Session/artefact to be observed/reviewed: Finding Career Direction (recorded session)
Size of student group: 50 live additional 12 from recording data
Observer: Dr. Kwame Baah
Observee: Jacqui Rudd
Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.
Part One
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
- This session is for all students across UAL in the extra-curricular context, supporting students at the start of the academic year to explore employability.
How long have you been working with this group and in what capacity?
- I support all students across UAL since I started at UAL November 2021.
What are the intended or expected learning outcomes?
- Creating an opportunity for more flexible mindset and approach to careers and ditch conventional career rules
- Identify some core values which will help guide their career direction and decisions
- Gain a better understanding of their skills and what skills interest them to pursue further and their skill development zone
- Combine values, purpose, skills and interests into a perfect workday to Identify some career goals
- Get ideas of how to test and prototype possible career routes, jobs and industries and build evidence of skills in action
- Consider how to communicate their career narrative and create a story for interviews and articulate them on different platforms
What are the anticipated outputs (anything students will make/do)?
- Gain a list of their 5 core values
- Understand 3 of their values in context
- Map out a list of their skills
- Identify some skills for development
- Leave with a draft perfect workday
Are there potential difficulties or specific areas of concern?
- Attendees range from undergrad students to alumni with years of experience and all could be from 100 different courses at UAL, so the session exercises have to be adaptable and flexible to many peoples contexts
- Online session with lots of reflective exercises, I worry students brains will switch off
How will students be informed of the observation/review?
- Online recording so no need
What would you particularly like feedback on?
- If they felt the sessions exercises were engaging enough for an online session
- If my teaching is clear and easy to understand
- If the session was practical enough or too reflective
How will feedback be exchanged?
- Written with a follow-up informal video call conversation would be ideal
Part Two
Observer to note down observations, suggestions and questions:
I thoroughly enjoyed your informative career guidance workshop, which proved to be highly beneficial for participants seeking a new or changed career. It is common for individuals to overlook evaluating their objectives when transitioning between jobs or seeking a new one. The dynamic and engaging nature of your workshop was truly captivating. The structured approach you implemented allowed participants to explore their goals from various perspectives. Your process was methodical and encouraged critical thinking, resulting in a clear comprehension of personal goals. The use of practical examples further facilitated clear thinking throughout the session. Your presentation of realistic and supportive outcomes was consistent and effective. Having clear examples of someone’s pathway through employment can often be a very support tangible way of perceiving pathways.
While it would have been beneficial to have face-to-face interaction with participants, the video presentation provided a comprehensive overview of the in-person session. Despite not following a traditional teaching format, the workshop offers individuals the chance to enhance their self-awareness and carefully consider their career aspirations.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
The observer’s feedback on my employability workshop was very positive. I’m thrilled they found it informative, beneficial, and engaging, especially for a diverse audience. Their comments about the session’s structure, practical examples, and encouragement of critical thinking align perfectly with the intended learning outcomes.
The feedback highlights the success of the dynamic and reflective exercises, fostering self-awareness and career exploration, even in an online format. While face-to-face interaction would be ideal, the observer acknowledges the workshop’s effectiveness despite this limitation.
Based on the feedback, I’ll focus on maintaining these strengths. However, I’ll also consider enhancing online engagement and continue to refine the workshop, ensuring it remains adaptable, practical, and fosters critical thinking in a dynamic online environment.