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BTEC Subsidiary Diploma in
Business
Unit 15 – Development Planning
for a Career in Business
Summer Independent
Learning Work Book
Introduction to Summer Independent Learning
This workbook is designed to guide you through the tasks required to complete
the Btec Business Summer Independent Learning (SIL) between Years 12 and
13.
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You should have already completed the Progression Assignment for Unit 15 –
Development Planning for a Career in Business and hopefully you completed it
well enough to achieve a Pass and secure your progression into Year 13.
The progression assignment was the start of a career portfolio based on a
career you would like or are interested in and contained 3 sections;
Section 1 – A copy of your CV
Section 2 – General careers research
Section 3 – Specific careers research
This SIL and the corresponding assignment brief will continue your career
portfolio by adding further sections to it. These additional sections are;
Section 4 – An individual career plan identifying development needs (P2)
Section 5 – An assessment of methods of achieving development needs (M1)
Section 6 – A skills audit identifying skills gaps (P3)
Section 7 – An assessment of ways of improving transferable business skills
(M3)
Section 8 – A series of SMART targets for the career plan (P4)
Task 1
Open your progression assignment that you named Unit 15 Careers Portfolio
or similar.
Section 4 – Career plan identifying development needs
You now need to develop a career plan for the next 2 and 5 years. Copy this
template into your portfolio and complete it with DETAILED information in each
section.
Advice – the only reason students do not achieve the criteria for this task at
first submission is because they do not complete it with sufficient detail to reach
Level 3 standard!!! The boxes in the table can be increased in size if required.
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MY INDIVIDUAL CAREER DEVELOPMENT PLAN
Name:
Date:
Short-Term Time Frame
What do I want to accomplish
in the next 2 years?
Medium-Term Time Frame
What do I want to accomplish in in
the next 5 years?
My Career Objectives –
Section 1
What are my overall goals
that I want to accomplish in
this time period?
Example: Be at university
studying X, be on an
apprenticeship doing X, be
in a job working as a X
Write your short-term goals
Write your mid-term goals
Development Needs -
Skills and Knowledge
to be Learned - Section
2
What skills and/or
knowledge do I need to
learn or further develop?
Example: complete x
courses at college, apply for
X, develop communication /
maths / time management /
higher thinking skills /
complete uni with X degree
classification, complete X
apprenticeship, find a job
working as a X
Write your short-term skills
and knowledge to be learned
/ tasks to be done
Write your mid-term skills
and knowledge to be learned
/ tasks to be done
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Resources – Section 3
What resources do I need
to achieve my short-term
and medium-term goals?
Example: support from
teachers, help from
progress tutors or parents,
funding to pay for training,
time to gain experience,
PC for searching for and
applying etc.
Write your short-term
resource needs
Write your medium-term
resource needs
Time Schedule –
Section 4
What is my time schedule?
Start
When will I start?
Write your short-term start
date - likely to be Sept 2020
Write your medium-term
start date - likely to be Sept
2022
Finish
When do I expect to
finish?
Write your short-term
completion date Likely to be
Sept 2022
Write your medium-term
completion date - likely to be
Sept 2025
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Section 5– Assess Methods of Achieving Development Needs within
Timescale of Career Plan
Your career plan has highlighted a number of development needs – these could
be qualifications you need to achieve or skills and experience you need to gain in
order to be where you want to be in your career.
However, there is not always one straight path to follow
that will get you where you want to go and there are
different ways of satisfying your development needs.
To achieve M1 you need to look at your development
needs and research and assess the possible options
available for satisfying them.
There are usually different paths that will get you to the
end goal of your chosen career – apprenticeships,
degrees, professional qualifications, internships, training,
voluntary work experience etc.
Step 1 - identify methods
Identify all the possible ways there are of reaching your long-term career goals.
The research you completed for P1 in the progression assignment may help you
here and it may help to think of each possible route as an option. For example,
Option 1 go to university, Option 2 get an apprenticeship, Option 3 get a job etc.
Here are examples of methods of entering a college teaching career;
Option 1 – go to university and then study for a PGCE
Option 2 – go to university and then study the Teach First programme
Option 3 – complete the C&G Award in Education & Training, progressing
through the Certificate and then onto Diploma
Step 2 - assess methods
Once you have at least 2 different routes or options into your chosen career, you
need to assess them by considering the benefits and drawbacks of each
method of reaching your career goals – consider the availability of each route,
what you will have at the end of it, extra benefits of taking this route,
competition for places, time taken to complete it (must fit within 5 year
timescale maximum), cost involved, level of personal sacrifice etc?
Use the internet to help you identify the benefits and drawbacks too e.g. you can
search ‘benefits and drawbacks of university’ or ‘benefits of apprenticeships.’
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You will be looking for this kind of structure for each of your options;
Section 6 – Carry out a skills audit to identify skills gaps
Task 1
The next task is to assess your current level of skills and identify where you
have skills lacking – either you don’t have them at all or you need to develop
them ready for your chosen career.
At the end of this workbook you will find a
Skills Self Assessment Audit to complete –
be as honest as you can.
After you have completed the assessment, write a summary of what you have
done and what weaker skills (skills gaps) you have identified. For each skills
gap, why is it important you fill the gap if you are going to get the career you
want?
Option 1 - go to university
Benefits Drawbacks
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Task 2
Go to https://www.mindtools.com/ and midway down the page you will see a
blue bar with white icons referring to a range of different skills;
Choose at least 2 other skills from this list that might be useful in your chosen
career and take the ‘How good is your …?’ assessment for both skills. You may
be asked to sign up to receive your results, if so use your college email but you
don’t need to give any further details.
For each Mindtools assessment you complete, screenshot it, give the date you
took it and what it told you about your skills gaps. Again, why is it important
you close each skills gap for your chosen career?
As a summary for P3, pull all your skills gaps together from all the assessments
you have completed into one list.
Section 7 – Assess Ways of Gaining Type and Level of Transferable
Business Skills
Transferable skills are skills that can be transferred
(or used) in many different situations.
For example, you might have a natural ability to
communicate well with a wide range of people.
Although it is a skill you have developed throughout
your life, it is one that would be useful in work-
related business situations.
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Or perhaps you have a part time job and you have developed the skill of
organisation and time management – these are skills that all employers find
useful, hence the skill can be transferred to all careers.
Through your skills audits you will have been able to identify transferrable skills
you already possess. But as you have not started your chosen career yet, we
need to focus on improving those weaker transferable skills that are important
for your career.
As this is a Merit task, again you need to research and assess the different
methods you could use to improve 3 of your transferable skills and you
will be actually working towards improving them over the rest of the year.
Step 1
Using the list of skills gaps you created for P3, choose 3 weak transferable
skills (ones that are used in all careers) that you think would benefit from being
improved first, for example they would help you in your current studies, or are
quite easy to improve;
1.
2.
3.
Step 2
Research exactly how you could improve each of your
weaker transferable skills, for example can you read
books about how to improve them, find internet
articles about how to improve, are there courses you
could take, could you get support from someone or is
it just practice you need?
You need to identify at least two different ways of improving each transferable
skill and be as specific as possible e.g. what is the name of the book you could
read, which websites explain how to improve, what is the course called that you
could take, where is it, who offers it, how long will it take to complete, how
much will it cost etc?
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Then you need to assess the benefits and drawbacks of each method of
improving each of your 3 weak transferrable skills.
Example
One weak transferable skill I need to improve is my time management as I am
often late for lessons, appointments etc. This will be important in my career
because employers pay you to work between two set times and by being late
they will either reduce my pay or, if I am late too often, they will discipline me.
This will not help me progress in my career, either with that employer or any
future one.
One way I could improve my time management is to use my mobile phone to
set reminders of where I need to be so I set off earlier than I need to. This is
a good method because I already have a phone so I’ll always have it with me
and it’s easy to set up reminders. The reminder alarm will make me look at my
phone and remember where I need to be and if I set it early it will encourage me
to set off with plenty of time so I’m not late.
However, a drawback of this is I’ll have to remember to set a reminder for
every place I need to be and it’s likely I’ll forget to do this or simply won’t have
time to do it. Also, if the reminder goes off in a morning I know I am guilty of
turning my phone off and going back to sleep and so may still oversleep and be
late.
Another option for helping me improve my time management is to read up on
the subject and learn about other methods that could help me. For example
there is a book called ….
This is a good method because ….
However, there are problems with reading a book to improve this skill. For
example …
For each of your 3 weak skills, this is the structure you are looking for;
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BenefitsDraw
backsBenefits
Draw
backs
The results of these two assessments (M1 & M3) will allow you to decide exactly
which targets you wish to set for yourself and then develop each target into a
detailed SMART target for P4.
Section 8 – Create SMART targets for the career plan
By this point you should have completed your career plan (P2) and assessed the
different ways you could achieve your development needs and develop your
transferable skills (M1 & M3)
The last task for your SIL is to create a series of
SMART targets that will help you achieve your
development needs and improve your skills.
The SMART targets you set in P4 are for a reason so
they need careful consideration. You will have to
actually make progress towards these SMART
targets and try and achieve them – this is for M2 which you will be working on in
Year 13.
Weak Skill
Method of improving 1
Method of improving 2
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You will be monitoring your progress towards these targets on a weekly basis
and periodically they will be audited (checked) by your teacher.
S – what exactly are you going to do and how?
M – how will you measure your progress?
A – what resources and help do you have to achieve your target?
R – how is achieving this target relevant to your chosen career?
T – when are you aiming to have achieved this target?
Part A - Everyone needs to complete their Btec and A Level courses by the end
of Year 13 so create your first SMART target for this – remember to be
SPECIFIC!
Use the following layout;
SMART Target 1 – Complete Year 13
S – complete Year 13 in what subjects and with what grades in each?
M – how will you know you’re on track to achieve these grades?
A – what support and resources do you have to help you?
R – how will completing Year 13 with these grades help towards your career?
T – when are you aiming to compete Year 13? Year 13 ends July 2021.
Now you have a SMART target for completing your studies at College, what is
your next step?
Apply to university? Apply for apprenticeships?
Apply for jobs?
Create two more SMART targets based on
what you need to do to get to your next
destination after College.
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Part B – you have also identified and assessed 3 transferable skills you need to
improve to help you get the career you want.
Create 3 more SMART targets, one for each transferable skill you want to
improve – REMEMBER you must actually try and achieve each target so make
sure they are actually doable!
In total you should have 6 SMART targets – 3 practical ones to get you towards
the career you want and 3 focused on developing your skills.
Final SIL Check!
If you have completed each task in this booklet you should have the following;
Criteria Task Complete?
P2 Career plan
M1 Assessing methods of achieving career goals
P3 Skills audits identifying skills gaps
M3 Assessing methods of improving transferable skills
P4 6 SMART targets
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Skills Self-Assessment Audit
Please answer all questions in this self-assessment. There are 48 questions, split into 8 groups. Read
each question and tick the value which you feel is most appropriate to you. Each answer has a point
value:
disagree strongly 1
tend to disagree 2
tend to agree 3
strongly agree 4
Add up your scores for each section and then add these together. There is an indication of your skill
level in the scoring system at the end of the exercise. This will give you an idea of how confident you
feel about your skills.
COMMUNICATION: READING
1 2 3 4
1 I feel confident about my reading, especially for study
2 I can find information from a wide variety of different sources
3 I can select information relevant to the topic from these sources
4 I am able to use different reading strategies (skim, scan, read in-depth)
5 I can make useful notes while I am researching for an assignment or a
project
6 I can summarise a section of text to convey the author’s main arguments
TOTAL:
COMMUNICATION: WRITING
1 2 3 4
7 I am confident that I can reproduce my ideas effectively in writing
8 I am confident that I can write substantial reports and essays as well as
shorter pieces such as formal letters
9 I always plan my essays and other assignments before writing anything
10 I always check my work for spelling and grammatical errors before
submitting it
11 I always check that my work is presented according to the assignment’s
requirements
2
12 I can make useful and meaningful notes from a lesson, presentation or
demonstration
TOTAL:
COMMUNICATION: ORAL
1 2 3 4
13 I am confident explaining new concepts to other people
14 I would be able to give a presentation on a subject new to me
15 I can produce visual aids (including slides with charts, diagrams, tables
and photographs) to illustrate points in a presentation
16 In group discussions, I listen to others and am sensitive to their points of
view
17 I can take the discussion forward at appropriate points
18 I can adapt my presentations according to my audience
TOTAL:
TEAMWORK
1 2 3 4
19 I have often worked with others as part of a team
20 I make sure that I understand the goals the team is trying to achieve
21 I agree my own responsibilities in working towards the team’s goals
22 I am sensitive to the roles of other team members
23 I can monitor the team’s progress and report any difficulties
24 I am happy to lead the team if the opportunity presents itself
TOTAL:
PROBLEM-SOLVING
1 2 3 4
3
25 When faced with a task I can break it down into manageable parts
26 If at first I do not understand a problem, I can find help
27 I enjoy the challenge of solving problems
28 When I am given a new task, I always ‘brainstorm’ ideas (involving the
team if part of a team)
29 I consider the likely outcomes of my solutions to problems before I carry
them out
30 I consider alternative solutions depending on the problem in question
TOTAL:
PERSONAL EFFECTIVENESS
1 2 3 4
31 I can organise my tasks in order to meet deadlines
32 I reflect on my progress towards my targets
33 I know my own strengths and weaknesses when it comes to planning
and meeting targets
34 I can find support where necessary in order to help complete a task
35 I have future targets in mind regarding my career and education
36 I discuss my future targets with others (e.g. tutor)
TOTAL:
NUMERACY
1 2 3 4
37 I am confident about making simple calculations
38 I use a calculator competently in my studies/work
39 I am confident in working with fractions, decimals, percentages and ratios
40 I can interpret graphs, charts, tables and diagrams where necessary
41 I can construct graphs, charts and diagrams when I need to convey
information this way
4
42 I am confident in my ability to handle statistical data as part of my
course/my job
TOTAL:
INFORMATION TECHNOLOGY
1 2 3 4
43 I use a word-processing package to produce all my submitted work
44 I can use a spreadsheet package to record and manage data
45 I can use a database package to establish and use a database
46 I am confident in researching topics of study using the Internet
47 I can produce visual aids for a presentation using presentation software
48 I am aware of health and safety issues around the use of computers
TOTAL:
Grand Total:
How did you do?
You can check your score against our scoring system below. PLEASE REMEMBER that this is not
scientific! We have not devised a ‘perfect’ self-assessment test, and these scores give only an
indication of your level in any of the skills we have mentioned.
48-69
You’re not feeling particularly
confident about your skills and
abilities – perhaps you weren’t
giving yourself due credit for your
talents? By using this pack, you
should be able to work on areas
which you feel could do with
improving. You might even find it
useful to talk through your self-
assessment with a friend or a tutor
whom you trust. They may see your
strengths more clearly than you
have in this exercise.
70-95
You consider yourself to be
‘average’ – this means that you
have firm foundations on which to
improve your skills! Using the list
below, identify some of the areas
which are stronger than others.
This will help you to plan your
improvement, and prioritise the
areas which need attention. Focus
on activities which can develop
these particular skills. If you
refer to this Skills Audit again
during the semester you’ll see how
your weaker skills are gradually
strengthening.
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Questions
What was your overall score and what does it say about your general skills level?
List all your weakest skills from the assessment (those you scored 1 or 2) as these are your skills
gaps:
My weakest skills are;
96-139
Congratulations! You’ve rated
yourself well. You may have some
areas which could be developed
further, but you are confident and
competent in a wide range of
skills. If you are particularly
strong in one skill, such as
written communication, now might be
the time to focus on something
else. For example, you might start
working on your numeracy – can you
work out how much you’ve spent on
your food shopping before you reach
the till at the supermarket?
140-192
You are highly confident in all
these skill areas – well done. You
find it easy to apply your skills
in a variety of situations.
However, you can make good use of
this pack to reflect on your skills
further and bring them to a higher
level. Think about the next stages
of your academic and professional
life – would you know how to
demonstrate your skills to an
employer?
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BTEC Assignment Brief
Qualification Btec Level 3 Subsidiary Diploma in Business
Unit or Component
number and title
15 – Development Planning for a Career in Business
Learning aim(s) (For NQF/RQF
only)
NA
Assignment title Unit 15 SIL Assignment
Assessor Paul Hunt
Hand out date Wc
Monday 6th July 2020
Hand in deadline First Business lesson of Year 13 wc Monday 7th September 2020
Vocational Scenario or
Context
You have made a positive start to your career portfolio and
have produced a front cover, your CV, a section on general
sources of careers information and a section on sources of
information specifically related to your career.
Your portfolio now needs to contain information about your
career plans and the skills you need to develop in preparation
for starting your chosen career.
Task 1
Based on your chosen career path, the fourth section of your
portfolio should include a completed career plan explaining
what you want to accomplish in the next 2 and 5 years, the
development needs you have, the resources available and
a predicted timescale.
In addition to your career plan, assess methods of
achieving your development needs within the 2 year and
5 year timeframes of the career plan – how could you reach
your 2 year and 5 year goals, what are the benefits and
drawbacks of each method?
Checklist of evidence
required
Portfolio section showing completed 2 and 5 year career plan
template and assessment of methods of achieving development
needs
Criteria covered by this task:
7
Task 3
All careers require transferable skills. Your next task is to
carry out a self-assessment audit of your current skills
and identify skills gaps.
For each audit you complete you need a discussion of the
results. What skills gaps have you identified, are these
skills needed in your chosen career, if so, why are they
important?
Once you have selected 3 of the most important skills gaps
you feel need developing, assess the ways you could
specifically develop these skills – what are the benefits
and drawbacks of each way of developing your skills?
This will form the fifth section or your portfolio.
Checklist of evidence
required
Portfolio section showing a number of skills audits have been
completed and skills gaps have been identified including an
assessment of how these skill levels could be achieved
Criteria covered by this task:
Unit/Criteria
reference To achieve the criteria you must show that you are able to:
P3 Carry out a skills audit to identify skills gaps
M3
Assess ways of achieving the level and types of transferable business
skills needed for the career plan
Unit/Criteria
reference To achieve the criteria you must show that you are able to:
P2 Complete a career plan identifying their development needs
M1 Assess methods of achieving development needs within the timeframe of
the career plan
Task 5
Now you have identified your development needs and weaker transferable skills and assessed methods of achieving / improving them, you need to set yourself 6 SMART targets (3 for each). Based on your assessments of how to achieve your development needs and how to improve your weaker transferable skills, the sixth section of your portfolio needs to explain exactly how you are going to achieve them using the SMART criteria. Each target needs to be;
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Sources of information to
support you with this
Assignment
SIL Workbook
Mindtools
General internet research
Other assessment
materials attached to this
Assignment Brief
NA
Specific – what exactly do you want to achieve and how? Measurable – how can you judge whether you’re making progress or not and how often will you check? Achievable – do you have the resources, entry requirements, people to help you? Relevant – how does the target help towards your long-term career goal? Time bound – when should this target be achieved, a deadline?
Checklist of evidence
required
Portfolio section showing 6 SMART targets (3 for development needs
and 3 for transferable business skills)
Criteria covered by this task:
Unit/Criteria
reference To achieve the criteria you must show that you are able to:
P4 Create SMART targets for the career plan
