Unit 23 Personal and Professional Development

Unit 23 Personal and Professional Development Learning Outcomes and assessment criteria

 

QualificationBTEC HND in Travel and Tourism Management
Unit 23Personal and Professional Development
QCF level5
Unit code T/601/0943
Block start date11 September 2017
Issue date 11 September 2017
Assignment submission date19 November 2017
Lectures and formative assessment10 Weeks
Module leaderAnn Clark

Introduction

Unit 23 Personal and Professional Development is designed to enable learners to assess and develop a range of professional and personal skills in order to promote future personal and career development. It also aims to develop learners’ ability to organise, manage and practise a range of approaches to improve their performance as self-directed learners in preparation for work or further career development.

The PPD unit emphasis is on the needs of the student but within the context of how the development of self-management corresponds with effective team management in meeting objectives.

Students will be able to improve their learning, be involved with teamwork and be more capable of problem solving through the use of case studies, Unit 23 Personal and Professional Developmentrole play and real-life activities.

Aim:

This unit aims to help student to become an effective and confident self-directed employee. This module helps the learner become confident in managing his/hers own personal and professional skills and to achieve personal and career goals.

Learning Outcomes and assessment criteria: 

On successful completion of this unit a learner will: 

LO1 Understand how self-managed learning can enhance lifelong development

LO2 Be able to take responsibility for own personal and professional development

LO3 Be able to implement and continually review own personal and professional development Plan

LO4 Be able to demonstrate acquired interpersonal and transferable skills.

Unit content:

Understand how self-managed learning can enhance lifelong development

Self-managed learning: self-initiation of learning processes; clear goal setting e.g. aims and requirements, personal orientation achievement goals, dates for achievement, self-reflection

Learning styles: personal preferences; activist; pragmatist; theorist; reflector e.g. reflexive modernisation theory; Kolb’s learning cycle

Approaches: learning through research; learning from others e.g. mentoring/coaching, seminars, conferences, secondments, interviews, use of the internet, social networks, use of bulletin boards, newsgroups

Effective learning: skills of personal assessment; planning, organisation and evaluation

Lifelong learning: self-directed learning; continuing professional development; linking higher education with industry, further education, recognition of prior learning, apprenticeships, credit accumulation and transfer schemes

Assessment of learning: improved ability range with personal learning; evidence of improved levels of skill; feedback from others; learning achievements and disappointments

Be able to take responsibility for own personal and professional development

Self-appraisal: skills audit (personal profile using appropriate self-assessment tools); evaluating self-management; personal and interpersonal skills; leadership skills

Development plan: current performance; future needs; opportunities and threats to career progression; aims and objectives; achievement dates; review dates; learning programme/activities; action plans; personal development plan

Portfolio building: developing and maintaining a personal portfolio

Transcripts: maintaining and presenting transcripts including curriculum vita

Be able to implement and continually review own personal and professional development plan.

Learning styles and strategies: types of styles; awareness of personal style; impact of personal style and interactions with others

Learning from others: formal learning and training; observation; mentoring; supervision; tutorials; informal networks; team members; line managers; other professionals

Evaluation of progress: setting and recording of aims and objectives; setting targets; responding to feedback; re-setting aims targets; establishing and recognising strengths and weaknesses; directions for change; cycles of activity (monitoring, reflecting and planning)

Be able to demonstrate acquired interpersonal and transferable skills

Transferable skills: personal effectiveness (ability to communicate effectively at all levels, initiative, self-discipline, reliability, creativity, problem solving)

Verbal and non-verbal communication: effective listening, respect of others’ opinions; negotiation; persuasion; presentation skills; assertiveness; use of ICT

Delivery formats: ability to deliver transferable skills using a variety of formats

Working with others: team player; flexibility/adaptability; social skills

Time management: prioritising workloads; setting work objectives; using time effectively; making and keeping appointments; reliable estimates of task time.

LO1: Understand how self-managed learning can enhance lifelong development 

1.1- Evaluate approaches to self-managed learning

1.2- Propose ways in which lifelong learning in personal and professional contexts could be encouraged

1.3- Evaluate the benefits of self-managed learning to the individual and organisation

LO2: Be able to take responsibility for own personal and professional development

2.1-Evaluate own current skills and competencies against professional standards and organisational objectives

2.2-Identify own development needs and the activities required to meet them

2.3- Identify development opportunities to meet current and future defined needs

2.4- Devise a personal and professional development plan based on identified needs

LO3:  Be able to implement and continually review own personal and professional development plan

3.1- Discuss the processes and activities required to implement the development plan

3.2- Undertake and document development activities as planned

3.3- Reflect critically on own learning against original aims and objectives set in the development plan

3.4- Update the development plan based on feedback and evaluation

LO4:  Be able to demonstrate acquired interpersonal and transferable skills

4.1-Select solutions to work-based problems

4.2- Communicate in a variety of styles and appropriate manner at various levels

4.3-Evaluate and use effective time-management strategies

Scheme of work

Accrediting Body:  Pearson BTEC

Course:Pearson BTEC HND in Travel and Tourism Management                     

Unit 23: Personal and Professional Development 

Wk Lecture ScheduleOutcome of sessionActivity/seminar and formative assessmentResources
1

 

amIntroduction to the module, and learning outcomes

 

 

Self-managed Learning (1.1)

 

 Introduction to the module, mode of assessment, introduction to the assignment and assessment criteria.

Covering task 1.1 (Evaluate approaches to self-managed learning)

Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class.Module handbook

PowerPoint slides and handouts

pmLifelong Learning (1.2)Covering task 1.2 (Propose ways in which lifelong learning in personal and professional contexts could be encouraged)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

2amBenefits of Self-managed Learning (1.3)Covering task 1.3 (Evaluate the benefits of self-managed learning to the individual and organisation)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

pmSkills and Competencies (2.1)Covering task 2.1 (Evaluate own current skills and competencies against professional standards and organisational objectives)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

3

 

amDevelopment Needs (2.2)Covering task 2.2 (Identify own development needs and the activities required to meet them)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

pmDevelopment Opportunities(2.3)Covering task 2.3 (Identify development opportunities to meet current and future defined needs)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

4amPersonal and Professional DevelopmentPlan (2.4)Covering task 2.4 (Devise a personal and professional development plan based on identified needs)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

pmImplementing the Development Plan (3.1)Covering task 3.1 (Discuss the processes and activities required to implement the development plan)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

5am Assignment draft of Task 1Recap and Formative feedback on LO1Group discussion, Question and answer.

Formative feedback LO1

Assignment brief
pmAssignment draft of Task 2Recap and Formative feedback on  LO2Formative feedback LO2Assignment brief
6amDocumenting Development Activities (3.2)Covering task 3.2 (Undertake and document development activities as planned)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

pmReflecting on own Learning (3.3)Covering task 3.3 (Reflect critically on own learning against original aims and objectives set in the development plan)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

7

 

 

amUpdating the Development Plan (3.4)Covering task 3.4 (Update the development plan based on feedback and evaluation)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

pmSolutions to Work-based Problems (4.1)Covering task 4.1 (Select solutions to work-based problems)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

8

 

 

 

amCommunication Styles & Levels (4.2)Covering task 4.2 (Communicate in a variety of styles and appropriate manner at various levels)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

pmTime-management Strategies (4.3)Covering task 4.3 (Evaluate and use effective time-management strategies)Lecturing, class discussions, and teamwork; formative assessment by asking questions at the end of class. 

PowerPoint slides and handouts

Module booklet

8

 

am 

Oral presentation

 

Oral presentation

 

PowerPoint slides

 

pm 

Oral presentation

 

Oral presentation

 

PowerPoint slides

 

9amAssignment draft of Task 3Recap to cover learning outcome3Formative feedbackModule booklet
pmAssignment draft of Task 4Recap to cover learning outcome 4Formative feedbackModule booklet
10Assignment support and submissionAddressing all LOsOne to one guidance and assignment feedbackAssignment brief
Teaching Ethos

The College’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career. 

Methods of Delivery:

LECTURES:

These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively. 

SEMINARS:

These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills. 

CASE STUDIES: An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.

Teaching and Learning Activities

The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.

Assessment:

The module will be assessed meeting all the LO as specified by the awarding body, Edexcel.

Please read the instructions carefully while addressing the tasks specified.

Outline Details:  Details enclosed in the assignment brief.

Plagiarism:

Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting someone’s work as your own. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

Unit 23 Personal and Professional Development

Assignment Brief

Unit Number and title23- Personal and Professional Development
QualificationPearson BTEC HND Travel and Tourism Management
QCF Level5
Term Start Date11/09/2017
Assignment hand out Date11/09/2017
Submission Deadline/ hand-in19/11/2017 (23:59)

 Purpose of this assignment

This assignment gives a learner the opportunity to become an effective and confident self-directed employee. This helps the learner to become confident in managing own personal and professional skills to achieve personal and career goals.

Overall scenario for Task 1, 2 and 3

You have recently been appointed as an assistant manager at Travelodge Hotel in Ilford. “A quarter of a mile from Gants Hill tube station and half a mile from the listed mansions and gardens of Valentines Park, the London Ilford Travelodge Hotel is an ideal option for visitors seeking accommodation in this sophisticated town” (Travelodge, 2016). You as one of the managers and your staff can perform better by a well-planned Personal and Professional Development programme. This course has practical nature so theoretical answers that only define the relevant concepts but do not give practical examples from your job as the assistant manager or your staff at this hotel will NOT be accepted. In this assignment, you should answer every question by making a connection to yourself as the manager or your staff at this hotel. The answers need to be reflected onthe personal and professional development at Travelodge Hotel in Ilford or another suitable organisation from the travel and tourism sector you a familiar with.  In addition to practical examples from yourself, class activities and your workplace, you are required to carry out a research by using supportive materials like books, journals, and Google Scholar to support your discussion.

You need to create a personal development portfolio or progress file comprising information and personal records ‘owned’ by the learner, including the planning and monitoring of progress towards the achievement of personal objectives.

When compiling your personal portfolio you to put into consideration how it is organised and how it is presented for assessment. All written evidence should be word processed. 

Task 1 (LO1, AC1.1, 1.2, 1.3M1, M2, M3, D1, D2, D3) (write approximately 1000 words)

Travel Lodge has embarked on the process of encouraging staff to engage in self-managed learning as part of their personal and professional development. You recently attended a learning event on how self-managed learning can enhance lifelong development.  During the learning event, the facilitator argued that ‘self-managed learning has proved an invaluable technique for getting individuals to think and learn about their own personal development as well as committing to the development of the organisation’. Your organisation has a policy of encouraging staff to share their experiences from each learning event attended. You have been asked by your manager to create an article to be published in Travel lodge in-house staff magazine.  You should include this article as evidence in your personal development portfolio or progress file addressing the following:

1.1. Evaluate approaches to self-managed learning. Which approach can be more suitable for you or your staff at Travelodge Hotel?

1.2. Propose ways in which lifelong learning in personal and professional contexts could be encouraged at Travelodge. In this question, you should say how you as a manager can encourage lifelong learning at Travelodge Hotel.

1.3. Evaluate the benefits of self-managed learning to you as an assistant manager and the Travel Lodge. Your judgement has to be supported by relevant evidence or examples.

Task 2 (LO2, AC2.1, 2.2, 2.3, 2.4, M1, M2, M3, D1, D2, D3) (write approximately 1000 words)

Scenario

You are still working as an assistant manager at Travelodge Hotel. You have realised that to be successful as a hotel manager you need to take responsibility for your own personal development. You have looked at the website of Travelodge and found the following information about the role and objectives of a manager.

Our Managers lead the overall running of their hotel, motivating and inspiring their team to be the best they can be. Maximising sales and profits and meeting agreed targets, their role is to be brilliant communicators and always lead by example. Above all, their focus is on our customers, making sure they’re happy, have everything they need and will visit Travelodge again and again. https://www.travelodge.co.uk

You should include evidence in your personal development portfolio or progress file addressing the following:

2.1. Evaluate your own current skills and competencies against professional standards for a hotel manager and against organisational objectives of Travelodge Hotel.

2.2. Identify your own development needs and the activities required to meet them. Which of your skills may need to be improved? How are you going to improve or gain these skills?

2.3. Identify development opportunities to meet your current and future defined needs. Which opportunities are available for you inside or outside of the hotel to improve your skill development needs?

2.4. Devise a personal and professional development plan based on identified needs. In this task, you need to prepare a ‘plan’ for personal and professional development. In this plan, you need to mention three issues: ‘what’ are your needed skills; ‘how’ are you going to develop the skills; and ‘when’ are you going to develop intended skills?

Task 3 (LO3, AC3.1, 3.2, 3.3, 3.4, M1, M2, M3, D1, D2, D3) (write approximately 1000 words) 

You are still working as an assistant manager at Travelodge Hotel.  You have done well in creating own personal and professional development plan. The next stage is to implement and review your own personal and development plan. You should include evidence in ownpersonal development portfolio or progress file addressing the following:

3.1. Discuss the processes and activities required to implement the development plan that you prepared for yourself in task 2.4.

3.2. Undertake and document development activities as planned. In this task, you should implement the development plan you prepared for yourself and then write down how you implemented your plan.

3.3. Reflect critically on your own learning against original aims and objectives set in the development plan. Did you really learn new skills at the level you aim for them?

3.4. Update the development plan that you prepared for yourself in task 2.4 based on the feedback and evaluation.

Task 4 (LO4, AC4.1, 4.2, 4.3M1, M2, M3, D1, D2, D3) (approximately 1000 words)

Scenario:

You are still working as an assistant manager at Travelodge Ilford. Assume that Travelodge Hotel has been experiencing a high labour turnover over the last three years. High employee turnover has been noticed at all levels of the organisation. An initial investigation by the manager through an employee survey has revealed some of the underlying causes of the problem namely: excessive workloads, low staff morale, low employee motivation, low job satisfaction, stress, mental health issues, ineffective communication, unhealthy competition and unrealistic targets.  The manager is concerned that labour turnover may be having anegative impact on customer care. The hotel aims to provide ahigh level of customer care. However, one customer recently wrote an online review of the hotel and said that ‘day staff were polite and friendly whereas some night staff were extremely rude and unhelpful’. The hotel manager who is your line manager is concerned about the issues and has asked you to complete the following.

4.1 You will start by selecting solutions to work-based problems regarding employee turnover and customer care at Travelodge Hotel.What solutions do you recommend to retain current staff at the hotel and improve customer care?Your manager has asked to prepare aposter to be presented to senior management of the hotel and employee representatives. If approved the poster will be displayed on the staff notice board.

4.2 Then, you should communicate in a variety of styles and appropriate manner at various levels on how to improve customer care at Travelodge Hotel.  Your line manager has asked you to give an oral presentation to employees of Travelodge Hotel. You are expected to give PPT slides/handouts to those attending the presentation.

4.3 Finally, you should evaluate and use effective time-management strategies to reduce employee turnover and improve customer care at Travelodge Hotel Travel Hotel. How can effective time management strategies improve staff’s desires to continue their work and improve customer care at Travelodge Hotel? You have been asked to give an oral presentation to share your time management strategies with other employees at Travelodge Hotel as part of good practices. You are expected to give PPT slides/handouts to employees attending the presentation.

Your assessor may provide an observation record to confirm whether this has been achieved.

To achieve 4.1, 4.2, and 4.3, you can benefit by relating to evidence from Employability skills 2.1, 2.2, and 2.3, or use suitable evidence from class activities and work experience. This shows you can make abetter judgement.

Assignment Guidelines:

  • Produce evidence as specified for each task. Use a standard report structure where requested, Word-process the report and use aNormal script of a proper font size 12. Complete the title page.
  • It should be uploaded on Ulearn platform before the deadline. Assignments submitted after the deadline will not be accepted unless mitigating circumstances supported by valid evidence.
  • Collusion and Plagiarism must be avoided.
  • Start each answer on a new page and pages should be numbered. Highlight each question clearly.
  • Your research should be referenced using the Harvard referencing system.
  • In order to pass you need to address all the learning outcomes and associated assessment criteria for a pass.
  • In order to get a merit you need to first pass and then address the characteristics of M1, M2, and M3.
  • In order to get a Distinction you need to first pass, address all the merit characteristics and then address the characteristics of D1, D2 and D3. 

Plagiarism:

Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting someone’s work as your own. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)

Commonly used command words

AnalyseThese tasks require you to explore the different aspects of an issue, considering the relative significance of each. You would normally need to explore causal relationships, examining how an action will lead to a particular reaction. This type of task would not normally require you to make judgements, but rather to drill down into an issue, exploring relationships in depth.
AssessThis requires you to weigh up the positive and negative aspects of something. Alternatively, it might require you to explore the important and unimportant aspects of an argument. You should build these strands into a balanced argument before reaching a final balanced conclusion.
CommunicateConvey ideas or information to others.
Critically

analyse

 

This is when you have to explore the strengths and weaknesses of the ideas of a theorist or claims made by a professional body before reaching a final, balanced conclusion. You would normally begin by presenting the initial idea and arguments in favour of it, before introducing contradictory arguments. When you present the arguments, you should present their relative merits (e.g. their strengths and weaknesses) before summarising your arguments and reaching a final conclusion.
DevisePlan or invent a procedure from existing principles/ideas
DiscussConsider different aspects of a theme or topic, how they interrelate, and the extent to which they are important.
EvaluateThis type of question will require you to give an opinion on an issue, which you should support with relevant evidence. You should ensure that your response provides a balanced view of the issue, exploring points for and against your argument. This should lead to an overall conclusion where you summarise your main arguments and explain how you have come to your final decision.
IdentifyIndicate the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities.
JustifyThis requires you to provide arguments in support of a particular interpretation of or perspective on something. This should be based on the use of theoretical justifications applied to normal business practice.
PlanConsider, set out and communicate what is to be done
ProposeGive possible alternatives, produce/suggest an idea, put forward, for example, an idea or plan, for consideration by others.
ReflectLook back upon and appraise, relate to, eg to stated aims. Give contemplative, balanced consideration to an issue or action
SelectCarefully choose as being the most suitable for a task or purpose
undertakeUse a range of skills to perform a task, research or activity.
UseApply the information provided or apply prior learning. To put into service or action. Employ for a given purpose
Learning

Outcome

 

Assessment CriteriaIn this assessment you will have the opportunity to present evidence that shows you are able to:Task Number

 

LO1: Understand how self-managed learning can enhance lifelong development1.1Evaluate approaches to self-managed learning1
1.2Propose ways in which lifelong learning in personal and professional contexts could be encouraged1
1.3Evaluate the benefits of self-managed learning to the individual and organisation1
LO2: Be able to take responsibility for own personal and professional development2.1Evaluate own current skills and competencies against professional standards and organisational objectives2
2.2Identify own development needs and the activities required to meet them2
2.3Identify development opportunities to meet current and future defined needs2
2.4Devise a personal and professional development plan based on identified needs2
LO3:  Be able to implement and continually review own personal and professional development plan3.1Discuss the processes and activities required to implement the development plan3
3.2Undertake and document development activities as planned3
3.3Reflect critically on own learning against original aims and objectives set in the development plan3
3.4Update the development plan based on feedback and evaluation3
LO4:  Be able to demonstrate acquired interpersonal and transferable skills4.1Select solutions to work-based problems4
4.2Communicate in a variety of styles and appropriate manner at various levels4
4.3Evaluate and use effective time-management strategies4

A Pass grade is achieved by meeting all the requirements listed in the assessment criteria above. Additionally, you have the opportunity to submit evidence in order to achieve the following Merit and Distinction grades.

Outcomes/criteria:Indicative characteristicsPossible evidence of contextualised Feedback
Merit  grade Description: Contextualisation 
M1. Identify and apply strategies to find appropriate solutions.. Effective judgments have been made.

. An effective approach to study and research has been used.

To achieve M1, you will be able to demonstrate that effective judgements have been made (1.1, 2.1) and an effective approach to study with good research skills being used across the assignment to address the criteria’s with reference to own personal and professional development plan or You need also to show evidence of a wide range of information used to explain the communication styles (4.2) and time management strategies used in the context of the case study, Travelodge Hotel (4.3).
M2. Select/ design and apply appropriate methods/ techniques.  . A range of sources of information usedTo achieve M2, you have used a range of sources of information used in the assignment and correctly referenced
M3. Present and communicate appropriate findings.. A range of methods of presentation has been used.To achieve M3 the work you present should be appropriate and the presentation and communication of the tasks 1 to 4 should be appropriately structured addressing the learning outcomes as specified with appropriate findings with special reference to own personal and professional development plan and to the Travelodge Hotel case study.
Distinction Grade Description:
D1. Use critical reflection to evaluate own work and justify thevalid conclusion.. Synthesis has been used to generate and justify valid conclusions

. Self-criticism of approach has taken place

To achieve D1, you will have addressed the criteria’s with valid conclusions,  justifying improvements and characteristics of success towards understanding different perspectives own personal and professional development plan and communication styles and time management for the case study Travelodge Hotel (Task 4) or provide self-criticism of theapproach used for example in 2.1 and 3.3.
D2. Take responsibility for managing and organizing activities.The importance of interdependence has been recognized.

. Autonomy/independencehas been demonstrated

To achieve D2, you will have demonstrated autonomy across your assignment,  with effective independent research and met the deadlines to submit all the tasks and achieve the unit assessment criteria and an interdependence with each learning outcomes and assessment criteria have been demonstrated both in the context of own personal professional development and the skills required for selected solutions to work-based problems, variety of communication styles and time management skills in the context of Travelodge Hotel (tasks 1 to 4).
D3. Demonstrate convergent, lateral and creative thinkingIdeas generate and decisions taken

 

To achieve D3, you have drawn appropriate conclusions or recommendations. your work should demonstrate new ideas or suggestions for Travelodge Hotel, for example in task 4 ,and your research shows some creative thinking and receptiveness to new approaches to self-managed learning and own personal and professional development (tasks 1, 2)

 

Evidence checklistSummary of evidence required by studentEvidence presented
Task 1Draft magazine article in Personal development portfolio or progress file

 

Task 2Personal development portfolio or progress file evidenced with Personal profile, skills audit, self-evaluation, development plan, transcripts, Curriculum vitae
Task 3Personal Portfolio or progress file evidenced with annotations or feedback, revised own personal and professional development plan, personal reflections
Task 4Personal development portfolio or progress file evidenced with professional poster,  Observation record, PowerPoint slides/presentation notes

Achievement Summary

The Following Sections to be completed by the assessor:

 

Qualification

BTEC HND in Travel and Tourism Management 

Assessor name

 
 

Unit Number and title

23 Personal and Professional Development 

Student name

 
 
Criteria ReferenceTo achieve the criteria the evidence must show that the student is able to:Achieved?

(tick)

1.1Evaluate approaches to self-managed learning 
1.2Propose ways in which lifelong learning in personal and professional contexts could be encouraged 
1.3Evaluate the benefits of self-managed learning to the individual and organisation 
2.1Evaluate own current skills and competencies against professional standards and organisational objectives 
2.2Identify own development needs and the activities required to meet them 
2.3Identify development opportunities to meet current and future defined needs 
2.4Devise a personal and professional development plan based on identified needs 
3.1Discuss the processes and activities required to implement the development plan 
3.2Undertake and document development activities as planned 
3.3Reflect critically on own learning against original aims and objectives set in the development plan 
3.4Update the development plan based on feedback and evaluation 
4.1Select solutions to work-based problems 
4.2Communicate in a variety of styles and appropriate manner at various levels 
4.3Evaluate and use effective time-management strategies
Higher Grade achievements (where applicable)
 Grade descriptor

 

  Grade descriptor Achieved?

(tick)

M1: Identify and apply strategies to find appropriate solutions

 

D1: Use critical reflection to evaluate own work and justify valid conclusions
M2: Select/design and apply appropriate methods/techniques

 

D2: Take responsibility for managing and organising activities
M3: Present and communicate appropriate findings

 

D3: Demonstrate convergent/lateral/creative thinking

 

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