APPLIED PROFESSIONAL PRACTICE 2 – TEAM (APPRENTICESHIP) - 2021/2

Module Overview

This module is the second in a series of modules that 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 Professional Development Pledge.

This module seeks to focus learners on the management of a team, either within their area of management expertise or cross-functionally.  As such the learner should endeavor to gather and produce complete or discrete evidence to demonstrate how they have applied learning against relevant learning outcomes of the apprenticeship standard as detailed towards the end of this document.  It should be noted however, that where there is timely evidence that the learner feels best showcases their knowledge, skills or behaviours against other areas of the standard, they are encouraged to include and reference this in their Portfolio of Evidence. 

Module provider

Surrey Business School

Module Leader

HOLLAND Anna (SBS)

Number of Credits: 30

ECTS Credits: 15

Framework: FHEQ Level 5

Module cap (Maximum number of students): N/A

Module Availability

Crosses academic years

Prerequisites / Co-requisites

N/A

Module content

Indicative content includes:

• Skills and techniques to influence, persuade, negotiate and gain support


• Developing resilience


• Managing and chairing meetings to deliver successful actions and outcomes


• Tools and techniques for delivering effective and engaging presentations to large groups

Assessment pattern

Alternative Assessment

N/A

Assessment Strategy

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:

Assessment 1

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


• Objective


• Links to apprenticeship standard


• Summary of new learning


• Application of new knowledge, skills and behaviours to self and the team


• Supporting evidence

The maximum word count for the learning log is set at a maximum of 4000 words to enable an individualised approach to the task.  It is anticipated that there will be substantial appendices used for supporting evidence.

Assessment 2

Based on formative feedback from employer, Practice Tutor and own self-evaluation, learners should record a video-based personal development pledge which, based on development needs and aspirations, focuses primarily on their own the effectiveness of team management knowledge, skills and behaviours.  Learners should prioritise their development goals and objectives and may wish to consider the areas of Human Resources Management, managing people and performance change management and finance (maximum 10 minutes).

Formative assessment

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.

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


• reports


• minutes of meetings


• demonstrations


• presentations


• credible witness statements


• 360-degree feedback from managers and peers


• project plans


• project documentation


• assignments

Feedback

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.

Module aims

• Departmental or functional team management is the primary focus of this module and aims to enable learners to acquire, develop and apply knowledge, skills and behaviours including those relating to managing people and performance, change management, human resource management, and accounting and finance. Furthermore, this module supports the development of key manager attributes such as resilience, influencing, persuading, negotiation and effective communication skills for a variety of situations.

Learning outcomes

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, the 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 allocated a Practice Tutor to provide support, guidance, and formative and summative assessment.  Employers are encouraged to participate in reviewing and providing feedback, and in agreeing future development opportunities and targets.

Learners completing this module will undertake 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

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: MAN2185

Other information

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 fully or partially meet specific assessment criteria for the following areas of the Chartered Manager Degree Apprenticeship Standard. Learners may also refer to the CMDA Assessment Plan for further information.

Operational Strategy

1.4. Develop and deliver operational plans; key performance indicators, set targets and manage resources, and monitor and measure outcomes to establish operational effectiveness, efficiencies and excellence (S)

1.5. Produce reports that clearly present information and data, using a range of interpretation and analytical processes (S)

1.6. Gain wide support to deliver successful outcomes (S)

Communication

6.1. Different forms of communication (written, verbal non-verbal, digital) and how to apply them (K)

6.2. How to maintain personal presence and present to large groups (K)

6.3. Interpersonal skills awareness including effective listening, influencing techniques, negotiating and persuasion (K)

6.4. Communicate clearly, effectively and regularly using oral, written and digital channels and platforms (S)

6.5. Use active listening and open questioning to structure conversations and discussions, and able to challenge when appropriate (S)

6.6. Manage and chair meetings and clearly present actions and outcomes (S)

6.7. Apply influencing and persuading skills, to the dynamics and politics of personal interactions (S)

Managing People

8.4. Build teams, empower and motivate others to improve performance or achieve outcomes (S)

8.5. Delegate to others, provide clear guidance and monitor progress (S)

8.6. Set goals and accountabilities (S)

Developing Collaborative Relationships

9.3. Build rapport and trust, develop networks and maintain relationships with people from a range of cultures, backgrounds and levels (S)

9.4. Contribute within a team environment (S)

9.5. Effectively influence and negotiate, being able to have challenging conversations and give constructive feedback (S)

9.6. Work collaboratively with internal and external customers and suppliers (S)

Awareness of Self and Others

10.3. Reflect on own performance, identifying and acting on learning and development needs (S)

10.4. Understand impact on others (S)

10.5. Manage stress and personal well-being, being confident in knowing core values and drivers (S)

Management of Self

11.2. Create personal development plan, and use widely recognised tools and techniques to ensure the management of time and pressure effectively, and prioritisation and strategic alignment of activities (S)

Takes Responsibility (B)

• Drive to achieve in all aspects of work
• Demonstrates resilience and determination when managing difficult situations
• Seeks new opportunities underpinned by commercial acumen and sound judgement

Inclusive (B)

• Open, approachable, authentic, and able to build trust with others
• Seeks the views of others and values diversity internally and externally

Agile (B)

• Flexible to the needs of the organisation
• Is creative, innovative and enterprising when seeking solutions to business needs
• Positive and adaptable, responding well to feedback and need for change
• Open to new ways of working and new management theories

Professional (B)

• Sets an example, and is ethical, fair, consistent and impartial
• Operates within organisational values and adheres to the requirements of relevant
• professional bodies.

K – Knowledge                                                         

S – Skills                                                     

B – Behaviours

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 2021/2 academic year.