Identify and articulate the development of work related skills mapped to evidence drawn from either the project or placement.

Learning outcomes assessed:
At the end of a module students will be expected to be able to:
1. Build a portfolio of evidence using a range of methodologies and activities (log
books; critical incident diaries; employer or supervisor feedback)
2. Identify and articulate the development of work related skills mapped to evidence
drawn from either the project or placement.
3. Demonstrate knowledge and understanding of the background and context
relative to the chosen project or placement opportunity.
4. Evaluate the effectiveness of preparation and planning undertaken prior to the
placement or project implementation.
Assignment Questions
Scenario
You are required to complete a project portfolio containing the tasks outlined
below. Please bear in mind that the tasks are generic for all projects types, but
your learning contract will make the project particular to you and your
program.Therefore the area of the project will be agreed the module
tutor/supervisor as per your program in the Learning Contract (Task 1)
according to your program option.The Learning Contract, when complete,
will be a form of written permission to undertake the project related tasks or
research methods that you plan to undertake in order to carry out the project
and compile the portfolio. The report (task 2) will normally focus on the
experiences thrown up by the project, how you solved problems, improving
practices over the period, or implemented a new process.
Portfolio Assignment Task 1
You are required to complete the learning contract (see Appendix 1), agreed
with the module tutor/supervisor. For detailed guidelines on learning contract,
please refer to the module handbook and GSM Learn.
Portfolio Assignment Task 2
After you have agreed and signed off your learning contract, you are to
complete the project and write a project report which must focus on the
following.
1. A brief background and context of the project being discussed and
analyzed;
2.To demonstrate trans-disciplinary models / theories to underpin your
analysis;
3.To assess the project phases (preparation and implementation) and
evaluate their effectiveness;
4.To discuss the skills that you developed to solve work based problems;
5.To analyze and evaluate the action you did / did not take and why;
6.What learning you took from the project by giving a portfolio of evidence
(log books, critical incident diaries and feedback, to be included in the
appendices).
Guidelines
Your report must be based on a work related problem / practice / product.
A good report will do or contain the following elements:
1. demonstrate the process of experiential learning in the work based
project;
2. be well-structured and presented (both report and a learning contract);
3. evidence a range of secondary research using texts, journals,
magazines, newspapers, and computer based information sources;
4. analysis;
5. reflect upon the impact of the work based project and work based
learning on your future career plans
6. be fully researched and provide references to both organizational data
and academic theory, and experience and data arising from the project
itself;
7. make explicit reference to relevant theories and relevant market data.
8. your report should be carefully presented;
9. optional appendices that give evidence of the experience having
happened or other data sets that have been referred to and discussed in
the report main body text.
sources:
indicative reading:
Helyer, R., (2015). The work-based learning student handbook. Palgrave Macmillan.
Indicative Reading:
Anderson, G., Boud, D., Sampson, J. (2003) Learning Contracts: a Practical Guide Kogan
Page
Cottrell, S (2010) Skills for success: the personal development planning handbook 2nd Ed,
Palgrave Macmillian, Basingstoke
Deakin Crick, R., Stringer, C. and Ren, K. (2014) Learning to Learn: International
Perspectives from Theory and Practice (Abingdon: Routledge).
Durrant A, Rhodes G, Young D, (2011), Getting started with university-level work based
learning, 2nd edition, Libri Publishing, London
Hattie, J. and Yates, G. (2014) Visible Learning and the Science of How We Learn
(Abingdon: Routledge).
Helyer, R. (2010) The Work-Based Learning Student Handbook (Palgrave Study
Skills) Paperback
Helyer, R. and Lee, D. (2012) The 21st century multiple generation workforce: overlaps and
differences but also challenges and benefits, Education + Training, 54 (7), 545578.
Helyer, R. and Lee, D. (2014) The Role of Work Experience in the Future Employability of
Higher Education Graduates, Higher Education Quarterly, 68 (3), 348372.
Kirton B (2012) Brilliant workplace skills for students and graduates Prentice Hall, Harlow
Martin, A., & Hughes, H. (2009) How to Make the Most of Work Integrated Learning: A guide
for Students, Lecturers and Supervisors. Massey University Publication
Moon J (2004) A Handbook of reflective and experiential learning: theory and practice
Routledge Falmer, London
Moon, J.A. (2006) Learning Journals: A Handbook for Reflective Practice and Professional
Development Paperback
List of Journals
Active Learning in Higher Education
Assessment in Education
British Journal of Guidance and Counseling
European Journal of Education
Evaluation and Research in Education,
Higher Education,
Higher Education Studies
Journal of Contemporary Issues in Education
Journal of Further and Higher Education,
Journal of Personality and Social Psychology
Management Learning
Studies in Higher Education
Teaching in Higher Education
The Journal of Higher Education
Websites and on-line resources:
http://wps.pearsoned.co.uk/ema_uk_he_hollensen_globmkt_6/
please don’t hesitate to contact me if you require any other papers attached to this assignment.

0 replies

Leave a Reply

Want to join the discussion?
Feel free to contribute!

Leave a Reply

Your email address will not be published. Required fields are marked *