Name: Student Number: Lecturer name: Tutor name: The deadline for uploading the online portfolio is………………………………………………………………………………………   Week Table of Contents Page Learning outcome Section 1: Portfolio Evidence (These tasks will be drafted in class and are designed to inform the written tasks in section 1; Suggested word counts are included in brackets where appropriate.) 1 Self-evaluation checklist 3 LO 3 & 4 1 Personal SWOT analysis (suggested word count: 200 words) 4 LO 3 & 4 3 Primary research: (Quantitative) data analysis (suggested word count: 300 words) 5-7 LO 1 & 2 4 Evaluating sources and referencing (suggested word count 150 words) 8 LO 1 & 2 5 Synthesising and in-text citations (suggested word count: 250 words) 9 LO 1 & 2 6 Structuring your writing (including examples and evidence) 10 LO 1 & 2 7 Presenting your assignment (include screen shot) 11 LO 1 8 Editing and proof reading your portfolio: using the marking criteria to get a first! 12-13 LO 1 & 3 9 Post-presentation reflection 14 LO 3 & 4 10 End of course self-evaluation checklist 15 LO 3 & 4 10 Personal development plan (PDP) (suggested word count: 16 LO 3 & 4 Section 2: Written Tasks (These written tasks should be developed throughout the semester but completed in weeks 9-11) 1-10 Academic writing [degree-specific focus related to The UK’s exit from The European Union] (900 words) 17-18 LO 1 9 & 10 Reflective writing: summary (300 words) 19 LO 3 & 4 Writing word count: Academic writing (900 words) + Reflective writing (300 words) (+/- 10%) SECTION 1: PORTFOLIO EVIDENCE Week 1: self-evaluation checklist Below is a list of the skills you will need during your university and professional career. Tick the appropriate box for each skill, according to how well you think you can do this. Skills Do not know about this Find this difficult/ can’t do this Can partially do this Can do this well Looking for information Identify which books/journals/websites to use x Select relevant parts of a text X Evaluate sources X Using sources Acknowledge sources of information x Synthesize information from more than one source Write a reference list correctly X Avoid plagiarism x Planning/ writing Brainstorm ideas X Plan written work X Link ideas effectively X Paraphrase & summarise ideas X Write an introduction X Write a conclusion X Critically edit written work X Independent study Work independently (without lecturers) X Work as part of a (study) group X Oral presentation Give a presentation on my work X Brainstorm ideas with peers X Discuss written work in a tutorial X Deal effectively with questions X IT Access the internet X Use search engines X Create word documents X Use PowerPoint X PORTFOLIO EVIDENCE Week 1: personal SWOT analysis Watch this video: https://www.youtube.com/watch?v=PBOtnyt7BP4 In-class activity: In pairs conduct interviews to create a personal SWOT analysis. Internal STRENGTHS [Things within my control] I am an includer due to the fact that I am quick to accept people regardless of their race, sex, nationality, personality, faith, etc. I cast no judgments on people, and I show awareness of those who feel left out, and I make an effort to include them. As a Futuristic, the future fascinates me a lot to an extent that it pushes me forward and energise me for tomorrow. This prompt me to learn more, which I enjoy and I am energised by the steady and deliberate journey from ignorance to competence. This enhance me with good communication skills, am competent to explain, describe, host, speak in public and write. With my strong belief, I have certain core values that are enduring which causes me to be family-oriented, altruistic, spiritual and to value responsibility and high ethics both in myself and others (Gallup test): Includer Futuristic Learner Communication Belief WEAKNESSES [Personal barriers; things stopping me, but still within my control] Focus- it is very easy for me to lose focus, when I don’t get something right, it quickly becomes frustrating to me and I lose interest. My focus is very strong to an extent that it forces me to filter, I instinctively evaluate things whether or not things are achievable and if it is not I ignore it External OPPORTUNITIES [People, resources, opportunities] There are great opportunities, due to the variety skills in the business world which I have equipped myself with on studying Business Management at University. This gives me a board employment opportunity globally. Also it gives me an opportunity to become an Entrepreneur. THREATS [Things outside of my control] The Brexit is a big threat to me, because a lot of companies will be moving out of UK, which will create high unemployment. More experiences will be required for jobs. Discuss: how are you going to overcome your weaknesses and minimise the threats? PORTFOLIO EVIDENCE Week 3: Presenting and analysing data Presenting data As a group, you are now going to visually present your data to highlight what you believe are the most important points. Decide with your group what you think is the best way of presenting the data in order for it to be: a) effective given your context, and b) engaging for your audience. Remember to correctly reference your data! British Council (2016) ‘As Others See Us’. Available at: https://www.britishcouncil.org/sites/default/files/as-others-see-us-report.pdf (Accessed: 22 February 2017)   PORTFOLIO EVIDENCE Week 3: written analysis of data Analysing data Using your data, first discuss, and then plan how to present the following information (1-6). Make notes next to each bullet point: 1. Describe your data (What is it? Where does it come from? What area is it focussing on?): This data is a graph showing the impact of Brexit on like hood to do business in the UK. This data come from British Council in 2016. The data is focusing on people’s views all around the world on doing business in UK after the Brexit, which the main focus area of their responses are from selected EU countries, Commonwealth countries and Rest of G20. 2. Summarise what the data shows in general: The data in general is showing people’s responses in global on doing business in UK after Brexit. 3. Choose one or two areas of the data to look at in detail and explain why you think they are significant: I choose the % of respondents’ area because I believe it is very significant aspect of the data. The reason is because it gives us the main information we are looking for which is view on how others see UK after the Brexit. 4. Highlight the important trends and differences/comparisons in the areas you have chosen: The area that I have chosen is the respondents %, which the most important trends about the respondents is that majority of the respondents stated that IT “MAKES NO DIFFERENCE” to them to do business in UK after the Breixt. However there are differences in the respondents % in focused areas, as it can be seen in the data EU respondent % on “LESS LIKELY” to do business with UK is higher than the other two areas which are the Commonwealth and Rest of G20, which both have the same %. Also there is similarity in the respondent % of Commonwealth and Rest of G20 on “MORE LIKELY” to do business with UK, same as their respondents’ % for “LESS LIKELY” to do business with UK. 5. What are possible explanations for what the data is showing? (remember to reference wider research to back your ideas up): The data is showing that in general it makes NO DIFFERENCE to trade with UK after Brexit because these countries are Free to make trade agreements with UK directly, for example “Countries like China and Australia are already moving to make trade deals with the UK after Brexit” (Market-inspector.co.uk, 2017). Also there will be lesser regulations and obligations therefore from a business perspective, the UK will be free to trade and negotiate with other countries globally, and on its own terms for example, “The UK is exploring multibillion pound free trade deals with China. While China would benefit from having greater access to the UK’s manufactured goods and investment (Market-inspector.co.uk, 2017). 6. Make a recommendation for further action that could arise from this data. In the longer term, however, the UK cannot depend on devaluation alone. As our relationship with the EU single market evolves, we will need to improve in an area in which we have consistently underperformed: supplying the world's fastest-growing economies in Asia and Latin America (Business.hsbc.uk, 2017). Individually write your data analysis as a paragraph (approx. 300 words). Remember to refer to the graph/chart. As it can be seen in the graph produced by British Council in 2016, it shows the impact of Brexit on likelihood to do business in the UK. Looking at the graph is can be seen that 6% of EU respondents stated that they are more likely to do business in the UK, 48% of the respondents says, it makes no difference if UK exit EU, 15% of the respondents don’t know or has no opinion, while 32% of the respondents are less likely to do business with the UK. As for the Commonwealth respondents, 15% of the respondent are more likely to trade with the UK, 56% of the respondents stated it makes no differences if UK exit EU, 12% of them don’t know and has no opinion, while 17% of the respondents said they are less likely to do business with UK. For the Rest of G20, 15% of the respondents states that, they are more likely to trade with UK, 51% of them says it makes no difference to them if UK exit EU, 17% stated that they don’t know and has no opinion on the issue, while 17% of the respondents stated they are less likely to do business in UK. Looking at the whole graph there are similarities and differences in the respondents from the subdivision, Commonwealth and G20 response are slightly similar, their result for “More likely” are similar, they both have 15% respondent, also their result for “Less Likely” are the same 17%. However the result for the EU responds are different, “More Likely” result is lower (6%) compare to the other two which have 15% respondents. Also for “Less likely” result, EU respond is higher than the other two subdivision, EU has 32% while others has 17% each. In conclusion it is crystal clear that globally a lot of the respondents don’t care if UK leave EU, to them it makes no difference. This can be evidenced from the graph, 52% of the respondents globally stated that it makes no difference after the UK votes to leave the EU, they will still trade with UK. in relation to other countries response Evaluate your data analysis group presentation: we need to improve this We have done this OK We have done this very well The visual was effective and engaging We identified an overall trend We included reference to actual numbers The data analysis included some interpretation of the results. PORTFOLIO EVIDENCE Week 4: Evaluating sources & critically engaging with texts In your study groups, evaluate 3 different texts from your reading list, or ones you have found. During class your lecturer will give you questions to guide you through this process. Resource type: (book, journal, video) & citation/ reference Text A Blog Text B News- it is the Guardian news Text C Authority Ian Robinson, he is an immigration law partner at Fragomen Worldwide. He has experience in this specific area Rowena Mason and Patrick Wintour, are the Guardian reporters present in Hangzhou Currency This was written after the referendum (31/08/2016) which shows that it is more up to date. This was written after the referendum (05/sept/2016), it is very current Content It is relevant to the issue of immigration and Brexit It is relevant to the issue of companies leaving UK over Brexit Accuracy Much of the information is hypothetical and unreferenced, some supporting evidence is given through hyperlink which links to generally reputable sources Much of the information are facts, evidence from direct sources. Names are mentioned. Information were gathered at G20 Summit in Hangzhou Audience HR Professionals and employees UK Government (Prime ministers) and Companies, Investors Further notes/ comments PORTFOLIO EVIDENCE Week 5: Synthesising In groups of 2 or 3: you are going to discuss the similarities and differences of 3 different texts. You each need to read and understand a text, tell your group about it, and make notes. Write (in note form) the key ideas for the 3 different texts: Text A: (in-text citation: ______ ) Key ideas: According to Mr AA, He made mention that, “the text was a blog which can do not be relied on as fact” He also mentioned that, “the topics covered in the text are relevant to main issues but the text are not that accurate because there was no references” Text B: (in-text citation: ______ ) Key ideas: According to Mr AA, the text was a news, from The Guardian. He said is can be relied on and the content is relevant and accurate due to the fact that the author was present at the scene and the information gathered are backed with references by state the names of the people that commented at the summit. Also he state that, “the text is relevant because it relates to the issue of Brexit Text C: (in-text citation: ______ ) Key ideas: Individually: write up a paragraph which synthesises (combines) the ideas you talked about with your study group. Remember to include in-text citations and link your ideas using linking words! (suggested word count :200 words). According to me, Miss CO, I supported Mr AA that the text A was a blog but I disagreed with him that the text is not reliable because is a blog. My reason for this was that, “the author is an immigration law partner at Fragomen Worldwide which he has experience in this specific area of the topic”. Base on this fact the text A can be relied on. As to the relevance of the text A, we both agree that the text A was relevant to the issue but we disagreed on the accuracy of the text A because Mr AA said the text A was not relevant because there was no references to back it up but I (Miss CO) disagreed with him that even though the text A was unreferenced, however much of the information is hypothetical because some supporting evidence is given through hyperlink which links to generally reputable sources. As for the TEXT B, me (Miss CO) and Mr AA agreed on the same things on the text B, we both agreed on the resource type, the reliability of the source, relevance of the content, the accuracy and currency of the text. PORFOLIO EVIDENCE Week 6: Structuring your writing During your tutorial you will learn how to group ideas and develop paragraphs to give structure to your academic writing. TOPIC: ORGANISATIONAL STRUCTURE INTRODUCTION- (What is organisational structure, what is the importance of organisational structure) TYPES OF ORGANISATIONAL STRUCTURE • TALL STRUCTURE – (Briefly explain what TALL structure is about, insert diagram to illustrate) • FLAT STRUCTURE- (Briefly explain what FLAT structure is about, insert diagram to illustrate) • MATRIX STRUCTURE-Briefly explain what MATRIX structure is about, insert diagram to illustrate) COMPARESIUM OF THE ORGANISATIONAL STRUCTURES • ADVANTAGES AND DISADVANTAGES OF TALL STRUCTURE • ADVANTAGES AND DISADVANTAGES OF FLAT STRUCTURE • ADVANTAGES AND DISADVANTAGES OF MATRIX STRUCTURE CONCLUSION RECOMMENDATIONS REFERENCES PORFOLIO EVIDENCE Week 7: Presenting your assignment At university, you are often asked to present your research. In week 9 you will deliver a short 10-minute presentation (7 minutes delivery + 3 minutes for Qs) in class to a small group. You should base your presentation on one key point (one main section/paragraph) from your assignment using the following structure for guidance with suggested timings:  Title page: including your name and title  Give a very brief overview of what your 7-minute presentation will cover (30 secs)  Introduction: Identify one point from your assignment and say why it is a key point (1minute)  Briefly describe how leaving the EU will impact on this (1 min 30s)  What is one potential opportunity it could create? (1 min 30s)  What is one possible problem? ( 1min 30s)  What can you conclude from this? What are the implications/ your recommendations? (1min) *You should refer to evidence/ research throughout your presentation. Be prepared to answer questions (3 mins) at the end of your presentation. Below plan your presentation: PORTFOLIO EVIDENCE Week 8: Editing and proof reading your portfolio: using the marking criteria to understand how to get a first! good evidence some evidence insufficient evidence Knowledge and understanding of the subject A. demonstrates overall understanding of core academic skills, evidenced both with the portfolio tasks and academic writing tasks. # B. demonstrates independent reading and research. # C. has an understanding of conducting primary research (appropriate to level 4) # D. has a convincing introduction, arguments/ discussion and conclusion for the written assignment. # E. demonstrates an understanding of the subject material related to programme of study. # Cognitive/ Intellectual skills F. Clear and logical argument/ discussion and structure. # G. Shows evidence of applying critical thought to a range of tasks. # H. Has backed up discussion/arguments with evidence. # I. has evidence of some analysis and evaluation (appropriate to level 4). #   good evidence some evidence insufficient evidence Graduate skills for Life and employment J. Insightful reflection on own strengths and weaknesses # K. Effective written communication skills (e.g. have they written in an appropriate academic style?) is the report/ essay format successful? Is the reflective writing appropriately written? Is it professional? # L. effective visual presentation # Strengths: (type 3 short bullet points here) • Use of source materials • Critical reading technique • Data analysis Areas for Improvement: (type 3 short bullet points here) • Structure text • Academic writing style • Grammar, spelling and punctuation   PORTFOLIO EVIDENCE Week 9: Post-presentation reflection At University and work you’ll often be asked to provide feedback, and reflect on your performance and that of your peers and colleagues. Using the table below, write notes about your presentation. You should include any points of interest in your reflective writing task in section 1. Your groups’ comments Content (How clear, complete and informative was the presentation?) VAGUE Audience Engagement (How enjoyable / interesting did the audience find it?) POOR EYE CONTACT, +VE CLEAR Organisation (How well-structured was it? How well did the visuals support it?) BACKGOURND COLOUR Professionalism (How slick and professional was it? LITTLE NERVOUS, +VE CONFIDENT Your reflection Content (How clear, complete and informative was the presentation?) GOOD, RELEVANT TO THE TOPIC Audience Engagement (How enjoyable / interesting did the audience find it?) LESS EYE CONTACT, GOOD ENGAGEMENT, VERY INTERESTING, IMAGINATIVE Organisation (How well-structured was it? How well did the visuals support it?) WELL STRUCTURED, WITHIN THE TIME FRAME Professionalism (How slick and professional was it? LITTLE BIT NERVOUS AT FIRST BUT BIULT ON IT LATER AND GAINED CONFIDENT Action Points (what could you do better in future presentations) IMPROVE MY POWERPOINT SLIDE, BY CHANGING THE COLOUR TO BRIGHTER COLOUR. ALSO IMPROVE MY EYE CONTACT AND BUILD UP MY CONFIDENT   PORTFOLIO EVIDENCE Week 10: self-evaluation checklist You have reached the end of the course. Tick the appropriate box for each skill, according to how well you think you can do this now. Has anything changed? This should help inform your reflective summary. Skills Do not know about this Find this difficult/ can’t do this Can partially do this Can do this well Looking for information # Identify which books/journals/websites to use # Select relevant parts of a text # Evaluate sources # Using sources # Acknowledge sources of information # Synthesize information from more than one source # Write a reference list correctly # Avoid plagiarism # Planning/ writing # Brainstorm ideas # Plan written work # Link ideas effectively # Paraphrase & summarise ideas # Write an introduction # Write a conclusion # Critically edit written work # Independent study # Work independently (without lecturers) # Work as part of a (study) group # Oral presentation # Give a presentation on my work # Brainstorm ideas with peers # Discuss written work in a tutorial # Deal effectively with questions # IT # Access the internet # Use search engines # Create word documents # Use PowerPoint # PORTFOLIO EVIDENCE Week 10: Personal development plan (PDP) Specific- Measurable- Achievable- Realistic- Timescale (SMART) During your university and professional career you will be asked to write a PDP, or set your own objectives. This PDP (below) should include goals for the development of your Academic skills after the completion of the module. Be specific when setting your goals and how you will achieve and measure them (use SMART). You will be asked about these goals when you start your professional skills course. Week Goal Action Success criteria Completed when by? E.g. To improve my ability to write in an academic style To record useful academic vocabulary when reading academic texts. To use appropriate language when I write my assignments. Feedback from peers and lecturers. April 2017 1 2 3 4 5 SECTION 2: ACADEMIC WRITING Report format You are the CEO of a business. Write a short business report (900 words) to your local government based on The UK’s withdrawal from The European Union, and how this impacts on your area of interest/business. Your area of interest/focus* (HR focus) Recruitment and retention (attracting and keeping highly skilled workers) ……………………………………………………………………………………………………….. Title: the possible impact of the referendum result which took place on 23rd June 2016 on Recruitment and retention. ………………………………………………………………………………………………………………………………………………. 1.0 An introduction (150 words) [use evidence/ research throughout]  What is your question about? (give the background to your topic)  Include some detail on the topic (narrow your focus; what exactly are you focusing on?) Who are the key ideas/ people involved/ organisations etc.?)  What will your report show? Be specific [you should write this section last] 2.0 Discussion point 1: ……………………………… (300 words) [Use evidence/ research throughout]:  Identify one point from your area of focus and say why it is a key issue.  Describe how leaving the EU will impact on this  What are the opportunities it could create?  What are the possible problems?  What can you conclude from this? What are the implications? 3.0 Discussion point 2: ……………………………… (300 words) [Use evidence/ research throughout]:  Identify another point from your area of focus and say why it is a key issue.  Describe how leaving the EU will impact on this  What are the opportunities it could create?  What are the possible problems?  What can you conclude from this? What are the implications? 4.0 Conclusion (150 words) [refer back to key evidence/ research]  Give a summary of your key points from 2 & 3  Include a summary of your key conclusions from both 2 & 3  What would you recommend needs to happen now? 4.0 Reference list (word count is not applicable)  Include a full reference for all the sources you have cited in your text. *You can find more guidance regarding this topic (including reading lists) on GSM learn As this is a report, you can include the following features: subheadings, bullet points, charts, graphs etc. SECTION 2: REFLECTIVE WRITING Summary (all students) In both academic and professional settings you’ll often be asked to reflect on your learning and/or work experience. Use Gibbs’ reflective model (below) to help structure your reflective summary and reflect on your experience of the Academic Skills module, and what you have learned. Your summary should include two paragraphs on: 1. Your experience of working with a (study) group in an academic context. You should include something you learned from the post-presentation reflection here (150 words). [use Gibbs’ model (below) to structure your paragraph] 1. One key academic skill you have developed as a result of taking this module (150 words). [use Gibbs’ model (below) to structure your paragraph] Remember to write in full sentences and use paragraphs.