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.