Tutorial Appointment Semester 1 Individual Tutorial Appointment Semester 2 Assessment 1: PC1:PDP Assessment 2: PC2: Impact and Achievement Placement attendance schedule (Semester 1) Placement attendance schedule (Semester 2) Other key dates Other key dates

Notes:

Health and Safety Overview Your health and safety on placement Because you’re 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 placement organisation host 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 placement organisation?

• • • • • • • •

Appoint you with a supervisor Review the organisation’s Health and Safety (H&S) policy during your induction Hold insurance that covers you as an employee Ensure that 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 your 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 [last accessed 15 July 2019].

Looking After Yourself We do 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 be in 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, for whom Safeguarding is relevant. All 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. 3 To protect others and to protect you, Newcastle University and all placement organisations 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 the appropriate member of staff at your placement and to 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: Emma Reay, Emma.Reay@ncl.ac.uk, 0191 208 3484 or Anna Jenner, Anna.Jenner@ncl.ac.uk, 0191 208 6148.

Catherine Moat, Catherine.Moat@ncl.ac.uk, 0191 208 85527 Gemma Kirkbride, Gemma.Kirkbride@ncl.ac.uk, 0191 208 8855

3

http://www.nspcc.org.uk/ (safeguarding children); http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_126748 (safeguarding adults) [last accessed 18 September 2018].

Essential Documents Preparation for Placement Form Preparation for initial visit This document is designed to help you to consider the range of opportunities arising from this module and to help you consider:  Skills and knowledge you want to develop;  What you want to experience at and alongside your work with your placement organisation;  How you can contribute to the placement using all of your abilities and talents;  How this module will benefit your future career.

These ideas should then be discussed with your placement supervisor during your initial visit to help you explore and agree the activities and responsibilities that will be part of your role. You will then complete the Placement Learning Agreement Form (PLA), documenting your initial agreed learning objectives, and your placement role and responsibilities. We recognise too that these objectives may evolve over time or need to be renegotiated. This is fine, though you should keep a record of these changes and the reasons for them.

1) Use the space below to record your initial thoughts on what you would like to achieve from this module, what you hope to achieve whilst at your placement, and what you know about your career aspirations:

2) Prior to your initial visit you should also do some research into your placement to identify key policies and areas of 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, contact procedures if you are unwell).

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.

Use this extra space to record notes from this discussion and any other important practicalities at your placement:

Placement Learning Agreement Form Please complete both parts of this form with your work/placement supervisor. A copy of the completed form must be submitted following the instructions provided on Blackboard.

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 (Print): _____________________________________________ Supervisor Signature: _______________________________________________ Job Title: __________________________________________________________ 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 a personal record of the content agreed to aid your progress and to inform future review meetings.

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 core graduate skills in Planning and Organising, Communication, Team work and Problem-solving?

What development/further action or training is required to support progress towards these objectives? What resources are available in the placement organisation to facilitate this learning?

Student name: ____________________________ Signed: _____________________________________ Supervisor name: _________________________ Signed: ______________________________________ Date: ___________________________________ This form should be scanned and submitted via Blackboard emailed within seven days of starting your placement, and no later than the 30 November.

Failure to complete and return this document by the deadline may result in suspension or removal from the module.

Mid-Year Review Preparation Form You should arrange a mid-placement review meeting with your placement supervisor to discuss progress towards the agreed objectives recorded in your Placement Learning Agreement (PLA) using the points below as an agenda. You should also take a copy of the Placement Performance Evaluation and any other information or evidence you think might be helpful to inform the discussion.

Seminar content will give you more information on organising your mid-year review and asking for, receiving and acting on feedback appropriately. The skill audits in Blackboard Learning Resources will also help you to review your progress and plan your next steps.

1. Review your progress towards the professional development goals and learning objectives you have identified. Have these goals changed or evolved? How have the actions you have taken so far towards these goals benefitted you and your placement? What are your next steps and what is your timescale?

2. How have you demonstrated and developed your Graduate Skills of Planning and Organising, Communication, Teamwork and Problem Solving at your placement? (Use the descriptors in the module Graduate Skills Framework to help you bench mark your competence)

3. 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?

Exit Interview Preparation Form You should arrange an end-of-placement review meeting with your placement supervisor to discuss your progress on placement since your mid-year review meeting. You should take a copy of the placement performance evaluation criteria and any other information or evidence you think may be helpful. You must also ensure that your Record of Activities form totals no less than 70 hours and is signed by your placement supervisor ready for you to hand in at your final assessment.

Review your progress towards the personal goals you have been working towards throughout your placement. Have you achieved these? How has your work towards your personal goals benefitted both you and your placement?

How have you demonstrated and developed core competences in Planning and Organising, Communication, Teamwork, and Personal Enterprise through your work during your placement? Use the Graduate Skills framework and placement performance evaluation criteria to help you to think of specific examples.

How has your experience of your placement and the module developed or helped you progress your career aspirations/ambitions? What will you take forward form this experience and what are your next steps to achieving longer-term personal and professional goals?

Module Assessments Assessment one (30%) Professional Conversation 1: Personal/Professional Development Plan (PDP) The guidance and instructions provided below, along with the material covered in teaching and on Blackboard, have been designed to help you prepare for and perform effectively during this assessment.

What’s this assessment all about?

A professional conversation is a planned, in-depth dialogue. This first professional conversation consists of a 10-15 minute discussion with a module tutor focussing on your personal and professional development planning (PDP) for this module.

The discussion will be semi-formal and structured to encourage you to reflect on your analysis in relation to your development goals, discuss your plans for your time on placement, and explain how you expect this to affect your career ambitions. You will be asked questions responsive to what you say and what you have included in your written submission.

During a reflective conversation you are expected to critically analyse and evaluate what you say as well as describing it – that is to explain why you have chosen the areas you are focusing on rather than others that you considered, and to synthesise, or make meaningful links between, aspects of your practice at placement and your career ambitions. We will discuss this in more detail in workshops and tutorials in semester 1.

Why am I being assessed this way?

A professional conversation is not the same as a formal recruitment interview. This assessment format is based on the type of performance and development discussion you might have with a manager or other supervising professional in a work environment to agree and prioritise your development objectives and plans.

Instructions For this assessment (both Parts One and Two) you will produce and discuss a professional development goal you have set to address a priority development need and your plans to achieve or progress towards that goal.

Part One: In advance of your booked conversation you must submit a written document using the template provided in Blackboard (not to exceed 500 words). This will summarise the main points you will discuss in advance of your booked conversation and is designed to help both you and your tutor prepare for the assessment.

A range of appointment slots will be available at the end of semester 1 so that you will have the opportunity to book onto one that fits with your timetable. Your written submission must be submitted via Blackboard no later than 2 full working days before your booked conversation appointment.

Part Two: The written submission will form the basis for a 10-15 minute conversation exploring the rationale and analysis behind your PDP. During this dialogue you will be responsible for structuring and

leading the conversation, speaking to and elaborating upon the key points below and responding effectively to questions.

Across both parts of the assessment the professional development plan will: 

Demonstrate analysis of your current behaviours, skills and competencies in relation to those required to perform effectively in a professional placement setting; Demonstrate analysis of your own current behaviours, skills and competencies in relation of those required to perform effectively in a future career; Demonstrate analysis in establishing the rationale for prioritising a clearly challenging and significant development need; Be informed by appropriate understanding of relevant professional and occupational standards demonstrating occupational and professional awareness; Explain how your planned actions are informed by self-directed learning and further appropriate research in relation to specific elements of effective and professional performance in a workplace setting; Discuss a specific and clearly structured sequence of planned actions demonstrating robust application of appropriate action planning methods; Consider how these actions will affect your placement and contribute to your professional development.

   

 

The written and verbal components of the professional development conversation contribute 30% to the overall module mark and will be assessed as a whole in relation to the assessment rubric and marking criteria provided via Blackboard.

This assignment relates to the following module learning outcomes:  Know how to examine the relationship between your placement role and the placement’s aims and objectives to establish how your role fits in the organisation as a whole and to appraise your performance in this role and plan for professional development. (KO1Placement awareness) 

Know how to analyse professional or occupational standards appropriate to your career aspirations. Use this to inform a professional development plan designed to extend your portfolio of skills, knowledge and experience related to your aspirations. (KO2-Occupational awareness)



Apply techniques for structured reflection to generate learning from planned purposeful experiences, establish impact at the placement, and adopt new attitudes and behaviours to extend professional skills benefitting yourself and your placement. (SO1-Reflection)



Evaluate your performance in specific module graduate skills related to performance standards for your placement role. Apply new knowledge from relevant sources to enhance your effectiveness in specific aspects of your role. (SO2-Professional development)

PC1:PDP Criteria Criterion

Description

How to fulfil this

1

You will show you understand the requirements of your placement role, and how your role fits into your placement organisation and the wider sector of which it is part.

By referring to specific duties you will be undertaking, the skills, attributes and/or knowledge needed to carry these out, and some of the aims, objectives, policies and/or aspects of practice for your placement and the wider sector which shape what you do at placement.

You could refer to a job or role description for your or similar roles, your placement handbook, training or guidance you have received, sector guidelines from external reports (e.g. OFSTED, government white papers, industry standards).

2

You will discuss your career ambitions, including how you plan to progress after graduation, and the requirements for these.

3

You will consider your strengths and weaknesses to establish personal development needs.

By identifying specific skills, attributes, knowledge and/or experience required to achieve your ambitions.

You could refer to person specifications or core competencies for an employer or graduate scheme you have applied to, or which appeals to you.

By considering the results of skills audits and other diagnostic or self-awareness tools to establish your strengths, weaknesses, and personal development needs.

By making links between aspects of self-awareness and some of the skills and/or attributes required for your placement role and career ambitions to establish personal goals.

4

You will show how your discussion of your placement role and career ambitions has been informed by professional or occupational standards.

By referring to specific occupational or professional standards related to your placement role and career ambitions, to demonstrate your understanding of what effective performance and professional practice in these roles looks like.

5

You will identify how your plans will have positive impact or contribute to your placement organisation.

By explaining how your project will develop skills and/or attributes related to leadership and address some of your development needs, whilst making a significant contribution to your placement.

By describing how you presented your project to your supervisor and/or others at placement and gained their support to carry this out.

6

You discuss your planned actions to achieve your project or other goals, considering some of the factors which may help or hinder you.

You will perform effectively and professionally during your professional conversation.

By discussing how you have used tools such as SWOT analysis and/or SMART planning to choose and plan appropriate courses of action to progress towards your goal/s.

7

By demonstrating familiarity with these marking criteria, responding fully to questions to provide further depth, reasoning and rationale for the areas you have chosen to focus upon, and engaging with your tutor using positive and open body language to convey confidence and build rapport.

Assessment Two (30%) Professional Conversation 2: Significant Achievement and Contribution to Placement What’s this assessment all about?

This assessment is an opportunity for you to present and discuss evidence of your progress towards your personal professional development goals and your achievement and impact at your placement. This assessment has two components: an advance portfolio submission and a 15 minute professional conversation based on and developing the evidence provided in the portfolio. This guidance along with material covered in teaching and in the criteria provided in Blackboard, have been designed to help you to perform effectively in this assessment.

Instructions Part one: Advance Video Portfolio Submission For this component you will prepare and submit evidence demonstrating how you have developed core skills and attributes relevant to a future professional role. This should be supported with reference to relevant sources of information about professional or occupational standards, and illustrated with specific examples of achievement and impact.

Your portfolio will be presented as a PowerPoint video with pre-recorded voiceover narration. Your presentation should include no more than 20 slides and last no longer than 5 minutes. Any text included in the PowerPoint video must not exceed 750 words in total. This must be submitted via Blackboard no later than 2 working days in advance of the date of your scheduled conversation appointment.

Within these parameters you may include evidence using a variety of formats, including images, photos, charts, diagrams, infographics, screenshots, a short embedded video of no longer than three minutes or other artefacts evidencing effective performance or impact (e.g., lesson plan, sales figures, social media/marketing materials or plan, client, supervisor or other testimonials, etc.)

What shall I address in my Video Portfolio?   

A reflective account of how you have progressed towards your goals and addressed some of your personal development needs through your placement; Evidence of the impact and/or improvements you have brought for your placement organisation through your work there; An action plan for what you will do in the future to achieve your career ambitions after graduation.

Part two: Professional Conversation The advance portfolio submission will form the basis for a professional conversation of no more than 15 minutes with a module tutor. You will be asked to discuss your most significant achievement(s) whilst at your placement organisation and how this relates to your career development and/or progression. Within this dialogue you will be expected to explain:     

How the achievement was related to a significant challenge for you; The specific and purposeful actions you took to produce your achievement; How the skills and/or attributes evidenced in those actions relate to relevant professional standards; How these actions made a positive contribution to your placement organisation; And, what you have learned through the process.

As with the first assessment, during this dialogue you will be responsible for structuring and leading the conversation, speaking to and elaborating upon the key points above and responding effectively to questions.

A range of appointment slots for this conversation will be available towards the end of semester 2 so that students will have the opportunity to book onto one that fits with their timetable.

The advance video and verbal components of the professional development conversation contribute 30% to the overall module mark and will be assessed as a whole in relation to the assessment rubric and marking criteria provided via Blackboard.

This assignment relates to the following module learning outcomes: 

Evaluate and select examples from a portfolio of planned, purposeful experiences to illustrate improvement and impact in your placement role and professional progression towards a graduate career of your choice. Successfully communicate competence in a way that reflects current graduate recruitment and selection practices. (SO3 Articulation)



Evaluate your performance in specific module graduate skills related to performance standards for your placement role. Apply new knowledge from relevant sources to enhance your effectiveness in specific aspects of your role. (SO2-Professional development)



Know how to examine the relationship between your placement role and the placement’s aims and objectives to establish how the value of your role and the impact of your contribution. (KO1Placement awareness)

PC2: Significant Achievement and Impact Criteria

Criterion

Description

You can fulfil this by

1

You will explain why your achievement was significant in relation to enhancing your performance and contributing towards the aims of your placement organisation.

Relating how you analysed your own strengths and weaknesses in core professional skills in relation to those required for your role; demonstrating how your role relates to organisational aims and objectives; supporting the discussion with reference to relevant sources of information.

2

Relating how you analysed your own strengths and weaknesses in core professional skills in relation to those required for possible future You will identify and elaborate on a significant achievement that followed careers; demonstrating how your development relates to professional or occupational from effective planned, purposeful standards; explaining why this achievement was action whilst at your placement explaining why this was significant for challenging based on your analysis of your specific strengths and weaknesses; supporting you. the discussion with reference to relevant sources of information.

Discussing specific actions that illustrate effective behaviours (e.g., in relation to the types of behavioural descriptors provided in skill audits or other module resources); explaining how and why these actions and behavioural approaches were informed by new learning (i.e., self-directed research or observation).

By including evidence of the impact of your actions.

You could refer to feedback or comments from your supervisor, other colleagues or customers/service users/pupils you have worked with (qualitative evidence). You could include figures or data to show improvements you have brought (quantitative evidence - you may wish to present this using graphs, infographics or similar).

By discussing your career ambitions, including analysis of your plans for professional progression after graduation; By discussing your planned next steps in your career thinking and how these have been informed by your learning and development. These next steps could include but are not limited to: early career professional development, additional training or qualifications, paid or voluntary experience, making connections with others in the sector.

You should support the discussion with reference to relevant sources of information (e.g., job descriptions, professional standards and/or conversations with professionals working in the field).

3

The discussion will demonstrate specific evidence of competence in a core professional graduate skill including acquisition and application of new knowledge

4

You will support your discussion with clear evidence and analysis of impact for the placement organisation.

5

You will support your discussion with clear evidence and analysis of impact for your own professional development and learning.

6

Your advance professional portfolio will be well-presented and, free of grammatical, spelling and other errors, providing a well-organised overview of your experience with impact.

By adhering to the guidelines for format (above), by using technology, language, layout and visuals creatively to add impact and meaning, and by showing attention to detail by using written and/or spoken English effectively throughout.

You will perform effectively and professionally during your professional conversation.

By demonstrating familiarity with these marking criteria, responding fully to questions to provide further depth, reasoning and rationale for the areas you have chosen to focus upon, and engaging with your tutor using positive and open body language to convey confidence and build rapport.

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Assessment Three Placement Performance Evaluation (30%) Student Name: __________________________________ Student ID: ____________________ Placement Name: ________________________________ Module Code: NCL8007 Supervisor Name: _______________________________ 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 student’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 placement 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

Enterprise

improve 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 student’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) Planning and Organising

Indicators of Unsatisfactory competence include:

 Not setting personal goals;

Indicators of Weak competence include inconsistent and/or ineffective use of skills resulting in:

To demonstrate Good competence the student will have:

 Setting personal goals that  Set and communicated personal goals; are unrealistic in relation to personal strengths and  Planned actions; weaknesses;

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

 Set challenging personal goals;

Set targets, plan actions and  Planned SMART actions: Specific, manage time and resources  Frequently not Measurable, Achievable effectively to achieve (considering placement policies and following instructions; personal and placement practice), Realistic (considering own  Setting personal goals that  Managed time and resources to improve own performance  Not learning from goals. strengths/weaknesses), Time are not achievable in and contribute to placement feedback; bound; relation to placement Goal setting and action goals. policies and practice.  Poor time and planning will inform  Recorded and reflected on resource management. development of the other progress.

Graduate Skills.

Communication Use speech, writing, nonverbal methods and technology to present and exchange opinions, ideas and information effectively.

Teamwork Build effective working relationships and collaborate with other people.

Personal Enterprise Use problem solving to respond to opportunities to improve own performance and work processes.

 Frequently not engaging in appropriate communication;

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

 Not listening.

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

 Frequently opting out of teamworking activities;

 Not building and maintaining working relationships;

 Agreed their role and responsibilities with supervisor and colleagues;

 Acting in ways that adversely affect the team.

 Making a limited contribution to achieving team goals.

 Formed working relationships across teams;

 Not actively seeking opportunities;

 Not identifying opportunities or problems that are relevant to role;

 Identified some problems and opportunities;

 Not anticipating problems;  Avoiding challenges.

 Not generating ideas to solve problems.

 Contributed to achieving team goals.

 Generated and shared solutions to some problems for themselves or their team.

 Used a range of appropriate communication methods;  Met the needs of different audiences;

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.

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

 Actively listened to others.

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

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

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

If you are a placement supervisor with any queries regarding this process please contact us via: csmodules@ncl.ac.uk

Assessment four (10%) Module Engagement: Preparation and Consolidation Tasks 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.

These tasks may include completion of module skills audits or psychometric style self-assessments, brief quizzes to assess understanding of introductory reading, or completion and submission of brief tasks.

Many, though possibly not all of these, will be scored on a pass/fail or complete/incomplete basis to achieve points towards this assessment component. The mark for this component will be awarded as a percentage based on the number of engagement points earned divided by the total engagement points possible.

The scheduled tasks will be announced in teaching sessions and full details will be provided via Blackboard. You can use the form below to keep a record of your progress.

Task

Value/Points

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Date Submitted

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.

The 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 and tutors do not have the discretion to grant extensions. These can only be approved by your academic school in line with their policy and practice. If you are aware in advance of 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 studentâ&#x20AC;&#x2122;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 otherâ&#x20AC;&#x2122;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 â&#x20AC;&#x2DC;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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Individual and/or Small Group Tutorial Preparation Guidance In advance of the Professional Conversation Assessments you will be expected to book and attend an individual tutorial meeting to review your progress, discuss you plans for your assessment and to address any questions you might have about material covered thus far.

To help you prepare for group and individual tutorials, please consider the following in advance. There will also be tasks available on Blackboard to complete prior to attendance to maximise your input and gain from the sessions.

Before…

• • • •

What do you want to get from the tutorial? Jot down any questions you might have or topics you would like advice on What do you want to gain from taking this module?

Think about how you are approaching the PDP. Do you have questions about how to complete it?

Are there things you might ask other students in the group?

After…

• • •

What actions do you need to take away from the meeting?

What do you need to do next?

Do you need to plan any other meetings/tutorials?

Semester 1 Tutorial: __________________________ (date and time) Preparation Notes (before):

Specific Questions:

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Key Learning and Action Points that you have taken from the tutorial:

Semester 2 Tutorial: __________________________ (date and time) Preparation Notes (before):

Specific Questions:

Key Learning Points and Action (after):

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Record of Activities Form Student Name

Module Code

Placement Name

Ncl8007 Use this form to record your hours spent on placement.

Your placement hours 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 a minimum of 70 placement hours across the academic year, normally completing at least 35 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

34

Signed (by supervisor or immediate manager)

Hours

Running total of Hours

Date

Start Time

End Time

Description â&#x20AC;&#x201C; brief details about what you did

35

Signed (by Hours supervisor or immediate manager

Running total of Hours

Date

Start Time

End Time

Description â&#x20AC;&#x201C; brief details about what you did

Signed (by Hours supervisor or immediate manager

Running total of Hours

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

Total number of hours completed on placement: 70 hours minimum

The countersignature column must be signed or initialled by your supervisor or immediate manager. The form should then be scanned and submitted (uploaded) via the Required Documentation Submission point in the Essential Documents folder in Blackboard no later than 11 May 2020.

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NOTES

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Careers Service, Kingâ&#x20AC;&#x2122;s Gate, Newcastle University, NE1 7RU T 0191 208 7748

Email csmodules@ncl.ac.uk 38

Web: ncl.ac.uk/careers