CONS06026 2019 Work Based Learning - Facilities Management
The work based learning (WBL) module is an integral component of the Higher Certificate in Property Services and Facilities Management. The module is designed to provide students with the opportunity to demonstrate their ability to transfer and apply classroom learning to the work place. The integration of the academic theories with the professional work setting enables the student to gain a wider breadth of application for the academic theories and positions covered in the classroom setting.
Individual experiences in the workplace environment will vary from student to student. The workplace learning element of the programme is designed in a flexible manner to ensure that each student is given the opportunity to apply the knowledge, skills and competencies gained in the academic modules into a real life workplace context. Accordingly, if a student works in Facilities Management, then they may apply the learning to that area and similarly, learning can be applied in the context of Property Management.
The aims of this module are to:
- Allow students to reflect on the theoretical learning from each taught module
- Encourage students to critically analyse theory in a practical (work place) setting
- Advance the students written communication and critical analysis skills
- Provide students with the opportunity to reflect on their learning
On completion of this module the learner will/should be able to;
Identify and describe the key issues associated with Facilities Management and / or Property Services
Apply theoretical knowledge gained from academic modules to the Facilities Management and / or Property Services industries
Use problem solving techniques to address professional issues in the workplace
Demonstrate an ability to reflect on and analyse relevant themes throughout the academic session
Communicate complex and multi-faceted issues both in oral and written form
Reflect on their learning practice and process over the duration of the academic session
Teaching and Learning Strategies
The work based learning element of the module is primarily undertaken on an independent basis without formal classes.
- At the commencement of each academic session, the module co-ordinator will provide students with the detailed requirements for this component of the programme. A student handbook will be available to students on the learning platform, Moodle, providing specific requirements of the module include relevant deadlines for submission of the work.
- Feedback will be provided to each student following submission of analytic logs as well as following the reflective practice report. It is expected that students will incorporate elements of the feedback provided in future submissions, and it is for this reason that during year 1 feedback will be provided half way through each semester in addition to the end of semester feedback.
- Students will be required to adhere to a number of submission dates for written work throughout the year, which will be confirmed at the start of the academic session.
- A site visit will be arranged by the module co-ordinator and may involve a number of staff on the programme team.
Module Assessment Strategies
100% Continuous Assessment with each element assessed on a Pass / Fail basis
Repeat Continuous Assessment
- The WBL module is designed to bridge all modules being undertaken during the course of the academic session and it is expected that students will relate their WBL to the modules in question.
- Students are required to complete 6 Analytic Logs over the course of each semester, relating to each of the taught modules delivered during the semester. Each analytic log should include a description of the practical application of theory in a real-life work situation. Individual experiences in the workplace environment will vary from student to student, thus in some cases students may draw from published records (e.g. journal or newspaper article) in order to demonstrate their ability to analyse and apply theory to practice.
- An integrated analytic report will also be required at the end of each semester bringing together the taught modules to demonstrate an understanding of the inter-relationship between modules. As part of the integrated analytic report students will be required to reflect on their learning over the semester. This reflection should focus on their professional development and may incorporate consideration of challenges that may have been encountered, how they were overcome and what areas require further attention by the individual going into the next semester or academic year. Reflective practice is an important element of lifelong learning whereby one analyses experiences in order to learn from them.
- At the end of the academic year students will be required to submit a 4000 word case study. The focus of the case study must be on a single project or piece(s) of work undertaken in the last 12 months. The project / pieces of work the student chooses must allow them to demonstrate either the technical competencies from the FM pathway (SCSI/RICS) if working in the FM Sector or the mandatory competencies (SCSI/RICS) if working in the Property Services Sector, and how they used the competency skills.
- Analytic logs and reports will be reviewed by the module co-ordinator and written feedback provided to each student at the end of each semester. It is expected that feedback received will be incorporated into future submissions.
- Arrangements will be made for a single site visit to take place at the student’s current workplace during the academic year. It is expected that a member of academic staff will visit the student’s place of work and be provided with detail of the type of role the student is undertaking and its relevance to the programme as a whole. Where possible the academic staff member will also meet with the student’s immediate supervisor/line manager. The purpose of the visit is to discuss the learning outcomes from the academic programme on a one-to-one basis with the student.
Coursework & Assessment Breakdown
|Title||Type||Form||Percent||Week||Learning Outcomes Assessed|
|1||Analytic Logs||Continuous Assessment||Assessment||30 %||OnGoing||1,2,3,4,5,6|
|2||Integrated Analytic Reports||Continuous Assessment||Assessment||20 %||OnGoing||1,2,3,4,5,6|
|3||Site Visit||Continuous Assessment||Assessment||15 %||OnGoing||1,2,3,4,5,6|
|4||Cast Study||Continuous Assessment||Assessment||25 %||End of Year||1,2,3,4,5,6|
|5||Final Assessment Interview||Continuous Assessment||Assessment||10 %||End of Year||1,2,3,4,5,6|
Online Learning Mode Workload
|Directed Learning||Not Specified||Independent Learning||17.50||Weekly||17.50|
Required & Recommended Book List
2018-04-16 Reflective Practice SAGE Publications Limited
ISBN 1526411695 ISBN-13 9781526411693
Reflecting thoughtfully on your work is vital for improving your own self-awareness, effectiveness, and professional development. This newly updated Fifth Edition explores reflective writing as a creative and dynamic process for this critical inquiry. This bestselling book has been used worldwide in various disciplines including: education, social work, business & management, medicine, and healthcare. It is essential reading for students and professionals seeking to enhance their reflective writing skills and to examine their own practice in greater critical depth.
2011-05-15 Critical Thinking Skills Palgrave Macmillan
ISBN 0230285295 ISBN-13 9780230285293
The second edition of this leading guide helps students to develop reflective thinking skills, improve their critical analysis and construct arguments more effectively.Written byStella Cottrell, leader in the field with over 1/2 million book sales to date, this text breaks down a complex subject into easily understood blocks, providing easy-to-follow, step-by-step explanations and practiceactivities to develop understanding and practise your skillsat each stage.Essential for students who are mystified by tutor comments such as 'more critical analysis needed', this is an invaluable tool for anyone wishing to develop advanced skills in this area and learn to apply them to tasks such as reading, writing and note-taking. Now in two-colour, this edition has been fully revised and contains a brand new chapter on 'Critical Reflection' along with additional material on essays and referencing.
2010-04-14 Information Skills Macmillan International Higher Education
ISBN 9781137013729 ISBN-13 1137013729
Skills for finding information are essential for MA26 study and beyond. This illustrated guide provides practical advice on how to source and use the right resources. It includes guidance on how to carry out a literature review as well as the skills needed for finding and evaluating information.
2013-04-09 The Study Skills Handbook Macmillan International Higher Education
ISBN 9781137289261 ISBN-13 1137289260
THE ORIGINAL AND BEST BY THE MILLION COPY BESTSELLING AUTHOR If you are serious about succeeding with your studies, The Study Skills Handbook is for you! Stella Cottrell has helped hundreds of thousands of students to make learning easier, faster and more enjoyable. Recognising that we all have our own unique formula for success, her tried and trusted approach allows you to find the key to unlock your potential and develop the skills you need to improve your grades, build your confidence and plan for the future you want. This fully revised fourth edition features: Chapters on all the core study skills including research, critical thinking, MA26 writing, revision, team work and more E-learning coverage throughout Illustrations and a strong visual design acting as memory joggers, reinforcing learning and making the book more accessible, fun and engaging Lots of new material including brand new chapters on student success and time management No matter whether you have just left school or MA26, whether you are a mature, part-time or international student, The Study Skills Handbook is your passport to success.
Society of Chartered Surveyors Ireland www.scsi.ie
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