Characteristics and Skills of Development Practice

MGDI71992 Characteristics and Skills of Development Practice 15 Semester 2 Postgraduate Taught Level 7 Christopher Rees Unit coordinator Kate Rowlands Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This Semester 2 unit is primarily delivered as a 3-day Masterclass workshop, which is held on-campus, usually at the beginning of Semester 2. The unit’s core themes are relevant for HR professionals / project leaders / organisational change agents / development practitioners across various sectors. The unit is designed for postgraduates experienced in international practice and also for those about to start their career   The unit aims to broaden perspectives of postgraduates so they can optimise their influence and effectiveness in professional settings. Self-awareness and self-confidence are targeted as key areas of development opportunity in the unit. A wide range of interventions and skills are explored in order to develop and strengthen students’ professional practice.     Show awareness of common features of contexts of international developmentExplain conceptualisations of effective reflective practiceDemonstrate knowledge of personality variables and their relevance to understanding workplace behaviour in international development contextsDiscuss the origins and development of personal valuesDemonstrate critical understanding of the dimensions and challenges associated with ethical workplace behaviour especially in international contextsExplain the design and application of competency frameworks in workplace environmentsSummarise approaches to understanding and assessing behaviour in work contexts Demonstrate an appreciation of practical competence from theoretical and personal perspectivesShow appreciation of the importance of whole-person learning as the underpinning of continuous professional growthLocate and analyse literature relating to the formation and expression of professional characteristics and skills and from a personal perspective Select and design valid behavioural interventions, fit for purpose, from both authoritative and facilitative perspectivesManage personal goals and opinions when they differ from someone else’sStrive to achieve the greater good through the ethical use of wise political actions  Discipline: to reflect systematically on one’s own and others’ progress through everyday challengesConfidence: to anticipate and navigate institutional change, both planned and unexpected  The course unit is intended to maximise learner initiative and student engagement with the support of the conveners. Teaching provision offers special attention to learner involvement and student participation. Diagnostic and application exercises also help structure student motivation and engagement. A variety of learning activities is offered. These activities include: pre-reading before the workshop, self-report diagnostic questionnaires, case study work in small groups, large group discussions, presentations by students, reviews of practitioner behaviour underpinned by theory, film clips for identifying characteristics and skills relevant to the workplace, lecturer inputs, and handouts. Formative feedback is regularly provided to students during the workshop activities. Constructive summative feedback on the written assessment is provided to students on an individual basis.Learning hours:Pre-workshop guided reading, seminar and activity 20 hours  Workshop incorporating lectures, discussions, and scenario-based case studies 18 hours  Post-workshop review seminar 2 hours  Directed reading 50 hours Private study, including reading and assignment  60 hours  Total hours 150 hours 0 Other 100% 3000 word written (open book) individual assessment Feedback is fundamental within adult learning and for performance improvement. In this unit, both students and convener provide feedback to each other continuously. In Week 1, for instance, the contracting of expectations between learners and unit convener is a real feedback-process in initiating the unit of study as well as an early topic on the syllabus for study (the practitioner-client role-relationship). The implementation of this learning contract is reviewed regularly through feedback during the semester. MSc Man & Imp of Dev Project MSc Man & Imp of Dev Project PGDT Taught Component Optional MSc Man & Imp of Dev Project MSc Man & Imp of Dev Project PGDT Taught Component Optional MSc Organisatnl Change & Devel MSc Organisatnl Change & Devel PGDT Taught Component Optional MSc Organisatnl Change & Devel MSc Organisatnl Change & Devel PGDT Taught Component Optional MSc ICTs for Development MSc ICTs for Development PGDT Taught Component Optional MSc ICTs for Development MSc ICTs for Development PGDT Taught Component Optional MSc HRM (Int'l Development) MSc HRM (Int'l Development) PGDT Taught Component Optional MSc HRM (Int'l Development) MSc HRM (Int'l Development) PGDT Taught Component Optional MSc Digital Development MSc Digital Development PGDT Taught Component Optional MSc Digital Development MSc Digital Development (PT) PGDT Taught Component Optional Y Brière, S., Proulx, D., Flores, O. N., & Laporte, M. (2015). 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