1 FACULTY OF LAW AND BUSINESS PETER FABER BUSINESS SCHOOL BRISBANE, MELBOURNE, NORTH SYDNEY SEMESTER ONE AND TWO, 2017 BIPX 202 Community Engagement: Building Strengths and Capabilities UNIT OUTLINE Semester 1 and 2 2017 Credit points: 10 Credit Points Prerequisites 80 credit points incompatibilities: BIPX 100 incompatible It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator. National Lecturer in Charge Teaching Team: All queries should initially be directed to your campus lecturer listed below. The campus lecturer will consult with the National Lecturer in Charge if necessary. Name: Campus: Ellen McBarron Brisbane Office location: TC:17 Email: [email protected] Consultation Contact: Through email in the first instance Campus: Name: Brisbane Ellen McBarron Office location: 212.2.17 Email: [email protected] Consultation Tuesday 1-3 and Thursday 10-12 Contact: Appointment booking forms on office door Through discussion board on LEO in the first instance Campus: Name: Melbourne Keshara de Silva 2 Description This unit provides students with a combination of disciplinary understanding of the contribution of not for profit enterprises to the economy and society, in addition to experience in providing services through structured community engagement in a not-for-profit organization. Students in this unit will develop critical employment skills which they will hone in the context of working in a not for profit organisation. These skills will include organisation, team work, a service mindset, self-development and initiative. This unit reinforces the University Core Curriculum by enabling students to volunteer in the community in a three-way partnership between the student, the university and participating organisations. Understanding of the unit intent: The Community Engagement Program aims to assist students to understand and value diversity in its many forms and to cater for diversity more effectively. The placement is in a community agency, where students contribute to the functions of that agency and enhance the development of their understanding of the contextual factors that impact on the way in which people live their lives. The program is premised on an understanding that learning is enhanced through exposure to a variety of other individuals and contexts, particularly those that present different forms of knowledge, experiences, and attitudes. To enhance critical examination, promote reflective practices and challenge established beliefs, students are able to participate in non-formal educational settings such as hospitals, aged care, refugee and community centres that offer legitimate and authentic experiences for learning, and should therefore be recognised and valued. It enables students to listen to the voices of marginalised people and, through reflection, allow such experiences to impact on their personal and professional lives as engaged citizens. Mode/attendance pattern: lecture, work ready skills sessions and placement Duration: 8 weeks’ semester lectures of 1 hour duration (weeks 1-8) and 4 weeks (Weeks 9-12) work ready skills lectures 1.5 hours (compulsory hurdle sessions) You will undertake 14 hours of lecture / tutorials and 40 hours work placement. You also have assessment preparation expected to take a further 50 hours. LEARNING OUTCOMES On successful completion of this unit, students should be able to: 1. Explain the concepts of community engagement (GA2, GA5) 2. Demonstrate an understanding of the work environment including basic workplace safety and appropriate interactions with colleagues, supervisors and clients (GA2, GA5) 3. Apply important workplace behaviours including reliability, communication, service and organisation 4. Develop a portfolio of personal skills, characteristics and experience 5. Reflect constructively on their participation and placement as a volunteer in a community Office location: Level 7, Email: [email protected] Contact: Through discussion board on LEO in the first instance Consultation hours: Campus: Name: North Sydney Girija Krishnaswamy Office location: Room 532.6.05, 8-20 Napier Street, Tenison Woods House, North Sydney Email: [email protected] Consultation hours: Tuesday 4-6pm, Wednesday and Thursday 10am to 12 noon. Contact: Through email in the first instance 3 engagement project. (GA1, GA2, GA4) CONTENT Topics will include: • Community engagement • Building value creating relationships • The volunteer experience • Strengths and abilities for work readiness • Operating effectively in the workplace • Integrity and ethics in practice • Job seeking capabilities • Approaches to service delivery GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All Australian universities have their expected Graduate Attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All your units will enable you to develop some attributes. GRADUATE ATTRIBUTES On successful completion of this unit, students should have developed their ability to: GA2 recognise their responsibility to the common good, the environment and society GA3 apply ethical perspectives in informed decision making GA4 think critically and reflectively GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession. QUALITY ASSURANCE AND STUDENT FEEDBACK This unit will be evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys. The previous unit SELF feedback has been reflected in the changes and establishment of this new unit. The placement time has been reduced to enable you to understand the world of not-for-profit and volunteering before you undertake a placement. This is a new unit and your feedback on its content and delivery will be sought on a regular basis SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. SCHEDULE Study schedule For the most up-to-date information, please check your LEO unit and note advice from your lecturing and tutoring staff for changes to this schedule. Week Lecture Topic Lecture preparation + reading as listed Assessment Due 1 What is Understanding the program 4 Community Engagement? Placement CV commences 2 Volunteering – the process and the reality Read and discuss: Theories of Volunteering Refer to LEO 3 Volunteer Experience - Building value creating relationships Community Engagement Refer to LEO CV submitted 4 Integrity and ethics in practice Ethics Case – Primark Available on LEO Complete the Working with Children Module 5 Operating effectively in the workplace Continued 6 Problems in the Workplace Reading and Discussion – what would you do Case study Due 7 Diversity Diversity Case study – Tesco Available on LEO 8 Leadership of volunteers and paid workers Refer to LEO 9 Work Ready Skills Series 10 Operating effectively in the workplace 11 Job seeking capabilities Action Plan due 12 Strengths and abilities for work readiness ASSESSMENT To pass this unit, you are required to: achieve 50% overall, having attempted all assessment pieces and including a successful placement. You must attend the work ready skills sessions or apply for credit for these four weeks. Credit would be based on your work history. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome. Assessment tasks Due date Weighting (%) Learning Outcomes assessed Graduate Attributes assessed Case Study Week 6, 5 pm 30% 1,2 2,3,4,5 Action Plan Work Ready Skills Journal Week 11, 5 pm 30% 3.4 4,5 5 Reflective Self and Organisational analysis Please attach: evaluation form, copy of thank you email and updated action plan. 2 weeks after completion of placement 40% 1,3,4,5 2,3,4,5 Assessment task 1 - Case study Identify a local community organisation and analyse the following seven aspects of community sustainability. 1. Potential for sustainability 2. Need for volunteers 3. Treatment of volunteers versus paid employees 4. Point of differentiation within the community 5. Positive or negative issues regarding the sustainability of the organisation 6. Relation to theory discussed in class and readings 7. Stakeholders concerns Due date: Due Week 6 Weighting: 30% Length and/or format: 1200 words Purpose: To relate the world of not for profit within the student learning Learning outcomes assessed: LO 1,2 How to submit: Turnitin Return of assignment: Turnitin Assessment criteria: Refer Rubric Appendix A Assessment task 2 The assessment for this unit is a work ready skills action plan (30%). Due date: Week 11 Weighting: 30% Length and/or format: Action Plan on work ready skills minimum 1000 words Purpose: To ensure ongoing development of work ready skills Learning outcomes assessed: LO 4 How to submit: Turnitin Return of assignment: Turnitin Assessment criteria: Refer Appendix B 6 Assessment task 3 Reflective Essay Due date: Within two weeks of completion of placement Weighting: 40% Length and/or format: 1200 words Purpose: Use a reflective journal (during placement) to retain information of notable “incidences” in which you found: Opportunities to Reflect on self: surprised at your reaction to someone; taken aback by expectations of you; Value of the work skills you developed in this unit (refer action plan) challenges regarding the work or the people. Opportunities to Reflect on the organisation: To enable a clear understanding of how this community organisation worked: Critical assessment of the organisation including SWOT, and suggested improvements. Reflect on Volunteering: Include also how the volunteering experience changed your perspective of community engagement and if you see a worthwhile inclusion in your degree. Final reflection: What impact did the experience have on you? What did you learn about yourself? Learning outcomes assessed: LO 1,3,4,5 How to submit: Turnitin Return of assignment: Turnitin Assessment criteria: Refer Rubric Appendix C This essay needs to reflect your placement and understanding of the role of volunteering in community organisations. You need to address the following: Reflection on self, organisation, volunteering and overall worth of the placement REFERENCING Harvard Style if referencing: www.acu.edu.au/12292. PFBS: This Unit requires you to use the Harvard referencing system. See the Academic Skills Unit for assistance with this: https://students.acu.edu.au/806410. 7 ACU POLICIES AND REGULATIONS It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, which is available in the Library or on the ACU website at http://www.acu.edu.au/142401. For services and support in relation to ACU policies see: http://students.acu.edu.au/241467. Assessment Policy and Procedures You must read the Assessment Policy and Assessment Procedures in the University Handbook. In particular, the rules on deadlines: penalties for late submission; extensions; and special consideration https://handbook.acu.edu.au/949064. For queries on Assessment Policy, see your Lecturer in Charge. Word limits Word limits will be enforced with penalties. The marking penalty for exceeding the word limit will be calculated as follows: 5% of the total available marks for the piece of work will be deducted from the student’s mark for each 10% or part thereof by which the number of words in the student’s piece of work exceeds the relevant word limit. Late submission Unless an extension is granted, essays/assignments submitted after the due date will incur a 5% per calendar day penalty based on the maximum marks available for that assessment task. This penalty will run up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. Note: The 5% penalty will be incurred for each whole or part of a calendar day that the work is overdue. Extensions For extension of time for assessments, please see: https://students.acu.edu.au/154914. Timely submission is critical. Academic integrity You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic Honesty Policy are available at https://students.acu.edu.au/806310. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from the course. Turnitin The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable: • students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and • teaching staff to identify areas of possible plagiarism in students’ written work. While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the LEO Academic Skills Unit: https://leo.acu.edu.au/course/view.php?id=12421. For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due 8 date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission, and the Turnitin Originality Report. STUDENT SUPPORT If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please contact the Student Services and Support https://students.acu.edu.au/801831 which can assist you with the following: • Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations. • Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects. • The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists. • Disability Services can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible. • Indigenous student communities and support on each campus provide information and support for students. • The Student Advocacy Service is an information, advice and referral service. • Peer Assisted Study Sessions (PASS) can improve your marks and increase your academic success. • IT information and resources assist you with your IT needs at ACU. • AskACU is a first point of contact for all enquiries for your proposed or current studies. • Careers and Opportunities services can assist you with finding employment, preparing a resume and employment application and preparing for interviews. ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further readings/ discussion forums. Brisbane: https://leo.acu.edu.au/course/view.php?id=22667§ion=5#section-5 Sydney: Melbourne: TEXTS AND REFERENCES: Required text(s) There is no required text. Readings and cases are provided https://www.adzuna.com.au/queensland/community-engagement 9 APPENDIX A Case Study worth 30% ILO Criteria Standards Below Expectations Meets Expectations Exceeds Expectations Level 1 NN Level 2 PA Level 3 CR Level 4 DI Level 5 HD LO 1 Identification of Issues 10 Marks Demonstrate an understanding of the different ways of analysing organisations Displays little understanding of the issues, key problems, and the company’s present situation and strategic challenges; and/or executive summary does not present a clear overview of the issues; main points are not outlined, or cannot be understood Demonstrates an acceptable understanding of the company’s issues, current situation, and strategic challenges; executive summary provides an adequate overview of the issues and problems; summary is missing a few minor points, but meets expectations identifies and outlines the principal problems and issues and there are isolated instances where more accurate and detailed descriptions of the problems and issues central to the topic; provides a well-focused diagnosis of strategic issues and key problems that demonstrates a sound grasp of the company’s present situation and strategic challenges; provides a thorough and effective executive summary Presents accurate and detailed descriptions of the problems and issues central to the topic; provides a well-focused diagnosis of strategic issues and key problems that demonstrates an excellent grasp of the company’s present situation and strategic challenges; descriptions are compelling and insightful; provides a thorough and effective executive summary As for Level 4, but the analysis is insightful to an extent that it would provide real assistance to the leadership of the organisation. LO 5 Stakeholder Perspectives 10 Marks Analyse and discuss various dynamic processes such as power, politics, conflict, decision making and change within an organisation Does not identify or explain the perspectives of any stakeholders, or explanation is flawed in many respects; fails to recognize any differences between the interests of the various stakeholders With a few minor exceptions, adequately identifies and summarizes the perspectives of the principal stakeholders; outlines some conflicts of interest between company stakeholders Adequately and insightful, identifies and summarises the perspectives of the principal stakeholders; outlines some conflicts of interest between company stakeholders Clearly and accurately describes the unique perspectives of multiple key stakeholders; demonstrates insightful analysis of strategic tensions or conflicts of interest between the stakeholders Shows a level of understanding that would enable the student to practically negotiate and resolve stakeholder interests and the issues that arise. LO 1 Connections to Theoretical and Empirical Research 5 Marks Examine managerial roles and behaviour in terms of employee motivation, leadership, societal Makes little or no connection between the issues and problems and relevant theoretical and empirical research, or the connections identified are weak or inaccurate in many respects Identifies and outlines connections between some of the issues and problems and relevant theoretical and empirical research; the connections identified are adequately elucidated Identifies and outlines connections between a range of the issues and problems and relevant theoretical and empirical research; the connections identified are adequately elucidated Makes appropriate, insightful, and powerful connections between the issues and problems and relevant theory and empirical data; effectively integrates multiple sources of knowledge with topic information Makes outstanding, insightful, and powerful connections between the issues and problems and relevant theory and empirical data; integrates these insights into a coherent structure; effectively integrates multiple 10 and organisational culture and their impact on organisational performance sources of knowledge with topic information LO 5 Action Plans 5 Marks considers sustainability for not for profit organisation Has difficulty identifying appropriate sustainability alternatives; few if any alternatives are presented, infeasible actions are proposed, action plans are not supported, or actions do not address the key issues and problems Outlines and summarizes some alternative courses of action to deal sustainability in most instances, proposed action plans are outlined, are feasible, and based on relatively sound theory and evidence Effectively weighs and assesses a variety of alternative actions that address the multiple issues central; proposes detailed plans of action; action plans are realistic and contain thorough and well-reasoned justifications for sustainability Provides an action plan which is realistic, coherent and practical and is based upon the analysis and evaluation. Sustainability understood Provides an action plan which is credible, flows naturally from the implications of the analysis and could be implemented in a given organisation with good prospects for success. Sustainability alternatives reflects good understanding. 11 WORK READY SKILLS - SUGGESTED FORMAT ACTION PLAN reflecting LO4 Work Ready Skills Action Plan H-------------------------L Your perspective Seek feedback Short Term Plan (8 weeks) Long Term Plan (2 years) Communication … that contributes to productive and harmonious relations across employees and customers Team work … that contributes to productive working relationships and outcomes Problem solving … that contributes to productive outcomes Initiative and enterprise … that contribute to innovative outcomes Planning and Organising … that contributes to long and short term strategic planning Self-Management … that contributes to employee satisfaction and growth Learning … that contributes to ongoing improvement and expansion in Employee and company operations and outcomes Technology That contributes to effective execution of tasks 12 Work Ready Skills Action Plan RUBRIC 30% PETER FABER SCHOOL OF BUSINESS BIPX 202 APPENDIX B LO Marking criteria LO 4 5 4 3 2 1 4 Identify the skill perspective from own viewpoint (5 Marks) Fully aware of own skill level achieved Aware of own skill level achieved Some awareness of own skill level Weak awareness of own skill level Unaware of own skill level 4 Determination to develop skill or identify how you developed the skill (5 Marks) Clear goal to improve all skills or how skill systematically developed 3 sources integrated in systematic way. Goals developed to improve most skills or how some skills were developed 3 sources integrated in systematic way Some goals developed to improve some skills 2 sources integrated in systematic way Few goals developed to improve skills 1 sources integrated in a systematic way No goals developed to improve skills 0 sources integrated in a systematic way 3 Demonstrate an understanding of how effective management skills are essential to good management (5 Marks) Theory used in insightful way to justify demonstration PX 202 Very good recommendations made, and used theory systematically to justify demonstration Good recommendations made, results / may not have linked back systematically to relevant theory Some recommendations made / not well linked to the results of the evaluation or relevant theory No recommendations made / no justification 4 Depth of self-reflection (5marks) Self-awareness evident in self-analysis Some evidence of self- awareness in self-analysis Considered some evidence Student has surface understanding of self needs Considered a few examples of self-analysis but seemed unable to identify skill needs Poor reflection. No self- awareness evident. Poor identification of skill needs 4 Anticipated success with development plan or Clear understanding of what aspects have contributed to this development (5 marks) Positive outcome expected from information provided and change plan stated Or clear understanding of how skills developed Positive outcome expected from information provided or Good understanding of how skills developed Outcome could be fraught with problems Or No evidence of development of skill Outcome would not ensure positive change in culture Or Self-awareness is shallow Disastrous outcome predicted Or No consciousness of self 3 Harvard referencing Sources Written Professionalism Style, Spelling, Structure,12 point, double spaced, Ariel/Times New Roman (5 marks) Harvard used well in in-text citation Reference list accurate 3 business sources Professional writing Most References Harvard and in-text citation reasonable Reference list accurate >3 references Professional writing Poor in text-citation Some use of Harvard Reference list inaccurate >2 references Professional writing Lacking in-text citation Poor use of Harvard Reference list poor <1 reference Professional writing No Harvard referencing Some in-text-referencing Reference list missing or very poor <0 references Professional writing . 13 APPENDIX C Rubric – Reflective Essay (40%) Placement - Reflective Essay 0/1 2 3 4 5 LO 5 Depth of reflection Evidence of experience and learning opportunities (8 marks) Writing demonstrates lack of reflection on own experience or social entrepreneurship in general. Learning experience not evident. Writing demonstrates minimal reflection on own experience or social entrepreneurship in general. Limited learning experience. Writing demonstrates a general reflection on own performance including some supporting details and examples. Some learning experience Writing demonstrates an in- depth reflection on own experience including general supporting details and examples. Evidence of learning and understanding of social entrepreneurship. Writing demonstrates excellent in-depth reflection on own experience including specific supporting details and examples. Evidence of learning and understanding of social entrepreneurship LO 2 Required components link to theory understanding of social entrepreneurship mission SWOT (8 marks) Writing does not include the required components of the selected topic. No examples provided Writing includes the a few components of the selected topic. One example provided Writing includes the required components of the selected topic. A few examples provided Writing includes the required components of theory and understanding and application of social entrepreneurship mission. Some examples provided Writing includes developed understanding of theory and mission requirements of social entrepreneurships. Many examples provided LO 2 Quality of Information Depth and accuracy of information provided. Evidence of research (8 marks) Information has little to do with the main topic. Vague and unconvincing. No evidence of research <2 refs Information clearly relates to the main topic. Unconvincing and shallow. No details and/or examples or research are given. <3 refs Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples of evidence and research. evidence shallow. <4 references Information clearly relates to the main topic. It includes several supporting details and/or examples. Evidence shows depth and accuracy. 4 references Information clearly relates to the main topic. Well- rounded research and depth of information. It includes several supporting details and/or examples. 4 refs LO 3 Structure & Organization (8 marks) Writing unclear, disorganized. Thoughts make little to no sense. Harvard referencing not evident Writing is unclear, and thoughts are not well organized. Thoughts are not expressed in a logical manner. Some Harvard referencing Writing is mostly clear, concise, and organized with the use of excellent sentence/paragraph structure. Thoughts are expressed in a logical manner. Some errors in Harvard referencing Writing is clear, concise, and well organized with the use of excellent sentence/paragraph structure. Thoughts are expressed in a logical manner. Sound use of Harvard referencing Writing is clear, concise, and well organized with the use of excellent sentence/paragraph structure. Thoughts are expressed in a logical manner. excellent use of Harvard referencing LO 3,4 Evidence Evidence of reflection on own performance and challenges and examples of outstanding skills (8 marks) No evidence of reflection No evidence of learning No example Some evidence of reflection Some evidence of learning Part example Sound evidence of reflection on experience and challenges faced Learning plan linked to reflection considered Weak examples Specific evidence of reflection on experience and challenges faced Learning plan provided linking reflection to learning and future development Strong examples Evidence of reflection on experience and challenges faced. Detailed learning plan ideas provided linking Reflection to learning and future development Very strong examples 14