MAN126 Continued Personal and Professional Development
Coursework Assessment Brief
|Module Title:||Continued Personal and Professional Development|
|Module Leader:||Andrëa Faustino|
|Restrictions on Time/Word Count:||4000 words (excl appendices)|
|Consequence of not meeting time/word count limit:||There is no penalty for submitting below the word/count limit, but students should be aware that there is a risk they may not maximise their potential mark. Assignments should be presented appropriately in line with the restrictions stated above; if an assignment exceeds the time/word count this will be taken in account in the marks given using the assessment criteria shown.*|
|Issue Date:||27 September 2021|
|Hand In Date:||10thJanuary 2022 by 4pm|
|Planned Feedback Date:||7 February 2022|
|Mode of Submission:||Online|
|Number of copies to be submitted:||1|
|Anonymous Marking||This assessment: Is exempt from anonymous marking.|
You are required to produce a Personal Development Plan (PDP) which evidences and justifies your choice of personal and professional goals within a critically reflective narrative.
The PDP must identify your individual learning goals and continuous professional and academic development.
- These goals must demonstrate how they relate to your individual skills and learning style and link to your present and future academic studies, career goals and professional aspirations.
- The critically reflective narrative, which must be incorporated, will describe the reflective process of how you arrived at your chosen career /personal goals; and will provide a more in-depth explanation of options available to you, based on the completion of a number of self-assessments tests, personal reflection, planned activities.
The PDP will also need to demonstrate:
- Identification of own learning style and how that impacts upon own learning goals.
- Link learning goals in context of your wider professional environment. Appreciate and harness the importance of peer involvement and reflection as part of the development process (participation in online exercises/forums/peer activities is key and should be evidenced).
- Understand and apply the role of individual professional circumstances in the development of the CPD plan.
- Evaluate and relate individual learning and professional situation in the design of learning and CPD goals.
- Integrate and evaluate CPD/PDP theory into the selection of your goals.
- Skills to be developed, evidenced by a selection of appropriate self-assessment exercises.
The following should be included as evidence of self-assessment tasks completed for this assignment. It is anticipated that you will also include otherpieces of evidence to strengthen and justify your narrative and PDP choices:
- Result from Honey and Mumford Learning Styles
- Synopsis of Honey and Mumford and completed Skills Audit
- Result from Future ME Test and reflection on the results
- Evidence of completion of a minimum of 2 Self-Assessment exercises from Solent Futures
- Results from MBTI, and reflection on the results.
- 5 Reflective diary entries/accounts showing progress on learning and development throughout module
- Evidence to show critical evaluation of your chosen Career Sector, and the skills, attribution, qualifications, and accreditations required in this area
|A1-A2||A3-4||B 1-3||C1-3||D 1-3||F 1-3|
|Identification and explanation of Learning & CPD Goals||Extremely well focused aims which are appropriate and very clearly set out.||Strongly focused aims which are appropriate and very clearly set out.||Well focused and appropriate aims, clearly set out.||Reasonably clear and focused aims.||Fairly clear goals but lacks focus.||Goals are undefined and/or of unacceptable focus.|
|Knowledge of PDP/CPD concepts & theories||Demonstrates exceptional breadth & scope of research.||Demonstrates impressive breadth & scope of research.||Demonstrates strong breadth & scope of research.||Demonstrates good breadth & scope of research.||Demonstrates acceptable breadth & scope of research.||Demonstrates unacceptably thin breadth & scope of research.|
|Critical analysis of theory in relation to personal goals/styles etc.||Outstanding critical analysis and evaluation and superb reasoning.||Excellent critical analysis and evaluation and superb reasoning.||Good critical analysis and evaluation and very strong reasoning.||Sound critical analysis and evaluation and strong reasoning.||Sufficient critical analysis & evaluation & appropriate reasoning||Weak analysis and evaluation and poor reasoning.|
|Linkage between professional and academic goals||Exceptional demonstration of linkage between goals||Outstanding demonstration of linkage between goals||Good demonstration of linkage between goals||Solid demonstration of linkage between goals||Adequate demonstration of linkage between goals||Insufficient demonstration of linkage between goals|
|Application of reflection as development tool||Exceptional reflection and demonstration of its application to the process.||Excellent reflection and demonstration of its application to the process.||Strong reflection and demonstration of its application to the process.||Satisfactory reflection and demonstration of its application to the process.||Fair reflection &demonstration of its application to the process.||Weak reflection and demonstration of its application to the process.|
|Presentation||Exceptional structure and framework. Comprehensive with exceptional clarity. Written work & referencing is immaculate.||Excellent structure and framework. Comprehensive with outstanding clarity. Written work & referencing is excellent.||Very good structure and framework. Comprehensive with strong clarity. Written work & referencing is excellent.||Robust structure and framework. Fairly comprehensive with reasonable clarity. Written work & referencing is good.||Appropriate structure and framework with some clarity. Written work & referencing is acceptable.||Inappropriate structure and framework. Neither comprehensive nor clear. Written work & referencing is unacceptable.|
This assessment will enable students to demonstrate in full or in part the learning outcomes identified in the Module descriptors.
Students are reminded that:
- If this assessment is submitted late i.e. within 5 working days of the submission deadline, the mark will be capped at 40% if a pass mark is achieved;
- If this assessment is submitted later than 5 working days after the submission deadline, the work will be regarded as a non-submission and will be awarded a zero;
- If this assessment is being submitted as a referred piece of work then it must be submitted by the deadline date; any Refer assessment submitted late will be regarded as a non-submission and will be awarded a zero.
The University’s Extenuating Circumstances procedure is in place if there are genuine circumstances that may prevent a student submitting an assessment. If students are not ‘fit to study’, they can either request an extension to the submission deadline of 5 working days or they can request to submit the assessment at the next opportunity (Defer). In both instances students must submit an EC application with relevant evidence. If accepted by the EC Panel there will be no academic penalty for late submission or non-submission dependent on what is requested. Students are reminded that EC covers only short term issues (20 working days) and that if they experience longer term matters that impact on learning then they must contact the Student Hub for advice.
Please find a link to the EC policy below:
Any submission must be students’ own work and, where facts or ideas have been used from other sources, these sources must be appropriately referenced. The University’s Academic Handbook includes the definitions of all practices that will be deemed to constitute academic misconduct. Students should check this link before submitting their work.
Procedures relating to student academic misconduct are given below:
The work being carried out by students must be in compliance with the Ethics Policy. Where there is an ethical issue, as specified within the Ethics Policy, then students will need an ethics release or an ethical approval prior to the start of the project.
The Ethics Policy is contained within Section 2S of the Academic Handbook:
The University uses a letter grade scale for the marking of assessments. Unless students have been specifically informed otherwise their marked assignment will be awarded a letter grade. More detailed information on grade marking and the grade scale can be found on the portal and in the Student Handbook.
Guidance for online submission through Solent Online Learning (SOL)