module specification

This Professional Practice module will enhance the students’ understanding of what it means to be a business professional. This module will support the preparation for their future career by encouraging them to develop, put into practice and evidence the skills and behaviours that
employers want to see. The ‘Professional Practice’ approach ensures that as a developing
professional the students understand how to learn effectively and efficiently either in the
workplace or in a simulated context. They also learn how to use all the resources available to
reflect on their progress. This module involves planning, conducting and reflecting on their own ‘performance episodes*’ and a more general reflection on their overall professional development
to date.

You will be introduced to the “Gateway to Success” learning tool to further your professional development.

The written reports and reflections become part of their growth and productivity E-portfolio** which they will maintain throughout their programme. In addition, they will have the opportunity to test, review and evidence their skills development via the on-line resources provided throughout the programme, which support the general skills required by employers.

As such this module aims to,

1. Build understanding of the expected workplace knowledge, skills, competencies and attitudes so that they become intrinsic performance and growth motivators.

2. Ensure the adoption of skills, attitudes and behaviours that improve self-awareness to aid reflective practice.

*A performance episode is defined as a reflective initiative that the students take, made up of tasks, which develops their skills, and which involves both selecting knowledge from the programme and interacting with others. It must be measurable so that they are able to reflect on their professional skills development.

** The growth and productivity E-portfolio is a digital internet-based tool within which they will store all evidence of their Weekly via learning log, feedback from stakeholders, their reflections. It allows them to share their journey with others and to organise elements of it to help them progress further.

Standard university requirements for Level 4 entry
Available for Study Abroad?YES.

Topic

Part 1: Personal Skills Development
Knowledge, skills and behaviour assessment
Understanding occupational choice, career planning and barriers to career opportunities
Self-Development, Self Leadership, Emotional Intelligence and Multiple Intelligence
CV Writing, Interview skills and questioning skills
Academic Writing and Reflection writing
Assessment guidance and feedback on portfolio

Part 2: Professional Skills development
How to assess your own performance
Coaching People
Negotiation skills
Planning for your Level 5 work placement module choices

Delivery of the module will consist of lectures and contextual seminars. The module will be student centred. Students will be encouraged to reflect and discuss in addition to module materials including newspapers, textbooks and on-line sources to identify aspects relevant to their areas of study. 

Sessions will provide the opportunity for the whole class to come together and to interact with the lecturer who will provide the theories and help to expedite the student’s professional development. 

The assessment strategy for this module is designed around a single, holistic assessment — an individual reflective portfolio (1,500 words ±10%) or a PowerPoint presentation with Panopto video/audio narration (10 minutes). Students are required to document, reflect, and analyse their professional, personal, and academic development over 12 weeks of learning.

The strategy adopts a portfolio-based reflective model to encourage ongoing engagement with the module content. Students update their portfolios weekly, developing a cumulative reflection that supports authentic assessment practices and continuous learning.

This approach aligns with constructive alignment theory (Biggs & Tang, 2011), ensuring that the assessment directly measures the module’s intended learning outcomes — particularly self-reflection, application of theory to practice, digital literacy, and academic writing.

Key elements of the strategy include:
•    Weekly portfolio entries: Continuous documentation of learning and development.
•    Summative reflective report or presentation: Final synthesis of professional, personal, and academic growth.
•    Integration of academic sources: Minimum of five scholarly references to support reflective analysis.
•    Digital flexibility: Options to submit via written or digital format (video/audio narration) cater to diverse learning preferences and digital skill development.

Purpose of the Assessment

The purpose of this assessment is to:
1.    Encourage Reflective Practice and Self-Awareness
a.    Students critically evaluate their development across professional, personal, and academic domains, linking theory to lived experience (Gibbs, 1988).
b.    Reflection enhances self-regulation, emotional intelligence, and lifelong learning habits.

2.    Develop Employability and Professional Skills
a.    The inclusion of topics such as CV writing, interview preparation, negotiation, and coaching skills ensures students connect module learning to workplace competencies.
b.    Students articulate how learning contributes to career readiness and continuous professional growth.

3.    Strengthen Academic Skills and Critical Thinking
a.    The assessment encourages scholarly reflection by requiring the integration of academic literature, promoting higher-order thinking and synthesis of knowledge.
b.    Students demonstrate academic development through structured writing, critical analysis, and effective referencing.

4.    Promote Digital Competence and Communication
a.    The option to submit through Panopto video or PowerPoint supports digital communication and presentation skills aligned with 21st-century graduate expectations (Jisc, 2022).

5.    Support Inclusivity and Personalised Learning
a.    The reflective and multimodal design accommodates diverse learning styles and personal circumstances, aligning with London Met’s Education for Social Justice Framework (ESJF).

6.    Consider work experience module selection 
a.    Make an informed decision on the selection of a work placement module based on your career interest and ambitions. 
b.    Consider the additional option of taking a full year in industry work placement module between level 5 and 6 (as relevant).

Use of Assessment for Learning 
The module integrates formative assessment and feedback loops throughout the semester, supporting the Assessment for Learning approach (Black & Wiliam, 2009).

1. Formative Feedback and Feedforward
•    Students maintain a weekly portfolio as a formative tool, documenting their reflections from Weeks 1–11.
•    Tutors provide ongoing feedback during seminars and workshops to guide development.
•    A draft submission opportunity (Week 11) allows students to receive detailed feedforward on structure, critical reflection, and referencing before final submission.

2. Continuous Reflective Practice
•    The portfolio encourages iterative learning — reflection after each week helps students make connections between theoretical learning and personal/professional application.
•    This supports metacognitive awareness and self-directed learning (Boud & Falchikov, 2007).

3. Peer and Collaborative Learning
•    Through in-class activities (e.g., skills self-assessment, mock interviews, and coaching role plays), students engage in peer feedback and collaborative reflection.
•    This enhances understanding and reinforces concepts through shared learning experiences.

4. Authentic Assessment
•    The reflective portfolio mirrors professional practice, encouraging students to articulate learning progress in real-world formats (digital reports, narrated presentations).
•    This helps students see assessment as part of the learning journey, rather than as an endpoint.

5. Summative and Developmental Feedback
•    Final feedback focuses on both achievement and developmental areas, enabling students to apply insights to future academic and professional contexts.

 

On successful completion of the module, students will be able to:

LO1. Demonstrate understanding, review and reflect upon the skills including digital skills i.e AI,
behaviours and attitudes needed to perform current and/or future roles within the profession 

LO2. Demonstrate an ability to self-organise and convey information effectively using a range of
digital and traditional communication methods. 

LO3. Demonstrate understanding of feedback and self-review as a source of reflection
and further learning and challenges.

Reading Material can be accessed from here:

https://rl.talis.com/3/londonmet/lists/CFA4E265-A228-7C92-3543-05B9742906A8.html?embed=1&lti

Core Texts:

Armstrong, M. (2017) How to be an Even Better Manager: A Complete A-Z of Proven Techniques and Essential Skills. 10th edn, London: Kogan Page.

Bolton, G. (2018) Reflective Practice; Writing and Professional Development. 5th edn. London: Sage.

Other Texts:

Owen, J. (2017) The Mindset of Success: Accelerate Your Career from Good Manager to Great Leader. 2nd edn. London: Kogan Page.

Rook, S (2025), The Graduate Career Guidebook, 3rd edn. London: Blumsbury Publishing.

Journals:
Journal of Higher Education, Skills and Work based Learning
Journal of Management Learning
Journal of Management Learning

Academic and Professional Articles:

Journal of Higher Education, Skills and Work based Learning http://www.emeraldinsight.com/loi/heswbl

Journal of Management Learning mlq.sagepub.com/

Academy of Management Learning and Education
http://aom.org/Publications/AMLE/Academy-of-Management-Learning---Education.aspx

Websites: to be provided in class/Weblearn
Electronic Databases: to be provided in class/Weblearn
Social Media Source: to be provided in class/Weblearn