BSc. (Hons.) Business Management: Academic Skills and PDP Report

This report, prepared for the Bsc. (Hons.) Business Management program, focuses on academic skills and personal development. It defines personal and professional development, emphasizing the value of setting short, medium, and long-term goals with relevant examples. The report introduces the concept of a Personal Development Plan (PDP), illustrating its importance with a practical example. It then examines the impact of author, purpose, reliability, and relevance on source usage. The core of the report evaluates eight sources used in a report plan, assessing their authors, purposes, reliability, and relevance to the subject matter. The report provides comprehensive references for all cited sources, offering a detailed analysis of academic skills development and resource evaluation.

Bsc. (Hons.)
Business Management
with Foundation
BMP3001
Academic Skills and PDP
Assessment 1
Written Report Plan and
Evaluation of Sources
1

Task One:
Concept of personal and professional development
Personal and professional development is deciphered as the act of undergoing
development of skills, competences and knowledge by engaging in learning, to
achieve growth and success in personal as well as professional context. In this
relation, it has been analysed that this process provides assistance to an individual
in achieving excellence in the long term in whatever endeavor they undertake.
Value of short term goals with 3 personal examples
Short term goal can be deciphered as the linking pin that aims to reduce the gap to
the long term goal. In simple terms, it can be easily stated that these are the goals
that an individual needs to accomplish in a period of 1 year.
Examples:-
 To get an instructor for gaining certification in tennis.
 To write down 500 words on one topic each, on a regular basis.
 To get up before 5am every day and practice yoga.
Value of medium term goals with 3 personal examples
Medium term goals are clearly said to be those goals which tend to act as the bridge
between short term goals and long term goals. In this relation, it can be said that
these goals generally last for a period ranging from 1 to 3 years.
Examples:-
 To complete the graduation from a renowned university in United Kingdom.
 To acquire the art of doing yoga from an expert.
 To buy a house and rent the same.
Value of long term goals with 3 personal examples
Long term goal is a goal which are presumed to be accomplished in a period
between 3 and 10 years. These goals require extensive planning, efforts and time to
be achieved in the predefined tenure of time.
Examples:-
 To run, own and manage a marketing agency.
 To take part in Yoga competition on an international scale.
 To get an award for any of the skills.
2

Value of Personal Development Plan with example
Personal Development Plan is comprehensively defined as a written document that
contains details of all the skills that are necessary to be present within an individual
but are lacking and that is why a plan needs to be created for gaining an upper hand
in such skills. To determine the skills in which a person lacks, it becomes important
for a person to carry out skill audit. This enables the individual to gain knowledge of
the weak skill areas and thereby undertake measures by way of which expertise can
be gained within them. As a result of this, a person is able to perform in an effective
manner in professional or academic settings.
Now, below mentioned is an example of a person development plan of an individual
who has shortcomings within the skills such as time management, Oral
communication and team working.
Skill Current
Proficiency
Target
Proficiency
Course of Action Time
period
Time
management
3.5 5 Taking guidance from
supervisor to enhance
the current level of
proficiency and gain
expertise
45 days
Oral
Communication
2.5 5 Speaking on one topic
in front of mirror non
stop for 1 minute
30 days
Team Working 2.5 5 Carrying out the tasks
in team and playing the
role of leader
30 days
Task Two:
Effect of ‘Author, Purpose, Reliability and Relevance’ on use of a
source
The four facets named above affect the usage of a source as they
collaboratively imply if a source contains information that is worth to be used for
conducting research on a subject matter. The presence of all of these aspects within
a source underpins the validity and reliability of a source in terms of its usage for
carrying out a study.
3

Task Three:
Evaluation of eight sources used in report plan
Sources Author(s) Purpose Reliability Relevance
Predicting academic
achievement and
attainment: The
contribution of early
academic skills,
attention difficulties,
and social
competence. School
Psychology
Review, 45(2),
pp.250-267.
Rabiner, D.L.,
Godwin, J.
and Dodge,
K.A.
To
determine
the effort
made by
early
academic
skills to
lives of
personnel
Reliable as
not older
than 4 years
Relevant as
based on
topic of
discussion of
the report
plan
Development of
preschool and
academic skills in
children born very
preterm. The Journal
of pediatrics, 158(1),
pp.51-56.
Aarnoudse-
Moens,
C.S.H. and et
al
To
determine
scholarly
skills of
small
children as
they hold
significanc
e in terms
of
developing
academic
skills in
students in
future
Reliable as
not older
than 10
years
Relevant as it
discussed
the skills
developed in
early age
which
underpin
development
of future
academic
skills
A handbook for
teaching and learning
in higher education:
Enhancing academic
practice. Routledge.
Fry, H.,
Ketteridge, S.
and Marshall,
S.
To
acknowled
ge how
learning is
expedited
in HE
environme
nt
Non reliable
as it is older
than 10
years
Relevant as it
contains
ways of
carrying out
learning and
teaching in
higher
education
environment
Developing learners'
academic writing
Bacha, N.N. To
promote
the
Reliable as it
not older
than 10
Relevant as it
contains
information
4

skills in higher
education: A study for
educational
reform. Language
and Education, 16(3),
pp.161-177.
academic
writing skill
of people
in higher
education
years,
implying that
it is a current
article
about
educational
reform for
ensuring
timely
development
of skills of
learners
Soft skills in higher
education:
Importance and
improvement ratings
as a function of
individual differences
and academic
performance. Educati
onal
Psychology, 30(2),
pp.221-241.
Chamorro‐
Premuzic, T.
and et al
To learn
the
significanc
e of
developing
soft skills
for giving
sound
scholarly
performanc
e
Belonging to
a period not
older than 10
years, it can
be said to be
reliable
It is relevant
because this
lays down
the
importance of
developing
soft skills
Teachers' education,
classroom quality,
and young children's
academic skills:
Results from seven
studies of preschool
programs. Child
development, 78(2),
pp.558-580.
Early, D.M.
and et al
To study
the ways in
which
teaching
and
learning
takes place
in
classroom
Reliable as it
not older
than 15
years.
It is relevant
as it consists
of the ways
in which
teaching and
learning is
carried out
within the
classroom.
A review of rubric use
in higher
education. Assessme
nt & evaluation in
higher
education, 35(4),
pp.435-448.
Reddy, Y.M.
and Andrade,
H.
To
comprehen
d how
rubric is
used within
HE context
Reliable as
the article is
recent
It is relevant
as it contains
information
about higher
education life
which leads
to
development
of academic
skills.
5

Effect of using a
personal
development plan on
learning and
development. Journal
of Workplace
Learning.
Beausaert, S.
and et al
To carry
out
personal
developme
nt.
Reliable as it
is a current
article
Relevant
because it
includes data
relevant to
subject of the
report plan
6

References:
Rabiner, D.L., Godwin, J. and Dodge, K.A., 2016. Predicting academic achievement
and attainment: The contribution of early academic skills, attention
difficulties, and social competence. School Psychology Review, 45(2),
pp.250-267.
Aarnoudse-Moens, C.S.H., Oosterlaan, J., Duivenvoorden, H.J., van Goudoever,
J.B. and Weisglas-Kuperus, N., 2011. Development of preschool and
academic skills in children born very preterm. The Journal of
pediatrics, 158(1), pp.51-56.
Fry, H., Ketteridge, S. and Marshall, S., 2008. A handbook for teaching and learning
in higher education: Enhancing academic practice. Routledge.
Bacha, N.N., 2002. Developing learners' academic writing skills in higher education:
A study for educational reform. Language and Education, 16(3), pp.161-177.
Chamorro‐Premuzic, T., Arteche, A., Bremner, A.J., Greven, C. and Furnham, A.,
2010. Soft skills in higher education: Importance and improvement ratings as
a function of individual differences and academic performance. Educational
Psychology, 30(2), pp.221-241.
Early, D.M., Maxwell, K.L., Burchinal, M., Alva, S., Bender, R.H., Bryant, D., Cai, K.,
Clifford, R.M., Ebanks, C., Griffin, J.A. and Henry, G.T., 2007. Teachers'
education, classroom quality, and young children's academic skills: Results
from seven studies of preschool programs. Child development, 78(2),
pp.558-580.
Reddy, Y.M. and Andrade, H., 2010. A review of rubric use in higher
education. Assessment & evaluation in higher education, 35(4), pp.435-448.
Beausaert, S., Segers, M., Fouarge, D. and Gijselaers, W., 2013. Effect of using a
personal development plan on learning and development. Journal of
Workplace Learning.
7