Pre-requisites None
Co-requisites None
Admissions requirements Approved DBS Certification
Disqualified combinations None

1. Assess the key skills required when supporting and developing people in the workplace
Knowledge and Understanding

2. Identify, maintain and analyse personal and professional boundaries in work-based support and learning Analysis
Application

3. Identify and critically examine a range of models and tools for supporting and supervising people in the work place.
Learning
Reflection

4. Critically analyse skills and areas for development in facilitating work-based support, supervision and learning
Application

PORTFOLIO (100%) - 3,500 Words – To address learning outcomes 1,2,3,4

Example: The portfolio structure will be negotiated with a student to meet the required learning outcomes and is subject to their work-based context but would typically include: a learning diary from supervisory practice (1500 words) ; an analysis of a range of tools and techniques that can be used in work-based learning (1000 words); identification and assessment of personal skills and areas for development in supervisory roles (1000 words).

This module focuses on the understanding and skills required for effective support, supervision and learningt in professional and ministry-based contexts. It will explore key concepts of vocation, identity and performance in relation to a variety of contexts and practices. This module is designed to assist people who are supporting, tutoring or supervising people in work-based settings. Students will engage in context specific learning reflecting their area of practice, including both classroom based and work-based learning, and demonstrate this learning both in terms of their developing capacity as reflective practitioners, and in the intended accompanying skills development. The content of the module includes:

• how to support and assist people to develop reflective practice;

• the personal qualities and skills needed to be effective in the role of supporting professional development. This will include considering the conditions that will ensure effectiveness, and developing effective communication, both verbal and non-verbal, and giving effective feedback.

• consideration of the distinctions between line management, supervision, coaching, mentoring, counselling and advice giving;

• a range of models and tools for assisting people in their professional development;

• identifying and maintaining appropriate professional boundaries through contracting and the consideration of ethical issues;

• assessment of work-based learning to include identifying and analysing the role in relation to assessment, objectivity and evidence-based assessment.

This module utilises the three inter-related learning strategies for the programme. Taught workshops consist of interactive presentations, discussion, and critical debate at the residential/day teaching blocks. Tutorials (in person and on-line) allow discussion of the individual research that students are undertaking to prepare their assignments. Independent study and professional practice (in this case a learning diary from undertaking supervisory responsibilities) allows for critical reading around selected topics, the development of individual responses to theory and practice; and the preparation for the assessment tasks.

Bew, D. et al (2006) Productive Reflection at Work. London: Routledge

Evans, L. (2002) Reflective Practice in Educational Research. London: Continuum.

Graham E.L. (2002) Transforming Practice.Eugene Oregon: WIPF and Stock

Hawkins, P. and Shohet R. (2006) Supervision in the Helping Professions. Open University Press: Maidenhead

Hay, J. (2007) Reflective Practice and Supervision for Coaches. Milton Keynes: Open University Press

Moon, J. (2000) Reflection in Learning and Professional Development: Theory and Practice. London: Routledge

Parsloe, E. and Wray, W. (2000) Coaching and Mentoring: Practical Methods to Improve Learning. London: Kogan Page

Redmond, B. (2004) Reflection in Action: Developing Reflective Practice in Health and Social Services. Aldershot: Ashgate.

The collaborative partner has approved and fully equipped teaching spaces for taught sessions; comprehensive library provision and a bespoke VLE that supports student access to resources when working remotely.