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Reflective Evaluation on Community Engagement and Personal Development

Assignment Brief

LEVEL/ LEFEL 4

MODULE CODE/ COD Y MODIWL: LCBB4002 COMMUNITY ENGAGEMENTASSESSMENT TYPE/ MATH O ASESU:ASSIGNMENT ASSESSMENT/COMPONENT/ ASESIAD/CYDRAN: 2

COMPONENT WEIGHTING/ PWYSAU’R CYDRAN: 50 %

WORD COUNT/ NIFER Y GEIRIAU: 2000 Words

  • Make sure that Your Name , Your Student Number, Your Module Title, Assignment Title and Your Module Lecturer’s Name are clearly shown on the front page of your assignment

  • All assignments must be submitted electronically to Moodle.

  • DO NOT put this form into Turnitin or it will match many similarities with other students’ submissions.

Programme:

BA Business Management

Assignment Title:

 Community Engagement

Hand Out Date:

The 2nd Week of Term

Submission deadline:

Please refer to the assessments schedule published on Students’ Hall in Moodle and the Assessment Board on campus

Referencing:

  

to your submission a reference list that indicates the books, articles, etc. that you have read or quoted in order to

complete this assignment (e.g. for books: surname of author and initials, year of publication, title of book, edition,

publisher: place of publication).

 

Late submission will result in a late penalty mark, as follows:

Up to one week late, maximum mark of 40% for first attempts and 0% for resubmissions. No work will be accepted more than one week after the submission deadline (Academic Quality Handbook 2016/17 7.5 (5))

LEARNING OUTCOMES

Upon the successful completion of this module, the student should be able to demonstrate the ability to:

  1. Understand and evaluate the concept of transferable skills and the how to adapt them to the requirements of an organisational setting (Organisational analysis and Reflective evaluation).

  2. Evaluate concepts of community and of personal development and ways of reviewing and extending interpersonal skills (Reflective evaluation) applying theoretical concepts and creative problem solving to real situations (Praxis - theory to practice).
 
Part B: Reflective Evaluation (outcome 2): 2000 words

Assessment Component 2 – 50%

The purpose of this task is to assess the ability of the student to reflect on practice, to relate theory to practice and to learn from the experience. It will require the student to reflect on the development of effective self-management, communication and interpersonal skills.

  • The ability to demonstrate a clear understanding of the nature and purpose of reflective practice with reference to at least one theoretical model of reflection.

  • Detailed reflection on personal experience with reference to the organisation discussed in Outcome 1 and what has been learnt throughout the activity and throughout the first term.

  • Reflection on the relationship between relevant theory and the experience.

Follow a report structure with an introduction, reflection and a conclusion. Maximum word count is 2000. Your report must be referenced using Harvard referencing conventions.

Your work must be informed and supported by scholarly material that is relevant to and focused on the task(s) set. You should provide evidence that you have accessed a wide range of sources, which may be academic, governmental and industrial; these sources may include academic journal articles, textbooks, current news articles, organisational documents, and websites. You should consider the credibility of your sources; academic journals are normally highly credible sources while websites require careful consideration/selection and should be used sparingly. Any sources you use should be current and up to date, typically published within the last five years or so, though seminal works in the field may be older. You must provide evidence of your research/own reading throughout your work, using in-text citations in the main body of your work and a reference list that is alphabetical at the end of your work. Please use the Harvard referencing system.

Research-informed Literature

Knowledge and Understanding of Subject

Your work must demonstrate the growing extent of your knowledge and understanding of concepts and underlying principles associated with the subject area. Knowledge relates to the facts, information and skills you may have acquired through your learning. You must demonstrate your understanding by interpreting the meaning of facts and information (knowledge). This means that you need to select and include in your work the concepts, techniques, models, theories, etc appropriate to the task set. You should be able to explain the theories, concepts, etc meaningfully to show your understanding. Your mark/grade will also depend upon the extent to which you demonstrate your knowledge and understanding; ideally each should be complete and detailed, with comprehensive coverage.

Analysis

Your work must contain evidence of logical, analytical thinking, evaluation and synthesis. For example, to examine and break information down into parts, make inferences, compile, compare and contrast information. This means not just describing What!, but also justifying: Why? How? When? Who? Where? At all times, you must provide justification for your arguments and judgements. Evidence that you have reflected upon the ideas of others within the subject area is crucial to you providing a reasoned and informed debate within your work. Furthermore, you should provide evidence that you are able to make sound judgements and convincing arguments using data and concepts. Sound, valid conclusions are necessary and must be derived from the content of your work. There should be no new information presented within your conclusion. Where relevant, alternative solutions and recommendations may be proposed.

Practical Application and Deployment

You should be able to demonstrate how the subject-related concepts and ideas relate to real world situations or a particular context. How do they work in practice? You will deploy models, methods, techniques, and/or theories, in that context, to assess current situations, perhaps to formulate plans or solutions to solve problems, some of which may be innovative and creative. This is likely to involve, for instance, the use of real world examples and cases, the application of a model within an organisation and/or benchmarking one organisation against others based on stated criteria. You should show awareness of the limitations of concepts and theories when applied in particular contexts.

Skills for Professional Practice

Your work must provide evidence of your attributes in the application of professional practice. This includes demonstrating that you are highly capable of individual and collaborative working. You must communicate effectively in a suitable format, which may be written and/or oral, for example, essay, management report, presentation. Work should be coherent.

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Sample Answer

Reflective Evaluation on Community Engagement and Personal Development

Introduction

Community engagement plays a central role in shaping individuals’ skills, values, and understanding of their responsibilities in both personal and professional settings. For students pursuing a degree in Business Management, active involvement in community-based projects fosters the development of transferable skills that are vital for the workplace, such as self-management, communication, teamwork, and leadership. This reflective report evaluates my experience in a community engagement project during the first term of study. Drawing on theoretical models of reflection and relevant literature, this report explores how I have developed key interpersonal and professional skills, and how these skills can be applied in future organisational settings.

Understanding Reflective Practice

Reflective practice refers to the process of thinking critically about one’s actions and experiences in order to learn and improve. It allows individuals to assess what worked well, what challenges arose, and how such experiences contribute to future growth. One widely used model in reflective practice is Gibbs’ Reflective Cycle (1988), which involves six stages: description, feelings, evaluation, analysis, conclusion, and action plan. Using this model, I will reflect on my personal development during the community engagement activity and link theory to practice throughout this report.

Description of the Community Engagement Activity

Our class was tasked with developing a small community-based initiative to support a local charity that provides services for the elderly. As a group, we decided to organise a charity fundraising event, involving a series of workshops and social gatherings. My role within the group was to manage the planning and promotion of the event, working closely with local stakeholders and team members to ensure the initiative’s success.

Reflection on Key Learning and Development

Self-Management and Time Management

One of the key areas where I developed significantly was in managing my time effectively. At the start, I underestimated how much coordination the project would require. I often felt overwhelmed by deadlines and the need to balance this project with other academic tasks. However, by using time management tools such as calendars and to-do lists, I was able to prioritise tasks more efficiently. This aligns with Covey’s Time Management Matrix (1994), which helped me identify urgent versus important tasks. This tool enabled me to focus on what mattered most and reduce stress, thereby improving my productivity.

Communication Skills

Effective communication was essential in ensuring our group worked harmoniously. Initially, there were misunderstandings regarding task responsibilities, which led to delays. To address this, I introduced regular team meetings and encouraged open dialogue. This improved group dynamics and task completion. Shannon and Weaver’s (1949) model of communication highlights how noise (miscommunication) can disrupt the message being delivered. By improving feedback mechanisms within the team, I helped to reduce such barriers.

Moreover, I developed my verbal and written communication by liaising with external stakeholders, including the charity`s managers. Learning to tailor my message to different audiences improved my confidence and professionalism. In future work environments, this ability to adjust communication styles will be valuable, especially in multicultural and diverse teams.

Teamwork and Collaboration

Working in a team highlighted the importance of shared responsibility and mutual respect. According to Tuckman’s Team Development Model (1965), which outlines stages such as forming, storming, norming, and performing, our team progressed through these phases. Initially, we struggled to agree on goals (storming), but through effective communication and role clarification, we reached the norming and performing stages, delivering a successful event.

Through this, I learned the value of emotional intelligence, particularly self-awareness and empathy. Understanding team members’ strengths and challenges allowed me to delegate tasks more fairly and resolve conflicts constructively.

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It helps you connect theory with real experience so you can explain what you learned and why it matters.

Yes, because reflective work is based on your personal experience.

You can use key older theories, but most sources should be recent.

A simple report with an introduction, reflection using a model and a conclusion.

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