APPLIED PROFESSIONAL PRACTICE 3 – ORGANISATION (APPRENTICESHIP) - 2020/1
Module code: MAN3193
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
This module recognises the development, application and demonstration of the learner’s knowledge, skills and behaviours in the workplace. Learners are supported to maximise the benefits of undertaking the apprenticeship and to increase the impact of their learning through the collection of high quality and meaningful evidence for their Portfolio of Evidence and ongoing contribution to their Learning Log, and finally through the creation of a Personal and Professional Development Strategy.
This module seeks to focus learners on the strategic management and leadership of the organisation, and as such the learner should endeavor to gather and produce complete or discrete evidence to demonstrate how they have applied learning against the learning outcomes of the apprenticeship standard as detailed towards the end of this document.
Surrey Business School
HOLLAND Anna (SBS)
Number of Credits: 30
ECTS Credits: 15
Framework: FHEQ Level 6
Module cap (Maximum number of students): N/A
Prerequisites / Co-requisites
Indicative content includes:
• Strategic planning techniques
• Importance of continuous professional development
• Career planning and development
|Assessment type||Unit of assessment||Weighting|
|Coursework||Learning Log (3) (Maximum 5000 words)||60|
|Coursework||Personal and Professional Development Strategy (Maximum 2000 words)||40|
• Not applicable
The assessment strategy is designed to provide learners with the opportunity to demonstrate all intended module learning outcomes, knowledge, skills and behaviours, and to provide maximum opportunity for applied learning.
Thus, the summative assessment for this module consists of:
Throughout the three teaching blocks, learners are required to maintain a learning log of applied learning and supporting evidence to provide content for the Portfolio of Evidence. The learning log should include, but is not limited to:
• Date of activity
• Method of delivery/learning
• Name of activity
• Links to apprenticeship standard
• Summary of new learning
• Application of new knowledge, skills and behaviours to self, the team and the organisation
• Supporting evidence
The maximum word count for the learning log is set at a maximum of 5000 words to enable an individualised approach to the task. It is anticipated that there will be substantial appendices used for supporting evidence.
Based on formative feedback from employer, Practice Tutor and own self-evaluation, learners will develop a personal development strategy focused on preparation for End Point Assessment and future career goals. Learners are encouraged to apply a variety of self-evaluation and goal setting theories, models or techniques to support their PDP and demonstrate acquisition of knowledge and skills (Maximum 2000 words).
Formative on-programme assessment of the Portfolio of Evidence will be conducted by the Practice Tutor and in liaison with the learner and employer.
Due to apprenticeship restrictions, summative assessment of the portfolio is not permitted, however learners should follow the following guidelines when building their evidence –
• The Portfolio of Evidence will be a range of materials and documents generated over the period of the apprenticeship and which provide evidence of the learners’ ability to apply and demonstrate management concepts.
• It will demonstrate the learners very best work, enabling demonstration of application of knowledge and understanding in a real work environment to achieve real work objectives.
• The portfolio will also show how the apprentice has demonstrated the behaviours, especially around contact with others, team work and areas where they have exceeded the requirements of the role. This can be in the form of manager’s report, emails, customer comments, peer review etc.
• The learner should consider all the evidence available that shows how the requirements being assessed have been met.
• Evidence collected towards the end of the apprenticeship program, due to growing learner independence, is likely to provide the most holistic evidence – i.e. covering several criteria at once. The portfolio will comprise of complete and/or discrete pieces of work.
• Evidence should be selected that most efficiently meets all the relevant criteria and which demonstrated best performance against the entirety of the standard
The Portfolio of evidence will include evidence obtained using a range of assessment methods to show that the learner has understood and applied relevant organisational theories. Evidence must demonstrate that the learner is able to apply theory to support the development, implementation and monitoring of organisational strategies and plans. The portfolio will include a variety of evidence types including but not exclusive of:
• reflective journal
• minutes of meetings
• credible witness statements
• 360-degree feedback from managers and peers
• project plans
• project documentation
Learners will be given formal feedback on their assessments in line with the University’s policy on assessment and feedback, and within the current three-week feedback period. Learners will receive regular, informal feedback on their contribution throughout the module.
- This module primary focus is the impact of organisational strategy, structure, design and processes. This module aims to enable learners to acquire, develop and apply knowledge, skills and behaviours at a strategic organisational level. Learners will be supported to explore and critically engage with complex theories, tools and techniques appropriate to their role and relevant organisational strategy.
|001||Evaluate the effectiveness of the organisation’s strategies, structure, design and processes||CPT|
|002||Understand the organisation/s and how they themselves fit within it||CPT|
|003||Identify personal strengths||CPT|
|004||Identify key personal and professional objectives||CPT|
|005||Apply academic knowledge to professional practice||CKPT|
|006||Understand and demonstrate appropriate professional behaviour||PT|
|007||Evaluate their personal and professional development||CKPT|
|008||Use the information/knowledge gained to inform their career aims||CKPT|
|009||Demonstrate behaviours and adhere to relevant Professional Codes of Conduct and Practice||PT|
|010||Continue to build and refine Portfolio of Evidence||CKPT|
|011||Prepare Portfolio of Evidence for End Point Assessment||CKPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Overall student workload
Workshop Hours: 12
Independent Study Hours: 38
Methods of Teaching / Learning
The hours listed within the overall student workload section represent off-the-job learning.
The learning and teaching strategy is designed to incorporate a blended learning approach, centred around the key online learning design principles of – Learner-centred; Useful; Engaging; Flexible; Consistent; Supportive and Accessible.
In line with the Apprenticeship Off the Job Training guidance, teaching and learning undertaken on this module will reflect the following categories of training:
1. Teaching of Theory – may include lectures, role play, simulation exercises, online learning, research and networking)
2. Practical Training – may include shadowing, mentoring, industry visits and participation in competitions
3. Learning support and time spent writing assignments and partaking in assessments
4. Reflective learning and self-evaluation to impart new knowledge, skills and behaviours only.
Learners will be provided with a module induction as part of the Apprenticeship Induction Day and be allocated a Practice Tutor to provide support, guidance and formative and summative assessment throughout the duration of this module. It is anticipated that in most cases the Practice Tutor will also undertake the formal Tripartite progress reviews required for the apprenticeship programme. Employers are encouraged to participate in reviewing and providing feedback, and in agreeing future development opportunities and targets.
Learners completing this module will undertake a combination of campus-based sessions and online directed learning activities supported through SurreyLearn. Learners, with support from their employers, will be expected to demonstrate accountability and commitment to effectively managing their agreed off-the-job training hours to complete required learning activities and assessments. Learners should take an active part in any asynchronous activities such as forums, wikis, blogs etc., as well as synchronous activities (i.e. virtual meetings, webinars etc.) as appropriate. Participation in these activities will be essential to the successful achievement of the learning outcomes in this module.
Learners will be expected to seek feedback from their Employer and to actively seek support as required to ensure completion of the module.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Reading list for APPLIED PROFESSIONAL PRACTICE 3 – ORGANISATION (APPRENTICESHIP) : http://aspire.surrey.ac.uk/modules/man3193
Through completion of the learning and assessments for this module, it is expected that most learners will be able to produce suitable evidence for their Portfolio of Evidence to meet learning outcomes and assessment criteria across all knowledge, skills and behaviours of the Chartered Manager Degree Apprenticeship Standard. Learners may also refer to the CMDA Assessment Plan for further information. Degree apprenticeships are delivered over three teaching blocks: • Teaching Block 1 - September - December • Teaching Block 2 - January - April • Teaching Block 3 - May - August
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.