Assignment title: Information

mployability Ss Spring 2017 Coursework 2 Brief Handout: Week 1 Deadline for Submission: 2.00pm, 24th April, 2017 Submit this coursework through the Student Portal A Critical reflection Word Limit: 900 words (Plus or minus 10%) and includes appendices with the following elements of a professional employability portfolio: A current professional CV, LinkedIn profile and a Professional Development Plan (PDP). Learning outcomes assessed: 1. Develop employability ss and increase self-awareness within a range of contexts to demonstrate a commitment to lifelong career development learning 2. Apply and critically appraise a range of theories of career development 3. Analyse and evaluate sources of local, regional and global opportunities relevant to career ideas, interests and ambitions 4. Produce a professional CV, online profile, action plan and develop digital literacy ss for work 2 This coursework is worth 70% of the total marks for this module. 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 se passd 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. 3 ASSESSMENT GUIDELINES Employability Ss This Employability Ss module is a 10-week programme and your assessment grades from this module will go towards your final degree mark. During your 10-week Employability ss programme, you will attend 10 lectures and 10 tutorial sessions In each lecture, you will research and evaluate a variety of theories, concepts and principles. You will prepare for an interview at the end of this module which you will reflect on as part of the ‘critical reflection’ assignment as instructed on page 4 of this document. Your lessons will be broken down into three main themes:  ‘KNOW YOURSELF’ Weeks 1 to 3 will be about your self-awareness  ‘KNOW YOUR SECTOR’ Weeks 4 and 5 will be all about your sector knowledge and current affairs  ‘LET THEM KNOW YOU’ Weeks 6-10 you will prepare to present yourself at an interview or business pitch: During the tutorials, you will work both individually and as part of a group, to complete practical tasks tailored for your programme of study:  BSc (Hons) Business Management  BSc (Hons) Business Management with Creative Industries  BSc (Hons) Business Management with E-Commerce  BSc (Hons) Business  BSc (Hons) Professional Management  BSc (Hons) Economics  BSc (Hons) Enterprise and Small Business Development  BSc (Hons) Travel and Tourism  BSc (Hons) Oil and Gas Management  BSc (Hons) Human Resources with Management  Events and Entertainment Management  BSc (Hons) Marketing  BSc (Hons) Accounting and Finance 4 Employability Ss Assignment CW2: 70% of your overall grade Assessment scenario: You are one of many students enrolled with our ‘Graduate Scheme Recruitment Agency’ at Career Zone, GSM London. Over 10 weeks, you will work towards increasing your self-awareness and developing your employability ss in order to be able to apply for a current job within your sector (related to your programme of study). For this coursework assignment, you are required to write a critical reflection with a word limit: of 900 words (+/- 10%). You must include the following as appendices: a current professional CV, LinkedIn profile and a Professional Development Plan (PDP) which relate to a job title. This written assignment should be in a report format and must reflect on the following stages of your career journey on this course: 1. Know yourself: (300 words) Learning Outcomes 1.1 Critically appraise a minimum of two career theories you have been exposed to on this course. 1.2 Identify what your top 5 strengths are (using Gallup Strengths Finder) and explain what these mean. 1.3 Reflect on how you can apply your strengths to develop your confidence in achieving your career aspirations. LO1 & LO2 2. Know your sector: (300 words) Learning Outcomes 2.1 Identify your sector and analyse any associated professional standards that could be beneficial for you to be successful. 2.2 Discuss how you plan to acquire these recognised professional standards and illustrate how they would add value to an employer and make you the preferred candidate in an interview. 2.2 Reflect on your own current s set in relation to those professional standards with a focus on the requirements around: - communication - team working - learning and development - digital ss LO3 3. Let them know you: (300 words) Learning Outcomes 3.1 Identify a job description within your sector that you would like to apply for when you graduate. 3.2 How do the ss outlined on your CV, LinkedIn profile relate to the desired and essential ss for your desired title? 3.3 Reflect on your ability to apply the STAR structure in the interview process, and on any feedback, you received. LO1 & LO4 5 Your report must also include the following elements: References:  Include a full reference list for all the sources you have cited in your text in Harvard style.  You must include a minimum of five sources in your writing. Appendices: 1. Current Professional CV (related to your current, programme-specific role outlined in section 3) 2. Current LinkedIn Online profile 3. Current Professional Development Plan (including objectives which relate to sections 1, 2 & 3) 6 GLOSSARY Analyse Break an issue into its parts. Look in depth at each part using supporting arguments and evidence for and against as well as how these interrelate to one another. Critical reflection A critical reflection is a piece of writing that summarises a student’s critical reflection on a subject(s) and can be assessed in order to count towards a final mark or grade. Employability portfolio It is a collection of student work that shows evidence of learning and progress in one or more areas. This collection “represents a personal investment on behalf of the student that is evident through the student’s participation in the selection of the contents and self-reflection” (Gisselle and Martin-Kniep 2000). Your employability portfolio will consist of relevant information which could be shared with potential recruiter, e.g. current professional CV, LinkedIn profile, professional development plan (PDP). Evidence of work folder Creating an evidence of work folder is a way to collect evidence systematically throughout the semester relevant for coursework assignments and further referral. Evaluate Review the information then bring it together to form a conclusion. Give evidence for each of your views or statements Explain To make something clear or easy to understand by describing or giving information about it. Start by introducing the topic then give the ‘How’ or ‘Why’. Provide details and give reasons and / or evidence to clearly support the argument you are making Identify Establish or indicate who or what (someone or something) is. Job Title A name that describes someone's job or position. Journal entries A personal journal provides a way for students to make personal connections to the lessons and learning and to apply the concepts learned into a journal. Learning outcomes Learning outcomes are goals that describe how a student will be different because of a learning experience (Suskie, 2009). Outline Write a clear description; give a summary of / a general plan showing essential features but not detail Practical tasks Tasks acquired through practice or action, rather than theory. Sector A sector is an area of the economy in which businesses share the same or a related product or service. It can also be thought of as an industry or market that shares common operating characteristics. Summarise Write down or articulate briefly the main points or essential features 7 Employability Ss Assessment Criteria Level 5 Excellent evidence Very good evidence Good evidence Some evidence Insufficient evidence Little/No Evidence 86 – 100%/First 70+/First 60+/2:1 50+/2:2 40+/Third Pass ation possible 16 – 29%/Fail 0 – 15%/Fail Knowledge and understanding (40%) Factual and conceptual knowledge and understanding; use of class materials; independent reading What we are looking for on this module section: Research Ss: Journal entries, assignment cw1 and assignment cw2. Evidence of further independent research and reading of theories, concepts and strategies. Critical analysis of research, evaluating, explaining and selfreflection of industry sector, job title, competency ss. Map own ss to sector specific transferable and technical ss. Includes all required factual content, accurately and succinctly summarised. Includes all required factual content, accurately summarised. Includes most required factual content, mostly accurately summarised. Includes essential required factual content, but with some gaps or misunderstandings. Includes limited required factual content, with many gaps or inaccuracies. Includes insufficient required factual content, with significant gaps or inaccuracies. Includes almost no required factual content, and with very significant inaccuracies. Does not include required factual content. Includes relevant factual content only. Includes relevant factual content only. Includes relevant factual content only. Includes some irrelevant factual content. Includes considerable irrelevant factual content. Includes substantial irrelevant factual content. Includes mainly irrelevant factual content. Includes entirely irrelevant factual content. Systematic, accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Accurate identification of relevant concepts, theories and/or principles, with evidence of a systematic approach, appropriate to this level. Mainly accurate identification of relevant concepts, theories and/or principles, appropriate to this level. Adequate identification of relevant concepts, theories and/or principles, appropriate to this level. Some identification of relevant concepts, theories and/or principles, appropriate to this level. Limited identification of relevant concepts, theories and/or principles, appropriate to this level, showing no appreciation of the limits of knowledge in this area. Minimal or inaccurate identification of relevant concepts, theories and/or principles. No identification of relevant concepts, theories and/or principles. Exceptional understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area. Excellent understanding of factual and conceptual material, relative to this level, including some understanding of the limits to knowledge in this area. Very good understanding of factual and conceptual material, relative to this level, showing some appreciation of the limits of knowledge in this area. Satisfactory understanding of factual and conceptual material, relative to this level, showing basic appreciation of the limits of knowledge in this area. Basic understanding of factual and conceptual material, relative to this level, showing very limited appreciation of the limits of knowledge in this area. Limited understanding of factual and conceptual material, relative to this level. Limited understanding of factual and conceptual material, relative to this level, showing no appreciation of the limits of knowledge in this area. No understanding of factual and conceptual material, showing no appreciation of the limits of knowledge in this area. Independent, wideranging, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level. Independent, relevant reading and research, from authoritative primary and secondary sources, appropriate to this level. Independent reading and research from a range of mostly authoritative primary and secondary sources, appropriate to this level. Adequate independent reading and research from mostly secondary sources, appropriate to this level. Basic independent reading and research from secondary sources, appropriate to this level. Minimal independent reading and research, appropriate to this level. No independent reading and research, appropriate to this level. No independent reading and research, appropriate to this level. 8 LO1 Develop employability ss and increase self-awareness within a range of contexts to demonstrate a commitment to lifelong learning LO2 Apply and critically appraise a range of theories of career development LO3 Analyse and evaluate sources of local, regional and global opportunities relevant to career ideas, interests and ambitions Excellent evidence Very good evidence Good evidence Some evidence Insufficient evidence Little/No Evidence 86 – 100%/First 70+/First 60+/2:1 50+/2:2 40+/Third Pass ation possible 16 – 29%/Fail 0 – 15%/Fail Cognitive/Intellectual Ss (35%) Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation What we are looking for on this module section: Research Ss: Journal entries, assignment cw1 and assignment cw2. Evidence of logic and structure to writing. A good range of relevant, current primary and secondary literature used to relate to each journal entry and reflective writing. How the student evaluates, explains and self-reflects on industry sector, job roles, and competency ss. Well developed, highly relevant, reasoned introduction and conclusions, demonstrating some originality. Well developed, relevant, reasoned introduction and conclusions, demonstrating some originality. Relevant and valid introduction and conclusions. Satisfactory introduction and conclusions. Basic introduction and conclusions. Incoherent or irrelevant introduction and conclusions. Incoherent or missing introduction and conclusions. No introduction and conclusions. Clearly and logically structured material, showing excellent understanding of the discipline. Clearly and logically structured material, showing very good understanding of the discipline. Clearly structured material, with some gaps in logic, but showing understanding of the discipline. Mostly clearly structured material, with some gaps in logic. Unevenly structured material, with many gaps in logic. Incoherently structured material. Very incoherently structured material. Very incoherently structured material. 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. 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. 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. Information or data selected from mainly secondary sources, and categorised, analysed or evaluated using mostly relevant methods or techniques but with gaps or misunderstandings. Information or data selected from secondary sources, and poorly categorised, analysed or evaluated using inappropriate methods or techniques. Little selection of information or data, and little attempt at collation, categorisation, analysis or evaluation. No evidence of the selection, categorisation, analysis or evaluation of information or data. No evidence of the selection, categorisation, analysis or evaluation of information or data. Excellent integration of theory and practice, for this level, using appropriate conceptual frameworks. Very good integration of theory and practice, for this level, using appropriate conceptual frameworks. Good integration of theory and practice, for this level, using appropriate conceptual frameworks. An adequate attempt to relate theory to practice, for this level. Little attempt to relate theory to practice, using appropriate conceptual frameworks. Theory not related to practice, using appropriate conceptual frameworks. Theory not related to practice. Theory not related to practice. LO1 Develop employability ss and increase self-awareness within a range of contexts to demonstrate a commitment to lifelong learning LO2 Apply and critically appraise a range of theories of career development 9 LO3 Analyse and evaluate sources of local, regional and global opportunities relevant to career ideas, interests and ambitions LO4 Produce a professional CV, online profile, action plan and develop digital literacy ss for work Excellent evidence Very good evidence Good evidence Some evidence Insufficient evidence Little/No Evidence 86 – 100%/First 70+/First 60+/2:1 50+/2:2 40+/Third Pass ation possible 16 – 29%/Fail 0 – 15%/Fail Graduate: Transferable Employability & Practical Ss (25%) Written, oral and presentation ss; interpersonal, group and teamwork ss; leadership ss; numeracy; digital ss; practical, professional and academic ss (including referencing/presentation What we are looking for on this module section: Academic Ss Communication: relates to their level of writing throughout and can be particularly demonstrated in their journal entries assignment cw1 and assignment cw2 Academic writing, language, spelling, grammar, punctuation, paragraphing, correct referencing. Evidence in journals, reflective writing. Practical evidence includes appendix: Professional structured current CV online LinkedIn profile, PDP Feedback to include comments on the correct use of academic conventions, references and bibliography. Section 1 tasks Within word count Section 1 tasks Within word count Section 1 tasks Within word count Section 1 tasks Within 10% of word count Section 1 tasks More than 10% outside word count Section 1 tasks More than 10% outside word count Section 1 tasks More than 10% outside word count Section 1 tasks More than 10% outside word count Within word count or presentation time. Within word count or presentation time. Within word count or presentation time. Within 10% of word count or presentation time. Within 10% of word count or presentation time. More than 10% outside word count or presentation time. More than 10% outside word count or presentation time. More than 10% outside word count or presentation time. Accurate spelling, grammar, punctuation, paragraphing. Accurate spelling, grammar, punctuation, paragraphing. Mostly accurate spelling, grammar, punctuation, paragraphing. Some mistakes in spelling, grammar, punctuation, paragraphing. Frequent mistakes in spelling, grammar, punctuation, paragraphing. Serious mistakes in spelling, grammar, punctuation, paragraphing. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing. Serious and extensive mistakes in spelling, grammar, punctuation, paragraphing. Professional, fluent writing style, appropriate to the assignment OR professional, engaging, confident, ible and wellpaced presentation. Excellent use of technical vocabulary, where appropriate. Professional writing style, appropriate to the assignment OR engaging, confident, ible and wellpaced presentation. Very good use of technical vocabulary, where appropriate. Mainly fluent writing style, appropriate to the assignment OR mainly engaging, ible and wellpaced presentation. Good use of technical vocabulary, where appropriate. Writing style is appropriate but not always fluent OR a presentation that is not always engaging, ible or wellpaced. Some use of technical vocabulary, where appropriate. Awkward or inappropriate writing style OR a presentation that is not engaging, ible or wellpaced. Does not use technical vocabulary, where appropriate. Poor writing style OR a presentation that is not engaging, ible or well-paced. Does not use technical vocabulary, where appropriate. Incoherent writing style OR an inible, poorly paced and unengaging presentation. Incoherent writing style OR an inible, poorly paced and unengaging presentation. Professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Mostly professional visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Appropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Inappropriate visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Very poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Exceptionally poor visual presentation, including font, spacing, margins, headings, graphics, images and appendices. Correct and systematic use of academic conventions, references and bibliography. Correct use of academic conventions, references and bibliography. Mostly correct use of academic conventions, references and bibliography. Inconsistent use of academic conventions, references and bibliography. Inconsistent or incomplete use of academic conventions, references and bibliography. Inaccurate or incomplete use of academic conventions, references and bibliography. Very inaccurate or no use of academic conventions, references and bibliography. No use of academic conventions, references and bibliography. 10 The range of sources and how they have interpreted, articulated in reflective assignments. Excellent, wellarticulated reflection on own strengths and weaknesses in relation to defined professional and practical ss at this level. Identifies required actions. Very good, wellarticulated reflection on own strengths and weaknesses in relation to defined professional and practical ss at this level. Identifies required actions. Clear reflection on own strengths and weaknesses in relation to defined professional and practical ss. Partial identification of required actions. Some evaluation of own strengths and weaknesses in relation to defined professional and practical ss. Limited identification of required actions. Limited reflection on own strengths and weaknesses in relation to defined professional and practical ss. Very limited reflection on own strengths and weaknesses in relation to defined professional and practical ss. Minimal or no evaluation of own strengths and weaknesses in relation to defined professional and practical ss. No evaluation of own strengths and weaknesses in relation to defined professional and practical ss. LO1 Develop employability ss and increase self-awareness within a range of contexts to demonstrate a commitment to lifelong learning LO2 Apply and critically appraise a range of theories of career development LO3 Analyse and evaluate sources of local, regional and global opportunities relevant to career ideas, interests and ambitions LO4 Produce a professional CV, online profile, action plan and develop digital literacy ss for work Marking band weightings: Excellent evidence 86 – 100%/First KNOWLEDGE & UNDERSTANDING (LO 1, 2, 3 & 4) Factual and conceptual knowledge and understanding;  Excellent knowledge of factual content and 11 40% use of class materials; independent reading succinctly summarised theories and the impact on self  Accurate identification of relevant concepts, theories and principles appropriate for level 5  Excellent use of a wide range of reading and research to further evaluate and reflect on for each assignment INTELLECTUAL & COGNITIVE SS (LO 1, 2, 3 & 4) 35% Critical thinking; conceptualisation; creativity; synthesis, analysis and evaluation; application; problem solving and research/investigation  Excellent and relevant introduction of concepts, theories and principles / industry knowledge  Excellent integration of concepts, theories and principles in the body paragraphs  Excellent conclusion of self-reflection and action to be taken (Any further development should be evidenced in the PDP) Graduate Ss: transferable, employability, practical and academic ss 25% (LO 1, 2, 3 & 4) Written, oral and presentation ss; interpersonal, group and teamwork ss; leadership ss; numeracy; digital ss; practical, professional and academic ss (including referencing/presentation  Within the word count Assignments cw1 and assignment cw2 (-/+ 10%)  Excellent spelling, grammar, punctuation and paragraphing  Professional writing style, appropriate and engaging, confident  Correct use of academic conventions and references  Excellent use of technical vocabulary where appropriate  Professional visual presentation of current CV, LinkedIn profile, PDP Module Code Module Title Summer 2017 Coursework Brief