Posted: November 15th, 2022

Personal & Professional Development (PPD Report

Personal & Professional Development (PPD)

Coursework Brief 1
Summary information

Type of assessment: Report
Individual or group: Individual
Component weighting: Contributes 50% of the total module grade
Learning outcomes assessed 2, 3, 4, 6, 8
Submission date: 1pm, Friday. 18 November 2022 – WEEK 10 –
Semester 1

Assessment instructions

Summary of task: You are required to write a report. In this, you will need to evaluate relevant competencies considered for a university placement-level job description in hospitality or tourism. You will use a mix of your own real personal education and experiences, displayed in a CV, together with academic content, and consider how you might apply for this job description.
💡Tip -> before you start the report, ask yourself:

? Do you have an appropriate and genuine placement-level job description (JD) in the International Hospitality and Tourism Industry (IHTI)?
? Have you created or updated your CV, ready to ask for feedback?
? Have you conducted your own research of academic evidence on the subject of competencies, and specifically competencies for future hospitality and tourism managers and leaders?
? Are you familiar with the Competency Framework (Maher, 2010) (see Moodle front page), in order to identify competencies, as outlined in each of the four areas:
1. Competency Area: ‘MANAGING SELF’:
❖ Competencies: planning & prioritising; self-awareness; or, decision-making.
2. Competency Area: ‘MANAGING OTHERS’:
❖ Competencies: working cross-culturally; emotional intelligence; or, relationship building
3. Competency Area: ‘MANAGING CAREER’:
❖ Competencies: employability; commercial awareness; or, taking initiative
4. Competency Area: ‘MANAGING KNOWLEDGE’:

❖ Competencies: subject understanding; study skills; or, communication

60%

REPORT & ANALYSIS
A) Job Search – competencies and suitability.

You must write a report portfolio that:

● Analyses a suitable placement job description, in terms of the job’s role and purpose. Identify and evaluate the specific professional
competencies required for this job. You must use the relevant competency names/labels from the ‘Competency Framework Diagram’ (Maher, 2010) – see Moodle homepage. You must identify at least one competency from each of Maher’s four Competency Areas.
● Once identified, present your compelling arguments on how and why these competencies are important for International Hospitality
and Tourism Industry (IHTI) employees and employers. Your arguments must be supported with quality academic evidence (e.g. journal articles, academic books), and reliable and valid industry sources, where relevant.
● In addition, please demonstrate your suitability for the role by arguing how and why your (real) competencies, skills, and
experiences meet the published essential and desirable requirements of the placement job description.
● Please support your argument/s with academic evidence, and key company data, as relevant. You must cross-reference:
● the JD (in the appendix)
● your final CV (in the appendix)
● your covering letter/statement (in the appendix)

20% APPENDICES
B) Attach appendices: You must attach, label and cross-reference:
1. JOB DESCRIPTION: The chosen placement-level job description in the International Hospitality and Tourism Industry (IHTI).
2. KEY COMPANY RESEARCH DATA: Using the skills learnt with Isabel Virgo, please research the company and present data that relates to being an employee and them as an employer.

3. FEEDBACK ON YOUR DRAFT CV: Attach quality, substantive, and written (narrative) evidence of feedback from one or more of following people on your CV: a) OSHM Peer Mentor, b) Oxford Brookes Careers Service, or c) past or current employer.
4. ANONYMOUS FINAL CV: Attach your anonymous CV – this should be aligned to the JD and improved by feedback.
5. COVERING LETTER/STATEMENT for your job application. 💡Tip -> see here for guidance.

10% PRESENTATION
C) Overall Presentation:
● Professionally produced and presented report, with a logical structure that contains introduction, main body of the report and
summary/conclusion.
● Using academic language and communication skills, including excellent grammar, spelling and punctuation.
● Contents page and page numbers are essential.
💡Tip -> Please see the Centre for Academic Development (CAD or CfAD) for help with report writing.

10% REFERENCING
D) Referencing & Reference List:
● Uses a range of academic, peer-reviewed sources (minimum 5: and that would equal basic research; providing greater depth and
breadth of quality research sources will be reflected in higher grades).
● Support your work with fully referenced, valid and reliable market data sources (as appropriate).
● Conforms to Harvard referencing for in-text citations and presentation of Reference List.

💡Tip -> Please see Centre for Academic Development for help with Harvard Referencing, or the Library, for referencing and reference lists.

Coursework Brief 2
Summary information

Type of assessment: Report (Portfolio)
Individual or group: Individual
Component weighting: Contributes 50% of the total module grade
Learning outcomes assessed All
Submission date: 1pm (GMT), Tuesday, 14 March 2023

WEEK 07, Semester 2
Feedback date: Tuesday, 13 June 2023 – Uni results release day

Assessment instructions

Summary of task: Use a ‘Report Portfolio’ to demonstrate your academic skills development, academic research capabilities, and your own Assessment of your personal and professional competency development since joining Brookes. This is based on substantive evidence from your experiences, underpinned by academic evidence.

Weighting
Assessment Criteria

50%
A) Evaluate your own personal and professional development since joining Oxford Brookes University through a detailed and critical self-reflection and self-Assessment
● You should select four competences; that is one from each of the competency areas: managing self, managing others, managing career and managing knowledge. [See Maher (2010) for further information]
● Support your Assessment with quality academic and personal Brookes and wider experiences, and integrate quality evidence from the

appendices (see below (B)).

30%
B) Eight (8) relevant and high quality appendices in total – two (2) for each competency evaluated:
● Each appendix should start on a new page

● For each competency you should have supporting evidence sourced
from examples listed below (n.b. this list is not exhaustive):
❖ HOTO4004 PPD – written activities, exercises, tutor feedback
❖ OSHM Peer Mentoring – Evidence of your mentoring contract; or an example of one of your meeting records.
❖ directly link the group, in-class presentations
▪ Your personal reflection on working in a group

▪ Formative feedback to your group from Seminar Leader

▪ Presentation feedback from your peers

▪ Group ‘wash-up’ reflections.
❖ self-development tests (on Brookes Careers)
❖ formal and/or informal written tutor feedback from other first year modules,
❖ Extracurricular activities (e.g. part-time work, sports clubs,
student societies), and other related activities that have Helped your personal and professional development.
● CRITICAL NOTES:
❖ All appendices must be annotated to give explanation and context, and to illustrate your development in this competency.
❖ For (I) ‘Managing Self’ and (II) ‘Managing Others’ competencies
– the evidence must be from your OSHM Peer Mentoring relationship.
❖ Please do not repeat/re-use the same piece of evidence from other submitted assessments.

❖ Annotations in the appendix do not replace academic Assessment
in the main body, nor do the annotations count towards the word count.

10%
C) Professionally and academically written, produced and presented Portfolio Report

💡Tip -> also see below:

a. Front cover

b. List of contents, including list of appendices

c. logical structure containing appropriate headings and subheadings: introduction, main body of the report and summary/conclusion.

d. Using academic language and communication skills, including excellent grammar, spelling and punctuation.

10%
D) Quality of Harvard referencing & reference list:

a. research and use a range of academic, peer-reviewed sources (15- 40)

b. Include valid/reliable market data sources (if/as appropriate).

c. conform to Harvard referencing for in-text citations and presentation of Reference List.

💡Tip -> apply the skills that you have developed from Isabel Virgo’s referencing sessions, and your own self-study

Presenting coursework for assessment
● It must be typed using either 11- or 12-point font, A4 page size
● double-spaced line spacing
● All pages must be numbered
● Margins must be as follows: ‘normal’
● It should not contain your name(s)
In addition, please note that each relevant appendix must be labelled correctly and cross referenced
● Coursework 1: must be written 3rd person, using Harvard referencing, for the main document. Appendices, if/where appropriate, can be in 1st person.
● Coursework 2: can be written 1st person, using Harvard referencing, for the main document. Appendices, if/where appropriate, can be in 1st person.
If you do not comply with these instructions, the marking will be accordingly adjusted in line with the assessment criteria outlined above.
Assignment length / equivalent
Each final submission document is limited by the following word count:
1. Job search and Curriculum Vitae (CV) Report – maximum of 1,000 words

or appendices. The word count does include headings, tables and in-text citations, but not equations or diagrams.

Assessment criteria rubric assessment 1 – Job search & CV Report

Assessment Refer 0-29% Marginal Refer
30-39% Threshold Pass
40-49% Good

50-59% Very Good

60-69% Excellent

70-85% Outstanding

85-100%
A) Job Search –
competencie s and suitability (60%) Provides a poor attempt at this assessment and makes limited or no attempt to meet the requirements of the assessment.
The student does not identify or define basic concepts, and does not use appropriate
sources. Little Provides an unsatisfactory analysis and misses the requirements of the assessment.
The student identifies and defines some basic concepts, using an unsatisfactory and/or limited range of sources, and the
appendices Provides a satisfactory attempt at the assessment. The student identifies and defines key competences for a relevant job role in the main report, although this might be more descriptive than analytical.
Using a basically
satisfactory Provides a good analysis. The student clearly identifies, and effectively defines, key competences for a relevant job role in the main report.
Using a generally good quality and range of peer-reviewed academic literature and
job market Provides a very good analysis. The student concisely and clearly identifies, and effectively defines, all key competences for a relevant job role in the main report using a mostly very good quality range of peer-
reviewed Provides excellent critical analysis. The student concisely and clearly identifies, and effectively defines, all key competences for a relevant job role in the main report using an excellent substantially
quality range Provides outstanding critical analysis and Assessment.
The student concisely and clearly identifies, and effectively defines, all key competences for a relevant job role in the main report using an outstanding
range of peer-

or no use of appendices.
Fails to attempt, or an extremely poor attempt, to provide an Assessment of own key competences relevant for the identified job role.
Limited or no materials appear in the appendices to supplement the Assessment in the main report. may not be used effectively.
Provides an unsatisfactory Assessment of own key competences relevant for the identified job role, supplemented by unsatisfactory or poor materials in appendices quality and range of peer- reviewed academic literature and job market sources, supplemented by satisfactory materials in appendix.
Provides a satisfactory Assessment of own key competences relevant for the identified job role, supplemented by basically satisfactory materials in appendices sources, supplemented by good materials in appendices.
Provides a good Assessment of own key competences relevant for the identified job role, supplemented by generally good materials in appendices academic literature and job market sources, supplemented by very good materials in appendices.
Provides very good Assessment of own key competences relevant for the identified job role, supplemented by mostly very good materials in appendices of peer- reviewed academic literature and job market sources, supplemented by excellent materials in appendices.
Provides an excellent Assessment of own key competences relevant for the identified job role, supplemented by substantially excellent materials in appendices reviewed academic literature and job market sources, supplemented by outstanding materials in appendices.
Provides an outstanding Assessment of own key competences relevant for the identified job role, supplemented by outstanding materials in appendices
B) Attach The The The The The The The

appendices: You must attach, label and cross- reference five
(5) relevant appendices
(20%) Appendices do not contain appendices as required. A poor or no attempt has been made to present the required content. Appendices do not contain appendices as required.
These are presented to an unsatisfactory standard with limited content. Appendices contain appendices as required.
These are presented to a basic standard with satisfactory content. Appendices contain appendices as required.
These are presented to a generally good standard with good content. Appendices contain appendices as required.
These are presented to a very good standard with very good content. Appendices contain appendices as required.
These are presented to an excellent standard with excellent content. Appendices contain appendices as required.
These are presented to an outstanding standard with excellent quality of content.
C) Overall Presentation
(10%) Poor, little or no attempt has been made at professional presentation. Formatting is below standard with very or extremely poor
grammar, Unsatisfactory professional presentation. Formatting is unsatisfactory with poor grammar, spelling and punctuation.
Falls below the required alignment with
the required Satisfactory professional presentation. Formatting is satisfactory with acceptable grammar, spelling and punctuation.
Basically
aligns with the required Good professional presentation. Formatting is good with generally good grammar, spelling and punctuation.
Generally
aligns with the required Very good professional presentation. Formatting is very good with generally very good grammar, spelling and punctuation.
Mostly aligns
with the required Excellent professional presentation. Formatting is excellent with excellent grammar, spelling and punctuation.
Substantially aligns with the required
formatting/pre Outstanding professional presentation. Formatting is without fault, with excellent grammar, spelling and punctuation.
Completely aligns with the required
formatting/pre

spelling and punctuation. Falls well below the required alignment with the required formatting/pre sentation guidelines. formatting/pre sentation guidelines. formatting/pre sentation guidelines. formatting/pre sentation guidelines. formatting/pre sentation guidelines. sentation guidelines. sentation guidelines.
D)
Referencing & Reference List (10%) Fails to conform with Harvard-style referencing including in- text citations and presentation of the Reference List. Does not cite any, or does not meet the
MINIMUM, Unsatisfactory compliance with Harvard- style referencing including in- text citations and presentation of the Reference List. Does not cite a MINIMUM
academic and Satisfactory compliance with Harvard- style referencing including in- text citations and presentation of the Reference List. Cites only the MINIMUM
quality peer- Good compliance with Harvard- style referencing including in- text citations and presentation of the Reference List. Cites a good range of sources, and
indeed more Very good compliance with Harvard- style referencing including in- text citations and presentation of the Reference List. Cites very good range quality
peer-reviewed Excellent compliance with Harvard- style referencing including in- text citations and presentation of the Reference List. Citing an excellent depth and
breadth of Outstanding compliance with Harvard- style referencing including in- text citations and presentation of the Reference List. Citing an outstanding depth and
breadth of

quality peer- reviewed academic and labour market sources in the manner or quantity required. No attempt or a very poor attempt is evident and professional guidance/sup port is essential for improvement in referencing
– see CAD for additional support. labour market sources.
Professional guidance/sup port is strongly recommended for improvement in referencing
– see CAD for additional support. reviewed academic and labour market sources.
Professional guidance/sup port is recommended for improvement in referencing
– see CAD for additional support. than the MINIMUM
quality peer- reviewed academic and labour market sources.
Room for improvement for higher marks – see CAD for additional support. academic and labour market sources. quality peer- reviewed academic and labour market sources. quality peer- reviewed academic and labour market sources.
Assessment criteria rubric assessment 2 – Competency Report Portfolio

Assessment Criteria Refer Marginal Refer Threshold Pass Good Very Good Excellent Outstanding

0-29% 30-39% 40-49%
50-59%
60-69%
70-85%
85-100%
A)
Evaluate your own personal and professional development since joining Oxford Brookes University through a detailed and critical self- reflection and self- Assessment (50%) Provides a poor attempt at this assessment and makes limited or no attempt to meet the requirements of the assessment.
The student does not identify or define basic concepts, and does not use appropriate sources. Little or no use of appendices.
Fails to Provides an unsatisfactory analysis and misses the requirements of the assessment.
The student identifies and defines some basic concepts, using an unsatisfactory and/or limited range of sources, and the appendices may not be used
effectively. Provides a satisfactory/th reshold attempt at the assessment.
The student identifies and defines chosen competences (from each area) in the main report, although this might be more descriptive than analytical.
Using a basically satisfactory
quality and Provides a good analysis. The student clearly identifies, and effectively defines, chosen competences (from each area) in the main report.
Using a generally good quality and range of peer-reviewed academic literature and job market sources,
supplemented Provides a very good analysis. The student concisely and clearly identifies, and effectively defines, chosen competences (from each area) in the main report using a very good quality range of peer- reviewed academic literature and job market
sources, Provides excellent critical analysis. The student concisely and clearly identifies, and effectively defines, chosen competences (from each area) in the main report using an excellent quality range of peer- reviewed academic
literature and Provides outstanding critical analysis and Assessment.
The student concisely and clearly identifies, and effectively defines, chosen competences (from each area) with an outstanding range of peer- reviewed academic literature and job market
sources,

attempt, or an extremely poor attempt, to provide an Assessment of own key competences.
Limited or no materials appear in the appendices to supplement the Assessment in the main report. Provides an unsatisfactory Assessment of own key competences, supplemented by unsatisfactory or poor materials in appendices range of peer- reviewed academic literature and job market sources, supplemented by satisfactory materials in appendices.
Provides a satisfactory Assessment of own key competences, supplemented by basically satisfactory materials in appendices by good materials in appendices. Provides a good Assessment of own key competences, supplemented by generally good materials in appendices supplemented by very good materials in appendices. Provides a very good Assessment of own key competences, supplemented by mostly very good materials in appendices job market sources, supplemented by excellent materials in appendices.
Provides an excellent Assessment of own key competences, supplemented by excellent materials in appendices supplemented by outstanding materials in appendices.
Provides an outstanding Assessment of own key competences relevant, supplemented by outstanding materials in appendices
B)
Eight (8) relevant and high quality The correct number of appendices are omitted in
part or The Appendices do not contain as required.
These are The correct number of appendices contains as
required. The correct number of appendices is as required.
These are The correct number of appendices are presented
to a very good The correct number of appendices are presented
to an The correct number of appendices are presented
to an

appendices in total – two (2) for each competency evaluated (30%) completely. A poor or no attempt has been made to present the required content.
Accompanyin g annotations are either missing entirely or demonstrate a very poor effort. The student does not make any attempt to expand and explain any specific competencies identified in
the main presented to an unsatisfactory standard with limited content. The accompanyin g annotations are unsatisfactory
, and not used satisfactorily to expand and explain any specific competencies identified in the main report. These are presented to a threshold standard with satisfactory content. The accompanyin g annotations are basic, and used to satisfactory effect to satisfactorily expand and explain the specific competencies identified in the main report. presented to a generally good standard with good content. The accompanyin g annotations are generally used to good effect to expand and explain the specific competencies identified in the main report. standard with very good content. The accompanyin g annotations are used to very good effect and expand and explain the specific competencies identified in the main report. excellent standard with excellent content. The accompanyin g annotations are substantially used to excellent effect and expand and explain the specific competencies identified in the main report. outstanding standard with excellent quality of content. The accompanyin g annotations are used to outstanding effect and expand and explain the specific competencies identified in the main report.

report.
C)
Professionally and academically written, produced and presented Portfolio Report (10%) Poor, little or no attempt has been made at professional presentation. Formatting is below standard with very or extremely poor grammar, spelling and punctuation.
Falls well below the required alignment with the required formatting/pre sentation guidelines. Unsatisfactory professional presentation. Formatting is unsatisfactory with poor grammar, spelling and punctuation.
Falls below the required alignment with the required formatting/pre sentation guidelines. Satisfactory professional presentation. Formatting is satisfactory with acceptable grammar, spelling and punctuation.
Basically aligns with the required formatting/pre sentation guidelines. Good professional presentation. Formatting is good with generally good grammar, spelling and punctuation.
Good alignment with the required formatting/pre sentation guidelines. Very good professional presentation. Formatting is very good with generally very good grammar, spelling and punctuation.
Very good alignment with the required formatting/pre sentation guidelines. Excellent professional presentation. Formatting is excellent with excellent grammar, spelling and punctuation.
Excellent alignment with the required formatting/pre sentation guidelines. Outstanding professional presentation. Formatting is without fault, with excellent grammar, spelling and punctuation.
Outstanding alignment with (and beyond) the required formatting/pre sentation guidelines.

D)
Quality of Harvard referencing & reference list (10%) Fails to conform to Harvard-style referencing including in- text citations and presentation of the Reference List. Does not cite any, or does not meet the MINIMUM,
quality peer- reviewed academic and labour market sources in the manner or quantity required. No attempt or a
very poor Unsatisfactory compliance to Harvard-style referencing including in- text citations and presentation of the Reference List. Does not cite a MINIMUM of
ten (10) academic nor any labour market sources, or solely relies on ‘general’ (non- academic) sources.
Professional
guidance/sup Satisfactory compliance to Harvard-style referencing including in- text citations and presentation of the Reference List. Cites only the MINIMUM of
ten (10) quality peer- reviewed academic, plus labour market sources.
Professional guidance/sup port is recommended
for Good compliance to Harvard-style referencing including in- text citations and presentation of the Reference List. Cites a good range of sources, and indeed more than the MINIMUM of
ten (10) quality peer- reviewed academic sources, plus a variety of labour market sources.
Room for Very good compliance to Harvard-style referencing including in- text citations and presentation of the Reference List. Cites very good range quality peer-reviewed academic and labour market sources. Excellent compliance to Harvard-style referencing including excellent in- text citations and presentation of the Reference List. Cites an excellent range of quality peer- reviewed academic and labour market sources. Outstanding compliance to Harvard-style referencing including in- text citations and presentation of the Reference List. Citing an outstanding depth and breadth of quality peer- reviewed academic and labour market sources.

attempt is evident and professional guidance/sup port is essential for improvement in referencing
– see Centre for Academic Development. port is strongly recommended for improvement in referencing
– see Centre for Academic Development. improvement in referencing
– see Centre for Academic Development. improvement for higher marks – see Centre for Academic Development for additional support.

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