Learning Outcomes: 3 & 4 Building on the work that you have done in the annotated bibliography, you must develop a short presentation (3 minutes) on what skills are necessary for your major (accounting, human resources, marketing, etc.) and how these skills are best developed prior to completing a university degree. If you have not decided on your major, simply choose one that most appeals. You should use the articles from the annotated bibliography to help you complete this assignment. In addition you will need to do further research regarding your major, and any specific skills that are required. Presenting research information for a diverse audience is an important way to communicate knowledge. The aim of this assessment is to communicate the findings about what skills are required for your chosen major and how they can be developed to broad audience. You have freedom to choose how you present your research, however, it must be a professional presentation suitable for a broad audience . The presentation must: • Be 3 minutes long • Interesting • Professional • Include both visual elements (diagrams, pictures, words). • Use language that is appropriate for a broad business audience You will need to upload your presentation to the LMS. A marking guide will be provided on the LMS at least 2 weeks prior to the assessment due date. Topic from annotated bibliography are as below. Freudenberg, Brett, Mark Brimble, and Craig Cameron. "WIL and generic skill development: The development of business students' generic skills through work-integrated learning." Asia-Pacific Journal of cooperative education 12, no. 2 (2011): 79-93. Experts in the field of business education have been expressing their concerns for long, regarding the differences in the level of skill set that business students achieve in graduate schools and the levels of performance and efficiency that the professional world expects them to have. It has been highlighted by several research works that although the above mentioned difference is widely referred to as the “lack of business readiness” on the parts of the students, yet the difference also indicates that there exists a significant lack of generic skill that are essential for operating successfully in the business domain. In order to help the student in overcoming such lack of skills, professional development program or PDP program was developed: the article being reviewed provides the details of this very PDP program. It has been argued by the authors that the results of the research work indicate that that the said utilization of the said professional development program have been useful in developing the skill sets that the business sector expects the graduate students to have. The author are also of the opinion that Universities would be able to utilize the professional development programs efficiently for designing work integrated learning programs. Jackson, Denise. "Testing a model of undergraduate competence in employability skills and its implications for stakeholders." Journal of Education and Work 27, no. 2 (2014): 220-242. This article provides the results of a research work that was conducted with the aim of testing the existing models used for the assessing the work competence and the employability skills of undergraduate students. The authors have discussed the factors, which according to them, have significant effect on the competencies of the students and the manner in which the pedagogy and the curricula of business courses can be managed to increase the competency and levels of employability skills of the graduate students. According to the information provided by the authors, the research work was conducted based on the information provided by more than 1000 students who participated in an online survey: the students were required to grade themselves on their own levels of competencies against a set of employability skills, which the industry expects them to have. The results of the online survey indicated that the competency and employability skill levels of undergraduate students vary to a significant extent on factors like their geographical origin, their gender, work experiences of the students, the engagement of the students with the various skills agendas, the level of their academic education, the activities that they are associated with (beyond education) and the skill development features included in their learning program. Stolk, Paul, and Jo Hanley. "Authentic learning, assessment, and the work-ready student: A case study of an undergraduate tourism marketing course." (2015): 722. The article being reviewed provides an insight into the outcomes that were observed after the University of Newcastle, Australia decided to introduce authentic learning mechanism in the curriculum of the third year students enrolled to the course of Tourism Marketing (course id: TOUR3003). The authors are of the opinion that inclusion of such authentic learning mechanisms have been found be significantly efficient in generating employability skills of the undergraduate students, along with their competency levels. The authors have considered the feedback reviews made by the students undertaking the said courses so as to include their opinion while deciding on the efficiency of the strategy taken by the management of University of Newcastle. The information provided in the article indicates that according to the students, the new curriculum allowed them a glimpse of manner in which professional performs their responsibilities in the real world. The article also provides an insight into the experiences of the students who have undergone the authentic learning mechanism, based on which the authors have concluded that the said programs have been successful in meeting its objectives. However, the authors have also remarked that the pedagogical tool being used by the University of Newcastle needs to be refined further so as to obtain optimal results from it. Vilapakkam Nagarajan, Srivalli, and Jenny Edwards. "Is the graduate attributes approach sufficient to develop work ready graduates?" Journal of Teaching and Learning for Graduate Employability 5, no. 1 (2014): 12-28. Researchers Vilapakkam, Srivalli and Edwards (2014) are of the opinion that most educational institutes, these days, use as set of predefined employability skills, often termed as generic skills, work ready skills or soft skills, in order to measure the competency levels of their students. The authors have thus presented the results of a research work which was aimed at collecting information regarding the experiences of recently graduated Information Technology (IT) students of Australia, besides mention the fact the technical institutes of Australia guarantee their students to have the following skills: a. Communication, b. Time management, c. Teamwork, d. Working with other individuals, e. working across different cultures, f. project management and g. business skills. The authors have revealed the various problems that the IT students have reportedly been facing in their workplaces (in spite of their institutions claiming to have embedded the above mentioned skills in them), along with the manner in the students overcome the difficulties that they face at their workplaces. The article also provides information regarding the extent to which the academic curriculum of the technical institutes is efficient in improving the competency levels of the students. Wilton, Nick. "Do employability skills really matter in the UK graduate labour market? The case of business and management graduates." Work, Employment & Society 25, no. 1 (2011): 85-100. It has been observed in the recent past, that education policy makers of UK have continued with the expansion of higher education based on the multiple rationales: the rationale being the fact that a knowledge economy requires highly skilled labors and that the government needs to increase the opportunities to employment and higher education as currently available to the under-represented groups of the country. The author of the reviewed article is of the opinion that it is the concept of ‘employability’ that forms a bridge among the above-mentioned rationales. Thus, the author has presented in this article, the results of a research work which was aimed at identifying the extent to which the concept of ‘employability’, as defined by the educational policy makers, have influenced the employment of the business students in practice, besides assisting the business and management students of the 199 batch to overcome various social disadvantages. A survey of several graduate students were conducted for collecting information to be used in the research work: based on the information provided by the students, the author has concluded that rationale being used by the educational policy makers are not as effective in practice as in theory.