Heritage Education and Interpretation - Dissertation Example

Gallery Studies Heritage Education and Interpretation Museum Studies PLACEMENT WORKBOOK Host CONTENTS LEARNING TASKS Introduction Copy of Assessment Details Suggested Timescale Detail of Key Skills Assignment 1 Task 1 - Personal Skills Audit Task 2 - Daily Journals Task 3 - Learning Logs Task 4 - CHNTO Skills List Introduction This workbook contains your assessed work. We have structured the activities to take no more than 25 minutes per day, with the exception of Assignment 2. With care and a little planning you should be able to complete all the tasks by the end of you placement. Both Assignments 1& 2 should be word-processed. Assessment Details Remember all parts of the Assessment are compulsory. Suggested Timescale Before Placement. Complete Task 1 - Skills Audit. During First Week. (w/c 1st May 2006) Contact Niesha Nicholson to confirm your placement details. Complete 5 Daily Journal Sheets, one for each day. Complete CHNTO skills list. During Second Week. (w/c 8th May 2006) Complete 5 Daily Journal Sheets, one for each day. Complete 1 Learning Log Sheet. Complete CHNTO skills list. During Third Week. (w/c 15th May 2006) Complete 5 Daily Journal Sheets, one for each day. Complete CHNTO skills list. During Fourth Week. (w/c 22rd May 2006) Complete 5 Daily Journal Sheets, one for each day. Complete 1 Learning Log Sheet. Complete CHNTO skills list. During Fifth Week. (w/c 29th May 2006) Placement Co-ordinator to make contact. Complete 5 Daily Journal Sheets, one for each day. Complete CHNTO skills list. During Sixth Week. (w/c 5th June 2006) Complete 5 Daily Journal Sheets, one for each day. Complete 1 Learning Log Sheet. Complete CHNTO skills list. During Seventh Week (w/c 12th June 2006) Complete 5 Daily Journal Sheets, one for each day. Complete CHNTO skills list. During Eighth Week. (w/c 19th June 2006) Complete 5 Daily Journal Sheets, one for each day. Complete 1 Learning Log Sheet. Complete CHNTO skills list. Assignment 1 Task 1 - Personal Skills Audit This exercise is designed to help you evaluate your current skills and abilities in relation to the key skills employers look for in recruits. You must complete this audit before going on to your placement. You can then look for development opportunities during your work experience. Please answer all the questions by ticking one of the boxes. Do not spend too long thinking about the answers, if you do not know if the question applies to you then tick 'don't know'. The audit should take no more than 15 minutes. You are examining your skills as they are now, not trying to tick every Yes box. There are no right or wrong answers. Remember - you are postgraduates, some of these skills will already be familiar to you! Personal Skills Audit Yes No Don't Know 1. As part of your course are you required to write a number of different written documents, essays, reports, etc. X 2. Do you make a point of listening attentively and seeking to understand what other people say X 3. Have you recently given a presentation to more than five people X 4. Have you recently worked with others, as part of a team, towards a goal or to complete a task X 5. Do you consistently meet and/or exceed targets (i.e. deadlines) X 6. Do you enjoy the challenge of solving problems X 7. Do you regularly analyse your performance and try to learn from it X 8. Do you identify ways of improving you own performance X 9. Are you familiar with the functions of a calculator and confident in applying them X 10. Are you able to use the different software packages available on the University PC clusters (Word, Excel, etc.) X 11. When writing an essay do you always prepare and work to an outline plan or structure X 12. Can you quickly establish a rapport with someone you've never met before X 13. Do you use a range of visual aids when giving a presentation, e.g. OHP's, flip chart, PowerPoint X 14. Have you made a substantial contribution to the planning and co-ordination of a group's work X 15. Do you plan ahead and work to a schedule to meet deadlines X 16. Can you think of occasions when you have assimilated, analysed and evaluated large amounts of complex information X 17. Are you able to make sound decisions quickly X 18. Do you tend to reflect upon past experiences and re-apply the lessons learnt to new situations X 19. As part of your course are you required to handle statistical data X 20. Have your received formal training or guidance on how to make the most effective use of the available computer resources X 21. Do you regularly write concise reports, summarising events or situations X 22. Can you give feedback if asked X 23. Are you able to capture the attention of an audience when you're giving a presentation X 24. Do you make a conscious effort to understand how other people's ideas and opinions can enhance the team effort X 25. Do you prioritise your work successfully X 26. Do you try new ways of approaching problems, such as brainstorming, mind mapping X 27. Do you set yourself challenging, yet achievable goals and targets X 28. Do you respond readily to changing situations and priorities X 29. Can you accurately interpret numerical data presented in a graphical form (e.g. Histograms, pie charts) X 30. Do you word-process most of your submitted work X 31. Do you adapt what you write to the needs of the people who will read it X 32. Are you able to explain a point of view verbally, in a way that is readily understandable by others X 33. Have you accessed information on, or received training in making effective presentations X 34. Do you actively recognise and respect the values and attitudes of other team members X 35. Have you ever been responsible for scheduling the workload of others X 36. Are you required as part of your course to apply theoretical knowledge to practical situations X 37. Do you pursue activities outside of your degree course in order to enhance your personal development X 38. Can you initiate change successfully X 39. Do you manage your own financial affairs competently 40. Do you regularly use e-mail X 41. Do you always check your written documents carefully for grammar and spelling mistakes X 42. Have you recently negotiated with a group of people to reach a mutually agreeable decision about an important issue X 43. Do you feel confident and competent in giving presentations to a variety of audiences X 44. Do you have any recent experiences of motivating, directing and leading others X 45. Can you effectively handle a range of activities simultaneously to meet deadlines X 46. Do you actively assess the consequences of different course of action X 47. Do you normally perform to a standard beyond that which is demanded of you X 48. Do you manage stress to remain effective when under pressure X 49. Did you gain GCSE maths grade B or higher or the equivalent X 50. Do you use IT to gather information e.g. The Internet, databases X Each question relates to one of the key skills. To analyse the answers to your questions - tick those questions you answered yes to in the boxes below. Key (transferable) Skill Question Score Written Communication 1 X 11 X 21 X 31 X 41 X Interpersonal Communication 2 X 12 X 22 X 32 X 42 X Oral Presentation 3 X 13 X 23 33 X 43 X Teamwork 4 X 14 X 24 X 34 X 44 X Planning and organising 5 X 15 X 25 X 35 X 45 X Problem Solving 6 X 16 X 26 X 36 X 46 X Initiative 7 X 17 X 27 X 37 X 47 Adaptability 8 X 18 X 28 X 38 X 48 X Numeracy 9 X 19 X 29 39 X 49 X Computer Literacy 10 X 20 X 30 X 40 X 50 X Identifying areas for development Examine your scoring of the audit. Which skills do you feel need to be developed Even your strengths can be built upon. Remember - This is your assessment of the skills you want to develop. Whilst they form part of the assessment there are no right and wrong answers. Choose 3 of the skills from the audit that you would like to develop. In conjunction with your placement mentor, try to identify potential opportunities on your placement that you could use to build you skills. Now complete the action plan Oral presentation Initiative Numeracy Action plan for Development of Key Skills. Action planning is an important part of producing the evidence for CPD. Although a very simple tool, in reality little more than a "to do" list, it provides a record of how you work through your development. Example Date: Monday 11 April 2006 Placement: Somewhereshire Museums Service Skill Area to develop. Written Communication What I will do: Check all of my written documents to ensure they make sense and don't waffle. When: All of the time. Skill Area to develop. Teamwork What I will do: 1. Observe the working of the Interpretation Team. 2. Identify which roles are present. 3. Try to fill any missing roles myself. When: At weekly team meetings. Skill Area to develop. Oral Presentation What I will do: Look for an opportunity to make a presentation. Prepare properly for the presentation. Arrange for someone to give me feedback afterwards. When: During the first two weeks of my placement. Action plan for Development of Key Skills Skill Area to develop. Initiative What I will do: 1. Regularly analyse my current standing in the workplace in terms of learning and performance criteria. Will take care of little things like being punctual, dressing smartly, and always wearing a smile on face even under demanding work pressure, to demonstrate my professional attitude. 2. Try to offer good ideas connected with improving service offered by my host institution. Develop lateral thinking capability, out-of-the-box solutions. Take responsibility to lead new proposals. When: All of the time, esp. during weekly team meetings Skill Area to develop. Interpersonal communication What I will do: 1. Plan, build and participate in as many team building courses to maximise interaction with staff members and colleagues. 2. Learn nuances of local language (Arabic) to facilitate cross-cultural understandings, and an amiable body of friends. When: All of the time. Skill Area to develop. Numeracy What I will do: Since at present, I doubt my confidence vis--vis interpreting numerical data from histograms, etc. I will try to develop interactions with colleagues to solve this deficiency in skill areas, and gradually endeavour to achieve a high degree of comfort. When: Mainly during my spare time; after office. In case of doubt during everyday problems, I won't hesitate consulting appropriate people. Task 2 - Daily Journal Sheets As part of the assessment you must complete a daily journal of your time on placement. The format is as follows: A Daily Journal of what you did - less than 100 words per day. The journal is meant to be a brief record of what you did on your placement. You will be able to use it in the future if you need evidence for a competency-based qualification or as a portfolio for an application for a job. It will also remind us of your experience when it comes to writing references. 100 words per day is more than enough. Mention meetings attended, work completed, work in progress, visits, groups worked with, and so on. You can add evidence to back up your journal, for example things like information given out to answer queries, adding photos, examples of groups work, evaluations, booking forms. EXAMPLE Daily Journal Sheet. DAY 13 Date: Monday 11 April 2006 Morning: Opened post, and then replied to the general enquiries about the collection and forthcoming exhibitions at the museum from the general public (1 Hour). Researching background information for interpretive plan for roman fort (2 hours). Observing meeting - Internet Working Party: Requested to take minutes. I also contributed to the discussion on accessibility of the website using the ideas formed in the C & I module of the course (45 mins). Afternoon: Assisting running activity for local primary school: I shadowed the Education Officer of the Museum whilst she gave a general introduction to Fossilised Dinosaur Eggs and the students then completed a worksheet on the fossils in the collection. This was really very interesting and will inform my scheduled session next week with a different school group. I learnt a lot about maintaining a group's interest through using interactive aids. (2 Hours) Sorting out returned boxes from loans collection (1 Hour). Works on the accession register with the documentation assistant. This was useful and provided me with an opportunity to ask questions about the structure of some of the existing databases within the museum (45 mins). Daily Journal Sheet. Day 1 Date: Wednesday 11 May 2006 Morning: Conducted field trips around the museum to get first-hand information on general trivia about the museum, and in a whole, Omani culture and tradition. Was assisted in my learning initiative by members of the museum staff, with whom I was able to establish a good rapport, within seconds of knowing them. On my first day itself, I was able to make out that the Bait Al Zubair staff function as a collective unit, and have an exemplary tradition in disseminating knowledge about Omani culture to museum visitors. The work culture of the museum revolves greatly around providing the best-possible service to visitors. I was, thus, first hand introduced into the ways of behaving in corporate life. I picked up the rudimentary basics of Arabic, e.g. Greetings, thanks to some great friends I made here. There was one Sarah White, from England, who was working as supervisor in that museum, and for the remaining period, would serve also as my philosopher and guide in many ways. (3 hours) Afternoon: After lunch, I attended my first "real" meeting in corporate life. Basically, it was a meeting arranged for the museum staff to gain knowledge and insight into a new electronic security system that was being planned. We basically, sat through 2 hours of a presentation where we observed the functioning of the "trapdoor mechanism" to be installed. Experts discussed training measures for museum staff, in relation to this new technology. Also presented were some statistics on museum theft, conventional lapses in security measures, and some guidelines on prevention of these security lapses due to museum staff, were discussed. This was an opportunity for me to share my ideas on "preventive" security systems present in European museums, like those we have in London. Daily Journal Sheet. Day 2 Date: Tuesday 12 May 2006 Morning: To continue with my learning mission, I proactively began my quest to familiarise myself more with the norms and guidelines followed by the museum staff of Bait Al Zubair. I was extremely eager to be accepted as a part of the community of people surrounding me; there was still this perception among colleagues that I was a foreigner and a "guest" so I need not be burdened with everyday affairs, a divide that I was anxious to bridge. I spent my entire day in the library, reading online "resources" about the Museum. During lunch, I asked curious questions to an ever-obliging group of friends, about the history and tradition of Oman. From what I gathered upon my curiosity, here are a few points worth observing: Muscat, in Oman, has always been a synthesis point for international commerce. As a result, the museum exemplifies this tradition by housing some of the rarest collection of antiques from all over the Sultanate. The main artefacts being: weaponry, jewellery, traditional costumes, maps and other prints, etc. Also present are recreated urban and rural landscapes depicting the milieu of Oman, and also multi-purpose exhibition galleries. The museum plays a leading role in community development initiatives to provide education opportunities to schools, colleges and universities. It also runs work experience programmes for those who want to make "museums" their career. Afternoon: It was another round of meeting. This time it focused on a management development initiative concerning the implementation of IT in a new building acquired by the museum; mainly a web-enabled user interface guide to deal with immediate requirement of visitor enquiries. All team present marvelled at the unique holograph model of the system. It was a pleasant sight to behold, just like another museum artefact. (2 hours) Daily Journal Sheet. Day 3 Date: Thursday 14 May 2006 Morning: By far, this turned out to like a day of reckoning. I had earlier educated myself about various facts regarding Omani culture and Middle-Eastern traditions. Today, I participated in an orientation programme related to the BAZ way of life. Following are some organisational principles: Working efficiently, effectively and in a team always to achieve better results. Learning from others, gaining experience, learning to be flexible, promoting change. Museum staff are expected to always achieve the 3 E's as mentioned below: Exceed visitor expectations, Enhance the museum reputation, and Excel at everything they can do. Museum staff are expected to uniformly understand Management-proposed telephone etiquette: 1. Answering within 4 rings 2. Taking full names 3. Being attentive and 4. Volunteer for help Afternoon: After lunch, I met Sabah Zawahiri, a renowned interior designer for the purpose of renovating Museum Gift Shop and Library. The Baz library is one of the largest in Oman, and it was indeed a big opportunity for me to skim through innovative designs on dcor, furniture, panels, and even computers. (2 hours) Daily Journal Sheet. Day 4 Date: Saturday 16 May 2006 Morning: Today, I participated in my first compulsory Staff and Management weekly meeting concerning the review of everyday museum affairs, new proposals, etc. The meeting is presided over by members of HR, Management and all the staff. (8-30 AM to 10 AM) I spent my remaining morning in the library, continuing to familiarise myself with the artefacts collection housed in the museum, and also correlating them with aspects of Oman's cultural heritage. I will focus more on this knowledge domain in Task-3. In the afternoon, I was going to have a meeting with an expert of the museum, and I needed to prepare myself well. (3 hours) Afternoon: Clews Everard, the woman connected with Zubair Corp. was the final word on museum improvement techniques. It was a great pleasure to hear out her outstanding views on several aspects of museum research. Being a new member of my team, I didn't expect to contribute much upon this, but this interaction helped lay the foundation of ideas, which I used later, in my remaining work experience most importantly, around the website design proposal which I made in a subsequent presentation here. (2 hours). Daily Journal Sheet. Day 5 Date: Monday 18 May 2006 Morning: Today, the Management informed me about my task in assisting the interview of a French fashion designer who was deeply inspired by nuances of Omani culture. Imagine me, a foreigner from another country, expected to play host to this event. I decided to prepare myself well. In a very short time, I was able to establish rapport with highly dependable friends among the museum staff. This, combined with continuous periods of stay in the library, had sufficiently expanded my breadth of knowledge on Baz museum, as well as distinct Omani culture. Afternoon: I had a lengthy tte--tte with the French fashion designer on our common European perspective as regards Omani clothing tradition dating right from the 14th century, and his specific taste on its potential impact in the fashion industry. I undertook a museum guided tour with the person, and thus, was able to showcase the museum collection to him. An astute designer, he took massive notes on his observations, and also took permission to photograph some of the artefacts on display. (2 hours). Daily Journal Sheet. Day 6 Date: Tuesday 19 May 2006 Morning: It was on this morning that I undertook a sample tour of the museum wing's new building, where we had before concentrated our energies on the flagship IT-implementation proposal predicted earlier. The objective was to learn the structuring and arrangement of museum panels to guide the aesthetic portion of museum's learning. (3 hours) Afternoon: After lunch, I had a brief discussion with Sarah White where she extensively probed into getting my feedback on the present day's activities, and overall Zubair museum experience, in general. (2 hours) Daily Journal Sheet. Day 7 Date: Any "sample" date Morning: It was a golden moment for me, when I was given an opportunity to demonstrate my technical acumen in helping my museum team interpret some rare specimens of Omani culture; maps and printed matter dating from the 14th century. I took a very professional interest in my job, and was thus, able to develop connections between art history, symbology, religious symbols and other allied areas in a Da-Vinci like quest to perform a detailed report that was personally speaking, immensely satisfying. Later on, my hard work was well-appreciated by Management and museum staff. It was a turnaround moment, really. Afternoon: Daily Journal Sheet. Day 8 Date: Saturday 30 May 2006 Morning: I had earlier written about my interactions with Sarah White. Under her tutelage, it was now time for me to participate in a unique, team-building course organised by members of the Baz museum. The objective was to bridge the remaining divide for me as a new member of the team here. It was a unique, 2-day interactive workshop that gave us a clear sign of confidence in relation to dealing with the Baz way of life. Afternoon: Daily Journal Sheet. Day 9 Date: Morning: Afternoon: Daily Journal Sheet. Day 10 Date: Morning: Afternoon: Daily Journal Sheet. Day 11 Date: Morning: Afternoon: Daily Journal Sheet. Day 12 Date: Morning: Afternoon: Daily Journal Sheet. Day 13 Date: Morning: Afternoon: Daily Journal Sheet. Day 14 Date: Morning: Afternoon: Daily Journal Sheet. Day 15 Date: Morning: Afternoon: Daily Journal Sheet. Day 16 Date: Morning: Afternoon: Daily Journal Sheet. Day 17 Date: Morning: Afternoon: Daily Journal Sheet. DAY 18 Date: Morning: Afternoon: Daily Journal Sheet. DAY 19 Date: Morning: Afternoon: Daily Journal Sheet. DAY 20 Date: Morning: Afternoon: Daily Journal Sheet. DAY 21 Date: Morning: Afternoon: Daily Journal Sheet. DAY 22 Date: Morning: Afternoon: Daily Journal Sheet. DAY 23 Date: Morning: Afternoon: Daily Journal Sheet. DAY 24 Date: Morning: Afternoon: Daily Journal Sheet. DAY 25 Date: Morning: Afternoon: Daily Journal Sheet. DAY 26 Date: Morning: Afternoon: Daily Journal Sheet. DAY 27 Date: Morning: Afternoon: Daily Journal Sheet. DAY 28 Date: Morning: Afternoon: Daily Journal Sheet. DAY 29 Date: Morning: Afternoon: Daily Journal Sheet. DAY 30 Date: Morning: Afternoon: Daily Journal Sheet. DAY 31 Date: Morning: Afternoon: Daily Journal Sheet. DAY 32 Date: Morning: Afternoon: Daily Journal Sheet. DAY 33 Date: Morning: Afternoon: Daily Journal Sheet. DAY 34 Date: Morning: Afternoon: Daily Journal Sheet. DAY 35 Date: Morning: Afternoon: Daily Journal Sheet. DAY 36 Date: Morning: Afternoon: Daily Journal Sheet. DAY 37 Date: Morning: Afternoon: Daily Journal Sheet. DAY 38 Date: Morning: Afternoon: Daily Journal Sheet. DAY 39 Date: Morning: Afternoon: Daily Journal Sheet. DAY 40 Date: Morning: Afternoon: Task 3 - Learning Logs We would like you to select four learning experiences, one from each alternate week of your placement. The aim of the exercise is to help you become a reflective learner. Use the ideas introduced in Part 2 of the placement handbook - "Observing Yourself at Work". The "Learning Log" sheet helps guide you through the processes outlined. Complete one sheet each alternate week, i.e. weeks 2, 4, 6, and 8. EXAMPLE Learning Log Sheet. Name: R Bayer Placement: Somewhereshire Museums Service WEEK Activity: Team development meeting Describe the context for this activity: The team would like to develop the current session plan to broaden its appeal to schools by bringing in "literacy" element to its existing Education Programme. The Curator, The Marketing Manager, The Education Officers/ Manager and I were all present. Describe your contribution to the activity. I was asked to present my views on the sessions I had observed during my visits to primary schools to those present at the meeting. I gave an informal 15 minute presentation on my thoughts, ideas and findings. This was followed by a question and answer session and a staff discussion. You may wish to note any Key Skills or CHNTO elements that apply. Oral Presentation What improvements would you make I need to prepare better, to help me handle questions. If I had remembered to bring my notes to the meeting I would not have panicked and could have responded to questions with confidence! This could also have been overcome by more thoroughly preparing for the questions section and if I had anticipated what they may ask. This had an impact on how the group perceived my ideas and led to the discussion drifting. And I left the meeting unsure if I represented the teachers I had spoken to adequately. Some of the time could have been better used: For example it was probably unnecessary to use PowerPoint, as this made the session more formal than it needed to be and the setting up of the equipment took longer than necessary. Brief summary of the important issues. I must prepare oral presentations to suit audience, situation and available time better. I need to anticipate related questions better and prepare for discussion around a topic. Staff time is important and by keeping things clear, short, simple and concise, the changes to the programme could have been much more developed by this stage. Learning Log Sheet. WEEK 2 Activity: Presentation on museum website Describe the context for this activity: I got an opportunity to make presentation on a proposed website for Baz Al Zubair museum. Describe your contribution to the activity. I had undergone a hectic flurry of activities prior to my presentation, mainly I had been busy completing my research on the museum a week earlier, through spending time at library, and by consultation with friends and colleagues. My presentation dealt with defining more user-friendly experiences for museum visitors, so that their positive feedback simply furthers the museum's mission values to impart learning values on Omani culture and tradition. I discussed concrete methods and techniques to attract more Internet traffic to museum website. Overall, it was a highly satisfying experience for me. I had worked really hard, and the audience comprising mainly of museum staff and Admin had received it well. It was a very encouraging presentation. You may wish to note any Key Skills or CHNTO elements that apply. Interpersonal communication, planning and organising What improvements would you make Same as discussed earlier. I realise I had severe shortcomings on being able to handle questions, and was facing difficulty answering questions on "financial viability" of a website. I did try to justify my stand by insisting that a good website costs only $500 to initialise, and about $100 on recurring costs compared to a Yellow Pages Directory entry, which costs $1000 or higher. And, you can advertise yourself a lot better. Brief summary of the important issues. 1. Importance of museum website 2. I must prepare oral presentations to suit audience, situation and available time better. 3. Confidence is vital to success. Learning Log Sheet. WEEK 4 Activity: Team building exercise Describe the context for this activity: An event organised by Baz Committee under Sarah White to inculcate values precious to Zubair museum trust. It was a 2-day interactive workshop, through which we fostered a better understanding of issues prevalent at that time, at the museum. Describe your contribution to the activity. I provided some innovative suggestions regarding increasing museum funds, e.g. running courses for others, providing attractive products at the gift shop, renting space for exhibitions and product demos, marketing, websites, etc. In addition, I made it a point to hear out the others' views patiently. We had plentiful healthy, round-of-activities, fun-sessions etc. This made different ideas easier to absorb for a disparate people. You may wish to note any Key Skills or CHNTO elements that apply. Problem-solving, team-work and initiative What improvements would you make I need better coping skills when dealing with differing opinions of people, esp. hostile ones. Brief summary of the important issues. 1. Learning the importance of "teams". 2 Code of conduct, etiquette and other details in such workshops. Learning Log Sheet. WEEK 6 Activity: Describe the context for this activity: Describe your contribution to the activity. You may wish to note any Key Skills or CHNTO elements that apply. What improvements would you make Brief summary of the important issues. Learning Log Sheet. WEEK 8 Activity: Describe the context for this activity: Describe your contribution to the activity. You may wish to note any Key Skills or CHNTO elements that apply. What improvements would you make Brief summary of the important issues. Task 4 - CHNTO Skills List Explanation CHNTO have produced standards for all jobs in the Cultural Heritage sector. Rather than produce a list of job descriptions each with a set of skills, they have published a set of skill standards grouped around the main functions of all jobs in the sector. These standards have been based on the ability to actually do the job and are assessed from evidence provided by the candidate on their actual performance in their workplace. Previous qualifications can be recognised, but will only be accepted as evidence if they show a practical component and prove "current competency". Simplistically speaking: Area A deals with information gathering. Area B deals with systems and procedures. Area C deals with collections. Area D deals with exhibitions. Area E deals with conservation of items. Area F deals with interpretation. Area G deals with the individuals' contribution to the organisation. Area H deals with strategic issues. (No I) Area J deals with management activities. Area K deals with health and safety No job will involve all of these areas. Most will involve parts of some areas. Each area is divided into units and each unit is divided into specific skill elements. These standards can then be fitted to the job or the qualification. For example: Area F is about interpretation. Unit F7 is titled "Plan and Deliver an interpretative activity." Element F7.3 is "Develop information materials to support an interpretative activity". Result - materials developed On pages 58-61 you will find the CHNTO skills list. At the end of each week you should reflect on your activities in the work place and tick the appropriate boxes. You will certainly not tick each box during the course of your placement, and you may tick some boxes more than once. CHNTO SKILLS LIST - to be completed at the end of each week. WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 Unit A3 Obtain and assess information. X X X X X X X X Element A3.1 Obtain information to achieve work objectives. X X X X X X X X Element A3.2 Assess information to achieve work objectives. X X X X X X X X Element A3.3 Report results. X Unit A4 Identify and describe items. X X X X X X X X Element A4.1 Provide a description of an item. X X X X X X X X Element A4.2 Identify and item to determine its features and significance. X X X X X X X X Unit B3 Document Items. X X Element B3.1 Apply documentation procedures. X X Element B3.2 Assign and attach an accession number to an item. X Unit C4 Prepare for the accommodation of items. Element C4.1 Identify the accommodation requirements of items. Element C4.2 Organise the preparation of facilities to accommodate items. Unit D1 Provide technical support for the accommodation of items. Element D1.1 Prepare a location for the accommodation of items. Element D1.2 Construct and assemble mountings and display components for items. Element D1.3 Install items in new locations. Unit D2 Build exhibitions. Element D2.1 Ensure the exhibition meets the needs of all users. Element D2.2 Prepare sites and resources for an exhibiton. Element D2.3 Position items and imformation within an exhibtion. Unit D3 Organise the transfer of items. Element D3.1 Organise the movement of items Element D3.2 Monitor the installation of items within a new location. Unit D4 Establish handling guideline for items. Element D4.1 Identify the handling requirements for an item. Element D4.2 Produce handling guidelines for an item. Unit E1 Assess items. Element E1.1 Collect information about an item. Element E1.2 Assess condition and possible risks to an item. Unit E2 Implement routine interventive conservation procedures. Element E2.1 Apply routine stablisation. Element E2.2 Implement routine cleaning and repair. Unit E3 Apply preventive care procedures to items. Element E3.1 Control the environment to preserve and protect an item. Element E3.2 Monitor and modify the environmental and the condition of an item. Unit F7 Plan and deliver interpretational activities. Element F7.1 Plan the use of resources. Element F7.2 Deliver and evaluate an interpretive activity. Element F7.3 Develop information materials to support an interpretive activity. Unit F8 Support learning. X X X X X X X X Element F8. 1 Deliver an activity, which supports learning objectives. X X X X X X X X Element F8.2 Provide opportunities to explore ideas. X X X X X X X X Unit F9 Provide guided tours for visitors. X X X X X X X X Element F9.1 Prepare guided tours for visitors. X X X X X X X X Element F9.2 Deliver guided tours for visitors. X X X X X X X X Unit G1 Provide information and advice. X X X X X X X X Element G1.1 provide information and advice to specialists. X X X X X X X X Element G1.2 Provide information and advice to enquirers. X X X X X X X X Unit G4 Contribute to the care, use and understanding of cultural heritage. X X X X X X X X Element G4.1 Develop an interest in the cultural heritage and maintain one's own competence. X X X X X X X X Element G4.2 Sustain working relationships with colleagues in the organisation. X X X X X X X X Element G4.3 Care for items. X X X X X X X X Unit H5 Plan and monitor projects to deliver organisational requirements. X X X Element H5.1 Plan the use of resources to implement a project. X X X Element H5.2 Allocate objectives to people. X X X Element H5.3 Monitor and maintain the progress of a project. X X X Unit J8 Lead the work of teams and individuals to achieve their objectives. Element J8.1 Plan the work of teams and individuals. Element J8.2 Assess the work of teams and individuals. Element J8.3 Provide feedback to teams and individuals. Unit J11 Manage information for action. X X X X X X X X Element J11.1 Gather required information. X X X X X X X X Element J11.2 Inform and advise others. X X X X X X X X Element J11.3 Hold meetings. X X X Unit J14 Provide advice and support for the development and implementation of quality systems. X X Element J14.1 Provide advice and support for the assessment of processes and working environments X X Element J14.2 Provide advice and support fro the development of plans to improve quality systems. Element J14.3 Provide advice and support for the development of measurement systems. Element J14.4 Provide advice and support for the collection, analysis and documentation of information. Unit J19 Establish and Monitor a Budget in a Cultural Heritage Venue. Element J19.1 Establish a budget. Element J19.2 Monitor the budget. Unit J20 Manage media relations. Element J20.1 Establish, maintain and develop media relations. Element J20.2 Select and acquire unpaid editorial. Element J20.3 Select and acquire financial supported editorial. Unit K1 Ensure your own actions reduce risks to health and safety. X Element K1.1 Identify the hazards and evaluate the risks in your workplace. X Element K1.2 Reduce the risks to health and safety in your workplace. X Assignment 2 Your report should discuss your placement in terms of the taught modules of the programme and where appropriate the specified skills. You might like to compare the organisation's practice with the theory that you have been taught on the course. In what ways have "good text book practices" been compromised by external forces, constraints and the need for pragmatism. How does the "organisational culture" impact on its practices Does your observation of an organisation in action modify your thinking about the theory that you have learnt SUBMISSION DATE FOR ALL ASSESSED WORK IS MONDAY 10TH JULY 2006 OR TWO WEEKS AFTER THE END OF YOUR PLACEMENT (IF YOU ARE NOT STARTING ON 2nd MAY 2006). Timesheet Timekeeping is an important aspect of daily working life. Good timekeeping suggests a professional manner. Please ask your mentor to record the hours you worked throughout the placement on the timesheet below. Student's Name: Employer's Name: Job Title: Job Title: Tel. No.: Record sheet for hours worked Dates and times Hours worked Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 I confirm that . (name of student) has worked in this organisation as recorded above. Signed: .. Position: . Date: .. Read More