| Effective Term: | 2027/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Professional Identity: Prep for Work |
| Unit ID: | COOPA2021 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 079999 |
| Other Change: | |
| Brief description of the Unit |
This unit equips students to manage their progression from university into careers. The unit is designed for undergraduate students in any course to gain knowledge and skills for making informed career choices and participating in professional workplaces. Students gain knowledge of expectations and requirements for professional roles applicable to their university studies. The unit also provides preparation for professional placement. Topics include working effectively in professional settings, searching for jobs, and practical approaches for job applications and job interviews. Assessments include self-reflection on education and skills, identifying and researching jobs, and preparing a job application. By learning practical strategies and approaches, students are empowered to make deliberate career-focused decisions and to take advantage of work opportunities. The unit’s focus on self-awareness, self-efficacy and professionalism supports students to develop expected behaviours that are integral to success in the workplace, and to pursue lifelong learning and further opportunities. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Use tools such as personality testing, skills profiling and goal-setting to enhance self-awareness and develop personal and career objectives. |
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| K2. | Cultivate online job search skills and develop awareness of industries and sectors, potential occupations and professional opportunities. |
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| K3. | Comprehend the elements and functions of position descriptions, key selection criteria, CV/resumes and cover letters, and job interviews. |
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| K4. | Recognise expectations and challenges of commencing work, workplace rights, professional boundaries and ethics, workplace cultures, and proficient communication. |
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| Skills: |
| S1. | Make strategic links between education, skills and work environments by identifying transferable skills relevant to the student’s course and/or discipline. |
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| S2. | Identify suitable jobs, prepare an employment application and demonstrate interview skills. |
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| Application of knowledge and skills: |
| A1. | Apply personal, organisational and strategic knowledge to develop career goals. |
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| A2. | Apply knowledge of industries, workplaces and employment practices by preparing an employment application and interview response. |
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| Other outcomes: |
| Unit Content: |
Topics may include: - Professional identity
- Exploring career options
- Transferable skills
- Career planning and goal setting
- Expectations in the professional workplace
- Professional boundaries and professional ethics
- Soft skills, communication, leadership
- Workplace rights
- Negotiation and conflict resolution
- Job searches
- Job applications
- Job interviews
- Responsible use of Artificial Intelligence in job applications and professional environments
- Lifelong and lifewide learning
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, S1, S2, A1 |
Develop own career action plan, including a curriculum vitae (CV or resume) as a portfolio, and response/s to structured learning activities |
Career Action Plan |
20-30% |
|
| 2. |
K2, K4, A2 |
Written report investigating an organisation or area of professional employment, including an overview and analysis of challenges relating to the profession |
Industry Insight Report |
30-40% |
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| 3. |
K3, K4, S2, A1 |
Written application including cover letter, statement addressing key selection criteria, and video response to interview question/s |
Job Application |
30-50% |
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