BSc (Hons) Computing (Level 4) Employability, Professional Development &amp Study Skills Assignment 1 (75% Weighting) Date for Submission Please refer to the timetable on ilearn

Employability, Professional Development & Study Skills

 

First Assignment: 75% of the Grade
Please refer to the schedule on Ilearn for the deadline.
On the day of submission, the ilearn submission portal will close at 13:59 UK time.
Robert Manderson, the assessor
Assignment Summary
You must turn in two assignments related to study skills, professional development, and employability as part of the official assessment for the Bachelor of Science. This first assignment makes up 75% of the module’s final grade. For more information on the program evaluation scheme and general guidelines on creating and submitting assignments, please refer to your student handbook.
A maximum of 4000 words may be used.
Please be aware that going above the word limit will probably result in a grade reduction.
The word count must be displayed on the first page.
If you are significantly over this limit, you will be fined.
Learning Results
After finishing this task, students will be able to: • Take ownership of their own professional and personal growth.
Demonstrate learned interpersonal and transferable abilities; comprehend the dynamics of working with others; and be able to come up with problem-solving techniques. Case Study Scenario: Your employment role
As a case study for this assignment, use your current professional employment function and employer organization. Take into account the following:
Your obligations, performance, and personal and professional growth; Your interpersonal and professional competencies; Your style of interacting with people Your problem-solving techniques
By concentrating on activities 1, 2, and 3, you can address the ideas and concepts of these, which are outlined in the iLearn learning materials, for this coursework project. The majority of the work you complete for each task will be based on reflections of your work in your employment capacity, together with references to the pertinent theories and concepts for each assignment.
Make sure that the examples you use to reflect on your job role in the replies to the tasks are pertinent to the position and employer organization, or, if you are not presently working, to prior employment.
Regarding the assignment’s personal and professional development component, you must evaluate your current level of performance and consider how to improve it in order to advance toward a higher-level professional employment role in the field of business computing, such as senior business computing analyst at the Dell Corporation, or a promotion to a higher grade of responsibility in your current role. You must also explain what role your current studies will play in this process.
N.B. Talk to your tutor, Robert Manderson, at [email protected], about the employment option you want to pursue.
Project Tasks
You must respond to the following assignment tasks (1, 2, 3, and 4) and their relevant component parts (a, b, etc.) using the learning resources offered in iLearn. reading materials from reliable sources (e.g., EBSCO, Google Scholar), and examples from your chosen employment role based on your experiences and reflections on these:
1. This assignment is on professional and personal growth (2000 words).
a) Briefly describe the main theories and concepts behind personal and professional development.
b) Identify your job title, list your responsibilities, and list the specific knowledge, abilities, and skills you need to carry out this position.
c) Explain your present personal performance goals and the appraisal system’s setting and monitoring of them.
d) Describe the organizational goals of your employer and how they connect to your personal performance goals.
e) Finish the Skills Audit Matrix in this assignment’s Appendix 1.
f) Finish the Personal Development Plan found in this assignment’s Appendix 2.
b) Write a current CV-Resume in the “Personal Information Sheet” format and add it as an appendix to your assignment report with the heading “Appendix 1: My CV-Resume.”
(50 marks)
2. This assignment is about developing social and practical abilities (500 words).
a) Provide an overview of the main ideas and concepts relating to interpersonal and transferrable abilities.
b) Describe the way you interact with others in your employer’s organization.
d) Explain how your employer’s organization uses your interpersonal abilities.
d) Explain your time management strategy for your employer’s organization.
(13 marks)
3. This assignment is about the dynamics of teamwork (500 words).
a) Briefly summarize the key ideas and theories behind the dynamics of teamwork.
b) Describe the relationships you have with the people in your employer’s organization.
c) Describe the teams in your employer’s organization and how they are constructed.
(12 markings)
4. The development of problem-solving techniques is the focus of this assignment (1000 words).
a) List the main ideas and principles of problem solving.
b) Describe a key issue that has developed in the context of your employer’s organization’s employment position.
c) Describe the procedure you followed to define the issue.
d) Describe the process you used to find potential answers.
a) Describe the resources and procedures you employed to address the issue.
f) Create a fishbone diagram for the issue you’ve identified, then assess its applicability as a solution.
g) Describe the planning and execution of your solution.
h) Explain how you assessed the issue’s resolution.
(25 marks)
Guidance
1. This work was produced solely by the author.
2. 4000 words is the maximum word count, excluding references and tables.
Please be aware that going above the word limit could lower your mark for the assignment. Harvard referencing style should be used, according to Arden University (AU).
4. Reading outside of the assigned course material will be necessary to complete this task. The course material serves as a foundation for your study of employability, professional development, and study skills; additional reading is required.
EVALUATION CRITERIA AND MARKING REQUIREMENTS
Students are introduced to HE at Level 4. Students must exhibit the necessary knowledge, abilities, and skills. They must also be articulate when expressing their thoughts verbally and well-organized when writing or using other forms of media. At this level, students’ forms of expression could be imitative or descriptive, but it’s expected that they’ll show a growing comprehension of the theoretical underpinnings of their research, the analytical abilities necessary to examine it, and how it relates to specific skills as necessary. It is expected of students to become aware of their skill sets’ strengths and shortcomings.
Mark Bands Outcome Academic Regulations, Section 2: Generic Learning Outcomes
Information and comprehension Thinking-related, real-world, emotional, and transferable skills
90-100% At this level, it satisfies the GLO-related module outcome(s). Unusually innovative knowledge source that explores and analyzes the field, its theory, and ethical dilemmas. exceptional control over the use of learning resources, along with confident exploration and self-direction. Excellent organization and precise expression. demonstrates creativity and originality in thought. Outstanding practical and professional abilities.
80-89% Excellent information foundation that clearly demonstrates uniqueness while investigating and analyzing the field, its theory, and moral dilemmas. Excellent control over the use of learning resources, together with confident investigation and self-direction. a good example of accurate or structured expression.
demonstrates creativity and originality in thought.
exceptional practical or professional abilities
70-79% Excellent source of information, with significant innovation in its exploration and analysis of the subject, its philosophy, and its ethical difficulties. Excellent resource management combined with self-direction and exploration precise and well-structured expression. outstanding academic, intellectual, and professional teamwork abilities
60-69% a solid knowledge base that offers some novel exploration and analysis of the field’s philosophy and ethical concerns good resource management combined with some initiative. precise and largely structured expression. excellent academic, intellectual, interpersonal, practical, and professional skills
50–59% information foundation that is adequate and starts to investigate and analyze the field and its ethical dilemmas but is still primarily imitative The use of learning resources and contributions to teamwork are satisfactory. Some expressions lacked clarity or correctness. satisfactory practical or professional capabilities and acceptable academic or intellectual abilities
40–49% a passing grade in the GLO-related module outcome(s) at this level Basic knowledge base; gaps in knowledge of significant or ethical concerns major imitation of basic usage of educational resources without initiative. a contribution to teamwork. Having trouble with expression clarity and organization. certain issues establishing practical/professional skills and academic/intellectual abilities
30-39% A little failure in the GLO-related module outcome(s) at this level. Potential payment. meets the minimum standard. small knowledge of the subject and its ethical implications; small information-based usage of learning resources is restricted. Lack of initiative, minimal contribution to teamwork, and trouble with expression accuracy and organization Poor academic and intellectual abilities Practical and professional abilities are still insecure.
20–29% fail to meet the module’s intended outcome(s) for this GLO. The qualifying mark was not met. There is no payment available. There isn’t much proof of an information basis. There is little indication that the discipline and its ethical component are understood. There is not much evidence of learning resource use. Without any initiative and with scant evidence of teamwork. Very poor scholastic and intellectual abilities, as well as serious difficulty with expression and organization. little proof of professional or practical skills
10-19% The information base is insufficient. inadequate knowledge of the ethical implications of the discipline. misuse of the available learning resources. There is no attempt at self-direction or insufficient teamwork. Very poor scholastic and intellectual abilities, together with severe structural and expression problems. poor practical or professional skills
1-9% There is no proof of a database. There is no comprehension of the ethical implications of discipline. There was no indication that the student used learning materials, understood self-direction, or made a contribution to teamwork. There is no proof of academic or intellectual ability, and the expression is illogical. No evidence of professional or practical skills
0% Awarded for: (i) non-submission; (ii) risky behavior; and (iii) instances in which the student does not meet the assignment brief (for example, by providing the incorrect answer) and/or associated learning outcomes.
Appendix 1: Skills Audit Matrix (found in Report Task 1d)
TYPICAL DESCRIPTORS FOR SKILLS LEVEL OF SKILL Low High Specific Remarks
Organizing and managing time Setting priorities, handling paperwork, coping with distractions, and organizing your day Making decisions and addressing problems 1 2 3 4 5 Decision-making skills, appropriate solution selection, and appropriateness analysis.
1 2 3 4 5 Arrangement Setting goals, assigning tasks, and consulting with team members
Delegation 1 2 3 4 5 matching duties to personnel, offering direction and counsel, and preserving staff focus and motivation
1 2 3 4 5 Inspiringly applying motivational strategies, comprehending individual motivations, creating tough tasks, stimulating innovation, offering team support, and cultivating openness and trust
1 2 3 4 5 Instruction Giving advice, having good listening skills, being able to elicit information, giving feedback to reinforce behavior, bargaining, and creating goals and objectives
1 2 3 4 5 Setting the goal Understanding and expressing the organization’s goals; using SMART goals to hit targets 1 2 3 4 5 Social abilities The ability to connect with others, establish rapport and constructive connections, show sensitivity to others’ needs, utilize persuasion and influence to help others succeed or overcome obstacles, listen well and give constructive criticism, be forceful, and use body language
1 2 3 4 5 Written correspondence Structure and structure for memos, emails, reports, and letters Oral communications 1 2 3 4 5 Structure and format: methods for giving presentations that are effective; telephone use; meetings
Others Particular to Your Role (Add More Rows) 1 2 3 4 5
Personal Development Plan, Appendix 2 (included in Report Task 1e).
Objectives What do I wish I could accomplish or could do better?
Actions What techniques will I employ to fulfill my learning goals?
Implementation
How will I put what I learn into practice?
Monitoring When and how will I evaluate my performance?
Success parameters How will I know when I’ve succeeded? How will I evaluate and assess my performance?

 

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