Posted: October 3rd, 2023

Developing Employability Skills for Career Success

Subject Title Professional Placement II
Subject Code WIL301A
Assessment Title Development Plan
Graduate Capabilities
a. Professional Expertise
b. Innovative Problem Solving
c. Technology and Information Literacy
d. Global Citizenship
e. Skilled Collaboration
f. Agile Leadership
g. Independent Self-Management
Learning Outcome/s (found in the Subject Outline) a. Apply employability skills consistently in a variety of professional settings
d. Rate the placement experience against the STAR model
e. Evaluate the relevance of professional experience to lifelong learning
Assessment type Individual
Weighting % 20%
Word count 600 +/- 10%
Due day Monday by 11.55pm Week 4
Submission type Turnitin ?
Format / Layout of Assessment
ICMS Cover Page
Introduction
Body
Conclusion ?
?
?
?
Assessment instructions
The purpose of this assessment is to provide the opportunity for students to reflect upon their placement and industry, identify a strength and a gap in their current employability skills set and to begin thinking about the next stage of their development.
Employability means the ability to find, create and sustain meaningful work across the career lifespan. Employability skills facilitate your employability and can include communication, teamwork, adaptability and initiative; and can extend to industry/discipline technical skills such as specific IT platforms and systems knowledge.
In appraising strengths, students are required to choose one employability skill and demonstrate it in relation to the STAR Model (in Part A). In your report outline a real example using this technique.
The STAR Model which is one way of presenting yourself and your skills against the selection criteria often used in job applications and interviews. For example, against the employability skill (strength) chosen, think about the following and use these points to form sentences into a cohesive paragraph that demonstrates application of the skill and sells yourself:
• Situation: Set the context by describing the circumstance where you used the skills or qualities and gained the experience.
• Task: What was your role?
• Actions: What did you do and how did you do it?
• Results: What did you achieve? What was the end result? NB: there is no need to label each paragraph with STAR.
In appraising your skills gap, students will identify one skills gap between their current skill set and industry expectations and articulate a plan to further develop the skill (in Part B); also explaining why this skill is important.
This assessment task is relatively short, succinct and designed to be helpful to you in evaluating your preparedness for your future career.
This will be assessed via the following:
DEVELOPMENT PLAN – DUE MONDAY BY 11.55PM WEEK 4
You have entered the final study period of placement, look beyond your immediate role to the broader industry and your place within it. Such self-analysis, reflection and honest appraisal of your skills represents a significant learning event worthy evaluation.
Refer to the framework, instructions and prompt questions below to help guide your development plan:
Introduction – 100 words guide
Briefly outline the employability skill that you have identified as a strength (in Part A) and why you consider this a strength; and the skill that you have identified as a gap (in Part B) and why you consider this a gap.
Body: Demonstrate and Develop – 400 words total guide
Part A: Demonstrate a Strength – 200 words guide
Choose one employability skill that you have acquired. Write one paragraph that demonstrates your application of this employability skill using the STAR model as the underlying framework. Where appropriate use a real life example.
Part B: Develop a Gap – 200 words guide
Choose one employability skill that you consider a gap in need of further development.
Outline two actions you have to do to develop this skill. This may include training programs, allocating time to self-study, building broader work relationships, networking, observing more experienced people, on-going practice, cross-training or volunteering. Provide context, be specific.
For each action, identify what resources or support you might need to make it happen. This may include advice, support from senior colleagues, financial support or additional allocation of time. Provide context, be specific.
For each action, identify how you would measure success. This may include feedback, self-appraisal, improved knowledge, task completion or training completion. Provide context, be specific.
For each action, identify a near-term target date for self-review.
This can be represented succinctly in a table format:
Skill Gap Identified Actions needed to Develop Resources or
Support Needed Measuring Success Target Date for Review
XX (one only) 1.
2.
NB: Consider formatting the table as a landscape page.
Conclusion – 100 words guide
Wrap-up your development plan. Why is it important you develop the skill gap identified? How might it benefit you in your future career? Finally, briefly suggest one action to further develop the skill you identified as a strength.
Readings for the assessment
On the Student Support Centre (SSC) resource page there are a variety of academic resources and tips available to support students with their tasks and activities including reflective writing style.
This assessment is to be written in first person. First person point of view uses pronouns such as ‘I/we’, ‘me/us’, ‘my/mine’, ‘our/ours’. This is a reflective piece of writing therefore first person point of view is the most appropriate form of writing.
For additional information on Employability Skills see
https://www.jobjumpstart.gov.au/article/what-are-employability-or-softskills and otherwise refer to credible on-line sources including those listed in the Subject Outline on Moodle.
For additional information on the STAR model see
https://www.training.com.au/selection-criteria-examples-andtemplates/ and otherwise refer to credible on-line sources including those listed in the Subject Outline on Moodle.
Further tips and examples may also be available on Moodle.
No specified reading material. Refer to the relevant class content, readings, theories and concepts from relevant academic units if applicable. Research from reliable academic and industry sources if applicable.
Numerous academic journals and text books can be accessed via MyAthens using your Office365 username and password – https://portal.office.com
Refer to the ICMS Style Guide and (if applicable) APA referencing method to correctly reference material in the body of your report (in-text citations) and in the alphabetical Reference List. See the Student Support Centre (SSC) resource page for guidance.
Grading Criteria / Rubric Please see below
ASSESSMENT BRIEF___________________________________________________
WIL301A: Assessment 1 – Development Plan – Marking Rubric
Criteria HD (85-100) D (75-84) CR (65-74) PASS (50-64) FAIL (0-49)
Introduction ( 15%) Clearly shows reflection and thoughtful interpretation of own strength and gap. Main points outlined succinctly. Presented with significant clarity and logical flow. Some reflection evident and insight into own strength and gap. Main points covered.
Presented with appropriate clarity and logical flow. Some thought of own strength and gap evident but may lack some depth. Presented with appropriate clarity and flow. Limited thought is evident.
The meaning is apparent but lacking some clarity and/or depth. Provides little or no relevant introduction. Context is not clear and nearly all main points not covered. Lacks clarity and relevant information.
Body
Part A
Demonstrate
(30%) Employability skill is comprehensively identified, described and demonstrated using the STAR model. Clear, in-depth example(s) with highly logical flow. Employability skill is clearly identified, described and
demonstrated using the STAR model. Clear example(s) with logical flow. Employability skill is understandable, STAR model applied but may lack some clarity and/or show gaps in application. Limited application and understanding shown of the STAR model. Only marginally demonstrates the Employability skill, example(s), when applicable, are not provided with clarity or not always directly relevant. Very limited or no clarity to response. Demonstration of skill and application of the STAR model is very limited and lacking detail. Example(s), when applicable, are not provided or are not relevant.
Body
Part B
Develop
(30%)
Comprehensive, fully integrated yet succinct development plan. Highly focussed necessary actions and insightful information on how resources and support will develop the clearly identified skill gap. Highly logical measurements for success and selfreview timeframe. Provided detailed development plan. Some detailed actions and information on how resources and support will develop the clearly identified skill gap. Logical measurements for success and self-review timeframe. Integrated and understandable development plan. Describes actions and information on how resources and support will develop the skill gap. Provided measurements for success and self-review timeframe. There is a lack of clarity in the development plan. Attempts to relate the skills gap to necessary actions and resources / support may lack depth and/or focus. Measures for success and self-review timeframe are present but may lack consistency and/or logic. Development plan lacks cohesion, is limited or lacking in detail. Shows very little or no logical connection between the various elements of the development plan.
Conclusion (15%) Clear and concise conclusion including thoughtful insights and connections to future benefits. The further development action for the strength is well reasoned and thoughtful. Effective conclusion, offering useful insights and suggestions of future benefits. The further development action for the strength is logical. Understandable conclusion. Some suggestions of future benefits. The further development action for the strength is provided. Simple conclusion. Limited connection to future benefits. The further development action for the strength is present but may lack clarity and/or show gaps in understanding. Little or no conclusion provided. No attempt to discuss future benefits. Very little or no attempt to suggest further development action for the strength,
Presentation and Writing
(10%) Exceptionally well written, logical flow and clearly organised and essentially free from grammar, punctuation and spelling errors. Well written and logically organised with minor errors in grammar, punctuation and spelling. Above average writing style and logically organised with some errors in grammar, punctuation and spelling. Average and/or casual writing style that is sometimes unclear and/or with some errors in grammar, punctuation and spelling. Work may look as though it is in draft form. Poor writing style lacking in clarity with errors in grammar, punctuation and spelling.
Page 5 of 5
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Developing Employability Skills for Career Success

Employability skills, also known as soft skills or transferable skills, are increasingly important for navigating today’s job market and advancing one’s career. These interpersonal abilities, such as communication, teamwork, and adaptability, are valuable across industries and aid workplace performance (Jobjumpstart, n.d.). Ongoing self-reflection on strengths and areas for development is prudent for professionals seeking to maximize their employability.
Demonstrating Employability Skills through the STAR Model
The STAR model provides an effective framework for showcasing employability skills and experiences to potential employers through interviews or applications. It involves describing a specific situation, the tasks undertaken, actions taken, and the results achieved (Training.com.au, n.d.). Regular practice applying this structure allows job seekers to market their qualifications succinctly. For example, one may discuss a project they led that required strong communication and problem-solving skills.
Identifying and Addressing Skills Gaps
In tandem with emphasizing strengths, identifying skills gaps through self-assessment is important for career management. Once areas in need of improvement are recognized, developing an action plan with goals, timelines and measures of success can aid continuous development (CCL, 2016). For instance, if public speaking was pinpointed as a gap, joining a local Toastmasters club and committing to two presentations per month could be included in an action plan. Support from mentors may also support this process.
Conclusion
In conclusion, employability skills are transferable abilities that facilitate workplace success. Tools like the STAR model and skills gap analysis promote meaningful reflection and planning toward professional objectives. Ongoing skills development ensures individuals are well-equipped to navigate career changes and advancing opportunities.

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