Examples include:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Conduct Policy and Procedure and Assessment Policy and Procedure (Higher Education Coursework).
• Treating personal and organisational information as private and confidential.
• Respecting diversity by demonstrating sensitivity to cultural, religious, social, and individual differences in workplace contexts.
• Demonstrating ethical awareness when interpreting wellbeing data or engaging in psychosocial risk discussions.
• Reflecting on ethical dilemmas and applying ethical decision-making frameworks in professional contexts.

Examples include:

• Managing emotional responses when discussing sensitive workplace issues such as stress, burnout, or organisational change.
• Remaining reflective, open to feedback, and self-aware of personal biases.
• Distinguishing your own emotions and experiences from those of others.
• Demonstrating resilience and self-management when engaging with complex organisational or psychosocial considerations.

Examples include:

• Complying with policies and procedures of host organisations and CQUniversity.
• Maintaining professional standards in the use of communication technologies, social media, and data management systems.
• Ensuring practice aligns with ethical and legal obligations when engaging with workplace wellbeing information and participants.

Examples include:

• Delivering presentations and facilitating discussions that communicate wellbeing concepts clearly.
• Framing and leading conversations with workplace stakeholders to gather information and provide recommendations.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar, punctuation and correct referencing to the required academic standards.
• Interpreting non-verbal cues (e.g., tone, expression, organisational dynamics) and responding appropriately.
• Using workplace and learning technologies effectively (e.g., video conferencing, online learning tools).

Examples include:

• Analysing academic and industry literature to inform workplace wellbeing practice.
• Applying evidence-based frameworks to design, implement, or evaluate concepts.
• Interpreting workplace or organisational data such as survey results, risk registers, or wellbeing metrics.
• Producing contextually appropriate written outputs that meet academic and professional standards.
• Applying basic mathematics to understand metrics, interpret data summaries, and support decision-making.

Examples include:

• Engaging respectfully with individuals and teams in multidisciplinary, cross-organisational, or culturally diverse contexts.
• Establishing rapport and trust when facilitating workplace wellbeing activities or discussions.
• Maintaining confidentiality and professional boundaries in all interactions.
• Navigating complex workplace dynamics while promoting psychological safety and inclusion.

Examples include:

• Reflecting critically on topics taught during the course.
• Identifying when your practice may be negatively affected by personal experience and/or reactions, outside one's scope or expertise, and be able to reflect and learn from this experience.
• Reflecting on personal strengths and limitations in professional contexts.
• Identifying when personal wellbeing or bias may influence professional judgement and seeking appropriate support or supervision.
• Evaluating outcomes of workplace theories and personal performance to identify opportunities for growth.

Examples include:

• Maintaining the appropriate level of commitment to coursework tasks, and actively participating in activities related to the course, including group work.
• Undertaking assessments with adequate, sustained levels of physical energy and concentration.
• Remaining focused and performing consistently during tasks.
• Being aware of and managing your own workloads and personal commitments outside of university to ensure sustainable performance of course requirements.
• Being aware of and managing your own stress and/or anxieties so that sustainable performance can be ensured with in course requirements.