module specification

MN5W59 - Work-Related Development 1 (2017/18)

Module specification Module approved to run in 2017/18
Module title Work-Related Development 1
Module level Intermediate (05)
Credit rating for module 15
School London Metropolitan Business School
Total study hours 150
6 hours Scheduled learning & teaching activities
44 hours Guided independent study
100 hours Placement / study abroad
Assessment components
Type Weighting Qualifying mark Description
Coursework 40%   Proposal / Plan
Practical Examination 60%   Reflective Video Files Totalling 20 minutes (or Alternative Agreed Format)
Running in 2017/18 No instances running in the year

Module summary

This module provides students with the opportunity to obtain academic credit for learning through relevant extra-curricular/work-related activities such as peer mentoring, peer assistance, student society involvement, work as a student ambassador or service to the community/volunteering activities.  A combination of activities can be utilised to make up the required 100 hours activity. 
The primary aim is for the learner to develop improved self-understanding through reflective and reflexive learning.  The assessment requires students to demonstrate how, through the activity, they have developed high-level transferable and career management skills, and how to articulate their personal gains to assist them to achieve career or continuing study goals.  
Where required students will be supported in finding suitable opportunities, mainly within the University or through University supported external activities (through LMBS or the London Met Student Office / Reach).  The suitability of the opportunities will be assessed by the Module Leader on an individual basis. 
On successful completion an additional, recognition of extra-curricular activity certificate will be awarded by the London Met Student Office / Reach.

Note: Students who opt to take this module at Level 5, will not be able to take the same module at Level 6.

Module aims

The module aims to enable students to:
• increase employability through the development of professional competencies and knowledge through work-related experience
• increase personal engagement with co-curricular/work-related activities
• identify relevant learning and development within the activity undertaken
• demonstrate how competencies developed can be transferred to meet personal career and academic career goals
• Increase / develop critical, self-reflective ability and demonstrate appropriate articulation of their gains.

It also aims to develop students’ skills, in particular:
• Career management
• Self assessment/reflection, including awareness of and management of emotions
• Interpersonal, including. collaborating / working with others, cross cultural awareness, having a positive attitude, negotiation and persuasion
• Enterprise skills, including taking initiative, being creative, leadership, completing tasks and projects, taking calculated risks
• Self/Time management, including self-efficacy
• Commercial Awareness, including vision, corporate social responsibility and governance
• Researching
• Analysing Data
• Application of Knowledge and Presenting Data
• Communicating/presenting – orally and in writing, including inter-cultural communication
• Critical Thinking
• Problem Solving and Decision Making
• Digital literacy and IT skills


The syllabus will focus broadly on:
i)  working with the students and preparing them to find suitable co-curricular / work-related activities (where necessary)
ii)  reflecting on their personal gains from the activities and planning future goals. 

Topics covered:
• Application approaches (CV, covering letter, application form, speculative applications)
• Selection processes
• Articulating their abilities effectively
• Effective team communication
• Professionalism
• Health and Safety (as necessary)
• Ethical issues
• Suitable activities available within the University and externally
• Setting up a student society
• Transferring learning from their studies and previous employment
• Critical self-reflection
• Transferable skills
• Meeting the learning outcomes
• Goal setting
• Meeting the assessment requirements of the module
• Outlining ongoing support
• Planning long and short term career and study goals

Learning and teaching

The majority of the module learning will be supported on a one-to-one basis following an initial preparation lecture/workshop and one-to-one guidance.  Supporting materials and detailed guidance will be uploaded to WebLearn.  Distance support will be offered through phone, e-mail and Google Mail ‘chat’.

An initial two hour workshop will take place after the students have opted for the module.  This will run on more than one occasion to ensure all students can attend.  The workshop will introduce all the elements listed in Point 13. 

Following the workshop, students will be required to book a minimum of one appointment with the module leader/tutor to discuss the module and assessment requirements.  The module leader/tutor will ensure relevant learning agreements are completed and proof of the activity and evidence of relevant legislation is gained (where necessary).

Students will need to complete a ‘Participation Proposal’ form outlining the activity.  Once the activity has been approved and agreed by the tutor and the ‘BusinessWorks’ Office (this can take place as early as Level 4 and hours can be accumulated from then on providing evidence is submitted e.g. work outcomes, letters from supervisors etc.), students will be asked to set four to five personal achievement goals relating to their activity (relating to the set Learning Outcomes).  Theses goals will be agreed by the tutor in advance and should be referred to in the assessment.

During the experience term, the student will be in regular contact with their placement tutor to receive diagnostic / formative feedback on their assessment preparation.

The module and assessment process effectively assists in improving student employability through: professional experience, reflection on personal development, consideration of career goals and effective articulation of skills and knowledge gains.

Learning outcomes

The learning outcomes are generic to be flexible to allow application to a variety of work-related contexts.  On successful completion of this module students will have demonstrated that they can:

1.  Illustrate how the activity has led to the development of key, transferable skills.
2.  Critically analyse their personal impact on the project undertaken.
3.  Provide evidence of practical activities they have undertaken and critically self-reflect on the experience.
4.  Apply relevant Level 5 theoretical knowledge and competencies developed through their study and previous life experience to the project.
5. Devise recommendations for how the project could be improved / developed.
6.  Map their experiences and personal development gains from their activities, against their future career and study goals.

Assessment strategy

Once the placement has been approved and agreed by the tutor and the ‘BusinessWorks’ Office, students will be asked to set four to five personal development goals relating to their role (in addition to the set Learning Outcomes).  Theses goals will be agreed by the tutor in advance and should be referred to in the reflective assessment.

The module assessment requires critical self-reflection on a series of situations and incidents.  The portfolio-based assessment for this module is designed to enable students to demonstrate all the learning outcomes.

To complete the assessment students will be required to engage with a variety of tasks to provide evidence of learning and development.  Students will reflect on 'critical incidents/events' agreed with the tutor as part of the on-going dialogue between the tutor and the learner.   The focus of the assessment is on how students develop as individuals, from engaging in the work-related activity and the implications for their future.  By receiving regular feedback during the term of the placement, students will be encouraged to learn reflexively, developing their performance in the role through personal reflection and interaction with the tutor.

The assessment will comprise of:

• Proposal / ‘business plan’ – demonstrating key requirements of the activities and the student’s agreed personal development goals.  The proposal / plan must outline their input to the project and identify the skills / competency and knowledge development they will expect to gain (Word count: minimum 1,000).

• Reflective account of the activity / experience that identifies and evidences the skills and knowledge gained, including reflection on their pre-agreed personal development goals and covering all the learning outcomes : Four videos (preferred format) /voice recordings (ideally, at intervals throughout the activity) amounting to 20 minutes in total (or 2,500 words, for example if reasonable adjustments need to be incorporated).  Electronic documentation can be submitted for the bibliography and appendices as appropriate.  Additional items of evidence can include relevant emails, photos/videos of activity participation, performance reviews, presentations, minutes of meetings.

Within or along with the portfolio students must provide evidence of their experience:  1) the initial ‘Participation Proposal’ form and 2) a letter from a supervisor confirming they undertook the activity and to a satisfactory level, and the period of time they were involved.  

All students who successfully complete the module, will receive a Certificate for co-curricular activity awarded by the London Met Student Office / Reach.


Cottrell, S (2010) Skills for success: the personal development planning handbook  2nd Ed, Palgrave Macmillian, Basingstoke

Fanthome C (2004) Work placements : a survival guide for students Palgrave Macmillian, Basingstoke

Moon J (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice Routledge Falmer, London

The Quality Assurance Agency for Higher Education (2007) Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Section 9: Work-Based and Placement Learning [Online] Quality Assurance Agency Available:   - Accessed 21/07/11

skills4study (2011) Structured reflection [Online] Palgrave MacMillan
Available:  - Accessed 20/5/11

Trought F (2011) Brilliant employability skills Prentice Hall, Harlow