Project/Placement Design and Implementation

Description

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.
5. 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:
6. demonstrate the process of experiential learning in the work based
   project;
7. be well-structured and presented (both report and a learning contract);
8. evidence a range of secondary research using texts, journals,
   magazines, newspapers, and computer based information sources;
9. analysis;
10. reflect upon the impact of the work based project and work based
    learning on your future career plans
11. be fully researched and provide references to both organizational data
    and academic theory, and experience and data arising from the project
    itself;
12. make explicit reference to relevant theories and relevant market data.
13. your report should be carefully presented;
14. 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), 545–578.
    Helyer, R. and Lee, D. (2014) ‘The Role of Work Experience in the Future Employability of
    Higher Education Graduates’, Higher Education Quarterly, 68 (3), 348–372.
    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.

Sample Solution