NCL3008 : Advanced Career Development module
- Offered for Year: 2019/20
- Module Leader(s): Miss Gayle Leach
- Lecturer: Dr Jessica Jung
- Owning School: Careers Service
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
To develop students’ self-awareness and the ability to self-manage, proactively interact and ethically apply knowledge and skills in a work-related context.
The Career Development module offers students the opportunity to undertake work-related learning in a variety of environments, both on and off the University campus. Through engagement with the module, students will learn about themselves, enhancing their employability (see http://www.ncl.ac.uk/careers/modules/cdm/) and personal enterprise skills as well as contributing towards meeting the aims of the host organisation.
Outline Of Syllabus
Introduction and overview – identifying and sharing career plans and aspirations, introduction of portfolio format and how to use, review of structured reflection techniques
What is leadership? Introducing and exploring graduate skills and attributes relating to leadership including: negotiation and persuasion, delegation, personal impact, planning and organising etc [Graduate skills 1]
Resilience, growth mindset and how we respond to challenges, how can we build on our strengths to become more resilient (with links to resilience as an aspect of effective leadership). [Self-awareness 1]
Professional communication skills: ‘managing up’, professional/difficult conversations, further exploration of negotiating and influencing approaches and techniques [Graduate skills 2]
Small group tutorial: Goal setting, identifying graduate skills and professional standards to work towards at placement this year
Occupational and Global Awareness – how to develop these attributes in order to enhance your performance at placement and in your future career
Making an impact – presentation skills and personal branding [Graduate Skills 3]
Assessment 1 preparation – portfolio completion and professional conversation format/how to prepare
Small Group tutorial: Practise for assessment 1 (Professional Conversation)
Weeks 10 and 11, Exam weeks 1 and 2: Assessment (Professional Conversation – students to choose whether they wish to complete this before or after Christmas through booking into a chosen timeslot).
Networking to Further your Career – including face-to-face and online networking
Employer/alumni led (panel) session – including graduates who are a. 3-5 years into their careers and can discuss how they used some of the attributes and techniques discussed to make an impact and progress within their chosen fields.
Emotional Intelligence – understanding yourself and your strengths, how to develop all aspects of your EI [Self-awareness 2]
Assessment preparation – portfolio and supervisor evaluation components
Small Group tutorial: Preparing for final assessments (portfolio and supervisor evaluation)
One-to-one tutorials to discuss progress and preparation for final assessments with module tutor
Drop in clinic for support with final assessments (module tutor led)
|Guided Independent Study||Assessment preparation and completion||1||34:30||34:30||Student support - email, drop in and additional tutorials|
|Placement/Study Abroad||Employer-based learning||1||70:00||70:00||Direct engagement with placement|
|Scheduled Learning And Teaching Activities||Small group teaching||1||0:30||0:30||One-to-one tutorial|
|Scheduled Learning And Teaching Activities||Small group teaching||2||1:00||2:00||Small group tutorials|
|Scheduled Learning And Teaching Activities||Workshops||11||1:00||11:00||Core workshops for the module|
|Guided Independent Study||Reflective learning activity||1||24:00||24:00||Maintain a reflective log|
|Guided Independent Study||Independent study||1||58:00||58:00||Blackboard pre- and post- workshop tasks and secondary research|
Teaching Rationale And Relationship
Overall, the teaching programme provides a framework for students to build on their existing knowledge of how to effectively plan for and develop their careers, explore skills and attributes related to leadership and set personal goals to develop such qualities through their placement experience, and further develop their self-awareness, resilience, and personal impact.
Workshops and group tutorials will enable students to analyse their current skillset and how this relates to both their work placement and future career ambitions, with a focus on how to make a positive impression and make the most of opportunities during their first few years in employment/further study after graduation. Topics will include emotional intelligence, resilience and personal branding.
Workshops and pre-tasks on Blackboard will prepare students for their placement experience and aid the development of personal goals which will focus on taking their graduate skills development further by focusing on skills and attributes which relate to leadership. Students will decide on the specific skills and/or attributes they wish to focus on based on their development needs and career plans, and will discuss their personal goals in these areas as part of the first module assessment.
The majority of module workshops include group work as part of ‘Action Learning Sets’ which will allow students to share and discuss their goals, strengths and weaknesses, and progress at their placements and towards their career ambitions with a small group of their peers. The use of Action Learning Sets is intended to encourage students to consider and articulate their own goals, ambitions and action plans as well as to support others to develop themselves through listening, questioning and challenging where appropriate.
Small group tutorials allow students to further reflect upon their goals, ambitions and progress with direct input and feedback from their module tutor, and also allow the sharing of plans and ideas to be included in module assessments.
One-to-one tutorials (in semester 2) allow students to review their progress with their module tutor in a similar format to the assessed ‘professional conversation’ they will undertake at the end of semester 1, and also aid preparation for the final two assessment components (the portfolio and supervisor evaluation form).
Self-directed learning resources and pre- and post- session tasks (via Blackboard) will introduce students to theories relating to leadership; professional behaviours; career management; and personal and professional development. Students will be set small tasks to carry out in-between workshops to enable encourage reflection upon and application of theories, such tasks will form the basis of discussion the workshops.
The work placement (minimum 70 hours) which students undertake as part of the module provides the context within which they are expected to practice experiential learning through reflection, critical analysis and continuous improvement.
The aims of the module are drawn from the Newcastle University Graduate Skills Framework and informed by current graduate employer intelligence. The skills outcomes aim to equip students with the ability to articulate how they have developed and learned from practical work experience to make them more employable. Students will achieve the learning outcomes for the module through full engagement with the activities above and a commitment to their own development.
The format of resits will be determined by the Board of Examiners
|Prof skill assessmnt||1||M||30||Professional conversation|
|Portfolio||2||M||30||Final portfolio submission|
|Prof skill assessmnt||1||A||30||Evaluation of student competence by host organisation supervisor and others|
|Written exercise||1||M||10||Students will be set a series of short tasks to assess understanding of theories and concepts prior to workshop teaching.|
Assessment Rationale And Relationship
The first module assessment (Professional skills assessment 1) focuses on goal-setting, self-awareness and career knowledge. Through a 10-15 minute ‘professional conversation’ in semester 1 with a module tutor students share the personal goals they have set for their placements, the graduate skills and attributes they have decided to focus on developing, and the professional standards they have identified to work towards. They will also be expected to articulate and unpack their rationale for choosing these skills, attributes and goals, demonstrating occupational awareness in relation to both their placement organisation and their career ambitions, as well as self-awareness through discussing their existing strengths and weaknesses and how their personal goals for this module will help them to develop these. The professional conversation also provides an opportunity to demonstrate application of some of the theories introduced during semester 1, including in relation to developing effective leadership, resilience and personal impact. Student time spent on preparation and delivery of this task is roughly equivalent to a written task of 1500 words.
The portfolio assessment is submitted in semester 2. This will require students to present evidence of their progress towards and achievement in relation to the personal goals, graduate skills and professional standards they have identified in semester 1 and presented during their professional conversation. The portfolio is an opportunity for students to reflect on their progress during the module and demonstrate their application of relevant theories to develop their leadership ability. Student time spent on preparation and delivery of this task is roughly equivalent to a written task of 1500 words.
Professional skills assessment 2 will take the form of an evaluation by their placement supervisor of student performance in relation to their identified goals, competencies and development needs in the workplace. . Student time spent on preparing and discussing skills competence for this task is roughly equivalent to a written task of 2000 words.
There will be a series of short online tasks for students to complete between seminars to assess their understanding of theories and concepts to ensure seminars are practice focused. The overall completion of these tasks is equivalent to writing 500 words or less as will come in the form of e.g. answering multiple choice questions.