1 SELF ASSESSMENT OF GENERIC CAPABILITIES (SAGC) Purpose: What this exercise will give you. Question Booklet By completing this exercise you will develop a systematic picture of your personal and professional capabilities across a range of key skill areas. Using your capability profile a summary of your self assessed strengths and weaknesses you will be able to identify goals for self-improvement that will help you to do well at university and/or contribute to your future employability as a graduate. Process: How to approach this exercise. This is a self-assessment exercise we present you with a series of capability descriptions and ask you to rate on a seven-point scale (1 not at all to 7 very) how characteristic each is of you. A quick word on the importance of your approach to selfassessment: Exercises like this are useful to the extent that they are based on accurate information. It is easy to inflate your ratings to look good after all you are just assessing yourself. But this is not an examination, there aren t any right or wrong answers, the aim is not to get the highest score possible. Nor is anyone going to use this information to grade you in any way. This is a developmental exercise where the aim is to provide yourself with accurate feedback which you will then be able to use to develop both yourself and your career. We invite you to make a balanced assessment of your capabilities being neither too hard nor too soft on yourself. Procedure: What do I actually do? In this Question Booklet we present you with a number of statements organised in broadly defined areas of capability (e.g., problem solving, teamwork). Read each statement and estimate as best you can how characteristic each is of you at this point in time. Record your rating by circling the number (1 to 7) on the corresponding item in the Response Booklet. Don t spend too long on each item, as your first reaction is probably the best one. After you have rated all of the statements, add up your ratings in each capability area and transfer these summary ratings to the Feedback Booklet. From this you can develop your capability profile and consider which areas you consider are priorities for further development at this stage.
2 INTERPERSONAL SKILLS In this section we ask you to reflect on some of the types of skills and behaviours that are relevant to your capacity to build and maintain effective working relationships with people. Asserting A. I am able to give constructive feedback to people when their behaviour or actions are affecting me. B. I am comfortable asking others for help or assistance. C. I am comfortable talking about or expressing my feelings. Listening A. I am good at making conversation with people I don t know very well by drawing them out and getting them talking. B. I understand the principle of empathic listening and how to use it effectively in communication. C. I notice or tune in to people s nonverbal cues and signals and can usually judge how they may be feeling. Conflict Management A. I can control my feelings and stay calm even when I am being provoked. B. I understand the principles of conflict resolution and how to apply them to everyday disagreements. C. I am aware of how to discuss differences with people so that they don t escalate into conflict. Helping and Consultation Skills A. I am usually able to help people solve their own problems when they approach me for advice or assistance. B. People would describe me as someone who is able to ask useful questions that help them clarify issues. C. When presented with an issue that may impact on others, I deliberately identify the different people likely to be affected or interested, and work out how best to involve or consult them. Please consider the above group of interpersonal skills as a whole. That is, think about the area of interpersonal skills in general. Using the scales in the Response Booklet ( 1 not at all to 7 very ) please make 3 judgements about this group of capabilities : 1 How relevant you consider the above group of skills are to learning or doing well in your present course at university. 2 How relevant you consider the above group of skills will be to your future work or career. 3 How personally interested you are currently in developing the above group of skills. You will use these ratings later to make judgements about your personal priorities for developing particular groups of skills. Ratings that realistically and honestly reflect your current opinion, whatever that is, will be most useful to you.
3 SELF-MANAGEMENT capacity to effectively manage yourself and your reactions to challenges in life and work. Self-Awareness/Self-Knowledge A. I have a good understanding of my strengths and weaknesses and use this to inform my development. B. I know clearly why it is that certain situations or types of people seem to push my buttons or trigger a reaction from me. C. I have a clear sense of how others see me or the impact I make on people. Self-Organisation A. I manage tasks well successfully prioritising competing demands on my time and energy. B. In meeting deadlines, I deliver on time asking for extensions is something I very rarely do. C. I am able to persist with challenging tasks without getting distracted. Resourcefulness A. I handle pressure and difficult situations well. B. When I get in a rut or feel down I can quickly get myself going again in a positive direction. C. If I have a problem I generally do something about it rather than hope it will go away. Responsibility A. When I stuff something up I prefer to be accountable instead of blaming others or the external conditions. B. I am able to accept feedback or criticism from others without getting offended. C. When something is important to me I usually find I have the courage of my convictions and I take positive action.
4 LEARNING AND ADAPTABILITY capacity to be an effective learner not only in your formal studies but also in life generally. Learning from Experience A. I am very good at learning from experience, if I make a mistake in life I usually don t make it again. B. I routinely review tasks or projects I have done to evaluate how I might do them better next time. C. I am good at noticing, without being told, where I need to make adjustments or changes in my approach to situations. Learning Strategies A. I have study habits and approaches that give me good results with minimum stress. B. I have a good understanding of myself as a learner and of the most effective or best ways for me to learn. C. I am comfortable asking what might appear to be stupid questions or seeking assistance if I don t understand something. Self-Regulated Learning A. I have goals for personal and professional development beyond what my formal study requires of me. B. When I enter a new learning environment or situation I am confident in my capacity to read its requirements and expectations. C. It s easy for me to change the way I approach different tasks or assignments depending on what the situation requires. Adaptability A. I respond positively to transitions and changes in my life. B. I like situations that stretch or challenge me. C. I like to try new ways of doing things or approaching issues.
5 PROBLEM SOLVING In this section we ask you to reflect on some of the skills and behaviours that relate to being able to solve problems and make effective decisions. Research A. I am confident in my capacity to objectively observe a process (e.g., a situation, interaction, or set of circumstances) and clearly separate the facts I observe from the inferences I make. B. I am able to design simple research processes for collecting reliable and valid information to answer specific questions. C. I am able to pose meaningful questions within my field or discipline that are worthy of research or investigation. Problem Solving A. I understand and can apply effective approaches to defining or analysing issues (e.g., separating cause and effect, problem and symptom) so that the real problems are solved. B. I understand the different types or modes of thinking (e.g., creative, analytic) and how to combine these for practical problem solving. C. I can distinguish different types of problems (e.g., technical, people, theoretical) and have developed appropriate strategies for approaching each of these. Decision Making A. I know how to reliably evaluate and choose between the alternative solutions or courses of action to a practical problem. B. I am able to reliably anticipate the future implications or consequences, for myself and others, of decisions I make or actions I take. C. When faced with complex no right answer decisions I am still able to take confident action even though the outcome is uncertain. Numerical Problem Solving A. I am confident and competent applying basic maths to everyday problems and tasks. B. I can analyse and interpret statistical information (viz. tables, charts and graphs) to identify meaningful trends and patterns. C. I can document and present statistical or numerical information to illustrate key aspects of a problem or question.
6 CONCEPTUAL AND ANALYTICAL SKILLS capacity to critically analyse your own and others arguments and to engage in the constructive and critical exchange of ideas. Evaluating Others Arguments and Ideas A. I am able to reliably use evidence and logic to test whether others ideas and opinions are sound. B. I find I regularly call into question the ideas of experts and come to my own independent conclusions. C. I deliberately try to identify the basic values or interests that may underlie people s opinions or positions on issues. Evaluating My Own Opinions and Ideas A. I am easily able to identify the beliefs I hold and how these influence my judgement of issues. B. I enjoy the process of seeking criticism of my ideas and opinions. C. I can honestly say I actively monitor when I jump to conclusions or make generalisations without supporting evidence. Integrative Thinking A. I readily get beyond the presenting information to see the bigger picture or context of situations or issues. B. I am able to conceptualise and synthesise issues by making links between the various aspects of a situation. C. My understanding of ideas is usually derived after deliberately exploring the issue from a number of different or contrasting points of view. Lateral Thinking A. I have a working understanding of some of the different ways to encourage creative or lateral thinking. B. I am able, when faced with a challenge, to get a fresh perspective by thinking outside the square. C. I am confident enough to contribute novel or risky ideas to discussions.
7 ORAL COMMUNICATION capacity to explain and present yourself and your ideas to groups of people at work or university. Explanations A. When I give verbal instructions or directions to people they usually clearly understand first time what I mean. B. My verbal explanations of my ideas or opinions are usually well structured. C. I am good at matching the level and complexity of my verbal explanations to the level of the people involved. Presentations A. When I make a presentation it seems to stimulate a fair level of interest amongst the listeners. B. When I speak to a large group of people I can easily project my voice and make my presence felt. C. I tend to be confident and calm when making presentations to colleagues. Education and Training A. I know how to design an educational session to facilitate people s learning. B. I can make effective use of learning aids and media (e.g., PowerPoint) to help people learn. C. I know how to conduct a range of basic interactive learning mechanisms (e.g., discussion groups, coaching). Persuasion A. I know that I can make a persuasive argument in a group for something that is important to me. B. I am usually able to think on my feet in public forums and discussions. C. I am able to support my ideas when challenged without getting people offside.
8 TEAM AND GROUP SKILLS capacity to be both an effective member and leader of groups and teams (e.g., committees, meetings, discussion groups and project teams). Task Direction A. I know how to conduct a group meeting or discussion to effectively gather people s ideas or information on an issue. B. If a group discussion gets off track, I know how to tactfully get things focused again. C. I know how to move a team along by drawing on people s different abilities or knowledge. Process Monitoring A. In meetings, I monitor the group s progress against agreed goals. B. I am generally very aware of the processes and interactions between group members. C. I am generally very sensitive to how group processes or decisions impact on individual group members. Team Membership A. I am able to easily fit in and follow others leads when I know that it is the best thing for the team. B. I know how to work toward a consensus or a workable compromise when there are differences within the team. C. I am able to contribute ideas or effort for a team result, without worrying about personal recognition. Relationships and Support A. I actively acknowledge the contributions and efforts of other team members. B. I offer support or assistance to other people in my work teams without having to be asked. C. I actively work to make sure everyone feels heard in group discussions.
9 INFORMATION LITERACY capacity to access and use a range of information sources (e.g., electronic media, library materials, and statistical sources). Information Literacy A. I know how to analyse topics or tasks (e.g., projects, assignments) to identify what information I need to produce a good result. B. I am able to efficiently access and systematically search electronic information and reference sources (e.g., library catalogues, databases, directories, indexes). C. I understand how to critically evaluate the relevance, reliability and authority of information I find so I know what to use and what to discard. Computer Literacy A. I am a confident user of computer hardware (viz. computers, keyboards, printers, scanners). B. I can confidently use a range of software applications (viz. word-processing, spreadsheets, database and graphics packages) to produce documents/products of a high standard. C. I can confidently use a range of communication tools (viz. local area networks, packages, and web-browsers) to gather or exchange information. Reading A. I consistently read material (e.g., text books, articles, etc.) more with a view to understanding the author s argument or meaning than absorbing the information or facts presented. B. When I read a new text, I can readily identify the key points that are being made. C. When I read new material, I deliberately relate or make connections between it and previous material I have read. Ethical Use of Information A. I understand and follow copyright laws in relation to the reproduction of electronic and print materials. B. I understand the principle of intellectual property and the various ways to give appropriate credit (e.g., bibliography, quotations, acknowledgements) when I use another s ideas or work. C. I know how to summarise or paraphrase an author s work without plagiarising.
10 WRITTEN COMMUNICATION capacity to write effectively in a range of contexts and situations at work or university. Writing Process A. I have developed a time efficient strategy for drafting, reviewing and editing my writing which gives me good results. B. I have developed the skill of writing and evaluating my own writing from the reader s point of view. C. I have a flexible approach to writing and can successfully adapt my style and tone for different audiences and purposes. Writing Product A. My writing reflects a high standard of sentence construction, grammar, and punctuation. B. I am consistently able to get my point across very concisely and economically. C. I have mastery of the bibliographic and referencing skills relevant to my discipline or profession. Academic Writing A. When I write I am able to effectively structure my work around a key theme or clear focus on what I want to say. B. I am confident in my ability to integrate a range of material and sources (e.g., theories, text, evidence) into a coherent whole. C. I can confidently say that my written work is consistently argument based on analysis and evidence rather than just assertion of my opinions. Applied Writing A. I am able to write everyday working documents (e.g., letters, memos, reports, etc.) that people find clear and easy to understand. B. I am confident in my capacity to structure and write a proposal which would make a convincing recommendation for action on an important issue. C. I understand the different ways to structure written documents (e.g., problem-cause, comparing and contrasting options, etc.) and when to use them.
11 CAREER AND VOCATIONAL capacity to plan your career and manage the practical steps of finding employment that matches your goals and capabilities. Career Direction and Choice A. I have a clear sense of the specific type of work I would like to do in the future. B. The career decisions I have made to date are based on my own preferences rather than satisfying other people s expectations of me. C. I can explicitly and accurately describe my interests, values, and abilities and the type of contribution I would like to make. Employment Seeking A. I am an active job seeker I am able to find or make my own opportunities and prospects. B. I am able to identify the range of available jobs by efficiently using a number of information sources (e.g., Internet, networks, print media, government gazettes). C. I know how to make effective use of employment assistance services (e.g., career advisory services, job clubs, employment agencies). Application and Selection A. I understand the requirements of the various types of selection methods (e.g., interviews, assessment centres, work tests). B. I know how to develop and structure my resume and letter of application to make a positive impression. C. I have a strategy for researching positions or organisations in which I am interested. Self-Presentation A. I am able to project a confident and professional image of myself in an interview situation. B. I am confident relating and presenting my background and experience in a way that matches the requirements of a particular employer or position. C. I have a strategy for learning from unsuccessful applications (e.g., asking for feedback, self assessment) so as to make a better impression next time.
12 ORGANISATIONAL MEMBERSHIP capacity to work as a responsible and productive member of an organisation. Accountability A. It s easy for me to accept without resentment others appraisal or feedback on my work performance. B. When I have been allocated a task that I don t like or don t want to do I still do it well and without attitude. C. When I am starting a new work role, I know how to clarify what is expected of me. Working Relationships A. I am able to read the politics and power dynamics of an organisation and establish my own base of influence. B. I can readily build working relationships and networks with co-workers. C. I am comfortable approaching people in authority or higher status positions and asking for what I need. Leadership of Others A. I feel comfortable and confident taking responsibility for managing projects or groups of people working on a task. B. When I have been given authority I don t go too far and become controlling or bossy. C. I notice and act when others need help or when there is an opportunity to improve the way things are done. Self-Leadership A. I am able to work independently with minimum supervision and produce work to a high standard when doing so. B. I am a self starter I am able to motivate myself to do a good job. C. I am able to make realistic and honest self-appraisals of my work performance and make improvements without being told.
13 COMMUNITY AND CITIZENSHIP capacity to be an aware and involved citizen who can contribute in knowledgeable and culturally sensitive ways to building a better society. Political A. I have a good understanding of how the Australian system of government works. B. I am aware of current social trends and political debates and their implications for our society. C. I know how to make my views known on issues I consider important to public servants or my political representative(s). Economic A. I have a good understanding of the ways advertising and marketing processes are used to influence me as a consumer. B. I have a practical understanding of basic commercial or economic principles and how to successfully apply these in my own life. C. I am aware of and can confidently use a range of resources and service institutions in the community (e.g., banks, insurance companies, public service agencies). Social A. I am practically committed to giving something back to society or strengthening the communities or groups of which I am a part (e.g., volunteering my time, mentoring others, etc.). B. I positively interact on a regular basis with people from a range of cultural and ethnic backgrounds. C. I have a clear understanding of the processes and structures which contribute to and maintain disadvantage and injustice in our society. Environmental A. I have a good understanding of the environmental challenges facing us on a national and international level. B. I have identified and implemented some practical ways of living a more sustainable lifestyle. C. I am an environmentally responsible consumer.
14 PERSONAL EFFECTIVENESS capacity to function effectively as a person across the various aspects of life, and with a sense of purpose and identity in the way you manage your life. Identity A. I live according to a set of values and beliefs that work well for me and the people I interact with. B. I have a clear sense of who I am and what I stand for. C. I am very aware of the ways in which my background and upbringing influences my current thinking and behaviour. Purpose A. I have a sense of purpose and direction in my life. B. I feel that I am involved in interesting things in my life. C. I am taking positive steps toward getting what I really want in life. Lifestyle A. I manage my lifestyle so that there is a good balance between the different aspects that are important to me (e.g., work, study, personal, recreation). B. I have positive strategies in place for reducing or preventing stress. C. I actively manage my health and well-being so that I am able to feel as fit and energetic as possible. Relationships A. I am able to develop relationships with people where there is a balance between what I give and what I receive. B. I know the groups and communities to which I want to belong and I am doing something positive about joining or becoming involved. C. I am able to form and maintain personal relationships that are healthy for me.
15 PROFESSIONAL EFFECTIVENESS capacity to integrate and apply a body of professional knowledge, skills and values to make an effective contribution working in a self-critical and ethical manner, with a developed sense of the context of your professional practice. Knowledge Base A. I have a sound understanding of the principles and concepts which form the body of knowledge of my discipline or profession. B. I am able to confidently and competently apply the knowledge and skills of my discipline to real problems and situations. C. I have a critical stance in relation to my discipline and the ways in which it constructs and applies knowledge (e.g., awareness of conflicts and contradictions in its knowledge, limitations in its assumptions and world views). Ethics A. I have a sound practical understanding of the code of practice or ethics that is most relevant to my discipline or profession. B. I am aware of and able to resolve the likely conflicts of interest and ethical dilemmas that will be stimulated in my work. C. I understand how the practice of my chosen work may impact on people and society in both helpful and less than helpful ways (e.g., maintaining current patterns of disadvantage, reinforcing stereotypes and prejudices, exploiting limited resources). Contextual Awareness A. I am aware of social trends and changes (e.g., technological, cultural, economical, etc.) and the likely implications of these for my profession or discipline. B. I understand and appreciate the differing perspectives of other disciplines and how these might add value or enhance my work. C. I appreciate the practical and philosophical ways in which I will have to adapt my professional practice to be sensitive to the needs and expectations of different social and cultural groups. Learning and Renewal A. I am able to systematically reflect on or evaluate my own or others practice so as to improve performance or understanding. B. I am able to reliably evaluate the limits of my professional competence and already have personal learning strategies in place to address these (i.e., I know what I don t know and what to do about it). C. I know how to make effective use of the skills and experience of senior people in my field (e.g., through mentoring, professional supervision and coaching).
16 SELF ASSESSMENT OF GENERIC CAPABILITIES Response Booklet Record your rating for each of the skills presented in the Question Booklet on the scales below. Rate the extent to which each skill or capability is characteristic of you using the following scale. Try to be as honest as you can in your self- assessment moderately characteristic of me not at all characteristic of me very characteristic of me INTERPERSONAL SKILLS SELF MANAGEMENT Asserting Self-Awareness/Self-Knowledge Listening Self-Organisation Conflict Management Resourcefulness Helping and Consulting Skills Responsibility Interpersonal Skills are to doing well in your present course at university. Self Management Skills are to doing well in your present course at university. Interpersonal Skills will be in your future work. Self Management Skills will be in your future work. in further developing the above Interpersonal Skills. in further developing the above Self Management Skills.
17 LEARNING AND ADAPTABILITY PROBLEM SOLVING Learning from Experience Research Learning Strategies Problem Solving Self-Regulated Learning Decision Making Adaptability Numerical Problem Solving Learning and Adaptability Skills are to doing well in your present course at university. Problem Solving Skills are to doing well in your present course at university. Learning and Adaptability Skills will be in your future work. Problem Solving Skills will be in your future work. in further developing the above Learning and Adaptability in further developing the above Problem Solving Skills. Skills. CONCEPTUAL AND ANALYTICAL SKILLS ORAL COMMUNICATION Evaluating Others Arguments and Ideas Explanations Evaluating My Own Opinions and Ideas Presentations Integrative Thinking Education and Training Lateral Thinking Persuasion Conceptual and Analytical Skills are to doing well in your present course at university. Oral Communication Skills are to doing well in your present course at university. Conceptual and Analytical Skills will be in your future work. Oral Communication Skills will be in your future work. in further developing the above Conceptual and Analytical in further developing the above Oral Communication Skills. Skills.
18 TEAM AND GROUP SKILLS INFORMATION LITERACY Task Direction Information Literacy Process Monitoring Computer Literacy Team Membership Reading Relationships and Support Ethical Use of Information Team and Group Skills are to doing well in your present course at university. Information Literacy Skills are to doing well in your present course at university. Team and Group Skills will be in your future work. Information Literacy Skills will be in your future work. in further developing the above Team and Group Skills. in further developing the above Information Literacy Skills. WRITTEN COMMUNICATION CAREER AND VOCATIONAL Writing Process Career Direction and Choice Writing Product Employment Seeking Academic Writing Application and Selection Applied Writing Self-Presentation Written Communication Skills are to doing well in your present course at university. Career and Vocational Skills are to doing well in your present course at university. Written Communication Skills will be in your future work. Career and Vocational Skills will be in your future work. in further developing the above Written Communication Skills. in further developing the above Career and Vocational Skills.
19 ORGANISATIONAL MEMBERSHIP COMMUNITY AND CITIZENSHIP Accountability Political Working Relationships Economic Leadership of Others Social Self-Leadership Environmental Organisational Membership Skills are to doing well in your present course at university. Community and Citizenship Skills are to doing well in your present course at university. Organisational Membership Skills will be in your future work. Community and Citizenship Skills will be in your future work. in further developing the above Organisational Membership Skills. in further developing the above Community and Citizenship Skills. PERSONAL EFFECTIVENESS PROFESSIONAL EFFECTIVENESS Identity Knowledge Base Purpose Ethics Lifestyle Contextual Awareness Relationships Learning and Renewal Personal Effectiveness Skills are to doing well in your present course at university. Professional Effectiveness Skills are to doing well in your present course at university. Personal Effectiveness Skills will be in your future work. Professional Effectiveness Skills will be in your future work. in further developing the above Personal Effectiveness Skills. in further developing the above Professional Effectiveness Skills.
20 SELF ASSESSMENT OF GENERIC CAPABILITIES Feedback Booklet Please add your ratings for each capability area (e.g., Interpersonal Skills) and mark your total on the following scale. Capability Self Assessment Relevance to Present Study Interpersonal Skills Relevance to Future Work Personal Interest (1-7) (1-7) (1-7) Self Management Team and Group Skills Oral Communication Learning and Adaptability Problem Solving Skills Conceptual and Analytical Written Communication Information Literacy Career and Vocational Organisational Membership Community and Citizenship Personal Effectiveness Professional Effectiveness
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