Overview of assessment.

Contents

Overview of assessment. 2

Assessment A HURDLE 15%: Report A1-A8 Self-assessments, summary and LinkedIn profile. 4

A1 – A6 Self-assessments. 4

A7 Self-assessment summary. 4

A8 LinkedIn. 4

Assessment A submission checklist and marking criteria. 4

Assessment B 25%: Report B1-B3 – Opportunity assessment. 6

B1 Video introduction – 10%.. 6

B1 submission checklist and marking criteria. 6

B2 Job ads – 10% – CO1, CO2, CO4, CO5 i) and ii). 7

B2.1 Submit job ads. 7

B2.2 List competencies and assess proficiency. 7

B2.3 Reflect. 8

B2 submission checklist and marking criteria. 8

B3 Organisation research – 5%.. 9

B3 submission checklist and marking criteria. 10

Assessment C 60%: Portfolio – Professional career development. 11

C1 Person-organisation fit. 11

C1 submission checklist and marking criteria. 11

C2 Graduate capital development activities – 15%.. 11

C2.1. 11

C2.2. 12

C2 submission checklist and marking criteria. 12

C3 ‘Spider map’ of graduate capital – 10%.. 13

C3 submission checklist and marking criteria. 13

C4 Graduate capital development plan – 10%.. 13

C4.1 Written development plan. 13

C4.2 Digital communication of plan. 14

C4 submission checklist and marking criteria. 14

C5 Me in a minute video pitch for LinkedIn profile – 10%.. 14

C5 submission checklist and marking criteria. 16

C6 LinkedIn reflection – 10%.. 17

C6 submission checklist and marking criteria. 17

 

Overview of assessment

“Work-related needs and preferences evolve and change continuously throughout life. At the same time, the world of work is continuously evolving and adapting to economic, political and social changes. Career development focuses on enabling people to understand and develop their skills and preferences to manage these challenges, make good decisions about their working lives, and maximise their contribution to the communities in which they live and work.” (CDAA 2020)

 

Career development can be viewed as a process that continues to occur throughout one’s life. In this course, we use the SODA career development model to describe this process and work through its stages. SODA stands for Self-awareness, Opportunity-awareness, Decision-making strategies, and Advancement.

 

The first stage of SODA is self-awareness which involves identifying key aspects of who you are and what your preferences are. To do this, you will complete a range of self-assessment activities as part of Assessment A: Report Part A. These activities will help you articulate what is important to you, your preferences, and your career attitude among other factors. You will write a 250 word summary of your findings from these self-assessments. Additionally, you will complete a LinkedIn Learning course ‘Learning LinkedIn for Students’ and apply this knowledge to key sections of your LinkedIn profile. The self-understanding you develop in Assessment A will be integrated into your responses in subsequent assessments.

 

In Assessment B: Report Part B, you will begin by creating an introductory video about yourself, integrating aspects of your work from Assessment A. You will then shift your focus to the second stage of SODA, Opportunity-awareness. Firstly, you will research job advertisements using a range of online job platforms to identify 2 or 3 job roles that would be suitable for you upon graduation, submitting full screenshots of each job ad (B2.1). You will then identify the competencies required for each position (B2.2) and assess your current level of proficiency in each competency (B2.2). This is followed by a written reflection of your job search experience, explaining the process you undertook and choices of job ads you made, and exploring ways your assumptions were challenged or confirmed (B2.3). Further research will be undertaken to identify at least 1 Australian organisation with which you can demonstrate a strong person-organisation fit (aligns with your values), for which you will create a summary of key information (B3).

 

In your final assessment, Assessment C: Portfolio, you will continue your progress through the SODA model. Firstly you will justify why the organisation/s you reported on in Assessment B: B3 represent a strong person-organisation fit for you (C1). You will then build your graduate capital (utilising Tomlinson’s Graduate Capital Model (2017)) through completing an online virtual internship and growing your networks and connections (C2.1-C2.2). Mapping out your graduate capital (C3) will help you identify gaps to address when you create your graduate capital development plan (C4.1) presented via video (C4.2). You will enhance your identity capital through conveying your ‘employable self’ in a 1 minute ‘Me in a minute’ video pitch to potential employers on LinkedIn (C5) and write a reflection (C6) about the changes you made to your LinkedIn profile.

 

Ref: Career Development Association Australia (CDAA) 2020, What is career development?, About your career, CDAA, <https://www.cdaa.org.au/CDAAWebsite/Web/About-Career-Development/What-is-Career-Development.aspx?hkey=3747a6e3-83ce-4546-bb07-e13e9cd89a8b>.

 

 

Assessment A HURDLE 15%: Report A1-A8 Self-assessments, summary and LinkedIn profile

Due end Week 3 – CO1, CO5 i), ii), iii)

 

A1 – A6 Self-assessments

Complete and submit full copies (e.g. PDF) of results/reports for self-assessments A1-A6 (accessible via Week 2.2 in the learnonline course page).

A1 Work Values (WV)

A2 Temperament Assessment (TA) and/or OCEAN (choose one or both. TA is based on psychological types described by CG Yung; OCEAN is based on psychological trait theory and is known as the ‘Big 5’).

A3 Protean and Boundaryless Career Attitudes (CA)

A4 General Enterprising Tendency 2 Test (GET) – optional

A5 Career-Adaptabilities Scale (CS) – optional

A6 CareerEDGE+ Profile (CE) – optional

 

A7 Self-assessment summary

In 250 words, summarise your key work values, preferences and career attitudes, using the results of your self-assessment reports/results and referencing the source for your results e.g. I am an introvert, according to the OCEAN self-assessment.

 

A8 LinkedIn

Step 1 – Complete LinkedIn Learning course Learning LinkedIn for Students (1h38m) and download the certificate of completion to submit with Assessment A.

Step 2 – Apply learning from Step 1’s LinkedIn course to complete these sections of your LinkedIn profile: ‘profile picture’, ‘background image’, ‘headline’, ‘about’, ‘experience’, ‘education’, and ‘skills’.

 

Assessment A submission checklist and marking criteria

  • Word document including:
    • 250-word summary of self-assessment reports/results including references,
    • URL for your LinkedIn profile (not the URL at the top of your browser window!), and
    • Your certificate of completion for LinkedIn Learning course ‘Learning LinkedIn for Students’
  • Full copies (e.g. PDF) of results/reports for self-assessments A1-A3,
  • Full copies (e.g. PDF) of results/reports for self-assessments A4-A6 (optional – for consideration of D or HD).

 

Assessment A Report HURDLE* due end Week 3, 15%
F2 F1 ~P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus: C – as per P1 plus: D – as per C plus: HD – as per D plus:
Missing or incorrect self-assessment results/reports and/or results/reports not visible in full. Missing or incorrect self-assessment results/reports or results/reports not visible in full or LinkedIn profile sections incomplete. A1.-A3. Self-assessments: Copies of full results/reports (CO5i)).

A7. Self-assessment summary (250 words): Demonstrates attempt to integrate key information from results/reports A1.-A3. with references (CO1, CO5i), ii)).

A8. LinkedIn: Profile includes ‘profile picture’ and ‘background image’, some key words to describe self in ‘headline’, information on key aspects of self in ‘about’ section, details of key work-related experiences in ‘experience’ section, details of tertiary studies in ‘education’ section, and includes at least 5 skills in ‘skills’ section (CO1, CO5i), ii)).

A8. LinkedIn: Certificate of completion for LinkedIn Learning course ‘Learning LinkedIn for Students’.

A7. Self-assessment summary: Demonstrates integration of information from results/reports A1.-A3. (CO1, CO5i), ii)).

A8. LinkedIn: Some application of learning from LinkedIn Learning course ‘Learning LinkedIn for Students’ to all sections, and at least 10 skills in ‘skills’ section (CO1, CO5i), ii)).

A7. Self-assessment summary: Demonstrates clear analysis and integration of broad range of information from results/reports A1.-A3. (CO1, CO5i), ii)).

A8. LinkedIn: Thorough application of learning from LinkedIn Learning course ‘Learning LinkedIn for Students’ to ‘profile picture’, ‘background image’, ‘headline’ and ‘about’ sections, and at least 15 skills in ‘skills’ section (CO1, CO5i), ii)).

A4.-A6. Self-assessments: Copies of full results/reports (CO5i)).

A7. Self-assessment summary: Demonstrates integration of information from results/reports A1.-A6. (CO1, CO5i), ii)).

A7. Self-assessment summary: Demonstrates clear analysis and integration of broad range of information from results/reports A1.-A6. (CO1, CO5i), ii)).

*HURDLE assessments have conditions other than the overall mark that are required to pass the course. In this case, the hurdle requirement is that you must pass Assessment A to pass the course. If you fail Assessment A, you will automatically fail the course.

~P2 requirement: Note that assessments submitted after the due date cannot achieve a grade higher than F1. This is a requirement for all assessments in this course.

 

____End Assessment A____

Assessment B 25%: Report B1-B3 – Opportunity assessment

Due end Week 6 – CO1, CO2, CO4, CO5 i), ii), iii)

 

B1 Video introduction – 10%

Create a 1 minute video (audio & visual, in which you appear on-screen) that integrates detail from Assessment A self-assessments to introduce who you are and what’s important to you. Images / creativity could strengthen your message. You must submit a copy of your script. Your video must address the below dot points:

  • your name
  • what Program (degree) you are studying, and why
  • your key attributes/abilities/skills
  • the values that are most important to you
  • your passions/interests.

 

Process:

  1. View examples of ‘Me in a Minute’ videos.
  2. Draft a script for your video that includes the information provided in the dot points above and integrates details from Assessment A self-assessments.
  3. Consider using images and/or creativity to support key aspects of your message e.g. photos, documents, slides.
  4. Choose how you will create and edit your video (refer to ‘Create, store and host videos’ section).
  5. Decide how you will present yourself by considering your attire, personal presentation, body language, etc.
  6. Decide on the location (setting) for filming by considering lighting, background noise, backdrop, etc.
  7. Finalise your script.
  8. Copy and paste your final script into com so you can display it on-screen as you film yourself for your video. This allows you to maintain eye contact with the camera.
  9. Record a small test recording to check audio and visual aspects are working correctly.
  10. Record and edit your video.
  11. Upload your video as an unlisted video on YouTube.
  12. Copy and paste your YouTube share link and your final script into your Assessment B submission file.

 

B1 submission checklist and marking criteria

  • Word document including:
    • YouTube share link to your YouTube unlisted video, and
    • final script.

 

Assessment B1 Video introduction due end Week 6, 10%
F2 F1 P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus: C – as per P1 plus: D – as per C plus: HD – as per D plus:
Audio or visual not fully accessible – does not address all dot points in question

– speech is difficult to understand

– video lacks visual clarity

 

– video conveys student’s name, Program of study and why studying it, attributes/abilities/skills, values, and passions/interests (CO1, CO5iii))

– speech is mostly audible and clear (CO5iii))

– makes occasional eye contact with camera (CO5iii)

– neat personal presentation (CO5i), iii)

– minimal background noise interference, sufficient light for visual clarity, duration of video within 50s to 1m15s, script and video share link submitted as per instructions (CO5i)).

– avoids cliches such as reliable, hard-working, honest with integration of some self-assessment detail apparent (CO1)

– speech is audible and clear throughout (CO5iii))

– makes regular eye contact with camera (CO5iii))

– no background noise interference, backdrop is uncluttered / not distracting, camera remains still and focused throughout video (CO5i))

– some attempt to include examples that demonstrate what student says about self (CO1)

– up-beat delivery demonstrated by use of some positive body language/facial expressions/nuanced voice intonation (CO5i), iii)).

– persuasive examples (communicated via spoken word or images) demonstrate what student says about self with solid integration of appropriate self-assessment detail apparent (CO1)

– clearly aligns with A7. Self-assessment summary (CO1, CO5i))

– engaging delivery within 55s to 1m5s (CO5i), iii)).

– includes images and/or creativity that enhances (adds depth/support to), rather than distracts from, your message (CO1, CO5i), iii)).

 

B2 Job ads – 10% – CO1, CO2, CO4, CO5 i) and ii)

Research job advertisements (job ads) for *graduate positions that represent an appropriate next step in your career upon graduation. Source 2 or 3 applicable job ads, each from a different Australian job search platform and each satisfying the below parameters. For the purposes of selecting job ads, ignore right to work/visa/residency requirements, closing/commence dates, and requirement for a completed degree.

*graduate positions that represent an appropriate next step in your career upon graduation = positions that you would NOT win now but you would likely be a competitive candidate for (i.e. have a realistic chance of winning) once you complete your degree. Use your current level of competencies – do not speculate about future development of competencies.

Each job ad must:

  • be a paid full-time position (not volunteer),
  • offer 3+ selection criteria beyond qualifications, licences and/or right to work in Australia requirements,
  • be targeted to an Australian audience and advertised on an Australian platform,
  • be for a position located in Australia (not necessarily in your city/town of residence), and
  • be written entirely in English.

 

B2.1 Submit job ads

Submit a full screenshot (use GoFullPage or similar or create a PDF of the webpage using Print>Save as PDF) of selected job ads as separate files with your Assessment B submission (not pasted into a Word document).

B2.2 List competencies and assess proficiency

Compile a list of the individual competencies (skills, knowledge, values, attributes, attitude, abilities, behaviours etc.) required for each job and assess your current proficiency in each using the below scale, presenting your work in the same format as the example offered below the table:

# Proficiency Description
1 Fundamental You have common/general awareness and use.
2 Novice You have examples of consistent successful use in an educational setting, as a trainee/beginner on-the-job or as part of a hobby.
3 Intermediate You have many persuasive examples of confident, independent application in real-world work contexts.
4 Advanced You have many persuasive examples in paid professional work contexts demonstrating confident, independent application of criterion. You navigate difficulties independently and teach others to develop criterion.
5 Expert You have extensive persuasive examples of your status as a recognised authority with over 10,000 hours applying criterion in paid professional work contexts.

Example – Job ad for Engineering Graduate at Babcock:

  • Enthusiasm – 2
  • Excellent communication skills – 2
  • Ability to use initiative – 3
  • Ability to prioritise workload – 2
  • Proficient in Microsoft office Suite – 3

 

B2.3 Reflect

Write a 300 word reflection on your findings in B2.1 and B2.2 ensuring you address the following:

  • describe the job search platforms, keywords, and search criteria you used to find positions for B2.1,
  • explain why each job role chosen for B2.1 represents an appropriate next step in your career upon graduation,
  • identify key competencies from B2.2 that would be important for you to focus on improving (competency gaps) before finishing your degree so you would be a stronger candidate for such positions, explaining why they are important,
  • reflect on your work in B2.1 and B2.2 – what new information have you discovered that challenges or confirms your assumptions about gaining employment upon graduation; how does this information affect your career thinking/planning?

 

B2 submission checklist and marking criteria

  • 1: A file for each job ad that includes a full screenshot (using a tool such as GoFullPage or similar, or create a PDF of the webpage using Print>Save as PDF)
  • 2 and B2.3: Word document including:
    • List of individual competencies from each submitted job ad with rating of current proficiency in each, and
    • Your 300 word reflection.

 

Assessment B2 Job ads due end Week 6, 10%
F2 F1 P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus: C – as per P1 plus: D – as per C plus: HD – as per D plus:
Full screenshots of 2 graduate position job ads not submitted. Full screenshots of 2 graduate position job ads submitted however at least one job ad may not satisfy requirements. B2.1 Submission of full screenshots of 2 paid full-time graduate positions from different job search platforms. Jobs must be in Australia, targeted to an Australian audience, advertised on an Australian platform, and written entirely in English, each with 3+ selection criteria beyond qualifications, licences and/or right to work in Australia requirements (CO2, CO5i)).

B2.2 Competencies listed for each job position mostly match competencies in job ad (slight confusion between duties and competencies may be evident). Assessment of proficiencies in competencies may not appear to align with student’s level of experience (CO1, CO2, CO5i)).

B2.3 300-word response mentions job search platforms, keywords, and search parameters used in B2.1; offers some discussion of appropriateness of roles for next step in career upon graduation; attempts to offer rationale in choice of 2 competency gaps over others from those identified in B2.2; attempts to reflect on information derived from B2.1 & B2.2 that challenges/confirms assumptions; and mentions impact on career thinking / planning (CO1, CO2, CO4, CO5i), CO5ii)).

B2.2 Competencies listed for each job position match competencies in job ad (no confusion between duties and competencies evident) and competencies listed individually. Assessment of proficiencies in competencies appear to mostly align with student’s level of experience (CO1, CO2, CO5i)).

B2.3 Details job search platforms, keywords, and search parameters used in B2.1; explains roles’ appropriateness for next step in career upon graduation by some linking of current experience and/or competencies with those required for jobs; offers some rationale for choice of 2 competency gaps over others from those identified in B2.2; reflects on information derived from B2.1 & B2.2 (CO1, CO2, CO4, CO5i), CO5ii)).

B2.2 Assessment of proficiencies in competencies appear to align with student’s level of experience (CO1, CO2, CO5i)).

B2.3 Explains roles’ appropriateness for next step in career upon graduation using strong links between current experience and/or competencies with those required for jobs; offers persuasive rationale for choice of 2 competency gaps over others from those identified in B2.2 supported by links to coursework; in-depth reflection on information derived from B2.1 & B2.2 (CO1, CO2, CO4, CO5i), CO5ii)).

B2.1 Submission of full screenshots of 3 paid full-time graduate positions from 3 different job search platforms (CO2, CO5i)).

 

B2.1

Submission of full screenshots of 4 paid full-time graduate positions from 4 different job search platforms (CO2, CO5i)).

B2.3 Writing is concise, cohesive and flows very well using high level language and structure with no grammatical or spelling errors (CO1, CO2, CO4, CO5i), CO5ii)).

 

B3 Organisation research – 5%

Find one or more *Australian organisation/s that engages employees in roles like those you researched in Assessment B2 and that strongly aligns with your values (represents a strong person-organisation fit). Create an overview of the organisation/s. Copy the below table to your Assessment B Report Word document. Research each item in the left column and input your findings into the associated white field in the right column titled ‘Research (can be dot points)’, replacing pre-existing words offered as guidance with your findings. Include references.

*Australian organisation = must have employees working in Australia and an Australian website

 

Item Research (can be dot points)
Name of organisation  
Engages employees in e.g. give examples of job titles within the organisation that align to those you researched in Assessment B2.
Australian URL e.g. URL for home page of organisation
LinkedIn URL e.g. URL for organisation’s LinkedIn page
Size of organisation e.g. how many employees, other metrics relevant to conveying size.
Organisation’s values  
Mission / purpose  
Other details e.g. information useful to evaluate person-organisation alignment, such as reviews from employees on platforms like Glassdoor etc.

 

B3 submission checklist and marking criteria

  • B3: Word document including your organisation overview/s for B3

 

Assessment B3 Organisation research, due end Week 6, 5%
F2 F1 P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus: C – as per P1 plus: D – as per C plus: HD – as per D plus:
No submission. Does not address requirements: Incomplete, lacks relevance or does not follow instructions. At least 1 overview relates to an Australian organisation employing in roles similar to those researched in Assessment B2.

Research offers basic, mostly accurate information on name of organisation, job title/s of role/s aligned to those researched in Assessment B2, Australian URL, LinkedIn URL, size of organisation, values, mission/purpose. References mostly included. (CO1, CO2, CO3, CO4, CO5 i), ii)).

At least 1 overview relates to an Australian organisation employing in roles the same as those researched in Assessment B2.

Research offers accurate information on all items including other details useful for evaluating person-organisation alignment. References included. (CO1, CO2, CO3, CO4, CO5 i), ii)).

Research offers comprehensive information on all items including other details useful for evaluating person-organisation alignment. References included. (CO1, CO2, CO3, CO4, CO5 i), ii)). Research on 2 organisations offers accurate information on all items including other details relevant to evaluating person-organisation alignment. References included. (CO1, CO2, CO3, CO4, CO5 i), ii)). Research on 2 organisations offers comprehensive information on all items including other details useful for evaluating person-organisation alignment. References included. (CO1, CO2, CO3, CO4, CO5 i), ii)).

 

____End Assessment B____

Assessment C 60%: Portfolio – Professional career development

Due end Week 10 – CO1, CO2, CO3, CO4, CO5i), ii), iii).

C1 Person-organisation fit

In 300 words:

  • explain what is meant by person-organisation fit and its relevance to career management, and
  • justify why the organisation/s you researched for B3.1 represent a strong person-organisation fit for you. Hint: consider questions such as ‘What alignment is there between my values and the organisation’s values?’, ‘Why do I think this organisation would be interested in employing me?’, ‘What appeals to me about working for this organisation over other organisations?’ and/or other questions relevant to you.

 

C1 submission checklist and marking criteria

  • Create a Portfolio Word document and add the following for C1:
    • a copy of your Assessment 2 Report B3 Organisation research table/s
    • your 300 word response to C1.

 

Assessment C1 Person-organisation fit due end Week 10, 5%
F2 F1 P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus: C – as per P1 plus: D – as per C plus: HD – as per D plus:
No submission. Does not address requirements Submits a copy of Assessment 2 Report B3 Organisation research table/s.

Attempts to explain person-organisation fit and its relevance to career management. Attempts to justify fit between self and organisation researched for B3.1, may lack scope, persuasiveness and/or relevance (CO1, CO2, CO3, CO4, CO5 i), ii)).

Explains person-organisation fit and its relevance to career management with limited support from coursework. Justification of fit somewhat supported with links between self-awareness and relevant organisational information (CO1, CO2, CO3, CO4, CO5 i), ii)). Explains person-organisation fit and its relevance to career management with support from coursework. Justification of fit supported with clear links between self-awareness and relevant organisational information (CO1, CO2, CO3, CO4, CO5 i), ii)). Research details all items for 2 organisations including ‘other details’ relevant to evaluating person-organisation alignment. References included. (CO1, CO2, CO3, CO4, CO5 i), ii)). Explanation includes support beyond coursework (CO1, CO2, CO3, CO4, CO5 i), ii)).

 

C2 Graduate capital development activities – 15%

Complete the following two goals using the actions and timeframes provided (complete well before Portfolio due date so you can incorporate outcomes into subsequent Portfolio questions):

C2.1

Goal: Develop human and cultural capital by completing career-aligned work-based experience.

Actions:

Step 1 – Identify relevant Forage virtual experience internship/s totalling at least 5 hours’ duration.

Step 2 – Complete internship and download your completion certificate/badge.

Step 3 – Add a copy of your completion certificate/badge to your LinkedIn profile in compliance with Forage referencing policy.

Timeframe: Complete before the end of Week 8.

C2.2

Goal: Enhance social and psychological capital by building networks and developing connections to opportunity structures.

Actions:

Step 1 – Send LinkedIn connection requests with a personal note to 5+ peers studying your UniSA degree.

Step 2 – Research LinkedIn profiles of 5+ professionals currently working in occupations you aspire to in the longer term (each professional must have 10+ years’ experience in that occupation). Summarise key information about each professional including (but not limited to) their first and family names, location, key skills, qualifications, key professional experience (job titles/employers/duration), professional affiliations etc.

Step 3 – From your summary in Step 2, identify the 3 professionals who offer the best potential for enhancing your social capital. Send a connection request with a personal note to each written in a contextually appropriate style (maximum 300 characters per note).

Step 4 – Write 400 words addressing the following:

  • Explain why the professionals chosen in Step 3 offer the best potential for enhancing your social capital, and
  • Compose 2 questions tailored to each professional (6 unique questions in total) that will be likely to elicit career insight you could use to enhance your career development and explain how the professionals’ responses to your questions could do so.

Timeframe: Complete before the end of Week 8.

 

C2 submission checklist and marking criteria

  • Add to your Portfolio Word document for C2 the following:
    • URL to your LinkedIn profile (don’t forget to add details of your virtual internship to your profile!),
    • Screenshots that clearly show the following details for each of the connection requests you sent for C2.2 Steps 1 and 3 (see example in coursework):
      • the introductory note you included with your connection request,
      • the background screen behind the introductory note ‘pop-up’ that clearly displays the name of the individual you are requesting to connect with.
    • The summary you completed for C2.2 Step 2, and
    • Your 400 word response for C2.2 Step 4.

 

Assessment C2 Graduate capital development activities due end Week 10, 15%
F2 F1 P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus C – as per P1 plus D – as per C plus HD – as per D plus
Elements of submission missing. C2.1 URL to LinkedIn profile absent or inaccurate. Forage completion certificate / badge missing from LinkedIn profile or does not comply with Forage referencing policy.

C2.2 Summary incomplete / inaccurate. Screenshots lack required details for each connection request. 400 word response does not address requirements.

C2.1 URL to LinkedIn profile. Certificate/s of completion/badge for Forage virtual experience internship/s totaling at least 5 hours’ duration completed during current semester displayed in LinkedIn profile in compliance with Forage referencing policy (CO1, CO3, CO5 i), ii)).

C2.2 Summary of research includes first and family names, location, key skills, qualifications, key professional experience (job titles, employers, duration), professional affiliations of 5+ professionals currently working in occupations you aspire to in longer term (each professional has 10+ years’ experience in that occupation).

Screenshots clearly show introductory notes written in contextually appropriate style included with connection requests with names of individuals showing in background for 5+ peers studying the same degree and 3 professionals chosen from research summary.

400 word written response attempts to explain link between 3 professionals identified for introductory notes and enhancement of social capital; 2 questions posed to each of the 3 professionals (6 unique questions in total) are somewhat tailored to each and will be somewhat likely to elicit career insights that could be used to enhance career development; attempts explanation of how responses to questions could enhance career development (CO1, CO2, CO3, CO4, CO5 i), ii)).

C2.2 Introductory notes tailored to recipients.

Response explains link between 3 professionals chosen and enhancement of social capital.

2 questions posed to each of the 3 professionals (6 unique questions in total) are tailored to each and will be likely to elicit career insights that could be used to enhance career development.

Explains how responses to questions could enhance career development (CO1, CO2, CO3, CO4, CO5 i), ii)).

C2.1 Certificate/s of completion/badge for Forage virtual experience internship/s totaling at least 7 hours’ duration (CO1, CO3, CO5 i), ii)).

C2.2 Summary of research includes details for 6+ professionals. Connection requests for 6+ peers studying the same degree.

Explanation of how responses to questions could enhance career development supported by coursework (CO1, CO2, CO3, CO4, CO5 i), ii)).

C2.1 Certificate/s of completion or badge for Forage virtual experience internship/s totaling at least 8 hours’ duration (CO1, CO3, CO5 i), ii)).

C2.2 Connection requests for 7+ peers studying the same degree (CO1, CO2, CO3, CO4, CO5 i), ii)).

C2.1 Certificate/s of completion or badge for Forage virtual experience internship/s totaling at least 10 hours’ duration (CO1, CO3, CO5 i), ii)).

C2.2 Connection requests for 8+ peers studying the same degree (CO1, CO2, CO3, CO4, CO5 i), ii)).

 

C3 ‘Spider map’ of graduate capital – 10%

Create a ‘spider map’, or ‘mind map’ depicting Tomlinson’s graduate capital model and add details to convey the scope of your graduate capital for each component. Incorporate relevant information from Assessments A and B, and your completed goals from C2, in addition to other sources.

 

C3 submission checklist and marking criteria

  • Map of your graduate capital (can be a separate file or added to your Portfolio Word document for C3 – choose whichever is clearer for your audience).

 

Assessment C3 ‘Spider map’ of graduate capital 10% CO1, CO4, CO5 i)
F2 F1 P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus C – as per P1 plus D – as per C plus HD – as per D plus
Elements of submission missing. Lacks completeness in depicting all components of Tomlinson’s graduate capital model and/or lacks scope or detail describing own graduate capital. All components of Tomlinson’s graduate capital model depicted accurately.

Scope of capital for each component includes examples from Assessments A and B, goals from C2 and/or other sources categorised mostly appropriately.

Scope of capital for each component includes some appropriately categorised examples from Assessments A and B, goals from C2 and other sources. Scope of capital for each component includes appropriately categorised detailed examples. Scope of capital for each component includes solid range of appropriately categorised detailed examples. Scope of capital for each component includes comprehensive range of appropriately categorised detailed examples.

 

C4 Graduate capital development plan – 10%

C4.1 Written development plan

Create a ‘SMART’ written development plan comprising 5 goals/actions aimed at enhancing all components of your graduate capital and your 2 weakest competencies identified in Assessment B2. Use the format demonstrated in C2 for writing your plan – state a goal, detail steps to take to achieve each goal (including specific information about resources required e.g. links to websites for opportunities identified) and state a timeframe for completion. Space timeframes from now until you graduate.

C4.2 Digital communication of plan

Create a video (5 min max) in which you appear on-screen to present your written development plan (C4.1). Use screensharing technology to present your plan as you explain how each part:

  • satisfies ‘SMART’, and
  • will enhance each component of your graduate capital and your 2 weakest competencies.

Upload your completed video to YouTube as an unlisted video and include the share link in your Portfolio submission for C4.

*SMART = specific, measurable, achievable, relevant, and time-bound. Using the format in C2 will help you to cover each aspect of SMART. Note each goal/action/timeframe and your communication of these must cover all SMART elements however you do not address each element of SMART individually.

 

C4 submission checklist and marking criteria

  • Include the link to your unlisted YouTube video to your Portfolio Word document for C4.

 

Assessment C4 Graduate capital development plan, 10%
F2 F1 P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus C – as per P1 plus D – as per C plus HD – as per D plus
Video link not submitted in accordance with instructions or audio/visual not fully accessible. Does not address requirements:

Written plan does not include 5 goals/actions to enhance all components of graduate capital and 2 weakest competencies identified in Assessment B2.

Digital communication of plan:

– no on-screen presence,

– no screensharing technology utilised to enhance explanation of plan.

C4.1 Written plan includes 5 goals/actions somewhat aimed at enhancing all components of graduate capital and 2 weakest competencies identified in Assessment B2.

Format incorporates goal statement, steps to achieve goal and a timeframe for completion before graduation.

C4.2 Provides link to unlisted YouTube video that shows student on-screen utilising screensharing technology whilst offering an attempt to explain how each part of the plan satisfies ‘SMART’ and will enhance each component of graduate capital and 2 weakest competencies identified in Assessment B2.

– speech is mostly audible and clear

– minimal background noise interference

– sufficient light for visual clarity of video

– duration of video under 5min (CO2, CO3, CO4, CO5 i), CO5 ii) CO5 iii)).

C4.1 SMART goals/actions are clearly aimed at enhancing graduate capital and weakest competencies.

C4.2 Explains how each part of the plan satisfies ‘SMART’ and will enhance each component of graduate capital and 2 weakest competencies identified in Assessment B2.

– speech is audible and clear throughout

– no background noise interference (CO2, CO3, CO4, CO5 i), CO5 ii) CO5 iii)).

C4.1

5 goals/actions detail all resources required to achieve goals (CO2, CO3, CO4, CO5 i), CO5 ii) CO5 iii)).

C4.1

6 goals/actions that satisfy SMART including all resources required to achieve goals (CO2, CO3, CO4, CO5 i), CO5 ii) CO5 iii)).

C4.1

7 goals/actions that satisfy SMART including all resources required to achieve goals (CO2, CO3, CO4, CO5 i), CO5 ii) CO5 iii)).

 

C5 Me in a minute video pitch for LinkedIn profile – 10%

Create a 1 minute video pitch (audio and visual) to promote yourself to potential graduate employers on LinkedIn. You will appear on-screen to present your pitch as you convey who you are, your career aims, your unique selling points and a call to action. Your video pitch must address all information under ‘Content sections’ and ‘Professionalism’ below, with other relevant information added optionally within time constraints. Submissions must adhere to submission instructions detailed in the ‘Assessment C5 Submission checklist and marking rubric’ below.

Content sections

  1. Introduce yourself: state your name, the degree you are studying and key words/phrases to describe yourself to potential graduate employers (draw on your coursework to help you),
  2. Career aims: describe the type/s of job/career you are aiming for and explain why it is a good fit for you. Your explanation could include discussion on what drew you to it and/or what you hope to achieve during your career and/or what motivates you towards this career area. Unless you are completely certain of the exact career you seek, avoid being too specific – this means you won’t rule yourself out for potential opportunities that may not be an exact fit with your current thinking.
  3. ‘Unique selling points’: describe 3+ of your unique selling points (USPs) that are sought-after by employers of the type/s of job/career you are aiming for. Demonstrate your use of these USPs with examples.

Consider selling points from your employability and discipline-specific skills, values, knowledge areas, experiences, passions, abilities, interests, what you excel at or enjoy most, graduate qualities etc. Look beyond your degree to include points from extra-curricular activities such as work, hobbies, sport, volunteering, community involvement, creative endeavours etc.

Mention of awards, internships, leadership roles or third-party recognition could help demonstrate your value to a potential employer.

Images that provide visual communication of your unique selling points and/or examples could strengthen your presentation.

  1. Call to action: End your pitch with a call to action that lets your viewers know what to do next to connect with you. What information would be useful for them to know? What question can you leave them with? Why might they want to contact you? What could you do for them? etc. Consider how you might end a conversation with a new professional connection in real life.

 

Professionalism

Achieve professionalism through:

  • pitching to your audience (potential graduate employers),
  • conveying appropriate on-screen presence (consider factors including personal presentation/attire; appropriate body language, facial expressions, tone/pace of voice; and enthusiasm; good eye contact with the camera – copy and paste your final script into cueprompter.com (or similar) to display it on-screen as you record your video pitch),
  • providing material/resources that support/add depth to your pitch (e.g. images, creativity)
  • targeting technical aspects to professional standard (e.g. strong lighting, backdrop that does not distract from message, good acoustics, steady camerawork, careful editing, use of appropriate software/tools)

Process

  1. View examples of ‘Me in a Minute’ videos.
  2. Draft a script for your video that incorporates the information detailed in the contents section above.
  3. Consider the information detailed in the professionalism section above.
  4. Choose how you will create and edit your video (refer to ‘Create, store and host videos’ sub-section of Assessments section in learnonline course site).
  5. Finalise your script.
  6. Copy and paste your final script into com so you can display it on-screen as you film yourself for your video. This allows you to maintain eye contact with the camera.
  7. Record a small test recording to check audio and visual aspects are working correctly.
  8. Record and edit your video.
  9. Follow the instructions under the ‘Assessment C5 submission checklist and marking criteria’ section below.

 

C5 submission checklist and marking criteria

  • Add your completed video pitch to the ‘Featured’ section of your LinkedIn profile under ‘links’ or ‘media’ (depending on the format of your video), and
  • Copy and paste your LinkedIn URL into your Portfolio Word document for C5, and
  • Copy and paste your final video script into your Portfolio Word document for C5.

 

Assessment C5 Me in a minute video pitch for LinkedIn profile, 10%
F2 F1 P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus C – as per P1 plus D – as per C plus HD – as per D plus
Video link or script not submitted in accordance with instructions or audio/visual not fully accessible. Does not address requirements. Video pitch of between 50s to 1m10s duration attempts to convey self to potential graduate employers with on-screen delivery of:

– name, degree studying, 4+ words/phrases to describe self

– some description of job/career aim/s and some explanation of fit with self

3+ unique selling points that describe competencies/experience somewhat relevant to potential graduate employers

– attempt at call to action.

Professionalism attempted via:

– targeted messaging to potential graduate employers that displays some integration of labour market insights,

– some formality as appropriate for a potential employer via personal presentation/attire, body language, facial expressions, tone and pace of voice,

– 1+ example of materials/resources to support/add depth to pitch,

– sufficient lighting for clear video image, backdrop that does not distract from message, clear audio with little background noise interference, steady camerawork, and use of software/tools for careful editing to remove mistakes, unnecessary pauses etc.

Submission instructions followed with unlisted YouTube video pitch available in the ‘Featured’ section of your LinkedIn profile under ‘links’ or ‘media’, LinkedIn URL submitted in Portfolio template along with final video script CO1, CO2, CO3, CO4, CO5 i), CO5 iii).

Conveys self to potential graduate employers with on-screen delivery of:

– description of job/career aim/s and explanation of fit with self

– call to action.

Professionalism achieved via 2+ examples of materials/resources to support/add depth to pitch CO1, CO2, CO3, CO4, CO5 i), CO5 iii).

Delivery of 4+ unique selling points that describe competencies

/experience relevant to potential graduate employers.

CO1, CO2, CO3, CO4, CO5 i), CO5 iii).

Delivery of 5+ unique selling points that describe competencies /experience relevant to potential graduate employers. Persuasive call to action.

Professionalism achieved via 3+ persuasive examples of materials/

resources to support/add depth to pitch CO1, CO2, CO3, CO4, CO5 i), CO5 iii).

Professionalism achieved via 4+ persuasive examples of materials/

resources to support/add depth to pitch CO1, CO2, CO3, CO4, CO5 i), CO5 iii).

 

C6 LinkedIn reflection – 10%

Write a 450 word reflection about the changes you made to your LinkedIn profile in A8, C2 and C5. Examine how these changes position you towards a graduate career that you aspire to, including detail about how you achieved C2.2. Support your response with reference to appropriate coursework.

 

C6 submission checklist and marking criteria

  • Add your response to your Portfolio Word document.

 

Assessment C6 LinkedIn reflection, 10%
F2 F1 P2 – Addresses requirements by submitting before due date (CO5i)): P1 – as per P2 plus C – as per P1 plus D – as per C plus HD – as per D plus
No reflection submitted. Does not address requirements. Response:

– is not a reflective piece of writing,

– strays off topic,

– does not fully address question.

450 word response attempts to reflect on changes made to LinkedIn profile in A8, C2 and C5 includes:

– some examination of how changes better position self towards aspired graduate career

– some detail of how C2.2 was achieved

– some reference to appropriate coursework

CO1, CO2, CO3, CO4, CO5 i), CO5 ii)

Reflection includes examination of how changes better position self towards aspired graduate career and detail how C2.2 was achieved, with references from appropriate coursework CO1, CO2, CO3, CO4, CO5 i), CO5 ii). Reflection includes solid examination and strong detail, with accurate references CO1, CO2, CO3, CO4, CO5 i), CO5 ii). Submission covers all elements of a reflective piece of writing CO1, CO2, CO3, CO4, CO5 i), CO5 ii). Comprehensively covers all elements of a reflective piece of writing CO1, CO2, CO3, CO4, CO5 i), CO5 ii).

 

____End Assessment C____