Professional Development and Practice professional development and Practice InterVarsity Christian Fellowship

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Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of
Learning. Springer, Boston, MA
MSc Management with Streams
Professional Development and Practice
Coursework Assessment Brief – Part 2
Professional Development Portfolio
Submission mode: Turnitin online access
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of
Learning. Springer, Boston, MA
General Assessment Guidance for this Module

Your summative assessment for this module is made up of two coursework submissions which
accounts for 100% of the marks
The deadline for submission is clearly stated on the coversheet of your assessment brief.
Please note late submissions will not be marked.
You are required to submit all elements of your assessment via Turnitin online access. Only
submissions made via the specified mode will be accepted and hard copies or any other digital
form of submissions (like via email or pen drive etc.) will not be accepted.
For coursework, the submission word limit is 5000 words. You must comply with the word count



guidelines. You may submit LESS than 5000 words but not more. Word Count guidelines can be
found on your programme home page and the coursework submission page.

Do not put your name or contact details anywhere on your submission. You should only put
your student registration number (SRN) which will ensure your submission is recognised in the
marking process.
A total of 100 marks are available for this module assessment, and you are required to achieve
minimum 50% to pass this module.
You are required to use only Harvard Referencing System in your submission. Any content which


is already published by other author(s) and is not referenced will be considered as a case of
plagiarism.
You can find further information on Harvard Referencing in the online library on the VLE. You can
use the following link to access this information:
http://my.bpp.com/vle/mod/data/view.php?d=223&rid=596
 BPP University has a strict policy regarding authenticity of assessments. In proven instances of
plagiarism or collusion, severe punishment will be imposed on offenders. You are advised to
read the rules and regulations regarding plagiarism and collusion in the GARs and MOPP which
are available on VLE in the Academic registry section.

You should include a completed copy of the Assignment Cover sheet. Any submission without
this completed Assignment Cover sheet may be considered invalid and not marked.
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of
Learning. Springer, Boston, MA
Assessment Brief – Part 2
MSc Management Programme – Professional Development and
Practice
Summative Assessment Overview:
This module is assessed through the five components listed below and submitted in two parts, each
of which has specific requirements.
Part 1 – Submitted during and at the completion of term 3 – 55% of module grade
 Management Report Word count: 5,000 words (excluding title, reference list and
appendices) 50%
 Evidence appendix 5%
NB: The formative assessment – Management Report Research Proposal should be submitted and
approved and included in the evidence section of report.
Part 2 – Submitted at the completion of term 5 – 45% of module grade
 Professional Development Portfolio. Word count 5,000 (45%)
NB: Both documents should be submitted as one and not separately as they relate to each other.
Part 1 of your assessment is submitted during and at the completion of term 3.
Part 2 is submitted at the completion of term 5. Each has a separate assignment brief available on
the VLE.
Collectively these are known as your portfolio which is a collection of work that shows how you have
achieved the intended learning outcomes of the module. Part 2 is explained below.
Professional Development Portfolio
Word count: 5000 words (excluding title, bibliography, reference and appendices)
Marked out of 100 (45% weighting of final module grade)
Over the last 18 months, your academic programme, part-time employment or a placement, and other
professional development opportunities have been key to helping you expand your knowledge, skills
and behaviours and your professional development over this time, needs to be evidenced.
Critical learning events or incidents can be described as “learning situations which learners have
experienced as effective, exceptional, or personally meaningful, (they) may lead to educationally
significant learning and personal growth.” Soini H. (2012) Please write a detailed account of the critical
learning events and experiences you have navigated through and learned from.
If you have had part-time employment, you should give an overview of your experience at BPP and
your critical learning events can be a mixture of part-time employment experience or a placement and
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of
Learning. Springer, Boston, MA
academic experience. If you did not undertake part-time work, your assessment should be based on
your 18 months of your academic experience and your critical learning events should come from this.
Using your learning journal as the primary resource to draw from, you should select a minimum of 3
and maximum of 6 learning critical learning events and explain how these have developed you
professionally and made you more employable –increased your employability.
You should utilise one of the following reflective models to structure your writing:
Kolb’s Reflective Cycle (1984)
Gibb’s Reflective Cycle (1998)
To exemplify your employability, you should source a job description that you would like to apply for
as a BPP graduate and map your skills using your BPP Career Ready Skills Analysis form to those
required from the role. Within each of these experiences you are expected to articulate specific
knowledge, skills and behaviours that you have brought together effectively to enhance your
performance as a professional practitioner. You should also include and reference relevant theories
that you have been exposed to during your time at BPP.
Where you identify areas for development, you should ensure that these appear as goals in your IPDP
and should be discussed in the content of your report to clearly link your development with your intent
to change. Your report should clearly detail what you would do differently because of your new-found
understanding and learning.
The evidence for your professional development should be attached to your Professional
Development Report as appendices. Evidence should consist of your learning journal, your individual
professional development plan, your chosen graduate job description, a personal SWOT analysis, your
updated CV, details of networking events and other training you might have been involved with and
any other additional evidence that reflects your increased employability.
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of
Learning. Springer, Boston, MA
Part 2 – Assessment Marking Scheme
Section
Mark
Approach
Introduction and
Background
5%
Clearly state why you are writing this report. In this section you
should detail your course, what you have enjoyed and found
challenging and what you now consider to be your career
direction.
If you had part-time employment, you can also write about where
you worked, your job title and your main responsibilities.
Selection and
Analysis of
“Critical
Learning
Events” within
the
Professional
Development
Report
40%
Your learning journal, kept over your 18-month experience, will
provide more than enough critical learning events and details
for you to draw from. The selection of which “Critical learning
events” will be based around the knowledge, skills, and
behaviours (KSBs) that have improved the most during your
work placement or academic experience. They should also be
mapped to your chosen graduate job description and identify
areas of strength and weakness – areas for development.
You may choose to organise your report around skills and skill sets
rather than chronologically.
You must use one of the two reflective cycle models defined in
the assessment brief (Gibbs or Kolb) and you should seek to
make some short reference to your knowledge or
understanding of relevant theory in support of your work. This
could be related to general employability, skill development,
reflective practice or learning through experience.
The most important aspect here is to ensure you have a good
analytical structure that captures what you learned or felt about
a learning event (or series of events), what went well or not so
well and, ultimately, what conclusions do you make in relation
to what you can do in the future.
————————————————————————————-
NOTE: One common error in this section is that students write
too descriptively about what happened with little analysis of
what they learned and how they will apply it to their future.
Linked to your
Learning Journal
and your
graduate job
description
10%
How do the events you’ve chosen as evidence for your
development link to your learning journal and your chosen
graduate job description? Have you clearly identified the event and
related developments in your analysis?
Conclusions and
Personal
Assessments
10%
This is the forward application of what you’ve told us about
how you’ve developed. How will you use these valuable pieces of
knowledge or skills and behaviours (KSBs)
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of
Learning. Springer, Boston, MA
in the future? You will need to evidence your understanding of
what it takes to remain employable in your chosen career or
industry. It is likely that this will be evident in the choice of skills
you have selected to reflect upon in your learning events or the
future development intentions you plan to take forward. This
will be most useful to reinforce your reflections or to justify your
future development intentions that you have noted as goals in
your professional development plan.
You may look to internal or external peers to benchmark your
own development and should refer to your chosen graduate job
description in terms of what future development might
be needed, whether this be in your skill-set, acquired
knowledge or values and behaviours.
—————————————————————————————
NOTE: A good support document for this section would be
your personal SWOT placed in the appendices with previous
and current self-assessments.
Supporting
Evidence
30%
Have you attached as appendices your learning journal, your
individual professional development plan, your updated CV, BPP
Career Ready Skills Analysis form, details of networking events and
other training you might have been involved with and any other
additional evidence that reflects your increased employability and
work towards professional development goals?
NOTE: Remember; the definition of appendices are the sections at
the end of a paper that gives additional information and context
to the topics explored in the contents of your report. They form
part of the overall appendix.
Report Structure
and Presentation
5%
Your professional development portfolio must reflect a
professional standard of writing ability utilising appropriate
Harvard Referencing. This includes the report cover page,
citations, page numbers, use of language, presentation,
organisation and structure, line spacing, use of section headings,
spelling, punctuation and grammar, evidence of proof reading,
properly labelled graphics, adherence to word limits, footnotes,
and captions.
Note: Please see the document provided to all students on the
VLE: Formatting Academic Papers in Standard Harvard Format
Total
100
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MA
Appendix A – General Grading Criteria – Level 7
Criteria
Pass Grades
Fail Grades
High Distinction
85-100%
Distinction
70-84%
Merit
60-69%
Pass
50-59%
Fail
30-49%
Low Fail
0-29%
The work displays:
The work displays:
The work displays:
The work displays:
The work displays:
The work displays:
Knowledge &
Understanding
(a) Systematic
Understanding
(b) Emerging
Thought
(a) Strong evidence of a
comprehensive and systematic
understanding of an extensive
range of appropriate issues,
concepts, theories and
research
(a) Clear evidence of a
comprehensive and
systematic understanding of a
considerable variety of issues,
concepts, theories and
research
(a) Clear evidence of a
comprehensive and
systematic understanding of
all major – and some minor –
issues, concepts, theories and
research
(a) Evidence of a systematic
understanding, which may
contain some gaps, of all
major – and some minor –
issues, concepts, theories and
research
(a) Evidence of an
understanding of an
appropriate range of issues,
concepts, theories and
research but has significant
gaps or misunderstandings.
(a) Evidence of a limited
understanding of issues,
concepts, theories and
research either major and/or
minor.
(b) Sustained excellence in the
application of thoughts and
practices at the forefront of
the discipline
(b) Precise and well-judged
application of thoughts and
practices at the forefront of
the discipline
(b) Some clear evidence of
the application of thoughts
and practices at the forefront
of the discipline
(b) Clear evidence of an
understanding of thoughts
and practices at the forefront
of the discipline.
(b) Unclear or imprecise
understanding of thoughts
and practices at the forefront
of the discipline.
(b) Significant gaps in the
understanding of the debates
at the forefront of the
discipline.
Argument
(a) Analysis,
Synthesis &
Evaluation
(b) Numerical
Analysis
(c) Argumentation
(d) Independent
Research
(a) Consistently precise,
accurate and reasoned
analysis, synthesis and/or
evaluation; addressing issues
with insight or originality
(a) Consistently precise,
accurate and reasoned
analysis, synthesis and/or
evaluation addressing all
issues, some with creativity
(a) Precision, accuracy and
clear reasoning throughout
the analysis, synthesis and/or
evaluation addressing all
issues appropriately
(a) Broad levels of precision,
accuracy and reasoning in
analysis, synthesis and/or
evaluation, and addresses all
key issues
(a) Errors which affect the
consistency of the analysis,
synthesis or evaluation
and/or key gaps in the issues
addressed
(a) A lack of precision,
accuracy or reasoning in
analysis, synthesis or
evaluation with significant
gaps in the issues addressed
(b) Numeric analysis that is
complete and free from errors
with application of methods
that may be insightful or
original
(b) Numeric analysis that is
complete and mostly free
from errors with fluent and
appropriate application of
methods.
(b) Numeric analysis that is
complete and mostly free
from errors with relevant and
effective application of
methods.
(b) Numeric analysis that is
mostly complete and free
from significant or critical
errors with appropriate
application of methods.
(b) Numeric analysis that is
mostly complete but contains
errors with significant effect,
or methods that are applied
inappropriately
(b) Numeric analysis that is
incomplete or contains errors
which have critical effect, or
methods that are applied
inappropriately
(c) Extremely strong and
consistent argument making a
convincing whole with
evidence of originality.
Impressive dexterity in the use
of information gathered to
support the argument.
(c) Extremely strong and
consistent argument that
convincingly addresses issues
including uncertainties and
conflicts. Excellent use of
information gathered which to
support and further the argument
(c) Evidence of an argument
that is generally convincing
with a good internal
consistency and addresses
most issues. Very good use of
information gathered to
support the argument.
(c) Evidence of an overall
convincing argument but may
have weaknesses, gaps or
inconsistencies. Clear use of
information gathered but may
have some weaknesses in the
integration into the argument.
(c) Evidence of a consistent
argument but may have
weaknesses, significant gaps
or be unconvincing. Clear use
of information gathered but
may not be sufficient to
sustain the argument.
(c) Lack of consistency or
structure in the argument.
Serious weaknesses in the
integration of evidence
and/or no awareness of the
limitations or weaknesses of
the research.
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MA
Criteria
Pass Grades
Fail Grades
High Distinction
85-100%
Distinction
70-84%
Merit
60-69%
Pass
50-59%
Fail
30-49%
Low Fail
0-29%
The work displays:
The work displays:
The work displays:
The work displays:
The work displays:
The work displays:
Argument
(continued)
(d) Independent
Research
(d) Evidence of an innovative
or original use of extensive
personal research which has
been thoroughly critically
evaluated both conceptually
and methodologically
(d) Substantial research and
evidence of an innovative use
of a wide range of personal
research with clear and
consistent critical evaluation
both conceptually and
methodologically
(d) Clear evidence of
considerable personal
research and the use of a
diverse range of appropriate
sources but may contain
problems with consistency in
the conceptual and
methodological critical
evaluation
(d) Appropriate use of a wide
range of personal research
which is critically evaluated
for key conceptual and
methodological issues
although this may not be
consistent throughout
(d) Evidence of a range of
personal research but
evidence of methodological
or conceptual evaluation may
be limited, inconsistent or
inappropriate
(d) Over reliance on very
restricted range of personal
or secondary research much
of which may not be
evaluated and may not be
directly related to the
question or area
Presentation
(a) Structure
(b) Referencing
(c) Use of Language
(a) Excellent structure and
presentation
(a) Excellent structure and
presentation
(a) Good structure and
presentation
(a) Adequate structure and
presentation
(a) Adequate structure and
presentation
(a) Poor structure and
presentation
(b) Precise, full and
appropriate references and
notes.
(b) Precise, full and
appropriate references and
notes.
(b) Full and appropriate
references and notes with
minor or insignificant errors
(b) Good references and
notes with minor or
insignificant errors or
omissions
(b) Competent references
and notes but may contain
inconsistencies, errors or
omissions
(b) Poor references and notes
with multiple inconsistencies,
errors or omissions
(c) Subtle use of language
expressing highly nuanced
thought with clarity and
precision to a level appropriate
for submission for publication.
(c) Precise use of language
expressing complex thought
with clarity, accuracy and
precision which furthers and
enhances the argument
(c) Clear and precise use of
language allowing a complex
argument to be easily
understood and followed
(c) Generally clear use of
language sufficient for
arguments to be readily
understood and followed
(c) Generally understandable
use of language but
significant errors in
expression affecting overall
clarity
(c) Serious errors in the use of
language which makes
meaning unclear or imprecise
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MA
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MA
Appendix C – BPP Professional Development Plan Template
KSB Development Goal
Milestones
What are the specific actions
that you need to carry out to
achieve your goal?
Resources
E.g. books,
journals, web
links, training,
events.
Deadline
Success Factor(s)
Evidence
Example short term goal:
Teamworking
I’ve identified in my Skills
Analysis Form that my
teamworking skills are poor.
I would like to feel more
confident in working in a
team. My team project is
coming up and this would be
a good time to test my skills.
Example:
To work effectively in a team, I
should:
 Analyse my team working
role using Belbin’s Team
Roles (Belbin, 1981)
 Find out how my team
members fit in terms of
roles and try to allocate
roles that best fit them.
 Understand the task at
hand and ensure that we
(team members) attend
update sessions regularly to
ensure we are on track.
Example:
https://www.belbi
n.com/about/belbi
n-team-roles/
Module Handbook
and VLE.
Example:
January 2020
Example:
My team will achieve
a result above the
50% pass mark for the
module.
Example:
Completed Team Roles exercise.
Completed transcript with marks.
1.
Soini H. (2012) Critical Learning Incidents. In: Seel N.M. (eds) Encyclopaedia of the Sciences of Learning. Springer, Boston, MA
2.
3.

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