E-portfolio individual reflective assignment- BFO 0012 and BFO 0013, BFO 0239, and BFO 0240

E-portfolio individual reflective assignment

This assessment covers three modules:

 

BFO 0012 and 0013 Responsible Business Enterprise – worth 20% of overall marks

BFO 0239 Organisational Behaviour – worth 10% of overall marks

BFO 0240 Human Resource Management – worth 10% of overall marks

 

 

Reflection is a way of thinking that enriches the learning you are able to derive from your experience, both practical and academic.  Learning from our everyday experiences is something we have all done for all our lives but following a systematic process of reflective learning allows us to go deeper into the experience and explore its nature more thoroughly. From this we have the opportunity to develop new understanding which can have relevance to many aspects of our personal development. 

 

 

Reflection in your first year of university study

 

You are required to produce an individual personal and reflective portfolio which demonstrates that you understand the role and value of reflection for personal and professional development.  You should consider what you have learned across the three modules, reflecting on how your skills, learning and development builds on previous knowledge and experience.

 

You will be encouraged to reflect on a regular basis and to produce entries in your e-journal on Brightspace enabling you to build this assignment as the module progresses.

 

Word Limit (not including appendices): 3,000 – 4,000

 

Hand in date:

Hand in arrangements:  You must give ‘sharing permissions’ to your assessing tutor.  You will be advised who this is in due course.

The brief

 

You are required to create an on-line reflective journal (using e-portfolio in Brightspace) and submit this as:

 

  • An overview of your learning on each of the three component modules; reflecting on how your skills, ideas and attitudes to each subject area has developed
  • How you learn; reflecting on your approach to learning and preferred learning style.
  • Any gaps in your existing knowledge or skills and how you plan to work to develop them, expressed as a SMART action plan.
  • Create a chapter in your portfolio for each of the three component modules using the key events calendar below as a content guideline.
  • Develop a SMART action plan to enhance existing knowledge and skills and create objectives for your second year of study.

 

Individual learning can be focused on: new ideas that have influenced your thinking; new skills that you have either learned or practiced for the first time; or about things you have learnt about yourself.

 

What is involved?

 

The purpose of the reflective journal is to encourage reflection around your learning and study experience across the Year 1 modules. You should be writing about your:

 

Experiences and activities

Thoughts and feelings

Insights and reflections

Views and ideas

Evaluation and understanding

Action planning for key learning

 

To get started it would be appropriate to define learning and reflection in the introduction.

The best introductions start with a discussion of what learning and development mean to you with support for your ideas being taken from academic literature and models.

A proposed structure

 

The reflective journal should contain:

 

A clear introduction

 

Which identifying the themes you will inform, an introduction to you – referring to existing skills and knowledge to this and how you intend to demonstrate learning. Make sure you define ‘learning’ and ‘reflection’.

 

A reflective and analytical discussion

 

That details and analyses relevant experiences. You should aim to reflect on a regular basis, either on the lecture content or seminar activities and place these in the relevant collection site in your e-portfolio.

 

Your journal should refer to at least 6 experiences (2 from each module), the evidence of which should be in the corresponding e-portfolio collection.

 

Reflect on the following key events for each module:

 

Module/ Collection   Event/experiences Suggested points of reflection
BFO0239

Organisational Behaviour

 

The assessed poster presentation to the CMI in term 1  
Emotional intelligence questionnaire/results How emotionally intelligent are you? What kind of leader do you want to be?
BFO0240

Human Resource Management

 

 

Good work group presentation in term 1 Using any formative feedback, the summative feedback and overall mark, evaluate your contribution to the project in terms of your skills, behaviour and attitude.
A minimum of three of the HR topics in term two of your choice Reflect on why you selected the topics you chose?  Consider how this learning might be useful to you going forward.
BFS0012

Responsible Business Enterprise

Choosing and agreeing a business idea for assignment 2. Reflect on the creative thinking processes and how you became aware of different opportunities
Group presentation of a business enterprise Consider both the processes and outcomes of the presentation.

 

 

A summary and conclusion.  Please consider the following:

 

Identify consequences and impact of your learning for the future

What does this mean for your career development?

What does this mean for your academic development?

What is the relevance of these?

 

An action plan for personal development:

 

Provide evidence of SMART action planning for future development.  An indication of short/medium/long-term development plan is useful.  It is important that you also comment on how you will work on your weaknesses and your measures of success.

 

A list of references

 

REMEMBER

 

Use appendices to evidence what you are saying and show what you are reflecting on

 

 

 

 

 

 

 

How do I address the intended learning outcomes of 3 modules in one document?

 

Some additional advice on structuring and developing your work

 

Writing the reflective narrative

It is very important to note that this does not mean that you should simply repeat what happened in each class.  Instead you should reflect on and demonstrate your learning, consider how you will use what you have learnt to add to your ongoing development as a student and potential manager.

 

Starting writing

As you are developing your regular reflections and journal, you may find these questions useful to frame your thoughts and ideas:

 

What have you learned today in the lecture/seminar?

What was new, different, interesting, challenging, difficult, surprising?

How does it compare/contrast with your previous experience or ideas/attitudes?

What effect has it had on you?

How does it help you to think about you, your values, identity, your priorities, your future role and practice as a manager?

What will you do differently as a result?

 

You are STRONGLY advised to write weekly entries focusing on the key issues you have covered on each topic and your reaction to them. Place each review. Together with evidence of activities in the relevant e-portfolio collection.

 

You can then re-review your writing with a view to informing the following areas of development

 

Should my writing contain theory?

Using the guidance and the resources in the HRM Brightspace pages to support your reflective practice, create an online reflective review of the key learning from your experience of completing the modules, with the aim of demonstrating how you have learned and developed, rather than a simple account of what you have done or learned.

 

You need to demonstrate an understanding of the theory and rationale underpinning reflection on/in learning and you might find the following resources useful:

 

Cottrell, S (2015) Skills for Success: The Personal Development Planning Handbook, Basingstoke, Palgrave Macmillan

 

Cottrell, S. (2008) The study skills handbook. Basingstoke: Palgrave Macmillan. (See Chapters 2-5)

 

CIPD Information on reflective learning: http://www.cipd.co.uk/cpd/aboutcpd/reflectlearn.htm

 

Pedler, M., Burgoyne, J. and Boydell, T. (2013) A Manager’s guide to self-development, Maidenhead, McGraw-Hill.

When reflecting on your personal learning, try to integrate any key themes and ideas you have gained from other personal experiences outside university. Moreover, explore your personal learning in terms of your thinking, feeling and behaving.

 

Submission arrangements

Submission arrangements will be detailed in term 2 when you will be advised who your assessing tutor(s) will be.

 

 

 

 

 

 

 

Reflective assignment marking template

Assessment criteria: Comment Marks available
Demonstration of your ability to use reflective writing to:   40
create a focus for your learning    
describe and evaluate your learning
make sense of your learning experiences
understanding of the value of reflection with academic literature to underpin your work
Applying your learning   40
Identify consequences of your learning for the future    
Application of learning experiences to your personal/professional development
Evidence of action planning for future development
Structure and presentation   20
Material is clearly and appropriately organised, easy to locate and includes clear introduction, main body with reflections, evaluation and action planning    
Referencing/citations follow the APA 6th style protocols
First marker:

Name:                                                                                    Date:

Second marker / internal moderator:

Name:                                                                                         Date:

 

Criteria 0-29% 30-39% 40-49% 50-59%
Demonstration of your ability to use reflective writing

(Weighted at 40%)

 

 

 

 

 

 

 

 

 

 

 

 

The e-portfolio does not demonstrate an understanding of the concept of reflection. The selected activities are not reviewed or evaluated.  The learning outcomes are not demonstrated.  Limited or no evidence and understanding of wider reading and use of academic sources. The e-portfolio lacks depth in demonstrating an understanding of the concept of reflection. The selected activities are reviewed superficially with little or no meaningful evaluation.  Some superficial evidence and understanding of wider reading and academic sources.  There is a reliance on internet sites and the message is not clear. The e-portfolio demonstrates a basic understanding of the concept of reflection. The selected activities are reviewed and evaluated superficially thus demonstrating a basic understanding.  Some evidence and understanding of wider reading and academic sources.  There is a tendency to rely on internet sites but the message is clear. The e-portfolio demonstrates an understanding of the concept of reflection.  The selected activities are reviewed and evaluated, thus demonstrating a competent connection between the two.  Evidence and understanding of wider reading and academic sources is offered to support arguments but are limited in depth and breadth.  There is a tendency to rely on internet sites and text books.

 

 

60-69% 70-79% 80-89% 90-100%
The e-portfolio demonstrates a good understanding of the concept of reflection. The selected activities are reviewed and evaluated, thus demonstrating a good connection between the two.  Evidence and understanding of wider research and academic sources is used to support arguments.  Sources are appropriate and varied. The e-portfolio demonstrates an excellent understanding of the concept reflection.  The selected activities are reviewed and evaluated, thus demonstrating an excellent connection between the two.   Evidence and understanding of wider reading and academic sources are of an academic quality and cohesively support arguments.  Sources are appropriate and varied. The e-portfolio demonstrates a high quality understanding of the concept of reflection.  The selected activities are reviewed and evaluated, thus demonstrating an outstanding connection between the two. Evidence and understanding of wider reading and academic sources are of a high academic quality and comprehensively support arguments.  Sources are numerous and varied. The e-portfolio demonstrates a comprehensive understanding of the concept of reflection.  The selected activities are reviewed and evaluated, thus demonstrating an exemplary connection between the two.  Evidence and understanding of wider reading and academic sources is extensive, of a high academic quality and comprehensively support arguments.  Sources are numerous and varied.

 

 

Criteria 0-29% 30-39% 40-49% 50-59%
Application of learning

(Weighted at 40%)

 

 

The e-portfolio does not demonstrate application of learning for personal, professional or future development.  No action plan is evident.  The learning outcomes are not demonstrated. The e-portfolio lacks depth in demonstrating application of learning for personal, professional or future development.  There is superficial evidence of action planning. The e-portfolio demonstrates a basic understanding of application of learning for personal, professional or future development.  There is basic evidence of action planning. The e-portfolio demonstrates a competent understanding of application of learning for personal, professional or future development.  There is competent evidence of action planning.

 

 

60-69% 70-79% 80-89% 90-100%
The e-portfolio demonstrates a good understanding of application of learning for personal, professional or future development.  There is good evidence of action planning. The e-portfolio demonstrates an excellent understanding of application of learning for personal, professional or future development.  There is excellent evidence of action planning. The e-portfolio demonstrates an outstanding understanding of application of learning for personal, professional or future development.  There is outstanding evidence of action planning. The e-portfolio demonstrates an exemplary understanding of application of learning for personal, professional or future development.  There is some exemplary evidence of action planning.

 

 

Criteria 0-29% 30-39% 40-49% 50-59%
Structure and presentation

(Weighted at 20%)

 

The e-portfolio lacks any creativity in terms of the content. The flow is not clear or engaging.  Work is not easy locate.  Entries are missing.  References are not presented in the APA 6th format. The e-portfolio lacks creativity in terms of content. The flow is not clear or engaging; some entries are missing.  References are not presented in the APA 6th format. The e-portfolio demonstrates basic creativity in terms of content. The flow is not always clear or engaging.  Work is not easy to locate; some entries may be missing. References are presented in an APA 6th style with minor inaccuracies. The e-portfolio demonstrates competent creativity in terms of content. The flow is present though the structure may not be logical at times. Work is relatively easy to locate; all entries are present.  References are presented in an APA 6th style with only a few minor inaccuracies.

 

 

60-69% 70-79% 80-89% 90-100%
The e-portfolio demonstrates good creativity in terms of content. The flow is good and developed through a logical structure.  Work is consistently easy to locate; all entries are present.   References are presented in an APA 6th style. The e-portfolio demonstrates excellent creativity in terms of content.   The flow is comprehensive and developed through a logical structure.  Work is consistently easy to locate; additional entries are also present.   References are presented in APA 6th format. The e-portfolio demonstrates outstanding creativity in terms of content. The flow is of a high quality and developed through a logical structure. Work is consistently easy to locate; additional entries are also present.  References are presented in APA 6th format. The e-portfolio demonstrates exemplary creativity in terms of content. The flow is comprehensive and developed through a logical structure.  Work is consistently easy to locate; additional entries are present.   References are presented in APA 6th format.

 

 

 

 

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