Module Specification (This template should be completed electronically; boxes will expand as you type)

Module Specification (This template should be completed electronically; boxes will expand as you type) IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPL...
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Module Specification (This template should be completed electronically; boxes will expand as you type) IMPORTANT NOTES – PLEASE READ THEM BEFORE COMPLETING THIS FORM 1. The module learning outcomes in section 6 should be aligned with the overall programme outcomes listed in the programme specification. 2. Learning outcomes in section 6 are grouped under four main headings (A/B/C/D). However, where a heading is not appropriated to a particular module, it would be reasonable to remove it from this form. 3. The number of learning outcomes may vary between modules according to content and number of credits. 4. The assessment strategy and methods in section 7 should cover the full range of intended learning outcomes. 5. Detailed guidance on credit level descriptors and on linking module learning outcomes to assessment and teaching strategy can be found in the SEEC website at http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010

1. 1. Factual information Module title Module tutor Module type

Managing in the workplace (B121)

Level Credit value

Taught

Notional learning hours

4

8 CH (30 Points)

2 hours lecture and 1 office hour weekly

2. Rationale for the module and its links with other modules It’s suitable if you’ve studied An introduction to business studies (B120) and want to complete the Certificate in Business Studies or gain 30 credits towards our BA (Hons) Business Studies (B70). This introductory Level 1 course introduces management ideas

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2. Rationale for the module and its links with other modules and uses activities to build on your existing knowledge and skills. You’ll also use your own workplace experiences to develop an academic understanding of management and valuable study skills, which you’ll demonstrate by writing about management and reflecting on your own skills as a learner.

3. Aims of the module By the end of the course you’ll have developed a new, more theoretical understanding of how and why managers do what they do in organisations. You’ll build a toolkit of management concepts, theories and models that you can use to tackle workplace issues. You’ll also feel more confident in embarking on further undergraduate study. 4. Pre-requisite modules or specified entry requirements This is an introductory Level 1 course. Level 1 courses provide core subject knowledge and study skills needed for both higher education and distance learning, to help you progress to courses at Level 2. It draws on your vocational qualification, so you will find it useful to refer to your portfolio while you are studying this course.

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5. Intended learning outcomes A. Knowledge and understanding At the end of the module, learners will be expected to: A1: identify what counts as evidence of knowledge and skills, and understand how to present it in and academic context. A2: understand the mission and purpose of the workplace and the environment in which it operates. A3: draw upon previous knowledge and understanding gained from workplace practice and relate this to relevant management theory.

B. Cognitive skills At the end of the module learners will be expected to: B1: identify and draw upon appropriate forms of evidence to illustrate understanding of management theory and practice. B2: begin to draw in different approaches to study that are needed when carrying out an assignment, using a variety of different learning resources – reading, note- taking, formulating questions and reflective. B3: reflect on and begin to critically evaluate the evidence of own and organization’s practice in light of new theoretical knowledge. C. Practical and professional skills At the end of the module, learners will be expected to: C1: Demonstrate an awareness of skills and abilities in relation to the

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Learning and teaching strategy Knowledge and understanding will be tested across the entire range of summative and formative assessment methods. Summative assessment will include TMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit.

Learning and teaching strategy Cognitive skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include TMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit.

Learning and teaching strategy Practical and professional skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include TMA, MTA and the final exam,

C. Practical and professional skills requirements of own work role. C2: Identify and evaluate the range of resources related to working effectively.

Learning and teaching strategy and formative assessment will include activities within the text and SAQs at the end of each unit.

C3: Begin to identify and select appropriate theoretical tools for the analysis of , or the reflection on, aspects of work roles relevant to the standards expected in employment. C4: Demonstrate evidence of having the skills of enquiry and information gathering relevant to the work setting. C5: Demonstrate evidence of the ability to liaise and negotiate with workplace colleagues. C6: Evaluate the effectiveness of own workplace practices and make suggestions for improvement. C7: Begin to demonstrate through written assignments and experience, knowledge and skills that underpin god practice, and application of theory to practice.

D Key transferable skills At the end of the module, learners will be expected to: D1: Begin to evaluate own learning and performance in relation to own work role. D2: Be aware of different approaches to learning as appropriate.

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Learning and teaching strategy Key transferable skills will be tested across the entire range of summative and formative assessment methods. Summative assessment will include eTMA, MTA and the final exam, and formative assessment will include activities within the text and SAQs at the end of each unit.

D Key transferable skills D3: produce and present information to others.

Learning and teaching strategy

D4: begin to demonstrate the use of IT skills in order to access information and communicate with others. D5: Develop a personal development plan in relation to future goals. D6: Begin to work independently on an agreed project or task. D7: Manage and organize own time. D8: show evidence of working with colleagues as appropriate. D9: develop al personal development plan in relation to future goals.

6. Indicative content.

7. Assessment strategy, assessment methods and their relative weightings There will be a Mid-term ( 30%) and One TMA ( 20%) , each covering a specific group of Sessions, cases, and chapters. One hundred points are assigned for the course assessments (Continuous Assessment). These points are distributed equally between continuous assessments and final examination, that is, 50% for each.

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8. Mapping of assessment tasks to learning outcomes Learning outcomes

Assessment tasks

A1

A2

A3

B1

B2

Essay











Written report

B3

C1

C2

C3

C4













Presentation Case studies

C5

C6



D1









9. Teaching staff associated with the module Tutor’s name and contact details

10. Key reading list Author

Year

Title

11. Other indicative text (e.g. websites)  Open University UK: http://www.open.ac.uk/  Arab Open University: http://www.arabou.edu.kw/

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D3



√ √

D2

D4

D5

D6

D7

D8

D9























√ √

C7





Contact hours

Publisher

Location

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