JCU HRM Report: Exploring Transferable Skills in the Workplace

This report delves into the critical role of transferable skills within Human Resource Management. It begins with an introduction and literature review, defining transferable skills and highlighting their importance in the workplace, referencing various sources and academic papers. The report analyzes job advertisements to identify essential skills sought by employers, such as communication, teamwork, problem-solving, and leadership. The findings section synthesizes the identified skills and their relevance, while the discussion explores the challenges and opportunities in skill development, particularly in the context of business education and the evolving demands of the job market. The report emphasizes the value of soft skills, teamwork, and analytical abilities, concluding with recommendations for skill enhancement and career success. Appendices provide additional data and supporting materials, including examples of job advertisements and further analysis.

Running head: HUMAN RESOURCE MANAGEMENT
Contemporary business communication
Name of the student:
Name of the university:
Author note:

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Table of contents
Introduction................................................................................................................................2
Job Advert Folio Analysis..........................................................................................................3
Literature review........................................................................................................................4
Findings and results....................................................................................................................7
Discussion..................................................................................................................................8
Skill one...............................................................................................................................10
Skill two...............................................................................................................................13
Conclusion................................................................................................................................17
References................................................................................................................................18
Appendices...............................................................................................................................20
Appendix 1...........................................................................................................................20
Appendix 2...........................................................................................................................21
Appendix 3...........................................................................................................................22
Appendix 4...........................................................................................................................23

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Introduction
Human resource management is one of the essential aspects for executing the tasks in
an efficient and effective manner. This type of management is applicable in all of the
disciplines including management settings, educational institutions and others. Management
of the personal skills, abilities and competencies is considered to be vital for attaining
personal development, which is an agent in terms of upgrading the professional capabilities.
Within this, Assiter, (2017) mentions about the transferrable skills, employability skills, soft
skills, generic skills and key competencies. Transferrable skills reduce the knowledge gaps,
enriching the preconceived skills, expertise and knowledge needed for penetrating into the
professional field.
If the example of management settings is considered, human resource management is
an important aspect for governing the operations. Typical evidence of this lies in the job
advertisements, which are levied for attracting large number of clients and customers for
increasing the sales revenue and the profit margin. If the job role of Human Resource
Manager and Operations Manager is considered, it is seen that the advertisements consists
of the skills, which would make the candidates eligible for the post. Within the
advertisements, Carvalho, (2016) states that experience is one of the vital issues, which
determines the competencies and capabilities of the candidate in handing the duties and the
responsibilities.

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Fig: Job advertisements for Human Resource Manager and Operations Manager
Job Advert Folio Analysis
Job advertisements like the above are assistance, in terms of enhancing the
professional business communication with the clients and the customers. In case of the post
of Human Resource Manager, the skills and experience needed are:
 Communication skills
 Organizational skills
 Decision-making skills
 Training and development skills
 Budgeting skills
 Empathetic skills
If a candidate is to apply for the post of Human Resource Manager, expertise in the
following areas is needed in the field of governance and control. As per the arguments of
Nägele and Stalder, (2017), sound knowledge of the current trends in the market is also
needed for enriching the preconceived knowledge. External research is one of the means for
broadening the knowledge horizons and creative thinking skills and judgmental capabilities.

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The transferrable skills in this context are employee relations, performance management,
team work, collaboration and others.
On the contrary, the following skills are needed in case of the operations manager:
 Fluent communication
 Motivational skills
 Negotiation skills
 Organizational skills
 Awareness about the specific needs, demands and requirements of the clients and
the customers
In this case, the experience needs to be concrete in the areas of management,
operations and leadership.
Literature review
According to the arguments of Assiter, (2017), transferrable skills have been defined
within the educational setting of higher education. The perspective applicable in this case is
that of a post modern, where the necessary skills are transferred from teachers to the students.
One of the interesting aspects in this context is that of the Student Enterprise, which is like a
forum, catering to the development of the transferrable skills of the students. Through the
propositions of Carvalho, (2016), impact of problem based learning on transferrable skill
development has been projected. The major drive behind this is to cope up with the rising
demands of transferrable skills in higher education. In this case, management education is
considered, where problem based learning (PBL) is a prime necessity for enhancing the
problem solving skills, critical thinking skills and teamwork skills.

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Nägele and Stalder, (2017) enhances the awareness of the readers by providing an
insight into the basic fundamental concepts behind transferrable skills. In this context,
transferrable skills have been defined as those skills, which assist the individuals to manage
the situations, which they encounter. Along with this, transferrable skills have been portrayed
as an essential element for penetrating into the professional field. Nägele and Stalder’s
arguments act as a primary source of information for the students pursuing higher education
and intending to penetrate into professional fields. Janakiraman, (2018) proposes that
transferrable skills enable the candidates to get better placement into the business schools,
which prepares them for dealing with the challenges, which prevail in the current competitive
scenario.
In the revelations of Theguardian.com (2019), transferrable skills act as an agent for
attaining career enhancement. This source is assistance for the candidates in terms of
identifying their transferrable skills, so that they can enhance their personality. Specific
mention can be made of the question, “what strategic value do I have to offer?” is the main
essence of this article in terms of enhancing the transferrable skills. In this speculation, the
critical thinking skills are enhanced, as the individual considers the available and the
alternative skills, which can be applied for effectively dealing with the situations.
Clokie and Fourie, (2016) attach an interrogative parameter into the context by
pondering on the skills, which are taught to the undergraduate students. The propositions of
Assiter, (2017) are an answer to the posed question. According to the current curriculum of
the business schools, the graduate students are provided with various and wide ranging
options in the courses. Along with this, they are also taught skills like problem solving,
critical thinking, communication, which is an effective initiative towards enhancing and
concretizing the experiences through the upgradation of skills, abilities and competencies.

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Lectures, seminars and TED talks on these skills relates with the aspect of “communication
competence”.
Collaboration of the arguments of Carvalho, Nägele and Stalder results in the
establishment of the fact that problem solving skills are an innovation into the curriculum of
the business schools. In this context, the education is that of Competency based Vocational
Training. Taking a cue from these propositions, Janakiraman states that transferrable skills is
to be proper and polished for getting better placement opportunities in the reputed brands. For
this, the candidates need to conduct self-evaluation for the performance in the schools and
universities. In this context, the revelations of The Guardian are apt in terms of enhancing the
critical thinking skills and judgmental abilities to selecting the best option for career
establishment.
Suleman, (2018) conducts an empirical analysis for mapping the applicability of the
employability skills. As a matter of specification, light has been shed on the methodologies,
which the researchers adopt for experimenting with the proposed assumptions towards coping
up with the employability skills. The skills considered in this context are cognitive, technical
and relational. Among these, relational skills can be correlated with the transferable skills, as
it develops essential linkages, enhancing the stability in the relationship between the
candidates, their peers and teachers. According to the anticipated findings, the skills
possessed by the graduates are more than that of the higher education students.
As per the arguments of Hill et al., (2019), skill development and professional
development can be correlated. This is through the means of recognition of the skills, which
the employers look for. Here, the case study of Employers of Chemistry graduates has been
considered for assessing the means of skills development. According to the findings,
recognition is missing in case of the students. Here, promptness has been considered as an

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important criterion. The responses indicate the likeliness towards recognition of the skills like
teamwork, communication, problem solving, thinking, time management and others.
Unlikeliness has been projected towards the skills of independent learning, commercial
awareness, information technology and others.
Brock et al., (2017) highlights the importance of practicality in case of measuring the
skills. Here, the aim is to map the skill requirement of the brands. Teamwork can be
considered as the most relevant aspect of transferrable skills. This is because in teamwork,
skills transfer from one person to other, reducing the knowledge gap. The interview responses
of the managers indicate the need for strong communication to build strong and flexible
teams. This communication also transfers the necessary skills, enhancing the critical thinking
skills and judgmental capabilities. One of the relevant forms in this aspect is that of group
discussions, into which the candidates are involved for assessing their competency level
towards handling and managing the given situation.
Findings and results
After reviewing the job advertisements, it can be inferred that there are some essential
skills, which the students of higher education need to possess, for getting better placement
opportunities. As stated by Janakiraman, (2018), these skills are problem solving, critical
thinking, time management, team work, communication and others. All of these skills are
transferrable, which reduces the instances of knowledge gaps. Example can be cited of group
discussions, which is one of the forms of transferrable skills. In the higher education, the
curriculum includes dissemination of the soft skills for preparing the students towards
handling the different situations, which they need to manage in the workplace.
Business schools need to be praised for including the soft skills in the curriculum.
Projects are assigned to the students, which they need to perform in groups and teams. Scores

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are awarded on the basis of the exposed performance. Apart from this, Clokie and Fourie,
(2016) opines that the students are also encouraged to undertake self-assessment tests to
detect the improvisations needed to upgrade the preconceived skills, competencies and
abilities. These tests are an agent in terms of assessing the behaviour towards the allocated
projects. Lectures, seminars and TED talks are organized for enhancing the awareness about
the importance of the employability skills. These forms of communication depict the transfer
of essential skills from the professors to the students, which is an effective initiative for
enhancing their skills, knowledge and expertise.
According to the current requirements of the brands, managerial skills and sound
experience in the discipline is a vital aspect. As a matter of specification, Suleman, (2018) is
of the view that the candidates applying for the post of Human Resource Managers need to
possess effective communication skills, organizational skills, decision-making skills, training
and development skills, budgeting skills and empathetic skills. On the contrary, candidates
sending their application for the post of Operations Manager need to have sound managerial
and leadership skills, competencies and abilities. In case of the Auditor, the candidates need
to be qualified from CASL/CIMA/ACCA/CMA or any other professional accounting
institution. Apart from this, the candidate is to have sound experience in financial reporting
and analysis. This skill is to enhance the creative thinking skills and judgmental capabilities
(refer to Appendix 1).
If the role of Business Analyst is considered, then the candidates applying is to ensure
that they possess a degree in commerce, accounts or finance, problem solving skills,
managerial skills, analytical skills, team working skills, communication and leadership skills
(refer to Appendix 2). In this case, the supervisors need to be competent enough for
preparing the students for the real business challenge.

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Discussion
One of the main themes of the literature review is that of soft skills in the business
settings. Within this, mention can be made of the skills like problem solving, critical thinking,
time management, communication and team work, which are transferred from one person to
the others. The professors disseminate the essential information to the students, which is one
of the forms of transferrable skills (Hill et al., 2019). In the business settings, the employers
search for the skills of communication, teamwork and analysis. Group discussions are
organized for assessing the competencies and abilities of the candidates on a particular
subject area. In this case, mention can be made of the communication skills, which are
necessary for the formation of strong and flexible teams.
In the current competitive scenario of the market, the aim is to earn great profit, which
subside the aspect of trust, dependence, loyalty and satisfaction from the customers. This is
one of the crucial challenges in the educational field, as it depicts interplay with the career
establishment of the candidates. The answer to this is the business schools, which have
revised their curriculums, including the soft skills for enhancing the personality of the
students. The Business schools conduct meetings, audits and reviews for assessing the extent
to which the policies, practices and programs match the identified and specified objectives
(Brock et al., 2017). The external agencies are involved in these meetings, so that the
standards and quality of the operations are enhanced.
According to the arguments of Moore and Morton, (2017), common perceptions
regarding the transferability of the skills, abilities and competencies. Here, the main point is
that of the awareness of the skills, which can be transferred. In this case, the emphasis needs
to be on the potentiality, which the employers look for. Risk assessment is one of the
essential factors, which persists in the process of recruitment and selection. Activities related
to the assessment of the preconceived skills, abilities and competencies along with the major

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risks in accepting the employment offers. It has been found that evaluation of the exposed
performance acts assistance in terms of improvising on the expertise.
Portability of the transferrable skills reflect the assistance in creating a positive image
in the minds of the employers. Schartel and Lane, (2019) opines that the transferrable skills
have been designated to range from basic management, clerical research and planning,
Computer and technical skills, which are collaboratively known as the hard skills. The
fundamental concepts in this context relate to listening skills, gaining an insight into the new
procedures, understanding and executing the duties as per the levied instructions. On the
contrary, from the perspective of the human resources can be mapped as constructive
criticism, feedbacks, coordination, negotiation, motivation, handling complaints and others.
The management skills, which are transferred are designated as recruitment of the personnel,
review of the resume, interview of the candidates, resource allocation, evaluation of the
exposed performance and others (Millar, Crute & Hargie, 2017).
Research and planning skills possesses certain specifications in the form of exercising
the alternatives for upgrading the critical thinking skills and judgmental capabilities.
Computer and technical skills are also transferrable, indicating the effective formulation of
the virtual reality skills. One of the interesting aspects to note in this context is that technical
skills results in the transfer of problem solving skills, which are needed for enhancing the
creativity and imagination. According to the arguments of Britton, Simper, Leger and
Stephenson, (2017), transferrable skills have been perceived as an agent for getting better
placement opportunities.
Adhering to an integrated structure is beneficial for achieving positive outcomes. At
the initial stage, enlisting the preconceived skills is essential. After this, assessing the
available resources is crucial for assessing whether the tasks can be executed in an efficient

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and effective manner. Building the skills list aligns with the evaluation for the current skills
to that of the skills required by the employers. This assessment results in detecting that the
skills requirement is different for different posts.
Skill one
This segment takes up the skill of communication for conducting further research.
Communication is the transfer of ideas, thoughts from one person to the others.
Communication has different forms-written and verbal. In most of the cases, oral
communication is needed for briefing the rationale behind the plans, programs and policies to
the clients and customers (Carter et al., 2016). This type of communication is effective for
solving the issues of conflicts. On the contrary, written form of communication is used for
sending drafts for the proposed plans, programs and policies. This form of communication is
vital in many of the selection criterion. Typical evidence of this lies in assessment of the
capabilities towards producing press release, letters, emails and others.
In most of the business settings, group discussions are organized, which depicts the
use of verbal communication. This form of communication is effective for assessing the
fluency of the candidates towards a particular subject area. Written communication adds
authenticity, reliability and validity to the processes, practices and programs. On the contrary,
Britton, Simper, Leger and Stephenson, (2017) highlights the oral form of communication,
which is seen in the presentations, into which the employees are involved. These
presentations are an agent for polishing the communication skills. The discussion sessions are
forums work towards mapping the areas, which needs improvisation for enhancing the
personality of the employees.
The process of interview for the focus groups, managers and employees asserts the
needs, demands and requirements. This assertion comprises the extent to which the
politeness, courtesy is maintained while practising the speeches. Interrogative parameters are

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attached to the aspects of inspiring others. Effective demonstration of these skills is tested for
assessing whether the candidates are competent in handling the situations in which they are
placed. As a matter of specification, interviews forms the main agent in the current business
scenarios for assessing whether the candidate is fit for the post (Millar, Crute & Hargie,
2017). In case of the post of Business Developer, communication is necessary for briefing the
candidate about the roles and responsibilities, which he is to execute for creating a positive
image in the minds of the managers.
If the case of nonverbal communication is concerned, it involves sign languages and
gestures. This form of communication is applicable for addressing to the queries of the
candidates suffering from hearing and impairment. For example, if a candidate suffering from
the speech defects is applying for the post of Sales Manager, the relevant skills, which the
employers would look for, are designated as, confidence in expression, active listening, rapid
thinking, visualization, problem solving sensitivity and emotional intelligence (refer to
appendix 3). The main form of communication in this context is that of interview, which
helps in scanning the mind-set of the candidates. Through this process, fluency and command
over the language is tested, which is one of the crucial aspect for evaluating whether the
candidate is fit for the post.
In case of the verbal communication, the essential criteria is that of fluency and
competency. One of the main challenge in this context is that of lack of understanding, which
aggravates the complexities in accomplishing the tasks and responsibilities. This aspect
brings the cultural ethics into the issues, which is one of the major aspects, which the
employers need to cater in the process of selection and recruitment. The candidates belonging
to different socio-cultural backgrounds need to be engaged in different training and
development programs for enhancing their competency levels (Schartel & Lane, 2019). These

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trainings are one of the effective forms, depicting the transfer of essential skills,
competencies and information from the trainers to the employees.
If the case of interviews are considered, the candidates are asked to introduce
themselves. This inspection is an initiative towards checking the extent to which the
candidates are proficient towards addressing the proposed questions. Stammering can be
aligned as an instance of poor communication, which wastes the time and resource. One of
the striking facts is that it degrades the stability in the professional relationships. Ambiguities
in the dissemination of the ideas and thoughts results in misunderstanding and conflicts,
adding negativity into the productivity. Moore and Morton, (2017) mentions about face to
face communication, which assures the protection of the individual responses of the clients
and customers.
If the case of telephonic conversation is considered, then the understanding level is
moderate. This is because the speaker cannot assess the facial expressions of the person on
the other end. In this case, undertaking relevant decisions becomes difficult, stalling the
productivity. Verbal communication is considered to be beneficial for minimizing the risks of
misunderstanding and conflicts. One of the striking facts in this context is that it enhances the
spontaneity in undertaking the relevant actions. However, Brock et al., (2017) is of the view
that verbal communications can be disadvantageous, as there are no written records. This
absence aggravates the complexities in terms of authenticating the actions of recruitment and
selection. This aspect aggravates the inconvenience of the staffs in terms of keeping records
for the advertisements posted, number of candidates shortlisted and interviewed.
Skill two
This section talks about the skills needed for indulging in teamwork. As a matter of
specification, teamwork is directed towards exposing the preconceived skills in a
collaborative manner for achieving the goals and objectives. Mutual understanding is the

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common outcome of teamwork. Cooperation and unity are the essential traits associated with
the aspect of teamwork. Teamwork proves beneficial in terms of averting the delays. Group
discussion helps in solving the issues of conflicts and misunderstandings (Hill et al., 2019).
This approach is needed for enhancing the efficiency in the productivity. This collaboration is
also assistance in terms of interpreting the results for inducing new insights from the
available and the gathered facts and information. Agreement is one of the essential aspects,
which is needed for initiating teamwork.
Fig: Collaboration and cooperation
(Source: Suleman, 2018)
From the above diagram, it can be inferred that collaboration and cooperation
comprises of three aspects: work team collaborations, communities of practice and social
network cooperation. Social media is one of the sources, which is adopted for expanding the
scope and arena of the supply chain network. This is also applicable in case of selecting
candidates for filling the vacant positions. The approaches in the context are designated as
informal, goal oriented and are opportunity driven. Development of realistic and achievable
goals relates with a structural initiative towards ensuring the career establishment of the
candidates. Involvement of the communities in the mainstream discussions is beneficial in
terms of upgrading their preconceived skills, expertise and knowledge (Clokie & Fourie,
Work team
collaborations
Communities of practice
Social networks
cooperation
I
n
f
o
r
m
a
l Opportunity driven
serendipitousGoal oriented

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2016). The main aim in this context is to ensure that more group discussions are organized
for enhancing the communication skills and competencies.
In this context, Tuckman’s stages of team development is a relevant aspect, which the
employers need to cater for the creation of strong and flexible teams. The stages are forming,
storming, norming, performing and adjourning. In the forming stage, the team members are
assembled. The main focus in this context is to resolve the ambiguities in the dissemination
of the roles and responsibilities. In the storming stage, the responsibilities are allocated, so
that brainstorming ideas are formed along with the thinking skills and judgmental
capabilities. The norming stage is when the actual execution of the processes begins. Once
the processes commence, the employers initiate the task of estimating the progress
(Janakiraman, 2018).
The fourth stage of Tuckman’s team development is performing, where cooperation is
needed for enhancing the standards and quality of the performance. Scoring the performance
of the candidates in the interviews and tests is assistance for assessing whether the candidate
is fit for the post. Meetings, audits and reviews are conducted for evaluating the need for
improvisations. This evaluation acts as an agent in terms of inferring relevant results to
undertake relevant actions. Before adjourning the projects, risk assessment needs to be
conducted for gaining an insight into the risks, which might act as an obstacle in the process
of organizing group discussions and forums. One of the relevant aspects is that of the
alternatives, which is to be considered for expanding the scope and arena of the thought
horizons of the candidates (Nägele & Stalder, 2017). Herein, mention can be made of the
critical thinking skills, which needs to be included in the training and development programs.

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Fig: Maturity continuum
(Source: Carvalho, 2016)
One of the relevant concepts, which can be applied in this context is that of maturity
continuum. The above figure sheds light on the aspect of maturity continuum, where the
essential concepts are dependence, independence and interdependence. When the candidates
are put in a team, there is a mix and match of the skilled as well as the unskilled. Working in
a team reduces the knowledge gap, which relates to the parameter of interdependence. This
aspect indicates the knowledge and skills transfer from one candidate to the other.
The employers search for certain skills while catering to the new joinees. These skills
are interpersonal, self and project management.
 Interpersonal- trust, acceptance, communication, collaboration, problem solving and
conflict resolution
 Self and project management- goal setting, planning, task co-ordination, performance
management (Assiter, 2017)
Dependence
Independence
Interdependence

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In all of the workplace, certain guidelines are followed for enhancing the unity and
coordination in the teamwork. These guidelines pertain to communication, agreements,
meetings, managing the projects and conflict management. Effective communication is
beneficial, as it helps in creating a supporting workplace environment. Active listening is one
of the relevant skills, which the employers search for in the candidates. Emerging successful
in providing feedback adds justification to the employment provided to the candidates
applying for the posts like that of Payroll Manager (refer to appendix 4).
Agreement is one of an important aspects, which relates with the ethical
considerations towards work. Prior to the distribution of the offer letters, ethical consent
forms are signed by both the parties to show agreement to the terms and conditions.
Communication in this case transfers the essential ettiquettes for exposing the appropriate
behaviour in the workplace.
Conclusion
Transferrable skills are one of the essential components in case of assessing the
personal strengths, weakness, opportunities and threats. The employers test the skills of the
candidates for assessing whether they are fit for the vacant posts advertised. This is done
through the means of interviews and tests, which helps in expanding the scope and arena of
the thinking skills and judgmental capabilities. The skills of teamwork and communication
are crucial in terms of enhancing the competency skills of the employees towards handling
the workplace environment. Consideration of the job advertisements has resulted in the
establishment of the fact that skills of fluency in communication, adjustability, active
listening are essential for the candidates to get better placement opportunities.
The post considered in the assignment are Payroll Manager, Sales Manager, Human
Resource Manager, Operations Manager, Business Analyst and others. In this context,

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mention can be made of the leadership skills, which are needed in terms of polishing the
skills, abilities and competencies of the candidates. Training and development programs are
an agent in terms of enhancing the awareness about the current requirements of the
organizations and the processes for accomplishing the identified and the specified goals and
objectives. Training sessions are one of the direct forms, which indicate transfer of the
essential skills, ideas, thoughts to the candidates.
Job Advert Folio attains an important position in the assignment in terms of gaining
an insight into the latest requirements in the employable skills. Within this, the focus has
been narrowed down to the transferrable skills, which can be considered to be an initiative for
reducing the knowledge gaps. Typical example of group discussions have been cited for
highlighting the performance of the candidates in the discussion forums and sessions.
Increasing the frequency of these discussions is assistance in terms of upgrading the
communication skills, abilities and competencies of the employees.
References
Assiter, A. (2017). Transferable skills in higher education. Routledge.
Britton, E., Simper, N., Leger, A., & Stephenson, J. (2017). Assessing teamwork in
undergraduate education: a measurement tool to evaluate individual teamwork skills.
Assessment & Evaluation in Higher Education, 42(3), 378-397.
Brock, S. E., McAliney, P. J., Ma, C. H., & Sen, A. (2017). Toward more practical
measurement of teamwork skills. Journal of workplace learning, 29(2), 124-133.
Carter, D. F., Ro, H. K., Alcott, B., & Lattuca, L. R. (2016). Co-curricular connections: The
role of undergraduate research experiences in promoting engineering students’

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communication, teamwork, and leadership skills. Research in Higher Education, 57(3), 363-
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Carvalho, A. (2016). The impact of PBL on transferable skills development in management
education. Innovations in Education and Teaching International, 53(1), 35-47.
Clokie, T. L., & Fourie, E. (2016). Graduate employability and communication competence:
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Hill, M. A., Overton, T. L., Thompson, C. D., Kitson, R. R., & Coppo, P. (2019).
Undergraduate recognition of curriculum-related skill development and the skills employers
are seeking. Chemistry Education Research and Practice, 20(1), 68-84.
Janakiraman, B. (2018). Transferable Skills as Facilitator for Placement amongst B School
Students. Asian Journal of Management, 9(1), 162-167.
Millar, R., Crute, V., & Hargie, O. (2017). Professional interviewing. Routledge.
Moore, T. & Morton, J., (2017). The myth of job readiness? Written communication,
employability, and the ‘skills gap’in higher education. Studies in Higher Education, 42(3),
pp.591-609.
Nägele, C., & Stalder, B. E. (2017). Competence and the need for transferable skills.
In Competence-based Vocational and Professional Education (pp. 739-753). Springer, Cham.
Schartel Dunn, S.G. & Lane, P.L., (2019). Do Interns Know What They Think They Know?
Assessing Business Communication Skills in Interns and Recent Graduates. Business and
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Theguardian.com (2019). Changing your career: How to identify your transferable skills.
Retrieved 21st September 2019 from
https://www.theguardian.com/careers/careers-blog/changing-your-career-how-to-identify-
your-transferable-skills

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Appendices
Appendix 1
Fig: Job advertisement for Accountant

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Appendix 2
Fig: Job advertisement for Business Analyst

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Appendix 3
Fig: Job advertisement for Marketing Manager

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Appendix 4
Fig: Job advertisement for Payroll Manager