A/601/0992 Unit-24 Employability Skills
Module Booklet
| Qualification | Pearson BTEC HND in Travel and Tourism Management |
| Unit | 24 |
| Unit | Employability Skills |
| QCF level | 5 |
| Unit code | A/601/0992 |
| Unit type | Optional Specialist unit |
| Block Start Date | 11 September 2017 |
| Issue date | 11 September 2017 |
| Assignment submission date | 19 November 2017 |
| Lecture and formative assessment | 10 Weeks |
| Module Leader | Dr. Joanna Voulgaropoulou |
INTRODUCTION
All learners at all levels of education and experience require honed employability skills as a prerequisite to entering the job market. This unit gives learners an opportunity to assess and develop an understanding of their responsibilities and performance in or when entering the workplace.
Learners will consider the skills required for general employment such as interpersonal and transferable skills, and understand the dynamics of working with others in teams or groups, and the importance of leadership and communication skills.
The unit also deals with the everyday working requirement of problem solving, which includes the identification or specification of the ‘problem’, strategies for its solution, and then evaluation of the results of the solution through reflective practice.
Aim:
This unit provides learners with the opportunity to acquire honed employability skills required for effective employment.
Learning Outcomes and assessment criteria:
On successful completion of this unit a learner will:
P1. Be able to determine own responsibilities and performance
P1.1 – Develop a set of own responsibilities and performance objectives
P1.2 – Evaluate own effectiveness against defined objectives
P1.3 Make recommendations for improvement
P1.4 Review how motivational techniques can be used to improve quality of performance
P2. Be able to develop interpersonal and transferable skills
P2.1 – Develop solutions to work-based problems
P2.2 Communicate in a variety of styles and appropriate manner at various levels
P2.3 Identify effective time-management strategies
P3. Understand the dynamics of working with others
P3.1- Explain the roles people play in a team and how they can work together to achieve shared goals
P3.2- Analyse team dynamics
P3.3 Suggest alternative ways to complete tasks and achieve team goals
P4. Be able to develop strategies for problem solving
P4.1 Evaluate tools and methods for developing solutions to problems
P4.2 Develop an appropriate strategy for resolving the problem of labour turnover in an organisation of your choice
P4.3 Evaluate the potential impact on the business of implementing the strategy
Unit content:
- Be able to determine own responsibilities and performance
Own responsibilities: personal responsibility; direct and indirect relationships and adaptability, decision-making processes and skills; ability to learn and develop within the work role; employment legislation, ethics, employment rights and responsibilities
Performance objectives: setting and monitoring performance objectives
Individual appraisal systems: uses of performance appraisals eg salary levels and bonus payments, promotion strengths and weaknesses, training needs; communication; appraisal criteria eg production data, personnel data, judgemental data; rating methods eg ranking, paired comparison, checklist, management by objectives
Motivation and performance: application and appraisal of motivational theories and techniques, rewards and incentives, manager’s role, self-motivational factors
- Be able to develop interpersonal and transferable skills
Effective communication: verbal and non-verbal eg awareness and use of body language, openness and responsiveness, formal and informal feedback to and from colleagues; ICT as an effective communication medium; team meetings
Interpersonal skills: personal effectiveness; working with others; use of initiative; negotiating skills; assertiveness skills; social skills
Time management: prioritising workload; setting work objectives; making and keeping appointments; working steadily rather than erratically; time for learning; reliable estimate of task time
Problem solving: problem analysis; researching changes in the workplace; generating solutions; choosing a solution
- Understand the dynamics of working with others
Working with others: nature and dynamics of team and group work; informal and formal settings, purpose of teams and groups eg long-term corporate objectives/strategy; problem solving and short-term development projects; flexibility/adaptability; team player
Teams and team building: selecting team members eg specialist roles, skill and
style/approach mixes; identification of team/work group roles; stages in team development eg team building, identity, loyalty, commitment to shared beliefs, team health evaluation; action planning; monitoring and feedback; coaching skills; ethics; effective leadership skills eg setting direction, setting standards, motivating, innovative, responsive, effective communicator, reliability, consistency
4 Be able to develop strategies for problem solving
Specification of the problem: definition of the problem; analysis and clarification Identification of possible outcomes: identification and assessment of various alternative outcomes
Tools and methods: problem-solving methods and tools
Plan and implement: sources of information; solution methodologies; selection and implementation of the best corrective action eg timescale, stages, resources, critical pathanalysis
Evaluation: evaluation of whether the problem was solved or not; measurement of solutionagainst specification and desired outcomes; sustainability
Scheme of work
Accrediting Body: Pearson BTEC
Course:Pearson BTEC HND IN TRAVEL AND TOURISM MANAGEMENT
Unit 24: Employability Skills
| Wk | | Lecture Schedule | Outcome of session | Activity/seminar and formative assessment | Resources |
1
| am | Introduction to employability skills
Own responsibilities: personal responsibility; direct and indirect relationships and adaptability,
decision-making processes and skills; ability to learn and develop within the work role;
employment legislation, ethics, employment rights and responsibilities
| Introduction to the module, mode of assessment, awareness of the awarding body, assessment criteria and the mode of assessment
Assess own responsibilities
| Background of the expectations for the awarding body | Module handbook. |
| pm | Performance objectives:setting and monitoring performance objectives
| Set and monitor SMART performance objectives | Case study and addressing the learning outcome 1.1 |
Power point slides
|
2
| am | Individual appraisal systems:uses of performance appraisals eg salary levels and bonus
payments, promotion strengths and weaknesses, training needs; communication; appraisal
criteriaeg production data, personnel data, judgemental data; rating methods eg ranking,
paired comparison, checklist, management by objectives
| Define performance appraisal
Explain the uses of performance appraisal
Identify and assess the appropriateness of different criteria used in performance appraisal
Evaluate own effectiveness against specified objectives
| Case study and addressing the learning outcome 1.1, 1.2, 1.3
| Power point slides |
| pm | Motivation and performance: application and appraisal of motivational theories and
techniques, rewards and incentives, manager’s role, self-motivational factors
Assignment discussed and revised
| Expected Define motivation and explain its importance to the organisation, teams and individuals.
Explain content and process theories of motivation: Maslow, Herzberg, McGregor, and Vroom.
Identify and explain how reward systems can be designed and implemented to motivate teams and individuals.
Understand how motivational techniques can be used to improve day to day effectiveness in meeting on-going performance standards associated with the job.
Addressing the LO and case study
| Case study and addressing the learning outcome 1.4 | Power points slides |
| 3 | am | Effective communication:verbal and non-verbal eg awareness and use of body language,
openness and responsiveness, formal and informal feedback to and from colleagues; ICT as
an effective communication medium; team meetings
| Explain the communication process
Be able to communicate effectively with people from different cultures
Describe the role of information and communication technology as an effective communication medium
| Case study and addressing the learning outcome 2.2 | Power point slides, |
| pm | Interpersonal skills:personal effectiveness; working with others; use of initiative; negotiating
skills; assertiveness skills; social skills
Assignment discussed and revised.
| Identify interpersonal skills for effective managers
Assess own interpersonal skills and determine areas where improvement is required
Addressing the LO and case study
| Case study and addressing the learning outcome 2.1 |
Assignment case study and workshop
|
4
| am
| Time management:prioritising workload; setting work objectives; making and keeping
appointments; working steadily rather than erratically; time for learning; reliable estimate of
task time
| Explain the importance of effective time management.
Describe the barriers to effective time management
Identify effective time management strategies
| Case study and addressing the learning outcome 2.3
| Power point slides |
pm
| Problem solving: problem analysis; researching changes in the workplace; generating
solutions; choosing a solution
| Identify and analyse work based problems
Research changes needed in the workplace
Generate possible solutions to the problem
Select the best solution to resolve the problem
| Case study and addressing the learning outcome 2.1 | |
| AM | Assignment draft of Task 1 | Recap and Formative feedback on LO1 | Group discussion, Question and answer. | Assignment brief |
| PM | Assignment draft of Task 2 | Recap and Formative feedback on LO2 | Formative feedback | Assignment brief |
| 6 | am | Working with others: nature and dynamics of team and group work; informal and formal
settings, purpose of teams and groups eg long-term corporate objectives/strategy; problem
solving and short-term development projects; flexibility/adaptability; team player
| Explain the differences between a group and a team.
Identify nature and dynamics of group and team approaches to work
Define the purposes of a team and groups
Identify different types of teams used in an organisation such as top teams, cross functional teams, problem solving teams, project teams, task force teams, sales teams, virtual teams, quality circle teams, and self-directed teams
| Case study and addressing the learning outcome 3.1,3.2 | Power point slides |
| 7 | am | Teams and team building: selecting team members eg specialist roles, skill and style/approach mixes; identification of team/work group roles; stages in team development eg team building, identity, loyalty, commitment to shared beliefs, team health evaluation; action planning; monitoring and feedback; coaching skills; ethics; effective leadership skills eg setting direction, setting standards, motivating, innovative, responsive, effective communicator, reliability, consistency
Assignment discussed and revised.
| Explain the roles people play in a team by using Belbin’s team roles theory
Explain how a people can work together in a team to achieve shared goals
Explain stages of team development by using Tuckman’s theory of team development
Explain the characteristics of effective teams
Identify effective leadership skills needed to ensure the success of a team
Addressing the LO and case study
|
Case study and addressing the learning outcome 3.1, 3.2, 3.3
| Power point slides |
| pm | Specification of the problem: definition of the problem; analysis and clarification
Identification of possible outcomes: identification and assessment of various alternative outcomes
Tools and methods: problem-solving methods and tools
| Be able to a define, analyse and clarify a problem
Be able to identify possible outcomes
Assess various outcome based on predetermined criteria
Identify and assess appropriate problem solving tool and methods
| Case study and addressing the learning outcome 4.1 | Power point slides |
| 8 | am | Plan and implement: sources of information; solution methodologies; selection and implementation of the best corrective action eg timescale, stages, resources, critical path analysis | Identify sources of information to be used in researching the problem
Identify solution methodologies
Be able to select and implement the best option to resolve the problem
Addressing the LO and case study
| Case study and addressing the learning outcome 4.2 | |
| pm | Evaluation: evaluation of whether the problem was solved or not; measurement of solution against specification and desired outcomes; sustainability | Evaluate whether the problem was resolved or not
Carry out measurement of solution against specification
Explain whether your proposed solution is sustainable
| Case study and addressing the learning outcome 4.3 | |
| 9 | am | Assignment draft of Task 3 | Recap and Formative feedback on LO3 | Group discussion, Question and answer. | Assignment brief |
| pm | Assignment draft of Task 4 | Recap and Formative feedback on LO3 and LO4 | Formative feedback LO1 and LO2 | Assignment brief |
| 10 | Assignment Support and Feedback | | | | |
Recommended text and links:
Resources
Learners need access to a range of work related examples such as appraisal and
development systems health checks, job descriptions, action plans, communication strategies.
Textbooks
Learners should use the latest edition if available.
Key text books
Trought, F. (2011), Brilliant employability skills, Harlow Prentice Hall ISBN 9780273749936
Hind D. W. G. and Moss S., (2005), Employability skills, Sunderland, Business Education Publishers,. ISBN 1901888401, 9781901888409
Little B and et al (2004), Employability and work-based learning, York: Higher Education Academy. ISBN 1904190596
Robbins S.P. and Hunsanker P.L., (2011), Training in interpersonal skills: tips for managing people at work,6th ed.
Upper Saddle River, N.J. Pearson/Prentice Hall,
Gold J and et al., (editors), (2010) .Human resource development: theory and practice / New York: Palgrave Macmillan, ISBN 9780230216877 (pbk.), 0230216870 (pbk.)
Bingham R. and Drew S. (1999), Key work skills ,Aldershot, Hampshire, Gower, ISBN 0566081830 (pbk.)
Armstrong M. (2012), Armstrong’s handbook of management and leadership : developing effective people skills for better leadership and management 3rd ed., London ; Philadelphia,Kogan Page,. ISBN 9780749465520 (pbk.)
Armstrong M (2009), Armstrong’s handbook of human resource management practice, Eleventh ed.
London ;Philadelphia : Kogan Page,.
Others relevant texts
Magazines, journals and newspapers
The Financial Times, The Times, The Telegraph, The Guardian and other daily newspapers
Websites
Teaching and Learning Activities
The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.
2.3 Teaching Ethos
The college’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career.
2.3.1 Methods of Delivery:
LECTURES:
These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively.
SEMINARS:
These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills.
CASE STUDIES: An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.
Plagiarism:
Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:
Plagiarism is presenting someone’s work as your own. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)
Assessment:
The module will be assessed meeting all the LO as specified by the awarding body Pearson BTEC.
Please read the instructions carefully while addressing the tasks specified.
Contribution: 100% of the module
Outline Details: Details enclosed in the assignment brief
ASSIGNMENT BRIEF
| Unit number and title | Unit 24: Employability Skills |
| Qualification | Pearson BTEC HND Travel and Tourism Management |
| QCF Level | 5 |
| Start date | 11/09/2017 |
| Assignment hand out date | 11/09/2017 |
| Deadline/ hand-in | 19/11/2017 (23:59) |
| Assessor | |
TASK 1 to TASK 4: You are required to follow the instructions as specified towards each task and support with a research by using supportive materials like books, websites, etc., and give a feedback on the findings by relating your arguments to specific organisations, and all examples MUST be relevant to the travel and tourism sector.
The purpose of the assignment:
This assignment provides learners with the opportunity to acquire honed employability skills required for effective employment.
Scenario
Choose an organisation you are familiar with in the Travel and Tourism Sector-or the case study of Travelodge
Our Managers lead the overall running of their hotel, motivating and inspiring their team to be the best they can be. Maximising sales and profits and meeting agreed targets, their role is to be brilliant communicators and always lead by example. Above all, their focus is on our customers, making sure they’re happy, have everything they need and will visit Travelodge again and again. //www.travelodge.co.uk
The relevant answers need to be reflected on the chosen organisation within the travel and tourism sector.
Task 1 (LO1, AC1.1, 1.2, 1.3, 1.4, M1, M2, M3, D1, D2, D3)
Choose an organisationyou are familiar within the Travel and Tourism Sector-or with reference to the case study of Travelodge.
To address the Learning Outcomes and assessment criteria’s as specified below choose a managerial title and its job description and give a written report addressing the following:
1.1 Develop a set of own responsibilities and performance objectives
1.2 Evaluate own effectiveness against defined objectives
1.3 Make recommendations for improvement
1.4 Review how motivational techniques can be used to improve quality of performance
To achieve 1.1, 1.2, 1.3 and 1.4, you can benefit by relating to evidence from PPD 2.1 or use suitable evidence from class activities and work experience.
Task 2 (LO2, AC2.1, 2.2, 2.3, M1, M2, M3, D1, D2, D3)
You are still working in the same organisation and role used in Task 1. You need to carry out a research by using supportive materials like books, websites, etc., and address the following:
2.1 Develop solutions to work-based problems. You need to develop solutions to at least two work-based problems identified during your work experience or in your role as a manager at Travelodge Hotel(a written report).
2.2 Communicate in a variety of styles and appropriate manner at various levels. You need for example towrite a formal letter to senior management of the hotel to inform them about the problem and a memo to all staff
2.3 Identify effective time-management strategies in relation to the work-based experience or in your role as a manager at Travelodge.Present your evidence as a written report to your line manager.
To achieve 2.1, 2.2, and 2.3, you can benefit by relating to evidence from PPD 4.1, 4.2, and 4.3, or use suitable evidence from class activities and work experience. This shows you can make abetter judgement.
TASK 3 (LO3, AC3.1, 3.2, 3.3, M1, M2, M3, D1, D2, D3)
You are still working in the same organisation and role as in Task 1. You have realised that employees are more interested in achieving individual targets instead of team goals and this has hampered the performance of the team. Staff turnover has been increasing due to unhealthy competition and lack of clear team roles. Three new employees have joined your team to replace those who have left. You are organising an internal training event for your team and you need to prepare an employee induction pack on the dynamics of working with others to achieve shared goals. The induction pack should include the following:
3.1 Explain the roles people play in a team and how they can work together to achieve shared goals
3.2 Analyse team dynamics
3.3 Suggest alternative ways to complete tasks and achieve team goals
TASK 4 (LO4, AC4.1, 4.2, 4.3, M1, M2, M3, D1, D2, D3)
You are still working as a manager in the same organisation. You have done well in preparing the induction pack. Your final Task is to develop strategies to solve the problem of employee turnover in your chosen organisation or Travelodge Hotel. Write a formal management report to discuss with a senior manager at the hotel addressing the following:
4.1 Evaluate tools and methods for developing solutions to problems with reference to your chosen organisation or Travelodge Hotel
4.2 Evaluate tools and methods for developing solutions to problems with reference to your chosen organisation or Travelodge Hotel
4.3 Evaluate the potential impact on the business of implementing the strategy. You should consider both financial and non-financial impacts on the business.
Assignment Guidelines:
- Produce evidence for each task as specified. Use a standard report structure where requested, Word-process the report and use a Normal script of a proper font size 12. Complete the front cover
- It should be uploaded on ULearn platform before the deadline.
- Assignments submitted after the deadline will not be accepted unless mitigating circumstances supported with valid evidence.
- Collusion and Plagiarism must be avoided.
- Start each answer on a new page and pages should be numbered. Highlight each question clearly.
- Include a Bibliography at the end of the assignment and use the Harvard referencing system. All work should be comprehensively referenced and all sources must be fully acknowledged, such as books and journals, websites (include the date of visit), etc.
- Try to give the page numbers, publishers’ details and the year of publication
- In order to pass you need to address all the LO
- In order to get a merit you need to first pass and then address the characteristics of M1, M2, M3
- In order to get a Distinction you need to first pass, address all the merit characteristics and then address the characteristics of D1, D2 and D3.
Plagiarism:
Any act of plagiarism will be seriously dealt with according to the colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:
Plagiarism is presenting someone’s work as your own. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework from another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the college procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)
Command words
| |
| Analyse | These tasks require you to explore the different aspects of an issue, considering the relative significance of each. You would normally need to explore causal relationships, examining how an action will lead to a particular reaction. This type of task would not normally require you to make judgements, but rather to drill down into an issue, exploring relationships in depth. |
| Assess | This requires you to weigh up the positive and negative aspects of something. Alternatively, it might require you to explore the important and unimportant aspects of an argument. You should build these strands into a balanced argument before reaching a final balanced conclusion. |
Critically
analyse
| This is a term you are unlikely to have seen before on your Level 3 or A level courses. This is when you have to explore the strengths and weaknesses of the ideas of a theorist or claims made by a professional body before reaching a final, balanced conclusion. You would normally begin by presenting the initial idea and arguments in favour of it, before introducing contradictory arguments. When you present the arguments, you should present their relative merits (e.g. their strengths and weaknesses) before summarising your arguments and reaching a final conclusion. |
| Communicate | Convey ideas or information to others. |
| Develop | Grow or progress a plan, ideas, skills and understanding |
| Explain | To give an account of the purposes or reasons. |
| Evaluate | This type of question will require you to give an opinion on an issue, which you should support with relevant evidence. You should ensure that your response provides a balanced view of the issue, exploring points for and against your argument. This should lead to an overall conclusion where you summarise your main arguments and explain how you have come to your final decision. |
| Identify | Indicate the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities. |
| Justify | This requires you to provide arguments in support of a particular interpretation of or perspective on something. This should be based on the use of theoretical justifications applied to normal business practice. |
| Make | Skills to make or do something, for example, a display or set of accounts. |
| Review | Make a formal assessment of work produced.
The assessment allows learners to:
● appraise existing information or prior events
● reconsider information with the intention of making changes, if necessary.
|
| suggest | Give possible alternatives, produce an idea, put forward, for example, an idea or plan, for consideration. |
Unit 24: Employability Skills
| Learning outcomes | Assessment criteria for a pass | Task |
LO1 Be able to determine own
responsibilities and performance
| 1.1 | Develop a set of own responsibilities and performance objectives | 1 |
| 1.2 | Evaluate own effectiveness against defined objectives | 1 |
| 1.3 | Make recommendations for improvement | 1 |
| 1.4 | Review how motivational techniques can be used to improve quality of performance | 1 |
LO2 Be able to develop
interpersonal and
transferable skills
| 2.1 | Develop solutions to work-based problems | 2 |
| 2.2 | Communicate in a variety of styles and appropriate manner at various levels | 2 |
| 2.3 | Identify effective time-management strategies | 2 |
| LO3 Understand the dynamics of working with others | 3.1 | Explain the roles people play in a team and how they can work together to achieve shared goals | 3 |
| 3.2 | Analyse team dynamics | 3 |
| 3.3 | Suggest alternative ways to complete tasks and achieve team goals | 3 |
| LO4 Be able to develop strategies for problem solving | 4.1 | Evaluate tools and methods for developing solutions to problems | 4 |
| 4.2 | Develop an appropriate strategy for resolving a particular problem | 4 |
| 4.3 | Evaluate the potential impact on the business of implementing the strategy | |
A Pass grade is achieved by meeting all the requirements listed in the assessment criteria above. Additionally, you have the opportunity to submit evidence in order to achieve the following Merit and Distinction grades.
| Outcomes/criteria: | Indicative characteristics | Contextualised evidence
|
| M1. Identify and apply strategies to find appropriate solutions. | . Effective judgments have been made.
. An effective approach to study and research has been used.
| To achieve M1, You will need to evidence an effective approach to study with good research skills being used across the assignment. Make effective judgementsfor example in1.2, 1.3, 4.1, 4.2, 4.3 or relating your work to PPD unit to demonstrate acquired and interpersonal skills. |
| M2. Select/ design and apply appropriate methods/ techniques. | A range of sources of information used. | A range of sources of information used in the assignment and correctly referenced for example motivation techniques 1.4, team roles 3.1, team dynamics 3.2 |
| M3. Present and communicate appropriate findings. | A range of methods of presentation has been used.
. Logical and coherent arguments have been presented.
| To achieve M3, the presentation and communication of tasks 1 to 4 should be appropriately presented. All the learning outcomes should be addressed and applications evidenced as per tasks requirements such as written report, formal letter, information pack, management report. Present your arguments logically and coherently for example in 1.4, 2.2, 3.3, and 4.3.
|
| Distinction Description: | | | |
| D1. Use critical reflection to evaluate own work and justify valid conclusion. | Evaluation has taken place using defined criteria
| To achieve D1 you will need to justify valid conclusions made in any of tasks such as 1.2, 1.3, 3.1, 3.2, 3.3, 4.1, 4.2 and 4.3. There is also need to evidence appropriate evaluations in tasks 1.2, 4.1 and 4.3. You can benefit by relating your evidence to PPD unit. |
| D2. Take responsibility for managing and organizing activities. | Autonomy/independence demonstrated | To achieve D2 you will have demonstrated autonomy across your assignment backed by effective independent research. You will need to have met the deadlines to submit all the tasks and achieved the unit assessment criteria. There is also need to demonstrate interdependence in learning outcome across the assignment. |
| D3. Demonstrate convergent, lateral and creative thinking | Receptiveness to new ideas has been demonstrated.
| To achieve D3, your work needs to demonstrate creative thinking and receptiveness to new ideas across the assignment, especially in 2, 1, 3.3 and 4.2. |
| Evidence checklist | Summary of evidence required by student | Evidence presented |
| Task 1 | Written report
| |
| Task 2 | Written report, formal letter, memo | |
| Task 3 | Anemployee induction pack | |
| Task 4 | Management report | |
Achievement Summary
The Following Sections to be completed by the assessor:
Qualification
| HND Travel and Tourism Management |
Assessor name
| |
Unit Number and title
| 24 Employability Skills |
Student name
| |
|
| Criteria Reference | To achieve the criteria the evidence must show that the student is able to: | Achieved?
(tick)
|
| 1.1 | Develop a set of own responsibilities and performance objectives
| |
| 1.2 | Evaluate own effectiveness against defined objectives | |
| 1.3 | Make recommendations for improvement
| |
| 1.4 | Review how motivational techniques can be used to improve quality of performance | |
| 2.1 | Develop solutions to work-based problems
| |
| 2.2 | Communicate in a variety of styles and appropriate
manner at various levels
| |
| 2.3 | Identify effective time-management strategies | |
| 3.1 | Explain the roles people play in a team and how they can work together to achieve shared goals | |
| 3.2 | Analyse team dynamics | |
| 3.3 | Suggest alternative ways to complete tasks and achieve
team goals
| |
| 4.1 | Evaluate tools and methods for developing solutions to
problems
| |
| 4.2 | Develop an appropriate strategy for resolving a
particular problem
| |
| 4.3 | Evaluate the potential impact on the business of implementing the strategy | |
| Higher Grade achievements (where applicable) |
Grade descriptor
|
Achieved?
(tick)
|
Grade descriptor
|
Achieved?
(tick)
|
M1: Identify and apply strategies to find appropriate solutions
| | D1: Use critical reflection to evaluate own work and justify valid conclusions | |
M2: Select/design and apply appropriate methods/techniques
| | D2: Take responsibility for managing and organising activities | |
| M3: Present and communicate appropriate findings | | D3: Demonstrate convergent/lateral/creative thinking |
Next, learners consider the use of environmental analysis in marketing principle and carry out their own analyses at both macro and micro levels. They will also investigate the importance of market segmentation and how this leads to the identification and full specification of target groups. Learners then consider buyer behaviour and positioning.