LCBS5059 - Professional Field Experience

Leicester Castle Business School

LCBS5059 - Professional Field Experience

Module Guide v5 – Summer 2021

Percy Emmett – Module leader

Email: [email protected]
 LCBS5059 - Professional Field Experience

CONTENTS

Introduction 1

Aims and objectives 2

Field experience types 3

Assessment 5

Supervisors 9

Questions and answers 10

 LCBS5059 - Professional Field Experience

Section 1 - Introduction

On completion of this module you should understand the complexity of writing a reflective journal for a
situation of Professional Field Experience (PFE) and appreciate key terms and concepts associated
with reflective thinking and learning in a practical/commercial/business context. This module provides
the transition for students to progress from a purely experiential work to a working experience that
provides lessons, guidance, and direction for future activities.

The PFE is a core module and will entail students participating in a self-organised internship, executive
shadowing. innovation project, or global professional experience that entails at least 30 hours of work
overall. Students are solely responsible for organising their own field experience.

The PFE module requires individual work, for which each student will be assigned a supervisor for two
review meetings. These could be face-to-face or Skype calls.

Students will be required to attend two hours of preparatory workshops, during which they will learn
about professionalism and conduct at work, getting the most out of the practical field experience, and
writing a reflective journal.

Learning outcomes

1. A systematic understanding of knowledge required for different work practices.

2. Critically analyse processes, tools and methods that are used in different cultural and
organisational work settings, and demonstrate self-direction and originality in tackling and
solving problems.
3. Development of conceptual and critical thinking, analysis, synthesis and evaluation of work-
based practices.
4. Understand and reflect on the issues that arise in organisations and the means by which these
are addressed in a professional setting.
5. To critically assess and analyse information as a core management skill in the compilation of a
reflective journal.
6. To synthesise the work experiences and critically assess learning points in the form of a
presentation.

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Section 2 - Aims and objectives

Due to the current and future jobs market, where workers need to adapt to fit changing roles, continuous
learning is required. Learning to learn is therefore a crucial skill (Bridgestock, 2014; Barr and Tagg,
1995) alongside accepting responsibility for one’s own learning and development. This applies whilst
at university or college but also in the world of work

The evolving relationship between yourself and work impacts powerfully upon the development of self-
identity, self-awareness and personal agency (Billett, 2010). Reflection is part of this progression and
the development of reflective skills assists with the process of knowing how to learn, and the acceptance
of the individual’s centrality to their own learning (Brockbank and McGill, 1998; Maudsley and Strivens,
2000). Reflecting on learning achievements can empower the learner to make intelligent decisions
about how to move ahead with their learning needs and approach, attitude, and behaviour at work.
Working towards becoming a reflective practitioner enhances what a worker can bring to their job role,
as well as the development of their future career plans (Schon, 1983). Reflection is also a key
managerial ability that you will need in your professional life.

Students can refine their reflective skills in order to critically appraise what has been experienced via
practice. This in turn enables them to improve ongoing practice, by using the information and knowledge
they are gaining from experience.

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Section 3 – Field Experience Types

Students can do one of the following –

1. A formal internship or work (many of these are paid positions but they must be defined
as an ‘internship’ or ‘work experience’ to qualify).

Students can gain a formal internship or work at a company. This formal experience should be
classified as an internship, and could include unpaid, short term experience in local or own
country organisations/businesses. Equally, it could also include a paid work experience. Both of
these experience types should include interaction with staff and clients to ensure content for the
reflective journal.

2. Work in a social enterprise, community based organisation, NGO, or DMU Volunteering.

Many students want the experience of volunteering and giving back to society. Voluntary Action
Leicestershire, offers an opportunity for students to engage in 30+ hours of valuable experience
that will not only be of benefit to the local community but also provide the context for the
Professional Field Experience reflective journal. Click on the links to see current opportunities.
http://www.valonline.org.uk/volunteers http://www.volunteerleicestershire.org.uk/

Volunteering is at heart of DMU’s commitment to the public good, following the development of
the Square Mile, an award-winning programme of volunteering activities dedicated to working
in Leicester’s most deprived areas. Key to this are the Square Mile volunteers, who take part in
125 #DMUlocal projects each year. The inspiration for #DMUlocal and Square Mile is improving
the health, education and job prospects of thousands of residents in a literal square mile that
covers Woodgate, Fosse, Newfoundpool and Beaumont Leys. Click on the link to see the current
DMU local volunteering opportunities. http://dmulocal.dmu.ac.uk/student-volunteering/

3. A shadowing programme with a senior manager or executive.

Some students may have the opportunity to shadow a senior manager or executive in a
commercial organisation. This is valid experience for a student, and can provide a professional
context where interaction with senior members of a company and clients can give a strong basis
for the reflective journal.

4. A business project from the DMU innovation centre

The DMU Innovation Centre is home to many small businesses that constantly need assistance
of talented, skilled, knowledgeable students, on a short-term basis. The Innovation Centre
clients have been sent a blank pro forma to complete and describe the 30+ hour, unpaid
professional work experience they require. This will also be promoted to the Innovation Centre
clients between February – April 2019, and a short list of PFE projects will be made available to
students at the end of this time. Students will be given a contact person at the Innovation Centre
to liaise with, and be introduced to the organisation. This small project work could take place
any time between June – August 2019. Students should not rely on innovation centre projects
though as there will only be a small amount.

5. A DMU global experience

During the June – August 2019 period the DMUglobal team may be operating global
experiences that are open to global MBA students. Students are required to apply for a DMU
global visit (as with every DMU student) and if successful this experience can be used as the
basis for the Professional Field Experience reflective journal. Students should check the DMU
global website – http://www.dmuglobal.com/opportunity/academic-led-trips/

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Approximate schedule

Month Activity
March 2021 Professional Field Experience briefing to global MBA students. This is critical so that
students know exactly what is required. In addition, all students should read the
module guide and become familiar with what is required from them.
April Students take responsibility for sourcing a valid PFE; DMUlocal/volunteering,
work/internship, DMU innovation centre, shadowing a senior manager/executive.
DMU cannot help with sourcing PFE experiences, it is solely the responsibility of
student.
April – May Students send their PFE choice to the module leader for formal (email) approval.
June Students informed of their academic tutor.
June – August Students conduct 30+ hours of PFE and write their reflective journal.
June – August Students and academic tutors engage in a face-to-face/Skype/telephone discussion
regarding the PFE and reflective journal. 2 interactions between academic tutors and
students are required.
August 31 Students submit their reflective journal and Presentation through Turnitin.
11.59am (midday)
Early September Students present their 15 minute presentation on their reflective summary to the tutor

DMU and Leicester Castle Business School staff are not responsible in any way for providing or giving
students the PFE. It is totally a student’s responsibility to find an appropriate experience and have this
approved.

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Section 4 – Assessment

Type of Duration/ Assessment Final Minimum Essential Learning Anonymously

assessment volume weighting % assessment threshold component outcome(s) marked
Y/N mark % Y/N assessed Y/N
Reflective 3000 80% N 50 % N 1, 2, 3, 4 N
Journal words
Presentation 15 20% Y 50 % N 5 N
minutes

Assessment Notes

Assessment for the field experience includes completion of a reflective journal as well as a short
presentation. Students will be given guidance on the contents of the reflective journal during a pre
briefing and in this module guide. Academic tutors will also provide guidance on content of the reflective
journal. For the presentation, students are required to give a 15 minute presentation on the key learning
points from their PFE, which acts as an oral version of their reflective journal.

In the reflective journal, you are asked to identify critical learning events that occurred on your PFE,
that have influenced you and your professional development. You then analyse the most significant of
these events using a standard analysis template.

Common reasons why people find reflective journals so useful:

1. To make sense of things that happened. What you write should sound as if you are describing
the details to someone who wasn't there. Be as descriptive as possible. Just the act of writing
down the details of what happened may give your perspective that you may not have otherwise
considered had you just continued to think about it.

2. To speculate as to why something is the way it is. Your views can come from your own common
sense, or from something you have heard at a lecture or read in a book. Either way, speculating
why something is the way it is can be a very useful exercise in reasoning.

3. To align future actions with your reflected values and experiences. After positioning your
interpretation, continue to observe the subject of your speculation to decide whether you want
to stick to your original views, or make changes.

4. To get thoughts and ideas out of your head. Writing down your thoughts can help relieve
pressure or help resolve problems. It will also help you focus the task at hand.

5. To share your thoughts and ideas with others. Getting opinions from others about what you
wrote can help you clarify your feelings for a deeper understanding of yourself.

In the reflective journal you are asked to identify critical learning events that have happened on your
PFE, affected/influenced you and in some way your professional development. You then analyse the
most significant of these events using a standard analysis template. Below you will find some guidelines
to help you through the process.

Firstly, review the experience you’ve had and think of all the things that you have done. Decide which
of those things have helped you understand better, helped you do a better job, or help you understand
the way the business / organisation / social project works. Write them up in a table. Aim for up to 8
items. For each Critical Learning Event you list, write a description. Then choose one of the learning
incidents for a more detailed analysis.

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Analysis of critical learning incidents

You need to work through the incident in four stages-

1. Situation: What actually happened?

2. Affect: What was its impact on you personally?
3. Interpretation: What did you learn from the experience?
4. Decision: What did you decide to do so as to become more effective?

1. Situation

Choose a critical learning event that seemed the most significant. It doesn’t have to be something that
went well; often we learn more from things that don’t go right or as planned. At this stage write what
actually happened – no feelings, thoughts, reflections, or assumptions – just facts. Be concise, but write
as much as you feel you need to. Incidents will vary in complexity, depth and the type of PFE you are
engaged in.

2. Affect

Think about the event and how it affected you personally. This could be positive or negative. You may
have felt frustrated, confused, angry, elated, relieved …. why did you feel as you did? ‘I felt confused
because I thought I had understood what I was meant to do.’ ‘I felt relieved because I knew it was my
professional approach that influenced everything to turn out ok’. ‘I felt angry because I knew I was right.’
‘I was happy because I knew I had done a good job and have mastered the process.’

3. Interpretation

Think about, and then explain in what ways the new learning either confirms or contradicts your prior
knowledge, theories, or understanding, in particular the knowledge you might have gained at University.

4. Decision

There is no point learning something if you don’t store it away for future use. So what decision did you
make to help you in future? What will you do better in future? For example, you might take more time
over planning something, ask more questions, ask the right questions, ask the right person or do it
exactly the same if it went well.

Starting your Reflective Journaling

Writing a reflective journal requires not only that you describe a learning experience, but also that you
analyse the topics covered and articulate your feelings and opinions about the subject matter. There is
no set structure for writing a reflective journal, as the diary is meant for your own use. The writing
process is entirely free-form. However, there are certain guidelines to follow that will make you more
successful at this. Here are some basic tips at how to write a reflective journal.

1. Always keep the journal nearby

The first step in learning how to write a reflective journal is as simple as being prepared to jot down your
thoughts and opinions on something you are learning anytime the mood strikes. For example, if you
have an insightful observation about a book you're reading while on the bus, it pays to have your journal
with you.

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2. Make regular entries

While you can write in whatever form and style you please, it's important to write regular entries, even
if a moment of inspiration doesn't arise. This ensures you are reviewing content and actively thinking
about what you have learned. This will develop your writing and critical thinking skills while keeping you
organized. In the end, this should enable you to better understand specific topics you are studying.

3. Participate, observe, summarise and contemplate

While reflecting is the main part of keeping a reflective diary, it's also vital that you first participate in a
learning activity, make observations and summarize facts and experiences. For example, if you are
writing a lab for science class, be sure to first cover what you did and what the goal and outcome of the
experiment was prior to elaborating on your ideas and opinions of what was discovered. Reflective
journaling is first about participating and observing before writing.

4. Review regularly

Take time to read over previous journal entries and see how new experiences, additional knowledge
and time have altered how you think and feel about the material you've been analysing and
contemplating. This will make the journal more valuable to you personally, as it will shed light on how
you've grown.

Reassessment

Students will be given an opportunity to be reassessed on each failed component through an equivalent
element of reassessment and in accordance with standard De Montfort University Postgraduate
Regulations. This will be an Individual report with an identical word input or presentation with the same
time length.

Features of summaries that are indicative of different levels of reflection (these are only a
summary example of the feedback, not the content).

A) This summary is descriptive and it contains little reflection.

1. The account describes what happened, sometimes mentioning past experiences, sometimes
anticipating the future – but all in the context of an account of the event.
2. There are some references to emotional reactions, but the student has not explored how the reactions
relate to behaviour.
3. Ideas are taken on without questioning them or considering them in depth.
4. The account is written only from one point of view.
5. External information is mentioned but its impact on behaviour is not subject to consideration.
6. Generally one point is made at a time and ideas are not linked.

B) A summary showing evidence of some reflection.

1. There is description of the event, but where there are external ideas or information, the material is
subjected to consideration and deliberation.
2. The account shows some analysis.
3. There is recognition of the worth of exploring motives for behaviour
4. There is willingness to be critical of action.
5. Relevant and helpful detail is explored where it has value.
6. There is recognition of the overall effect of the event on self – in other words, there is some ‘standing
back’ from the event.

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7. The account is written at one point in time. It does not, therefore, demonstrate the recognition that
views can change with time and more reflection. In other words the account does not indicate a
recognition that frames of reference affect the manner in which we reflect at a given time.

C) This summary shows quite deep reflection, and it does incorporate a recognition that the frame of
reference with which an event is viewed can change

1. Self-questioning is evident (an ‘internal dialogue’ is set up at times) deliberating between different
views of behaviour (different views of their own and others).
2. Takes into account the views and motives of others and considers these against their own.
3. Recognises how prior experience, thoughts (own and other’s) interact with the production of their
own behaviour.
4. There is clear evidence of standing back from an event.
5. There is recognition that the personal frame of reference can change according to the emotional
state in which it is written, the acquisition of new information, the review of ideas and the effect of time
passing.

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Section 5 – Supervisors

The role of the supervisor is to be your main contact person during the period of your Professional Field
Experience. The requirement is for at least two contact points during the experience and writing of the
reflective journal, and the additional contact of the presentation. This contact can either be face-to-face,
by phone, or by Skype and should be used for e.g. identifying areas of reflection to be used in the
journal, learning points, or any matter relating to the experience.

If a student wants to conduct their Professional Field Experience in their home country (and therefore
leave the UK for a short period) it is vital that the student informs the module leader, and the relevant
Leave Request Form is completed for leave from the UK (available from the student advice Centre).
This is a requirement by UK government. The experience must be short term i.e. not spread over the
June – August phase. Acceptable periods for home country field experience would be e.g. 2 – 4 weeks.

Expected methods of delivery

2 hours seminar; 30+ hours field work; 2 supervisor meetings.

UDL learning delivery hours

Seminar 2 hours
Supervisor meetings 2 x 15 minutes
Practical (fieldwork) 30 hours (minimum)
Self-directed study 112 hours
Presentation 15 minutes
Presentation preparation 3 hours 45 minutes

Total 150 hours

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Section 5 – Questions and Answers

Who is responsible for finding a suitable Professional Field Experience?

Each student is responsible for finding their own Professional Field Experience. Academic tutors and
the module leader are not responsible in any way for sourcing the appropriate students’ experience. It
is solely the responsibility of the student.

What happens if I cannot find a Professional Field Experience?

If a student cannot find a Professional Field Experience or has not put enough effort into sourcing the
experience then a very small number of emergency group projects will be formed and students will be
allocated to this to perform a two-week, eight hours per day task involving extensive group work and
business research.

What should my Professional Field Experience be?

Your Professional Field Experience can be any situation where you have interaction with customers,
employees/managers, and they business process. In each of the 5 sources given for the experience of
this environment will be present e.g. internship in a company should involve interaction with other
employees/customers/managers/business processes, volunteering through DMUlocal will involve
interaction with team members and processes, shadowing senior managers will involve interaction with
employees and processes, and a DMUglobal visit will involve interaction with other colleagues and a
range of textual experiences.

When should I start applying for Professional Field Experience activities?

Your Professional Field Experience shouldn’t begin until June but needs to be completed by the end of
August. Some activities will need longer planning e.g. internship applications and DMUglobal visits.
Students should begin investigating the experience opportunities by the end of February, researching
e.g. DMUlocal and DMUglobal opportunities, Unitemps,.

My family have a business in my home country. Can I leave the UK and gained my experience
in this family business?

Yes, it is entirely appropriate for students to gain the experience and content for their reflective journal
in a family business. If a student wants to leave the UK they must complete the Leave Request Form
from the student advice Centre.

Can I complete my internship in the UK in any sort of work experience?

You may already have a part-time job in the UK working with other people and with customers. This
would be appropriate for your Professional Field Experience providing it gives you content for a
reflective journal, for you to document and explain key learning points in your experience.

When will the experiences be available from the DMU Innovation Centre and what type will they
be?

The Professional Field Experience resource will be promoted to the DMU innovation centre between
February and April. The MBA student is positioned as an intelligent resource available for one – two
weeks to focus on a specific business/commercial challenge. The DMU innovation centre has a number
of tenants with very different businesses, and projects will be made available on the module blackboard
site for students to make direct contact with tenants.
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What level of seniority must a manager be if I want to shadow them?

If you have the opportunity of shadowing a senior person in an organisation they should be
manager/director, and should have responsibility for people and processes. The objective of your
shadowing is to learn about the business, processes, and how the manager/director deals with certain
situations throughout their working week.

How long should my Professional Field Experience be?

Your Professional Field Experience should be a minimum of 30 hours any time during June – August.
Most opportunities will require a student for one – two weeks, and be focused on a specific
project/experience. The Professional Field Experience should not be e.g. three hours per week over 10
weeks. This does not qualify for a valid experience, and will not enable you to write your reflective
journal.

What type of volunteering experiences are there with DMUlocal?

DMU local operates a facility for many organisations to request volunteers for a whole range of activities.
Students should pay close attention to the DMU local website to see what volunteering experiences
there are. Please remember that this list is dynamic and may change over the next few months –
http://dmulocal.dmu.ac.uk/student-volunteering/

Am I guaranteed to get a place on a DMUglobal trip?

There is no guarantee that you will have a place on a DMUglobal experience. Professional Field
Experience students should keep checking the DMUglobal website for an appropriate trip and are solely
responsible for their application. Neither the module leader nor programme leader can influence a
student’s place with DMUglobal.

What structure / format should my Reflective Journal be?

The academic requirement for this module is a 3000 word reflective journal and a 15 minute
presentation to the academic tutor. The reflective journal should be based on your analysis of critical
learning incidents, and should be structured in four stages –

1. Situation: What actually happened?

2. Affect: What was its impact on you personally?
3. Interpretation: What did you learn from the experience?
4. Decision: What did you decide to do so as to become more effective?

Please see the ‘Analysis of critical learning incidents’ section on page 8 and speak with your academic
tutor when they are allocated to the, for further detail.

Why is it important to complete a reflective journal?

The step up from being a worker to a manager, and line manager for a team requires an objective
critical analysis of activities and performance. A reflective journal is often produced by an employee as
part of their annual performance appraisal, or by manager to explain key influential incidents or
processes. It is an objective description of key incidents with customers, team members, or processes,
and how these have affected and influenced you. The key item in a reflective journal is how an individual
has used the reflection to learn about their behaviour/reaction/attitude, and how they grow.

When will I be allocated an academic tutor?

Students are required to spend the time between February – May identifying a suitable activity for their
Professional Field Experience. Once the activity for the Professional Field Experience has been
approved by the module leader an appropriate academic tutor will be identified and communicated to
students during May 2020.
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How do I get approval for my Professional Field Experience?

When you have found an appropriate activity for your Professional Field Experience you should send
an email to Percy Emmett – [email protected] with the following details –

Name of organisation, Length of Professional Field Experience, and why you feel this will provide you
with the context for your reflective journal. Typically, you will receive an email back simply saying
‘approved’. When tutors are allocated they will be informed of what your Professional Field Experience
is.

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