Coursework Assignment Brief (Work Based Project) Semester: C17 Summer 2017 Module Code: PPDI5039 Module Title: Project/Placement Design and Implementation Programme B 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) Enterprise and Small Business Development BSc (Hons) Travel and Tourism BSc (Hons) Oil and Gas Management BSc (Hons) Human Resources with Management BSc (Hons) Events and Entertainment Management BSc (Hons) Marketing Level: Level 5 Awarding Body: Plymouth University Module Leader TBC Format: 1. Learning Contract 2. Project Report Any special requirements: • All work should be submitted on the Student Portal. • Work to be submitted in a professional manner, and as directed by the Module Leader. Word Limit: Learning Contract (with 10% plus or minus leeway) 2,500 words Project Report (with 10% plus or minus leeway) Deadline date for submission: 2pm, 29th August 2017 - Week 12 Learning outcomes to be examined in this assessment 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. Percentage of marks awarded for module: This assignment is worth 100% of the total marks for the module 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 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 honesty- avoiding plagiarism, using Harvard referencing style) 25% Project Scenario You have been approached by GSM London’s External Engagement Lead to identify a crowd-funded event and pitch your event idea to the GSM London’s External Engagement Lead in Week 8. Further information regarding the pitch will be provided in class. The venue for this event must be at a GSM London building or the surrounding area. You are required to complete a project report by undertaking analysis and discussion of the project, in relation to the business environment with recommendations. The area of analysis is to be agreed with the module tutor/supervisor as per your programme in the learning contract. The report will normally focus on a project related problem, improving practice, implementation of a new process. You must seek written permission for the project related tasks that you will be undertaking in order to compile the report. Assignment Task 1 You are required to complete the learning contract (Appendix 1), agree with the module tutor/supervisor. For detailed guideline on learning contract, please refer to the module handbook. Assignment Task 2 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% 2. To demonstrate trans-disciplinary models / theories to underpin your analysis; 15% 3. To assess the project phases (preparation and implementation) and evaluate their effectiveness; 15% 4. To discuss the skills that you developed to solve work based problems; 10% 5. To analyse and evaluate the action you did / did not take and why; 20% 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% Total Marks for Assignment: 100 Guidelines Your report must be based on a work related problem / practice / product. A good report will 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 • be analytical • reflect upon the impact of the work based project and work based learning on your future career plans • please be sure to completely research the project and provide references to both organizational data and academic theory. • you must make explicit reference to relevant theories and relevant market data. • your report should be carefully presented. Spelling mistakes, poor formatting, and poor referencing will be penalised. • appendices can be used. Diagrams and tables should be placed at the appropriate point and should be explained in full. If you don’t fully understand something, don’t use it. • if in any doubt, please consult your module tutor/supervisor. ASSESSMENT MARKING CRITERIA MARKING BAND MODULE LEARNING OUTCOMES CLASSIFICATION 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 evaluating own performance; moral and ethical issues. Reflecting critically and effectively and generating logical argument) • 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, research-related skills evidenced by collection and interpretation of data) • Practical, professional and academic skills including referencing/presentation (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. 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 non-routine 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. 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 COMPENSATION. 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 COMPENSATION. 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. 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 COMPENSATION. 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. Appendix 1 LEARNING CONTRACT LEVEL 5 PROJECT Section 1: Student and course details Name: Click here to enter text. Tutor: Click here to enter text. Selected pathway: Click here Section 2: Focus Aim/Problem Statement Click here to enter text. Learning Outcomes As a result of this project I am able: 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. Section 3: Justification Click here to enter text. Tip (delete from submitted learning contract): Do some background reading to your chosen subject. Ask yourself, why is it important to me to achieve the aim of the project? How will the project contribute to my existing knowledge and/or practices and/or to wider knowledge? How will the project help you top improve your capabilities or prospects for employments? Back all this up with your background reading. This work can be sued to contribute to your literature review in the project report too. Section 4: Methods I have chosen [click to choose the relavant pathway] as my method pathway. The reason is because… Tip (delete from submitted learning contract): Say why you think the chosen pathway will help you to achieve the aim of your project. You may need to ask some questions about the various pathways to make a decision. Section 5: Timetable Tip (delete from submitted learning contract): Look at the methods and also at your session programme. What tasks do you have to complete? Put these into a time table (we recommend a simple Gantt chart). Where do your tasks bunch up? Does one task have to be done before another? Where will time become tight? Amends the plan where necessary to make sure time is allocated properly and things are done in advance if necessary. If necessary, add you time table as an appendix and signpost to it here (e.g. see appendix A: Gantt Chart). Delete these instructions before handing this Learning Contract in or getting approval. Section 6: Evidence of accomplishment By the end of this project I will produce a portfolio containing: The learning contract and associated appendices Project report Supporting evidence (log books, critical incident diaries, and employer and/or tutor feedback) Tip (delete from submitted learning contract): Amend the above as necessary, but make sure you include all of the necessary assessments. Section 7: References List, using Harvard, any sources you have cited (referred to) in the making of this learning contract Section 8: List of appendices to this learning contract Tip (delete from submitted learning contract): Don’t forget to include the timetable if you have this as a appendix and make sure you include the ethic/non-disclosure form. What is a Learning Contract/Agreement/Plan? It is a formal document that defines what is expected from you while working on the work based project. The learning contract sets out the parameters for the task that you are expected to undertake so as to meet the assessment criteria (learning outcomes). You would need to focus on the elements given in the above proforma for learning and delineate the details in the learning contract/plan and focus on the following key generic components: • What are you going to learn? • How are you going to learn it? • What objectives are you going to set? • What are the target date(s) for each activity and completion? • How are you going to know that you have learned and achieved the set objectives? • What evidence are you going to generate to prove that you have learned it? This is your responsibility to tailor the above learning contract to the work based project. You are required to explicitly articulate what objectives you are going to set, what activities would be undertaken, which sources of information or data need to be collected to ensure that the learning outcomes are achieved. You would need to discuss and seek guidelines from tutors/supervisors and agree/negotiate the Learning contract. You are required to submit the signed copy of the learning contract with your final report along with the portfolio. It is to ensure that transparent, feasible and verifiable set of activities are established in the learning contract which enables you to meet the learning outcomes of the module and achieves the assessment criteria. Signed: Tutor/Supervisor Signed: Student Date: