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业务能力:模块手册

时间:2016-04-18 20:29:52 来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien
Introduction介绍
 
欢迎来到就业的业务模块。
我们都有理由别共,为什么通过生活中我们的旅程,我们现在目前处于大学。蒂赛德大学为您提供一切机会,是一个充满活力的大学的一部分,你获得你的学位,并开始关注你的下一个步骤。
然而,当时你离开你将要建立一个进军的下一个阶段你的生活和职业生涯路径,你会明白这些都是不应该掉以轻心的重要决定。
你对生活的看法,我们希望一直在蒂赛德学习帮助你的时间,而你所学到的会站在你非常有利,通过今后的日子里,特别是在决定你的职业生涯的一步。
如您所知,良好的职业发展机会的竞争(无论是新的工作或寻求您的当前组织内的地位)是非常激烈,所以要帮助你在你的下一个步骤中,我们已经制定了业务该模块'就业'。
我们相信,通过选择在这里学习赛德,你表达一个明确的愿望“获得成功的生活”,而这个模块旨在促进这一愿望。该模块的唯一目的是促进yougetting你的事业或在当前组织内的发展机​​遇启动,同时帮助您给自己成功的最好机会。我们相信,这样做意味着帮助你有效地把你独特的教育和生活经验,共同专注于提升你的就业能力 - 的结果是所有三个部分的相互作用:

Welcome to the Employability for Business module. 
We all have our differing reasons as to why on our journey through life we are now currently at University.  Teesside University offers you every opportunity to be part of a vibrant University as you gain your degree and begin to focus on your next steps.
However, by the time you leave you will want to have established a move into the next stage of your life and career path–as you will appreciate these are important decisions that should not be taken lightly.   
Your perception on life we hope has been helped by your time studying at Teesside, and that what you have learned will stand you in good stead through the days ahead and particularly in deciding your career step.
As you will appreciate competition for good career opportunities (either a new job or seeking advancement within your current organisation) is extremely fierce and so to help you in your next steps we have developed this module `Employability for Business’.  
We believe by choosing to study here at Teesside, you are expressing a clear desire to ‘get ahead in life’, and this module is designed to facilitate that desire.  The sole aim of the module is to facilitate yougetting your career started or in developing opportunities within your current organisation, whilst helping you to give yourself the best chance of success.  We believe to do this means helping you to effectively bring together your unique experiences of education and life to focus on enhancing your employability – the outcome is an interaction of all three parts:#p#分页标题#e#
 
The module has been designed with input from many sources such as the your fellow students who have progressed ahead of you; University Careers service; Lecturers and University staff with interests in this subject or with specific responsibilities for interfacing with students like yourself to ensure we focus on your needs.  Also, of particular importance we have been listening to the needs of the live jobs market with employers telling us to provide them with ‘work ready’ graduates and what thismeans.  
The content of the Module will help you to understand the links from your first year studies, particularly Personal and Team Effectiveness (PTE), into this Module and the rest of your second year studies through into your final year and beyond.  
As your understanding of your employability and what employing organisations are looking for increases, this will help you in developing a firm foundation in your approach to your Business Research & Project (BRP) final year project.  This Module will help you recognise the BRP project should not simply be viewed as `a project for your course’ but also as an excellent opportunity for you to put into practice an action to enhance your employability for business by producing a high quality major piece of work that shows what you can achieve when a project is driven by you.  This evidence of individual skill and achievement in your project will powerfullyhelp to enhance your employability – so seize the moment.
 
We welcome you to this module and wish you success.
 
Kiersten Avery and Thomas J McDonagh.
Module Designers.
 
Module Team 
 
We have an excellent Module Team that is made up of very experienced lecturers, practitioners, and career specialists.  
 
The team is listed below and in the following section is a brief resume of each Team member’s background:
 
Module Leader and Tutor:
 
Thomas J. McDonagh,Subject Group Leader (Acting) Leadership, Human Resource Management and Organisational Behaviour.T.McDonagh@tees.ac.uk
 
Module Tutors:
 
Kiersten Avery,Assistant Dean – Marketing & Student Recruitment
Teesside University Business School.K.Avery@tees.ac.uk
 
Libby Hampson, Senior Lecturer in Organisational Development.L.Hampson@tees.ac.uk
 
Gill Owens, Senior Lecturer in Leadership and Management. G.Owens@tees.ac.uk
 
Alexander Finlayson, Senior Lecturer in Corporate Programmes.A.Finlayson@tees.ac.uk#p#分页标题#e#
 
StevePattinson, Senior Lecturer in Business and Management.S.Pattinson@tees.ac.uk
 
Saeed Muhammad, Careers Adviser.www.tees.ac.uk/careers
 
 
Team Background/experience: See Appendix A.
 
 
Module Aims
 
To equip and develop you for the world of work; and if you are already in employment, to identify pathways for career development by enhancing your awareness of your employability and transferable skills, so encouraging you to achieve your best career potential.
 
The module will have a theoretical basis and you will be introduced to and expected to apply relevant concepts and theories and professional practices. e.g. Career Theory (Holland 1997); Models of Career Development (Gibson 1995); Leadership – Transformational and Transactional; Human Resource Management; Organisational Behaviour, Psychological Contracts; Social Learning Theory (Bandura 1977) and Concepts of Ethics. 
 
This will enable you to explore your employability via analysis and understanding of your skills, educational and transferable work based experiences, with an insight into the expectations of employers for Employability for Business in having work ready’ graduates.  
 
Main Learning Outcomes
 
On successful completion of the module, you will:
 
Knowledge & Understanding
1. Be able to apply knowledge of and theoretical and practical understanding of the world of work to securing and sustaining employability 
2. Have the understanding and knowledge to effectively analyse and compete in securing the career path of your choice. 
3. Apply, question and relate appropriate knowledge / concepts to a range of activities associated to Enhancing Employability 
4. Explore legal and ethical issues and generate an understanding of the overt and covert legal and ethical environment regulating the world of work.
Cognitive & Intellectual Skills
 
1. Analyse, appraise, apply and interpret information from a variety of sources. 
2. Practice balanced, logical and supported argument in a range of contexts. 
3. Demonstrate intellectual flexibility and openness to new ideas. #p#分页标题#e#
4. Identify key problem areas and choose appropriate tools/methods for their resolution in a considered manner. 
Practical & Professional Skills
1. Operate ethically in situations of varying complexity and predictability requiring the application of a wider range of practical and professional techniques in the management of your own career and employability. 
2. Monitor and critically reflect on your own performance and act with increasing autonomy, with reduced need for supervision and direction, within defined guidelines 
3. Identify a personal action plan for improvements to your own skills in enhancing employability. 
Key Transferable Skills
 
1. Self-Awareness: Building on your studies in year 1, demonstrate detailed self-awareness to effectively communicate personal added value to a potential employer 
2. Professionalism: Demonstrate a realistic match between career aspirations and personal aptitudes, interests and motivations. Reflect systematically on performance to further develop learning. 
3. Communication: Develop and appraise own performance in communication, persuasion and influencing techniques and prepare, deliver and evaluate presentations. 
4. Team Working: Adopt a range of roles within a team and contribute to the effective working of the team. 
5. Research: Select and use a range of data gathering and business analysis methods, appropriate to the context. 
 
Indicative Content
 
Indicative Content
1. Introduction to Employability – reflection and diagnosis of relevance to all career paths, and to career development for those already in employment.
 
2. Personal branding and Personal networks – enable you to evaluate and diagnose the benefit of personal reputation and real world business contacts.
 
3. Underpin Employability with Career Theory (Holland 1997), Leadership Models, Models of Career Development (Gibson 1995), HRM, Learning Theory (Bandura 1977) and Concepts of Ethics to demonstrate what employers mean by a “Work Ready Graduate”. This theoretical basis will be applied within all the other indicative content themes. #p#分页标题#e#
 
4. Placements and how to enhance your employability e.g. voluntary work, internships, placements, better communication and explanation of skills and experiences. You in reflective practice will identify and effect actions to establish and develop these real world activities. 
 
5. Problems and barriers in Career Development (how to plan ahead and continue to build your personal development to drive your career post University) and Context of 21st Century careers (work-life balance, aspiration, transferability, generation X and Y; careers in a challenging global economy).
 
 
6. A bridge between academic studies and business through use of management simulations that offer an insight into business processes and roles of functional disciplines, while promoting and enhancing team working and facilitating reflection on real world employability demands. 
 
7. Concept of Ethics in employability for business.
 
8. Recruitment cycle – what to expect in the recruitment experience e.g. Selection, Application/C.V, Documentation, Interview process, Offer, Acceptance, Induction.  You will be able to reflect and prepare on what is needed by you for this aspect of employability. 
 
9. How to communicate effectively and sell your skills, knowledge and experience to employers – active experience and importance of presentation – self-reflection, information.
 
Learning Strategy
 
The forms of learning approach for this module will be driven by a participative experiential learning framework, in which you will take responsibilityfor your learning and development with support from your tutors and peers. 
 
You will be encouraged to draw from your own and others work based experience to contribute to the learning environment. 
 
Through discussion and individually motivated work, you will interpret and apply the theoretical concepts that underpin the learning into a real world context.
 
Assessmentstrategy and Assignment details
 
The module has an emphasis on preparing and enhancing your employability via the analysis and understanding of your skills, educational and transferable work based experiences, with an insight into the expectations of employers for students to be `work ready’ graduates. #p#分页标题#e#
 
Assessment will be formative in nature throughout the year.  You will produce a portfolio of evidence for summative assessment based on group work and personal reflection of your development journey, in support of your future career path. 
 
The portfolio is to be completed over the duration of the module and you will appraise, based on personal reflection, your own employability level at entry point and then at completion. 
 
Formative:
 
You will be assigned by tutors to a group (maximum number of 5 students) 
drawn from your larger seminar group. 
 
The Group work requires the group to pick 5 of the 9 key topics (1. Introduction to Employability; 2. Personal Branding and networks; 3. Theoretical basis of module; 4. Placements; 5. Problems/barriers in career development/ethics and Context of 21st century careers; 6. Management / Teamwork simulations; 7. Concept of ethics; 8. Recruitment cycle and 9. How to sell to yourself) and provide a critique of the relevance of the chosen topics to enhancing a student’s employability; and provide a written commentary on what employers currently want/do not want from a new graduate (1,200 words).
 
Formative feedback will be provided on early drafts of the work by a tutor who has been assigned your group and others, and this tutor will be the academic contact on the group work.  The tutor will provide support and guidance.  Your group will have a formal meeting (this is not an option) with your tutor two months after the module commences (week 10).  
 
The group will show the tutor a draft of their critique – covering at least 2 topics, and an outline of their commentary.  The tutor will then provide formative feedback.  Further formative feedback (this again is not an option) on the critique and commentary will be given two months (week 20) after the first formative feedback.  This formative feedback will allow you and the others members of your group to judge your progress, and take appropriate action. 
 
Summative: 
 
(a) The output from group work (30% of final mark) though part of your portfolio is submitted separately prior to the final parts of the portfolio(see below) being submitted.
 
(b) You will in addition as an individual provide an overall individual reflective statement (2,800 words, 70% of the final mark). This will include a critical reflection by you on your group work experience and on how since commencing the module you enhanced youremployability and how this will be demonstrated to an employer.  You will also produce a SMART Action Plan –where you as an individual identifyyour actions for sustainable development to enhance your employability. #p#分页标题#e#
 
(c) All of the concepts and theory and professional practice/guidance introduced within the topics of the module must where appropriate be put into practice and woven through the evidence contained within the portfolio
 
The full individual portfolio will therefore be a total of 4000 words. The pass mark is 40%.
 
Attendance:
 
All students are required to attend all formal teaching sessions, to engage with their studies, and to inform a designated member of staff if they are unable to attend classes.  If you persistently fail to attend or to engage with your studies the University reserves the right to withdraw you and report your withdrawal to external authorities (e.g. SLC, UK Home Office) as necessary.
International students should be aware that it is a condition of your visa that you attend all your classes and maintain contact with the University. You will therefore be required to sign in regularly throughout your studies, to ensure compliance with UK regulations.  We will supply you with more information when you arrive.
Assignment Assessment Criteria
 
All assignments will be marked according to the Teesside University’s standard undergraduate marking system. 
 
Assignment-specific assessment criteria will be agreed annually in line with standard TBS moderation processes, with specific reference to the: 
 
  Depth and breadth of knowledge and understanding;
  Development of related professional skills;
  Capacity for analysis;
  Consideration of ethical use.
 
Referencing and bibliography should be in standard Harvard style, and your attention is drawn to the university’s regulations on plagiarism.
 
 
Feedback to students will be by the following form:
 
Group work:
 
Undergraduate Module in-Course Assessment Feedback - portfolio
 
Student Name:     Module:  Employability for Business 
 
 
Criterion Possible marks Actual Mark
 
5 of 9 topics covered, with good insight provided.#p#分页标题#e#
9
 
Critique of chosen topics reflects relevance, good background research and understanding, balance argument provided.  Use of good sources to support argument.
8
 
Commentary on what employers want from a new graduate reflects informed and pragmatic thinking, view well explained.  Use of good sources to support argument.
8
 
Presentation/Referencing
5
 
Total
30
 
Two elements are involved in portfolio overall assessment: Group work30% and Individual work 70%.  Note the pass mark for the overall portfolio is 40%.
 
Undergraduate Module in-Course Assessment Feedback - portfolio
 
Student Name:     Module:  Employability for Business 
 
Criterion Possible marks Actual Mark
 
Individual reflective statement:contains well written critical reflection on group work experience; critical reflection on how individual has enhanced their employability and how will be demonstrated to an employer and a SMART Action plan.
15
 
Individual reflective statement - understanding of issues/problems: theoretical frameworks/professional practice are applied appropriately and diagnostics where applicable carried out.
15
 
Individual reflective statement - application ofthe material and concepts involved: the portfolio content is complete and supplied in sufficient volume with relevant theoretical models/professional practice applied where appropriate.
20
 #p#分页标题#e#
Individual reflective statement - arguments, ideas and, where appropriate, solutions(justification of theory, or professional practice applied, issues of ethics, SWOT and SMART).
15
 
Individual reflective statement - presentation/referencing:portfolio include main body and appendices including reflective and developmental articles respectively.  All elements are written in clear error-free English and a contents page is provided.  Harvard referencing used.
5
 
Total
70
 
Two elements are involved in portfolio overall assessment: Group work30% and Individual work 70%.  Note the pass mark for the overall portfolio is 40%.
 
The marking and summative feedback to students will completed within 20 working days from each submission date (see below).
 
Assignment Assessment Criteria – Re-submission
 
Once all submitted assignments have been marked then all students provisional results in line with University procedures are forwarded to the appropriate Academic Board for confirmation and/or change. 
 
If yourassignment does not reach the pass mark of 40% then the Academic Board will decide if you are allowed an opportunity to re-submit.
 
The re-sit means you will be expected to re-submit the Portfolio as per the Assignment brief but obviously to have taken on board the feedback provided.
 
Students who have to undertake the re-sit will be advised on submission dates and method of submission at the appropriate time.  The re-sit maximum mark achievable is 40% pass mark
 
How Assignment (portfolio of evidence) to be submitted:
 
Group work -The hand in date for both hard copy and electronic versions of the Group workis by 4pm Friday, 27th March 2014.A hard copy is to be handed into the Assignments office (Room M.208), and the electronic version is to be submitted via E-Learning @Tees (Blackboard).  The group work only requires one copy to be submitted.  The work must have a front sheet attached, with the full names and student numbers of the group members shown on it, and the same student personal information shown on any supporting documentation submitted.
 
Individual work -The hand in date for both hard copy and electronic versions of your individual workis by 4pm Monday, 12th May 2014.A hard copy is to be handed into the Assignments office (Room M.208), and the electronic version is to be submitted via E-Learning@Tees (Blackboard). As in the group work, a front sheet must be attached, with your full nameand your student numbershown on it, and the same student personal information shown on any supporting documentation contained in the portfolio.#p#分页标题#e#
 
The hard copy of the assignment (portfolio of evidence) should be bound or as best as possible placed in a folder so that the reflective statements and supporting documentation are not lost.
 
You are required to submit both hard copy and electronic copies for the individual and group work.  If you do not submit the work in the way required your work will be penalised.
 
Indicative Resources
Purchase
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Essential
Enhancing Employability focuses on current and on-going issues so a reading list of specific articles or texts will be supplemented by links to ‘live’ materials that will be posted on E-Learning @ Tees (Blackboard). 
Gunz, H. and Peiperl, M. (2007). Handbook of Career Studies. London: Sage.
Recommended
Arnold, J. (1997). Managing Careers into the 21st Century. London: P Chapman Publishing. 
Arthur, M.B., Hall, D.T. and Lawrence, B.S. (eds.) (1989). Handbook of Career Theory. Cambridge: Cambridge University Press. 
Arthur, M.B. & Rousseau, D.M. (eds.) (2001) The Boundaryless career: a new employment principle for a new organizational era.  Oxford: Oxford University Press. 
Arthur, M.B., Inkson, K. and Pringle, J.K. (1999). The New Careers: Individual Action & Economic Change. London: Sage Publications. 
Bandura, A. (1977b). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. 
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman. 
Baruch, Y. (2004). Managing Careers. London: FT Prentice Hall. 
Bloisi, W., Cook, C.W. and Hunsaker, P.L. (2003) Management and Organizational Behaviour.  European Edition. McGraw-Hill. 
Currie D. (2006), Introduction to Human Resource Management: a guide to personnel in practice, London, CIPD
Herriot, P. (1992) The Career Management Challenge: Balancing Individual and Organisational Needs. London: Sage Publications. 
Inkson, K. (2007). Understanding Careers: The Metaphors of Working Lives. London: Sage. 
Kanter, R. M. (1996) When giants learn to dance: mastering the challenges of strategy, management, and careers in the 1990s.  London: Simon & Schuster. 
Gibson, D. E. (1995). Individual idols, organizational ideals: Role models in organizations (Doctoral dissertation, University of California, Los Angeles). Dissertation Abstracts International 56, (09A), 3644. 
Gibson, D. E. (in press). Developing the professional self-concept: Role model construals in early, middle, and late career stages. Organization Science 
Gibson , D.E. and Cordova, D.I., 1999. Women’s and men’s role models: The importance of exemplars. In: Murrell, A.J., Crosby, F.J. and Ely, R.J., Editors, 1999. Mentoring dilemmas: Developmental relationships within multicultural organizations, Erlbaum, Mahwah, NJ, pp. 121–142. #p#分页标题#e#
Martin J. (2009) Organisational Behaviour and Management (4th ed) Thomson. 
Northouse P (2010).  Leadership: Theory and Practice. Fifth Edition. Sage 
Osipow,S.H., Fitzgerald,L.F.(1996) Theories of Career Development. Fourth Edition. Allyn and Bacon. 
Torrington, D., Hall, L. and Taylor, S (2008) Human Resource Management. Seventh Edition. Prentice Hall. Sugarman, L, (2001). Life-span development: Frameworks, Accounts and Strategies. Hove. Psychology Press.
 
 
Journals
Due to the fast moving nature of this area and it’s connectivity to the live job market, students will be directed to all current affairs media to gain an up to the minute view on this topic. Specific articles and commentary will be signposted through links in e-learning @ Tees (Blackboard). In addition the following journals are recommended: 
 
Academy of Management Journal 
British Journal of Industrial Relations 
Career Development International 
Human Relations 
Human Resource Development International
Human Resource Development Quarterly 
Human Resource Management Journal 
Journal of Management Studies 
Journal of Organizational Behaviour 
Journal of Vocational Behaviour  
Leadership International Journal of Training and Development 
Management Learning 
Management Today
People Management 
Personnel Review 
The Leadership Quarterly 
 
Electronic
L&IS subscribe to a wide range of electronic information  sources useful for  tracing journal articles and other literature for business and management related subjects. Examples are Business Source Premier, EMERALD Management Extra, FAME,Science Direct  and MINTEL market research . They are all accessible off campus and are available from the L&IS homepage  at http//lis.tees.ac.uk 
Accessibility
Accessibility Statement
The School aims to make this module accessible to any student who may benefit by studying it. Students who are concerned about their ability to access the module are advised to contact the School Disability Coordinator for academic advice and the University Student Services staff for details of available support.
Employability for Business
Schedule of Lectures and Seminars (2013-2014).
 
Note: You will be assigned to a Seminar Group- 
please go to the first Room listed 
 
Week Day#p#分页标题#e# Date Time Activity Attendees Room (s) Tutor(s)
 
1 Monday 30-Sept-13 10am-12noon Lecture 1: Introduction and Topic 1 – Employabilityand Topic 2 - Personal Branding and Personal Networks All OL1 Kiersten Avery/Thomas McDonagh/Steve Pattinson
 
2 Tuesday 08-Oct-13 12noon-2pm Seminar -Topic 1& 2
Group 1 M4.19/CL2.49 Steve Pattinson
  Thursday 10-Oct-13 9am-11am Group 2 M4.19/CL2.49 Kiersten Avery
  #p#分页标题#e#
3 Monday 14-Oct-13 10am-12noon Lecture 2:Topic 3 - Career Theory, Leadership Models, Models of Career development, HRM, Learning Theory. All OL1 Gill Owens
Monday 14-Oct-13 12noon-2pm Seminar - Topic 1& 2
 
Group 3 W2.02/CL2.57 Libby Hampson
Thursday 17-Oct-13 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens
Friday 18-Oct-13 2pm-4pm Group 5 W2.02/CL2.57 Kiersten Avery
 
4 Tuesday 22-Oct-13 12noon-2pm Seminar  - Topic 3
Group 1 M4.19/CL2.49 Thomas McDonagh
  Thursday #p#分页标题#e#24-Oct-13 9am-11am Group 2 M4.19/CL2.49 TBC
 
5 Monday 28-Oct-13 10am-12noon Lecture 3:Topic 4– Placements - Introduction All OL1 Saeed Muhammad
  Monday 28-Oct-13 12noon-2pm Seminar–Topic 3
 
Group 3 W2.02/CL2.57 Steve Pattinson
Thursday 31-Oct-13 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens
Friday 01-Nov-13 2pm-4pm Group 5 W2.02/CL2.57 Steve Pattinson
 
6 Tuesday#p#分页标题#e# 05-Nov-13 12noon-2pm Seminar - Topic 4 –Placement introduction.
Group 1 M4.19/CL2.49 Saeed Muhammad
  Thursday 07-Nov-13 9am-11am Group 2 M4.19/CL2.49 Saeed Muhammad
 
7 Monday 11-Nov-13 10am-12noon Lecture 4:  Topic 4– Placements - employers. All OL1 Saeed Muhammad/
Steve Pattinson
  Monday 11-Nov-13 12noon-2pm Seminar  - Topic 4 -
Placement introduction.
Group 3 W2.02/CL2.57 Saeed Muhammad
Thursday 14-Nov-13 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens
Friday 15-Nov-13 2pm-4pm Group 5 #p#分页标题#e#W2.02/CL2.57 Steve Pattinson
 
Week Day Date Time Activity Attendees Room (s) Tutor(s)
8 Tuesday 19-Nov-13 12noon-2pm
Seminar  -Topic 4 -Placement – employers.
Group 1 M4.19/CL2.49 Saeed Muhammad
  Thursday 21-Nov-13 9am-11am Group 2 M4.19/CL2.49 Saeed Muhammad
 
9 Monday 25-Nov-13 10am-12noon Directed learning, co-curricular employability activities
 
  Monday 25-Nov-13 12noon-2pm Seminar  -Topic 4 -Placement – employers.#p#分页标题#e#
 
Group 3 W2.02/CL2.57 Saeed Muhammad
  Thursday 28-Nov-13 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens 
Friday 29-Nov-13 2pm-4pm Group 5 W2.02/CL2.57 Steve Pattinson
 
10 Tuesday 03-Dec-13 12noon-2pm Seminar  -Topic 2   - Personal Branding and Personal Networks – revisited.
Group 1 M4.19/CL2.49 Kiersten Avery
  Thursday 05-Dec-13 9am-11am Group 2 M4.19/CL2.49 Libby Hampson
 
11 Monday 09-Dec-13#p#分页标题#e# 10am-12noon Lecture 5:Topic 5a - Problems and Barriers in Career Development, and Topic 5.b-Context of 21st Century Careers All OL1 Steve Pattinson 
  Monday 09-Dec-13 12noon-2pm
Seminar  -Topic 2   - Personal Branding and Personal Networks – revisited.
Group 3 W2.02/CL2.57 Kiersten Avery
Thursday 12-Dec-13 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens
Friday 13-Dec-13 2pm-4pm Group 5 W2.02/CL2.57 Kiersten Avery
 
  16-Dec-13 WINTER BREAK
  23-Dec-13 #p#分页标题#e#
30-Dec-13
 
12 Tuesday 07-Jan-14 12noon-2pm
Seminar –Topics 5a and 5b.
Group 1 M4.19/CL2.49 Steve Pattinson
Thursday 09-Jan-14 9am-11am Group 2 M4.19/CL2.49 Thomas McDonagh
 
13 Monday 13-Jan-14 10am-12noon Lecture 6: Topic 6a - Simventure All OL1 Alex Finlayson
  Monday 13-Jan-14 12noon-2pm Seminar –Topics 5a and 5b.
 
Group 3 W2.02/CL2.57 Steve Pattinson
  Thursday 16-Jan-14 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens
Friday 17-Jan-14 2pm-4pm Group 5 W2.02/CL2.57 Steve Pattinson
  #p#分页标题#e#
14 Tuesday 21-Jan-14 12noon-2pm Seminar - Topic 6a – Simventure.
Group 1 M4.19/CL2.49 Alex Finlayson
  Thursday 23-Jan-14 9am-11am Group 2 M4.19/CL2.49 Alex Finlayson
 
Week Day Date Time Activity Attendees Room (s) Tutor(s)
 
15 Monday 27-Jan-14 10-12am Lecture 7:Topic 6b - Team work All #p#分页标题#e#OL1 Alex Finlayson
  Monday 27-Jan-14 12noon-2pm Seminar - Topic 6a.
Simventure.
 
Group 3 W2.02/CL2.57 Alex Finlayson
  Thursday 30-Jan-14 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens/Alex Finlayson
  Friday 31-Jan-14 2pm-4pm Group 5 W2.02/CL2.57 Alex Finlayson
 
16 Tuesday 04-Feb-14 12noon-2pm
Seminar - Topic 6b- Teamwork.
Group 1 M4.19/CL2.49 Alex Finlayson
  Thursday 06-Feb-14 9am-11am Group 2 M4.19/CL2.49 Alex Finlayson
 
  #p#分页标题#e# Consolidation Week -
17 10-Feb-14 Self-study.
 
18 Monday 17-Feb-14 12noon-2pm Seminar - Topic 6b- Teamwork
 
Group 3 W2.02/CL2.57 Alex Finlayson
Thursday 20-Feb-14 12noon-2pm Group 4 M3.05/ TBC Alex Finlayson
Friday 21-Feb-14 2pm-4pm Group 5 W2.02/CL2.57 Alex Finlayson
 
19 Monday #p#分页标题#e#24-Feb-14 10am-12noon Lecture 8:Topic 7 -Concept of Ethics All OL1 Libby Hampson
  Monday 24-Feb-14 12noon-2pm Seminar  - Topic 7
 
Group 3 W2.02/CL2.57 Libby Hampson
  Thursday 27 –Feb-14 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens
Friday 28-Feb-14 2pm-4pm Group 5 W2.02/CL2.57 Libby Hampson
 
20 Tuesday 04-Mar-14 12noon-2pm Seminar  -Topic 7.
 
Group 1 M4.19/CL2.49 Libby Hampson 
  Thursday 06-Mar-14 9am-11am Group 2 M4.19/CL2.49 #p#分页标题#e#Libby Hampson
 
21 Monday 10-Mar-14 10am-12noon Lecture 9: Topic 8 - Recruitment Cycle and Topic 9- How to Sell Yourself All OL1 Thomas McDonagh
  Monday 10-Mar-14 12noon-2pm Seminar - Topics 8 & 9.
 
Group 3 W2.02/CL2.57 Thomas McDonagh
  Thursday 13-Mar-14 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens
  Friday 14-Mar-12 2pm-4pm Group 5 W2.02/CL2.57 Steve Pattinson
 
22 Tuesday 18-Mar-14 #p#分页标题#e#12noon-2pm Seminar - Topics 8 & 9.
Group 1 M4.19/CL2.49 Steve Pattinson
  Thursday 20-Mar-14 9am-11am Group 2 M4.19/CL2.49 Thomas McDonagh
 
Week Day Date Time Activity Attendees Room (s) Tutor(s)
 
23 Monday 24-Mar-14 10am-12noon Lecture 10: Steve Scott-Marshall – Theme: Wellbeing and how it can contribute to employability. All OL1 Steve Scott-Marshall/ Thomas McDonagh
  Monday 24-Mar-14 12noon-2pm Seminar–Topic 4–Placements – Focus groups.#p#分页标题#e#
Group 3 W2.02/CL2.57 Saeed Muhammad/ Steve Pattinson.
  Thursday 27-Mar-14 4pm-6pm Group 4 W0.04/CL2.58 Saeed Muhammad
Friday 28-Mar-14 2pm-4pm Group 5 W2.02/CL2.57 Steve Pattinson
Friday 28-Mar-14 By 4pm Submission of Group work(Hard Copy and Electronic via E-Learning @ Tees (Blackboard)).
 
  31-Mar-14 Spring Break
 
07-Apr-14
  14-Apr-14
  #p#分页标题#e#
24 Monday 21-Apr-14 Bank Holiday (Easter Monday)
  Tuesday 22-Apr-14 12noon-2pm
Seminar–Topic 4–Placements – Focus groups.
Group 1 M4.19/CL2.49 Saeed Muhammad
Thursday 24-Apr-14 9am-11am Group 2 M4.19/CL2.49 Saeed Muhammad
 
25 Monday 28-Apr-14 12noon-2pm Seminar - Revision.
 
Group 3 W2.02/CL2.57 Thomas McDonagh
  Thursday 01-May-14 4pm-6pm Group 4 W0.04/CL2.58 Gill Owens
Friday 02-May-14 #p#分页标题#e#2pm-4pm Group 5 W2.02/CL2.57 Steve Pattinson
 
26 Monday 05-May-14 Bank Holiday 1
  Tuesday 06-May-14 12noon-2pm Seminar - Revision.
Group 1 M4.19/CL2.49 Thomas McDonagh
Thursday 08-May 14 9am-11am Group 2 M4.19/CL2.49 Libby Hampson
 
27 Monday 12-May-14 By 4pm Submission of Individual work(Hard Copy and Electronic via E-Learning @ Tees (Blackboard) ).
 
Appendix A - Team Background/experience.
 
Thomas McDonagh
 
#p#分页标题#e#
With many years of middle and senior management experience in Personnel, Human Resource Management (HRM) and Human Resource Development (HRD) roles, particularly in a world class process manufacturing business.Thomas knows about the pressures of working in the real world of business and being part of the strategic senior management team.
 
Thomas began lecturing part-time at TUBS in 2009 and in 2011 he took up the role full-time.  He is currently the Acting Subject Group Leader for Leadership, Human Resource Management and Organisational Behaviour; the Programme Leader for the MA in HRM and Module Leader for this module (Employability for Business) and Leadership and Business Performance.
 
Thomas holds a first-class BA (Hons) in Public Administration (and Management), an MSc in Human Resource Management, an NVQ Level 5 in Strategic Learning and Development and the professional qualifications for HRM/D practitioners, plus other qualifications relevant to his professional career background (e.g. NVQ work place Assessor).  Thomas is a Chartered Fellow of the Chartered Institute of Personnel and Development (FCIPD) and a member of the committee of the Tees Valley CIPD Branch.  He appears on BBC Radio Tees as either an expert in HRM or as a member of the People’s Panel. 
 
Thomas is interested in research into organisational behaviour, strategic human resource management and organisational change – he in the final stages of PhD research into the relationship between organisational contexts and organisational change.
 
Kiersten Avery
 
Kiersten is Assistant Dean for Marketing and Student Recruitment for TUBS where she is responsible for marketing the exciting range of programmes offered by the School and working with schools, colleges and in the wider community to attract students to develop themselves further. Prior to this she was Head of Enterprise and Employability where she took the lead on developing relationships with external clients who require consultancy, research, knowledge transfer and other such activities.
 
Prior to joining the university in October 2009 Kiersten held senior positions in the recruitment industry and was the Regional Director for an international leadership development organisation Common Purpose. 
 
For the first 13 years of her career, Kiersten worked in the chemical industry in a number of international sales, marketing and corporate communications roles.
 
Libby Hampson
 
Before becoming an academic, Libby had over twenty years’ experience working in management, and marketing and corporate communications predominantly in the public and not for profit sectors; she was acknowledged by the Arts Council of England as being one of the most outstanding marketing professionals in her field at the time. #p#分页标题#e#
 
Libby passed her MBA from Durham University with a distinction (1997) and recently gained her Graduate Diploma in Psychology (University of Teesside, 2013).  She is particularly interested in developing students’ personal skills and is involved in research project looking at individual preference and difference.  Libby is an accredited practitioner for a number of psychometric profiling tools such as Emotional Intelligence, MBTi and the Insights Discovery Personal Evaluator.  
 
Libby joined Teesside University Business School five years ago from another regional University, and since at Teesside has been Programme Leader for a number of programmes including Public Relations, Public Relations and Marketing, the FdA Leadership and Management for the North Yorkshire Improvement Partnership and the Management Development Programme for NHS County Durham. Libby’s current teaching includes Personal and Team Effectiveness, Employability for Business and Work and Organisational Psychology.  Libby is a Fellow of the Higher Education Academy and a member of the Social Futures Research Institute.
 
Gill Owens
 
Gill left school aged 16, in the middle of a recession, with dreams of owning a Mercedes and a shoe collection to rival Imelda Marcos. Fast forward 23 years and after a lot of hard graft she decided to semi-retire from the business world so she could return to study and oversee the home extension that would house the shoe collection.
 
Those 23 years provided Gill with a vast amount of experience in the private sector and a sound understanding of all aspects of business across a variety of sectors (including business support, property development and accountancy). Her biggest skill lies in involving employees inall aspects of strategic growth ensuring their commitment through change.  
 
Gill’s return to study was the beginning of a new life in academia. After gaining a first class Honours in Psychology, she decided to register for a PhD and combine her love of understanding people with her business skills and experience. Her desire to pass on this knowledge to business students naturally led to securing a lecturing post at Teesside University Business School.
 
Whilst Gill’s varied experience of all elements of business means she is flexible in what she can teach, her main interests lie in strategic development, understanding behaviour in the workplace and holistic employee development. Her mantra to colleagues continues to be, ‘you can mess about with the numbers all you like but you have to look after your staff.’
 
Gill remains committed to ensuring that students receive the most up-to-date information and so, in addition to retaining a small interestin two local businesses, she continues to be research-active whilst developing new delivery material. Reluctantly, this means that the prized shoe collection now shares space with a vast array of reading material; however this is definitely not met with the same admiring gasps from female friends.#p#分页标题#e#
 
Areas of research interest include:
• Interpersonal relationships and their impact on business
• Strategic relationships
• International management 
• Communication
 
Alex Finlayson
 
My early career was in the road haulage and public transport industries, where I set up and managed a small transport business for five years.  The adverse economic climate of the early 1980s resulted in closing down the business and I decided to gain some business education.  I gained a BSc (hons) degree in Mathematical Sciences from Teesside and this led to a career in Operational Research with Corus (formally British Steel).  The work involved supervising a team engaged in a range of research projects including project management, development of PC applications and models including databases, spread sheets, simulation and analytical models, and report preparation and presentation to plant and senior management up to director level.  My team regularly returned a benefit to cost ratio in excess of 10:1.  During this period I carried out research in conjunction with the Applied Mathematics department at Leeds University.  This work was part of my on-going interest in chaos theory and involved computer modelling of systems of partial differential equations.  The work resulted in the publication of three mathematical papers dealing with spatio-temporal structures in reaction-diffusion systems.
 
From 1990 to 1992, whilst at Corus, I also worked as a part-time Statistics Lecturer with the School of Mathematics at the Teesside University.  After leaving Corus in 2001 I undertook a variety of Operational Research consultancy roles before becoming a lecturer at Teesside University Business School in 2006.  My main areas of teaching include operations management, project management and business management research.  I am a firm believer in the value and necessity of quantitative methods in business and I try to incorporate these methods into my teaching wherever possible. 
 
I have been a member of the Operational Research Society (ORS) since 1986.  For a number of years I was a committee member on the North East Operational Research Group (NEORG).
 
Steve Pattinson
 
Steven left school at the age of 16 and spent his early career working as an insurance clerk in the underwriting department of a large insurance company. Realising that he needed to improve his career prospects he left full time employment and entered University at the age of 31, completing a BA (Hons) in Business and Legal Studies in 1998. Building on this initial success Steven went on to train as a teacher, gaining a P.G.C.E. in Business Education in 2000. In 2008 he also completed an MA in Education. After 11 years as a secondary school teacher Steven moved into higher education, as a Lecturer in Strategy, and full time PhD student. He recently submitted his thesis in Innovation Management at Teesside University. As part of his research studies he has worked with a wide range of science-based businesses across the Tees valley. Now a Senior Lecturer in Business and Management, Steven teaches on a number of undergraduate and post graduate modules, as well as supervising undergraduate and postgraduate students. He is also a Fellow of the Higher Education Academy.#p#分页标题#e#
 
Steven has also worked on a number of research projects, such as ‘Local Enterprise Agencies: Investment readiness and entrepreneurial learning in the adviser-advisee relationship: an exploratory study’, the findings of which were presented at the NFEA annual conference in 2011.  His main research interest is communities of practice, innovation and organizational learning and he has published several conference papers and journal articles in this area. He is also an active member of various research associations, including the Centre for Leadership and Strategy at Teesside University Business School, the Technology Futures Institute, European Group on Organizational Studies, the Institute for Small Business and Entrepreneurship and the Research and Development Management Association.  
In additional to his academic role, Steven has a range of other commercial experience. He is an accomplished guitarist and has worked as a professional musician. He also ran his own successful music tuition business for many years. He has recently worked as an ‘interim’ CEO & Project Manager for a small Friendly Society and currently sits on their Board of Directors where, as a Non-executive Director, he is involved in developing the organisations Business Strategy and Corporate Governance. 
 
Publications:
Pattinson, S. & Preece, D. Communities of practice, knowledge acquisition and innovation: a case study of science-based SMEs, Journal of Knowledge Management (Forthcoming, 2014).
Pattinson, S. (2012) Enterprise and Innovation in Social and Commercial Enterprises: A Comparative Lens for the ‘Entrepreneurial Career Choice’ of International and Home Students. IEEC, Plymouth. 
Pattinson, S., Preece, D., & Scott, J.M. (2011) Leveraging communities of practice for innovation: what about SMEs?ISBE, Sheffield. 
Pattinson, S., Preece, D., & Scott, J.M. (2011) Cultivating communities of practice for innovation: what about SMEs?EGOS, Sweden.
 
Saeed Muhammad: 
 
Saeed grew up in a Naval family and quickly developed a fascination for ships and all kinds of naval vessels, later joining the Navy as an Officer Cadet. He studied in Pakistan Naval Engineering College for four years and achieved a first class honours degree in Naval Science. Saeed was presented with number of awards for his academic and extracurricular achievements including Chief of Naval Staff Gold Medalin the year 2001 after obtaining highest marks in his BSc (Honours) degree. 
 
For the next 6 yearsSaeed undertook various seagoing roles such as Assistant Marine Engineering Officer and Navigating Officer on-board Type 21 Frigates and Supply and Logistics Officer on-board MCMVs (Mine Counter Measure Vessels). He was later an Underwater Diving Officer and Training Officer for new recruits in a Naval training establishment.#p#分页标题#e#
 
Saeed further developed an interest in working with young talent and achieved his professional qualification in Careers guidance (Post Graduate Diploma) in 2007. He has since supported students with their career ambitions while working in the Further Education Sector for a few years before joining the University as a Careers Adviser in Aug 2011.
 
Working in his current role, Saeed took an initiative in creating, developing and project managing the university’s very own employability portal (http://getahead.tees.ac.uk) which presents a wealth of employability opportunities offered to students and graduates outside the core curriculum.
 
Saeed enjoys learning and professional development and achieved his PGCE (Teacher Training in Post Compulsory and lifelong learning sector) in 2010. With an interest in marine project management, maritime economics, risk, reliability and safety in the marine environment, he is currently pursuing his MSc in Marine Engineering from Maritime Technology Education Consortium. 
 
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