PERSONAL DEVELOPMENT PLAN - London South … · Web viewWhat is a Personal Development Plan? Personal Development Planning is a structured process, which will run alongside your studies

Work Related Learning 1– Personal Development Plan –Coursework

Work Related Learning 1Personal Development PlanRESIT COURSEWORK

Unit Leader: Anna Howard

Unit Reference Number:MAC-4-WR1

Faculty of Business

2010/2011

become what you want to be

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Overview

1. Significance of the assessment.

This unit is assessed by a combination of numeracy tests (25% weighting) research

report (50% weighting) and a personal development plan (25% weighting)

Undergraduate Programmes

Welcome to Work Related Learning 1. As part of your undergraduate studies you will

develop your Personal Development Plan (PDP).

What is a Personal Development Plan?

Personal Development Planning is a structured process, which will run alongside your

studies and extend into your career. It is envisaged to ‘’…develop the capacity of

individuals to reflect upon their learning and achievement, and to plan for their own

personal education and career development” QAA 2000.

Your degree course has been designed to develop the skills base needed in today’s

workplace environment and provide students with opportunity to develop their ability

to work independently and also develop their team working skills.

As part of your Work Related Learning 1 module, you will create your PDP and add to it

through the semester. Other modules and experiences outside the course will add

further inputs to your file.

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2. Aims of the assessment

PDP in this faculty has been designed around the skills defined by the Learning Outcomes for your courses

a) Understand how they learn.

b) Abilities in critical analysis and thinking.

c) Reflection.

d) Self evaluation

e) Assess own learning skills and style and identify areas for improvement and development.

f) Take action to develop their learning style and extend skills.

g) Use Microsoft packages at an introductory level.

h) Communication skills.

i) Critical analysis and evaluation skills.

j) Written presentation skills.

k) Independent working.

l) Time management

These learning outcomes will linked to the marking criteria using the letters above. For

example if a marking scheme element is examining the “Understand how they learn.” the

letter (a) will be used for reference.

Your coursework deadline is

Monday 22nd August 2011, at 4.00pm

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3. Assessment Requirements

Your PDP is in four sections and you are required to submit all four elements.

Reflections

o Six reflections of approximately 300 words per reflection. You are to do an individual reflection on each unit from year one of the Foundation Degree in Accounting.

o A template for your reflections can be found on page 6.

SWOT analysis

o A SWOT analysis is an analysis of your strengths, weaknesses, opportunities and threats.

o It would be expected that you would have three points under each section. Please detail each point and evidence e.g. – I am good at maths getting an A level grade B.

o A template for your SWOT analysis can be found on page 7.

SMART goals

o You must set yourself five separate SMART goals.

o These can cover both the long term and the short term.

o At least one must relate to a personal goal outside of university life.

o At least one goal must relate to your future career.

o A template for SMART goals can be found on page 8.

Personal development plan

o This consists of four templates and builds upon your SMART goals and SWOT analysis. PLEASE LINK WHAT YOU HAVE DONE IN YOUR SMART GOALS AND SWOT TO THE PDP!!!!!

o Template one is your plan what you want to achieve and when. (Some of these things you will now have achieved this academic year, look at these and also look at the future)

o Template two looks at what might stop you achieving your goals.

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o Template three is the monitoring stage of your goals.

o Template four looks at evaluating your progress towards your goals.

o All templates must be completed found pages 9 - 12.

Your coursework must be computer processed.

Templates can also be found on blackboard.

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Reflection Structure

What have I experienced?

What can I reflect from my experience? What went well?

What could have gone better?

What have I learnt from my experience?

How can I put into practise what I have learnt?

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SWOT Analysis

Strengths

Weaknesses

Opportunities

Threats

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SMART Goals Analysis

Specific

Measurable

Achievable

Realistic

Timed

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Personal Development Plan

I want to acquire/ develop the following skills/ personal

attributes:To do so , I am going to: Target dates (when I intend

to do this by):

Obstacles that I anticipate to How might I overcome these What help/advice might I

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carrying out my plan: obstacles: need in carrying out my plan

When will I review my progress?

Progress made in carrying out my plan: Obstacles that have arisen

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How have I/ will I overcome these

obstacles?

Do I need to adjust my plan: Do I need any further help/ advice:

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4. Marking Criteria

Reflections – 36 Marks (Learning Outcomes a, b, c, d, e, f, h, and I)

o 6 reflections of approximately 300 words.

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o 6 Marks per reflection.

SWOT analysis – 12 marks (Learning Outcomes b, c, d, e, h, and i)

o 3 marks for strengths

o 3 marks for weaknesses

o 3 marks for opportunities

o 3 marks for threats

SMART goals - 16 marks (Learning Outcomes a, b,h and i.)

o 3 marks for each goal completed under the SMART template.

o 1 mark for completing all five goals.

Personal development plan – 26 marks (Learning Outcomes a, b, c, d, e, f, h, and i.)

o 4 marks for the skills you which to develop and acquire, how you are going to do this and when you are going to do this by.

o 4 marks for the anticipated obstacles, how you are going to overcome these obstacles and what help you might need to do so.

o 6 marks for reviewing your progress and identifying obstacles that have arisen.

o 6 marks for how you have overcome these obstacles, adjusted your plan and any further help you may need to achieve your goals.

o 6 marks for incorporating your SWOT analysis and your SMART goals into your PDP.

Presentation – 10 marks (Learning outcomes – g, j, k and l)

o 10 marks will be awarded for presentation, spelling and punctuation.

5. Feedback

Generic feedback on the report shall be on Blackboard two weeks after the hand in date.

6. Guidance on referencing

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(Supplied by Academic Misconduct Officer)

“Correct referencing is an academic skill that you will be assessed on. Correct

referencing demonstrates that you have read appropriately on the subject shows that

you are acknowledging the sources you have used (that you are not trying to cheat) and

provide information on useful sources of information to your reader. Doing it correctly

demonstrates professionalism, doing it incorrectly will lead to reduced marks, possibly

to disciplinary action which includes the possibility of having your studies terminated.

I do see cases where the student has clearly deliberately attempted to cheat. These are

dealt with very firmly. However, most cases I see are where students have either

referenced poorly or not bothered with referencing at all. Otherwise good work often

fails in these circumstances.” (Academic Misconduct Office)

Guidance on referencing itself is available from the resources listed at the end of this

sheet.

You can find online help-sheets by using the following link:

http://www.lisa.lsbu.ac.uk/002_bcim/business/general/helpsheets_bm.htm

In particular you should look at:

HS4 Plagiarism

HS30 How to do your Referencing (1): an introduction to the Harvard System (Printed

Sources)

HS31 How to do your Referencing (3) Web Sites, Electronic Journals and the Internet

Further help is available on all academic matters from the ‘Academic Assistant’ at

http://www.blc.lsbu.ac.uk/aa/aa/

Grade Descriptor

80-100 Demonstrates:

i. Exemplary understanding of intellectual skills in the area of study and an ability to develop practical skills to a high level, exemplary knowledge of the well-established principles of their area(s) of study and critical awareness of the ways in which those principles are continually

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http://www.lisa.lsbu.ac.uk/002_bcim/business/general/helpsheets_bm.htm

http://www.blc.lsbu.ac.uk/aa/aa/


developed.

ii. Exemplary ability to apply underlying concepts and principles outside the context in which they were first studied, including in an employment context where appropriate, including contexts involving complexity.

iii. Exemplary understanding of the main methods of enquiry in their subjects & ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study and an ability to employ these methods at a high level.

All of the learning outcomes & practical competences are satisfied at a high level

70-79Demonstrates:

i. A more competent understanding of intellectual and practical skills in the area of study.

ii. Very good knowledge of the well established principles of their area of study and awareness of the ways in which those principles are continually developed.

iii. Significant strengths in applying underlying concepts & principles outside the context in which they were first studied, including in an employment context where appropriate, including contexts involving complexity.

iv. More than competent understanding of the main methods of enquiry in their subjects & ability to evaluate critically the appropriateness of the different approaches to solving problems in their field of study.

All of the learning outcomes & practical competences are satisfied, many are satisfied at a high level

60-69Demonstrates:

i. Competence & understanding of intellectual & practical skills in the area of study.

ii. Good knowledge of the well established principles of their areas of study & some awareness of the ways in which those principles are continually developed.

iii. Clear ability to apply underlying concepts & principles outside the context in which they were first studied including employment context where appropriate including context involving an appropriate understanding of the main methods of enquiry in their subjects complexity

iv. Competence and understanding of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

All of the learning outcomes and practical competences are satisfied, some are satisfied at a high level.

Foundation Degree Grading Descriptors

Grade Descriptor

50-59 Demonstrates

(i) Clear competence in the intellectual and practical skills in the area of study.

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(ii) Clear knowledge of the well-established principles of their area(s) of study and of the ways in which those principles have developed.

(iii) Clear ability to apply underlying concepts and principles outside the context in which they were first studied, including in an employment context where appropriate.

(iv) Clear competence in the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

All of the learning outcomes and practical competences are satisfied, some are more than satisfied.

40-49 Demonstrates

(i) Competence in intellectual and practical skills in the area of study.

(ii) Knowledge of the well-established principles of their area(s) of study.

(iii) Ability to apply underlying concepts and principles outside the context in which they were first studied, including in an employment context where appropriate.

(iv) Competence in the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study.

All of the learning outcomes and practical competences are satisfied.

30-39 Demonstrates

(i) Some competence in intellectual and practical skills in the area of study.

(ii) Some knowledge of the well-established principles of their area(s) of study.

(iii) Some ability to apply underlying concepts and principles outside the context in which they were first studied, including in an employment context where appropriate.

(iv) Some competence in the main methods of enquiry in their subject(s).

Some of the learning outcomes and practical competences are satisfied, or most are almost satisfied.

20-29 Demonstrates

(i) Limited competence in intellectual and practical skills in the area of study.

(ii) Limited knowledge of the well-established principles of their area(s) of study.

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0-19

(iii) Limited ability to apply underlying concepts and principles outside the context in which they were first studied.

(iv) Limited competence in the main methods of enquiry in their subject(s).

Few of the learning outcomes and practical competences are satisfied.

Demonstrates

(i) Little or no competence in intellectual and practical skills in the area of study.

(ii) Little or no knowledge of the well-established principles of their area(s) of study.

(iii) Little or no ability to apply underlying concepts and principles outside the context in which they were first studied.

(iv) Little or no competence in the main methods of enquiry in their subject(s).

None of the learning outcomes and practical competences are satisfied.

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PERSONAL DEVELOPMENT PLAN - London South … · Web viewWhat is a Personal Development Plan? Personal Development Planning is a structured process, which will run alongside your studies