2024 S2 Reading Effectively and Creatively

Skills Portfolio 2 (Mentoring Activity Reflection) Instructions Completion requirements General information The Mentoring Activity Reflection will help you to develop two skills, respectively, from the Think and Engage core skills category in the BA Transferable Skills Framework: Reflective Thinking Self and social responsibility Length: 300 words (+/- 10% = 330 maximum) Weight: 20% Deadline: 23:55pm 2nd October 2024 (Week 9, Wednesday) Background You are asked to complete a 300-word reflection on your mentoring experience this session. Steps Step 1 Choose an event or incident to reflect on (for this assignment, it will be the experience working with your mentor(s)). Step 2 Write an initial draft. In your draft, analyse the event by asking the following questions: “what?”, “why?”, “how?”, “so what?” and “now what?”. Step 3 In the second phase, articulate your Reflection for your reader (i.e. your marker). You can structure your reflection by including a paragraph on: background/context your previous position your current position a conclusion/action plan So for example you can explain how you came to work with the mentor(s); what you thought before working with the mentor(s); what you now think after your sessions with the mentor(s); what you will do now that you have undergone this experience (e.g. study strategies for academic success). Note: You do not need to submit the touchpoint worksheet for this assignment. But the worksheet will be a useful source of information when writing your reflection. References In this assignment, you will need to reference at least one source on mentoring to support your reflections on the mentoring process. Use of more than one source will be looked upon favourably. Suggested sources on mentoring are available in the Skills Portfolio 2 Resources folder. You may use any referencing style you wish (e.g., APA style, Harvard style etc), but you must use it consistently and accurately. Format Please submit your assignment as a Word document or in pdf format via Turnitin. Bachelor of Arts Transferrable Skills Framework Below, are the specific skills from the BA Transferable Skills Framework that you can expect to acquire through participation and successful completion of this Unit. You can use the descriptions of these skills when evidencing your attainment of them in a resume or portfolio. For more information on the BA Transferable Skills Framework and how it can be useful for future employment prospects, visit the BA Hub. Note: If you not currently enrolled in the BA, these skills are still pertinent to your skills development. Reflective Thinking Reflective thinking involves considering the impacts of actions, activities and experiences, and understanding the effect and influence of these factors. Reflective thinkers consider different perspectives. It allows for the exploration of knowledge, emotions, feelings and reactions. It is a useful skill for planning, analysis, identifying and addressing problems, and to inform future actions and solutions. Influencing Skills Influencing skills involve the ability to change other people's attitudes, opinions or behaviours, either directly or indirectly. It requires awareness of team or organisational dynamics, and a sound understanding of the needs and motivations that drive behaviours. Influencing also involves generating strategies for mediation, negotiation, and problem solving Self & Social Responsibility Self and social responsibility is the ability to be self-aware in order to understand why and how one’s pre-existing traits influence their judgements and decisions. Being socially responsible is to acknowledge one’s impact on others in their environment. Additionally, a strong sense of self and social responsibility helps an individual to identify their strengths, weaknesses and gaps in what they know and what they can do. Mentoring Activity Reflection: Rubric Outstanding Advanced Proficient Functional Developing (0-49%) Think How well did the student demonstrate their reflective thinking skills? The reflection on the mentoring experience clearly and insightfully demonstrates reflective thinking. The reflection clearly shows what the student has gained from the mentoring experience. There is a clear action plan. The reflection on the mentoring experience demonstrates reflective thinking. The reflection shows what the student has gained from the mentoring experience. There is an action plan. The reflection on the mentoring experience demonstrates some reflective thinking. The reflection gives a sense of what the student has gained from the mentoring experience but could be more clear. There may be an action plan. The reflection on the mentoring experience demonstrates little reflective thinking. The reflection gives little sense of what the student has gained from the mentoring experience. There may not be an action plan. The reflection on the mentoring experience does not demonstrate reflective thinking. The reflection does not indicate what the student has gained from the experience. There is no action plan. Connections How well did the student connect their experience to learning material? The reflection draws clear and insightful connections between the event under scrutiny and learning material. At least two references are made to learning resources or other sources. The reflection draws connections between the event under scrutiny and learning material. One or more references are made to learning resources or other sources. The reflection draws some connections between the event under scrutiny and learning material. There may be one (or more) references to learning resources or other sources but they may not be clear or insightful. Limited or weak connections between the event and the learning material. There may be no specific reference to learning resources or other sources. Little to no connections made between the event and learning material. There may be no specific reference to learning resources or other sources. Writing How well did the student express themselves in writing? Shows high level of sophistication in the use of language. Correct use of English grammar and spelling throughout and clear expression. Keeps within the required word length. All sources are referenced consistently. Language used is clearly understandable, with evidence of sophistication. Correct use of English grammar and spelling. Keeps within required word-length. All sources are referenced, but there may be occasional minor errors. The meaning of language used clear. Largely correct use of English grammar. There may be spelling and typographical errors. A good attempt has been made to keep within required word length. All sources are referenced, but there may be some occasional major errors. Meaning of expression is clear and English grammar correct for the most part but there may be some expression problems and/or some spelling and typographical errors. May be over or under required word length. Some sources are not referenced and/or there are significant referencing errors. Serious problems with grammar and expression, making the ideas difficult or impossible to understand sometimes. Little to no coherence between ideas, facts, and reflections. May be over or under the required word length. No references are provided. Last modified: Friday, 23 August 2024, 11:44 AM