BUAD 2000Transferable Skills Assignment Paper
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
BUAD 2000Transferable Skills Assignment Paper
BUAD 2000, Transferable, Skills, Assignment, Paper
BUAD 2000, Career Development I
Transferable Skills Assignment, 34 Points
Due in Blackboard Assignment Drop Box by 11:59 p.m., Sunday, 4/5/20
Late assignments are not accepted
Introduction
Transferable skills are among the most highly valued skills job seekers can promote as they brand themselves. They are the skills we’ve been building upon all our lives, in every environment, that will allow us to get a second and third look by an employer. You may aspire to be an accountant, yet believe, because you have never been a bookkeeper or an account clerk that you cannot be competitive in the work force. Not true! Transferable skills are used in one position, and then applied or transferred to another environment when different tasks are performed.
For example, a restaurant hostess must analyze the wait staff’s abilities; the number of open tables she has; the flow of guests coming in and out of the restaurant; and the guests’ desire to have an enjoyable meal on a tight timeframe. That hostess’s ability to analyze the environment and the desires of the guests can be transferred into analyzing spreadsheets, profit and loss statements, and budgets. Now, the challenge rests with the job seeker to recognize the nature of their transferable skills and to weave them into their job search materials.
Capitalizing on your own self-assessment and career exploration, your task is to think of all your experiences as building blocks to achieving your desired position. In each personal, volunteer, or employment-related endeavor, we build skills that transfer to our desire careers. Here’s how to start thinking about branding your skills.
Directions
- Recall an experience (work, internship, school, involvement in organizations, volunteerism, sports, etc.) where you have built and enhanced your skills.
- Consider the skills, or keywords, that have emerged regularly from your career research and job vacancy selection.
- Contemplate which of those skills are “transferable,” meaning skills you build in one environment and desire to transfer to your chosen career.
- Challenge yourself to compose a brief, yet specific account of what you were doing when you built those skills, and then, three action statements where you weave in those transferable skills to describe your experience. The statements should be worthy of using on your resume.
Complete the assignment by providing the requested information in each section, beginning on page 2. For guidance, refer to the Sample Entry that follows the format.
Format and Sample Entry on page 2
Format
Experience (event, job, organization) 1 point |
Location (city and state) 1 point |
Your Title (employee, volunteer, student, committee member etc.) 1 point |
Time Frame (month and year) 1 point |
List the three transferable skills you will incorporate into your quantifiable action statements. Some form of the word must be highlighted in the individual action statement. 3 points |
Provide a brief, but specific recollection of what you were doing when you built your transferable skills. Be sure to include quantifiable information (students recruited, cash handled, money raised, staff supervised) 5 points |
Action Statements with highlighted transferable skills/keywords (Begin statements with present or past tense action verbs and quantifiable information. Incorporate the transferable or relevant skill so it is clear what you did, how you did it, and the result). 12 points (3 for highlighting, 9 for quality) 12 points (3 for highlighting, 9 for quality) |
Sample Entry
Experience (event, job, organization) 1-point TGI Friday’s Restaurant |
Location 1 point Toledo, OH |
Your Title (employee, volunteer, student, committee member etc.) 1 point Hostess |
Time Frame (month and year) 1 point January 2018 to February 2020 |
List the three transferable skills you will incorporate into your quantifiable action statements. Some form of the word must be highlighted in the action individual statement. 3 points |
1. Communication |
2. Analysis |
3. Organization |
Provide a brief, but specific recollection of what you were doing when you built your transferable skills. Be sure to include quantifiable information (students recruited, cash handled, money raised, staff supervised) 5 points
When I was a hostess at TGI Friday’s up to eight servers counted on me to greet people when they came into the restaurant; to take their names; and to assign them a table in a timely and fair manner. Depending on the size of the party, I needed to analyze the wait staff’s abilities; available tables if any; the flow of guests coming in and out of the restaurant; and the guests’ desire to have an enjoyable meal on a tight timeframe. The manager trusted me to keep the customers happy and the traffic flowing. |
Action Statements with highlighted transferable skills/keywords (Begin statements with present or past tense action verbs and quantifiable information. Incorporate the transferable or relevant skill so it is clear what you did, how you did it, and the result). 12 points (3 for highlighting, 9 for quality)
· Established rapport with up to 150 guests per shift by communicating wait times, suggesting specials, and engaging in conversation until their table was prepared
· Demonstrated ability to analyze guests’ desires by inquiring of their time parameters and deadlines
· Reviewed dining trends and organized seating/table-turn process which increased dinner sales by 10% |
The rubric for this assignment may be viewed on page 3.
Rubric
This assignment is worth 34 points. Up to 10 points are available for spelling, grammar, and mechanics. Review the rubric below to determine the point values for your completed assignment.
Evaluated Area |
Points |
Total Points Available |
Experience, Location, Title, Time Frame, 1 point each |
4 |
4 |
List of Transferable Skills |
3 |
3 |
Account description up to 5 points
Needs Improvement
Acceptable
Excellent |
0-2
3-4
5 |
5 |
Three action statements up to 3 points each
Needs Improvement
Acceptable
Excellent |
0-1
2
3 |
9 |
Transferable skill highlighted in statement, 1 point each |
3 |
3 |
Grammar, spelling, mechanics |
10 |
10 |
Total |
|
34 |
Blackboard Assignment Drop Box Submission Requirements-due by 11:59 p.m., Sunday, 4/5/20.
Compose the assignment in Microsoft Word and submit it in the drop box by the designated time frame.
Ensure that you save the email confirmation and number upon successful submission in the event you need to validate your assignment was completed and submitted on time.
As your assignment is read, it will be graded. You may view your points in the Grade Center. Comments for your assignment may be found when the assignment has been graded.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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