Examiner’s Report

Unit Title Employability and Self Development

Unit Code 4UESD
RQF Level Level 4
Session June 2021

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Comments on Learning Outcome and Assessment Criteria Performance

Overall Performance

1. Comments on learners’ performance for learners and centres

Some learners across centres did not provide a job role or advertisement as required by the assignment
brief and therefore their assignments could not be marked. However, these assignments were reviewed in
the event the job role and advertisement were included somewhere within the assignment. Where this was
omitted, even although there was some relevant content on other tasks NO marks could be awarded
overall.
Some learners across centres, in addition to no job advertisement, also failed to make reference to any
organisation and the assignment could not be marked.

2. Recommendations for learners and centres

Learners must ensure they are using the correct assignment brief for the particular session. Learners should
carefully read the general overview before undertaking the assignment so that they understand what is
required by the assignment brief. The learners should also proof read their assignment before submission as
this would identify omissions, errors and issues.

3. Tips for learners and centres

Learners should be supported where possible to ensure firstly that they are using the correct assignment for
the session. Learners should be advised to read the context/overview carefully and make notes. Once they
have done this, they can then draft their assignment. Emphasise that students should ensure that all
requirements of the assignment brief are complied with. Once final assignment is ready for submission,
advise learners to spell check and proof read, as this would avoid omissions and errors.

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Task/Question 1

Assessment Criteria:

1.1 Explain what is meant by employability and the attitudes, skills and behaviours that are increasingly
demanded by employers when recruiting staff
1.2 Summarise the relevance and value of this shift in selection criteria for new staff in relation to the
changing workplace

1. Comments on learners’ performance for learners and centres

Some learners across centres continue to write in the third person, which fails to reflect what is required by
the task namely that the learner is required to show their own skills and qualifications. Many learners also
failed to explain their qualifications, resulting in answering only part of the task.

Many learners failed to address the whole task, omitting reference to how the behaviours and skills will be
valuable to their chosen organisation. Another issue is that learners do not use the task verb ‘discuss’ and
provide brief answers and even lists or bullet points which do not reflect a 20 mark task.

2. Recommendations for learners and centres

Learners must understand that the assignment is to be written as if they are applying for the chosen role
within the chosen organisation. They can do this if they write in the first person rather than third person.
Learners must ensure they are using the correct assignment, then carefully read the assignment context and
tasks before commencing to write.

3. Tips for learners and centres

Learners who have difficulty in understanding how to write in the first person should practice writing in both
the third and first person to understand the difference. Learners should review what they have written, such
as, proof reading, which will identify any omissions and errors. Carefully read the whole task. Identify the
topic in the study guide and then make notes. Draft the assignment, check the content before finalising then
assignment for submission.

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Task/Question 2

Assessment Criteria:

2.1 Compare your own skill set against the employability skills sought by employers in order to identify gaps
and how you might address these through personal development plans
2.2 Utilise your skill set effectively and creatively to complete the documents required when applying for
jobs

1. Comments on learners’ performance for learners and centres

Task 2a:
Some learners still provide only a url (web link) to their profile which is not acceptable and results in no
marks being awarded.
Some learners provide a copy of their LinkedIn profile rather than type or write it out again and this results
in the profile being unreadable due to too faded/dark etc. Even in the copying some learners omitted
providing a short written personal business-focused statement. Some learners still provide a profile more
like a CV.
Some learners did not attempt this task. Others provided only a URL which is not acceptable and cannot gain
any marks. Some learners answer with lengthy, very general paragraphs which is not a succinct profile while
some provided a CV style.

Task 2b:
Some learners do not provide a professional layout, even omitting a heading of CV or any link to the role
that they are applying for. In this session some learners used ‘fake’ or ‘different’ names for their CV which
were not their own names. The main issue lay in poor layout and it seemed that learners take a laissez-faire
approach to writing their CV. They should understand that a CV is an important document and should be
professionally laid out with sufficient detail, not just lists or bullet points.

Task 2c:
In this session many learners provided letters that were considered perfect by the marker, obtaining total
marks of 10. Others still provide a letter that is too long, such as including information that would be better
placed in their CV, some forget the address (both to and from) as well as the date of letter.

Task 2 overall – some learners across centres answered task 2 with a name which was different from their
learner name. It may be that some centres recommended their learners to look at styles or templates for use
in task 2 but learners MUST use their own name when compiling social media profiles, CVs and letters.

2. Recommendations for learners and centres

Learners should review social media profiles, practice writing these as well as professional looking CVs.
Centres should support learners so that they understand that the profile, CV and letter can be used when
applying for their chosen role within their chosen organisation when they are doing this in the real world.
Learners MUST use their own name when answering tasks.

Learners must use their own name when answering this task. Learners should continue to practice writing
appropriate social media profiles, CVs and letters of application as knowing how to do so will assist them
when applying for jobs/roles in a real world situation.

3. Tips for learners and centres

Proofreading the assignment will avoid errors and omissions such as omitting addresses, dates, headings, sign
off in the letter. Practice, practice, practice. Review styles of profile, CVs and letters of application. Ensure that
the layout is professional looking as this ensures that more marks are achieved. For CVs avoid just listing or
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providing content in bullet points, add some information on what your job entailed. However, do not provide
lengthy paragraphs. Review CVs. When you apply for jobs in the real world the prospective employer will take
into account the professional layout and content.

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Task/Question 3

Assessment Criteria:
3.1 Outline the different screening processes that may be used as part of employee selection and how you
would use your skill set to navigate this screening effectively
3.2 Reflect on how you intend to use your own skills and experience to maximise your potential to a
prospective employer at interview

1. Comments on learners’ performance for learners and centres

Task 3: Some learners fail to read the whole task and as a result focused on assessment centres rather than
what was required by the task, namely, how to prepare for a presentation. Some learners also provided a
presentation which was not required and gained no further marks. Some learners provided information on
before, during and after an interview rather than what was asked by the task. In the spirit of positive
marking, credit was awarded for relevant content.

Many learners across centres did understand what was required by the task but some failed to include all
steps in the preparation for a presentation. It seemed that some learners focused on the first part of the
task and provided information on assessment centres. Where appropriate credit was awarded for relevant
information. Some included information on during and after the presentation. Others provided information
on what they would say at interview. Some learners provided steps for preparation in random order rather
than sequential resulting in omission of some of the preparation steps. It helps learners and markers if they
follow the process of preparation from research stage to interview making it easier to identify if they
omitted any stage when proof reading.

2. Recommendations for learners and centres

Learners should carefully read the whole task and identify the topic in the study guide. Learners should also
ensure that they and provide content that reflects the mark, as in this case 25 marks for task 3.

Learners need to carefully read the whole task, then identify the topic in the study guide. For this task 3, it
seemed that learners focused on the first part of the task, namely, an assessment centre, instead of
explaining how they would prepare for the presentation. Doing this resulted in them failing to answer as
relevantly as they could. In the spirit of positive marking credit was given for relevant content.

3. Tips for learners and centres

Learners should practice reading the study guide and practising tasks. Practising these tasks would help
learners in the ‘real’ world and not just for an assignment. Preparation is key and writing sequentially,
particularly relating to preparation for interview would ensure nothing is omitted. Proofreading the
assignment before submission will identify any errors, issues and omissions.

Look at past assignment brief assignments and practice some tasks. Identify the topic in the study guide.
Become familiar with the topic. Make notes and then draft an answer. Check that the content is relevant.
Practice, practice, practice.

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Task/Question 4

Assessment Criteria:
4.2 Describe how employability skills can help a new employee integrate with and become an effective
contributor to a team

1. Comments on learners’ performance for learners and centres

Task 4a: although there were some answers that lacked relevant content, the task was fairly well answered
across centres by others. Many learners did not provide content on integrating and becoming an effective
contributor to the team, but as this is not specifically referred to in the task, it is understandable and marks
were awarded for relevant content.

This was fairly well answered across centres with most answering the task with relevant detail. Many
learners did not provide content on integrating and becoming an effective contributor to the team but as
this is not specifically referred to in the task then it is understandable, but no learner was disadvantage.
Recommendations have been made to adjust task such as this for further assignments.

Task 4b: this task was not answered well by many learners across centres with most failing to refer to any
types of feedback. A few did refer to planning and using SMART.

2. Recommendations for learners and centres

Learners should carefully read the whole task and ensure that they understand what is required. Learners
should then identify the topic within the study guide. Learners should then draft their assignment and
before final submission should proof-read. Doing this will avoid omissions and errors. Centres should advise
learners to carefully read the assignment before starting to write notes, draft and then finalising their
assignment.

It is recommended that for future sessions the learner carefully reads the tasks, identify the topic in the
study guide and then start to draft an answer before finalising for assignment submission. When a task, such
as in task 4b, asks about feedback learners should provide relevant content on types of feedback and then
answer how they would use the feedback.

3. Tips for learners and centres

Carefully read the whole task to endure understanding of what is required. Make notes, draft your
assignment before trying to finalise. Then proofread to ensure relevant content is included and reflects the
marks of the task.

Practice, practice, practice answering tasks. Ensure that the full task is carefully read. Make notes to ensure
understanding and correct interpretation of the task before finalising the answer for the assignment
submission.

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Quick Tips

Correct assignment: ensure the correct one is chosen for the session.

Word count: ensure the word count, minimum and maximum is adhered to.

Layout: answer each task (sequentially) in order with the task number e.g. 1, 2a, 2b, 2c, 3 etc etc. Having a
clear layout is vital not just to ensure that as a learner you have answered all tasks appropriately but for
ease of marking by markers who have more than just your assignment to mark. Markers are professional in
their approach to marking and endeavour to find every relevant point but by using a layout that does not
clearly identify which task is being answered may or will result in some relevant points being missed. All
these points can be avoided if the learner reads the assignment brief carefully then sets out the assignment
with appropriate numbering of tasks and headings.

Chosen organisation, role and job advert: Choose an organisation that you can see yourself working for.
Make notes on the organisation and choose a role that you can see yourself working in. Remember to
include the job advertisement with closing date. Do not just copy and paste content which the marker is not
able to read. As detailed above carefully read the general overview and context part of the assignment.
Remember to use your chosen role in your chosen organisation when answering the tasks.

Read tasks carefully: Remember to read each task carefully so that you understand what is required by the
task so that you answer relevantly. Ensure you interpret the task appropriately and relevantly. Remember to
answer according to the ‘verb’ of the task. For example, if the verb is ‘explain’ or ‘discuss’ then bullet points,
lists or diagrams are NOT sufficient and will result in you achieving less marks. Practice writing different
types of questions with different verbs so that you are able to do so when writing your assignment. If a task
asks about how YOU would do something, then write in the first person.

Using learners own name: as some learners in this session used a ‘different’ name for task 2 it is vital that
they ensure they use their own name when answering task 2 or indeed any task.

Pace your study: We all study at a different pace but remember to take breaks. Pace yourself when
undertaking your research on your chosen role within your chosen organisation and when answering each
task. Use the study guide to help you focus on what is required by a task. Each task refers to one or more
learning outcome for which you can find more detail in the study guide.

Preparing for your assignment: Remember this is not an examination situation. As it is an assignment you
have time to study, to make notes and prepare before writing your assignment. This time should include
proofreading your own work. Proofreading and checking your work is vital as it ensures that you submit a
professional looking, relevant assignment without omissions. For example, some learners choose a role and
organisation but fail to refer to them when answering the tasks. Remember to address your application
letter to your chosen organisation.

Proofreading, spelling etc: Although marks are not deducted for spelling or typographical errors it makes for
ease of reading if the assignment is free of such errors and has a professional looking layout, something
which will be required of you when you are in a role in the real world. Please think of task such as 2a) 2b)
and 2c) as real-life situations and that you are applying for the actual role that you chose at the start of your
assignment and writing your letter to the organisation that you chose in your introduction. Undertaking all
the tasks in this manner can help achieve relevant marks and help in applying for a hob or role in the real
world.
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Quotes and references: Using quotes and references is acceptable as it shows you have undertaken some
research. However, do NOT answer your tasks with lengthy quotes. They should be explained but remember
when you use lengthy quotes you are using up your word count and inserting a lengthy quote does not
show a marker that you fully understand the task.

Tips for general layout

Use the numbers/headings of the tasks and answer sequentially: Some learners may believe or even be
taught by their centres that providing a large ‘table of contents’ page with various different headings, some
not having the task title looks more professional (perhaps some centres may have shown learners reports
which have long table of content). However, this is not helpful to markers who are not just marking the work
of one learner but a number of learners across centres.

Using the task numbers and headings that are relevant to that task will also help learners when checking,
reviewing and proof-reading their work before submission and ensure that they have covered all tasks.
Answering sequentially with the task numbers avoids markers having to search for relevant content as the
content for each task will be easily identified not just by you as learner when reviewing and proofreading
your work before submission but be a layout that will ease the marking process for the marker and one that
a marker will enjoy reading.