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Assignment Briefs 12-15-2022

Personal reflection on the role play and career development planning, demonstrating an understanding of the skills and knowledge which contribute toward working effectively

APPENDIX GA36a

BMSW4005 Professional Career Development

Professional Career Development Report and Role Play (interviewee and interviewer)

Programme:

CertHE Skills for the Workplace

Module:

Professional Career Development

Module code:

BMSW4005

Contribution to Overall Module

Assessment (%):

100%

Lecturer:

 

Internal Verifier:

 

Assignment Title:

Professional career development report and role play (interviewee and interviewer)

Word count (or equivalent):

10 mins role play (20 minutes for each pair) and 2000 words report

Submission deadline:

To be announced by the Assessment team

Please refer to the assessments schedule published on Students’ Hall in Moodle

Return date of provisional marks & written feedback:

After the Exam Board

Submission method:

All written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students’ submissions.)

Alternative submission method (if applicable):

Late submission of the assessment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, 0%. Only the Extenuating Circumstances Panel may approve a change to submission dates.

Academic honesty / referencing:

Academic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment.

ASSESSMENT

Assessment Component 1

☐  Written exam   ☐      Coursework  ☒      Practical

Mode of assessment

Volume

Weighting

A practical professional development exercise (such as role playing interviewee and interviewer for a role linked to their personal goals) supported with a reflective essay or equivalent

5 to 10 minutes per student for the practical exercise supported by 2,000 words individual reflection or equivalent

100%

PLEASE NOTE: Due to the current coronavirus (COVID-19) pandemic, the assessment brief for Feb 2021 term reflects the need for the entirety of the assessment to take place online.

 

Professional career development skills are very important in all industries, both to you as a graduate looking to develop yourself and help you to demonstrate to potential employers your employability.

Task 1 - Role play

Student pairs will present in online role plays (using MS Teams) facilitated by your lecturer, acting as both interviewee and interviewer for a role linked to their personal ambition (20 minutes for each pair).

Each will complete an application form based on a job description and person specification for their chosen job and exchange it with their partner who will formulate 5 questions to ask as interviewer (plus inviting the interviewee to ask any question after the 5). Each interview will last no more than 10 minutes, (20 minutes for each pair), so that each student will role play interviewer and interviewee.

Where a student is unable to find someone to pair with, the tutor will arrange it so that the student will be able to do the task. Where a student is not happy with the co-operation of their partner, they must report this to their tutor no later than 2 weeks before the presentation.

The role play of both interviewer and interviewee will be the subject of a substantial piece of reflective writing to be incorporated into Task 2 under ‘Recruitment and Selection’. It is therefore important to start making notes on the process from the beginning of the Task 1 project.

The questions asked as interviewer and the Application Form completed as applicant (interviewee) for Task 1 must be uploaded as appendices to the Task 2 Report.

Task 2 – Report (2,000 words)

Students will write a report, containing a personal reflection on the role play and career development planning, demonstrating an understanding of the skills and knowledge which contribute toward working effectively, their readiness for employment, an understanding of personal strengths and areas for further development, as well as establishing their employment goals and develop a personal action plan/development plan.

The role play of both interviewer and interviewee will be the subject of a substantial piece of reflective writing to be incorporated into Task 2 under ‘Recruitment and Selection’ where you are expected to allocate 500 words for this section within the report, and applying an appropriate reflective cycle such as Kolb or Gibbs.

Please note this is meant to be written from a personal perspective, with a focus on your own skills and skills gaps, your own career goals and your own experience. However, references to relevant external literature are also required.

Please note: at the end of the module, the marks from both tasks will be merged into one overall mark. Therefore, the questions asked as interviewer and the Application Form completed as applicant (interviewee) for Task 1 must be uploaded as appendices to the Task 2 Report.

NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.

1. Engagement with Literature Skills

Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed an appropriate range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to- date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list at the end of your work.

Guidance specific to this assessment:

2. Knowledge and Understanding Skills

At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding.

Guidance specific to this assessment:

3. Cognitive and Intellectual Skills

You should be able to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of your subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical thinking. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? You should provide justification for your arguments and judgements using evidence that you have reflected upon the ideas of others within the subject area and that you are able to make sound judgements and arguments using data and concepts. Where relevant, alternative solutions and recommendations may be proposed.

Guidance specific to this assessment:

4. Practical Skills

At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and interpret these within the context of your area of study. You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations and/or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts. This is likely to involve, for instance, the use of real world artefacts, examples and cases, the application of a model within an organisation and/or benchmarking one theory or organisation against others based on stated criteria. Evidence of completing Role play and reflective statement linked with task one.

Guidance specific to this assessment:

5. Transferable Skills for Life and Professional Practice

Your work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. This includes demonstrating: that you can communicate the results of your study/work accurately and reliably, and with structured and coherent arguments; that you can initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation and organisation.

Guidance specific to this assessment:

This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement.

 

Generic Assessment Criteria

Marks available

 

Marks awarded

1. Engagement with Literature Skills

Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions.

10

 

 

 

 

2. Knowledge and Understanding Skills

Extent of knowledge and understanding of concepts and underlying principles associated with the discipline.

15

 

 

 

 

3. Cognitive and Intellectual Skills

Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence.

15

 

 

 

 

4. Practical Application Skills

Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. Evidence of completing Role play and reflective statement linked with task one.

40

 

 

 

 

5. Transferable Skills for Life and Professional Practice

Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation.

20

 

 

 

 

 

Assessment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. )

Late Submission Penalties (tick if appropriate)

 

100%

Up to 1 week late (40% Max)

 

Over 1 week late (0%)

 

Level 4

FAIL

MARGINAL FAIL

SATISFACTORY

(3rd / Pass)

GOOD

(2.2 / Pass)

VERY GOOD

(2.1 / Merit)

EXCELLENT

(1st / Distinction)

EXCEPTIONAL

(1st / Distinction)

Category

0-29%

30-39%

40-49%

50-59%

60-69%

70-84%

85-100%

Engagement with literature (including reading, referencing,

academic conventions and

academic honesty)

Little or no evidence of reading and/or reliance on inappropriate sources.

Views and findings mostly unsupported and non- authoritative.

Referencing conventions used incoherently or largely absent.

Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing.

Engagement with a limited range of mostly relevant and credible sources but with some reliance on information gained through class contact.

Some omissions and minor errors.

Referencing conventions evident though not always applied accurately or consistently.

Engagement with an appropriate range of literature, including sources retrieved independently. Some over- reliance on texts rather than other sources.

Referencing may show minor inaccuracies or inconsistencies.

Engagement with a wide range of literature, including sources retrieved independently. Selection of relevant and credible sources. Generally sound referencing, with no/very few inaccuracies or inconsistencies.

Engagement with an extensive range of relevant and credible literature.

Consistently accurate application of referencing.

Exceptional engagement with an extensive range of relevant and credible literature. High- level referencing skills consistently applied.

Knowledge

Major gaps in knowledge and understanding of the basic underlying

concepts and

Gaps in knowledge of the basic underlying concepts and

principles, with flawed or

Limited knowledge and understanding of the basic underlying

concepts and

Knowledge of the basic underlying concepts and principles is

accurate with a

Competent knowledge of the basic underlying concepts and principles.

Exhibits very

Excellent knowledge and understanding of the basic underlying

concepts and

Exceptional, detailed knowledge and understanding of the basic

underlying

and

understanding

(Knowledge of the

basic underlying

concepts and

 

Level 4

FAIL

MARGINAL FAIL

SATISFACTORY

(3rd / Pass)

GOOD

(2.2 / Pass)

VERY GOOD

(2.1 / Merit)

EXCELLENT

(1st / Distinction)

EXCEPTIONAL

(1st / Distinction)

Category

0-29%

30-39%

40-49%

50-59%

60-69%

70-84%

85-100%

principles of a subject.)

principles of the subject matter. Inclusion of irrelevant material.

Substantial inaccuracies.

superficial understanding. Some significant inaccuracies and/or irrelevant material.

principles within the subject area. Some elements may be missing.

good understanding of the field of study but lacks depth and/or breadth.

good understanding.

principles of the subject.

concepts and principles

Cognitive and intellectual skills

(Evaluate underlying concepts and principles of a subject and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements.)

Wholly or almost wholly descriptive work. Little or no evaluation of the underlying concepts and principles.

Failure to develop arguments, leading to illogical or invalid judgements.

Minimal or no use of

evidence to back up views.

Largely descriptive work, with superficial evaluation of the underlying concepts and principles. Weak interpretation of data, flawed development of arguments and judgements.

Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes

illogical and contradictory.

Limited attempt at evaluation of the underlying concepts and principles, tending towards description.

Can interpret qualitative and quantitative data but with some errors. Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency / mis- interpretation.

Good evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data, with minor errors.

An emerging ability to use evidence to support the argument.

Mostly valid arguments and logical judgements.

Sound evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately.

Ability to devise arguments using evidence to make mostly appropriate and valid judgements.

Excellent evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately and with some insight. Excellent ability to devise arguments using evidence and make appropriate and valid judgements.

Exceptional evaluation of the underlying concepts and principles based evidence.

Outstanding interpretation of qualitative and quantitative data.

Exceptional ability to devise arguments using evidence and make wholly appropriate and valid judgements.

Practical skills (Different approaches to solving problems

in particular contexts.)

Limited or no use of taught, basic methods, materials, tools and/or techniques.

Little or no appreciation of the context of the application.

Rudimentary application of taught, basic methods, materials, tools and/or techniques but without

consideration and

An adequate awareness and mostly appropriate application of basic methods, materials, tools and/or techniques.

A good and appropriate application of basic methods, materials, tools and/or techniques.

Clear appreciation of

A very good application of a range of basic methods, materials, tools and/or techniques.

Very good consideration of the context of

An advanced application of a range of taught, basic methods, materials, tools and/or techniques.

The context of the application is

Exceptional levels of application and deployment skills in particular practical contexts.

Outstanding identification of

 

Level 4

FAIL

MARGINAL FAIL

SATISFACTORY

(3rd / Pass)

GOOD

(2.2 / Pass)

VERY GOOD

(2.1 / Merit)

EXCELLENT

(1st / Distinction)

EXCEPTIONAL

(1st / Distinction)

Category

0-29%

30-39%

40-49%

50-59%

60-69%

70-84%

85-100%

 

Very weak evidence of different approaches to problem-solving in particular contexts.

competence. Flawed appreciation of the context of the application. Weak evidence of different approaches to problem-solving in particular contexts.

Basic appreciation of the context of the application. Can identify problems in particular contexts and propose basic alternative approaches or solutions though there may be

errors.

the context of the application. Good evidence of different approaches to problem-solving in particular contexts and proposes mostly appropriate solutions.

the application. Very good evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.

well considered, and insightful. Excellent evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions.

problems in particular contexts and formulation of wholly appropriate, thoughtful solutions / different approaches.

Transferable skills for life and professional practice

(Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments; the qualities needed for employment requiring the exercise of some personal responsibility within a structured and managed environment.)

Work is poorly structured, disorganised, inaccurate and/or confusingly expressed. Very weak use of language and/or very inappropriate style. Failure to work effectively individual or as part of a group. Little or no evidence of the skills for employment requiring the exercise of some personal responsibility.

Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed.

Weak use of language and/or inappropriate style. Flawed approach to individual or group work, meeting only partial obligations to others. Limited evidence of the skills for

employment requiring the

Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence and/or accuracy in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities. Demonstrates the basic skills for employment requiring the exercise of some personal responsibility,

with some areas

Mostly coherent, organised and accurate work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates the skills for employment requiring the exercise of some personal responsibility, with some areas of strength and some of minor weakness.

Work is accurate, coherent, fluent, well-structured and organised. Can work effectively independently and/or as part of a team, with very good contribution to group activities. Demonstrates very good skills for employment requiring the exercise of some personal responsibility, with just occasional minor weakness.

Work is coherent, very fluent and is presented professionally. Can work effectively independently and/or as part of a team, with an excellent contribution to group activities. Demonstrates excellent skills for employment requiring the exercise of some personal responsibility with an appetite for further development.

Work is accurate, exceptionally coherent, very fluent and presented well. Can work effectively independently and/or as part of a team, with an exceptional contribution to group activities. Demonstrates exceptional skills for employment requiring the exercise of some personal responsibility with an appetite for further development.

 

Level 4

FAIL

MARGINAL FAIL

SATISFACTORY

(3rd / Pass)

GOOD

(2.2 / Pass)

VERY GOOD

(2.1 / Merit)

EXCELLENT

(1st / Distinction)

EXCEPTIONAL

(1st / Distinction)

Category

0-29%

30-39%

40-49%

50-59%

60-69%

70-84%

85-100%

 

exercise of some personal responsibility.

of minor weakness.

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