HRM4008DA
Developing Personal and Management Skills
Portfolio of Personal Development Tasks
Date for Submission: Please refer to the timetable on ilearn
(The submission portal on ilearn will close at 14:00 UK time on the date of submission)
Assignment Brief
As part of the formal assessment for the programme you are required to submit a Portfolio of Personal Development Tasks assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.
Learning Outcomes:
After completing the module, you should be able to:
- Identify the key transferable skills required within the workplace.
- Illustrate their use and application, particularly within a management context.
- Explain the use and application of supportive management and leadership skills and relate this to appropriate theory.
- Reflect on own management and leadership skills using a range of models.
- Develop and justify a personal development plan that will facilitate an increased level of effective management and leadership.
Your assignment should include: a title page containing your student number, the module name, the submission deadline and a word count; the appendices if relevant; and a reference list in Arden University (AU) Harvard format. You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.
Maximum word count: 3000 words
Please note that exceeding the word count by over 10% will result in a reduction in grade by the same percentage that the word count is exceeded.
You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.
Assignment Task
Task One:
Reflect on your management and leadership skills using a range of models and develop and justify a personal development plan that will facilitate an increased level of effective management and leadership.
(1500 words)
(50 marks)
(LOs: 4 & 5)
Task Two:
Explain the following transferable skills using relevant theory and apply them to your organisation. The skills to consider are as follows:
- Supportive Communication;
- Motivation;
- Empowerment;
- Conflict Management;
- Team Effectiveness.
(1500 words)
(50 marks)
(LOs: 1, 2, 3)
End of questions
The following CMDA Knowledge, Skills and Behaviour Competencies are associated with the Developing Personal and Management Skills Assessment
| Task | Competency | What is required |
| 1 | Knowledge: Awareness of self and others | Know how to be self–aware and recognise different learning styles. Know how to use emotional and social intelligence, and active listening and open questioning to work effectively with others. |
| 1 | Knowledge: Management of Self | Know how to manage time, set goals, prioritise activities and undertake forward planning in a business environment with a focus on outcomes |
| 1 | Skill: Management of Self | Able to create personal development plan, and use widely recognised tools and techniques to ensure the management of time and pressure effectively, and prioritisation and strategic alignment of activities. |
| 1 | Skill: Managing People | Able to build teams, empower and motivate others to improve performance or achieve outcomes. Able to delegate to others, provide clear guidance and monitor progress. Ability to set goals and accountabilities |
| 2 | Knowledge: Communication | Understand different forms of communication (written, verbal non- verbal, digital) and how to apply them. Know how to maintain personal presence and present to large groups. Awareness of interpersonal skills of effective listening, influencing techniques, negotiating and persuasion |
| 2 | Knowledge: Leading People | Understand different inclusive leadership styles and models, how to develop teams and support people using coaching and mentoring approaches. Understand organisational culture and diversity management |
However, you may be required to demonstrate further or more detailed evidence to meet the required Degree Apprenticeship Standard
Formative Feedback
You have the opportunity to submit a draft report to receive formative feedback.
The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.
If you are a distance learning student, you should submit your work, by email, to your tutor, no later than 2 weeks before the actual submission deadline. If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.
Formative feedback will not be given to work submitted after the above date or the date specified by your tutor – if a blended learning student
Guidelines
You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the AU Harvard system(s).
The My Study Skills Area on iLearn contains useful resources relating to referencing.
Additional notes:
Students are required to indicate the exact word count on the title page of the assessment.
The word count excludes the title page, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count See ‘Word Count Policy’ on the homepage of this module for more information.
Submission Guidance
Assignments submitted late will not be accepted and will be marked as a 0% fail.
Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Guide to Submitting an Assignment” document available on the module page on iLearn.
You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area).
Assessment Criteria (Learning objectives covered – all)
| Level 4 is the first stage on the student journey into undergraduate study. At Level 4 students will be developing their knowledge and understanding of the discipline and will be expected to demonstrate some of those skills and competences. Student are expected to express their ideas clearly and to structure and develop academic arguments in their work. Students will begin to apply the theory which underpins the subject and will start to explore how this relates to other areas of their learning and any ethical considerations as appropriate. Students will begin to develop self- awareness of their own academic and professional development. | ||
| Grade | Mark Bands | Generic Assessment Criteria |
| First (1) | 80%+ | Outstanding performance which demonstrates the ability to analyse the subject area and to confidently apply theory whilst showing awareness of any relevant ethical considerations. The work shows an excellent level of competence and confidence in managing appropriate sources and materials, initiative and excellent academic writing |
| skills and professional skills (where appropriate). The work shows originality of thought. | ||
| 70- 79% | Excellent performance which demonstrates the ability to analyse the subject and apply theory whilst showing some awareness of any relevant ethical considerations. The work shows a high level of competence in managing sources and materials, initiative and very good academic writing skills and professional skills (where appropriate). | |
| The work shows originality of thought. | ||
| Upper | 60- | Very good performance which demonstrates the ability to analyse the subject and apply some theory. The work shows a good level of competence in managing sources and |
| second (2:1) | 69% | materials and some initiative. Academic writing skills are good and expression remains accurate overall. Good professional skills (where appropriate). The work shows some original thought. |
| Lower second (2:2) | 50- 59% | A satisfactory to good performance which begins to analyse the subject and apply some underpinning theory. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are satisfactory and expression remains accurate overall although the piece may lack structure. Satisfactory professional skills (where appropriate). The work lacks some original thought. |
| Third | 40- | Basic level of performance in which there are some omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a basic use |
| (3) | 49% | of sources and materials. Academic writing skills are limited and there are some errors in expression and the work may lack structure overall. There are some difficulties in |
| developing professional skills (where appropriate). The work lacks original thought and is largely imitative. | ||
| Marginal | 30- | Limited performance in which there are omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources |
| fail | 39% | and materials. Academic writing skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional |
| skills (where appropriate). The work lacks original thought and is largely imitative. |
| 29% and below | A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative. |
