Work Based Distance Learning Integrating Professional Experience ASSESSMENT CRITERIA GRID

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Work Based Distance Learning Integrating Professional Experience ASSESSMENT CRITERIA GRID

CRITERION

1^st: 70%+

2:1: 60% – 69%

2:2: 50% – 59%

3^rd: 40% – 49%

REFER/FAIL: 0% – 39%

Presentation & style

Presentation of Assignment

(You must ensure visuals are clear and appropriate)

Polished and professionally presented Assignment.

All work within Assignment submitted within prescribed parameters.

Carefully and logically organised assignment

All work within Assignment submitted within prescribed parameters.

Assignment shows organisation and coherence.

All work within Assignment submitted within prescribed parameters.

Some attempt to organise Assignment in a logical manner shown.

Assignment deviates slightly from the required parameters.

Disorganised/incoherent Assignment.

Assignment deviates significantly from the required parameters.

Clarity of expression

(inc accuracy, spelling,

grammar, punctuation, terminology)

Fluent writing style appropriate to Assignment.

Grammar and spelling accurate. Uses appropriate academic terminology throughout Assignment.

Language fluent.

Grammar and spelling accurate.

Uses appropriate academic terminology throughout Assignment.

Language mainly fluent. Grammar and spelling mainly accurate.

Uses appropriate academic terminology throughout Assignment.

Meaning apparent, but language not always fluent.

Grammatical and/or spelling errors. Uses some appropriate academic terminology throughout Assignment.

Meaning unclear and/or frequent grammatical and/or spelling errors.

Uses unsuitable/misuses academic terminology throughout Assignment.

Referencing

(Your referencing is evidence of self-directed research and underpinning of your conclusions. You must use journal articles. Consider the resource range you are utilising; legislation, best practice etc.)

Referencing is consistently accurate throughout Assignment.

Referencing is generally accurate throughout Assignment, though some mistakes and/or inconsistencies.

Referencing is inconsistent throughout Assignment.

Some attempt at referencing throughout Assignment.

Referencing is absent/

unsystematic throughout Assignment.

Knowledge/Analysis/Conclusions

Identifying/

addressing assignment objectives

(application of management theory and integration of reflective learning log)

Assignment objectives are appropriate and succinctly defined. Objectives addressed comprehensively and imaginatively. Assignment takes account of complex contexts.

Assignment objectives are appropriate, clearly defined and are addressed coherently.

Many attempts to demonstrate imagination.

Assignment takes account of context.

Has outlined objectives within assignment.

Broad objectives proposed and addressed coherently.

Some attempts to demonstrate imagination.

Assignment recognises generalised context.

Has provided generalised objectives and focused

the assignment on the topic areas.

Assignment acknowledges context, but not really taken into account.

No information provided.

Assignment does not recognise context as relevant.

Content and range

(Identify what is relevant to your context, look to use a range of different themes/tools/models)

Comprehensive/detailed knowledge of all topics within Assignment.

Justified own ideas based on a wide range of academic sources.

Boundaries of the subject and relationships with other disciplines and frameworks have been explored.

Reasonable knowledge of most topics within Assignment.

Justified own ideas based on a reasonable range of sources. Some boundaries are explored.

Assignment gives a factual and/or conceptual knowledge base.

Clear evidence of readings relevant to the subject.

An awareness of subject boundaries.

Assignment shows evidence of limited knowledge of topics.

Literature is presented uncritically.

Limited awareness of subject boundaries.

Assignment lacks evidence of knowledge relevant to topics.

No evidence of literature being consulted or irrelevant to the assignment objectives.

Lacks awareness of subject boundaries.

Critical reasoning

(Your arguments must be logical, theory does not fit with all realities, ensure you underpin your discussions using a range of literature)

Critically reviews evidence supporting conclusions/

recommendations including its reliability, validity and significance.

Investigates contradictory information and identifies reasons for contradictions.

Identifies a range of evidence and evaluates its reliability, relevance and significance.

Identifies a limited range of evidence.

Some attempts to evaluate its reliability, relevance and significance.

Limited and only partially accurate evaluation of evidence.

Occasional attempts to evaluate its reliability, relevance and significance.

Fails to evaluate or acknowledge reliability, relevance and significance of evidence and/or evaluations are totally invalid.

Conclusions

(Drawing out what is significant using supporting evidence)

Analytical and clear conclusions well grounded in theory and literature, showing development of new concepts for practice.

Conclusions demonstrated in a summary of arguments based in theory/literature showing development of new concepts for practice.

Evidence of findings and conclusions grounded in theory/literature.

Some development of new concepts for practice.

Limited evidence of findings and conclusions supported by theory/literature.

Limited development of new concepts for practice.

Unsubstantiated/invalid conclusions based on anecdote and generalisation only, or no conclusions at all.

Reflective Practice

(Consider how your personal thoughts and beliefs impact on decision making. Consider the quality of your work).

Assignment demonstrates reflection and critical analysis of activities and demonstration of learning.

Assignment demonstrates reflection and critical analysis of activities. Attempts to demonstrate learning.

Assignment demonstrates some reflection and critical analysis of activities. Some attempt to demonstrate learning.

Assignment offers description of activities rather than reflection. Some attempt to demonstrate learning.

Assignment demonstrates no reflection or is based on anecdote.

Learning outcomes for Integrating Professional Experience

After completing the module students will have shown they are able to:

• Assess their development as professional managers through analysis of lessons learned during previous formal management training and also within past and present working environments.

• Recognise, and critically reflect on the extent to which their academic and workplace experiences have interacted in their individual development as a professional manager.

• Critically evaluate their ability to engage in reflective practice and to apply the concept to personal and professional development.

• Develop the self-awareness and confidence to reflect upon and dynamically change individual and group behaviours to improve organsational performance.

• Demonstrate the abilty to analyse, understand and apply academic theory and thinking to a practical managerial environment.

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Integrating Professional Experience

Module Guide

Module Co-ordinator

Julie Donald

Module Co-ordinator

Julie Donald

Credits and acknowledgements

This document is based on the work by Barbara Allan, with kind permission from the author. A special thank- you to Caroline Hodgson, Victoria Ellis and Peter Mount for their invaluable contributions.

Design and layout Sharlene Holley

Editing and proof reading Amy Pearson

First published July 2013 Tracey White

Revised: May 2016 Tim Collett

Revised: April 2017 Julie Donald

Lincoln Business School

University of Lincoln

Brayford Campus

Lincoln LN6 7TS

Contents

Section 1 Welcome to the Module: Integrating Professional Experience 4

The Module and its aim 6

Structure and Content 7

Learning Outcomes 7

Teaching and Learning methods 8

Module resources 8

Virtual Learning Environment (Blackboard) 9

Tutor Support 9

Submitting drafts: 10

Final Submission: 10

Contact time 10

Assessment 11

Academic Referencing and Plagiarism 11

Section 2 Reflection in Learning, Reflective Practice 12

What is reflective practice? 12

Knowledge construction 13

Reflective Learning Log 15

Keeping a Reflective Learning Log 15

Section 3 Understanding the Assignment: 16

Constructing the Reflective Learning Logs 17

Reflective Learning Log 18

Writing the Report 19

Submitting Your Assignment 21

Appendices 22

Appendix 1 The assessment criteria for a Reflective Learning Log. 22

Appendix 2 Reflective Learning Log template 23

Appendix 3 Report template 24

Appendix 4 Cover Page template 26

Section 1 Welcome to the Module: Integrating Professional Experience

Welcome to the Integrating Professional Experience module of your Degree programme. This module is designed to develop and assess your ability to reflect critically on your professional practice and experiences. This module builds on the knowledge and experience gained in the Study skills module, especially those of academic reading and research, academic writing, academic referencing and the formal structured process of reflection.

The module will provide you with a structured framework within which to reflect on learning experiences received during previous formal managerial training and also within past and present working environments. You are encouraged to develop your own abilities to practise reflection in the practical arena by critically evaluating your ideas and experiences against academic theories and models. You will be expected, as a result, to challenge and expand your personal management skills. You will facilitate this process through the production of a personal Reflective Learning Log, individual reading and study, and discussion with your allocated Integrating Professional Experience module tutor.

The purpose of this guide is to provide you with information and support on a range of topics, which include:

• Rationale for the module

• Topics covered in the module

• University-based resources

• Assignment brief

• Assessment criteria and activities

Section 1 of the Guide provides background information on the module and presents an overview of the module assessment and criteria, which will be used to assess your work (it will be important to refer to this section when preparing your assessment submissions for the module).

Section 2 provides information on reflection in learning and knowledge construction.

Section 3 outlines assignment presentation and expectations.

Appendices to support your module report.

What do you need to do next?

You will need to read and become thoroughly familiar with this module guide. Remember, although you can email your tutor at any time for advice, the purpose of this degree format is to encourage and enable you to study in your own time and at your own pace, within the context of your employment. For the early stages of study take particular notice of Section 2 and 3 as it will be helpful to have an overview of the requirements for the entire module before you commence your study.

If you have any questions or are unsure about anything to do with this module please email your allocated tutor (who would have been assigned to you upon completion of your Study Skills module). If problems occur which cannot be rectified by your allocated tutor please contact the Module Co-ordinator Julie Donald (jdonald@lincoln.ac.uk).

Also, please route your university email account to your personal account in order to receive all university emails, as on occasion we send urgent document changes and email is the best means of communicating.

The Module and its aim

This module is designed to develop and assess your ability to reflect critically on your professional practice and experiences. Reflection as a technique for aiding and reinforcing learning is a powerful tool in professional development and a wide range of other learning situations and environments. At a personal level critical reflection is the basis for personal learning and change. ”Reflection can enable practitioners to learn from experience about themselves” (Bolton, 2010, 3). It offers a way of making the most of changing circumstances and a good way of preparing for the future. Reflection is the basis of self-awareness and can also help identify unseen opportunities. It can make the difference between acting as a victim of circumstance and choosing a proactive response.

Reflective practice is essentially about learning and developing through examining what one thinks happened on any occasion and how one thinks others perceived the event. By opening up your professional practice to the scrutiny of others you can become a more effective learner and manager.

At an organisational level critical reflection is the basis for maintaining the appropriate alignment of an organisation with its environment and as such forms the basis for strategic planning and organisational change. It can, if used correctly, act as a catalyst for the essential disciplines of communication and continual improvement in a rapidly changing managerial environment.

There are many different approaches to reflection. This module will utilise the format of a structured Reflective Learning Log as a useful tool for reflective practice. A Reflective Learning Log is more than a simple diary of events. It is intended to chart progress, thinking and development, and knowledge construction. The Reflective Learning Log is meant to be a personal document and the thought and discipline associated with its writing and production will help with the overall aim of learning through reflection.

The Reflective Learning Log is not just a description of facts but also a deep exploration of what happened, what led up to the event, why it happened and what can be learned from the experience. This is called critical reflection. Resources to further explain critical reflection are provided on the Integrating Professional Experience module resources tab.

The ability to frame appropriate questions for engaging with the arguments, assumptions, prejudices and ideologies, abstract concepts and the data encountered during professional practice and to express and communicate the products of that engagement are central to both what it means to be a successful Honours degree student and to being an equally accomplished strategic manager.

Structure and Content

The module is structured to include:

• Guidance on assessment activities

• The development of reflective practice

• The development of personal Reflective Learning Log

• The analysis and application of theory of selected management issues to practice, using the Learning Logs as the basis for exploration

Learning Outcomes

On completion of this Integrating Professional Experience module you will be able to:

• Assess your development as professional managers through analysis of lessons learned during previous formal management training and also within past and present working environments.

• Recognise, and critically reflect on the extent to which your academic and workplace experiences have influenced your individual development as a professional manager.

• Critically evaluate your ability to engage in reflective practice and to apply the concept to personal and professional development.

• Develop the self-awareness and confidence to reflect upon and dynamically change individual and group behaviours to improve organsational performance.

• Demonstrate the abilty to analyse, understand and apply academic theory and thinking to a practical managerial environment.

Please pay attention to the Learning Outcomes as they play a critical role in that they are the objectives for your learning and, as a consequence, are used as the criteria for marking your assignments. Additionally, when assessing your Reflective Learning Log your tutor will consider the criteria identified by Moon (1999) (Appendix 1). Use these criteria to construct and evaluate your Reflective Learning Log.

Teaching and Learning methods

The module will use a wide range of teaching and learning methods including:

• Use of University based resources via an on-line virtual learning environment Blackboard.

• Independent study through open learning materials, both paper-based and on-line.

• Accessing individual support and guidance from the tutor predominantly via e-mail, with telephone or face-to-face meetings where possible.

• The production and maintenance of personal Reflective Learning Logs by each student.

• The writing of a 4000 word Report based on themes arising from the 2000 word Reflective Learning Log.

Module resources

To work through this Module, you will need the following resources:

• Internet access so that you can use the University of Lincoln’s Virtual Learning Environment (Blackboard) and its facilities.

• Integrating Professional Experience– the module guide (this document)

• The Library and Electronic Resources Guide and further resources located on Blackboard, University of Lincoln Harvard referencing handbook and the Submission Sheet. These guides are located on the module information tab and module resources tab of Blackboard, within the Integrating Professional Experience site. You will also need to use the Reading List in Section 4 as a starting point for relevant exploration of the module themes and topics.

• University of Lincoln electronic library – www.library.lincoln.ac.uk.

Virtual Learning Environment (Blackboard)

University of Lincoln’s Virtual Learning Environment (Blackboard) provides a range of essential facilities for programme delivery. It is an Internet-based system, available only to registered students and staff of the University by the use of appropriate usernames and passwords. It can be accessed via the Internet or via a PC connected to the University network. Essential support services available through the Blackboard include:

• Electronic distribution of course documentation and support materials that can be viewed online, downloaded or printed off as required (it might be helpful to print off a copy of this Guide and also the University of Lincoln Harvard Referencing Handbook as you will be referring to them on a regular basis)

• Electronic transmission of files attached to messages between students and tutors

• On-line diagnostic tests and formal assessments

• Direct links for students to external web-pages

At the start of your Degree programme, you will have received a guide to accessing and using Blackboard and its facilities. You can also visit the University to familiarise yourself with Library and Learning Resources and to discuss with staff the use of the system. However, an on-line electronic guide and help facilities are also available on Blackboard.

Tutor Support

Please remember that your tutor is very interested in supporting you and helping you to succeed. Your tutor is available to deal with any queries about completion of the module and you are encouraged to seek your tutor’s assistance whenever you need it email, phone or other mediated communication channels, with email being the primary and predominant mode of contact. It is essential to contact your tutor, submit drafts of your work and respond to feedback so that you both can be aware of the progress that you are making, not just in this module but also throughout the Degree.

Many of you will have had experience as a student in other learning institutions around the world. Each institution will have its own ideas and approaches regarding student/tutor contact. University of Lincoln, especially Work Based Distance Learning, actively encourages student- tutor contact whether it is to submit drafts of your work or final submissions but also as a means to explore ideas and issues relating to this module. The sooner you engage with your tutor and submit drafts of your work the more positive and rewarding your learning experience will be.

Submitting drafts:

You will be able to submit drafts of the assignment up to a maximum of 3. For this module this might mean:

• One Draft of the Reflective Learning Log

• One Draft of the Report midway through completion e.g. (2000 to 2500 words, including the Reflective Learning Log and Reference List)

• One Draft of the Complete Report

You can negotiate this with your tutor.

Final Submission:

Please refer back to the Submission Schedule, which you received when you commenced on this module (if unsure, please check with Admin – wbdladmin@lincoln.ac.uk). It is strongly advised that you keep to this schedule. However should you require additional time please discuss your needs with your tutor. Tutors can provide extensions of up to 4 weeks. If you require longer time then a Formal Interruption should be arranged. You should communicate with Admin (wbdladmin@lincoln.ac.uk) on the interruption process. Upon your return please liaise with the WBDL admin team for a revised Submission Schedule.

Your tutor will advise you when your work is acceptable for final submission. This only indicates that your work is of a pass standard and is not an indication or guarantee of a particular mark or grade. Do not submit your assignments to Blackboard without approval from your tutor. Submissions to Blackboard are final.

Contact time

Student study time for this 30 CAT point module is notionally 300 hours of which up to 10 hours are staff/student contact time. Contact time includes; induction, reading emails, email discussion time, telephone or electronically mediated calls, providing feedback, and one-to-one meetings with tutors, Module Co-ordinators and the Programme Leader if necessary. The remainder of the time should be self- managed so as to ensure that the module’s learning outcomes are achieved within the allocated time frame.

Assessment

This module requires a written Report of 6000 words (+/- 10%) including one 2000 (+/- 10%) word Reflective Learning Log, or in some cases you may agree with your tutor to produce two Reflective Learning Logs of 1000 words each (+/- 10%) focussed on the development and practical application of reflective practice at an individual and organisational level.

The submission should demonstrate your ability to understand, analyse and apply academic theory and thinking to a practical managerial environment, evidenced by appropriate academic rigour.

Academic Referencing and Plagiarism

In your Study Skills module you were introduced to the process of Academic referencing. Academic referencing ensures that any ideas or information used within the assignment are credited to their rightful owners. It demonstrates scholarship by showing your knowledge of the field of study. It also avoids plagiarism.

According to the University of Lincoln (2015, 6), Harvard Referencing Handbook plagarism is defined as “the use of another authors ideas and words, whether intentionally or unintentionally, without acknowledging the source of the information.” This includes submitting an assignment written by another person(s) on your behalf and also work obtained from any person/organisation such as an essay writing service. Plagiarism is a serious academic offence. The use of Custom written essays/reports obtained from internet or other bespoke plagiarism services is likely to attract the most severe penalties. As you are students on the final year of your Degree programme (Third Year) the consequences of academic offences are particularly severe. Panic or lack of time to submit work will not be considered a legitimate defence. Please ensure you are familiar with the University’s policy (University General regulations- available on Blackboard).

Plagiarism can be avoided by referencing correctly. Please follow the referencing format outlined in the University of Lincoln Harvard Referencing Handbook This is the only accepted referencing format for this module/Degree.

Section 2 Reflection in Learning, Reflective Practice

What is reflective practice?

“Reflection is an important human activity in which people recapture their experience, think about it and mull over it and evaluate it. It is this working with experience that is important in learning. The capacity to reflect is developed in different stages in different people and it may be this ability which characterizes those who learn effectively from experience.’”

(Boud et al., 1987,19)

Reflective practice is essentially about becoming a more effective learner, about developing and changing as a learner. Morrison (1996) found that students reported:

• Increased motivation and confidence – in studying, learning, reflecting, questioning

• Greater self-awareness leading to self-fulfillment

• Better-developed professional skills and career self-awareness

• Greater understanding of the links between theory and practice

In addition, reflection is the basis for personal learning and change, and as such forms the basis for organisational change. It offers a way of making the most of changing circumstances and a good way of preparing for the future. Reflection is the basis of self-awareness and can also help identify unseen opportunities. It can make the difference between acting as a victim of circumstance and choosing a proactive response.

Therefore, developing the capacity and habit of reflection will enhance your learning significantly. In doing so, it is important to bear three things in mind:

• To learn from reflection you need to develop the habit of reflective practice. Your tutor will give you support and guidance throughout this process.

• Reflection is most effective when it is a purposeful activity directed towards a goal. Dynamic goal-directed reflection leads to changes in behaviours and critical understanding that empower the reflector as an individual. This is why it is important to decide which management themes to reflect upon and then to engage with relevant theories to help improve your knowledge and work based practice.

• The reflective process is a complex one in which both feeling and thoughts are closely interrelated. Negative feelings can form barriers to learning while positive feelings can enhance your learning experience. Learning is an emotional as well as intellectual activity. This suggests that it is very important to reflect on your feelings and emotions as well as your thoughts. Therefore you need to incorporate these into your Reflective Learning Log.

Knowledge construction

The reflective process will enable you to test and develop your ideas and theories, and this is easiest to achieve with the help of another person. This may be in a face-to-face situation or it may be achieved through another medium such as the telephone or on-line. One theoretical model that is becoming increasingly important in relation to learning and teaching is Constructivist Theory. Three basic tenets common to constructivist theory are:

• Knowledge is not a product to be accumulated but an active process in which the learner attempts to make sense of the world.

• People acquire knowledge in forms that make sense to them and that enable them to use it in a meaningful way in their lives.

• The construction of knowledge is based on collaboration and social negotiation of meaning. Common understandings and shared meaning are developed through discussions with peers, mentors and tutors.

This suggests that the process of developing your reflective practice via your Learning Logs should involve other people and your tutor will be happy to engage in discussion with you. Therefore you will be taking part in a process that involves:

• Exchanging your world maps or mental models

• Exploring your ideas about a topic and its meaning for you

• Identifying and exploring ideas about the relationship between theory and practice and sharing your work and academic experiences with others

Morrison (1996) suggests that when students are involved in knowledge construction it results in:

• Empowering their lives

• Changing their values and beliefs

The diagram that follows ( Figure 1.)

illustrates the reflective and knowledge construction process.

Figure 1- The Knowledge construction process

Many people find the process of structured reflection uncomfortable and awkward, especially in the beginning. Think back to the last time you learned a new skill. What did it feel like? Was it disjointed, mechanical? Were you self-conscious? These feelings will lessen the more you practice.

Reflective Learning Log

A Reflective Learning Log is more than a simple diary of events. It is intended to chart your progress, thinking and development, and knowledge construction. In general, keeping a Learning Log will allow you to:

• Record your reflections

• Recognise and trace how your workplace development, academic development and personal growth interact and support each other

• Develop your ability to engage in reflective practice and theories critically about your development

• Develop your self-awareness and empower you to change behaviours dynamically to improve your performance as an individual learner and as a member of an organisation

It is likely that the Reflective Learning Logs you keep will include the four different forms of reflection that is, reflecting on:

• Outcomes

• Processes

• The experiences of others

• Personal experience

Keeping a Reflective Learning Log

A Reflective Learning Log is meant to be a personal document- there is no right or wrong way to keep it. When using a Reflective Learning Log for personal and professional development, find the method that suits you and remember the following points:

• Write what is important to you: it is important to be yourself. Be open and sincere in what you record

• A Reflective Learning Log is a working document. As it develops, go back to earlier entries and reflect further on them, underlining, highlighting, and annotating anything significant

• Remember to date all entries

• Do not be rigid in the way you keep your Log; be prepared to change if necessary, moulding the Reflective Learning Log to your personal strengths and needs

• If it is a current example record experience as soon as possible after it happens, but be selective; focus on experiences that are significant for you.

Section 3 Understanding the Assignment:

Application of Theory to Practice: Constructing a Reflective Learning Log and Writing a Report based on the Reflective Learning Log

This module builds upon the reflective skills you acquired during the previous Study Skills module of this programme and is based on using reflective practice to assess your experience and development as a professional manager.

An indicative reading list is provided on Integrating Professional Experience module site, under the tab Reading List, to get you started. You are not limited to these resources; in fact you are expected to explore additional material to supplement this list using the University of Lincoln electronic library www.library.lincoln.ac.uk. Resources are available on the reading list to give guidance on Report writing. Additional resources accessed via the Module Resources tab on Blackboard have been provided to help you develop your reflective and critical thinking skills, critical writing, as well as more general resources on academic research and writing.

As you progress through the module you are expected to access other relevant material such as Management books, journals and articles. Your academic prowess can be enhanced by referring to more peer-reviewed recent journal articles, which can be found via the link www.library.lincoln.ac.uk on Blackboard and the University Library home page. Such sources will complement text books and websites, bring your referencing up-to-date on your chosen subject and enhance the academic quality of your assignment. You can enlist the help of the Subject Librarian who can help you to locate materials and use the Library’s resources.

Constructing the Reflective Learning Logs

The first step in completing your assignment is to reflect on one or two particular scenarios which you have recently experienced within your work environment (Reflection on Action). These might also include scenarios which you are currently experiencing (Reflection in Action). Choose scenarios which will help you develop in your current role. These could be referred to as Critical Incidents (Rollins, 2006) or significant events, which created a dilemma for you in what to say or what to do. Questions such as those listed below need to be considered:

• ‘Why is this incident important?’

• ‘What underlying issues exist?’ and

• ‘How will this incident influence my future thinking/ behaviour?’

Johns et al. (2013) suggest asking yourself:

• Did I respond in the most effective way?

• What factors influenced my response?

• What words did I use?

• How did I use them?

• What were the consequences of my response from others? From the Organisation?

• What were my feelings-before, during and after the event?

• Was it a positive or negative experience?

You might also want to consider:

• What were my motives in responding/acting that way?

• What were the possible motives/intentions of others?

(These motives may be explicit or implicit).

Johns et al. (2013) acknowledge the emotional and psychological aspects of an experience and suggest that through writing and reflecting on practice (work) you ‘learn to pay increasing attention to self within your working environment. You become aware of (patterns) in your thinking, feeling and responding to situations.’

For this Assignment, the scenarios for consideration might involve:

• Managing Effective Communications

• Managing Employee Motivation

• Managing Conflict

• Leadership at Work (if you choose this area ensure you are clear on the differences between a Leader and a Manager)

• Managing Groups and Teams

• Strategic Management

• Managing a Diverse workforce

• Human Resources Management

Reflective Learning Log

(2000 words) can be constructed using the Template in Appendix 2.

You only have 2000 words (+/- 10%) for the Reflective Learning Log. If at all possible, focus on incidents which have occurred within the past 3 years. Based on your Reflective Learning Log, you will need to identify common themes emerging from the Reflective Learning Log, which will then become the subject for your 4000 words Report. From the main theme, identify 3-4 subthemes. The subthemes must be related to the major theme. For example the Reflective Learning Log could explore something very specific within the process of Human Resource Management, such as the changing role of the job interview within an Organisation. This could be further refined using the subthemes of Power and Assumption. Equally you could explore conflict management within your Organisation. Conflict management, however, covers a vast area in terms of the existing academic literature. Thus, the reflective Learning Log must consider subtheme(s) and specific aspects around the main theme of conflict management within your Organisation. For instance, team disagreement /dynamics and conflict management; negative emotion and interference within the conflict management process or organisational based self- esteem and conflict management. In all these cases only appropriate and relevant theoretical models/constructs from the Academic literature are to be explored in your review of the Literature.

The adoption of a discriminating and specific approach at the start of your Reflective Learning Log will therefore help to shape the relevant and critical (rather than generic and overly descriptive) literature review required within the main body of the Report. In all cases theoretical models from the academic literature need to be explored.

• Select personal experiences relating to your chosen area

• Bullet point or highlight key learning points at the end of your Reflective Learning Log about what you’ve learned from that particular experience and use these in your Report

• The Reflective Learning Log is included in the Appendices to your final Report and should be referred to abundantly throughout your Report

• The Reflective Learning Log should be written in the first person- however the Report is written in third person. You do not need to write about Reflective Practice- instead apply it to your Report

Resources are available on the Integrating Professional Experience module site on how to write and develop your Reflective Learning Log. The focus of the Reflective Learning Log is on the writer (student) and how the writer (student) learned from the experience and how the writer (student) intends to apply that learning in the future. The intention to action is a critical step in the reflective process.

Writing the Report

In the Report you will develop one or more key management issues which you have identified. Within the Reflective Learning Log you were asked to draw together your key learning points in order to develop these in the Report and explore using relevant academic theory applied within a practical working environment. This is an opportunity for you to research the specific subject area. Read what other people have written on those management issues. Explore the theory and research and then apply it to particular incidents/episodes in your Reflective Learning Log. Consider how your new knowledge and awareness of yourself and others will influence your future working practice. As an extension of your reflective skills, explore whether your experience agrees with those other authors. It is also an opportunity for you to develop some ideas or theories of your own based on the issues from your Logs. It is more beneficial to explore one major Theme e.g. Managing Conflict and then 3 or 4 subthemes in great depth than explore several major Themes or Theories at a superficial level.

Please use the module reading list on Blackboard to access texts that will help you develop your Report writing skills.

Tips for writing your Report:

• Re-visit the Learning Outcomes

• Develop key learning points from your Reflective Learning Log

• Consider one dominant area with related subordinate issues to give you depth, rather than using several areas only to a shallow depth

• Analyse work based practice through application of relevant theories/models – Integrating Professional Experience

• Demonstrate academic rigour

• Embed your Reflective Learning Log within your Report.

• The Report must be written in ‘Third person’, using formal academic language- do not use slang or colloquial expressions. A Bibliography is not required.

A Report template is provided in Appendix 3 and will have the following:

Cover page (see appendix 4)

Executive Summary

Contents page

Introduction

Main Body

Conclusion

Recommendations

Reference List

Appendices

Submitting Your Assignment

Please see the Guidance on Planning, Preparing and Submitting Assignments (which you will have received as part of your enrollment pack) in conjunction with this advice. You will need to present the work in an organized and logical manner as detailed above. Include a completed submission sheet with your final assignment (available on Blackboard)

Ensure that you have proof read your assignment for grammar, spelling, punctuation, format and content and well as Referencing format. The Report and completed submission sheet are to be uploaded to Blackboard. When you have uploaded your final submission sheet notify your tutor and the Work-based Distance Learning Administration Team wbdladmin@lincoln.ac.uk . Do not submit to Blackboard until you have approval from your tutor.

All assignments are to be in Arial font, size 11/12 with 1.5 line spacing and Full justification. The word count for the Report is 4000 words (+/- 10%) with the Reflective Learning Log 2000 words (+/- 10%) (Excluding: Title Page, Executive Summary, Contents List, Reference List and Appendices).

Appendices

Appendix 1 The assessment criteria for a Reflective Learning Log.

Moon (1999) identifies some helpful general criteria for assessing Reflective Learning Logs and states that journals will need to demonstrate quality in at least some of the following:

• Length

• Presentation and legibility

• Number of entries or regularity of entries

• Clarity and good observation in the presentation of events or issues

• Evidence of speculation

• Evidence of a willingness to revise ideas

• Honesty and self-assessment

• Thoroughness of reflection and self-awareness

• Depth and detail of reflective accounts

• Evidence of creative thinking

• Evidence of critical thinking

• A deep approach to the subject matter of the journal

• Representation of different cognitive skills (synthesis, analysis, evaluation etc.)

• Relationship of the entries in the journal to any relevant coursework, theories etc.

• Match of the content and outcomes of the journal work to course objectives, learning outcomes for the journal or purposes that the journal is intended to fulfill

• Questions that arise from the reflective processes and on which to reflect further.

Appendix 2 Reflective Learning Log template

Title of entry

Brief description

Reflection on outcomes

Reflection on processes

Reflection on the

experience of others

Reflection on personal experience

Learning from reflections

Action plan

Key Learning Points (as bullet points)

Signature:

Date:

Appendix 3 Report template

Guidance on Completing the Integrating Professional Experience Report

Please find below advice on how to construct the IPE report.

NOTE: this could be used as a template; however, this should not restrict originality or depth of discussion and application. It might be relevant for you to discuss the structure of your report with your IPE module tutor.

Front Cover sheet

Includes the basic requirements of names and module and importantly the word count for the two parts of the assessment piece. Please see Appendix 4.

The Reflective Learning Log in Appendix 1: this must be 2000 words (+/- 10%), Report must be 4000 words (+/- 10%). You are required to include the Title of your report on the front cover sheet. The title should inform the reader of the theoretical context and organisational context of the report.

Executive Summary

This should ideally be on one page. This summary needs to include the main points from the report as opposed to describing the process of how the report is written. You do not need to describe the structure of the report here (as the management themes and sub-themes will be included in the Introduction section). In order to achieve a summary that is only one page and also to keep within the requirement of a summary, it is advisable to pick out the most significant one or two recommendations and include those as narrative as opposed to including all recommendations as a bullet pointed list.

Contents page

Start on a new page (Tip: always create a new page using Insert, Break, Page Break and not with line spacing). It is advisable to electronically create a contents page, using the function in MS Word, Insert, Table of Contents.

Executive Summary 1

Contents page 3

1. Introduction 4

2. Management theme 1 4

2.1 Sub theme 1 4

2.2 Sub theme 2 5

2.3 Sub theme 3 5

3. Management theme 2 6

3.1 Sub theme 1 6

3.2 Sub theme 2 6

3.3 Sub theme 3 7

4. Conclusions 7

5. Recommendations 7

References 8

Appendices 8

NOTE: Management Theme 1 – should read as the management theme that you have written about, for example, Conflict Management or Performance or whichever management topic you are writing about. In the same way, each sub-theme will read as the topics you have selected.

• Introduction

Approx. 400 words.

Start on a new page. This is setting the scene and giving direction for the reader.

Paragraph 1 – what is the first management theme and why is it important to research it and tell the reader the focus of this management theme by detailing what the 3 sub themes of this management theme are.

Paragraph 2 – what is the second management theme and why is it important to research it and tell the reader the focus of this management theme by detailing what the 3 sub themes of this management theme are.

Paragraph 3 – give some context of the organisation and experience that you will be applying the theory to. Presenting the introduction in this order will help to achieve the focus as being academic with the experience in your own organisation as the context for application of the theory.

• Management theme 1

Approx. 200 words for paragraph.

Brief explanation as to what is supported by academic references to acknowledge where you have read what informed the writing. This could include an academic debate on the definition of the management theme.

2.1 Sub-theme 1

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

Paragraph 2 – application of the above academic debate to your own professional experience that is reflected on the in the log in appendix 1. Details from the log need to be included and mapped to the above academic debate so that the academic points are put into an organisational context.

Paragraph 3 – critical evaluation of the application of the point/issue/theory to the log detail. For example: how well does the theory/point fit with your experience? How easy is it to map your log to theory? Which aspects of your experience fit to the theory and which don’t?

2.2 Sub-theme 2

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

2.3 Sub-theme 3

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

• Management theme 2

3.1 Sub-theme 1

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

3.2 Sub-theme 2

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

3.3 Sub-theme 3

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

• Conclusions

Approx. 400 words for the conclusion.

This will draw out the main and substantial points from sections 2 and 3. It will tie together the points from sections 2 and link them to section 3. No new information will be introduced here. More developed conclusions will include academic references against the points made.

• Recommendations

Approx. 200 words for the recommendations.

These will be formulated from the points in the conclusions. Each point should link back to the conclusions and in that way in more developed work, each recommendation will be supported by an academic reference. The recommendations should be presented as a bullet point list. Each bullet point should have a reference that provides academic support for the statement/recommendation. These should not be statements, for example ‘Conflict is inevitable’ – this is a statement. You are required to write what the organisation needs to do.

References

Start on a new page and ensure that every entry complies with the University of Lincoln Harvard referencing handbook. Time is needed to ensure the accuracy and consistency required is achieved. Proof reading all references should be part of the overall proof reading process. Ensure that all names and dates are correct and match those referred to in the main body of the report. A References List is a list of all sources that are referred to in the main body of the report.

Appendices

Start on a new page.

Appendix 1 – Reflective Learning log.

There are many resources on Blackboard’s IPE module resources folder to help you develop your Reflective Learning Log. A template for the Reflective Learning is available as a separate document in the IPE modules resources folder. You are required to use that template.

General Advice

Font = Arial

Font size = 11

Line spacing = 1.5

Paragraphs = Fully Justified

References List = Left justified

Language = Main report must be in Third person (avoid using I, us, our, your, we etc.) in the Reflective Learning Log use first person (can write as I).

Word count = 2000 words for the Reflective Learning Log and 4000 words for the Report. A tolerance of 10% (plus or minus) is permitted, however the expectation is that the report will be from 4000 to 4400 words to enable depth of academic debate and application.

Referencing

The expectation is that statements are supported by an academic reference.

Harvard referencing convention is required throughout the main report. Please use and comply with the University of Lincoln Harvard referencing handbook (available on Blackboard, IPE module resources).

Examples of correct referencing for a textbook:

1. In-text citation, which is not a direct quote (your own words) and the authors are not part of the sentence:

Change is a difficult process (Cameron and Green, 2015).

2. In text citation, which is not a direct quote (your own words) and the authors are part of the sentence:

Cameron and Green (2015) discuss how the change process is difficult.

3. Direct quote where authors are part of the sentence

Cameron and Green (2015, 23) suggest, “Change is not easy”. This implies that change is a difficult process.

4. Direct quote where authors are not part of the sentence

“Change is not easy” (Cameron and Green, 2015, 23). This implies that change is a difficult process.

Direct quotes: You need to avoid lengthy direct quotes. Presenting lots of direct quotes is not what is required. You must read an academic source, understand it, then write your understanding in your own words and acknowledge the source (and evidence your reading) with an in-text citation (Author, Year). Direct quotes do not evidence your own understanding, all they tell the reader is that you have taken some words that someone wrote. Therefore, if you use a direct quote you need to keep it to a minimum, only use when it cannot be said any other way, such as a definition, or for impact and always include your own interpretation of that quote (see above examples).

Overuse of one source: You may find a source that you find particularly relevant or useful, however you do need to present work that is not biased, look for different or supporting perspectives and you need to evidence reading around the topic. For example, you could present the causes of conflict from one point of view, however other academics may present other causes of conflict. There is no right answer, so you need to look and compare what is said about the topic. This will give you more of a balanced view. You may also find that others present causes of conflict that are more relevant to your experience. Please use the electronic library www.library.lincoln.ac.uk to expand research and find valid academic sources.

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Guidance on Completing the Integrating Professional Experience Report

NOTE: this is a guide only. This is a compilation of advice that is often given to students completing the assessment for Integrating Professional Experience (IPE) module.

Brief

Reflective Learning Log

IPE module requires reflection on issues and experiences within your work environment, recent past or present, constructed as a Reflective Learning Log of 2000 words (plus or minus 10%) and related to management issues with you, your actions or behaviours as the focus of the experience. You are advised to choose an experience, which is rich in detail. The experience needs to have you as the focus of the reflection as it is you, who is learning, and development as a person and as a manager is most important. Previous students have discussed issues such as motivation in the workplace or the importance of communication, conflict resolution, team working, leadership or any similar management topics. While you might be tempted to write on an experience which went particularly well, it might be worthwhile to consider a situation where events did not go as planned or there were significant problems, as this will allow for more powerful themes and subthemes to be explored.

Main Report

This Reflective Learning Log and management issues will form the basis of a 4000 word (plus or minus 10%) academic Report. The report needs to be robustly researched using a wide range of high quality academic resources, including books, journals, e-books, e-journals and academic online material. You are advised to use the IPE module reading list and to use the electronic library www.library.lincoln.ac.uk. The Report must be referenced using the University of Lincoln Harvard Referencing Handbook, 2^nd edition (available on IPE module Blackboard site under module resources). The Reflective Learning Log should be referred to in the Report and will form the Appendices of the Report. To clarify, the combined word count for the assessed piece of work is 6000 words (plus or minus 10%) (including Appendices, excluding Executive Summary, Contents, References List). The assessment criteria are provided (Blackboard, IPE module resources, Essential folder, IPE Assessment Grid) as a guide for you to self-assess your own work.

Management themes and sub themes

Examples of management themes may include: communication, leadership, conflict, motivation, performance, team management, project management, recruitment or any similar management topic. Change may be relevant as a management theme, however for those taking Management of Change as the next module on their degree path, the advice is to check the sub-themes with your tutor to avoid overlap between modules.

A sub-theme is the focus of your management theme – for example with a management theme of leadership, the sub-theme could be leadership approaches, or perhaps leadership skills. For a management theme of Conflict, the sub-themes may be types of conflict or causes of conflict.

Report Template

Please find below advice on how to construct the IPE report.

Front Cover sheet

Includes the basic requirements of names and module and importantly the word count for the two parts of the assessment piece. The Reflective Learning Log in Appendix 1: this must be 2000 words (+/- 10%), Report must be 4000 words (+/- 10%). You are required to include the Title of your report on the front cover sheet. The title should inform the reader of the theoretical context and organisational context of the report.

Executive Summary

Contents page

Executive Summary 1

Contents page 3

1. Introduction 4

2. Management theme 1 4

2.1 Sub theme 1 4

2.2 Sub theme 2 5

2.3 Sub theme 3 5

3. Management theme 2 6

3.1 Sub theme 1 6

3.2 Sub theme 2 6

3.3 Sub theme 3 7

4. Conclusions 7

5. Recommendations 7

References 8

Appendices 8

• Introduction

Approx. 400 words.

Start on a new page. This is setting the scene and giving direction for the reader.

• Management theme 1

Approx. 200 words for paragraph.

2.1 Sub-theme 1

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

2.2 Sub-theme 2

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

2.3 Sub-theme 3

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

• Management theme 2

3.1 Sub-theme 1

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

3.2 Sub-theme 2

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

3.3 Sub-theme 3

Approx. 450 – 500 words for all three paragraphs in this sub theme.

Paragraph 1 – academic debate on the sub theme – different and supporting academic perspectives on issue/theory/model.

• Conclusions

Approx. 400 words for the conclusion.

• Recommendations

Approx. 200 words for the recommendations.

References

Start on a new page and ensure that every entry complies with the University of Lincoln Harvard referencing handbook. Time is needed to ensure the accuracy and consistency required is achieved. Proof reading all references should be part of the overall proof reading process. Ensure that all names and dates are correct and match those referred to in the main body of the report. A References List is a list of all sources that are referred to in the main body of the report.

Appendices

Start on a new page.

Appendix 1 – Reflective Learning log.

General Advice

Font = Arial

Font size = 11

Line spacing = 1.5

Paragraphs = Fully Justified

References List = Left justified

Language = Main report must be in Third person (avoid using I, us, our, your, we etc.) in the Reflective Learning Log use first person (can write as I).

Referencing

The expectation is that statements are supported by an academic reference.

Examples of correct referencing for a textbook:

1. In-text citation, which is not a direct quote (your own words) and the authors are not part of the sentence:

Change is a difficult process (Cameron and Green, 2015).

2. In text citation, which is not a direct quote (your own words) and the authors are part of the sentence:

Cameron and Green (2015) discuss how the change process is difficult.

3. Direct quote where authors are part of the sentence

Cameron and Green (2015, 23) suggest, “Change is not easy”. This implies that change is a difficult process.

4. Direct quote where authors are not part of the sentence

“Change is not easy” (Cameron and Green, 2015, 23). This implies that change is a difficult process.

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Work Based Distance Learning Integrating Professional Experience ASSESSMENT CRITERIA GRID