Task Transient
Course/Programme: BA (Hons) Enterprise Research with Basis
Level:
12 months 2 Level four
Module Title: Personal and Professional Development (PPD)
Module Chief: David Mwaura/ Randolph Metz-Johnson
Task title: Particular person Reflective Journal
Task quantity: 2
Weighting: 50% of general module grade
Date given out: February 2022
Submission date: 16th Might 2022
For late submission, please verify CCCU Taught regulation (web page 28 on late submission) and Extenuating Coverage: CCCU Taught regulation
CCCU Extenuating Circumstances Coverage
Methodology of submission: ? On-line solely On-line and paper copy
Particular directions for submission (if any): Phrase or PDF Doc.
Date for outcomes and suggestions
(please word the ultimate grade is topic to the principle CCCU Assessment Board)
Studying outcomes assessed: LO1: Show a vital understanding of the ideas of reflective studying and private growth.
LO4: Develop your individual method to reflective studying and persevering with skilled growth.
Task 2 temporary:
Assessment Process Description
Persevering with Professional Development (CPD) is a mix of approaches, concepts, and methods that may enable you handle your studying and development (CIPD, 2020).
Put together a private reflective journal that discusses how this module, or attending the college typically, has contributed to your achievement of the employability and research abilities which relate to:
• Communication abilities: verbal and written
• Analysis abilities
• Using ICTs
• Teamwork and networking
• Time and self-management
• Drawback-solving abilities
You must contemplate making use of a related mannequin in your reflection course of reminiscent of; Kolb’s Reflective Cycle or Gibbs Reflective Cycle, and so on.
? Embody proof with examples to help the achievement of those abilities
? Embody a plan with aims to hone these abilities sooner or later
? You may write in first particular person for this activity
Size required
2000 phrases max of supporting notes.
Format and Structure
Please word the next when finishing your written project:
1. Writing: Written in English in an applicable enterprise/tutorial model
2. Focus: Focus solely on the duties set within the project.
three. Guarantee a transparent title, course, and identify or ID quantity is on a canopy sheet and work is appropriately referenced.
four. Analysis: Analysis ought to use dependable and related sources of data e.g. tutorial textbooks and journals which have been peer-reviewed. The analysis needs to be in depth.
5. All referencing needs to be in Harvard model.
Marking Standards and College students Suggestions
Widespread Assessment Standards (utilized to all components of the mission) Marks obtainable Marks
awarded
1. Analysis-informed Literature: Extent of analysis and/or personal studying, number of credible sources, utility of applicable referencing conventions. 15
2. Information and Understanding of Topic: Extent of data and understanding of ideas and underlying rules related to the self-discipline. 15
three. Assessment: Assessment, analysis and synthesis; logic, argument and judgement; analytical reflection; organisation of concepts and proof 30
four. Sensible Software and Deployment: Deployment of strategies, supplies, instruments and methods; utility of ideas; formulation of modern and inventive options to resolve issues. 30
5. Expertise for Professional Observe: Attributes in skilled observe: particular person and collaborative working; deployment of applicable media; presentation and organisation. 10
TOTAL 100
100-80 Glorious 79-70 Very Good 69-60 Good 59-50 Sound 49-40 Passable 39-20 Fail 19-Zero Fail
Coherence
Coherence and organisation of project PRESENTATION AND STYLE) Sturdy logical organisation and coherence enhances fulfilment of the project aims. Demonstrates logical organisation and coherence. Demonstrates sound, considerate organisation. Demonstrates usually sound, typical organisation. Exhibits restricted organisation. Poorly offered and structured however partially comprehensible. Disorganised and/or incoherent.
Readability
Readability of expression (incl. accuracy, spelling, grammar, punctuation (PRESENTATION AND STYLE) Fluent writing model applicable to the project. Grammar and spelling correct. Language fluent. Grammar and spelling primarily correct. Language usually fluent. Grammar and spelling primarily correct. That means clear, however language not all the time fluent. Grammar and/or spelling include errors. Usually comprehensible, however language comprises errors which detract from the argument. That means usually unclear and/or frequent errors in grammar and/or spelling. That means unclear. Poor spelling, grammar and punctuation.
Communication
Communication and presentation (applicable to self-discipline) (PRESENTATION AND STYLE) Efficient communication which demonstrates a powerful understanding of the self-discipline. Good communication in a format applicable to the self-discipline. Communication is efficient and, in a format, applicable to the self-discipline. Communication is mostly efficient and reveals consciousness of the self-discipline’s tutorial model. Usually clear however restricted proof of self-discipline’s tutorial model. Communication is unstructured and unfocused and/or in a format inappropriate to the self-discipline. Communication is disorganised and/or incoherent and/or reveals no understanding of the self-discipline.
Visible presentation
Presentation (visible) (PRESENTATION AND STYLE) Message is offered clearly and imaginatively with sturdy visible affect. Presentation is obvious and has sturdy visible affect. Presentation is obvious and has some visible affect. Presentation has a usually sound construction and visible instruments are used successfully. Visible side and/or construction of presentation is ample however restricted. Offered in a disorganised method. Lacks applicable help from visible instruments. Presentation is disorganised and/or incoherent and/or medium is non-visual.
Oral presentation
Presentation (oral) (PRESENTATION AND STYLE) Presentation is properly structured, participating, and assured. Audibility and tempo are glorious. Presentation is well-structured and engages the viewers. Tempo and audibility are superb. Presentation is properly structured and makes an attempt to have interaction the viewers. Tempo and audibility are efficient. Presentation has a usually sound construction. Tempo and audibility are passable more often than not. Tempo, audibility and/or construction of presentation are ample however restricted. Supply is disorganised and/or tempo and audibility are poor. Presentation shouldn’t be comprehensible and/or inaudible and/or not an oral presentation.
Objective
Consideration to function (CONFORMING TO INSTRUCTIONS) Addresses the total function of the project with some creativity. Addresses the total function of the project. Addresses the principle function of the project successfully. Usually, addresses the principle function of the project. A number of the work is concentrated on the goals and themes of the project. Largely fails to handle the duty set. Fails to handle the duty set.
Referencing
Referencing (CONFORMING TO INSTRUCTIONS) Sources used are acknowledged within the textual content and reference checklist and used successfully to help dialogue. Referencing follows a scientific method, applicable to the self-discipline. All components of particular person references are current. Sources used are acknowledged within the textual content and reference checklist and used to help dialogue. Referencing follows a scientific method, applicable to the self-discipline. All components of particular person references are current. Sources used are acknowledged within the textual content and reference checklist. Referencing follows a scientific method, applicable to the self-discipline. Entries within the bibliography/reference checklist are correct/ applicable. Makes an attempt to observe systematic method to the quotation of sources, applicable to the self-discipline. Entries within the bibliography/reference checklist are usually correct/ applicable. Some try to cite sources within the textual content however comprises inaccuracies, inconsistencies and/or omissions. Integration between textual content and reference checklist is inconsistent. Entries within the bibliography/reference checklist include some errors. Citations of sources within the textual content are inconsistent, inaccurate and/or incomplete. Entries within the bibliography/reference checklist are incomplete and/or absent. Little or no acknowledgement of sources of data in textual content and/or reference checklist.
Targets
Readability of aims and focus of labor (CONFORMING TO INSTRUCTIONS) Defines applicable aims intimately and addresses them comprehensively. Defines applicable aims and addresses them coherently all through the work. Outlines applicable aims and addresses them in a way which provides a transparent focus to the work. Outlines some applicable aims and addresses them in a way which provides a basic focus to the work. Makes use of generalised aims to supply ample however restricted focus to the work. Targets are usually not applicable and/or clearly recognized. No aims are recognized and lacks focus.
Tackle Question Assignment
Addressing the Question Assignment(s) (CONFORMING TO INSTRUCTIONS) Addresses the aim of the Question Assignment(s) in depth and with some creativity. Addresses the aim of the Question Assignment(s) clearly and comprehensively. Addresses the aim of the Question Assignment(s) clearly. Makes a sound try at addressing the Question Assignment(s). Makes an ample try at addressing the Question Assignment(s), however with some digression. Some data displayed however not clearly linked to the Question Assignment(s). Doesn’t deal with the Question Assignment(s).
Information
Content material and vary of data displayed (CONTENT AND KNOWLEDGE) Demonstrates an in depth, systematic, in-depth, theoretically knowledgeable data base, with some appreciation of the provisional nature of data. Demonstrates an in depth, systematic data base, each theoretical and/or substantive. Demonstrates an excellent factual and/or conceptual data base and makes use of applicable terminology. Demonstrates a sound factual and/or conceptual data base and makes use of applicable terminology. Proof of some data of subject and use of applicable terminology. Might include some errors and/omissions. Vital gaps in data and/or misuse of terminology. Little or no related data included.
Use of Literature
Use of literature / proof of studying (CONTENT AND KNOWLEDGE) Proof of broad and/or in-depth impartial studying from applicable sources. Clear, correct, systematic utility of fabric, with efficient vital appraisal. Proof of impartial studying from a reasonably wide selection of applicable sources. Clear, correct, systematic utility of fabric. Exhibits creating capacity to appraise materials critically. Proof of impartial studying from a variety of applicable sources. Literature properly utilized and reveals some vital perception. Proof of some impartial studying from applicable sources. Sound utility of literature. Proof of studying from applicable sources. Literature is offered in a descriptive manner. Very restricted proof of studying and/or inappropriate sources used and/or engagement with the literature very superficial Little or no related engagement with the literature.
Sources
High quality of sources used (CONTENT AND KNOWLEDGE) Vital use product of major sources along side top quality secondary sources. Makes use of a balanced mixture of major and greater high quality secondary sources. Largely makes use of greater high quality secondary sources, with some use of major sources. Largely makes use of applicable secondary sources, with some restricted use of major sources. Makes use of applicable secondary sources. Makes some use of applicable sources, but in addition attracts upon unreliable and/or inappropriate sources. Makes use of unreliable and/or inappropriate sources.
Idea
Information and utility of principle (CONTENT AND KNOWLEDGE) Demonstrates an in depth, correct, systematic theoretical understanding. Appropriately chosen theoretical data built-in into the general project activity. Exhibits a scientific and correct understanding of key theories, that are constantly and appropriately utilized inside the context of the project activity. Exhibits an correct understanding of key theories, that are appropriately utilized inside the context of the project activity. Sound descriptive data of key theories with some applicable utility. Choice of principle is passable however utility and/or understanding restricted. Information of principle inaccurate and/or incomplete. Selection of principle inappropriate. Software and/or understanding very restricted. Absence of related theoretical content material and/or use of principle.
Conclusions
Conclusions (THINKING/ANALYSIS/CONCLUSION) Conclusions are properly developed, analytical, use applicable types of conceptualisation, and present some originality. They’re totally grounded in principle / proof / literature. They kind an built-in a part of the general argument / dialogue. Conclusions present vital perception and growth of considering. They relate clearly and logically to proof / principle / literature. Logical conclusions are drawn which present some vital perception and are clearly derived from proof / principle / literature. Usually sound conclusions are drawn that are supported by proof / principle / literature. Some related conclusions are drawn that are derived from restricted understanding of proof / principle / literature. Restricted or ineffective try to attract collectively arguments. Lack of conclusions, or unsubstantiated / invalid conclusions drawn.
Assessment
Assessment (THINKING/ANALYSIS/CONCLUSION) Makes glorious use of a variety of related analytic methods and is ready to apply these to new and/or summary data and conditions. Exhibits properly developed capacity to check various theories / analytic approaches (the place related). Makes superb use of established methods of study related to the self-discipline. Exhibits creating capacity to check various theories / analytic approaches (the place related). Makes efficient use of established methods of study related to the self-discipline. Exhibits some consciousness of other theories / analytic approaches (the place related). Makes honest / typical use of established methods of study, related to the self-discipline. Makes passable however restricted use of established methods of study, related to the self-discipline. Makes an attempt at Assessment ineffective and/or uninformed by the self-discipline. Lacks any Assessment.
Crucial
Crucial reasoning (THINKING/ANALYSIS/CONCLUSION) Effectively developed, theoretically / conceptually knowledgeable vital considering is constantly built-in into the work. Exhibits capacity to judge theories / ideas / assumptions / information. Demonstrates appreciable vital perception and capacity to distinction various positions by way of using principle. Demonstrates vital perception and some capacity to distinction various positions by way of using principle. Demonstrates some typical vital perception and recognises various positions. Demonstrates restricted vital perception. Some recognition of other positions. Crucial thought / Assessment very restricted and / or incoherent. No proof of vital thought.
Choose Strategies
Choosing analysis strategies (Relationship between methodology chosen and the character of the inquiry) (METHODOLGY/IES) The method and rationale for number of one from a number of methodologies is successfully explored to gather data from self-determined sources. Methodology chosen is efficient and applicable to the goals and aims of the duty and an excellent rationale for its choice is supplied. Methodology chosen is acceptable to the duty and consideration given to the number of a technique from the vary of prescribed ones. Methodology used is acceptable to the duty and temporary rationale provided makes reference to established steering. Selection of methodology is mostly applicable to the duty with a restricted rationale provided. Selection of methodology and relationship to data / information being collected is confused and unhelpful. Challenge of methodology not addressed and/or inappropriate methodology used and/ or little planning used to finish the duty.
Apply Strategies
Analysis of course of and the standard of data / information developed (METHODOLGY/IES) Data / information is organised utilizing applicable buildings and processes to assemble emergent data/ concepts which deal with present questions. Data / information is organised utilizing buildings and processes supplied to reorganise present data in commonplace codecs to reply given Question Assignment(s). Data / information is organised utilizing buildings and processes supplied to reply given Question Assignment(s). Data / information is collected and analysed to kind legitimate conclusion(s). Some try is made to gather and analyse data/information to kind legitimate conclusion(s). Incomplete try to formulate conclusion(s) based mostly on the knowledge gathered. Data / information is poorly organised and shouldn’t be analysed to develop conclusion(s) or generate legitimate concepts.
Analysis Strategies
Analysis of course of and the standard of data / information developed (METHODOLGY/IES) Evaluates data / information and the inquiry course of comprehensively utilizing applicable standards a few of that are self-determined. Successfully evaluates data / information and the inquiry course of, together with critique of the methods used. Successfully evaluates data / information and the inquiry course of utilizing prescribed tips. Exhibits sound, primary analysis of the inquiry methodology and data / information generated. Exhibits restricted analysis of the inquiry methodology and data / information generated. Analysis of course of and the knowledge / information is incomplete. Restricted or no try to judge both course of or outcomes.
Professional Values
Work inside a framework values / code of conduct (PRACTICAL/INTERPERSONAL SKILLS) Develops particular aims that are achievable, in step with skilled values / code of conduct and applicable to the clientele. Develops aims that are in step with skilled values / code of conduct and applicable to the clientele. Develops aims that are in step with skilled values / code of conduct and usually applicable to the clientele. Makes use of aims that are in step with skilled values / code of conduct however are set by the clientele. Restricted consideration of appropriateness and practicability. Targets used present an consciousness of the wants of purchasers and skilled values / code of conduct, however these are generally inconsistently reconciled. Insufficient try to establish wants of clientele and develop a workable temporary. Restricted use values / code of conduct frameworks. No try to establish wants of clientele and develop a workable temporary. Fails to work inside the prescribed skilled values / code of conduct framework.
Collect Data
Data gathering / processing (PRACTICAL/INTERPERSONAL SKILLS) Selects extremely related data. Demonstrates understanding of the complexity of the knowledge and processes it successfully. Selects applicable data and processes it successfully. Selects principally applicable data and processes it adequately. Selects some applicable data and processes it adequately. Selects some applicable data however processed it with restricted success. Random data gathering. Inappropriate use of processing instruments. Fails to gather applicable information in any systematic manner.
Inventive Course of
Inventive course of (PRACTICAL/INTERPERSONAL SKILLS) Inventive work reveals extremely developed method within the service of a energetic inventive creativeness. Processes concerned are dealt with with assurance to attain modern outcomes. Personal model constantly marked in work which builds on fashions with originality, aptitude and model. Inventive work reveals well-developed creativeness and method. Processes concerned are manipulated to attain inventive outcomes. Personal model makes its mark on fashions and moulds influences with originality and model. Inventive works reveals attention-grabbing creativeness and method. Processes concerned have inventive utility and outcomes. Personal model makes its mark at instances in work which reveals some authentic utility and adaptation of fashions. Inventive work reveals a primary stage of creativeness and method. Processes concerned have little inventive consequence. Personal model is missing in favour of labor which is spinoff in origin. Inventive work reveals a primary stage of creativeness and method. Processes concerned are usually not evident and private model is missing. Undeveloped concepts and/or work with little creativity or method. Minimal private model or talent; little perception gained into efficient working processes. No proof of development. Expertise and methods stay undeveloped. No proof of creativity or innovation.
Efficiency
Efficiency (PRACTICAL/INTERPERSONAL SKILLS) Extremely centered, convincing efficiency demonstrating communication, dedication, and thorough understanding of fashion with cautious consideration to element, displaying constantly excessive stage of technical capacity and interpretive abilities. Improvised passages are inventive, stylistically assured and thought-about. Efficiency properly ready, assured and totally persuasive. Stage craft presentation of a really excessive commonplace. Focussed efficiency demonstrating communication, dedication and a radical understanding of the model with cautious consideration to element, displaying constantly excessive stage of technical capacity. Improvisation is stylistically right and thought-about. Efficiency well-prepared / rehearsed, assured, and focussed. Stage craft presentation of a excessive commonplace. Efficiency demonstrates communication, dedication and understanding of the style with cheap consideration to element, displaying an excellent stage of technical capacity. Improvised passages present a sound understanding of fashion. Effectively-rehearsed. Stage craft presentation of an excellent commonplace. Efficiency that fairly demonstrates communication, dedication and understanding of the style however with restricted consideration to element and technical capacity. Improvised passages present some understanding of fashion. Restricted confidence and consideration given to presentation. Efficiency that principally demonstrates communication, dedication and understanding of the style however with little consideration to element and displaying a low stage of technical capacity. Improvised passages present little understanding of fashion. Lacks confidence and little consideration given to presentation. Efficiency wherein communication and dedication are missing and little consideration paid to model. Technical capacity weak. Improvised passages present poor understanding and appropriateness. Efficiency is unconvincing, displaying little proof of preparation. Stage conduct barely addressed, inappropriate, and /or unacceptable. Efficiency wherein fluency and focus is prevented by lack of technical management. No proof of understanding of fashion or conventions of efficiency inside it. Underneath-rehearsed and lacks confidence which detracts. Presentation has not been addressed.
Kind/Content material
Kind and content material in a sensible context (PRACTICAL/INTERPERSONAL SKILLS) Demonstrates a capability to critically interact with principle and observe. Synthesises inventive methods and interrelated types and types. Experiments with typical types. Work reveals clear proof of mental rigour and/or creativity. Technically and professionally competent. Proof of critically relating principle to observe. Demonstrates properly developed capacity to analyse, synthesise and experiment with relationships between kind and content material. Good proof of some creativity. Technically and professionally competent in most respects. Starting to proof some consciousness of the connection between principle and observe. Work tends to be typical however present good capacity to narrate kind and content material. Some elements of creativity current. Construction and content material are related and approaching technical and skilled competence all through. Proof of an applicable relationship between kind and content material. Restricted presence of creativity. Average diploma of technical and skilled competence. Some proof of understanding the connection between kind and content material. Restricted diploma of technical and skilled competence and creativity. Little or no proof of an understanding of the connection between kind and content material. Lacks creativity and is technically poor. Neglects to handle the temporary in any acceptable manner.
Reflection
Reflection (together with self-criticism / consciousness) (PRACTICAL/INTERPERSONAL SKILLS) Confidently displays on personal strengths and weaknesses and the factors by which such judgements are made. Ready to interrogate obtained opinion, prejudices and worth units working. Capable of consider personal strengths and weaknesses and reveals creating understanding of standards for judgements. Ready to Question Assignment obtained opinion, prejudices and worth units working. Demonstrates a level of autonomy and independence in evaluating / monitoring personal contribution. Is essentially depending on standards set by others. Recognises personal strengths and weaknesses. Depending on standards set by others. Begins to recognise personal strengths and weaknesses. Restricted self-awareness resulting in poor judgement. Distorted self-criticism resulting in inaccurate view of the scenario.
Reflective Observe
Reflective observe (PRACTICAL/INTERPERSONAL SKILLS) Analyses private contribution and that of others to observe by way of reflection and develops concepts of chance and consequence by way of diversifying expertise. Evaluates private contribution and that of others to observe and develops plans of motion. Capable of consider personal observe and that of others utilizing a variety of frames of reference. Considers various future actions. Interpretation of observe attracts on a variety of frames of reference which inform selections about additional motion. Capable of interpret personal observe and that of others utilizing prescribed frameworks. Identifies some additional actions. Restricted interpretation of personal observe and that of others proscribing additional motion. Incomplete interpretation of observe resulting in inadequate motion.
Autonomy
Independence / autonomy (together with planning and managing studying) (PRACTICAL/INTERPERSONAL SKILLS) Identifies studying wants by actively searching for out suggestions from a variety of sources and makes efficient use of accessible sources. Identifies studying wants and follows actions to enhance efficiency. Is autonomous in simple studying duties. Exhibits a level of autonomy and independence in planning studying and figuring out applicable studying sources. Largely works independently. Accesses and makes use of a variety of studying sources and help. Undertakes clearly directed work independently. Makes use of the usual studying sources. Demonstrates restricted capacity to work independently, needing vital steering on strategies and sources. Unable to work independently, needing vital steering on strategies and sources.
Interpersonal
Self presentation / interpersonal abilities (PRACTICAL/INTERPERSONAL SKILLS) Adopts an efficient model of self-presentation, using a variety of interpersonal abilities in step with the person’s goals and applicable to the setting(s). Demonstrates flexibility within the model of presentation and interpersonal abilities adopted that are applicable to the setting(s). Can undertake each a proper and casual model and makes use of primary interpersonal abilities appropriately. Adopts each a proper and casual model and makes use of primary interpersonal abilities however not all the time matching the wants of the scenario. Exhibits consciousness of various types of self-presentation and is keen to make use of them in numerous conditions. Restricted self-awareness and /or interpersonal abilities. No apparent self-awareness and/or interpersonal abilities.
Time Administration
Time administration / self-management (PRACTICAL/INTERPERSONAL SKILLS) Meets deadlines. Plans properly forward. Units self-determined targets and contingency plans permitting adequate time to obtain and act on steering. Meets deadlines. Plans and displays progress to permit adequate time for growth of the work. Makes plans and implements them in a passable method to satisfy deadlines. Meets vital deadlines. Reveals some restricted proof of planning. Deadlines are acknowledged and time allotted is acceptable however not all the time adhered to. Little proof of consideration to deadlines and time administration. Not often meets deadlines. Seems unable to make and implement plans.
Group Expertise
Interactive and group abilities (together with teamwork, negotiation, understanding group dynamics and empathy) (PRACTICAL/INTERPERSONAL SKILLS) Successfully makes use of a variety of networking abilities inside a studying or skilled group. Addresses battle. Seeks to advertise relationships which serve the group wants. Interacts successfully inside a studying group, giving and receiving data and concepts and modifying responses the place applicable. Meets obligations to others (tutors and/or friends) offering contributions to help shared aims. Recognises and assesses various choices. Exhibits consciousness of the necessity for adopting a variety of responses to work together successfully. Contributes successfully to group goals. Makes use of primary interactive abilities appropriately to contribute to the group goals. Avoids working with others or doesn’t contribute successfully to the group. Doesn’t contribute or disrupts the group.
Peer Evaluate
Crucial overview (for use in peer Assessment) (PRACTICAL/INTERPERSONAL SKILLS) Assesses / evaluates the work of others utilizing a variety of standards. Gives rationale for judgements and gives particular insights into how work could possibly be developed. Assesses / research the work of others and judges in opposition to present standards, indicating potentialities for enchancment. Examines work of others and identifies its strengths and weaknesses utilizing present standards. Feedback typically phrases on the work of others. Feedback on the work of others utilizing prescribed codecs. Demonstrates restricted capacity to make reasoned touch upon the work of others. Seems unable to make reasoned touch upon the work of others.
Initiative
Initiative (taking motion, independence) (PRACTICAL/INTERPERSONAL SKILLS) Makes use of creativeness in assessing the wants of a scenario and develops an underlying collection of actions to attain objectives. If in a gaggle setting, takes account of the wants and views of others. Successfully assesses the wants of a scenario and takes impartial motion mandatory to attain objectives. If in a gaggle setting, recognises the wants and views of others. Assesses the wants of a scenario and takes motion in the direction of attaining objectives. If in a gaggle setting, reveals some consciousness of the wants and views of others. The place objectives and strategies are outlined, will undertake duties requiring some independence. If in a gaggle setting, reveals restricted consciousness of the wants and views of others. Will act independently when choosing various methods from these supplied. If in a gaggle setting, reveals restricted consciousness of the wants and views of others. Demonstrates restricted capacity to undertake duties past these prescribed. If in a gaggle setting, fails to take account of the wants and views of others. Seems unable to undertake duties past these prescribed. If in a gaggle setting, fails to take account of the wants and views of others.
Choice Making
Choice making (PRACTICAL/INTERPERSONAL SKILLS) Makes use of a variety of applicable data to judge choices and applies clear standards to reveal causes for closing determination / alternative / final result. Makes use of applicable data to judge choices. Choice of closing final result clearly derived from analysis. Makes use of obtainable data to judge attainable choices. Closing determination is obvious and linked to the analysis. Recognises advantages and disadvantages of some attainable choices however supplies restricted readability on rationale for closing determination. When selections are made, a restricted, however tenable, rationale for selections is supplied. Rationale behind the ultimate final result or alternative is unclear or untenable. Closing final result or alternative is unclear or absent.

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