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Session: 2022/23
Last modified: 13/04/2022 11:00:48
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Title of Module: Supporting Professional Development |
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Code: EDUC10034 |
SCQF Level: 10
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | N
Allan |
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| Summary of Module |
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This module is designed for experienced practitioners working in a variety of care establishments. The module will be delivered by blended learning and include work-related learning, critical incident analysis and group work alongside focussed reading and online tasks.
Students will consider current literature and theory associated with supporting professional development to evaluate its role in organisational development. They will evaluate the role of professional development in relation to organisational cultures ‘learning organisations’ as well as in relation to relevant quality enhancement frameworks .
In doing so, students will be able to identify appropriate, effective approaches to linking professional development and strategic planning with the implementation of current and future national initiatives and maintenance of professional standards within their own professional context.
Also, as part of this, the potential benefits and challenges associated with different approaches to supporting professional development such as coaching, mentoring and peer networking will be considered. Students will introduce and apply relevant strategies, including mentoring approaches such as those recommended by the professional bodies for example, Scottish Social Services Council (SSSC) and the Nursing and Midwifery Council (NMC).
Students will also critically reflect on the effectiveness of their inter and intrapersonal relationships within the context of a supporter /mentor relationship using models such as Johns’ model of reflection (1994); Goleman’s Emotional Intelligence (1995)
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically evaluate current literature and theories on the relationship between supporting professional development and o organisational development.
L2.
Evaluate current strategy and practice designed to lead to effective and appropriate professional development in relation to current and future national initiatives and maintenance of professional standards.
L3.
Demonstrate awareness of the potential benefits and challenges associated with coaching, mentoring and peer networking interventions as a means of identifying and applying relevant strategies as recommended by the professional bodies.
L4.
Critically reflect on the effectiveness of own and others communication styles and actions within the context of a supporter /mentor relationship |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 10.
Demonstrate a critical understanding and knowledge of the principal theories and concepts in relation to the role of supporting professional development within organisations
Strategies and practices for appropriate professional development coaching, mentoring and peer networking
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
Use skills and evaluate practices that support professional development
Practise mentoring skills in a professional context which may include a degree of unpredictability
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| Generic Cognitive skills |
SCQF Level 10.
Demonstrate some originality and creativity in dealing with professional issues encountered in supporting professional development as part of wider organisational development
Critically review, consolidate and extend knowledge and skills in the practice of mentoring.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
•Use a range of communication skills on a professional level as part of practices in support of professional development
•Present formal information about the specialist area of supporting professional development.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
•Practice in ways that show awareness of own and others roles and responsibilities to bring about development and or new thinking as part of supporting professional development.
•Practice in ways which draw on critical reflection of own and others roles and responsibilities as part of mentoring
•Exercise managerial responsibility to develop a mentoring relationship with another member of staff within their work environment
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module will be delivered using a blended approach to learning and teaching; it will include independent and group research and investigation, (collecting, presenting and analysing data; problem solving; presentations by University lecturers and visiting lecturers, presentations to peers and seminars. Elements of the course will be delivered on line which will include focussed reading and online tasks and discussion.
Students will undertake group work tasks and will receive feedback and support from peers.
Student handbooks, and other detailed material made available to students, will provide more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 14 |
| Asynchronous Class Activity | 24 |
| Independent Study | 62 |
| Work Based Learning/Placement | 100 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Aubrey , C ( (2011) Leading and Managing in the Early Years , 2nd Ed, Chpt 7 Mentoring as a leadership strategy , Sage , London.
Coalition of Childhood Umbrella Organisations, ( 2010) Guidance for Mentoring in Childhood Practice , Care Commission, Scotland.
Hampton G., Rhodes C., Stokes M.,( 2004) Practical Guide to Mentoring , Coaching and Peer Networking, Routledge.
Joyce, B and Calhoun,E.,(2010) Models of professional development: a celebration of educators. Calfornia, London, New Dehli and Singapore,Corwin a SAGE company
Starr, J.,( 2012 ) Brilliant Coaching: How to be a brilliant workplace coach ,2nd Ed, Pearson, Dorset .
Journals
Mentoring & Tutoring
The Learning Organisation
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | TBC |
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| External Examiner | M Kustatscher |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment
Formative assessment will require students to engage in a variety of virtual/online reading, discussion forums and tasks that will enable them to engage and become familiar with the principles, techniques and ethical issues associated with practitioner investigation.
The formative work for this module will consist of
• Initially submitting evidence of the intervention approach to be used along with any supporting documentation that they might intend to develop/use e.g. records of mentoring sessions and reflect on the process
• Submission of an activity plan/diary and 2 reflections over the course of the practical mentoring activity combined with evidence e.g. mentoring contract; mentoring records and feedback from staff.
This material will be used to inform the reflection as part of Part B of the Summative assessment
Summative assessment
The summative assessment will be in two sections combining in one submission
• Part A will be a critique of the purpose of Supporting Professional Development, the variety of roles and approaches which can be used and its role in organisational development
• Part B will be a reflective report which captures the student’s development in the role of mentor including of the process adopted and documentation used. It will identify the student’s strengths areas for development and reflect theory and the impact of the approach on the mentee and the organisation. The authenticity of work-based tasks has to be verified
This will result in a written assignment of around 4000 words
Student handbooks, and other detailed material made available to students, will clarify the relationship between formative assessment tasks and the specific learning outcomes for the module. This will ensure that students can relate feedback from formative assessment to their individual progress on the learning outcomes for the module. On summative assessments, students will receive detailed information indicating the ways in which summative assessments will assess individual learning outcomes for the module. As appropriate, students will also receive detailed information on how feedback will be provided for summative assessment.
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and UWS Equality Scheme (2010-13) the School of Education encourages the disclosure of additional / enabling support requirements (including disability) throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. Flexibility and anticipatory adjustments in teaching and learning strategies and assessment facilitate inclusiveness will be incorporated within the modules. Students are actively encouraged to engage in wider university services such as Disability Services and Effective Learning Tutors.
The modules associated with the programme are appropriate for all students irrespective of ethnic status, disability, age, gender, socio-economic background, religious and sexual orientation and actively promote inclusive practice, procedures. The programme is offered part time in the evening in a number of localities to meet the needs of students working in the sector. The modules have Moodle presence and staff use a range of learning and teaching approaches to meet the learning students and needs. The programme is offered up to level 10 to maximise accessibility.
Within the programme, quality of care, inclusiveness and employability are achieved by:
- Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to prospective students and students;
- Promotion of confidence and knowledge of their rights as a student and employee;
- Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of the module. Emphasis is placement on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced
This module places the supporting professional development of staff teams at the heart of organisational development. The module allows students to practice the skills of mentoring to facilitate staff development in line with current best practice recognised by SSSC.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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