Career Development Plan (15%) UCW Individual assignment
Career Development Plan (15%) Individual assignment Due: Week 10  Students will complete TriMetrix assessment and use their results to formulate a career development plan to create a unique identity/brand for themselves. Prepare your own five-year career development plan about ‘What do you intend to do professionally in the next 5 years (1st year, 2nd year, 3rd year, 4th & 5th year)’?  Your plan must be presented in time-line format (This can be done using MS Project and multiple other software). Your plan will also be assessed on the basis of how creative your timeline is. Simple timelines (a simple table of one made using word) will be marked down. Be very specific with your timeline, provide dates for when you will achieve different things mentioned in your timeline. For instance, if you mention in your timeline, you will attempt an exam provide a DATE of when you will attempt that exam. Also include the COSTS associated with completing different activities. Your career plan must address and consider the following items:    What are your career objectives? What position, field or industry do you want to work in/for? (To be answered in introductory paragraph – Max 1 page)  Which province in Canada and why? (This needs to be supported with job market analysis such as employment options, field attractiveness- current job openings within your field, income potential/salary rates across different provinces– I want to see a lot of statistics in here – Don’t make this section descriptive – use graphs, pie-charts, salary benchmarking tables from federal and provincial reliable sources)   If you in intend to work for an organization, what are the possible promotional opportunities for career growth and what senior level position do you wish to obtain? How long will it take for you to obtain your next promotion within your field? What certificate will be needed for promotion? how many years of experience will be required for the promotion? (Again, maximum one page in writing and also included these promotions in your timeline)   An inventory of your current skills, abilities, training, and education and the required qualifications for your desired position? (Strictly use a table to outline your current education as well as all job-specific skills, certificates etc., that you have. Only mention the certificates/degrees acceptable in Canada, see NOC website for reference)   From your time- line Identify three action steps that are crucial to achieving your stated career development plan. These steps are usually those without which your plan cannot proceed. (Put a heading action steps and describe them in short paragraphs- 3-4 lines maximum)   Identify potential barriers that might prevent you from reaching your stated career goals and objectives. (In bullet points – make sure they are all realistic and applicable to you. Just imagine what problems would you face while starting your professional career in Canada)  You can use https://www.ganttproject.biz/download/gp30 for your timeline. APA writing conventions should be followed in the plan with sources/ websites referred to, properly referenced and cited including in APA format, the report must demonstrate analysis of the material and its application to the workplace. The submission date is mentioned in the course schedule (i.e., week 10) in course syllabus. All submissions will be made on Moodle. Please note that assignment submissions are ONLY accepted on Moodle and NOT on email. Kindly rename your assignment file by your respective name before you upload. For example, if John Smith is submitting his assignment his assignment file name should be “Johnsmith”. The career development plan will be graded from 15% as per the rubric mentioned below. Appendix – A Assessment Rubric for Career Development Plan 1-4 Scale   Percentage Score Weight 0-59 60-67 68-71 72-75 76-79 80-84 85-89 90-100 Grades F C B- B B+ A- A A+ Mastery Level Beginning Developing Competent Mastery Standard Level Below Standard Approaching Standard At Standard Exceeds Standard DESCRIBING EXPERIENCE Student provides a description of the experience, observation, activity, reading, etc. upon which he or she is reflecting 20 Automatic/superficial responses with little conscious/deliberate thought or reference to existing knowledge; responses are offered without attempting to understand them Makes use of existing knowledge without an attempt to evaluate/appraise knowledge; demonstrates understanding but does not relate to other experiences or personal reaction Active and careful consideration of existing knowledge and articulates new understanding of knowledge as a result of experience Critically reviews existing knowledge, questions assumptions, and articulates new perspectives as a result of experience DIRECTED TOPIC REFLECTION Evidence that the student has questioned or evaluated their prior perceptions, actions, or beliefs about (Collaboration, Professionalism, Autonomy, etc.) 20 No evidence of insights about personal reflection or limited to description of general opinions and behaviors without reflection on underlying assumptions, habits, or values driving those opinions or behaviors. Limited/superficial insight about student’s personal assumptions, habits, or values and the opinions or behaviors upon which the student is reflecting. Reflection – Making connection between student’s personal assumptions, habits, or values and the opinions or behaviors upon which the student is reflecting. Critical reflection – Critical evaluation (questioning, examining more closely) student’s personal assumptions, habits, or values and their connection to the opinions or behaviors upon which the student is reflecting in light of other perspectives. CONNECTION ACADEMIC CONCEPTS Quality of “Lessons Learnt”. Student uses coursework, reading, or independent research to advance reflection as appropriate. 20 Connections are not drawn between experience and class content (concepts/theories) or literature. No use of TriMetrix results. Connects experience with class content (concepts/theories) but remains superficial or abstract. Some use of TriMetrix results. Demonstrates clear connections between experience and class content (concepts/theories); evidence of application of theory. Fair use of TriMetrix results. Demonstrates superior connection between experience and class content (concepts/theories) and literature; evidence of application of theory and reconstruction of perspective. Substantial use of TriMetrix results. GOAL SETTING & PLANNING Students connect personal values and life purpose to the motivation and inspiration behind their goals. Students locate programs, information, people, and opportunities to support and reality test their goals 10 the goals and plans were poorly illustrated or with identifying no goals and plans Identifies basic short- and long-term goals for time in class. No or little identification of specific skills, resources and activities to enhance life experience or support academic and career goals Explains how short- and long-term goals are linked to their overall reasons for attending college and/or personal aspirations. Provides description of short- and long-term goals and why these goals are relevant to academic and career success. Presents a course plan for 2-4 years Identifies skills and experiences needed and describes specific resources available to support achieving academic and success Describes short- and long-term goals as well as connections between personal, academic and career goals and how the goals support each other. Fully integrates a well-thought personal 2–4-year course plan with necessary skills and relevant resources and experiences available to support achieving academic and career success. Provides detailed information on how resources and experiences will develop specific skills and knowledge in academic and career field Style & Mechanics (Actual Total 25%)     APA Application of the requirements of the 7th APA manual to create a standardized formatted report 10 Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling 7th Ed. APA Manual is followed with significant errors in:title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with minor errors in:formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context 7th Ed. APA Manual is followed with no errors including:properly formatted title page, properly formatted references pages, in-text citations are correctly used, paraphrasing and direct quotes are properly used in the correct context Grammar/Punctuation/SpellingUse of proper English language grammar, spelling and punctuation to create a readable paper. 10 Sentences are lacking in completeness, clearness, conciseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used. Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling Readability & StyleClarity of thought and appropriate level of language use that brings the author’s thoughts and ideas to the reader. 10 Sentences need to be more complete, clear, concise and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used too much. Sentences are mostly complete, clear, concise and well-constructed. Transitions mostly maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used sparingly. Sentences are consistently complete, clear, concise and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is completely appropriate to audience/assessment. No colloquial language or inappropriate use of paraphrasing used. Marks 100 Additional Comments
Career Development Plan (15%) UCW Individual assignment
OBHR Comparative Case Study (20%) Individual assignment Due: Week 11 Prepare a 1500-word comparative case study. Adhere to the following format while preparing the case study.     Choose two well documented case studies of different organizations.  One case study should be based on success story like Apple, Google, Microsoft. Other case study should focus on organizational failure/project failure etc. like Blueberry, Nokia, Yahoo. Analyze the organizational structure and culture for both organizations.   What is the mode of communication adopted by both organizations? How do employees interact with each other?  What kind of leadership style these organizations prefer/follow? What is the management style of both organizations?  Explain how the organizational culture, structure and management style effects/relates to the success and failure of the organization? What is the HR Strategic planning, recruitment and selection strategy, performance/ talent management strategy of both the organizations?  Based on the analysis performed propose suggestions and recommendations (5-6) based on the OBHR concepts learned in the course for both organizations.    Report Requirements   The report must include a title page, table of contents, introduction, multiple supporting body paragraphs, conclusion and list of references.   Students must use a minimum of 10 references. All references must come from peer-reviewed academic journals (UCW University Library); additional references may be from trade and practitioner publications or online search engines.   Students must use APA format when citing literature.  Students are encouraged to use Grammarly to avoid plagiarism. If plagiarism is identified in the paper, the student will receive a zero for the assignment.   Do not exceed the word-limit. Marks will be deducted for excessive length.   APA writing conventions should be followed in the report with a minimum of ten (10) sources referenced and cited including in-text citations (if you are presenting another author’s ideas in your own language you still have to provide the in-text citation of that author), references in APA format, the report must demonstrate analysis of the material and its application to the workplace. Title of the company cannot be your report title due to copyright reasons. The submission date is mentioned in the course schedule (i.e., week 11) in course syllabus. All submissions will be made on Moodle. Please note that assignment submissions are ONLY accepted on Moodle and NOT on email. Kindly rename your assignment file by your respective name before you upload. For example, if John Smith is submitting his assignment his assignment file name should be “Johnsmith”. The report will be graded from 20% as per the rubric mentioned below. Appendix – A Assessment Rubric for OBHR Comparative Case Study 1-4 Scale   Percentage Score Weight 0-59 60-67 68-71 72-75 76-79 80-84 85-89 90-100 Grades F C B- B B+ A- A A+ Mastery Level Beginning Developing Competent Mastery Standard Level Below Standard Approaching Standard At Standard Exceeds Standard Executive Summary/Abstract 5 Executive summary or Abstract missing or poorly constructed Executive summary or Abstract inadequate Executive Summary or Abstract Executed Adequately Executive Summary or Abstract Executed in Superior Fashion Problem Identification & Scope 10 Shows little understanding of the issues, key problems, and the company’s present situation and strategic issues. Shows some understanding of the issues, key problems, and the company’s present situation and strategic issues. Shows adequate knowledge of the issues, key problems, and the company’s present situation and strategic issues. Shows superior knowledge of the issues, key problems, and the company’s present situation and strategic issues. Content 10 Does not address the case question with little relevant evidence (e.g., details, examples, facts, and expert opinions) Central idea and clarity of purpose are absent or incompletely expressed and maintained Lacks most of the necessary case parts Does not comments on (/evaluates) the differences Not all the major similarities and / or differences have been a (e.g., details, examples, facts, and expert opinions) Includes only a few of the necessary case parts Central idea and clarity of purpose are expressed though perhaps too vaguely or broadly Only minimally comments on (/evaluates) the differences Generally, addresses the case question by providing most major similarities and / or differences but loses focus at times by focusing on minor details Uses a few details, examples, facts, and expert opinions to elaborate on similarities and / or differences Includes most of the necessary case parts Comments on (/evaluates) some of the differences Addresses the case question by providing all major similarities and / or differences Uses some details, examples, facts, and expert opinions) to elaborate on the similarities and / or differences Includes all the case parts Comments on (/evaluates) the differences Case Analysis 15 Analysis of case poor analysis of issues of the case, supporting detail is incorrect or missing. No use of material from the textbook and course. Analysis of case shows inadequate levels of analysis of issues of the case, provides little supporting detail. Some material from the textbook and course was used. Analysis of case shows adequate levels of analysis of issues of the case, provides supporting details. Good use of material from the textbook and course. Analysis of case shows superior levels of analysis of underlying issues that are not necessarily readily apparent, uses appropriate levels of supporting detail. Substantial use of material from the textbook, library, and course. Recommendation and Conclusions 10 Recommendations and/or plans of action provided that are mostly incorrect or absent. No use of material from the textbook and course. Recommendations and/or plans of action provided that are partially correct, alternate viewpoints not considered. Some material from the textbook and course was used. Specific recommendations and/or plans of action provided that are substantially correct, alternate viewpoints may be considered. Good use of material from the textbook and course. Specific recommendations and/or plans of action provided that go beyond the expected scope of the case fully supported by data, alternate viewpoints fully considered. Substantial use of material from the textbook, library, and course. Organization & Critical Thinking     Coherence, Cohesion, organization, demonstration of thought process, analysis of problem using own thoughts and ideas 20 Similarities and differences have been clearly organized using either the block or thematic method. Very clear relationship between ideas Accurate use of connectors Accurate use of pronouns Clear match between the topic sentence, supporting sentences and concluding sentence in each body paragraph Similarities and differences are organized generally clearly using the block or thematic method but one of the paragraphs may cover more than one main idea Generally clear relationship between ideas Mostly correct use of connectors. Mostly correct use of pronouns The topic sentence, supporting sentences and concluding sentence (if any) support one main idea. Similarities and differences are organized generally clearly using the block or thematic method but one of the paragraphs may cover more than one main idea Generally clear relationship between ideas Mostly correct use of connectors. Mostly correct use of pronouns The topic sentence, supporting sentences and concluding sentence (if any) support one main idea. Similarities and differences have been clearly organized using either the block or thematic method. Very clear relationship between ideas Accurate use of connectors Accurate use of pronouns Clear match between the topic sentence, supporting sentences and concluding sentence in each body paragraph Style & Mechanics     APA Application of the requirements of the 7th APA manual to create a standardized formatted presentation 10 7th Ed. APA Manual is not followed or there are significant errors in:title page & references pages. In-text citations, paraphrasing and direct quotes are quite inadequate but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with significant errors in:title page & references pages. In-text citations, paraphrasing and direct quotes are lacking but do not rise to the level of plagiarism 7th Ed. APA Manual is followed with minor errors in:formatted title page, formatted references pages, in-text citations, paraphrasing and direct quotes are adequately used in the correct context 7th Ed. APA Manual is followed with no errors including:properly formatted title page, properly formatted references pages, in-text citations are correctly used, paraphrasing and direct quotes are properly used in the correct context Grammar/Punctuation/SpellingUse of proper English language grammar, spelling and punctuation to create a readable presentation. 10 Grammar and sentence structure has major problems following standard English rules and reads with difficulty with major errors in punctuation and spelling Grammar and sentence structure has problems following standard English rules and reads with some difficulty with errors in punctuation and spelling Grammar and sentence structure mostly follows standard English rules and reads reasonably well with few errors in punctuation and spelling Grammar and sentence structure follows standard English rules and reads well with excellent punctuation and spelling Readability & StyleClarity of thought and appropriate level of language use that brings the author’s thoughts and ideas to the reader. 10 Sentences are lacking in completeness, clearness, conciseness and are not well-structured. Transitions do not maintain flow of thought. Words are ambiguous. Tone is inappropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used. Sentences need to be more complete, clear, concise and well-constructed. Transitions do not maintain flow of thought well. Words are not precise and have some ambiguity. Tone is not appropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used too much. Sentences are mostly complete, clear, concise and well-constructed. Transitions mostly maintain flow of thought. Words are mostly precise with little ambiguity. Tone is mostly appropriate to audience/assessment. Colloquial language or inappropriate use of paraphrasing is used sparingly. Sentences are consistently complete, clear, concise and well-constructed with strong, varied structure. Transitions consistently maintain flow of thought. Words are quite precise and unambiguous. Tone is completely appropriate to audience/assessment. No colloquial language or inappropriate use of paraphrasing used. Marks 100 Additional Comments