In partnership with the University of Suffolk

BABS Assignment

Assignment Brief
Course/Programme: BA Business Studies
Level: 4
Module Title: Personal and Professional Development
Module Leader: David Mwaura
Assignment titles: 1. Task 1- Reflective report
2. Task 2 - Individual Presentation paper

Assignment 1 and 2
number:
Weighting: 1. Reflective Journal - 30%
2. Individual Presentation Paper - 70%

Date given out: January 2024

Submission date: 1. Reflective Journal – 26th February 2024

2. Individual Presentation Paper – 25th March 2024

Eligible for late Yes

submission (3
working days, with
penalty)?
Method of X Reflective Journal- X PowerPoint Slides Exported to
submission: Online only via Microsoft Word/PDF with
Turnitin supporting notes-Online via
Turnitin

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Special instructions
for submission (if
any):
Date for results and
feedback:
Employability skills  Creative and Critical
assessed:  Self-aware and Self Organised
 Confident to Share and Lead
 Collaboration
 Research and Digitally Literate

Learning outcomes LO1: Demonstrate a critical understanding of the

assessed: concepts of reflective learning and personal development
LO2: Appraise the relevance of personal development to
the role of a manager, for one's own and others'
development
LO3: Manage one's own development effectively and
apply newly acquired skills
LO4: Monitor one's own and others' performance through
giving and receiving feedback.
LO5: Assess development needs and identify resources
and opportunities to address them
LO6: Develop your own approach to reflective learning and
continuing professional development.

Referencing: In the main body of your submission you must give credit to authors
on whose research your work is based. Append to your submission a
reference list that indicates the books, articles, etc. that you have read
or quoted in order to complete this assignment (e.g. for books:
surname of author and initials, year of publication, title of book, edition,
publisher: place of publication).
Disclosure: Please include the following statement on the title page of the submitted
assignment, followed by your name:
I declare that this assignment is all my own work and that I have
acknowledged all materials used from the published or unpublished works of
other people. All references have been duly cited.

All assignments must be submitted to Turnitin.

Note: the Turnitin version is the primary submission and acts as a receipt for the student.
Late submission of the electronic version of the assignment will result in a late
penalty mark. Penalties for late submission: Up to 72 hours late, maximum mark of 50%.

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Over 72 hours late, Refer.
Only the UoS Extenuating Circumstances Panel may grant an extension.
Requests for extensions must be submitted 5 days BEFORE the submission deadline

The grade awarded for this piece of work remains provisional until ratified by LSC
Exam Board.

Assessment criteria: see grading criteria

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Learning Outcomes tested Assessment Criteria to achieve each
(from module descriptor) outcome a student must demonstrate the
ability to:
LO1: Demonstrate a critical  Complete a Reflective Journal that
understanding of the concepts of assesses your learning process in
reflective learning and personal relation to the Employability/Study Skills
of the module.
development

LO2: Appraise the relevance of  Recognise the importance of leadership

personal development to the role skills in the development of personal
of a manager, for one's own and managerial effectiveness.
others' development

LO3: Manage one's own

development effectively and
apply newly acquired skills
 Recognise the importance of taking control
LO4: Monitor one's own and of your individual Personal Development
others' performance through Planning (PDP).
giving and receiving feedback.
LO5: Assess development needs  Identify your individual strengths and
and identify resources and weaknesses and how you can utilise the
opportunities to address them conversion and matching strategies to take
advantage of available opportunities and
minimise the threats.
LO6: Develop your own approach to  Identify individuals areas for professional
reflective learning and continuing development
professional development.

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 TASKS DESCRIPTION:

TASK 1 Reflective Journal – 30%

Continuing Professional Development (CPD) is a combination of approaches, ideas, and techniques

that will help you manage your learning and growth (CIPD, 2020).

Prepare a reflective journal that discusses how completing this module, or attending the university in
general, has contributed to your achievement of the employability and study skills which relate to:

 Communication skills: verbal and written

 Research skills
 The use of ICTs
 Teamwork and networking
 Time and self-management
 Problem-solving skills

 You should apply a relevant model in your reflection process such as; Kolb’s Reflective Cycle or

Gibbs Reflective Cycle, etc.

 Include evidence with examples to support the achievement of these skills.

 Include a plan with objectives to hone these skills in the future.

 You can write in first person for this task.

LENGTH

1000 words

FORMATTING AND LAYOUT – Informal Report

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style

2. Focus: Focus only on the tasks set in the assignment.
3. Ensure a clear title, course, and name or ID number is on a cover sheet and work is appropriately
referenced.
4. Research: Research should use reliable and relevant sources of information e.g. academic books and
journals that have been peer-reviewed. The research should be extensive.
5. All referencing should be in Harvard style.

MARKING CRITERIA AND STUDENT FEEDBACK –

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 ASSIGNMENT (50%)
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark.
The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement
of the task(s), including those areas in which you have performed well and areas that would benefit
from development/improvement.

rded
Mark

awa
avail

Mar
able

ks
Common Assessment Criteria (applied to all parts of the project)

s
1. Research-informed Literature: Extent of research and/or own 15
reading, selection of credible sources, application of appropriate
referencing conventions.

2. Knowledge and Understanding of Subject: Extent of knowledge 15

and understanding of concepts and underlying principles associated
with the discipline.

3. Analysis: Analysis, evaluation and synthesis; logic, argument and 30

judgement; analytical reflection; organisation of ideas and evidence

4. Practical Application and Deployment: Deployment of methods, 30

materials, tools and techniques; application of concepts; formulation of
innovative and creative solutions to solve problems.

5. Skills for Professional Practice: Attributes in professional 10

practice: individual and collaborative working; deployment of
appropriate media; presentation and organisation.

TOTAL 100

Assignment Mark (Assessment marks are subject to

ratification at the Exam Board. These comments and marks 72 Hours Late Submission
%
are to give feedback on module work and are for guidance Penalties (tick if
only until they are confirmed. ) appropriate)

TASK 2- Individual Presentation Paper – 70%

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You are required to prepare an individual presentation paper on your career plan.

Select a field of professional interest: Marketing, Finance, Human Resources, Information Technology,
International Business, Accounting or Project Management, etc., and identify your dream job and career
paths within the selected field. You will need to identify your strengths and discuss how they will help you
with your chosen career path. For information on careers and employability, you can visit UoS ‘Careers and
Employability Service’ page: https://www.uos.ac.uk/life-at-suffolk/careers-employability-and-enterprise/ or
any other relevant sources.

In the presentation paper:

 Describe a given professional field.
 Discuss and analyse your career paths.
 You may use graphs to illustrate your career paths.
 Identify your strengths and link them with possible career paths.
 Identify possible challenges and discuss how you can overcome them with your strengths.

 You can write in first person for this task.

LENGTH

15 PowerPoint slides (excluding title slide and reference list slide) with supporting notes (2000 words
maximum) below the slides.

NOTE: Turnitin will not display slide notes if you submit your work as a PowerPoint presentation!
Therefore, you must export your slides into a MS Word document/PDF with your supporting notes
below each PPT slide before submission.

FORMATTING AND LAYOUT –

Individual Presentation Paper

Please note the following when completing your written assignment:

1. Writing: Written in English in an appropriate business/academic style

2. Focus: Focus only on the tasks set in the assignment.
3. Ensure a clear title, course, and name or ID number is on a cover sheet and work is appropriately
referenced.
4. Research: Research should use reliable and relevant sources of information e.g. academic books and
journals that have been peer-reviewed. The research should be extensive.
5. All referencing should be in Harvard style.

MARKING CRITERIA AND STUDENT FEEDBACK –

ASSIGNMENT (50%)
This section details the assessment criteria. The extent to which these are demonstrated by you determines your mark.

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The marks available for each criterion are shown. Lecturers will use the space provided to comment on the achievement
of the task(s), including those areas in which you have performed well and areas that would benefit
from development/improvement.

available

awarde
Marks
Marks
Common Assessment Criteria (applied to all parts of the project)

d
1. Research-informed Literature: Extent of research and/or own 15
reading, selection of credible sources, application of appropriate
referencing conventions.

2. Knowledge and Understanding of Subject: Extent of knowledge 15

and understanding of concepts and underlying principles associated
with the discipline.

3. Analysis: Analysis, evaluation and synthesis; logic, argument and 30

judgement; analytical reflection; organisation of ideas and evidence

4. Practical Application and Deployment: Deployment of methods, 30

materials, tools and techniques; application of concepts; formulation of
innovative and creative solutions to solve problems.

5. Skills for Professional Practice: Attributes in professional practice: 10

individual and collaborative working; deployment of appropriate
media; presentation and organisation.

TOTAL 100
Assignment Mark (Assessment marks are subject to ratification at the Exam
Board. These comments and marks are to give feedback on module work and are for 72 Hours Late Submission Penalties (tick %
guidance only until they are confirmed. ) if appropriate)

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GENERIC ASSESSMENT CRITERIA

Level 4
In accordance with the Framework for Higher Education Qualifications, at the end of Level 4 students will be expected to have demonstrated knowledge of
the basic underlying concepts and principles of a subject, and an ability to evaluate and interpret these within the context of that area of study. They 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 their subject(s) of study. They will have learned how to evaluate different approaches to solving problems and will be able
to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. They will be able to undertake further
training and develop new skills within a structured and managed environment and will have the qualities and transferable skills necessary for employment
requiring the exercise of some personal responsibility.

Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL

FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
Engagement with Little or no evidence Poor engagement Engagement with a Engagement with an Engagement with a Engagement with an Exceptional
literature (including of reading and/or with essential limited range of appropriate range of wide range of extensive range of engagement with an
reading, reliance on reading. No evidence mostly relevant and literature, including literature, including relevant and credible extensive range of
referencing, inappropriate of wider reading. credible sources but sources retrieved sources retrieved literature. relevant and credible
academic sources. Reliance on with some reliance independently. Some independently. Consistently literature. High-level
conventions and Views and findings inappropriate on information over-reliance on Selection of relevant accurate application referencing skills
mostly unsupported sources, and/or gained through class texts rather than and credible of referencing. consistently applied.
academic honesty)
and non- indiscriminate use of contact. Some other sources. sources. Generally
authoritative. sources. Heavily omissions and minor Referencing may sound referencing,
Referencing reliant on information errors. show minor with no/very few
conventions used gained through class Referencing inaccuracies or inaccuracies or
incoherently or contact. Inconsistent conventions evident inconsistencies. inconsistencies.
largely absent. and weak use of though not always
referencing. applied accurately or
consistently.
Knowledge and Major gaps in Gaps in knowledge Limited knowledge Knowledge of the Competent Excellent knowledge Exceptional, detailed
understanding knowledge and of the basic and understanding of basic underlying knowledge of the and understanding of knowledge and
(Knowledge of the understanding of the underlying concepts the basic underlying concepts and basic underlying the basic underlying understanding of the
basic underlying basic underlying and principles, with concepts and principles is accurate concepts and concepts and basic underlying
concepts and concepts and flawed or superficial principles within the with a good principles. Exhibits principles of the concepts and
principles of a principles of the understanding. subject area. Some understanding of the very good subject. principles
subject.) subject matter. Some significant elements may be field of study but understanding.
Inclusion of irrelevant inaccuracies and/or missing. lacks depth and/or
material. Substantial irrelevant material. breadth.
inaccuracies.

Cognitiveand Wholly or almost Largely descriptive Limited attempt at Good evaluation of Sound evaluation of Excellent evaluation Exceptional
intellectual skills wholly descriptive work, with superficial evaluation of the the underlying the underlying of the underlying evaluation of the

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
(Evaluate underlying work. Little or no evaluation of the underlying concepts concepts and concepts and concepts and underlying concepts
concepts and evaluation of the underlying concepts and principles, principles. Can principles. Can principles. Can and principles-based
principles of a underlying concepts and principles. Weak tending towards interpret qualitative interpret qualitative interpret qualitative evidence.
subject and interpret and principles. interpretation of data, description. and quantitative and quantitative data and quantitative data Outstanding
qualitative and Failure to develop flawed development Can interpret data, with minor accurately. Ability to accurately and with interpretation of
quantitative data in arguments, leading of arguments and qualitative and errors. devise arguments some insight. qualitative and
order to develop to illogical or invalid judgements. quantitative data but An emerging ability using evidence to Excellent ability to quantitative data.
lines of argument judgements. Minimal Information accepted with some errors. to use evidence to make mostly devise arguments Exceptional ability to
and make sound or no use of uncritically, uses Some evidence to support the appropriate and valid using evidence and devise arguments
judgements.) evidence to back up generalised support emerging argument. judgements. make appropriate using evidence and
views. statements made arguments and Mostly valid and valid make wholly
with scant evidence judgements but arguments and judgements. appropriate and valid
and unsubstantiated these may be logical judgements. judgements.
opinions. Ideas underdeveloped or
sometimes illogical with a little
and contradictory. inconsistency /
misinterpretation.

Practical skills Limited or no use of Rudimentary An adequate A good and A very good An advanced Exceptional levels of
(Different taught, basic application of taught, awareness and appropriate application of a application of a application and
approaches to methods, materials, basic methods, mostly appropriate application of basic range of basic range of taught, deployment skills in
solving problems in tools and/or materials, tools application of basic methods, materials, methods, materials, basic methods, particular practical
particular contexts.) techniques. and/or techniques methods, materials, tools and/or tools and/or materials, tools contexts.
Little or no but without tools and/or techniques. techniques. and/or techniques. Outstanding
appreciation of the consideration and techniques. Clear appreciation of Very good The context of the identification of
context of the competence. Flawed Basic appreciation of the context of the consideration of the application is well problems in
application. appreciation of the the context of the application. context of the considered, and particular contexts
Very weak evidence context of the application. Good evidence of application. Very insightful. and formulation of
of different application. Can identify different approaches good evidence of Excellent evidence of wholly appropriate,
approaches to Weak evidence of problems in to problem-solving in different approaches different approaches thoughtful solutions /
problem-solving in different approaches particular contexts particular contexts to problem-solving in to problem-solving in different approaches.
particular contexts. to problem-solving in and propose basic and proposes mostly particular contexts particular contexts
particular contexts. alternative appropriate and proposes and proposes
approaches or solutions. appropriate appropriate
solutions though solutions. solutions.
there may be errors.
Transferable skills Work is poorly Work is poorly Mostly ordered Mostly coherent, Work is accurate, Work is coherent, Work is accurate,
for life and structured, presented in a presentation and organised and coherent, fluent, very fluent and is exceptionally
professional disorganised, disjointed manner. It structure in which accurate work, in a well-structured and presented coherent, very fluent
practice inaccurate and/or is loosely, and at relevant ideas / suitable structure organised. professionally. Can and presented well.
(Communicate the confusingly times incoherently, concepts are and is for the most Can work effectively work effectively Can work effectively
results of their expressed. Very structured, with reasonably part clearly independently and/or independently and/or independently and/or
study/work weak use of information and expressed. Work expressed. Can work as part of a team, as part of a team, as part of a team,
accurately and language and/or very ideas often poorly may lack coherence effectively with very good with an excellent with an exceptional
reliably, and with inappropriate style. expressed. Weak and/or accuracy in independently and/or contribution to group contribution to group contribution to group

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Level 4 SATISFACTORY GOOD VERY GOOD EXCELLENT EXCEPTIONAL
FAIL MARGINAL FAIL
(3rd / Pass) (2.2 / Pass) (2.1 / Merit) (1st / Distinction) (1st / Distinction)
Category 0-29% 30-39% 40-49% 50-59% 60-69% 70-84% 85-100%
structured and Failure to work use of language places. Can work as as part of a team, activities. activities. activities.
coherent effectively individual and/or inappropriate part of a group, with clear Demonstrates very Demonstrates Demonstrates
arguments; the or as part of a group. style. Flawed meeting most contribution to group good skills for excellent skills for exceptional skills for
qualities needed for Little or no evidence approach to obligations to others activities. employment employment employment
employment of the skills for individual or group but perhaps with Demonstrates the requiring the requiring the requiring the
requiring the employment work, meeting only limited involvement skills for employment exercise of some exercise of some exercise of some
exercise of some requiring the partial obligations to in group activities. requiring the personal personal personal
personal exercise of some others. Limited Demonstrates the exercise of some responsibility, with responsibility with an responsibility with an
responsibility within personal evidence of the skills basic skills for personal just occasional minor appetite for further appetite for further
a structured and responsibility. for employment employment responsibility, with weakness. development. development.
managed requiring the requiring the some areas of
environment.) exercise of some exercise of some strength and some of
personal personal minor weakness.
responsibility. responsibility, with
some areas of minor
weakness.

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