— Demonstrate knowledge of the range of professional and enterprise opportunities related to the field of study.

— Investigate the skills and attributes required for employment.

— Assess and compare personal skills and attributes to identify development needs.

— Develop a plan for program and co-curricular activities to enhance employment capabilities.

— Reflect on personal and professional values, interests and motivations in making career choices.

— Reflect on knowledge and skills applied in professional and real world contexts and what this means for program, cocurricular and career plans

— Investigate and evaluate the potential impact of cultural, economic, political, technological and social impacts on career opportunities and planning

— Align career plans with personal and professional values, interests and motivations

— Integrate program learning, graduate attributes and professional experiences to construct a professional identity.

— Critically assess experience, skills and refine career plan.

— Develop career decisions that are aligned with professional and personal values, interests and motivations.

— Apply knowledge and skills to build a professional network.

— Prepare evidence to enhance employability opportunities (interviews, resume, digital identity, portfolio).

RMIT Career Development Learning

Career Development Learning (CDL) provides students with the skills and knowledge to plan and manage career options and outcomes and to improve their employability. This document outlines the required learning outcomes of CDL learning and also provides examples of outcomes at early, mid and late stages of a program.

The examples can be used as a guide to audit, design and implement career development learning at each stage of a program. The different stages of a program are described through the 3 E’s of Career learning, Explore, Experience and Engage.

It is noted that professional communication, digital literacy and the skills to reflect effectively are critical in achieving the required learning outcomes and must be considered in the development of aligned CDL learning activities and assessment.

Career Development Learning

On completion of their program students will be able to:

− Identify and articulate motivations, skills, interests and values as they affect career plans − Explore employment options and related pathways − Set career goals and plans and make decisions − Seek, secure and create opportunities

Examples of Learning Outcomes Across Three Stages of a Program

EXPLORE EXPERIENCE ENGAGE

Academic and Professional Communication Skills Overview

Communication skills are regarded as pivotal in both academic attainment and graduate employability.

The aim of this framework is to provide a scaffolded guide to assist with the integration of Communication skills through three stages of program curriculum. These skills encompass academic and professional language and literacies and as such, they underpin the development of ‘work ready’ professional attributes, for example, critical thinking, presentation, team, negotiation and problem solving skills.

The skills listed in the framework are examples of generic communication skills. It is expected that each discipline area will contextualise the framework to prioritise discipline specific communication skills.

TRANSITION

Students will be able to:

Demonstrate with structured guidance communicative competence in a limited range of entry level discipline texts, genres and tasks e.g. listening and notetaking, reading comprehension and analysis, written and oral assessment tasks, team work and reflective tasks.

Students will be able to:

Demonstrate with appropriate guidance communicative competence in a range of sophisticated discipline texts, genres and tasks e.g. argumentation, synthesis, team work, critique and critical reflection.

Students will be able to:

Demonstrate autonomy and transferable skills in a broad range of communicative competencies in order to be ‘work ready’ and successful in known and unknown professional contexts e.g. ability to persuade, influence, negotiate individually and in teams and in professional written communication.

DEVELOPMENT CONSOLIDATION

NB: the key enabler of academic and professional communication skills is the new Program Design Procedure 7.2. Associate degree and bachelor degree programs include at least one course in each fulltime year of the program structure, in which at least 20% of the assessment assesses students’ discipline/employmentrelated communication skills.