Career Management and Employability
Critical Self-Apprisal
When completing your apprisal ensure that you cover the areas described in the process below.
Centre for Open Learning and Educational Support
| Prepared by Natasha Kenny, 2010 1
What is Critical Reflection?
Critical reflection occurs when we analyze and challenge the validity of our presuppositions and assess
the appropriateness of our knowledge, understanding and beliefs given our present contexts
(Mezirow, 1990). Brookfield (1990) explains that critical reflection involves three phases:
1. Identifying the assumptions (“those taken-for-granted ideas, commonsense beliefs, and selfevident
rules of thumb” (pg. 177)) that underlie our thoughts and actions;
2. Assessing and scrutinizing the validity of these assumptions in terms of how they relate to our
‘real-life’ experiences and our present context(s);
3. Transforming these assumptions to become more inclusive and integrative, and using this
newly-formed knowledge to more appropriately inform our future actions and practices.
The process of critical reflection may be conceptualized through the descriptions and questions
contained in the following two figures (adapted from Brookfield 1990, 1995; Mezirow, 1990).
Descriptive
What?
• Describes situation and general reaction with little attempt to
uncover personal assumptions/beliefs about the situation
Analytical
Why? What if?
• Integrates meaningful reaction to situation based on
assumptions/beliefs, feelings, and alternative perspectives/points of
view
Critical
Now What?
• Uncovers the root causes of our knowledge, assumptions and beliefs.
Discovers new meaning and suggests how this experience can impact
and inform the future
Centre for Open Learning and Educational Support
| Prepared by Natasha Kenny, 2010 2
References:
Brookfield, S.D. 1995. Becoming a Critically Reflective Teacher. Jossey-Bass, CA.
Brookfield, S.D. 1990. Using critical incidents to explore learners’ assumptions. In pages 177-193 of J.
Mezirow (Ed). Fostering Critical Reflection in Adulthood. Jossey-Bass Publishers, San Fransisco.
Mezirow, J. 1990. How critical reflection triggers transformative learning. In pages 1-20 of J. Mezirow
(Ed). Fostering Critical Reflection in Adulthood. Jossey-Bass Publishers, San Fransisco.
What happened
(describe the
experience)?
Why /how did it
happen? What
factors contributed?
How do you feel
about it?
What is your new
interpretation of the
experience? What is
the significance?
What did you learn
about yourself and
others?
What will you do as
a result of this
experience? How
will you use it to
inform your future?
1. Personal set of documents (up to 2000 words) which MUST include three core compulsory documents (60% overall module mark):
• Critical narrative of your research findings and analysis of your own business sector (trends, market, growth areas) (approx. 500 words) (20% overall module mark) (TO DO THIS IS NECESSARY)
• Your personal Career Action Plan (10% overall module mark) (TO DO THIS IS NECESSARY)
• Your CV (10% overall module mark) (YOU DON’T NEED TO DO THIS)
Plus at least 4 elements (5% each towards overall mark) from the selection of documents expected to be completed throughout the module. Must be submitted as part of ONE document portfolio via Turnitin: (TO DO THIS IS NECESSARY)
• Your skills audit (in line with Anglia Ruskin Employability Programme )
• Reflective response to your individual personality profile
• Evidence of attendance and engagement at business and law fair (reflections of employers, what was learnt, conversations, actions)
• Evidence of writing a job description and advert (from point of view of employer)
• Personal job application to one of the jobs including personal statement/covering letter
Individual commentary (to 1000 words) (30% mark) A personal reflection on the activities completed throughout the module, including writing a job application, applying for a job, the shortlisting process, the group interview process and what has been learnt. (TO DO THIS IS NECESSARY)

 

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Sociologists believe that ‘femininity’ and ‘masculinity’ are socially constructed./ What is meant by the term ‘secularisation’?

Sociologists believe that ‘femininity’ and ‘masculinity’ are socially constructed./ What is meant by the term ‘secularisation’? According to your understanding, is Australia a ‘secularised’ society?/ What is ‘modernity’, and how does it relate to sociology?/What is meant by the term ‘affective individualism’? What is its significance in the development of the modern family?
Order Description
Choose 3 questions to answer from the following questions. Your responses should be a maximum of 600 words each (1800 words total).
There is no referencing required. Your responses must be in short essay format and NOT in note form.
Written feedback is not provided for this assessment task, only your letter grade (Pass, Credit, etc.)
Exam questions: (choose 3)
1. Sociologists believe that ‘femininity’ and ‘masculinity’ are socially constructed. Discuss using one example.
2. What is meant by the term ‘secularisation’? According to your understanding, is Australia a ‘secularised’ society?
3. The terms ‘globalisation’ and ‘globalism’ are often used to describe modern social trends. Discuss the terms using examples.
4. What is ‘modernity’, and how does it relate to sociology?
5. What is meant by the term ‘affective individualism’? What is its significance in the development of the modern family?
This Assessment Task relates to the following Learning Outcomes:
• Be familiar with key sociological concepts as they are applied to the study of Australian society.
• Have developed an understanding of a range of theoretical perspectives on social life from the 19th century to the present.
• Have developed a broad understanding of research techniques, materials social science epistemology.
• Be able to read, summarise and apply essential sociological ideas to the study of contemporary life.
• Have developed a rich understanding of contemporary Australian life.
• Written and verbal expression allowing the synthesis and clear explanation of complex ideas.

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