Graduate Attributes Labour Market

Question: Discuss about the Graduate Attributes for Labour Market. Answer: Introduction The learning process equips learners for the outside world in line with the market needs. Each and every unit taught in the University is geared towards a specific skill that wills e of use in the job market. However, the workplace environment and expectations are not similar to the learning environment. Learners have to undergo further experience based training to be better placed to offer better expertise in the workplace. Graduate Attributes Graduate attribute Unit code Examples of how I developed these attributes My skill level Intellectual rigour: A commitment to excellence in all scholarly and intellectual activities, including critical judgement. MNG ACC Apart from gaining a certificate at the end of my learning exercise, gaining some practical skills was an essential bit. The tutors always insisted on individuals striving to bring out their best. Through that my intellectual capability has been improving at every level. As a student peer pressure determines a number of decisions that are taken while in school. In most cases peer presser is quite misleading. I learnt to make personal decisions based on my judgment in line with my personal goals. Proficient Creativity: An ability to develop creative and effective responses to intellectual,professional and social challenges. MNG MKT MAT Undertaking class assignments and other assessment tests needed well elaborated answers. Since learning s not rot based, the responses had to be creative and in line with the learning outcomes. Preparing for class work and class assessments needed good timing and use of the available limited time. In a learning set up, socializing with the professors is inevitable but still the professional conduct between the student and the professor has to be maintained. At first it was tough to note the separating line but with time I learnt. This will be applicable in my line of duty since one has to interact and socialize with the customers but still being able to note the professional boundaries. On the other hand, the social perspective between students is quite challenging. While in class the socialization has to be maintained without creating a dull moment. This will be essential in ensuring a good relationship with the workmates. Ethical practice: A commitment to sustainability and high ethical standards in social and professional practices. MKT ACC MNG In a learning environment, ethical practices are highly advocated for. First I always avoided plagiarism. Plagiarism is academic dishonesty and unethical use of an authors piece of work. This maintenance of ethics through avoiding plagiarism will reflect the high ethical standards I gained while undertaking the respective academic units. Descent dressing while attending lectures in the respective academic units and in the social circles has become part of life. The high ethical standards have now become a class and school culture. It will be easy to maintain the professional ethics and practices in the work environment. Proficient Knowledge of a discipline: Command of a discipline to enable a smooth transition and contribution to professional and community settings. MKT MNG MAT The class work is reflective of what to expect in the work environment. Good performance in class assessment tests and every unit examinations test the possibility of carrying out what we have learnt in the work place. My good grades in the respective units give me hope that I am fit to handle any work related task that is in my line of specialization. Apart from class work, as a class we are involved in small community service exercises that are meant to give back to the society. The transition to the workplace that will also involve CSR activities will offer greater opportunities to give back to the society much easier. Capable Lifelong learning: The ability to be responsive to change, to be inquiring and reflective in practice, through information literacy and autonomous, self-managed learning. ACC MNG MAT The transition from home to college life is not always smooth. The ability to adopt in the new environment and new friends among strangers shows the ability to manage living in a new environment away from home for work related activities. As a student I had to handle different units in each season with different lecturers and still manage to strike a balance. The shift from one academic unit to another with different classmates indicates smooth transition. Proficient Communication and social skills: The ability to communicate and collaborate with individuals, and within teams, in professional and community settings. MKT MNG MAT Not all assignments and class work is handled individually in the respective units. Some tasks were handled in groups during group discussions. The group discussions needed socialization capability as well as good communication skills. Collaboration during group discussions was challenging but with each passing season we perfected the communication skills and collaborative capability. Proficient Cultural competence: An ability to engage with diverse cultural and Indigenous perspectives in both global and local settings. MKT MNG The school setup offered a chance to interact with people from diverse cultural backgrounds; different religions, different races and ethnic groups. The interaction with fellow students and teachers that hail from different backgrounds than mine enabled e to dispel certain stereotypes that are easily picked in the streets and social gatherings. I am able to denote what is true and false about other religions and races and how to respect each and every persons beliefs. The mutual respect created from the respect to other people offers an ample environment for learning; the same will be reflected in a work set up that is expected to have different sets of people. Proficient Gaps Business firms depend on the learning institutions to get the required workforce in the market (Ashton, Maguire, Spillsbury, 2016). However, the work environment and the learning exercises the learners go through are not similar. The knowledge acquired in class will not be enough to guarantee good performance at the work place (Ryan, 2001). I will be able to cover the skill mismatch in the work place by enrolling for an internship opportunity in a reputable organization. The socialization process in the learning environment cannot e equated to the social space in the work place (Atkinson Storey, 2016). The socialization process in the school is limited to academics and also the age gap is limited to age mates and few cases that are composed of tutors. On the other hand, socialization in the workplace is quite different from the school environment since the age gap is varied. The socialization circle is wide; the customers, fellow workers who have different ages, and the company administration. In the school set up the results of the learning exercise are known at the end of the season while the results in a workplace are immediate based on the customer response and satisfaction (Hodkinson, Hodkinson Sparkes, 2013). The learning process follows a laid down time table that stretches across the week. In a work place the workload is huge and pegged on day; for instance, from 8 am to 4 pm. Adjusting to such a busy environment will an uphill task. Conclusion The labor market and the learning institutions are mutually interdependent. The attributes imparted in learning institutions can only be actualized by being put into practice in the practical world. Although the two environments are different, the industrial attachments make them to be in tandem which each other. Each and every unit in the course is geared towards a specified skill that will be applicable in the labor market. References Ashton, D., Maguire, M., Spilsbury, M. (2016).Restructuring the Labour Market: the implications for youth. Springer. Atkinson, J., Storey, D. J. (Eds.). (2016).Employment, the small firm and the labour market. Routledge. Hodkinson, P., Hodkinson, H., Sparkes, A. C. (2013).Triumphs and tears: Young people, markets, and the transition from school to work. Routledge. Ryan, P. (2001). The school-to-work transition: a cross-national perspective.Journal of economic literature,39(1), 34-92.