APPLIED PROFFESIONAL PRACTICE 1 - SELF (APPRENTICESHIP) - 2022/3
Module code: MAN1128
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module is the first in a series of modules that recognises the 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.
This module seeks to focus learners on the development and application of their awareness of others, and awareness and management of self. Learners should endeavour 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. 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.
Surrey Business School
HOLLAND Anna (SBS)
Number of Credits: 30
ECTS Credits: 15
Framework: FHEQ Level 4
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 60
Crosses academic years
Prerequisites / Co-requisites
Indicative content includes:
• Reflective Practice
• Emotional and Social Intelligence
• Active listening and effective questioning
|Assessment type||Unit of assessment||Weighting|
|Coursework||Learning Log (1) (Maximum 3000 words)||60|
|Coursework||Video/podcast (Maximum 10 minutes)||40|
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 and the team
• Supporting evidence
The maximum word count for the learning log is set at a maximum of 3000 words to enable an individualised approach to the task. It is anticipated that there will be substantial appendices used for supporting evidence.
Create a short video/podcast to promote the benefits of networking for managers, and how social and emotional intelligence, active listening and effective questioning are important skills in networking situations (Maximum 10 minutes). Formative assessment Formative on-programme assessment of the Portfolio of Evidence will be conducted by Practice Tutors 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 candidate has understood and applied relevant organisational theories. Evidence must demonstrate that the candidate 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.
- Awareness and management of self, and awareness of others is the primary focus of this module which aims to enable learners to acquire, develop and apply knowledge, skills and behaviours including those relating to core business skills and decision making.
- Furthermore, this module enables the exploration of the concepts of social and emotional intelligence and techniques relating to active listening, questioning and effective networking.
|001||Explain and apply reflective practice||KT|
|002||Demonstrate effective social and emotional intelligence within the manager’s role and organisation||KPT|
|003||Demonstrate active listening and effective questioning techniques to encourage meaningful discussion||PT|
|004||Explore networking techniques and skills in a variety of settings, including online/digital and face to face||KPT|
|005||Demonstrate individual drive and determination||PT|
|006||Set up and start to build Portfolio of Evidence||CKPT|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
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 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 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.
Upon accessing the reading list, please search for the module using the module code: MAN1128
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. Communication 6.1. Different forms of communication (written, verbal non-verbal, digital) and how to apply them (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) 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) Awareness of Self and Others 10.2. How to use emotional and social intelligence, and active listening and open questioning to work effectively with others (K) 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 2022/3 academic year.