BUSM 4194 Leading for Change Semester 1, 2014 Assessme.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way
the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing
Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in
different disciplines and geographical locations. You are required to use the RMIT Business Referencing
System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to
the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will
be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and
a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review
what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective
and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a
particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear
understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some
statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial)
draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
BUSM 4194 Leading for Change task 1 Marking Rubric [sem 1 2014, Singapore]
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the
report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you
performed.
The most important thing about the rubric is that it DEFI ...
Professional Development (PD) is quite simply a means of supporting people in the workplace to understand more about the environment in which they work, the job they do and how to do it better. It is an ongoing process throughout our working lives.
PD opportunities provide a means whereby we can keep in sync the changes, broaden our skills and be more effective in our work.
THIS IS A NON TECHNICAL PROJECT
AUTHOR PRESENTED BY
AKSHAYSRIVATS VIJAYARAGHAVAN
HR TALENT ACQUISITION AND CAMPUS AMBASSADOR INTERN AT THE SPARKS FOUNDATION.
THIS IS A NON TECHNICAL PROJECT ALSO READ FULL ARTICLE ON MY MEDIUM WEB PAGE:
https://medium.com/@akshaysrivatsvijayaraghavan?p=c5c2b54b042f
BUSM 4194 Leading for Change Semester 1, 2014 Assessme.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way
the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing
Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in
different disciplines and geographical locations. You are required to use the RMIT Business Referencing
System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to
the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will
be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and
a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review
what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective
and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a
particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear
understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some
statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial)
draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
BUSM 4194 Leading for Change task 1 Marking Rubric [sem 1 2014, Singapore]
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the
report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you
performed.
The most important thing about the rubric is that it DEFI ...
Professional Development (PD) is quite simply a means of supporting people in the workplace to understand more about the environment in which they work, the job they do and how to do it better. It is an ongoing process throughout our working lives.
PD opportunities provide a means whereby we can keep in sync the changes, broaden our skills and be more effective in our work.
THIS IS A NON TECHNICAL PROJECT
AUTHOR PRESENTED BY
AKSHAYSRIVATS VIJAYARAGHAVAN
HR TALENT ACQUISITION AND CAMPUS AMBASSADOR INTERN AT THE SPARKS FOUNDATION.
THIS IS A NON TECHNICAL PROJECT ALSO READ FULL ARTICLE ON MY MEDIUM WEB PAGE:
https://medium.com/@akshaysrivatsvijayaraghavan?p=c5c2b54b042f
Transferable SkillsThroughout your education, you have been aske.docxturveycharlyn
Transferable Skills
Throughout your education, you have been asked to research topics and write papers, engage in thought-provoking discussions, consider diverse perspectives, and a host of other challenges that have required you to use both your discipline-specific skills as well as your soft skills to show proficiency of content-related topics. These are called transferable skills. Transferable skills are skills that you develop that can be transferred and applied within your chosen career. Transferable skills are highly valuable and essential for career success.
Rasmussen College recognizes the following as the top transferable skills required by employers today:
Personal Skills
Critical Thinking
Improving thinking, including problem-solving and creativity, by applying intellectual standards such as clarity, precision, logic, and reflection.
Digital Fluency
Effectively employing and understanding digital tools to express ideas in appropriate contexts.
Information Literacy
Recognizing when information is needed and possessing the ability to locate, evaluate, and use effectively needed information.
Global Skills
Ethics & Professional Responsibility
Understanding and exhibiting principles of conduct and professional behavior which impact a greater good in the world and workplace. Understanding and applying ethical and professional principles of conduct.
Communication
Displaying capability in writing, reading, and oral communication; understanding of non-verbal language.
Diversity & Teamwork
Demonstrating awareness and empathy while working collaboratively with people of diverse backgrounds and perspectives.
Transferable Skills Summaries
The following transferable skills summaries will provide you with a deeper understanding of what each Transferable Skill means and how it will affect you in the future. Having an understanding of the Transferable Skill(s) you will be using will provide clarity as you complete your Capstone Portfolio. Click on each the title of each transferable skill to view the corresponding summary:
· Communication Transferable Skill Summary
· Critical Thinking Transferable Skill Summary
· Digital Fluency Transferable Skill Summary
· Diversity & Teamwork Transferable Skill Summary
· Ethics & Professional Responsibility Transferable Skill Summary
· Information Literacy Transferable Skill Summary
Transferable Skills Rubrics
For this course, you will need to assess the suitability of assignments to demonstrate your proficiency in at least three of the transferable skills by using the transferrable skill rubrics below. Click on each title to view the corresponding transferable skill rubric:
· Communication Transferable Skill Rubric
· Critical Thinking Transferable Skill Rubric
· Digital Fluency Transferable Skill Rubric
· Diversity & Teamwork Transferable Skill Rubric
· Ethics and Professional Responsibility Transferable Skill Rubric
· Information Literacy Transferable Skill Rubric
Capstone Portfolio Requirements
Capstone ...
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
My aspiration is to make a positive impact on the world. I want to use my skills, knowledge, and resources to contribute to the betterment of society and help improve the lives of others. Whether it's through my work, creativity, or personal endeavors, I aspire to inspire and empower individuals, promote equality and justice, and foster a more sustainable and inclusive future.
Additionally, I aspire to continuously learn and grow as a person. I believe in the power of personal development and lifelong learning. I strive to expand my horizons, acquire new skills, and challenge myself to reach new heights. By constantly pushing my boundaries and embracing new opportunities, I aim to become the best version of myself and make a meaningful difference in the world around me.
Corporate Training Webinar: Primer to Skill based learning – 5 ways to identi...Allen Partridge
Deciding to use skills can be an important and strategic part of enabling your organization to understand where your bench strength is strong and where you may need to train. Having skills can help to do this but where do you start? Join Dr. Allen Partridge in looking 5 things to consider when implanting skills in your organization and how can this apply to jobs, Learning, engagement, reporting and your LMS.
Psychology, Philosophy and Language Science students - what do you have to of...University of Edinburgh
Exploring your skills and attributes and their relationship to the workplace.
Identify the variety of skills you’ve developed through your academic and life experience, how to articulate these effectively to employers, and how skills and other factors influence career choice.
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
OL 421 Final Project Guidelines and Rubric
Overview
You will complete a capstone that integrates the knowledge and skills you have developed in the business core coursework and over the duration of the term by
creating an executive summary that highlights the performance of your company from the Capsim simulation. The executive summary is your opportunity to
show your knowledge of the organization, products, and business functions—skills that professionals in this field must possess. You will also reflect on your
journey through the business core and how you plan to position yourself both professionally and in your upcoming program of study. This personal and
professional reflection will specifically focus on business communication skills, professional etiquette, and peer-to-peer and peer-to-leader collaboration.
Evaluation of Capstones
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two separate components, which will be
evaluated as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a
running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is expected to meet the highest
professional standards.
This assessment will evaluate your mastery with respect to the following outcomes:
Demonstrate business communication skills and etiquette for constructing personal and professional reflections in a variety of business environments
Analyze strategic problem-solving skills for enhancing business success
Analyze the use of quantitative and qualitative tools for informing strategic decision-making
Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies
Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making
Analyze global business markets for informing future business expansion choices
Analyze entrepreneurial and innovative approaches for solving authentic business problems
Prompt
Since you just finished the Capsim simulation, compiled your results, and are now looking to the future of your company, the first component of your capstone
requires you to compose a company performance summary. Imagine that this summary is for new members of the board of directors of your company. It is
imperative that the board understand your company, its value, and its development cycle over the last eight years. This is your opportunity to exhibit your
knowledge of your organization, your products, and how your business functions.
High-level business executives are often short on time, so it is important that your summary is concisely written and rich in content. As has been emphasized in
previous classes in the business core, effective business communication, peer-to-peer and peer-to-leader collaborat.
Capella Career Center Last updated 62216 1 COMPE.docxhacksoni
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Capella Career Center Last updated 62216 1 COMPE.docxjasoninnes20
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus ...
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 2 Brief Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 2: Clifton Strengths Finder by Gallup
Individual/Group Individual
Length 700 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with others
in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for self-
improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 3.2 (week 6)
Weighting 20%
Total Marks 100 marks
Context
As you now know, a key to self-directed learning is reflection. Reflection enables the ability to
examine situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment task builds on assessment 1 and aims to develop your
awareness and reflective learning ability while also assessing your understanding of your Gallup
Strengths identified in module 3. As with assessment 1, your journal entry must be written in the
first person and you should try to be as open and honest with yourself as you can.
Please also visit the Academic Skills blackboard page for an overview of reflective writing in higher
education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id
=_2498857_1&mode=reset
Instructions
This assessment task requires you to do the following:
1. Read and watch the learning resources in module 3
2. Complete the Clifton Strengths Finder Survey by Gallup (learning activity 3.1)
BIZ102 Assessment 2 Brief Page 2 of 5
3. Attend a group coaching session with your Gallup Strengths Coach
4. Compose your reflective journal entry addressing the questions listed below
5. Include a screenshot of your Gallup Strengths results in your paper
6. Identify theoretical concepts reviewed in module 3 that support your ideas
7. Include at least three academic references to the module 3 learning resources, to support
your ideas
8. Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list
9. Include the time and date of your coaching session and your coach’s name at the end of
your reference list.
Guiding questions
1. What did you learn about yourself from your Clifton Strengths Survey and your group
coaching session with your Success Coach?
2. Were you surprised by any of your Top 5 talents (signature themes)? Why?
3. When you read your Top 5 talents, was there one or more you immediately resonated with?
Which one/s? Why?
4. How will this improved understanding of your talents/strengths apply to your professional
develo ...
Transferable SkillsThroughout your education, you have been aske.docxturveycharlyn
Transferable Skills
Throughout your education, you have been asked to research topics and write papers, engage in thought-provoking discussions, consider diverse perspectives, and a host of other challenges that have required you to use both your discipline-specific skills as well as your soft skills to show proficiency of content-related topics. These are called transferable skills. Transferable skills are skills that you develop that can be transferred and applied within your chosen career. Transferable skills are highly valuable and essential for career success.
Rasmussen College recognizes the following as the top transferable skills required by employers today:
Personal Skills
Critical Thinking
Improving thinking, including problem-solving and creativity, by applying intellectual standards such as clarity, precision, logic, and reflection.
Digital Fluency
Effectively employing and understanding digital tools to express ideas in appropriate contexts.
Information Literacy
Recognizing when information is needed and possessing the ability to locate, evaluate, and use effectively needed information.
Global Skills
Ethics & Professional Responsibility
Understanding and exhibiting principles of conduct and professional behavior which impact a greater good in the world and workplace. Understanding and applying ethical and professional principles of conduct.
Communication
Displaying capability in writing, reading, and oral communication; understanding of non-verbal language.
Diversity & Teamwork
Demonstrating awareness and empathy while working collaboratively with people of diverse backgrounds and perspectives.
Transferable Skills Summaries
The following transferable skills summaries will provide you with a deeper understanding of what each Transferable Skill means and how it will affect you in the future. Having an understanding of the Transferable Skill(s) you will be using will provide clarity as you complete your Capstone Portfolio. Click on each the title of each transferable skill to view the corresponding summary:
· Communication Transferable Skill Summary
· Critical Thinking Transferable Skill Summary
· Digital Fluency Transferable Skill Summary
· Diversity & Teamwork Transferable Skill Summary
· Ethics & Professional Responsibility Transferable Skill Summary
· Information Literacy Transferable Skill Summary
Transferable Skills Rubrics
For this course, you will need to assess the suitability of assignments to demonstrate your proficiency in at least three of the transferable skills by using the transferrable skill rubrics below. Click on each title to view the corresponding transferable skill rubric:
· Communication Transferable Skill Rubric
· Critical Thinking Transferable Skill Rubric
· Digital Fluency Transferable Skill Rubric
· Diversity & Teamwork Transferable Skill Rubric
· Ethics and Professional Responsibility Transferable Skill Rubric
· Information Literacy Transferable Skill Rubric
Capstone Portfolio Requirements
Capstone ...
BUSM 4194 Leading for ChangeSemester 1, 2014Assessment Tas.docxhumphrieskalyn
BUSM 4194 Leading for Change
Semester 1, 2014
Assessment Task 1: Leadership Development Report
Writing instructions and Marking Rubric
This assessment task is a REPORT.
The RMIT College of Business requires you to use a particular style of writing which involves both the way the report is structured and the way that you acknowledge other people’s ideas used in your work.
The structuring of a report is very clearly described in the RMIT Study and Learning Centre Report Writing Skills Online Tutorial available on the BUSM4194 course Blackboard site
Your first step in preparing for this assessment task should be to complete this tutorial.
Investing time before you start writing will result in a better report.
Your second step should be mastering the art of referencing. There are many styles of referencing in use in different disciplines and geographical locations. You are required to use the RMIT Business Referencing System. This is available to you via the Library website, in your course site on myRMIT and is uploaded to the assessments folder in the BUSM 4194 course site. This is a 50 page document but reading it through will be enormously helpful for you in this and future assessment tasks.
Make sure that you can clearly distinguish the difference between an essay (page 28 of the document) and a report (page 36).
Remember: this current assessment task is a REPORT not an ESSAY.
The critical thinking element
We want you to be very comfortable with questioning everything you read and hear.
Anyone can remember facts and state other people’s views but a far more useful skill is to critically review what you read and hear and decide for yourself how reliable, accurate, applicable, contemporary, objective and fair it is.
In this report, your assessor will value the fact that you are able to see both benefits and deficiencies in a particular theory. Make sure you look through the critical thinking exercises in the course site to get a clear understanding of critical thinking!
How many references should I cite?
There is no right answer to this question because it all depends on what you write in your report. Some statements you make in your report will certainly need a reference to support them.
So, to determine how many references you need to cite, first (as described in the report writing tutorial) draw a mind map of ideas to go into your report and for each idea try to link it to a reference source.
How will the report be marked?
Your lecturers have already created a marking rubric that will be used to award you a mark out of 50 as the report comprises 50 of the overall 100 marks available in this course.
The rubric is reproduced over the page and will be used as a way of providing feedback to you on how you performed.
The most important thing about the rubric is that it DEFINES what you will be marked on. If you include additional material that is not mentioned in the rubric it will not attract any marks, if you forget to w ...
My aspiration is to make a positive impact on the world. I want to use my skills, knowledge, and resources to contribute to the betterment of society and help improve the lives of others. Whether it's through my work, creativity, or personal endeavors, I aspire to inspire and empower individuals, promote equality and justice, and foster a more sustainable and inclusive future.
Additionally, I aspire to continuously learn and grow as a person. I believe in the power of personal development and lifelong learning. I strive to expand my horizons, acquire new skills, and challenge myself to reach new heights. By constantly pushing my boundaries and embracing new opportunities, I aim to become the best version of myself and make a meaningful difference in the world around me.
Corporate Training Webinar: Primer to Skill based learning – 5 ways to identi...Allen Partridge
Deciding to use skills can be an important and strategic part of enabling your organization to understand where your bench strength is strong and where you may need to train. Having skills can help to do this but where do you start? Join Dr. Allen Partridge in looking 5 things to consider when implanting skills in your organization and how can this apply to jobs, Learning, engagement, reporting and your LMS.
Psychology, Philosophy and Language Science students - what do you have to of...University of Edinburgh
Exploring your skills and attributes and their relationship to the workplace.
Identify the variety of skills you’ve developed through your academic and life experience, how to articulate these effectively to employers, and how skills and other factors influence career choice.
OL 421 Final Project Guidelines and Rubric Overview .docxcherishwinsland
OL 421 Final Project Guidelines and Rubric
Overview
You will complete a capstone that integrates the knowledge and skills you have developed in the business core coursework and over the duration of the term by
creating an executive summary that highlights the performance of your company from the Capsim simulation. The executive summary is your opportunity to
show your knowledge of the organization, products, and business functions—skills that professionals in this field must possess. You will also reflect on your
journey through the business core and how you plan to position yourself both professionally and in your upcoming program of study. This personal and
professional reflection will specifically focus on business communication skills, professional etiquette, and peer-to-peer and peer-to-leader collaboration.
Evaluation of Capstones
This capstone will be assessed somewhat differently than other courses you have taken online at SNHU. There are two separate components, which will be
evaluated as a unit in determining whether you have demonstrated proficiency in each outcome. Your instructor will guide you through this process, keeping a
running narrative of your strengths and weaknesses in relation to the outcomes as you progress through the class. Your work is expected to meet the highest
professional standards.
This assessment will evaluate your mastery with respect to the following outcomes:
Demonstrate business communication skills and etiquette for constructing personal and professional reflections in a variety of business environments
Analyze strategic problem-solving skills for enhancing business success
Analyze the use of quantitative and qualitative tools for informing strategic decision-making
Assess ethical, legal, and social challenges for suggesting improvement and enhancement strategies
Assess peer-to-peer and peer-to-leader collaboration for improving performance and decision making
Analyze global business markets for informing future business expansion choices
Analyze entrepreneurial and innovative approaches for solving authentic business problems
Prompt
Since you just finished the Capsim simulation, compiled your results, and are now looking to the future of your company, the first component of your capstone
requires you to compose a company performance summary. Imagine that this summary is for new members of the board of directors of your company. It is
imperative that the board understand your company, its value, and its development cycle over the last eight years. This is your opportunity to exhibit your
knowledge of your organization, your products, and how your business functions.
High-level business executives are often short on time, so it is important that your summary is concisely written and rich in content. As has been emphasized in
previous classes in the business core, effective business communication, peer-to-peer and peer-to-leader collaborat.
Capella Career Center Last updated 62216 1 COMPE.docxhacksoni
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus.
Capella Career Center Last updated 62216 1 COMPE.docxjasoninnes20
Capella Career Center | Last updated: 6/22/16 1
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
COMPETENCY TRANSLATOR
This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated
the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements,
interview responses, performance review conversations, promotion proposals, and salary negotiations.
View the Competency Translator Example to see sample language.
The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your
career. Start early in your program so you can easily refer to the information throughout (and after) your program!
Course name
(Optional:
Include
description
from catalog)
List of required
competencies
(From competency
map in course)
Key project/
Demonstration of
learning/Skills acquired
(Be specific as this could be
included in resume and
performance review)
Possible application
of learning
(Where and how could
you apply this
learning?)
Actual
application of
learning
(Where and how
did you apply
this)?
Artifact
example
(I.e. proposal,
lesson plan, or
budget)
Career goal
check in
(How has
this class
influenced your
career goal?)
http://assets.capella.edu/campus/career-center/competency-translator.pdf
Capella Career Center | Last updated: 6/22/16 2
COMPETENCY TRANSLATOR
FROM THE CAPELLA CAREER CENTER
Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills.
Job or career goal
of interest
Requisite skill
(Find on job posting,
LinkedIn profiles, and
networking)
Best demonstration of
each skill
(Reflect on degree
program, volunteer and
work experience)
CARD example
(Write specific example in bullet or narrative form
using CARD format)
Challenge – Problem, goal, or requirement in the
example
Action – Specific actions you took to resolve the challenge, solve the
problem or meet the requirement
Result –Benefit resulting in specific and measurable terms
Details* - Clarifying details to provide context, consider these
questions: how many, how much, how long, and how often.
Artifact example
(List tangible item such as
proposal, lesson plan, or
budget) to highlight on
LinkedIn, website, or
portfolio
Refer to the following resources for more information on how to leverage your academic learning to reach your career goals!
Please help us: Share your quick feedback on this tool!
Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing
https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1
http://assets.capella.edu/campus/career-center/competencies-in-action.pdf
https://campus.capella.edu/web/career-center/job-search-tools/resumes
https://campus ...
BIZ102 Assessment 2 Brief Page 1 of 5 ASSESSMENT BRI.docxjasoninnes20
BIZ102 Assessment 2 Brief Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and Organisations
Assessment Reflective Journal 2: Clifton Strengths Finder by Gallup
Individual/Group Individual
Length 700 words (+/- 10%)
Learning Outcomes a) Explain the importance of self- awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with others
in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for self-
improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 3.2 (week 6)
Weighting 20%
Total Marks 100 marks
Context
As you now know, a key to self-directed learning is reflection. Reflection enables the ability to
examine situations in order to better understand the surrounding context and identify potential
improvements for the future. This assessment task builds on assessment 1 and aims to develop your
awareness and reflective learning ability while also assessing your understanding of your Gallup
Strengths identified in module 3. As with assessment 1, your journal entry must be written in the
first person and you should try to be as open and honest with yourself as you can.
Please also visit the Academic Skills blackboard page for an overview of reflective writing in higher
education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id
=_2498857_1&mode=reset
Instructions
This assessment task requires you to do the following:
1. Read and watch the learning resources in module 3
2. Complete the Clifton Strengths Finder Survey by Gallup (learning activity 3.1)
BIZ102 Assessment 2 Brief Page 2 of 5
3. Attend a group coaching session with your Gallup Strengths Coach
4. Compose your reflective journal entry addressing the questions listed below
5. Include a screenshot of your Gallup Strengths results in your paper
6. Identify theoretical concepts reviewed in module 3 that support your ideas
7. Include at least three academic references to the module 3 learning resources, to support
your ideas
8. Follow the APA 6th edition style of referencing to cite your academic resources and provide
your reference list
9. Include the time and date of your coaching session and your coach’s name at the end of
your reference list.
Guiding questions
1. What did you learn about yourself from your Clifton Strengths Survey and your group
coaching session with your Success Coach?
2. Were you surprised by any of your Top 5 talents (signature themes)? Why?
3. When you read your Top 5 talents, was there one or more you immediately resonated with?
Which one/s? Why?
4. How will this improved understanding of your talents/strengths apply to your professional
develo ...
Show drafts
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Empowering the Data Analytics Ecosystem: A Laser Focus on Value
The data analytics ecosystem thrives when every component functions at its peak, unlocking the true potential of data. Here's a laser focus on key areas for an empowered ecosystem:
1. Democratize Access, Not Data:
Granular Access Controls: Provide users with self-service tools tailored to their specific needs, preventing data overload and misuse.
Data Catalogs: Implement robust data catalogs for easy discovery and understanding of available data sources.
2. Foster Collaboration with Clear Roles:
Data Mesh Architecture: Break down data silos by creating a distributed data ownership model with clear ownership and responsibilities.
Collaborative Workspaces: Utilize interactive platforms where data scientists, analysts, and domain experts can work seamlessly together.
3. Leverage Advanced Analytics Strategically:
AI-powered Automation: Automate repetitive tasks like data cleaning and feature engineering, freeing up data talent for higher-level analysis.
Right-Tool Selection: Strategically choose the most effective advanced analytics techniques (e.g., AI, ML) based on specific business problems.
4. Prioritize Data Quality with Automation:
Automated Data Validation: Implement automated data quality checks to identify and rectify errors at the source, minimizing downstream issues.
Data Lineage Tracking: Track the flow of data throughout the ecosystem, ensuring transparency and facilitating root cause analysis for errors.
5. Cultivate a Data-Driven Mindset:
Metrics-Driven Performance Management: Align KPIs and performance metrics with data-driven insights to ensure actionable decision making.
Data Storytelling Workshops: Equip stakeholders with the skills to translate complex data findings into compelling narratives that drive action.
Benefits of a Precise Ecosystem:
Sharpened Focus: Precise access and clear roles ensure everyone works with the most relevant data, maximizing efficiency.
Actionable Insights: Strategic analytics and automated quality checks lead to more reliable and actionable data insights.
Continuous Improvement: Data-driven performance management fosters a culture of learning and continuous improvement.
Sustainable Growth: Empowered by data, organizations can make informed decisions to drive sustainable growth and innovation.
By focusing on these precise actions, organizations can create an empowered data analytics ecosystem that delivers real value by driving data-driven decisions and maximizing the return on their data investment.
Explore our comprehensive data analysis project presentation on predicting product ad campaign performance. Learn how data-driven insights can optimize your marketing strategies and enhance campaign effectiveness. Perfect for professionals and students looking to understand the power of data analysis in advertising. for more details visit: https://bostoninstituteofanalytics.org/data-science-and-artificial-intelligence/
Adjusting primitives for graph : SHORT REPORT / NOTESSubhajit Sahu
Graph algorithms, like PageRank Compressed Sparse Row (CSR) is an adjacency-list based graph representation that is
Multiply with different modes (map)
1. Performance of sequential execution based vs OpenMP based vector multiply.
2. Comparing various launch configs for CUDA based vector multiply.
Sum with different storage types (reduce)
1. Performance of vector element sum using float vs bfloat16 as the storage type.
Sum with different modes (reduce)
1. Performance of sequential execution based vs OpenMP based vector element sum.
2. Performance of memcpy vs in-place based CUDA based vector element sum.
3. Comparing various launch configs for CUDA based vector element sum (memcpy).
4. Comparing various launch configs for CUDA based vector element sum (in-place).
Sum with in-place strategies of CUDA mode (reduce)
1. Comparing various launch configs for CUDA based vector element sum (in-place).
2. OUTLINE
• Presentation feedback – general
and areas of development
• Starting your PDP – A moment of
reflection
• Summative briefing & Learning
Outcomes
• Conducting an external analysis
Future of your industry and career
9/3/2023
PRESENTATION
TITLE
2
3. Presentation Reflections
• Breadth of amazing prior professional experience from across the globe
and sectors.
• You have a great community to be networking with, learn from each
other, share your skills
• For many your personal branding needs development
• Understand your USP and what makes you stand out
• Develop your opening pitch
• Evidence your actions and activity and the learning from it
• Research more and research wider – understand the areas / job roles
you are considering
• Connect and speak with industry professionals in your field
9/3/2023
FASH40033
3
4. Stop & Reflect
(10mins)
How did you feel about your presentation?
What did you do well?
What could you improve upon?
What would you differently
What do you already know about your
sector?
What do you need to learn more about?
FASH40033
4
5. Self Evaluation
5
FASH40033
The Personal Performance Model – How to recognise if you
should change your job.
Do this for 3 weeks - Map and answer the following questions
• Have to: of me? To what extent are my current tasks being
imposed on me or demanded
• Able to: To what extent do my tasks match my abilities?
• Want to: To what extent does my current task correspond to
what I really want?
Krogerus, Mikael, and
Roman
Tschäppeler. The
Decision Book : Fifty
models for strategic
thinking (New
Edition), Profile
Books, 2017.
The Choice Overload – The greater the choice the higher the
expectation (Barry Schwarz)
• Consider reducing your choices to identify an area of focus
• Focus will help you succeed within the module, action,
planning and delivery
• You may find via the research, this is not an area you want
to pursue.
7. Personal Development Plan Package (PDP)
PDP
• Compile a fully comprehensive Personal
Development Plan Package
• Action plan and map of your professional
development
• It will document the actions you take, what
you learn and
• You plan and actions will be underpinned by
theory, research and evidence
• It should be visual and reflect your personal
branding style.
• ALL PERSONAL DEVELOPMENT PLANS
ARE DIFFERENT
Deadline
• Week 35, Friday 31st March 2023 (12
midday)
• Submit a written and visual portfolio of
3,000 words or equivalent (+/- 10%).
• One PDF digital copy; upload to the Dropbox.
• Link to NOW
8. Chart
8
Who I am:
Career overview and roadmap
Career and personal development options, goals and aspirations
Underpinned with contextual information of what is currently happening within the industry and
what is influencing the future of work
Skills & competencies required for your career
Opportunities/threats and strategic planning
Underpinned with models, theory and reflective practice
LinkedIn Profile:
Should include profile, employment history; endorsements, recognition
Application to Practice:
Web Presence – website, blog, social media, YouTube Channel, covering letter, network building
Continuous Professional Development plan (CPD)
1 year plan in detail
3-5 year outline plan and future ambitions
Theory may include but is not
limited to:
SWOT
Johari Model
Strengths Profiles
Reflective Models &
Frameworks
STAR
IPARR
9. Learning Outcomes
1) Reflect upon and critically evaluate your individual skills and abilities in relation to
enhancing employability in your discipline.
2) Expand and manage professional networks to enhance employability options and
professional development.
3) Demonstrate appropriate hard and soft skills relevant to enhanced employability and
professional practice in your chosen discipline.
4) Identify and expand upon the role of key professional and social drivers in relation to
personal and professional practice.
5) Communicate your outcomes and key competencies to a professional standard.
9
10. Task – How to demonstrate the LO’s- 15 mins
• Access the Padlet using the QR
code or link below –
https://padlet.com/pinky_bazaz1/profe
ssional-practice-learning-outcomes-
9qwb2x2gq8l7xl7n
• Discuss each LO in pairs or groups
to try and understand what it means.
• Add to the padlet your description
and how you think you can evidence
each Lo
FASH40033 10
11. FASH40033 11
GRADING BANDS Exceptional Distinction Distinction Commendation Pass Marginal Fail Mid Fail Low fail (Insufficient) Zero
1.Reflect upon and critically evaluate your
individual skills and abilities in relation to
enhancing employability in your discipline.
Produce a critical self-evaluationofcurrent personal skills,
qualities and transferable skills necessary for employment , to
determine areas for personal and professional development
within your chosen field of practice or area of focus.
An exemplary ability to critically evaluate
and reflect on current levels of Knowledge, Skills,
and Abilities.Workoffers aprofessional level of
planning for professional development and
enhanced employability in your discipline
An excellent ability to critically
evaluate and reflect on current levels
of Knowledge, Skills, and Abilities.
Work offers insightful planning for
professional development and
enhanced employability in your
discipline
A very good to strong ability to
critically evaluate and reflect on
current levels of Knowledge, Skills,
and Abilities. Work offers clear plans
for professional development and
enhanced employability in your
discipline.
A good to sound ability critically
evaluate and reflect on current levels of
Knowledge, Skills, and Abilities. Work
offers some planning for professional
development and enhanced
employability in your discipline.
The work demonstrates insufficient
ability to critically evaluate and reflect
on current levels of Knowledge, Skills,
and Abilities. Work offers limited or
insufficient planning for professional
development and enhanced
employability in the appropriate area or
discipline.
The work demonstrates an
inadequate self-reflection or
evaluation Description is to
the fore. There is inadequate
evidence of understanding or
planning in support of
continuing professional
development or employability
The work demonstrates no critical
reflection or self-evaluation or is
presented in a purely descriptive
way. There is limited or no
evidence of understanding or
planning in support of continuing
professional development or
employability.
Work submitted isof no merit OR
absent, work not
submitted.
2. Expand and manage professional
networks to enhance employability options
and professional development.
Evidence the ability to independently develop and manage a
professional network and engage in activities appropriate to
enhancing personal options for employability and Professional
development .
An exemplary ability to independently
manage professional networks and
demonstrate engagement in a professional
level of activities to enhance networking and
employability / continuing professional
development.
An excellent ability to independently
manage professional networks and
demonstrate engagement in an appropriate
range of activities to enhance networking
and employability / continuing professional
development.
A very good to strong ability to
independently manage professional
networks and demonstrate an appropriate
range of activities to enhance networking
and employability / continuing
professional development.
A good to sound ability to
independently manage professional
networks and demonstrate a range of
relevant activities enhance networking
and employability / continuing
professional development.
The work attempts but is insufficient
in demonstrating p e r s o n a l
management of professional
networking activity. Limited range of
activities are engaged in, and these
may not be relevant to achieve
employability in your discipline.
An inadequate attempt or ability
to independently manage
professional networks. The work
does not offer an appropriate
range of activities to enhance
networking and employability /
continuing professional
development.
The work does not
e v i d e n c e a n y
professional networking activity
and /or remains descriptive of
proposed actions only.
Work submitted isof no merit OR
absent, work not
submitted.
3. Demonstrate appropriate hard and soft
skills relevant to enhanced employability and
professional practice in your chosen
discipline Using words and images, demonstrate an ability to identify, explore
and plan your own self development in areas of skills weakness, by
strengthening existing and acquiring new, hard, AND soft skills
relevant to enhance employability and professional practice in your
chosen discipline
An exemplary demonstration of the
development of both hard and soft skills,
relevant for enhanced employability in your
discipline
Work offers an exceptional, insightful
justification and professional approach to
personal professional development
An excellent demonstration of the
development of both hard and soft skills,
relevant for enhanced employability in your
discipline
Work offers an insightful justification and
professional approach to personal
professional development
A very good to strong demonstration of the
development of both hard and soft skills,
relevant for enhanced employability in your
discipline
Work offers clear justification and structured
approach to personal professional
development
A good to sound demonstration of the
development of both hard and soft skills,
relevant for enhanced employability in
your discipline
Work offers justification but may be
inconsistent in terms of approach to
personal professional development
A weak demonstration of the
development of either hard or soft
skills, (but not both) relevant for
enhanced employability in your
discipline
Work offers limited justification and
activities to achieve personal
professional development are limited
An inadequate or insufficient
demonstration, that does not
evidence development of either
hard or soft skills, relevant for
enhanced employability in your
discipline
The work does not evidence any
development of relevant skills. No
activities are indicated and /or the
work remains descriptive of
proposed actions only. Work submitted isof no merit OR
absent, work not
submitted.
4. Identify and expand upon the role of key
professional and social drivers in relation to
personal and professional practice
Using words and images, Investigate and define key roles in
industry specific to your area of practice, Identify the skills
needed in professional practice now and the industry or social
drivers which may impact future roles and skills development.
An exemplary investigation, which critically
evaluates an area of current professional
practice, identifying key skills now and future
impacts on skills development.
Work offers a professional level and depth of
understanding and discussion, which goes
beyond the norm
An excellent level of investigation, which
critically evaluates an area of current
professional practice, identifying key skills
now and future impacts on skills
development.
Work begins to offer a professional level of
understanding and discussion
A very good to strong level of
investigation , which offers some critical
evaluation on current professional
practice. Some current key skills and
future impacts on skills development are
identified
Work offers a good level of
understanding and discussion
A good to sound submission which
offers some investigation and
evaluation ( but limited criticality)
into an area of current professional
practice, Some current skills and
future impacts on skills development
are identified .
Work offers an expected level of
understanding but this and
discussion may be inconsistent
A weak or surface investigation,
which does not go beyond
suggested areas explored in the
module . Evaluation remains
descriptive, there is no or limited
criticality covering areas of current
professional practice, which may or
may not be relevant .limited
assessment of future impacts on
skills development . Work offers
limited levels of understanding and
discussion
An inadequate investigation,
which ignores areas explored in
the module . There is no
evaluation or critical
engagement, merely description
of areas of current professional
practice, which may or may not
be relevant . The work shows
limited or no assessment of
future impacts on skills
development and does not
attempt to discuss this in relation
to students own professional
practice
The work submitted does not
demonstrate any investigation
beyond description into an area
of current professional practice,
The work shows no assessment
of future impacts on skills
development. No discussion in
relation to students own
professional practice and skills
development, is offered
Work submitted of no merit OR
absent, work not
submitted
5. Communicate your outcomes and key
competencies to a professional standard
Using appropriate industry/academic vocabulary, relevant visual
Images and aural presentation, Communicate PDP outcomes and
experiences to support personal branding.
Aim to aestheticallyenhanceyour professional profileto an Industry
/professional standard
An exemplary use of appropriate
communication techniques, used to
communicate an outstanding personal
development plan and personal brand,
highlighting key competencies to a
professional industry standard
An excellent use of appropriate
communication techniques used to
communicate an excellent personal
development plan and personal brand
,highlighting key competencies up to a
professional industry standard .
A very good to strong use of
appropriate communication techniques to
communicate a clear personal
development plan and personal brand,
highlighting key competencies to a
professional industry standard .
A good to sound use of appropriate
communications techniques to
communicate sound aims within your
PDP and personal brand. Work attempts
a professional /industry standard.
An inadequate use of appropriate
comms tools tocommunicate aspects
of competence development,PDP and
branding overall.Workand structure
fallbelow professional /industry
standard.
Minimal use of visual, written,
or aural work to
communicate your PDP – key
competencies may be
inconsistent or missing and
structure may not achieve a
professional /industry
standard. Further work was
needed prior to submission
A very weak use of
appropriate visual, written, or
aural w o r k to
communicate limitedideas or
your PDP has significant gaps
making this PDP unsuitable for
publication.
Work submitted isof no merit OR
absent, work not
submitted.
12. What is application &
evidence
• Course undertaken & completed - short course, online, free,
LinkedIn Learning
• Interview industry professionals – include transcripts
• Shadowing people
• Conversations with Mentors
• Attendance to events, with images
• Sharing of your experience across your professional social media
(Instagram, LinkedIn, Blog)
• Careers fairs
• Exhibitions, galleries
• Webinars
• Conferences
• Work experience
• Volunteering
• Freelance projects
• Competitions – NTU or external
• Student events – NTU JOIN
FASH40033
12
16. Fashion Buyer
Reviewing the advert and align your experiences
• Forecasting – Fashion Industry Module
• Strategy –
• Critical Path – Research project
• Budget Management -???
• Market analysis – this module
• Customer feedback – primary research
• Sales analysis – retail work experience
• Collaborative working and relationship
management – Collab module / group work /
networking
• Sustainability production knowledge and circular
design principles. – SIP / Conferences / Webinars
• Development of new decision making systems –
personal research project / dissertation
FASH40033
16
18. TASK – 15 mins
Review a job advert from Business of Fashion or
other source –
• Identify the required skills
• Identify the desired skills
• Compare against your experience & skills
• Consider how you evidence how you can/will
deliver the requirements of the role.
• Consider opportunities for development
FASH40033
18
20. Macro Trends & Micro Trends & PESTEL, Drivers of change
• Global economic down turn
• Sustainability & transparency
• Metaverse
• Wellbeing
Size & shape of the sector
• Growth & Decline
• Demographics
• Understand behaviours in territories
• Competitors
Understand what is happening with the brands/ business
• Company behaviour
• Sales / turn over
• Structure & Hierarchy
• History
Requirements of the role
• Must haves – qualifications / expertise
• Desirable
• Attributes & Competencies
Landscape Analysis
20
What external
influences are
shaping the
industry
Sector or
Industry
Brands or
Business
The role
21. Macro Trends & Micro Trends & PESTEL, Drivers of change
• Global economic down turn – geopolitical instability, higher manufacturing costs
• Sustainability & transparency – shipping & returns, carbon neutrality
• Metaverse - E-concessions, Digital experiences
Size & shape of the sector – Luxury E - commerce
• Farfetch / Zalando / Net-a-Porter/ YNAP / Ssence
• Luxury sales are expected to recover slowly, however post-pandemic Farfetch showed its first every YOY drop of 35%.
• E-commerce sales are set to grow by double-digits annually between 2022 to 2025 (BoF State of Fashion, 2023)
• Luxury markets expected to grow (recover), China, US and Europe
• New growth in the APAC regions
• Casualwear, followed by sportswear and sneakers, are the highest-ranking categories with greatest growth potential.
• Multi brand retailor – changes to wholesale strategy & legislation
Understand what is happening with the brands/ business
• Leading global luxury e-commerce platforms shipping to over 130 countries
• Luxury fashion for women, men and kids with over 200 of the best international designers, 600 new arrivals each week,
• Digital first ecommerce business, USP digital curation of luxury fashion
Requirements of the role – Customer Care & Fashion Advisor – My Theresa
• Must haves - French & English, M&S Office
• Desirable - Customer service experience
• Attributes & Competencies - Adaptable, Organised, data analysis
Landscape Analysis
21
22. Gartner Hype Cycle
22
Continually scan the landscape
Try to be aware and understand
innovations within and outside of
your sector
Find specific examples and consider
if they will impact or be adopted into
you sector
23. FUTURE ROLES
Translating your external analysis to identify what your future role could look
like and what skills may be required?
24. Scenario Planning
FASH40033 24
There is no single definition of either scenarios or
scenario planning.
• An internally consistent view of what the future
might turn out to be’ (Michael Porter 1985).
• ‘A tool [for] ordering one’s perceptions about
alternative future environments in which one’s
decision might be played out right’ (Peter Schwartz
1991).
• ‘That part of strategic planning which relates to the
tools and technologies for managing the
uncertainties of the future’ (Gill Ringland 1998).
• ‘A disciplined method for imaging possible futures
in which organizational decisions may be played
out’ (Paul Shoemaker 1995).
Lindgren, M., Bandhold, H., 2009. Scenario Planning - Revised
and Updated The Link Between Future and Strategy 1st ed.
2009. London: Palgrave Macmillan UK.
10.1057/9780230233584.
It is a well worked answer to the question:
What can conceivably happen?
What would happen if…?
25. Prediction
• Consider dominate area of influence from your landscape analysis
• Algorithmic programmes to monitor and predict best sellers
• Connection of real time data to monitor and respond to consumer demands
• Made to order production
• How will it impact the profession over the next year, 3 years and 5
years and how will it change
• Buying roles will focus on data analytics and real time response
• Buyers will need to evolve for CRM roles
• Utilise trend information
• Data visualise and data translation
How might it look and how are you preparing to meet that change
• Learn coding to understand algorithms
• Upskilling on digital trend forecasting
• Data analysis courses
• Upskilling
25
FASH40033
Organisational
Strategy
Environmental/
external
Analysis
Forecasting
(Macro/Micro
trends)
26. Plausible Scenarios
• Using your knowledge of today, scenario planning
can be using to describe/outline potential futures
• Step 1 - Using the external analysis to identify 2
priority driving forces
• Step 2 – Map these on an axis
• You will need to choose the words on the axis
• You can change the words as needed
• Step 3 – Write a short description on what the
plausible future might look like in each quadrant
• Step 4 – reflect on what is the most
probable quadrant.
• Consider how the job role may change and what you need to
do to upskill.
• Use this to set goals.
26
FASH40033
29. Planning for actions
What do I want
to learn / achieve
What do I have
to do?
What support &
resources will I
need?
How will I
measure
success?
When will I
complete this
by?
Demonstrate my
professional knowledge
& insight around
fashion circularity,
especially supply chain
Publish content on
LinkedIn at least 3
times a week. This
could be my own
reflections or content
Adobe Express
Video
Photography
equipment
Comments &
engagement rate
Attend sustainability
event on XXX
March 29th
Goal 2 XX XX XX XX
Goal 3 XX XX XX XX
Goal 4 XX XX XX XX
29
30. Where do I start
FASH40033 30
Eisenhower Matrix – a tool for time
management
This tool helps you to distinguish between
what is important and what is urgent
There are many models to help with self evaluation
You many consider using others beyond a SWOT
Cargo
What makes Mytheresa so unique? An exceptional curation of women's, men's and kids' products from over 200 of the world’s most covetable fashion brands; exclusive designer collaborations; an outstanding customer service team made up of native speakers in multiple languages; and fast and reliable delivery to more than 133 countries across the globe.
ounded as a boutique in 1987, Mytheresa launched online in 2006 and offers ready-to-wear, shoes, bags and accessories for womenswear, menswear and kidswear. In 2022, Mytheresa expanded its luxury offering to home décor and lifestyle products with the launch of the category “Life”. The highly curated edit of over 200 brands focuses on true luxury brands such as Bottega Veneta, Burberry, Dolce&Gabbana, Gucci, Loewe, Loro Piana, Moncler, Prada, Saint Laurent, Valentino, and many more. Mytheresa’s unique digital experience is based on a sharp focus on high-end luxury shoppers, exclusive product and content offerings, leading technology and analytical platforms as well as high quality service operations. The NYSE listed company reported €747.3 million GMV in fiscal year 2022 (+21.3% vs. FY21). Mytheresa trades on the New York Stock Exchange (NYSE). Data correct on Tuesday 14th Feb
Our Gross Merchandise Value (GMV) transacted on our site has been increasing steadily from €97 million in 2014 to €747 million in fiscal year 2022. We grew by +21% in fiscal year 2022 and maintained a very strong profitability with an Adjusted EBITDA of €66 million.
Started in 2006 – 30 years experience
Planet, Talent, Product and Policy are the pillars that shape Mytheresa’s framework to address Environment, Social and Governance (ESG) issues; four pillars that make a difference for our company, for the industry, and for the world.
APAC - Asia-Pacific region, Japan and South Korea
Optimism in the middle eastern regions
Different thinkers have made their own definition of scenarios and scenario planning: • • • • ‘
The US president Dwight D. once decisions are rarely the most of time management, i.e. he had the ability to do everything as and when it needed to be done. With the Eisenhower method, you will learn to distinguish between what is important and what is urgent. Eisenhower supposedly said: ‘The most urgent important ones.’ Eisenhower was considered a master Whatever the job that lands on your desk, begin by breaking it down according to the Eisenhower method and then decide how to proceed. We often focus too strongly on the ‘urgent and important’ field, on the things that have to be dealt with immediately. Ask yourself: When will I deal with the things that are important, but not urgent? When will I take the time to deal with important tasks before they become urgent? This is the field for strategic, long-term decisions. Krogerus, Mikael, and Roman Tschäppeler. The Decision Book : Fifty models for strategic thinking (New Edition), Profile Books, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ntuuk/detail.action?docID=4832790. Created from ntuuk on 2023-02-16 13:54:27.
