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Page 1 of 22 Certificate of Higher Education in Employability Skills LEVEL 4 Professional Career Development BMSW4012 Module Lead: Muhammad Cassamo Email: m.cassamo@uwtsd.ac.uk 2023 - 2024 Page 2 of 22 Aims:  To introduce the student to strategies for personal reflection and career development planning Learning outcomes: Upon the successful completion of this module, the student should be able to:  Demonstrate the employability skills and knowledge needed for professional development.  Demonstrate readiness for employability and personal advancement through an understanding of personal strengths and areas for further development.  Establish employment goals and develop a personal action plan.  Critically evaluate recruitment and selection process Indicative content:  Concepts of self-awareness and the various approaches to self-assessment and learning.  The application of background questionnaires and identify personal learning preferences.  An analysis of personal strengths, weaknesses and tools to support professional development planning.  Ideas relating to the concept of personal confidence, studying and thinking independently.  Strategies for exploring employment options acquiring, selecting and collating information from a range of sources.  An introduction to strategies for career advancement: staff recruitment, job evaluation, person specifications, job specifications, interviewing, induction, mentoring, appraisal and retention issues.  Development of students’ confidence and readiness for employability such as responsibility and accountability; interpersonal relationships; effective means for communication; reliability.  Reference to relevant procedures and employment legislation. Study time allocation: The study time for the module is divided as follows: Activity type Hours Percentage Scheduled Learning 48 20% Independent learning 160 80% Placement learning 0 0 TOTAL 208 100% Assessment: Assessment Component 1 (Tick one) ☐ Written exam ☐ Coursework ☒ Practical Mode of assessment Volume Weighting A practical professional development exercise (such as role-playing interviewee and interviewer for a role linked to their personal goals) supported by a reflective written account 10 minutes per student for the practical exercise supported by 1500 words individual reflection or equivalent 100% Page 5 of 22 24/06/2024 10 Tutorial for part 2 Practical activity PowerPoint Handouts 01/07/2024 11 Interview sessions x Page 6 of 22 APPENDIX GA36a LEVEL 4 ASSESSMENT SPECIFICATION Student name: Student ID number: Programme: Certificate of Higher Education in Employability Skills Module: Professional Career Development Module code: BMSW4012 Contribution to Overall Module Assessment (%): 100% Lecturer: Muhammad Cassamo Ffion Cumberpatch Internal Verifier: Rhiannon Akers Assignment Title: Professional Career Development Reflection and Job Interview Word count (or equivalent): Part 1: 1500 words individual reflection Part 2: 10 minutes interview practical task Submission deadline: Part 1: Friday 31st May 2024 23:59PM Part 2: W/C 1st of July 2024 Return date of provisional marks & written feedback: Part 1: Friday 28th of June 23.59PM 2024 Part 2: Friday 2nd of August 2024 23:59PM Submission method: 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: Work which is submitted up to 1 week late will be capped at 40% for the first attempt and will be awarded a mark of 0% for re-assessment. Late submission penalties may be lifted only if there is an approved extenuating circumstances claim. Work submitted more than 1 week late will be considered as a non-submission and will not be marked. The work may be considered as a submission for reassessment if offered by an Examining Board or if there is an approved extenuating circumstances claim. 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 7 of 22 Page 10 of 22 Page 11 of 22 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-to- date, 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: Reflection: You should include at least 10 Harvard references. These should be taken from appropriate journals, textbooks and reliable websites. A reference list should be provided using Harvard referencing convention. Interview: You should research interview techniques in order to properly prepare for your interview. 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: Reflection: demonstrate your knowledge of the relevant models and theories such as SWOT, SMART, KOLB, Johari by using them in your written work. Interview: demonstrate your knowledge and understanding of the recruitment process and interview process by ensuring provide enough relevant information to answer the questions. 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: Reflection: demonstrate an understanding of the models and explain how 1 particular model has impacted on you. Interview: Analyse own skills and experience against a specific job selected and show linking. Page 12 of 22 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. Guidance specific to this assessment: Reflection: Apply learning from the models you have learnt – one model in particular can be discussed in greater depth in relation to how you applied this learning in your professional/personal world to develop your professional career development. Interview: Apply practical experience in formulating a answers for a suitable job, use examples from your previous roles or personal experiences. 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: You must abide by the following Microsoft Settings; Arial font, size 12, 1.5 line spacing and the text should be justified. Reflection: Demonstrate effective reflective writing skills, with appropriate application of models outlined where necessary. Interview: You should demonstrate effective communication and body language and time management skills. Please note: Up to 10% above the word limit – No deduction off final mark Between 10% and 25% above the word limit – Deduction of 5 marks off final mark Between 25% and 50% above the word limit – Deduction of 10 marks off final mark 50% or more over length – Maximum mark of capped mark (iii) A failure to meet the word limit (or minimum word limit if a range is given) may result in lower marks based on the quality of the work because the work may not include the necessary information required for the assessment to meet the stated learning outcomes. (iv) The feedback on the assessment should explicitly mention any mark deduction and the reason for it. Page 15 of 22 Module Learning Outcomes (from module syllabus) TASK DESCRIPTION Page 16 of 22 GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf. 6. 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-to- date, 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: 7. 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: 8. 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: 9. 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. Guidance specific to this assessment: Page 17 of 22 10. 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: You must abide by the following Microsoft Settings; Arial font, size 12, 1.5 line spacing and the text should be justified. Please note: Up to 10% above the word limit – No deduction off final mark Between 10% and 25% above the word limit – Deduction of 5 marks off final mark Between 25% and 50% above the word limit – Deduction of 10 marks off final mark 50% or more over length – Maximum mark of capped mark (iii) A failure to meet the word limit (or minimum word limit if a range is given) may result in lower marks based on the quality of the work because the work may not include the necessary information required for the assessment to meet the stated learning outcomes. (iv) The feedback on the assessment should explicitly mention any mark deduction and the reason for it. Level 4 FAIL MARGINAL FAIL SATISFACTORY (3rd / Pass) GOOD (2.2 / Pass) VERY GOOD (2.1 / Merit) EXCELLENT (1st / Distinction) EXCEPTIONAL (1st / Distinction) Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 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 (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.) 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. 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 / mis- interpretation. 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. 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. Rudimentary application of taught, basic methods, materials, tools and/or techniques but without consideration and 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 Level 4 FAIL MARGINAL FAIL SATISFACTORY (3rd / Pass) GOOD (2.2 / Pass) VERY GOOD (2.1 / Merit) EXCELLENT (1st / Distinction) EXCEPTIONAL (1st / Distinction) Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100% Very weak evidence of different approaches to problem-solving in particular contexts. competence. Flawed appreciation of the context of the application. Weak evidence of different approaches to problem-solving in particular contexts. 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. 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. Transferable skills for life and professional practice (Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments; the qualities needed for employment requiring the exercise of some personal responsibility within a structured and managed environment.) Work is poorly structured, disorganised, inaccurate and/or confusingly expressed. Very weak use of language and/or very inappropriate style. Failure to work effectively individual or as part of a group. Little or no evidence of the skills for employment requiring the exercise of some personal responsibility. 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 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 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 FAIL MARGINAL FAIL SATISFACTORY (3rd / Pass) GOOD (2.2 / Pass) VERY GOOD (2.1 / Merit) EXCELLENT (1st / Distinction) EXCEPTIONAL (1st / Distinction) Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100% exercise of some personal responsibility. of minor weakness. THIS DOCUMENT IS ALSO AVAILABLE IN WELSH