Personal Development in Professional Settings


ASSIGNMENT INSTRUCTIONS

Assessmen
t
Coursework Assignment
Assessmen
t code:
012
Academic
Year:
2020/2021
Trimester: 1
Module
Title:
Personal Development in Professional Settings
Module
Code:
MOD006960_2
Level: 3
Module
Leader:
John Butler
Weighting: 12% towards Skills for Higher Education
Word
Limit:
1,500 words
This excludes bibliography and other items listed in rule 6.75 of
the Academic Regulations:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pd
f
Assessed
Learning
Outcomes
1 –Knowledge and understanding: Understand the requirements
of higher education including professional behaviour, work
ethic, and communication
2 -Intellectual, practical, affective and transferrable skills:
Complete pieces of written academic work to a satisfactory
standard
Submission
Deadline :
This assignment must be received by no later than 14:00 on
Wednesday 16 December 2020

WRITING YOUR ASSIGNMENT:



This assignment must be completed individually.
You must use the Harvard referencing system.
Your work must indicate the number of words you have used. Written
assignments must not exceed the specified maximum number of words. When a

written assignment is marked, the excessive use of words beyond the word limit
is reflected in the academic judgement of the piece of work which results in a
lower mark being awarded for the piece of work (regulation 6.74).

Assignment submissions are to be made anonymously. Do not write your name
anywhere on your work.
Write your student ID number at the top of every page.
Where the assignment comprises more than one task, all tasks must be
submitted in a single document.
You must number all pages

SUBMITTING YOUR ASSIGNMENT:
In order to achieve full marks, you must submit your work before the deadline.
Work that is submitted late – up to five working days after the published
submission deadline – will be accepted and marked. However, the element of the
module’s assessment to which the work contributes will be capped with a
maximum mark of 40%.
Work cannot be submitted if the period of 5 working days after the deadline has
passed (unless there is an approved extension). Failure to submit within the
relevant period will mean that you have failed the assessment.
Requests for short-term extensions will only be considered in the case of illness or
other cause considered valid by the iCentre Adviser. Please contact
iCentre@lca.anglia.ac.uk. A request must normally be received and agreed by the
iCentre Adviser in writing at least 24 hours prior to the deadline. See rules 6.56-
6.65: http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
Mitigation: The deadline for submission of mitigation in relation to this assignment
is no later than five working days after the submission date of this work. Please
contact iCentre@lca.anglia.ac.uk
See rules 6.103 – 6.132:
http://web.anglia.ac.uk/anet/academic/public/academic_regs.pdf
ASSIGNMENT QUESTION:
Task: Write a Personal Development Plan (maximum 1500 words).
The assignment will be structured as follows:
Part 1: Career Goal – Identify three possible career choices and select your
preferred option. Explain the reason for your choice.
(Approx. 300 words) (20 Marks)
Part 2: Current Reality – Identify and explain your strengths (skills, experience
and personal qualities) and weaknesses, using the Personal SWOT completed in
class, and feedback from 5 contacts using the “Ask 5 People” exercise.
(Approx. 450 words) (30 Marks)
Part 3: Options for Progression – Identify and explain any gaps in your skills,
experience or knowledge that you would need to address to successfully achieve
your career goal. Identify and explain options that might help you bridge the gap
between your current situation and your career aspirations. You may include
making the most of opportunities and managing threats to your progression (from
your Personal SWOT), engaging your current network, and putting a plan in place
to develop it. Consider how you might use the professional profile you developed
in class.
(Approx. 600 words) (40 Marks)
Part 4: Way Forward – Identify three “next steps” that are SPECIFIC,
MEASURABLE, ATTAINABLE, RELEVANT and TIME BASED.
(Approx. 150 words) (10 Marks)
Appendices: You must include the following to support your discussion:
• Your personal SWOT
• 5 completed feedback questionnaires (“Ask 5 People”)
• Your Professional Network Profile, completed as part of your course work.
Resources: You are expected to carry out independent research outside of
these resources, but you should refer to Rook, Cottrell and the Career Zone as
a minimum.
Cottrell, S. (2015) Skills For Success, 3rd Edition, London. Red Globe Press
Rook, S. (2019) The Graduate Career Guidebook. 2ndEdition. London. Red
Globe Press.
Trought, F. (2017) Brilliant Employability Skills. 2ndEdition. Pearson Education.
(available electronically through the ARUL Library)
Anglia Ruskin University London Career Zone resources, available through the
VLE.
ASSESSMENT CRITERIA
To successfully complete this assignment, you must undertake the following
activities in class as you will be referring to information from them in your
personal development plan:
• Your personal SWOT
• 5 completed questionnaires from the “Ask 5 People” exercise
• Your Professional Network Profile
These MUST be included in the appendices of your Personal Development Plan.
A penalty of 2 marks will be deducted for each activity missing from the
Appendix. A minimum of 3 ‘Ask 5 People’ questionnaires should be present.
Examples given below are to ensure clarity of understanding and must not be
reproduced in your assignment:
Part 1: Career Goal – Identify three possible career choices. Briefly explain your
first two choices and why they are no longer suitable for you. Your main career
choice must be elaborated on in terms of the following;


your motivation for this choice
an overview of the health of industry (job opportunities in the current
market)
the physical, psychological, educational and emotional characteristics
and demands of the role, ie. Person specifications
geographical location
remuneration, opportunities for personal development and benefits

This information must be garnered from independent research. Consider using
Career Zone as a tool. Also, use the resources listed to support your decision
making. Acknowledge the source of your information (For example, “According to
Rook (2019), the opportunities for this profession are…….)
This part of the plan should be approximately 300 words and is worth 20
marks.
Part 2: Current Reality – Identify and explain your strengths (skills, experience
and personal qualities) and weaknesses, using the Personal SWOT completed in
class, and feedback from 5 contacts using the “Ask 5 People” exercise. These
should be supplemented by research carried out into your strengths and
weaknesses completed throughout the course. Explain your current role and any
relevance this has to your choice of degree and your future career goals. Finally,
offer an explanation of your understanding of what your degree entails and which
aspects of this excites you the most.
For example: According to a survey completed on MLWR (2018), my key strengths
are…
All five people who completed my questionnaire commented that I was…
My experience includes… Referring to my personal SWOT, my weaknesses…
My degree encompasses the following modules………. and these will enhance my
knowledge and understanding of ……………….
This part of the plan should be approximately 450 words and is worth 30
marks.
Part 3: Options for Progression – Identify and explain any gaps in your skills,
experience or knowledge and the steps needed to be taken to close these
identified gaps in order to secure your chosen career. REMEMBER, THIS SECTION
CARRIES THE BULK OF THE MARKS.
For example: To train as…… I will need to gain some experience of the role,
which I can get through the apprenticeship programme starting in June (Hilton
Apprenticeship, 2018).
You need to show specific and targeted solutions, which is only possible by
showing that you have identified tangible results through research – (ie. Hilton
Hotels have an apprenticeship programme that you plan to apply for.)
Identify and explain options that might help you bridge the gap between your
current situation and your career aspirations. Factors to consider include:

linking back to Part 1 where you identified the requirements and personal
specifications of your career choice
explaining how you will bridge that gap
creating a LinkedIn profile and a sample Network Profile template and
assessing its strengths and weaknesses
opportunities created through your degree and by the university in terms of
the Employability Scheme
how resources available on the Career Zone and Digital Library can be used
to strengthen your skill set and knowledge.
ensure you explain how these options specifically remedy the gaps identified
in your skills, experience and knowledge and how they will help you
progress professionally.
looking at the current opportunities available in your sector and any other
opportunities identified in your SWOT
explain how you can address the threats identified in your SWOT

This part of the plan should be approximately 600 words and is worth 40
marks.
Part 4: Way Forward – Identify three “next steps” that are SPECIFIC,
MEASURABLE, ATTAINABLE, RELEVANT and TIME BASED. You do not need to use
all 5 SMART adjectives, but each step should refer to at least one.
1. The deadline for applying for …….. is on 01/01/21 so by that date I need to
have the following in place for my application …………..
2. In order to apply for ……… I need to have a minimum of a 2:1 which I can
achieve because ……….
3.I will refine my profile and create…with the aim of…
This part of the plan should be approximately 150 words and is worth 10
marks
Table 1: Marking Guide for the ‘Personal Development in Professional Settings Personal Development Plan’ 012

CRITERIA Mark
Weigh
t
FAIL LOW RANGE
(0 – 29%)
FAIL
STANDARD
RANGE
(30 – 39%)
Basic Pass
(40 – 49%)
SATISFACTORY
PASS
(50 – 59%)
CREDIT PASS
(60 – 69%)
DISTINCTION PASS
(70-100%)
MAR K
Non- existent-very
poor in fulfilling
the requirements
of the assessment.
Limited
knowledge and
understanding
of the area
and its
methodologies
Basic knowledge
and
understanding
of the area and
its
methodologies.
Satisfactory in
fulfilling the
requirements of
the assessment
but academic
skills and self
reflection need
development and
there is some
missing or
irrelevant
material.
Good – very
good in fulfilling
the
requirements of
the assessment;
but gaps in the
use of academic
skills, self
reflection and
material.
Excellent/
Outstanding in
fulfilling the
requirements of the
assessment; no
significant gaps in
the use of academic
skills, self reflection
and material.
SECTION 1
Part 1: Career Goal – Identify three
possible career choices and select
your preferred option. Explain the
reason for your choice.
20 0 – 5
Little attempt has
been made to
address the
criteria of the
brief. The student
has failed to
evidence any
research into their
chosen career
and there is no
discussion of
relevance to the
assignment brief
noted. Section
structure may
exhibit serious
6 – 7
Limited
information
presented to
clearly
indicate
rationale in
career
choices, and
research and
explanation of
preferred
option is
lacking.
Student’s
understanding
of the
8 – 9
There is
evidence of
basic
understanding
of the
assignment
brief. Research
may be limited
in scope, but 3
main career
choices have
been
mentioned,
with limited
investigation of
the main
10 – 11
Student has
mentioned all 3
choices and has
completed
satisfactory
research into
their chosen
career. They
have
satisfactorily
addressed most
of the issues of
the role
requirements in
terms of
person/educatio
nal
specifications,
12 – 13
Student has
referred to all 3
career choices,
rationalised
their decision
not to pursue
two of those,
has shown good
use of sources
and evidence.
Student has
addressed most
of the issues of
the role
requirements
in terms of
person
/educational
14 – 20
There are 3 specific
and distinct career
choices described.
The preferred
option uses evidence
to identify the
requirements,
person /
educational
specification, salary
and location.
Section structure
exhibits excellent
coherence and
cohesion with no
errors of note made
in citing sources.
Submissions awarded
deficiencies
including no
attempt at citing
sources.
requirements
needed to
achieve their
stated career
goal is limited.
Section
structure may
exhibit signs
of a lack of
coherence/org
anisation and
little-to-no
attempt at
citing sources
evident.
choice evident.
Section
structure may
have some
issues, but a
basic attempt
at organisation
and citations
evident.
salary, location
and benefits.
Section structure
shows a
satisfactory
attempt at
organising
ideas/paragraphs
and citations,
though
development may
still be needed.
specifications,
salary, location
and benefits
well. The
student has
exhibited a
good
understanding
of paragraph
structure and
has, in general,
used evidence
and citations
well.
the highest marks
demonstrate
personal insight and
reflection in their
career choice.
Part 2: Current Reality – Identify and
explain your strengths (skills,
experience and personal qualities)
and weaknesses, using the Personal
SWOT completed in class, and
feedback from 5 contacts using the
“Ask 5 People” exercise.
30 0 – 9
No attempt has
been made to
address the
criteria of the
brief. The student
has failed to
evidence the
relevance of their
SWOT or Ask 5
People surveys
and offered no
discussion on their
degree. Section
structure may
exhibit serious
deficiencies such
as SWOT table
10 – 11
Limited in
response to
the brief
requirements.
Student’s
attempt may
be anecdotal
as opposed to
evidence
based. SWOT
and Ask 5
People may
be referred
to, but have
not been used
to further the
development
12 – 14
Basic knowledge
and
understanding
of the section
requirements
evident.
Student has
used their
SWOT and Ask
5 People
surveys as the
basis of the
section, but
application is
limited.
15 – 17
Student has
addressed their
strengths and
weaknesses in a
satisfactory
manner. Both key
sources, SWOT
and Ask 5
People, were
used to an
acceptable
standard, the
student has made
a satisfactory
reference to their
degree choice,
and references to
other classwork
completed were
18 – 20
There is clear
and consistent
use of both
SWOT and Ask
5 People, as
well as other
aspects of
classwork
evident. The
student has
discussed their
strengths and
weaknesses well
in terms of their
professional and
personal
relevance, and
has evidenced
to a good
21 – 30
Answers evidence
the current situation
using the required
coursework: SWOT
and Ask 5 People
feedback, and
include reference to
the student’s
degree. This
evidence is
interpreted with
insight, and related
to the preferred
career option.
Higher marks are
awarded for the
above plus
references to
classwork, such as
and/or Ask 5
People surveys
included in main
body of
assignment or not
included at all.
of the section.
Limited or no
reference to
the relevance
of their
degree
studies.
Section
structure may
exhibit signs
of a lack of
coherence/org
anisation and
little-to-no
attempt at
citing sources
evident.
Basic reference
to classwork
and/or degree
provided.
Section
structure may
have some
issues, but a
basic attempt
at organisation
and citations
evident.
made. Section
structure shows a
satisfactory
attempt at
organising
ideas/paragraphs
and citations,
though
development may
still be needed.
standard the
suitability of
their degree
choice. The
student has
exhibited a
good
understanding
of paragraph
structure and
has, in general,
used evidence
and citations
well.
VIA character
strengths or other
skills assessments
completed. The
student has
exhibited an
excellent
understanding of
paragraph structure
and has used
evidence and
citations very well.
Part 3: Options for Progression –
Identify and explain any gaps in your
skills, experience or knowledge that
you would need to address to
successfully achieve your career goal.
Identify and explain options that
might help you bridge the gap
between your current situation and
your career aspirations. You may
include making the most of
opportunities and managing threats to
your progression (from your Personal
40 0 – 11
Answer has
no/limited
relevance to the
assignment brief.
The student has
not offered any
analysis of options
for personal
development and
the section is
mainly anecdotal.
There has been
no/limited
12 – 14
There is
limited
evidence of
student having
a plan in place
to bridge the
gaps identified
as
weaknesses.
Student’s
answer may be
mainly
anecdotal,
15 – 19
Skills gaps are
generic and
without
support. The
student has
referred to the
main sources
required, their
personal
network
(Linkedin/Digit
al Identity), the
Career Zone
20 – 23
Student has
offered
satisfactory
examples of how
they can address
and the manner
in which they will
resolve the gaps
in their skills.
They have used
the key sources
of their personal
network
24 – 27
The student has
evidenced a
good
understanding
of the steps
needed to
address the
gaps in their
skill set. They
have referred to
most of their
key sources,
personal
28 – 40
Skills gaps have been
clearly identified.
with specific
examples of how
these gaps will be
addressed.
University resources
are appropriately
referenced,
including Career
Zone, Employability
Scheme, and
internships. There is
SWOT), engaging your current
network, and putting a plan in place
to develop it. Consider how you might
use the professional profile you
developed in class.
discussion of
personal network
(Linkedin/Digital
Identity), no
reference to
support available
through their
degree, such as
the Career Zone,
and no mention of
the Opportunities
and Threats from
their SWOT.
Section structure
may exhibit
serious
deficiencies in
terms of
coherence,
organisation, and
citations.
and their
personal
network
(Linkedin/
Digital
Identity), the
Career Zone,
or their SWOT
have not been
integrated in
any
meaningful
way. Section
structure may
exhibit signs
of a lack of
coherence/org
anisation and
little-to-no
attempt at
citing sources
evident.
and their
SWOT, but
these have been
used in a very
basic manner
without fully
addressing their
relevance in
closing the skills
gap. Section
structure may
have some
issues, but a
basic attempt
at organisation
and citations
evident.
(Linkedin/Digital
Identity), Career
Zone, SWOT in a
manner that
satisfactorily
illustrates a plan
for self
development.
There is evidence
of additional
research cited.
Section structure
shows a
satisfactory
attempt at
organising
ideas/paragraphs
and citations,
though
development may
still be needed.
network
(Linkedin/
Digital
Identity), the
Career Zone,
Employability
Scheme, and
internships
and SWOT, to
exemplify their
own personal
development
pathway.
The student has
exhibited a
good
understanding
of paragraph
structure and
has, in general,
used evidence
and citations
well.
insightful discussion
on the relevance of
the student’s
degree. There is a
relevant explanation
of the usefulness of
LinkedIn or other
professional
networks, and
include reference to
the SWOT in terms
of opportunities and
threats. Arguments
are clearly expressed
with excellent use of
evidence to support
the discussion. The
student has
exhibited an
excellent
understanding of
paragraph structure
and has used
evidence and
citations very well.
Part 4: Way Forward – Identify three
“next steps” that are SPECIFIC,
MEASURABLE, ATTAINABLE, RELEVANT
and TIME BASED.
10 0 – 2
Inadequate
information base
used. The student
may have copied
the 3 steps
offered in the
assignment brief
and as such
offered no
relevance to
either their own
pathway or to the
3
There is
limited
adherence to
the section
instructions.
The student
may have
offered too
few/many
steps, which
are not SMART
related or
4
The 3 steps
suggested by
the student has
a tenuous link
to earlier
sections and
may not be
explained very
clearly. The
steps may only
share a basic
link to the
5
The 3 steps
identified are
satisfactorily
exemplified as to
be relevant,
reflective of
previous issues
identified in
earlier sections
and be SMART in
construction.
6
3 steps, well
aligned with
SMART criteria,
have been
included. They
should be
original and not
be copied from
suggestions on
the assignment
brief. The goals
are SMART,
7 – 10
3 steps,
exceptionally
aligned with SMART
criteria, have been
included. They
should be original
and not be copied
from suggestions on
the assignment
brief. The goals are
SMART, detailed and
demonstrate
SMART criteria.
Section structure
may exhibit
serious
deficiencies in
terms of
coherence,
organisation, and
citations.
have any
relevance to
previous
sections in the
assignment.
Section
structure may
exhibit signs
of a lack of
coherence/
organisation
and little-to
no attempt at
citing sources
evident.
SMART criteria
and may not be
entirely
relevant to gaps
identified in
previous
sections.
Section
structure may
have some
issues, but a
basic attempt
at organisation
and citations
evident.
Section structure
shows a
satisfactory
attempt at
organising
ideas/paragraphs
and citations,
though
development may
still be needed.
detailed and
demonstrate an
understanding
of personal
development
through career
planning. There
is a clear
relationship
between the
development
goals and the
skills gaps
identified.
exceptional
understanding of
personal
development
through career
planning. There is a
comprehensive and
well justified
relationship between
the development
goals and the skills
gaps identified.
Academic rigour
In assessing answers to the Tasks 1, 2, 3 & 4, there will be due consideration of the appropriate adherence to word count and clarity of expression

ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING
STANDARDS – LEVEL 3 (was level 0)

Level 3 (Access) prepares students to function effectively at Level 4. Criteria for assessment at Level 3 reflect the preparatory nature of
these modules. Students are expected to demonstrate the acquisition of generic learning skills appropriate for self-managed learning in an
HE context. Students are expected to demonstrate that they have acquired the underpinning discipline-specific skills, knowledge and
understanding necessary to undertake a programme of higher education
Mark Bands Outcome Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)
Knowledge &
Understanding
Intellectual (thinking), Practical, Affective
and Transferable Skills
Characteristic
s of Student
Achievement
by Marking
Band
90-
100%
Achieves module
outcome(s) related
to GLO at this level
Exceptional information base and
understanding of ethical issues
Exceptional management of learning resources. Exceptional
leadership and contributions to teams. Structured and accurate
expression. Demonstrates intellectual originality and imagination.
Exceptional practical/professional skills
80-
89%
Outstanding information base and
understanding of ethical issues
Outstanding management of learning resources. Provides an
exemplar of leadership and contributions to teams. Structured and
accurate expression. Demonstrates intellectual originality and
imagination. Outstanding practical/professional skills
70-
79%
Excellent information base and
understanding of ethical issues
Excellent management of learning resources. Contributes well to
teams. Structured and largely accurate expression. excellent
academic/ intellectual skills and practical/ professional skills
60-
69%
Good information base covering all major/
ethical issues
Good management of learning resources. Expression is structured
and mainly accurate. Good academic/ intellectual skills. and
team/practical/professional skills
50-
59%
Satisfactory information base covering
most major issues and their ethical
dimension
Satisfactory use of learning resources. Expression shows some
lack of structure and/or accuracy. Acceptable but undistinguished
skill sets. Satisfactory team/practical/ professional skills
40-
49%
A marginal pass in
module outcome(s)
related to GLO at
this level
Basic information base; basic
understanding of major/ ethical issues of
discipline
Basic use of learning resources, with significant lack of structure
and/or accuracy in expression. Some issues with
academic/intellectual skills. Basic team/practical/ professional
skills
30-
39%
A marginal fail in
module outcome(s)
related to GLO at
this level. Possible
compensation.
Satisfies qualifying
mark
Limited information base; limited
understanding of discipline and its ethical
dimension
Limited use of learning resources with little contribution to
teamwork. Weak academic/intellectual skills and difficulty with
expression. Insecure practical/professional skills
20-
29%
Fails to achieve
module outcome(s)
related to this
GLO. Qualifying
mark not satisfied.
No compensation
available
Little evidence of an information base;
little evidence of understanding of
discipline and its ethical dimension
Little evidence of use of learning resources with little evidence of
contribution to teamwork. Very weak academic/intellectual skills
and difficulty with expression. Little evidence of
practical/professional skills
10-
19%
Inadequate information base; inadequate
understanding of discipline and its ethical
dimension.
Inadequate use of learning resources with Inadequate contribution
to teamwork. Very weak academic/ intellectual skills and
difficulty with expression. Inadequate practical/ professional skills
1-9% No evidence of any information base; no
understanding of discipline and its ethical
dimension.
No evidence of use of learning resources with no evidence of
contribution to teamwork. No evidence academic/ intellectual
skills and incoherent expression. No evidence of practical/
professional skills
0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address
the assignment brief (eg: answers the wrong question) and/or related learning outcomes

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