LPA SCOREName Jiancheng Li Assessment Date Jul 25 2019.docx

LPA SCORE
Name: Jiancheng Li Assessment Date: Jul 25 2019
The table below displays your level of proficiency on various
competencies required for success in a wide variety of
professional roles.
Competency
ANALYZING AND SOLVING PROBLEMS
WORKING WELL WITH OTHERS
ACHIEVING OBJECTIVES
LEARNING AND SELF-DEVELOPMENT
ADAPTING TO CHANGE
Scoring Interpretation Key**
8-10 You scored higher on this competency than most other
individuals who have completed the assessment. You may still
be interested in reviewing some of the suggestions below to
strengthen this area even further.
4-7 Your score for this competency is similar to the average
score of other individuals who have completed the assessment.
You may benefit from taking some of the actions indicated
below to help you further strengthen this area.
1-3 You scored lower on this competency than most other
individuals who have completed the assessment. You will likely
benefit from taking some of the actions indicated below to

strengthen your skills in this area.
Listed below are development activities organized by
competency. We recommend that you use the information in this
report along with other
feedback you have received about your strengths and
development needs to identify no more than 2 or 3 competency
areas in which to
target your development efforts, and then review the tips
provided to identify several within each of your targeted
competencies that would be
relevant to your situation. For example, some tips may be more
relevant to individuals with more work or internship experience,
and other tips
may be more useful to individuals with less experience.
** Your scores are based on a comparison to students around
the world who completed the assessment.
Student ID: Institution:00160534T Torrens University Australia
(TUA)
Establish a few general rules to use when evaluating
information and use these rules to decide how much importance
to place on the information. You
might ask yourself questions such as: What is the source of the
information? Is it credible? Is the source reliable? Has a trusted
expert provided
his/her thoughts? Based on careful analysis of the information
that is known, does the new information seem accurate?
Identify and collect the information you will need to address a
specific problem. Make a list of the information you need and
evaluate it according to

how it will help resolve the problem. Identify how and where
you will get the information.
Look for additional sources of data when you are trying to
understand an issue or make a decision. Try to find at least one
or two new sources of
information. Examples of new sources are records of a past
event, policies and procedures manuals, individuals who have
experience in the area, or
research reports on the topic.
When you are dealing with a critical issue, ask your manager or
a knowledgeable colleague to review your sources of
information. Ask the person to
help you make sure you have all of the data that you need.
Remember to ask yourself, "what could be inaccurate, or what
am I missing?"
List all facts and information available before you begin to
analyze a situation. Ask others to review and add to your list.
Use this information to gain
an in-depth understanding of the situation. Pay attention to how
information from different sources fits together to provide a
complete overview of the
situation.
Break complex problems into component parts and identify the
links between the parts. After you've identified how parts are
connected, consider the
potential impact of a solution on these connected parts before
making any decisions.
When evaluating a problem, be sure to spend an appropriate
amount of time analyzing the data, even if you do not think that
data analysis is a strong
skill you have. Don't make the mistake of giving the

information only a quick review, and resist the temptation to
apply a quick solution. As you're
reviewing data, consider if there are professional standards
and/or technical approaches that should be applied.
Obstacles or issues are not always expected. If you are
confronted with an unanticipated situation, think about who else
might be affected by the
circumstances. Inform these individuals in a timely manner of
the new developments.
When beginning your next project, take time to anticipate
problems or obstacles that might arise. Consider issues you may
encounter with getting the
information or resources you need, with meeting certain
deadlines, or even with misunderstanding the objectives of the
project. Take steps early on to
minimize the likelihood of these issues occurring.
Organize an informal brainstorming session to discuss new ways
to approach recurring problems, new problems, or new
applications of products and
services.
ANALYZING AND SOLVING
PROBLEMS
2
1. Critically evaluates information and its sources
2. Identifies gaps in information and seeks appropriate sources
to close them
3. Synthesizes and integrates information into what is already
known about a topic
4. Recognizes patterns in information to identify the bigger
picture

5. Follows best practices and appropriately analyzes
quantitative and qualitative data
6. Identifies and independently solves work problems, as
appropriate
7. Considers multiple approaches when solving problems
COMPETENCY SCORE
LPA SCORE
The next time you begin work on a group project, take some
time at the beginning to get to know the other team members.
Ask questions about their
work interests as well as about their personal lives, if they seem
receptive. Make a note of what you learn and take some time
during meetings to
show interest in the developments in their personal or work
lives.
When building relationships, try to uncover areas of common
interest. Use questions to show your interest in others and their
work. Remember to use
eye contact and show a genuine interest in the other person.
Think about how each of your team members differs from you
in the ways they behave at work. Ask yourself why you might
react negatively towards
some people but not towards others. Are you reacting to
differences in background or workstyle rather than differences
in quality of work? If so, how
might you show more openness to diverse viewpoints.
Listening is important when you are trying to understand others.
When speaking with others, try to first show that you have

listened to them by
summarizing what you have heard and repeating it back to them.
Then, ask for confirmation that you've understood the message
correctly. If you did
not understand, ask for clarification. By doing this, others will
feel as though you truly heard them.
Skills, knowledge, and experience all contribute to an
individual's perspective, and people with backgrounds that
differ from yours may look at a
situation differently. Instead of thinking of differing viewpoints
as points of disagreement, be open to being influenced by other
people's views. Value
others for the diversity of their skills, knowledge, and
experience. When viewpoints are discussed, both parties often
learn from the experience.
Develop the habit of thinking about situations as a member of a
team rather than just from your own perspective. When the team
is faced with a
decision, provide your input, and actively participate in the
decision-making process. Then, once a decision has been made,
support the agreed-upon
solution, even if it differs from your initial recommendation.
When managing your work, try to remain focused on the needs
of the overall team. Are your team members affected by you
individually meeting
deadlines? Do other people need information from you? During
the next few weeks, try to view your responsibilities from a
team perspective and look
for opportunities to accommodate others' needs, even if it
involves adjusting your own workload.
Make a list of things you could do to help your work team.
Make it a goal to review the list and try to do one thing from

the list each week.
Observe people you know who have a great deal of empathy or
responsiveness towards others. Take note of how and how much
they talk, listen,
answer, etc., and think about how you might apply their styles
in your own interactions with others.
When interacting with others who are displaying negative
emotions (e.g., anger, sadness, frustration) the reflection of
feelings is an important
technique to show understanding. First, listen for the feelings
that are being expressed. Ask yourself, "How would I feel if I
were that person?" Repeat
back to the person in your own words what you understood the
person said and felt. Be sure to communicate your empathy and
support for the
individual.
When a disagreement arises, view the situation as a
disagreement of ideas or approaches, rather than a conflict
between people, and try to remain
emotionally neutral. Focus on the ideas, not the person.
WORKING WELL WITH OTHERS 2
1. Develops and maintains effective working relationships
2. Interacts effectively with people from different backgrounds
3. Listens to others and values and incorporates diverse
viewpoints
4. Supports team decisions once they have been made
5. Adjusts own workload to help meet team commitments, as
appropriate
6. Recognizes and demonstrates empathy for others' feelings,
needs, and concerns
7. Appropriately resolves own work disagreements

COMPETENCY SCORE
LPA SCORE
Set three challenging goals for yourself and develop action
plans to achieve them. Identify potential obstacles to reaching
your goals and consider
how you might overcome them. Review your plans with a
mentor or superior and ask for input on how you might improve
your approach.
As you complete your work, periodically pause and evaluate if
you are still moving toward your goal or if you have moved in a
different direction.
Regular monitoring of progress will help you move toward your
end goal more effectively and decrease time spent on
unnecessary activities.
Think about goals that you have that you would say are difficult
to achieve and try to find ways to achieve the goals more
effectively. Could you apply
the same techniques you use to reach easily attainable goals?
Talking with a colleague, superior, or mentor may give you
additional thoughts on how
to approach difficult goals in ways that will make them easier to
achieve.
If you find that your tasks for a project are finished quickly or
are taking less time than you thought, then ask your
colleagues/peers about their
progress. If they have encountered obstacles and/or if their
work is more complex than originally expected, offer to help.

Volunteer to take the lead on an important project that's been
ignored or delayed. Set a time frame for accomplishment and
push for timely completion
of the project.
Volunteer for projects and/or assignments that are outside your
formally assigned responsibilities. It might be especially helpful
to look for
opportunities that will allow you to learn new skills. Not only
will you be helping your larger work group, but you will also be
developing your expertise.
To motivate yourself to produce high quality work, imagine that
each piece of work you do will be used to decide an outcome
important to you (e.g., a
pay raise, a job offer). Ask yourself if you've done the best you
could or if additional attention and/or effort might have
produced a higher-quality end
result.
When evaluating your work, think about how others might view
the quality of your output? Another approach to evaluating your
work could be to
compare it to that of someone you consider successful. How is
your work similar and different?
ACHIEVING OBJECTIVES 5
1. Accepts or sets demanding individual goals
2. Meets individual goals and objectives
3. Takes initiative to seek additional responsibilities, as
appropriate
4. Evaluates work outcomes to ensure quality standards are met
COMPETENCY SCORE

LPA SCORE
Look at the job behaviors you still need to develop to be
successful at that job, and prepare a development plan for those
skills.
Let colleagues and managers know what new skills you wish to
develop. Agree to share your own skills with colleagues in
return for them teaching
you new skills.
Be prepared to make some personal sacrifices to learn new
skills, perhaps by working late to catch up on work after
attending trainings, or attending
evening classes.
Think about whether you are drawn to situations that stretch and
challenge your abilities. Do you tend to seek out challenging
opportunities of shy
away from them? Carefully review how this tendency may affect
your willingness to take on complex or difficult situations that
would aid in your
development.
After attending training, talk with others (e.g., peers, mentor)
about what you learned. Ask them to help you identify ways to
apply the new knowledge
to your work.
Review your performance and set aside some time to developing
an accurate assessment of your own strengths and weaknesses.
Develop a list of
two or three areas in which you feel you have strong skills, and
two or three areas where you feel you need some development.

Review this list with
your colleagues and supervisor/mentor, and refine the list based
on their input. After the list is complete, create specific action
steps for those areas
where development is needed. Also, look for ways to leverage
your strengths by using them to develop your weaker areas
(e.g., using your strong
interpersonal skills to work with others to improve your
problem solving skills).
Identify a trusted peer who works closely with you and can
serve as your feedback partner. Ask this individual to observe
you in different situations
and provide input as to what you've done well and what you
could improve.
Learn from constructive criticism, but don't dwell on mistakes.
Make sure that you focus on today, and don't spend time
regretting the past or worrying
about the future. Note how much time you spend thinking about
the past, present, and future in any one day and consider
whether this is appropriate.
Learn from your mistakes and then move on to the next
opportunity.
When taking on challenging tasks, identify individuals who can
serve as advisors to you.
LEARNING AND SELF-
DEVELOPMENT
1
1. Identifies and addresses own knowledge gaps and training
needs
2. Continually expands own knowledge and skills

3. Applies knowledge and training to professional contexts
4. Critically evaluates own strengths and weaknesses and
pursues development
5. Seeks feedback and learns from successes and failures
6. Learns from others and seeks mentors
COMPETENCY SCORE
LPA SCORE
Ask yourself about how adaptable you have been to changing
circumstances. How could you change your behavior now and in
the future to show a
higher degree of adaptability? Ask your manager, mentor, or a
trusted colleague to give you feedback on how you have reacted
to change in the past.
Think about how you interact with other people. Although it is
important to treat people fairly and equally, there are times
when it is also helpful to
adapt your interpersonal style to interact more effectively with
people who approach situations differently than you do.
Consider what motivates you and how this differs from what
motivates people around you. Try to find out the key motivators
for different people on
your team. Consider how to use this information to adapt your
style and be more productive in working with others.
When a new idea is introduced, don't make a judgment until you
have examined the idea closely. Try to keep an open mind about
new ways of doing
things, or to new approaches to problems. Compare current
thinking to the new idea and identify the improvements.

Examine your preferences for change versus stability. If your
preference is for stability, recognize that new directions and
programs will not seem like
good news to you initially. When change is proposed, begin by
using good listening skills to understand why the change is
needed. Then, force
yourself to withhold judgment. Give yourself 24 hours to
consider and evaluate the change. Teach yourself to view such
situations as opportunities
and try not to automatically react in a negative way.
Think about the last major change that you had to handle. How
positively did you view the change and how well did things
actually turn out? Think
about how you tend to communicate any sense of negativity
about suggestions or changes. Make an effort to appear more
positive than you may
initially feel. You will often find that this actually helps you to
become more positive in the mid- to long-term.
Select a change initiative that you would like to support. List
the positives and negatives of implementing the change, and the
positives and negatives
of not implementing it. Develop a persuasive argument to
explain your rationale and potential benefits of the change and
use the argument when
talking with others about the change.
If you naturally find change difficult, a valuable tool to help
you cope with change is to be able to anticipate the change so
that you are able to prepare
for it. Ask others to keep you informed of potential changes,
even before they are finalized. Initiate discussions about future
changes at meetings or
other forums. This way, you will already be familiar with the

changes when they are implemented.
Think about how you respond in unclear or ambiguous
situations. Does your emotional response negatively impact
your behavior? If necessary,
discuss your responses with a mentor to help you develop more
effective reactions and strategies for dealing with situations that
are not very clear.
ADAPTING TO CHANGE 1
1. Adjusts work style and interpersonal behavior to fit different
situations and environments
2. Accepts and integrates new ideas and information on their
merits
3. Supports and complies with change initiatives
4. Works effectively when faced with ambiguity
COMPETENCY SCORE
LPA SCORE
BIZ102 Assessment 3 Brief Page 1 of 5
ASSESSMENT BRIEF
Subject Code and Title BIZ102 Understanding People and
Organisations
Assessment Reflective Journal 3 – Laureate Professional
Assessment

Individual/Group Individual
Length 800 words (+/- 10%)
Learning Outcomes a) Explain the importance of self-
awareness and
emotional intelligence, and analyse its impact on
professional competencies
b) Integrate strategies to effectively interact with
others in a diverse professional context
c) Identify and reflect on own strengths and their
application in the business context
d) Reflect on feedback to identify opportunities for
self-improvement and professional development
Submission By 11:55pm AEST/AEDT Sunday of module 4.2
(week 8)
Weighting 25%
Total Marks 100 marks
Context
A key to self-directed learning is reflection. Reflection enables
the ability to examine
situations in order to better understand the surrounding context
and identify potential
improvements for the future. This assessment task builds on
assessment 1 and 2 to further
develop your awareness and reflective learning ability while

also assessing your
understanding of the topics covered in module 4. As with
assessment 1 and 2, you must
write your journal entry in the first person and should try to be
as open and honest with
yourself as you can.
Please also visit the Academic Skills blackboard page for an
overview of reflective writing in
higher education: https://laureate-
au.blackboard.com/webapps/blackboard/content/listContent.jsp?
course_id=_20163_1&co
ntent_id=_2498857_1&mode=reset
Instructions
This assessment task requires you to do the following:
1. Read and watch the learning resources in module 4
2. Complete the Laureate Professional Assessment as outlined
in the module 4 learning
resources
3. Compose your reflective journal entry addressing the
questions listed below
4. Identify theoretical concepts reviewed in module 4 and
examples from your

professional or personal experience to support your ideas
5. Include at least three academic references to sources in the
module 4 learning
resources for this subject which present the theoretical concepts
identified, to
support your ideas
6. Follow the APA 6th edition style of referencing to cite your
academic resources and
provide your reference list
Guiding questions:
1. To what extent do you agree with the results of the self-
assessment? Use examples
from your workplace experience (or school experience) to
support your ideas
2. What have you learnt about yourself from the results of this
self-assessment?
3. What specific theoretical concepts from this module give you
the greatest
understanding of your LPA results and how?
4. Which LPA workplace competency will be most critical for
you to achieve your career
goals in a VUCA world? Explain which of your top 5
Strengthsfinder Talents would be
most valuable in developing this competency.
Submission Instructions

Submit your Reflective Journal 3: Laureate Professional
Assessment via the Assessment
link in the main navigation menu in BIZ102 Understanding
People and Organisations. The
learning facilitator will provide feedback via the Grade Centre
in the LMS portal. Feedback
can be viewed in My Grades.
The Learning Rubric below is your guide to how your
assessment task will be marked. Please
be sure to check this rubric very carefully before submission.
Learning Rubric: Assessment 3- Reflective journal: Laureate
Professional Assessment
Assessment
Attributes
Fail (Unacceptable)
0-49%
Pass
(Functional)
50-64%
Credit
(Proficient)

65-74%
Distinction
(Advanced)
75 -84%
High Distinction
(Exceptional)
85-100%
Laureate Professional
Assessment reflection
and linkage to theory
40%
Journal entry
demonstrates a limited
attempt to reflect on
the results of the
Laureate Professional
Assessment, with
no/limited attempt to
apply theoretical
concepts and to use
professional/personal
experience examples to
support ideas.
Journal entry
demonstrates a basic
attempt to reflect on the
results of the Laureate

Professional Assessment,
with a basic attempt to
apply theoretical
concepts and to use
support ideas.
Journal entry
demonstrates an adequate
reflection on the results of
the Laureate Professional
Assessment, with a critical
application of theoretical
concepts and use of
support ideas.
Journal entry
demonstrates a thorough
reflection on the results
of the Laureate
with a critical and in-
depth application of
theoretical concepts and
use of
support ideas.
Journal entry
demonstrates an expert

reflection on the results
of the Laureate
with an in-depth, critical
and meticulous
application of theoretical
concepts and use of
support ideas.
Professional practice
reflection
30%
Journal entry shows no
or limited evidence of
reflective thinking in
regards to how gained
insights from self-
assessment could be
used to improve
student’s future
professional practice in
a globalised, VUCA
world.
Journal entry shows
some evidence of
reflective thinking and
generically articulates

how gained insights from
self-assessment could be
used to improve
student’s future
professional practice in a
globalised, VUCA world.
Journal entry shows
evidence of adequate
generically articulates how
gained insights from self-
assessment could be
leveraged to improve
student’s future
Journal entry shows
evidence of thorough
clearly articulates how
gained insights from self-
assessment could be
used to improve
student’s future
Journal entry shows
evidence of thorough
and critical reflective
thinking and clearly

articulates how gained
insights from self-
assessment could be
used to improve
student’s future
Structure and flow of
ideas
20%
Journal entry does not
present sufficient
information, ideas or
evidence.
Journal entry lacks
logical/clear structure
and flow of ideas,
making it difficult to
understand.
Line of reasoning is
unclear and difficult to
follow.
Journal entry presents

information, ideas and
evidence sufficiently,
however these require
further logic and clarity.
Journal entry has a
sufficient structure,
however flow of ideas
are a challenge and can
be difficult to
understand.
passable, however, can
sometimes be difficult to
follow and requires
clarity.
information, ideas and
evidence clearly and
logically.
Journal entry has a good
structure, with a good flow
of ideas.
Line of reasoning is of a
good standard and easy to
follow.
information and
arguments in a logical
and clear way, which is

well supported by
evidence.
Journal entry has a very
good structure, with a
strong flow of ideas;
opinions and ideas are
expressed in a clear and
concise manner with
obvious connection to
topic.
Line of reasoning is clear,
logical and easy to
follow.
Journal entry is expertly
presented; descriptive,
concise and informative,
exceptionally developed
and well supported by
evidence.
Journal entry has an
excellent structure, with
a strong, clear flow of
ideas; engages and
sustains the audience’s
interest in the topic and
the reader can
immediately grasp the
relevancy.
excellent; demonstrating
a clear, logical flow of

ideas and arguments
that are easy to follow.
Correct citation of key
resources
10%
Does not use sufficient
sources.
Does not include
correct references or in-
text citations; does not
use APA 6th style.
Uses sufficient sources,
however can be greatly
improved.
Attempts to include
references or in-text
citations, however these
are sometimes
insufficient for research
purposes, or incorrect;
Shows good evidence of

attempts to source
information.
Includes in-text citations
and references from
suitable sources; uses APA
6th style, however may
contain minor citation or
referencing errors.
Shows evidence of wide
scope for sourcing
evidence.
and references from
suitable sources; uses
APA 6th style, containing
minimal and or no errors.
Shows evidence of
extensive scope for
sourcing evidence
and references from
suitable sources; uses
APA 6th style, containing
no errors.

uses APA 6th style,
however may contain
some citation or
referencing errors.

LPA SCOREName Jiancheng Li Assessment Date Jul 25 2019.docx

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Ähnlich wie LPA SCOREName Jiancheng Li Assessment Date Jul 25 2019.docx

Ähnlich wie LPA SCOREName Jiancheng Li Assessment Date Jul 25 2019.docx (20)

Mehr von croysierkathey

Mehr von croysierkathey (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

LPA SCOREName Jiancheng Li Assessment Date Jul 25 2019.docx