Career Development Module Handbook - 3008 - 2019-20

Advanced Career Development Module NCL3008 Student Handbook 2019-20

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Contents Contents Welcome to the Career Development Module  At a Glance  Key Contacts  Useful Links Module Overview Year Planner  Semester One  Semester Two Health & Safety and Safeguarding Overview Essential Documents  Preparation for Placement  Mid-year Review  Placement Learning Agreement (PLA)  Record of Activities Form Assessment Materials  Placement Evaluation Assessment and Criteria  Professional Conversation Instructions and Assessment Criteria  Professional Portfolio Instructions and Assessment Criteria  Module Engagement: Blackboard Tasks Additional Information  Leadership Project overview  Assessment Policies  Attendance

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Welcome to the Advanced Career Development Module Welcome to the Advanced Career Development Module. This handbook is designed to guide you through some of the basic information you need to complete the module, including contacts, a year planner, key documents and checklists.

It is not intended to be a comprehensive guide to the module as there are many resources available online via Blackboard. Please familiarise yourself with Blackboard as this is where materials, resources and assessments sit.

If you would like this or any of our resources in a different format, please contact your module tutor and we will be happy to provide these where possible.

At a Glance The Advanced Career Development Module (CDM):  Provides you with the opportunity to develop the skills graduate employers look for by undertaking work-related learning.  Is like other modules you take in that it counts towards your final degree classification. It is worth 20 credits.  Provides you with a selection of tools and resources you can use fo0072 module assessments and beyond.

Key Contacts 

Module Tutors: Darrin Beattie: Darrin.Beattie@ncl.ac.uk 0191 208 3348 Jessica Jung: Jessica.Jung@ncl.ac.uk 0191 208 5584

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General Enquiries: csmodules@ncl.ac.uk

Useful Links   

Blackboard: www.bb.ncl.ac.uk Student Voice: https://www.nusu.co.uk/yourvoice/reps/academic/ Personal Extenuating Circumstances: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/change/PEC.htm

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Module Overview Newcastle University Careers Service offers work-related modules for academic credit to students from a wide range of degree programmes. The aim is to develop students who can independently self-manage, proactively interact and ethically apply their knowledge and skills within the workplace.

Placement These modules include a 70 hour* work placement which typically takes place between October and Easter.

The placement settings are grouped into three routes:   

Student Tutoring: in North-East schools and colleges Student Volunteering: in the local community and the University Students’ Union Learning from Work: in part-time term-time work on or off campus

Students negotiate their role at their placement and work alongside staff to achieve the organisation’s aims whilst also developing their own knowledge and skills.

They consider their skills set and ambitions at the start of the module and are expected to develop these through a reflective cycle of plan-do-review.** Assessment    

Placement Evaluation (30%) Professional Conversation (30%) Professional Portfolio (30%) Module Engagement Tasks (Blackboard-based) (10%)

*Students placed in schools will usually complete five of their 70 hours at a campus based aspiration raising event. **See Kolb, D and others for research on Learning Cycles, Experiential Learning etc.

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Semester One   

Your Year Planner

All assessment deadlines are highlighted in bold and are fixed.

All other dates are subject to change so please ensure you check your personal timetable.

Placement visits should be made between the beginning of October (after workshop 1) and the end of April.

Date (week beginning) 23/09/2019

Events and Reminders Register placement details/preferences, complete other module pre-requisites.

Read information in Blackboard and start to work through Learning Resources.

30/09/2019

Workshop: Introduction and Welcome to the module Deadline for registering placement details/preferences: Friday 4th October

07/10/2019

Workshop: Introduction to Leadership Project

14/10/2019

Workshop: Skills Challenge/Assessment Centre Activity Student Tutors: check University email for placement information and arrange initial visit to placement

21/10/2019

Workshop: Placement and Occupational Awareness Deadline for Blackboard Engagement Tasks 1 and 2: Monday 21st October

28/10/2019

Small Group Tutorial: Goal Setting and Project Planning Deadline for Blackboard Engagement Task 3: Monday 28th October

04/11/2019

Workshop: Professional Communication

11/11/2019

Workshop: Emotional Intelligence and Resilience Deadline for Blackboard Engagement Task 4: Monday 11th November Deadline for Placement Learning Agreement Form: Friday 15th November (scan and upload to Blackboard)

18/11/2019

Workshop: Introduction to the Professional Conversation Assessment

25/11/2019

Small Group Tutorial: Practise for Professional Conversation Booking for professional conversation assessments opens via Blackboard

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02/12/2019

Professional Conversation Assessments take place between 02/12 and 24/01 (book time via Blackboard).

Completed Professional Conversation preparation form to be submitted via Blackboard no later than 24 hours before the time of your scheduled conversation.

Arrange a mid-year review meeting at your placement for before or shortly after the Christmas break (see form in handbook).

09/12/2019

Professional Conversation Assessments take place between 02/12 and 24/01 (book time via Blackboard).

Completed Professional Conversation preparation form to be submitted via Blackboard no later than 24 hours before the time of your scheduled conversation.

Before Christmas break, conclude placement visits appropriately and ensure that you have arranged the date of your first visit for next term with your supervisor.

16/12/201903/01/2020

Newcastle University Christmas Vacation

06/01/2020

No teaching

13/01/2020

University Exam Period Professional Conversation Assessments take place between 02/12 and 24/01 (book time via Blackboard).

Completed Professional Conversation preparation form to be submitted via Blackboard no later than 24 hours before the time of your scheduled conversation.

20/01/2020

University Exam Period Professional Conversation Assessments take place between 02/12 and 24/01 (book time via Blackboard).

Completed Professional Conversation preparation form to be submitted via Blackboard no later than 24 hours before the time of your scheduled conversation.

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Semester Two   

All assessment deadlines are highlighted in bold and are fixed.

All other dates are subject to change so please ensure you check your personal timetable Placement visits should be made between the beginning of October and the end of April.

Date (week beginning) 27/01/2020

Events and Reminders Workshop: Making Career Connections Ensure you have made contact with your placement to recommence regular visits for this term.

03/02/2020

Workshop: Professional Identity and brand Deadline for Blackboard Engagement Task 5: Monday 3rd February

10/02/2020

Lecture: Alumni Panel

17/02/2020

Workshop: Introduction to Final Assessments Booking for one-to-one tutorials opens via Blackboard Bookings

24/02/2020

Workshop: Preparation for Final Assessments Deadline for Blackboard Engagement Task 6: Monday 24th February

02/03/2020

One-to-one tutorials take place between 02/03 and 20/03 – book time via Blackboard Bookings

09/03/2020

One-to-one tutorials take place between 02/03 and 20/03 – book time via Blackboard Bookings

16/03/2020

One-to-one tutorials take place between 02/03 and 20/03 – book time via Blackboard Bookings

23/03/2020

Drop in sessions for help with Professional Portfolio assessment (see Blackboard for details) Ensure that you have completed/planned to complete your 70 hours at placement by the end of April, and concluded your placement appropriately.

30/03/202024/04/2020

Newcastle University Easter Vacation

27/04/2020

No teaching

04/05/2020

Deadline for Professional Portfolio Assessment: Monday 4th May (upload to Blackboard)

11/05/2020

Deadline for Placement Evaluation and Record of Activities Form: Monday 11th May (scan and upload to Blackboard)

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Health and Safety Overview Your health and safety on placement Because you’re still registered as a student throughout your placement, both the University and your placement host have a duty of care for your safety. You also have a pretty large part to play in this! Your employer should put everything in place to ensure your health and safety, but it’s down to you to follow guidelines. If you don’t feel comfortable with anything that you’re asked to do in terms of health and safety, let us know. We try to review the Health and Safety checklist in the Placement Learning Agreement to monitor risk but this might not flag up all issues.

What do we expect from your employer?        

To appoint you with a supervisor Health and Safety policy and induction Insurance that covers you as an employee To assess and manage risk To provide access to first aid materials and a trained first aider To outline emergency procedures for dealing with imminent danger (e.g. fire evacuation) To maintain a record of accidents which occurred at work To provide training for use of equipment or for any high risk activity

What do we expect from you?  

To follow instructions and training and act sensibly to protect your own health and safety and that of others To raise any concerns or questions immediately with your supervisor or placement advisor.

If you are given any specific training around higher risk activities, make sure you follow it at all times.

Although your employer is responsible for your health and safety, you have a part to play too to keep yourself and others safe.

If you have any doubts or concerns around any tasks that you’re asked to do, make sure you raise it. Don’t be tempted to give it a go, particularly when dealing with unfamiliar equipment etc.

We recommend that you read up on the information in this link from the Health and Safety Executive: http://www.hse.gov.uk/youngpeople/workexperience/students.htm

Looking After Yourself We expect students to demonstrate a reasonable degree of self-management and initiative but we also recognise that it can be challenging to try to fit into a new professional organisational environment and that sometimes things can go wrong. So, being aware of your own wellbeing is also important. If you encounter unusual difficulties, uncomfortable or distressing behaviour or other concerning issues you should contact your module tutor to discuss your concerns as soon as possible. Similarly, if you are experiencing personal difficulties that affect your engagement with your placement or with the module please let us know. Often these challenges can be talked through and adjustments put in place.

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Safeguarding Overview Within any placement setting you may work with individuals including children and/or vulnerable adults. Children and vulnerable adults have a right to protection, and everyone working with these people, in whatever capacity, has a responsibility for their protection. Safeguarding issues are to be regarded as a top priority and everyone is reminded that the welfare of children and vulnerable adults is of primary concern. 1 To protect others and to protect you, Newcastle University and all placements where people work with children and/or vulnerable adults have Safeguarding and Child Protection policies. You must look at the advice and guidance related to Safeguarding and Child Protection provided in Legal Requirements on Blackboard, and ensure that you discuss these issues during your initial visit to your placement. In summary:

To protect others: If an individual discloses something to you: 

If it indicates harm to the individual or someone else, it is a Child Protection matter;

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Do not promise confidentiality as Child Protection overrides data protection;

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You must make this a top priority;

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You are a member of staff and must pass information on to your placement and us.

To protect you: 

Avoid one-to-one situations and conduct all conversations in a public place;

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Avoid physical contact at all times;

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Seek further advice from module tutor and/or Designated Safeguarding Officers;

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Avoid any social networking contact and do not give or take mobile phone numbers.

Designated Senior Persons for Safeguarding Children: You should discuss any issues with the Designated Person for Safeguarding Children at your placement in the first instance, but otherwise for information and advice contact:

Essential Documents

Emma Reay, Emma.Reay@ncl.ac.uk, 0191 208 8324 or

Anna Jenner, Anna.Jenner@ncl.ac.uk, 0191 208 6148 or

Gemma Kirkbride, Gemma.Kirkbride@ncl.ac.uk, 0191 208 8855 or Catherine Moat, Catherine.Moat@ncl.ac.uk, 0191 208 8739

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http://www.nspcc.org.uk/ (safeguarding children);

http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_126748 (safeguarding adults)

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Preparation for Placement Form Preparation for initial visit This document is designed to help you to identify the range of opportunities arising from this module. Think about:  How this module will benefit your future career;  What you want to experience;  Skills and knowledge you want to develop;  How you can contribute to the placement using all of your abilities and talents.

These ideas should then be discussed with your placement supervisor during your initial visit as you explore and agree your role using your Placement Learning Agreement Form (PLA).

1) Use the space below to record your initial thoughts on what you would like to achieve from this module and what you aspire to:

2) Prior to your initial visit you should also undertake research into your placement and begin to identify and record their policies and practice. Record this information below and consider it along with your aspirations before and during your initial visit:

3) You should also consider and note practical considerations (e.g. key contacts and phone numbers, other students, travel arrangements).

4) Note any other questions you want to ask at your initial visit

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Mid Year Review Form You should arrange a mid-year review meeting with your placement supervisor to discuss progress towards your Placement Learning Agreement (PLA), using the points below as an agenda. You should also take a copy of the Placement Evaluation and any other information or evidence you think might be helpful.

Seminar content will give you more information on organising your mid-year review and asking for, receiving and acting on feedback appropriately. The Skills Audits in Blackboard Learning Resources will also help you to review your progress and plan your next steps.

Review your progress towards the personal goals you have identified. To what extent have these goals changed or evolved? How have your actions so far towards these goals benefitted you and your placement? What are your next steps and what is your timescale?

How have you demonstrated and developed your Graduate Skills of Planning and Organising, Communication, Teamwork and Problem Solving at your placement?

What further development is needed as the result of feedback received (in relation to personal goals and/or the Graduate Skills?) What actions will you take to ensure this development?

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Placement Learning Agreement Form Please complete both parts of this form with your work/placement supervisor Part 1: Health and Safety checklist We are required to ensure that all of our students are working in a safe and healthy environment.

Placement Name: Student Name: Yes 1

We have a written Health and Safety policy

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The student will undergo an induction and receive other safety-related training necessary to undertake the placement

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The student will be provided with any necessary safety equipment or protective clothing

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The student will be supervised during the placement

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Risk assessments are available that cover the work the student will be undertaking

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Arrangements are in place in the event of an emergency

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The University will be informed of any accident involving the student

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There is a formal procedure for reporting and recording accidents and incidents

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If the role involves working with children or vulnerable adults, then the student will be provided with the relevant Child Protection documentation and briefed on the placement procedures

No

The above statements are true to the best of my knowledge and belief.

Supervisor name: ……………………………………………………

Job Title: ……………………………………………………………...

Signed: ………………………………………………………………..

Date: …………………………………………………………………..

Thank you for completing the checklist, please complete part 2 of the form overleaf (and see instructions for submission).

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Part 2: Learning Agreement A learning agreement must be signed off in collaboration with your placement Supervisor, clearly stating you have discussed and agreed expectations of the work-based learning activities and outcomes you will achieve during your placement.

You should keep a personal record of content agreed to aid your progress and future review meetings as this form is submitted to the Careers Service upon completion.

Use the space below to record initial agreement of activities/projects you will be carrying out at your placement. This can form the basis of your personal goals once discussed further during seminars.

How will these activities allow development of your graduate skills in Planning and Organising, Communication, Team work and Personal Enterprise?

What development/further action is required to enable progress of this placement learning agreement?

Student name: …………………………………….Signed: …………………………………

Supervisor name: …………………………………Signed: ……………………………………

Date: ………………………………………….

The completed form should be scanned and uploaded to Blackboard as soon as possible after starting your placement, and by the final deadline of 15th November. **Failure to complete and return this document by the deadline may result in suspension or removal from the module.**

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Record of Activities Form Student Name

Module Code

Placement Name

Use this form to record your hours spent on placement.

This should include:  Initial visit to placement;  Placement visits;  Placement supervisor review meetings;  Mid-year and final review meetings with placement supervisor;  Campus-based Event (Student Tutoring route).

It is your responsibility to ensure that you have completed the required number of hours on placement. You must complete 70 placement hours across the academic year, normally completing at least 30 hours in each semester. If you cannot fit all visits onto the two sides provided here please photocopy the form or print out an additional copy from Blackboard.

Date

Start Time

End Time

Description – brief details to remind Signed you/supervisor what you did

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Hours

Total of Hours

Date

Start Time

End Time

Description – brief details about what you did

Signed

***Student Tutors Only*** Campus-based event

Total number of hours completed on placement: 70 hours

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Hours

Tally of Hours

Placement Evaluation Newcastle University Career Development Module Learning from Work, Student Tutoring, Student Volunteering Student Name: Placement route: Placement Organisation:

Student ID: Module Code: Hours Completed:

Skills Matrix- to be completed by the Supervisor In the grid below: E=Excellent; VG=Very Good; G=Good; W=Weak; U=Unsatisfactory.

Ideally, the supervisor will discuss this evaluation with the student at the start, in the middle and at the end of the placement.

Please use the descriptors of competence for all levels and across all four skill areas as provided in the Placement Evaluation criteria to inform your evaluation of the student’s performance during their time at the placement.

Competence Planning and Organising

Definition Set objectives, plan actions and manage time and resources effectively in order to achieve personal and organisational goals.

Use speech, writing, non-verbal methods and technology

Communication

effectively to present and exchange opinions, ideas and information.

Team Working

Build effective working relationships and collaborate with other people.

Personal

Use problem solving to respond to opportunities to improve

Enterprise

own performance and work processes.

Please now complete the Supervisor Statement overleaf.

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U

W

G

VG

E

Supervisor Statement How has the student contributed to your team/organisational goals? Please provide specific examples and see the Placement Evaluation marking criteria and additional guidance for details and descriptors

Are you happy for us to use your comments in case study publicity?

yes

no

Are you interested in receiving another student next academic year?

yes

no

Signed : _________________ Name (please print) : ____________________ Date:

______

This evaluation is worth 30% of the student’s final mark. It should be completed electronically or by hand and printed for signature before returning to the student for them to submit after completion by the deadline of Monday 11th May 2020.

https://www.ncl.ac.uk/employers/connect/cdm/

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Skills Matrix Criteria: To aid completion of Skills Matrix (page 1 of Placement Evaluation)

Indicators of Unsatisfactory competence include:

Planning and Organising Set targets, plan actions and manage time and resources effectively to achieve personal and placement goals.

Goal setting and action planning will inform development of the other Graduate Skills.

Communication Use speech, writing, non-verbal methods and technology to present and exchange opinions, ideas and information effectively.

Teamwork Build effective working relationships and collaborate with other people.

 Not setting personal goals;  Frequently not following instructions;  Not learning from feedback;  Poor time and resource management.

Indicators of Weak competence include inconsistent and/or ineffective use of skills resulting in:  Setting personal goals that are unrealistic in relation to personal strengths and weaknesses;  Setting personal goals that are not achievable in relation to placement policies and practice.

To demonstrate Good competence the student will have:

To demonstrate Very Good competence the student will have consistently and effectively:

To demonstrate Excellent competence the student will have consistently and effectively:

 Set and communicated  Set challenging personal goals;  Exceeded personal and personal goals;  Planned SMART actions: Specific, placement goals e.g.  Planned actions; Measurable, Achievable delivered results early or  Managed time and (considering placement policies used fewer resources than resources to improve own and practice), Realistic anticipated;  Demonstrated professional performance and (considering own practice. contribute to placement strengths/weaknesses), Time goals. bound;  Recorded and reflected on progress.

 Frequently not engaging in appropriate communication;  Not listening.

 Providing inaccurate or confusing messages;  Failing to meet the needs of the audience.

 Produced accurate and coherent messages that met the needs of the audience;  Encouraged dialogue with others.

 Used a range of appropriate communication methods;  Met the needs of different audiences;  Actively listened to others.

Consistently evaluated and selected from a range of methods; to communicate with different audiences, for different purposes.

 Frequently opting out of teamworking activities;  Acting in ways that adversely affect the team.

 Not building and maintaining working relationships;  Making a limited contribution to achieving team goals.

 Agreed their role and responsibilities with supervisor and colleagues;  Formed working relationships across teams;  Contributed to achieving team goals.  Identified some problems and opportunities;  Generated and shared solutions to some problems for themselves or their team.

 Regularly consulted with colleagues and other stakeholders;  Developed and adapted their role within the team;  Made an important contribution to achieving team goals.

 Performed a variety of team roles, including appropriate leadership;  Made a substantial contribution to achieving team goals.

 Proactively identified problems and opportunities that were relevant to the role;  Used problem solving techniques to generate ideas;  Selected and implemented appropriate actions.

Proactively generated, evaluated, and presented/implemented innovative ideas that improved own performance and work processes.

Personal Enterprise  Not actively seeking Use problem solving to opportunities;  Not anticipating respond to problems; opportunities to improve  Avoiding own performance and challenges. work processes.

 Not identifying opportunities or problems that are relevant to role;  Not generating ideas to solve problems.

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Marking Criteria: Placement Evaluation Combined Skills Matrix and Supervisor Statement (University Common Marking Scale) <40 Relates to Skills matrix (page 1 of Placement Evaluation form) A point value is allocated to each tick. Where ticks are distributed across more than one matrix column, a numeric score will be awarded accordingly

Relates to Supervisor statement (page 2 of Placement Evaluation Form) provides specific examples of student actions that explicitly evidence that:

Four “Unsatisfactory” equivalent to a score of 30+

40 - 50 Four “Weak” equivalent to a score of 40+

Student seemed unaware of or unconcerned with team and/or organisational goals OR Supervisor statement not completed.

50-60 Four “Good” equivalent to a score of 50+

60-70 Four “Very Good” equivalent to a score of 60+

Student had a clear understanding of team and/or organisational goals and contributed to these in a meaningful way OR Supervisor statement not completed.

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70+ Four “Excellent” is equivalent to a score of 70+

Student helped formulate team and/or organisational goals and made a substantial contribution to these e.g.

• Providing critical resources for increasing the productivity of others • Increased organisational revenue/productivity • Improved service user satisfaction • Produced performance levels equal to that of permanent staff • Addressed organisational needs that otherwise would not have been met

Professional Conversation Assessment What’s this assessment all about?

A professional conversation is a planned, in-depth, two-way discussion. The professional conversation for NCL3008 consists of a ten minute one-to-one discussion with a module tutor, through which you will be assessed in a number of areas relating to your personal development planning for this module. Ahead of your booked professional conversation you must complete and submit a form via Blackboard summarising some of the main topics you will discuss. This is designed to help both you and your tutor to prepare for the assessment.

The guidance and marking criteria below, along with material covered in teaching and on Blackboard, have been designed to help you to prepare for and perform effectively during this assessment. This assessment is worth 30% of your final module mark – see your Year Planner in this handbook for dates and deadlines.

Why are you assessing me in this way?

The format is based on the type of discussion you might hold with a manager or other professional in a workplace environment, and as such it will be semi-formal and structured to encourage you to share your reflections on your goal setting and planning for your placement and career ambitions. The professional conversation is not the same as a recruitment interview.

As it is a dialogue the questions you will be asked by your tutor will be responsive to what you say, and designed to encourage you to provide evidence to meet all of the marking criteria at the highest levels.

What will I be expected to talk about?   

The leadership project you will undertake at placement and how this will contribute to your placement’s aims and priorities [Criteria 1 and 2] How you gained the support of others at your placement to carry out your leadership project [Criterion 2] Your personal strengths, weaknesses and development needs, cross-referenced with the skills, attributes and experience required for your placement role and career ambitions, and the personal development goals you have set to address some of your identified development needs [Criterion 3]

How will the professional conversation be marked?

The criteria below identify what your tutor will be looking for at your professional conversation.

During a reflective conversation you are expected to critically analyse and evaluate what you say as well as describing it – that is to explain why you have chosen the areas you are focusing on rather than others that you considered, and to synthesise, or make meaningful links between, aspects of your practice at placement and your career ambitions. We will discuss this in more detail, including examples of how you can include analysis and evaluation in what you say, in workshops and tutorials in semester 1.

The criteria are weighted at 30% for each of criteria 1-3, and 10% for criteria 4. You will be given a score for each criterion, based on how fully you have addressed this, and (for criteria 1-3) the amount and quality of analysis and evaluation in your discussion. Your mark will then be converted to form your percentage score for this assignment.

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NCL3008 Professional Conversation Assessment Criteria Criterion

To mainly meet this criterion you will: Consider the value of your planned leadership project for your placement organisation by relating it to its general aims, objectives, policies and/or practice.

To fully meet this criterion you will: Appraise organisational provision, processes and priorities to clearly demonstrate the value and relevance of your planned project for your placement organisation.

Organisational value marking scale <4 4 2. Leadership project planning: Discuss ideas for carrying out your For this criterion, you are expected to project. demonstrate that you have developed an effective action plan for your leadership project.

5 6 7 Demonstrate a considered approach to planning your project, including considering factors that might help or hinder you.

Project plan marking scale 3. Personal development planning: For this criterion, you are expected to discuss how you set personal goals relevant to your development needs.

<4 4 Discuss general goals or aims related to some personal strengths and weaknesses and/or skills/attributes required for your career ambitions.

5 6 7 Identify personal development needs and explain how you identified these with reference to relevant self-awareness tools and occupational research into your career ambitions.

8 >8 Demonstrate a considered approach to planning your project, including how you will measure its impact, and explain how you gained the support of others at your placement to carry out your plans.

8 >8 Explain why you prioritised particular development needs, how they relate to your leadership project, existing strengths and weaknesses, and skills/attributes you will require in the future.

Personal development marking scale 4. Performance: For this criterion, you are expected to perform effectively and professionally during your assessment.

<4 4 Answer some questions effectively. Display some distracting or defensive behaviours.

5 6 7 Demonstrate familiarity with the requirements for this assessment, answering most questions effectively.

1. Value to placement: For this criterion, you are expected to identify a leadership project that addresses a real and/or current need for your placement.

Performance marking scale

To partially meet this criteria you will: Define a general context for your leadership project.

<4

4

5

6

The criteria are weighted as follows: Criteria 1 - 30%; Criteria 2 – 30%; Criteria 3 – 30%; Criteria 4 – 10% 22

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8 >8 Respond fully and fluently to all questions to provide depth, reasoning and rationale. Engage using positive and open body language to convey confidence and build rapport.

8 >8

This assessment focuses on the following module learning outcomes: 





Identify and analyse information about your placement’s aims and objectives related to your placement role, and synthesise this information with aspects of self-awareness and occupational awareness in order to plan personal development.

Analyse the graduate labour market in order to identify requirements for entry and progression into a graduate career of your choice; compile a portfolio of skills, knowledge and experiences relating to this.

Assess readiness for entry and progression in a graduate career of your choice, set and achieve personal goals which explicitly relate to these expectations and to personal development needs.

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Professional Portfolio Assessment What’s this assessment all about?

The professional portfolio is an opportunity for you to present evidence of your progress towards your personal goals and project, and the impact you have had on your placement through your time there this year. You have a choice of how to present your portfolio of evidence (see below).

The guidance and marking criteria below, along with material covered in teaching and on Blackboard, have been designed to help you to perform effectively in this assessment. This assessment is worth 30% of your final module mark and the deadline is Monday 4th May 2020.

How should I present my portfolio?

You can choose between several formats: a. A blog. This should include between four and six posts with an overall word count of 1200 words (+/- 10%) You should use Wordpress or alternative free, open access blogging software to present this and must ensure it is set to allow your tutor to read it. You can include images and/or hyperlinks, and may also wish to embed a short video of no longer than three minutes. b. An interactive PowerPoint presentation, including narration. Your presentation should be no longer than ten minutes and include no more than 15 slides with a pre-recorded voiceover to accompany this. You can include images, hyperlinks and/or screenshots and may also wish to embed a short video clip of no longer than three minutes. c. A video. This should be no longer than ten minutes and can be recorded and edited using a video camera or video functionality on a computer, phone or tablet. The majority of your video should be narrated by you but you can choose how you wish to present evidence to meet the marking criteria: this could include images, artefacts, interviews, etc.

What shall I include in my portfolio?  



How you have carried out and measured the impact of your self-identified leadership project at your placement [Criterion 1] A reflective account of how your personal development – how you have progressed towards some of your development goals and responded to challenges through your placement and leadership project [Criterion 2] An action plan for what you will do in the future to achieve your career ambitions for three to five years after graduation [Criterion 3]

How will the professional portfolio be marked?

The criteria below list what your tutor will be looking for you to include in your portfolio.

As a reflective portfolio you will be expected to critically analyse and evaluate what you discuss as well as describing it – that is to explain why you have chosen the actions you took rather than others that you considered, and to synthesise, or make meaningful links between, aspects of your practice at placement and your career ambitions.

The criteria are weighted at 30% for each of criteria 1-3, and 10% for criterion 4. You will be given a score for each criterion, based on how fully you have addressed this and (for criteria 1-3) the amount and quality of analysis and evaluation in your discussion. Your mark will then be converted to form your percentage score for this assignment.

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NCL3008 Professional Portfolio Assessment Criteria Criterion

To partially meet this criteria you will: Describe your impact at placement without reference to appropriate tools and/or methodologies for measuring this.

To mainly meet this criterion you will: Research and apply appropriate tools and/or methodologies to measure the impact of your completed leadership project on your placement organisation.

Organisational impact marking scale 2. Personal development from project challenges: For this criterion, you are expected to explain how you have developed new skills, attributes and/or knowledge when responding to challenges encountered throughout your leadership project.

<4 4 Express issues encountered through your leadership project without evaluation of the personal challenge inherent to these.

5 6 7 Discuss some personal development that has resulted from your response to some challenging issues encountered though your leadership project.

8 >8 Demonstrate personal development by establishing the degree of challenge inherent to specific issues encountered through implementing your leadership project, and explain your responses to these.

Personal development marking scale 3. Action Plan for continued personal development For this criterion, you are expected to:  Reflect on your leadership project and how it has prepared you for your career ambitions for three to five years after graduation;  Plan further actions to achieve these ambitions.

Career Planning marking scale 4. Presentation: For this criterion, you are expected to ensure that how you present your portfolio is appropriate to your chosen format.

<4 4 Describe some actions that you will take in the future.

5 6 7 Link some of what you have learned through your leadership project to some requirements of your career ambitions and identify further actions linked to these requirements.

<4 4 Presented in a style that is unsuited to the chosen format of your portfolio.

5 6 7 Presented in a style that is matched to the chosen format of your portfolio.

8 >8 Link what you have learned through your leadership project, and your planned further actions, to the findings of primary research (professionals working in your chosen field) and secondary research (job descriptions, professional standards and other sources).

8 >8 Presented in a style that is enhanced by the chosen format of your portfolio, demonstrating creativity and attention to detail.

1. Organisational impact of leadership project: For this criterion, you are expected to measure the outputs from your project in relation to the placement need/s it has been developed to respond to.

Presentation marking scale <4 4 5 6 The criteria are weighted as follows: Criteria 1 - 30%; Criteria 2 – 30%; Criteria 3 – 30%; Criteria 4 – 10% 25

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To fully meet this criterion you will: Demonstrate how your chosen impact measurement methodologies and/or tools accurately measure specific outputs from your completed leadership project.

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>8

This assessment focuses on the following module learning outcomes: 

  

Analyse the graduate labour market in order to identify requirements for entry and progression into a graduate career of your choice; compile a portfolio of skills, knowledge and experiences relating to this.

Apply techniques for structured reflection to evaluate personal development; present this within a professional portfolio which includes further actions to be taken post-graduation.

Demonstrate development of module graduate skills explicitly related to leadership through defining, executing and evaluating a self-defined placement project.

Articulate examples of personal and professional development which are related to entry to and progression within a graduate career of their choice. Present these in a way that reflects current graduate recruitment and selection processes.

Module Engagement: Blackboard Tasks Across the module you will be expected to complete a number of tasks designed to prepare for scheduled teaching sessions, to consolidate your learning, or to apply module tools in practice.

These tasks are intended to encourage timely engagement with the tools, resources and strategies introduced through module learning and teaching and to help you maximise your learning and professional development.

Full details of all assessed module engagement tasks are available on Blackboard within the relevant ‘Learning Resources’ sub-folders. A summary of the tasks and deadlines for submission can be also be found overleaf for your reference. These tasks combine to form 10% of your final module mark.

You must complete at least five out of the six available tasks to be eligible for the full range of marks available for this assessment component.

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What? (summary only - see further information in Blackboard Learning Resources)

Where? (all on NCL3008 Blackboard)

1. Assessment Centre and Skills Audit activities – Consolidation from week 3  Reflect on your performance in the group assessment centre activity, and on the results of the skills audits you completed as preparation for the workshop.  Identify actions you will take to further develop your competence in relation to some of the personal development needs you have identified.

Semester 1 Week 3 – Do

By when? (all via Blackboard by the end of the day (11.59pm) Monday 21st October

2. Placement Research – Preparation for Week 4  Research your placement role and the skills and attributes that you need to perform this effectively.  Research the aims, objectives, policies and/or aspects of practice for your placement and the wider sector which shape what you do there.  Summarise how your role contributes to and/or is shaped by relevant factors for your placement/the sector as a whole.

Semester 1 Week 4 - Do

Monday 21st October

3. Career Ambitions Research – Preparation for Week 5  Identify your career ambitions – roles or positions you are interested in progressing to between three and five years after graduation.  Research these roles to identify some of the skills, attributes, experience etc. that you will need to achieve your ambitions.

Semester 1 Week 5 - Do

Monday 28th October

4. Resilience self-awareness – Preparation for Week 7  Complete the online resilience self-assessment exercise.  Reflect upon the results of this and identify actions you will take to further develop your resilience.

Semester 1 Week 7 – Do

Monday 11th November

5. Personal and Career Values– Preparation for Semester 2 Week 2  Complete the online quiz to identify your personal values and receive a report on these  Consider your career values/priorities by completing the paper ‘career values’ grid  Reflect upon the results of both tests in the context of your career planning and professional identity

Semester 2 Week 2 – Do

Monday 3rd February

6. Alumni Panel Reflection – Consolidation from Semester 2 Week 3 Record your reflections, learning and identified further actions to be taken following your attendance at the alumni panel for this module.

Semester 2 Week 3 – Do

Monday 24th February

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Leadership Project One of the key ways that you will develop your skills at your CDM placement this year, and progress towards your career ambitions, is through the Self-arranged Leadership Project. This is an opportunity to work independently to add something extra to your placement.

What is a leadership project?

You will be expected to discuss your plans for your project during your professional conversation in semester 1, and evidence and discussion of the results and impact of your project will be part of the professional portfolio assessment you will submit in semester 2.

Your project should give you the opportunity to plan, research, deliver and review an activity, event or initiative that benefits you and your placement. This can be carried out individually or, provided there is enough for each individual to do, with other CDM or placement students. Talk to your tutor if you are considering a collaborative project and are concerned about how to articulate your individual contribution to this.

You will need to demonstrate the following in relation to your project  

Placement (occupational) awareness - why there is a need for your project or activity at your placement and how it contributes to some of their aims or priorities; Self-awareness - why and how carrying out your project will help you to develop skills and/or attributes that will contribute to your career ambitions, and address some of your identified personal development needs.

What kinds of things can I do?

Some examples are listed below, but you are encouraged to be creative (but realistic) and to discuss your ideas with your placement supervisor and module tutor.       



Take the lead in planning for an upcoming event at your placement, or think of an idea to do something new to fulfil a need you have identified.

Plan and produce an innovative new resource, activity or series of activities which complements or adds to existing provision.

Plan for and lead a training session in a particular area for others at your placement; Assume responsibility for supervising the work of others at your placement in relation to a particular area or project for which you are responsible.

Volunteer cover for or (where appropriate) move up to a senior or supervisory role.

Carry out topical research for your placement - something they don’t or haven’t had time to do but would help them understand an area of their provision, one of their client groups, etc.

[In a school or education context] Prepare a lesson, series of lessons or talk related to their curriculum or helping to raise aspirations. This would usually constitute at least one whole lesson or talk, or a series of starter activities to fit in with existing provision.

[In a school or education context] Take responsibility for reviving aspects of extra-curricular provision by leading an existing club or setting up a new one in a particular area.

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Assessment Policies Assessment submission: Unless explicitly indicated otherwise, all module assessment and required documentation (e.g., Placement Learning Agreement and Record of Activities) should be uploaded or returned via BlackBoard. When submitting scanned versions of handwritten documents these should be scanned into a single PDF document.

University policy on late submission of assessed work: Late submission of assessed work after a deadline will lead to a maximum mark of 40% for work that is handed in within seven calendar days of the deadline. Assessed work submitted more than seven calendar days after a deadline will receive 0%. All assessed work that is not submitted will also receive 0%. This policy is strictly enforced.

Extensions: As a matter of University policy individual module leaders/tutors do not have the discretion to grant extensions. These can only be approved by your academic school. If you are aware in advance of a legitimate circumstances impacting your ability to meet a published submission deadline you must follow the procedures outlined by your academic school, this is usually part of the PEC process.

If your ability to meet a submission deadline is due to illness or other extenuating circumstances you should again follow the PEC application procedure in your academic school.

Return of submitted work: All students will be informed by Blackboard announcement when their assessment mark and feedback are available. With the exception of the formative 10% Engagement Tasks, marks and feedback will normally be available within 20 working days. Marks and feedback are available via the My Grades area in Blackboard.

You are strongly encouraged to engage with and reflect on your written feedback and to consider how you can feed this forward into future assessments. Once you have had sufficient time to reflect on and review your feedback you are welcome to request a meeting with your module tutor for clarification or with further questions.

Good academic conduct and discipline: Newcastle University expects students to be committed to academic honesty and provides briefing and support materials to ensure that students know what is expected of them. All breaches of the University and School rules and regulations regarding assessments (including examination rules) constitute an ‘Assessment Irregularity’. Any student that has breached these rules and regulations is liable to academic penalties (including deduction of marks or the award of 0% for an assignment, examination or module) and disciplinary action. No credit will be given for plagiarised work. Disciplinary actions may range from a written warning to expulsion for serious offenders. Information on assessment irregularities, procedures and regulations can be viewed at: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/ The best site on good academic conduct, including correct referencing and avoiding plagiarism is: https://www.ncl.ac.uk/right-cite/ These are examples of the more common assessment irregularities: Plagiarism is the use of other’s work without proper acknowledgement. This includes using the words of others, and also concepts, data, ideas, images, and music. Therefore, it is important to acknowledge the source of an idea even if you expressed the idea in your own words.

Self-plagiarism is reusing work, in whole or in part, submitted for a different assessment without indicating the original source. You may never submit the same work or part of the same work for assessment more than once and without exception.

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Collusion is the submission by two or more students of the same or substantially similar pieces of work, or parts of pieces of work that are presented as a studentâ&#x20AC;&#x2122;s individually authored work. Collusion may arise from students working together or from one student allowing others to copy his or her work. While all students are actively encouraged to work with others, students must never pass off the otherâ&#x20AC;&#x2122;s work as their own.

Falsification of evidence or research results is to attempt to present as factually true information or other outcomes which are demonstrably false such as claiming to have completed activities, contributed to a project or delivered specific results when that has not in fact been the case.

Please note these are not the only possible assessment irregularities. Further information is available at: https://www.ncl.ac.uk/students/progress/Regulations/Procedures/assessment.htm.

Attendance As per University policy â&#x20AC;&#x2DC;Students are, except for absence with good cause, expected to attend all elements of their programme of study, including lectures, seminars, tutorials, laboratory work, etc. [. . . ]. If for illness or other good reason you are unable to attend scheduled module teaching you should inform the module tutor indicating why you cannot, or could not, attend. A student who is not able to attend University should follow the procedures outlined at https://newcastle.sharepoint.com/hub/sp/Pages/internal_Attendance.aspx .

Attendance at timetabled teaching and individual tutorials is monitored and poor attendance will be noted on your student record. A record of unexplained or unwarranted non-attendance will be reported to your personal tutor and your academic school and, in accordance with University policy may contribute to a judgment of unsatisfactory progress and the implementation of monitoring or the setting of additional work.

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Careers Service, Kingâ&#x20AC;&#x2122;s Gate, Newcastle University, NE1 7RU 31

T 0191 208 7748

E csmodules@ncl.ac.uk

W ncl.ac.uk/careers