__________________________________________________________________

Graduate Attribute Framework 2014/15

To be completed as part of your Leadership & Employability Module

_____________________________________________________________________________
Introduction
This Framework provides further definition of each Graduate Attribute by establishing a range of associated and measurable behaviours. The Framework is
designed with a progressive structure to allow participants to consider their progression from standard to advanced and on to graduate level.
Negative behaviours are identified against each attribute in order to illustrate how some activity may work against progression towards
employment.
Positive behaviours are defined to show you how you should progress with your own development, whilst pursuing your chosen degree course.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

In addition, the Framework is intended for use in conjunction with OPQ tests to establish the level of competency in common with many employer
recruitment and selection processes. The OPQ tests are a means of establishing behavioural preferences and further assist you in preparing for
employment. If you would like further information about sitting the adapted OPQ test, please talk to your Personal Tutor or your Careers Consultant
(Newton level 0 Employability area).
The Framework is provided to you as a means of identifying competency levels and determining areas for further development. You should consider it to
be a tool that will enable you to both evidence and reflect against each attribute. This will assist you in securing further experience in specific areas, as
well as identifying areas for discussion with a range of sources, including your Tutor, Careers Consultant, Mentor, or Employer.

How to use this document

Look at each Graduate Attribute individually, think about where you are now. You will need to make notes and consider where you have acquired the
attribute this could be while studying at university (or elsewhere previously); or from external activity - work experience, placement, volunteering,
membership of a club or society or sports team. (This will be useful for future application forms and interviews.)
Assuming you do not yet consider yourself to be at graduate level (right hand column), you need to consider what actions you need to take, in order to
improve your current situation. Consider what Continuing Professional Development (CPD) is needed. Fill in the Action column. This also needs to feed
into a more detailed start of final year ACTION PLAN (see L&E module NOW area and Module Document).
Take care to review your situation every term and take to all meetings with your Personal Tutor. At final year, it will feed into your Leadership &
Employability individual Reflective Report at the end of the year. NB: this should be seen as an ongoing project it is not a one off exercise. Ideally you
should revisit this towards the end of the spring term when you are pulling together your analysis and reflection for your L&E Report.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

The Framework Definitions

There are 13 individual undergraduate attributes defined within the ,split between three overarching areas:

Intellectual agility

Information, Communication and Organisational Skills

Global Citizenship

These are more fully explained below, and throughout the framework.
Intellectual Agility (IA)
IA1. Extensive understanding of their chosen profession or discipline, including the associated practices, technologies, research, methodologies, values
and ethics.
IA2. Aptitude for independent, critical thought and rational inquiry, alongside the capacity for analysis and problem-solving in multiple contexts.
IA3. An enterprising and creative mindset, able to thrive in rapidly changing work and social environments.
IA4. Intellectual curiosity, enthusiasm for learning and an aptitude for self-directed learning.
Information, Communication and Organisational Skills (ICOS)
ICOS1. Proficiency in finding, evaluating, analysing and applying data.
ICOS2. Digital literacy and the ability to use ICT effectively.
ICOS3. Effective communication skills in spoken, written and visual media.
ICOS4. Good team and collaborative working skills.
ICOS5. Ability to prioritise, plan and manage work and time.
ICOS6. Capacity to appropriately judge self-efficacy and to give and receive feedback effectively.
Global Citizenship (GC)
GC1. International awareness and openness to the world, based on appreciation of social and cultural diversity, respect for human rights and dignity.
GC2. Understanding and appreciation of social, economic or environmental sustainability issues.
GC3. Leadership capacity, including a willingness to engage in constructive public discourse, and to accept social and civic responsibility.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Intellectual Agility
IA1: Extensive understanding of their chosen profession or discipline, including the associated practices, technologies, research,
methodologies, values and ethics.
This is the demonstration of a detailed understanding of the course related professions and an application within career planning. This understanding will
vary between professional routes, some needing much greater level of specialisation.
Behaviours and competency level
Action Required
Negative
Demonstrates little or no
knowledge of the professional
applicability of the course

Standard
Understands the connection
between the course and the
potential professional route or
discipline

Advanced
Can demonstrate the
connection between the
course of study and the
professional route(s) or
discipline

Does not seek to participate

in any profession related
activity

Demonstrates awareness of
relevant professional practice
and/or the association or
professional bodies, including
codes of conduct/ethics/rules

Unable to identify key

employer organisations
associated with the course
subject

Analyses of potential
employment routes

Secures directly related

limited duration work
experience or relevant work
based learning and uses this
opportunity to develop
insight into the work-based
applicability of code(s) of
conduct/values/ethics/
relevant professional practice
Detailed analysis of potential
employment routes,
employers and
understanding employer
expectations relevant to
individual career planning

Graduate
Provides reflection on the
connection between academic
and personal skills developed
during the course and the
employability skills secured
and be able to articulate these
Active participation in the
professional body or
association and able to
illustrate an appreciation of
the role of the code of
conduct/values/ethics and/or
reflection on work experience
or work based learning
Has articulated an up-to-date
career plan with career path
and actions for
implementation clearly
identified

More practice in my
career job will help
me to understand th
profession or
discipline, including
the associated
practices,
technologies,
research,
methodologies,

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

values and ethics of
the employee.
NOTES (what you have done and where this attribute has been developed, so far)
I will improve that in the my future job, because I need more practice within my work place to do understand it.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Intellectual Agility
IA2: Aptitude for independent, critical thought and rational inquiry, alongside the capacity for analysis and problem-solving in multiple
contexts.
The ability to analyse information is a basic level expectation of a wide range of employment roles. Problem-solving skills are recognised as being of
particular importance. The demonstration and application of critical analysis is a key aptitude for a graduate.

Negative
Plagiarises material

Provides basic level academic

work without critical analysis
or reflection
Does not demonstrate an
ability to resolve problems
within course and extracurricular activity

Behaviours and competency level

Standard
Advanced
Capable of carrying out
Able to demonstrate effective
independent and original
original research across a
coursework related research
range of academic work and
demonstrate an aptitude for
inquiry leading towards
independent critical thought
Understands the purpose of
Provides critical analysis in
critical analysis
the context of academic work

Awareness of the extent of

problem solving within the
course of study

Produces solutions to
identified problems with some
reinforcement from critical
inquiry and analysis within
the course of study, extracurricular activities, and as it
relates to work settings

Graduate
Demonstrates a connection
between the securing of
material or data, analysis and
independent critical thought

Provides reflection through

critical analysis on the
process of research and the
conclusions reached
Utilises research undertaken
to secure considered
solutions to identified
problems in a range of
settings including those
related to the course of study,
extra-curricular activities, the
world of work, and the wider
society

NOTES (what you have done and where this attribute has been developed, so far)
During my internship in Qatar foundation in HR department, I learnt from my manager how to solve problems.

Action Required

Be able to collect
information to be
more expand fact and
solve the problem

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Intellectual Agility
IA3: An enterprising and creative mindset, able to thrive in rapidly changing work and social environments.
An awareness of how organisations operate is expected across the range of employment profiles. Student awareness of enterprise and
entrepreneurship may be considered by prospective employers as a key skill.

Negative
A lack of awareness of
organisations/employers and
the manner in which they
function

Behaviours and competency level

Standard
Advanced
Attendance at organised
Exploration of commercial
employment related events
organisational implications
including scheduled
awareness within coursework
recruitment events and careers or assessments
fairs

No involvement in any
enterprise related activity
throughout the course

Engagement with
entrepreneurial/
intrapreneurial material within
the course

Demonstration of
entrepreneurial/
intrapreneurial and enterprise
skills in coursework and
learning from connection with
organisations such as the
HIVE directly or indirectly

Lacks understanding or
interest in enterprise,
entrepreneurship and
intrapreneurship

Aware of enterprise,
entrepreneurship and
intrapreneurship and can
identify these

Demonstrates responsiveness
and deep understanding of
entrepreneurship,
intrapreneurship and business
/ commercial activity within
the course

NOTES (what you have done and where this attribute has been developed, so far)
I will register in any events in UNI to support my in UNI and also in my future job.

Graduate
Demonstration and application
of commercial and
organisation awareness,
linked to the individual career
plan, with reflection on career
destinations
Demonstrates, evidences and
reflects on individual or group
based enterprise/
entrepreneurial/
intrapreneurial skills, through
interaction with extracurricular activity

Action Required

Builds and practises a range of

entrepreneurial,
intrapreneurial and business /
commercial skills enabling
practical demonstration of an
enterprising mind, capable of
adapting to, or facilitating or
initiating change

I must register with

the courses which
support me to
develop my self, and
also to learn how
build a new relations
with the people how
will support me in my
carrier.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Intellectual Agility
IA4: Intellectual curiosity, enthusiasm for learning and an aptitude for self-directed learning
This attribute relates to the extension of learning into application in an employment setting. Each attribute is in that respect similar. In this case, the
ability to demonstrate enthusiasm and engagement in learning is essential in reaching graduate level.
Behaviours and competency level
Action Required
Negative
Standard
Advanced
Graduate
Demonstrates limited
Able to illustrate enthusiasm
Performance throughout most Provides evidence of real
enthusiasm for the learning
limited to coursework and
assessments in the second
passion within assessments
Information, Communication and Organisational Skills (ICOS)
journey
assessments within a portfolio
year to demonstrate a
and a clear and deep
ICOS1: Proficiency in finding, evaluating, analysing and applying data.
of work
broader enthusiasm beyond
understanding of course
coursework and assessment
content, exemplified by
An ability to identify and use a range of data may be expected by employers and may be appropriate in selection processes.
evidence of self-directed
Each course will have content related to data selection and evaluation, in some cases within individual research preparation. The
study exceeding the extent of
and analysis of data in order to reach solutions is often a key aspect of an employment role.
provided material
Learning limited to course
Extension of learning
Enhanced grades with
Secures positive tutor
content and no evidence of
demonstrated by evidence of
feedback illustrating the
feedback on the extent of
Behaviours and competency level
extended self-study
self-study in support of course
strength added by selfrelevant self-directed study of
Negative
Standard
Advanced
Graduate
assessments
directed
study
within
and
both
assessment
and
No evidence of an
Identifies and uses a range of
Identifies, sources and
Interprets
the analysis
around
the/ subject
planning
activity
understanding or sourcing of
data to inform decisions and
evaluates
analysesarea
data and employment
conclusions and
reflects
on
data types

determine actions

Exhibits apathy or lack of

interest in further study

Shows awareness of how

assessments could be
enhanced
Analysis ofwith
datafurther
acrossstudy
a range

selects the most appropriate

to provide a rationale based
case for decision making

Demonstration of a curiosity
for the learning journey
across
a of
range
courseto
Limited ability to analyse data
Analysis
dataofleading
based
and extra-curricular
of sources
evaluation
of the conclusions
activity
suggested
NOTES (what you have done and where this attribute has been developed, so far)

the application of data and

analysis findings in decision
making and career planning
Active engagement with
additional extra-curricular
provision,
including
career
Extended ability
to analyse
aspirations
data and reflect on the

sources and findings of

evaluation
Unable to demonstrate the
Demonstrates an
Develops workable solutions
Uses data and the
use and application of data
understanding of the relevance to straightforward problems
conclusions of analysis to
I still like to learn more, becauseofI the
need
to
be
a
professional
in
my
main
objective
and
I
must
achieve
it. recommended
application of data
provide
solutions to problems

sourcing, application
It will help me in
the final year,
Action Required
which is in research
project.
Also itthis
I can develop
support
me to
point based
onget
attend
more
grade
the research project
regarding
my will
seminar, they
supervisor
support me and learn
feedback
onidentifies
me
me how to
project.
and analyses the data.
Also how I can take a
decision in the future.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

NOTES (what you have done and where this attribute has been developed, so far)
I've done my foundation courses in Nottingham Trent international college and I did some courses in personal development to improve my personal
skills, and until now I use what I learnt of how to collect the data and how to analyse it.

Information, Communication and Organisational Skills (ICOS)

ICOS2:
Effective use and high quality output assist in many instances in securing graduate jobs. Extended use of industry/role specific ICT is a further
expectation in many cases. Digital literacy is of increased relevance in many employment roles.

Negative
Has a low output level from
the use of standard IT
software

Unaware of or low interest in

the application of digital
communication

Behaviours and competency level

Standard
Advanced
Uses standard IT packages
Demonstrates a development
throughout assessments as
of ICT skills during the
appropriate
course, extending beyond the
standard packages and is
proficient in standard IT
packages
Is aware of how to use various Uses a range of digital media
means of digital
to communicate
communication

Graduate
Advanced/expert use and
high standard of output from
IT packages in assessments,
presentation and employment
application
Demonstrates expertise in
the use of digital
communication across a
range of media and is adept
at selecting appropriate
media

Action Required
After I graduate I will
take some course to
improve in this point.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Unable to use industry/role
specific IT software
applications and shows
limited or no interest in
learning them

Demonstrates an
understanding of the use of
most basic and some specific
software applications relevant
to the industry/role

Uses all significant industry

and/or role specific software
applications in assessment
where appropriate

Proficient use of industry

and/or role specific software
applications and
demonstrates this within a
portfolio of work where
appropriate

NOTES (what you have done and where this attribute has been developed, so far)
I used to have a course in IT. And it was very successful to me until now I use some of the technic what I learnt in the course in the UNI.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Information, Communication and Organisational Skills (ICOS)
ICOS3: Effective communication skills in spoken, written and visual media
Employers expect to see evidence of effective presentation and communication during selection processes and within the employment role.

Negative
Poor communication and
presentation skills using
visual media

Low level of confidence in

verbal presentation

Behaviours and competency level

Standard
Advanced
Able to communicate
Illustrates an ability to
effectively in writing
communicate accurately and
appropriately across a range
of written media

Demonstrates confidence in
verbal presentations
individually and as a member
of different groups as part of
the course
Can produce student
essay/report work to a pass
standard with evidence of
potential strength in either
spoken, written or visual media

Graduate
Advanced use and high
standard of written
communication presentations
within both assessment and
extra-curricular activities to a
range of recipients

Uses of a range of media to

Presents individually or in
communicate and present
groups to a professional/
verbally within the course and business level, using a range
demonstrates a good level of
of media
confidence
Low standard of written
Uses a range of media to
Shows evidence of a high
communication
provide a high standard of
standard of communication in
student essay work to low
spoken, written and visual
honours standard with
media
evidence of potential strength
in two of the following three
media: spoken, written,
visual
NOTES (what you have done and where this attribute has been developed, so far)
I've enrolled in course to improve my communication skills back home in QATAR and it was very helpful to my and I Learnt a
lot of things to achieve my goals. Such as speaking front people (presentation) and writing reports and visual media also.

Action Required
This point will support
me in my future job
and I will take some
coerces to improve it,
because I think this is
the main things the
person must have in
the career life

Graduate Attribute
Framework
2014/15
Leadership
& (ICOS)
Employability (FW 1.9.14)
Information,
Communication
and
Organisational
Skills
ICOS 4: Good team and collaborative working skills
ICOS5: Ability to prioritise, plan and manage work and time
High levels of competency in team working and group related tasks may be a prerequisite of many employment situations. The application of team
The ability to prioritise and organise workload is an expected skill for any graduate role. This skill will in part be developed within the course when
working skills may be tested within recruitment processes and remains an essential part of many employment situations that cross disciplines and
responding to tasks and assessments.
subject areas of expertise.
Behaviours and competency level
Behaviours and competency level
Action Required
Negative
Standard
Advanced
Graduate
Action Required
Negative
Standard
Advanced
Graduate
Low level of attendance to
Works as a willing and
Actively contributes as a
Is able to reflect on ability to
Demonstrates little
Manages time and attendance
Develops advanced time
Develops proficient time
I can use it in me
group work preparation
participant within a team for
member of team/group work
work as effective member of
appreciation of the
to an acceptable standard
management skills to effect a management skills to effect the job, because it will
sessions
coursework assessment
within the course and in
a team within the course and
importance of time
good balance of academic
optimum balance of academic
support me to any
extra-curricular activity or
in extra-curricular activity or
management
work, extra-curricular and
work, extra-curricular /
required through my
Information, Communication and Organisational Skills (ICOS)
work experience
work experience, and
employment
related
activities
employment
related
activities,
manager.
ICOS6: Capacity to appropriately judge self-efficacy and to give and receive feedback develops
effectively
an accurate
and demonstrates an ability to
awareness of own preferred
adapt
in scenario
based
activity
The recognition of the students abilities is a key aspect of each of the graduate attributes. During
the
course
and assessments
will closely
team
roles
and tasks
personal
to
changing
demands
resemble events that occur in employment as well as being of wider educational benefit.
strengths and development
Submits coursework late
Submits all coursework and
Submits all coursework on
Submits all coursework and
areas
without approved extension
assessments onBehaviours
time
time
and
has
in
place
a
assessments on time and
competency
level
Leaves the preparation of
Contributes the required inputandContributes
self-directed
Offers and seeks reflective
It will required this
timeline for assessment and
demonstrates an ability to
Action
Required
teamwork activities to other
to team assignment
input within the framework of commentary on team/group
for future
learning,
career planning
combine and
manage
Negative
Standard
Advanced
Graduate
group or team members /
assessments and secures a
the group/team task
activity and standard of
which is doing a
effectively
coursework
Does not reflect on feedback
Demonstrates a high level of
Actively seeks feedback on
Appreciates
and understands
preference to not participate
pass grade
presentation, with a view to
Master degree.
extra-curricular
linked to demonstrated ability understanding of the nature
own performance and derives submission,
the feedback
received, reflects
addressing development
and
employment
related
levels or shows a negative
and implications of the
an understanding of
on this
and demonstrates
areas and developing to a
activities
emotional response to
feedback received
opportunities for development enhancement of behaviours
proficient level of teamwork
Does
not prioritise
and plan
Plans coursework and
Plans coursework and
Plans
coursework
and
receiving
feedback
identified
development
Demonstrates a preference
Arrives at team / group
Participates very
Continues
to as
participate
very
tasks and assessment
assessment submissions at
assessment submissions
assessment
submissions using
areas
not to work with group or
meetings and assessments on
constructively in all team
constructively in all team
submissions
least
to outline acceptance
level
using
a range ofa time
aSeeks
rangewider
of time
managementof
Disagrees with grade
Demonstrates
of
Demonstrates
full
understanding
team members and continues time and participates
activities and as a result
activities and demonstrates
management
techniques,
techniques
and toolsfrom
and has
awarded following extensive
and an understanding of the
appreciation of
the grade
the grade awarded
a
on a solo or singular route
constructively throughout
develops an improved
enhanced levels of team and
some
of
which
are
used
quite
applied
them
appropriately
explanation from tutors and / grade awarded
awarded and shows an ability range of sources
understanding of most
group working over the
effectively
or peer group
to learn from the grade and
team/group strengths and
duration of a project or extraNOTES (what you have done and where this attribute has been developed,
far)and makes
feedback so
given
development areas
curricular activity
notableso
improvements
NOTES (what you have done and where this attribute has been developed,
far)
IUnwilling
had an experience
during
in the feedback
UNI.
to challenge
or beof these
Receives
and seeks
Receives and gives
Commitment to course and
In the final year at
challenged within tasks and
to understand it
constructive feedback to both extra-curricular activity
the UNI it will help
I've did many assessment in the UNI and it was very successful and it will help me in the future even my further study or my job.
assessments
peers and academics
demonstrated
me from research
Seeks feedback from a range
project feedback,
of sources including tutors,
which I received

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

peers and external sources and
takes action
NOTES (what you have done and where this attribute has been developed, so far)
I learnt that from my job from my feedback of my performance appraisal how to transfer the negative to positive of me

through me
supervisor.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Global Citizenship (GC) PLEASE MENTION THAT I SET FOR ONLINE EXAM SUSTAINABLITY IN PRACTICE
CERIFICATE) AND I PASSED WITH 58.3 % SEE THE ATTACHED FILE
GC1: International awareness and openness to the world, based on appreciation of social and cultural diversity, respect for human rights
and dignity.
Awareness, appreciation and application of respect for a wide range of social and cultural viewpoints are vital parts of being a global citizen. In part,
this is promoted within the course of study and in part by the connections made by the student.
Behaviours and competency level
Action Required
Negative
No interest in international
aspects of the profession

Standard
Gives some consideration to
international issues

Advanced
Incorporates international
perspective within course
submissions

Graduate
Provides an illustration of the
global context of the course
and is able to articulate this

No awareness of social and

cultural connections within
the course or profession

Illustrate some understanding

of cultural and social diversity

Develops and demonstrates

an appreciation of social and
cultural diversity within the
course or extra-curricular
activity

Disrespectful of some
viewpoints or beliefs

Respectful of all viewpoints and

beliefs expressed by peers

Acknowledges the existence

of various viewpoints and
beliefs that may counter the
individuals own

Demonstrates an application of
understanding of social and
cultural diversity issues within
coursework and/or extracurricular activity and seeks
out and participates in
activities that explore or
promote this activity
Reflection contained within
material that illustrates
understanding of various
viewpoints and beliefs,
recognising human rights and
dignity within coursework

NOTES (what you have done and where this attribute has been developed, so far)
That was helpful for me and I seek to expand and improve my knowledge on it.

In the sustainability
courses it will help
me to focus more in
the international
issues.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Global Citizenship (GC)
GC2: Understanding and appreciation of social, economic or environmental sustainability issues.
Understanding and applying sustainability closely relates to global citizenship. Engagement and reflection within the course and in external activity will
enable the graduate to demonstrate skills in this area.
Behaviours and competency level
Action Required
Negative
Demonstrates little or no interest
in sustainability

Standard
Gives some consideration to
sustainability without
demonstration of sufficient
understanding

Advanced
Incorporates international case
studies demonstrating an
understanding of sustainability
within course submissions

Graduate
Provides illustration of
global sustainability
beyond the context of
their course of study

Shows little or no awareness of

the importance of sustainability
from social, economic and
environmental perspectives

Illustrates limited awareness of

the concept and goals of
sustainability from social,
economic and environmental
perspectives

Develops and demonstrates a

greater appreciation of
sustainability from social,
economic and environmental
perspectives within the course or
extra-curricular activity

Applies social,
economic and
environmental
sustainability within
coursework or extracurricular activity

Does not engage with

sustainability related material
within the course

Engages with sustainability

material but does not
incorporate this within course
assessments

Incorporates material to
illustrate an appreciation of
sustainability concepts within
course submissions

Demonstrates
reflection within
material illustrating the
appropriate application
of sustainability in
social, economic and
environmental terms

NOTES (what you have done and where this attribute has been developed, so far)
It was very helpful to me to understand global citizenship and link this three pillars together.

It was very helpful..

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)

Global Citizenship (GC)

GC3: Leadership capacity, including a willingness to engage in constructive public discourse, and to accept social and civic responsibility
Graduate level employment roles can have the potential for future leadership. Experience of group working, taking on responsibility or leadership of
tasks will enhance leadership experience.
Behaviours and competency level
Action Required
Negative
Does not demonstrate
leadership in any situation

Standard
Demonstrates some interest in
taking a leadership role within
group work

Advanced
Demonstrates evidence of
leadership within or related to
the course and seeks leadership
opportunities within group
coursework

Is unwilling to accept
responsibility for self and own
work

Accepts responsibility for self and

own work

Develops and demonstrates

responsibility beyond self and
own work

Does not engage in constructive

dialogue within the course or in
extra-curricular activities

Engages in constructive dialogue

within course assessments
wherever possible

Actively seeks and exploits

opportunities to incorporate
material stemming from
dialogue within coursework

NOTES (what you have done and where this attribute has been developed, so far)

Graduate
Reflects on own and
others performance
and as a result
develops an enhanced
understanding of
leadership and own
potential for it
Acquires experience
from extra-curricular
activity in social or
civic roles and reflects
accurately on the
enhancement of skills
gained as a result
Recognises own
leadership or role of
responsibility by
working towards
gaining additional
qualification or
membership

In my job I must
take the
responsibility on my
duties for my
organisation.

Graduate Attribute Framework 2014/15 Leadership & Employability (FW 1.9.14)