BAHRAIN TRAINING INSTITUTE Commercial Studies Division
Study Skills (OBU 211)
Trainee Name and Number: _____________________________________________
Semester 1 / 2015- 2016 Developed by: MYRNA M. CABRIA
UNIT CONTENTS
Unit I Understanding Learning and Assessment
Topic
Activity
Number
Page
Learning Outcome 1.a : Demonstrate understanding of BTI learning and assessment system Unit Content Unit Abstract Grading Grid Understanding of BTI learning and assessment system
1.1
1 5 7 8
Understanding your course
1.1a
Understanding AMS
1.1b 1.2 1.1c 1.3 1.3a
11 12 16 17 21 22 27
1..4 1.4a
28 40
Assessment Mapping and Assessment Briefs Understanding Rubric Grading System Learn the rubrics grading system Understanding the grades Understanding the BTEC grading system Understanding BTEC and BTI assessments Understanding the assessment
LO 1.b : Participate in completion of activities that describe the use of command words/ active verbs within a specific context, in line with the aims of the assessments Understand command active verbs for grading P criteria 1.5.1 41 Understand command active verbs for grading M criteria 1.5.2 44 Understand command active verbs for grading D criteria 1.5.3 46 Understanding Command 1.5.a Words Topic 1 - Communication Skills 47 Topic 2 – Samsung Galaxy S6 49 Edge vs iPhone 6 Plus Topic 3 – About yourself 51 Case Study Analysis 1.5b 52
1|Page
UNIT CONTENTS
Unit 2 Apply Referencing in Assignments
Topic
Activity
Number
Page
Learning Outcome 2.a: Develop an assignment report according to the requirements set the institute.
by
Doing well in assignments Do an effective presentation The assignment brief
54 55 56 Assignment report with presentation
2.a
57
LO 2.b Participate in completion of activities in understanding the proper use of sourcing and referencing according to the standard referencing system Understanding research and simple referencing
2.2.1
61
Importance of Referencing Citing
2.2.2 2.2.3
62 65
Referencing
2.3 2.3.a 2.3.b
70 72 73
2.3.c
73
Referencing activity Finding the correct terms Citing references quiz: Identify the source – Reference 1 Citing references quiz: Identify the source – References 2,3, 4 Citing references quiz: Identify the source – References 5, 6, 7 Paraphrasing Answer the correct referencing information Compile the references activity Finding the particulars of elements
2|Page
74
2.3.d 2.3.e
75 76 77
2.3.f 2.3.g
79 81
UNIT CONTENTS
Unit 3 Understanding Learning Skills and Employment
Topic
Activity
Number
Page
Learning Outcome 3.a: Identify own learning styles and compare own skills and competence against the employability skills preferred by the organizations.
What employers look for in graduates? Skills Checklist What is my learning style?
3.1
84
3.1.a
87
3.2
89
VARK Learning styles
90 V.A.R.K. Learning styles test
3.2.a
92
What are employability skills?
3.3
94
What employers look for in graduates?
3.4
95
3.a
98
3.5
103
3.5.1
104
Making
3.5.2
105
Employability Skills from Referencing and IT
3.5.3
107
LO 3.b Explain the ways study skills can be embedded into employability skills
Skills self-assessment audit
Guide to employability Skills Employability Skills from Assignments, Research Employability Skills from Exams, Reading and Note-
3|Page
UNIT CONTENTS
Unit 4 Managing Your Studies
Topic Activity L.O 4.a Demonstrate critical reading, listening skills and note taking. Listening skills Listening skills Critical reading Note taking Critical Reading Note taking
Number
Page
4.1
108
4.1.a 4.2. 4.3 4.2.a 4.3.a
109 110 112 113 114
4.4 4.4.a 4.5 4.5.a 4.6 4.6.a
111 115
4.7 4.7.a 4.7.b 4.7.c 4.8 4.8.a 4.9 4.9.a 4.10 4.10a
126 127 128 129 130 131 132 134 135 136 137 138
LO 4.b Demonstrate effective personal management skills Identifying your skills Identifying your skills Goals Strategy Getting organized Setting Smart Goals Personal goals activity Manage your time Achieving objectives Time schedule planning Effective Management Looking after yourself Management techniques Problem solving Finding a solutions to the problem Problem solving types Appendix PCA monitoring sheet
4|Page
Problem solving types A note on portfolio of evidence
119 122 124
Unit: Study and Employability Skills Unit abstract There is a need for this unit as trainees get far less out of their studies than they could. It might be because they do little work, but it also happens that those who work very hard still fail to enjoy the work, learn very little, get a poor grade and have trouble getting a good job on graduation. At the same time, graduate recruiters repeatedly complain that it is difficult to find good recruits because graduates lack key skills. This unit is intended to prevent waste of resources and to help trainees to enjoy their studies while getting a good grade and to developing the skills that employers are looking. The basic skills of reading and note taking, finding information – whether from libraries, the Internet – working in groups, and writing essays and reports are essential for almost any study. The unit offers a programme of activities designed to help trainees to be successful in their studies. This unit is activity based which may lead to more effective and enjoyable learning, better grades, a richer trainee experience and a more successful and stimulating working life. Learning outcomes On completion of this unit a learner should be able to: 1. Understand learning and assessment 2. Apply referencing in assignments 3. Understand learning skills and employment 4. Manage their studies
5|Page
Unit content
1. Understanding learning and assessment Assessment: Assessment briefs, understanding the grades; scoring rubric (different domains), understanding the questions or tasks; command verbs used in BTEC grading criteria; gaining great marks; aims of assessment; improving your questioning and planning of answers; doing well in assessments
2. Apply referencing in assignments Referencing System: Definitions; when do you reference; citing; referencing; compiling the reference list and bibliography; Harvard System of Referencing and Citing;
3. Understand learning skills and employment Learning skills and employment: What employers look for in graduates; key skills and applications for learning and employment; employability skills; use of employability skills; importance to organisation; development of employability skills
4. Manage their studies Managing your studies: Listening skills; critical reading; note taking; personal management skills; identifying your skills; becoming organized; personal goals; managing your time; looking after yourself; effective time management skills; projects and essays
6|Page
Grading grid
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning outcomes for the unit. The criteria for a pass grade describe the level of achievement required to pass this unit.
To achieve a pass grade the To achieve a merit grade the To achieve a distinction grade evidence must show that the evidence must show that, in the evidence must show that, learner is able to:
addition to the pass criteria, in addition to the pass and the learner is able to:
merit criteria, the learner is able to:
P1.Demonstrate understanding of
the
use
of
command
words/active verbs within a specific context or module P2. Develop an assignment report P3. Use sources and referencing M1: Make a presentation on the according to agree referencing use of sources and references system P4. Identify own current skills M2. Compare own skills with D1. Assess the potential impact and competencies
skills needed by organisations
of not having required employability skills
P5. Demonstrate listening skills and critical reading P6. Demonstrate note taking M3. Evaluate own note taking D2. Recommend improvements and effective personal manage- and time management skills in a for effective note taking and ment skills
7|Page
specific context
time management skills
UNIT 1: UNDERSTANDING LEARNING AND ASSESSMENT LO 1.a: Demonstrate understanding of BTI learning and assessment system. BTEC Courses have helped hundreds of thousands of learners progress to further study and employment by equipping them with the knowledge and necessary skills required both for further studies and by key employers. All BTEC Level 3 National qualifications are vocational or work-related. This means that you gain specific knowledge and understanding relevant to your chosen area. It gives you several advantages when you start work. For example, you will already know quite a lot about your chosen area, which will help you settle down more quickly. If you are already employed in a full- or part-time job, you become more valuable to your employer. Every BTEC Level 3 National qualification has a set number of mandatory units that all learners must complete. All BTEC Level 3 National qualifications include optional units that enable you to study particular areas in more depth. Some BTEC Level 3 National qualifications have specialist pathways, which may have additional mandatory units. These specialist pathways allow you to follow your career aims more precisely. For example, if you are studying to become an IT practitioner, you can choose pathways in software development, networking, systems support, or IT and business. On all BTEC courses you are expected to be responsible for your own learning. Obviously your tutor will give you help and guidance when necessary, but you also need to be ‘self starting’ and able to use your own initiative. Ideally, you can also assess how well you are doing and make improvements when necessary. There are four types of BTEC Level 3 National qualification: Certificates, Subsidiary Diplomas, Diplomas and Extended Diplomas
8|Page
Therefore, choosing to study for BTEC level 2 First Business qualification or BTEC level 3 National Business qualification is a great decision to make for many reasons. For example:
Any of the qualification will equip you for a career in a wide range of industries. BTEC Level 3 National will provide you with a qualification needed for further studies in the University or FE colleges and for your chosen career. BTEC Courses are 100% Coursework; which means, you don't have to worry about exams. BTEC Courses provides you the opportunity to work independently and can also monitor your progress on the course. Every year many new students who start BTEC Business course enjoy the challenges and successfully achieved their award. Some do this the easy way; others make it harder for themselves. For those who want to be successful, here are some tips for you:
Know the structure of your course and have a good understanding of what your course is about know the type of BTEC qualification your are studying. How many credits your qualification is worth. The number of mandatory units you will study and what they cover. How many credits the mandatory units are worth. The number of optional units you need to study and the credits each unit is worth. BTEC Level 3 National in Business qualification is highly valued by employers. It is a vocational or work related qualification. This means that learners gain specific knowledge and understanding relevant to their chosen area. It gives them lots of advantages when they start work or progress to University. Mandatory Units: Unit 1: The Business environment - worth 10 credits Unit 2: Business Resources - worth 10 credits Unit 3: Introduction to marketing - worth 10 credits Unit 4: Business Communication - worth 10 credits Optional Units: Unit 5: Business accounting - worth 10 credits Unit 18: Managing a business event - worth 10 credits
9|Page
TO THE TRAINEE: One of the objectives of this unit is to develop your knowledge and skills in managing your time, researching and analyzing which will be a major stepping stone towards your future career. You will be guided accordingly by your trainer to accomplish each given task activity during your class session. The activities provided will be strictly monitored and assessed on a regular basis which will be graded on how diligent and responsible you are in achieving the given tasks. Your classroom performance and participation will also be a contributing factor in the assessment to pass this course unit successfully.
TO THE TRAINER: Your objective is to guide the trainees in achieving this course unit successfully towards the aims in equipping their knowledge and understanding in studying and employability skills. You must ensure that trainees will do the classroom activities provided in this material which you will monitor and evaluate as part of the assessment to pass this unit.
10 | P a g e
Activity 1.1a : UNDERSTANDING YOUR COURSE Instruction: Answer in a concisely and clearly the following questions according to your actual course qualification. You may check and explore the Edexcel website at www.edexcel.org.uk to gather information for this task. 1
The title of the BTEC Level qualification I am studying is: Ex. Answer: The title of the qualification I am studying in BTI is BTEC Level 3 Extended Diploma in Business (Human Resources).
2
The length of my course is:
3
The total number of units I will study is:
4
The number of mandatory units I have to study is:
5
The titles of these mandatory units and the dates (or terms) when I will study them are:
6
The main topics I will learn in each mandatory unit include:
Trainee signature and Date: ____________________________ Trainer signature and Date: _____________________________
11 | P a g e
Assessment Mapping and Assessment Briefs: An Assessment Mapping Sheet is a simple representation of the module’s assessment criteria against the time and method of the assessment. To simplify the above statement it may be understood as to have the following essentials: 1. The first column references the applicable “grading criteria” that has been taken out from the BTEC Unit Descriptor. 2. The second column states the applicable “grading criteria” which is the statement of the grading criteria drawn without any manipulation as regards its scope, direction, words and phrases from the module descriptor that correspond to the Learning Outcome. 3. The third column onwards displays the nature and type of assessment methodology to be used in relation to applicable grading criteria, and when the assessment types would be administered. When you read an assessment map, AMS (Assessment Mapping Sheet), you will know the reference criteria which will indicate a Pass, Merit or Distinction, followed by the statement of the criteria and the type of assessment that shall be administered corresponding to the time period when it will be administered. The following is a sample AMS both for BTI and BTEC explained in its parts with callouts. Once you have finished understanding the sheet in the next two pages, try to answer the questions in the activities section.
12 | P a g e
Institutes Name of the BAHRAIN TRAINING INSTITUTE - 77585 Name of the center code Commercial Studies Division institution Proram/course. BTEC Level 3 Extended Diploma in Business, Art and Design, Construction and the Built Environment, Eg. ND/HND. Electrical/Electronics Engineering, Mechanical Engineering, Operations and Maintenance Engineering, With code Vehicle Technology (VA793, VA796, VA798, VA806, VA810, CX765, FVR20, VE245, VA812, VC941, VC951, BXY89, BXY88) – Year 1 Study and Employability Skills (EBU311) Name of the module with BTEC code and (BTI code in Bracket) BTI - ASSESSMENT MAPPING SHEET 2015 – 2016 Semester 1 Assessment Reference 1 (LO 1) 2 (LO 1) 3 (LO 2)
Training year and semester
Week
Week
Week
3 - 12
13
18
Assessment and Grading Criteria
The weeks during which the assessment will be administered Demonstrate understanding of the BTI Learning System. Participate in completion of activities that describe the use of command words/ active verbs within a specific context, in line with the aims of the assessments. Develop an assignment report according to the requirements set by the institute.
6 (LO 3)
Explain the ways study skills can be embedded into employability skills.
7 (LO 4)
Demonstrate critical reading, listening skills and note taking.
8 (LO 4)
Demonstrate effective personal management skills. Contribution to Final Grade
MT PCA PCA + Pr PCA MT MT PCA PCA + Pr 40%
20%
PCA = Practical Classroom Activity; Pr = Presentation; MT = Mid-Term ; Exam = End of semester exam
Required percentage for each assessment
to pass the unit Types of assessment to be administered for the criteria
13 | P a g e
EXAM
5 (LO 3)
Participate in completion of activities in understanding the proper use of sourcing and referencing according to the standard referencing system. Identify own learning styles and compare own skills and competence against the employability skills preferred by the organizations.
4 (LO 2)
Name of the division
40%
BAHRAIN TRAINING INSTITUTE – 77585
Commercial Studies Division Level 3 Pearson BTEC Extended Diploma in Business (Accounting/Human Resource/Marketing)(VA793,VA796/VA798) -Year 1 Unit Title: Introduction to Marketing
Unit Code: 20726D/EBU325
ASSESSMENT MAPPING SHEET 2014-2015 – Semester 2 Key dates
Learning Outcome Ref.
14 | P a g e
Assessment and Grading Criteria Reference (see N1)
1
P1
1
P2
2
P3
2
P4
3
P5
4
P6
1
M1
2
M2
Assessment distribution and collection Assessment and Grading Criteria Describe how marketing techniques are used to market products in two organisations Describe the limitations and constraints of marketing Describe how a selected organisation uses marketing research to contribute to the development of its marketing plans Use marketing research for marketing planning Explain how and why groups of customers are targeted for selected products Develop a coherent marketing mix for a new product or service Compare marketing techniques used in marketing products in two organisations Explain the limitations of marketing research used to contribute to the development of a selected organisation’s marketing plans
Assessment type
Distribution
Collection
IVsampling (see N1)
Feedback (see N2)
Resubmission (see N3)
A (1)
8-3-2015
23-4-2015
30-04-2015
07-05-2015
21-05-2015
A (1)
8-3-2015
23-4-2015
30-04-2015
07-05-2015
21-05-2015
A (1)
8-3-2015
23-4-2015
30-04-2015
07-05-2015
21-05-2015
A (1)
8-3-2015
23-4-2015
30-04-2015
07-05-2015
21-05-2015
A (2)
19-4-2015
04-5-2015
11-05-2015
17-05-2015
31-05-2015
A (2)
19-4-2015
04-5-2015
11-05-2015
17-05-2015
31-05-2015
A+P (1)
8-3-2015
23-4-2015
30-04-2015
07-05-2015
21-05-2015
A +P(1)
8-3-2015
23-4-2015
30-04-2015
07-05-2015
21-05-2015
1
D1
2
D2
Evaluate the effectiveness of the use of techniques in marketing products in one organization Make justified recommendations for improving the validity of the marketing research used to contribute to the development of a selected organisation’s marketing plans
A+P (1)
8-3-2015
23-4-2015
A+P (1)
8-3-2015
23-4-2015
30-04-2015
07-05-2015
21-05-2015
30-04-2015
07-05-2015
21-05-2015
N1 - Assessment grades to be made known to trainees only after IV sampling. N2 – Trainee feedback to be provided within 2 weeks after collection. N3 – resubmissions will only be allowed if trainee meets all conditions.
Rules on resubmission of assignments for ED1 trainees. 1. Trainees who failed the first assignment and who fulfilled the conditions for resubmission, had to resubmit on the date indicated for resubmission. Late submission shall not be accepted and trainees fail the relevant criteria. 2. Trainees are not liable to do the resubmission that is due on the given schedule. 3. Trainees who failed the test (BTEC assessment) were not given the change to resubmit. However, these trainees are given an opportunity to resubmit for the P-criteria only and the submission on the given schedule date. 4. All trainees are given a change to resubmit evidence for the criteria covered in the final exam (accept those discussed in point 1 above). However, there are certain conditions for this resubmission: o The trainees who submitted late (1st assignment) will not be able to do the additional assignment. o Trainees who did not do the test (absent without a medical certificate) will not be able to do this assignment. o Trainees who failed the assignment due to copying and pasting will not be able to do this assignment. o Trainees who did not do the exam will not be able to do this assignment. 5. The assignment will be centrally marked. This is to check for and pasting from other trainees.
15 | P a g e
Activity 1.1b UNDERSTANDING AMS Do the following activity by looking at sample BTEC AMS on previous page: 1. Write down the name of the unit :_________________________________________________ 2. Write down the unit code:________________________________________ 3. What assessment type indicated in the AMS?________________________ 4. On which weeks the assessments distribution and submission to be conducted? ____________________________________ ____________________________________ 5. When will be the IV sampling or N1 to be done ?_____________________________________ 6. Within how many weeks does Trainee feedback to be provided after collection of the assignment________________________? 7. When is the final resubmission or N3 in the AMS?_______________________________________ 8. Who are only qualified for the N3 or resubmission?_______________________________________ 9. To which training year and semester does this AMS pertain to? _____________________________ 10. Why the resubmitted assignment should be centrally marked? _______________________________ _________________________________________________________________________________
Trainee signature and Date: ____________________________ Trainer signature and Date: ____________________________
16 | P a g e
1.2 UNDERSTANDING RUBRIC GRADING SYSTEM General Scoring Rubric: Rubric: BTI grading. This scoring rubric is for BTI purpose (grading) only and should be used only if trainee passed the BTEC grades (where a BTEC grade is used for BTI purposes). Levels of mastery
Dimension
Domain A Understanding of concepts. Subject knowledge. Theoretical understanding
17 | P a g e
0-49 Trainee cannot demonstrated knowledge by giving expected answer but fails to elaborate The work contains many errors. Trainee did not demonstrate some knowledge and understanding of forms, theory, conventions, terminology, and strategies. Trainee did not demonstrate knowledge by giving expected answer with some elaboration Trainee did not demonstrate good knowledge of forms, conventions, terminology, and strategies Trainee did not demonstrate more knowledge than required by giving expected answer with examples and is able to elaborate on the examples. Trainee did not demonstrate more knowledge of forms, conventions, terminology, and strategies.
50-64 Trainee demonstrated knowledge by giving expected answer but fails to elaborate The work contains some errors. Trainee demonstrated some knowledge and understanding of forms, theory, conventions, terminology, and strategies. Trainee demonstrated knowledge by giving expected answer with some elaboration Trainee demonstrated good knowledge of forms, conventions, terminology, and strategies Trainee demonstrated more knowledge than required by giving expected answer with examples and is able to elaborate on the examples. Trainee demonstrates more knowledge of forms, conventions, terminology, and strategies.
65-84 Trainee demonstrated detailed knowledge and understanding of main theories, principles and concepts Trainee provided relevant facts and ideas showing some ideas how it relates to the task/question. Trainee demonstrated considerable knowledge of forms, conventions, terminology, and strategies Trainee demonstrated sufficient and insightful knowledge of forms, conventions, terminology, and strategies, and the work appears to have been completed with little errors
85-100 Trainee demonstrated expert knowledge and understanding of main theories, principles and concepts Trainee demonstrated the changing nature of relevant facts and ideas relating the specific task/question. Trainee demonstrated expert knowledge of forms, conventions, terminology, and strategies Trainee demonstrated expert and insightful knowledge of forms, conventions, terminology, and strategies, and the work appears to have been completed without errors
Domain B Applying knowledge/ concepts/ ideas. Practical knowledge
Domain C Effort. Taking a position. Generic problem solving and analysis.
18 | P a g e
The trainee did not attempt to relate knowledge to relevant context or scenario. Trainee is not able to relate some ideas/ concepts/ theories to relevant context or scenario. Trainee did not show ability to adapt concepts/ ideas/ theories to deal with defined situations. The trainee is not able to apply the broader context that the ideas/ concepts/ theories fit into.
The trainee is not able to answer the question showing an understanding of the work. Trainee is not able to break information into part by identifying motives or causes. The trainee is not able to answer the question showing a good understanding of the work Trainee is nt able to make some conclusion drawn from evidence or reasoning to support generalisations The trainee is not able to answer the question showing excellent command of the knowledge Trainee is not able to make two or more conclusion drawn from evidence or reasoning to support generalizations
The trainee attempts to relate knowledge to relevant context or scenario. Trainee is able to relate some ideas/ concepts/ theories to relevant context or scenario. Trainee shows ability to adapt concepts/ ideas/ theories to deal with defined situations. The trainee is able to apply the broader context that the ideas/ concepts/ theories fit into.
Trainee is able to solve problems in defined situations by applying acquired knowledge of the concepts/ ideas/ theories. Trainee shows ability to link part of the ideas/ concepts/ theories with the relevant context or scenario. Trainee is able to adapt concepts/ ideas/ theories to deal with defined situations. Trainee is able to explain in more detail and apply techniques/facts/ ideas/ concepts/ theories in different contexts.
Trainee is able to provide insight to concepts/ ideas/ theories. Trainee shows ability to link all the ideas/ concepts/ theories with the relevant context or scenario. Trainee is able to adapt concepts/ ideas/ theories to deal with undefined situations or new situations. Trainee is able to explain in detail the context that the ideas/ concepts/ theories fit into. Trainee is able to break information into parts and apply all relevant theories/ concepts/ ideas in new defined situations.
The trainee is able to answer the question showing an understanding of the work. Trainee is able to break information into part by identifying motives or causes. The trainee is able to answer the question showing a good understanding of the work Trainee is able to make some conclusion drawn from evidence or reasoning to support generalisations The trainee is able to answer the question showing excellent command of the knowledge Trainee is able to make two or more conclusion drawn from evidence or reasoning to support generalizations
Trainee is able to organise information in a coherent manner to present arguments, ideas and information. Trainee is able to present arguments in a clear and understandable manner to evaluate arguments, ideas and information. Trainee is able to present arguments, ideas and information showing thorough understanding of the problem(s) to be solved.
Trainee is able to use and present information to deal with undefined situations, issues and/or problems. Trainee is able to use multiple ways to present information in such a way, showing complete understanding of all relevant ideas, concepts, theory and draws logical conclusions/solutions. Trainee is able to justify conclusions/ solutions and recommendations clearly showing complete understanding of the problems to be solved.
Domain D Presentation. Critical thinking. Communication and context
Work is not organised and cannot be easily followed /read. Trainee is not able to communicate different elements, theory, ideas to convey correct information. Work is not well organised and easy to follow/read. Trainee is not able to reflect on how information relates to own experience. Work is not structured to convey correct information showing ability to critical reflect on knowledge, theory/ ideas/ concepts. Trainee cannot come up of new solutions.
0 - 49 Fail (repeat) 0 - 49
19 | P a g e
Trainee is able to come up with some solutions. Work is organised and can be easily followed /read. Trainee is able to communicate different elements, theory, ideas to convey correct information. Work is well organised and easy to follow/read. Trainee is able to reflect on how information relates to own experience. Work is communicated clearly in a well structured manner to convey correct information showing ability to critical reflect on knowledge, theory/ ideas/ concepts.
50 - 64 D+ 50 - 54
C55 - 59
Trainees shows critical thinking by coming up with relevant solutions. Trainee shows creativity/originality by selecting some techniques/ processes to present relevant information. Trainee shows some good reflection on how the information, ideas theories, concepts relate to the stated context. Trainee shows creativity/originality by selecting a range of techniques/ processes to present relevant information.
65 - 84 C 60 - 64
C+ 65 - 71
B72 - 78
Trainee shows critical thinking by coming up with good and logical solutions. Trainee shows excellent reflection on how the information, ideas theories, concepts relate to the stated context. Trainee is able to use critical reflection and draws logical conclusions which are not immediately obvious. Trainee is able to present and defend opinions by making judgements about information, validity of ideas or quality of work.
85 - 100 B 79 - 84
B+ 85 - 89
A90 - 94
A 95 - 100
Example : Formulae
P-criteria The formula for the grading of the domains is as follows: • Domain a = 40% • Domain b = 40 % • Domain c = 10% • Domain d = 10 % Formula a(4) + b(4) + c + d 10 For example: 67(4) + 72(4) + 50 + 55 10 268 + 288 + 50 + 55 10 = 66.1%
20 | P a g e
DIMENSION OF DOMAINS
LEVEL OF PERFORMANCE
Domain A
No
(Yes, but)
(Yes and more)
(Yes and much more)
0 - 49
50 -69
70 -84
85 - 100
Domain B Domain C Domain D
Activity 1.1c Learn the rubrics grading system. Refer to the Rubric grading scoring sheet to answer each question in a complete sentence. 1.
What are the four (4) dimension of domains and its indicative characteristics for Rubric BTI grading? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ _________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
2.
Identify at least 2 conditions required for each domain in which the grade ranges between 50 – 64. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
Trainee signature and Date: ____________________________ Trainer signature and Date: _____________________________
21 | P a g e
1.3 UNDERSTANDING THE GRADES (Note: excerpt from the approved Assessment Procedures Handbook dated June 30, 2015)
22 | P a g e
23 | P a g e
24 | P a g e
25 | P a g e
26 | P a g e
Activity 1.3a Understanding the BTEC grading system
Read and understand each question and write your answers in a complete sentence.
1.
Identify the conditions required to achieve the Pass, Merit and Distinction at unit level? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
2.
What is the requirement for the trainee to achieve S or Pass grade band? ____________________________________________________________________________ ____________________________________________________________________________
3. What grade will the trainee receives if he did not meet all the requirements defined on the award body grading criteria?
____________________________________________________________________________ ____________________________________________________________________________
Trainee signature and date: _________________________ Trainer signature and date: ________________________
27 | P a g e
1.4. Understanding BTEC AND BTI Assessments
All assessments are graded using criterion reference methodology and are graded in accordance with BTEC (Unsatisfactory and Satisfactory) and BTI ( scoring rubric covering the four domains)
All assessments will have tasks to be completed to achieve the grading criteria. Normally, a test, quiz, phase test, case-study or exam will have questions to be answered while Assignments, Practical assignments or Projects will have tasks to be accomplished. Please see the following sample of an assessment: The next two pages are called the assessment front sheets. All your assessments will have front sheets that NEED TO BE SUBMITTED BACK TO THE TEACHER AFTER COMPLETION ALONG WITH OTHER DOCUMENTS AS REQUIRED BY THE ASSESSMENT.
28 | P a g e
BAHRAIN TRAINING INSTITUTE
Defines the nature of the assessment
TEST TRAINING YEAR
The training period
Trainee Name:________________________________
2
SEMESTER
Trainee I.D:_____________ Group:____________
Programme Title:
BTEC Programme No:
Unit Name:
BTEC Unit Code: When you need to submit back to the teacher after completion
BTI Unit Code: Assessment Title: Distribution:
Question No.
When the assessment is given to you Submission:
Criteria Ref.
Marks Domain
Assessment and Grading Criteria A
1
2
B
C
Corresponds to the grading criteria. Remember the AMS!!
The required 4 domains in scoring rubric grading criteria to pass the assessment
Required grade percentage to pass the assessment but the over all score will be 100% which will be automatically calculated on the system.
Contribution to Final grade
29 | P a g e
D
/100
/100
/100
3
4
Mark
/100
30%
1. 2.
Instructions to the Trainee: Fill in the details below and use this as the cover sheet for your submission. Cheating is not allowed and will be given unsatisfactory (U) grade
Trainee can write comments about the assessments given.
Trainee comments on this test (if any): __________________________________________________________________________________________________ ____________________________________________________________ ______________________ Date: Once you have completed the assessment remember to fill in these places and SIGN the document with date as an evidence of your work and submit to your tutor.
Trainee Signature
Comments and feedback to trainees 1
2
Trainer will give comments and feedback to trainee’s performance why he/she did/didn’t achieve the given criteria.
3
4
Assessor Name:
Signature:
Date:
Internal Verifier Name:
Signature:
Date:
30 | P a g e
BTEC TRAINEE ASSESSMENT ASSIGNMENT Trainee Name: Trainee Number:
Group:
Training Year:
Semester:
Programme:
Number:
Unit Title: Unit Number:
BTEC Code:
BTI Code:
Assignment Title: Unit Leader:
Trainer Name:
Distribution Date:
Submission Date:
Please note: Late assessments WILL NOT BE ACCEPTED for grading. All resubmissions must be authorised by the Lead Internal Verifier. Only ONE resubmission is possible per assignment, providing: The trainee has met initial deadlines set in the assignment, or has met the agreed deadline extension. The trainer considers that the trainee will be able to provide improved evidence without further guidance. Evidence submitted for assessment has been authenticated and accompanied by a signed and dated declaration of authenticity by the trainee and assessor. Any resubmission evidence MUST be submitted within 10 working days of receipt of results of assessment.
Trainee declaration I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Trainee signature:_____________________________________________
Date: ________________________________
BTEC ASSESSMENT RECORD Task No.
Criteria Ref.
1
P1
2
P2
31 | P a g e
Assessment and Grading Criteria
Criteria Achieved (Yes - ; No- X)
Assessment Comments
3
M1
4
D1
Evidence Checklist (To be completed by the trainee) Page Number
Required Evidence Summary P1 P2M1 D1
Assessor declaration of authenticity: No
Yes
I certify that the evidence submitted for this assignment: is the work of the trainee; and
is not copied and pasted; and
is not done by someone else; and
any sources used in the assessment are clearly referenced
I understand that false declaration is a form of malpractice.
Assessor Name (1) : ________________________ Signature: ____________________ Date: ___________________
Assessor Name (2):_________________________ Signature: ____________________ Date: ___________________ Internal Verifier Name: ______________________ Signature: ____________________ Date: ___________________ Lead IV Name: ____________________________ Signature: ____________________ Date: ___________________
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -stamp here - - - - - - - - - - - - - - - - - - - - - - Assessment receipt Trainee Name:
Trainee ID:
Unit Title
Assignment Title
Programme & Group No.:
Time:
Date received:
Receiver’s Signature:
Divisional stamp
32 | P a g e
BAHRAIN TRAINING INSTITUTE Commercial Studies Division Programme Level/Name: ______________________________ Unit Title: __________________________ Semester: __________________
Assignment Instructions to the trainee: 1. This assignment should be done XXXX 2. Attach the front sheet with the assessment. 3. Read and understand the given tasks carefully. 4. Consult your trainer for any clarifications. 5. A class presentation will be conducted in week XX to finalise the trainee’s grade. Each trainee will have a maximum of XXX minutes for the presentation. 6. Number the tasks clearly. 7. Referencing is compulsory. Any plagiarized work will be given unsatisfactory (U) grade. 8. Present your report in the following format: - Font theme: Times New Roman - Font size: 12 - Paragraphs: 1.5 line spacing 9. Total number of pages of this assessment is XX
Assignment Brief Purpose of the assignment:
Task 1: This task provides evidence for P1 Guidance/ notes to the trainees Evidence for this task Task 2: This task provides evidence for P2 Guidance/ notes to the trainees Evidence for this task
33 | P a g e
Task 3: This task provides evidence for M1 Guidance/ notes to the trainees Evidence for this task Task 4: This task provides evidence for D1 Guidance/ notes to the trainees Evidence for this task
34 | P a g e
35 | P a g e
36 | P a g e
Activity 1.4a Understanding the assessment
BAHRAIN TRAINING INSTITUTE TRAINEE ASSESSMENT TRAINING YEAR
SEMESTER
2014/15
Trainee Name:________________________________
1
Trainee I.D:_____________ Group:____________
Programme Title: BTEC Level 3 Extended Diploma in Business, Art and Design, Construction and the Built Environment, Electrical/Electronics Engineering, Mechanical Engineering, Operations and Maintenance Engineering, Vehicle Technology
BTEC Programme No: VA793, VA796, VA798, VA806, VA810, CX765, FVR20, VE245, VA812, VC941, VC951, BXY89, BXY88
Unit Name: Study and Employability Skills
BTEC Unit Code:
Assessment Title: Practical Assignment
BTI Unit Code: EBU 311
Distribution: 23/10/2014
Task No.
1.
2.
37 | P a g e
Criteria Ref.
P2
P3
Grading Criteria
Demonstrate critical reading, listening, & note-taking skills Participate in completion of activities that identify own personal management skills
Submission: 20/11/2014
Grading Scheme
Trainee has not demonstrated critical reading, listening, & note-taking skills Trainee has demonstrated critical reading, listening, & note-taking skills Trainee has not participated in completion of activities that identify own personal management skills Trainee has participated in completion of activities that identify own personal management skills
BTEC Grade Achieved (√) / Not Achieved (X)
BTI Grade Circle the Grade U S U
S
Task No.
3.
Criteria Ref.
M2
BTEC Grade
BTI Grade
Achieved (√) / Not Achieved (X)
Circle the Grade
Grading Criteria
Grading Scheme
Evaluate own personal management skills, in a specific context
Trainee has not evaluated own personal management skills, in a specific context
U
Trainee has evaluated own personal management skills, in a specific context
S
Instructions to the Trainee: 1. Fill in the details below and use this as the cover sheet for your submission. 2. Work presented after the submission deadline without prior approval will be given unsatisfactory (U) grade. 3. Any work that is plagiarized / copied will be given unsatisfactory (U) grade. 4. Trainees are advised to maintain a copy of the assignment.
Trainee declaration: I certify that the evidence submitted for this assessment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice.
Trainee Signature: ___________________________
Date:________________
General Comments from the Assessor
Assessor declaration: I certify that the evidence submitted for this assessment is the trainee’s own. The trainee has clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Assessor Name: _______________________ Signature: _____________ Date: ___________ Internal Verifier Name: _________________ Signature: _____________ Date: ____________
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -stamp here - - - - - - - - - - - - - - - - - - - - - - Assessment receipt
38 | P a g e
(To be stamped by concerned division) Trainee Name:
Trainee ID: Assignment Title
Module Title
Programme & Group No.: Submission type CD/soft copy Report/hard copy Prototypes/models Others (pls specify)
Time:
√ or X
Training Year & Semester No: Receiver’s Name:
Date received: Receiver’s Signature:
BAHRAIN TRAINING INSTITUTE Business Department BTEC Level 3 Extended Diploma in Business, Art and Design, Construction and the Built Environment, Electrical/Electronics Engineering, Mechanical Engineering, Operations and Maintenance Engineering, Vehicle Technology – Year 1 Unit Title: Study and Employability Skills Unit Code: EBU311
Instructions to the trainees: 1. This practical assignment should be completed individually. 2. Read and understand the given tasks carefully. 3. Task 1 (for P2) must be completed in the classroom, during the training sessions. 4. Consult your trainer for any clarifications. 5. Submit your written response along with the cover sheet. A class-presentation will be conducted after 04/12/2014 to finalize the trainee’s grade. 6. Number the tasks clearly. 7. The sources used must be mentioned in the written response. 8. Present your computer-written response in the following format: -Font theme: Times New Roman/ Arial -Font size: 12 -Paragraphs: 1.5 line spacing
39 | P a g e
Instruction: Refer to the given sample assessment and guidelines in submitting assignment to answer the following questions in a complete sentence.
1. What is the nature of the assessment? _______________________________________________ _______________________________________________________________________________. 2. How many criteria have been assessed?______________________________________________ ________________________________________________________________________________ 3. Name of the unit that this belongs to? _______________________________________________ ________________________________________________________________________________ 4. Name the program for which this is used _____________________________________________ ________________________________________________________________________________ 5. When should I submit this assessment? ______________________________________________ ________________________________________________________________________________ 6. Does the task require any specific formatting? Explain your answer._______________________ ______________________________________________________________________________ 7. Why does the trainee should submit assignment paper at an allocated centralized point within each division?__________________________________________________________________________ _________________________________________________________________________________. 8. Does trainee has the chance for resubmission of assignment paper? Why? ______________________ ________________________________________________________________________________ 9. How do you call if the assessor found out that your assignment paper were copied for whatever source (textbooks or internet without proper sourcing or referencing), from two or more trainees presented identical work? __________________________________________________________________ 10.
Does the trainee has the chance to pass or not? Explain your answer?
________________________________________________________________________________ _________________________________________________________________________________ Trainee signature and Date: ____________________________ Trainer signature and Date: _____________________________
40 | P a g e
LO 1.b : Participate in completion of activities that describe the use of command words/ active verbs within a specific context, in line with the aims of the assessments. 1.5 Understand Command verbs for grading criteria: Command words or active verbs are specified within the grading criteria. These words are used to specify how a question should be answered, e.g. “describe”, “explain”, etc. These words relate to the type of answer required. Trainees need to understand the difference between the different words as many do not know the difference between analyse, assess, describe, explain, etc. The grading grid of each module gives the specific command words for Pass, Merit and Distinction. The tables below give a description of what is expected in answering questions or completing tasks which start with the command word or active verb.
1.5.1 Command words/ Active verbs mainly used in Pass grading criteria Command word/ Action verb Carry out
Conduct
Create
Demonstrate
Description – What is expected from Trainee to do when the command word is at the start of the sentence (in grading grid) Put into practice or effect
Follow or obey:
Finish something
Complete an activity (carry out research) to achieve some objectives
Direct in action or course; manage; carry on: to conduct a meeting; to conduct a test
Personal behavior; way of acting
Exercise direction over an activity
Assure proper planning and implementation
Cause to happen; bring about; arrange, as by intention or design
Develop from one's own thought or action
Make something or to develop something
Prove: establish the validity of something
Provide evidence for; stand as proof of; show by one's behavior, attitude, or external attributes
Display the method of using information; To show the steps taken to create a logical argument or equation
Describe
41 | P a g e
Show how something works
Show clearly and deliberately
Show to be true by reasoning or to prove
Convey ideas
Tell the facts, details, or particulars of something
Give the main points
Command word/ Action verb Design
Description – What is expected from Trainee to do when the command word is at the start of the sentence (in grading grid) The planning that lays the basis for the making of every object or system
Refers to the process of originating and developing a plan for a product, structure, system, or component with intention
Discuss
Explain
Develop for a particular purpose or effect:
Consider theories and give own understanding and to give solutions
Exchange opinions and giving own ideas
Present in detail all the information about concepts, theory, topics
Give reasons for something
Define the meaning of something
Discuss the meaning of something
Interpret information and give meaning to it (make it understandable)
Giving a clear and detailed account of the relevant structure, operation, surrounding circumstances, theories, concepts, ideas
Identify
Illustrate
Interpret
Translating information into own words
Recognize or establish as being a particular person or thing; verify
Ascertain the origin, nature, or definitive characteristics of
Clarify, as by use of examples or comparisons
Provide an explanation or clarification
Present or conceptualize the meaning of facts, theories, concepts to make it more understandable
Manipulate
Outline
Participate
Perform
42 | P a g e
Offer explanation of facts, theories, concepts to make it more understandable
Have or show one's own understanding of the meaning of facts, theories or concepts
Bring out the meaning of one's own understanding
Influence or manage information
Change information, concepts to reach certain goals or objectives
A general description covering the main points of a subject
A statement summarizing the important points of a text
A summary of a written work or speech, usually analyzed in headings and subheadings
A series of steps to be carried out or a plan how it will be done
Have or take a part or share with others
Be involved
Begin and carry through to completion
Take action in accordance with the requirements or according to facts, concepts and theories
The way in which someone or something functions
Command word/ Action verb Prepare
Description – What is expected from Trainee to do when the command word is at the start of the sentence (in grading grid) Make ready beforehand for a specific purpose, as for an event or occasion
Fit, adapt, or qualify for a particular purpose or condition; to make ready; to put into a state for use or application; as, to prepare ground for seed; to prepare a lesson
Present
Produce
Record
Make all things ready; to put things in order
Offer for observation, examination, or consideration; show or display
Make a presentation
Show something
Create something using concepts, theories, facts, practices
Compose, bring about or to create something with facts, theories or concepts
Make changes to theories, facts or concepts to present something new
Anything (such as a document or a phonograph record or a photograph) providing permanent evidence of or information about past events
Report
Select
Understand
43 | P a g e
A compilation of the known facts regarding something or someone
Indicate a certain reading; of gauges and instruments
An account presented usually in detail
A formal account of the proceedings or transactions of a group
Make or present an often official, formal, or regular account of facts, theories or concepts
Take as a choice from among several theories or facts
Make a choice between facts, theories and concepts
Know thoroughly, to see the point
Individual or specified judgment or opinion
Identification and reconciliation of differences
1.5.2 Command words/Active verbs for Merit grading criteria Trainees need to prove that they can apply the knowledge in a specific way. Command word/ Action verb Analyse
Description – What is expected from Trainee to do when the command word is at the start of the sentence (in grading grid) Examine critically, so as to bring out the essential elements or give the essence of or to find a solution or to identify causes, key factors, possible results.
Process of breaking a complex topic or substance into smaller parts to gain a better understanding of it
Apply
Examine information and identify ideas and relationships between ideas, concepts and theories
Breaking down of information into components and apply the information to a specific context
Consider in detail and subject to an analysis in order to discover essential features or meaning
To adapt information or facts, theories and concepts to a specific situation
To use the information to show relationships between facts, theories and concepts
To make use of relevant information, facts, theories and concepts in a specific situation or context
Assess
Compare
Estimate or evaluate something
Determine the value or significance of information, theories, facts and concepts
Evaluate information and make a judgment on the value of the information in specific context
Consider or describe similar, equal or different information, facts or concepts
Examine in order to note the similarities or differences of different information, facts or concepts
Explain
Exchange ideas, views, or opinions
Define and discuss the meaning of something and give reasons for something
Interpret information and give meaning to it (make it understandable)
Giving a clear and detailed account of the relevant structure, operation, surrounding circumstances, theories, concepts, ideas
44 | P a g e
Translating information into own words
Command word/ Action verb Interpret
Description – What is expected from Trainee to do when the command word is at the start of the sentence (in grading grid) Present or conceptualize the meaning of facts, theories, concepts to make it more understandable
Justify
Offer explanation of facts, theories, concepts to make it more understandable
Have or show one's own understanding of the meaning of facts, theories or concepts
Bring out the meaning of one's own understanding
Demonstrate or proof that facts, theories or concepts are correct
Validate, confirm, certify information
Defend or uphold opinions, facts or concepts
Provide a reason why something is done in a specific way by looking at advantages and disadvantages
Provide
Review
Supply correct information, facts, theories concepts relating to a specific situation
Supply the meaning of information, facts, theories and concepts
Look over or study again
Look back at what happened, evaluate the information and develop a solution or recommendation
Develop a critical report on performance or to identify a problem and to make recommendations based on facts, information, theories and concepts
Suggest
45 | P a g e
Re-evaluate information in a specific context and to make recommendations
Evaluate information logically and to make recommendations for actions
Bring or call to mind through association of ideas
Evaluate information, facts, theories, concepts and to make alternative proposals
1.5.3 Command words / Active verbs for D grading criteria Trainee need to prove that they can make a reasoned judgement based on appropriate evidence. This is not a repetition of some knowledge question. Command word/ Action verb Assess
Description – What is expected from Trainee to do when the command word is at the start of the sentence (in grading grid)
Estimate or evaluate something
Determine the value or significance of information, theories, facts and concepts
Evaluate information and make a judgment on the value of the information in specific context
Evaluate
Making conclusions of existing knowledge, information or facts in a new or changed situation
Examine, judge or appraise (consider) information, facts theories or concepts carefully in a specific situation and to make recommendations
Justify
Make a judgment or appraisal of a condition or situation
Demonstrate or proof that facts, theories or concepts are correct
Validate, confirm, certify information
Defend or uphold opinions, facts or concepts
Provide a reason why something is done in a specific way by looking at advantages and disadvantages
Present
Offer for observation, examination, or consideration; show or display
Make a presentation
Show something
NOTE: Trainers are requested to familiarize the trainees with a few common active command words used by their divi-
sion, if not included in the list, as the list not complete but rather indicative.
46 | P a g e
Activity 1.5a Understanding Command Words Note: For every assessment (test, assignment, case study, practical activities etc.), you should make sure that you understand the command words, which tell you how to answer the question, and the presentation instructions, which say what you must produce. Command words are shown in the grading grid for each unit of your qualification. Expect command words and/or the complexity of a task to be different at higher grades, because you have to demonstrate higher-level skills.
Instruction: Read and understand the context below for the three (3) topics that you have to discuss. You will be assessed on how you will answer the given questions to achieve the Pass (must demonstrate the understanding on the important facts relating to a topic stating on a clear and concise manner), Merit (must prove and apply the knowledge in a specific way) and Distinction (must prove in making a reasoned judgment based on appropriate evidence) grade for BTEC criteria and the four domains (knowledge, application, problem solving and critical thinking) for BTI grading. Topic 1. Communication Skills
Being able to communicate effectively is the most important of all life skills. Communication is simply the act of transferring information from one place to another, whether this be vocally (using voice), written (using printed or digital media such as books, magazines, websites or emails), visually (using logos, maps, charts or graphs) or non-verbally (using body language, gestures and the tone and pitch of voice). How well this information can be transmitted and received is a measure of how good our communication skills are? Developing your communication skills can help all aspects of your life, from your professional life to social gatherings and everything in between. The ability to communicate information accurately, clearly and as intended, is a vital life skill and something that should not be overlooked. It’s never too late to work on your communication skills and by doing so improve your quality of life. (source: http://www.skillsyouneed.com/general/communication-skills.html)
47 | P a g e
Write your answers in a complete sentence on the spaces provided below and indicate what criterion for each answer does it represents. Command Verb
Question What is the meaning of communication skills?
Define
Why communication skills is important?
Explain
Discuss at least two points how does communication skills help in individual’s life in achieving aims and objectives?
Justify
Trainee signature and date:________________________________ Trainer signature and date: ________________________________
48 | P a g e
Criterion
Topic 2. Samsung Galaxy S6 Edge+ vs iPhone 6 Plus Way back then, communication was manifested in the form of more traditional communication systems. Mobile phones play an important role in today’s technologicallyadvanced communication in such a way that they allow users to communicate with others from anywhere in the world. Modern mobile phones appear in a variety of forms, which include camera phones and smartphones, and among others. These smart phones or latest devices are the most popular among mobile phone types. Let us take an example and study the comparison of Samsung galaxy S6 Edge and IPhone 6 plus.
Design The design of the S6 Edge+ has generally been well received, largely because it uses the same sleek lines that made its predecessor and made a popular choice. The biggest difference between the S6 Edge+ its older sibling is the screen size: 5.7 inches rather than 5.1. It doesn't have the S Pen functionality of the Galaxy Note 5, but does have the curved screen that's also seen on the Note Edge and the S6 Edge. The Edge S6+ uses the same materials as its little brother too; an aluminum frame with glass on the front and back. The rear camera is still protected by an aluminum frame. By contrast, the iPhone 6 Plus camera is angled and protudes from the frame slightly. Apple's plus-size model also boasts the same styling as its smaller version, with an all-aluminum body and more rounded corners than the Samsung. Its screen is not curved but there is a curved effect at the edges. Display The screen on the Edge S6+ comes in at 5.7 inches, with the screen on the iPhone 6 Plus measuring 5.5 inches. There is also some variation in the resolution: the iPhone offers full HD resolution (1,080p), while the Edge S6+ offers QHD (1,440p). Another difference between the displays is found in the technologies that give images their brightness and color. Apple uses the IPS LCD, while Samsung opted for Super AMOLED, as it usually does. Special functions Both phones can be unlocked using fingerprint recognition, which adds an extra level of security. Smartphone payment systems are set to be a big deal in the future, so it's a good thing that both of these phones already have the tech enabled. Apple Pay has already launched in the UK and is set to arrive in the US on October 20, while Samsung Pay should be available in the US on September 28. Read more about smartphone payments in our Apple Pay vs Samsung Pay vs Android Pay comparison. The Galaxy S6 Edge Plus also features a heartrate sensor, which has helped Samsung implement its S-Health program. Software and performance The Galaxy S6 Edge+ comes with Android 5.1.1 Lollipop and all the customization possibilities that TouchWiz offers on other Samsung products. It will come with the same pre-installed apps as the S6, including the cloud service from Microsoft SkyDrive, S-Voice and S-Health. As one of Samsung's flagship devices, it is almost certain to receive Android M as soon as it is released.The Apple offering currently works with iOS 6 Plus 8 and will be upgradeable to iOS 8.4 and 9 when they become available. Camera The S6 Edge has enjoyed a reputation for having one of the best cameras on the market and the new kid on the Samsung block will also come fitted with a 16 MP rear camera and a 5 MP front camera.The iPhone 6 Plus camera is also well regarded, even though it only has a resolution of 8 MP. Read a more detailed assessment of the iPhone 6 camera vs the S6 camera at the link. (source:https://www.androidpit.com/samsung-galaxy-s6-edge-plus-vs-iphone-6-plus-comparison)
49 | P a g e
Write your answers in a complete sentence on the spaces provided below and indicate what criterion for each answer does it represents. Command Verb
Question Discuss the special features of Samsung Galaxy S6 Edge and iPhone 6 Plus.
Discuss
Compare and contrast Samsung Galaxy S6 Edge and iPhone 6 Plus with regards to the design and other special functions.
Compare
Evaluate and discuss the important features of Samsung Galaxy S6 Edge and iPhone 6 Plus.
Evaluate
Trainee signature and date:________________________________ Trainer signature and date: ________________________________
50 | P a g e
Criterion
Topic 3. About yourself Write your answers in a complete sentence on the spaces provided below and indicate what criterion for each answer does it represents.
Command Verb
Question Describe yourself.
Describe
What skills do you have? Discuss each skill you identified.
Specify
Analyse what skill you should improve and develop.
Analyse
Trainee signature and date:________________________________ Trainer signature and date: ____________________________ 51 | P a g e
Criterion
Activity 1.5b Case Study Analysis What is a case study? A case study is a description of an actual administrative situation involving a decision to be made or a problem to be solved. It can be 6a real situation that actually happened just as described, or portions have been disguised for reasons of privacy. Most case studies are written in such a way that the reader takes the place of the manager whose responsibility is to make decisions to help solve the problem. In almost all case studies, a decision must be made, although that decision might be to leave the situation as it is and do nothing.
Case Study: Assessment and grading During Jamil’s course induction for the BTEC Extended Diploma in Business, the tutor spends a lot of time ensureing that the learners understand how they are to be assessed and graded, how unit points combine (achieved gvrades from BTEC and BTI assessments) to give an overall grade. “My induction week has been great as it has allowed me to et to know other learners of my course. We’ve spent a lot of time discussing how we are to be assessed for each unit. The trainer explained to us that assignnments take a variety of forms, including presentations, written assignment, and reports. There are no examinations on the BTEC Extended Dipoma in Business but we found out how we will be graded at pass, merit or distinction level. But there is another type of assessment in BTI in a variety of test examinations using scoring rubric system. The teacher clarrified for us how the command words used in the performance criteria dictate whether a criterion is at pass, merit or distinction level. Criteria at pass level usually ask you to identify or describe, while those at merit or distinction level require a more in-depth answer and often use command words such as analyse or evaluate. We have to achieve a least all the pass criteria for an individual unit combining the BTI required grading policy in which we must at least achieve 75% of sessions unit, achieve 40% of the final exam and achieve an overall grade of 50%. When I finsih this qualification, I will have attained the equivalent of three A-levels and hopefully, will be able to progrress onto a marketing degree at University. I am glad that I have had the chance to undersntand the methods of assessment, grading, and the unit points system, this will all be ahuge help to me once I get going on the course. I can’t wit to get started now”.
52 | P a g e
Refer to the case scenario above and read the questions carefully and write your answers in a complete, concise and clear manner. 1. How many possible assessment methods which Jamil has learned for BTEC and BTI during the induction? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 2. Why do you think it is important to understand fully the following: a.
how your BTEC course is structured?
___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ b. how you are assessed and graded? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ c. what are the possible progression routes are? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ 3.
How well do you think that BTEC Extended Diploma in Business will prepare Jamil for higher education?
_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________
53 | P a g e
UNIT 2: APPLY REFERENCING IN ASSIGNMENTS LO 2.a Develop an assignment report according to the requirements set by the institute. Doing Well in Assignments Being successful on any BTEC qualification, you must fully understand your assignment before doing it. Your assignments focus on topics you have already covered in class. If you’ve attended regularly, you should be able to complete them confidently.
There are some common pitfalls it’s worth thinking about. Here are tips to avoid them:
Read the instructions (the assignment brief) properly and several times before you start.
Make sure you understand what you are supposed to do. Ask to your trainer if anything is unclear.
Complete every part of a task. If you ignore a question, you can’t meet the grading criteria.
Prepare properly. Do your research or reading before you start. Don’t guess the answers.
Communicate your ideas clearly. You can check this bay asking someone who doesn’t know the subject to look at your work.
Only include relevant information. Padding out answers makes it look as if you don’t know your subject.
Do the work earlier rather than later to avoid any last minute panics.
Pay attention to advice and feedback that your trainer has given you. Most learners don’t do their best in assessments because of silly mistakes, carelessness and rushed work, rather than through major problems of understanding. Make sure take the time to plan and understand your assignments.
54 | P a g e
Do an Effective Presentation
Making a presentation can be a nerve-wracking. It involves several skills, including planning, preparation and communication. It tests your ability to work in a team, speak in public and use IT (normally PowerPoint). You also have to stay calm under pressure. However, as it is excellent practice for your future, you can expect presentations to be a common method of assessing your performance. Good Planning and preparation Be well prepared, and rehearsing beforehand, helps your confidence and your presentation successful.
Take into account your time-scale, resources and team skills (if group work). A simple, clear presentation is better-and safer- than a complicated one.
If you’re using PowerPoint, make slides more interesting by avoiding a series of bulleted lists and including artwork. Print PowerPoint notes for the audience. Use a fuller set of notes for yourself, as a prompt.
Check the venue and time.
Decide what to wear and check if it’s clean and presentable.
Prepare, check and print your handouts.
Think possible questions that your panel will ask and how to answer them.
Rehearse beforehand to check your timings.
On the day you can achieve a better performance if you: Arrive early in the venue.
Take calm by taking deep breaths before going in front of your audience.
Introduce yourself clearly, and smile at the audience.
Avoid reading from your screen or your notes.
Explain what you are going to do – especially if giving a demonstration – do it and then review what you’ve done.
Say you will deal with questions at the end of any demonstration.
Answer questions honestly – don’t exaggerate, guess or waffle (talking without saying anything important or interesting).
Respond positively to all feedback, which should be used to improve your performance next time.
55 | P a g e
The assignment “brief” – includes all the instructions for an assignment and several other details as you can see in the table below: What you will find in a BTEC Level 3 assignment brief? Content
Details
Title
This will link to the unit and learning outcomes
Format /Style
Written assignment, presentation, demonstration, etc.
Preparation
Read case study, do research, etc.
Learning outcomes
These state the knowledge you must demonstrate to obtain a required grade
Grading criterion/criteria covered
Eg P1 / M1/ D1
Individual/group work
Remember to identify your own contribution in any group work
Feedback
Trainer, peer review
Interim review dates
Dates to see your trainer
Final deadline
Last submission dater
56 | P a g e
Activity 2.a Assignment report
Instructions to the trainee: In this activity, you are required to develop an assignment report following the required format set by the BTEC programme as what have discussed and explained by your trainer. You must submit and do the presentation for this activity which will be evaluated and graded as part of the assessment for your practical classroom activity in Week 12. 1.
Choose your most interested topic below and consider its corresponding points that you need to do a research and discussion for this assignment task. a. “My dream job” Describe fully your ideal job. Why did you consider the “ideal job” you identified? What skills do you have that would fit to your ideal job ? What interests you? What are your values? How does this job fit in with your career plan? Do you consider the “expected salary” for your dream job? Explain why? b. “My dream company “ Location – where to work? Workplace environment – Is the environment social or more professional? Explain your answer. Company benefits – Identify and discuss the components of job offer benefits package. Analyse and discuss its advantages., Job description – What are the day- to- day tasks associated with the job? What will be expected and is there a bonus program if those expectations are exceeded? c. “My expectations for Study and Employability Skills unit” What is the purpose of this unit? What knowledge I will gain from this unit? What are the learning outcomes of this unit and how I will be assessed? Are the assessments will be effective and enhanced my knowledge and understanding for the unit? Explain how and why? Suggest or recommend at least three(3) points to make this unit more effective and advantage for trainee’s development and learning . Justify your answers.
57 | P a g e Kindly fill-in the evaluation form below which will be used by the assessor during your presentation.
2. You will be given a separate assessment sheet for this assignment task activity which will be assessed if you are following instructions correctly and accordingly. 3. Please fill in the evaluation presentation form to be used by your trainer during your presentation. 4. Make sure to use Harvard Referencing System in doing a research for your chosen topic. Rules on proper referencing will be discussed by your trainer on the succeeding lessons during your class sessions.
58 | P a g e
BAHRAIN TRAINING INSTITUTE
TRAINEE ASSESSMENT Trainee Name:________________________________
Trainee I.D:_____________ Group:____________
Unit title: BTEC Unit Code:
BTI Unit Code: PRESENTATION EVALUATION
CRITERIA
1
2
Eye Contact (Preparedness)
Presenter reads entire presentation, making no eye contact with audience.
Trainee reads most of the presentation, but occasionally makes eye contact with audience.
Trainee maintains eye contact with audience most of the time, but frequently returns to notes.
Trainee seldom returns to notes, maintaining eye contact with audience throughout the presentation.
Enthusiasm
Shows absolutely no interest in topic presented.
Shows some negativity toward topic presented.
Occasionally shows positive feelings about topic.
Strong positive feeling about topic during entire presentation.
Delivery
Trainee mumbles and makes persistent errors throughout presentation. Trainee speaks too softly to be heard.
Trainee’s voice is relatively clear, but too low to be heard clearly. Trainee mispronounces some terms.
Trainee speaks clearly and loud enough to be heard; makes relatively few errors, and pronounces most terms correctly.
Trainee speaks clearly and loud enough; makes no errors, and pronounces all terms correctly and precisely.
Slides
Slides are poor, distract audience and are hard to read.
Slides add nothing to the presentation.
Thoughts articulated clearly, but not engaging.
Slides enhance presentation; all thoughts articulated and keep interest of the audience.
Organization
There is no logical sequence of information.
Trainee does not follow logical sequence (jumps around in presentation).
Trainee follows logical sequence but fails to elaborate.
Trainee follows logical sequence and provides explanations / elaboration.
Preparation
Trainee shows no understanding of the content. Reads from the slides.
Trainee shows some understanding of the content, but reads most of the time from the slides.
Trainee shows understanding of the content and reads sometimes directly from the slides.
Trainee shows good understanding of the content and uses slides as a guide through the presentation.
Time Frame
The presentation ends too early.
The presentation is too long.
The presentation is finished within a reasonable time frame.
The presentation is finished within the time limit.
Questions
Trainee cannot respond to any questions from panel and/or audience.
Trainee responds to some questions from panel and/or audience.
Trainee responds well to most of the questions from panel and/or audience.
Trainee responds very well to all questions from panel and or audience, indicating his/her full knowledge of the assignment and the tasks that were done.
59 | P a g e
3
4
SCORE
Total score (Assessor 1) RATING = ( TotalScore ) x 100%
32
Total score (Assessor 2) RATING = ( TotalScore ) x 100%
RATING = ( 1 2 ) 2
32
Notes: 1. Allocate a rating whereas 1 = poor, 2 = good, 3 = very good and 4 = excellent. 2. Trainee must achieve an overall combined score of 60% to pass the presentation. 3. The following is a guide to U, S, G and E. U S G E Below 60% 60 % to 74% 75% to 89% 90% to 100% Comments/feedback:
Assessor 1 - Name: _______________________
Signature: _____________
Date: __________
Assessor 2 - Name: _______________________
Signature: _____________
Date: __________
Internal Verifier Name: _____________________
60 | P a g e
Signature: _____________
Date: __________
LO 2.b Participate in completion of activities in understanding the proper use of sourcing and referencing according to the standard referencing system Understanding research and simple referencing 2.2.1 Definitions: Author:
Any person or entity responsible for a particular piece of work. These include editors, composers, persons interviewed, or anyone with whom there has been personal communication.
Bibliography:
List of books, articles or websites, arranged in alphabetical order at the end of the work, that have been used when preparing for, or writing an assignment, article, project, or research paper, but which are not cited (referred to) in the written document. In contrast, the reference list refers to all cited or in-text references.
Citation:
A written reference to a specific piece of work or portion of a work.
Copyright:
Copyright is a legal right giving the originator of a work exclusive rights to it, usually for a limited time. Generally, it is “the right to copy”, but also gives the copyrightholder the right to be credited for the work (http://dictionary.oed.com)
In-text referencing: This is when the author inserts, at the appropriate places in his/her work, the surname of the person whose original information has been cited and the year of that publication. E.g. According to Jones (2009) this referencing guide is important for academic purposes. Or: Jones (2009) states that this referencing guide is important for academic purposes. Or: This referencing guide is important for academic purposes (Jones, 2009). List of references:
List of the in-text references, arranged in alphabetical order with full bibliographic details at the end of your document. See also Reference list.
Plagiarism:
“The submission, without acknowledgement of written, visual or oral material, or an idea, originally produced by someone else, purporting to be one’s own work. For example, copying directly from any text (including the Internet) without using quotation marks and proper referencing; presenting someone else’s ideas using one’s own words but without proper attribution” (DUT Rule Book for Students, 2008).
Reference list:
An alphabetical list, by author’s surname, of all in-text references used in a particular work.
61 | P a g e
Introduction Trainees are required to do an assignment from time to time in one or more modules per semester. To complete a writing assignment, you may find it necessary to gather information by interviewing people; by reading books, magazines, journals, or other printed materials; and/or by downloading material off the Internet. These assignments have also as its purpose to prepare trainees for further academic studies. It is also good academic practice to mention the sources you used in the completion of your assignments. Improper use of borrowed information results in plagiarism, which means presenting someone else's ideas or words as your own. It means that you need to acknowledge the original author/s ideas as theirs and not as your ideas. 2.2.2 Why is referencing important?
It shows the breadth and depth of the literature you have read. This is important for academic writing;
It shows how you have built on the ideas and thoughts of other people;
It enables the reader of your work to find the information you have used so they can verify your information;
The reader is able to read the literature to which you have referred; and
Plagiarism can be avoided if you know how to reference correctly.
The purpose of this outcome is to explain the following:
How to cite (quote, mentioned or refer to) in-text referencing and how to write up your reference list;
To give you a clear understanding of the method required for acknowledging sources of information in your written work
To outline the steps that you need to take to ensure that the presentation of your references (both in-text and in the reference list) is academically presentable and correct.
In summary, referencing is a method of acknowledging the sources of information and the ideas that you have used in your assignment, in a way that identifies their source. There are many different referencing conventions.
62 | P a g e
Introduction to Law of Copyright: Copyright protection exists from the moment a work is created in a fixed, tangible form of expression. The copyright immediately becomes the property of the author who created the work. Only the author, or those deriving their rights through the author, can rightfully claim copyright. In the case of works made for hire, the employer—not the writer—is considered the author. The physical ownership of an item such as a book, painting, manuscript or CD is not the same as owning the copyright to the work embodied in that item.
If you reproduce, republish or redistribute something produced by someone else without the copyright holder’s permission, there’s a good chance that you are violating copyright law.
Copyright is granted automatically. Registration and notice are recommended by U.S. law.
Publicly available information such as material posted on the Internet is not necessarily free from copyright protection. Copyright infringement can result in court-ordered damages ranging from $250 to $150,000, plus attorney’s fees, for each act of infringement. If the infringement is considered "criminal copyright infringement," it can result in fines and jail time.
The Copyright Act includes specific provisions for the use of copyright-protected materials by academic institutions.
63 | P a g e
When do you reference?
Should I cite?
Yes
Is it a quote?
Cite it and place double quotation marks around the text
No
Is it a paraphrase?
Yes Cite it
No
Is it another’s idea/theory?
Yes
Cite it
“Citing
flowchart”
Adopted
https://ilrb.cf.ac.uk/citingreferences/#page=Generic
No
There is no need to cite if it is common knowledge or your own thoughts
64 | P a g e
[accessed on 1 February 2012]
from
The academic discipline of writing requires two instances of referencing. The first is when you paraphrase (translate or rephrase) someone’s words or ideas or use a quote in the text of your work. This is known as in-text referencing or in-text citing. For in-text referencing you will need to record the author’s surname followed by the date. The second is when you list all the works that you have referred to (cited) in the body of your work. This is known as the list of references (or reference list) which contains full details of all the in-text citations (see diagram below for information that you need to record).
Ideas expressed by other people reinforce the arguments you present in your assignment. The referencing in your assignment: Shows the range of ideas and approaches that you have found and thought about
Gives your acknowledgement of where these ideas came from
Shows where your reader can locate the sources you have used
Avoids plagiarism. Plagiarism is presenting someone else’s ideas and/or the way they express their ideas, as if they are your own. Plagiarism can be unintentional and appropriate referencing helps writers to avoid this.
2..2.3 Citing
When you refer to another author's work in your work you must cite your source by providing the last name of the author and the year of publication. Cite your source when you... • Rephrase (put it in different way or say it differently) • Summarize (writing the main points) • Quote (Refer to the ideas or theories of the author)
Examples for citing: It has been argued (Harris 2001, pp. 20-21) that the main considerations are the scope of the project, the cost and the duration of the work. When two authors have written the source, include both their last names in your citation, i.e (Cullingworth and Nadin 2007) or Cullingworth and Nadin (2007). When there are three or more authors write the last name of the first author, followed by et al. whenever you cite the source, i.e. Tayler et al. (2003) or (Tayler et al. 2003) 65 | P a g e
Sometimes you may find the information you are discussing has been written in several different sources. In this case cite them all in one set of brackets, i.e. (Midgley 1994; Gandelsonas 2002; UNCHS 1996) So, when you are reading the literature in your field, you need to ensure that you note the full details, including the page numbers from which the information is taken. Although page numbers are not always cited, it is good practice during your research to write them down so that you can find the reference again easily. See the different requirements for various media below: Books Journal articles • Electronic information Surname and initial of Au- Surname and initial of Au The same details as for a thor/ editor
thor of article
book or a journal article
Year of publication
Year of publication
Title
Title of the article
you accessed the infor-
Edition (if not the 1st)
Title of the journal
mation
Place of publication
Volume and issue number
Name of publisher
of the journal
Page numbers of the article
66 | P a g e
In addition, note the date
Note the web address of the information (URL)
Example of a title page of a book:
Title
Sub-title: The sub-title follows the title, separated by a colon, e.g. Title: sub-title
The authors of the book
The publisher. This information is not always found on the title page The places of publication. Also not always found on the title page
67 | P a g e
Example of the back (verso) of the title page of a book:
Date of publication
Publisher Use the first provided Place of publication
68 | P a g e
Example of a journal title page/cover Title of journal Year Volume and issue number
Authors of article Title of article Page numbers of article
69 | P a g e
2.3 Referencing At the end of your work, under the heading References or Bibliography, write a full description of each source you have cited, listing them in alphabetical order by the author's last name.
Example of citing and referencing: References should be given for "all direct or indirect quotations, and in acknowledgement of someone’s opinions, or of a source of factual information which is not general knowledge" (Walliman 2001, p. 301). Li and Crane (1996, p. 3) point out that the main objective of citing references is to give sufficient information to allow sources to be located. Additionally, "another important principle is to make reference to that information in the source in hand. As a rule, it is not necessary to provide supplementary information that has to be located elsewhere". General overviews of the process of citing references are given by Bosworth (1992) and Craig (2003) and in Walliman, Chapter 8 (2001, pp. 300- 313).
References Bosworth, D.P. 1992. Citing your references: a guide for authors of journal articles and students writing theses or dissertations. Thirsk, N Yorks: Underhill Press. Craig, P. 2003. How to cite. Documentation Studies 10(1), pp. 114-122. Li, X. and Crane, N. B. 1996. Electronic styles: a handbook for citing electronic information. 2nd ed. Medford, New Jersey: Information Today. Walliman, N. 2001. Your research project: a step-by-step guide for the first-time researcher. London: SAGE General information for compiling the reference list or bibliography:
All in-text references must be included in an alphabetical list, by author’s surname, at the end of the work. As stated earlier, this is known as the Reference List.
A bibliography is a list of all works you used in preparation of the work, but which were not necessarily cited/referred to.
This list must not be numbered.
One line is left open between each reference.
When there is no author, use the title (Examples are given below).
References must be a full description of the in–text references.
70 | P a g e
If there is more than one publication by the same author, arrange the works in chronological order, from the most recent to oldest.
In your reference list/bibliography the following abbreviations are accepted:
& (ampersand)
appears between the names of authors but only where these appear in brackets, in intext referencing
(ed.)
editor
(eds.)
editors
col.
column
comp(s).
compiler/compilers
ed.
edition
et al.
and others
n.d. or s.d.
no knowledge of the date (no date / sine anno)
71 | P a g e
no.
number
par.
paragraph
s.l.
no place of publication (sine loco)
s.n.
publisher is unknown (sine nomino)
vol.
volume
Activity 2.3.a : Referencing This activity will test your ability to understand correctly-formatted references. Identify the elements of the reference:
San Diego: Academic Press. Lewis, J. S. Physics and chemistry of the solar system. 1997
Name of the author: ____________________________________________________ Name of the publication: __________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
_____________________________________________________
You can write the Name of the Publication more clearly in this form: (i)
Name of the Book (or Journal, with Serial number of Journal): ___________________
(ii)
Name of the Chapter (or Article): _____________________________________
(iii)
Page numbers (in the Book or Journal, that this reference is pointing to): _________
72 | P a g e
Activity 2.3.b: Fill in the blanks. Select from the list of words provided in the box below.
Alphabetical
Author
Bibliography
Plagiarism
Citing
Reference
When you have used an idea from a book, journal article etc, you must acknowledge this in your text. We refer to this as ………………. An in-text citation comprises of both the…………………… and year of publication. A ………………… list is a list of all the sources that have been cited in your assignment. The list should always be in … ……………. order. There may be items which you have consulted for your work, but not cited. These can be listed at the end of your assignment in a … …………………. If you do not acknowledge your sources, or fail to reference correctly you may be accused of ………………………….
Activity 2.3.c Citing References Quiz: Identify the source Look at each reference. Answer the questions. If any element of the reference is missing, then write “Not given”. Reference 1 Clarke, A. 2002. Online learning and social exclusion. Leicester: National Institute of Adult Continuing Education. Name of the author: ____________________________________________________ Name of the publication: ____________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
__________________________________________________________
73 | P a g e
Reference 2 Leverenz, C. S. 1998. Citing cybersources: a challenge to disciplinary values. Computers and Composition 15(2), pp. 185-200. Name of the author: ____________________________________________________ Name of the publication: __________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
_____________________________________________________
Reference 3 Cox, S. 2000. How to herd cats in Piccadilly. Times Higher Education Supplement 14 April, pp. 3637. Name of the author: ____________________________________________________ Name of the publication: __________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
______________________________________________________
Reference 4 Weller, M. 2002. Delivering learning on the net. Name of the author: ____________________________________________________ Name of the publication: __________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
_____________________________________________________
74 | P a g e
Reference 5 DeLashmutt, M. W. 2004. Augustine's quest for the self: a threefold journey. e-sharp [Online] 1. Available at: http://www.sharp.arts.gla.ac.uk/e-sharp/articles/spring_2004/Michael_DeLashmutt-Augustines_Quest.htm [Accessed: 10 June 2004]. Name of the author:
____________________________________________________
Name of the publication: ____________________________________________________ Year of publishing:
_____________________________________________________
Web address of the publication: _______________________________________________ Date of webpage access:_____________________________________________________
Reference 6 Barajas, M. and Owen, M. 2000. Implementing virtual learning environments: looking for an holistic approach. Education Technology and Society. Name of the author:
____________________________________________________
Name of the publication: ____________________________________________________ Year of publishing:
_____________________________________________________
Web address of the publication: _______________________________________________ Date of webpage access:
________________________________________________
Reference 7 Mosco, V. 2000. The web. In: Browning, G. et al. eds. Understanding contemporary society: theories of the present. London: Sage. pp. 343-355. Name of the author:
____________________________________________________
Name of the publication: ____________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
______________________________________________________
75 | P a g e
Activity 2.3.d: Paraphrasing Choose a passage of text from a source you plan to use for your assignment research. Read through this passage, and then put the text to one side. Now try to write what you have just read in your own words. Try to capture the 'essence' of the passage - what are the main points the author is making? Return to the original passage and compare it with your paraphrased version. Have you successfully captured the meaning? If you've directly quoted any phrases from the original passage, be sure to put them in quotation marks. . When you paraphrase sources, introduce them with phrases like Jones (2001) suggests..., or Smith (1998) believes...At the end write references in a standard format. Write your answers on the box provided below:
76 | P a g e
Activity 2.3.e.: Look at each reference. Answer the questions. If any element of the reference is missing, then write “Not given”. 1. Oxford: Butterworth-Heinemann. Middleton, V. T. C. & Hawkins, R. (1998).Sustainable Tourism: A Marketing Perspective
Name of the author:
_______________________________________________
Name of the publication: _______________________________________________ Year of publishing:
_________________________________________________
Name of publisher:
_________________________________________________
City of publisher:
__________________________________________________
2. Chapter in an edited book Smith, J. 1980. The instruments of Hungarian folk dance music. In: Jones, R. and Green, D. eds. Folk music of Eastern Europe. London: Edward Arnold, pp. 46-59. Name of the author:
_________________________________________________
Name of the publication: _________________________________________________ Year of publishing:
___________________________________________________
Name of publisher:
____________________________________________________
City of publisher:
____________________________________________________
3. Journal article Starkl, M. and Brunner, N. 2004. Feasibility versus sustainability in urban water management. Journal of Enronmental Management 71(3), pp. 245-260. Name of the author:
________________________________________________
Name of the publication: ________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
_____________________________________________________
77 | P a g e
4. Electronic journal article John, V. 2005. Gender and age differences amongst current smokers in a general population survey. BMC Public Health [Online] 5(57). Available at: http://www.biomedcentral.com/1471-2458/5/57 [Accessed: 25th August 2005]. Name of the author:
____________________________________________________
Name of the publication: ____________________________________________________ Year of publishing:
______________________________________________________
Web address of the publication: _______________________________________________ Date of webpage access:
_________________________________________________
5. Web document Overton,
M.
2002.
Agricultural
revolution
[Online].
London:
BBC.
Available
at:
http://www.bbc.co.uk/history/society_culture/industrialisation/agricultural_revolution_01.shtml [Accessed: 25th August 2005]. Name of the author:
___________________________________________________
Name of the publication: __________________________________________________ Year of publishing:
____________________________________________________
Web address of the publication: _____________________________________________ Date of webpage access:
78 | P a g e
______________________________________________
Activity 2.3.f: Compile the references activity Parts (elements) of a reference are given. Answer the questions that follow. If any element of the reference is missing, then write “Not given”.
Question 1 - Book San Diego: Academic Press.
Lewis, J.S. 1997.
Physics and chemistry of the solar system.
Name of the author:
____________________________________________________
Name of the publication: __________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
_____________________________________________________
Question 2 – Chapter in an edited book Smith. J. 1980. The instruments of Hungarian folk dance music.
Folk music of Eastern Europe. London: Edward Arnold, pp. 46-59. In: Jones, R. and Green, D. eds.
Name of the author:
__________________________________________________
Name of the publication: __________________________________________________ Year of publishing:
________________________________________________________
Name of publisher:
________________________________________________________
City of publisher:
_______________________________________________________
79 | P a g e
Question 3 – Journal article 71(3), pp. 245-260.
Journal of Environmental Management
Feasibility versus sustainability in urban water management.
Starkl, M. and Brunner, N. 2004.
Name of the author:
___________________________________________________
Name of the publication: ___________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
_____________________________________________________
Question 4 – Electronic journal article 2004. Towards the sociology of organizational space.
http://www.socresonline.org.uk/9/1/halford.html
[Online] 9(1). Available at:
[Accessed: 10th June 2004].
Halford, S.
Sociological Research Online Name of the author:
___________________________________________________
Name of the publication: __________________________________________________ Year of publishing:
____________________________________________________
Web address of the publication: _____________________________________________ Date of webpage access:
80 | P a g e
______________________________________________
Question 5 – Web document [Online]. London:
Anglo-German Foundation for the Study of Industrial Society. Available at:
The future of professionalised work: UK and Germany compared
Lane, C. et al. 2003.
[Accessed: 10th June 2004].
http://www.agf.org.uk/pubs/pdfs/1232web.pdf
Name of the author:
___________________________________________________
Name of the publication: __________________________________________________ Year of publishing:
___________________________________________________
Web address of the publication: _____________________________________________ Date of webpage access:
_____________________________________________
Activity 2.3.g. The following are examples of correct references. For each reference, write the particulars of the elements (If any element of the reference is missing, then write “Not given”): 1. Book:
Lewis, J.S. 1997. Physics and chemistry of the solar system. San Diego: Academic Press.
Name of the author:
__________________________________________________
Name of the publication: __________________________________________________ Year of publishing:
___________________________________________________
Name of publisher:
___________________________________________________
City of publisher:
____________________________________________________
81 | P a g e
2. Chapter in an edited book
Smith. J. 1980. The instruments of Hungarian folk dance music. In: Jones, R. and Green, D. eds. Folk music of Eastern Europe. London: Edward Arnold, pp. 46-59.
Name of the author:
____________________________________________________
Name of the publication: ___________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
_____________________________________________________
3. Journal article
Starkl, M. and Brunner, N. 2004. Feasibility versus sustainability in urban water management. Journal of Environmental Management 71(3), pp. 245-260.
Name of the author:
___________________________________________________
Name of the publication: ___________________________________________________ Year of publishing:
_____________________________________________________
Name of publisher:
_____________________________________________________
City of publisher:
_____________________________________________________
4. Electronic journal article
Halford, S. 2004. Towards the sociology of organizational space. Sociological Research Online [Online] 9(1). Available at: http://www.socresonline.org.uk/9/1/halford.html [Accessed: 10th June 2004].
Name of the author:
_________________________________________________
Name of the publication: __________________________________________________ Year of publishing:
___________________________________________________
Web address of the publication: _____________________________________________ Date of webpage access:
82 | P a g e
_____________________________________________
5.
Web document
Lane, C. et al. 2003. The future of professionalised work: UK and Germany compared [Online]. London: Anglo-German
Foundation
for
the
Study
of
Industrial
Society.
http://www.agf.org.uk/pubs/pdfs/1232web.pdf [Accessed: 10th June 2004].
Name of the author:
__________________________________________________
Name of the publication: __________________________________________________ Year of publishing:
___________________________________________________
Web address of the publication: _____________________________________________ Date of webpage access:
83 | P a g e
_____________________________________________
Available
at:
UNIT 3: UNDERSTANDING LEARNING SKILLS AND EMPLOYMENT LO 3.a Identify own learning styles and compare own skills and competence against the employability skills preferred by the organizations. 3.1 What employers look for in graduates? Here we discuss the skills that are desirable for the present job market of the range of desired employability skills, some are evident to employers as early as the job interview. During the interview, the interviewer will have to establish the following:
Occupational or work experience: Exploring an individual’s occupational or work experience requires determining the applicant’s skills, abilities, and willingness to handle responsibility.
Academic achievement: In the absence of significant work experience, a person’s academic background takes on greater importance.
Interpersonal skills: If an individual cannot work well with other employees, chances for success are slim.
Personal qualities: Personal qualities normally observed during the interview include physical appearance, speaking ability, vocabulary, poise, adaptability, and assertiveness.
The interviewer will also establish the following:
Organizational fit—Management’s perception of the degree to which the prospective employee will fit in with, for example, the firm’s culture or value system.
Candidate’s role and expectations—While the interviewer will provide information about the company, it is still important that candidates do their homework.
The effect of positive and negative behaviors, for example, was documented in a study of employer hiring decisions. In this study, employers who watched a series of videotaped interviews rated applicants on job readiness.
84 | P a g e
Applicants who demonstrated negative behaviors--language, appearance, mannerisms, and especially attitude--received lower assessments than those without negative behaviors. Negative behaviors also lowered employer assessments of other factors such as education and training, even though these factors remained constant in all interviews. Bad attitude had the greatest negative effect on employers' decisions to hire. Employability skills, like initiative and self-management, are essential in every job. They can contribute to:
Improvements in business processes an increased productivity
Greater efficiencies and more innovation
Creation of a positive culture in the workplace
Achievement of strategic objectives
Development of a competitive advantage by the business Common elements of what employers look for in graduates Communication Teamwork Speaking directly and clearly Using skills as an individual or a member
of a team
Reading and interpreting documentation/ reports/ instructions
Applying teamwork to a range of situations
Using numeracy correctly
Working with people different from your-
Sharing information with others
Being attentive (listening)
Giving feedback to the team
Writing to meet the needs of the reader
Knowing ones role as part of the team
Responding to others
Recognizing and drawing on the strengths
Negotiating with others
Networking with other in a team
Planning and organising Managing time and priorities
self/ other divisions/ departments
of other team members
Problem solving Showing initiative in contributing towards
Collecting, analysing and organising infor-
the development of practical solutions to
mation
problems
Identifying and applying contingency plans
Explaining the work to others
Being resourceful
Using mathematics to solve problems
Contributing towards continuous improvement and planning process
85 | P a g e
Initiative and enterprise (creativity)
Technology
Being able to adapt to new situations
Reviewing work creatively to see of alter-
Knowing
native methods/ tools/ materials might be
Health and Safety
Having a range of basic IT skills knowledge
of
Occupational
used
Having physical capacity
Translating ideas into action
Having ability to operate equipment
Using technology to organise data
Applying technology as a management tool
Initiative and enterprise (creativity)
Technology
Being able to adapt to new situations
Having a range of basic IT skills
Reviewing work creatively to see of alternative
Knowing knowledge of Occupational Health
methods/ tools/ materials might be used
Translating ideas into action
and Safety
Having physical capacity
Having ability to operate equipment
Using technology to organise data
Applying technology as a management tool
Self management
Learning
Evaluating and monitoring own performance
Using a range of mediums to learn
Taking ownership of one’s decisions
Applying learning to workplace issues and op-
Having confidence in own knowledge and skills
Explaining one’s own ideas and vision
erations
Accepting new ideas and change
Applying
classroom/practical
knowledge in the work situation
86 | P a g e
skills
and
Activity 3.1.a:
Skills Checklist
This list is intended to be used as a tool for use in recognition of stages of development. It may also be useful in identifying areas in which courses should be chosen.
Rate yourself on this scale (1 is low, 10 is high) then discuss this list. Rating (Circle One)
Low 1. Effectively communicate (i.e. clearly explains)
High
1 2 3 4 5 6 7 8 9 10
both orally and in writing). 2. Demonstrate an ability to think critically
1 2 3 4 5 6 7 8 9 10
(i.e., plans ahead carefully to include possible changes, makes necessary decisions). 3. Demonstrate problem-solving skills
1 2 3 4 5 6 7 8 9 10
(i.e., recognizes possible problems in a situation, begins to work them out in planning). 4. Demonstrate an ability to make decisions
1 2 3 4 5 6 7 8 9 10
(i.e., does things without constantly being told). 5. Shows capacity to grow by dealing maturely with
1 2 3 4 5 6 7 8 9 10
new experiences (i.e., looks forward to new experiences or responsibilities). 6. Express personal opinions in a constructive
1 2 3 4 5 6 7 8 9 10
and informational manner (i.e., have skills for participation in discussion). 7. Demonstrate leadership skills (i.e., takes charge, develops ideas, chooses the right people to get the job done). 87 | P a g e
1 2 3 4 5 6 7 8 9 10
Low
High
8. Is responsible and dependable (i.e., shows up on time to
1 2 3 4 5 6 7 8 9 10
9. Get along well with others (i.e., gets along well
1 2 3 4 5 6 7 8 9 10
with fellow workers). 10. Reflect self-confidence (i.e., volunteers for new
1 2 3 4 5 6 7 8 9 10
assignments, makes decisions easily). 11. Understand the environment ( i.e., knows
1 2 3 4 5 6 7 8 9 10
about social, cultural, physical, and biological factors in human life). 12. Demonstrate an awareness of creative contributions of our and other cultures (i.e., is acquainted with literature, art, music, and with other races and religions).
How would you rate yourself? Discuss and write your answer below.
88 | P a g e
1 2 3 4 5 6 7 8 9 10
3.2 Learning Styles There are several learning styles that have evolved and been identified from psychological and educational research. Some of these styles have been adapted for use with specific groups of students such as children and young people or for staff development in leadership training.
The value of understanding different learning styles is that they help us to accept that individuals learn in different ways. They also help us to recognize that educators can create different approaches that appeal to different learning styles and that this is a convenient way to deliver learning and training to diverse types of students. A group of students who attend a seminar will share the experience of the seminar and perhaps some characteristics common to all in the group, such as a strong visual intelligence for art students. How they learn from the seminar may be different. Some students enjoy listening to a lecture and making their own notes, while others who also enjoy listening to the lecture prefer to have handouts to read at a later time. There may be some students who prefer to learn from watching a DVD or doing tasks on a computer.
Learning styles are influenced by many factors such as individual experience, different intelligences and personality factors such as a preference for learning alone or in a group. Our learning style will influence how we cope with regular tasks in our life such as reading a map or cooking a meal. A useful example to help you understand this better is how we learn to use a new piece of technology like having a new mobile phone.
89 | P a g e
There are numerous learning styles that have evolved over the last 2 decades with several variations of each as they have evolved. Two learning styles have been selected for discussions which are Right brain – left brain thinking and learning and VARK learning styles. A. Right Brain – Left Brain Thinking & Learning This approach is based on research by Robert Ornstein(1972) who identified 2 different sides (hemispheres) of the brain that control different ‘modes’ of thinking, learning and decision-making: Individuals have a distinct preference for one of these styles of thinking although some individuals are ‘whole-brained’ & equally capable of both approaches. Right Brain: (Global learners) These people are described as global learners who: Focus on aesthetics, creativity & feelings Are good at making non-logical connections through their use of random ideas, intuitive thoughts, subjective ideas and experience to synthesize their learning.
Look at whole situations (Holistic) rather than parts (Top-down processing) Use pictorial images and spatial awareness in their thinking
See overall patterns, trends and consequences in what they learn.
They have a preference for Arts, Social Sciences and Humanities subjects.
Left Brain: (Linear learners) These people are described as linear learners who: Use objective thinking Follow logical / sequential / rational / analytical / thinking Look at parts of a problem rather than the whole (Bottom-up processing) These learners see the importance of: detail, recognition and classification of problems
optimizing results over time
accuracy, analysis & logical thinking They are effective in: their use of language, logic, analysis, reason and statistics 90 | P a g e
problem-solving, writing and planning
They have a preference for Mathematics, Sciences and Engineering subjects.
Whole-brain approaches Some individuals are skilled in both approaches and are described as ‘whole- brained’. There is a belief that traditionally, schools & assessment measures tend to favour Left brain thinking but to improve the learning experience for more students, researchers believe they need to combine both approaches to develop more ‘whole brained’ individuals. Whole brain learning can be achieved by including the following activities in lessons: patterning, use of metaphors, calculations with analytical activities, role-playing, physical movement, visual imagery, playing background music and providing creative and stimulating learning environments. These activities will have a wider appeal than just using traditional teaching methods. They will develop thinking for a diversity of students, who will find their own memorable route into understanding new information and learning.
B. VARK Learning Styles The acronym VARK stands for Visual, Aural, Read/write, and Kinesthetic sensory modalities that are used for learning information. Fleming and Mills (1992) suggested four categories that seemed to reflect the experiences of the students and teachers. Although there is some overlap between categories, they are defined as follows: Visual (V): This preference includes the depiction of information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words. It does NOT include movies, videos or PowerPoint. Aural / Auditory (A):This perceptual mode describes a preference for information that is "heard or spoken." Students with this modality report that they learn best from lectures, tutorials, tapes, group discussion, email, speaking, web chat, talking things through. Read/write (R): This preference is for information displayed as words. Not surprisingly, many academics have a strong preference for this modality. This preference emphasises text-based input and output reading and writing in all its forms. Kinesthetic (K): By definition, this modality refers to the "perceptual preference related to the use of experience and practice (simulated or real)." Although such an experience may invoke other modalities, the key is that the student is connected to reality, "either through concrete personal experiences, examples, practice or simulation" 91 | P a g e
Activity 3.2a . V.A.R.K. LEARNING STYLES TEST This test is to find out something about your preferred learning method. Choose the answer that best explains your preference and circle the letter (V, A, R or K)
1. You are about to give directions to a person. She is going to Hamad Town and wants to visit your house by car first. Would you? V. draw a map on paper? A. Write down the directions (without a map)? R. tell her the directions? K. fetch her by your car?
2. You have just received a copy of your itinerary for a trip to Thailand to see and experience the beautiful beaches and place. Your best friend is also interested. Would you? V. show her the map of Thailand? A. call her immediately and tell her about it? R. send her a copy of the printed itinerary?
3. You are going to cook a dessert as a special treat for your family. Do you? V. thumb through a cook book looking for ideas from the pictures? A. ask for advice from others? R. refer to a specific cookbook where there is a good recipe? K. cook something familiar without the need for instructions.
4. A group of tourists has been assigned to you to find about the famous football stadium in London. Would you? V. show them the slides and photographs? A. give them information about the stadium? R. give them a book on stadiums? K. drive them to a stadium?
92 | P a g e
5. You are about to learn how to use a new program on a computer. Would you? A. telephone a friend and ask questions about it? R. read the manual which comes from the program? K. ask a friend to show you?
6. Apart from price, what would most influence your decision to buy a particular book about coaching? V. it looks ok? A. a friend talking about it? R. browse about it? K. using a friend’s copy?
7. Do you prefer a lecture/teacher who likes to use: V. flow diagrams, charts, slides A. discussion, guest speakers? R. handouts and or a textbook? K. field trips, labs, practical sessions?
Instruction: Now go back and count how many V’s, A’s, R’s, and K’s, you circled. Whichever letter you have circled most indicates you preferred learning style and write your answer on the spaces provided below. Explain how this preferred learning style helps you in improving your knowledge and studies. If you have a “tie” or two letters are about equal you probably have more than preferred learning style. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
Trainee signature and date: _______________________ Trainer signature and date: _______________________
93 | P a g e
LO 3.b Explain the ways study skills can be embedded into employability skills.
3.3 What are employability skills?
Employability skills are skills that are essential and transferable to a variety of situations and are necessary for an individual to function in the 21st century workplace. They are generic skills and attributes that are required to gain employment and may be transferred from one situation to another.
Employability skills are not new. They are the non-technical skills and competencies that have always been part of effective participation in the workplace.
Employability skills are also known as:
Generic skills
Critical cross field outcomes
Work skills
Key skills
Key competencies
Generic capabilities
Basic/functional skills
Personal skills
Business skills
Transferable skills
94 | P a g e
3.4 What employers look for in graduates?
Here we discuss the skills that are desirable for the present job market of the range of desired employability skills, some are evident to employers as early as the job interview.
During the interview, the interviewer will have to establish the following:
Occupational or work experience: Exploring an individual’s occupational or work experience requires determining the applicant’s skills, abilities, and willingness to handle responsibility.
Academic achievement: In the absence of significant work experience, a person’s academic background takes on greater importance.
Interpersonal skills: If an individual cannot work well with other employees, chances for success are slim.
Personal qualities: Personal qualities normally observed during the interview include physical appearance, speaking ability, vocabulary, poise, adaptability, and assertiveness.
The interviewer will also establish the following:
Organizational fit—Management’s perception of the degree to which the prospective employee will fit in with, for example, the firm’s culture or value system.
Candidate’s role and expectations—While the interviewer will provide information about the company, it is still important that candidates do their homework.
95 | P a g e
Employability skills, like initiative and self-management, are essential in every job. They can contribute to: Improvements in business processes an increased productivity
Greater efficiencies and more innovation
Creation of a positive culture in the workplace
Achievement of strategic objectives
Development of a competitive advantage by the business
Common elements of what employers look for in graduates Communication Teamwork Speaking directly and clearly Using skills as an individual or a member
of a team
Reading and interpreting documentation/ reports/ instructions
Applying teamwork to a range of situa-
Using numeracy correctly
Sharing information with others
Being attentive (listening)
Writing to meet the needs of the reader
Giving feedback to the team
Responding to others
Knowing ones role as part of the team
Negotiating with others
Recognizing and drawing on the
Networking with other in a team
Planning and organising Managing time and priorities
tions
Working with people different from yourself/ other divisions/ departments
strengths of other team members Problem solving Showing initiative in contributing to-
Collecting, analysing and organising infor-
wards the development of practical solu-
mation
tions to problems
Identifying and applying contingency plans
Explaining the work to others
Being resourceful
Using mathematics to solve problems
Contributing towards continuous improvement and planning process
96 | P a g e
Initiative and enterprise (creativity) Being able to adapt to new situations
Technology Having a range of basic IT skills
Reviewing work creatively to see of alternative methods/ tools/ materials
Knowing knowledge of Occupational Health and Safety
might be used
Having physical capacity
Translating ideas into action
Having ability to operate equipment
Using technology to organise data
Applying technology as a management tool
Self management Evaluating and monitoring own performance
Learning Using a range of mediums to learn
Applying learning to workplace issues and
Taking ownership of one’s decisions
Having confidence in own knowledge
Accepting new ideas and change
and skills
Applying classroom/practical skills and
Explaining one’s own ideas and vision
97 | P a g e
operations
knowledge in the work situation
Activity 3.a
Skills Self-Assessment Audit
Please answer all questions in this self-assessment. There are 48 questions, split into 8 groups. Read each question and tick the value which you feel is most appropriate to you. Each answer has a point value:
disagree strongly tend to disagree tend to agree strongly agree
1 2 3 4
Add up your scores for each section and then add these together. There is an indication of your skill level in the scoring system at the end of the exercise. This will give you an idea of how confident you feel about your skills. Complete the Summary Score Sheet (the loose sheet distributed with your booklet) and return it to a member of the Project Team. The Summary Score Sheet is the only item anyone else will see - so please be as honest as you can with your answers. COMMUNICATION : READING 1 2 3 4 1 I feel confident about my reading, especially for study 2 I can find information from a wide variety of sources (books, journals, CD-ROMS, Internet) 3 4
I can select information relevant to the topic from these sources I am able to use different reading strategies (skim, scan, read in-depth)
5
I can make useful notes while I am researching for an assignment or a project
6
I can summarise a section of text to convey the author’s main arguments
Total 7 8
COMMUNICATION: WRITING I am confident that I can reproduce my ideas effectively in writing I am confident that I can write substantial reports and essays as well as shorter pieces such as formal letters
9 10
I always plan my essays and other assignments before writing anything I always check my work for spelling and grammatical errors before submitting it
11
I always check that my work is presented according to my department’s requirements
12
I can make useful and meaningful notes from a lecture, presentation or demonstration
Total 98 | P a g e
1
2
3
4
13 14 15
COMMUNICATION: ORAL I am confident explaining new concepts to other people I would be able to give a presentation on a subject new to me I can produce visual aids (including slides with charts, diagrams, tables and photographs) to illustrate points in a presentation
16
In group discussions, I listen to others and am sensitive to their points of view
17 18
I can take the discussion forward at appropriate points I can adapt my presentations according to my audience
1
2
3
4
1
2
3
4
1
2
3
4
Total
19 20 21
COMMUNICATION: TEAMWORK I have often worked with others as part of a team I make sure that I understand the goals the team is trying to achieve I agree my own responsibilities in working towards the team’s goals
22 23 24
I am sensitive to the roles of other team members I can monitor the team’s progress and report any difficulties I am happy to lead the team if the opportunity presents itself Total
25 26
COMMUNICATION: PROBLEM SOLVING When faced with a task I can break it down into manageable parts If at first I do not understand a problem, I can find help
27 28
I enjoy the challenge of solving problems When I am given a new task, I always ‘brainstorm’ ideas (involving the team if part of a team)
29
I consider the likely outcomes of my solutions to problems before I carry them out
30
I consider alternative solutions depending on the problem in question Total
99 | P a g e
COMMUNICATION: PERSONAL EFFECTIVENESS 31
I can organise my tasks in order to meet deadlines
32
I reflect on my progress towards my targets
33
I know my own strengths and weaknesses when it comes to planning and meeting targets
34
I can find support where necessary in order to help complete a task
35
I have future targets in mind regarding my career and education
36
I discuss my future targets with others (e.g. tutor)
1
2
3
4
1
2
3
4
1
2
3
4
Total COMMUNICATION: NUMERACY 37
I am confident about making simple calculations
38
I use a calculator competently in my studies/work
39
I am confident in working with fractions, decimals, percentages and ratios
40
I can interpret graphs, charts, tables and diagrams where necessary
41
I can construct graphs, charts and diagrams when I need to convey information this way
42
I am confident in my ability to handle statistical data as part of my course/my job
Total
COMMUNICATION: INFORMATION TECHNOLOGY 43
I use a word-processing package to produce all my submitted work
44
I can use a spreadsheet package to record and manage data
45
I can use a database package to establish and use a database
46
I am confident in researching topics of study using the Internet
47
I can produce transparencies or visual aids for a presentation using presentation software
48
I am aware of health and safety issues around the use of computers
Total
100 | P a g e
Grand Total: How did you do? You can check your score against our scoring system below. PLEASE REMEMBER that this is not scientific! We have not devised a ‘perfect’ self-assessment test, and these scores give only an indication of your level in any of the skills we have mentioned.
48-69
70-95
You’re not feeling particularly confident about your skills and abilities – perhaps you weren’t giving yourself due credit for your talents? By using this pack, you should be able to work on areas which you feel could do with improving. You might even find it useful to talk through your selfassessment with a friend or a tutor whom you trust. They may see your strengths more clearly than you have in this exercise.
You consider yourself to be ‘average’ – this means that you have firm foundations on which to improve your skills! Using the list below, identify some of the areas which are stronger than others. This will help you to plan your improvement, and prioritise the areas which need attention. Focus on activities which can develop these particular skills. If you refer to this Skills Audit again during the semester you’ll see how your weaker skills are gradually strengthening.
96-139
140-192
Congratulations! You’ve rated yourself well. You may have some areas which could be developed further, but you are confident and competent in a wide range of skills. If you are particularly strong in one skill, such as written communication, now might be the time to focus on something else. For example, you might start working on your numeracy – can you work out how much you’ve spent on your food shopping before you reach the till at the supermarket?
You are highly confident in all these skill areas – well done. You find it easy to apply your skills in a variety of situations. However, you can make good use of this pack to reflect on your skills further and bring them to a higher level. Think about the next stages of your academic and professional life – would you know how to demonstrate your skills to an employer?
101 | P a g e
From your Personal Skills Audit, list your strengths and weaknesses:
Strengths
...................................................................................................... ...................................................................................................... ......................................................................................................
Weaknesses
...................................................................................................... ...................................................................................................... ...................................................................................................... ......................................................................................................
Is this what you would have expected to see? Are there any surprises on your lists?
Trainee Name and signature: ___________________ Trainer Name and signature: ___________________ 102 | P a g e
L O 3b Explain the ways study skills can be embedded into employability skills.
3.5 Guide to Employability Skills Your time at university is designed to help you develop your knowledge and skills, not only academically but as part of a broader experience equipping you with not just skills for learning, but skills for work and skills for life.
Obviously, you will acquire a good working knowledge and expertise within your subject area, but you will also develop more generic graduate skills that are widely valued in the workplace and will contribute greatly to your success in your future career and life as a whole.
Employers increasingly expect these employability skills whether you are entering a profession specific to your degree or a more general graduate entry stream. When you begin to look for work, or even placements and internships, you will find the typical graduate job advertisement asking for a wide range of them.
As you progress through your degree, you will have many opportunities to develop these skills through both your academic study and your outside commitments, whether part-time work, caring, recreation or managing finances and general student life. The key to this is recognising what these skills are and planning ahead to ensure you graduate with the full set of competencies to get you the job you really want. This means taking the right decisions, organising yourself effectively and having the self-commitment and selfbelief to succeed. A good starting point is to think about the course you are studying, and how your assignments, lectures, essays and other academic activities help build these graduate skills.
103 | P a g e
3.5. 1 Employability Skills from Assignments, Research When you begin to apply for jobs and attend interviews, it is highly likely that employers will ask you to give examples of how you have gained specific skills from your time at university. This guide reviews the specific employability skills you can gain from preparing assignments, carrying out research and writing dissertations. It should be a useful aid to you when drawing up your CV or applying for jobs and work placements. Preparing assignments Doing assignments at university prepares you for work in a variety of ways. Employees who can take on a task, “run with it” and deliver results on time, are highly sought after. Employers expect graduates to be dependable, reliable, and have the initiative to know when to ask for further information and know how to find things out for themselves. They will also expect you to be able to plan effectively, be aware of deadlines and foresee possible problems. As you progress through your course and related assignments, you will not only develop your subject knowledge, but also your ability to plan and organise your work. It is not unusual to struggle a little with planning your initial assignments, but by learning from this, you will develop the following key skills:
Understanding, and analysing a brief / list of requirements
Knowing how to find and use information
Planning and organisational Skills
Ability to meet deadlines
Ability to problem solve and think analytically
Research: finding and using information The ability to find the right information at the right time is perhaps one of the most valuable graduate skills of all. Not only is it important to be able to source information for your employers and to provide reports that may help them make crucial decisions, it is also essential to keep abreast of your field and be aware of new advances and changes. In an ever dynamic and changing job market, you may need to be proactive in your learning and acquisition of new skills and knowledge, either to stay ahead in your profession or to be able to move to a new one if necessary.
104 | P a g e
The skills you develop in doing so are:
Information literacy ( for example, finding and using journal articles )
IT skills
Critical thinking
Decision making
Planning and organisation
3.5.2
Employability Skills from Exams, Reading and Note-Making
When you begin to apply for jobs and attend interviews, it is highly likely that employers will ask you to give examples of how you have gained specific skills from your time at university. This guide reviews the specific Employability skills you can gain from preparing for and taking exams, and note making. It should be a useful aid to you when drawing up your CV or applying for jobs and work placements. Exams Preparing for and taking exams requires good organisational and planning skills. You develop these through activities such as reading around the subject, note taking, organising your notes and planning a revision schedule. When revising for exams you will not only be consolidating your subject knowledge but also learning useful techniques for memorising information. You can apply this throughout your career as you build up your base of knowledge and expertise over the years. You may also have to take further exam based qualifications for accreditation in your profession, or choose to undertake postgraduate study for more general continued professional development.
You will develop time management skills by ensuring that you allow ample preparation time and don't leave things until the last minute. Within the exam itself, you have to work to a very tight timescale, deciding which questions to answer and giving yourself enough time to answer them in the depth required. Your ability to make decisions, plan and meet deadlines under pressure will prove very useful in many workplaces, particularly where there is a rapid pace of change or your employers are in direct competition with other businesses.
105 | P a g e
During the exam itself, you may use both problem solving and analytical skills, along with academic writing and critical skills to answer the questions. These skills are also highly valued in the workplace. The skills you acquire through taking exams include :
Planning and organisational skills
Memory and recall
Working under pressure
Problem solving and analytical skills
Intellectual / creative thinking
Reading and note-making Unlike other activities, reading and note making are not directly assessed during your study. However, they are essential skills which will aid you throughout your working life. Keeping abreast of the latest news in your profession will often require you to skim read and sift through a lot of material to establish its relevancy, and to pick out the key points that may have an impact on you or help you advance in your career. By making notes during lectures, summarising your reading for an assignment, or taking minutes of a group discussion, you will learn to critically pick out and summarize information. Over time, you may well develop your own shorthand or visual technique for making notes that is better suited to your learning style. Whether you make written notes use annotated diagrams or draw mind-maps, the activity of note making also improves your memory of the facts for recall at a later date. This will prove useful in the workplace for recording your thoughts and discussions with colleagues as well as when developing new ideas or researching information.
Planning and organisational
Problem solving and analytical
Verbal and written communication
Listening skills
Self-reliance
106 | P a g e
3.5.3 Employability Skills from Referencing and IT When you begin to apply for jobs and attend interviews, it is highly likely that employers will ask you to give examples of how you have gained specific skills from your time at university. This guide reviews the specific employability skills you can gain from citing references, referencing and using IT in preparing your work. It should be a useful aid to you when drawing up your CV or applying for jobs and work placements. Referencing Citing references is a technical exercise, requiring you to follow clear guidelines on crediting sources, and to format your reference in a specific way. Using a reference management system such as RefWorks, will enable you to manage and re-use reference sources when you work on future assignments. It will also develop your information management skills. Through collecting and referencing information, you will develop skills in the following areas:
Academic writing
Ability to produce documents to specific guidelines
Information / data management
Planning and organisation
IT IT literacy is an essential requirement for nearly all graduate jobs. Whichever field you work in, you will find the IT skills you acquire at university prove invaluable. Familiarity with the most common packages, such as Microsoft Office, will not only help you with your day-to-day work and management of your data, but also give you confidence when you need learn to use new software packages specific to your profession. Some of the main areas requiring IT skills are:
Document writing
Presentations
Data analysis
Technical / problem solving skills
Information finding and research skills
Professional networking and building a professional online profile
107 | P a g e
UNIT 4: MANAGING YOUR STUDIES LO 4.a Demonstrate critical reading, listening skills and note taking. 4.1. Listening Skills Effective listening requires concentration and preparation. Motivation is also a key factor in good listening. The motivated student, remember, is one with a plan, a purpose and a yardstick. The unmotivated student is generally bored. Boredom is as much internally as externally caused. Almost anyone will be bored by a lecture or a reading that he or she doesn’t understand. If you haven’t already studied the material to be lectured on, or if you’ve studied it ineffectively, chances are good that you will not understand the lecture and that you will be bored. But, if you are prepared to listen and to be informed you will rarely be bored, even by the speaker who is not entertaining, dynamic, or charismatic. If you become a good listener, it will assist you in becoming a good note taker. Note taking is an essential skill of the successful student. You must come to see clearly the relationship between good studying, good listening and good note taking. They do not exist as independent skills, but as mutually supportive skills. Assuming you are prepared to listen, what can you do in the classroom to improve the effectiveness of your listening?
PREPARE TO CONCENTRATE. In addition to reading and studying the assignment, select a seat in the room which promises the least distraction. Sit away from known busybodies and prattlers. Get a seat with a good view of the speaker.
CONCENTRATE. Force yourself to pay attention. When you find your mind wandering, catch yourself and refocus your attention on the speaker. Focus and refocus. Unless you are very special, you will have to do this for the rest of your life no matter who the speaker is and no matter what the subject. ATTEND. Pay attention to the speaker’s pattern of organisation. Use handouts, blackboard outlines, pauses or shifts in emphasis to try to figure out the form of the speaker’s lecture. Separate the main point from supportive facts, examples or illustrations. Try to understand the general ideas rather than the individual facts. Above all, try to measure the significance of what is said. 108 | P a g e
ACTIVITY 4.1.a LISTENING SKILLS a) Make a list of all the things that hinder you from listening well in each of your classes.
b) Make a list of suggestions for yourself as to how to overcome or minimize the hindrances you listed.
c) For each of the classes you attended yesterday, grade yourself on how well you listened.
109 | P a g e
4.2 CRITICAL READING Different kinds of written works require different skills to read them. To read well in your college courses, you will need a basic understanding of the essential elements of the different kinds of writing you are likely to be asked to read including text books, student success guides.
These are the basic stages: 1. Try to get the general drift of the material you are looking at by carrying out a quick preview or survey of the text. 2. While you are doing your survey, start asking yourself questions that you might expect to find answers to, if you think the text is worth reading more carefully. 3. Now Read the text carefully. 4. When you have finished reading, try to recall the main points. 5. Check how well you have recalled by writing them down and going back to review the text. Some points to keep in mind: • Recognize the patterns of poor/immature readers • Reading with no preparation - Reading without knowing what or why they are reading. • Do not see the organization of the chapter and sections they are reading. • Do not recognize the vocabulary used in the reading. • Do not realize when they are not “getting it”. •
• • • •
Dedicate study spaces - Determine a place free from distraction where you can maximize your concentration and be free of the distractions that friends or hobbies can bring! Having one comfortable place where you always read has many advantages. Everything you need is at hand, there are limited distractions, it is comfortable, and you have created a space that you want to enter, that helps you shift your mind to reading. (Don’t use your bed for reading, the bed is for sleeping). Read when you are NOT tired – you risk falling asleep or not paying attention to what you are reading. Recognize when you have not understood what it is you are reading, stop, and go back over it. If you are not paying attention, recognize it, acknowledge it and try again. Read difficult material FIRST – You are more refreshed and focused Reward yourself with a break, something that will re-energize you. Take a walk, have a snack. Take regular breaks, at least every 50 minutes. Keep in mind that exercise is an important brain booster and is a great way to spend your break time. Meditation has been shown to boost the brain’s efficiency as well.
110 | P a g e
Read critically. Who is the author and what are his/her credentials? Not everything in writing is true. •
Review what you read: - what was the main idea? How does the author know? What emotions does the reading stir in you? Review and Reflect-After you have read the material, look over your notes of the main points & check your memory. You can do this by covering up your notes & recalling the main points. If you are unable to do this, reread that particular section. You can make flash cards for the questions which were difficult, but use a memory strategy that works best for you. Answer end-of-chapter questions. Read the questions at the end of the chapter. Ask yourself “What do I already know about this material/subject?”
This system will allow you to develop Critical Questioning skills. You will be asking questions in a critical way, such as:
Who and What is it about? Why? When? How far? How much? How often? To what extent? How do we know this is true? How reliable is the source? What could be going on below the surface? What do we not know about this? Are there conflicting arguments elsewhere? Which is preferable? For what reasons?
111 | P a g e
4..3 NOTE TAKING
Taking Lectures Notes � Since lectures last 55 minutes, you will not be able to write down every word the trainer says. You will need to learn to listen carefully and pick out the relevant key points of the lecture.
� Depending on the style of lecturing and subject most will have an Introduction, Middle and End � The Middle section will be the main body and you need to take note of referred theorists, evidence and arguments, key names, dates, ideas etc. � The Ending is usually a summary of the lecture with the main points – make sure you note these. � Be there on time and ready to take notes. Someone else’s notes may not be entirely accurate, key information could be missing and their interpretation of information could be very different to yours � Have adequate paper, pens, highlighters and any equipment needed � Sit where you can see and hear the lecturer � Apply an organized system – keep a specific lecture folder/copybook per subject � Develop your own style of abbreviation (e.g., &, + ) � Develop your own shorthand system (e.g. th=theory, dev=development) � Record any ideas or suggestions made in the lecture for further development � Go to the library and keep on track with what is discussed in the lecture through recommended reading material � Remember, these notes may be vital for your exam revision at a later stage so take care with your writing and interpretation
112 | P a g e
ACTIVITY 4.2.a CRITICAL READING The trainer will select a passage from one of the module chapters taught to the trainee. The trainees are instructed to spend the next 20 minutes reading through the content. Have students get into teams, read together and then write a summary. Students can then compare notes and improve their ideas into one team summary. From here, have students rewrite the material and add extra points, suggestions that their analysis brings out. This will show they truly have read critically and understood what they read. Finally, have students respond to a theme or issue addressed in the play, showing how well they synthesized the information, and which perspective they choose to side with.
113 | P a g e
ACTIVITY 4.3.a NOTE TAKING The trainer will dictate notes on a selected topic for 10 minutes. The trainees have to note down the content in the below learning log. The trainee should then summarise the content and reflect on the topic discussed.
114 | P a g e
LO 4.B Demonstrate effective personal management skills. 4.4 IDENTIFYING YOUR SKILLS There are three basic categories of skills.
Job-specific skills relate to the skills that you use with a specific job and would not use with any other job. They usually relate to how you handled data, people, things, and ideas. Eg. Qualification, Experience
Transferable skills Transferable skills may be used in many occupations, regardless of the type of work. They are soft skills that you can transfer from one type of work to another without much training from the employer. "Soft skills" refer to personal qualities, habits, attitudes and social graces that make someone a good employee and compatible to work with. Companies value soft skills because research suggests and experience shows that they can be just as important an indicator of job performance. This includes Strong Work Ethic, Positive Attitude, Good Communication Skills, Time Management Abilities, Problem-Solving Skills, Acting as a Team Player, Self-Confidence, Ability to Accept and Learn From Criticism, Flexibility/Adaptability, Working Well Under Pressure.
ACTIVITY 4.4.a IDENTIFYING YOUR SKILLS a) Think of an incident in the past where you successfully handled a given task. Identify what specific skills helped you manage that task well. b) Redo the exercise for an incident where you failed to complete a task.
115 | P a g e
c) Rate yourself on a scale of 1-10 (10 being the max) for the below soft skills:
Strong Work Ethic: Positive Attitude: Good Communication Skills: Time Management Abilities: Problem-Solving Skills: Acting as a Team Player: Self-Confidence: Ability to Accept and Learn From Criticism: Flexibility/Adaptability: Working Well Under Pressure: d For those skills where you’re rated, poorly, what is your plan to improve yourself?
2.4.2. BECOMING ORGANIZED
116 | P a g e
4.5 Goals Strategy Success in life is getting - and staying - organized. Help your student master the school year, and life itself, by instilling good habits early. You have a bright, new school year ahead of you, ready once again to help prepare you for your future. Now is the perfect time for you to start off on the right foot, and get organized. Here are a few tips to help you manage your time, avoid clutter, set goals, and stay on an organized path to success. 1. GOALS. Set realistic goals at the beginning of the year, and break those large goals into mini-goals. Write these goals down on index cards and keep them in a highly visible place where you can see them every day. Writing down your goals makes them more concrete, and motivates you to keep working towards them. 2. DON’T RUSH. Wake up early enough for school to arrive well ahead of time. If you need 30 minutes to get up, shower and dress, pad that time by waking up at least 45 minutes prior to your departure. To ensure you don’t turn off your alarm clock and go back to sleep, place your clock at the far end of your room. This way, you actually have to get out of bed to turn it off, and you’re most likely to stay up. 3. PREPARE YOUR WARDROBE. Before you go to bed each night, choose, iron and lay out your clothes for the next day. This way, you’ll be all set to dress and go in the morning. 4. AVOID CLUTTER. At the beginning of the study/ work year, you have no clutter. Be careful not to build clutter as the year progresses. Create separate folders for task/ work announcements, tests that have been graded, papers you must give to your parents and so on. As papers become outdated, such as an event that has passed, toss them immediately. 5. MAKE TO DO LISTS. Always spend a minimum of 15 minutes per day, preparing your To Do list for tomorrow. In doing so, you will know exactly what tasks you have to accomplish the next day. 6. EFFECTIVE STUDY AREA. Designate a quiet, well-lit area for studying. Don’t study in front of the television, or in an area of your home where you’re bound to be distracted. Hang a Do Not Disturb sign on your door. If you can’t find a quiet spot at home, go to the library. In addition, you should study while sitting at a table or desk. Avoid studying in a very comfortable chair or a bed, which may cause you to feel drowsy. 7. GET YOUR BEAUTY SLEEP. Get a good night’s rest. This will ensure you are alert and ready to learn the following day. 8. AN APPLE A DAY. Eat three healthy meals each day, along with fruit for snacks. Don’t overload on sweets, which cause many people to feel tired. 117 | P a g e
9. AVOID OVERLOAD. While you may sign up for extra activities, don’t take on too much. First determine how much study time you need. Then, choose one or two recreational activities that you enjoy. 10. USE A STUDENT PLANNER. Use a good student planner or organizer. The ones that have pocket folders, dividers and planning calendars are ideal. 11. USE ONE CALENDAR. Use one calendar to plan all of your school and personal activities, rather than two or more. When you use more than one, you run the risk of scheduling conflicts and missed appointments. This is very important. Heed the old proverb, A man who wears two watches, never knows the correct time. 12. COLOR-CODE. You may consider color-coding similar activities on your calendar. For example, highlight all upcoming tests in yellow, study time in green and recreational activities in pink. 13. WRITE IT DOWN. When you learn of an upcoming test, event, or anything you must prepare for or attend, immediately jot it in your planner. Don’t wait for later, or you may forget about it. 14. BREAK UP YOUR STUDY TIME. Determine how many study hours you need, and schedule study time in your planner. For example, if you need six hours of time to study for a test, you may break that time up into six sessions, of one hour each. Choose the six days, and make a Study Time notation in your calendar. 15. SCHEDULE CONSISTENT STUDY TIMES. Set aside time every day for study, and make it consistent. For example, set your study time for each afternoon from 4:00pm to 6:00pm. Whatever you do, avoid last minute studying and cramming. 16. BREAK IT UP. Break up big tasks, into smaller, bite-sized jobs. For instance, if you have to study three chapters in your history book, study one chapter at a time each day. If you have to work on a project, break it down into three or four stages. 17. EAT YOUR MEAL FIRST. Imagine eating your meal before your dessert. What would be left for you to look forward to? Just the same, do your homework for your most difficult subjects first. Then, everything else will be a breeze, and therefore, more enjoyable. 18. GET ASSISTANCE. If you don’t understand a lesson, immediately ask for help. Don’t let it get to the point that you’re totally confused. A sibling, friend, parent or teacher can be a lifesaver. 19. WHOOPS! If you find yourself getting off track, simply take a deep breath and get back on track. It is better to get slightly off the path, rather than giving up. 20. REWARD YOURSELF. Designate enticing rewards for each goal you set, such as a night at the movies, or a quiet, relaxing walk in the park. As you achieve each of your goals, reap your rewards. This will keep you motivated throughout the year.
118 | P a g e
ACTIVITY 4.5.a GETTING ORGANIZED a ) As a trainee studying at BTI, plan a well organized schedule that you can follow everyday from early morning to night. Give enough time for work, family and leisure.
Time
119 | P a g e
Sunday
Monday
Tuesday
Wednesday
Thursday
120 | P a g e
You set your goals on a number of levels:
First you create your "big picture" of what you want to do with your
life (or over, say, the next 10 years), and identify the large-scale goals that you want to achieve.
Then, you break these down into the smaller and smaller targets that
you must hit to reach your lifetime goals.
Finally, once you have your plan, you start working on it to achieve these goals.
This is why we start the process of goal setting by looking at your lifetime goals. Then, we work down to the things that you can do in, say, the next five years, then next year, next month, next week, and today, to start moving towards them. Step 1: Setting Lifetime Goals The first step in setting personal goals is to consider what you want to achieve in your lifetime (or at least, by a significant and distant age in the future). Setting lifetime goals gives you the overall perspective that shapes all other aspects of your decision making. To give a broad, balanced coverage of all important areas in your life, try to set goals in some of the following categories (or in other categories of your own, where these are important to you):
Career - What level do you want to reach in your career, or what do you want to achieve?
Financial - How much do you want to earn, by what stage? How is this related to your career goals?
Education - Is there any knowledge you want to acquire in particular? What information and skills will you need to have in order to achieve other goals?
Family - Do you want to be a parent? If so, how are you going to be a good parent? How do you want to be seen by a partner or by members of your extended family?
Artistic - Do you want to achieve any artistic goals?
Attitude - Is any part of your mindset holding you back? Is there any part of the way that you behave that upsets you? (If so, set a goal to improve your behavior or find a solution to the problem.)
Physical - Are there any athletic goals that you want to achieve, or do you want good health deep into old age? What steps are you going to take to achieve this?
Pleasure - How do you want to enjoy yourself? (You should ensure that some of your life is for you!)
Public Service - Do you want to make the world a better place? If so, how?
121 | P a g e
Step 2: Setting Smaller Goals Once you have set your lifetime goals, set a five-year plan of smaller goals that you need to complete if you are to reach your lifetime plan. Then create a one-year plan, six-month plan, and a one-month plan of progressively smaller goals that you should reach to achieve your lifetime goals. Each of these should be based on the previous plan. Then create a daily To-Do List of things that you should do today to work towards your lifetime goals. At an early stage, your smaller goals might be to read books and gather information on the achievement of your higher level goals. This will help you to improve the quality and realism of your goal setting. Finally review your plans, and make sure that they fit the way in which you want to live your life.
4.6 Setting Smart Goals A useful way of making goals more powerful is to use the SMART mnemonic. While there are plenty of variants (some of which we've included in parenthesis), SMART usually stands for:
S - Specific (or Significant).
M - Measurable (or Meaningful).
A - Attainable (or Action-Oriented).
R - Relevant (or Rewarding).
T - Time-bound (or Trackable).
For example, instead of having "To sail around the world" as a goal, it's more powerful to say "To have completed my trip around the world by December 31, 2015." Obviously, this will only be attainable if a lot of preparation has been completed beforehand!
122 | P a g e
Further Goal Setting Tips The following broad guidelines will help you to set effective, achievable goals:
State each goal as a positive statement - Express your goals positively
– "Execute this technique well" is a much better goal than "Don't make this stupid mistake."
Be precise: Set precise goals, putting in dates, times and amounts so that you can measure achievement. If you do this, you'll know exactly when you have achieved the goal, and can take complete satisfaction from having achieved it.
Set priorities - When you have several goals, give each a priority. This helps you to avoid feeling overwhelmed by having too many goals, and helps to direct your attention to the most important ones.
Write goals down - This crystallizes them and gives them more force.
Keep operational goals small - Keep the low-level goals that you're working towards small and achievable. If a goal is too large, then it can seem that you are not making progress towards it. Keeping goals small and incremental gives more opportunities for reward.
Set performance goals, not outcome goals - You should take care to set goals over which you have as much control as possible. It can be quite dispiriting to fail to achieve a personal goal for reasons beyond your control!
In business, these reasons could be bad business environments or unexpected effects of government policy. In sport, they could include poor judging, bad weather, injury, or just plain bad luck.
If you base your goals on personal performance, then you can keep control over the achievement of your goals, and draw satisfaction from them.
Set realistic goals - It's important to set goals that you can achieve. All sorts of people (for example, employers, parents, media, or society) can set unrealistic goals for you. They will often do this in ignorance of your own desires and ambitions.
It's also possible to set goals that are too difficult because you might not appreciate either the obstacles in the way, or understand quite how much skill you need to develop to achieve a particular level of performance
123 | P a g e
4.6.a. PERSONAL GOALS ACTIVITY Goal-Setting for the First-Time College Student Setting goals is a process of identifying and defining the aims, achievements and values you wish to fulfill. By making goals concrete and specific you solidify your commitment and ownership of those aspirations. Ask yourself if your goals are consistent with your personal characteristics, abilities, and level of determination. Sometimes putting pen to paper clarifies our thoughts of what we would like to achieve. This exercise it designed to help you with goal setting as a first time college student, but it may also be helpful at other times in your life!
a. My long range goals to complete in the next 2-3 years are: 1._______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._______________________________________________________________________________________ Steps I need to take to achieve these (long-range) goals are: 1._______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._______________________________________________________________________________________ b. My (mid-range) goals to complete in the next 1 year are: 1._______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._______________________________________________________________________________________ Steps I need to take to achieve these (mid-range) goals are: 1._______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._______________________________________________________________________________________ c. My (short-range) goals to complete by the first day of semester are: 1._______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._______________________________________________________________________________________
124 | P a g e
Steps I need to take to achieve these (short-range) goals are: 1._______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._______________________________________________________________________________________
My (immediate) goals for the next month are: 1._______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._______________________________________________________________________________________
Steps I need to take to achieve these (immediate) goals are: 1._______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._______________________________________________________________________________________ SOURCE: http://www.isu.
125 | P a g e
4.7 MANAGE YOUR TIME Do you often feel that you have wasted time? Have you ever run out of time when working on something, or wished you had more time to do something properly? Organisations pay large sums for two- or three-day courses designed to teach time management. And yet the principles involved are amazingly simple and are really only a specific case of the general principles of management discussed above. Working through them should reinforce much of what has already been said in this chapter; you will also be developing an eminently transferable skill.
Basic time-management principles The basic principles are simple: ■ You should direct your effort appropriately, that is, towards the things that are most important. ■ You should direct your effort efficiently, that is, maximise what is achieved by the expenditure of time and energy. ■ You should reduce time wastage. Directing your effort appropriately The main dangers if you are studying tend to be: ■ Poor prioritisation, perhaps working on something interesting and neglecting something more boring or more difficult. The neglected work may be a particular assignment, or even a whole course which you find tedious. It may be displaced by reading something fascinating, but not really necessary. ■ Aiming for unnecessary perfection. This may apply to essays or projects, for example, and lead you to endlessly polish a piece of work rather than handing it in and getting on with the next task. ■ Failing to clarify requirements for an assignment and putting effort into something that is not what your lecturer or tutor wanted. ■ Failing to apportion time fairly between different assignments set within the same Reflect on your last week and your achievements during this period. This exercise can be applied equally to a week of paid employment or to a week working on your course.
126 | P a g e
Activity 4.7.a
Achieving objectives. Jot down the answers to the following questions:
■ How clear were you about your various objectives? _______________________________________________________________ _______________________________________________________________ ■ To what extent did you achieve them? _______________________________________________________________ _______________________________________________________________ ■ How many hours did you work? _______________________________________________________________ _______________________________________________________________ ■ How many of these hours were spent directly on work aimed at achieving your objectives? _______________________________________________________________ _______________________________________________________________ ■ If you would have liked to work more hours, what prevented you? _______________________________________________________________ _______________________________________________________________ ■ For how many of these hours do you think your work was fully effective? _______________________________________________________________ _______________________________________________________________ ■ What prevented you from being more effective during the hours you did work? _______________________________________________________________ _______________________________________________________________ ■ Did you spend time working on something less important, leaving a more important task undone? _______________________________________________________________ _______________________________________________________________
127 | P a g e
4.7.b TIME SCHEDULE PLANNING Prepare a time schedule and demonstrate how you plan to manage your time on the worksheet provided below: SCALE OF RELATIVE IMPORTANCE Important (I) Somewhat Important (S) Not Very Important (N) Unimportant (U)
ACTIVITY Sleeping Eating Grooming/Hygiene Transportation/Walking Laundry/Cleaning Exercise/Sports Shopping/Errands Praying/Meditating Listening to Music/TV Going Out/Socializing Talking on Phone Other Personal Activities Working for Money Interning/Volunteering Extracurricular Activities Studying/Researching/Reading Spending Time in Class and Labs Computing/E-Mail/Internet/Games Thinking/Planning Worrying Other Activities
TOTAL HOURS: 128 | P a g e
SCALE
HOURS per WEEK
Activity 4.7.c Effective Management From the information you provided above, answer the following question to know how you will able to manage your time effectively.
1) What activities are most important to you? _______________________________________________________________ _______________________________________________________________
2) What activities do you spend the most time on? _______________________________________________________________ _______________________________________________________________
3) What activities would you like to spend more time on, and why? _______________________________________________________________ _______________________________________________________________
4) What activities would you like to spend less time on, and why?
_______________________________________________________________ _______________________________________________________________
5) In general, what have you discovered is the relationship between the amount of time you spend on activities and their level of importance to you? _______________________________________________________________ _______________________________________________________________
6) As a result of your discoveries, what one change will you make to improve your time management, and why? _______________________________________________________________ _______________________________________________________________
129 | P a g e
4.8 LOOKING AFTER YOURSELF Looking after yourself should be top priority for any student and working professional. Afterall, if you feel stressed and dejected, there’s not much you can do to achieve your goals, is there? Here are some tips to help minimise stress and guard against burnout: Learn to say ‘no’ We all need to set limits to avoid feeling overwhelmed and stressed. When people make requests that you find difficult to fulfill, rather than rejuvenate you, say ‘no’. It is not rude or uncaring – it is looking after yourself and that will also benefit them in the long run. Understand and accept your limitations Go easy on yourself when you don't achieve everything you set out to do. There are not enough hours in the day to do both your paid work and all the unpaid work you did while at home, so you may need to lower your expectations. And if you are having a good day, week or month, that does not mean you must push yourself harder. Seek and accept help at home Accept help if and when it is offered but don’t wait for volunteers! Don’t be afraid to ask colleagues, family, friends - anyone you can - to help out. You might need to let some things drop completely. Some people find it hard to relax their standards. 'Don’t sweat the small stuff. They tell me this, but it’s not always easy. I like the house a certain way and nobody cleans or irons or cooks just the way I do.' - Sarah If mess makes you feel anxious, remind yourself that you are not letting your family down but giving priority to more important things, like spending time with them. Make some family time Whether it’s over dinner or an after school activity, you will feel better if you spend time together with your family. Look after yourself physically and emotionally Often working professionals will leave their own needs till last. But you need to look after yourself so you can be fit, healthy and in a good state of mind to take care of all your responsibilities. Remember, your family does not benefit if you feel tired, isolated, stressed and resentful. Try your best to carve out some time to: o o o
o
o
130 | P a g e
Get enough sleep – eight hours is recommended Participate in social activities that you enjoy and that help you to relax and recharge Exercise – even though you may feel too tired, exercising regularly, even if only for 15 minutes per day, will give you more energy in the long run, and is also excellent for combating stress, anxiety and depression Eat plenty of fruits and vegetables and pack yourself healthy snacks – eating lighter meals more often throughout the day and minimising your coffee and alcohol intake will help to keep your energy levels up Make sure you take breaks at work
Learn to use stress management techniques You’ll be amazed how effective taking a few deep breaths can be in calming you down. You could also learn some simple relaxation techniques, like meditation or yoga for example. Understand what makes you anxious, frustrated or irritable and find ways to manage these situations. Activty: 4.7.a LOOKING AFTER YOURSELF ACTIVITY List 5 ways in which you can change your lifestyle that would make you a happier person.
List 5 ways in which you can change your grooming and hygiene that would make you a more attractive and professional looking person.
List 5 ways in which you can change your personality that would make you a more confident and successful person. 131 | P a g e
4.9 PROBLEM SOLVING 4.9.a. PROBLEM SOLVING PROCESS What is problem solving? Problem solving is a process and skill that you develop over time to be used when needing to solve immediate problems in order to achieve a goal. A seven-step problem solving cycle There are many different ways to solve a problem, however all ways involve a series of steps. The following is a seven-step problem solving model:
Step 1. Identify the problem Firstly you need to identify and name the problem so that you can find an appropriate solution. You may not be clear of what the problem is or feel anxious/confused about what is getting in the way of your goals. Try talking to others, as this may help you identify the problem. Step 2. Explore the problem When you are clear about what the problem is you need to think about from different angles. You can ask yourself questions such as:
How is this problem affecting me? How is it affecting others? Who else experiences this problem? What do they do about it?
132 | P a g e
Seeing the problem in different ways is likely to help you find an effective solution. Step 3. Set goals Once you have thought about the problem from different angles you can identify your goals. What is it that you want to achieve? Sometimes you may become frustrated by a problem and forget to think about what you want to achieve. For example, you might become ill, struggle to complete a number of assignments on time and feel so unmotivated that you let due dates pass.
Improve your health? Increase your time management skills? Complete the assignments to the best of your ability? Finish the assignments as soon as possible?
If you decide your goal is to improve your health, that will lead to different solutions to those linked with the goal of completing your assignments as soon as possible. One goal may lead you to a doctor and another may lead you to apply for extensions for your assignments. So working out your goals is a vital part of the problem solving process. Step 4. Look at Alternatives When you have decided what your goal/s is you need to look for possible solutions. The more possible solutions you find the more likely it is that you will be able to discover an effective solution. You can brain-storm for ideas. The purpose of brain-storming is to collect together a long list of possibilities. It does not matter whether the ideas are useful or practical or manageable: just write down the ideas as they come into your head. Some of the best solutions arise from creative thinking during brain-storming. You can also seek ideas about possible solutions by talking to others. The aim is to collect as many alternative solutions as possible. Step 5. Select a possible solution From the list of possible solutions you can sort out which are most relevant to your situation and which are realistic and manageable. You can do this by predicting the outcomes for possible solutions and also checking with other people what they think the outcomes may be. When you have explored the consequences, you can use this information to identify the solution which is most relevant to you and is likely to have the best outcomes for your situation. Step 6. Implement a possible solution Once you have selected a possible solution you are ready to put it into action. You will need to have energy and motivation to do this because implementing the solution may take some time and effort. You can prepare yourself to implement the solution by planning when and how you will do it, whether you talk with others about it, and what rewards you will give yourself when you have done it.
133 | P a g e
Step 7. Evaluate Just because you have implemented the best possible solution, you may not have automatically solved your problem, so evaluating the effectiveness of your solution is very important. You can ask yourself (and others) :
How effective was that solution?
Did it achieve what I wanted?
What consequences did it have on my situation?
If the solution was successful in helping you solve your problem and reach your goal, then you know that you have effectively solved your problem. If you feel dissatisfied with the result, then you can begin the steps again. When to use problem solving You can problem solve anytime you experience a challenge or have a goal to achieve. You can use the problem solving model to look for solutions to concerns connected with your study or other aspects of your life. You can take the problem solving steps by yourself, with a friend or others. Problem solving with others is often very effective because you have access to a wide variety of viewpoints and potential solutions. The problem solving model is a useful resource for you to utilise in all aspects of your life and when dealing with challenging situations. 4.9.a PROBLEM SOLVING PROCESS ACTIVITY Identify a problem that you are currently facing. Follow the problem solving process that is discussed and find or suggest three (3 )alternative solution to the problem identified. Problem: 1.
Solutions: 1.
2.
3.
134 | P a g e
4.10 PROBLEM SOLVING TYPES Problem solving requires two distinct types of mental skill - analytical and creative. Analytical or logical thinking includes skills such as ordering, comparing, contrasting, evaluating a0nd selecting. It provides a logical framework for problem solving and helps to select the best alternative from those available by narrowing down the range of possibilities (a convergent process). Creative thinking is a divergent process, using the imagination to create a large range of ideas for solutions. It requires us to look beyond the obvious, creating ideas which may, at first, seem unrealistic or have no logical connection with the problem. There is a large element of creative thinking in solving open problems. The creative thinking skills can be divided into several key elements: fluency - producing many ideas flexibility - producing a broad range of ideas . originality - producing uncommon ideas elaboration - developing ideas. Effective problem solving requires a controlled mixture of analytical and creative thinking. To be a good problem solver you need to be able to switch from one group of skills to the other and back again, although this is not always easy. Traditional education gives far greater encouragement to the development and use of left-brain thinking. This is reinforced in the way we are required to work, where emphasis is placed on rational, logical analysis of data in drawing conclusions. Some other terms which are often used in discussions of creativity include: Intuition - the ability to draw conclusions based on impressions and feelings rather than hard facts. It is a characteristic of right-brain thinking and some people rely on it more than others. Incubation - the period between stopping conscious work on a problem and the time when we become aware of a solution or part solution. People struggling with problems often suddenly become aware of a solution after a period of incubation, during which the mind is occupied by other things. Invention - the creation of new, meaningful ideas or concepts. 135 | P a g e
Innovation - putting new ideas or concepts to a practical use, as in the development of a new product or service.
4.10.a PROBLEM SOLVING TYPES ACTIVITY
Scenario: Your friend who works for a local company is finding it hard to manage his work and home responsibilities. He is unable to manage deadlines, is always late for work, has regular quarrels with his family. Use the 2 types of problem solving methods to find solutions to turn around his life.
136 | P a g e
A note on portfolio of evidence: Universities are increasingly recognising the importance of reflection in learning, and encouraging students to compile personal development files including learning logs, learning journals and other evidence of planning and managing learning. You may be required to submit evidence of such learning, and if you follow the guidance there, together with that given by your university, you should not find compiling this evidence difficult. If your course includes an element of competence-based assessment, or if you seek such a qualification later in your career, you are likely to be required to produce a more systematic portfolio demonstrating that you have the full range of competences covered in that qualification. Your portfolio will consist of a number of ‘exhibits’ which demonstrate your skills in some way. Your work on the book thus far should have generated some exhibits. Additionally you might need to include letters or reports you have written, work schedules you have drawn up, interview plans and/or reports of the interview, training plans, tape recordings of interactions of one kind or another, testimonials from people for whom you have worked, examples of things you have made, and so forth. The list is endless, and what is required will depend on the particular qualification which you are seeking. The principles of portfolio assessment are fairly uniform. You need to address all, or most of, the aspects of a set of performance standards. The exhibit needs to be relevant, fairly recent and to demonstrate your own competence rather than that of other people. And you need to have organised, indexed, cross-referenced and justified your contents. The examiner needs to be able to convince themself on the basis of your portfolio (without wasting time or energy) that you would indeed be competent in the vocational area specified.
Your accomplished series of activities for this unit material will be checked and graded as part of practical classroom activities and considered your portfolio of evidence.
137 | P a g e
Study Skills (OBU 211) First Semester 2015-2016 Practical Classroom Activities Monitoring Sheet Name: ______________________________________________ Trainee Number:______________
Activity
Lesson No.
Page
Understanding your course
1.1a
Understanding AMS Learn the rubrics grading system Understanding the BTEC grading system
1.1b 1.1c 1.3a
7 12 18 24
Understanding the assessment
1.4a
36
Understanding command words
1.5a
37
Topic1 – Communication skills
44
Topic 2 – Samsung Galaxy S6 Edge vs Ipone 6Plus
46
Topics 3 – About Yourself
47
Case Study Analysis
1.5b
49
Assignment report with presentation
2.a
53
Referencing activity
2.3a
68
Finding correct terms
2.3b
69
2.3.c
69
Citing references quiz: Identify the source – References 2,3, 4 Citing references quiz: Identify the source – References 5, 6, 7 Paraphrasing
2.3.d
72
Answer the correct referencing information
2.3.e
73
Compile the references activity
2.3.f
75
Finding the particulars of elements
2.3.g
77
Skills checklist
3.1.a
83
V.A.R.K. Learning styles test
3.2.a
88
138 | P a g e
71
Date Start
Date Finish
Trainer Signature
Activity
Lesson No. 3.a 4.1.a 4.2.a. 4.3.a
Page
Identifying your skills
4.4.a.
112
Getting organized
4.4.b.
115
Personal goals activity
4.5.a
118
Achieving objectives
4.6.a
121
Time schedule planning
4.6.b
122
Effective Management
4.6.c
123
Management techniques
4.7.a
125
4.8
128
Sills self-assessment audit Listening skills Critical Reading Note taking
Finding a solutions to the problem
139 | P a g e
94 105 109 109
Date Start
Date Finish
Trainer Signature
