ARTICLE #5 | 95
A CASE OF EMBEDDING EMPLOYABILITY IN THE CURRICULUM
of experience while it is occurring). Reflective activities are based
on evidence, knowledge and experiences from all HRM modules
and students’ extra curriculum activities and experience through
engagement with various learning tools, such as mind mapping,
learning logs, and PDPs.
In particular, three key aspects of the module and its impact on
student development included:
Thinking performer, reflective practice and CPD - The first part
of the module introduces the conceptual device of the ‘thinking
performer’ that focuses on HR professionals who can both think
and reflect on the one hand, and perform and do on the other.
This requires students to come up with a series of steps that would
enable them to become thinking performers in different real life
organisational settings and circumstances. Then students are
introduced to the concept of self-development, reflective learning
and CPD. This enables students to examine their learning processes,
reflect on mistakes and successes and start becoming active and
aware learners, thus reflective practitioners in their professional
lives. Also, a CIPD representative comes and informs students about
CPD across different occupational groups and provides them with
the opportunity to complete activities on reflective writing, their
own PDPs and learning logs and to make connections with their
own CPD.
Students found this part of the module engaging and useful in
helping them clarify what it was they needed to be thinking about.
They started gaining confidence in applying what they learnt,
then continue to reflect and develop further thr