pd module handbook uk 2011 - 12
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rofessional Development ( D)and Academic Coaching
Module handbook
Prepared by:
PD Module Leader
Last updated: September 2011
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Leeds Business School
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Table of contents
TABLE OF CONTENTS.....2
INTRODUCTION.....
PD MODULE LEARNIN! OUTCOMES ...."
PD MODULE LEARNIN! RESOURCES ....."
PD LECTURE DELI#ER$ PRO!RAMME ........%
PD TUTORIAL DELI#ER$ PRO!RAMME....&
STRUCTURE OF PD MODULE .......'
PD ASSESSMENT ....(
ACADEMIC COAC)ES * T)E PERSONAL TUTOR SC)EME AT LE#EL .+,
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Introduction
On behalf of the team, congratulations on maing it to le!el "# $his module, Pro-e/onalDe0elo1en3 4PD5in con%unction &ith your sister module 'for most of you this &ill beConsultancy Pro%ect, CP( runs across both Semesters and aims to de!elop yourprofessionalism by impro!ing your transferable sills)
Supporting your P* module and others in your final year is your Academic Coach pro!idedthrough the Personal $utoring Scheme) *etails of this coaching support are pro!ided at theend of this +andboo)
e belie!e that for many of you, this module &ill pro!e to be !ery !aluable &hen launchingyour careers after graduation) -n our e.perience, !ery fe& people at any le!el in businessha!e a good a&areness of their strengths and &eanesses and ho& they relate to others /you &ill do ha!ing completed the P* module# Perhaps of eual concern to most of you, thismodule &ill help you employ a more professional approach to your current le!el " studies,hopefully helping you to impro!e your performance and achie!e your goals)
P* and your sister module are assessed separately) +o&e!er, eep in mind that the sistermodule is an essential source of e!idence for your P* assignment) ore about that in thelectures) )
Should you ha!e any concerns regarding P*, please discuss these as soon as possible &ithyour tutor) -t3s usually a lot easier to resol!e a problem earlier rather than later#
4ood luc#
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egginson, * 7 hitaer, @ '2009( Con3/nu/n9 Pro-e/onal De0elo1en3, 2ndedition,C-P*
oon, ; A '200( Learn/n9 ournal: A )andbook -or Re-le73/0e Pra73/7e andPro-e/onal De0elo1en3, 2ndedition, >outledge
>ees, * 7 Porter, C '200=( Sk/ll o- Mana9een3, th edition, CBngage Learning
>obbins, S '2009( CD ROM Sel-Aeen3 L/brar6, Pearson Bducation
hetten, * A 7 Cameron, 5 S '2009(, De0elo1/n9 Mana9een3 Sk/ll: In3erna3/onalEd/3/on, 9th edition; Pearson +igher Bducation
$he abo!e Other >ecommended >eadingD list is a top 10D to help you target your furtherreading as necessary)
Eou are also encouraged to mae full use of other uni!ersity resources, such as the Sk/ll-or Learn/n9materials and electronic sources a!ailable from &ithin and outside theuni!ersity)
$he P* module S3reasite has many useful &eb lins to support learning. S3rea=/ll be -reuen3l6 u1da3ed =/3h /1or3an3 Module no3/7e and our7e o- hel1 and6ou hould 7he7k 3he /3e re9ularl6 a 3he ee3er 1ro9re.
%
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PD & 'P L('T)#( D(LI*(#+ P#",#-( I. S((ST(# 1
Please disre!ard 'P details if /our sister module is not 'P0
CP PD
+ 2%BSe1B++F/nal le0el 3ud6 reu/reen3 and ho= 3o 9e3 a 9ood de9ree
reul3. O0er0/e= o- 3h e CP odule * Ann All/NO LECTURE
2 ,BO73B++The CP odule; 3he aeen3 and 1eer aeen3 * Ann
All/In3ro 3o Pro-e/onal De 0elo1en3
+,BO73B++ The Conul3/n9 Pro7e and a/9nen3 +* Ann All/ PD Module Aeen3
" +&BO73B++)o= 3o -/nd 3he e7ondar6 /n-ora3/on 6ou need -or 3he
7onul3an 76 1roe73 * 9ue 3 le73ure b6 S3uar3 S/3hNO LECTURE
2"BO73B++ Pr/ar6 Reear7h 4a1l/n95 B S3ra3/ Gou3ouko NO LECTURE
% +BO73B++ NO LECTURE Plann/n9 -or Pro-e /ona l De0elo1en3
& ,&BNo0B++Pr/ ar6 Re ear7h Tool 4/n3er0/e=; ue3/onna/re; -o7u
9rou1 e37 5 * S3ra3/ Gou3oukoNO LECTURE
' +"BNo0B++ NO LECTURE NO LECTURE
( 2+BNo0B++ NO LECTURE ?r/3/n9 and E0/den7/n9 6our PD Por3-ol/o
+ , 2'BNo0B++ NO LECTURE NO LECTURE
+ + ,BDe7B++ The 7onul3an76 re1or3 4a/9nen3 2 5 * Ann All/ NO LECTURE
+ 2 +2BDe7B++ NO LECTURE NO LECTURE
Tea7h/n9
=eek
=>7oen7/n9
Monda6
Le73ure
PL(-S( ."T( T(#( -#( ." .( L('T)#(S I. S((ST(# 2
"(*(# - #(*ISI". L('T)#( -+ B( S'(D)L(D D(P(.DI.,
". D(-.D
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PD & 'P T)T"#I-L D(LI*(#+ P#",#-(
Please disre!ard 'P details if /our sister module is not 'P0
PD TUTORIALS ARE O#ER BOT) SEMESTERS.
Please note that there are SI PD 3u3or/al /n ea7h ee3er) For most students 'depending on your sistermodule( the other S-G BB5S are COP?LSO>E A$$BH*AHCB Consultancy pro%ect tutorials) Eourtimetable &ill sho& the name of your sister module 'e)g) CP() +o&e!er if you are not clear on this then youshould as your P* tutor as soon as possible)
CP PD
+ 2%BSe1B++ ?ha3 /. Pro-e../onal De0elo1en3H
2 ,BO73B++CP B For 3ea.; 9enera3e 7l/en3>1roe73
/dea.
+,BO73B++CPBF/nal/.e 3ea.;D/.7u.. 7l/en3>1roe73
/dea. =/3h 3u3or
" +&BO73B++ Choo./n9 6our PD Fo7u.
2 "BO73B++ CPB De 0elo1/n9 1e er a. .e.. en3 7r/3er /a
% +BO73B++ CPBDe0elo1/n9 1ro1o.al
& ,&BNo0B++ Plann/n9 -or PD
' +"BNo0B++ CPBDe0elo1/n9 1ro1o.al
( 2+BNo0B++ CPB dra-3 1ro1o.al.
+, 2'BNo0B++ Dra-3 /n9 6our PD Plan.
++ ,BDe7B++ Dra-3 /n9 6our PD Plan.
+2 +2BDe7B++ Dra-3 /n9 6our PD Plan.
+ ,BanB+2CP * d/.7u.. 1ro9re.. =/3h .e7ondar6
re.ear7h
2 ,%BFebB+2 CPB 3u3or/al 3u3or a0a/lable 3o ad0/.e
+BFebB+2PD Plan D/.7u../on @ Pro9re.. U1da3e re
1u33/n9 6our PD Plan. /n3o a73/on
" 2,BFebB+2 CPB 3u3or/al 3u3or a0a/lable 3o ad0/.e
2&BFebB+2 CPB 3u3or/al 3u3or a0a/lable 3o ad0/.e
% ,BMarB+2PD B 3u3or a0a/lable 3o ad0/.e B 6our -o7u.
.hould be 1u33/n9 6our PD Plan. /n3o a73/on
& +2BMarB+2PD B 3u3or a0a/lable 3o ad0/.e B 6our -o7u.
.hould be 1u33/n9 6our PD Plan. /n3o a73/on
' +(BMarB+2 CPB 3u3or/al 3u3or a0a/lable 3o ad0/.e
( 2%BMarB+2 CPB 3u3or/al 3u3or a0a/lable 3o ad0/.e
+, +%BA1rB+2PD B 3u3or a0a/lable 3o ad0/.e re PD Por3-ol/o
=r/3/n9 @ 7o1/la3/on
++ 2BA1rB+2PD B 3u3or a0a/lable 3o ad0/.e re PD Por3-ol/o
=r/3/n9 @ 7o1/la3/on
+2 ,BA1rB+2PD B 3u3or a0a/lable 3o ad0/.e re PD Por3-ol/o
=r/3/n9 @ 7o1/la3/on
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2
Tea7h/n9
=eekSee.3er
=>7oen7/n9
Monda6
Tu3or/al
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ST#)'T)#( "6 PD "D)L(
Pro-e/onal De0elo1en3 /n 3h/ odule =/ll -o7u on /1ro0/n9 6our 3ran-erable
k/ll 3hrou9h 3he real=orldJ e81er/en7e o- 6our /3er odule. For an6 o- 6ou 3h/=/ll be 3he Conul3an76 Proe73 Module 4CP5.
-n parallel &ith your sister module e.periences, you &ill be ased to &or through the follo&ingPro-e/onal De0elo1en3 C67le:
E0alua3e and
Re-le73 on 6our
Pro-e../onal
Pra73/7e
Plan and
Pr/or/3/.e 6our
De0elo1en3
Re0/e= Ou37oe
and E0/den7e o-
I1ro0een3
Pu3 6our Plan.
/n3o A73/on
$he core custom te.t: Pro-e/onal De0elo1en3J'or its source boos( is an essentialresource for diagnostic tests and impro!ement acti!ities that &ill assist you in impro!ing yourtransferable sills / see PARTS 2; @ "in the te.t)
PART 2 * *B@BLOP-H4 EO?> SELFMANA!EMENT SGILLS
PART * *B@BLOP-H4 EO?> INTERACTI#E SGILLS
PART " * *B@BLOP-H4 EO?> CONCEPTUAL SGILLS
S/3er Module )andbook 4u7h a 3ha3 -or CP5 and S1e7/-/7a3/on ou3l/ne 3heo11or3un/3/e 3o ue and de0elo1 a =/de ran9e o- 1ro-e/onal k/ll and 7o1e3en7/e.Pleae enure 6ou re0/e= 3hee.
$ou need 3o 7hooe 3he 3hree o3 /1or3an3 k/ll 3o -o7u 6our /1ro0een3 e--or3on. In do/n9 3h/; 6ou =/ll be en7oura9ed 3o dra= on 1e7/-/7 7ha13er =/3h/n Par3 2; and " o- 6our 7ore 3e83. $ou are 3hen reu/red 3o 1lan ho= 6ou =/ll under3ake 3h/1ro-e/onal de0elo1en3; 1u3 6our 1lan /n3o a73/on and 3hen e0alua3e ho= 6our
1ro-e/onal 1ra73/7e and 1er-oran7e /1ro0e a a reul3.
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PD -ssessment
The odule / aeed b6:
1) The ub//on o- PD Plan 4=e/9h3ed 2,K5 a3 3he end o- S+: NOON onThurda6 +3h De7eber 2,++
2) The ub//on o- a PD Por3-ol/o 4=e/9h3ed ',K5 a3 3he end o- S2: NOON on?edneda6 2nd Ma6 2,+2
PD Plan hould addre 3he -ollo=/n9 ue3/on:
hich three sill areas do you plan to impro!e I de!elop o!er this academic yearJ
hy ha!e you chosen theseJ
hat are your specific ob%ecti!es and planned actions for de!elopment of each sillJ hat
resources are you going to useJ
+o& &ill you measure I %udge I e!idence your learningJ
+o& &ill you structure I format your plans to best facilitate putting them into actionJ
$he re0uired elements of P* Plans are mared as follo&s:
-ssue ars allocated
Iden3/-/7a3/on o- .k/ll area. 6ou 1lan 3o
/1ro0e
+,K
Rea.on. -or 7ho/7e o- PD .k/ll -o7u. ,K
Obe73/0e.; A73/on. and Re.our7e. ,K
De3er/na3/on o- ho= learn/n9 =/ll be
ea.ured > e0/den7ed
2,K
A11ro1r/a3e .3ru73ure > -ora3 o- PD Plan. +,K
The PD Por3-ol/o hould be 3ru73ured a -ollo=:
4+5 Re-le73/on on 3he na3ure o- 1ro-e/onal/ reu/red /n 7hoen 7areer '20K ofPortfolio mars a!ailable for this(
425 E0alua3/on o- 6our learn/n9 and 1ro-e/onal de0elo1en3 a a reul3 o- 1u33/n9 6ourPD Plan /n3o a73/on '0K of Portfolio mars a!ailable for this(
45 E0/den7e 3o u11or3 +5 and 25 abo0e '"0K of Portfolio mars a!ailable for this(
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-cademic 'oaches 9 The Personal Tutor Scheme at Level 3
The Role o- 3he Peronal Tu3or S7hee
$he personal tutor scheme is designed to support you through your years at?ni!ersity and help you prepare and plan for the future in and beyond the ?ni!ersity)At le!el " it is focused around the tutor as Academic Coach, helping you to achie!eyour desired academic performance and career choices)
$he 1ur1oeof the personal tutor is:
To 1ro0/de a7ade/7 7oa7h/n9 -or 3uden3
$o establish and maintain personal contact &ith students
$o encourage the de!elopment of students as independent learners
$o pro!ide pastoral care in the academic sense as it affects the learningcapabilities of students
$o ensure students are a&are of and ha!e access to appropriate e.pertser!ices &here reuired)
$o ensure that confidential help and support is made a!ailable to students
)o= doe /3 -/3 /nH
$he personal tutor system is integrated &ith P* 'Professional *e!elopment()Eour Academic Coach &ill be your tutor for the P* odule)
Peronal Tu3or S7hee Le0el * ho= doe /3 =orkH
$here are 2 7heduled ee3/n9throughout the academic year for you tomeet &ith your Academic Coach on an indi!idual basis in addition to any ad