Upon completion of this unit, you should be able to:
- Curate a compelling professional identity and philosophy, and demonstrate the ability to critically communicate this to both specialist and non-specialist audiences
- Develop and advocate for change in a professional context
- Engage with and demonstrate leadership in professional practice
- Critically reflect on professional knowledge and practice
Timeframe for Completion
Students can remain enrolled in the DYPP500 for the duration of their study in the Graduate Certificate or Graduate Diploma in Professional Practice on the provision there is active engagement in the DYPP500 unit material (contributing to forums or regular attendance at On the Couch tutorials) and/or successful completion of elective units, as negotiated with the Concierge Team. For students only enrolled in the DYPP500 they will need to complete this unit in one trimester or one year-long study period.
Developing Your Professional Practice – Assessment for DYPP500A (6 credit points)
Weightings for these assessment tasks will be negotiated with a member of the Career Concierge Team and/or the Unit Coordinator. The Curated Professional Identity assessment must be undertaken in order to ensure all learning outcomes are met, however the weighting of this can be negotiated anywhere between 10-100%. Any remaining percentage weight can be made up of either or both of the alternate assessment activities as negotiated with the Career Concierge Team.
Developing Your Professional Practice – Assessment for DYPP500B (12 credit points)
The assessment for DYPP500B includes all the requirements for DYPP500A plus the equivalent of 6 credit points in additional work. The specific tasks will be negotiated with the Concierge when you prepare your Negotiated Learning Plan. The intention is that the assessment tasks will demonstrate a deeper understanding and mastery of the subject and contribute to the establishment of your professional persona.
| Task | Weighting | Word equiv | LOs |
|---|---|---|---|
| Curated Professional Identity | 10-100% | 1,2,3,4 | |
| Reflective work | 0-90% | 3,4 | |
| “The pitch” – persuasive multimodal work | 0-90% | 2,3,4 | |
| Total | 100% | 7500 (6cp) 15000 (12cp) |
Assessment Task 1: Curated Professional Identity
Task Type: Portfolio
Weighting: 10-100%
Submission Date: To be negotiated with Course Coordinator. A submission date will be offered at the end of each trimester.
Unit Outcomes Addressed:
- Curate a compelling professional identity and philosophy, and demonstrate the ability to critically communicate this to both specialist and non-specialist audiences
- Develop and advocate for change in a professional context
- Engage with and demonstrate leadership in professional practice
- Critically reflect on professional knowledge and practice
Task Outline:
The objective of the portfolio is to curate a collection of artefacts that represent the development of your identity as a professional practitioner. Your professional identity is a summary of the skills, knowledge and experience you have to offer to a workplace underpinned by a philosophy of yourself as a professional practitioner. Your portfolio should link your skills and experience to the professional skill set as detailed in the content of the DYPP500 unit. Your professional identity does not need to be specific to a particular profession or workplace, it should embody your understanding of who you are and what you have to offer to positively impact on any profession or workplace.
The portfolio can be presented using any platform of your choice, and with the agreement of the unit co-ordinator.
The following on-line options are all good, robust, well-supported choices, offer portfolio themes or layouts and are free to use in basic form:
- WordPress (either web-based via wordpress.com, or self-hosted on your own domain if you have the technical ability)
- Google Sites
- Tumblr
- Free website creation platforms such as Wix or Weebly
- If you have your own domain hosting and coding skills, HTML5up provides excellent HTML5 portfolio templates
- There are also a range of apps you could use but you need to be able to share your portfolio with your course coordinator/s
- Other options are available. Consult your concierge for suggestions to suit your situation.
The portfolio should include the following components:
1. A Statement Of Intent
Length: approx. 200 words (this is a guide only)
Purpose: Outlines your purpose for developing a focus on your professional practice. You could draw from your prior experiences and how they relate to your current goals and identified learning needs.
2. A collection of artefacts
Number: Unlimited; Minimum 6
Purpose: Demonstrate the development of your professional practice.
Parameters:
- Artefacts could be drawn from a range of places including projects you have worked on in your current workplace, assessments from the units you undertake as part of the Graduate Certificate Professional Practice, service you have provided to the community, work undertaken as part of an NGO or charity organisation.
- Artefacts should represent events, products or skills that have contributed to your development as a professional practitioner. The range of artefacts chosen should aim to demonstrate development over time and have contributed to your understanding of professional practice and how it relates to you. This is a highly subjective process and there is no ‘right’ type of artefact to choose. It is your ability to articulate how the artefact contributed to your understanding of professional practice that will be valued. Use the 10 Professional Skills in the DYPP500 unit to help you develop an understanding of how each of your chosen artefacts has contributed to your professional development and the skill set you have accumulated.
- A professional application artefact must be included. This is an artefact that demonstrates how you have applied your learning to influence or enrich a professional or community based situation. For example, after engaging with the topic on ‘Conscious Influence – Leadership’ you might nominate yourself for a horizontal leadership position such as a secretarial position on the company social club, or you might nominate to be considered for a position on project team. If you don’t work in a formal setting, you might involve yourself in a local charity organisation as an example of leadership in the community. Collect an artefact of some kind and use your reflection statement to explore how it has allowed you to apply your learning from this unit.
3. A series of personal reflection statements
Length: 200 words each (this is a guide only)
Purpose: Demonstrate how each of the artefacts contributed to your understanding of professional practice and how it relates to you. You should craft a reflection statement to accompany each of the artefacts in your portfolio. They should explore the context for the artefact, how it led you to understand professional practice and how it impacted on your personal development.
4. Reflective Summary and Statement of Professional Practice Philosophy
Length: 500 words (this is a guide only)
Purpose: Reflect upon the journey that your portfolio represents, identifying milestones that impacted on your understanding of yourself as a professional practitioner, including the skills, events and processes that you have been involved in. The Reflective Summary should highlight what you consider to be your strengths in cultivating a continually developing understanding of professional practice and examine opportunities for supporting and building upon areas of weakness in continuing to build your professional identity.
Assessment 1 Marking Rubric:
| Unit Outcomes | Assessment Outline |
0 |
1 |
2 |
3 |
4 |
| Curate a compelling professional identity and philosophy, and demonstrate the ability to critically communicate this to both specialist and non-specialist audiences | The dossier articulates a clear and compelling professional identity, supported by carefully curated artefacts. | The dossier does not articulate a purpose for focus on professional practice or highlight key events that contributed to professional development. | The dossier may either:
Articulate a purpose for focus on professional practice Or Highlight key events that contributed to professional development Alternately, the dossier may contain both of these elements completed to a basic level. |
The dossier soundly articulates a purpose for focus on professional practice and highlights key events that contributed to professional development. | The dossier articulates a purpose for focus on professional practice, highlights key events contributing to professional development and considers how identified strengths and weaknesses will contribute to continued professional development. | The dossier articulates a purpose for focus on professional practice, highlights key events contributing to professional development and considers how identified strengths and weaknesses will contribute to continued professional development for a future focused workplace. |
| Develop and advocate for change in a professional context.
Engage with and demonstrate leadership in professional practice. |
Demonstrated ability to apply learning, skills and/or abilities to a workplace or community context. | The dossier does not contain an artefact demonstrating the application of learning, skills and/or abilities to a workplace or community context. | The dossier contains an artefact that demonstrates the basic application of learning, skills and/or abilities to a workplace or community context in a superficial or limited way. | The dossier contains an artefact that demonstrates the sound application of learning, skills and/or abilities to a workplace or community context with the intention of creating a positive impact. | The dossier contains an artefact that demonstrates an engagement with leadership to advocate for change with the intention of creating a positive impact. There is evidence of involvement in creating resources to support the initiative. | The dossier demonstrates an engagement with leadership to advocate for change with the intention of creating a positive impact. There is evidence of involvement in creating resources to support the initiative and of the impact created. |
| Critically reflect on professional knowledge and practice | The dossier is curated to communicate professional identity. | The dossier does not contain all the required elements or the elements represented are poorly constructed. | The dossier contains all the required elements. | The dossier is compiled in a clearly sequenced way. | The dossier is compiled in way that showcases professional identity. | The dossier is compiled in way that showcases professional identity for a variety of audiences. |
| Critically reflect on professional knowledge and practice | Demonstrates the ability to reflect on professional knowledge and practice to craft a professional identity narrative. | Statements accompanying artefacts are not reflective and the little or no connection to the Statement Of Professional Practice Philosophy. | Reflection statements demonstrate an awareness that particular events have influenced the development of a professional identity. | Reflection statements demonstrate an understanding of how particular events have influenced the development of a professional identity.
The artefacts and accompanying reflection statements are organised to demonstrate clear links between events and the emergent professional identity. |
Reflection statements demonstrate insight into the chosen artefacts and examine how they influenced the development of a professional identity.
The artefacts and accompanying reflection statements are organised to demonstrate clear links between events and the emergent professional identity. |
Reflection statements demonstrate personal insight into the impact artefacts had in developing an understanding of professional identity.
The organisation of artefacts and accompanying reflection statements represent a cohesive overview of the professional journey and incumbent professional identity. |
| 0 – 3 = UNSATISFACTORY 4 – 16 = SATISFIED REQUIREMENTS |
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Assessment Task 2: Reflective Practice
Task Type: Series of Blog Posts or Reflective Journal
Weighting: 0-90%
Submission Date: To be negotiated with Course Coordinator. A submission date will be offered at the end of each trimester.
Unit Outcomes Addressed:
- Engage with and demonstrate leadership in professional practice
- Critically reflect on professional knowledge and practice
Task Outline:
The purpose of this task is to assist you to develop a regular reflective practice. The act of critical reflection involves more than recalling events and their outcomes, it requires analysis to make sense of what occurred and how it relates to you personally. Critical self reflection can assist your personal development by allowing you to identify personal strengths and weaknesses and how particular events have impacted upon your professional identity. Reflective practice is most effective when it is engaged with routinely. You should develop a practice that suits your needs, but should aim to engage at least weekly in this activity.
For the purpose of this assessment task you should create a blog site and use it as the space for a series of blog posts where you engage in critical self reflection. You may use any blogging tool of your choice. Here are some to consider if you need a place to start: Best Blogging Platforms Article. You will need to share your blog with the Course Coordinator.
Alternately, you could create a Reflective Journal. You may record your journal in any way but you will need to be able to submit your chosen entries digitally. The purpose of your journal is to engage in critical self reflection
For submission, choose 6-10 blog posts or reflective journal entries that demonstrate the development of your critical reflection skills and how this practice has assisted in developing your understanding of your professional identity. Link these to the Professional Skills as presented in the content of the unit, DYPP500. For submission, please provide a cover page with your name, student number, date, course title, unit title and links to each of your selected blog posts. Before submission, please ensure all links provided are active.
Assessment 2 Marking Rubric:
| Unit Outcomes | Assessment Outline | 0 | 1 | 2 | 3 | 4 |
| Critically reflect on professional knowledge and practice | Demonstrate the ability to critically reflect. | Entries submitted do not meet the minimum number specified for submission. | Entries represent a the ability to be self reflective but not demonstrate ‘critical’ reflection. | Entries represent a sound ability to critically reflect, identifying areas of strength and weakness. | Entries represent the ability to critically reflect, examining areas of strength and weakness and the impact they have on personal professional development. | Blog posts consistently represent the ability to critically reflect, evaluating areas of strength and weakness and the impact they have on personal professional development and broader workplace contexts. |
| Use critical reflection to develop an understanding of professional identity. | Entries do not identity personal knowledge, skills and abilities. | Entries represent the ability to identify personal knowledge, skills and abilities. | Entries represent the ability to explore how knowledge, skills and abilities contribute to an understanding of the self within the professional context. | Entries represent an ability to examine how knowledge, skills and abilities contribute to an understanding of the self within the professional context and in relation to the Professional Skills. | Entries represent an ability to evaluate the contribution of knowledge, skills and abilities to an understanding of the self within the professional context. They consistently consider knowledge, skills and abilities in relation to the Professional Skills in order to articulate how personal professional identity will address the needs of a future focused workforce. | |
| Engage with and demonstrate leadership in professional practice. | Engage with The Professional Skills to consider a developing professional identity positions you to advocate for yourself and/or lobby for change in a future focused workforce. | Entries do not consider how aspects of the personal professional identity could be used in workplaces. | Entries consider how aspects of the personal professional identity could be used in workplaces. | Entries consider how aspects of the personal professional identity could be used to engage with or demonstrate leadership for the benefit of workplaces. | Entries examine how aspects of the personal professional identity could be used to engage with or demonstrate leadership for the benefit of relative workplaces. | Entries evaluate how aspects of the personal professional identity could be used to engage with or demonstrate leadership for the benefit of a range of workplaces impacting upon aspects such as efficiency, morale and culture. |
| 0 -2 = UNSATISFACTORY 3 – 12 = SATISFIED REQUIREMENTS |
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Assessment Task 3: ‘The Pitch’
Task Type: Persuasive Multimodal Text
Weighting: 0-90%
Submission Date: To be negotiated with Course Coordinator. A submission date will be offered at the end of each trimester.
Unit Outcomes Addressed:
- Develop and advocate for change in a professional context
- Engage with and demonstrate leadership in professional practice
- Critically reflect on professional knowledge and practice
Task Outline:
The purpose of this task is to craft a presentation that showcases who you are and what you have to offer as a professional. You need to give a pitch that captures the essence of your professional identity, drawing upon your personal professional attributes to create a compelling argument as to why you would be an asset to workplace environments. You could consider what your personal strengths are and how they relate to the Sustainable Professional Practice Attributes. You could also consider your philosophy of leadership and changing workplace structures and how you see your role within a rapidly changing workplace environment. This is a practice that is gaining popularity as a job application requirement as it allows employers to gain a sense of who you are that they would not be able to garner from a written application alone. This task will allow you to practice articulating your professional identity in a multimodal form.
Your personal professional pitch should be 3-5 minutes in length. For submission, please provide a cover page with your name, student number, date, course title, unit title and link to your pitch (which should be uploaded to an online location such as youtube, vimeo or google drive). Before submission, please ensure the link is active and that you have granted the marker permission to access the file if necessary.
Assessment 3 Marking Rubric:
| Unit Outcomes | Assessment Outline | 0 | 1 | 2 | 3 | 4 |
| Develop and advocate for change in a professional context
Engage with and demonstrate leadership in professional practice |
Presents a clear and compelling professional identity. | Personal professional identity is unclear. | Presents a clear outline of personal professional identity. | Presents a considered outline of personal professional identity and positions this as an asset for workplace environments. | Presents a compelling outline of personal professional identity and positions this as an asset for workplace environments, examining how workplaces would benefit. | Presents a compelling outline of personal professional identity and positions this as an asset for workplace environments, evaluating how workplaces would benefit. |
| Use digital media to present a personal professional pitch as a multimodal text. | Presentation is not delivered as a digital, multimodal text or the digital multimodal text does not work. | Uses digital media to present a multimodal text. | Uses digital media effectively to present a multimodal text. | Uses digital media skillfully to present a highly polished multimodal text. | Uses digital media expertly to present a professional quality multimodal text. | |
| Critically reflect on professional knowledge and practice | Presentation draws upon personal attributes to craft a persuasive text. | Presentation does not draw upon, or is limited in, its use personal knowledge, skills and abilities that contribute to a professional identity. | Outlines knowledge, skills and abilities that contribute to a professional identity. | Draws upon key knowledge, skills and abilities that contribute to a professional identity to craft a rhetorical presentation. | Draws upon key knowledge, skills and abilities that contribute to a professional identity to craft an effective rhetorical presentation. | Draws upon key knowledge, skills and abilities that contribute to a professional identity to craft a highly skilled rhetorical presentation. |
| 0- 2 = UNSATISFACTORY 3 – 12 = SATISFIED REQUIREMENTS |
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