The Task for Assessment One (1,000 words excluding references and bibliography).We would like you to reflect on your experience within your group in completing the exercise in your seminars on the analysis of the Junction Hotel: Initial Fact Finding report and presentation

The Task for Assessment One (1,000 words excluding references and bibliography).We would like you to reflect on your experience within your group in completing the exercise in your seminars on the analysis of the Junction Hotel: Initial Fact Finding report and presentation 150 150 Affordable Capstone Projects Written from Scratch

4HURM005W People and Organisations: Assessment One

The Task for Assessment One (1,000 words excluding references and bibliography).We would like you to reflect on your experience within your group in completing the exercise in your seminars on the analysis of the Junction Hotel: Initial Fact Finding report and presentation (from weeks 1 – 4). This is taken from your core textbook: Organisational Behaviour (King and Lawley 2016) and is found in the blackboard resources ‘Study material’ site for this module.  It will form part of the seminar sessions in weeks 1 – 4.

The main aim of this assessment is to identify one or two aspects about your contribution and performance in this group task which you would like to improve on in the future and to consider which part of the theory presented in weeks 1 – 5 helps you to best understand what happened and to plan how to make desired changes in the future.

We would like you to use either the Bortons model or the Gibbs model (see details of each model below – ‘ Models to aid reflection’) to consider what you have learnt about your preferences and challenges in working in groups. We would like you to use some of the theoretical material presented in weeks 1 – 5 to explore a particular aspect you found challenging, for example, communication challenges, working with others, multicultural elements or learning styles preferences.

You should complete a short reference list to cite the sources you have used to connect the theory with your personal experiences as the reflective models request.


Assessment Criteria for Assessment One


We will assess the extent to which you have reflected on your personal experiences to understand and elaborate on concepts/theories presented.


This includes:

  1. Your ability to write clearly, effectively and concisely and to use sources and references appropriately.


  1. Your ability to use one of the above two reflective models (Bortons or Gibbs) to explore your experiences in the seminar teams on this Junction Hotel task.


  1. Your ability to draw on one or two particular aspects of the theory presented in weeks 1 – 5 to make sense of these experiences (ie learning styles, challenges of working in groups, working with different cultures, adapting to higher education, multicultural challenges.)


  1. Your ability to document one or two areas of your performance and experience on this task that you would like to improve upon.


Grading indication for assessment 1 (worth 25% of module mark)

70+ Most of the following: Clear evidence of independent and original thinking in arguments and analysis; evidence of reading to support points made; clear evidence of thoughtful and analytical reflection; mastery of academic style; fluently written and very well-argued.

60+ Most of the following: Clear focus on task  set and a well-written answer in clear English; Selective and appropriate use of reading material, correctly referenced;  Evidence of analytical and reflective ability.

50+   Focused on task set and evidence of an attempt at a logical structure and clear writing; Descriptive rather than analytical, with ideas undeveloped.

40+   Attempt to address the task  set but only partially focussed on the task; disorganised in presentation of ideas; Little evidence of reflection.

Failure (less than 30%) Two or more of the following: Lack of understanding of task set and/or material used; substantial errors and inadequate length, evidence of serious plagiarism. lack of any evidence of reflection.

Assessment format:

The required format for the presentation of your assessment is as follows:

Front page to show: Name, Assignment title, Module code/title, Seminar leader’s name, Due Date.


Reflective Thinking and Writing

You may find it helpful to read in addition to this guidance, the Blackboard document under ‘Assessment’ entitled ‘Reflective Thinking and Writing’. This was produced by the Student Study Support team and gives more general guidance on reflective writing including addressing some challenges to be overcome. The next few paragraphs below are taken from this source.

What is Reflection?

‘Consciously looking at and thinking about our experiences, actions, feelings and responses and then interpreting them, in order to learn from them’ (Boud et al, 1994).  We can do this by asking:What we did? How we did it? What we learnt from doing it?

Why Reflect?

  • Explore and clarify your feelings, reactions and responses to issues;
  • Explore situations from different perspectives;
  • Look at how we can adapt to situations;
  • Consider our strengths and weaknesses;
  • Look at the relationship between theory and practice;
  • Learn from experiences and actions (our own and other people’s);

Reflective Writing Styles

Uses first and third person : your experience = first person (I felt) and the academic material will use third person eg (Smith proposes that …’

It should weave together your experience and discussion of academic material and theory.


Models to aid Reflection


In this module, we ask you to use ONE of the two models below to complete assessment one., either the Bortons OR the Gibbs model.

Many reflective frameworks are designed to apply to analysing events or incidents. This might be a useful way of approaching reflection on your experiences during the workshop – to start with things that happened (events) that have stuck in your mind. Most of the frameworks ask you to try to think what the event would look like from other people’s points of view. One aspect of reflection that is often missing from the models is to ask what ideas/ theories / ways of understanding would be relevant and what courses of action for yourself would come out of applying them.

  1. Bortons` (1970) Framework Guiding Reflective Activities
What? So What? Now what? What next?
This is the description and self awareness level and all questions start with the word what This is the level of analysis and evaluation when we look deeper at what was behind the experience.


This is the level of synthesis. Here we build on the previous levels these questions to enable us to consider alternative courses of action and choose what we are going to do next.

What happened?

What did I do?

What did others do?

What was I trying to achieve?

What was good or bad about the experiences

What would it have looked like from the other person’s point of view?




So what is the importance of this?

So what are the consequences?

So what more do I need to know about this?

So what do I need to develop?

So what have I learnt about this – about myself / about other people / about how things happen in practice etc?


Now what could I do?

Now what do I need to do?

Now what models or ideas would help me construct different ways of acting or being?

Now has changed and what should I do next?





  1. Gibbs Framework for Reflection (1988) (this is one of the most common frameworks in academic work)

Stage 1: Description of the event

Describe in detail the event you are reflecting on.

Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing; what was the context of the event; what happened; what was your part in this; what parts did the other people play; what was the result.

Stage 2: Feelings and Thoughts (Self awareness)

At this stage, try to recall and explore those things that were going on inside your head. Include:

  • What you were thinking about at the start?
  • How did things make you feel?
  • How did other people make you feel?
  • How did you feel about the outcome of the event?
  • What do you think about it now?


Stage 3: Evaluation

Try to evaluate or make a judgement about what has happened. Consider what was useful about the experience and what did or didn’t go so well (and why not)

Stage 4: Analysis

Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include:

  • What went well?
  • What did you do well?
  • What did others do well?
  • What went wrong or did not turn out how it should have done?
  • In what way did you or others contribute to this?


Stage 5: Conclusion (Synthesis)

This differs from the evaluation stage in that now you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insight into you own and other people’s behaviour in terms of how they contributed to the outcome of the  event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently.

Stage 6: Action Plan

During this stage you should think yourself forward into encountering the event again and to plan what you would do – would you act differently or would you be likely to do the same?

Here the cycle is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycle

Useful References

Borton, T (1970) Reach, Teach and Touch. Mc Graw Hill, London.

Boud D, Keogh R & Walker D (1985): Promoting reflection in learning: A model. In  Reflection: Turning Experience into Learning (Eds:  Boud D, Keogh R & Walker D). Kogan Page, London.

Boyd E & Fales A (1983): ‘Reflective Learning: the key to learning from experience’. Journal of Humanistic Psychology 23 (2) pp99-117

Gibbs G (1988) Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit, Oxford.

Schon DA (1983): The Reflective Practitioner. Basic Books, New York.