Following the CDI changes have been made to DB319 Placement Project and the supervision.

Module Aims

• Enable students to organise and conduct an agreed project in an organisational context.
• Develop competencies in the use of appropriate analytical frameworks for critical analysis and problem solving in an organisational setting.
• Encourage students to reflect on their placement role and experiences and on how these have contributed to their personal development, shaped their thinking about future careers and enhanced their employment prospects.

Learning Outcomes

LO1:   Identify a specific business project and frame an appropriate aim and set of objectives.

LO2:   Review and summarise an appropriate, focused range of published data (e.g. academic literature, company, trade and government publications).

LO3:   Propose a valid/feasible project design demonstrating a critical understanding of primary research techniques and research ethics.

LO4:   Analyse results and draw valid conclusions.

LO5:   Propose appropriate recommendations to the company or propose further investigation.

LO6:   Analyse and discuss personal strengths and weaknesses in relation to core competencies required by graduate employers (CMI award).

First Placement Conference – 8^th November 2019

Proposal Formative Submission (please note this will be to be agreed/signed off by you as the supervisor before the student can progress to complete the project) – 20th  Jan 2020

Second Placement Conference (to include formative project presentation) – 1st May 2020

Project Submission – 30^th October 2020 word count now 5000

Based on a great notes from Linda Health here are a few powerpoint slides “Set Expectations Early”

Placement Supervisor Briefing Meeting 2019-2020

More information is available in the placement handbook

Reminders

• Business Management + withs have an opportunity to register to recive Chartered Management Institute CMI Level 5 diploma in Leadership and Management which would enable them to add MCMI after their name on graduation (at an agreed fee)
• If they do not complete the project will not be able to register for this award
• The reflective element LO6 is completed in folio all students taking DB319 are encouraged to complete this element whatever the degree stream.
• DB319P on studentcentral has a useful range of resources to support students (please let the UG office know if you are a supervisor but DB319P does not appear as one of your modules)

Do not forget to complete Vist Report Form and the Health & Safety Form and return them to the Placement Office

Under the Accessibility Directive new rules have been put in place to ensure websites and mobile apps are accessible to as many users as possible. As a result it is important to ensure the materials you upload to studentcentral fit within this. You can find more info about accessibility requirements here and you can also find out more about accessible communication formats (e.g. PDFs, videos, use of subtitles etc) here. We will also be putting up posters around the School as reminders.

Why is peer observation so beneficial?

The purposes of peer observation include:
• providing us with opportunities, both through observing and being observed in teaching sessions, to reflect on and review our teaching skills with the assistance of our colleagues
• identifying good practice, and needs which we can address, to ensure our ongoing personal and professional development
• helping us to continue to learn from each other, towards developing shared understandings of best practices in assessment, learning and teaching
• giving us continuing opportunities to observe students as they learn in colleagues’ teaching sessions, and reflect on how we can enhance their learning in our own sessions
• allowing us to gain from mutually beneficial learning experiences through the processes of observing colleagues and being observed ourselves
• helping us to learn new tricks from one another (old colleagues learn much from new staff and they in turn can teach new colleagues old tricks!)
• identifying generic development needs, to feed into ongoing and future staff development activities.

We were fortunate to have Dr. R. Warhurst come and present his research on the broader topic of learning from observation. It is well worth a view

Engaging in peer observation is also benefical for obtaining Fellowship of The High Education Academy (HEA)

• Fellowships are underpinned by the UK Professional Standards Framework for Teaching and Learning in HE (UKPSF).
• This could be a consideration for promotion.
• Find out more from the Centre for Learning & Teaching  Fellowship HEA
• It forms part of the PGCERT

How confidential is it?

Essentially, it’s confidential between you and your observer. The  scheme for peer review is not connected with the formal process of a Staff Development Review (SDR). That said, you may well wish to use feedback from your observer as evidence of your good practice in your SDR the choice remains yours and as noted above as part of a HEA Fellowship or promotion application.

How to organise peer observation

1  Pre-observation meeting

A pre-observation meeting enables the observed member of staff to identify the aims and context of the session. In addition; this meeting cam be used to agree the specific aspects of the session the observer will focus on – and whether they will also comment on other aspects not specified in advance.

The main purpose of teaching is that the students attain the intended learning outcomes (LOs), it is  recommended that it concentrates on the extent to which the students achieve the various outcomes

During the pre-observation meeting also agree:

• the best way to introduce the observer and explain their presence
• where they will position themselves (at the back, to the side or among the students)
• whether or not they will interact with the students at any point (we recommend that normally they don’t take an active part in the session).

2  The Observation

Normally, during the observation, you should run the event as any other, and it is recommended that the observer does not take an active part. This ensures the observer is able to give close attention to the way you and the students are behaving, making brief notes using the template.

3  The post-observation discussion

This is a vital part of the peer observation because, as explained earlier, the purpose of the process is to enable both of you (observer and observed) to gain insights from a discussion of your shared experience.

Begin by discussing the specific aspects you selected as the focus of the observation, using the observer’s notes to start the conversation.

• identify how the effective aspects of the observed session could be incorporated into future teaching
• consider how any constraints on learning could be avoided or overcome.
• summarise what you have learned from this shared experience
• consider whether there are things you need to learn and, if so, how you could

 Peer observation template.

Adapted from CLT LT725 Handbook 2018-19