Purpose of the report

Purpose of the report

PART 1 (500W)

Concept of employability. critical understanding of a model of employability. Use labour market data to support your discussion.

https://go.exlibris.link/fmvhjQmh

PART 2- REFLECTION (1200W)

Using Gibbs reflective model structure; Gibbs' Reflective Cycle | The University of Edinburgh

What the live project was and what was the aim as a group, what sources were used.

Description: So, what happened? How we formed the group, how we decided to divide tasks, some ppl not turning up for lessons, people not responding to messages causing a lack of communication, setting meeting at times that are not convenient for all, how did I do

Feelings: How was I feeling before and after each situation? What do I think other ppl thought about me? What do ithink other ppl feel like now that its over? How was I feeling during the situation? What do I think about the situation now.

Evaluation: What went well? What went wrong?

Analysis: target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it.

Why did thing go well and why things didnt go well? What knowledge-academic literature-can help me understand the situation? Mention at least 2 theories

Conclusion: What did I learn from the situations? How could this have been a more positive experience for everyone involved? What skills do I need to work on to handle better the situation next time? What else could I have done?

Action plan: If I had to repeat, what would I do differently? How will I develop the required skills I need? How can I make sure that Ill act different next time?

PART 3. CAREER MANAGEMENT AND PERSONAL DEVELOPMENT PLAN (500W)

demonstrate a critical understanding of different approaches to careermanagement Based on your discussion in parts 1 and 2, consider how you could developyour employability over the next year (placement) Create a personal development plan for the next 12-18 months that willenable you to develop your employability (personal development plan notincluded in the word count)

CONCLUSION (150W)

ASSESSMENT: <Final project>

Module Code: BIO0259

Module Title: ASPIRE 2

Assessment Type Individual reflective report and portfolio evidence

Academic Year 2023/24 Term 1

Assessment Task

The assessment requires you to produce an individual reflective report to address the following.

Reflect on your experience of working in a team on the live project and consider its relevance to your personal and professional development.

You should also provide supporting material to be contained within the appendices.

This report is worth100% of the final module mark.

Level of AI-Use permitted for this Assessment

FORMCHECKBOX Level 2 Some use Permitted. Some use of AI tools is permitted in the research/early stages of this assignment but you mustensure that the work you submit is your own. If you use AI tools, you should acknowledge or reference this in your work. Use theText reference builderto learn how to reference AI generated ideas. The sorts of questions to consider when using AI are:

Is it accurate?

Are the references genuine?

Has it reproduced bias?

Duration: N/A Word Count: 2,500

Task specific guidance:

This is an academic report so should be written in report style. You should include a title page and contents page.

Make use of headings and subheadings to develop a clear structure.

Use Ariel font 11 with 1.5 spacing.

There are two parts to the report.

Part 1. Reflect on your experience of working in a team on the live project.

Part 2. How is this relevant to your personal and professional development?

The report must focus on your role within the team and the project, how you felt and what benefit you gained for your own personal and professional development.

For consistency, please use the Driscoll model of reflection so everyones work can be marked against the same criteria.

Please follow this structure when completing the report.

Title page (not included in the word count)

Contents page (not included in the word count)

Introduction here you must introduce the scope of the report and explain what the live project was that you worked on. (100 words)

Reflection here you must provide some academic content to introduce reflective writing and you must critically introduce the Driscoll model (300 words)

Part One (1,400 words)

Data collection (300 words)

Explain and evaluate your approach to using information sources, to understand the business context of your project.

Teamwork (450 words)

Critically discuss theory about teamwork then use the Driscoll model to reflect on how your group worked based on this theory.

Remember the reflection is about you, what you felt, what sense you made of this and what you would do differently.

Communication (450 words)

Critically discuss theory about communication then use the Driscoll model to reflect on how your group worked based on this theory.

Remember the reflection is about you, what you felt, what sense you made of this and what you would do differently.

Client feedback (200 words)

Include this as an appendix.

Reflect on the feedback you have been given using the Driscoll model.

Remember the reflection is about you, what you felt, what sense you made of this and what you would do differently.

Part Two (500 words)

Critical assessment of what personal and professional development is and why it is important.

Explanation for how the live project will support your personal and professional development. Take account of the now what aspects of the Driscoll model for each of the sections in part one.

Conclusion here you must bring the report together. Areas to consider are the major aspects of learning you have gained, the new skills you have developed and practiced, what you will do to continue to develop and anything else you feel is worthy of being highlighted in the conclusion (200 words)

Your report must include the following as appendices.

Your presentation

Presenter notes

Client feedback

Personal and professional development action plan

Your report should include any other evidence that supports its content. For example, evidence of communication within your project team or client such as emails or minutes of meetings. This evidence should be clearly labelled and included as appendices to your report.

Please note: there is no permitted +/- allowance on the word limit. This is 2,500 words and should not be exceeded.

General study guidance:

Cite all information used in your work which is clearly from a source. Try to ensure that all sources in your reference list are seen as citations in your work, and all names cited in the work appear in your reference list.

Reference and cite your work in accordance with the APA 7th system the Universitys chosen referencing style.For specific advice, you can talk toyour Businesslibrariansor go tothe library help desk, or you can accesslibrary guidance via the following link:

APA 7threferencing:https://library.hud.ac.uk/pages/apareferencing/The University has regulations relating to academic misconduct, including plagiarism. The Learning Innovation and Development Centre can advise and help you with how to avoid poor scholarship and potential academic misconduct. You can contact them at busstudenthub@hud.ac.uk.

If you have any concerns about your writing, referencing, research or presentation skills,youare welcome toconsult the LearningInnovation DevelopmentCentre team busstudenthub@hud.ac.uk. It is possible to arrange 1:1 consultation with a LIDC tutor once you have planned or written a section of your work, so that they can advise you on areas to develop.

Do not exceed the word limit / time / other limit.

Assessment criteria

The Assessment Criteria are shown the end of this document.Your tutor will discuss how your work will be assessed/marked and will explain how the assessment criteria apply to this piece of work. These criteria have been designed for your level of study.

These criteria will be used tomark your work and will be used to support the electronicfeedbackyou receiveon your marked assignment.Before submission, check that you have tried to meet the requirements of thehigher-gradebands to the best of your ability. Please note that the marking process involves academic judgement and interpretation within the marking criteria.

The Learning Innovation Development Centre can help you to understand and use the assessment criteria. To book an appointment, either visit them on The Street in the Charles Sikes Building or email them on busstudenthub@hud.ac.ukLearning Outcomes

This section is for information only.

The assessment task outlined above has been designed to address specific validated learning outcomes for this module. It is useful to keep in mind that these are thethings you need toshowin this piece of work.

On completion of this module, students will need to demonstrate that you can:

Critically evaluate a range of information sources for understanding a business context

Demonstrate detailed knowledge of theory and frameworks relevant to a specific live project / business challenge.

Demonstrate a detailed knowledge of major theories and framework of teamwork, roles and group dynamics.

Effectively communicate complex information to different audiences using various communication tools.

Interact effectively and inclusively within a project team, giving and receiving ideas and feedback and evaluate how team roles are enacted in the project work.

Use critical incidents to drive a process of self-reflection on academic, personal and professional development.

Please note these learning outcomes arenotadditional questions.

Submission information

Word/Time Limit: 2,500

Submission Date: 18th December 2023

Feedback Date: 15th January 2024

Submission Time: 15:00

Submission Method: Electronically via module site in Brightspace. Paper/hard copy submissions are not required. For technical support, please contact: busvle@hud.ac.uk

Appendix 1 Assessment criteria

[Module leaders should select relevant assessment criteria for the assessment task from the generic marking criteria. Ones which do not apply must be deleted. To ensure a shared understanding between modules, these descriptors should not be changed although module leaders may explain key terms in the context of the module in the assessment task brief.]

These criteria are intended to help you understand how your work will be assessed. They describe different levels of performance of a given criteria.

Criteria are not weighted equally, and the marking process involves academic judgement and interpretation within the marking criteria.

The grades between Pass and Very Good should be considered as different levels of performance within the normal bounds of the module. The Exceptional and Outstanding categories allow for students who, in addition to fulfilling the Excellent requirements, perform at a superior level beyond the normal boundaries of the module and demonstrate intellectual creativity, originality and innovation.

90-100 80-89 70-79 60-69 50-59 40-49 30-39 20-29 10 - 19 0 9

Level Exceptional

(Outstanding+) Outstanding

(Excellent +)

Excellent Very good Good Pass Unsatisfactory Unacceptable Unacceptable Unacceptable

Fulfilment of relevant learning outcomes Met Met Met Met Met Met Not met or partially met Not met or partially met Not met or minimal Not met or minimal

Response to the question /task Full command of assessment task; imaginative approach demonstrating flair and creativity Clear command of assessment task; sophisticated approach Very good response to task; elements of sophistication in response Well-developed response to assessment task with evident development of ideas Secure response to assessment task but not developed sufficiently developed to achieved higher grade Adequate response that meets minimum threshold, but with limitations of development Nearly a sufficient response but lacks key aspects. Insufficient response Little response No response

Knowledge and understanding (F, I and H)

Knowledge requirements are different at F, I and H level. Please use the relevant level knowledge assessment criteria

Detailed knowledge and critical understanding of relevant knowledge in the subject (I) Skilfully integrate ideas from beyond the module or disciplinary areas to provide original/ creative insights into the subject, tensions, and ambiguities in a considered individual voice. Shows an ease with contingency and ambiguity. Skilfully integrates extended knowledge/ ideas from

beyond the module, and disciplinary areas to provide excellent critical insights. Shows a level of comfort with contingency and ambiguity.

Comprehensively draws on an extended knowledge to show well-developed critical insights and good knowledge integration.

No major errors or misunderstandings or gaps.

Accurately demonstrates extended knowledge showing good critical insights and some knowledge integration.

No major errors or misunderstandings or gaps.

Accurately demonstrates most basic knowledge offers a basic critical understanding.

Lacks depth of integrating ideas.

Few errors and/or gaps in coverage and relevance.

Adequately demonstrates relevant basic knowledge and some, but limited, critical understanding

No integration of ideas.

Some errors and/or gaps in coverage and relevance Mentions some terminology relating to theories, concepts

Little critical understanding of relevant well-established area(s) of knowledge with a many of errors, misunderstandings, and omissions Very poor knowledge or critical understanding of relevant well-established theories / principles. Major misunderstandings or omissions. Negligible coverage of knowledge or critical understanding of well-established / major theories / principles Wholly irrelevant.

Cognitive / Intellectual skills

A range of means of framing cognitive and intellectual skills are provided to reflect the variety of assessment tasks across the School. Module leaders should consider the following criteria and select the one(s) that best reflect the assessment tasks. Assessment task briefs should be designed with sufficient information to provide students with a clear understanding of the core intellectual skills expected within the bounds of the module corresponding with the appropriate level of studyModule leaders should be clear about the nature of information / data to be analysed, as well as the tools of analysis expected. Analytical tools can be based on logic (comparison, connection, categorisation, evaluation, justification) and/or numerical (e.g. statistics, financial) or other.

Application of knowledge / skills to practice / a solution(s) / proposal / conclusion Creative & original application of knowledge /skills to produce new insights and offers a novel and comprehensive solution / proposal / conclusion which extends beyond the boundary of the brief.

Applies knowledge / skills to develop a comprehensive solution / proposal / conclusion which extends beyond the original boundary of the brief.

Extended insights. Applies knowledge / skill in a sophisticated manner to develop a well conceptualised and solution / proposal / conclusion.

Alternative approaches might be considered.

Thoughtful and developed insights/ creativity. Applies knowledge/skill in a logical and developed manner to provide a considered solution / proposal / conclusion.

Some good insights /creativity

No logical errors. Applies knowledge/skill in a logical manner to provide a more developed solution / proposal / conclusion.

Some but limited insights/creativity.

Few logical errors Applies knowledge/skills in a basic manner to develop a simple but limited solution/ proposal/conclusion.

No insights / creativity

Logical errors evident. Use of some knowledge to provide a solution / proposal / conclusion, but limited solution/ proposal / conclusion Some use of knowledge, but mostly insufficient. Weak use of knowledge / skills evident. Very limited solution / proposal / conclusion. No evidence of attempt to analyse or interpret information or provide a solution/proposal/ conclusion.

Structure and, style in supporting the development of ideas(criteria relevant for essay-style work) Elegant flow and structure is integral to the argument. An exceptional demonstration of academic writing which effectively guides the reader. Elegance of flow that skilfully through the work and excellently supports key message.

Well-ordered logical flow of material in a fluid style which contributes well to the development of the key messages and guides the reader through the writers thinking.

Clear logical and structured flow of material that guides the reader and supports the development of key messages. Basic logical flow of material with elements of signposting for the reader which supports key messages to some extent, but which can lapse in places. Some logical flow of material with some observable elements of signposting for the reader but elements of disorganisation

May contain repetition or irrelevant material which obscures the key messages. Some attempt at structure, but disorganized and ineffectual in reflecting argument or analysis.

No evident intent of structure. Disorganised, irrelevant or repetitive content. None Insufficient evidence

Oral presentation criteria

Reflection criteria

Reflection, creative thinking, and questioning Profoundly insightful and creatively original Excellent insight and demonstrating meaningful creativity Clearly articulated insight and creativity Some good insights and evidence of individual creativity Demonstrates some basic insights. Limited creativity and originality. Largely descriptive with some basic insight. Limited creativity. Descriptive with very limited inadequate insight Inadequate insight or understanding No persuasive evidence of reflection None

Reflexivity and developmental learning

Outstanding and profound self-awareness and critical reflection on inner world and its implications for development at multiple levels. Profound self-awareness arising from extensive critical reflection on inner world and its implications for development Demonstrates insightful self-awareness and critical reflection on inner world and insightful implications for development Demonstrates clear self-awareness and reflection on inner world and some awareness of implications for development Some self-awareness and fair reflection on inner world. Limited awareness of potential for development. Basic, but restricted self-awareness. Little reflection on inner world and limited awareness of potential for development Lack of self-awareness or reflection on inner world and scant awareness of potential for development. Minimal self-awareness or ability to express inner world and potential for development. No self-awareness or ability to articulate in a world None