7CO03: Personal Effectiveness, Ethics and Business Acumen - Management Assignment Help

Assignment Task

This unit consists of three tasks.

• TASK 1: At the start of your programme carry out a self-assessment of your competence in each of the unit's fifteen assessment criteria (for ease, these are listed in Appendix A) and from this develop a personal learning plan.

• TASK 2: Then, during your programme, keep a learning journal to monitor and adjust your progress and record evidence of your growing competence, collecting evidence as you go.

• TASK 3: After a minimum of six months, you will submit a portfolio of evidence of your competence covering six of the unit's fifteen assessment criteria. Once you have registered your intent to submit, CIPD will release the six assessment criteria approximately two weeks prior to your chosen submission deadline date.

For this unit, you will be assessed only on your portfolio (Task 3). However, you must carry out the initial self-assessment and learning plan (Task 1) and maintain a learning journal (Task 2). Without these, you will not pass the unit.

 

Task 1 - Learning plan and initial self-assessment

At the start of your unit, carry out a self-assessment of your knowledge and skill in each of the fifteen assessment criteria (listed in Appendix A). Then formulate your learning plan for each one. This plan must take you to the required standard in each assessment criterion by the time you submit Task 3.

This document will be an essential foundation for your learning. In Week 5, you must submit your initial self-assessment and completed learning plan.

Helpful advice

The Appendix B template is designed to help you and is provided in your assessment focus area called the Learning plan template. Take a copy of your schedule for your CIPD programme and identify any units, topic essentials, webinars, factsheets, case studies, CIPD website pages, and/or VLE activities that might be relevant to this unit. At the same time, be mindful of what theories apply to your role and the work activities you are involved in/lead. Then build them into your learning plan. In the learning plan, try to make your learning goals SMART. Consider how you will reward yourself for reaching each of your goals.

 

Task 2 - Learning journal

During your programme, follow your learning plan and record your learning in a journal. This journal will then provide you with the rich source material you need to compile your final assessment portfolio. Identify real evidence of your competence in each of the fifteen areas and record these in your journal. Apply relevant theories and models to help you critically evaluate your performance. Ask yourself: Do you need to read up on a topic to acquire further insight, thus developing your knowledge? This can help to evidence your development. Don't forget to make notes, and even better, reflect on the experience. By the time you are ready to complete Task 3, you should be able to report on, have critically evaluated and show evidence of your competence in all fifteen assessment criteria. You may choose the format for your journaling. You might keep a chronological journal, carrying out regular reflection rather like a diary perhaps on a weekly basis or you can divide your journal into the fifteen sections and record your learning as it arises, under the relevant heading or you may combine these formats.

 

Helpful advice

• Take care. There is a lot to cover in this unit and you are strongly advised to start work early, gradually developing your knowledge and behaviour, and assembling your portfolio. If you leave your portfolio until you know which six assessment criteria to cover, you are very unlikely to pass.

• Learn from other learners. You may find it useful to work with fellow learners using the course forum. This will enable you to share your areas of strength and weakness; learn from, challenge, and motivate each other; and enable you to find solutions to your problems.

• Learn from a range of experiences. If you are developing as a result of experiences outside work and study, you can include that in your journal. Clubs, sports, voluntary work and even home life are sources of learning and therefore also evidence. If you are not currently in an I-IR/L&D role, you will need to draw more heavily on these sources of learning. Again, you will need supporting evidence for what you have done and what impact it is has had.

• Be mindful of the level of your knowledge, skills and experience that you demonstrate HRM or HRD practice at a higher, more strategic level, i.e. Level 7.

• This unit is at Level 7 (post-graduate). It is not sufficient in your portfolio simply to describe what you have done. You must display a post-graduate approach. You will find it helpful to consider the higher levels of Bloom's Taxonomy: analysis, evaluation, and synthesis (labelled 'create' in the diagram below). The following diagram illustrates the processes and stages.

 

Task 3 - Your portfolio

Your final task is to submit a portfolio of evidence of your competence in six of the unit's fifteen assessment criteria (ACs). This will be the culmination of all your work in the unit and the mark for this portfolio will be your final mark for the unit. CIPD choose these six ACs, which are then released to learners who have registered on the VLE by MOL.

Your portfolio should consist of the following.

• The justification, i.e. narrative, that provides a considered evaluation of your competence (knowledge and behaviours) in six of the unit's fifteen assessment criteria. This will include you updating your self-assessment competence score in relation to commencing this process.

• Evidence to support your evaluation, clearly cross-referenced to each of your claims. Note: one piece of evidence can work across different ACs, e.g. a PESTLE analysis, Stakeholder analysis, etc.

• A brief continuing professional development plan (CPD), which is an overview of an area for development against each AC showing how you will continue to develop after you have finished your programme.

• A full CPD will also need to be included as an appendix.

Remember, you will be expanding on Task 2 for six ACs only.

 

Two weeks before your submission deadline, you will be told which six of the fifteen assessment criteria you should cover in your portfolio. Note: these two weeks will be intense in pulling together the justification and supporting evidence, although this will depend on how much preparation work you have completed in support of this final task.

The six assessment criteria will include at least one from each of the unit's four learning outcomes, but no more than two will come from any single learning outcome. Excluding evidence, the justification for your portfolio should consist of 4,000 words ± 10%. This amounts to approximately 650 words for each justification of the assessment criteria. The bibliography, list of references and essential background material should be put in an appendix; they will not be included in the 4,000 words.

 

Evidence

You must support the claims you make in your portfolio by providing evidence.

 

Helpful advice

• Include hard evidence where you can: feedback sheets and marks, handouts, journal articles that you have annotated, a link to a video of you doing something that demonstrates your competence (e.g. leading a training session or conducting an appraisal meeting), a certificate, a letter, a document from your work, a written testimonial from a fellow learner, work colleague or manager, situational analysis (e.g. PESTLE/SWOT/Porter's, etc.), an extract from a performance management event (e.g. appraisal, 360° feedback, etc.), customer feedback, and so forth. Please note that evidence can be scanned then snipped/cut and pasted into the appendices of the Word document.

 

• Asking the question, 'How do I know that I am competent?' might point you to some evidence. Examples are as follows.

• How do you know you are getting better at making decisions? Are you spending less time or making better quality decisions?
• What hard evidence is there?
• What evidence do you have from work?
• If you volunteer (e.g. as a School Governor) is there any evidence that would suffice?
• What gaps are there in your knowledge and/or evidence?
• Are there any CPD events you could use?
• Does your evidence help to demonstrate your development over time? This could be a 'collection' of evidence rather than one individual piece.
• Have you provided enough academic reference in your justifications? Refer to the next point for further ideas.                

• If you understand something, you can probably explain it to someone else. Hence, teaching someone else can be evidence of your learning. If they write a note to testify that you have helped them that would be hard evidence. If you have written a piece of coursework or passed an exam, that is evidence. So are summarised notes of key points from a lecture, book, or journal article. They suggest you have got some understanding, especially if you've done some further research to develop your knowledge.

 

• A reflective statement can be another way of evincing learning from an experience.

 

• Handouts on their own are not sufficient as evidence because they do not show how and what you may have learned. For example, you may own a book on Quantum Theory, but that is not evidence that you understand the theory. But if the book contains pencil notes, it is beginning to have some evidential worth. Only include handouts or journal articles if they provide real evidence of your knowledge and understanding.

 

• One piece of evidence might demonstrate several skills. For example, the use of statistics for a management report might be evidence of your ability to use IT, your decision making and your skills in presenting data.

 

• Number each piece of evidence and include that number in your text so that the reader can match your evidence to your claims. You might find it useful to list the evidence akin to a 'contents' list for each AC.

 

• The Appendix C template, called the Portfolio template, is provided to help you and can be found in the assessment focus area of your course. In summary, there are a number of examples of 'hard' evidence that you can use to support your justification for Task 3. It is expected that your evidence for each assessment criteria will comprise a number of different examples to support fully your narrative and so be convincing.

 

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