Data Analytics Career Plan
COMPETENCIES
4156.1.3 : Differentiates the Variety of Careers and Roles
The learner differentiates the variety of careers and roles related to the broad field of data analytics.
4156.1.4 : Identifies Potential Career Goals
The learner identifies potential career goals based on foundational knowledge of self and career pathways.
INTRODUCTION
In this task, you will create a career plan differentiating three different roles or careers in data analytics. You will compare data analytics disciplines and address your academic skills and needs for the careers you are considering.
You will use the CliftonStrengths tool to assess your career strengths, describing and reflecting upon your personalized results.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Preparation Task Overview Submissions Evaluation Report
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Grammarly Note: Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note: Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
You must do the following:
A. Create a career plan. 1. Describe three different roles or careers in data analytics.,
a. Discuss the differences between the roles or careers from part A1. 2. , Describe how each role from part A1 supports the data analytics life cycle.,
B. Compare three different data analytics disciplines as described by ProjectPro. ,1. Identify three types of careers from the Bureau of Labor and Statistics government data,
in your career plan. 2., Identify your academic skills and needs for the careers considered in part B1.
C. Identify a potential career goal in your career plan based on your strengths and academic/MSDA track interests. 1. Reflect on your career strengths as identified in your personalized CliftonStrengths
assessment results.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
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E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:CAREER PLAN
A1:ROLES OR CAREERS IN DATA ANALYTICS
A1A:DIFFERENCES BETWEEN ROLES OR CAREERS
NOT EVIDENT
The submission does not
provide a career plan.
APPROACHING COMPE- TENCE
The submission provides an
incomplete career plan.
COMPETENT
The submission provides a
clear, complete career plan.
NOT EVIDENT
A discussion of roles or ca-
reers in data analytics is not
provided.
APPROACHING COMPE- TENCE
The description addresses 1
or 2 different roles or ca-
reers in data analytics.
COMPETENT
The description addresses 3
different roles or careers in
data analytics.
NOT EVIDENT
A discussion of differences
between roles or careers is
not provided.
APPROACHING COMPE- TENCE
The discussion of differ-
ences between the roles or
careers described is not ac-
COMPETENT
The discussion of the differ-
ences between the roles or
careers from part A1 is accu-
rate.
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A2:HOW ROLES SUPPORT THE DATA ANALYTICS LIFE CYCLE
B:COMPARISON OF DATA ANALYTICS DISCIPLINES
B1:CAREER TYPES
B2:ACADEMIC SKILL AND NEEDS
curate, or the roles or ca-
reers described differ from
part A1.
NOT EVIDENT
A description of how any
role supports the data ana-
lytics life cycle is not provid-
ed.
APPROACHING COMPE- TENCE
The description addresses
how 1 or 2 roles from part
A1 support the data analyt-
ics life cycle.
COMPETENT
The description addresses
how each role from part A1
supports the data analytics
life cycle.
NOT EVIDENT
A description of data analyt-
ics disciplines is not provid-
ed.
APPROACHING COMPE- TENCE
The comparison includes 1
or 2 data analytics disci-
plines as described by
Project Pro.
COMPETENT
The comparison includes 3
different data analytics disci-
plines as described by
Project Pro.
NOT EVIDENT
The submission does not
identify types of careers.
APPROACHING COMPE- TENCE
The submission identifies 1
or 2 types of careers in the
career path.
COMPETENT
The submission identifies 3
types of careers in the career
path.
NOT EVIDENT
The submission does not
APPROACHING COMPE- TENCE
The identified academic
COMPETENT
The identified academic skills
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C:CAREER GOAL
C1:CLIFTONSTRENGTHS REFLECTION
D:SOURCES
identify any academic skills
and needs.
skills and needs for the ca-
reers considered in part B1
are incomplete or do not
accurately align with the
careers considered in part
B1.
and needs for the careers
considered in part B1 are
complete and accurately
align with the careers consid-
ered in part B1.
NOT EVIDENT
The submission does not
identify a potential career
goal.
APPROACHING COMPE- TENCE
The potential career goal is
not based on the candidate’s
strengths and academ-
ic/MSDA track interests, or
it is unclear or inappropri-
ate.
COMPETENT
The potential career goal is
clear and is based on the can-
didate’s strengths and acade-
mic/MSDA track interests.
NOT EVIDENT
A reflection on the candi-
date’s career strengths is
not provided.
APPROACHING COMPE- TENCE
The reflection on the candi-
date’s career strengths is
incomplete or not aligned
with the personalized
CliftonStrengths assess-
ment results.
COMPETENT
The reflection on the candi-
date’s career strengths is
complete and aligned with
the personalized Clifton-
Strengths assessment re-
sults.
NOT EVIDENT
The submission does not
include both in-text cita-
tions and a reference list for
sources that are quoted,
APPROACHING COMPE- TENCE
The submission includes in-
text citations for sources
that are quoted, para-
COMPETENT
The submission includes in-
text citations for sources
that are properly quoted,
paraphrased, or summarized
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E:PROFESSIONAL COMMUNICATION
WEB LINKS
CliftonStrengths
paraphrased, or summa-
rized.
phrased, or summarized and
a reference list; however,
the citations or reference
list is incomplete or inaccu-
rate.
and a reference list that ac-
curately identifies the au-
thor, date, title, and source
location as available.
NOT EVIDENT
This submission includes
pervasive errors in profes-
sional communication relat-
ed to grammar, sentence
fluency, contextual spelling,
or punctuation, negatively
impacting the professional
quality and clarity of the
writing. Specific errors have
been identified by Gram-
marly for Education under
the Correctness category.
APPROACHING COMPE- TENCE
This submission includes
substantial errors in profes-
sional communication relat-
ed to grammar, sentence
fluency, contextual spelling,
or punctuation. Specific er-
rors have been identified by
Grammarly for Education
under the Correctness cate-
gory.
COMPETENT
This submission includes sat-
isfactory use of grammar,
sentence fluency, contextual
spelling, and punctuation,
which promote accurate in-
terpretation and under-
standing.
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