Graduate Attributes and Professional Skills Program

The CBS Graduate Attributes and Professional Skills Program aims to enhance your skills and employability by integrating key skills into your course.

As part of the C2010 Project, CBS will move to adopt Curtin University's policy on Graduate Attributes. The current Graduate Attributes and Professional Skills Program will be reviewed to determine which, if any, professional skills will be carried forward into the new arrangement.

What are graduate attributes and professional skills?

Graduate attributes and professional skills are the skills required to gain employment and progress your career. By being competent in all of CBS Graduate Attributes and Professional Skills, you will improve your employment prospects when you graduate.

Professional skills are sometimes referred to as attributes, qualities or characteristics. CBS uses the term 'skill' because it implies something that is measurable, learnable and assessable.

CBS Graduate Attributes and Professional Skills Program focuses on:

• writing
• presentation
• interaction
• problem solving
• decision making
• teamwork
• information technology literacy
• information literacy
• lifelong learning
• international perspectives
• cultural awareness and understanding
• knowledge through research.

Professional skills outcomes checklist

When you are undertaking your assessments, reflect on whether you have demonstrated the targeted skill(s). Be aware that your lecturer may have provided alternative outcomes for these listed skills and you will need to reflect on whether you have reached those outcomes. Run through the checklist prior to submission of assessments.

Note: not all outcomes or all skills will be covered in each unit.

Skills employers want

Employers worldwide have identified the following key skills graduates need to succeed in life and in their chosen career. 

* AC Nielsen Research Services 2000, Employer Satisfaction with Graduate Skills-research report (Evaluations and Investigations Report 99/7) and ACCI 2002, Employability Skills-an employer perspective.

Writing

All graduates should be able to write competently in various forms, including business letters, reports and scholarly essays and dissertations.

Writing assessment checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• used the appropriate formats for different types of texts
• ensured accuracy of expression and content
• ensured logical development of ideas in a written text
• referenced sources accurately.

See Communication Skills Centre's academic writing guide for assistance with your writing skills.

Presentation

All graduates should be able to deliver a presentation on a familiar topic or one they have researched. Effective presentation requires a sound understanding of purpose and audience; and the use of supporting materials/aids and technology.

Presentation assessment checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• prepared a talk, clearly outlining its purpose and theme
• structured the talk to suit the purpose and audience
• ensured a logical sequence of ideas
• practised speaking clearly
• considered sensitivity to culturally diverse audiences
• planned the use of a variety of aids/media appropriately to enhance the presentation
• planned to establish and maintain audience contact and interest.

See Communication Skills Centre's Interpersonal communication guide for assistance with presentations.

Interaction

Interaction refers to effective oral communication in one-to-one situations, in groups and in a range of contexts.

You will need to consider your interaction behaviours prior to starting your participation in classes and reflect on the following outcome statements.

Interaction checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• adapted my language to suit purpose and audience
• expressed ideas and opinions clearly and confidently
• indicated and discriminated between expressions of opinion and fact
• listened actively
• sought clarification
• displayed sound interpersonal skills by:
• adapting the amount said, tone and manner to suit different situations
• recognising and interpreting non-verbal signals, ie, body language
• timing comments appropriately, ie, judging when to speak and when to keep silent
• moved a discussion forward, ie, summarising, developing points, focusing on purpose
• applied sensitivity to issues in intercultural communication
• displayed understanding of formal and informal discussion conventions
• displayed understanding of Australian ways of speaking.

Problem solving

Problem solving involves formulating new answers, going beyond the simple application of previously learned rules to create a solution (Woolfolk, 2001).

Problem solving checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• identified problems and analysed the main features
• applied appropriate problem solving processes, arguments, critical and creative thinking
• identified, implemented and evaluated strategies for the resolution of problems
• created innovative solutions.

Decision making

Decision making is the ability to apply critical reasoning to issues through independent thought and accessing information and opinions from a range of sources in order to make an informed judgment. Note: Decision making does not necessarily represent a solution to the issue; rather it indicates the decision has been formulated as a result of an evaluation of evidence in relation to appropriate criteria. That is, the decision is the 'best fit' under the circumstances it does not necessarily mean a problem has been solved.

Decision making checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• undertaken a situation analysis
• focused on primary causes rather than symptoms
• addressed issues encountered
• recognised, where appropriate, the ethical dimensions of issues encountered
• made use of appropriate techniques for analysing data
• accepted and/or remained receptive to new ideas
• put forward and evaluated possible solutions
• made a decision where required
• justified the decision using logical argument.

Critical and creative thinking

The purpose of critical thinking is to achieve understanding, evaluate view points and solve problems. Since all three areas involve the asking of questions, critical thinking is the questioning or inquiry we engage in when we see seek to understand, evaluate or resolve. Creative thinking includes the innovative ability of the individual to think laterally or to perceive problems and solutions in alternative ways (Maiorana, 1992).

Teamwork

Teamwork is the ability to interact effectively with others in a range of contexts towards a common outcome and take a leadership role when required. You will need to consider your cooperative behaviours before you begin your participation in team based activities and reflect on the following outcome statements.

Teamwork checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• participated actively, including taking part and sharing
• managed time effectively and met requirements set by others
• managed projects effectively, including the organisation and co-ordination of group work
• negotiated successfully with others by getting people to move from a position they prefer to a position that suits all parties
• networked and made connections with people through social exchange of information.

Information technology literacy

Information technology literacy is the ability to engage effectively and appropriately with information and communication technologies and recognise their advantages and limitations.

Information technology literacy checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• demonstrated the ability to select appropriate technology and create, store, exchange and use information in its various forms; and recognised their advantages and limitations
• used computer-based communication networks
• used one or more of the following application software: word processors, electronic spreadsheets, presentation systems and database systems; this implies an understanding of the principles and an ability to use at least the basic facilities provided by the software.

Information literacy

Information literacy is the effective and ethical use of information through the ability to recognise when and what information is needed. To be able to locate, obtain and manage information using appropriate technologies and make judgments about its reliability and validity.

Information literacy checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• recognised the need for information for a particular task, identified a question or topic and placed it in context
• understood how information is organised and the different forms of production and publication of information
• identified potential sources of information in a variety of formats and decided on the most appropriate sources of information from the range that are available
• developed appropriate search strategies, the ability to think conceptually about the given topic and designed and implemented strategies for the location and selection of on-line, audio-visual and print information resources
• accessed the needed information, developed the ability to save and/or print electronic information, understood library catalogue records and gained familiarity with the arrangement of print resources in a library collection
• selected from the available information, critically evaluated information for relevance, accuracy and suitability for the intended purpose
• organised the information for use, including careful recording of the bibliographic details to ensure correct referencing
• developed a working understanding of intellectual property (referencing), copyright and confidentiality.

See Communication Skills Centre's academic writing guide for assistance with your referencing skills.

Lifelong learning

Lifelong learning is the ability to understand and apply a range of learning strategies (reflection) and to take responsibility for one's own learning. To be able to sustain intellectual curiosity.

Lifelong learning checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• demonstrated effective management of time
• critically reflected on how I learned and considered other ways of learning
• used feedback to evaluate and improve performance of myself or others
• undertaken self directed learning on a task
• set personal learning goals
• asked questions that lead to deeper learning.

International perspectives

Recognising and applying international perspectives refers to the ability to think globally and to consider issues from a variety of perspectives. To be able to apply international standards and practices within a discipline or professional area.

International perspectives checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• sourced relevant literature or information from international sources
• compared systems, practices, policies, law in different countries
• evaluated the impact of cross-national programs, research, business, resource mining
  or development.

Cultural awareness and understanding

To demonstrate cultural awareness and understanding and an appreciation of the importance of cultural and language diversity. To recognise human rights.

Cultural awareness and understanding checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• explored elements of culture and what it means to be 'different'
• given sensitive and effective feedback to people from various cultural backgrounds
• explored and evaluated the effects of racism on a variety of situations from personal
  interactions to international dealings
• interpreted situations or phenomena from the perspective of minority cultures
• identified and evaluated the impact of ethics, equity and social justice guidelines on the
  operation of a business or research program
• identified and analysed the situations where cultural issues underpin inappropriate
  behaviours.

Knowledge through research

Knowledge through research refers to applying discipline knowledge, principles and concepts.

Knowledge through research checklist

When you are undertaking your assessments, use the checklist to ensure that you have demonstrated the following outcomes.

In this assessment task I have:

• understood a discipline, its theoretical underpinnings, and ways of thinking
• understood what constitutes discipline knowledge and how it can be applied
• extended the boundaries of knowledge through research.