| CODE | CLS3302 | ||||||||||||
| TITLE | Personal Development, Ethics and Ability to Train Others | ||||||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 6 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Centre for Labour Studies | ||||||||||||
| DESCRIPTION | The study-unit covers three topics each of importance to the modern health and safety practitioner: Personal development - An essential consideration in today's fast paced world where OHS is ever developing and changing. The unit thus focuses on continued professional development including the setting and prioritising of realistic development goals. Ethics - An important consideration as practitioners of OHS deal with protecting individual's health whilst being faced by contrasting priorities. This section also deals with research ethics in view of the thesis. The unit thus discusses professional ethics and key research considerations such as protecting participants and the data protection act. Ability to train others - OHS practitioners regularly partake in training initiatives. This section of the unit thus aims to provide participants with competence in this area by discussing learning needs, the learning process and delivery techniques. Study-Unit Aims: The aims of this unit are threefold: - To instill an understanding and value of continuous professional development and provide the competence to undertake this; - To foster professional ethical behaviour both within research and participants' practice as health and safety professionals; - To provide participants with the knowledge and skills to develop and deliver occupational health and safety training. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: Personal development: - Critically evaluate the purpose and relevance of continuous personal development; - Analyse and implement the continuous professional development requirements of IOSH and other NGO's at international and local level; - Research, set, prioritise and manage professional development goals. Ethics: - Be critically aware of the importance of ethics in occupational health and safety within one's profession and whilst conducting research; - Identify methods in order to protect workers or participants during one's practice and research despite conflicting priorities during a final assessment; - Discuss the salient points of the Data Protection Act during a final assessment and integrate this with health and safety management procedures in order to achieve ethical practice. Training techniques: - Critically analyse theories relevant to the learning process and the different manners by which individuals learn, during a final assessment; - Critically evaluate the various methodologies utilised to identify learning needs during a final assessment; - Distinguish between, and evaluate the use of, the different methods of preparing, delivering and assessing learning programmes during a final assessment. 2. Skills: By the end of the study-unit the student will be able to: - Develop and maintain a personal development portfolio; - Critique, apply and master frameworks for self-reflection; - Engage in peer reviews of health and safety practices and apply reflective action; - Take responsibility for managing professional development of self, individuals and groups as per levels of competence within OHS and European qualifications; - Undertake ethical behaviours within ones' professional life including when undertaking research; - Identify learning needs of self, individuals and teams; - Lead and deliver learning events, demonstrating effective presentation skills relevant to the given OHS scenario; - Evaluate health and safety training programmes. Main Text/s and any supplementary readings: - Beard, C.W. & John, P. (2006). Experiential learning: a best practice handbook for educators and trainers. Kogan page. - Budworth, T., & Al Hashemi, W.S.G. (2015). Reflective learning: an essential tool for self-development of health and safety practitioners. Oxon, UK: Routledge. - Clifford, J. & Thorpe, S. (2007) Workplace learning and development. London: Kogan page. - Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Further Education Unit, Oxford Brookes University, Oxford. - Highmore Sims, N. (2006). How to run a great workshop. Edinburgh Gate (UK): Pearson Education Ltd. - Honey, P. & Mumford, A. (2000). The learning styles helper's guide. Maidenhead: Peter Honey Publications Ltd. - Institute of Occupational Safety and Health (2013). Code of conduct, guidance and disciplinary procedure. Leicestershire, England: IOSH. Retrieved from: http://www.iosh.co.uk. - Israel, M. (2014). Research ethics and integrity for social scientists: beyond regulatory compliance (2nd Ed). London: Sage Publications Ltd. - Moon, J. (2004). A handbook of reflective and experiential learning: theory and practice. Routledge Falmer. - Wilson, J.P. (2012). International Human Resource Development. London: Kogan Page. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||||||
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| LECTURER/S | Noel Borg Manwel Debono Christine Garzia |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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