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Certificate of Higher Education in
Employability Skills
LEVEL 4
Professional Career Development
BMSW4012
Module Lead: Muhammad Cassamo
Email: m.cassamo@uwtsd.ac.uk
2023 - 2024
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Certificate of Higher Education in Employability Skills, Summaries of Productivity and Time Management
The certificate of higher education in employability skills is a level 4 module that aims to introduce students to strategies for personal reflection and career development planning. The module focuses on developing the employability skills and knowledge needed for professional development, as well as demonstrating readiness for employability and personal advancement through an understanding of personal strengths and areas for further development. The assessment includes a practical professional development exercise, such as role-playing an interviewee and interviewer, supported by a reflective written account. The module covers topics like staff recruitment, job evaluation, interviewing, mentoring, appraisal, and retention issues, as well as strategies for career advancement. Students will also explore theories and models related to career development.
Typology: Summaries
2023/2024
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Certificate of Higher Education in
Employability Skills
LEVEL 4
Professional Career Development
BMSW
Module Lead: Muhammad Cassamo
Email: m.cassamo@uwtsd.ac.uk
Aims:
To introduce the student to strategies for personal reflection and career development
planning
Learning outcomes:
Upon the successful completion of this module, the student should be able to:
Demonstrate the employability skills and knowledge needed for professional development.
Demonstrate readiness for employability and personal advancement through an
understanding of personal strengths and areas for further development.
Establish employment goals and develop a personal action plan.
Critically evaluate recruitment and selection process
Indicative content:
Concepts of self-awareness and the various approaches to self-assessment and learning.
The application of background questionnaires and identify personal learning preferences.
An analysis of personal strengths, weaknesses and tools to support professional
development planning.
Ideas relating to the concept of personal confidence, studying and thinking independently.
Strategies for exploring employment options acquiring, selecting and collating information
from a range of sources.
An introduction to strategies for career advancement: staff recruitment, job evaluation,
person specifications, job specifications, interviewing, induction, mentoring, appraisal and
retention issues.
Development of students’ confidence and readiness for employability such as responsibility
and accountability; interpersonal relationships; effective means for communication;
reliability.
Reference to relevant procedures and employment legislation.
Study time allocation:
The study time for the module is divided as follows:
Activity type Hours Percentage
Scheduled Learning 48 20%
Independent learning 160 80%
Placement learning 0 0
TOTAL 208 100%
Assessment:
Assessment Component 1
(Tick one)
☐ Written exam ☐ Coursework ☒ Practical
Mode of assessment Volume Weighting
A practical professional development
exercise (such as role-playing
interviewee and interviewer for a role
linked to their personal goals)
supported by a reflective written
account
10 minutes per student
for the practical
exercise supported by
1500 words individual
reflection or equivalent
Week
Commencing
Week Lecture content – main themes to be covered Supporting material Assignment
Deadline(s)
15/04/24 0 Induction
22/04/24 1 Introduction to module
Mindset
SMART goals
Personal SWOT analysis
PowerPoint
Class activities
29/04/24 2 Personality profiling
Learning styles
Johari window
GIBBS reflective cycle
Psychometric tests (Myers Briggs,
Honey & Mumford, VARK)
PowerPoint
06/05/24 3 Identifying and building your skills workshop with
Mel Cameron
Employability skills
Email etiquette & tips
PowerPoints
Handouts
13/05/2024 4 Self-awareness & Personal branding
Maslow`s motivation theory
Personal development plan
PowerPoints
20/05/2024 5 CV workshop with Mel Cameron
CV`s & job applications
PowerPoint
Handouts
27/05/2024 6 Reading Week – no lectures Students to meet up for Part 2 (^) X
03/06/2024 7 Ginzberg`s career development theory
Frank Parson`s 3 step model
PowerPoint
10/06/2024 8 Recruitment, selection & employment legislation PowerPoint
17/06/2024 9
B.A.R. & S.T.A.R. models
PowerPoint
Handouts
Module Evaluation Survey
24/06/2024 10 Tutorial for part 2
Practical activity
PowerPoint
Handouts
01/07/2024 11 Interview sessions
x
Module Learning Outcomes (from module syllabus)
- Demonstrate the employability skills and knowledge needed for professional development.
- Demonstrate readiness for employability and personal advancement through an understanding of personal strengths and areas for further development.
- Establish employment goals and develop a personal action plan.
- Critically evaluate recruitment and selection process. TASK DESCRIPTION
Part 1:
Professional career development skills are very important in all industries, both to you as a
graduate looking to develop yourself and help you to demonstrate to potential employers
your employability.
You are required to write a 1500 word reflective essay using the Gibbs reflective cycle as
a framework to demonstrate your understanding of the skills and knowledge which you
have gained following your attendance and participation at the Professional Career
Development lectures. Share your knowledge and understanding of the models covered
within lectures. Provide a detailed reflection of how you have applied the following models.
Support your answers with examples from your own experiences:
- **SWOT
- SMART
- Johari Window
- PDP
- Learning Styles**
You must include a minimum of 10 references to support your reflection, these must be in
Harvard Referencing style and appendixes of the models introduced in class that you
completed need to be uploaded on moodle when submitting your assignment.
Part 1 must be uploaded to Moodle by Friday 31st of May 2024 23:59PM.
Part 2:
For this task you need to prepare for a job you would like to apply for and prepare for a 10
minute interview for that job.
In your interview you will need address:
a) The role (including the job description and person specification).
b) A background to the company you have applied for e.g. staff numbers, organisation
structure, values, mission statement, locations, services etc.
c) Prepare to answer three of the questions below
1. Could you please talk us through your CV in detail?
2. What is the biggest challenge you think this role could present and how do you
propose to overcome it?
3. What specific skills, knowledge, and experience do you have that equips you for this
role?
4. What has motivated you to apply for this particular role?
5. What is your greatest achievement in your professional or personal life?
GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.
1. Engagement with Literature Skills Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed an appropriate range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to- date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list at the end of your work. Guidance specific to this assessment: Reflection: You should include at least 10 Harvard references. These should be taken from appropriate journals, textbooks and reliable websites. A reference list should be provided using Harvard referencing convention. Interview: You should research interview techniques in order to properly prepare for your interview. 2. Knowledge and Understanding Skills At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding. Guidance specific to this assessment: Reflection: demonstrate your knowledge of the relevant models and theories such as SWOT, SMART, KOLB, Johari by using them in your written work. Interview: demonstrate your knowledge and understanding of the recruitment process and interview process by ensuring provide enough relevant information to answer the questions. 3. Cognitive and Intellectual Skills You 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 your subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical thinking. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? You should provide justification for your arguments and judgements using evidence that you have reflected upon the ideas of others within the subject area and that you are able to make sound judgements and arguments using data and concepts. Where relevant, alternative solutions and recommendations may be proposed. Guidance specific to this assessment: Reflection: demonstrate an understanding of the models and explain how 1 particular model has impacted on you. Interview: Analyse own skills and experience against a specific job selected and show linking.
STUDENT FEEDBACK FORM This section details the extent to which the assessment criteria are demonstrated by you, which in turn determines your mark. The marks available for each category of skill 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. Generic Assessment Criteria Marks available Marks awarded
1. Engagement with Literature Skills . 15 2. Knowledge and Understanding Skills 20 3. Cognitive and Intellectual Skills 15 4. Practical Application Skills 20 5. Transferable Skills for Life and Professional Practice 30 Assessment 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 guidance only until they are confirmed. ) Late Submission Penalties (tick if appropriate) Up to 1 week late (40% Max) % Over 1 week late (0%)
APPENDIX GA36a LEVEL 4 ASSESSMENT SPECIFICATION Student name: Student ID number: Programme: Certificate of Higher Education in Employability Skills Module: Module code: Contribution to Overall Module Assessment (%): Lecturer: Internal Verifier: Assignment Title: Word count (or equivalent): Submission deadline: Return date of provisional marks & written feedback: Submission method: All written assessments, where practical and possible, must be submitted via Turnitin unless otherwise instructed by the Lecturer. (Please DO NOT put this assessment specification into Turnitin or it will match many similarities with other students’ submissions.) Alternative submission method (if applicable): Late submission of the assessment will result in a late penalty mark: Work which is submitted up to 1 week late will be capped at 40% for the first attempt and will be awarded a mark of 0% for re-assessment. Late submission penalties may be lifted only if there is an approved extenuating circumstances claim. Work submitted more than 1 week late will be considered as a non-submission and will not be marked. The work may be considered as a submission for reassessment if offered by an Examining Board or if there is an approved extenuating circumstances claim. Academic honesty / referencing: Academic honesty is required. In the main body of your submission you must give credit to authors on whose research and ideas your work is based. Append to your submission a reference list that indicates the books, articles, etc. that you have used, cited or quoted in order to complete this assessment.
GUIDANCE FOR STUDENTS IN THE COMPLETION OF TASKS NOTE: The guidance offered below is linked to the five generic assessment criteria overleaf.
6. Engagement with Literature Skills Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed an appropriate range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up-to- date, mostly published within the last five years or so, though seminal/important works in the field may be older. You must provide evidence of your research/own reading throughout your work, using a suitable referencing system, including in-text citations in the main body of your work and a reference list at the end of your work. Guidance specific to this assessment: 7. Knowledge and Understanding Skills At level 4, you should be able to demonstrate knowledge of the underlying concepts and principles associated with your area(s) of study. Knowledge relates to the facts, information and skills you have acquired through your learning. You demonstrate your understanding by interpreting the meaning of the facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc. appropriate to the task(s) set. You should be able to explain the theories, concepts, etc. to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding. Guidance specific to this assessment: 8. Cognitive and Intellectual Skills You 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 your subject(s) of study. You should be able to evaluate the appropriateness of different approaches to solving problems related to your area(s) of study and/or work. Your work must contain evidence of logical, analytical thinking. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing what! But also justifying: Why? How? When? Who? Where? At what cost? You should provide justification for your arguments and judgements using evidence that you have reflected upon the ideas of others within the subject area and that you are able to make sound judgements and arguments using data and concepts. Where relevant, alternative solutions and recommendations may be proposed. Guidance specific to this assessment: 9. Practical Skills At level 4, you should be able to apply the basic underlying concepts and principles to evaluate and interpret these within the context of your area of study. You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations and/or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, or to create artefacts. This is likely to involve, for instance, the use of real world artefacts, examples and cases, the application of a model within an organisation and/or benchmarking one theory or organisation against others based on stated criteria. Guidance specific to this assessment:
10. Transferable Skills for Life and Professional Practice Your work must provide evidence of the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility. This includes demonstrating: that you can communicate the results of your study/work accurately and reliably, and with structured and coherent arguments; that you can initiate and complete tasks and procedures, whether individually and/or collaboratively; fluency of expression; clarity and effectiveness in presentation and organisation. Work should be coherent and well-structured in presentation and organisation. Guidance specific to this assessment: You must abide by the following Microsoft Settings; Arial font, size 12, 1.5 line spacing and the text should be justified. Please note: Up to 10% above the word limit – No deduction off final mark Between 10% and 25% above the word limit – Deduction of 5 marks off final mark Between 25% and 50% above the word limit – Deduction of 10 marks off final mark 50% or more over length – Maximum mark of capped mark (iii) A failure to meet the word limit (or minimum word limit if a range is given) may result in lower marks based on the quality of the work because the work may not include the necessary information required for the assessment to meet the stated learning outcomes. (iv) The feedback on the assessment should explicitly mention any mark deduction and the reason for it.
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) FAIL MARGINAL FAIL SATISFACTORY (3rd^ / Pass) GOOD (2.2 / Pass) VERY GOOD (2.1 / Merit) EXCELLENT (1st^ / Distinction) EXCEPTIONAL (1st^ / Distinction) Category 0 - 29% 30 - 39% 40 - 49% 50 - 59% 60 - 69% 70 - 84 % 85 - 100% Engagement with literature (including reading, referencing, academic conventions and academic honesty) Little or no evidence of reading and/or reliance on inappropriate sources. Views and findings mostly unsupported and non- authoritative. Referencing conventions used incoherently or largely absent. Poor engagement with essential reading. No evidence of wider reading. Reliance on inappropriate sources, and/or indiscriminate use of sources. Heavily reliant on information gained through class contact. Inconsistent and weak use of referencing. Engagement with a limited range of mostly relevant and credible sources but with some reliance on information gained through class contact. Some omissions and minor errors. Referencing conventions evident though not always applied accurately or consistently. Engagement with an appropriate range of literature, including sources retrieved independently. Some over- reliance on texts rather than other sources. Referencing may show minor inaccuracies or inconsistencies. Engagement with a wide range of literature, including sources retrieved independently. Selection of relevant and credible sources. Generally sound referencing, with no/very few inaccuracies or inconsistencies. Engagement with an extensive range of relevant and credible literature. Consistently accurate application of referencing. Exceptional engagement with an extensive range of relevant and credible literature. High- level referencing skills consistently applied. Knowledge and understanding (Knowledge of the basic underlying concepts and Major gaps in knowledge and understanding of the basic underlying concepts and Gaps in knowledge of the basic underlying concepts and principles, with flawed or Limited knowledge and understanding of the basic underlying concepts and Knowledge of the basic underlying concepts and principles is accurate with a Competent knowledge of the basic underlying concepts and principles. Exhibits very Excellent knowledge and understanding of the basic underlying concepts and Exceptional, detailed knowledge and understanding of the basic underlying
Level (^4) FAIL MARGINAL FAIL SATISFACTORY (3rd^ / Pass) GOOD (2.2 / Pass) VERY GOOD (2.1 / Merit) EXCELLENT (1st^ / Distinction) EXCEPTIONAL (1st^ / Distinction) Category 0 - 29% 30 - 39% 40 - 49% 50 - 59% 60 - 69% 70 - 84 % 85 - 100% principles of a subject.) principles of the subject matter. Inclusion of irrelevant material. Substantial inaccuracies. superficial understanding. Some significant inaccuracies and/or irrelevant material. principles within the subject area. Some elements may be missing. good understanding of the field of study but lacks depth and/or breadth. good understanding. principles of the subject. concepts and principles Cognitive and intellectual skills (Evaluate underlying concepts and principles of a subject and interpret qualitative and quantitative data in order to develop lines of argument and make sound judgements.) Wholly or almost wholly descriptive work. Little or no evaluation of the underlying concepts and principles. Failure to develop arguments, leading to illogical or invalid judgements. Minimal or no use of evidence to back up views. Largely descriptive work, with superficial evaluation of the underlying concepts and principles. Weak interpretation of data, flawed development of arguments and judgements. Information accepted uncritically, uses generalised statements made with scant evidence and unsubstantiated opinions. Ideas sometimes illogical and contradictory. Limited attempt at evaluation of the underlying concepts and principles, tending towards description. Can interpret qualitative and quantitative data but with some errors. Some evidence to support emerging arguments and judgements but these may be underdeveloped or with a little inconsistency / mis- interpretation. Good evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data, with minor errors. An emerging ability to use evidence to support the argument. Mostly valid arguments and logical judgements. Sound evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately. Ability to devise arguments using evidence to make mostly appropriate and valid judgements. Excellent evaluation of the underlying concepts and principles. Can interpret qualitative and quantitative data accurately and with some insight. Excellent ability to devise arguments using evidence and make appropriate and valid judgements. Exceptional evaluation of the underlying concepts and principles based evidence. Outstanding interpretation of qualitative and quantitative data. Exceptional ability to devise arguments using evidence and make wholly appropriate and valid judgements. Practical skills (Different approaches to solving problems in particular contexts.) Limited or no use of taught, basic methods, materials, tools and/or techniques. Little or no appreciation of the context of the application. Rudimentary application of taught, basic methods, materials, tools and/or techniques but without consideration and An adequate awareness and mostly appropriate application of basic methods, materials, tools and/or techniques. A good and appropriate application of basic methods, materials, tools and/or techniques. Clear appreciation of A very good application of a range of basic methods, materials, tools and/or techniques. Very good consideration of the context of An advanced application of a range of taught, basic methods, materials, tools and/or techniques. The context of the application is Exceptional levels of application and deployment skills in particular practical contexts. Outstanding identification of