Assignment Transient
Course/Programme: BA (Hons) Enterprise Research with Basis
Stage:
Yr 2 Stage four
Module Title: Private and Skilled Improvement (PPD)
Module Chief: David Mwaura/ Randolph Metz-Johnson
Assignment title: Individual Reflective Journal
Assignment quantity: 2
Weighting: 50% of total module grade
Date given out: February 2022
Submission date: 16th Might 2022
For late submission, please test 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 be aware the ultimate grade is topic to the principle CCCU Assessment Board)
Studying outcomes assessed: LO1: Exhibit a crucial understanding of the ideas of reflective studying and private improvement.
LO4: Develop your personal method to reflective studying and persevering with skilled improvement.
Assignment 2 transient:
Assessment Process Description
Persevering with Skilled Improvement (CPD) is a mixture of approaches, concepts, and methods that can make it easier to handle your studying and development (CIPD, 2020).
Put together a private reflective journal that discusses how this module, or attending the college generally, 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
It is best to think about making use of a related mannequin in your reflection course of corresponding to; Kolb’s Reflective Cycle or Gibbs Reflective Cycle, and many others.
? Embrace proof with examples to Help the achievement of those abilities
? Embrace a plan with goals to hone these abilities sooner or later
? You’ll be able to write in first individual for this job
Size required
2000 phrases max of supporting notes.
Format and Structure
Please be aware the next when finishing your written task:
1. Writing: Written in English in an acceptable enterprise/tutorial fashion
2. Focus: Focus solely on the duties set within the task.
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 knowledge 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 fashion.
Marking Standards and College students Suggestions
Widespread Assessment Standards (utilized to all components of the challenge) Marks obtainable Marks
awarded
1. Analysis-informed Literature: Extent of analysis and/or personal studying, number of credible sources, software of acceptable referencing conventions. 15
2. Information and Understanding of Topic: Extent of data and understanding of ideas and underlying ideas 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 Utility and Deployment: Deployment of strategies, supplies, instruments and methods; software of ideas; formulation of revolutionary and inventive options to resolve issues. 30
5. Expertise for Skilled Observe: Attributes in skilled apply: particular person and collaborative working; deployment of acceptable 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 task PRESENTATION AND STYLE) Sturdy logical organisation and coherence enhances fulfilment of the task goals. Demonstrates logical organisation and coherence. Demonstrates sound, considerate organisation. Demonstrates typically 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 fashion acceptable to the task. Grammar and spelling correct. Language fluent. Grammar and spelling primarily correct. Language typically fluent. Grammar and spelling primarily correct. Which means clear, however language not all the time fluent. Grammar and/or spelling include errors. Usually comprehensible, however language incorporates errors which detract from the argument. Which means usually unclear and/or frequent errors in grammar and/or spelling. Which means unclear. Poor spelling, grammar and punctuation.
Communication
Communication and presentation (acceptable to self-discipline) (PRESENTATION AND STYLE) Efficient communication which demonstrates a powerful understanding of the self-discipline. Good communication in a format acceptable to the self-discipline. Communication is efficient and, in a format, acceptable to the self-discipline. Communication is mostly efficient and reveals consciousness of the self-discipline’s tutorial fashion. Usually clear however restricted proof of self-discipline’s tutorial fashion. 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 typically sound construction and visible instruments are used successfully. Visible facet and/or construction of presentation is ample however restricted. Offered in a disorganised method. Lacks acceptable 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 nicely structured, partaking, and assured. Audibility and tempo are glorious. Presentation is well-structured and engages the viewers. Tempo and audibility are excellent. Presentation is nicely structured and makes an attempt to interact the viewers. Tempo and audibility are efficient. Presentation has a typically 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 just isn’t comprehensible and/or inaudible and/or not an oral presentation.
Goal
Consideration to objective (CONFORMING TO INSTRUCTIONS) Addresses the total objective of the task with some creativity. Addresses the total objective of the task. Addresses the principle objective of the task successfully. Usually, addresses the principle objective of the task. A few of the work is targeted on the goals and themes of the task. 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 record and used successfully to Help dialogue. Referencing follows a scientific method, acceptable to the self-discipline. All components of particular person references are current. Sources used are acknowledged within the textual content and reference record and used to Help dialogue. Referencing follows a scientific method, acceptable to the self-discipline. All components of particular person references are current. Sources used are acknowledged within the textual content and reference record. Referencing follows a scientific method, acceptable to the self-discipline. Entries within the bibliography/reference record are correct/ acceptable. Makes an attempt to comply with systematic method to the quotation of sources, acceptable to the self-discipline. Entries within the bibliography/reference record are typically correct/ acceptable. Some try to cite sources within the textual content however incorporates inaccuracies, inconsistencies and/or omissions. Integration between textual content and reference record is inconsistent. Entries within the bibliography/reference record include some errors. Citations of sources within the textual content are inconsistent, inaccurate and/or incomplete. Entries within the bibliography/reference record are incomplete and/or absent. Little or no acknowledgement of sources of knowledge in textual content and/or reference record.
Targets
Readability of goals and focus of labor (CONFORMING TO INSTRUCTIONS) Defines acceptable goals intimately and addresses them comprehensively. Defines acceptable goals and addresses them coherently all through the work. Outlines acceptable goals and addresses them in a fashion which provides a transparent focus to the work. Outlines some acceptable goals and addresses them in a fashion which provides a common focus to the work. Makes use of generalised goals to supply ample however restricted focus to the work. Targets will not be acceptable and/or clearly recognized. No goals 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 a superb factual and/or conceptual data base and makes use of acceptable terminology. Demonstrates a sound factual and/or conceptual data base and makes use of acceptable terminology. Proof of some data of subject and use of acceptable 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 unbiased studying from acceptable sources. Clear, correct, systematic software of fabric, with efficient crucial appraisal. Proof of unbiased studying from a reasonably big selection of acceptable sources. Clear, correct, systematic software of fabric. Exhibits creating capability to appraise materials critically. Proof of unbiased studying from a variety of acceptable sources. Literature nicely utilized and reveals some crucial perception. Proof of some unbiased studying from acceptable sources. Sound software of literature. Proof of studying from acceptable sources. Literature is offered in a descriptive approach. 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 manufactured from main sources along with top quality secondary sources. Makes use of a balanced mixture of main and better high quality secondary sources. Largely makes use of increased high quality secondary sources, with some use of main sources. Largely makes use of acceptable secondary sources, with some restricted use of main sources. Makes use of acceptable secondary sources. Makes some use of acceptable sources, but additionally attracts upon unreliable and/or inappropriate sources. Makes use of unreliable and/or inappropriate sources.
Idea
Information and software of principle (CONTENT AND KNOWLEDGE) Demonstrates an in depth, correct, systematic theoretical understanding. Appropriately chosen theoretical data built-in into the general task job. Exhibits a scientific and correct understanding of key theories, that are constantly and appropriately utilized inside the context of the task job. Exhibits an correct understanding of key theories, that are appropriately utilized inside the context of the task job. Sound descriptive data of key theories with some acceptable software. Number of principle is passable however software and/or understanding restricted. Information of principle inaccurate and/or incomplete. Alternative of principle inappropriate. Utility and/or understanding very restricted. Absence of related theoretical content material and/or use of principle.
Conclusions
Conclusions (THINKING/ANALYSIS/CONCLUSION) Conclusions are nicely developed, analytical, use acceptable types of conceptualisation, and present some originality. They’re totally grounded in principle / proof / literature. They type an built-in a part of the general argument / dialogue. Conclusions present crucial perception and improvement of considering. They relate clearly and logically to proof / principle / literature. Logical conclusions are drawn which present some crucial 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 nicely developed capability to match different theories / analytic approaches (the place related). Makes excellent use of established methods of research related to the self-discipline. Exhibits creating capability to match different theories / analytic approaches (the place related). Makes efficient use of established methods of research related to the self-discipline. Exhibits some consciousness of other theories / analytic approaches (the place related). Makes truthful / typical use of established methods of research, related to the self-discipline. Makes passable however restricted use of established methods of research, related to the self-discipline. Makes an attempt at Assessment ineffective and/or uninformed by the self-discipline. Lacks any Assessment.
Essential
Essential reasoning (THINKING/ANALYSIS/CONCLUSION) Effectively developed, theoretically / conceptually knowledgeable crucial considering is constantly built-in into the work. Exhibits capability to judge theories / ideas / assumptions / knowledge. Demonstrates appreciable crucial perception and talent to distinction different positions by way of using principle. Demonstrates crucial perception and a few capability to distinction different positions by way of using principle. Demonstrates some typical crucial perception and recognises different positions. Demonstrates restricted crucial perception. Some recognition of other positions. Essential thought / Assessment very restricted and / or incoherent. No proof of crucial thought.
Choose Strategies
Deciding on 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 acceptable to the goals and goals of the duty and a superb rationale for its choice is offered. Methodology chosen is acceptable to the duty and a focus given to the number of a technique from the vary of prescribed ones. Methodology used is acceptable to the duty and transient rationale supplied makes reference to established steering. Alternative of methodology is mostly acceptable to the duty with a restricted rationale supplied. Alternative of methodology and relationship to data / knowledge being collected is confused and unhelpful. Concern 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 knowledge / knowledge developed (METHODOLGY/IES) Data / knowledge is organised utilizing acceptable constructions and processes to assemble emergent data/ concepts which deal with current questions. Data / knowledge is organised utilizing constructions and processes offered to reorganise current data in normal codecs to reply given Question Assignment(s). Data / knowledge is organised utilizing constructions and processes offered to reply given Question Assignment(s). Data / knowledge is collected and analysed to type legitimate conclusion(s). Some try is made to gather and analyse data/knowledge to type legitimate conclusion(s). Incomplete try to formulate conclusion(s) based mostly on the knowledge gathered. Data / knowledge is poorly organised and isn’t analysed to develop conclusion(s) or generate legitimate concepts.
Analysis Strategies
Analysis of course of and the standard of knowledge / knowledge developed (METHODOLGY/IES) Evaluates data / knowledge and the inquiry course of comprehensively utilizing acceptable standards a few of that are self-determined. Successfully evaluates data / knowledge and the inquiry course of, together with critique of the methods used. Successfully evaluates data / knowledge and the inquiry course of utilizing prescribed pointers. Exhibits sound, primary analysis of the inquiry methodology and data / knowledge generated. Exhibits restricted analysis of the inquiry methodology and data / knowledge generated. Analysis of course of and the knowledge / knowledge is incomplete. Restricted or no try to judge both course of or outcomes.
Skilled Values
Work inside a framework values / code of conduct (PRACTICAL/INTERPERSONAL SKILLS) Develops particular goals that are achievable, in step with skilled values / code of conduct and acceptable to the clientele. Develops goals that are in step with skilled values / code of conduct and acceptable to the clientele. Develops goals that are in step with skilled values / code of conduct and customarily acceptable to the clientele. Makes use of goals 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 shoppers values / code of conduct, however these are typically inconsistently reconciled. Insufficient try to establish wants of clientele and develop a workable transient. Restricted use values / code of conduct frameworks. No try to establish wants of clientele and develop a workable transient. 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 acceptable data and processes it successfully. Selects principally acceptable data and processes it adequately. Selects some acceptable data and processes it adequately. Selects some acceptable data however processed it with restricted success. Random data gathering. Inappropriate use of processing instruments. Fails to gather acceptable knowledge in any systematic approach.
Artistic Course of
Artistic course of (PRACTICAL/INTERPERSONAL SKILLS) Artistic work reveals extremely developed method within the service of a vigorous artistic creativeness. Processes concerned are dealt with with assurance to realize revolutionary outcomes. Private fashion constantly marked in work which builds on fashions with originality, aptitude and magnificence. Artistic work reveals well-developed creativeness and method. Processes concerned are manipulated to realize artistic outcomes. Private fashion makes its mark on fashions and moulds influences with originality and magnificence. Artistic works reveals attention-grabbing creativeness and method. Processes concerned have artistic software and outcomes. Private fashion makes its mark at occasions in work which reveals some unique software and adaptation of fashions. Artistic work reveals a primary stage of creativeness and method. Processes concerned have little artistic consequence. Private fashion is missing in favour of labor which is by-product in origin. Artistic work reveals a primary stage of creativeness and method. Processes concerned will not be evident and private fashion is missing. Undeveloped concepts and/or work with little creativity or method. Minimal private fashion 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 targeted, convincing efficiency demonstrating communication, dedication, and thorough understanding of favor with cautious consideration to element, displaying constantly excessive stage of technical capability and interpretive abilities. Improvised passages are artistic, stylistically assured and thought of. Efficiency nicely ready, assured and totally persuasive. Stage craft presentation of a really excessive normal. Focussed efficiency demonstrating communication, dedication and a radical understanding of the fashion with cautious consideration to element, displaying constantly excessive stage of technical capability. Improvisation is stylistically appropriate and thought of. Efficiency well-prepared / rehearsed, assured, and focussed. Stage craft presentation of a excessive normal. Efficiency demonstrates communication, dedication and understanding of the style with affordable consideration to element, displaying a superb stage of technical capability. Improvised passages present a sound understanding of favor. Effectively-rehearsed. Stage craft presentation of a superb normal. Efficiency that fairly demonstrates communication, dedication and understanding of the style however with restricted consideration to element and technical capability. Improvised passages present some understanding of favor. Restricted confidence and a focus 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 capability. Improvised passages present little understanding of favor. Lacks confidence and little consideration given to presentation. Efficiency wherein communication and dedication are missing and little consideration paid to fashion. Technical capability 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 favor or conventions of efficiency inside it. Below-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 apply. Synthesises artistic methods and interrelated types and kinds. Experiments with typical types. Work reveals clear proof of mental rigour and/or creativity. Technically and professionally competent. Proof of critically relating principle to apply. Demonstrates nicely developed capability to analyse, synthesise and experiment with relationships between type 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 apply. Work tends to be typical however present good capability to narrate type and content material. Some features of creativity current. Construction and content material are related and approaching technical competence all through. Proof of an acceptable relationship between type and content material. Restricted presence of creativity. Reasonable diploma of technical competence. Some proof of understanding the connection between type and content material. Restricted diploma of technical competence and creativity. Little or no proof of an understanding of the connection between type and content material. Lacks creativity and is technically poor. Neglects to handle the transient in any acceptable approach.
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. In a position to 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 basically 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 state of affairs.
Reflective Observe
Reflective apply (PRACTICAL/INTERPERSONAL SKILLS) Analyses private contribution and that of others to apply by way of reflection and develops concepts of chance and consequence by way of diversifying expertise. Evaluates private contribution and that of others to apply and develops plans of motion. In a position to consider personal apply and that of others utilizing a lot of frames of reference. Considers different future actions. Interpretation of apply attracts on a lot of frames of reference which inform choices about additional motion. In a position to interpret personal apply and that of others utilizing prescribed frameworks. Identifies some additional actions. Restricted interpretation of personal apply and that of others limiting additional motion. Incomplete interpretation of apply resulting in inadequate motion.
Autonomy
Independence / autonomy (together with planning and managing studying) (PRACTICAL/INTERPERSONAL SKILLS) Identifies studying wants by actively in search of out suggestions from a variety of sources and makes efficient use of obtainable 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 acceptable 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 capability to work independently, needing important steering on strategies and sources. Unable to work independently, needing important steering on strategies and sources.
Interpersonal
Self presentation / interpersonal abilities (PRACTICAL/INTERPERSONAL SKILLS) Adopts an efficient fashion of self-presentation, using a variety of interpersonal abilities in step with the person’s goals and acceptable to the setting(s). Demonstrates flexibility within the fashion of presentation and interpersonal abilities adopted that are acceptable to the setting(s). Can undertake each a proper and casual fashion and makes use of primary interpersonal abilities appropriately. Adopts each a proper and casual fashion and makes use of primary interpersonal abilities however not all the time matching the wants of the state of affairs. Exhibits consciousness of various kinds of self-presentation and is prepared 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 nicely 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 improvement 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 acceptable. Meets obligations to others (tutors and/or friends) offering contributions to Help shared goals. Recognises and assesses different 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 Assessment
Essential evaluate (for use in peer Assessment) (PRACTICAL/INTERPERSONAL SKILLS) Assesses / evaluates the work of others utilizing a variety of standards. Offers rationale for judgements and affords particular insights into how work could possibly be developed. Assesses / research the work of others and judges in opposition to current standards, indicating prospects for enchancment. Examines work of others and identifies its strengths and weaknesses utilizing current standards. Feedback generally phrases on the work of others. Feedback on the work of others utilizing prescribed codecs. Demonstrates restricted capability 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 state of affairs and develops an underlying collection of actions to realize objectives. If in a bunch setting, takes account of the wants and views of others. Successfully assesses the wants of a state of affairs and takes unbiased motion essential to realize objectives. If in a bunch setting, recognises the wants and views of others. Assesses the wants of a state of affairs and takes motion in the direction of reaching objectives. If in a bunch 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 bunch setting, reveals restricted consciousness of the wants and views of others. Will act independently when deciding on different methods from these offered. If in a bunch setting, reveals restricted consciousness of the wants and views of others. Demonstrates restricted capability to undertake duties past these prescribed. If in a bunch setting, fails to take account of the wants and views of others. Seems unable to undertake duties past these prescribed. If in a bunch 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 acceptable data to judge choices and applies clear standards to display causes for last choice / alternative / end result. Makes use of acceptable data to judge choices. Number of last end result clearly derived from analysis. Makes use of obtainable data to judge attainable choices. Last choice is obvious and linked to the analysis. Recognises advantages and downsides of some attainable choices however supplies restricted readability on rationale for last choice. When choices are made, a restricted, however tenable, rationale for choices is offered. Rationale behind the ultimate end result or alternative is unclear or untenable. Last end result or alternative is unclear or absent

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