Module EN0736 - Management and Project Business Practice
This module is work-based, focusing on both the management and business practices related to the company project. Widening issues around projects are to be exemplified in this module, specifically including the social, environmental and economic aspects. The work performed has to ensure it has a clear focus towards achieving UKSpec learning outcomes mapped out in the Learning Contract.
Personal development, intellectual and practical skills should be exemplified in the work performed and provide benefit to the learner’s employing organisation. It seeks to raise the learner’s awareness of the workplace as a learning environment and extend their capability and enhance their individual effectiveness, employability and business competitiveness. It will focus on organisational-based issues and seek to develop higher level skills in the diagnosis of problems, research and analysis, development of strategies to address problems, and techniques of presentation. Learners will demonstrate that relevant ethical, commercial, confidential and data protection issues are taken into consideration. Learners will be expected to reflect on the learning derived from carrying out the project.
Learners will be formatively assessed through a mandatory project proposal and presentation, summatively assessed by way of a 2,000 word report; all of which will be submitted in a portfolio along with any relevant supporting evidence. The final element of the portfolio is a reflection on the learning contract and the contribution that this project work makes to achieve UKSpec learning outcomes. Changes to the plan are expected and can be documented and assessed in part through this section of the portfolio. The percentage grade will be based upon the final report, which is informed by the formative elements.
Learners will be supported and guided through the various stages of carrying out a work-based project. In addition they will receive on-line and face to face support from their academic tutor and from their workplace supervisor (where appropriate).
Learners may wish to consult their tutor as to the most appropriate academic level for their particular circumstance.
INDICATIVE READING LIST OR OTHER LEARNING RESOURCES
Guidance to specific reading on work related project topics will be provided from the module tutor or supervisor.
Generic Work Related Learning references:
Leedy, P.D. (2004) Practical research : planning and design 8th ed Upper Saddle River, N.J., Merrill
Boud D, Soloman N, (2001) Work-based Learning – A New Higher Education?, Open University Press
Luck, M.(1999) Your student research project Gower
Maylor, H. (2002) Project Management Prentice HallU
Sharp, JA. Howard, K. (2002) The management of a student research project 2nd ed Gower
Web related references:
Engineering Gateways Project, http://www.engineeringgateways.co.uk/
The Engineering Council UK, http://www.engc.org.uk
The Institution of Engineering and Technology (IET), http://www.theiet.org
The Institution of Mechanical Engineers (IMechE), http://www.imeche.org/
The subject of the work-based project and the specific aim(s) and learning outcomes arising from it will be unique to each individual learner. Learners will negotiate with their employers and their university tutor(s), an agreement in which they will identify:
• the subject and scope of the project,
• the specific aims and learning outcomes unique to the project,
• the relationship of the learning outcomes to the original learning contract plan including mapping to UKSpec,
• the method by which the learning outcomes will be achieved,
• how the project will develop the learner’s capability in respect of their effectiveness, employability and/or business competitiveness,
• the resources needed, including materials, equipment, time and support from work colleagues and the university,
• major progress review points target dates for assessment.
AIMS OF MODULE
The aim of this module is to focus on the management and business practices relating to projects within the company. Many issues are pertinent to the management of technical projects specifically legislation. Further the social, environmental and economic areas of the projects should be considered with the context of cradle to grave in manufacture.
The module utilises examples of the work performed inside a company or organisation as a means to gain higher level learning. The focus of the all learning will reflect the planning shown in the Learning Contract and have clear reference to UKSpec learning outcomes.
All learners will be expected to plan their work and submit this for formative feedback, re-plan appropriately and then conduct the work based project submitting a portfolio of evidence with a structured report. Changes to the original Learning Contract will be critically reflected upon and updated inside revisions to the Learning Contract
In this module, learners are required to identify a work-based project that provides the opportunity for personal, professional and organisational development. The learner will accept responsibility and be accountable for developing and managing this project.
The learner will be able to
1. Determine the business scope for utilising new technology developments within the context of the existing business product line. (UKSpec B1)
2. Critically analyse the performance of the team from a business perspective to be able to highlight team needs and be able to provide potential solutions through feedback. (UKSpec C3, D1, D3)
3. Demonstrate the ability to analyse company needs and lead negotiations towards a suitable work based project, adhering to suitable quality standards. (UKSpec C2)
4. Identify and plan for the relevant ethical, commercial, confidential and data protection issues are addressed appropriately (UKSpec E1, E3)
5. Develop the learner’s skills in applying higher level thinking skills in practice. (UKSpec E4)
EN0702 Learning Contract or equivalent engineering experience
LEARNING AND TEACHING STRATEGY
This module employs work-based and distance learning strategies, which will be negotiated between learner, tutor and the relevant organisation and detailed within the study proposal.
Learners will be supported and guided through the various stages of implementing a work-based project. Support for the project may take many forms including email correspondence, e-learning platforms, phone conversation and face to face surgery support from their academic tutor. Further support may also be pertinent from both the workplace supervisor and potentially from the professional body mentor (where appropriate).
ASSESSMENT AND FEEDBACK STRATEGY
a Summative assessment and rationale for tasks
The learner is required to construct a portfolio of evidence using a variety of assessment activities. In this way, the intrinsic nature of work-based learning is incorporated into the assessment strategy by encouraging learner autonomy and reflection on practice. The portfolio of evidence is structured to accommodate the initial planning document, a technical report with supporting evidence and a review and update to the Learning Contract planning.
b. Additional formative assessment – detail of process and rationale
The learning process provides for a number of formatively assessed activities. This enables an iterative process of negotiation of and feedback on evidence required to meet the assessment criteria as the learner, tutor (and workplace mentor where appropriate) engage in this dialogue.
c. Indication of how students will get feedback and how this will support their learning
Feedback will be provided formally after submission of the planning phase to clearly identify the strengths and weaknesses of the proposed project work. This process may also be iterative therefore providing clear and targeted feedback.
During the project work feedback may also take the form of visits, phone conversations, email or other forms of face to face communication.
An assessment exemplar of the portfolio is shown below:
Learners will be assessed on:
• Appropriateness of the work-based project in terms of relevance to the work-role, academic level and learning and development needs of the learner
• Mastery of concepts, theories, principles and models relevant to complex issues/situations addressed within the project
• Ability to negotiate a project proposal (500 words, formatively assessed)
• Ability to independently manage, record, analyse and critically evaluate the work-based project
• Application of an in-depth knowledge and understanding of their organisation within its wider context, recognising the implications for the project and the likely impact the project will have upon organisational development and within the discipline
• Ability to design, and carry out practical and methodologically sound research which will contribute significantly to the project and take into consideration relevant ethical, commercial, confidential and data protection issues
• Application of a broad base of knowledge, experience and new learning to a range of workplace problems, dilemmas and value-conflicts within and beyond their area of responsibility
• Record and critically evaluate the project and learning process within a 2,000 word report in an appropriate academic format. This will include recommendations that are innovative solutions to complex and unpredictable situations for organisational development, based upon own ideas, theories and from research
• Ability to present the project through the use of oral presentation (15 mins, formatively assessed) and written report (summatively assessed) to academic assessor, line manager and external specialist in the field.
IMPLICATIONS FOR CHOICE
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