September 2010
Appendix 1
THE CAREER MANAGEMENT SKILLS QUALITY TEMPLATE
CONTENTS
Section 1:
Different approaches and procedure to meet the Career Management Skills (CMS) Quality Template
Page 2
Section 2:
The Career Management Skills Quality Template for Completion
Page 4
Section 3:
Activities within course programmes that may contribute to the successful completion of the CMS Quality Template
Learning Outcomes for Routes B and C.
Page 9
Section 4:
Support to complete the CMS Quality Template
Page 10
Appendix: Unit Descriptor for Route A to be used with course code.
Page 1 of 10
September 2010
SECTION 1
Different approaches and procedure to meet the Career Management Skills (CMS) Quality Template
There are three routes that can be followed to integrate career management skills into the curriculum. Course teams will decide the most appropriate way
to implement this in relation to the course and students.

Route A: Graduate Employment Unit designed by the Department of Employability. The CMS Quality Template does not need to be completed in
full as the Graduate Employment Unit has been designed to meet the 12 learning outcomes. A cover note documenting this fact is sufficient.

Route B: Career Management Skills Unit designed by the Course Team
The scheme of work linked to the unit should be cross-referenced against the learning outcomes of the CMS Quality Template to show how the learning
outcomes are addressed. Once completed the completed CMS Quality Template will be kept with the unit documentation. The Department of
Employability can provide advice and consultancy support through this process.

Route C: Career management skills addressed through the totality of the curriculum
Course teams are requested to complete the CMS Quality Template to show how learning outcomes are addressed within the curriculum. The
Department of Employability can provide advice and consultancy support through this process.
Page 2 of 10
September 2010
SECTION 1 (continued)
These routes are outlined in the table below with issues to consider for each approach.
Definition of route
Route A:
Use of the 10 Credit Graduate
Employment Unit See the
outline Unit Descriptor for this
(Appendix 2) which will be used
with the Course
Code)
Example of course area adopting
this route
Biological Sciences
Diagnostic and Therapeutic
Radiography



Route B:
10/20 credit unit designed by
course team.
Units will usually incorporate
CMS topics alongside other
skills e.g. research or specific
professional skills or year out
preparation.
Maths
BA Business Studies
All pathways in SSHLS, SECS and
ICJS
Route C:
BA Hospitality Management
The core learning outcomes
of CMS are embedded across
the totality of the curriculum.
Issues to consider





The Graduate Employment Unit has been designed by the Department
of Employability and meets the 12 learning outcomes.
The Department of Employability updates the materials and has
ownership of Route A.
Course tutors deliver the short introduction, optional group tutorials, and
assessment.
Careers elements of the units are designed by the course team in
consultation with the Department of Employability to ensure learning
outcomes are met.
Course teams are responsible for updating and reproducing the
materials in consultation with the Department of Employability.
Delivery is undertaken predominantly by course tutors.
This route is predominantly adopted by vocational courses where the
curriculum already addresses career management skills and design is
therefore undertaken by course tutors.
Courses are required to satisfactorily complete a Career Management
Skills Quality Template to show how the 8 learning outcomes are
addressed. Evidence for learning outcomes can be shown through a
range of activities including industrial placements, profiling, industrial
research.
Page 3 of 10
September 2010
SECTION 2
The Career Management Skills Template for completion
Please complete the form on the next page to show how the core learning outcomes of career management skills are addressed through your course
through current activities or proposed activities.
Route A:
Routes B and C:
Course Teams electing for Route A do not need to complete the CMS Quality Template.
Please indicate at the top whether your programme integrates career management skills through a discrete unit (Route B) or across
the totality of the curriculum (Route C).
The Department of Employability has drawn on the research of Watts 1, Harvey 2 and AGR 3. The Quality template is divided into four key stages, as
defined in the NICEC Briefing Paper, Skills and Careers – Strategies for Teaching Departments in Higher Education Institutions:




Self awareness
Opportunity awareness
Decision Making
Transition Learning
Watts, A.G. and Hawthorn, R. (1992) Skills and Careers – Strategies for Teaching Departments in Higher Education Institutions, National Institute for Careers Education and Counselling, Cambridge.
Harvey, L. (1994) Quality Assessment in Higher Education, The quality in Higher Education Project, Birmingham.
3
Association of Graduate Recruiters (1995), Skills for Graduates in the 21st Century, AGR, Cambridge.
1
2
Page 4 of 10
September 2010
SECTION 2 (continued)
Learning outcomes of career management skills template
The following learning outcomes are core to the development of career management skills and all programmes should address them regardless of which
route has been adopted by the course team.
Core Learning Outcomes
Self Awareness = students recognise what they want from a career and what they
have to offer
Opportunity Awareness = students identify the options open to them and
understand how to research the skills, experience and knowledge required in the
local, national and global market places
Decision Making = students critically evaluate possible options and formulate an
action plan to achieve their career goals and are able to adapt to changing
circumstances
Descriptions
1.
Identify own skills, interests and motivations in the context of career decision making
2.
Demonstrate own skills, interests and motivations in the context of career decision
making
3.
Explore and understand the options open to students and graduate
4.
Identify the specific skills and qualities required for all chosen opportunities.
5.
Identify and research different sources of vacancy information and recruitment
methods used by employers, opportunity and course providers.
6.
Understand how organisations work and make decisions
7.
Demonstrate an awareness of the ethical and legal requirements of different
professions and organisations
8.
Research and understand the labour market taking into account, the impact of
globalisation and their own personal career goals.
9.
Identify those employability skills an individual student may need to develop further
in order to achieve personal career goals.
10. Evaluate how personal priorities and constraints may affect career decisions and to
formulate the action needed to achieve career goals.
Transition = students are able to reflect on their skills, knowledge and experience
and are able to put plans into action by presenting themselves effectively on paper
and in person
11. Recognise and demonstrate what makes an effective application.
12. Recognise the purpose and process of all selection procedures including interviews
and assessment centres and identify and prepare strategies for effective self
presentation.
Page 5 of 10
September 2010
SECTION 2 (continued)
Course Title:
Addressing Career Management Skills – Current Activities
Are career management skills addressed through: (please “check” as appropriate):
Graduate Employment Unit (route A)? If so, you do not need to complete the CMS Quality Template.
A unit designed by the course team (route B)?
By embedding the outcomes across the totality of the curriculum (route C)?
Complete the table to indicate how the course addresses the learning outcomes identified. The following information should be provided.




The process students go through to develop the relevant outcome
The unit and level in which the learning takes place
Whether the unit is core or optional
Whether the learning is assessed, and if so, how.
It is important to show how the learning is made explicit to students.
Page 6 of 10
September 2010
Addressing Career Management Skills – Current Activities
Student assessment
Core Learning outcomes
Full description of activity
Unit/level of
study
Core or
Option
Please indicate any assessment
undertaken in respect of this learning
outcome.
Self awareness
1.
2.
Identify own skills, interests and
motivations in the context of
career decision making
Demonstrate own skills, interests
and motivations in the context of
career decision making
Opportunity Awareness
3.
4.
5.
6.
7.
8.
Explore and understand the
options open to students and
graduates
Identify the specific skills and
qualities required for all chosen
opportunities
Identify and research different
sources of vacancy information
and recruitment methods used by
employers, opportunity and course
providers
Understand how organisations
work and make decisions
Demonstrate an awareness of the
ethical and legal requirements of
different professions and
organisations
Research and understand the
labour market taking into account,
the impact of globalisations and
their own personal career goals
Decision Making
9.
Identify those skills individual
students may need to develop
further in order to achieve personal
career goals.
10. Evaluate how student's personal
priorities and constraints may
affect career decisions and to
formulate the action needed to
achieve career goals.
Page 7 of 10
September 2010
Addressing Career Management Skills – Current Activities (continued)
Student assessment
Core Learning outcomes
Full description of activity
Unit/level of
study
Core or
Option
Please indicate any assessment
undertaken in respect of this learning
outcome.
Transition Learning
11. Recognise and demonstrate what
makes an effective application.
12. Recognise the purpose and
process of all selection procedures
including interviews and
assessment centres and to identify
strategies for self presentation
Page 8 of 10
September 2010
Section 3
ACTIVITIES WITHIN COURSE PROGRAMMES WHICH MAY CONTRIBUTE TO THE DEVELOPMENT OF CAREER MANAGEMENT SKILLS QUALITY
TEMPLATE LEARNING OUTCOMES.
1. Study/Work based learning or Work Experience Project Placements:
Placements can meet many of the learning outcomes in this template. They could include projects carried out for employers, field trips, industrial placements, vacation placements, short study visits overseas,
placements carried out as part of a work based learning unit, etc. Maximising their effectiveness, however, may depend on the briefing or debriefing and reflection which takes place, and the specific activities which
students are required to undertake. These activities might include: recording learning and personal development through a profile or learning log
 finding and applying for placements
 making oral, written or poster presentations (etc) after placements to reflect on skills
 developed
Career Management Skills learning outcomes which could be met by such activities include:1
2
4
5
6
7
8
9
10
11
12
11
12
2. Other Work with Employers
Employers might be involved in seminars or lectures, as a visiting speaker or delivering part of the curriculum. Activities might include: employer presentations
 recruitment or careers fairs
 work shadowing or taster opportunities
 practice interviews
 informational interviews with employers, for students to find out about companies / jobs
 company visits
CMS learning outcomes which could be met by these activities include:1
2
4
5
6
7
8
9
10
3. Profiling
Profiling provides a structured process for recording, and reflecting on, experiences. It may also be referred to as a Learning Log, Journal, Professional Practice Diary, Placement Log, or Record of Achievement.
Profiling might be used to: support study or work placements
 reflect on visiting speakers, company visits or employer presentations
 enhance personal tutorials, with students reflecting on progress before appraisal-style interviews
 provide information to help tutors in writing references, by completing forms to store on file
 as a professional practice requirement on vocational courses
CMS learning outcomes which could be met by these activities are:1
4.
2
3
4
5
6
7
8
9
10
11
Prospects Planner
Prospects Planner is a computer-aided guidance program which is available from the Prospects website. It is an interactive program that allows students to explore
independently issues related to all the main areas of careers education (self awareness, opportunity awareness, decision learning and transition learning.)
Learning outcomes which could be met by these activities include:-
Page 9 of 10
September 2010
1
2
3
4
5
9
10
Page 10 of 10
September 2010
Section 4
SUPPORT TO COMPLETE THE CAREER MANAGEMENT SKILLS QUALITY TEMPLATE
Please consult your Associate Dean (Academic) or if appropriate your Associate Dean (Students) for advice about the curriculum and which of the routes
(A, B or C) are appropriate for the course programme and the quality assurance process.
Link Careers Advisers (see below) can provide ideas for integrating career management skills within your course area and provide recommendations for
appropriate career management skills resources and information. The Link Careers Adviser will also be able to discuss with you how teaching and learning
activities related to career management skills can develop a range of the Graduate, Academic and Employability Skills, identified in the Curriculum
Framework document.
Careers Manager
Guy Townsin
guy.townsin@port.ac.uk
Extension 2691
Link Careers Advisers:
Creative & Cultural
Industries
Paul Barnes
paul.barnes@port.ac.uk
Extension 2689
Technology
Science
Kelly Biggs
kelly.biggs@port.ac.uk
Extension 2692
Liz Holford
liz.holford@port.ac.uk
Extension 2687
Portsmouth Business
School
Jacqui Adams
jacqui.adams@port.ac.uk
Extension 2668
Humanities & Social
Sciences
Janet Woolnough
janet.woolnough@port.ac.uk
Extension 6545
Bibliography
1. Higher Education Quality Council: The Guidelines: A quality assurance framework for guidance and learner support in higher education. London: HEQC, 1995
2. Watts, AG, and Hawthorn, R.: Skills and Careers - Strategies for Teaching Departments in Higher Education Institutions. Cambridge: National Institute for Careers Education and
Counselling, 1992
3. Harvey, L. Quality Assessment in Higher Education. Birmingham: The Quality in Higher Education Project, 1994
4. Whiteway Research (under the direction of Dr P. Hawkins): Skills for Graduates in the 21st Century. Cambridge. The Association of Graduate Recruiters, 1995
5. Law, B and Watts, AG: Schools, Careers and Community, London: Church Information Office 1977
Law, B (1999) Career-learning
Page 11 of 10
September 2010
Appendix
Unit Descriptor for Route A to be used with course code
TITLE:
GRADUATE EMPLOYMENT UNIT
HEMIS CODE:
UNIT LONG NAME:
GRADUATE EMPLOYMENT UNIT (Route A)
LOCAL UNIT CODE:
(to be completed by department)
COST CENTRE (DEPT/SCHOOL):
Local department responsible for delivery (to be completed by department)
OWNER (UNIT COORDINATOR):
Unit co-ordinator in local department (to be completed by department)
SUBJECT EXTERNAL EXAMINER:
Departmental responsibility (to be completed by department)
NAMED AWARD(S) PROGRAMMES:
GRADUATE EMPLOYMENT UNIT
Level:
Credits
Semester:
2
10
1/2
Mode of Delivery:
Campus based/independent learning
Maximum Student Nos:
N/A
Pre-requisites:
None
Co-requisites:
None
AIMS
To provide the opportunity for students to acquire career management skills that will assist them in implementing career
decisions.
LEARNING OUTCOMES
On successful completion of this unit students will be expected, at threshold level, to be able to:
1.
Identify own skills, interests and motivations in the context of career decision making
2.
Demonstrate own skills, interests and motivations in the context of career decision making
3.
Explore and understand the options open to students and graduate
4.
Identify the specific skills and qualities required for all chosen opportunities.
5.
Identify and research different sources of vacancy information and recruitment methods used by employers,
opportunity and course providers.
6.
Understand how organisations work and make decisions
7.
Demonstrate an awareness of the ethical and legal requirements of different professions and organisations
8.
Research and understand the labour market taking into account, the impact of globalisation and their own personal
career goals.
9.
Identify those employability skills an individual student may need to develop further in order to achieve personal career
goals.
10. Evaluate how personal priorities and constraints may affect career decisions and to formulate the action needed to
achieve career goals.
11. Recognise and demonstrate what makes an effective application.
12. Recognise the purpose and process of all selection procedures including interviews and assessment centres and
identify and prepare strategies for effective self presentation.
September 2010
SYLLABUS OUTLINE
Self awareness
Activities leading to an understanding of personal skills, interests and motivations – e.g. Skills Profile, Prospects Planner computer aided guidance program and promotion of individual strengths in writing e.g. by completion of a targeted application
form
Opportunity awareness
Activities leading to an awareness of the full range of opportunities available to students including labour market and
organisational awareness
Decision learning
Research activities leading to the compilation of a job study together with personal analysis and a career planning report
identifying future career goals
Transition learning
Activities leading to an understanding of how to present themselves effectively in writing and in person including a CV
workshop, application form exercise, the completion of a targeted application form and an interactive interview
LEARNING AND TEACHING STRATEGIES:
Independent web based materials will provide the underpinning knowledge for career development theory for learning outcomes
1-12. A computer guidance programme, occupational database and research exercises will support learning outcomes 1, 2, 3
and 4. A class based workshop and independent learning activities will support learning outcomes 4 – 12. All learning
outcomes are supplemented by two optional group tutorials and online tutorial support.
SCHEDULED ACTIVITIES:
Activity:
Lecture
Independent learning
Tutorial
Contact Hours
2 hours
12 hours
up to 4 hours
ASSESSMENT STRATEGY:
Submission of a Portfolio consisting of:
1.
2.
3.
4.
Collection of specified evidence enabling learning outcomes 1 – 12 to be demonstrated
A job study and personal analysis enabling learning outcomes 2 and 4 to be demonstrated
A report identifying career goals ( Career Planning Report) enabling learning outcome 10 to be demonstrated
Completion of a targeted application form enabling learning outcomes 1 and 11 to be demonstrated
This amounts to 2000 core words with an additional 1000 reflective (non-assessed) statements.
Total notional word equivalent of 3,000.
Formative feedback on career learning theory will be available during the workshop, group tutorial sessions as well as
individually by online tutorial support.
Grade criteria will enable the level of performance in the assessments to be determined.
ASSESSMENT SCHEDULE:
100%
Course work
INDICATIVE READING:
Publications
Association of Graduate Recruiters (1995) Skills for Graduates in the 21st Century (AGR)
Cole, J (2010) Creative CV Guide University of the Arts London, University for the Creative Arts, University College Falmouth
Corfield, R (2009) Successful Interview Skills: How to Prepare, Answer Tough Questions and Get Your Ideal Job Kogan Page
Faust B, and Faust M (2006) Pitch yourself the most effective CV you’ll ever write. Stand out and sell yourself Prentice Hall
Hawkins, P (1999) The Art of Building Windmills: Career tactics for the 21st century Graduate into Employment Unit
Hopson, B and Scally, M ((2009) Build your own Rainbow, A workbook for Career and Life Management Management Books
2000 Ltd
Kumar, A (2007) Personal, Academic & Career Development in Higher Education SOARing to success London & New York
Rouledge Taylor and Francis
September 2010
Nelson Bolles, R (2009) What colour is your Parachute 2010? A Practical Manual for Job Hunters and Career Changers Ten
Speed Press
Parkinson, M (2008) How to Master Psychometric Tests. Expert advice on test preparation with practice questions from leading
test publishers Kogan Page
Tolley H, and Wood, R (2009) How to Succeed at an Assessment Centre: Essential Preparation for Psychometric Tests, Group
and Role-play Exercises, Panel Interviews and Presentations Kogan Page
What do Graduates Do? (HECSU/AGCAS)
Websites
http://www.heacademy.ac.uk – Student Employability Profiles in the subject centres
http://www.prospects.ac.uk
http://www.sscalliance.org/ - Alliance of Sector Skills Councils (representing 25 licensed UK Sector Skills Councils)
http://www.windmillsonline.co.uk
http://www.advice-resources.co.uk/UsefulInformation/lmi/ - Sector Skills Council LMI
Notes:
The Department of Employability will inform all users of updates and changes annually.
Submission and assessment dates will be set locally.