Professional Development Plan

Promoting yourself for careers and beyond

Building confidence with different formats

Determining life goals

Creating CPD portfolios and the key includes

Identification of potential barriers and organisational restrictions to career paths

Understanding personal strengths and how to promote these in different media, including paper and online presence.

Recruitment processes

Skills and issues, job applications, CVs, and interviews

Personal development reflection (Personal Development Planning)

Identification of common career routes/pathways

Determination and adherence approaches

The need for professional competencies

The need for skills currency

Coaching and mentoring approaches

Strategies, efficiencies, and lifelong planning

Personal skills of evaluation and reflection

Addressing unsuccessful job applications / career moves

Learning to read recruitment process and expectations.

Understanding the different types of employment from industry to self-employment

The role of entrepreneurship (identifying opportunity, channelling, evaluation, and exploitation)

The digital workforce and worker within

Social mobility skills

Reading job markets – local and international

Employment and the fit to lifelong learning

External Factors on Digital Careers including the requirements of Professional Bodies, legal, social issues and ethical issues, globalisation, the green agenda.



Project

Project context and scope: The IT project initiation phase and the project charter. Environmental analysis and stakeholder involvement. Agreeing goals and deliverables and establishing terms of reference. Identifying and analysing critical success factors. Negotiating for resources

Project management processes: Risk, change and quality management policies. Project management methods (e.g., AGILE, PRINCE2, PMBOK), documentation and reporting standards. Risk analysis and contingency planning. Monitoring risk and change in the project plan.

Project management tools: choosing and using a project management package, integrating a project management package into organisations. Producing project reports and maintaining the project plan;
Project estimating & scheduling: manipulating effort and duration. overcoming estimating problems and improving estimating accuracy. Interpreting resource data in a project management package, Scheduling `non-linear’ project models


The project will be defined by negotiation but will be derived from the student's place of employment at a level appropriate to level 2 of their programme of study. Projects should:

Involve project management, evaluation and communication.

Demonstrate engagement with developing Digital Technology Solutions as illustrated in the apprenticeship standard.

Involve elements of work which can be mapped against the development of elements of the duties, knowledge, skills and behaviours of the chosen specialism of the apprenticeship.



Subject to these requirements, projects will be great variety, but will typically consider one of the following:

Implementation of a technology system, involving hardware and/or software.

New and/or modified usage of existing equipment, process or system.

Review and evaluation/report of specified technology practice, process or system.

Commissioning a piece of software or business process and writing manual and/or instructing others




This module will support the development and assessment of the following Core Knowledge, Skills and Behaviours from the DTSP Apprenticeship Standard:

Knowledge

K3 Principles of estimating the risks and opportunities of digital and technology solutions.

K4 Techniques and approaches involved in creating a business case for new digital and technology solutions. For example, journey, product and capability mapping and value chains.

K5 A range of digital technology solution development techniques and tools.

K15 Principles of estimating cost, and time resource constraints within digital and technology solutions activities.

K17 Reporting techniques, including how to synthesise information and present concisely, as appropriate to the target audience.

K18 Techniques of robust research and evaluation for the justification of digital and technology solutions.

K19: Relevant legal, ethical, social and professional standards to a digital and technology solution. For example, Diversity, Accessibility, Intellectual Property, Data Protection Acts, Codes of Practice, Regulatory and Compliance frameworks.

K20: Sustainable development approaches as applied to digital and technology solutions such as green computing.

Skills

S1 Analyse a business problem to identify the role of digital and technology solutions.

S2 Identify risks, determine mitigation strategies and opportunities for improvement in a digital and technology solutions project.

S3 Analyse a business problem to specify an appropriate digital and technology solution.

S5 Apply relevant standard processes, methods, techniques and tools. For example, ISO Standards, Waterfall, Agile in a digital and technology solution project.

S6 Manage digital and technology solutions projects. For example: identifying and resolving deviations from specification, applying appropriate Project Management methodologies.

S13 Report effectively to colleagues and stakeholders using the appropriate language and style, to meet the needs of the audience concerned.

S14 Research, investigate, and evaluate innovative technologies or approaches in the development of a digital and technology solution.

S15 Apply relevant legal, ethical, social and professional standards to a digital and technology solution.

Behaviours

B3 Acts with integrity with respect to ethical, legal and regulatory requirements ensuring the protection of personal data, safety and security.

B4 Commits to continuous professional development; maintaining their knowledge and skills in relation to developments in digital and technology solutions that influence their work.

B5 Interacts professionally with people from technical and non-technical backgrounds. Presents data and conclusions in an evidently truthful, concise and appropriate manner.

B6 Participates in and shares best practice in their organisation, and the wider community for aspects relevant to digital and technology solutions.

B7 Maintains awareness of trends and innovations in the subject area, utilising a range of academic literature, online sources, community interaction, conference attendance and other methods which can deliver business value.

B8 Champions diversity and inclusion in their work ensuring that digital technology solutions are accessible.

This module will provide the opportunity to develop evidence for Specialist Route Knowledge, Skills and Behaviours from the DTSP Apprenticeship Standard as defined in the individual projects.

Project (Learning Outcomes 3 & 4)

Project Proposal (10%)

Project Report (60%)

Project Presentation (30%)



Assessing the following Core KSBs:

Knowledge

K3 Principles of estimating the risks and opportunities of digital and technology solutions.

K4 Techniques and approaches involved in creating a business case for new digital and technology solutions. For example, journey, product and capability mapping and value chains.

K15 Principles of estimating cost, and time resource constraints within digital and technology solutions activities.

K17 Reporting techniques, including how to synthesise information and present concisely, as appropriate to the target audience.

K18 Techniques of robust research and evaluation for the justification of digital and technology solutions.

K19: Relevant legal, ethical, social and professional standards to a digital and technology solution. For example, Diversity, Accessibility, Intellectual Property, Data Protection Acts, Codes of Practice, Regulatory and Compliance frameworks.

Skills

S1 Analyse a business problem to identify the role of digital and technology solutions.

S2 Identify risks, determine mitigation strategies and opportunities for improvement in a digital and technology solutions project.

S3 Analyse a business problem to specify an appropriate digital and technology solution.

S5 Apply relevant standard processes, methods, techniques and tools. For example, ISO Standards, Waterfall, Agile in a digital and technology solution project.

S6 Manage digital and technology solutions projects. For example: identifying and resolving deviations from specification, applying appropriate Project Management methodologies.

S13 Report effectively to colleagues and stakeholders using the appropriate language and style, to meet the needs of the audience concerned.

S15 Apply relevant legal, ethical, social and professional standards to a digital and technology solution.

Behaviours

B3 Acts with integrity with respect to ethical, legal and regulatory requirements ensuring the protection of personal data, safety and security.

B5 Interacts professionally with people from technical and non-technical backgrounds. Presents data and conclusions in an evidently truthful, concise and appropriate manner.





Professional Development Plan (Learning Outcomes 1,2 & 3)

A personal Career Plan with a supporting reflective portfolio to illustrate the current position against the plan and action plan to achieve the career goals around 5000 words.



Assessing the following Core KSBs:



Knowledge

K17 Reporting techniques, including how to synthesise information and present concisely, as appropriate to the target audience.

Skills

S13 Report effectively to colleagues and stakeholders using the appropriate language and style, to meet the needs of the audience concerned.

Behaviours

B1 Has a strong work ethic and commitment to meet the standards required.

B2 Reliable, objective and capable of independent and team working.

B3 Acts with integrity with respect to ethical, legal and regulatory requirements ensuring the protection of personal data, safety and security.

B4 Commits to continuous professional development; maintaining their knowledge and skills in relation to developments in digital and technology solutions that influence their work.

B5 Interacts professionally with people from technical and non-technical backgrounds. Presents data and conclusions in an evidently truthful, concise and appropriate manner.

The module will be delivered in a Blended Learning Mode consisting of face to face, online and guided learning sessions.



Teaching sessions will blend theory and practical learning and most importantly where possible contextualised in your workplace as part of your apprenticeship. Learners will be introduced to curriculum concepts and ideas and will then be able to apply theory to practical examples. In addition, students will be provided with a range of resources for independent study such as case studies, academic papers and industry case studies. There will be a mixture of practical and theoretical formative (mock or practice) exercises which will help students build knowledge and confidence in preparation for summative (formal) assessment.



The delivery will be delivered as follows:

Professional Development Plan (124 hours)



Module Launch weeks: 6 hours.

There will be a module launch session consisting of up to 3 hours face to face contact time in each of the two launch weeks that the module spans, devoted to developing your understanding of the core purpose and assessment of the module. Learners will be presented with details of how the learning will be structure and how to access to the learning materials for the remainder of the module.



Structured Learning Sessions: 6 hours

Following the module launch weeks you will have a further 3 hours of contact time as a class with the module team each teaching block. This will typically be as 1.5-hour online classes. Some sessions are likely to be in flipped classroom style, where you will be expected to watch online recordings, read materials or respond to practical activities in preparation for active engagement with problem solving in the online session.



1:1 Progress Checks: 2 hours

As a Blended Learner understanding your progress can be a challenge so you are allocated 2 hours of 1:1 time as 6 x 20 minutes throughout the duration of the module. Some of these may be in small groups if appropriate. These sessions may be used to discuss key topics, troubleshoot solutions, review working drafts etc.



Guided Independent Learning: 80 hours.

The module leader will provide resources through the virtual learning environment which will include videos and presentations as well as links to useful websites and other resources. Additional academic learning will be achieved through reading around the subject area, module tutors will suggest useful texts, though many others will be suitable and can be found in our e-library. You should also draw on the expertise in your workplace via your workplace mentor and other colleagues. If you require help understanding any of the concepts, you should contact your module tutor for assistance.

As an apprentice you are constantly developing your Digital Skills as part of your substantial role this applies to the development of the knowledge for your modules too. In some cases, there will be a significant cross over between the module content and in others less so depending on the nature of your workplace duties, this will have a direct impact on to the number of Independent Learning required.



Within the Independent learning time you will be expected to complete your assignments, as a guide a typical module assignment should take around 60 hours to complete.



Project (276 hours)



Module Launch weeks: 18 hours.

There will be a module launch session consisting of up to 9 hours face to face contact time in each of the two launch weeks that the module spans, devoted to developing your understanding of the core purpose and assessment of the module. Learners will be presented with details of how the learning will be structure and how to access to the learning materials for the remainder of the module.



Structured Learning Sessions: 12 hours

Following the module launch weeks you will have a further 12 hours of contact time as a class with the module team each teaching block. This will typically be as 1.5-hour online classes. Some sessions are likely to be in flipped classroom style, where you will be expected to watch online recordings, read materials or respond to practical activities in preparation for active engagement with problem solving in the online session.



1:1 Progress Checks: 3 hours

As a Blended Learner understanding your progress can be a challenge so you are allocated 2 hours of 1:1 time as 12 x 20 minutes throughout the duration of the module. Some of these may be in small groups if appropriate. These sessions may be used to discuss key topics, troubleshoot solutions, review working drafts etc.



Assessments: 2 hours

As part of the project work there will be a number of assessment milestone presentations scheduled throughout the module



Guided Independent Learning: 241 hours.

The module leader will provide resources through the virtual learning environment which will include videos and presentations as well as links to useful websites and other resources. Additional academic learning will be achieved through reading around the subject area, module tutors will suggest useful texts, though many others will be suitable and can be found in our e-library. You should also draw on the expertise in your workplace via your workplace mentor and other colleagues. If you require help understanding any of the concepts, you should contact your module tutor for assistance.

As an apprentice you are constantly developing your Digital Skills as part of your substantial role, and this applies to the development of the knowledge for your modules too. In some cases, there will be a significant cross over between the module content and in others less so depending on the nature of your workplace duties, this will have direct impact on to the number of Independent Learning required.



Within the Independent learning time you will be expected to complete your assignments, as a guide a typical module assignment should take around 160 hours to complete.

Use a range of methods of enquiry to investigate career opportunities, develop and critically evaluate career plans/action plans to improve future employability.

Demonstrate a critical level of knowledge and understanding of models of reflection and their application as part of reflective practice in the development of a skills portfolio

Demonstrate through consideration in project work and reflection of work-based experience, a deep knowledge and understanding of professional, ethical, legal and global issues surrounding the development and use of digital technologies

Define and manage a work-based project considering a range of established techniques to provide solutions to problems developing appropriate knowledge, skills and behaviours of an apprenticeship standard

Trotman Education, (2022), Careers 2022, Trotman Education; 18th edition

Sosna, E. (2021), The Career Equation: Coaching a Culture of Career Conversations, Open University Press

Newton, A, J. (2021), Start a Successful Career Today in Information Technology: Computer Science + Computer Engineering Career Guide, independently published.

Harbash, R. (2019), Professional Practice in Engineering and Computing: Preparing for Future Careers, CRC Press; 1st edition.

Cornwell, D. (2020), Software Company: Advice on how to start, grow and exit a software company, Beaten Metal Books Ltd

Umer, W. (2020), Agile Scrum Crash Course: A Guide to Agile Project Management and Scrum Master Certification PSM 1, Independently published.

Ready Set Agile, (2020), Become an Agile Project Manager: Beginner’s Guide to Mastering Agile Project Management with Scrum, Kanban, Scrumban, Lean, Six Sigma, and Extreme Programming, independently published.

Siau, K. (2010) Systems analysis and design: people, processes, and projects, Armonk, NY : M.E. Sharpe, Inc.,

Tavani, H.T. (2015), Ethics and technology: controversies, questions, and strategies for ethical computing, 5th edn, Wiley, Hoboken, NJ.

Dennis, Alan (2015) System Analysis and Design, 6th Edition, Wiley

Brewer, J.L. & Dittman, K.C. (2013), Methods of IT project management, 2nd edn, Purdue University Press, West Lafayette, Indiana.

Project and Professional Development gives you the opportunity to consider how you are progressing against your apprenticeship requirements and career aspirations at the end of the second year of your apprenticeship. You will undertake an assessment of your career goals and investigate how well you are placed to meet those goals, what actions you need to take to address any short falls at this stage of your development. One of your key actions will of course be to complete your apprenticeship, and to check on how you are progressing against this you will undertake a reflective audit of the evidence you already have in place from completed modules and work-based evidence, much of which will have been identified in your Tripartite Reviews. This will mean that you truly understand where you sit against the required Knowledge, Skills and Behaviours of the standard as you head into level 6 of the apprenticeship.

You will develop substantial further evidence by undertaking an individual work-based project which will require you to specify the work by developing a project proposal, and the implementing the work with the underpinning academic requirements, all great preparation for your Honours Project and End Point Assessment.