BUSS2000: Career Plan Report (__/35).
High Distinction Distinction Credit Pass Fail
Part 1: Self-Assessment (20%)
Critical Analysis of
preferences, strengths,
and area (s) for
development drawing on
a mix of 3: theories /
concepts and literature
explicitly from
BUSS2000 Theme1
modules – (15%)
Provides highly insightful,
critical reflection and analysis.
Identifies and distinguishes
between preferences, strengths,
and areas for development that
is evidence based.
Outstanding use of
theories/literature explicitly
from Theme 1 which nuances
reflection in an integrated and
sophisticated way
Demonstrates clear and
insightful critical
analysis that clearly
identifies and
distinguishes between
preferences, strengths,
and areas for
development. Integrates
relevant
theories/literature
explicitly from Theme 1
to provide a critical
self- analysis.
Reasonable analysis
which identifies and
distinguishes between
preferences, strengths,
and areas for
development. Analysis
integrates some
relevant
theories/literature from
theme 1
General description of
preferences, strengths,
and areas for
development, but
somewhat vague or
imprecise, with limited
links made to BUSS2000
Theme 1 content.
Marginal use of
theories/literature and
analysis mainly
descriptive rather than
analytical
No description of
preferences, strengths and
areas for development or
description that is not
relevant. No application
of theories/literature or
theories/literature used are
unrelated to Theme 1.
Application of One
Situation-Task-Action-
Results (STAR)
behavioural-based
example – focusing on
any key strength and
based on a recent
experience (in the last
few years) (5%)
Provides highly insightful,
concise, and balanced STAR,
behavioural example, that
clearly demonstrates the key
strength being applied with
compelling results.
Demonstrates clear,
concise, STAR,
behavioural example
demonstrates the key
strength being applied
with thoughtful results
Reasonable STAR –
elements are clear but
too much focus on
describing the situation
and task and minimal
behavioural evidence
of the strength being
highlighted and/or
results are too general
Unbalanced STAR
application – limited
behavioural evidence of
the strength being
highlighted and/or results
are vague.
STAR unclear, not clear
what the strength is that is
being demonstrated.
Part 2: Career Pathway: Aligning Goals, Values and Ethics (20%)
Outline of career
pathway and one to two
short terms - realistic
SMART goals (– (10%)
– supported by theory
Provides a highly insightful
career pathway supported by
relevant career theory and
compatible goal/s using all
elements of the SMART
framework accurately and
meaningfully
Demonstrates clear,
concise, career pathway
supported by relevant
career theory and
compatible goal/s using
all elements of the
SMART accurately
Reasonable attempt
describing a career
pathway supported by
relevant career theory
and goal/s using most
elements of the
SMART, but some
elements need to be
clarified
Unbalanced attempt at
describing a career
pathway with limited or
no relevant career theory
and goal/s described uses
some elements of the
SMART but may lack
focus
Career path not articulated
or vague and goal/s are
not aligned to career in a
meaningful way and/or
not using the SMART
framework
Connection between
your career SMART
goals, values, and
ethics-(10%)
Provides a highly insightful
insightful integration of values
and ethics with career pathway
and goals supported with
specific examples and
evidence.
Demonstrates clear,
integration of values
and ethics that relate to
career pathway and
goals; supported with
meaningful examples
and evidence.
Reasonable integration
of aligning values and
ethics to career
pathway and goals -
but may lack a clear
focus.
Fairly surface level
connections made
between career pathway
/goals alignment to
values and ethics.
Limited evidence
provided
Vague connections
between career path/goals
and values and ethics
Part 3: Career & leadership integration (Part 1 and 2 Synthesis) (30%)
Reflection on how part 1
(Self-Assessment) and
part 2 (Career Goals,
Values and Ethics) helps
to clarify your career
direction &
understanding of your
leadership within the
context of your career.
(20%)
Provides a highly insightful
integration between part 1 and
2. Clear and thoughtful links
made between the two parts
with implications for 1) your
career direction and 2)
leadership in the context of
your career.
Demonstrates clear
between part 1 and 2.
Thoughtful links made
between the two parts
with implications for
career direction and
leadership in the
context of your career.
Reasonable integration
of Part 1 and 2 but
links made between the
two parts are fairly
general. Some
implications for career
direction and
leadership in the
context of your career.
Part 1 & 2 reads as a
summary that repeats
ideas, with surface level
insights and vague or no
consideration of
implications for career
direction and leadership
in the context of career.
No integration between
part 1 and 2. No
consideration of
implications for career
direction and leadership in
the context of your career.
Provides an example of
specific experience /
skills that are needed to
be effective in future
career.
(5%)
Exceptional insight into
specific experiences / skills
needed and how they can be
obtained. Well justified and
actions for gaining these
experiences / skills and are
meaningfully aligned to the
overall career narrative.
Insight into specific
experiences / skills
needed and how they
can be obtained. Well
justified actions for
gaining these
experiences / skills and
are mostly aligned to
career narrative.
Some insight into
experiences / skills
needed and how they
can be obtained.
Strategies identified for
gaining these
experiences / skills
shows some alignment
to career narrative
Some consideration
given to experiences /
skills needed and how
they can be obtained.
Strategies identified for
gaining these experiences
/ skills, are vague or too
general, and are not
aligned to the career
narrative.
No consideration given to
experiences / skills needed
and how they can be
obtained. Or random
actions for gaining these
experiences / skills –and
/or are unrelated to the
overall career narrative
Identifies areas/skills to
develop to contribute
and be effective in
leadership based on
theory. (5%)
Exceptional and well-justified
recommendations based on
theory and analysis with clear
realistic, and meaningful
strategies for leadership
development that are
implementable.
Excellent and well
justified
recommendations based
on theory and analysis
with specific strategies
for leadership
development that are
implementable
Some insight to
recommendations for
leadership
development based on
theory and analysis but
areas identified are
fairly general and
maybe difficult to
implement
Some consideration of
recommendations for
leadership development –
vague of no use of theory
Development conveys
intention and not specific
actions and/or would be
difficult to implement
No consideration of
recommendations for
leadership development or
very general
recommendations.
Overall integration of relevant theory, literature from the unit, evidence; structure, flow, connection between sections (25%)
Integration and
application of relevant
theories and literature
explicitly from Theme 1
modules in Parts 1,2,3-
(15%)

Theories and literature are the
most relevant and are applied
in an exceptional way with in-
depth evaluation / critique.
Strong integration between
them.
Theories and literature
are relevant and are
applied in ways that
provide insight and with
evaluation / critique.
Clear integration
between them.
Appropriate theories
and literature identified
and applied with some
insight.
Theories and literature
identified were somewhat
marginal in relevance or
were not drawn from
Theme 1 – and mainly
described rather than
applied.
No theory or literature
used, or the theory
/literature used is not
relevant
Structure and internal
flow of assessment –
(10%)
Demonstrates an eloquent,
well-polished written analysis
with clear and sophisticated
Logically organised
with careful attention to
detail, clarity of thought
Reasonably well
organised and coherent
in parts, with some
Organised in a logical
way with some flow
between sections,
Poorly organised,
incoherent or no
connection between
links between all sections.
Follows assessment
instructions.
and written flow is
demonstrated
consistently. Mostly
Follows assessment
instructions.
flow between sections.
Mostly follows
assessment
instructions.
although possibly
unbalanced. Some
attempt to follow
assessment instructions.
sections. Does not follow
assessment instructions.
References and Appendices (5%)
Referencing Follows School of business guidelines / consistently
accurate
Mostly accurate Some attempt at
referencing
No referencing
Comprehensive
Appendix
Attaches evidence from class activities to support part 1 and part 2, and a one to two-page Curriculum Vitae
(CV)
No appendix