Assignment Brief As part of the formal assessment for the programme, you are required to submit a...

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Assignment Brief As part of the formal assessment for the programme, you are required to submit a Skills for Learning in Care assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments. Learning Outcomes: After completing the module, you should be able to: 1. Identify the skills required within the workplace, and illustrate their use and application, particularly within a management and/or practitioner context 2. Identify personal qualities and transferable skills necessary for employability and further study and use methods of enquiry to explore personal development opportunities and related issues 3. Demonstrate the ability to communicate discipline specific information in an appropriate form as specified. 4. Identify, retrieve and evaluate discipline specific material for a given purpose and use such material appropriately. Graduate Attribute: Manage employability, utilising the skills of personal development and planning in different contexts to contribute to society and the workplace. Your assignment should include a title page containing your student number, the module name, the submission deadline, and a word count; the appendices if relevant; and a reference list in Arden University (AU) Harvard format. You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work. Maximum word count: 3000 words Please note that exceeding the word count will result in a reduction in grade proportionate to the number of words used in excess of the permitted limit.  Page 3 of 7 [842] Assignment Task Question 1 Using the Kolb XXXXXXXXXXCycle of learning reflect upon your learning process. Identify your strengths and qualities and reflect upon your personal development and provide an action plan of how you will further develop your personal learning skills. (Learning outcomes 1 and XXXXXXXXXXMarks) (10 out of the 60 marks will be awarded for logical structure, use of suitable fonts and images; and use of grammar, tense, spelling and language XXXXXXXXXXwords) Question 2 Identify two stressors associated with healthcare managers and provide recommendations on different coping strategies. (Learning Outcomes 3 and XXXXXXXXXXMarks XXXXXXXXXXwords) Page 4 of 7 [842] Formative Feedback You have the opportunity to submit QUESTION 1 to receive formative feedback. The feedback is designed to help you develop areas of your work, and it helps you develop your skills as an independent learner. Your work must be submitted via email two weeks prior to the assessment submission date. This is to allow time for you to reflect on the feedback and draft your final submission. Formative feedback will not be given to work submitted after the above date or the date specified by your tutor - if a blended learning student. Guidelines You MUST underpin your analysis and evaluation of the key issues with appropriate and wide-ranging academic research and ensure this is referenced using the AU Harvard system. The My Study Skills Area on iLearn contains useful resources relating to referencing. You must use the AU Harvard Referencing method in your assignment. Additional notes: Students are required to indicate the exact word count on the title page of the assessment. The word count excludes the title page, tables, figures, diagrams, footnotes, reference list and appendices. Where assessment questions have been reprinted from the assessment brief these will also be excluded from the word count. ALL other printed words ARE included in the word count See ‘Word Count Policy’ on the homepage of this module for more information. Page 5 of 7 [842] Submission Guidance Assignments submitted late will not be accepted and will be marked as a 0% fail. Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information, please see the "Guide to Submitting an Assignment" document available on the module page on iLearn. You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is on the homepage of your module and also in the Induction Area).  Page 6 of 7 [842] Assessment Criteria (Learning objectives covered - all) Level 4 is the first stage on the student journey into undergraduate study. At Level 4 students will be developing their knowledge and understanding of the discipline and will be expected to demonstrate some of those skills and competences. Student are expected to express their ideas clearly and to structure and develop academic arguments in their work. Students will begin to apply the theory which underpins the subject and will start to explore how this relates to other areas of their learning and any ethical considerations as appropriate. Students will begin to develop self-awareness of their own academic and professional development. Grade Mark Bands Generic Assessment Criteria First (1) 80%+ Outstanding performance which demonstrates the ability to analyse the subject area and to confidently apply theory whilst showing awareness of any relevant ethical considerations. The work shows an excellent level of competence and confidence in managing appropriate sources and materials, initiative and excellent academic writing skills and professional skills (where appropriate). The work shows originality of thought XXXXXXXXXX% Excellent performance which demonstrates the ability to analyse the subject and apply theory whilst showing some awareness of any relevant ethical considerations. The work shows a high level of competence in managing sources and materials, initiative and very good academic writing skills and professional skills (where appropriate). The work shows originality of thought. Upper second (2: XXXXXXXXXX% Very good performance which demonstrates the ability to analyse the subject and apply some theory. The work shows a good level of competence in managing sources and materials and some initiative. Academic writing skills are good and expression remains accurate overall. Good professional skills (where appropriate). The work shows some original thought. Lower second (2: XXXXXXXXXX% A satisfactory to good performance which begins to analyse the subject and apply some underpinning theory. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are satisfactory and expression remains accurate overall although the piece may lack structure. Satisfactory professional skills (where appropriate). The work lacks some original thought. Third XXXXXXXXXX% Basic level of performance in which there are some omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a basic use of sources and materials. Academic writing skills are limited and there are some errors in expression and the work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative. Marginal fail 30- 39% Limited performance in which there are omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic writing skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative. Page 7 of 7 [842] 29% and below A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.kills for Learning in Care

Sunabh · Accepted Answer

SKILLS FOR LEARNING IN CARE
STUDENT NUMBER: _________________________
MODULE NAME: _________________________
SUBMISSION DEADLINE: _________________________
WORD COUNT: 3172
Introduction
Workplace skills can be defined as a certain set of skills, which may be in a compliance with the requirement of recruiters. It would be essential to consider that depending upon the skills as well as competencies and behaviours, an employer may decide the recruitment of candidate. Certain skills are inherited, such as look and personality while some skills can be acquired such as, good communication, work experience, confidence and much more. This assignment will focus upon the identification of personal skills as attitudes. A reflection upon learning process and skills will be made using Kolb’s cycle and efforts will be made to identify certain stressors among healthcare managers and required skills to cope up with them.
Question 1
Reflection using Kolb's (1984) Cycle
David A. Kolb in 1984 designed Kolb's experiential learning theory (ELT). ELT designed by Kolb’s includes two levels, which are a four-staged learning cycle and four distinct learning styles. Kolb’s theory and learning processes are based upon the internal cognitive processes of learner. There is a range of abstract concepts, which can be implied in a range of situation and the concepts of new development are associated with new experiences in life (Kolb, 1984). The four stages described by Kolb are—
a.) Concrete Experience –
New experiences are essential to acquire new learning because they help to analyse our existing skills and acquire new skills new skills, which would be in a compliance with the requirements of new experience (GUNES, 2017). Being a care practitioner, I have experienced umpteen numbers of immediate, as well as concrete experiences. Every individual requiring service possesses certain distinct requirements. I remember when a 70-year-oldwoman required my support to walk to the washroom but she was from different cultural and linguistic background. She was not able to convey her needs. Likewise, another distinct work experience, which I remember is when a 30 year old asked for my support but was not able to convey exactly what he needed. These experiences allowed me to think and analyse the situations because they presented new and immediate experiences. 
b.) Reflective Observation –
Reflection or review with respect to the new experience allows identifying certain areas of inconsistencies or understanding, which might be lagging (McCarthy, 2016). Considering the above-presented experiences, I can review that I possess good communication skills, friendly attitude, professional behaviour, as well as, caring nature; however, I was not able to communicate with the individuals, from different cultural or linguistic background seeking my help because I lacked non-verbal communication skills. In other words, I acknowledged that formal and professional communication might not be helpful under every situation. Rather, certain situation may require professional and informal approach in order to understand the needs of individuals seeking service. 
c.) Abstract Conceptualisation –
As reflected above also, professional and formal communication has always been my personal strength; however, these skills did not facilitate the interaction with some service users. Therefore, I implied a converging learning style of thinking and then performing. This helped me to analyse that I needs to inculcate informal communication styles in order to provide required services to individuals from distinct cultural and linguistic background. Likewise, I also reviewed that inculcation of non-verbal communication; it may help to communicate with the above presented service users. 
d.) Active Experimentation –
This step suggests implying the modifications to the world around them in order to visualise the results. I identified that inculcating non-verbal communication along with informal communication approach may help with the interaction in certain cases. Therefore, I implied this to another service seeker, a 55-year-old individual who needed help to lie down on bed but was not able to convey his needs. I performed certain gestures with my hands, which indicated lying down or sleeping and the individual agreed with a head nod that, yes he need to lie down. Moreover, he also asked for some juice, which was not permitted to him. Therefore, I nodded my head to reflect rejection and handed him water. This reflects that the analysis and modification of skills were fruitful.
Significance of Completing a Reflection Cycle
Barker et al. (2016) suggested that reflection cycle and the stages suggested by Kolbe could be considered as an effective tool to address the required modifications or skills in compliance to the workplace requirements. Kolb’s cycle is an integrated learning process and each stage is mutually supportive of the succeeding step and feeding to the next stage. Further, the dynamic nature and flexible concepts of this cycle allows entering the cycle during any step and following succeeding logical sequence. 
However, it would be essential to consider that one stage or single stage of this cycle is not an effective procedure on its own. Rather, effective learning occurs only when execution of all stages of model may be done along with the follow up in a logical sequence. Likewise, I understood that reflection is an importance aspect of learning cycle because reflection allows processing the aspects, which may have occurred during the experience. Further, it would be essential to consider that any new experience faced would be worthless, if it were not analysed because new experiences provide areas for improvement in existing skills. Accordingly, it may also allow identifying the information required for the next stage or step.
Kolb and Kolb (2018) presented that experiences can be truly transformational only through the follow up by reflection process. This is majorly because personal experiences evaluates the knowledge an individual may already carry, in my case knowledge carried by me were the professional and formal skills. However, I required adaptability and inculcation of an informal approach while dealing with certain individuals. Active Experimentation stage of Kolb’s cycle can be referred to as final reflection component because the modifications proposed or analysed during the prior step is tested and reflected during the last step.
Moreover, Kolb’s reflective cycle is an effective way of engaging in critical thinking as well as, problem solving skills. This is evident from the above presented situations, inability to comply with the needs of service user is considered as a lag I the required skill set of care practitioner. Likewise, this also inculcates feeling and emotions along with the learning modifications. This is majorly because inability to perform a task may lead to disappointment as a result; I worked on the skills I already possess. Further, this helped me to analyse the new skills or requirements to be inculcated in order to succeed in the areas where I was lagging.

Assignment Brief As part of the formal assessment for the programme, you are required to submit a Skills for Learning in Care assignment. Please refer to your Student Handbook for full details of the...

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