BEX 3000 - Professional Development for Business
Video Reflection
Value The video reflection accounts for 30% of your total marks for the unit.
Assessment
task purpose
Reflect on your professional and personal awareness and growth in relation to the
graduate capitals as you actively moved through the unit and its assessment tasks.
Learning
Outcomes
1. Demonstrate critical reflective thinking with respect to the development
and application of professional practice
4. Communicate in written and verbal form to produce professional artefacts
Your
assessment
task
You have engaged the services of an executive/life coach to help you find and
transition into a great graduate role. The coach has asked you to submit a 3 minute
self-reflection video. You should identify your strongest capabilities (as many as
you wish) and at least two weaknesses and discuss all of these in relation to the
graduate capitals model. You should try to impress the coach with your strongest
capabilities, but be honest about your weaknesses. How you will improve on your
weaknesses should also be included as the coach has offered to assist you to do
this.
Your visual presentation will illustrate and compliment your oration, and will have
your face visible for its duration.
Word Limit &
conditions
3 minute video in MP4 format to be submitted. Please note that markers will
disregard any video footage which is over the 3 minute time limit.
Due Date Exam period
Submission ● Via Moodle Assignment Submission - a link to another platform (such as
YouTube) can be submitted on a Word Doc on Moodle. Please ensure that
the privacy setting allow your markers to have access to the video.
Assessment
Criteria
You will be assessed on your ability to demonstrate the following:
- Develop critical reflective thinking
- Apply of critical reflective thinking
- Produce professional communication
Late Penalties ● 10% deduction per calendar day or part thereof for up to one week
● Submissions more than 7 calendar days after the due date will receive a
mark of zero (0) and may not receive assessment feedback
Feedback Feedback will be provided on student work via:
● general cohort performance
● specific student feedback ten working days post submission
INSTRUCTIONS
Throughout the unit, you will be encouraged to keep a reflection journal so as to capture your thoughts,
beliefs, experiences and awareness of how you navigate the unit in connection to the graduate capitals.
Activities completed in the seminars and in connection to the assessments will provide rich
opportunities to reflect on your personality, work role(s) and style(s).
The format of the reflection is a video submission for an executive/life coach that you wish to engage.
You will have several sessions with this person and you want to give them sufficient information so that
they can tailor a highly specific program for you with the express aim of providing you with a headstart
into the workplace.
With the information you provide them on your strengths and weaknesses they will be able to offer you
additional insights, ideas, methods and suggestions to really being able to stretch yourself so that you
can grow and evolve into your best professional self quickly. For them to do this however, they need
you to provide quality reflections that show deep thought, understanding and awareness of yourself.
Think of the expression ‘You can’t pour from an empty cup’. Your coach needs some content so they
can add flavour.
You can use any digital presentation tool to create your 3 minute video. You need to show your face in
the video for at least the introduction, and it must be your voice for the duration.
Video Upload and submission:
Videos are to be uploaded directly to Moodle or a link provided on a Word document to another
platform such as YouTube.
RUBRIC
Learning Objectives & Criteria HD (80-100%)
Demonstration of extended
knowledge, skills and attributes at
an exceptional level, showing
fluency, originality and integration
of concepts
D (70-79%)
Demonstration of extended
knowledge, skills and attributes at a
superior level, showing fluency and
emerging originality and integration
of concepts.
C (65-74%)
Demonstration of fundamental
knowledge, skills and attributes at a
proficient level, showing fluency in
concepts.
P (50-59%)
Demonstration of fundamental
knowledge, skills and attributes at a
satisfactory level.
N (0-49%)
Lack of satisfactory demonstration
of fundamental knowledge, skills
and expected attributes.
Strongest and weakest
capabilities are identified.
Evidence is offered to
support your assertions.
40%
Strongest and weakest
capabilities are clearly and
comprehensively identified
Insightful and comprehensive
evidence demonstrating an
exceptional level of
understanding, awareness and
growth in being able to
subjectively evaluate the self in
relation and connection to the
professional context.
Comprehensive reflections
demonstrating a high level of
understanding, awareness
and/or growth in being able to
subjectively evaluate the self in
relation and connection to the
professional context.
Reasonable reflections
demonstrating a good level of
understanding, awareness
and/or growth in being able to
subjectively evaluate the self
with solid attempts to connect to
the professional context.
Adequate reflections that
indicate some knowledge,
understanding and growth in
being able to subjectively
evaluate the self.
Deficiencies in reflective insight
are present.
Demonstrate critical
reflective thinking with
respect to the application of
your strengths and
weaknesses to the Graduate
Capitals Model and to the
graduate workplace.
40%
Strengths and weaknesses
identified are highly supported,
detailed and clearly connected
to the unit’s content. The
Graduate Capitals Model is
accurately and insightfully
incorporated in the analysis. .
Professional takeaways are
explored deeply and concisely.
They are insightful, meaningful
and actionable.
Strengths and weaknesses
identified are supported,
detailed and clearly connected
to the unit’s contentThe
Graduate Capitals Model is
accurately and insightfully
incorporated in the analysis.
Professional takeaways are
generally explored deeply and
concisely. They are meaningful
and actionable.
Strengths and weaknesses
identified are reasonably
supported, detailed and
connected to the unit’s content.
The Graduate Capitals Model is
accurately incorporated in the
analysis. Professional
takeaways are clearly
attempting to be deep and
concise.They are meaningful
and/or actionable.
Strengths and weaknesses
identified are supported, and/or
connected to the unit’s content
to a fundamental level.The
Graduate Capitals Model is
incorporated in the analysis,
although this lacks detail.
Professional takeaways may be
attempted. They may show
some evidence of attempts to
be meaningful and/or
actionable.
Strengths and weaknesses
included are descriptive in
nature and tend to demonstrate
a lack of understanding of
reflective writing and purpose
with the aim of uncovering
professional takeaways. The
Graduate Capitals Model may
have been omitted.
The video output and
communication is clear and
professional
The video output communicates
at an expert level, with highly
developed skills in structure,
The video output communicates
at a professional level, with
well-developed skills in
The video output communicates
at an effective level, with
adequate skills in structure, flow
The video output communicates
appropriately, with basic skills in
structure, and presentation of
The video output does not
demonstrate adequate skills in
presentation of content, and
20%
flow and presentation of
content.
structure, flow and presentation
of content.
and presentation of content. content. structure and/or the output
lacks professionalism