ROYAL DOCKS SCHOOL OF BUSINESS AND LAW
MENTAL WEALTH: PROFESSIONAL EXCHANGE AND APPLIED RESEARCH
Academic Year 2022/23
Module Leader: Sujay Sinha
Email: [email protected]
Room Number: MBA Suite, 4th Floor, DL Building
*Lectures are for content sharing and discussion. Seminars are for application and workshop.
There are three individual assessments for this module that must be submitted as one piece of coursework with the following characteristics:
Important Information: To pass the module student has to pass both the components individually
See below the specifications for the above assessments.
Assessment 1: Professional Learning Badges (30 %) – SPECIFICATIONS
This assessment is based on a learning ‘badge’. keeping in mind that a learning badge is a certificate that a person will get when an institution validates the accomplishment of a learning activity such as workshop, conferences, social work or any educational strategy. The badges to be learned and earned are in alignment with engagement, mental wealth competencies and employability parameters.
The Badges would be earned from the LinkedIn Learning platforms. The details are as follows:
No CRITERIA WEIGHTING (%) 1 Cloud Computing
(LinkedIn Learning Course)
100 2 Excel Advanced Formulas and Functions
(LinkedIn Learning Course)
100 3 Project Management Foundation
(LinkedIn Learning Course)
100 4 Sustainable development Goals
(LinkedIn Learning Course)
You will get guidance in your Seminars and on the HR7004 MOODLE page that you MUST follow – this will show you how to use your UEL LinkedIn Learning Account (do not use your personal LinkedIn account for this – for reasons that will be made clear) – and show you how to access the correct courses to achieve your certificates.
LINKS TO THE CORRECT COURSES ARE PROVIDED ON THE MOODLE PAGE FOR HR7004
We have also provided important guidance on the correct way to use LinkedIn Learning here:
For both of the above see the ‘Assessment and feedback’ tab on HR7004 MOODLE page.
Assessment 2: I– SPECIFICATIONS: Individual portfolio & Research Proposal (40%)
You must complete both the Individual Portfolio & Research Proposal by simply following the instructions on the subsequent pages of this template document. The sections that you will need to complete before your final submission can be checked off one-by-one for your records using this checklist:
Components of this Individual Portfolio & Research Proposal
Part 1: Reflective report on MH In-sessional
Part 2: Research Proposal
The First part of the individual portfolio & Research Proposal:
The Malvern House in sessional would provide the evidence of your current general MBA skills. Based on the results of the diagnostic test and in sessional, you will produce a 250 reflective report wherein you will document the enhancement of your business and administrative skills.
Write 250 short reflections on your learning from engaging with MBA Skill Centre classes. The reflection should highlight the one specific skill you learnt and developed whilst attending these sessions and its importance in specifically enhancing your career prospect.
Listing of enhanced skills
The Second Part: Research Proposal
This assignment is compulsory for all students enrolled in the HR 7004 course.
You are expected to present a Research Proposal in 1500 words, the marking criteria of which are given below.
The Research Proposal can be submitted on any topic or area of study related to the student’s program or specialisation.
Introduction, Research Trigger & Statement of Problem
Brief review of related literature & study
Data analysis and finding
Conclusion, Presentation and Referencing
Assessment 3: Reflective Account (30%) – SPECIFICATIONS
This is a 1,500 word reflective account:
This is a personal reflection, about you, and should be written in the an academic reflective style.
Firstly for breadth, you will reflect briefly upon your experience of this module HR7004. This section will briefly list what you learned each week (focusing on a max of 3 weeks), what engaged you, what surprised you and how it will potentially impact your employability or wealth creation. Support your statements with a suitable example from your professional or academic experience and reference theory to credible academic sources. (‘citethemright’ Harvard referencing style)
For depth of reflection, you will reflect in depth through the application of a reflective model.
This would be the In-Depth analysis of ONE of the mental wealth competencies. How you are more aware of the situation and in the light of your increased awareness of the mental wealth competencies through HR7004. The reflection should finally record how this mental wealth competency will potentially impact your Employability, Professional Fitness and Wealth creation. Your future course of action in terms of acquiring or further developing the chosen mental wealth competency should also be elaborated
Choose ONE of the models listed below and apply it in full, to properly structure your reflective report.
Gibb’s Reflective Model: https://my.cumbria.ac.uk/media/MyCumbria/Documents/ReflectiveCycleGibbs.pdf
Kolb’s Reflective Model:
IMPORTANT ADVICE- You are NOT expected to write extensive descriptions of the reflective models, you are only expected to apply them to structure your work
Please ensure to watch this 6 minute video to get a better understanding of reflective writing https://www.youtube.com/watch?v=QoI67VeE3ds
Marking criteria for the reflective account:
Your reflection will be related to your awarding body’s requirements in these areas, will refer to relevant academic sources and theories, and will identify future learning outcomes based on your reflection. The criteria to evaluate in a reflective writer are: (1) Critique; (2) Usage of reflective framework to conduct in-depth analysis (3) and Clarity and professional writing. See below the marking and word count. Introduction (50 words), Critique (800), In-depth using reflective model (600) and conclusion (50 words)
S.NO CRITERIA WEIGHTING (marks) Word count 1 Critical analysis of breadth of the module 40% 800 2 In-depth critical analysis based on reflective model 40% 600 3 Clear and professional writing 10% 4 Presentation 10%
GENERAL RULES AND GUIDANCE FOR UEL ASSESSMENTS
Format, referencing and use of quotations.
Your work should be word processed in accordance with the following:
Font size 12, using a Calibri sans serif font such as Arial or similar.
1.5 (minimum) line spacing or double line spacing is preferable
The page orientation should be ‘portrait’ (large diagrams and tables can be in landscape orientation if that enables them to fit on fewer pages)
Margins on both sides of the page should be no less than 2 cm.
Pages should be numbered.
Your name should not appear on the script. – just student number (in some cases where your asked to provide certificates / evidence with you name on this usual rule does not apply)
Your student number should be included on every page.
Harvard Style referencing shown Cite Them Right must be followed.
We strongly suggest that you try to submit all coursework by the deadline set as meeting deadlines will be expected in employment. However, in our regulations, UEL has permitted students to be able to submit their coursework up to 24 hours after the deadline. The deadline is published in this module guide. Coursework which is submitted late, but within 24 hours of the deadline, will be assessed but subjected to a fixed penalty of 5% of the total marks available (as opposed to marks obtained). If you submit twice, once before the deadline and once during the 24 hour late period, then the second submission will be marked and 5% deducted. If you miss the deadline for a genuine reason, you will need to apply for extenuating circumstances.
Further information is available in the Assessment & Feedback Policy at https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-documents/Student- Policies (click on other policies)
Use of Turnitin
Your assessment should be submitted on Turnitin. If you fail to submit, in accordance with the guidance provided you will be awarded a mark of 0.
There are two main reasons we want you to use Turnitin:
Turnitin can help you avoid academic breaches and plagiarism. When you use Turnitin before a submission deadline, you can use the Originality Report feature to compare your work to thousands of other sources (like websites, Wikipedia, and even other student papers). Anything in your work that identically matches another source is highlighted for you to see. When you use this feature before the deadline, you will have time to revise your work to avoid an instance of academic breach/plagiarism.
Turnitin saves paper. In using Turnitin to electronically submit your leadership assessment, you will not have to submit a paper copy.
Late Submissions Using Turnitin
UEL allows students to submit their coursework up to 24 hours after the deadline. Assessments that are submitted up to 24 hours late are still marked, but with a 5% deduction. However, you have to be very careful when you are submitting your assessment. If you submit your work twice, once using the original deadline link and then again using the late submission link on Turnitin, your assignment will be graded as late with the 5% deduction.
Turnitin System Failure
Best advice: Don’t wait until the last minute to submit your assessment electronically. If you experience a problem submitting your work with Turnitin, you should notify your lecturer/tutor by email immediately. However, deadlines are not extended unless there is a significant systems problem with Turnitin. UEL has specific plans in place to address these issues. If UEL finds that the issue with the system was significant, you will receive an email notifying you that you have been given a 24 hour extension. If you don’t receive an email the original deadline will NOT have been extended.
Guidance on Referencing
Cite them Right is the standard Harvard referencing style at UEL This book will teach you all you need to know about Harvard referencing, plagiarism and collusion. The electronic version of “Cite Them Right: the essential referencing guide” 9th edition, can be accessed whilst on or off campus, via UEL Direct. The book can only be read online and no part of it can be printed nor downloaded.
Further information is available at:
J. STUDENT FEEDBACK
UEL values student feedback and there are lots of channels for gathering your views. Module evaluation is your opportunity to provide feedback on your learning and teaching experience of studying on your modules. All undergraduate and taught postgraduate students are provided with the opportunity to contribute feedback on their experience for each module that they study.
Opportunities for student feedback on the module including end of module evaluation. If you consider you have feedback to give that points to something you feel you are needing to assist in your studies, please also discuss it with your module leader or seminar tutor.
APPENDIX A: UEL Mental Wealth competencies 2021
An individual’s capacity to achieve a high level of understanding of their body and mind and learning to influence how they think, feel, speak and behave. Therefore, providing the confidence to manage and respond to the opportunities and challenges of everyday life for health, learning, and career gain.
Cognition is the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. Therefore cognitive intelligence is one’s abilities to learn, remember, reason, solve problems, and make sound judgments (APA, 2020). This is manifested through the acquisition of knowledge and skills in order to successfully engage with non-routine problem solving, critical thinking and systems-thinking.
An individual’s capacity to adapt effectively to situations of cultural diversity (Earley & Ang, 2003) and hence, depicts the capacity to seamlessly make the transition across multiple cultures as opposed to just a single or few cultures (Ng et al., 2012). Culture should be read in this instance in its broadest sense, to include engagements with race, gender, ethnicity, age, disability, religion & belief and sexuality.
Social & emotional intelligence
An Individual’s capacity to demonstrate awareness of inner feelings and ability to regulate emotions and behaviour in contextually appropriate ways. Social and Emotional intelligence are overlapping constructs (Mayer and Salovey, 1993), largely defined around an individual’s ability to be aware of and capable to regulate one’s own and other’s feelings and emotions in the moment.
An individual’s exposure to the professional environment, building of professional knowledge, skills and understanding through a range of activities and engagements in, about and briefed by our industry partners.
Community connection & UEL give back
Students prepare for, engage in and reflect on mutually beneficially interactions with our communities.
Enterprise & entrepreneurship
The generation and application of ideas within a practical setting. It combines creativity, idea generation and design thinking, with problem identification, problem solving, and innovation followed by practical action. This can, but does not exclusively, lead to venture creation (UK Quality Assurance Agency, 2018).
The confident adoption of new devices, applications, software and services and the capacity to stay up to date with ICT as it evolves. The capacity to deal with problems and failures of ICT when they occur, and to design and implement ICT solutions. (Jisc Digital Capabilities Framework, nd).