University e-resources
Award resources on VLE
Award resources on netbooks
Award resources - hard copy of core module resources held in Addis Ababa

Ackoff, R. (1999) Re-creating the corporation: a design for organisations for the
21st century. Oxford University Press
Harri-Augstein, S. and Thomas, L. (1991) Learning Conversations: the Self-
organised Way to Personal and Organisational Growth, London: Routledge.
Harri-Augstein, S. and Webb, I. (1995) Learning to Change, London: McGraw-
Hill.
Leyden, G and Dearden, J. 'Self organised learning: a gateway to personalised learning' (http://www.jackiedearden.co.uk/training.html
Moon, J. (2008) Critical Thinking: An exploration of theory and practice London:Routledge
'Quality in education according to the teachings of Deming and Feuerstein') and Langford ('The barriers to quality education are at the top') available in downloadable form from:
http://www.mehs.educ.state.ak.us/quality.html
Young, D & Neave, H (1999) Simple process control in the office. British Deming
Association
Wheeler, D (2009) 'No data have meaning without context' Quality Digest, 31st March.

A portfolio of evidence containing the following elements. Each element is weighted at 25%. A pass in each element of the module assessment must be obtained.

A process map to make explicit main job processes (750 word equivalent) - Tests learning outcomes 1 -4

A description of two indicators of effectiveness and relevant data to be collected (500 words) Tests learning outcomes 1-4

A run chart (SPC) of one aspect of the data collected above (500 word equivalent) Tests learning outcome 2,3 & 4

A Personal Learning Plan (design and implementation) according to specified methodologies (1500 words equivalent) Tests learning outcomes 1 - 4

A series of professional learning opportunities which focus on aspects of professional practice, addressing individual needs and develops skills of enquiry and the use of evidence.
- Reflection (MARS :Monitor, Analyse, Record, Reconstruct, Reflect, Review, Spiral) and, `Current Reality')
- The Learning Conversation and constructivism in professional learning with particular focus on a `Personal Learning Plan'
- The place of critical incidents in developing professional practice (significant learning events)
- Identifying and understanding the systemic nature of the needs of internal and external customers and suppliers linked to Tearfund project work
- Understanding professional learning as a generative system in relation to the development, management and evaluation of projects
- Ability to use process mapping software as a means of making explicit their main job processes.
- The relevance of measurement as integral to learning and the need to understand and measure variation.

The learning strategies will require participants to commit 150 learning hours of which 79 hours will consist of contact time.

Learning time takes two forms:

Mandatory: (Input Days delivered in Country)
Sessions will `normally' comprise the following activity types;
- seminars and workshops to generate learning conversations, discussion, reflection and exchange of ideas;
- practical workshops for the analysis and discussion of issues, documents and materials;
- live and simulated case-scenario activities to establish connections between the workplace and issues raised by the programme;
- critical feedback from peers and tutors on presentations, workplace experiences and standpoints taken on issues raised in taught sessions;
- work related learning - the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- work with others, which enables participants to develop interpersonal skills, the capacity to plan, to share goals and work as a member of a team, communicate and present oral and written arguments;
- support from the peer group through collaborative learning activities
- lectures and presentations by the tutor;

Mandatory Personalised: 71 Hours of learning as determined by personalised action plan.
This learning will `normally- comprise the following activity types;
- Guided reading, supported self-study and independent study to enable participants to engage with relevant and appropriate debates;
- Individual telephone / web based tutorials to support development of understanding;
- Case-study activities to establish connections between the workplace and issues raised by the programme;
- Work Related Learning - e.g.; professional dialogue, attendance at network meetings, which provide the opportunity to link theoretical perspectives to practice. It will enable participants to reflect on values, practices, assumptions and policies;
- Information and Communication Technology, including word processing, data bases, internet communication, information retrieval and on-line searches
- VLE (Blackboard) will be used to facilitate exchange of ideas and access to specific resources and activities. Participants will be required to use word processing, data bases, internet communication, information retrieval and on-line searches throughout their studies