Professional Development Portfolio | My Assignment Tutor

Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences ofLearning. Springer, Boston, MAMSc Management with StreamsProfessional Development and PracticeCoursework Assessment Brief – Part 2Professional Development PortfolioSubmission mode: Turnitin online accessSoini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences ofLearning. Springer, Boston, MAGeneral Assessment Guidance for this Module Your summative assessment for this module is made up of two coursework submissions whichaccounts for 100% of the marks The deadline for submission is clearly stated on the coversheet of your assessment brief.Please note late submissions will not be marked. You are required to submit all elements of your assessment via Turnitin online access. Onlysubmissions made via the specified mode will be accepted and hard copies or any other digitalform of submissions (like via email or pen drive etc.) will not be accepted. For coursework, the submission word limit is 5000 words. You must comply with the word countguidelines. You may submit LESS than 5000 words but not more. Word Count guidelines can befound on your programme home page and the coursework submission page. Do not put your name or contact details anywhere on your submission. You should only putyour student registration number (SRN) which will ensure your submission is recognised in themarking process. A total of 100 marks are available for this module assessment, and you are required to achieveminimum 50% to pass this module. You are required to use only Harvard Referencing System in your submission. Any content whichis already published by other author(s) and is not referenced will be considered as a case ofplagiarism.You can find further information on Harvard Referencing in the online library on the VLE. You canuse the following link to access this information:http://my.bpp.com/vle/mod/data/view.php?d=223&rid=596 BPP University has a strict policy regarding authenticity of assessments. In proven instances ofplagiarism or collusion, severe punishment will be imposed on offenders. You are advised toread the rules and regulations regarding plagiarism and collusion in the GARs and MOPP whichare available on VLE in the Academic registry section. You should include a completed copy of the Assignment Cover sheet. Any submission withoutthis completed Assignment Cover sheet may be considered invalid and not marked.Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences ofLearning. Springer, Boston, MAAssessment Brief – Part 2MSc Management Programme – Professional Development andPracticeSummative Assessment Overview:This module is assessed through the five components listed below and submitted in two parts, eachof which has specific requirements. Part 1 – Submitted during and at the completion of term 3 – 55% of module grade Management Report Word count: 5,000 words (excluding title, reference list andappendices) 50% Evidence appendix 5%NB: The formative assessment – Management Report Research Proposal should be submitted andapproved and included in the evidence section of report.Part 2 – Submitted at the completion of term 5 – 45% of module grade Professional Development Portfolio. Word count 5,000 (45%)NB: Both documents should be submitted as one and not separately as they relate to each other. Part 1 of your assessment is submitted during and at the completion of term 3.Part 2 is submitted at the completion of term 5. Each has a separate assignment brief available onthe VLE.Collectively these are known as your portfolio which is a collection of work that shows how you haveachieved the intended learning outcomes of the module. Part 2 is explained below.Professional Development PortfolioWord count: 5000 words (excluding title, bibliography, reference and appendices)Marked out of 100 (45% weighting of final module grade)Over the last 18 months, your academic programme, part-time employment or a placement, and otherprofessional development opportunities have been key to helping you expand your knowledge, skillsand behaviours and your professional development over this time, needs to be evidenced.Critical learning events or incidents can be described as “learning situations which learners haveexperienced as effective, exceptional, or personally meaningful, (they) may lead to educationallysignificant learning and personal growth.” Soini H. (2012) Please write a detailed account of the criticallearning events and experiences you have navigated through and learned from.If you have had part-time employment, you should give an overview of your experience at BPP andyour critical learning events can be a mixture of part-time employment experience or a placement andSoini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences ofLearning. Springer, Boston, MAacademic experience. If you did not undertake part-time work, your assessment should be based onyour 18 months of your academic experience and your critical learning events should come from this.Using your learning journal as the primary resource to draw from, you should select a minimum of 3and maximum of 6 learning critical learning events and explain how these have developed youprofessionally and made you more employable –increased your employability.You should utilise one of the following reflective models to structure your writing:Kolb’s Reflective Cycle (1984)Gibb’s Reflective Cycle (1998)To exemplify your employability, you should source a job description that you would like to apply foras a BPP graduate and map your skills using your BPP Career Ready Skills Analysis form to thoserequired from the role. Within each of these experiences you are expected to articulate specificknowledge, skills and behaviours that you have brought together effectively to enhance yourperformance as a professional practitioner. You should also include and reference relevant theoriesthat you have been exposed to during your time at BPP.Where you identify areas for development, you should ensure that these appear as goals in your IPDPand should be discussed in the content of your report to clearly link your development with your intentto change. Your report should clearly detail what you would do differently because of your new-foundunderstanding and learning.The evidence for your professional development should be attached to your ProfessionalDevelopment Report as appendices. Evidence should consist of your learning journal, your individualprofessional development plan, your chosen graduate job description, a personal SWOT analysis, yourupdated CV, details of networking events and other training you might have been involved with andany other additional evidence that reflects your increased employability.Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences ofLearning. Springer, Boston, MAPart 2 – Assessment Marking Scheme SectionMarkApproachIntroduction andBackground5%Clearly state why you are writing this report. In this section youshould detail your course, what you have enjoyed and foundchallenging and what you now consider to be your careerdirection.If you had part-time employment, you can also write about whereyou worked, your job title and your main responsibilities.Selection andAnalysis of“CriticalLearningEvents” withintheProfessionalDevelopmentReport40%Your learning journal, kept over your 18-month experience, willprovide more than enough critical learning events and detailsfor you to draw from. The selection of which “Critical learningevents” will be based around the knowledge, skills, andbehaviours (KSBs) that have improved the most during yourwork placement or academic experience. They should also bemapped to your chosen graduate job description and identifyareas of strength and weakness – areas for development.You may choose to organise your report around skills and skill setsrather than chronologically.You must use one of the two reflective cycle models defined inthe assessment brief (Gibbs or Kolb) and you should seek tomake some short reference to your knowledge orunderstanding of relevant theory in support of your work. Thiscould be related to general employability, skill development,reflective practice or learning through experience.The most important aspect here is to ensure you have a goodanalytical structure that captures what you learned or felt abouta learning event (or series of events), what went well or not sowell and, ultimately, what conclusions do you make in relationto what you can do in the future.————————————————————————————-NOTE: One common error in this section is that students writetoo descriptively about what happened with little analysis ofwhat they learned and how they will apply it to their future.Linked to yourLearning Journaland yourgraduate jobdescription10%How do the events you’ve chosen as evidence for yourdevelopment link to your learning journal and your chosengraduate job description? Have you clearly identified the event andrelated developments in your analysis?Conclusions andPersonalAssessments10%This is the forward application of what you’ve told us abouthow you’ve developed. How will you use these valuable pieces ofknowledge or skills and behaviours (KSBs) Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences ofLearning. Springer, Boston, MA in the future? You will need to evidence your understanding ofwhat it takes to remain employable in your chosen career orindustry. It is likely that this will be evident in the choice of skillsyou have selected to reflect upon in your learning events or thefuture development intentions you plan to take forward. Thiswill be most useful to reinforce your reflections or to justify yourfuture development intentions that you have noted as goals inyour professional development plan.You may look to internal or external peers to benchmark yourown development and should refer to your chosen graduate jobdescription in terms of what future development mightbe needed, whether this be in your skill-set, acquiredknowledge or values and behaviours.—————————————————————————————NOTE: A good support document for this section would beyour personal SWOT placed in the appendices with previousand current self-assessments.SupportingEvidence30%Have you attached as appendices your learning journal, yourindividual professional development plan, your updated CV, BPPCareer Ready Skills Analysis form, details of networking events andother training you might have been involved with and any otheradditional evidence that reflects your increased employability andwork towards professional development goals?NOTE: Remember; the definition of appendices are the sections atthe end of a paper that gives additional information and contextto the topics explored in the contents of your report. They formpart of the overall appendix.Report Structureand Presentation5%Your professional development portfolio must reflect aprofessional standard of writing ability utilising appropriateHarvard Referencing. This includes the report cover page,citations, page numbers, use of language, presentation,organisation and structure, line spacing, use of section headings,spelling, punctuation and grammar, evidence of proof reading,properly labelled graphics, adherence to word limits, footnotes,and captions.Note: Please see the document provided to all students on theVLE: Formatting Academic Papers in Standard Harvard FormatTotal100 Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MAAppendix A – General Grading Criteria – Level 7 CriteriaPass GradesFail GradesHigh Distinction85-100%Distinction70-84%Merit60-69%Pass50-59%Fail30-49%Low Fail0-29%The work displays:The work displays:The work displays:The work displays:The work displays:The work displays:Knowledge &Understanding(a) SystematicUnderstanding(b) EmergingThought(a) Strong evidence of acomprehensive and systematicunderstanding of an extensiverange of appropriate issues,concepts, theories andresearch(a) Clear evidence of acomprehensive andsystematic understanding of aconsiderable variety of issues,concepts, theories andresearch(a) Clear evidence of acomprehensive andsystematic understanding ofall major – and some minor –issues, concepts, theories andresearch(a) Evidence of a systematicunderstanding, which maycontain some gaps, of allmajor – and some minor –issues, concepts, theories andresearch(a) Evidence of anunderstanding of anappropriate range of issues,concepts, theories andresearch but has significantgaps or misunderstandings.(a) Evidence of a limitedunderstanding of issues,concepts, theories andresearch either major and/orminor.(b) Sustained excellence in theapplication of thoughts andpractices at the forefront ofthe discipline(b) Precise and well-judgedapplication of thoughts andpractices at the forefront ofthe discipline(b) Some clear evidence ofthe application of thoughtsand practices at the forefrontof the discipline(b) Clear evidence of anunderstanding of thoughtsand practices at the forefrontof the discipline.(b) Unclear or impreciseunderstanding of thoughtsand practices at the forefrontof the discipline.(b) Significant gaps in theunderstanding of the debatesat the forefront of thediscipline.Argument(a) Analysis,Synthesis &Evaluation(b) NumericalAnalysis(c) Argumentation(d) IndependentResearch(a) Consistently precise,accurate and reasonedanalysis, synthesis and/orevaluation; addressing issueswith insight or originality(a) Consistently precise,accurate and reasonedanalysis, synthesis and/orevaluation addressing allissues, some with creativity(a) Precision, accuracy andclear reasoning throughoutthe analysis, synthesis and/orevaluation addressing allissues appropriately(a) Broad levels of precision,accuracy and reasoning inanalysis, synthesis and/orevaluation, and addresses allkey issues(a) Errors which affect theconsistency of the analysis,synthesis or evaluationand/or key gaps in the issuesaddressed(a) A lack of precision,accuracy or reasoning inanalysis, synthesis orevaluation with significantgaps in the issues addressed(b) Numeric analysis that iscomplete and free from errorswith application of methodsthat may be insightful ororiginal(b) Numeric analysis that iscomplete and mostly freefrom errors with fluent andappropriate application ofmethods.(b) Numeric analysis that iscomplete and mostly freefrom errors with relevant andeffective application ofmethods.(b) Numeric analysis that ismostly complete and freefrom significant or criticalerrors with appropriateapplication of methods.(b) Numeric analysis that ismostly complete but containserrors with significant effect,or methods that are appliedinappropriately(b) Numeric analysis that isincomplete or contains errorswhich have critical effect, ormethods that are appliedinappropriately(c) Extremely strong andconsistent argument making aconvincing whole withevidence of originality.Impressive dexterity in the useof information gathered tosupport the argument.(c) Extremely strong andconsistent argument thatconvincingly addresses issuesincluding uncertainties andconflicts. Excellent use ofinformation gathered which tosupport and further the argument(c) Evidence of an argumentthat is generally convincingwith a good internalconsistency and addressesmost issues. Very good use ofinformation gathered tosupport the argument.(c) Evidence of an overallconvincing argument but mayhave weaknesses, gaps orinconsistencies. Clear use ofinformation gathered but mayhave some weaknesses in theintegration into the argument.(c) Evidence of a consistentargument but may haveweaknesses, significant gapsor be unconvincing. Clear useof information gathered butmay not be sufficient tosustain the argument.(c) Lack of consistency orstructure in the argument.Serious weaknesses in theintegration of evidenceand/or no awareness of thelimitations or weaknesses ofthe research. Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MA CriteriaPass GradesFail Grades High Distinction85-100%Distinction70-84%Merit60-69%Pass50-59%Fail30-49%Low Fail0-29% The work displays:The work displays:The work displays:The work displays:The work displays:The work displays:Argument(continued)(d) IndependentResearch(d) Evidence of an innovativeor original use of extensivepersonal research which hasbeen thoroughly criticallyevaluated both conceptuallyand methodologically(d) Substantial research andevidence of an innovative useof a wide range of personalresearch with clear andconsistent critical evaluationboth conceptually andmethodologically(d) Clear evidence ofconsiderable personalresearch and the use of adiverse range of appropriatesources but may containproblems with consistency inthe conceptual andmethodological criticalevaluation(d) Appropriate use of a widerange of personal researchwhich is critically evaluatedfor key conceptual andmethodological issuesalthough this may not beconsistent throughout(d) Evidence of a range ofpersonal research butevidence of methodologicalor conceptual evaluation maybe limited, inconsistent orinappropriate(d) Over reliance on veryrestricted range of personalor secondary research muchof which may not beevaluated and may not bedirectly related to thequestion or areaPresentation(a) Structure(b) Referencing(c) Use of Language(a) Excellent structure andpresentation(a) Excellent structure andpresentation(a) Good structure andpresentation(a) Adequate structure andpresentation(a) Adequate structure andpresentation(a) Poor structure andpresentation(b) Precise, full andappropriate references andnotes.(b) Precise, full andappropriate references andnotes.(b) Full and appropriatereferences and notes withminor or insignificant errors(b) Good references andnotes with minor orinsignificant errors oromissions(b) Competent referencesand notes but may containinconsistencies, errors oromissions(b) Poor references and noteswith multiple inconsistencies,errors or omissions(c) Subtle use of languageexpressing highly nuancedthought with clarity andprecision to a level appropriatefor submission for publication.(c) Precise use of languageexpressing complex thoughtwith clarity, accuracy andprecision which furthers andenhances the argument(c) Clear and precise use oflanguage allowing a complexargument to be easilyunderstood and followed(c) Generally clear use oflanguage sufficient forarguments to be readilyunderstood and followed(c) Generally understandableuse of language butsignificant errors inexpression affecting overallclarity(c) Serious errors in the use oflanguage which makesmeaning unclear or imprecise Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MASoini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MAAppendix C – BPP Professional Development Plan Template KSB Development GoalMilestonesWhat are the specific actionsthat you need to carry out toachieve your goal?ResourcesE.g. books,journals, weblinks, training,events.DeadlineSuccess Factor(s)EvidenceExample short term goal:TeamworkingI’ve identified in my SkillsAnalysis Form that myteamworking skills are poor.I would like to feel moreconfident in working in ateam. My team project iscoming up and this would bea good time to test my skills.Example:To work effectively in a team, Ishould: Analyse my team workingrole using Belbin’s TeamRoles (Belbin, 1981) Find out how my teammembers fit in terms ofroles and try to allocateroles that best fit them. Understand the task athand and ensure that we(team members) attendupdate sessions regularly toensure we are on track.Example:https://www.belbin.com/about/belbin-team-roles/Module Handbookand VLE.Example:January 2020Example:My team will achievea result above the50% pass mark for themodule.Example:Completed Team Roles exercise.Completed transcript with marks.1. Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MA 2.3.

QUALITY: 100% ORIGINAL PAPER – NO PLAGIARISM – CUSTOM PAPER

Leave a Reply

Your email address will not be published.