PPDI5039 Project/Placement Design and Implementation Spring 2017 Coursework Brief Handout: [Time (am/pm), Date Month Year] Deadline for Submission: 2pm, 26th April 2017 Submit this coursework through the Student Portal with a Turn-it-in Report Word Limit: • Learning Contract • Project Report:2,500 words (Plus or minus 10%) Learning outcomes assessed: 1. Build a portfolio of evidence using a range of methodologies and activities (log books; critical incident diaries; employer or supervisor feedback) 2. Identify and articulate the development of work related skills mapped to evidence drawn from either the project or placement. 3. Demonstrate knowledge and understanding of the background and context relative to the chosen project or placement opportunity. 4. Evaluate the effectiveness of preparation and planning undertaken prior to the placement or project implementation. This coursework is worth 100 % of the total marks for this module.PPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 1 of 12 Assessment criteria Explanatory comments on the assessment criteria Maximum marks for each section KNOWLEDGE & UNDERSTANDING • Knowledge and critical understanding (demonstrates project content, identifies learning that has occurred, demonstrates how it is achieved and establishes the validity of the conclusion) • Use of materials (demonstrates inclusion of project aim, work-based action planning and problem solving, learning contract, learning objectives, justification, methods, project scheduling etc.) • Independent reading (identifies, appropriate use of learning theories, concepts and themes of learning such as Kolb's learning cycle, Honey and Mumford etc.) 40% INTELLECTUAL & COGNITIVE SKILLS • Conceptualisation (idea generation; using theories, concepts and principles) • Critical thinking and creativity (selects relevant evidence from the project to support recommendation and / or conclusion) • Synthesis, analysis and evaluation (critical analysis and summarising of project information, dealing with incomplete information, analysing risk, analysing and evaluating own performance) • Application (apply relevant concepts to the project and beyond, indicate the activities that have been carried out, problem solving, evaluating using theories such as Kolb's learning cycle, personal SWOT analysis and project tools etc.) • Problem solving and research/investigation • Reflecting and evaluating performance (analysing and evaluating own performance; moral and ethical issues. reflecting critically and effectively and generating logical argument) 35% Graduate Skills: transferable employability , practical and academic skills • Written, oral and presentation skills (receiving and responding to information during the project, communicating accurate, clear and concise project information in written, oral and graphical 25%PPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 2 of 12 forms, data collection and analysis in the project) • Interpersonal, group and teamwork skills (working with individuals and team(s)/group(s), recognising and respecting views and opinions in the project) • Leadership skills (planning and allocating work in the project) • Numeracy (solving numerical problems in the project) • Digital skills (use of technology and internet for communication and information sourcing in the project, research-related skills evidenced by collection and interpretation of data) • Practical, professional and academic skills including referencing/presentation (demonstrates self-management, adaptability, time management and organisational skills in the project, sets targets, works towards achieving them, generates portfolio of evidence, demonstrates professional behaviour and competence and shows right level of detail/ complexity, academic honestyavoiding plagiarism, using Harvard referencing style)PPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 3 of 12 Coursework Instructions Please read carefully • Carefully read the module handbook, the marking criteria and the grade descriptors. Academic Misconduct You are responsible for ensuring you understand the policy and regulations about academic misconduct. You must: • Complete this work alone except where required or allowed by this assignment briefing paper and ensure it has not been written or composed by or with the assistance of any other person. • Make sure all sentences or passages quoted from other people's work in this assignment (with or without trivial changes) are in quotation marks, and are specifically acknowledged by reference to the author, work and page.PPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 4 of 12 BlankPPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 5 of 12 Scenario You are required to complete a project portfolio containing the tasks outlined below. Please bear in mind that the tasks are generic for all projects types, but your learning contract will make the project particular to you and your programme. Therefore the area of the project will be agreed the module tutor/supervisor as per your programme in the Learning Contract (Task 1) according to your programme option (see the table below). The Learning Contract, when complete, will be form written permission to undertake the project related tasks or research methods that you plan to undertake in order to carry out the project and compile the portfolio. The report (task 2) will normally focus on the experiences thrown up by the project, how you solved problems, improving practices over the period, or implemented a new process. Programmes within Digital Innovation Creative Enterprise BSc (Hons) Business Management with Creative Industries BSc (Hons) Business Management with Ecommerce Creating a mobile app Marketing Events, Travel and Tourism BSc Events and Entertainment Management BSc Marketing BSc (Hons) Travel and Tourism Creating a mobile app Programmes within Energy and Procurement BSc Oil and Gas Management OSASIM dam project simulation Programmes within Human Resources and Management BSc Human Resources with Management BSc (Hons) Business Management BSc (Hons) Business BSc (Hons) Enterprise and Small Business Developmen OSASIM dam project simulation Portfolio Assignment Task 1 You are required to complete the learning contract (Appendix 1), agreed with the module tutor/supervisor. For detailed guidelines on learning contract, please refer to the module handbook and to the table above. Portfolio Assignment Task 2PPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 6 of 12 After you have agreed and signed of your learning contract, you are to complete the project and write a project report which must focus on the following. 1. A brief background and context of the project being discussed and analysed; 10% of the task 2. To demonstrate trans-disciplinary models / theories to underpin your analysis; 15% of the task 3. To assess the project phases (preparation and implementation) and evaluate their effectiveness; 15% of the task 4. To discuss the skills that you developed to solve work based problems; 10% of the task 5. To analyse and evaluate the action you did / did not take and why; 20% of the task 6. What learning you took from the project by giving a portfolio of evidence (log books, critical incident diaries and feedback, to be included in the appendices). 30% of the task Total Marks for Assignment: 100 Guidelines Your report must be based on a work related problem / practice / product. A good report will do or contain the following elements: • demonstrate the process of experiential learning in the work based project; • be well-structured and presented (both report and a learning contract); • evidence a range of secondary research using texts, journals, magazines, newspapers, and computer based information sources; • analysis; • reflect upon the impact of the work based project and work based learning on your future career plans • be fully researched and provide references to both organizational data and academic theory, and experience and data arising from the project itself; • make explicit reference to relevant theories and relevant market data. • your report should be carefully presented; • optional appendices that give evidence of the experience having happened or other data sets that have been referred to and discussed in the report main body text.PPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 7 of 12 Note: Throughout the project you will be taking decision and acting to achieve the project ends. You are expected to be applying theory relevant to you discipline of field of study (that is, what you have been learning on your particular programme) to help you to justify what you do and to evaluate the outcome. You should therefore make sure you are familiar with your particular module handbook (available on the GSM Learn module on the relevant department section) and the guidance as to relevant literature and theory contained therein. Alternatively you may discuss this with you tutor as part of the Learning Contract negotiations or during sessions as the project unfolds. ASSESSMENT MARKING CRITERIA MARKI NG BAND MODULE LEARNING OUTCOME S CLASSIFICATI ON KNOWLEDGE & UNDERSTANDING (WEIGHTED AT 40%) INTELLECTUAL & COGNITIVE SKILLS (WEIGHTED AT 35%) Graduate Skills: transferable employability, practical and academic skills (WEIGHTED AT 25%) • Factual and conceptual knowledge and critical understanding (demonstrates subject content from the modules that are used in the project (identified where learning has occurred, and demonstrated how it was achieved, established the validity of the conclusions) • Use of class materials (demonstrates inclusion of project aim, work-based action planning and problem solving, learning contract, learning objectives, justification, methods, project scheduling etc.) • Independent reading (identified, appropriate use of learning theories, concepts and themes of learning such as Kolb's learning cycle, personal SWOT analysis and project tools etc.) • Conceptualisation (idea generation; using discipline theories, concepts and principles) • Critical thinking and creativity (select relevant evidence to support recommendation and / or conclusion) • Synthesis, analysis and evaluation ( e.g. critical analysis and summarising of information; dealing with incomplete information; understanding risk; analysing and evaluating own performance) • Application (apply relevant concepts to the project and beyond indicating the activities that have been carried out enhancing cognitive skills, problem solving; evaluation; idea generation; using discipline theories, concepts and principles) • Problem solving and research/investigation • Reflecting and evaluating performance (analysing and • Written, oral and presentation skills (Receiving and responding to information, communicating accurate, clear concise information in written, oral and graphical forms, data collection and analysis in the project) • Interpersonal, group and teamwork skills ( working with individuals and team(s)/group(s), recognising and respecting views and opinions) • Leadership skills (planning and allocating work in the project) • Numeracy (solving numerical problems in the project) • Digital skills (use of Internet for communication and information sourcing carrying out the work based project, researchrelated skills evidenced by collection and interpretation of data) • Practical, professional and academic skills including referencing/presentationPPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 8 of 12 evaluating own performance; moral and ethical issues. Reflecting critically and effectively and generating logical argument) (working independently, self-management, adaptability, time management and organisational skills, setting targets and working towards achieving targets, demonstrating professional behaviour and competence, work has right level of detail/ complexity, academic honesty- avoiding plagiarism, using Harvard referencing style) 86 - 100% Achieved at this level FIRST (1ST) Includes all required factual content, accurately and succinctly summarised. Well developed, highly relevant, reasoned introduction and conclusions, demonstrating some originality. Within word count or presentation time. Includes relevant factual content only. Clearly and logically structured material, showing excellent understanding of the discipline. Accurate spelling, grammar, punctuation, paragraphing. Systematic, accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from a very good range of highly relevant, current primary and secondary sources, and categorised, analysed or evaluated using relevant, methods or techniques. Professional, fluent writing style, appropriate to the assignment OR professional, engaging, confident, audible and well paced presentation. Excellent use of technical vocabulary, where appropriate. Exceptional understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area. Well developed, coherent arguments, systematically referencing primary and secondary literature, with clear rationale for choices. Professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are accurate, clearly set out, with precise explanations. Excellent integration of theory and practice, for this level, using appropriate conceptual frameworks. Correct and systematic use of academic conventions, references and bibliography. Independent, wide-ranging, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level. Excellent application of numerical and statistical methods to defined problems. Outstanding, consistent, flexible delivery of group work obligations, for this level. Accepts responsibility and ameliorates conflict. Undertakes complex tasks. Substantiated, highly relevant recommendations. Excellent awareness of ethical issues, where relevant. Excellent, well articulated reflection on own strengths and weaknesses in relation to defined professional and practical skills at this level. Identifies required actions. 70 - 85% Achieved at this level FIRST (1ST) Includes all required factual content, accurately summarised. Well developed, relevant, reasoned introduction and conclusions, demonstrating some originality. Within word count or presentation time. Includes relevant factual content only. Clearly and logically structured material, showing very good understanding of the discipline. Accurate spelling, grammar, punctuation, paragraphing. Accurate identification of relevant concepts, theories and/or principles, with evidence of a systematic approach, appropriate to this level. Information or data selected from a good range of relevant, current primary and secondary literature, and categorised, analysed or evaluated using relevant, methods or techniques. Professional writing style, appropriate to the assignment OR engaging, confident, audible and well paced presentation. Very good use of technical vocabulary, where appropriate. Excellent understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area. Coherent arguments, systematically referencing primary and secondary sources, with clear rationale for choices. Professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices.PPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 9 of 12 Calculations are accurate, clearly set out, with very good explanations. Very good integration of theory and practice, for this level, using appropriate conceptual frameworks. Correct use of academic conventions, references and bibliography. Independent, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level. Very good application of numerical and statistical methods to defined problems. Very good, consistent, flexible delivery of group work obligations, for this level. Accepts responsibility and ameliorates conflict. Undertakes complex tasks. Substantiated relevant recommendations. Very good awareness of ethical issues, where relevant. Very good, well articulated reflection on own strengths and weaknesses in relation to defined professional and practical skills at this level. Identifies required actions. 60 - 69% Achieved at this level UPPER SECOND (2:1) Includes most required factual content, mostly accurately summarised. Relevant and valid introduction and conclusions. Within word count or presentation time. Includes relevant factual content only. Clearly structured material, with some gaps in logic, but showing understanding of the discipline. Mostly accurate spelling, grammar, punctuation, paragraphing. Mainly accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from mainly relevant primary and secondary sources, and categorised, analysed or evaluated using relevant methods or techniques but with minor gaps or misunderstandings. Mainly fluent writing style, appropriate to the assignment OR mainly engaging, audible and well paced presentation. Good use of technical vocabulary, where appropriate. Very good understanding of factual and conceptual material, relative to this level, showing some appreciation of the limits of knowledge in this area. Mostly coherent arguments, with some perceptive points, referencing well selected primary and secondary literature. Mostly professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are mainly accurate, clearly set out, with good explanations. Good integration of theory and practice, for this level, using appropriate conceptual frameworks. Mostly correct use of academic conventions, references and bibliography. Independent reading and research from a range of mostly authoritative primary and secondary sources, appropriate to this level. Mainly good application of numerical and statistical methods to defined problems, with some gaps, errors or misunderstandings. Consistent delivery of group work obligations, for this level. Some ability to accept responsibility and modify responses. Undertakes nonroutine tasks. Some relevant recommendations. Satisfactory awareness of ethical issues, where relevant. Clear reflection on own strengths and weaknesses in relation to defined professional and practical skills. Partial identification of required actions. 50 - 59% Achieved at this level LOWER SECOND (2:2) Includes essential required factual content, but with some gaps or misunderstandings. Satisfactory introduction and conclusions. Within 10% of word count or presentation time. Includes some irrelevant factual content. Mostly clearly structured material, with some gaps in logic. Some mistakes in spelling, grammar, punctuation, paragraphing. Adequate identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from mainly secondary sources, and categorised, analysed or evaluated using mostly relevant methods or techniques but with gaps or misunderstandings. Writing style is appropriate but not always fluent OR a presentation that is not always engaging, audible or well paced. Some use of technical vocabulary, where appropriate. Satisfactory understanding of factual and conceptual material, relative to this level, showing basic appreciation of the limits of knowledge in this area. Satisfactory arguments, referencing mostly secondary literature. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations may have some inaccuracies, or issues relating to set out and explanation. An adequate attempt to relate theory to practice, for this level. Inconsistent use of academic conventions, references and bibliography. Adequate independent reading and research from mostly secondary sources, appropriate to this level. Adequate application of numerical and statistical methods to defined problems, with some gaps or errors. Inconsistent delivery of group work obligations, for this level. Some awareness of responsibility and options.PPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 10 of 12 Basic recommendations. Satisfactory awareness of ethical issues, where relevant. Some evaluation of own strengths and weaknesses in relation to defined professional and practical skills. Limited identification of required actions. 40 - 49% Marginal achievement at this level THIRD (3RD) Includes limited required factual content, with many gaps or inaccuracies. Basic introduction and conclusions. Within 10% of word count or presentation time. Includes considerable irrelevant factual content. Unevenly structured material, with many gaps in logic. Frequent mistakes in spelling, grammar, punctuation, paragraphing. Some identification of relevant concepts, theories and/or principles, appropriate to this level. Information or data selected from secondary sources, and poorly categorised, analysed or evaluated using inappropriate methods or techniques. Awkward or inappropriate writing style OR a presentation that is not engaging, audible or well paced. Does not use technical vocabulary, where appropriate. Basic understanding of factual and conceptual material, relative to this level, showing very limited appreciation of the limits of knowledge in this area. Sense of emerging argument, mainly descriptive or personal opinion, with limited and superficial reference to literature. Negligible use of primary literature. Inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are often inaccurate, with many issues relating to set out and explanation. Little attempt to relate theory to practice, using appropriate conceptual frameworks. Inconsistent or incomplete use of academic conventions, references and bibliography. Basic independent reading and research from secondary sources, appropriate to this level. Weak application of numerical and statistical methods to defined problems, with many gaps or errors. Unreliable delivery of group work obligations, for this level. Limited awareness of options. Confused recommendations. Little awareness of ethical issues, where relevant. Limited reflection on own strengths and weaknesses in relation to defined professional and practical skills. 30 - 39% Marginal failure at this level FAIL. POSSIBLE COMPENSATI ON. Includes insufficient required factual content, with significant gaps or inaccuracies. Incoherent or irrelevant introduction and conclusions. More than 10% outside word count or presentation time. Includes substantial irrelevant factual content. Incoherently structured material. Serious mistakes in spelling, grammar, punctuation, paragraphing. Limited identification of relevant concepts, theories and/or principles, appropriate to this level, showing no appreciation of the limits of knowledge in this area. Little selection of information or data, and little attempt at collation, categorisation, analysis or evaluation. Poor writing style OR a presentation that is not engaging, audible or well paced. Does not use technical vocabulary, where appropriate. Limited understanding of factual and conceptual material, relative to this level. Little or no argument, entirely descriptive or personal opinion, with no reference to literature. Poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are mostly inaccurate, or incorrectly set out or explained. Theory not related to practice, using appropriate conceptual frameworks. Inaccurate or incomplete use of academic conventions, references and bibliography. Minimal independent reading and research, appropriate to this level. Very weak application of numerical and statistical methods to defined problems, with significant errors. Poor delivery of group work obligations, for this level. No awareness of options. Irrelevant or no recommendations. Little or no awareness of ethical issues, where relevant. Very limited reflection on own strengths and weaknesses in relation to defined professional and practical skills. 16 - 29% Not achieved at this level FAIL. NO COMPENSATI ON. Includes almost no required factual content, and with very significant inaccuracies. Incoherent or missing introduction and conclusions. More than 10% outside word count or presentation time. Includes mainly irrelevant factual content. Very incoherently structured material. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing.PPDI5039 Project/Placement Design and Implementation Spring 2017Coursework Brief GSM LONDON Page 11 of 12 Minimal or inaccurate identification of relevant concepts, theories and/or principles. No evidence of the selection, categorisation, analysis or evaluation of information or data. Incoherent writing style OR an inaudible, poorly paced and unengaging presentation. Limited understanding of factual and conceptual material, relative to this level, showing no appreciation of the limits of knowledge in this area. No argument, entirely descriptive or personal opinion, with no reference to literature. Very poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are inaccurate, with no explanations. Theory not related to practice. Very inaccurate or no use of academic conventions, references and bibliography. No independent reading and research, appropriate to this level. Minimal application of numerical and statistical methods and techniques to defined problems, with significant errors. Very poor delivery of group work obligations, where relevant. No recommendations. No awareness of ethical issues, where relevant. Minimal or no evaluation of own strengths and weaknesses in relation to defined professional and practical skills. 0 - 15% Not achieved at this level FAIL. NO COMPENSATI ON. Does not include required factual content. No introduction and conclusions. More than 10% outside word count or presentation time. Includes entirely irrelevant factual content. Very incoherently structured material. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing. No identification of relevant concepts, theories and/or principles. No evidence of the selection, categorisation, analysis or evaluation of information or data. Incoherent writing style OR an inaudible, poorly paced and unengaging presentation. No understanding of factual and conceptual material, showing no appreciation of the limits of knowledge in this area. No argument, entirely personal opinion, with no reference to sources. Exceptionally poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Calculations are missing, with no explanations. Theory not related to practice. No use of academic conventions, references and bibliography. No independent reading and research, appropriate to this level. No application of numerical and statistical methods to defined problems. No delivery of group work obligations, for this level. No recommendations. No awareness of ethical issues, where relevant. No evaluation of own strengths and weaknesses in relation to defined professional and practical skills.