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Asia Pacific International College School of Business and Project Management

Unit Study Guide Unit CPD1102M Professional Development & Ethics

Dr André Smit May 2013

Last updated: February 2015

CDP Professional Development & Ethics Page 3 of 12

TABLE OF CONTENTS CPD1102M PROFESSIONAL DEVELOPMENT & ETHICS ------------------------------------- 4 Program Director and Examiner -------------------------------------------------------------------------------------------------------- 4 Unit Convenor Sydney --------------------------------------------------------------------------------------------------------------------- 4 INTRODUCTION -------------------------------------------------------------------------------------- 5 Learning Outcomes (Target Competencies) ----------------------------------------------------------------------------------------- 5

Socio-Cultural Competencies --------------------------------------------------------------------------------------------------------- 5 Professional Development L&D Plan ----------------------------------------------------------------------------------------------- 6

Expected Workload ------------------------------------------------------------------------------------------------------------------------- 6 Unit Pre-requisites -------------------------------------------------------------------------------------------------------------------------- 6 Teaching and Learning Method --------------------------------------------------------------------------------------------------------- 6 Timetable Information -------------------------------------------------------------------------------------------------------------------- 6 UNIT CPD1102M WORKSHOP SCHEDULE ----------------------------------------------------- 7 UNIT RESOURCES --------------------------------------------------------------------------------------------------------------------------- 7

Referencing -------------------------------------------------------------------------------------------------------------------------------- 8 General Study Guidance ------------------------------------------------------------------------------------------------------------------ 8 ASSESSMENT ---------------------------------------------------------------------------------------- 10 Assignment Phase ------------------------------------------------------------------------------------------------------------------------ 10 Assessment Structure Summary ------------------------------------------------------------------------------------------------------ 10 Learning Outcomes Theory Workshop ---------------------------------------------------------------------------------------------- 11 Scale Applied for Grading Assignments --------------------------------------------------------------------------------------------- 11 Allocation of Marks for Social Cultural Competency Assessment and L&D Plan --------------------------------------- 12 MODERATION PROCESS -------------------------------------------------------------------------- 13 Academic Policies and Regulations -------------------------------------------------------------------------------------------------- 13


CPD1102M PROFESSIONAL DEVELOPMENT & ETHICS

Program Director and Examiner Phone: (02) 9698 5206 Email: Location: Staff Room

Unit Convenor Sydney Dr André Smit Phone: +61 487927317 Email: [email protected] Location: On-Line @ Skype: my-supervisor

mailto:[email protected]�


INTRODUCTION

This unit of study focuses on the following areas: • Social trends and the rise of customer centricity and pluralism • Mega trends in individual industries, particularly climate change and energy • Envisioning of the future through environmental scanning, blue sky thinking and scenario planning • Definitions and understanding of the dynamics of complexity and change and impact on

professional performance • Ethics and professional values • Setting personal development goals, undertaking SWOT analysis and developing strategies • Competency assessment and delineation of competency gaps • Compiling own plan and monitoring self-development • Maintaining and enhancing professional competencies

This unit places major emphasis on understanding the processes of professional development and competency acquisition. Most practitioners associate competency with task dexterity and job-related skills, which is referred to as ‘normative skills’. The question is how relevant and valid normative concepts are in today’s environment of change and uncertainty. Competence is about autonomy; self-reference and group self-organisation, i.e. the relatively enduring qualities that empower professional people to perform well individually and in groups despite prevalence of complexity and rapid change. It must be underpinned by strong personal and group ethics.

This Unit will cover the following topics: • Understand how to conduct environmental scanning and blue sky thinking • Understand how to assemble and analyse mega trends generally and in specific industry branches • Learn and apply principles of ethics and ethical conduct • Define/refine your professional goals and set development targets • Conduct SWOT analysis and develop optimum strategy • Conduct broad competency assessment in respective areas • Develop personal learning and development plan • Define key performance indicators (KPIs) and metrics to assess progress against plan • Compile and submit your L&D plan • Apply L&D plan to continually improve yourself • Manage and enhance own professional competencies

Learning Outcomes (Target Competencies)

Students are required to assess themselves against the following target competencies: Socio- cultural and leadership competencies that are common to all units of study; and develop a professional Learning and Development Plan (L&D PLAN) to guide their studies and career progression. All students need to utilise CAT (competency assessment tool) to do Self- competency assessment – note you need a CPD password to access CAT.

Socio-Cultural Competencies • Generic: All competencies that are common to all professionals (including

cognitive and communication abilities, problem solving and analytical mindset) • Leadership: Ability to direct, motivate & manage individuals & teams. • Commitment: Ability to dedicate to tasks & to project outcomes. • Attitude: Ability to create the right frame of mind that promotes integrity &

support for achievement of project goals within a social context.


• Self-Direction: Ability to manage within and without guidelines & processes, and to work without supervision.

• Learning: Ability to commit to continuous improvement in knowledge, skills & attitude, & to creating new knowledge developing skills & approaches.

• Cultural Empathy: Ability to respect for & accommodate individual lifestyle, beliefs & norms. • Creativity & Innovation: Capacity to generate new ideas/approaches & make them happen.

Professional Development L&D Plan Upon completion of the course, the student should demonstrate: • Analysis of drivers of change • Insights into mega trends in general and those applicable to a specific industry branch

locally and globally • Ability in undertaking environmental analysis, blue sky thinking and envisioning the future • Ability to set and pursue professional development goals • A sound understanding of definitions and different forms of professionalism • Ability to conduct self-assessment and set competency development targets • Ability to conduct SWOT analysis, develop and refine strategies • Ability to design and apply an optimal and adaptive plan to guide own learning and development • Ability to self-manage, continuously develop and enhance own competencies

Expected Workload

Lectures & Workshops

Personal Work Readings Total

20 hours 30 hours 15 hours 65

Unit Pre-requisites Nil

Teaching and Learning Method Intensive workshop, 2 days Reflective learning, in tandem with L&D Plan

Timetable Information Sydney Workshop: Wednesday, Thursday & Friday 25, 26, 27 February – Check notice boards Melbourne workshop: Monday - Tuesday – Wednesday-Thursday-Friday 2, 3, 4, 5 & 6 march (9:00am to 4:00pm) Final submission of Learning & Development Plan: Friday, March 2015 Final submission of Socio-cultural competencies Essay: Friday, March 2015


Unit CPD1102M Workshop Schedule Day 1 Workshop Starts: 9:00 9:00 – 9:45 Introduction to course aims,

9:45 – 10:30 Part 1: Introduction to competencies

10:30 – 10:45 Morning Break

10:45 – 12:00 Part 2: Environmental Scanning – L&D Plan requirements

12:00 – 13:00 Lunch

13:00 – 13:45 Part 3: Professional Dimensions

14:30 – 15:30 Part 4: Values and Ethics – L&D Plan requirements

15:30 – 16:00 Summary and Log-in Checks (OLS and CAT User)

Day 2 Workshop Starts: 9:00

09:00 – 10:30 Part 5: APIC’s approach. Courses as Professional Development

CAT and L&D Plan 10:30 – 10:45 Morning Break

10:45 – 12:00 Personal Competency Assessment (Laptops are required)

12:00 – 13:00 Lunch

13:00 – 15:30 Preparing your L&D Plan

15:30 – 16:00 Discussion & Feedback

END OF WORKSHOP

UNIT RESOURCES

The following resources relate specifically to this Unit: Prescribed Text(s) and Readings Boyatzis, R. E. (1982). The Competent Manager: A Model for Effective Performance. New York. John Wiley. Recommended Text(s) and Readings • Learning material (lecture notes, slides, case study and other material provided online). • Sample past assignments • L&D Specifications Boyatzis, R. E. (2011). "Managerial and Leadership Competencies: A Behavioral Approach to Emotional, Social and Cognitive Intelligence

*." Vision (09722629) 15(2): 91-100.


Goleman, D. and Boyatzis, R. (2008). "Social Intelligence and the Biology of Leadership

Business Review 86(9): 74-81.

." Harvard

Green, M., Amann, W., & Kruckeberg, K. (2011). Leadership and Personal Development: A Toolbox

for the 21st Century Professional

. Charlotte, N.C.: Information Age Pub.

Referencing Students are encouraged to adopt the American Psychological Association (APA) reference style. For further information on how-to reference the Publication Manual of the American Psychological Association is available in the APIC library. A tutorial from the American Psychological Association

A Book

website is also available. Two examples of referencing are provided below:

Duarte, N. (2010). Resonate: present visual stories that transform audiences, John Wiley & Sons, New Journal Article.

A Journal Article Stevens, T. (2010). Tensions in 21st century learning communities. ICT in Education, Vol. 33,

No. 2.

General Study Guidance

The College has designed and developed its courses to be delivered in a multi-modal basis. The workshops are generally taught in a face-to-face manner. Full time students complete their project work under supervision at APIC campus. The unit website on the Online Learning System (OLS) provides 24 hour access to course information, library and other learning resources etc. The local and offshore (distance) students prefer to study via the OLS during the project phase. Their work is supervised by the course convenors and tutors through the OLS as well as email and audio-video conferencing. Since APIC courses are designed for project and team learning, and the members of the teams can collaborate in virtual formats, there are no barriers to their effective learning and delivery of the assignments. This mode of learning should not be confused with the pure e-learning mode. In the case of e-learning convenors generally place the course contents online and students study the contents and sit for tests online or face-to-face in a designated location. In the case of APIC courses the initial contents are delivered face- to-face in intensive workshops. The OLS serves a tool for quality assurance as it has a formalised structure, framework and processes, and regulates the entire delivery process in each semester. Our approach is to treat the delivery of each unit of study in each semester as a project. Other learning resources include: • CAT: competency assessment tool (CAT User Login required for CPD1102M) • On-Line e-Library • EBSCO Library Figure 1 shows a screenshot of the OLS. As seen, it provides access to all online resources and support systems. APIC's e-Library hosts a collection of specialised papers and presentation slides often not found in the online databases and representing a mixture of academic and industry-focused studies in project, business and general management. The collection is expanding as more resources are obtained and placed on this resource.


Figure 1: APIC Online Learning System

Each unit of study in each semester has its own dedicated website that is maintained and updated frequently. The unit websites provide 24 hour access to course unit information, library and other learning resources etc. The local and offshore (distance) students prefer to study via the Online Learning System during the project phase. Their work is supervised by the Course Convenors and tutors through the OLS as well as email and audio-video conferencing.

Since APIC courses are designed principally for project and team learning, and the members of the teams can collaborate in virtual teams, there are no barriers to their effective learning and delivery of the assignments. This mode of learning should not be confused with the pure e-learning mode. In the case of e-learning lecturers typically place the course contents online and students study the contents and sit for tests online or face-to-face in a designated location. In the case of APIC courses the initial contents are delivered face-to-face in intensive workshops though virtual technologies have also been utilised for this purpose in the past (e.g. Adobe Connect based on Cloud services).

The OLS serves a tool for quality assurance as it has a well-defined structure with full elements designed prior to commencement of a given semester. It regulates the entire delivery process in each semester (Figure 2). Our approach is to treat the delivery of each unit of study in each semester as a project. All learning activities and special learning resources pertinent to a given Unit are defined and double checked prior to going live with the Unit before the start of the Unit Project Phase.

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Figure 2: Components of a Unit of Study

The Unit's learning activities are all defined in detail together with the respective supporting documents (Figure 3).

Figure 3: Learning Activities in the Project Phase

Students are required to conduct self and peer assessments at the end of each activity using the College's Competency Assessment Tool. They are then required to reflect on their own progress systematically following the Self Reflection process that requires them to respond to a number of questions and take appropriate action. The results of self-reflection incorporating peer- and self- assessment scorecards form the basis for the Final Report in each unit of study that is the basis for Viva (validation of the learning outcomes and presentation of the project work) at the end of that unit. Note that self-reflection forms a pillar of the education approach at APIC.


ASSESSMENT OF LEARNING OUTCOMES (COMPETENCIES)

APIC provides a stimulating and challenging learning environment that prepares graduates for academic and professional development as well as life-long learning and career advancement. In order for students to attain the Target Learning Outcomes pertinent to each unit of study, the College provides innovative learning programs that requires all students to actively engage with the respective learning activities and deliver the required outcomes. This model of learning is called experiential and reflective learning. Your learning program in this Unit has been devised to help you acquire or enhance the learning outcomes (or competencies) set out below. You acquire these competencies by conducting a careful mix of theoretical studies and assignment-based learning, self competency assessment and self reflection in a holistic manner. Each unit of study has a dual focus, namely delivery of the specific learning outcomes as well as enhancement of socio-cultural and personal skills.

Learning Outcomes for CPD1102M are attained by successfully passing the following assessments:

Competency Unit

Competency Element L&D Plan March 2015

Individual Essay March 2015

Social-cultural and Leadership Competencies (CPD1102M)

Generic, Leadership, Commitment, Attitude, Self Direction, Learning, Cultural Empathy and Creativity & Innovation

# #

Professional Development L&D Plan Upon completion of the course, the student should demonstrate: • Analysis of drivers of change • Insights into mega trends in general and those

applicable to a specific industry branch locally and globally

• Ability in undertaking environmental analysis, blue sky thinking and envisioning the future

• Ability to set and pursue professional development goals

• A sound understanding of definitions and different forms of professionalism

• Ability to conduct self assessment and set competency development targets

• Ability to conduct SWOT analysis, develop and refine strategies

• Ability to design and apply an optimal and adaptive plan to guide own learning and development

• Ability to self manage, continuously develop and enhance own competencies

# #

Note: The College applies a criterion-based assessment. As part of this approach students must successfully pass the Competency Assessment (oral examination) at the end of the semester in order to be eligible to pass this unit of study.


ASSESSMENT Individual Reflective Essay due March at 17:00pm L& D Plan due March at 17:00pm

Assignment Phase This unit of study requires every student to extend and expand on the knowledge learnt during the workshop. Each student needs to prepare and submit two assignments that will be assessed and graded formally. Assignment 1: Learning & Development Plan • Assignment, Learning & Development Plan (formatted as per specifications and requirements –

further detail can be found on OLS) Assignment 2: Reflective Essay An essay to succinctly review the literature, focusing on socio-cultural and personal competencies Task: Each student needs to develop a reflective and critical essay focusing on the socio-cultural and personal competencies we focus on in this unit of study. Each essay is to be a maximum of 1000 words. Topic: What is the role of socio-cultural competencies for the professional manager in making a positive difference to society? We are looking for: • an understanding of what these socio-cultural competencies are, b) how professional managers

use them and/or develop them, and • what these competencies help the professional managers to achieve. Detail: • This requires a definition for the specific socio-cultural competence/competencies with at least

one academic reference (using APA Style referencing) per competency. • Why are these competencies important? i.e. what are the specific outcomes of having, or

consequences of not having each one? • Remember that the professional manager in today’s society is your context. • Use an example of a professional business leader to exemplify these competencies. How are

each competencies operationalised? i.e. How does your leader show these competencies and what specific outcomes do they allow your leader to achieve?

Assessment Structure Summary Assessment Method and Allocation of Marks

Assessment

Outcome of Assessment*

An individual essay 30 marks

A personal learning and development plan

70 marks

Total 100 marks

NOTE: APIC applies a criterion based approach to assessment. Under this approach students must achieve at least “Pass” in the essay and also “Pass” the L&D Plan with competency assessment at “Level 2, Informed” (CAT) to “Pass” this unit of study.


Learning Outcomes Theory Workshop • Responses–Demonstrated a clear comprehension of the subject in the reading/topic

with additional evidence and insights; adds significant value of Practice vs Theory to the topic; integrate multiple viewpoints and weaves both class readings and other group participants’ views into their discussion of the subject.

• Evidence of Research -Provide relevant and important references to support and extend ideas;

proper citations and correct use of the APA referencing style. • Accuracy of Language-Absence of grammatical errors; using compound sentence structure;

applying an extensive range of vocabulary.

• Timeliness & Participation -Complete tasks and submissions with sufficient time for peers to read, reflect, and respond; active and constructive participation.

Scale Applied for Grading Assignments High Distinction (>85%)

Evidence of independent and extensive research, particularly literature reviews, ‘hard to get’ knowledge, correct approach to the challenge (e.g. correct interpretation of the size of effort and degree of sophistication required), decision on the method of approach and or formulation of hypotheses, development of creative/breakthrough methods and presentation of the same, logical succinct description of the application to ‘case project’, interpretation and comparison with real life situation, comprehensive response to all the points in the Brief (incl. Terms of Reference, TOR), well-illustrated pictures/diagrams and a well-formatted presentation; evidence of effective teamwork and peer learning processes. Evidence of establishment of feedback loops for continuous team performance assessment and enhancement.

Distinction (75% – 84%)

Evidence of independent research, including external literature review and assembly of knowledge, clear definition and validation of ‘best practice’ model and presentation of the same, its logical succinct description and application to ‘case project”, interpretation and comparison with real life situation, response to all the points in the brief (vs. TOR), well- illustrated pictures/diagrams and a well-formatted presentation; a well reasoned and validated Team Report and evidence of substantial participation in Group Learning activities. Evidence of learning and development through team learning.

Credit (65% - 74%)

Evidence of research, and assembly of available data, clear definition of ‘best practice’ model and presentation of the same, logical description of the application to ‘case project” or the assignment questions, interpretation and comparison with real life situation, response to all the points in the brief, well-illustrated pictures/diagrams and a well-formatted presentation; a well reasoned and validated Team Report and evidence of significant team learning.

Pass (50% - 64%)

Evidence of assimilation of the underpinning principles, good presentation of ‘best practice’, logical description of the application to ‘case project”, interpretation and comparison with real life situation, reasonable response to all the points in the brief, a well-formatted presentation; a well-reasoned and validated Team Report and evidence of significant participation of team members in the team activities.

Fail (<50%) Lesser standards compared to the Pass above. Lack of completion of parts of the assignments as per Program & Brief.


Allocation of Marks for Social Cultural Competency Assessment and L&D Plan

Professional Development L&D Plan Total Grade 70/100 • Ability to analyse drivers of change 5 • Insights into mega trends in general and

those applicable to a specific industry branch locally and globally

10

• Ability in undertaking environmental analysis, blue sky thinking and envisioning the future

10

• Ability to set and pursue professional development goals

5

• A sound understanding of definitions and different forms of professionalism

5

• Ability to conduct self assessment and set competency development targets

15

• Ability to conduct SWOT analysis, develop and refine strategies

5

• Ability to design and apply an optimal and adaptive plan to guide own learning and development

10

• Ability to self manage, continuously develop and enhance own competencies

5


MODERATION PROCESS The moderation procedures are designed to ensure that all assessments are conducted in an objective and consistent manner and in line with the standards applied by the College across all units of study in a given program. Examiners consider the marks in each unit of study at the end of each semester and compare these to ensure consistency and high standards. The College will often assign 2 examiners to assess students at the time of competency assessment. This practice will ensure an objective and consistent approach to final assessment of all students. In order to systematically monitor the progress of each student in the courses, at the end of each semester, the College will convene a meeting of the Examiners (the Examiners’ Board) following the procedures outlined in the College’s General Regulations. To ensure all students are treated fairly and consistently the College will invite an independent External Moderator to join the Examiners’ Board. External moderators are senior academics with considerable academic experience. They will observe and moderate the processes and criteria used by the College to assess all students. The College will review its assessment policies and procedures continuously based on a number of sources including analysis of effectiveness of the assessment regime applied and the outcomes achieved, student feedback, the experience of academic staff conducting the assessment tasks, views of moderators as well as benchmarking with similar domestic and international courses. Following from this practice, the assessment in this semester has been changed to focus far more effectively on the attainment of the learning outcomes (or competencies) in all units of study.

Academic Policies and Regulations

The following APIC policies and procedures need to read and adhered to by all students and faculty: • APIC Policy Attendance Int. Students • APIC Policy Academic Consultation • APIC Policy Academic Honesty • APIC Policy Grievances • APIC Responsible Research Practice and Management Procedures • APIC Assessment Policy Practice • APIC Quality Management System

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