Personal Effectiveness

Transcription

1 The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA. Module Descriptor Personal Effectiveness Level 4 G

2 1 Title Personal Effectiveness 2 Code G Level 4 4 Value 1 credit 5 Purpose This module offers the learner the opportunity to develop, practise and gain credit for a range of key generic personal and interpersonal skills which are important in dealing with many situations in working and social life. This module allows course providers to adopt a wide range of approaches appropriate to different situations. The diversity of content which may be explored through this module encourages the learner to reflect on their own attitudes and life, and promotes skills and understanding which are useful for dealing with a variety of situations in the home, workplace and society. The module is particularly suitable for learners in a range of further education and training situations. It offers candidates the opportunity to take responsibility for the management and organisation of their own learning. Personal Effectiveness at Level 4 is designed to be integrated with other areas of a course or programme. Candidates may demonstrate their achievements in Personal Effectiveness in the course of their work in these areas. Personal Effectiveness may also be delivered as a stand-alone module. 6 Preferred Entry Level Level 3 Certificate or equivalent. 7 Special Requirements None 1

3 8 General Aims Candidates who successfully complete this module will: 8.1 take responsibility for their own learning and development 8.2 make effective plans and decisions in relation to life and work 8.3 increase their effectiveness in life and work through enhanced interpersonal skills 8.4 acquire the necessary skills to analyse and evaluate key issues 8.5 develop an understanding of personal responsibility in relation to health, hygiene and safety 8.6 recognise learning as a lifelong activity. 9 Units Specific Learning Outcomes are grouped as four units: Unit 1 Unit 2 Unit 3 Unit 4 Self-Managed Learning Issue Resolution Interpersonal Skills Health, Hygiene and Safety 10 Specific Learning Outcomes Unit 1 Self-Managed Learning The learner should be able to: 1.1 engage in independent learning activity 1.2 identify personal strengths and weaknesses in relation to learning 1.3 set long and short-term learning goals 1.4 develop and implement an action plan designed to accomplish learning goals 1.5 source and access information relevant to learning goals 2

4 1.6 make use of a range of methods and strategies to achieve learning goals 1.7 actively consider conflicting opinions on an issue 1.8 organise and manage time 1.9 actively consider feed-back concerning own learning performance 1.10 monitor own progress towards achievement of goals. Unit 2 Issue Resolution The learner should be able to: 2.1 identify a personal/interpersonal issue/problem/challenge 2.2 outline the key features and causes of the issue/problem/ challenge 2.3 explore a range of solutions to the issue/problem/challenge 2.4 choose an appropriate solution to the issue/problem/challenge 2.5 draw up a plan of action to implement the chosen solution 2.6 take action to accomplish the chosen solution 2.7 evaluate the outcome(s) of the action taken. Unit 3 Interpersonal Skills The learner should be able to: 3.1 practise negotiation skills 3.2 deal with conflict situation 3.3 describe the characteristics of good group/team work 3.4 recognise different roles within a group or team e.g. organiser, social co-ordinator, general team member, etc. 3.5 work as a member of a team or group 3.6 lead a group in an activity e.g. sports/leisure activity, maintenance/cleaning activity, fund- raising activity, etc. 3

5 3.7 adhere to established rules/guidelines 3.8 give and receive constructive criticism/compliments/feedback 3.9 outline the difference between external and self-evaluation. Unit 4 Health, Hygiene and Safety The learner should be able to: 4.1 observe safe and hygienic work practices 4.2 identify areas of personal responsibility in relation to health, hygiene and safety within the workplace, home and leisure activities 4.3 describe a situation in which the individual took responsibility in relation to health, hygiene and safety 4.4 evaluate the benefit or otherwise of the action described in 4.3 above. 11 Assessment Summary Portfolio of Coursework 100% 11.1 Portfolio of Coursework Mode Centre-based with FETAC moderation Weighting 100% Components Candidates present a portfolio of coursework which shows that they have achieved a wide range of the Specific Learning Outcomes in the four Units. Portfolios must contain the following: Learning Journal 25% Assignment on Issue Resolution 25% Assignment on Interpersonal Skills 25% Assignment on Health, Hygiene and Safety 25% Learning Journal (Self-Managed Learning) The journal should document the experience gained while following a programme of study. This should include: a brief account of selected activities a clear, well structured action plan 4

6 evaluation which includes reflection on the learning experience(s) description of strengths and weaknesses evidence of time management a brief comment by the Assessor, supervisor or assessor The journal may be presented as a written diary, or may include visual support such as drawings, photographs, paintings or other audio-visual work. Video and audio journals are also acceptable. Assignments Assignments may be integrated i.e. may satisfy the assessment requirements of more than one module. Assignments should: be designed in negotiation with the learner cover a range of the Specific Learning Outcomes in the appropriate units give recognition to the context of learning i.e. be based in real situations candidate evidence should include support materials consisting of a range of work which demonstrates the candidate s achievements. This could include: peer, Assessor or self-assessment checklists, questionnaires, photographs, press-cuttings, audio and video tapes, minutes of meetings, samples of information obtained, literature, references, order forms, letters from employers, etc. Where evidence of candidates achievement consists of a demonstration of skill, execution of a task, role play or other behaviour observed by the Assessor, secondary evidence such as action plans, time plans, reports, letters should be included and, where appropriate, a brief note from the Assessor describing the relevant activity. Evidence can be generated through the candidate s participation in: Vocational skills courses General subject courses Work-placement programmes Community-based activities Personal, social and leisure activities While Assessors may provide opportunities for candidates to develop and demonstrate competence in particular skills, the primary responsibility for compiling and managing the Personal Effectiveness Portfolio must rest with the candidate. 5

7 12 Performance Criteria Performance Criteria provide specific guidelines on the evidence to be presented for assessment and describe the standard which this work should attain. Performance Criteria for Portfolio of Coursework: Pass: 12-15% Merit: 16-19% Distinction: 20-25% Learning Journal (Self-Managed Learning) A clear Action Plan is presented. Learning goals are based on clear understanding of current personal/vocational situation. Current skills and abilities are accurately identified, analysed and recorded. The learning activities are recorded. Evidence of both personal and external evaluation of learning which took place is recorded. Entries detail the sequence, duration and nature of the learning activities followed. Entries provide evidence of ongoing reflection on the specific learning experience(s). Candidate has used both personal views and feedback to monitor progress towards achievement of learning goals. Details of short/long-term learning goals show insight into candidate s present situation, along with his/her personal vision for the future. Journal entries are comprehensive and provide evidence of on-going critical reflection, analysis and evaluation. Candidate is taking responsibility for his/her own learning and development. 6

8 Assignment on Issue Resolution A real life issue/problem/ challenge is identified. Two possible solutions to the issue are identified. An Action Plan outlines the steps to be taken in addressing the issue. Evidence demonstrates clearly the action(s) taken by the candidate in addressing the issue. A real life issue/problem/ challenge is clearly identified and described. Two or more possible solutions are identified and described. Action Plan details the sequence of steps and duration necessary to resolve the issue. A step-by-step account of the actions taken to address the issue is provided. A real life issue/problem/ challenge is clearly identified, described and discussed. A range of possible solutions are described and the advantages and disadvantages of each are discussed. Action Plan is comprehensive, detailing sequence and duration of steps to be taken, resources required and external agencies/individuals required. A comprehensive account describing and analysing the implementation of each step of the Action Plan is provided. Candidate s views on the The candidate clearly and effectiveness of his/her actions coherently evaluates the are stated. outcomes of his/her actions and specifies any other actions required. Pass: 12-15% Merit: 16-19% Distinction: 20-25% 7

9 Assignment on Interpersonal Skills Identifies and expresses own needs/view-points clearly. Offers evidence that he/she can initiate a negotiation process in a 1:1 or team situation. The key features of good team/ group work, including roles, are identified. Evidence of active participation in a group/team is provided, including identification of his/her own role. Demonstrates some ability to comment on the effectiveness of his/her own participation in group/team activity. Assignment on Health, Hygiene and Safety Evidence is presented which demonstrates candidate s awareness of own personal responsibilities in health, hygiene and safety. Evidence of a specific situation in which candidate took responsibility regarding health, hygiene and safety is presented. Action is in compliance with explicit/ implicit guidelines/ instructions. Self-evaluation of behaviour in above situation is provided. Identifies, expresses and explains own needs/view-points clearly. Offers evidence that he/she can initiate and attempt to resolve a negotiation process. The teamwork process is described clearly and coherently including the key features of a good group/team and the different roles within it. A detailed personal account of participation in a specific group/team is presented. Demonstrates ability to analyse own participation in group/ team activity. Detailed evidence of specific areas of personal responsibility regarding health, hygiene and safety in work, home and leisure situations is provided. A detailed description of a specific situation, including local/limited implications, where candidate showed responsibility regarding health, hygiene and safety is provided. Action described demonstrates initiative and personal responsibility. A self-evaluation report assessing performance in above situation is provided. 8 Identifies, expresses and explains own needs/view-points clearly. Offers evidence that he/she can resolve an issue through negotiation. A clear, coherent account which discusses the nature and composition of good groups/ teams is presented from the basis of the candidate s own experience. A comprehensive account describing how candidate led one particular group/team in an activity is presented. Demonstrates insight, analysis and evaluation of own participation in group/team activity and as a team leader. Clear, accurate and detailed evidence of personal responsibility regarding health, hygiene and safety in work, home and leisure situations is provided. A comprehensive account describing why and how candidate took responsibility regarding health, hygiene and safety in a specific situation is provided. Action described demonstrates initiative and personal and social responsibility. An analysis of his/her own behaviour in above situation is presented, assessing its effectiveness, and highlighting any lessons learned.

10 13 Grading Pass 50% 64% Merit 65% - 79% Distinction 80% - 100% 9

11 Individual Candidate Marking Sheet Personal Effectiveness G10033 Candidate Name: PPSN: Centre: Centre No: Date: Evidence Maximum Mark Candidate Mark Learning Journal: 25% Assignment: Issue Resolution 25% Assignment: Interpersonal Skills 25% Assignment: Health, Hygiene and Safety 25% TOTAL 100% Assessor's Signature: Date: External Authenticator's Signature: Date: 10

12 FETAC Module Results Summary Sheet Module: Personal Effectiveness Module Code: G10033 Candidate Name Elements of Assessment Portfolio of Coursework Maximum Marks per element of assessment 100% Exam No Grade* Signed: Assessor: Date: This sheet is for teachers/assessors to record the overall marks of individual candidates. It should be retained in the centre. The marks awarded should be transferred to the official FETAC Module Results Sheet issued to centres before the visit of the external Authenticator. Grade* D: % M: 65-79% P: 50-64% U: 0-49% W: candidates entered who did not present for assessment 11

13 APPENDIX Personal Effectiveness: Guidelines for Best Practice The Personal Effectiveness module at both Level 3 and Level 4 is designed so that it may be integrated fully with other modules that form part of the curriculum. Level 3 At Level 3, a table at the back of the module descriptors indicates natural areas of overlap between the Personal Effectiveness module and all other modules. All Assessors have an opportunity to share in developing these key skills in learners and also to assess the practice of these skills, according to the module descriptor. Level 4 At Level 4, the Personal Effectiveness module will integrate with other modules through the development of assignments in the areas specified in the Personal Effectiveness module. The potential for this varies from Level 4 module to Level 4 module. In some instances, there may be only one area of overlap, while in others all four Personal Effectiveness assignments may fit comfortably into the vocational context. Patterns of provision that have emerged are: the assignment assesses satisfactorily both modules concerned an assignment is set in a vocational context that focuses specifically on the assessment requirement of one or other module a Assessor who is not delivering any other FETAC module delivers and assesses Personal Effectiveness in his/her vocational area. Key Features of Best Practice Below are listed some features of best practice that have emerged over a number of years. Within each centre, one Assessor is nominated with responsibility for helping learners compile their evidence from the various aspects of the programme. All Assessors in the centre are familiar with the module and have attended the relevant inservice seminars. All Assessors agree individual responsibilities for the delivery and assessment of Personal Effectiveness assignments. This enables the Assessor with specific responsibility for the area to map the progress of learners/participants across the different aspects of the programme. Learners/participants are prepared for the assignments. Skills are taught and practised before they are assessed and the learner is familiar with the requirements of the assignment, both vocationally and in terms of the Personal Effectiveness module. Learners/participants are supported and enabled to review and evaluate their assignment material. Assessment and marking of the assignments for Personal Effectiveness is the responsibility of individual Assessors. 12

14 Collation and preparation of the portfolio in preparation for the visit of the External Authenticator is the responsibility of the learner working with the designated Assessor for Personal Effectiveness. 13