⦁ Introduction to the Module
This is the first part of a 60 credit Work-based Learning strand, to explore the relationships between the world of work and the academic discipline, and to apply the learning so far in a work based setting, through a negotiated project. This module undertakes the preparatory work for the project, with a strong emphasis on the project proposal. You will undertake the project in the second year module Work Based Project.
The work environment provides a rich setting for exploration and discovery of a range of knowledge, skills and understanding. Three strands formulate an integrated approach to work based learning:
⦁ Learning about work: relates to further developing the learners’ knowledge and understanding of the workplace as a learning environment
⦁ Learning through work: examines the acquisition of practical skills through current employment, and allows the opportunity for the learning in the previous modules to be applied in the work context.
⦁ Learning for work: the learners’ knowledge and skills are developed in a way that is directly relevant to the workplace.
You will develop employability skills, reflective practice, and problem solving, both individually and in groups. A key focus of this module is the consideration of the links between theory and practice, and your introduction to business research skills.
Working individually or in pairs, a specific project will be identified, agreed between the employer/client organisation, yourself, and the University-based project supervisor, for completion in the year 2 Work Based project module. A proposal must then be negotiated to allow you to meet the learning outcomes of the module. You will be expected to demonstrate information gathering, examination and application skills at a level appropriate to a first year foundation degree. You will also be expected to reflect on your 2 work practice, critically appraise your own performance and report on your experience of work based learning, by continuing the reflective journey from the module Understanding Work Based Learning and the Sector.
The module will be assessed by a structured reflection that critically considers your employability and career planning skills; a written project proposal; and a reflective account of the presentation of the proposal to critical peers. The reflective account will evaluate the proposal in light of this review process.
During this module you will be using three different versions of the project proposal template in order to support you with completion of the module. These are:
⦁ The initiating draft – to be used in conjunction with activities during topics 1 to 3 and submitted as an appendix to assignment 1.
⦁ The consolidating draft – to be used in conjunction with activities during topics 4 to 6 and submitted by email for formative feedback.
⦁ The final version of the project proposal – to be used in conjunction with activities during topics 7 and 8 and to be submitted as assignment 2
⦁ 2.1 Student Responsibilities
It is your responsibility to negotiate an appropriate work based project within your organisation. This project will be completed in year 2, but the preparation for this project work is undertaken in this double trimester module. It is strongly recommended that you start discussions with your employer, line manager and mentor at the earliest possible stage. This will ensure you identify a project that meets the requirements of the course, and most importantly, fits with current business priorities.
You will start this module by identifying what you hope to gain from the project and how this links with your career planning and employability, and take these ideas into the development of a project proposal. You will present this to an appropriate audience within your workplace, and critically evaluate their feedback, adjusting the proposal accordingly, ready for implementation in 5th January 2015.
2.2 Employer Responsibilities
Our previous experience of work based projects would identify that it is extremely beneficial if the employer can identify strategic business priorities for work based projects, enabling students to undertake a piece of project work that they can demonstrate to their peers has added value to their organisation, as a result of their study on this course. To help, the following are some examples that have been provided from previous employers:
⦁ Sales: product offering (breadth and depth of stocks); e-commerce offerings; competitive differentiators
⦁ Margin: Can we better link sell? What can we do with our stock to improve margin?
⦁ Customer Service: What value do our customers place on service?
⦁ Efficiency: How can we promote a continuous improvement culture in the business?
Logistics/Distribution – value of centralisation?
⦁ People – Are we ready for IiP? How can our Induction processes be improved to retain staff?
3. Intended Learning Outcomes
The University modules are taught on the basis of intended learning outcomes and that, on successful completion of the module, students will be expected to be able to demonstrate they have met those outcomes.
On successful completion of this module the student will be expected to be able to:
⦁ Analyse the relationship between theoretical perspectives and work-based practice.
⦁ Examine employability and career planning, including professional and/or occupational standards, relating to own specific practice.
⦁ Develop appropriate research skills to inform the creation of a project proposal.
⦁ Examine their personal abilities, behaviours and professional development in a work-based context.
4. Outline Delivery
The delivery of this module will be dictated by the method in which you are studying, e.g. face to face (as part of the blended pathway) or distance learning through the VLE. Either way, you will broadly cover the following topics:
⦁ Introduction to the module
⦁ Choosing a project topic
⦁ Employability
⦁ Learning in the workplace
⦁ Reflective Practice
⦁ Individual & Team problem solving
⦁ Problem Solving using data
⦁ Practical skills in the workplace
⦁ Writing Aims and Objectives
⦁ Business Research Skills
⦁ Applying theory to the workplace
⦁ Writing a project proposal
If you are a distance learning student, you will be advised by your online tutor, what topics and e-tivities you should undertake each week in order to meet the demands of the module.
Face to face students will gain a teaching schedule from their tutor, identifying what topics they will be studying at each of their workshops.
4.1 Attendance Requirements
Weekly contribution to the VLE, reading the topic material and contributing to the group e-tivity, is the best way to succeed on this module. It is easy to be left behind with the material, if you do not self manage your study time effectively, and there are numerous components to this module assessment, that requires your careful planning.
5. Assessment
There are 3 pieces of written assessment to be submitted for this module, along with numerous dates for you to plan into your study time.
⦁ 1500 words Critical Evaluation of employability and career planning activities, which addresses learning outcomes 1,2 and 4. (Worth 20% of overall module).
Firstly, you should identify a framework of skills, knowledge and competencies you can assess yourself against, to identify which areas you plan to personally develop through this coming project implementation. This framework should explicitly identify occupational and/or national standards of performance for managers – this may take the form of an existing managerial competency framework in your organisation, or you may choose to use an example from your professional body, such as the Chartered Management Institute. A combination of employer competency frameworks and professional standards would also be a sensible consideration.
Once you have identified what managerial skills etc you wish to develop, you should identify what support you will need to achieve these, and also plan an achievable timeframe by which to access such support.
The above may be presented in the form of a table.
The majority of your 1500 words should critically discuss 2 areas; firstly, your personal learning aims and objectives for completing your project, and these should be evidenced by workplace examples, such as appraisal priorities for development, peer review, mentor discussions etc. Secondly, how the development of such personal learning will contribute to your future employability and career planning. It is expected this will take a strong reflective approach to the writing, and as such personal writing, can thus be written in the first person.
IN ADDITION, YOU MUST SUBMIT THE INITIATING DRAFT OF THE PROJECT PROPOSAL.
⦁ 3000 words project proposal (Assignment 2), using the headings that are set out in the appendix to this module guide, outlining the topic of the project, as agreed with the employer and university.
This addresses all the learning outcomes. This piece of assessment has the opportunity for formative feedback from both the university and the workplace. (Formative feedback – a chance for feedback on your early ideas, and you have the chance to update the proposal before final submission and marking as a result of this).
You should also convene an appropriate workplace audience to deliver your presentation proposal to, for agreement, and sign-off from the business – this presentation MUST be delivered in time to meet the proposal hand in, allowing time for you to reflect on the feedback and adjust your proposal accordingly.
The final draft of your proposal should be submitted formally 5th January 2016 by 2pm.
See the attached template for the project proposal (Appendix 1). It should be handed in fully completed with all the necessary signatures by the above deadline.
3. 1000 words of reflective evaluation (Assignment 3) that evaluates the project proposal after presentation to employer, consideration by university tutor and the receipt of critical peer feedback. Due 5th January 2016 (worth 20% of overall module mark).
This piece of writing should identify the changes that have been made to the project proposal, as a result of the review processes with the university and workplace audience. It should identify questions that have been asked and suitable responses, and demonstrate a strong commitment to achieving the project, and being ready for the 5th January 2016 implementation.
It should also reflect upon the early progress being made towards the personal learning aims and objectives identified in the first piece of assessment. This may take the form of resubmitting the framework table, with updates.
Marking Guide
Assessment 1 – 1500 words of critical evaluation of employability and career planning in relation to project topic choice
Criteria Percentage mark
Framework of skills, knowledge and competencies
⦁ Appropriate development of a framework (table) of skills, knowledge and competencies that could be developed through work place learning opportunities (project work)
⦁ Clear links with managerial skills, knowledge, and competencies development appropriate to your industry, professional body, organisational expectations
⦁ Self assessment against the framework, to identify strengths and areas for development
⦁ Evidence of own initiative to and applicability to framework development 40
Personal Learning Aims and Objectives
⦁ Evidence of what you personally hope to achieve as a result of the project
⦁ Supported by evidence from appraisal objectives, links with the above self analysis, peer review, mentor and line manager discussions
⦁ Identification of support needed to achieve this, and appropriate action plan including timescales on how this support will be accessed
⦁ Evidence of resource implications and access to key stakeholders to investigate project choice 30
Evidence of future employability and career planning
⦁ Ability to apply understanding of your personal learning needs to the project topic areas being considered
⦁ Evidence that critical thinking over the project choice has been applied
⦁ Critical discussion of how the above learning aims and objectives will enhance employability and career progression
⦁ Application to organisational/industry setting
⦁ Evidence of reflective writing skills 30
Specific assessment criteria
70% +
Framework for analysis stated extremely clearly with a comprehensive overview of the relevant skills, knowledge and competencies required. Full and insightful evaluation of, knowledge, skills and competencies, including use of external sources to identify development priorities through project work. Full and insightful review of the extent professional bodies and industry standards play in developing managerial competence. Excellent personal learning aims and objectives, with a thorough plan to achieve these including a critical discussion of the support and resource implications which is easy to follow and very persuasive. Critical discussion linking personal learning with project choice. Evidence of substantial reflection throughout the work. Extensive range of data sources/literature used with a high standard of citation and listing. Written expression is excellent resulting in a credible assignment which is well-structured and demonstrates clarity of thought.
60 – 69%
Framework for analysis stated clearly with a good overview of the relevant skills, knowledge and competencies required. Good evaluation of knowledge, skills and competencies, including use of external sources to identify development priorities through project work. Good review of the extent professional bodies and industry standards play in developing managerial competence. Very good identification of personal learning aims and objectives, with a thorough plan to achieve these including a good discussion of the support and resource implications, which is easy to follow and credible. Strong discussion linking personal learning with project choice Evidence of a good reflective approach throughout the work. Wide range of data sources/literature used with consistent citation and listing to a good standard. Written expression is good resulting in an assignment which is clear and well-structured.
50 – 59%
Framework stated clearly with a sound overview of the relevant skills, knowledge and competencies required. Sound evaluation of knowledge, skills and competencies, including competent use of external sources to identify development priorities through project work. Sound review of the extent professional bodies and industry standards play in developing managerial competence. Reasoned discussion linking personal learning with project choice Evidence of a reflective approach throughout the work. Satisfactory learning aims and objectives, with a reasonable plan for achievement. A sufficient range of data sources/literature used with citation and listing to a satisfactory standard. Written expression is satisfactory.
40 – 49%
Framework created with a satisfactory overview of the relevant skills, knowledge and competencies required. Fair evaluation of knowledge, skills and competencies, including satisfactory use of external sources to identify development priorities through project work. Fair review of the extent professional standards and industry standards can be applied to managerial competence. Satisfactory discussion linking personal learning with project choice Evidence of a reflective approach. Fair learning aims and objectives which are relatively clearly structured. A reasonably satisfactory range of data sources/literature used with acceptable citation and listing but with some minor errors. Written expression is satisfactory, but there are weaknesses in the presentation.
Fail – 39% and below
Lack of clarity regarding framework and self analysis. Limited identification of skills/knowledge/competencies required. Weak evaluation of knowledge, skills and competencies, with minimal use of external sources to identify development priorities. Weak review of the extent professional standards and industry standards can support managerial competence. Limited discussion linking personal learning with project choice Limited evidence of a reflective approach being undertaken. Ineffective plan for personal learning aims and objectives which is poorly structured. Extremely limited range of data sources/literature used with weak citation and listing. Overall the task is poorly presented and argued and does not achieve an adequate standard.
Assessment 2 – 3000 word Project Proposal (Appendix 1)
Criteria Percentage mark
Background to the project
⦁ Detailed company background for context of project
⦁ Explanation of how project has been identified
⦁ Evidence of a clear issue/problem identified to be researched for the project
⦁ Analysis of benefits to the business to be realised from the project 20
Project Aims and Objectives
⦁ Evidence of what you hope the project to achieve
⦁ A clear aim for the project is identified
⦁ The aim is broken down into manageable SMART objectives 20
Overview of solution
⦁ Complete understanding of the project approach is identified
⦁ Appropriate milestones for the project are identified
⦁ Clear timeframes are presented in a GANTT chart or equivalent 20
Research Approach
⦁ Clear identification of the data that will be collected to inform the project
⦁ Methods for data collection presented
⦁ Research of relevant theoretical concepts and models that will be used to inform the project
⦁ Bibliography list evidences a good literature scan has been started
Specific assessment criteria
70% +
Extensive knowledge and understanding of the project proposal is evident. A deep level of critical analysis of the problem and suggested solution is demonstrated. Evidence of a high level of critical thought around timeframes and project milestones. Data Collection Methods and Theory have been integrated into the proposal convincingly. An excellent bibliography is presented.
60 – 69%
Very good knowledge and understanding of the project proposal is evident. A good level of critical analysis of the problem and suggested solution is demonstrated. Evidence of a high level of thought around timeframes and project milestones. Data Collection Methods and Theory have been integrated into the proposal. A strong bibliography is presented.
50 – 59%
Sound knowledge and understanding of the project proposal is evident. The problem and suggested solution is demonstrated, with timeframes and project milestones. Data Collection Methods and Theory have been considered and an outline bibliography identifies key concepts.
40 – 49%
Some knowledge and understanding of the project proposal is evident, but there are gaps in explanation. The problem and suggested solution is demonstrated, with timeframes and project milestones, but not all the key data is included. Data Collection Methods and Theory have are satisfactory and a satisfactory bibliography is presented
Fail – 39% and below
Very limited knowledge and understanding of the project proposal is evident, there are gaps in explanation, an the proposal is unrealistic at this stage. The problem and suggested solution is demonstrated, with timeframes and project milestones, but not all the key data is included. Data Collection Methods and Theory have are satisfactory and a satisfactory bibliography is presented
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