Professional career development skills are very important in all industries, both to you as a graduate looking to develop yourself and help you to demonstrate to potential employers your employability.    Task 2 — Report   Students will write a report, containing a personal reflection on the role play and career development planning, demonstrating an understanding of the skills and knowledge which contribute toward working effectively, their readiness for employment, an understanding of personal strengths and areas for further development, as well as establishing their employment goals and develop a personal action plan/development plan.  The role play of both interviewer and interviewee will be the subject of a substantial piece of reflective writing to be incorporated into Task 2 under ‘Recruitment and Selection’ where you are expected to allocate 500 words for this section within the report, and applying an appropriate reflective cycle such as Kolb or Gibbs.  Please note this is meant to be written from a personal perspective, with a focus on your own skills and skills gaps, your own career goals and your own experience. However, references to relevant external literature are also required.      APPENDIX GA36a LEVEL 4 ASSESSMENT SPECIFICATION Programme: CertHE Skills for the Workplace Module: Professional Career Development Module code: BMSW4005 Lecturer: Sylvia Hoffmann Internal Verifier: Husam Alharahsheh Assignment Title: Professional career development report and role play (interviewee and interviewer) Word count (or equivalent): 10 mins role play (20 minutes for each pair) and 2000 words report Submission deadline: To be announced by the Assessment team Return date of provisional marks & written feedback: After the Exam Board Contribution to Overall Module Assessment (%): Please refer to the assessments schedule published on Students’ Hall in Moodle Submission method: 100% All written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students’ submissions.) Alternative submission method (if applicable): Late submission of the assessment will result in a late penalty mark. Penalties for late submission: Up to one week late, maximum mark of 40%. Over one week late, 0%. Only the Extenuating Circumstances Panel may approve a change to submission dates. Academic honesty / referencing: Academic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment. Page 1 of 10 Module Learning Outcomes (from module syllabus) MODULE AIM 1. To introduce students to strategies for personal reflection and career development planning. 2. To gain confidence and competence as effective employees. LEARNING OUTCOMES Upon the successful completion of this module, the student will be able to: 1. Understand the skills and knowledge needed for working effectively. 2. Demonstrate readiness for employability and personal advancement through an understanding of personal strengths and areas for further development. 3. Establish employment goals and develop a personal action plan. ASSESSMENT Assessment Component 1 ? Written exam ? Coursework Mode of assessment A practical professional development exercise (such as role playing interviewee and interviewer for a role linked to their personal goals) supported with a reflective essay or equivalent ? Practical Volume 5 to 10 minutes per student for the practical exercise supported by 2,000 words individual reflection or equivalent Weighting 100% PLEASE NOTE: Due to the current coronavirus (COVID-19) pandemic, the assessment brief for June 2021 term reflects the need for the entirety of the assessment to take place online. TASK DESCRIPTION Professional career development skills are very important in all industries, both to you as a graduate looking to develop yourself and help you to demonstrate to potential employers your employability. Task 1 – Role play Student pairs will present in online role plays (using MS Teams) facilitated by your lecturer, acting as both interviewee and interviewer for a role linked to their personal ambition (20 minutes for each pair). Each will complete an application form based on a job description and person specification for their chosen job and exchange it with their partner who will formulate 5 questions to ask as interviewer (plus inviting the interviewee to ask any question after the 5). Each interview will last no more than 10 minutes, (20 minutes for each pair), so that each student will role play interviewer and interviewee. Page 2 of 10 Where a student is unable to find someone to pair with, the tutor will arrange it so that the student will be able to do the task. Where a student is not happy with the co-operation of their partner, they must report this to their tutor no later than 2 weeks before the presentation. The role play of both interviewer and interviewee will be the subject of a substantial piece of reflective writing to be incorporated into Task 2 under ‘Recruitment and Selection’. It is therefore important to start making notes on the process from the beginning of the Task 1 project. The questions asked as interviewer and the Application Form completed as applicant (interviewee) for Task 1 must be uploaded as appendices to the Task 2 Report. Task 2 — Report (2,000 words) Students will write a report, containing a personal reflection on the role play and career development planning, demonstrating an understanding of the skills and knowledge which contribute toward working effectively, their readiness for employment, an understanding of personal strengths and areas for further development, as well as establishing their employment goals and develop a personal action plan/development plan. The role play of both interviewer and interviewee will be the subject of a substantial piece of reflective writing to be incorporated into Task 2 under ‘Recruitment and Selection’ where you are expected to allocate 500 words for this section within the report, and applying an appropriate reflective cycle such as Kolb or Gibbs. Please note this is meant to be written from a personal perspective, with a focus on your own skills and skills gaps, your own career goals and your own experience. However, references to relevant external literature are also required. Please note: at the end of the module, the marks from both tasks will be merged into one overall mark. Therefore, the questions asked as interviewer and the Application Form completed as applicant (interviewee) for Task 1 must be uploaded as appendices to the Task 2 Report. GENERAL SUBMISSION GUIDANCE 1. All of your submissions must include a title page that clearly states your name, your student number, the module code and title, your lecturer’s name, and your assignment title. 2. All of your submissions should be typed in Arial font, size 11. 3. All of your submissions should be typed with 1.5 line spacing. 4. All of your submissions should have an appropriate structure, include page numbers and have a reference list. Page 3 of 10 GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf. 1. Engagement with Literature Skills Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed an appropriate range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-todate, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list at the end of your work. Guidance specific to this assessment: 2. Knowledge and Understanding Skills At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding. Guidance specific to this assessment: 3. Cognitive and Intellectual Skills You should be able to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of your subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical thinking. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? You should provide justification for your arguments and judgements using evidence that you have reflected upon the ideas of others within the subject area and that you are able to make sound judgements and arguments using data and concepts. Where relevant, alternative solutions and recommendations may be proposed. Guidance specific to this assessment: 4. Practical Skills At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and interpret these within the context of your area of study. You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations and/or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts. This is likely to involve, for instance, the use of real world artefacts, examples and cases, the application of a model within an organisation and/or benchmarking one theory or organisation against others based on stated criteria. Evidence of completing Role play and reflective statement linked with task one. Guidance specific to this assessment: Page 4 of 10 5. Transferable Skills for Life and Professional Practice Your work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. This includes demonstrating: that you can communicate the results of your study/work accurately and reliably, and with structured and coherent arguments; that you can initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation and organisation. Guidance specific to this assessment: Page 5 of 10 STUDENT FEEDBACK FORM Generic Assessment Criteria 1. Engagement with Literature Skills Extent of research and/or own reading, selection of credible sources, application of appropriate referencing conventions. 2. Knowledge and Understanding Skills Extent of knowledge and understanding of concepts and underlying principles associated with the discipline. 3. Cognitive and Intellectual Skills Analysis, evaluation and synthesis; logic, argument and judgement; analytical reflection; organisation of ideas and evidence. 4. Practical Application Skills Deployment of methods, materials, tools and techniques; application of concepts; formulation of innovative and creative solutions to solve problems. Evidence of completing Role play and reflective statement linked with task one. 5. Transferable Skills for Life and Professional Practice Attributes in professional practice: individual and collaborative working; deployment of appropriate media; presentation and organisation. Assessment Mark (Assessment marks are subject to ratification at the Exam Board. These comments and marks are to give feedback on module work and are for guidance only until they are confirmed. ) Page 6 of 10 Late Submission Penalties (tick if appropriate) Up to 1 week late (40% Max) Over 1 week late (0%) Marks awarded Marks available This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill are shown. Lecturers will use the space provided to comment on the achievement of the task(s), including those areas in which you have performed well and areas that would benefit from development/improvement. 10 15 15 40 20 100% GENERIC ASSESSMENT CRITERIA Level 4 In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They should be able to present, evaluate and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will have learned how to evaluate different approaches to solving problems, and will be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able to undertake further training and develop new skills within a structured and managed environment and will have the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. Level 4 Category Engagement with literature FAIL MARGINAL FAIL 0-29% 30-39% Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and nonauthoritative. Referencing conventions used incoherently or largely absent. Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing. Major gaps in knowledge and understanding of (Knowledge of the the basic basic underlying underlying concepts and concepts and Gaps in knowledge of the basic underlying concepts and principles, with flawed or (including reading, referencing, academic conventions and academic honesty) Knowledge and understanding SATISFACTORY (3rd / Pass) 40-49% GOOD (2.2 / Pass) 50-59% VERY GOOD (2.1 / Merit) 60-69% EXCELLENT (1st / Distinction) 70-84% EXCEPTIONAL (1st / Distinction) 85-100% Engagement with a limited range of mostly relevant and credible sources but with some reliance on information gained through class contact. Some omissions and minor errors. Referencing conventions evident though not always applied accurately or consistently. Limited knowledge and understanding of the basic underlying concepts and Engagement with an appropriate range of literature, including sources retrieved independently. Some overreliance on texts rather than other sources. Referencing may show minor inaccuracies or inconsistencies. Engagement with a wide range of literature, including sources retrieved independently. Selection of relevant and credible sources. Generally sound referencing, with no/very few inaccuracies or inconsistencies. Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing. Exceptional engagement with an extensive range of relevant and credible literature. Highlevel referencing skills consistently applied. Knowledge of the basic underlying concepts and principles is accurate with a Competent knowledge of the basic underlying concepts and principles. Exhibits very Excellent knowledge and understanding of the basic underlying concepts and Exceptional, detailed knowledge and understanding of the basic underlying Level 4 Category FAIL 0-29% MARGINAL FAIL 30-39% SATISFACTORY (3rd / Pass) 40-49% GOOD (2.2 / Pass) 50-59% VERY GOOD (2.1 / Merit) 60-69% EXCELLENT (1st / Distinction) 70-84% EXCEPTIONAL (1st / Distinction) 85-100% principles of a subject.) principles of the subject matter. Inclusion of irrelevant material. Substantial inaccuracies. superficial understanding. Some significant inaccuracies and/or irrelevant material. principles within the subject area. Some elements may be missing. good understanding of the field of study but lacks depth and/or breadth. good understanding. principles of the subject. concepts and principles Cognitive and intellectual skills Wholly or almost wholly descriptive work. Little or no evaluation of the underlying concepts and principles. Failure to develop arguments, leading to illogical or invalid judgements. Minimal or no use of evidence to back up views. Largely descriptive work, with superficial evaluation of the underlying concepts and principles. Weak interpretation of data, flawed development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory. Rudimentary application of taught, basic methods, materials, tools and/or techniques but without consideration and Limited attempt at evaluation of the underlying concepts and principles, tending towards description. Can interpret qualitative and quantitative data but with some errors. Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency / misinterpretation. Good evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data, with minor errors. An emerging ability to use evidence to support the argument. Mostly valid arguments and logical judgements. Sound evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately. Ability to devise arguments using evidence to make mostly appropriate and valid judgements. Excellent evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately and with some insight. Excellent ability to devise arguments using evidence and make appropriate and valid judgements. Exceptional evaluation of the underlying concepts and principles based evidence. Outstanding interpretation of qualitative and quantitative data. Exceptional ability to devise arguments using evidence and make wholly appropriate and valid judgements. An adequate awareness and mostly appropriate application of basic methods, materials, tools and/or techniques. A good and appropriate application of basic methods, materials, tools and/or techniques. Clear appreciation of A very good application of a range of basic methods, materials, tools and/or techniques. Very good consideration of the context of An advanced application of a range of taught, basic methods, materials, tools and/or techniques. The context of the application is Exceptional levels of application and deployment skills in particular practical contexts. Outstanding identification of (Evaluate underlying concepts and principles of a subject and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements.) Practical skills (Different approaches to solving problems in particular contexts.) Limited or no use of taught, basic methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. Level 4 Category FAIL 0-29% Very weak evidence of different approaches to problem-solving in particular contexts. Work is poorly structured, disorganised, inaccurate and/or confusingly (Communicate the results of their expressed. Very study/work weak use of accurately and language and/or reliably, and with very structured and inappropriate coherent style. Failure to arguments; the work effectively qualities needed individual or as for employment part of a group. requiring the exercise of some Little or no personal evidence of the responsibility skills for within a structured employment and managed requiring the environment.) exercise of some personal responsibility. Transferable skills for life and professional practice MARGINAL FAIL 30-39% competence. Flawed appreciation of the context of the application. Weak evidence of different approaches to problem-solving in particular contexts. Work is poorly presented in a disjointed manner. It is loosely, and at times incoherently, structured, with information and ideas often poorly expressed. Weak use of language and/or inappropriate style. Flawed approach to individual or group work, meeting only partial obligations to others. Limited evidence of the skills for employment requiring the SATISFACTORY (3rd / Pass) 40-49% GOOD (2.2 / Pass) 50-59% VERY GOOD (2.1 / Merit) 60-69% EXCELLENT (1st / Distinction) 70-84% EXCEPTIONAL (1st / Distinction) 85-100% Basic appreciation of the context of the application. Can identify problems in particular contexts and propose basic alternative approaches or solutions though there may be errors. Mostly ordered presentation and structure in which relevant ideas / concepts are reasonably expressed. Work may lack coherence and/or accuracy in places. Can work as part of a group, meeting most obligations to others but perhaps with limited involvement in group activities. Demonstrates the basic skills for employment requiring the exercise of some personal responsibility, with some areas the context of the application. Good evidence of different approaches to problem-solving in particular contexts and proposes mostly appropriate solutions. the application. Very good evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions. well considered, and insightful. Excellent evidence of different approaches to problem-solving in particular contexts and proposes appropriate solutions. problems in particular contexts and formulation of wholly appropriate, thoughtful solutions / different approaches. Mostly coherent, organised and accurate work, in a suitable structure and is for the most part clearly expressed. Can work effectively independently and/or as part of a team, with clear contribution to group activities. Demonstrates the skills for employment requiring the exercise of some personal responsibility, with some areas of strength and some of minor weakness. Work is accurate, coherent, fluent, well-structured and organised. Can work effectively independently and/or as part of a team, with very good contribution to group activities. Demonstrates very good skills for employment requiring the exercise of some personal responsibility, with just occasional minor weakness. Work is coherent, very fluent and is presented professionally. Can work effectively independently and/or as part of a team, with an excellent contribution to group activities. Demonstrates excellent skills for employment requiring the exercise of some personal responsibility with an appetite for further development. Work is accurate, exceptionally coherent, very fluent and presented well. Can work effectively independently and/or as part of a team, with an exceptional contribution to group activities. Demonstrates exceptional skills for employment requiring the exercise of some personal responsibility with an appetite for further development. Level 4 Category FAIL 0-29% MARGINAL FAIL 30-39% exercise of some personal responsibility. THIS DOCUMENT IS ALSO AVAILABLE IN WELSH SATISFACTORY (3rd / Pass) 40-49% of minor weakness. GOOD (2.2 / Pass) 50-59% VERY GOOD (2.1 / Merit) 60-69% EXCELLENT (1st / Distinction) 70-84% EXCEPTIONAL (1st / Distinction) 85-100% Purchase answer to see full attachment Explanation & Answer: 3000 Words Tags: Career Development development skills potential employers development plan personal perspective User generated content is uploaded by users for the purposes of learning and should be used following Studypool’s honor code & terms of service.

MLA In-Text Citations: The Basics

Guidelines for referring to the works of others in your text using MLA style are covered throughout the MLA Handbook and in chapter 7 of the MLA Style Manual. Both books provide extensive examples, so it’s a good idea to consult them if you want to become even more familiar with MLA guidelines or if you have a particular reference question.

BASIC IN-TEXT CITATION RULES

In MLA Style, referring to the works of others in your text is done using parenthetical citations. This method involves providing relevant source information in parentheses whenever a sentence uses a quotation or paraphrase. Usually, the simplest way to do this is to put all of the source information in parentheses at the end of the sentence (i.e., just before the period). However, as the examples below will illustrate, there are situations where it makes sense to put the parenthetical elsewhere in the sentence, or even to leave information out.

General Guidelines

• The source information required in a parenthetical citation depends (1) upon the source medium (e.g. print, web, DVD) and (2) upon the source’s entry on the Works Cited page.
• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text must be the first thing that appears on the left-hand margin of the corresponding entry on the Works Cited page.

IN-TEXT CITATIONS: AUTHOR-PAGE STYLE

MLA format follows the author-page method of in-text citation. This means that the author’s last name and the page number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should appear on your Works Cited page. The author’s name may appear either in the sentence itself or in parentheses following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the text of your sentence. For example:

Wordsworth stated that Romantic poetry was marked by a “spontaneous overflow of powerful feelings” (263).

Romantic poetry is characterized by the “spontaneous overflow of powerful feelings” (Wordsworth 263).

Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. Oxford UP, 1967.

IN-TEXT CITATIONS FOR PRINT SOURCES WITH KNOWN AUTHOR

For print sources like books, magazines, scholarly journal articles, and newspapers, provide a signal word or phrase (usually the author’s last name) and a page number. If you provide the signal word/phrase in the sentence, you do not need to include it in the parenthetical citation.

Human beings have been described by Kenneth Burke as “symbol-using animals” (3).

Human beings have been described as “symbol-using animals” (Burke 3).

These examples must correspond to an entry that begins with Burke, which will be the first thing that appears on the left-hand margin of an entry on the Works Cited page:

Burke, Kenneth. Language as Symbolic Action: Essays on Life, Literature, and Method. University of California Press, 1966.