Developing Personal and Management Skills project
Project – Part B
As part of the formal assessment for Au you are required to submit an assessment based on Personal Development and Management Skills. The module has a two part assessment – Part A and Part B.
After completing the module you should be able to:
- Identify the skills required within the workplace, and illustrate their use and application, particularly within a management context
- Explain the use and application of supportive communication skills and relate this to appropriate theory
- Demonstrate an understanding of different learning styles and how own personal style may impact upon others
- Conduct an effective meeting and interview
- Design and evaluate a personal development plan
- Assume responsibility for their own personal and professional development
Part B – Report
You are required to provide a formal report on the following.
The layout for this assessment is as follows:
– Title page –awarding body, course title, module title, assessment title (Part B), your name and student number, tutor’s name, submission date and word count.
– Executive Summary – Not included in the word count. One page in length to explain the main topics included within the report and the recommendations drawn from your analysis and evaluation. This is past tense and written once the report is complete.
– Contents page
– Introduction – 50 words to explain what will be covered within the assessment. This is different to the executive summary as this is future tense; the report has not yet been written, you cannot include any detail of your findings and recommendations.
Choosing an organisation with which you are familiar with analyse and evaluate a range of management skills within the workplace.
– This could be your current employer, past employer, an organisation you are linked to or one that you have a knowledge about. If you still cannot select an organisation search the internet and use a multinational organisation that you can gain detail on.
Illustrate the use of the skills theoretically and then apply it practically to the organisation. The skills to consider are as follows:
- Supportive Communication;
- Conflict Management;
- Building effective teams.
As the word count uses 50 words for the introduction you have approximately 2950 words for this section. This leaves 590 words per management skill. When discussing the management skills try to explain the concept using theory and citations and then provide a practical example. When using your examples comment on how well the concept is implemented within the organization and if you can suggest any improvements.
- Supportive Communication
Theory could include Hunsaker & Alessandra and Berne.
Theory could include Maslow, Richie & Martin, Herzberg and/or Adams Equity Theory.
Theory could include theory from McGregor and Mullins.
- Conflict Management and Thomas-Kilman (refer to the group learning space)
Theory could include Mullins
- Building effective teams
Theory could include Belbin and discussions on Team Charters and High Performing teams.
You are then required to plan and conduct an effective meeting and interview, providing an evaluation of the success.
As the word count uses 50 words for the conclusion you have approximately 900 words for this section. This leaves you with 450 words each to evaluate the meeting and interview. When discussing the meeting and interview take the following on board:
- They must be written separately from each other. Use two headings.
- They can be on anything to anyone – work colleagues, friends, relatives (all you are doing is showing your understanding of planning and conducting them.
- Include the agenda from the meeting and interview questions from the interview within the appendix.
- When evaluating the two think about the following:
– Was the planning and execution of the meeting and interview a success?
– If not why not?
– Would you do anything different in the future?
– Consider the structure of the two, the questions, timings, environment and professionalism.
– Where you can complement the evaluation with theory and citations on effective meetings and interviews.
Conclusion – 50 words to summarise the report.
Reference section – to Harvard Standards.
Appendix – to include the agenda and interview questions.
Your assignment should include a title page containing your personal details, the module name, the submission deadline and a word count; the appendices if relevant; and a reference list in Harvard format. You should address all the elements of the assignment task listed below. Additional marks are awarded for the good use of theory and the supply of additional information from academic research and journalistic sources.
Formative Feedback Opportunity:
In order to assist with your learning and to give you some early feedback you are encouraged to submit a draft to your tutor.
If you do decide to complete a draft then, in order to receive feedback, the document must be emailed to the module tutor by 10th July 2015.
This is optional and does not contribute to the grading for the module and whether you choose to use this opportunity for early feedback or not you must still submit your answers to all assignment questions on or before 21st July 2015.
The tutor’s email address can be found on the module front page on iLearn and you will receive feedback within seven days.
Maximum word count: 4000 words – weighting 75%
Please note that exceeding the word count is likely to result in a reduction in grade.
You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the Harvard system. The My Study Skills Area contains the following useful resources; Study Skills Guide (containing a Harvard Referencing section) and a Harvard Referencing Interactive Tutorial. You must use the Harvard Referencing method in your assignment.
Maximum word count: 4000 words (maximum) for Part B.
Students are required to indicate the exact word count on the title page of the assessment.
The word count excludes the title page, executive summary, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count. Printed words include those contained within charts and tables. See ‘Word Count Policy’ on the homepage of this module for more information.
Assignments submitted late will not be accepted and will be marked as a 0% fail.
Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn.
You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area).
Suggested Reading all available on EBSCO or My iLibrary
Armstrong, M. (2012). Handbook of Human Resource Management Practice 12th Edition. London: Kogan Page
Armstrong, M. (2010). Essential Human Resource Management Practice: A Guide to People Management. London: Kogan Page
Katzenbach, J.R. Inayat-Khan, Z. (2010). Leading Outside the Lines : How to Mobilize the (in)formal Organization, Energize Your Team, and Get Better Results. San Francisco : Jossey-Bass
Moon, J. (2006). Learning journals: a handbook for reflective practice and professional development, 2nd edition, Routledge
Taylor, S. Lester, A. (2009). Communication: Your Key to Success. Singapore: Marshall Cavendish
Throughout the assignment writing process students should be ‘checking’ that the answers they write also fulfil the assessment criteria (specified in the assessment grid at the end of the assignment brief). By answering the questions you SHOULD achieve this but it is good practice for students to take responsibility for ensuring this too.
Level 4 introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets
Mark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)
Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills
Characteristics of Student Achievement by Marking Band 90-100% Achieves module outcome(s) related to GLO at this level Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality. Exceptional management of learning resources, complemented by assured self-direction/exploration. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional practical/professional skills.
80-89% Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality Outstanding management of learning resources, complemented by assured self-direction/exploration. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding practical/professional skills
70-79% Excellent information base, exploring and analysing the discipline, its theory and ethical issues with considerable originality. Excellent management of learning resources, complemented by self-direction/exploration. Structured/ accurate expression. Very good academic/intellectual and team/practical/professional skills
60-69% Good information base; explores and analyses the discipline, its theory and ethical issues with some originality Good management of learning resources with some self-direction. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills
50-59% Satisfactory information base that begins to explore and analyse the discipline and its ethical issues but is still mainly imitative Satisfactory use of learning resources and input to team work. Some lack of structure/accuracy in expression. Acceptable academic/intellectual skills and satisfactory practical/professional skills
40-49% A marginal pass in module outcome(s) related to GLO at this level Basic information base; omissions in understanding of major/ethical issues. Largely imitative Basic use of learning resources with no self-direction. Some input to team work. Some difficulty with structure and accuracy in expression. Some difficulties with academic/intellectual skills and developing practical/ professional skills
30-39% A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Satisfies qualifying mark Limited information base; limited understanding of discipline and its ethical dimension Limited use of learning resources. No self-direction, little input to team work and difficulty with structure/accuracy in expression. Weak academic/intellectual skills. Practical/professional skills are not yet secure
20-29% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension. Little evidence of use of learning resources. No self-direction, with little evidence of contribution to team work. Very weak academic/intellectual skills and significant difficulties with structure/expression. Little evidence of practical/professional skills
10-19% Inadequate information base. Inadequate understanding of discipline and its ethical dimension. Inadequate use of learning resources. No attempt at self-direction with inadequate contribution to team work. Very weak academic/intellectual skills and major difficulty with structure/expression. Inadequate practical/professional skills
1-9% No evidence of any information base. No understanding of discipline and its ethical dimension. No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to team work. No evidence academic/intellectual skills and incoherent structure/ expression. No evidence of practical/ professional skills
0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (eg: answers the wrong question) and/or related learning outcomes