1 / 22

Paul FitzGerald and Alasdair McMillan University of Leicester

Thinking and Communicating like a Psychologist – Embedding personal development and employability into a core pathway for first year psychology students. Paul FitzGerald and Alasdair McMillan University of Leicester. The spectrum of ‘embeddedness’. Seamlessly integrated. Not fully integrated.

marcom
Télécharger la présentation

Paul FitzGerald and Alasdair McMillan University of Leicester

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Thinking and Communicating like a Psychologist – Embedding personal development and employability into a core pathway for first year psychology students Paul FitzGerald and Alasdair McMillan University of Leicester

  2. The spectrum of ‘embeddedness’ Seamlessly integrated Not fully integrated • Stand-alone workshop • Leicester Award (LA) Portfolio optional • Completely delivered by CDS • Relevant workshop content linked in LA e.g. how to write a CV • Co-delivered by module convenors and CDS •  LA learning outcome integrated into a departmental assessment • Students are not aware that specific parts of their module link to the LA • Less delivery by CDS • CDS input is working with module convenor to shape module content and assessment • LA assessment is not recognised as separate

  3. Data highlighted psychology students were getting into jobs but not necessarily in the 'highly skilled' category Recognition of transferable skills potentially a problem

  4. Key principles agreed... • Collaborative approach (stakeholder involvement) • Levelling opportunity • A 'philosophy agreed' • Hands off 'careers' • Future proofing students

  5. TCP1 – Learning outcomes • On completion of this module, students should be able to: • Demonstrate written communication and ICT skills • Search literature, read and analyze scientific papers and synthesize the information therein • Appreciate how science is communicated into academic audiences using both prose text and poster media and how to adapt messages accordingly  • Design and prepare a poster demonstrating an understanding of experimental design • Collaborate with others as part of a team and present in front of an audience • Reflect on, and articulate, motivations, strengths and experience of developing one or more transferable skills

  6. TCP2 – Learning outcomes • On completion of this module, students should be able to: • Demonstrate advanced literature searching skills to explore an issue of public policy to inform, argue and present theoretically justified recommendations. • Appreciate and critically compare how psychological science is communicated through different media and its accuracy  • Demonstrate oral communication and debating skills on controversial topics in psychology to the general public and naïve audiences • Appreciation of disseminating information to different audiences, language register, and tone in writing. • Be able to engage in effective group work and identify both strengths and weaknesses in team working communication, leadership, cohesiveness and problem solving. • Be able engage in self-reflection to become an autonomous and self-regulated learner.  • Reflect on and articulate motivations, strengths and experience of developing one or more transferable skills

  7. Activity 1 – Establishing the thread • Read through the lecture overviews • In groups think about the elements of employability that could be embedded into each week • Think about what method this embedding would take

  8. Thinking & Communicating Like a Psychologist  Activity 2 Working Styles and Teamwork

  9. What makes a successful team? Compromise Communication Diverse Skills, Opinions and Strengths Organisation Leadership Cooperation Sharing the Workload Trust Clearly Defined Roles Respect Listening to others

  10. Bolton & Bolton: 4 Distinct Working Styles • A simple model that provides a clear understanding or working styles including the one that dominates our own individual behaviour. • Helps us recognise how others may perceive us and the challenges of working across different styles • Operates on 2 axis, the assertiveness axis which is all about dominance and the responsiveness axis which is all about emotion • Four different working styles included in the model determined by the following two questions….. Bolton, R., & Bolton, D. G. (1984). Social style/management style. New York: American Management Association.

  11. Assertiveness ‘Tell Directed’ ‘Ask Directed’ • Makes statements more often than asks questions • Speaks fast • Frequently interrupts others • Answers questions immediately • Frequently uses voices for emphasis • Tends to lean forward Note down which describes you better – Are you ‘Tell’ or ‘Ask’ directed? You may not fit all qualities, but which is more accurate • Ask questions more than makes statements • Speaks more slowly • Seldom Interrupts • Pauses before answering questions • Tends to lean backwards

  12. Responsiveness ‘People Directed’ ‘Task Directed’ • Varied facial expression • Frequent eye contact while listening • Expansive body movement • Shows a broad range of personal feelings • Uses feeling oriented language Note down which describes you best – Are you ‘People’ or ‘Task’ directed? You may not fit all qualities, but which is more accurate? • Less facial emphasis • Infrequent eye contact • Minimal body language • Less demonstration of personal feelings • Uses fact orientated language • Less vocal variety

  13. Greens (Task & Ask) Reds (Task & Tell) Blues (People & Ask) Yellows (People & Tell) Based on your previous answers which of these best represents you? Group yourself with those who have the same working style

  14. How do you approach a task? Note down words that you think best describe how you might approach a task

  15. How you might like others to see you/ how you see yourself • Precise • Careful • Reserved • Logical • Analytical • Exacting • Efficient • Determined • Direct • Decisive • Warm • Accepting • Patient • Co-operative • Friendly • Energetic • Creative • Open • Optimistic • Fast Reactor

  16. Final Thoughts… • Consider how the working styles discussed today might relate to what you learned about yourself via your personality assessment • Have you started to see any of these working styles within your groups already? • Plan how you can work more collaboratively– think about how you perceive others and how they perceive you. • As you progress through your assignment don’t forget to record all the transferable skills you’re developing!

  17. Core principles: • students are asked to approach and reflect on their approach to ill-defined problems • Strong emphasis on group work • Reflection

  18. Impact? • The move to incorporate 'significant experience' • Significant rise in Leicester Award completion (will be 100% for 19/20 first years) • Communication with other departments • Larger influence of other stakeholders including library and LLI (Leicester Learning Institute)

  19. Next – Thinking and communicating like a….

  20. In summary… • Narrative/thread • Buy in/collaboration  • Tailored content • Managing expectations for students • Importance of group work and reflection • Academic/Personal/Professional

  21. Contact Details • Dr Robin Green – rjg29@le.ac.uk • Dr Diana Pinto – diana.pinto@leicester.ac.uk • Paul FitzGerald – pjf15@le.ac.uk • Alasdair McMillan – aem23@le.ac.uk

More Related