+4474648-84564 Unit 17 Career Progression in a Chosen Business Organisation
Get help with Unit 17: Professional Identity and Practice Assignment with HND Assignment Help
| Student name: | Assessor name: Naweed Riaz | |
| Issue date: 20th January 2023 | Submission date: Friday14th April 2023 on Moodle by 2355hrs | Resubmission date: 26th May 2023 on Moodle by 2355hrs |
| Programme: Pearson BTEC Level 4 Higher National Certificate in Business Management | ||
| Unit 17: Professional Identity and Practice | ||
| Assignment number and title: Unit 17 Career Progression in a Chosen Business Organisation |
Academic Malpractice (including Plagiarism, Collusion and Commissioning)
Upholding academic integrity underpins all learning activities at The City College. Students are expected to respect and maintain the core values of honesty and trust at all times. Poor academic practice and academic malpractice are taken very seriously and students must behave in a manner consistent with these values at all times.
Academic malpractice is cheating. This includes plagiarism, collusion, commissioning and all other forms of academic malpractice. Academic malpractice must be avoided at all costs and students who break the rules, even innocently, may be penalised. It is your responsibility to ensure that you understand and use correct referencing practices. As a university level student, you are expected to use appropriate references throughout and keep carefully detailed notes of all your sources of the materials you have used in your work, including any downloaded from the Internet. Please consult the relevant unit lecturer or your Programme Leader if you need any further advice.
| Student declaration I certify that the assignment submission is entirely my own work and I fully understand the consequences of plagiarism. I understand that making a false declaration is a form of malpractice. Student signature: Date: | |
| Key Vocabulary, terms and meaning. | |
| Vocabulary | Terms and Meaning. |
| Professional Development | Professional development or continuing professional development (CPD) is the practice of maintaining and developing the skills and knowledge required in your job role. |
| Competitive edge | Competitive edge is a piece of information, a skill, a process, a product or a resource that competitors, usually business ones, don’t have and that gives you an advantage. |
| Intrinsic motivation | Intrinsic motivation refers to behaviour that is driven by internal rewards. The motivation to engage from within the individual because it is naturally satisfying to you. |
| Self-directed | An activity under one’s own control, so you have opportunity to carry out self-directed learning. |
| Hard Skills | Hard skills e.g. maths, accounting, programming, statistics, use of technology. |
| Soft Skills | Soft skills and behaviours e.g. self-confidence, communications, delegation, networking, creative thinking and initiative. |
| Customer Service Skills | Customer service skills in understanding and meeting customer needs and expectations. |
| Cultural Awareness | Someone’s cultural awareness is their understanding of the differences between themselves and people from other countries or other backgrounds, especially differences in attitudes and values. |
| Tuckman’s model | Tuckman’s theory focuses on the way in which a team tackles a task from the initial formation of the team through to the completion of the project. Tuckman later added a fifth phase; Adjourning and Transforming to cover the finishing of a task. Forming, storming, norming and performing. |
| Belbin team roles | Each team needs access to each of the nine Belbin Team Role behaviours to become a high performing team. |
| Kolb’s learning style | Kolb’s experiential learning style theory is typically represented by a four-stage learning cycle – concrete experience, reflective observation, abstract conceptualisation and active experimentation. |
| Bloom’s taxonomy | Bloom’s Taxonomy is a hierarchical ordering of cognitive skills. The original sequence of cognitive skills was Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. |
| Gagnes theory of instruction | Gagne’s taxonomy consists of five categories of learning outcomes – verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. |
| Bandura’s self-efficacy theory | Self-efficacy refers to confidence in the ability to exert control over one’s own motivation, behaviour, and social environment. |
| Student Name /ID Number | |
| Unit Number and Title | Unit 17 Professional Identity and Practice |
| Academic Year | 2022/2023 |
| Unit Assessor | Naweed Riaz |
| Assignment Title | Career Progression in a Chosen Business Organisation |
| Issue Date | 20th January 2023 |
| Submission Date | 14th April 2023 |
| IV Name | Ruth Andes |
| Date | 18th January 2023 |
| Submission Format: |
| You must upload all your work to your e-portfolio on Moodle via Turnitin.On submission you will be asked to declare that the work is all your own. When producing typed work, use Arial, Font size 12 and single spacing.You must use the HARVARD REFERENCE System for all sources. Evidence for each task must be provided in the following format: Activity 1 Word-processed reportActivity 2 Professional development plan and observation record for simulation exercise |
| Scenario and Activity 1 You have just finished your one-year HNC qualification in Business Management. As part of your progression in your career, you are applying as a Trainee Manager of your chosen organisation. The recruitment for the position is very competitive so you need to demonstrate that you are suitable for this position. This will involve putting together a plan to develop your knowledge and experience of the operations in the sector. Your progression towards this role will involve training and professional development. Understanding the role will provide you with an opportunity to assess your current skills and put together a plan towards becoming a trainee manager in the future. Linking to the organisation of your choice (you need to pick an organisation such as British Airways or Tesco), the HRM of the company has asked you to prepare a word-processed report of 2,500 words to evaluate your own skills and competences to meet the employer expectation of professional skills required for your employment as the Trainee Manager. In this report, you need to include the following: ● An introduction to and overview of your chosen organisation. ● An examination of the key benefits of ongoing professional development for different stakeholders within your chosen organisation. ● An investigation of professional employer expectations of skills and competences. ● An evaluation of the importance of ongoing professional development and the associated professional skills requirements ● An assessment of your own abilities, skills and competences linking to the Trainee Manager role. ● A review of the range of different learning theories such as Honey & Mumford learning cycle, Kolb’s learning cycle, and Bloom’s taxonomy and a range of different learning approaches such as behaviourist, cognitive and humanist used for personal and professional development processes. ● An evaluation of your own skills and competences and the most appropriate developmental approach to develop personal and professional skills for the Trainee Manager role. ● A critical evaluation of your own abilities, skills and competences to meet the employer expectation of professional skills required for employment within the Trainee Manager role. Deadline for Activity 1 to be completed: 3rd March 2023 uploaded to Moodle by 2355hrs |
| Scenario and Activity 2 The next task is a simulation exercise to be conducted in class, arranged by your tutor. You will be undertaking a job interview similar to that of an actual job interview for a Trainee Manager. The purpose of this activity is for you to demonstrate a range of competences and transferable skills for a job application. You will need to prepare for this interview with a panel and as part of this you need to produce the following: a comprehensive development plan which applies underpinning learning and development theory, setting out clear and achievable targets, strategies and outcomes of learning and training within a specific work contexta completed application for a Trainee Manager an updated CV to include details of your current experience and skills Development Plan for future role as a Trainee Manager No What do you need to work on? How? Development theories? By When? 1 2 3 4 After the exercise, you and your teacher will complete the observation record form. In this form, you are expected to: Review key strengths and weaknesses of an applied interview processEvaluate a job interview process and the obstacles and challenges to overcomeProduce a detailed and coherent critical reflection of an interview process and own abilities during this process Deadline for Activity 2 to be completed: 7th April 2023, Friday, 2355 hours on Moodle |
| Sources of Information Textbooks BOLTON, G. and DELDERFIED, R. (2018) Reflective Practice: Writing and Professional Development. Sage Publications. COTTRELL, S. (2015) Skills for Success: Personal Development and Employability. Basingstoke: Palgrave Macmillan. LOON, M. (2016) Professional Practice in Learning and Development; How to Design and Deliver Plans for the Workplace. London: Kogan Page Ltd. Websites www.cipd.co.uk Chartered Institute of Personnel and Development CPD information (General reference) www.mindtools.com Mind Tools Essential Skills for an Excellent Career Articles, News (Research) Links This unit links to the following related unit: Unit 18: Work Experience |
Grading Form – Achievement Summary
| Qualification | Pearson BTEC Level 4 Higher National in Business Tourism (Management) | Assessor name |
| Unit Number and title | Unit 3: Professional Identity and Practice | Student name |
| Overall Student Grade (R, P, M, D) | ||
| Criteria Reference | To achieve the criteria the evidence must show that the student is able to: | Achieved? (tick) |
| LO 1 | Explore the importance of on-going professional development and self-directed learning to enhance professional identity and career opportunities. | |
| P1 | Examine the key benefits of on-going professional development for different stakeholders in a specific organisation | |
| P2 | Investigate professional employer expectations of skills and competencies within a specific organisational context | |
| M1 | Evaluate the importance of ongoing professional development and the associated professional skills requirements within a specific organisational context. | |
| LO 2 | Assess own skills, competences and the different learning and development approaches. | |
| P3 | Assess own abilities, skills and competences for a specific job role. | |
| P4 | Review a range of learning theories and approaches used for personal and professional development processes. | |
| M2 | Evaluate own skills and competences and the most appropriate developmental approach to develop personal and professional skills for a specific job role. | |
| D1 | Critically evaluate own skills and competencies to meet the employer expectation of professional skills required for employment within a specific job role | |
| LO 3 | Design a professional development plan, within a specific work Context | |
| P5 | Construct a development plan to enhance chosen skills and competencies within a specific work context | |
| M3 | Provide a detailed development plan that applies underpinning learning and development theory, in a specific work context | |
| D2 | Produce a comprehensive development plan that sets out clear and achievable targets, strategies and outcomes of learning and training within a specific work context | |
| LO 4 | Demonstrate a range of service industry and transferable skills for a job application. | |
| P6 | Undertake a job interview for a suitable role. | |
| P7 | Review key strengths and weaknesses of an applied interview process. | |
| M4 | Evaluate a job interview process and the obstacles and challenges to overcome | |
| D3 | Produce a detailed and coherent critical reflection of an interview process and own abilities during this process. | |
Assignment Feedback
OBSERVATION RECORD
| Learner name: | |
| Qualification: | Pearson BTEC Level 4 Higher National Certificate in Business (Management) |
| Unit number & title: | Unit 17 Professional Identity and Practice |
| Description of activity undertaken (please be as specific as possible) | |
| Assessment criteria (for which the activity provides evidence) | |
| P6 Undertake a job interview for a suitable role P7 Review key strengths and weaknesses of an applied interview process M4 Evaluate a job interview process and the obstacles and challenges to overcome D3 Produce a detailed and coherent critical reflection of an interview process and own abilities during this process | |
| Assessor Feedback: How the activity meets the requirements of the assessment criteria | |
| Learner Feedback: You need to produce a detailed and coherent critical reflection of an interview process and own abilities during this process. Review key strengths and weaknesses of an applied interview process. What were the benefits of the interview processes? And what were the challenges? How can you overcome these challenges? |
