Name: The Executive Manager
Uploaded: 2021-12-30
Duration: 15 min 7 s
Description: The Executive Manager. Name: Saaimah Akmal Student ID: 18110206.

The Executive Manager. Name: Saaimah Akmal Student ID: 18110206. 

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P1: Managers need to be reflective professional practitioners, in order to be effective at work.. 

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P1:  Managers need to be reflective professional practitioners, in order to be effective at work.

“Reflection is an active and purposeful process of exploration and discovery,  often leading to unexpected outcomes” (Gray, 2007). “Increase in self awareness, emotional intelligence, the capacity for emtional regulation and as a consequence the ability to inspire, influence and motivate others” (CIPD, 2021).  Gibbs Reflective Cycle: is a self reflection tool that allows people to think clearly and systematically about their experience (CIPD, 2021) MTQ48: is questionnaire to measure an indiviudals mental toughness, to show how a person would react when exposed to stressors, pressure and challenges (Edger, 2020)

Gibbs' Reflective Cycle
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Reflective
Cycle
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P1: Fixed vs Growth mindest. Growth Mindset: Positive way of viewing any challenges or setbacks faced. Capable of receiving contrsuctive feedback Not afraid of failure and ready to learn: “Failure is the beginning of the story: time to try again” (Romero, 2015). “20% of businesses fail in their first year” (Kepka, 2020). 

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Growth Mindset:          Positive way of viewing any challenges or setbacks faced. Capable of receiving contrsuctive feedback Not afraid of failure and ready to learn: “Failure is the beginning of the story: time to try again” (Romero, 2015). “20% of businesses fail in their first year” (Kepka, 2020)

GROWTH
MINDSET
I can try a different strategy.
IS tmsreauymvmworx?
This mav taxe some time
and etlort.
FIXED
MINDSET
I can't do ttilS.
a This work is good
enough.
a This is too hard.

Fixed Mindset: Sticking within your comfort zone. Tend to give up quickly Ignore useful critisim  “Type of leaders who are not suitable for coaching and growth are toxic, egotisitic, clueless and reckless” (Edger, 2020)

GROWTH
MINDSET
I can try a Mferentstratm.
IS tnjs mv work?
This may take some time
and effort
FIXED
MINDSET
a I can't do tti1S.
This work is good
enough.
This iS too hard.

P2. Management COmpentences. scusRESPONSlB11.lTY SKILLS VISION PROFESSIONAL KNOWLEDGE PERFORMÅNCE MÅNÅGEMEiiT PERFORMANCE COMPETENCE SUCCESS SUCCESS VISION u-' sucuss TALENT RESPONSIBILITY KNOW HOB COMPETENCE RESPONSIBILITY. 

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scusRESPONSlB11.lTY
SKILLS
VISION
PROFESSIONAL
KNOWLEDGE
PERFORMÅNCE
MÅNÅGEMEiiT
PERFORMANCE
COMPETENCE
SUCCESS
SUCCESS
VISION
u-' sucuss
TALENT
RESPONSIBILITY
KNOW HOB COMPETENCE
RESPONSIBILITY

a) Problem Solving. Rating: 6/10 Evaluating and selecting the best solutions, the ability to inspire others to come up with creative solutions! Bortons Framework of Reflection (1970): i) What? ii) So What? iii) Now What?. 

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Rating: 6/10 Evaluating and selecting the best solutions, the ability to inspire others to come up with creative solutions! Bortons Framework of Reflection (1970): i)   What? ii)  So What? iii)  Now What?

b) confidence. Rating: 6/10 Having the belief within your own skills and expertise Kolb’s Experiential Learning Cycle (1984): i) Concrete Experience ii) Reflective Observation iii) Abstract Conceptualisation iv) Active Experimentation. 

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Rating: 6/10 Having the belief within your own skills and expertise  Kolb’s Experiential Learning Cycle (1984): i)  Concrete Experience  ii)  Reflective Observation iii)  Abstract Conceptualisation iv)  Active Experimentation

c) lEADERSHIP. Rating: 5/10 Seek commitment, not compliance Bortons Framework of Reflection (1970): i) What? ii) So What? iii) Now What?. 

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Rating: 5/10 Seek commitment, not compliance Bortons Framework of Reflection (1970): i)   What? ii)  So What? iii)  Now What?

P3: My Personal Development Plan. Competence Current goal out of 10 Future Goal out of 10 What do I want to learn and achieve? What resources will I use to achieve my goals? Target Date to review progress Problem Solving 6/10 7/10 Increase my creativity and resilience. My imagination to increase within solving issues. Online activities with scenario based quizzes Analysing skills to improve: read more to keep brain more alert and stimulated 30 th September 2022 Confidence 6/10 8/10 Confidence will ensure I do not miss any possible opportunites in life. Promotes positivity. Take on more responsibility. Ask for feedback to improve. Take part in more public speaking opportunites. 1 st May 2022 Leadership 5/10 6/10 Ability to teach others. To leave a positive impact on others To thrive in a competitive environment Attend workshops Ask for advice from other leaders Resolve online activity based conflicts 31 st December 2022. 

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Competence Current goal out of 10 Future Goal out of 10 What do I want to learn and achieve? What resources will I use to achieve my goals? Target Date to review progress Problem Solving 6/10 7/10 Increase my creativity and resilience. My imagination to increase within solving issues. Online activities with scenario based quizzes Analysing skills to improve: read more to keep brain more alert and stimulated 30 th  September 2022 Confidence 6/10 8/10 Confidence will ensure I do not miss any possible opportunites in life. Promotes positivity. Take on more responsibility.  Ask for feedback to improve. Take part in more public speaking opportunites. 1 st  May 2022 Leadership 5/10 6/10 Ability to teach others.  To leave a positive impact on others To thrive in a competitive environment  Attend workshops Ask for advice from other leaders Resolve online activity based conflicts 31 st  December 2022

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References:. Gray, D (2007). ‘Facilitating Management Learning: Developing Crtitical Reflection Through Reflective Tools’ . Available on: https://moodle.bcu.ac.uk/pluginfile.php/7901140/mod_resource/content/1/Gray%202007%20Facilitating%20Management%20Learning.pdf Accessed on 22 nd November 2021] Owens, G & Fletcher A (No Date). ‘Reflective practice guide’. Available on: https://www.cipd.co.uk/Images/reflective-practice-guide_tcm18-12524.pdf [Accessed on 22 nd November 2021] CIPD, (2021). ‘Gibb’s Reflective Cycle: Feel the Benefit of Experiential Learning’ . Available on: https://www.makingbusinessmatter.co.uk/gibbs-reflective-cycle/ [Accessed on 22 nd November 2021] Kolb, D. (1984) Experiential Learning . Englewood Cliffs, New Jersey: Prentice Hall. Borton, T. (1970) Reach, Teach and Touch. London: Mc Graw Hill. Edger, C. (2020) Leadership coaching interview with Raaj Shamji, BCU TigerLAB Bites , Birmingham City University, 20th November 2020, https://www.youtube.com/watch?v=kuUTcP5juHo [Accessed on 30 th November 2021] Romero, C (2015). ‘What we know about growrth mindset from scientific research’. Available on: http://studentexperiencenetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Growth-Mindset.pdf [Accessed on 10th December 2021] Peterson (2021). ‘Examining apples record-breaking and supply contrained Q4 2021 earnings’ . Available on: https://appleinsider.com/articles/21/10/29/examining-apples-impressive-but-supply-constrained-q4-2021-earnings#:~:text=Apple%20reported%20total%20annual%20sales,45.6%25%20from%20the%20year%20ago . [Accessed on 11 th December 2021] Kepka, A (2020) . ‘Business Startup statstics UK (2021 update)’ . Available on: https://fundsquire.co.uk/startup-statistics/ [Accessed on 11 th December 2021]. 

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Gray, D (2007).  ‘Facilitating Management Learning: Developing Crtitical Reflection Through Reflective Tools’ . Available on:  https://moodle.bcu.ac.uk/pluginfile.php/7901140/mod_resource/content/1/Gray%202007%20Facilitating%20Management%20Learning.pdf  Accessed on 22 nd  November 2021]  Owens, G & Fletcher A (No Date).   ‘Reflective practice guide’.  Available on:  https://www.cipd.co.uk/Images/reflective-practice-guide_tcm18-12524.pdf  [Accessed on 22 nd  November 2021] CIPD, (2021).   ‘Gibb’s Reflective Cycle: Feel the Benefit of Experiential Learning’ . Available on:  https://www.makingbusinessmatter.co.uk/gibbs-reflective-cycle/  [Accessed on 22 nd  November 2021] Kolb, D. (1984)  Experiential Learning .   Englewood Cliffs, New Jersey: Prentice Hall.  Borton, T. (1970)  Reach, Teach and Touch.  London: Mc Graw   Hill. Edger, C. (2020) Leadership coaching interview with Raaj Shamji,  BCU TigerLAB Bites , Birmingham City University, 20th November 2020,  https://www.youtube.com/watch?v=kuUTcP5juHo  [Accessed on 30 th  November 2021] Romero, C (2015).  ‘What we know about growrth mindset from scientific research’.  Available on:  http://studentexperiencenetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Growth-Mindset.pdf  [Accessed on 10th December 2021] Peterson (2021).  ‘Examining apples record-breaking and supply contrained Q4 2021 earnings’ . Available on:  https://appleinsider.com/articles/21/10/29/examining-apples-impressive-but-supply-constrained-q4-2021-earnings#:~:text=Apple%20reported%20total%20annual%20sales,45.6%25%20from%20the%20year%20ago . [Accessed on 11 th  December 2021] Kepka, A (2020) .  ‘Business Startup statstics UK (2021 update)’ . Available on:  https://fundsquire.co.uk/startup-statistics/  [Accessed on 11 th  December 2021]

Things to remember. Make sure its in mp4 format when uploading The feedback form needs to be in word document so it can be edited Amy Bush – within the library to help with reading list. 

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Make sure its in mp4 format when uploading The feedback form needs to be in word document so it can be edited Amy Bush – within the library to help with reading list

Faculty of Business, Law and Social Science School of Business Assessment Coversheet and Feedback Form. 

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Faculty of Business, Law and Social Science School of Business Assessment Coversheet and Feedback Form

Complete the details marked in the  coloured text   and leave everything else blank. Where appropriate,  copy and paste your submission  after the first pages as indicated. You are reminded of the University regulations on cheating. Except where the assessment is group-based, the final piece of work which is submitted must be your own work. Close similarity between submissions is likely to lead to an investigation for cheating. You must submit a file in an MSWord or equivalent format as tutors will use MSWord to provide feedback including, where appropriate, annotations in the text.

Student Name    Saaimah Akmal Reasonable Adjustments   Student Number 18110206 Check this box [x] if the Faculty has notified you that you are eligible for a Reasonable Adjustment (including additional time) in relation to the marking of this assessment. Please note that action may be taken under the University’s Student Disciplinary Procedure against any student making a false claim for Reasonable Adjustments. Course       Module Code    MAN6041 Module Title    The Executive Manager Module Tutor

First Marker Name:   First Marker Signature:   Date:   Feedback: General comments on the quality of the work, its successes and where it could be improved   Provisional Uncapped Mark   Marks will be capped if this was a late submission or resit assessment and may be moderated up or down by the examination board. % Feed Forward: How to apply the feedback to future submissions

Quality and use of Standard English and Academic Conventions Spelling Errors Style is Colloquial Standard is a Cause for Concern Grammatical Errors Inappropriate Structure If the box above has been ticked you should arrange a consultation with a member of staff from the Centre for Academic Success via Success@bcu.ac.uk Punctuation Errors Inadequate Referencing Moderation Comments (Please note that moderation is carried out through ‘sampling’. If this section is left blank, your work is not part of the sample.) Moderation is done via sampling. Your work was not part of the sample. Moderator Name: Moderator Signature: Date:. 

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Quality and use of Standard English and Academic Conventions   Spelling Errors   Style is Colloquial   Standard is a Cause for Concern   Grammatical Errors   Inappropriate Structure If the box above has been ticked you should arrange a consultation with a member of staff from the Centre for Academic Success via  Success@bcu.ac.uk     Punctuation Errors   Inadequate Referencing Moderation Comments  (Please note that moderation is carried out through ‘sampling’. If this section is left blank, your work is not part of the sample.) Moderation is done via sampling. Your work was not part of the sample. Moderator Name:   Moderator Signature:   Date:

0 – 39% Fail 40 – 49% Pass 50 – 59% Good Pass 60 – 69% Strong Pass (merit) 70 – 79% Very Strong Pass (distinction) 80 – 100% Exceptionally Strong Pass (distinction) Criterion 1 Provide a critical evaluation of relevant theoretical approaches to reflective practice within your chosen industry, sector or profession No inclusion of, or incorrect use, of theories, models or concepts. Some generalisations and subjective statements. Basic references; an over-reliance on one source or on web-based resources rather than a range of credible, academic source materials.  Good attempt at application and use of relevant theories, models and concepts. Broad research which could be further improved via deeper analysis of the issues and/or wider reading. Detailed application and very good use of relevant theories, models and concepts. Clear and sound understanding demonstrated. Attempts justification and appropriate analysis of the critical issues.   Extensive research demonstrating breadth and depth of understanding and valuable insight. Well considered arguments are well presented and well referenced with strong justification provided and evidence of wider reading. Extensive and creative insightful research demonstrating both breadth and depth of critical understanding with well- reasoned, credible evidence of additional debate from wider academic reading from peer reviewed journal articles.  Criterion 2 Critically reflect on your performance within your own professional practice and/or co-curricular activities No examples of activities are provided and no evidence of analysis. Basic evidence of personal experience and/or lacking analysis. Information presented from minimal review of experience which may be subjective. Good examples are provided which may benefit from further analysis. Some relevant research provided with scope for further depth of analysis.  Examples are mostly detailed and capture a good range of activities. Includes analysis of the respective outcomes. Comprehensive analysis and presentation of personal audit examples demonstrating relevant evidence to meet the identified criteria. Outstanding level of insight, analysis and presentation of personal audit demonstrating extensive evidence of fully meeting the identified criteria.  Criterion 3 Design and construct evidence within an appropriate media format to demonstrate how your work experience and/or co-curricular activity has enhanced your personal/professional competence and employability No action plan; little or no evidence of relevant information. Weak analysis of personal information. Lacking consideration of personal development action plan in any significant depth. Generally competent analysis and presentation of personal action plan Comprehensive analysis and presentation of personal action plan demonstrating evidence to meet criteria identified. Detailed application and use of the theories, models and concepts. Personal action plan is relevant and flows logically from the personal audit. Critical evaluation of the models, theories and concepts. PDP is creative, insightful and specific and flows coherently and logically from the personal audit. Criterion 4 Direct, produce and publish evidence of personal competencies effectively utilising a range of media across a variety of contexts. Incorrect format or inappropriate content for target audience. Reference list not included. Deficiencies in style and language. Questionable attribution of reference sources. Style and language generally good. Some minor errors. Attempts made to attribute reference sources. No major issues in style and language. Well structured. Mostly sound referencing with minimal errors. Clear, logical and free of errors. Comprehensive reference list. Sources and materials accurately referenced. Outstanding and/or highly creative delivery of all criteria. Extensive reference list with no errors. Clear demonstration of wider academic reading.


The Executive Manager 	

 Gray, D (2007).  ‘Facilitating Management Learning: Developing Crtitical Reflection Through Reflective Tools’ . Available on:  https://moodle.bcu.ac.uk/pluginfile.php/7901140/mod_resource/content/1/Gray%202007%20Facilitating%20Management%20Learning.pdf  Accessed on 22 nd  November 2021]  Owens, G & Fletcher A (No Date).   ‘Reflective practice guide’.  Available on:  https://www.cipd.co.uk/Images/reflective-practice-guide_tcm18-12524.pdf  [Accessed on 22 nd  November 2021] CIPD, (2021).   ‘Gibb’s Reflective Cycle: Feel the Benefit of Experiential Learning’ . Available on:  https://www.makingbusinessmatter.co.uk/gibbs-reflective-cycle/  [Accessed on 22 nd  November 2021] Kolb, D. (1984)  Experiential Learning .   Englewood Cliffs, New Jersey: Prentice Hall.  Borton, T. (1970)  Reach, Teach and Touch.  London: Mc Graw   Hill. Edger, C. (2020) Leadership coaching interview with Raaj Shamji,  BCU TigerLAB Bites , Birmingham City University, 20th November 2020,  https://www.youtube.com/watch?v=kuUTcP5juHo  [Accessed on 30 th  November 2021] Romero, C (2015).  ‘What we know about growrth mindset from scientific research’.  Available on:  http://studentexperiencenetwork.org/wp-content/uploads/2015/09/What-We-Know-About-Growth-Mindset.pdf  [Accessed on 10th December 2021] Peterson (2021).  ‘Examining apples record-breaking and supply contrained Q4 2021 earnings’ . Available on:  https://appleinsider.com/articles/21/10/29/examining-apples-impressive-but-supply-constrained-q4-2021-earnings#:~:text=Apple%20reported%20total%20annual%20sales,45.6%25%20from%20the%20year%20ago . [Accessed on 11 th  December 2021] Kepka, A (2020) .  ‘Business Startup statstics UK (2021 update)’ . Available on:  https://fundsquire.co.uk/startup-statistics/  [Accessed on 11 th  December 2021]