| Category | Assignment | Subject | Management |
|---|---|---|---|
| University | ______________ | Module Title | MGT106 Business Management and Entrepreneurial Skills Development |
| Due date: | Tuesday 17th June 2025 by 2pm |
| Assessment weighting: | 100% |
| Title: | Reflective Learner Log & Personal Development Strategy |
This assignment requires you, as an individual, to keep a reflective learner log which examines and evaluates your development (skills, behaviours, attributes, and mindset) and reflects upon an extended team exercise, in order to plan for self- improvement.
You are initially required to participate in the formative Team task which supports the completion of the summative individual graded task.
You will receive feedback from your tutor at various stages during engagement of the task, but no mark will be awarded for the group exercise.
The purpose of the group exercise is to provide you the opportunity to develop your skills (termed a ‘formative’ task in education, which carries no marks but develops your skills).
The group exercise involves participating as a team in the Take £25 Challenge which is a local initiative aimed at students, to engage in fundraising activities for the Children’s Foundation in Newcastle upon Tyne
Students must work in teams to identify fundraising ideas, set targets, plan & prepare, and undertake these activities over several weeks prior to and during the time that Take £25 is open, and evaluate and reflect upon the team project.
The evaluation of planning, implementation, and performance over the course of the team project will take the form of a formative in-class presentation using Microsoft PowerPoint.
This preparatory team task has key stages; you will work on these in class workshops over a number of weeks (as advised by your workshop tutor and the module scheme of work) and during module’s self-study time.
The summative (formally graded) assessment engages you in self-evaluation and reflection upon your development and experiences in your formative class work and team task with a view to determining methods of selfdevelopment.
Using the key concepts, approaches and models delivered throughout the module, you must:
• Evaluate your individual development and performance within the formative team task
• Evaluate your skills, behaviours, attributes, and mindset
• Reflect upon specific aspects of the team task for your own self-improvement
• Identify areas for self-development
• Research and evaluate actual opportunities to develop your skills and behaviours
• Determine and stipulate how you will develop your skills and behaviours through extra-curricular activities
• Apply key academic concepts and refer to the key reading from the module delivery, as well as further reading.
(i) Reflective Learner Log
(ii) Self-Evaluation of Key Skills, behaviours, attributes, and mindset
(iii) Research & Planning for Personal Development Details are provided on the following pages
(i) Reflective Learner Log
The Reflective Learner Log has been designed for you and MUST BE USED. This is accessed via the ‘Assignment Brief,
Guidance and Reflective Learner Log’ module canvas unit
• The Reflective Learner Log must be completed on a weekly basis from Week 1 to Week 10 of the
module delivery.
• You must complete all tasks and writing activities for each teaching week
• The full log will inform and underpin your discussion in (ii) Self- Evaluation of Key Skills, behaviours,
attributes, and
mindset.
(ii) Self- Evaluation of Key Skills, behaviours, attributes, and mindset (800 words approx.)
• Please note – these are aspects to include NOT suggested sub-headings
• Evaluate and demonstrate your development and performance (impact) in the formative team activity (Take £25), to include
• Key Skills utilised, challenged, and developed.
• Key attributes and behaviours
• The importance of your mindset
• You may focus on 1 critically important skill for examination & evaluation
o You must provide supporting evidence; this will be referenced from your Reflective Learner Log entries & additional materials such as -
• Self-evaluations, such as VARK, Belbin – reference your Reflective Learner Log & include full versions provided in an appendix
• Skills audit – reference in main discussion with full versions provided as an appendix
• Feedback from your teammates – in a table
• Reflection of specific incidents in the task using Gibbs’ model – the full reflection provided as an appendix
• Descriptive examples from the formative team task
• Documents and materials from the formative team task, such as your Gantt chart - provided as an appendix
• Photos from the team task
• Posts from social media
• Internal and external communications - reference in main discussion with screenshots provided as an appendix
(iii) Research & Planning for Personal Development (1,000 words approx.) –
• PLEASE NOTE that these are areas to include and NOT sub-section headings
• Determine your priorities and devise a plan for your development
• Arising from the evaluation in the previous section & your Reflective Learner Log
• Explain and justify your self-development priorities.
o You may reference entries from the Reflective Learner Log
• Demonstrate understanding of ‘levelness’ and key stages of development
• Determine the key areas that you need to develop regarding these skills, behaviours, and attributes and the ways in which you can develop these
• Arising from the evaluation in the previous section & your Reflective Learner Log
• You may provide an overview (in a concise table or diagram)
• Research and evaluate actual opportunities to develop whilst at university • Research a number of developmental / learning opportunities
• Your research must be demonstrated and sourced.
• You may provide an overview (in a concise table)
• Focus on ONE specific opportunity for improvement that you intend to pursue and evaluate how it would challenge and develop you in terms of skills, behaviours, and mindset AND enhance your employability/entrepreneurial prospects.
• You may utilise key diagrams or concise tables
• You must provide supporting evidence, such as -
• Evidence from your enquiries and appointments - reference in main discussion with screenshots provided as an appendix
• Secondary research
• Communication regarding these opportunities - reference in main discussion with screenshots provided as an appendix
• LinkedIn profile
• Curriculum Vitae (Annotated to show areas of recent and future development) - reference in main discussion with screenshots provided as an appendix
The following learning outcomes will be assessed:
1. Identify and discuss key skills and how these can be developed through professional development to enhance employability prospects
2. Discuss and engage in self-evaluation
3. Demonstrate an ability to research and engage in personal and professional development planning
YOU MUST SUBMIT the WORD DOCUMENT via Canvas (Assignment drop box) before the stated deadline.
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Categories |
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Grade |
Relevance |
Knowledge |
Analysis |
Argument & Structure |
Critical Evaluation |
Presentation |
Reference to Literature |
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86 – 100% |
The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. |
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76 - 85% |
The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality |
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70 – 75% |
The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. |
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60 – 69% |
Directly relevant to the requirements of the assessment |
A substantial knowledge of relevant material, showing a clear grasp of themes, questions and issues therein |
Good analysis, clear and orderly |
Generally coherent and logically structured, using an appropriate mode of argument and/or theoretical mode(s) |
May contain some distinctive or independent thinking; may begin to formulate an independent position in relation to theory and/or practice. |
Well written, with standard spelling and grammar, in a readable style with acceptable format |
Critical appraisal of up-to-date and/or appropriate literature. Recognition of different perspectives. Very good use of source material. Uses a range of sources |
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50 – 59% |
Some attempt to address the requirements of the assessment: may drift away from this in less focused passages |
Adequate knowledge of a fair range of relevant material, with intermittent evidence of an appreciation of its significance |
Some analytical treatment, but may be prone to description, or to narrative, which lacks clear analytical purpose |
Some attempt to construct a coherent argument, but may suffer loss of focus and consistency, with issues at stake stated only vaguely, or theoretical mode(s) couched in simplistic terms |
Sound work which expresses a coherent position only in broad terms and in uncritical conformity to one or more standard views of the topic |
Competently written, with only minor lapses from standard grammar, with acceptable format |
Uses a variety of literature which includes some recent texts and/or appropriate literature, though not necessarily including a substantive amount beyond library texts. Competent use of source material. |
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Categories |
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Grade |
Relevance |
Knowledge |
Analysis |
Argument and Structure |
Critical Evaluation |
Presentation |
Reference to Literature |
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40 – 49% |
Some correlation with the requirements of the assessment but there are instances of irrelevance |
Basic understanding of the subject but addressing a limited range of material |
Largely descriptive or narrative, with little evidence of analysis |
A basic argument is evident, but mainly supported by assertion and there may be a lack of clarity and coherence |
Some evidence of a view starting to be formed but mainly derivative. |
A simple basic style but with significant deficiencies in expression or format that may pose obstacles for the reader |
Some up-to-date and/or appropriate literature used. Goes beyond the material tutor has provided. Limited use of sources to support a point. |
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35 – 39% |
Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms |
A limited understanding of a narrow range of material |
Heavy dependence on description, and/or on paraphrase, is common |
Little evidence of coherent argument: lacks development and may be repetitive or thin |
Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase |
Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style |
Barely adequate use of literature. Over reliance on material provided by the tutor. |
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The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for |
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compensation consideration. |
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30 – |
The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The |
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34% |
evidence provided shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak |
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in some of the indicators. |
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15-29% |
The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the |
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qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will |
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be weak in several of the indicators. |
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0-14% |
The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of |
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the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level have been |
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satisfied. The work will be weak in the majority or all of the indicators. |
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