Professional Skills: Ethics in ICT - University Assignment

This assignment solution focuses on professional skills within the context of Information and Communication Technology (ICT), emphasizing ethical considerations, communication, teamwork, and the application of the ACS code of ethics. The student addresses a scenario involving academic dishonesty, outlining actions based on honesty, competence, and the need to maintain professional and personal boundaries. The assignment further explores the student's use of listening, verbal communication, reading, teamwork, and interpersonal skills, providing specific examples from a class project and other activities. The student reflects on the ethical, social, privacy, and legal aspects of the ICT domain, discussing the use of diversity and intercultural competency skills. The assignment also covers the application of communication and collaboration technologies, such as emails, and the evaluation of ICT technologies to improve organizational communication processes. The student concludes with feedback on the unit, highlighting what was liked and suggesting improvements for future iterations.

Running head: PROFESSIONAL SKILLS
Professional skills for Information And Communication Technology
Name of the Student:
Name of the University:
Author’s Note:

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What would you do in this situation in the case scenario and why?
In this situation, I will make sure that I stay totally honest. I will abide by the principle of
honesty which is one of the main components of the ACS. This is because as far as this law is
concerned I must not breach the trust of the public or the people involved in my professional or
academic area (Bailey, 2014). I will not abide by the principle that says that I will never make an
attempt to improve my achievement at the expense of some other persons. So, I will at first try to
make my friends understand that what they are doing is not right (Warren & Burmeister, 2017).
What elements from the ACS document/s would you consider as the basis for your actions?
Indicate the particular element/s in the document/s you are referencing
I will be using the elements of competence as per which I will be able to accept the
responsibility of doing my own work on my own skills (Lines, 2016). I will positively use the
element of honesty as this will help me to understand that I have to be accountable for my own
work and I have to make sure that I am not trying to prove myself superior at the expense of
others. I will also try to distinguish between the professional and the personal opinions and the
advice (Zikl et al., 2015). I will try to keep myself unbiased and make my classmates realize that
they must try and write their assignments on their own and must not take help from the
Ghostwriters. I have to make them understand that they must have proper confidence in their
own abilities and must try to take up the challenges. I know that if I report it to the lecturer, the
lecturer might take very strict actions against my friends and there will surely be a crack in our
friendship but I have to keep in mind that I am their good-wisher, I have to bring them on the
right path (Fisher et al., 2016). At the same time, I also have to make sure that I am being able to
prevent my friends from going on the path of dishonest means. If they do not listen to my advice

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then I will not be left with any other option but to take the matter to the notice of the professors.
If this malpractice continues, it will harm all the students in the long run (Thomas, Burmeister &
Low, 2017).
The Unit Profile provides a list of Learning Outcomes you are expected to have achieved after
completing this Unit.
PART A: JUSTIFICATION
1. Describe an example where you used listening and verbal communication skills
effectively (1 mark).
There was a class project where we were to listen very carefully the presentations that would
be delivered in the class and then we were to ask them several questions and answer the same. In
other words, there would be a question-answer session (Al-Saggaf, Burmeister & Schwartz,
2017). So, I used headphones and the person delivering the presentation had used properly
working microphones so that it is clearly audible to all. I also used the principle of active
listening and communicated those ideas properly through verbal communication (Metruk, 2018).
How did you use reading skills to effectively develop an academic document? Provide an
example
Reading skills are of utmost importance. So, I made use of the speech to text connections so
that I am able to see and learn each sound that I utter. This will also help me to correct if I am
misspelling any particular words or phrases. I will also record the reading and then hear it later
so that I am able to understand it and also correct my mistakes then and there. This helped me to
create an academic document. I used the laptop to type and develop a writing document that

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would help me in doing the work very fast and I also got the help o the auto spell and grammar
checker that helped me to deliver it in a proper error-free way.
2. Provide an example of using your teamwork skills and interpersonal skills in this unit.
Provide specific examples of each skill set. (1 mark).
I made sure that there are joint efforts and maximum participation in the group activity. I
encouraged all the team members to take part in the activity and kept up their moral strength.
For the interpersonal skills, I made it a point to talk to each of my team members separately and
know about their issues. I developed a kind of transparency among all the teammates (Van den
Hoven, Vermaas & van de Poel, 2015).
3. Provide an example of an assessment task or an activity in this unit that helped you to
understand ethical behaviors, and/or social, privacy and legal aspects of the ICT
domain. (1 mark).
I was in charge of maintaining the records of the employees. So, I made sure that the privacy
of the employee details is not tampered with. I made sure that no hackings or cyber crimes take
place.
4. How did you use the diversity and intercultural competency skills to work with staff
and/or students from different cultures? Use example/s from COIT20249 (1 mark).
I used the principle of arguing about the ethics and the code of conduct that has to be
properly maintained by each and every employee in the office. There must be no discrimination
among the employees based on their religion or culture (Burmeister, 2017).

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5. Describe an example of a communication and collaboration technology you learned in
COIT20249. Briefly explain how your selection could be used in an organization (1
mark).
I have learned the application of emails. This is one of the best means of collaborating all the
people together and also communicating the same message with them at the same time
(Leicester, 2016). The features of CC help in adding more than one or two recipients in the same
mail chain.
6. Describe how you learned to evaluate ICT technologies to improve organizational
communication processes. Give an example of an assignment/topic and the technology
from COIT20249 (1 mark).
Organizational communication process by creating emails, Gmail groups, WhatsApp group
of all the employees and other such applications have been used for the promoting organizational
communication process.
Part B – Feedback
ULO is the list of outcomes that will be the expected to b learned by all the students.
Evaluation of the application of the technologies for the communication and the collaboration
has been most helpful. As an ICT professional this is very useful as I will be able to use the
interesting tools for communicating with all the individuals.

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 Write one example of what you liked best about this Unit and provide the reason or
reasons you liked them (0. 5 marks).
I liked the rule by that ULO which talks about the communication and the collaboration of the
members. This is one of the most important aspects of team building.
 Suggest one improvement to the Unit and justify why/how your suggestion would
improve the Unit (0.5 marks).
There should be a vivid description of the ULO, so that It is better understood by all. There must
be some descriptions of real incidents or case studies where these ULO objectives and ACS code
of ethics are actually applied. This will lead to better understanding.

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References
Al-Saggaf, Y., Burmeister, O. K., & Schwartz, M. (2017). Qualifications and ethics education:
the views of ICT professionals. Australasian Journal of Information Systems, 21. Warren,
M., & Lucas, R. (2016). Ethics and ICT: Why all the fuss?. Journal of Information,
Communication and Ethics in Society, 14(2), 167-169. McDermid, D. (2015). Ethics in
ICT: an Australian perspective. Pearson Higher Education AU.
Bailey, S. (2014). Academic writing: A handbook for international students. Routledge.
Burmeister, O. K. (2017). Professional ethics in the information age. Journal of Information,
Communication and Ethics in Society, 15(4), 348-356.
Fisher, E., McLeod, A. J., Savage, A., & Simkin, M. G. (2016). Ghostwriters in the cloud.
Journal of Accounting Education, 34, 59-71.
Leicester, N. (2016). Ethics in the IT Profession: Does a Code of Ethics have an Effect on
Professional Behaviour?.
Lines, L. (2016). Ghostwriters guaranteeing grades? The quality of online ghostwriting services
available to tertiary students in Australia. Teaching in Higher Education, 21(8), 889-914.
Metruk, R. (2018). The Effects of Watching Authentic English Videos with and without Subtitles
on Listening and Reading Skills of EFL Learners. EURASIA Journal of Mathematics,
Science and Technology Education, 14(6), 2545-2553.
Thomas, G., Burmeister, O. K., & Low, G. (2017). Issues of Implied Trust in Ethical Hacking. In
Proceedings of The 28th Australasian Conference on Information Systems, December
(pp. 4-6).

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Van den Hoven, J., Vermaas, P., & van de Poel, I. (2015). Handbook of ethics, values and
technological design. Dordrecht: Springer.
Warren, M., & Burmeister, O. K. (2017). Research on Applied Ethics involving emerging ICT
technologies. Australasian Journal of Information Systems, 21.
Zikl, P., Bartošová, I. K., Víšková, K. J., Havlíčková, K., Kučírková, A., Navrátilová, J., &
Zetková, B. (2015). The possibilities of ICT use for compensation of difficulties with
reading in pupils with dyslexia. Procedia-Social and Behavioral Sciences, 176, 915-922.