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Reflective Practice for Professional Development II - SPY00102M

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  • Department: Social Policy and Social Work
  • Module co-ordinator: Dr. Slobodan Tomic
  • Credit value: 10 credits
  • Credit level: M
  • Academic year of delivery: 2020-21

Module will run

Occurrence Teaching cycle
A Autumn Term 2020-21

Module aims

The module has two main aims.

The first is to analyse how learning takes place within organisations. All organisations need to have the capacity to learn in order to improve their performance. Various factors may, however, help or hinder this capacity. Aspects of organisational life such as culture, leadership, the role of emotions  and the exercise of power are highly relevant here.

Secondly, the module will help students  to develop further their  understanding of how their personal and professional learning is affected by the context in which they work. In this respect, this module builds directly on Reflective Practice for Professional Development 1

Module learning outcomes

By the end of this module you will be able to:

  • Understand the ways in which issues such as organisational culture, leadership, trust and emotions may impact on learning within organisations
  • Apply this understanding to an analysis of your own organisation
  • Have a deeper appreciation of how your own individual learning is shaped by these organisational factors
  • Have developed further your capacity to reflect within your professional context.


Task Length % of module mark
Reflective Journal
N/A 100

Special assessment rules



Task Length % of module mark
Reflective Journal
N/A 100

Module feedback

The lead marker (the module tutor) will include comments about the content, structure, and evidence used etc. to provide you with constructive information that will enable you to improve on future work. The feedback a tutor can offer can be invaluable to your studies, so it is important you read this carefully

We aim to return your marked work to you within one month of its submission.

Feedback will be given in three ways:

(1) Comments within the actual text will highlight specific points and examples that the marker wants to draw to your attention.

(2) The marking criteria will be highlighted to show how your assignment has been rated against those criteria. This will enable you to calibrate your performance against a consistent scale, and therefore to aim to improve in specific areas.

(3) Finally the marker will provide a narrative summary in which the main points will be set out and any major areas for improvement highlighted.

Indicative reading

Brooks, S. and Roberts, E. (2015) ‘Simultaneous Immersion’: How online postgraduate study contributes to the development of reflective practice among public service practitioners, Interactive Learning Environments, Vol 24:7, pp. 1692-1705

Easterby-Smith, M. and Lyles, M. (2011) Handbook of Organizational Learning and Knowledge Management, Chichester, Wiley

Hailey, J. and James,  R. (2002) Learning leaders: The key to learning organisations, Development in Practice, Vol. 12, No. 3-4, pp. 398-408.

Romme, G. and Dillen, R. (1997) Mapping the landscape of organizational learning, European Management Journal, Vol. 15, No. 1, pp. 68-78

Smith, K. AND Taylor, W. (2000) The learning organisation ideal in Civil Service organisations: deriving a measure, The Learning Organization, Vol. 7, No. 4, pp. 194-205.

Vera, D. and Crossan, M. (2004) ‘Strategic leadership and organizational learning, Academy of Management Review, 29, No. 2, pp. 222-242.

Vince, R. and Saleem, R. (2004) The impact of caution and blame on organisational learning, Management Learning, Vol. 35, No. 2, pp. 133-154.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.

Coronavirus (COVID-19): changes to courses

The 2020/21 academic year will start in September. We aim to deliver as much face-to-face teaching as we can, supported by high quality online alternatives where we must.

Find details of the measures we're planning to protect our community.

Course changes for new students