Skills and Learning Statement (SLS) Archives - "VM" Virtual Mentoring

OBU Registered Mentor

maq — Sat, 28 Dec 2019 04:07:29 +0000

Any student that plans to submit a Research and Analysis Project (RAP) to OBU needs to contact and render the services of an OBU Registered Mentor. The OBU Registered Mentor has the role of supporting the student during the preparation of the RAP, providing guidance, advice and feedback to the student where necessary.

The other role the OBU Registered Mentor has is to vouch to OBU that they have been the student’s mentor and the submitted RAP is the student’s personal work. The online RAP submission requires the submission of the Mentor’s registered e-mail address, later the Mentor will be required to confirm that they have in fact been the student’s mentor.

The student needs to find an OBU Registered Mentor that will provide mentoring services during the preparation of the RAP and hold at least three meetings with them. The OBU does not provide a Mentor to the students, but has some basic recommendations and has defined three categories of people from which the student can select a Mentor. Click here to know about key attributes of good OBU Registered Mentor. It is up to the Mentor to get an ACCA and OBU approval.

The person you choose should be one of the following:

A qualified Chartered Certified Accountant (ACCA) – Full member.

Your tutor at an ACCA Learning Provider

A senior colleague at work e.g. your line manager

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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Major attributes of good OBU Registered Mentor?

maq — Sat, 28 Dec 2019 03:56:31 +0000

What are the major attributes of good OBU Registered Mentor?

The Oxford Brookes University (OBU) has defined some important attributes / traits a good Mentor should possess. The student needs to look over these and consider them when selecting a Mentor.

Any student that plans to submit a Research and Analysis Project (RAP) to OBU needs to contact and render the services of a OBU Registered Mentor. The OBU Registered Mentor has the role of supporting the student during the preparation of the RAP, providing guidance, advice and feedback to the student where necessary.

Key attributes of a good OBU Registered Mentor are as follows.

Is approachable and has genuine interest in helping students to succeed.
Listen and actively ask questions.
Respects confidentiality and is trustworthy.
Acts as a sounding board to explore ideas and issues arising from research
Provides positive and constructive feedback on research being carried out.
Challenges and discusses effective communication.
Offers support and encouragement;
Helps the student meet their objectives;
Helps the student ask the right questions, to think systematically, to learn to apply appropriate evaluation techniques and to analyse and interpret the findings;
Remains neutral and not judgmental;
Provides subtle guidance but ensures student makes the decisions; and
Is knowledgeable and competent.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

The post Major attributes of good OBU Registered Mentor? appeared first on "VM" Virtual Mentoring.

Role of OBU Registered Mentor

maq — Sat, 28 Dec 2019 03:43:20 +0000

What is the Role of OBU Registered Mentor of Oxford Brookes University for availing BSc Hons. Degree in Applied Accounting?

The student needs to have at least three meetings with their OBU Registered Mentor. These meets allow the OBU Registered Mentor to provide their guidance during the student’s work on the RAP and give the appropriate feedback. These meetings allow the student to develop interpersonal skills like questioning, listening and giving a presentation. The student will be asked to reflect on the developing of such skills in the Skills and Learning Statement.

No OBU Registered Mentor is required to have extensive knowledge in every project topic or academic research. The Mentor does not play any role in the assessment of the RAP, except the confirmation to OBU that the RAP is the student’s own work. The OBU Registered Mentor cannot help the student by telling them what to write in order to pass the RAP. The Mentor also does not provide advice on the content and structure of the Research Report, nor does the Mentor help in writing the RAP. The content, structure and the writing need to be completely done by the student.

It is always of great help that the Mentor understands everything that is important for the student during the preparation of the RAP. The student needs to share with the Mentor as much information about their RAP as possible, and all the project requirements. This includes the information contained in this Information Pack.

The Mentor helps the student by encouraging the student in creative thinking about the RAP, propose challenges to the student in order for the student to show their strive in reaching the project objectives and the aim for meeting the time frame for submission the RAP to OBU. The Mentor should ask of the student to show their understanding of the issues that arise during research, and may even ask some questions related to the conclusion and recommendations the student has reached.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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Third meeting with “OBU Registered Mentor”

maq — Sat, 28 Dec 2019 03:32:36 +0000

How to manage third meeting with “OBU Registered Mentor”?

OBU has proposed that the student hold at least three mandatory meetings with the Mentor, each at least thirty minutes long. Upon additional agreement, the student and the Mentor can have additional meetings, and this should be defined before the RAP preparation begins. OBU has also made a suggestion about the framework of the three mandatory meetings.

The Mentor serves a role helping the student in planning, research and preparation of a good quality RAP. There is also the opportunity for the student to develop some necessary skills like listening, asking questions and preparing and giving a proper presentation. OBU has made a suggestion that the extensive planning, taking the appropriate notes and preparing a good agenda makes for a quality, productive meeting, and having the appropriate focus on the important actions and desired outcomes. Taking the appropriate notes is important for the identification and the recording of the important actions will help the student in their Research Report and will help them to easily write the Skills and Learning Statement.

In third meeting with engaged “OBU Registered Mentor”, the student should have a competed research and almost finished Research Report. The student should give a copy of the draft Report to the Mentor before the third meeting takes place. The third meeting needs to have a fifteen minute long PowerPoint presentation that the student presents to their Mentor and if possible, simultaneously to other fellow students.

The student needs to do a proper research and learn how to prepare and give a good PowerPoint presentation. A copy of this presentation needs to be submitted with the Skills and Learning Statement portion of the RAP. This will also help the student in honing their presentation skills to an audience and skills in answering questions in such conditions.

The Mentor may focus on the following issues in the third meeting:

Is the content of the presentation consistent with the Research Report findings?
How effective was the presentation? Did it make sense?
Are there satisfactory links between the different parts of the project, from objectives through to findings and conclusions?
Is the quality of the analysis and evaluation sufficient to meet the required standard?
If the student was to do the RAP again, what might they do differently?
Given the feedback and questions, will the student make any changes to their Research Report before it is submitted to OBU?

The student’s desired outcomes from the third meeting may include the following:

The student is confident that they have produced a good Research Report which meets the assessment criteria;
The student can identify further improvements to the quality of their Research Report;
Reflection on the presentation skills for the Skills and Learning Statement; and
The student has prepared the required presentation to include in their Skills and Learning Statement.

After the third meeting with the Mentor, the student has to finalise their Research Report and Skills and Learning Statement. This completes the Research and Analysis Project and this is submitted online to the OBU website.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

The post Third meeting with “OBU Registered Mentor” appeared first on "VM" Virtual Mentoring.

Second meeting with “OBU Registered Mentor”

maq — Sat, 28 Dec 2019 03:24:06 +0000

How to manage second meeting with “OBU Registered Mentor”

In second formal meeting with engaged “OBU Registered Mentor”, The second meeting allows the chance for the student to get feedback from the Mentor about the progress and findings related to the Research Report. The student should gather important information and make notes on some important issues, along with appropriate evaluation of the progress, so the Mentor can provide their feedback and gain some insight into the progress the student has made into their Research Report and their goals and objectives.

The student needs to show their progress to the Mentor. This could be done via a word document outlining the structure of the Research Report. A draft report can contain some early chapters that cover the goals and objectives, and explanations on why the student has selected any particular technique (accounting or business) and their choice for preparing and continuing with the project. The student may yet to find the important information, but this presentation is important to shoe the Mentor that you have a good grasp on the work that needs to be done and the progress the student has made up to that point.

The Mentor may focus on the following issues in the second meeting:

Does the student’s written work contribute towards meeting their goals and objectives?
Does the student’s written work meet the Research Report assessment criteria?
Has the student been able to do everything they have planned?
If the student has had to change their approach, is it still consistent with the set objectives?
Is the student’s evaluation of information and data in sufficient depth?
What further work does the student still have to undertake?
Is the student still confident that they will meet the RAP deadline?

The student’s desired outcomes from the second meeting may include the following:

Reassurance that the student’s Research Report is progressing well
The student is confident that they are fulfilling the Research Report assessment criteria

The student can identify changes that they will make following the Mentor’s feedback

The student can identify possible improvements to the quality of their work to date
The student feels confident that they know what else is required of them in order to adequately complete the RAP
Realisation that the student is able to meet the RAP timetable
Reflection on the student’s personal skills for the necessity of the Skills and Learning Statement.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

The post Second meeting with “OBU Registered Mentor” appeared first on "VM" Virtual Mentoring.

First meeting with “OBU Registered Mentor”

maq — Sat, 28 Dec 2019 03:11:51 +0000

How to manage first meeting with “OBU Registered Mentor” efficiently?

In first formal meeting with engaged “OBU Registered Mentor”, The student should identify some potential topic areas and companies they would like to examine. This should be done before the first meeting with the Mentor, and the student should also consider the manners for undertaking their research work and should prepare a rough RAP timetable.

In order for the Mentor to show their best, the student should also provide them with ideas upon the Mentor can give their feedback. The Mentor also should have appropriate time to go over your content and consider what the student has written in order to be able to give a good advice and clarify some ideas.

The first meeting is also used for discussion of the possible choices of the topic areas and project objectives. The student should have clear goals and objectives for the RAP, and these need to be set at the beginning of the project. This determines the manner of information collection and its evaluation. The rough structure that will be set at the beginning of the project research helps the student to conduct an in-depth and thorough research.

The Mentor may focus on the following issues in the first meeting:

Has the student set a clear view of the work that needs to be done?
Are the project ideas realistic given the student’s previous knowledge?
Does the student know how to undertake the necessary research?
Is the student’s information gathering approach robust?
How will the student demonstrate their analytical and evaluative skills?
Is the student’s RAP timetable realistic?

The student’s desired outcomes from the first meeting may include the following:

An agreed Research and Analysis Project title
Clarification of your Research Report goals and objectives
An agreed approach for undertaking the project research
A robust and realistic timetable for completing the Research and Analysis Project

Reflection on your personal skills for writing the Skills and Learning Statement.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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Sources of SLS evidence for the student

maq — Sat, 28 Dec 2019 02:51:43 +0000

What are the main sources of SLS that enable student to pass Research and Analysis Project (RAP) in first attempt?

When the student plans their research, they need to plan to collect some evidence that will contribute to the Skills and Learning Statement, and the self-reflection will contain more than simply explaining the activities taken to prepare the Research Report. An important part of the overall activities are the three meetings with the Mentor. If the student reflects on the events and thoughts that have happened during these meetings, and record this soon after the end of the meetings, the student will be able to easily write the answers to half the questions of the SLS.

Different sources that can contribute to the evidence necessary for answering the SLS questions are the meetings with different people that the student has interviewed as part of the research, or even correspondence with different people during the process of gathering information. The student needs to think of every aspect of the project research work and the manner in which this can be of help during writing the answers to the SLS questions.

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

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Main research sources of SLS

maq — Fri, 27 Dec 2019 07:59:22 +0000

What are the main research sources of SLS that enable students to pass Research and Analysis Project (RAP) in first attempt?

Click here for detail about complete guidance of RAP.

Important Links

Click here to access Registration Form.

The post Main research sources of SLS appeared first on "VM" Virtual Mentoring.

How SLS is assessed by considering Self Reflection?

maq — Fri, 27 Dec 2019 06:41:49 +0000

How SLS is assessed by considering Self Reflection by OBU Examiner?

The Skills and Learning Statement is assessed (by considering Self Reflection) only as a Pass or a Fail, it does not receive a grade. Still, the student needs to dedicate equal attention to the SLS as to the Research Report, because it is necessary to pass the SLS in order to pass the whole RAP project. Self reflection in entire SLS is important and Self-reflection in other words can be called critical reflection, and is a key academic and professional skill. The reflection requires the student to review and evaluate the experiences they have had and the acquired learning. There is an emphasis on evaluation that needs to be noted. The SLS should not be a simple description of the student’s actions, it needs to be an evaluation of the experiences of performing the project work. The student needs to make some meaning of what they have experienced and make a good judgement of how good they have achieved their set objectives, and also make a conclusion about the value of the process of preparation of the RAP project.

As there is no unique or a model answer to any of the SLS questions, the student needs to make a clear and honest evaluation. Because not every experience can be a positive one, and many things may not have gone as planned, the evaluation needs to clearly reflect on the actual events no matter if they are not pleasant, and not be an idealized version that the student wishes has happened and tries to convince the OBU markers. The applied research is usually messy and unsatisfying, and the student can greatly benefit from all sorts of mishaps that have occurred during the research work. And it is also advisable that all this is reflected in the student’s Skills and Learning Statement.

In order for the student to pass the self-reflection part of the SLS, they will need to make a good attempt and address all the questions in the SLS equally. In any other case, the student will likely fail their SLS. The student needs to show their ability to reflect on the judgements that have been made and the actions they have taken while working on the RAP. The OBU markers expect to see some evidence that the student recognizes their strengths and weaknesses. If the student only provides a simple description of the events that took place while preparing the RAP, they will likely fail the SLS part of the RAP.

Click here for detail about complete guidance of Research and Analysis Project

Important Links

Click here to access Registration Form.

The post How SLS is assessed by considering Self Reflection? appeared first on "VM" Virtual Mentoring.

What is Skills and Learning Statement (SLS)?

maq — Fri, 27 Dec 2019 01:44:13 +0000

What is SLS?

The Skills and Learning Statement (SLS) is the opportunity for the student to show that they have developed the important or “key” graduate skills of self-reflection and communication. The student will give the necessary evidence of self-reflection by answering the proposed questions. The communications skills will be developed by preparing and giving a presentation to their Mentor. A copy of the PowerPoint presentation needs to be included in the submission of the project as a proof of the skill development.

The SLS must be based on the following two questions:

How have you developed, personally and professionally, as a result of undertaking the Research and Analysis Project?
How will the experience of the RAP help you in the future?

For Q1 consider :

What new skills you acquired and how you developed them
the challenges you faced and how you overcame them

For Q2 consider:

made you more employable and capable
might influence your future plans in the short and longer term

Important and significant part of the working or learning parts of a person’s life is the ability to evaluate the personal performance and be aware and know the personal development needs. Has everything that has been planned, achieved? If the answer is no, then what should that person improve in the future? Sometimes cooperation with other people really helps complete the set objectives; the ability to make the most of the resources and do an effective communication are two very important personal attributes. The ACCA education provides knowledge in accounting and business, and the research that is necessary only enhances the practical skills of the student. What does the student benefit from preparing a RAP project?

The answers to the SLS questions are allowing insight into the student’s personal issues. Even though there are only two questions and a word count of only 2,000 words, the student should not write a precise 1,000 word answers to each question. Many students find that they need more words to answer one and less words to answer another question. It is recommended that the student write from 900 to 1,000 word answers on each questions, and stay within the prescribed word count of 2,000 words.

Click here for detail about complete guidance of Research and Analysis Project

Important Links

Click here to access Registration Form.

The post What is Skills and Learning Statement (SLS)? appeared first on "VM" Virtual Mentoring.